<< Objectives >>VR4Chemistry project aims to reflect the need of partners and target groups in two directions:-Innovative technology implementation to school education-The COVID pandemic findings for methodology of distance/blended learning in school education.The training content and learning scenarios will focus on:1, Assisting pupils to better understand the chemistry phenomena with the utilization of new educational technologies.2, Develop methodology, which will help teachers prepare educational m<< Implementation >>During the projects lifetime following activities will be organized with the aim to meet the project objectives:-Four transnational meetings of the consortium of partners-Three project results development-Five workshopsPilot evaluation<< Results >>The following list provides an overview of all project results that will be realized in the frame of the VR4Chemistry project:-R1: Learning Scenarios and Open Educational Resources for Chemistry-R2: Game-based 3D Virtual World Educational PlatformR3: Training of the teachers (handbook)

"School education is the most important educational period, when students create learning mechanisms, construct knowledge and develop basic skills and acquisition methods. The quality and the effectiveness of school education is of strategic importance in all countries and a top priority in the EU agenda. Efficient school education is of strategic importance for development, the economy and the society and is considered necessary more than ever before for schools to offer students innovative and efficient learning procedures based on Information and communication technologies (ICT) that attract their interest. Advanced and innovative ICT technologies, web 2.0 tools, social media and 3D virtual reality are emerging technologies and several studies point out the important role they can play to assist both teachers in teaching but also students in learning more efficiently in entertaining and cooperative way. However, studies on European level point out that a big percentage of teachers and school educators may lack the necessary digital skills. Indeed, the findings of many EU studies indicate that teachers have a strong desire to integrate ICT into education but they encounter many barriers. The major barriers are the lack of confidence, lack of opportunities, lack of competence and lack of access to resources. In these studies, teacher skills, competence and accessibility to quality resources are the critical components of technology integration in school education. Teacher skills on new digital, social and ICT technologies are reported to be mediocre and their lifelong learning training on new technologies, in most cases is missing. It is considered necessary more than ever before to assist teachers and enhance their digital skills on the use of new ICT technologies and the utilization in their learning procedures and in their courses for the best benefit of students learning.In this context, the VRACE proposal has been designed specially in order to contribute to one of the most important strategies promoted by the EU Commission for increasing the educational outcomes of school education. The VRACE proposal has been designed specially in order to give a correct response to one of the most important strategies promoted by EU Commission for increasing the educational outcomes of school education. In this spirit, VRACE project aims to assist teachers in learning how to efficiently utilize innovative digital, ICT technologies like virtual reality and Web 2.0 tools and social technologies in their school courses in order to assist students' learning and their knowledge construction and cooperation. The project will initially develop a concrete training framework and e-courses targeted to school teachers, to train them on how to successfully integrate various necessary and efficient digital technologies in their school education. In this line, a virtual learning environment will be formulated and a wide spectrum of courses, roadmaps and good practices that will offer advanced training procedures to teachers on European level. In addition, the environment will also be offered to school teachers participating in the pilot activities to prepare and include their own courses as well as interested teachers after the end of the project. The platform will also be offered to school teachers participating in the pilot activities to prepare and include their own courses as well as interested teachers after the end of the project. Students will be involved in various piloting activities to collect feedback and improve the Methodology and e-courses.The partnership includes five participants from five countries. Coventry University is the coordinator of the project and the main technological partners of the project are the Computer Technology Institute (Greece) and the University of Turku (Finland) both having experience with using Virtual Reality in education. CTI will have an active role in the development of the Virtual World and provide valuable content for Courses. The National Research Council (CNR) of Italy, with it's ""Istituto de Tecnologie Didattiche"" has extensive experience in the area of applying ICT in education and will have a major role in the pedagogical methods applied. The CCOV (CZ) has expertise in applying ICT in education as well as the formulation of innovative courses at all levels of education and will be an important content provider for the e-courses.The results of the project will include i) Studies/reports/roadmaps on ICT in school education in European level, ii) Courses and guidelines for teachers on integrating ICT in School Education, iii) 3D game-based virtual reality platform.Teachers using project's results will improve their ICT skills and offer more efficient and attractive learning procedures to students. The project will have a great impact on National and European level, it will bring great added value to the school education and enhance its efficiency."

"<< Objectives >>The DICE project's main objective lies in the intention to react actual needs of labour market and thus to support individuals in acquiring and developing relevant skills and key competences. This is linked in two directions:- to increase the level of key (digital) competencies of the target groups,- to improve the situation of the vulnerable groups such as young people, women, immigrants, NEET at the job market and help them to obtain skills important to be successful as entrepreneurs.<< Implementation >>Following activities will be done:- 4 transnational project meetings,- three main outcomes: (i) Kit of IT skills and knowledge, (ii) Curriculum & OER development and (iii) DICE MOOC platform - activities led to outcomes: State of the Art and Data analysis & Country reports & Transnational synthesis; Curriculum & OER development; MOOC platform development; Cohort Based Course Methodology; Piloting and Evaluation events and ""Workshop for stakeholders"" events.<< Results >>The following results will be developed: − Kit of digital skills and knowledge for competitiveness and innovation in entrepreneurship;− Curriculum development & Authoring OER for key subjects of the developed curriculum;− DICE platform - MOOC platform for online training and tutoring;- 5 Roll-out workshops;- Project Management Guidance;- Project Visual Identity;- Complex Dissemination Plan and project website;- Quality Management Plan."

<< Background >>Food production needs to increase by 70%, actually mostly through yield increases (FAO, 2014), to feed the world in 2050. Productivity increases have often been accompanied by negative effects on agriculture’s natural resource base, to such an extent that it could affect its productive potential in the future. This situation is further compounded by climate change impacts reducing the resilience of agro-ecosystems. Improving resource-use efficiency and productivity of agro-ecosystems are therefore essential in order to reach food-security objectives. These are the main goals of climate-smart agriculture as well a goal No. 13 between the 17 Sustainability Development Goals defined by FAO. Continuing this path is not an option as it will put additional pressure on the already stressed natural resource base and local livelihoods, while climate change is further reducing the resilience of agro-ecosystems and smallholder farmers. Research carried out shows that the ecosystem approaches that combine both food and energy production could substantially mitigate these risks while providing both food and energy to rural and urban populations. From this point of view, integrated Food-Energy Systems (IFES) covered integration of food and energy production may be one of the best ways to improve national food and energy security and simultaneously reduce poverty in a climate-smart way. An IFES is a diversified farming system, which is a system of agricultural production that incorporates agro-biodiversity and builds on the principles of sustainable production intensification. IFES can functions at various scales and configurations, from small-scale operations managed at the village or household level primarily to meet domestic needs and sustain local livelihoods to large-scale operations designed for commercial activities. Depending on the circumstances, the generation of solar, thermal, geothermal, photovoltaic, wind and water energy can be an integral part of the system.<< Objectives >>The main aim of the SOLAR project is through innovative technologies and personalized learning to improve competences, knowledge, skills and qualifications of the small and middle farmers in the field of IFES that may lead to the smart agriculture positive approach.Currently existing learning materials for farmers are mostly focused on the separate areas of bio-food production or alternative/renewable energies. Moreover, these learning materials/events/courses are very general and based on the sophisticated technologies, which are not always suitable for the people from agricultural practice.We offer to develop comprehensive curriculum and complex learning materials oriented on the problems of IFES with the main attention on the climate-smart approach.The SOLAR project plans to develop following project results and learning event:R1 – Result 1 “SOLAR competences and curriculum”− Methodology for introducing SOLAR competences in curricula− SOLAR competences framework - SOLAR curriculumR2 - Result 2 “Case Studies and Open Education Resources on IFES “:− edition Case Studies of successful ways of implementation on IFES− Integrated learning modules & Open educational resourcesR3 - Result 3: “Personalized Learning Platform”- Personalised Training System aimed on development of the platform help learners to fulfil their learning goals at their own pace.As a primary target groups of our SOLAR activities can be defined:- Adults, especially small and young farmers, which have interest about sustainable agricultural land use, climate changes, environment protection and safeguarding high quality living in the rural in the future.- Especially SOLAR competences and curriculum will targeted VET institutions acting in formal as well non-formal and informal education and training, which can act for improving the situation for small and family farms. Most EU farm managers have acquired agricultural experience through practical work and only around 20% of them had attended some agricultural training.<< Implementation >>During the project lifetime following activities will be organized with the aim to meet the project objectives:Five transnational meetings of whole consortium:- KickOff meeting (November 2021, France)- 2nd meeting (April 2022, Poland) - 3rd meeting (October 2022, Italy) - 4th meeting – (April 2023, Spain) - Final meeting – (October 2023, Bulgary)Activities related to the Management and Implementation:- establishment of the Executive committee, Promotion and Dissemination Committee and Quality Committee.- development of the Quality Management Plan- development of the Integrated Dissemination Strategy- internal evaluation of intellectual outputs development progress. - development of the Pilot plan and Strategy for Multiplier events and Final Conference. Main activities related to Project result No. 1:-Development of the research tools for the collection and analysis of evidence to define the SOLAR competences- SOLAR Competences identification- SOLAR curriculum definitionMain activities related to Project result No. 2:- Methodology and didactical framework definition - Case Studies of successful ways of implementation on IFES design− Open educational resources developmentMain activities related to Project result No. 3:- establish the central project document repository and database - establish the initial platform publicity front page - methodology for personalized learning - concept, structure and layout of online platform design- implementation of digitalized platform and content development - Guide for personalized learning<< Results >>The following list provides an overview of all results, outcomes and events that will be realized in the frame of the SOALR project:- R1 - SOLAR competences and curriculum;- R2 - Case Studies on IFES and Open Education Resources on IFES;- R3 - Personalized Learning Platform.EVENTS- KickOff meeting (November 2021, France)- 2nd meeting (April 2022, Poland) - 3rd meeting (October 2022, Italy) - 4th meeting – (April 2023, Spain) - Final meeting – (October 2023, Bulgary)- 5 Multiplier events - 1 Final conference- Pilot evaluation in each countryPROJECT MANAGEMENT - Project Management Handbook- Project Brand ManualDISSEMINATION - Integrated Dissemination Strategy- Dissemination Directory- Project website as a part of the SOLAR Platform- Social Media accounts- Project Brochure for (digital) distribution - Project Pop up Stand - Media Launch at project outset QUALITY / EVALUATION - Quality Management and Evaluation Strategy- Interim and Final Report

"The School education in the most vital educational period for students. Many reports in EU level point out the importance of school education and its impact on students knowledge and skills and the improvement of the efficiency of school education is a top priority of the European Commission. A main course in all levels of school education are the mathematics. Mathematics occupies a crucial and unique role in all science disciplines and represents a strategic key in the development of the whole society. However, students find mathematics courses to be the most difficult and challenging and face particular difficulties in understanding and comprehending the various topics math courses.Good understanding of mathematics, science and technology is an essential component for a successful professional and social life. However, the current situation in EU level where more than 20% of young Europeans not reaching a minimum level of basic skills in mathematics and science is alarming. According to PISA surveys conducted in European level, the students achievements in mathematics comparing the OECD average is alarmingly low in many EU countries and special actions are needed to address and assists mathematics education. So, specific actions and initiations should be designed towards this direction as highlighted by EU commission.In this context, MATHESIS project aims to define a coherent framework for school mathematics education with the utilization of game-based learning and advance ICT technologies like virtual reality. The project aims to assist students at ISCED level 1 & 2 in studying mathematics with the utilization of innovative technologies like virtual reality. Specifically, a game based 3D virtual reality educational environment will be developed possessing innovative educational infrastructure and offering immersive and efficient learning opportunities. It will engage students in various learning activities and offer students an attractive, entertaining and efficient way to learn various mathematics courses. The students will have the ability to virtually explore procedures and examine the ways that math works. The virtual educational environment and the game-based activities will be designed in a way that supports students to form appropriate mental models of involved concepts, by visualizing them and allowing interactions with the virtual phenomena and mathematics processes. This will contribute in more effective ICT-based teaching and training and will also offer new, more attractive ways of teaching, through the 3D World and the gamesThe main outputs of the project concern a series of reports and roadmaps on school math education, Innovative Learning Material for Mathematics education, a game based virtual reality educational environment and games to assist students in learning mathematics topics and a open content repository to organize and share all the results are OERs. All the project's outputs will be freely available to public.The partnership consists of 6 partners from 5 EU countries with complementary experience and skills that secure the high quality of the results of the project. Project coordinator is the Universitatea Politehnica in Bucharest which is the largest technical university in Romania and has great experience in the modernization of education, by developing, testing and implementing new technologies and methodologies in education. Computer Technology Institute is the main operator and coordinator of Greek School Network which provides various learning services to schools, students and teachers. University of Turku has great reputation in innovative research and possesses great skills and expertise in Virtual Reality and intelligent educational systems and will be leading the development of the 3D virtual reality environment. The CCOV has experiences from the education and training processes and act or acted as a teachers at schools and/or universities and provides a range of complementary skills and experiences, that are necessary in order to conduct the project successfully. Also it have valuable expertise in the formulation of innovative methods and creating learning processes and will be participate in providing content and describing learning scenarios for mathematics education in virtual world environment. ""Elena Cuza"" National College in Bucurest will provide valuable expertise and test-bed during the project. Finally, CNR in Italy is one of the most notable and specialized institutes in European level on educational technologies and will participate in the specification of the courses on mathematics and their multimedia.The project will modernize and improve the effectiveness of school mathematics education and reinforce the efficiency and the attractiveness of mathematics education in European Level. Finally, a strategic aim is the integration of the MATHESIS into national educational systems and partners have the influence to achieve this important aim."