The CONCERTO Consortium is at its second yearly edition. The partners network has been enlarged including the University and the Music Academy of Bologna. This enlargement has even more fortified the consortium on a territorial level due to the fact that now all the Higher Education Institution of Emilia Romagna region are part of the Consortium. On the other hand also the type of mobilities has been increased, not only traineeship or training mobilities were offered but also teaching mobilities were introduced on specific request of music and art academies.The project goals keep being the same and differ from participant to participant depending on the type of mobility. It is still a primary goal of the project to allow students and young graduates to carry out a traineeship mobility whose matter is closely connected to their study field. In order to fullfill this goal it is necessary to select applicants also on the bases of a strong language knowledge referring to the language of the hosting country or at least one of eh most common languages, in order to allow the participants to focus exclusively on the working activies agreed and giving them the chance to get in touch with the working context from a hierachical point of view but also through the connections with other colleagues met in the hosting institution. Also staff mobility both for training and teaching is promoted on side in order to strengthen the cooperation with international partnes but alos to encourage the exchange of best practices between staff members of different institutions.The Consortium, through traineeship mobilities, keeps it main goal to contribute to the creation of high level professional profiles. This is possibile thanks to a careful choice of the hosting institutions that must guarantee high quality traineeship periods according to the study field of the beneficiaries and a constant monitoring on participants mobilities for the whole period. It is aswell evident the commitment of the consortium trying to balance the theorical background of the participants with practical activities that may enrich their working curriculum. Even the hosting institutions may gain advantages from this project as they have the chance to get in touch with candidates with an updated professional profile willing to immediately share their knowledge with the envolved company.The same opportunity is given also to staff members of the partner institutions that want to take part to the project through training or teaching mobilities. Thanks to training mobilities staff members have the chance to improve the professional knowledge sharing best practices and discuss critical issuses on their work field. On the other had teaching mobilities allow to increase students education in foreign instititution through lectures organized by teacher who beneficiaries of the project.In agreement with all the partners of the consortium it was decided that each sending institution would have promoted its own through their own calls for application. This choice didn’t give the expected results due to the fact that the number of candidates that applied for a mobility grant wasn.’t sufficient to cover the total amount of the financed budget. This strategy won’t be adopted in the future and more over the will be a unique selection process for the whole consortium in an established moment of the year in order not to overlap with other mobility grant assignments in any of the institutions of the consortium.

<< Background >>Brand New Inclusion fits the willing of the Commission to create a European Education Area by the 2025, where teachers and trainers are mentioned as one of the six main dimensions to consolidate along with the strengthening of the radical transformation as indicated in the DIgital EDucation Action plan of 2021-2027, reflecting the needs arose with the Covid 19 breakout. The pivotal requirement is developing digital skills, both for students and teachers in order to face educational challenges.The shortcoming of digital skills is strictly intertwined with the lack of STEAM curricula in many european educational systems (Eurydice 2020) and of adequate support to students with Special Educational Needs.In a study of OECD (TALIS 2019) teachers stated that their first 3 training needs are: ICT skills for teaching, skills for managing teaching with special educational needs and skills for teaching in multicultural or multilingual contexts:- Improve teachers and students’ digital skills as indicated in the DigComp 2.1 for citizenship and educators.BNI activities and outputs have been designed following the requirements of the schools belonging to the partnership because:1) every schools detected within their own Institute:- lack of instructions to implement open practices in teaching activities;- little awareness of digital tools to ensure the assessment of skills acquired through open practices;- deficiency of structuring and practical consistency of STEAM subjects;- educational necessities for students with SEN that are not enough shaped and integrated into the curricula of teachers;- updating the teachers’ skills, both from a life-long learning perspective and for initial teacher training.2) The two Universities and the coordinator highlighted the academic and educational necessity for field testing methodologies, tools and researches led in their own organizations. These experimentations, conducted through the project activities, will bring the research to an advanced stage and will reinforce the collaboration among European School Institutions.<< Objectives >>Brand New Inclusion project - according to the European and local context analysed – pursuits the following objectives:- involvement of upper secondary school teachers – paying particular attention to those over the early stage of their career – into European trainings addressing the uptake of digital and ICT tools for the creation of Open Learning Methodologies.- define guidelines for the production of digital content intended for inclusive teaching, which takes into account the different characteristics of the class, through the use of OER;- map the platforms, web and desktop applications and open and inclusive educational practices used at the partnership level in order to create exchanges and contaminationsbetween partner countries in the choice and knowledge of tools;- provide European teachers with a kit of learning units that are flexible and adaptable to different educational needs, which stimulate and strengthen students' digital skills,computational thinking and critical thinking;- develop a training course for secondary education teachers aimed at enabling them in the field of online information and data, communication and collaboration and the production ofaccessible and inclusive digital content. At the same time, equip teachers with the tools to enhance the learning of students and facilitate the development of key competences.- involving students with SEN in order to test tools and learning methodologies in accordance with their needs- equip teachers with innovative competences and tools addressing the renewal of didactical practices through the inclusion of new technologies at school.<< Implementation >>In the first 9 months, the University of Bologna will lead the administration of a questionnaire reaching 420 among educational staff belonging to upper secondary education and at least 720 European students, of which at least 60 with SEN. Through the questionnaire, it will be possible to identify and to map open solutions adopted before and after the pandemic, including digital practices to involve students with SEN.In the meantime, the Finnish University ITA-SUOMEN YLIOPISTO will proceed to organize the Toolkit containing the Learning Unit (LU) based on STEAM subjects and serious games, educational robotics. The LUs foresee the adoption of Open Solutions. Archilabò will develop the structure of the MOOC which will allow teachers the access to the operational and methodological resources, with the addition of a motivational involvement (DigCompEdu - area 1). All these competences, tools and methodologies will be illustrated and shared with teachers of partner schools during a joint training staff event (LTTA).The staff’ training aims at developing the necessary competences and tools for teachers of partner schools, in order to successfully implement the didactic experimentation related to the creation of the Toolkit (IO 2) and the creation of the MOOC (IO3). 44 teachers belonging to the partner schools will attend the training course.At the end of the training, the didactic experimentation for students with SEN will start and it will take the entire school year 2022-23; by this, the Learning Unit will be defined and finalized. Learning outcomes will be collected using formative assessment and a monitoring tool created during the project, with the aim of measuring abilities and skills acquired by students in the experimentation areas.Alongside all the teachers of the schools will be involved in the creation of the materials that will be inserted in the MOOC:- teachers’ network, schools’ network and peer tutoring section;- Operating Systems and Office Automation application open source;- Inclusion of students with SEN using new technologies as compensatory tools;- Digital Game Based Learning and Escape Room;- E-libraries and repositories for blended teaching;- European framework for competences validation (ECVET, Europass…)All these activities, including the scientific research developed through questionnaires, will bring to the finalization of the three intellectual outputs coordinated with the addition of further transversal activities: 3 Transnational Project Meetings, evaluation and monitoring activities (21 questionnaires and a guideline), management and reporting activities.In order to successfully spread and transfer the project innovations to the widest target group and to stakeholders, seven Multiplier Events will be set up and, alongside, different and customized tools will be used to communicate activities and project outputs.<< Results >>The implementation of the activities will lead to the realisation of the following project results:1: a SCIENTIFIC RESEARCH, led by the University of Bologna, on Open Solutions and participatory culture applied to the field of secondary education before and during thelockdown period, involving at least 420 European teachers, 720 students, 60 students with SEN. The research will focus on three aspects related to open solutions in the educational field: the digital contents used; the tools (software and applications) with which distance learning has been implemented; the practices and methodologies followed which involved the use of OER and other opensolutions, as well as an adaptation of the design according to a student-centered approach.At the end, the construction of guidelines for the production of open and inclusive digital content is expected; moreover, the collection of practices will be returned in an interactiveformat through an online navigable map in which to view the circulation of these practices at the partnership level.2: a DIDACTIC EXPERIMENTATION of learning units (LU) related to STEAM disciplines that involve the use of Open solutions. The activities contained in the LU aim to developdigital skills, problem solving skills, computational thinking and critical thinking in students.The LU will be tested, under the supervision of the University of Eastern Finland during the school year 2022/2023 in partner schools: 20 teachers, 200 students, 20 with SEN. At the end of the experimentation, the results are collected through a monitoring tool (an evaluation rubric) that allows to measure the skills and competences acquired by students in theareas subject to experimentation.3: MOOC “Open Solutions 4 Lifelong Learning”, coordinated by Archilabò. The training course aims to define standards for the use of open solutions in face-to-face teaching andremote teaching. It then takes the results of the first two project results making them operative for the teachers’ training.MOOC will be composed by the following modules:- how to create open accessible digital contents in line with the guideline (PR1);- how to select and transfer applications to the classroom;- how to adopt an open learning methodology involving students in the planning, implementation and evaluation process along with the establishment of schools and teachers’ net.- Learning Units.The MOOC will be available asynchronously, guaranteeing a diffusion of the contents that exceeds the organizations making up the partnership.All project results will be realised in English and translated in Italian, Greek, Bulgarian, Finnish