The overall project objectives are to produce new knowledge in the area of codim k bifurcations for continuous and discrete (smooth and non-smooth) dynamical systems and provide training in this area of research to early stage researchers. More exactly, we plan firstly to study degenerate two-dimensional Bautin bifurcation for the case when the second Lyapunov coefficient equals zero. Secondly, we aim to study degenerate four-dimensional Hopf-Hopf bifurcations. The degeneracy arises in this case when one or more of the nine generic conditions needed in obtaining a normal form fail to be satisfied. The third and fourth objectives are to study other codim k bifurcations in smooth and non-smooth dynamical systems arising from other bifurcations which bear or not a known name in the literature. In particular, we will focus on discontinuous piecewise differential systems, respectively, continuous and discrete non-smooth dynamical systems resulting from modelling oscillators with impacts. A number of about 40 researchers (30 ERs and 10 ESRs) will contribute to achieving the project objectives by a networking approach based on about 225 months of secondments. Two types of secondments are planned, one for research and another for training. The training is of type training-through-research. During the research secondments, the project ERs will perform research for achieving the planned project tasks and will support ESRs on their training. The training secondments are dedicated to ESRs. Apart from the planned training, the ESRs will participate also to the project research. They will receive specific research tasks from their local managers to contribute to the project research objectives.

The energy consumption of mobile networks has been the source of animated debates in the recent period, with the deployment of 5G technologies. However, the energy consumption estimations put forward by the different parties in the debate showed significant differences, up to two orders of magnitude. This is a result of a lack of accurate models and meaningful metrics in this field. More precisely, the control plane of a mobile network represents a significant share of the traffic exchanged between the user and the network infrastructure, much more than in any other network technology, and this role will become even more important with the development of network function virtualisation and orchestration. Models focusing on the application-level traffic and presenting energy consumption as Joules/bit are bound to make harsh approximations and assumptions, leading to results that can not really help the involved parties, be it industrial stake-holders, policy makers or the general public. Project ECOMOME addresses this problem of accurately modelling and optimising the energy consumption of a mobile network, with a focus on 4G and 5G technologies. This will be achieved through three main research axes. The first contribution will be represented by the first independent measurement study of energy consumption in a mobile network. We will address both user equipment and the radio access network, conducting a network metrology study on real operational networks and on experimental testbeds. The measurement data collected in this campaign will represent the input for other contributions in the project, but it will also be made openly available to the research community. The second objective of the project is to use this measurement data in order to design accurate energy consumption models for mobile networks. In this sense, we take an original approach with respect to the literature, by focusing on modelling the impact of the building blocks of the mobile network, a series of "atomic" network mechanisms and functions which practically compose any service scenario and any user context. Modelling these atomic network mechanisms requires a detailed knowledge of the way a mobile network functions, but then allows the accurate modelling of any general scenario. Finally, the project also targets the proposal of energy efficient networking solutions. Indeed, the measurement data and the energy consumption models will allow us to detect the most energy-hungry phases in a mobile network. To reduce their impact, we will propose network intelligence solutions, which are based on observing the traffic transported by the network, detecting whenever the network settings are over-consuming, and adapting the network configuration with energy efficiency metrics in mind. To achieve these objectives, the ECOMOME project brings together 4 partners with a significant expertise on different topics related to mobile networks: cellular network architectures (ETS Montreal), network metrology (INSA Lyon), energy consumption (UP Timisoara) and network intelligence (IMDEA Networks Madrid). The results of the project will have a triple utility: 1) they will provide a new modelling approach and new network intelligence solutions to the academic and industrial community working on mobile networks; 2) they will help policy makers in their decisions regarding the future evolution and deployment of mobile network technologies, and 3) they will allow the general public to easily and intuitively assess the energy consumption of their mobile equipment and of the network infrastructure in a variety of scenarios.

Context/Background: MUST project aims to develop tools to train university staff in creating and using multimedia technologies effectively, so that they have the skills to created more realistic and attractive content of their communication in education research and university-community projects. MUST training curriculum and the created resources will constitute a dedicated service offered in universities by DigiCoaches which are university staff who will provide training to other internal/external users/trainees in creating-using multimedia technologies effectively. The project will enhance the quality and relevance of knowledge and skills of university staff in the area of multimedia technologies. Objectives of the Project: The project is designed to improve and diversify university staff skills in creating-using multimedia technologies effectively (for education, research, university-community projects, advertising and communication to public). Also, the project will improve and diversify the services offered to university users and other university staff by offering a complex training programme that empower these users with key skills and the opportunity to develop their multimedia competencies. This will be achieved by training university staff (DigiCoaches) who will then train other users, students, staff and citizens in general to use multimedia technologies. Universities have always been public spaces that have been set up to share and give access to learning and enrichment resources. The introduction of new multimedia technologies is part of the mission to teach 21st-century skills; multimedia is an example of the type of resource that will transform today’s universities into cutting-edge learning hubs and give communities access to technologies that will have a significant impact on such fields as education, scientific research, architecture, manufacturing, engineering, healthcare etc. Its important to note that the goal of multimedia technologies in universities is to create a realistic perception of the users on novel learning technologies and potential of digital resources and reinforce that learning with simpler hands-on projects. Description of activities/Number and profile of participants: Following delivery of comprehensive training in creating and using multimedia technologies effectively, university staff in the 5 universities in the project (from RO, ES, LT, SI and MKD) together with 2 companies from DE and PT (experts in creating digital resources) will then pilot the new multimedia skills development curriculum among university users at each university - min 50 DigiCoaches will be trained in the consortium (during C1-3). Initially, the new training curriculum will be integrated into the existing university staff training programmes in each of the EU partners in the project. Following this, the DigiCoaches will train other university staff during the project (at least 20% of each university partner staff will receive MUST training and will gain specific professional competences in multimedia). More than 300 universities staff will be mentored through online instruments/courses provided by the Consortium partners taking part in the MUST project and through their involvement in multiplier events (E1...E5) and other dissemination events. Methodology to be used in carrying out the project: For the MUST project implementation there will be 6 core activities which will deliver the outcomes of the project: A1 Project management; A2 Mapping multimedia skills development to empower university-community interaction; A3 Developing, testing and implementing multimedia skills development training curriculum; A4 Elaborating multimedia skills development trainers’ toolkit; A5 Validating quality assurance and improvement of training curriculum and materials; A6 Transferring project results and best practices. Institutionalizing multimedia skills development in each university partner in the project to ensure ongoing training of university staff for future generations.Results & impact: Running MUST project within universities will lead to an increase in the number of multimedia resources creators-users in these institutions, but also to an increase of promoting of these innovative technologies among the stakeholders and community. Assimilation of these innovative technologies by university staff will lead to their personal development through MUST lifelong learning program and to the diversification of the services offered to users of university communities, increasing their attractiveness to the younger generations for higher education. By default, this will increase the visibility of these institutions, not only locally/regional but on the international level. This project represents an opportunity not only for technical background trainees, but anyone who wants use multimedia in various fields. MUST project is expected to have immediate & long term effect on improved and modernized education.

<< Background >>The OpenDigCompEdu project aims to accelerate the digital competences of educators in school education from Spain, Romania, Croatia, Greece and Norway towards the sustainable adoption of more online and blended approaches in education through the use of open educational technologies and open education principles. This is necessary for individual, organisational, and institutional levels to enhance their digital readiness, resilience and capacity to withstand emergencies such as COVID19. Under this endeavour, the project will accelerate digital transformation and thenecessary adoption of innovative blended approaches, and target the development of key competences to educators within an open education framework. The new OpenDigCompEdu educators will be open, digital enablers of change and innovation in their countries and regions with new profiles of educators that keep in front of digital content, technologies and practices and mix their in-field competencies with pedagogical values adopting open education. The concept of Digital Competences for Educators are very important within European educational policies. Recent definitions of DigCompEdu are provided in a scientifically sound framework describing what it means for educators to be digitally competent (DigCompEdu: European Framework for the Digital Competence of Educators (Punie & all 2017) by JRC Science) and in the EU DEAP defined in Sep 2020. The JRC Science group have researched and published the Policy Approaches to Open Education, Case Studies from 28 EU States (OpenEdu Policies) (Inamorato Dos Santos & all, 2017) and the subsequent Policy recommendations on open education in Europe (OpenEdu Policies, 2018). Going open is a process for all involved: institutions, learners and teachers, as well as technological groups creating open education technologies (Open EdTech). It depends on creating both digital and non-digital opportunities to make education more collaborative, transparent and inclusive. Open education needs support from policies, technological development and pedagogical approaches, via a multi-stakeholder approach, that can act systemically to create the change to further advance it in schools and create an “open education ecosystem”. We will build on the momentum created by the pandemic which showed the importance of both digital competences and existing OERs and OEP that can create this vision with the support of Open EdTech.<< Objectives >>The OpenDigEduComp project will serve as a complementary activity to national initiatives providing the common European perspective to develop a European Digital Education Content Framework and a step forward in defining the criterias of a European Digital Skills Certificate (EDSC), both core priorities of EU DEAP 2020.For this, the project will develop detailed courses, incorporate a micro-credential as to improve and validate their digital competences.The OpenDigCompEdu Project Objectives are: 1. To enhance awareness of the need for a digital education ecosystem in European schools.2. To devise and validate the profiles of digitally competent and confident educators within open education, across countries.3. To enhance uptake of open education, open education practices, resources and open digital tools for delivering competence-based teaching.4. To create and validate an understanding of sustainability in education through open education within the framework for open and digital competences for educators.5. To improve achievement and recognition of digital competences for education through e-portfolio and formal learning by introducing OpenDigCompEdu e-portfolio and OpenDigCompEdu MOOC courses for educators. 6. To introduce microcredentials and open badges in open digital competences for school education in the partner countries.7. To enhance collaboration between educators, learners, school leaders, school institutions with education providers, universities, and companies developing open digital tools.The project seeks to learn from the experience of the previous year, but mainly from the joint experience of universities, school governing bodies, and digital educational technology companies that form the diverse partnership.<< Implementation >>The primary task will be the set up of the Conceptual Framework for the application of open and digital competences for educators. This includes the development of a Design Guide and the formulation of design guidelines for Open Digital Competences. To achieve this we'll monitor how schools can use state-of-the-art DigCompEdu and gather inputs. Data will be collected with the Delphi methodology and results will be analysed using SELFIE. That will allow us to set up a roadmap report on OpenDigCompEdu in schools. Then a compendium of best practices, training and resources will be created, establishing specific criteria for European OpenDigCompEdu validation.The partnership will work with the setup of the OpenDigCompEdu e-portfolio, building the group of experts for the OpenDigCompEdu validation, developing the model and criterias of integration of prior digital education experience and integrate the online digital structure for OpenDigCompEdu validation. In parallel we will work on the courses for the OpenDigCompEdu, defining the curricula, the detailed syllabus for each of the five courses and set up the OpenDigCompEdu training program for the open digital competencies for educators.To assure the validation and sustainability of our project results we will be building the regional capacity. OpenDigCompEdu for Educators courses will be enhanced and aligned to meet national specifics, integrating online the OpenDigCompEdu for Educators and start the training of the OpenDigCompEdu facilitators.Finally, we will work on the OpenDigCompEdu for Educators micro-credentials, setting up the quality validation micro-credentials process and the Open Badges and Certificates. The quality validation process includes the designing of the quality assurance standards and the designing of evaluation instruments and periodical progress reports to guide the implementation of the OpenDigCompEdu for educators micro-credential. The Open Badges and Certificates include the definition and the design of the open badges, the set up of the badges and certificates, the user testing and reporting, as well as actions to ensure OpenDigCompEdu sustainability.During the project the communication and project promotion will be continuous and five multiplier events will take place, in every country of the partners.<< Results >>The main result will be an educational program developed for school education, Open Digital Competence Training for School Educators - OpenDigCompEdu Course as a Massive Open Online Courses (MOOC) with 5 modules, a certified Micro-credential with all 5 courses on 3 different learning paths, OpenDigCompEdu e-portfolio for educators as an online, open-access and free to use mode structure for Digital Competences e-Assessment and the OpenDigCompEdu Open Badges and Open Certificates. All will be available in EN, RO, HR, ES, EL, NW with at least 40 new OERs in DSC; and 2400 adults trained (2000 online and 400 through blended learning).R1. Conceptual Framework for the application of open and digital competences for educatorsR1.1. Develop a Design Guide and formulate design guidelines for Open Digital CompetencesR1.1.1. State-of-the-art of DigCompEdu in schoolsR1.1.2. Analyse of SELFIE resultsR1.1.3. Data Collection with the Delphi methodology (with result 2)R1.1.4. Roadmap report on OpenDigCompEdu in schools (with result 2)R1.2. Supporting European OpenDigCompEdu validation (Creating a compendium of Best practices, training programmes and resources)R1.2.1. Establishing criterias for European OpenDigCompEdu validation R1.2.2. Creating a compendium of Best practices, training programmes and resourcesR1.2.3 First version of the Conceptual Framework for the application of open and digital competences for educators (to be validated in the result 3 )R1.2.4. Final version of the Conceptual Framework for the application of open and digital competences for educatorsR2. The OpenDigCompEdu e-portfolioR.2.1. Building a Experts Group for DigCompEdu validation R.2.2. Developing a model and criterias of integration of prior digital education experienceR.2.3. Integrating the online digital structure for OpendigComp validationR3. The Open Digital Competences for Educators courses R3.1. Open Digital Competences for Educators curriculaR3.2.Open Digital Competences for Educators Syllabus of 5 courses R3.3. OpenEduComp training program Open Digital competences for Educators - 5 coursesR4. Regional Capacity building and formation for school educators MoodleR4.1. Adapting the OpenDigCompEdu for Educators courses for national specificsR4.2. Integrating online OpenDigCompEdu for EducatorsR4.3. Train the facilitators in OpenDigCompEduR5. OpenDigCompEdu for Educators Microcredential UPRCR5.1. Quality validation for OpenDigCompEdu for Educators Micro-credentialR5.1.1.Design of quality assurance standards for OpenDigCompEdu for Educators Micro-credentialR5.1.2. Design of evaluation instruments and periodical progress reports to guide OpenDigCompEdu for Educators Micro-credential implementationR5.2. OpenDigCompEdu Open Badges and CertificatesR5.2.1. Definition and design of the open badges R5.2.2. Set of OpenDigCompEdu Open Badges and CertificatesR5.2.3. OpenDigCompEdu User-Testing and reportR5.3. OpenDigCompEdu sustainabilityFurther tangible outputs will be produced as part of our dissemination and sustainability activities, blending social media with traditional media promotion and see Key Performance Indicators.