<< Background >>The world is changing fast and it is vital that education keeps pace. Yet, at a time when innovation is most needed, the world of education is lagging: only 38% of recent entrants to the education sector believe their school/college is adept at adopting innovations, new knowledge or methods (Innovating Education and Educating for Innovation, OECD, 2016). InDo will support educators to rise to the challenge, helping them transform their teaching methods and bring learning to life through innovative and inclusive learning spaces.According to the Digital Education Action Plan (2021 – 2027), fostering the development of a high-performing digital education ecosystem and enhancing digital skills and competences for the digital transformation are the strategic priorities of European Commission. Based on the above, the InDo project outlines this vision for high-quality, inclusive and accessible digital education in Europe by upskilling the digital skills of educators in Higher Education Institutions (HEIs) through high-quality learning content and user-friendly tools so as to have confident and digitally competent teachers to maximize students’ capacity in the 21st classrooms. InDo project underlines the need of fostering digital capabilities among academic staff of HEIs and academia representatives, so as to improve their teaching, through a blended Understanding by Design (UbD) and Differentiated Instruction (DI) teaching by obtaining essentials skills, attitudes and techniques, based on the development of a curriculum and instructional teaching model in the 21st century classrooms.<< Objectives >>The main objectives of InDo project are to build capacities of educators in the deployment of UbD and DI as a structured approach to proactively cater for student diversity and inclusion through the developed resources, to empower educators to put technological solutions at the service of pedagogy and boost their teaching performance and finally to optimize relevancy and effectiveness for educators across Europe through rigorously research and test each resource. To succeed in this, the project will increase the visibility of digital technologies in the Higher education and it will support the incorporation of new teaching methods and learning tools into the curricula programmes of HE Institutions. It will encourage the educators and the professors to be more confident during the teaching by incorporating learning materials which will finally develop the maximum capacity of each student. Professors will be equipped with new skills and fresh teaching methods, while learners will be attracted by new digital applications during their learning path. The stronger the educators are as professionals in each of these areas, the more successful the students are likely to be. We firmly believe that “the quality of an educational system depends upon the quality of its teachers” (Teaching in Focus Brief 2, OECD, 2012) and so educators are at the heart of our work.<< Implementation >>Many educators sense that both teaching and learning have been redirected in ways that potentially impoverishing for those who teach and those who learn. Simultaneously, they find it increasingly difficult to ignore the diversity of learns who populate their classrooms. Educators need a model that acknowledges this gap so that young people develop powers of mind as well as accumulate an information base. The InDo project bridges that need and incorporated four (4) basic phases of implementation. Within this context, a number of activities affecting -directly or indirectly- the incorporation of the design and delivery of blended UbD and DI teaching and learning process, are being included in the InDo project. Our approach covers not only the training provision process of the educators (see R1) but also the practical application of the lessons learned (see R2, R3). Finally, the delivery of policy recommendations regarding ways of enhancing the digital competences of HEIs educators (R4) as well as a JST is going to provide a realistic testing of the blended UbD and DI functions and processes. • 4 Results and 18 Activities in total are foreseen, while a JST is going to provide a realistic testing of the UbD and DI functions and processes. • 3 TΜ (the first meeting will be organized with physical attendance. Ιf it is not applicable, budget will be transferred to other positions) • 5 MΕ• 1 Consultation with stakeholdersQuality classrooms evolve around powerful knowledge that works for each student. That is, they require quality curriculum and quality instruction. In tandem, UbD and DI provide structures, tools, and guidance for developing curriculum and instruction based on our current best understandings of teaching and learning.<< Results >>InDo project underlines the need of fostering digital capabilities among academic staff of HEIs, professors, researchers, trainers, HE practitioners, and academia representatives, so as to improve their teaching, through a blended Understanding by Design (UbD) and Differentiated Instruction (DI) teaching by obtaining essentials skills, attitudes and techniques, based on the development of a curriculum and instructional teaching model in the 21st century classrooms.On completion, InDo will have made it possible for educators in Higher Education to access training on inclusive and innovative pedagogic strategies which will help them create creative and differentiated learning spaces for their students. The long-term results will be improved learning outcomes for students from all backgrounds and more innovative, forward-looking educational institutions better equipped to address diversity and disadvantaged people. We will achieve this by working together to understand diversity and innovation best practice and creating accessible, engaging and practical training resources and tools for professors. We will work closely with specialists in pedagogic innovation, HE leaders and educators, generating results in two stages during the project: - stage 1 refers to tangible results that are produced by the partnership - stage 2 refers to the results generated when these results are used with the target groups, multiplier activities and the wider dissemination.Within this context, the following results (R) are going to be achieved during and upon the InDo project completion are:Stage 1: Tangible Results R1: One (1) Curriculum (available online as an interactive resource) covering the needs of ΗΕ for inclusive classrooms and fostering the educators with skills and attitudes R2: One (1) Compendium of experiential laboratory and Benchmarking for “Pedagogies for Innovative Classrooms” is going to be developed (available online for download)R3: One (1) App “InDo app for the 21st Century Classroom”R4: One (1) Policy Recommendation Report after consultation with representative stakeholders Stage 2: Results on participants and target group R1: 60 teachers and trainers assist in testing the resources and are immediately better prepared to begin implementing inclusive and innovative teaching and learning strategies R2: 400 teachers and trainers download/access the online course, compendium and app and develop: - improved awareness regarding the importance of addressing diversity and disadvantage in the classroom through innovation - increased knowledge of differentiated instruction as a discipline and of a wide range of specific pedagogic approaches that enable students to learn in their best way and develop 21st century skills and competences - strengthened ability to implement innovative and inclusive pedagogic approaches in their own classes R3: 150 mangers of educational organisations and education stakeholders download/access the online course, compendium, app and policy recommendation report and: - better understand and value differentiated instruction - explore new ways to empower and training educators to prioritise pedagogic innovation - commit to introducing InDo training and creating an implementation plan for innovative and inclusive education.R3: A strategic and differentiated dissemination campaign to ensure at least 550 educators, managers and stakeholders understand and use the resources in the short term.R4: A JST is going to provide a realistic testing of the blended UbD and DI functions and processes (12 participants)

The starting point and background of the Cre-Com project is the social distance required as a result of the pandemic that broke out in early 2020 and the series of restrictive measures required for this.In this situation, professionals and organizations that organize informal learning activities for adults have suddenly stopped their entire activities for an indefinite period of time. After a brief relief, the second wave of the epidemic made it clear that they could not expect to return to their original activities for a long time.While formal subsystems of education have rapidly adapted to the use of digital tools and methods and much of education has moved to virtual spaces, this shift has been much more difficult for the adult learning sector. Here, too, especially in the case of formal training (eg language courses), the transition took place quickly, but those so-called informal learning programs, the essence of which is the coexistence and the common experience of activities and experiences, have not been found to date.The reasons for this are manifold, but according to our survey, they are not to be found in the absence of digital competencies or tools, but in the difficulties of transposing the nature of activities into virtual space.All this is a problem not only because groups of people cannot expand their knowledge in this way, but also because these activities are typically not only for learning purposes but much more necessary for the general well-being of the given communities and the supportive functioning of social groups. Examples of such programs are cooking clubs, where in addition to learning to prepare healthy meals with modern techniques, these events are also forms of social togetherness for participants.In the current situation, however, with their disappearance, a vacuum has been created, which also greatly worsens the mental state of communities.Informal learning programs are implemented in different contexts in different countries. While in many countries these are largely the responsibility of local authorities or one of their institutions, there are regions in the EU where NGOs and, in a self-organizing way, the population set up these programs themselves. However, regardless of their implementation, in all cases we find some kind of organization behind the programs and most educators, adult education professionals are the direct implementers who methodologically support the programs.Our project is aimed at these organizations and educators, program organizers, in which we develop an online modular training course and an action plan methodology for organizational and program development purposes.The project involves Romanian, Dutch, Portuguese and Hungarian partners, who represent a high level of excellence in the areas represented by the project.The training and the action plan cover the current special circumstances, but in general, regardless of the circumstances, they also contribute to the development of professionals and organizations to be able to innovate with a creative and innovative approach.In all elements of the project, we focus on digital and virtual implementation.At international partner meetings, we review project management processes and organize a multiplication event at the end of the project in all 4 partner countries to disseminate the results. However, beyond these, all project activities, from development processes to testing, are implemented virtually.As a result of the project, we will create tools that achieve measurable impacts and ultimately improve the well-being of small communities as a result of innovative and creative seed practice practices in community programs.

The Europe 2020 goals for a more inclusive Europe with higher social integration and cohesion are more important than ever. Increasing societal tension, linked to the economic crisis, immigration and increasing multi-ethnicity, cuts in public services etc. are issues widely faced across Europe. In recent years, Sweden has taken in more refugees per capita than any other European country, which as in other EU countries has fueled tensions and caused a rise in anti-immigrant sentiment. Such conflict has significant cost – both to the ongoing development of the individuals involved, but also to the community and wider stakeholders since antisocial behaviour and conflict affects all aspects of wellbeing, education and economic development. It is evident that new strategies are required to empower newcomers as agents of change in their own lives and in the communities they live in. Two key strategies that are emerging as powerful education/integration tools are 1) community mediation and 2) active inclusion which means enabling every citizen, notably the most disadvantaged, to fully participate in society. A mediator is someone who acts as an arbitrator, negotiator, conciliator, go-between, intermediary, moderator, reconciler, honest broker, and liaison advocate. MCM recognises that educating migrants and refugees in community mediation can play a substantial and positive role in changing social dynamics. Our Migrant and refugee mediators can come from any walk of life but will be trained to act as grassroots brokers and leaders, rather than politicians. Our Migrant Community Mediators will be educated and empowered to provide their communities with a voice and through peer-to-peer mediation and education with their fellow migrants foster inclusion, diversity, equality and intercultural understanding in their new societies. As an additional benefit, the process itself is empowering for the people who take part, as they gain vital knowledge, skills and self-esteem, which are useful for their personal life The OBJECTIVES of MCM are clear :• to enable migrants to have more active participation in society; through the community mediation process our Migrant Community Mediators and their migrant communities will be empowered to become agents of change in their own lives and more active participants in their new societies • to increase self-representation of migrants and refugees to be more visible contributors to civic leadership and media practices - mediators will emerge as informed voices in media debates on the ‘refugee crisis’ and in policy development and resources planning • to improve the digital competences of migrants and encourage them to engage with adult education opportunities both in the classroom and online online • to improve the interconnections between formal, non-formal education, adult education, other forms of learning and labour market respectively• to encourage greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity at the policy level. No issue is more transnational than that of migration and enabling European regions and communities to successfully integrate migrants and refugees is a high priority for the EU; it makes sense that any effort to address these issues should also take place on a transnational basis.and career development.In terms of impact (IOs, combined with our high impact dissemination and exploitation activities) our expected RESULTS within the project’s lifespan include: • 40 - 50 stakeholders (10-12 each in Sweden, France, Ireland and the Netherlands) will introduced to the IO1 Migrant Community Mediators Toolkit and will be knowledgeable and committed to contributing to an ongoing ecosystem of support to nurture migrant community mediation through IO2 Migrant Community Mediators Alliances creating 4 action plans (15+ actions) and mechanisms for ongoing collaboration. - At least 400 downloads of our IO1 Migrant Community Mediators Toolkit by European community leaders, adult educators, public authorities and wider stakeholders across Europe who are interesting and willing to explore the potential of migrant community mediation as a social inclusion tool.- At least 100 Adult Education Organizations will download the IO3 Migrant Community Mediators Open Education Resources for the benefit of hundreds of migrant learners who will be trained and empowered to become Migrant Community Mediators.- 15 adult educators from partner organisations will also be participants in our MCM C1 learning activity.- At least 250 Migrants will join our IO4 MCM Collaborative Learning Platform during the project lifetime. At NATIONAL AND INTERNATIONAL level, the project will contribute to systemic improvements in the training of both adult educators and the migrant and refugee community leading to an increase in self-representation of migrants and refugees to be more visible contributors both to civic leadership.

StagePassImagine Molly (15 years and 4 months old) who is strumming her guitar in her bedroom in Inishowen or Daan (16 years of age) who is beating a drum to a different beat in Friesland. They are tuned out from their peer group - the people in their classroom, those walking outside in the school yard, those on the school bus. They are watching their peers on snapchat, glancing at their feeds on Instagram or locating them on SnapMaps - but they are not connecting. They feel they have little in common with the InstaQueens, the team shots from the football club, the birthday gatherings or the nights out at local disco.StagePass is all about tapping into their creativity and growing and polishing their skill set so they can connect, record, play together and perform together for us all to enjoy. Using digital connections, for now because of COVID-19, and building capacity and the ‘virtual’ infrastructure as a digital readiness element, StagePass will be a space where they will participate, grow their confidence and share in intercultural learning. StagePass is targeting – teens who are in education - they are predominantly tuned out from their peers but tuned into the sound of music. At risk from isolation and being disconnected and engaging only with a virtual world of too many unknowns – too many disconnects - too many broken promises. StagePass offers a chance to put a spotlight onto promoting their positive mental health and well-being and taking it forward as they connect and reconnect.In line with the Erasmus+ goals StagePass will be about improving a core set of key competences and skills in tandem with promoting European values - respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights. The partners involved will engage with the young people (aged 14-17yrs old x 12+ students per partner = 60+), educators (primarily schools through Transition Year (TY) but also VET - Leaving Cert Applied or YouthReach x #8), industry and employers to develop a pathway through school to employment be that in performance arts or otherwise. These are young people who have a passion for music or a glimmering interest at the very least. StagePass will reinforce creativity in education and take this opportunity to develop learning tools, resources, or training that foster creativity, culture and multiculturalism through the sound of music. Young people will be engaged as active citizens in their own destiny and future through the arts. They will learn the skills delivered by their creative educators (Music, Art, Design, Technology, Woodwork, Technical drawing, fabrication) alongside the music industry performance and production experts. There will be curriculum, training and education packs developed in core hands on arenas such as:- 1.Social Media and young influencers2.Digital skills and production3.Communications and PR4.Performance skillset 5.Commercialisation - user experience6.Entrepreneurship mindset (‘gig’ economy synergies with session musicianship)Their music will be developed, practiced, performed, produced and aired. This will be supported by a series of Masterclasses delivered by industry experts in areas such as music production, sound and songwriting as examples. There will be five mini events to showcase their work in development - 5Tunes5Countries. They will work towards a pan European performance at a festival/concerts – #TuneIn #StagePass. There will be outputs such as StagePass lanyards, wellies, Ponchos, branded hoodies, beanie hats, etc, all the things young people would need for a festival. StagePass will establish virtual networks and collaboration models to stimulate intercultural engagement and encourage creative mind-sets. COVID-19 permitting a team of educators and learners will travel to partner countries to promote learning opportunities in creative spaces and cultural heritage sites. This will include creative residencies for musicians, producers and influencers. StagePass will be using digital ways of creating, managing, and delivering creative products, cultural goods and events.The project will be approached as a pilot test/proof of concept and will have a radical difference approach to previous ErasmusPlus projects by delivering outputs to the students at each stage of their development to be implemented using a UX (user experience approach). StagePass will be a test bed from which StagePass can be replicated and scaled and further projects can develop to a wider target audience of school children. Work Packages with Intellectual Outputs (IO)IO1 Proof of Concept Parameters and Regional Engagement IO2 Teachers Programmes and Student Digital Learning Packs IO3 Totaliser Platform IO4 Curriculum DevelopmentIO5 Community and Performances PlatformStagePass values are intercultural learning, participation and confidence. We will grow these in the students participating in this innovative project.

The crisis of the Coronavirus CoVid-19 has forced thousands of educational institutions to create their own online teaching scheme. Besides this, many reports at European level stated the multiple benefits of online education, as well as the trends in the forthcoming years of online training such as the EC - European Commission's Digital Scoreboard. This is also supported by some initiatives included in the 2020 Agenda such as the Agenda for New Skills and Jobs, Youth on the Move or the Digital Agenda and the Innovation Union; that foster innovation and modernisation of education in Europe.The EC has made some advances towards a more digital education, providing frameworks such as DigComp and DigCompEdu, there is still need of further developing the Digital Tutor role, especially in the non-technical skills.The project is designed to define the role of Digital Tutor, to improve the teaching-learning process of online and blended training courses, to upskill online teachers and trainers as “digital tutor” and to to create a resource repository to support digital tutors in their daily work.More specifically, the project achieves the following OBJECTIVES:OB1. To define the new role of Digital TutorOB2. To generate the map of competences required for a Digital TutorOB3. To create 2 tools supporting the development of the Digital Tutor roleOB4. To train, at least, 12 trainers as Digital TutorsOB5. To create a community of Vocational Education & Training (VET) teachers (Digital Tutors)OB6. To involve, at least, 10 stakeholders in the project developmentAt medium-long term objectives, the project intends to contribute to the existing framework of DigCompEdu, as well as the Education and Training strategy 2020, in particular to the objective of Improving the quality and efficiency of education and training.The main TARGET GROUPS to which this project is addressed to are:-VET teachers-VET centres headmasters/mistressesAs well:-Teacher training institutions-Continuous teacher training institutions-Policy makers-National organisations implementing the DigComp and DigCompEdu frameworks-Other stakeholders relevant in the field of VET education and trainingOverall, more than 300 persons and institutions will be reached throughout the different activities of the project (development of Intellectual Outputs, Training Activity and the Multiplier Events). Other dissemination activities and the social networks will increase these figures. Also VET students will highly benefit from the project.Besides the ACTIVITIES derived from the project itself (Project Management, dissemination, sustainability and exploitation, quality and risk control, financial administration, etc.), the partners are committed to develop all the necessary tasks to reach the project results on time and on budget.Some of these activities include: interviews, coordination meetings, research and analysis of reports, pilot testing of the results reached and improvement of the project results achieved.All partners have past experience in European funded projects and the partnership has been built based on recommendations. The partners are used to WORK COLLABORATIVELY and thus, the tasks and activities were already agreed during the initial phase of project design. All partners are involved throughout all the phases of the development of the project and its results, and the tasks and activities have been distributed based on each one’s expertise and background experience.The DIGITAL TUTOR main RESULTS, available both from the project website, partners’ websites and from the Erasmus+ Project Results Platform, are: R1. Digital Tutor role definitionR2. Competence Map associated to the Digital Tutor roleR3. Competence Descriptors associated to the Digital Tutor roleR4. Evaluation System to assess the competences of a Digital TutorR5. Upskilling training programme (40 hours) for the Digital Tutor role, with 12 teachers trainedR6. Open Resource Platform including tools, practices, materials and other type of resources to support the Digital Tutor functionR7. Digital Tutor online communityThe fact that the partnership is composed by a VET centre and a NGO/Foundation in each country increases the spread of the project results in different spheres of the society.More specifically, the DIGITAL TUTOR project will bring the following BENEFITS:-Raised awareness of various related actors in the field of online education and training-VET teachers trained as Digital Tutors, through the promotion of the Upskilling Programme (training package) through the networks created within the project and those available by all partners-Increased number of students effectively included in online education, especially those with Special Education Needs or at risk of social or educational inclusion-Improved learning community in the VET centres providing online training with Digital Tutors-Fostered active participation at European level