The Emerging Media Exploration project (EMEX) sought to establish university-industry partnerships for content creation for use in emerging media technologies. Media technology R&D institutes and start-ups have a steady need for high quality content to evaluate and showcase their products, while universities are constantly looking for opportunities to educate their students on cutting-edge media technology. Objectives:EMEX developed collaborative teaching approaches to explore the impact of new and emerging media technologies on the future of storytelling and society. EMEX conceived, implemented and evaluated five transnational courses on the themes of the Future of Television, VR & Virtual Production and Emerging Media Trends. Further internal courses and bilateral courses with external partners were developed.The project created four different course formats, focussing on the meaningful integration of industry partners. Student projects created a variety of concepts and prototypes and a sizable amount of learning material, with a focus on methods of collaborative online design methods for emerging media, in addition to teaching material. Participants:Approximately 160 students and 23 teachers from Media Production, Interactive Media, Film- and TV Production, Creative technology, Human-computer interaction and Emerging Media programmes participated in the projects activities, which comprised 5 online courses, an onsite workshop 2019 and a hybrid workshop in 2020.Consortium: Film University Babelsberg KONRAD WOLF, Germany (Project Lead)University of Lincoln, UKUniversity of Central Lancashire, UKTampere University, FinlandTampere University of Applied Sciences, FinlandRundfunk Berlin-Brandenburg, Germany (Industry & Research Partner)EMEX included high-profile media technology associated research partners, such as the innovation department of the Finnish broadcaster YLE, the volumetric capture stage Volucap GmbH from Potsdam and the XR production company INVR GmbH from Berlin. Students:Approximately 140 students and 20 teachers participated in online courses and workshops. The multiplier events reached approx 250 people, and additional presentations and workshops reached approx. 24 teachers and 60 students. 22 companies in Finland, Germany and UK supported the courses and events by holding presentations, providing technology or participating as interview partners. Additional students, teachers and professionals attended workshops based on EMEX concepts and content, held in Germany, Finland and online.Activities undertaken:EMEX developed collaborative teaching approaches to explore the impact of new and emerging media technologies on the future of storytelling and society by conceiving, implementing and evaluating five transnational courses on the themes of the Future of Television, VR & Virtual Production and Emerging Media Trends. Further internal courses and bilateral courses with external partners were created, building on the concepts developed. EMEX was implemented as a transnational minor curriculum on Emerging Media, embracing concepts of blended mobility to encourage students to engage in international partnerships on multiple levels. Each iteration began with a transnational online course in spring/summer term introducing emerging media technologies and including lectures and concept development activities to prototype initial content ideas for emerging media technology. The winter term elaborated the concept within local emerging media courses and content production in a dedicated transnational workshop.Results and impact:The impact of EMEX among the participating organisations was significant. The project had a strong impact on university industry contact networks, developing a transnational course concept and a transnational curriculum on Emerging Media as a blended mobility concept. The online teaching and collaboration methodology built on the output of the Erasmus+ partnership “OnCreate”, which EMEX enhanced and updated to integrate opportunities provided by current collaboration platforms. EMEX knowledge has been applied in further internal and external online collaborative courses at the participating universities.Longer term benefits:Future expected benefits include strengthened international cooperation between higher education institutions and media technology research, with strengthened curricula and cooperation in course development. EMEX also reached out to the FAST45 Knowledge Alliance and ErasmusVR cooperation project for knowledge transfer and planning of future partnerships. A subset of the EMX curriculum will be offered in 2022 by the Tampere Universities and Film University as a 30 ECTS minor curriculum for Erasmus students.

BackgroundWHO's European Mental Health Action Plan prioritises the rights and empowerment of service users and their families. In addition, service user partnership and involvement in education is growing in importance for the development of future and current practitioners. Despite policies placing a strong emphasis on positive approaches like recovery-orientated practices and social inclusion, service user empowerment and involvement is still a common challenge across European countries. Higher Education Institutions have a significant role to play in developing this and in developing the competencies needed by current and future practitioners, through leading the knowledge triangle of education, research and work. Across Europe there was no model in mental health whereby the contributions these groups can make could be harnessed. To this end, the project had a core objective, to strengthen competencies for people in mental health. Central to the project is the use of a participatory action research approach to develop all of the outputs, drawing on service users’ experiences and now regarded as important to the education of future and current professionals. Key to this process was the development of Communities of Practice (CoP) in each partner university, which have acted as ‘think tanks’. These CoPs comprised all of the stakeholders in mental health (service users, family members, practitioners, students and academics). Objectives The core objective was achieved by the delivery of three outputs; (i) a competency tool which can be used to develop knowledge, attitudes and skills for working in mental health, (ii) development of a tripartite logic model of working for the greater inclusion of stakeholders in mental health. The model identifies ways of working in co-produced ways and mechanisms through which greater inclusiveness can be achieved. (iii) The development of eLearning materials to strengthen competencies for mental health working. The materials were developed across five core themes following curricular evaluations. The project strengthened multi-professional competencies in mental health with nursing, social and health care students, service users and professionals in international context through blending eLearning and intensive programmes and training. Additionally, the project created an Erasmus generic competency tool.Activities undertakenThe project followed the ideas of the European Commission's Modernisation of Higher Education Agenda (2014) in developing new modes of learning and teaching in higher education. This was done both in the running of two Intensive Programmes (IP) and in development of eLearning materials for Output 1. In both processes, novel approaches have been introduced underpinned by gamification principles and in the use of problem-based learning and ‘learning by doing’ (Aldrich 2012). STRENCO’s two competency assessment tools have been developed as self-assessment tools, the assessment of which can also be done in a facilitated way with the guidance of a preceptor. They adopt a five-stage scale for assessment and are presented with guidance manuals for their use. A mapping of the development process of the mental health competency tool is presented in the output. The tool can be used both as an assessment and as a learning aid for all parties. The secondary product from this output is a general skills competency assessment for Erasmus programmes that can be used across different countries and education systems. Based on the learning encountered over the STRENCO project, Output 3 has resulted in the STRENCO Logic Model for working in mental health in more co-produced ways. The model highlights how context, process and outcomes are intertwined within co-production in mental health. It presents a visual representation of the components interrelationships that impact on working in mental health. It presents the process mechanisms that should be considered as key factors that influence co-production in MH along with the challenges that may be presented.Number and type/profile of participantsThe STRENCO Project has involved approximately 100 participants from across the spectrum of mental health, in either the Communities of Practice or Intensive Programmes across the six partners. These included MH service users and families, experts by experience, clinicians, students (57) and academics (30). In addition, two training days for a wide audience were held at the end of each intensive programme in the host country.ResultsLong term benefit of the project is manifest in the products of the three outputs. Across different formats, the project has produced 19 eLearning packages. In addition to the packages has come the skills development of the teachers and students involved in the process. The competency frameworks and tripartite model provide a foundation for practice and an avenue to develop approaches and skill sets for the future.

Projektin päätavoitteena on kaupallistaa Hybrid Adsorption and Low Temperature (HALT)-menetelmä niin, että projektin jälkeen voidaan myydä esikaupallinen demonstraatiolaitos. Projektin lopputuloksena syntyy hiilidioksidin talteenottoteknologian kaupallistamismalli, jossa on tunnistettu kohdemarkkina, varmistettu prosessin taloudellinen ja teknologinen suorituskyky, myynti- ja markkinointistrategia, ja muodostetaan liiketoiminnan kaupalliset mahdollisuudet.

"Decisions related to forest management can have long-term, sometimes irreversible impacts on logging.It is therefore essential to be able to get the tools and knowledge necessary to improve the decisions in order to preserve the resources and think about their exploitation at a plot or massif level in a sustainable way.Practically speaking, forest management comes in two different scales:- The implementation of a forest management plan, which sets up the silvicultural trends and thus shapes the landscape accordingly.- The practical implementation of this forest management plan through the cutting of the trees which will have been marked.The ""marteloscope"" allows to simulate the cutting decisions and foresee the final result.A marteloscope is a forest plot on which all the trees are inventoried and numbered. While covering the plot, the forest operator carries out a simulation of a cutting decision so called tree marking by writing down the number of the trees he chooses to cut down depending on his own selection criteria or on contract documents (compulsory specifications).Then this operation can be entered onto a computer program which enables the user to see the consequences on the plot and even process and analyze the data through different aspects: economical, ecological, the risks taken….The concept of the marteloscope and its uses may vary widely between countries in Europe. Each partner has an interest in this type of approach as long as the methodology and the resulting applications are rationalized. In addition, digitizing marteloscopes, besides its attractive and modern aspects, will enable to have a panel of examples usable by all partners as well as other users outside the project (other training organizations or institutions in other countries ...).The goal of the HAMMER (standing for Harvesting with Marteloscope Methodology in a European Ring) project is to build a collection of digitized marteloscopes, made from existing marteloscopes and conducted in each participating country, with different characteristics according to their origin: regular or irregular silviculture, Nordic type with evergreen slow growth species, deciduous forests, Mediterranean vegetation ...). It will be useful for: - The learners in forestry education and whatever their status: general education and lifelong training or apprenticeship. - The training needs of professionals from the wood industry.Together with the EPL of Bazas located in France, two Spanish forestry schools in Galicia (Antioquia and Sergude), the University of Tampere in Finland, the Vocational Forestry School of Ormea Baruffi in Italy and the training organization Forest Wallonne in Belgium are involved in the project. FCBA, a French Technological Institute will also be a partner in the project.The work programme includes various activities: - Some intellectual outputs such as a website, a virtual platform of marteloscopes called HAMMER and the elaboration of training reference documents based on the use of the HAMMER tool.- The mobility of 96 learners from general education, lifelong training or apprenticeship in order to contribute to the development of the tool including the elaboration of real marteloscopes (inventory data collection). The learners will also contribute to testing the validity of the tool. - The mobility of professionals to appreciate the potential of the HAMMER platform and think about its uses and development for the players in the wood industry. - Activities to promote the tool and disseminate the results: a final meeting with the presentation of the results, the participation in professional events (conferences, exhibitions, lectures...), the presentation of the HAMMER tool through professional and forestry education networks.All the actions will be conducted within the training already offered in the forestry schools. They will strengthen and improve the existing methods.In addition to providing a training support for an attractive and modern forestry educational system, we can observe from the elaboration stage and the beginning of the development of this project that it strenghtens the relations between the training centers and the professionals: closer relations, inter-knowledge ...Finally, elements for further development of the HAMMER tool are multiple and varied. This allows to consider with confidence the post project period concerning the sustainability of the action: parallel projects are under discussion with partners.Other impacts are also expected, since these actions will promote and develop professional skills in forest management (e.g. forest owners) as well as logging (e.g. harvest machine operators). All these initiatives are in accordance with the improvement of local employment."