The name “Mind Over Matter” symbolizes the humankind’s aspiration to create a better world. STEAM, as a means to truly shape the world in a positive way, is perfect as a medium, as it shapes young minds so that they can use their creativity and intellect to transform the matter into something that is useful, sustainable and adds value to the world. The MoM project identifies and leverages the opportunities inherent in STEAM educational activities that will engage and inspire young people to follow STEM pathways through education and into both STEM and new emerging STEAM careers. We distinguish between these two in the following way: STEM encourages deep specialisation within a scientific discipline. STEAM educational activities integrate the Arts and creativity with a broad range of sciences in an interdisciplinary approach that draws knowledge from across a diverse range of expertise. This creative combination allows young people who might not immediately self-identify as a candidate for a STEM pathway to have a positive experience of STEM subjects in the context of something that more readily captures the imagination, and is project and goal-oriented than detail-focused. This can then lead to a growing interest in a STEM specialism or further work in a STEAM-oriented career.Therefore, the first objective is to develop hands-on, inquiry-based approaches to education which will demystify science and scientific processes in order to increase young people’s confidence in approaching STEM. In order to achieve it, partners will implement analyses of best practices existing on EU level and define improvement that has to be implemented according to the relevant researches. Analyses will define the methodological approach that has to be implemented when creating STEAM activities in order to attract young people who aren’t interested in STEM fields. The methodology developed will be based on an environment conducive to high youth engagement, an investment from the youth in their learning, problem solving in the context of the real world, and a non-traditional format where the educator facilitates the development of ideas without being prescriptive.In order to test the developed methodology, 40 STEAM pilots will be developed and tested with 500 young people in online and offline environment. The main target group are young people, 13 to 18 years old, divided into age groups 13 to 15 and 16 to 18. The selection will be implemented in a way that young people who are generally less interested in STEM careers and education will be invited to attend the education (around 80% of young people not so interested and 20% young people interested in STEM). STEAM pilots will be based on a problem connected to SDGs that participants will address in teams using available equipment and materials The proposed methodology will not have a pre-set prescribed outcome, but will instead enable participants to collaborate on a variety of innovative solutions. Teams will present solutions to each other, thereby multiplying the learning outcomes across the group. Their confidence and interest will be measured at the beginning of the educational activities and at the end in order to prove if the pilots had impact on their educational and career considerations. It is expected that 10% of participants will report an increase in motivation and confidence in pursuing STEM and STEAM careers. That will impact the second project objective, which is to sustain the interest of youth in STEM and STEAM carriers. Besides the youth enrolled in project activities, through intensive dissemination activities we will reach other young people. For it, we will use videos of STEM and STEAM experts from the business sector, policy-makers and young people enrolled in STEM education and careers. The aim of the campaign is to send a message that young people can become STEM and STEAM experts regardless of their current perceptions of what STEAM is. We will demonstrate the different educational and career paths that STEM and STEAM experts had, allowing some to recognise themselves in those experts. An evaluation of the proposed methodology will result in detailed methodology guidelines that will be disseminated with the pilots toward educators from formal and non-formal education contexts. They will be provided with materials developed and supported in the process of testing either existing pilots or in the creation of new pilots. That will give the consortium the opportunity to test the methodology in different environments. We will communicate the project results to the Ministries of Education and Youth in order to raise questions about the existing STEM education implemented in the formal education system and its possibilities for improvement using the developed methodology and pilots.

<< Objectives >>Through the project we hope to meet the need to provide knowledge, pedagogical approaches, appropriate teaching materials and technical tools to our teachers as well as the need to inform and educate them in order to emphasize the priority in teaching but also the evaluation of useful and essential skills through game-based learning and the use of gamification in the educational process.<< Implementation >>Teachers from the project partner countries will participate in trainings where they will be trained in new pedagogical approaches and teaching methods such as Game-based learning and the use of gamification in education. In addition, a digital guide in the form of a wiki will be developed, which will contain all the necessary material that will act as an assistant and an integral tool for teachers in the integration of these methods.<< Results >>Teachers from the partner countries will be trained on new trends imposed by modern educational needs and specifically in the methods of game-based learning and the use of gamification in the educational process. This knowledge will be transferred to other teachers in the wider partner area. (but also at national level) through the dissemination of the results as well as the specialized guide that we will implement within the framework of the project.

<< Background >>Social inclusion lies at the very base of the society, which needs to be encouraged and promoted in order include disadvantaged and underrepresented users such as Alzheimer's patients. In 2016, WHO and ADI (Alzheimer's Disease International) Report, dementia was defined as 'a global public health priority'. Recently, it has been estimated that there are around 46 million people in the world suffering from dementia, 50-60% of whom have Alzheimer's disease. Due to an ageing population, the number of cases will triple in the next 30 years and by 2050 one in 85 people worldwide will be affected, for a total of 130 million people. Therefore, it is evident that there is a need to increase and expand the training of professionals who already work with Alzheimer's patients through innovative practices, by creating a network and a team of experts.The primary objective is to improve the quality of life of people with dementia and their caregivers, to promote respect for their dignity, to reduce the negative impact on communities and states by raising awareness and making dementia a priority. The ageing of the population implies an increase in leisure time for a growing segment of the population and requires specific dedicated services. Embracing the concept of lifelong learning, there is a need to design and promote activities and initiatives involving actors outside the health and social service. The promotion of such activities demonstrates the importance of the concept of lifelong learning because by stimulating the elderly to learn and to confront themselves with others, we may solve the problem of loneliness, combining culture and sharing.Seniors are more and more recognised as a social resource and not only as a “delicate” group with complex needs. This awareness is also gaining importance in the medical-health field where there is a shift from a practice aimed at 'producing healing' to that of 'caring', that is, taking care of the patient. And it is from here that the GentleCare model (Moyra Jones) was developed: it starts from the premise of how a person with dementia undergoes a modification in their abilities to interact with reality. It will then be useful to build a 'prosthesis' around them to compensate and help them maintain their autonomy for as long as possible and to minimise stressful situations that cause agitation, anxiety and aggression.AIDA stands as a practice in response to these needs and as a means to help this category to react in the post-Covid-19 society and to get out of the state of loneliness that the pandemic has caused. It is well documented that culture nourishes and heals the fragile. The world of culture, the world of health and the world of the digital world must develop an alliance aimed at re-giving hope to the treatment centres, considering homes as refuges and squares as places of exchange; the body and soul of each person is to be seen as a starting point and not as an unbearable burden.<< Objectives >>The project starts from the analysis of existing practices, the study of the consortium's experiences and the need to develop a unique working methodology, able to make society more friendly and improve the living conditions of people with Alzheimer's and their caregivers. The overall objective is to create a new approach for people with Alzheimer's in order to improve their quality of life and that of their caregivers, their social relationships, their environment and the services they receive.Specific objectives:- exchange of good practices and experiences;- development of a new methodology and working tools;- creation of the AIDA space in the HUBS platform.Results:- at least 21 learning scenarios to be created on the basis of good practices and experiences;- at least 21 professionals from the social, health, arts, culture and digital fields to be trained in the AIDA Methodology;- 6 territorial teams that will pilot the Methodology at local level;- 12 experimentation paths of the Methodology activated in the 6 countries of the consortium;- Report containing analysis and study of the results obtained;- 1 methodology developed and validated;- Creation of an international network of experts;- Contribution to the creation of a more friendly and accessible society.<< Implementation >>The work plan is based on the idea of creating a triangulated exchange between the partners from the three project areas; they will work together to:- promote and disseminate activities at local and national level; - co-create the LTTA programmes and Project Results, based on the different experiences and needs emerging from the analysis of the Alzheimer's sector scenario;- co-produce the learning-scenarios, the basis from which to organise and conduct local activities, and then the case-studies;- organise and promote local involvement activities in the territories of reference - produce material for the website and platform.The project starts from the analysis of existing practices, the study of the consortium's experiences and the need to develop a unique working methodology, allowing the creation of a more friendly society and improving the living conditions of people with Alzheimer's and their caregivers.Phase 1: Jan/Oct 2022: Launching the project and the methodology-Feb TPM1Meeting of partners to discuss general arrangements for project implementation, tasks, common rules.LTTA1 organisation (C1).Meeting of trainers to set up and organise C1.Partners should:Present a description of the state of the Alzheimer situation in their territory and examples of the good practices they have experienced.Present associated partners and motivate their choice.Discuss website management.Discuss methodology and criteria used in the collection of good practices and analysis phase.-Feb/MarLocal events for the public launch of the project: each partner participates in events in its area.Development of the website.- Apr: LTTA1 (C1)- May/JuneMethodology development- Jun/OctDevelopment of learning scenariosProduction of training toolkit-OctTPM2LTTA2 (C2)Phase 2: Nov '22/Dec '23 PILOTING METHODOLOGY- Nov/Dec- Jan/Jul 23Local activities - Jan/NovCollection of case studies- Oct/DecReport on monitoring activities and resultsPhase 3: Aug '22/Dec '23 AIDA DIGITAL ENVIRONMENT DEVELOPMENT ON HUBS [parallel to 2nd phase]- Aug/NovTechnical development of the AIDA environment on the HUBS platform- Nov '22/Jun '23Uploading the learning scenarios and the Training Toolkit on the website and HUBS- Mar TPM3- Jun/SepDevelopment/Adaptation of case studies in HUBS- Set/OctUploading digital case studies- Nov TPM4- Oct/DecOfficial launch of AIDA HUBS and digital case study tourDissemination<< Results >>There are examples of networks created to improve the conditions of this fragile category, but there is no trace of the existence of a triangulation that foresees the co-creation and co-participation of the social-health, artistic-cultural and digital spheres to conceive and pilot a cross-sectoral Methodology: this is the primary objective of AIDA. The project will allow to join these fields in a triangulation of interdisciplinary skills; AIDA invests and focuses on the training of professionals of the three sectors, on the creation of learning scenarios and case-studies that will then have a direct effect on patients and their caregivers.The project proposes to start from the exchange of multidisciplinary, innovative and effective practices coming from the experiences already consolidated by the partners, in order to create a European multidisciplinary team able to create the AIDA methodology and recognise it as a non-pharmacological therapy.Specifically, the tangible results will be:- AIDA methodology (Project Result 1);- Materials and guidelines for the 2 training meetings (LTTA)- Validation of the Project Results through the Territorial Experimentation in each country and the consequent creation of products and data (Project Result 2);- Project platform on Open-Source HUBS by Mozilla (Project Result 3);- Project website;- 2 Scientific articles;- Production of digital and printed materials for communication and dissemination;- At least 21 learning scenarios;- At least 14 case studies;- At least 21 trained professionals;- AIDA methodology;- 1 Training Toolkit;Non-tangible results:- At least 84 (14*6) Alzheimer's patients and family members/caregivers involved in territorial pilots/projects based on the developed and shared learning scenarios;- Improvement of the socio-health, artistic-cultural and digital skills of the different target groups;- Improvement of the well-being of people with Alzheimer's and their families/caregivers;- Increased awareness of the issue in civil society;- European network composed of professionals trained in the topics, methodologies and tools of the areas of interest of the project.

Coronavirus pandemic has caught our formal education sectors by surprise. It has thrown both our teachers as well as students to the reality of online distance learning. The digital online tools used for distance learning were oftentimes disengaging and not user friendly to students nor teachers. Skills as competences of teachers to use these tools, were also low in many cases. In this context, sChOOL GAMES project will tackle some of these key challenges that our education system faces and which were highlighted by the COVID19 pandemic through achieving these objectives: O1: To develop quality and free educational software - 3 digital educational gamesO2: To develop understanding how best to incorporate digital games into subject-specific teachingO3: To train and build the capacity of educators to provide high quality, inclusive education through digital games.These objectives lead to fulfilment of the overall goal of our project, which is to equip educators, notably high school teachers, with innovative digital tools (digital educational games) and build their capacity to deliver high quality inclusive digital education. The main benefactors of reaching this goal will besides teachers be the students themselves, who will have an opportunity to progress their knowledge, skills and competences through these games in three high school subjects: History, Geography and Biology.We will design these games in a way, which will conform to the curricular needs of the teachers in high schools. We will achieve this through numerous consultations with the teachers, and also public institutions dealing with curricular plans as well as pedagogical methodologies.Mobile games together with pedagogical methodologies developed in this project will be used in two ways:• as a teaching tool (technology helping the teachers to teach; Teaching with mobile gaming technology), and• as a learning tool (technology helping the learners to learn; Learning with mobile gaming technology).TARGET GROUPS: 1. The primary target group are educators, notably high school teachers, who will be equipped with hands-on tools and methodologies and trained to apply them in their work 2. The secondary target group, which will benefit from tools developed by the project: - school students, - students’ parents

<< Objectives >>- To provide students with basic technical skills that can be used on the labour market for new professions in the tourism and culture sector;- To put students in contact with local companies, interpreting their needs and understanding the real future possibilities of employment and development;- To contribute to the enhancement of the local and European cultural heritage, putting students at the centre through the exchange of European values.<< Implementation >>Activity 1: Project managementActivity 2: Research on skills mismatch in the labour marketActivity 3: Creation of a database of OERs on ARActivity 4: Realisation of a project in ARActivity 5: Dissemination of results and workshop on tourism marketing<< Results >>Thanks to the project, students and teachers will be able to acquire basic digital knowledge on some advanced technologies such as AR, thus being able to acquire skills necessary for their future work in the marketing and tourism sector, becoming the professionals of the future.