The ability to observe the internals of an execution of a computer-based system is a fundamental requirement for ultimately ensuring correctness and safe behaviour. Within COEMS (Continuous Observation of Embedded Multicore Systems) a novel observer platform with supporting verification methods for software systems is created. COEMS tackles the issues of detection and identification of non-deterministic software failures caused by race conditions and access to inconsistent data. It gives insight to the system’s actual behaviour without affecting it allowing new verification methods. An efficient real-time access and analysis as a critical element for operating safe systems will be developed and validated by COEMS. Moreover, a cross-layer programming approach supporting failure detection will be proposed. COEMS aims at shortening the development cycle by considerably increased test efficiency and effectivity, by increased debug efficiency (especially for non-deterministically occurring failures) and by supporting performance optimization. COEMS improves the reliability of delivered systems, enabling software developers to identify, understand, and remove software defects before release, as well as improving efficiency of software for multi/many-core computing systems in terms of performance, real-time behaviour, and energy consumption. The two Global Players Thales Group and Airbus Group, both active in safety-critical domains, will validate the COEMS approach by suitable demonstrators, i.e. testing and debugging of real-world multicore applications. In addition to these two domains, we will address the domains of safety-critical medical applications, automation and automotive industry, as well as the Internet of Things. Technologically, COEMS will provide the world-wide first comprehensive online observation approach that is non-intrusive allowing improved testing and debugging. Altogether, COEMS will define a new state-of-the-art for software systems development.

"ALL will contribute to improving the creative competence of learners, educators, and pracademics (practitioners + academics) by developing an experimental framework for arts-based teaching methods. It will be carried out both in the project activities and also concretely applied in pre-existing educational programmes at the partner institutions and in collaboration with cultural industries/institutions and research environments. The aim is that the framework will develop original arts-based educational materials and an established collaboration amongst partners (included associated partners) that are sustainable and will be implemented in other higher educational (HE) institutions all over Europe. The approach is scalable, and provides clear benefits for the training of creative skills, methods, and tools for the participating students/learners, teachers, institutions and artists, while at the same time being fundamental to a positive valuing of creative methods in HE. We will increase the quality and relevance of arts-based education within and beyond the participating institutions particularly by focusing on increased originality in educational tasks, closer collaboration between learners and artists/cultural industries, co-creation, increased labour market relevance of creative education, increased learning outcome by promoting embodied learning methods based on artistic problem solving, promotion of the full integration of arts-based methods in HE, and the development of the learners' creative competences.The partnership will involve participants and other stakeholders that are experts of, passionate about and strongly interested in arts-based methods and their application to HE. ALL will develop new models for arts-based education, which are immediately applicable to pre-existing educational programmes. This application during the ALL project period will be part of our ability to test, evaluate and continuously adjust these methods during the three yearly cycles. The project is about building a laboratory for free and structured arts-based experimentation, in a co-creative partnership of leading academic experts who also have practical experiences with/in artistic practices. The laboratory we want to build together is not a physical infrastructure but a social space ""in between"", a fully creative environment, open for knowledge to be embodied, but also challenged, reframed and rethought.The arts-based methods can (and will) take different forms, by using a number of artistic media, traditions and approaches. Common to all will be the fact that teachers will be able to challenge the learners to work creatively across disciplines, by using original methods, and on real-world artistic problems. This approach makes it possible to integrate and recognise alternative methods, such as sense-making, visualising, dramatizing, and metaphor-building in existing study programmes, even the ones that do not have art content, such as the programmes we target, mainly from pedagogy, learning, leadership training, organisational learning. These are important steps for allowing for a widespread take-up of arts-based methods in HE, ensuring so the impact and sustainability of the project. The arts-based methods will be targeted to teachers/educators who desire a holistic and creative approach to teaching and who wish to stimulate their learners' creativity. Learners will be targeted as end-users of the creative methods, but also in their role as future educators, facilitators of change, leaders developers and trainers. HE institutions that support arts-based methods will be open to a systemic cultural change that values multiple and creative approaches to education. Artists are also expected to enhance their competence in applying artistic methods to non-arts contexts. The impact we intend to produce is more of qualitative and sustainable than of quantitative nature. We will broadly disseminate the material developed by means of open source and virtual platforms, making them publicly available for use and exploitation, and we will also make sure that the participants will find meaningful resonance in the ALL methods, so being affected in their motivation to bring these methods further in their educational practices. By the end of the project the aim is to have presented the work to at least 200 teachers at HE (multipliers) and involve actively min. 12 actively participating students/learners from the partner universities. The project partners include six universities from different countries, as well as three associated partners from as many universities. On average, each yearly cycle will involve min. 15 actively participating educators from across the six universities. While the project has a clear international scope, with the co-creation across nationalities and disciplines, we expect that the results are also useful on a local/regional/national scale, and will support more of such arts-based methods in HE."

<< Background >>Many European schools still fail to provide equitable access to high quality mathematics education for all students, regardless of the students’ backgrounds. Driven by the increasing language diversity and persisting opportunity gaps in Europe, the project aims to develop professional development (PD) opportunities for teachers to develop their expertise in being responsive to linguistic diversity in mathematics classrooms. Being responsive to linguistic diversity means to treat language aspects as explicit learning goals and to build upon multiple languages as resources for mathematics learning. As language is an important thinking tool for constructing new mathematical knowledge, language responsiveness is essential if students are to gain equitable access to mathematics, regardless of their linguistic backgrounds.A fruitful means of being responsive to linguistic diversity in mathematics is the activation of multiple languages in mathematics classroom for the purpose of exploiting the connection of languages as learning opportunities. For instance, in Turkish, the fraction 3/5 is expressed as “5, therein 3”. Comparing this expression to the English “three fifths” can initiate deep learning processes on differences in conceptualizing fractions, not only for Turkish-speaking students, but for students of all linguistic backgrounds. These multiple languages can be either students’ home languages and the language of instruction (e.g., German), or English as Medium of Instruction in bilingual education (e.g., in the Netherlands), or combinations of both. Engaging students in these kinds of deep learning processes requires teachers’ expertise and specifically developed educational resources.<< Objectives >>The objective of the project is to design professional development (PD) opportunities that enable mathematics teachers to be responsive to linguistic diversity in mathematics classrooms.To achieve the project objective, therefore, the project has the following goals:1: Design and validate digital Open Educational Resources (OER) that are responsive to linguistic diversity, as material support for PD opportunities.2: Design and validate PD opportunities to facilitate mathematics teachers’ expertise in harnessing the epistemic potential of multiple languages, through their implementation and reflection of said OER.3: Examine the effects of the material support and the PD opportunities on mathematics teachers’ expertise for being responsive to linguistic diversity, also comparatively across the diverse language constellations in the national contexts of the project partners.<< Implementation >>The project is organized in two phases.Phase 1 of the project is concerned with developing the material base for PD opportunities, firstly in the form of digital OER that are responsive to linguistic diversity, for the topic of algebra (generalizing patterns, equations), and secondly, in the form of designing –together with 3x5 teachers– reflective activities with the OER for facilitating teachers to perceive, utilise and reflect on exploiting the epistemic potential of multiple languages.In Phase 2, PD opportunities are designed to facilitate teachers to develop their expertise for being responsive to linguistic diversity in the mathematics classroom. In the three countries, 3x15 mathematics teachers will be engaged in international Professional Learning Communities (PLCs), organized around the teachers’ own experimentation with the digital OER in typical cycles of collective inquiry:(a) appropriating the principles and aims of the teaching approach in the OER,(b) analyzing and adapting the OER for own experimentations,(c) experimenting in their own classrooms,(d) collectively reflecting on the classroom experiences and students’ products.In these cycles of inquiry, teachers experience the benefits and pitfalls of exploiting the epistemic power of multiple languages in the classroom. Through their reflective activities, they learn to identify moments that are particularly suited to exploit the connectedness of multiple languages for supporting their students’ conceptual understanding.The project will utilise qualitative methodologies for investigating teachers’ reflective processes about harnessing the epistemic potential of linguistic diversity in their mathematics classrooms, with a particular focus on teachers’ learning pathways. In particular, data on the teachers’ adaptation and implementation of the material, their reflection on these adaptations, as well as on students’ learning and language use will be collected. The data will be analyzsed with specific methodologies to account for the multilingual context, as developed in earlier projects of the partners.<< Results >>Findings of this project will improve our understanding of how to facilitate mathematics teachers to be language-responsive towards the inclusion of multiple languages in mathematics classrooms, and to harness multiple languages for supporting all students’ mathematics learning irrespective of their linguistic backgrounds.The PD module, as the central output of the project, will have an impact on several levels. Firstly, at the level of the partner institutions, all partners can integrate the PD module into regular teacher education programs for preservice teachers, as well as into their regular PD courses for in-service teachers, potentially reaching hundreds of teachers and, in turn, improving the mathematics learning of many more students. Secondly, on the school level, schools will have the opportunity to sustainably work with the developed teaching materials in their classrooms and expand the group of involved teachers within the schools though collegiate professional development. Thirdly on the policy level, regular policy papers inform educational policy makers about these positive examples for how to include multiple languages in education. The research evidence from this project about how linguistic diversity can deepen subject matter learning is essential, as it can motivate other educational institutions to utilise language diversity to improve student achievement in different subjects.

<< Background >>Health equity is important for a sustainable society, future, and good life for all. The project group members have been working on topics related to health equity for years. Some are working within the healthcare field, some within education and some provide a social service from their respective NGOs. Equity is a value-based, political concept that points to the commitment of providing safe, meaningful, and appropriate healthcare for all. Although European health care systems are developing in a positive direction for many people, there are health and service gaps which, unfortunately, are contributing to growing health inequity within our societies. Preservation of sustainable societies depends on accessibility to health services, and availably of equitable healthcare, for all. Therefore, knowledge and competence about existing health gaps and inequities as a societal problem is an issue that must be given high priority. Through our work and discussions, we have identified the need to design a framework that clearly articulates the concept and context of health equity through education and allows us to build competence in this topic. HEIs share a responsibility for the training of the future healthcare professional workforce and, thus, must design new and effective strategies to integrate health equity into the student healthcare professionals’ education in collaboration with other relevant stakeholders. Based upon this background, we have built a consortium that has the knowledge, expertise and, in short, the capability of undertaking such as a task. Close collaboration between educational institutions and individuals and groups from their extended network, namely healthcare services and providers, policy and decision makers and healthcare user groups represented by specific organisations including NGOs is necessary for understanding and bridging the health gaps. In this project, four HEIs and two NGOs will work closely as partners towards achieving this goal. In addition, we will reach to the extended network to work together throughout all stages of competence building, from designing the framework and producing open access educational materials, to implementing them in our courses. In our previous work, we have missed a suitable collaborative space for international collaborations between different sectors. Therefore, the Virtual HEQED House will be created to fill such a space here. This will be a space for networking, information, sharing of material, development, teaching, and learning. It will be a tool, a learning hub and a space for close collaboration between central stakeholders for building equity in health through education. In summary, we are addressing the need for: •understanding the concept of health equity through education •operationalisation of health equity through education •a collaborative space for educational institutions, NGOs and other stakeholders •relevant and updated learning material on health equity •building competence in health equity•knowledge construction on health equity<< Objectives >>We want to achieve equity in health through education. This means that all persons within our society get relevant and good healthcare. This is a huge aim, and we are aware that one project will not take us all the way there, but we can take important steps. We are focusing on the role of higher education, which is one of several sectors responsible for building equity in health, in becoming a facilitator of change. By defining, or describing, a framework for health equity through education (PR1), we are providing educational institutions and related organisations and sectors, with guidelines and tools to understand what health equity means and how it can be operationalised. We want to connect educational institutions, NGOs, and other members of the extended network to be able to understand the health gaps at local, national and international levels (PR2). We want this collaboration to occur at a management and administration level, but also at classroom level. In addition, we want to increase the sustainability of similar projects by providing a space where future collaborations may emerge. Finally, we want to build competence by providing educational material (PR3), we want to implement and see real changes within the project organisations (PR4) and in organisations outside the consortium (PR5 and PR6). We want to see changes in the educational programs, in the classroom and, finally, in the health care professionals that are educated and trained for meeting the health needs of our society.<< Implementation >>To achieve our goals, we have planned several activities targeting various needs and groups of participants within and outside our organisations. For describing the framework (PR1), we will map the network for health equity through education. This will require a thorough analysis and understanding of relevant stakeholders. We will then come to a consensus of key aspects within health equity through education and analyse the key concepts from this process. This will make it possible to define and describe a framework for health equity through education. We will invite leaders within the project organizations to learn how to implement and understand this framework (LTTA1), and the result will be disseminated outside the project group in the first multiplier event (ME1). For a close collaboration between educational institutions and NGOs, we will design and build a collaborative space, the Virtual HEQED House (PR2). In this Virtual HEQED House, knowledge mobilisation and construction will take place, fertilising innovative learning options inside education and possibly making them available to health services as part of continuing education. For building competence and providing students, lecturers, clinicians, and leaders with learning material, we will make a collection of learning material, that will be placed within the Virtual HEQED House as an open educational resource (PR3). Lecturers within the project consortium can learn how to use the Virtual HEQED House and its content within their educational programs in LTTA2. During the second multiplier event (ME2), we will disseminate the Virtual HEQED House and its content outside the consortium. Lecturers interested in using the Virtual HEQED House, can join the HEQED Pilot (PR4). In this pilot, we will support both lectures and students to use the Virtual HEQED House for building competence in health equity. In practice, this means that students can use the learning material, arranging classes with external lecturers or clinicians working with the NGOs becomes easy, students can develop material or text together and they can contact experienced staff from various fields. This will be an important support for educational institutions in building competence through strategies that are up-to-date and relevant. The piloting will be disseminated in ME3. To support lecturers, leaders, and students outside the project organisations, we will arrange a virtual training seminar in PR5. Lecturers interested in using the Virtual HEQED House can join the free training and either use it for their own competence building, or in their classes. In addition, we will collect all reports, evaluations, and material in an E-book (PR6). The entire project will be disseminated in ME4.<< Results >>1) Report on health equity through education, underlying values, and what this includes in our societies today (PR1.1 and PR1.2). 2) Report on the concept of health equity through education (PR1.3). 3) The HEQED framework. This framework will describe the context of health equity through education and will offer recommendations for integrating equity into health science programs (PR1.4). 4) A virtual HEQED House. A virtual space for collaboration and knowledge mobilisation and construction (PR2.1) 5) Digital handbook for designing and using the Virtual HEQED House (PR2.2). 6) Report on HEQED Open Educational Resources (PR3.1). 7) Open accessible HEQED learning materials. This learning materials will be accompanied by descriptions, guidelines, and tips for possible use (PR3.2). 8) Case series on HEQED experience. A series of case reports describing the different experiences with the health equity learning materials and the Virtual HEQED (PR4). 9) Training strategy tool. A hybrid tool which will facilitate training of health equity by using HEQED learning materials (PR5). 10) Virtual training seminar. A two-half day training seminar with synchronous and asynchronous sessions (PR5). 11) E-book on health equity within health care profession education (PR6) In addition, there are several important, though less tangible, outcomes, namely: •strengthened collaboration between HEIs and NGOs •increased competence in health equity within and outside the project consortium •global network for health equity through education •increased awareness for health equity •strengthened research consortiums within health equity •increased sustainability for other projects funded by Erasmus+ and other programs •a nuanced and adequate resource on equity in health •experience in universal design of digital collaboration platforms •develop knowledge

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