The seminar gathered 30 trainers and facilitators from 13 countries, including 3 neighboring EU regions: Western Balkans, Eastern partnership region and Russia. Seminar took place in Lithuania 28.09-04.10 in 2015. It aimed:To explore how internet and technology is influencing the nature of youth work and training and discuss the existing needs and challenges related to this technological and societal change.To present and explore online tools that can facilitate learning, communication and project management;To reflect about the strengths of these tools and the limitations of its use in our own local youth work and training contexts;To learn about recent developments and future applications of online tools for education and youth work.As result of undertaken evaluation, participants highly appreciated the seminar and indicated that all of the objectives were reach to almost full or full extent. The seminar have been developed based on specific professional development needs identified via online survey and live events for trainers and youth workers on European level. Seminar addressed European Training Strategies Set of trainers’ competences, focusing on the competence area “Designing educational programmes” and “Integrating ICT, E-Learning and other tools and methods into the educational methodology” as well as one of the Key competences for life-long learning “Digital competence”The methodology was based on mutual sharing and learning. Programme focused on exploration of diverse digital tools that can facilitate learning, communication and project management (software, online services, platforms, etc.). Sessions had specific focus on: a) tools for co-working, cooperation and online learning; b) creativity, engagement of young people, youth workers through various online tools and games; c) media tools, which can be useful for projects’ visibility, dissemination of results as well as for critical media education or digital literacy development programmes. In terms of impact, youth workers and trainers started using large number of the available online resources in their educational projects and supporting young people in their projects. As part of the project the open Facebook group has been created, which by now attracted more than 400 practitioners from all over Europe, who continue following the group and new online tools for learning, which are added there. Nectarus, as hosting organisation, has built strong image among youth work organisations and now is often identified as the one having good understanding about the use of variety of online tools in youth work.

Istanbul Aydın University's KA103: Mobility of Individuals to and from programme countries project is set in the context of the Erasmus+ Programme, Action Learning Mobility of Individuals, Call 2015 and in line with our university's strategy for internationalization both at home and abroad. The objectives of our project represent in the same time the objectives of the Erasmus+ Programme at European level, in accordance with the objectives of the Europe 2020 Strategy and as outlined in our EPS.Specifically, within the time line set by our Grant Agreement we engaged:to improve the level of key competences and skills of the 146 participants to the project in terms of their future contribution to society and to the labor market, to foster and to improve transnational cooperation through staff and students exchange, through innovation and the exchange of good practices in the area of higher education with our portfolio of 240+ partners and beyond, to support the modernization of education and training system at IAU, as well as the transparency of the Programme by keeping an accurate account of all undergone activities and to disseminate the results of the project, to improve the teaching and learning of languages among our participants and to promote the EU's broad linguistic diversity and intercultural awareness.Our project with a total of 146 participants includes: 109 student mobilities for studies, 17 student mobilities for traineeship, 11 staff mobilities for teaching and 9 staff mobilities for training from different areas of studies/teaching. Istanbul Aydın University's close relationship with the leading universities in Europe has helped our graduates to find respected positions in major research programs and the cooperation with European partners has contributed to IAU's vision of internationalization.The results of our project were presented to different stakeholders within our university upper management, faculties/institutes, library department, students themselves and shared with exterior stakeholders including the Turkish National Agency and the European Commission via this report. In addition a collection of data resulted in a statistics report for this year, to be added to a bigger print out report on the Erasmus+ Programme at Istanbul Aydın University.This data will be furthermore used in different events including International Partners weeks, meetings with local and international authorities and seminars and presented in brief to all university guests visiting Istanbul Aydın University. Our webpage, blogs, social media, newsletters, bulletin boards will be containing the results of our project and shall be published on our Erasmus+ webpage. The mobility experience of our participants is already being collected in our ongoing project called Erasmus+ Travelogue Competition with prizes http://www.erasmusname.com/ intended to put together the experiences of our previous participants in a journal for the use of future generations of inbound and outbound participants.Regular HEI conference participation (EURIE, EAIE, NAFSA, ERACON etc.) provides us with the opportunity to meet with our current partners and report about internationalization activities and share and discuss experiences; in the long term, these meetings allow us to further develop relations with our partners on Erasmus+ joint master degrees, study abroad programs, KA2 and KA3 research projects; joint seminars, conferences; Erasmus+ International Partners Week events; increased Erasmus+ students and staff exchange; Erasmus+ Traineeship opportunities and Summer School Projects.

<< Objectives >>By implementing this project, VR4Skills partnership aims to achieve multi-level transformation at individual, institutional and sectoral dimensions, leading to improvements and new approaches in higher education institutions. Better skilled non-teaching staff will enrich and support in a more effective way the international and intercultural context of each institution, curriculum, students and lecturers, and thus contribute to building an inclusive and inter-connected academic environment.<< Implementation >>The project intends to firmly anchor development of competences of international non-teaching and support staff in European HEIs supported by the use of VR technology so that they are prepared to provide effective international services in a post-Covid era. For this purpose, thorough skills gap analysis, design of training courses and materials, online modules, VR scenarios and VR learning environment are developed, validated and made publicly available through the various project activities<< Results >>The main outcomes of VRforSkills project will be:1. Skills Gap Analysis that will allow to diagnoze and focus on key staff competences that will be developed.2. Innovative Training Design and Competence Framework enhanced by VR technology that will be piloted by staff of all partner HEIs during online and onsite learning and training activities.3. Comprehensive guidelines on how to apply VR technology and create VR learning environment into effective and powerful non-academic staff training.

Misophonia is a severe and particular form of decreased sound tolerance, and discomfort in the ears or earache, associated with sound exposure. The term “Misophonia” appeared in 2001 for the first time, in a scientific paper by the neuroscientists Margaret M. Jastreboff and Pawel J. Jastreboff. In this paper they distinguished Misophonia from Phonophobia, a well-known sound disorder with psychological origin. Differently from Phonophobia, Misophonia appears to be a disorder at neurological level. At the moment, researches and studies on Misophonia have reached not final but important goals. In 2017, an experimental study carried out by the Institute of Neuroscience at Newcastle University and led by Sukhbinder Kumar (who is a staff's member of the present project), revealed a physical difference in the frontal lobe between the cerebral hemispheres of people with Misophonia, with higher myelination in the grey matter of ventromedial prefrontal cortex. Misophonia causes children, adults and the elderly who are affected by it, to behave in a way to prevent from entering louder environments, and from working and interacting socially.The very first important aspect to be faced when working around Misophonia is that if a large number of people suffer from it (various surveys show that about the 15-20% of people have Misophonia symptoms), only a low percentage of them knows the origin and nature of their suffering. For this reason, the project will carry out an articulated activity about Misophonia-related knowledge: as a disease with severe consequences on a person’s life in school circle (as well as with family members, at work, with friends); and – at the same time – as a condition that can be easily recognized and effectively managed by misophonic people and people living or interacting with them. After the need analysis already conducted by the partnership, the “Misophonia@School” project aims to act at the educational level with two different purposes that appear to be the most relevant now:-- the first, on the very specific school level, by creating a teacher training on-line course and an innovative screening protocol – based on the most recent scientific results and built as a mobile application – with which primary, middle and high school teachers will be able to individuate pupils with Misophonia and to manage their very condition;-- the second, on an ampler students' life level, by diffusing among students' families (and other kinds of educators, sport trainers, etc.) open and scientifically-based knowledge about Misophonia-related issues that can affect various emotional/educational/development processes, through the setting up and running of a European Web Resource Centre on Misophonia and the production of a methodological and scientific handbook.Therefore, the Intellectual Outputs of the project will be:-- IO1: Misophonia Mobile Application. An app for teachers, to be used in classrooms, that will make them able to apply and carry out an innovative screening protocol to individuate students with Misophonia.-- IO2: Misophonia E-learning Course. The e-learning training course for teachers will present all educational, environmental and behavioural strategies to help pupils with Misophonia during their everyday school life.-- IO3: Misophonia Handbook. Methodological and scientific information dealing with the more recent findings on Misophonia and illustrating the innovative screening protocol will be produced and presented.-- IO4: Misophonia Web Resource Centre. Targeted to families and other informal contexts' educators, it will select, collect and organize relevant and scientifically-based open information.The Misophonia@School project will last 36 months and will be implemented by a consortium of ten partners from eight member countries (Italy, Austria, Slovenia, Cyprus, Iceland, Spain, Turkey and Poland). The partnership includes a variety of subjects (health & research centres, schools, organizations active in various educational fields, ICT agencies, publishers), bringing all the specific skills required to reach the project's goals. Due to the very important field of intervention, each partner will use its large network of similar organizations and stakeholders to give emphasis to the diffusion of the project’s contents and results, that will be available in nine languages. During the project, transnational meetings and multiplier events will be held in all participating countries.In Europe, knowledge around Misophonia disease is not sufficiently diffused. Many centres/initiatives were born in various countries, but there are no initiatives to act together at transnational level. Resources and efforts have to be linked in order to reach our goal: for this reason, the Misophonia@School project represents the starting step for the setting up of an educational strategy shared at European level, to face an educational disadvantage that is not rare, but is rarely know.

This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.