In the last years, different pedagogical approaches have been developed by pedagogists and experts in distance learning. The most advanced approach is called “action-based learning” and refers to “all learning that is orchestrated by some activity on the part of learners” (Naidu & Bedgood, 2012). These actions may vary from real participation by learners (in building or creating something), to learners watching a video clip that is later examined, reflected on and then subject to a decision-making process. This approach can be divided into different streams and it is generally based on reversing the traditional learning process. In fact, it proposes to “start from the end”, by starting from questions, case studies, real problems, datasets and then returning to the theory behind. The four approaches referring to action-based learning that will be addressed in the project are the following: 1) inquiry-based learning, 2) problem-based learning,3) scenario-based learning, 4) dataset-based learning. The objectives of the project are: (i) enhancing the pedagogical digital skills of the educators, offering them a set of toolboxes for easily putting these methodologies into practice; (ii) developing innovative online tools (SuperFastLearning Machines) that through data-mining extract relevant information from which developing digital contents (one for each methodology); iii) enabling lecturers and trainers to better understand the pedagogical methodologies that are behind training approaches.The project will be carried out by four Universities (University of Pisa, that will coordinate the project, Bordeaux University, University of Zaragoza, University of Bremen and Koszalin University of Technology) and one technology provider for data mining and Natural Language Processing (Erre Quadro).In order to reach the above-mentioned objectives, a structured methodology has been developed. The project members, organized in 4 groups composed of one Leader, one Fellow and three peer-reviewers will develop several tools that will be included in 4 Toolboxes, one for each action-based methodology addressed. Working in such groups should ensure the full involvement of all the partners in the preparation of the contents and allow an internal/external cross-fertilization process, considering also the opinion of less expert organizations. The partners will then make available the following tools: (i) SFL Machine: an IT tool adopting NLP methodologies and data-mining techniques hosted on the project website allowing to gather data and extract information using different document sources selected by the educators; (ii) theoretical background of the methodology in two versions: a) methodology in a nut-shell, for information/dissemination purposes and b) full scientific description, further researches); (iii) practical pedagogical guidelines: how to make an action-based learning lesson complying with pedagogical requirements, (iv) 9 presentations/good practices (1 prepared by IO Leader, 4 prepared by the other partners and 4 prepared by educators from other HEIs) and (v) an e-learning course to explain the use of the mentioned tools. During the project implementation the first version of the Toolboxes will be tested by the partners and also by at least 20 external testers, thus ensuring an external validation of their contents. After the release of the final version of the toolboxes on the project website, the partners will organize in presence and online training events (webinars) in order to train as many educators from STEM faculties as possible. When the Toolboxes will be available and an intense dissemination and exploitation phase will take place, the partners will develop an interactive tool to help researchers, lecturers and trainers to understand which is the best pedagogical strategy, among the four addressed in the project, that fits better with the features of the subject and topic they want to teach through e-learning courses. The tool consists in a number of questions on the kind of topic and subject the lecturers want to teach and his/her scopes and aims for the lecture. The impacts on the main target group (STEM Professors, Researchers, Lecturers of STEM faculties) are: In the short-term: - increasing digital and pedagogical skills - increasing knowledge on the 4 action-based methodologies - Practicing increased digital and pedagogical skills for developing contents that will be used as a reference by other educators - being able to select the most appropriate methodology according to the topic and subject In the long-term: - providing practical and handy tools to teachers more reluctant to online training - increasing the number of students enrolling to STEM faculties, thanks to the renewal of training content- Including the new skills for producing contents also for other purposes (frontal lessons, blended learning, ..) - adopting NPL and data-mining techniques for solving other education problem

The global objective of RaRe2 project is to create a flexible and resilient Holistic Ecosystem Platform, enabled by the interaction among many European organizations cooperating in the fast reconfiguration of process chains, through collaborative systems and adaptable workforce upskilling. RaRe2 will help make the European manufacturing landscape sustainably robust to unexpected market change, sudden disruption, legal change, or every kind of crisis and changing scenario including climate and weather related. RaRe2 has set strategic and operational objectives, which include innovative digital solutions and knowledge about standards and methodologies, which can support the quickness in reconfiguration and certifications at early stages. RaRe2 will enable the generation of a green wave that will early detect an upcoming issue, alert the decision maker, quickly propose simulations about potential new destinations (adjacent reasonable sectors and products), new routes (how to produce it, with internal reconfiguration and supply chain involvement), the plan to put the change in place, the expected speed of each connected node of the new route, robustness. Key pillars: i) AI-based early detection of reconfiguration needs, from internal and external sources; ii) rapid adaptation of products, processes and supply chain to the changed situations; iii) empowering and upskilling humans, supporting decision makers to make fast and concrete decisions and quickly ramp up of the workforce. RaRe2 will be exploited to create a strong and reliable network of organizations interested in cooperating in rapid reconfiguration events, able to take into account social, market, legal, sustainability and economical factors. The consortium is based on 22 European partners, which will develop and validate the solution in four industrial pilots plus one value chain oriented demonstrator. The International Cooperation is guaranteed by a pilot which has the main headquarter in Japan.

KITT4SME specifically targets European SMEs and mid-caps to provide them with scope-tailored and industry-ready hardware, software and organisational kits, delivered as a modularly customisable digital platform, that seamlessly introduce artificial intelligence in their production systems. Uptake of the resulting packages and of the provided services is strongly supported by the clear characterisation and market readiness of the individual components as well as by the platform grounding on the already established RAMP marketplace. Leverage on the network of Digital Innovation Hubs, three of which are represented in the consortium, ensure that KITT4SME are widely distributed to a wide audience of companies in Europe. Seamless adoption of the customised kits is made possible by a Powered by FIWARE infrastructure that flawlessly combine factory systems (such as MES and ERP), IoT sensors and wearable devices, robots, collaborative robots and other factory data sources with functional modules capable to trigger data-driven value creation.

DENiM develops an interoperable digital intelligence platform enabling a collaborative approach to industrial energy management. DENiM provides an integrated toolchain to provision advanced digital services including secure edge connectivity leveraging IoT, data analytics, digital twin, energy modelling and automation culminating in the delivery of continuous energy impact assessment, together with energy control and optimisation across existing production facilities, processes and machines. DENiM identifies skills gaps and develops training to build competences to support energy sustainability in smart manufacturing processes through the seamless integration of digital technologies, education and training activities. In view of considering the human factor, DENiM will consider existing and future regulations from a data protection, legal, ethical and energy policy perspectives, which informs the DENiM technological developments and pilot site interventions. In essence, DENiM accelerates energy efficiency transformation in manufacturing systems by enabling the right information and right technology to be available at the right time and in the right form, made accessible to the right people, empowering smart energy efficient decision-making within factories and across entire value chains. DENiM leverages the concept of process integration, taking a holistic approach to energy efficient manufacturing systems management and considers the interactions between the business, technology, infrastructure, and the workforce through the use of engineered systems that integrate both operational technologies and information technologies to accurately identify and map energy flows across the complete manufacturing value chain facilitating the integration of energy efficiency into existing business processes through digitalisation. This will result in a significant reduction of energy across diverse industrial sectors with substantial cost savings derived from optimised operation

IPR4SC - Developing Skills in Intellectual Property Rights Open Data for Sustainability and Circularity targets the lack of intellectual property informatics and management skills, i.e. ‘IP for business’ skills, that are enriched with green, digital and entrepreneurial skills. Their lack can present a barrier to successfully engage in the new (digitally enabled) transitions towards more sustainability and circularity, whilst achieving economic growth. The general aim of the project is to increase the innovation capacity of EU inventors, trained in HE and VET organizations, in designing and implementing sustainable and circular economy businesses by boosting IP for business skills. IPR4SC is focused, but not limited, on the following target groups: HEIs, where the focus is on technology transfer offices, spin-outs, and students from technical, natural and business sciences; VETs and their learners, as well as SMEs, especially start-ups. Other stakeholders, such as patent offices, IP lawyers, large companies and policymakers will also be involved.The project will develop educational offerings to be delivered by the HEI and VET providers that are adapted to the various target groups, include the use of open resources, and support putting IP for business into practice. The partners will deliver a detailed IP for business skills needs analysis, develop an IT tool (IPR Monitor) as a navigation (decision tree-based) online tool, design and deliver the I2P for Green course and modules (IP for green skills), the Simulation lab (IP for digital skills), and the innovative format of an IP Co-design Jam (strengthening entrepreneurial skills). The project is co-developed and co-delivered by a partnership of 4 universities, 2 technology & innovation providers, 2 VET providers, and 2 partners supporting the partnership, providing professional services in project management and dissemination. Associated partners are involved, including patent offices, and other organisations.