The SIMELTA project was not decided at random. It is the result of a previous project Grundtvig, PLALE (Playing for Learning, 2013–2015), in which six European partners had studied the impact of gesture / body language through theatrical practices in the teaching of a living foreign language in adults. The objective was to test this tool on targeted groups of adult learners. Undoubtedly, theatrical practices had worked in all groups; this pedagogy had been welcomed by all those who had experienced it and the results had been conclusive. The teachers themselves were attracted and enthused by this approach. But how to prolong the effect, how to extend this innovative teaching method and make it available to as many people as possible? The teachers we saw during PLALE had told us that they felt a little helpless, without too much assurance to be able to continue on their own. They lacked training, they wanted to be shown the way. At the end of the project, some of the partners decided to embark upon a new objective: to create resources for foreign language trainers. Moreover, given the European challenge for the integration of migrants, the project had to devote a large part of its work to developing solutions for the trainers directly involved.SIMELTA – Studying Innovative Methods of Education for Languages through Theatrical Activities – was launched in November 2017. Three of the partners who participated in the previous project were back: the English Com’Eddy Theatre of Bordeaux – France, the city of Pavia represented by the CEM – Italy and the school Escola Fernão Mendes Pinto of Almada – Portugal. A fourth partner came to join the group, the University of Latvia, in Latvia. In each country, the partners worked to find participants within each entity or by developing partnerships: teachers or trainers in foreign languages who did not know or who wanted to deepen the pedagogy put forward in this programme. Whatever their audience of learners, these teachers had to be able to seek answers and material from the partners, whether in the form of observation, participation in seminars or training events. The latter would be in charge or their coaching, for the appropriation of the tools. In the first year, the partners focused on teacher profiles. What were their teaching methods? What were their possibilities of adopting new pedagogy into their classrooms? What were their apprehensions and obstacles? During seminars, questionnaires and various meetings, the partners listened very closely to all this information. They were going to be helpful in the development of the resources. Great care was taken in disseminating the project to the various existing media, the emphasis being put on the Internet and its ability to reach a wide audience; from the beginning of the project, SIMELTA has set up a website, a Facebook page and a YouTube channel.The partners were not without experience in teaching through gesture / body language. So, from the first year, they organized three days of training for trainers in Almada. There, workshops led by theatre professionals, but also professionals in music and dance, were put in place to discover different but valid techniques that apply to the teaching of languages. The arts were on trial. Subsequently, workshops were set up in the four countries, involving local teachers and their students in real immersions in singular contexts. Training modules were also given, this time for the trainers alone. Paris, Bordeaux, Almada, Pavia, Milan and Riga, the locations were often chosen according to demand. During a five-day trip to Italy, the partners attended and participated in several workshops specifically dedicated to teaching the language of the host country to migrants. Here again, rich and numerous exchanges have contributed to the reflection and work of building resources.The SIMELTA project has come to an end. Tutorials, documents, testimonials, training are now available for language trainers who wish to add an extra method to their actual way of teaching. The different Internet vectors are maintained and on each of the sites of the partner institutions, the resources or links are searchable. The partners remain available for any information and assistance requested and training sessions are still ongoing. Perhaps the SIMELTA project has not succeeded in revolutionizing the world of language teaching, but it has certainly helped to expand the possibilities.

<< Background >>DO IT YOURSELF aims to create a network of organizations from various European countries that can exchange good practices and actively discuss the use of digital education. The goal is to help the digital transition of teachers, students and educational staff. The project is addressed to teachers and educators and school students in view of a reorganization of ICT activities in school life. The idea that in many European countries, educators and the students themselves are in difficulty in using digital education or at least do not know how to use it to its full potential. This critical element was highlighted by the Covid19 situation, when schools were required to work 100% in digital education. As European Commission has stated, The fast pace of digitization and automation, together with the sustainability imperative, are reshaping labor market needs across all sectors. Key competences, digital competences in particular, and “soft” transversal skills will be essential to ensure multiple job changes and keep pace with technological progress, while we advance in the digital and green transition. Digital transformation has an impact on jobs and employability. Today, 85% of the current jobs require a certain level of digital skills, at the same time, new jobs will come into being, while robotization and artificial intelligence are increasingly replacing routine jobs. When COVID-19 first hit and education institutions closed down, the extent to which effective education continued depended on the state of the existing digital infrastructure, digital skills, and the combined effort of educators, parents, school heads and other stakeholders to help young people continue learning. Each partner will select its participants thanks to the large network of schools and educational organizations that each partner has at its own local level and thanks to the intervention of the associated partners as preferential disseminators of our project. The project is configured as a process that starts from an analysis of the context up to the structuring of courses that can respond to the needs of the project participants. In this sense, the project is configured as an action-research that wants, on one hand, to photograph the “state of the art” in the field of digital education and the training needs of teachers and educators in this field and, on the other hand, to test and validate new training packages. for the application of ICT in teaching. The project is divided into three main actions that will lead to the declination of the three main project outputs: Action research thanks to the creation and administration of questionnaires and interviews aimed at analyzing the needs of educators and teachers in the field of digital education and the collection of good practices already tested at European level; Creation of MOOCs available online for at least 5 years on the School Education Gateway and EPALE; Publication of scientific articles and book aimed at dissemination of the data collected and the MOOC to a large community. The project is configured as an action-research because in addition to the initial analysis, the MOOCs will be tested by the target groups and based on the results of this experimentation they will be refined and published to be openly and freely usable and exploitable. The innovative nature of our project lies in the fact that all products and results will be disseminated in an easy and accessible way to the interested public, as well as to the stakeholders directly involved. They will be published both digitally and in print: Report, about good practices in Digital Education in Europe and needs in Digital Education, Video tutorial, about good “how to use good practices in education context”, Short film by description and date collected; Scientific articles in order to share our results not only to the educators’ community, but also to the researchers’ European community.<< Objectives >>The main objective of the project DO IT YOURSELF is to create good practices in digital education, to fit in the needs of educators and to create a possible model of digital education. For this to be achieved a partnership between teachers, students and parents will be created. During the pandemic teaching was suddenly moved to online environment, and not all teachers had the knowledge and skills required to adapt to the new situation. This exposed barriers in education that this project wishes to overcome. The following outcomes are planned to reach this objective: -To collect and share didactic good practices; -To create a MOOC (Massive Open Online Course) about innovative practices and competences for educators; -To create a eBOOK with all the essential information for the educators regarding the use of digital education in schools.With those outputs we aim to increase the digital competences of the educators and to empower them to use digital technologies to enhance inclusion, personalization, and learners’ active engagement. Initial research and analysis of the situation showed that there is a huge need for good resources to be implemented in the classroom. For educators who are dealing with many things it is not easy to know what the best tools are to put in practice with their students. If an educator wishes to implement the tools efficiently, he or she must test them before implementation. Often educators lack the required time to do so which results in educators using the same tools regardless of the needs of their students. If tools are not suitable for students, they cannot participate and engage in the learning process. During the project educators will test some digital tools, participate in the training course, and attend MOOC, which will include a set of digital tools that will support the educators to create more innovative and motivational classes for their students. The transnationally of the project will offer the different knowledge and perception that each partner has, and it will enable sharing of how the tools are implanted in practice and how the students respond to individual tool. The internationalizations will therefore add value to the project. The target group of the project, the students, will benefit from the knowledge that their educators acquired by participating in the training and in project activities to learn to use tools that will now be successfully implemented during the lessons.<< Implementation >>The project will provide to the teachers around Europe a new aspect of using new technologies in learning. The project title itself “Do It Yourself” encourages both teachers and students to do various things by themselves with low risk to fail.The training courses in Finland and Slovenia will give good enough skills to the teachers to make videos, animations, e-books, interactive materials and augmented reality based materials which are easy to reach and ready to use.The collecting of the e-book and the explanation booklet will also provide teachers a possibility to train ICT skills by themselves as well as the MOOC for even a larger number of audience.The studies and research will help local actors to develop suitable means for schools and teachers to create new models of learning packages implemented by the project.The project outputs will also help teachers around Europe to sign into platforms like eTwinning to formulate new networks and partnerships.<< Results >>Our main result will be to test and provide a new model of Digital Education, easily accessible and replicable in different countries in Europe, due to the lack of tools and strategies for Digital Education, at different levels, in different countries. To achieve this result we will implement a series of activities that will allow us :•to find best practices in Digital Education in Europe and to share them to a wide group of people and stakeholders - RESEARCH on DIgital Education;•to investigate the needs of teachers and educators in terms of Digital Education - research on DIgital Education;• to systematize our proposal in an easily accessible and shareable MOOC;•to promote Digital Education in Europe thanks to the production of an ebook, scientific articles. - eBOOk and Scientific Articles They will be important not only for spreading new way of teaching, but also to:•motivate and re-motivate teachers who have experienced difficulties in managing distance learning during COVID 19•motivate and re-motivate students who have suffered important relapses in terms of learning and motivation due to the different lockdowns experienced during COVID19•increase and improve professional skills for teachers and educators thanks to new competencies in the field of Digital Education•increase and improve professional skills for students regarding ICT•promote and improve the collaboration at international levels for schools and colleagues, sharing materials and methodologies The models of digital training for educators will be used and disseminated during and after the end of the project. The outputs will be practical and shareable with all of the contents free. We will share the results in different ways. The results of the project and new knowledge will be used directly into educators' everyday teaching process at school.

"The IRIS project is addressed as a priority audience to European teachers interacting with multilingual classes where multilingual students are now prevalent. The project aims:- to offer them educational and didactic tools to enhance the multilingual repertoires in the classes, - to improve the basic skills of the students, - to develop respect for linguistics diversity, - to promote multilingual curricula and the ability of bi / multilingual students to transfer skills from one language to another, - to help refugee students, asylum seekers and migrants to consolidate their multilingual skills. Furthermore, as a first necessary training moment, IRIS offers this target group the tools to draft their own personal language autobiography. IRIS products have been developed in a network by the 8 partners divided into transnational groups. The products have been tested and improved through specific training/action activities carried out locally.The platform that collects IRIS products has been structured in such a way as to allow the use of training and educational materials in an interactive way. - Module 1 on the platform (developed in 5 languages and built with different materials depending on the language) accompanies teachers in a self-reflection path that, starting from the analysis of texts by different authors, ends with the writing of their own language autobiography as a preparatory step before addressing the similar proposal to learners. - The Compendium and modules 2 and 3 on the platform are highly effective tools to develop basic skills (linguistic and communicative), social and intercultural competences and openness to diversity in learners. The materials aimed at promoting individual multilingualism and at giving value to the languages present in the classes; the learners' linguistic auto/biographies and the activities aimed at stimulating their awareness of their own linguistic repertoires and their construction, of the multiple identities resulting from their varied personal experiences are particularly interesting. Module 2 also proposes activities and strategies that allow multilingual learners to become aware of the transversal skills they possess in their mother tongue (e.g. reading, writing, translation/mediation skills), which can be reused in the acquisition/use of other languages. Teachers can use these materials to promote students' awareness of their ability to move between idioms, overcoming the image of languages as closed and ""compartmentalised"" systems.- The comparative analysis of language policies (accompanied by a glossary in the various languages of the partnership) stems from an examination of the partners' responses to a questionnaire that investigated language policies at various levels and good practices in the partner countries. This work has scientific validity and can be used as a basis and model for further investigations into institutional practices at the language level in different countries and contexts.- Finally, the recommendations are the result of local experiences with the many associated partners (especially the schools involved in the experiments in the various contexts) and of the comparison between different institutions and sometimes different conceptions of education and school institution, a synthesis of discussions and verifications that have enriched those who elaborated them and that can stimulate similar analyses and comparisons in groups acting within educational institutions."

The image of Europe is constantly changing: its cities perfectly illustrate this fact. A change witnessed by their inhabitants. The 21st century is facing unprecedented waves of migration and their fluxes, internal or external to the European Union, constantly increase and enrich the local multiculturalism . The 21st century school is above all a school of diversity and one of its challenges is the inclusion of students with special needs. Whether it is in the case of students with disabilities, highly gifted students, or pupils suffering from disabilities to learn, their inclusion remains one of the major issues of today's school. Our project “Pixels on Tour” aimed at tackling, over a two years period, these inclusion issues by providing necessary means and training for teachers through including artistic projects. Pixels on Tour (later referred to as POT) has been working on two lines. The first one concerned a global including photographic project which was used as a basis to create sufficient generic resources and helps for teachers willing to develop such projects. The students (60 to 80 in each partner country in primary, secondary and high school, including pupils with special needs) were guided by teachers following a specific protocol. They were asked to think about the look they have upon their city. Just like an open-air museum, thanks to its architecture and its cultural heritage, the city, shall appear then, as one of the main topics to think about in this project. They took one spontaneous picture, they were then offered technical courses with a photographer to learn how to improve their first shot. They were then asked to take again the same picture using their newly acquired skills. Then, they wrote or recorded a note explaining their work and it was eventually sent to a European partner who had to take a third shot, to complete this tryptic, inspired by the note received. The whole was presented in a series of exhibitions that toured around the different partner countries in Europe. Our second line, tackled simultaneously with the first, aimed at training teachers and supporting them in the development of including projects through art. POT offered teachers participating to this project, two training seminaries which allowed them to get acquainted with all the aspects of the project and helped them to develop the competences and tools needed to face such a project. They were also involved in the testing phase of a MOOC ( IPenser l'inclusion artistiquement/ Thinking Inclusion through Art) that was developed over the two years by the members of the project before being launched on a larger scale at the end of the project. Additionally a committee of experts met up virtually over the period to think about specific questions and produce pedagogical notes on the subject. Both of these resources and the MOOC will ensure a global spreading of the project, even after the end of the partnership. Finally, two large-scale dissemination conferences were held online, organised by the Portuguese and French teams, at the end of the project (February 2021), in order to allow a global reflection on inclusion through photography and the presentation of the different tools produced. The whole project was supported on the social networks of the project and the partners. Each partner was associated with a city/municipality to support the project locally. The coordination was done by France - by the GIP FIPAG, Groupement d'Intérêt Public de l'Académie de Grenoble, administrative coordinator, and the DAAC (Délégation académique aux arts et à la culture) of the rectorat de Grenoble, technical and pedagogical coordinator. The partners in this project were ECL - a language and culture association in Poland; Eagle Intuition - an association focused on adult education and new technologies - and the Emidio Navarro school group in Portugal; the DOM association in Ukraine, which works in favour of displaced persons; and finally, in Italy, CEM - an association focused on media education - and the municipality of Pavia. Our objective, to target areas with a heterogeneous school population and to allow the project to spread at local level - and on a larger scale, depending on the situation - seems to have been achieved. The experimentation of the protocol in the classrooms has led to a new group dynamic among the pupils with an openness towards difference and multiculturalism. The teacher training activities and resources produced will support teachers in developing inclusive projects through art and applying new practices such as project-based pedagogy targeting inclusion.

The idea of project MOVIE lies on the consideration that, nowadays, school and group of students, represent a highly multi-cultural and multi linguistic part of society. This kind of richness creates, on the other hand, a major complexity in the management of both the group dynamics within the students and also in the transfer of knowledge for each and every school subjects. It is also equally true that each and every students, of each and every social or ethnic group have an averagely easy access to media on the whole, with particular reference to the social media such as Facebook, Twitter and so on. How they use and, sometimes, abuse the social media becomes part of the process in which they built their own identity, social image and it is, without any doubts, the major carrier of communication and relationships exchanges between them. All this are unquestionable facts that educators and school teachers have to acknowledge and accept, it is a realistic picture of the young people, and not only, and of the society nowadays. Therefore, given these premises, how can education use “the use of media” to improve its teaching methodology in the aim of fighting school disaffection, managing the students social dynamics (a better relationship and communication within the group it is proved to improve the students’ learning and emotional skills) and also convey the curricula subjects at the same time? Images and new media play a vital role in education and not considering it would make it impossible to keep up with the evolution of the concept of education itself. It is however necessary to ensure that the images and media become a means for conveying both disciplinary and cultural contents and explore a wider meaning of communication that is both verbal and not verbal. The sensitization to not verbal communication in school can help the students develop a better emotional education as, for example, body language is well known to be universal. Trainers and teachers should therefore find a new balance between the use of words (spoken and written) and images and between tradition and new technologies in a perspective of a more contemporary concept of education, in order to better and properly deal with the complexity of society today. A major focus on the education to the use of images, movies and media can become the base for the creation of a common language among teachers and students coming from such different and complex cultural, social, political, religious and, last but not least, linguistic backgrounds. The use of media as common language could help find common points and common languages, common meanings, common emotional reactions that can definitely create the base for a major sharing and understanding between them, it can slowly help to enhance the complexity and differences as a strength other than a weakness so to eventually point out the richness and potentiality of such a heterogeneous composition of the class, with a wider repercussion of their perception of society itself. Project MOVIE intends therefore to create a Prototype Model of Training and related didactic materials for teachers, parents ans students, innovative, replicable and sustainable at European level, in order to provide them with such instruments that have to be cross curricula, that means teachers have to be addressed in improving both their technical and psychological skills. The European partnership of Project MOVIE will create the Prototype and the didactic materials following a simple logic: creation of the project website, collection of good practices among the participating countries, drafting of a Prototype Model of Training, discussion and perfecting of the draft, testing of the Model of Training in each partner countries, finalizing of the Model, dissemination of the results and of the outputs of the project. The whole implementation of the project will also constantly monitored and evaluated, there will be several international meetings, two trainning courses, two students mobilities and a final international conference , where the results of the intelectual output will be present to the public, as part of it at the end of the project itself. A special outcome is represented by the On Line Library, a virtual place which will be created during the project and constantly updated during and after the end of the project itself. The presence of this outcomes, which will remain open and freely accessible after the end of the project work-plan, the replicability of the Model of Training and the free access to the didactic materials represents the replicability and sustainability of MOVIE project at a European level in the long terms.