Information and Communications Technologies (ICT) provide great opportunities both for school education and for training and thus contribute to their quality, attractiveness and effectiveness. ICT solutions useful for teaching have become commonly available, and affordable or for free, but their effective use requires relevant teachers’ skills. E-MOTIVE project was initiated by: i) observation that in VET application of ICT was still relatively low and ii) conclusion that one of reasons was lack of materials which are easy-to-use, and enable to obtain necessary knowledge and skills in a short time. The project objective was to solve this problem by development of training materials and solutions which would enable VET teachers to acquire knowledge and skills necessary for:i) use of ICT to create different types of attractive electronic training materials which meet VET students’ needs and expectations,ii) use of existing ICT tools for teaching, in all main forms of teaching that might be carried out in VET, i.e. classroom learning (traditional), on-line learning (via Internet) and blended learning (carried out partly in the classroom and partly via Internet). The project consortium members were:-Instytut Techniki Górniczej KOMAG (PL) - team involved in the project is experienced in use of ICT, also for development of training materials and courses-VET units:+ RTRIT - Rīgas Tūrisma un radošās industrijas tehnikums (LV) is a VET school related with tourism and hospitality sector. ICT solutions are integrated in many lessons provided there.+ TTS Työtehoseura (FI) is a VET centre related with road transport and logistics sector. ICT solutions are very intensively used by them, including those more advanced like simulators.Both VET units cooperate with other VET units and organizations – at national and European level, with national authorities, and participate in events related with VET. Competences and experiences of all the project partners contributed to the project realization and its results. E-MOTIVE consortium developed e-MOTIVE platform at which free access to the following resources and solutions has been provided:-repository of knowledge pills (short, easy-to-use instructions) that show and guide how to use ICT tools for: i) development of training materials, ii) use of Internet tools for teaching, and provide necessary background knowledge-reports and use cases regarding ICT-enhanced teaching-software sandboxes for several Internet tools; a sandbox is an isolated software environment in which an Internet tool - a piece of software or platform - can be used without affecting other systems or causing serious problems. Although it is a specially prepared installation of a given tool it looks and works the same as a fully operational one.-e-MOTIVE AR tool which enables to develop training materials based on Augmented Reality technology and use it during teaching.To make the e-MOTIVE platform truly useful the following conditions have been met:-knowledge pills and software sandboxes regard ICT tools which are open-source and/or commonly used -use cases are supplementary to knowledge pills-content (topics) of knowledge pills was established based on survey carried out with both parties involved in the teaching process, i.e. VET students and VET teachers. The questionnaire used included questions about respondents’ preferences and expectations regarding application of ICT in teaching/learning; therefore ICT competences acquired by the VET teachers meet their students’ expectations-all main modes of teaching (classroom, e-learning, blended) were covered, therefore training materials and solutions in a comprehensive way prepare VET teaches to integrate ICT in their teaching-the knowledge pills repository is searchable, e.g. via key words, and each knowledge pill can be downloaded for offline use and/or for printing-all resources are accessible any time and place, therefore a teacher can in a flexible way shape their learning path (‘pick and use’ mode)-application of e-MOTIVE AR tool requires only standard hardware and software (computer – for development, mobile device with a camera – for use), and access to the Internet. No special IT skills are necessary.-the platform resources are accessible also via Moodle Mobile app.The prototype e-MOTIVE platform (and all the materials and solutions it provides) available in English positively underwent pilot tests and then was translated into Polish, Latvian and Finnish.ICT competences provided by the e-MOTIVE products not only contribute to VET teachers’ abilities in integration of ICT in teaching, but also to the teachers’ self-development as educators – e.g. via use of electronic training materials, participation in on-line courses.

"<< Background >>Erasmus + funding has been applied for the PraLe -project that focuses on methods and resources to be applied for independent practical learning at remote in the transport sector as it must be possible to meet the training needs of the transport sector even in situations where contact teaching is not possible. This presupposes that independent practical training (with the guidance of a trainer or without) in the transport sector must be made possible by means of remote connections. In general, transport must take place in any situation and therefore this project is also socially significant. The current COVID-19 crisis has significantly accelerated the need to modernize and change the digitalization of education systems across Europe.The Practical Learning at Remote in the Transport Sector (PraLe) project is testing new practice teaching and learning methods in the profession. The testing exploits potential of digital technology in an innovative way that enables learning via remote and network connections.The purpose of this project is to awaken educational organizations to understand the strengths of digitalization through cognitive learning so that, for example, a virtually learned thing can be strongly transferred to practice. By modelling this process on how a virtually learned thing can be strongly transferred to practice, and by ensuring the transfer of skills to working life, training organizations and other stakeholders can be convinced of the potential of digitalisation in education.The development of independent distance and online learning has largely focused on theory teaching and learning. As a result of the pandemic, development resources must now be allocated precisely to the development of independent distance and online learning of practical work tasks. In the past, it was thought that they are easiest to implement on the premises and equipment of an educational institution or workplace, which fails when the educational institution or workplace is not accessible.The successful outcome of the PraLe project will also have a radical impact on the training of other areas that require practical skills. In the future, the model can be used to increase the efficiency of training implementations, save costs, increase inclusion and significantly reduce environmental impact.<< Objectives >>The main goal of the PraLe project is development of new, resistant to pandemic limitations (and other of similar nature) transportation training due to integration of methods within which students practice practical work tasks even independently with use of ICT solutions and remote & network connections, and the trainer (can also be a virtual trainer) gives them feedback on the practice done. In this way, the development of professional competence can be promoted in a modern way.In the PraLe project we want to gather and exploit the best experiences from the combinations of distance learning and teaching practical skills and with this we will reach the current level of knowledge about the situation in this matter in Europe. Current state of distance and online teaching of core competencies related to the driver profession (incl. theoretical and practical competences) covers existing teaching methods, tools, teaching, monitoring and assessment tools related to practical skills exercises.Secondly, we want to create a cost-effective, training-enhancing and environmentally friendly training implementation model that allows for the practical training of practical skills independently and remotely. This requires the truck and bus drivers competences to be broken down into core competences and core skills and used to reassemble the puzzle to enable skills learning at a distance. We want to achieve innovative new forms of distance and e-learning to enable the training of new core competencies in the transport sector.In order to be convinced that remotely learned practical skills will also be transferred to working life, the models and test trainings created must also be piloted to ensure reliability. That is why, we want to test the remote implementation with different methods. We want to achieve the reliability associated with the new technology and its use, which guarantees the practical training of practical skills at a distance.In practice, the aim for the project is to create test trainings utilizing digital technology in an innovative way, in 2-3 different core competence topics as independent, remote and network implementation. The test trainings are carried out as a pilot with the students and the acquired competence is then tested ""in real life"". The experience gained from this encourages further planning of new and more challenging, independent, practical training implementations for distance and online teaching and learning. Through these means, the project will support the introduction of innovative approaches and applications of digital technologies in teaching and learning, and improve access to education and qualifications for all.Finally, we want to encourage vocational training institutions to introduce new technologies in transport training. We will develop a handbook related to our experience, the model created, and the distance and online training that will enable actors outside the project to avoid the biggest problems and achieve a good outcome more quickly.<< Implementation >>In the first phase, we will examine the current state of distance and online learning of core competencies related to the truck and bus driver profession (incl. independent learning & theoretical and practical competences). This can be ascertained by conducting a survey of training providers in the partner countries. The survey looks at the success of remote training, the extent of distance and online learning and the content, methods, etc. of practical implementations. Competence assessment tools and methods in independent, remote and network implementations are also the subject of the survey. In the second phase, we focus on those parts of the practical training in truck and bus driver training that have not yet been able to be transferred to remote and network implementations. The aim is to build a RoadMap on a few of the most important t & b drivers basic practical skills, compiling a plan for the future of remote and network implementation using four-field and problem-Solving methods, which include all new technologies and which, according to current knowledge, remote and network implementations of topics. At the third phase, from the topics of the RoadMap, 2-3 sets of topics are selected, which in traditional education require the use of physical space or a tool, and which are already possible to implement as distance and online learning. The core competencies of these topics are broken down into small entities and suitable technologies are sought for them. These 2-3 practical training units will be designed, created and piloted with students. The acquisition of competence is tested after piloting as the success of real-life work tasks.The last phase of the implementation, we gather our experience in one handbook and make recommendations to training providers on how to transfer more challenging training packages to remote and network implementations, what skills are needed to build remote and network implementations, can all functions be integrated or is it better to implement competence development step by step, piece by piece , how to assess competence in distance and online training and how to keep the trainer's competence with development.In addition, the project will carry out the following activities related to the management and implementation of the project:- Dissemination activities, such as presenting the project through various materials, presenting the results of the project at events and final seminars, disseminating information to social media and the website.- Multiplier Events at the end of the project will be implemented in all partner countries with a program with the same content. The aim is for the results of the project to be disseminated as far as possible outside the partner organizations.- Quality activities: project activities and results are continuously evaluated during and at the end of the project, both between partners and with the help of external evaluators.- The partners submit the requested financial reports to coordinator. At the project meetings we will monitor the progress of the project against the schedule (Gantt table).- 4 Transnational project meetings will be organized during the project to monitor the progress of the project and discuss in working groups issues related to the implementation and results of the project. Between TPM meetings, monthly on-line meetings are held to ensure the progress of the project work.- The LTT activity ensures consistency and comparability of results as a whole. This way the training packages will be successfully tested in each country in the same way when trainers are introduced to new technologies. - The impacts of the project will be mapped at different stages of the project from the partners and stakeholders involved in the project, through a separate impact analysis.- The partners will create and conform to a Sustainability plan which will ensure that the project's results will be used long beyond the duration of the project<< Results >>Practical learning at remote in the transport sector (PraLe) project will test new teaching and learning methods for practical exercises in the profession. Testing utilizes new digital technologies that enable learning via remote and network connections and also independent learning at remote. The purpose of this project is to awaken educational organizations to understand the strengths of digitalisation through cognitive learning, so that, for example, a remotely learned thing can be strongly transferred to practice. The main goal of the project is to get students to practice independently practical work tasks with technology or another, using remote and network connections, and the trainer (can be a virtual trainer too) will give feedback on the practice done. In this way, the development of professional competence can be promoted even during an exceptional situation. The expected results from the project are:The first result is a comprehensive survey-based study of the level of distance and online implementations of education and core competency-based training in truck and bus driver training, and what is still missing from the whole of distance and e-learning (and why). The second result is the Road Map ""manuscript"" on a few of the most important truck and bus drivers basic practical skills and job responsibilities, drawing up a future plan for independent, remote and on-line implementations. It will take into account all new technologies at remote and network implementations of the topics. The result of R2 would therefore be a roadmap, which presents the truck and bus driver's main basic practical work tasks and how their independent learning is transferred remotely with current technological knowledge. In addition, RoadMap takes into account how learning and acquired competencies have been assessed. This RoadMap can be used by all vocational schools and trainers in the field of transport to develop and plan their own training activities and skills. The third result is the assurance on the effectiveness of remote and network implementation in terms of acquiring and developing competence in practical training. The result of testing can change the world of thought towards distance and online learning and contribute to crumbling strong resistance to change towards new technologies. The concrete result is an overall report: the feedback and evaluations from pilot done at the project, feedback from the national advisory board and a recommendation of what elements are possible to learn independent (at work) and what is not (trainer is needed).The fourth result is a handbook for the independent learning of the main work tasks of a truck and bus driver as a distance and online implementation, as well as recommendations for vocational schools in the transport sector to digitize training in the field. A handbook that will make recommendations to training providers on how to transfer more challenging training packages to remote and network implementations, what skills are needed to build remote and network implementations, can all functions be integrated or is it better to implement competence development step by step, piece by piece, how to assess competence in distance and online training and how to keep the trainer's competence with development.Other results we expect the project to produce are:- More and more practical exercises, regardless of the field, can be used to transfer the learning of practical skills to remote connections by exploiting project results- Training organizations better understand the benefits of digitalisation in the implementation of training and encourage trainers to try and implement it in training- the general development of distance learning and e-learning for practical work assignments- The successful outcome of the PraLe project will also have a radical impact on education in other areas that require practical skills. In the future, the model can be used to increase the implement"

Effective VET teaching meets needs of both students and companies. ICT is necessary for that, because:-classroom, online, blended teaching have to be available-apprentices and employees have to have ICT skills, varying from basic to specialist ones, depending on the job -use of ICT-based training materials and online course is often for teachers the only possibility for self-development as an educator. But in spite of accessibility and affordability of ICT hardware and software applicable for teaching, its use in E&T is relatively low, taking into account variety of ICT and possibilities it gives. Lack of relevant abilities is one of reasons. The objective of the MOTIV-e project is to develop easy to access and use training resources for VET teachers wishing to increase their abilities to integrate ICT in teaching. The project consortium are: -VET institutions: Riga Technical School of Tourism and Creative Industry (LV), Šolski center Velenje (SI), ASUC „Boro Petrushevski“ (MK)-R&D institute KOMAG (PL). Their competences will contribute to high quality and usability of the project results. In the MOTIV-e project complementary to each other results will be developed in 4 languages: English, Latvian, Macedonian, Polish, Slovene: 1.MOTIV-e Platform with training materials providing knowledge and skills necessary for use of ICT for teaching2.MOTIV-e AR Toolkit and MOTIV-e 360 Panoramas Toolkit that enable to learn how to integrate augmented reality (AR) and interactive 360 panoramas in teaching 3.MOTIV-e Software Sandboxes -a set of ready-to-use installations of ICT tools that can be used for learning how to use these tools and what opportunities they give.Instructions on the MOTIV-e Platform and sample content will be provided for the toolkits and software sandboxes. 4.MOTIV-e Advisor helps teachers to optimise their efforts in self-development in providing ICT-enhanced teaching. This tool, based on prior interaction with a teacher, will advise them which of the available resources they should use, and will give direct link to these resources. All the solutions listed above can be use as separate tools. But to enable a teacher to take advantage of the whole potential they give, relations between them will be established and this way MOTIV-e Training System will be developed. Among varied tools and technologies covered by the MOTIV-e Training System, there is also Virtual Reality. This technology is considered as attractive and usable for training but at the same time - as being beyond capabilities of ‘average VET institution’ or ‘average VET teacher’. To overcome this second belief and prove that in fact it is otherwise, VR Centres will be built at each project partner’s facility, and knowledge how to do it at ‘any VET school/centre’ will be shared. Comprehensive guidance how to build a VR Centre, and how to develop and use VR-based materials will be provided. A VR centre is a place and an environment for development of VR-based training materials and using them in an unlimited way, both via browsing (immerse in the scene and watching what is there) and via interactive activities in the ‘virtual world’. A VR centre is composed of properly combined with each other hardware and software solutions, and supplementary equipment. 5 intellectual outputs will be carried out to develop the project products:O1.Identification of good practices and technological potential of available resources and solutions for ICT-enhanced trainingO2.Development of resources and software for ICT enhancement in VETO3.Development of the MOTIV-e VR CentreO4.Prototype of the MOTIV-e project results. Integration of the developed components in ready-to-test solutionsO5.Pilot tests and validationContent of the online training solutions will be established based on results of 2 researches: i) identification what are VET teachers’ needs, ii) review of available hardware and software resources suitable for VET teaching utilizing Extended Reality solutions. Prototype versions of MOTIV-e software products will be developed in English. During the whole development process, they will be periodically, internally tested by the project partners. Once the products are ready, they will undergo external tests –by VET teachers. Based on their feedback, validated software products will be developed and translated into partners’ national languages. As regards VR Centres, prior research for optimal hardware and software composition will be carried out. Then all the components will be integrated into fully operational object for using VR. The MOTIV-e project results will comprehensively support VET institutions in increasing their abilities in use of ICT:-they will educate teaches how to use ICT in teaching-they will show a variety of ICT solutions, possibilities of their applications and benefits, which will help the management staff to take actions and decisions in favour of ICT-enhanced teaching.

According to data gathered in ‘The Orthopaedic Industry Annual Report: 2009-2010’, nearly 2.9 million joint replacement procedures took place worldwide in 2009, being more than 1.4 million corresponding to hip (in Europe around 800,000 individuals suffer a hip fracture each year). Spine procedures volume exceeds 2.8 million worlwide in the same year (estimating that roughly 60% correspond to Europe). Minimally invasive surgery (MIS) is a task with high physical and mental demands; surgeons have to perform high-force as well as high-precision tasks in combination with multimodal information processing. This leads to muscle overload and to physical and mental fatigue (causing severe musculoskeletal disorders with progressing working life) and to higher risk for human error and for inefficiencies in operations. Therefore, the implementation of ergonomic criteria in the design of working tools and of a suitable operating room environment is essential to improve efficiency, safety, and comfort for the operating team.The objective of Train4OrthoMIS is the development of contents in ergonomics and usability applied to the design of job tasks in orthopaedic MIS of hip and spine and their implementation in an online course, to assure surgeons a worthy education and training along their professional career. The e-learning tool will be available in four European languages (English, Spanish, Polish and German).Target groups in the project are orthopaedic MIS surgeons and assistants (e.g. nurses) and medical students interested in acquiring ergonomic and usability skills associated with MIS techniques as a formative process. On the one hand, the new developed materials will provide orthopaedic MIS surgeons and assistants with in-depth knowledge of the interaction with the working environment and surgical instruments, as well as postural hygiene during different kinds of surgery, thus (i) avoiding musculoskeleal diseases that currently affect them, and (ii) increasing at the same time their labour efficiency by reducing aches/fatigue and operating times. Moreover, these specialized training contents will lead them to (iii) upgrade their professional curriculum -facilitating promotion/advancement in their labour career- and (iv) be positioned as prescribers of ergonomics and usability. On the other hand, medical students will have (i) direct access to a unique specialization in a methodology which offers high future expectations, allowing a clear academic differentiation in the current highly competitive labour market. At the same time, students will be also (ii) rewarded by means of an academic accreditation, this way obtaining a key recognition and push in their learning.Train4OrthoMIS consortium (IBV, BGU-MURNAU, CCMIJU, KOMAG, SUT) has been set up to guarantee the success of the action and its valorisation beyond the project duration, assuring: (i) Representativeness of and access to the heterogeneous group of end-user profiles, both for gathering training needs and for validation of the new VET course at European level. (ii) Access to background knowledge of the course and capability for developing training materials. (iii) Experience in the setting up of on-line VET learning courses. (iv) Exploitation capabilities beyond the project duration. (v) Experience and capabilities for EU-wide dissemination. (vi) Recognition of the informal training proposed at academic level. Intellectual Outputs planned for Train4OrthoMIS project are the following:O1. Training needs in MIS orthopaedic surgery ergonomics for surgeons.O2. VET curriculum of the Train4OrthoMIS.O3. Complete materials and contents of the course.O4. First prototype of the e-learning course.O5. Pilot test report.O6. Final version of the e-learning course.The consortium will not apply any access restriction to contents. There are a project website available where training contents developed throughout the project are accessible. http://train4orthomis.eu/index.php/2-uncategorised/32-course

In oral and cranio-maxillofacial surgery the best possible match between implants used and patient individual features and needs is crucial due to health and well-being reasons. There are cases, when standard implants cannot be used and custom-made implants are the only option, e.g. when a patient has abnormal anatomy or postoperative complications are possible. Properly designed and produced custom-made implants enable to obtain structural, functional and biological compatibility with a patient, which brings a number of benefits related with aesthetic effect, quality of life, quicker and less invasive surgical operation, improved implant durability (next operations can be avoided or limited), reduced patient suffering. This causes a great demand for people who have competences in design and manufacturing of custom-made implants. Development of free online course which enables to acquire competences in design and manufacturing of custom-made implants for oral and cranio-maxillofacial surgery was a challenge undertaken by the OVOMAX project consortium consisting of: Instytut Techniki Górniczej KOMAG – the coordinator, IBV Instituto de Biomecánica de Valencia, AIDIMME Instituto Tecnológico Metalmecánico, Mueble, Madera, Embalaje y Afines, FENIN Federación Española de Empresas de Tecnología Sanitaria, ATEKNEA Solutions Hungary Kft. The objective was achieved. OVOMAX course provides state-of-the-art knowledge and skills for all steps of production process of custom-made implants used in oral and cranio-maxillofacial surgery: - DESIGN of implants based on data from medical imagining like CT - computerized tomography and MR - magnetic resonance; use of CAD systems is included. - VALIDATION of the implant design to assure that mechanical and functional requirements are met; use of advanced engineering methods & tools is presented, e.g. FEM – finite elements methods. - MANUFACTURING. Application of 3D printing in manufacturing of implants is described and demonstrated. 3D printing gives wide possibilities and benefits: no limits regarding shape and complexity of 3D printed object and quick production. Materials used are continuously improved and invented also for medical purposes.In the examples given, open source tools are used to improve the course usefulness. The course is divided into modules. In each module a trainee can choose amount of material to browse/learn. There is obligatory content and complementary materials for trainees who wish to obtain wider knowledge. There is a self-evaluation test for each module and final exam for the whole course. The course is available in: English, Spanish, Polish and Hungarian.Although OVOMAX course is addressed to staff involved in design and manufacturing of implants for oral and cranio-maxillofacial surgery, its content might be useful and interesting for persons related with other healthcare areas. Knowledge and abilities acquired will serve the trainees as a solid ground for their continuous vocational development, keeping their competences update and relevant to market demands.To make the course truly useful, first a survey and interviews with course target group representatives were carried out in project partners’ countries and beyond. Based on information obtained, curriculum of the course was defined. It was the basis for the prototype OVOMAX course development. The course was tested by target group representatives. Pilot tests were carried out in all project partners’ countries. 84 trial trainees went through the whole course and filled in Satisfactory survey. Based on the feedback, expected modifications were introduced in the final version of the course and it was translated into Polish, Spanish and Hungarian. The project partners’ expertise contributed to high quality of the OVOMAX course. KOMAG carries out scientific and R&D projects in the domain of minerals mining and processing, environment protection work safety and other, and implements their results. They also realize activities in many other areas due to versatile competences and expertise in modern technologies, engineering and multimedia materials development. IBV studies the behavior of the human body and its interaction with products, environments and services. They promote people’s well-being through the combination of knowledge in areas such as biomechanics, ergonomics and emotional engineering, and its application to diverse sectors. AIDIMME is a private non-profit association whose aim is to foster improvement in competitiveness of companies in the metal processing sector - through R&D related both to processes and products. FENIN is a multi-sector federation that groups manufacturing, import and distribution companies and associations related with healthcare technologies and products which are provided to all the Spanish healthcare institutions. ATEKNEA is a technology centre providing SMEs with services in R&D to help them turn their ideas into profitable, innovative solutions.