Background and objective of the project:In the modern European society and throughout the world individuals are expected to be creative. Creativity has become the engine that drives forward innovative and entrepreneurial activity in educational, private and public organisations and societal development as a whole. To meet these increasingly high expectations for creative performance, individuals need an effective creativity training and education. In most educational institutions across Europe students are not offered creativity training, and as a result, they may not learn about the possibility to advance creative competences and neither about the fundamentals of how to use creativity training for becoming more creative human beings.Objectives:This project aims at making creativity training accessible for all higher education institutions across Europe through the design of a new E-Module that can be integrated into existing curriculum in courses. The E-Module content can be customised from 15 minutes up till 50 hours of creativity training, the latter accounts for 2 ECTS workload for students. The E-Module is available at www.academyforcreativity.com. For the best user experience, we recommend using Firefox or Google Chrome Internet browsers. The E-Module we have developed consist of both an embodied and reflective training. The embodied creativity training uses simulated, short and induced gamified exercises in which trainees practice-by-doing. The reflective creativity training uses questions and essay style gamified tasks in which trainees develop understanding-by-metathinking. The essential notion of making this kind of training in a digital and online version is to overcome the need in local higher educational institutions for a dedicated expert in creativity to facilitate this kind of training.The primary objective is to provide an understanding and consensus about the fact that creativity may be trained, and that it can be trained as an integrated part of education programmes in higher education institutions and their students. Also, it was the objective to provide to the educational institutions and the students directly, a customizable E-Module that they can easily implement into existing curricular without prior knowledge about creativity or being used by students as an extracurricular study activity (summer school, elite program, personal development, etc.).Please see appendix 28 for a detailed description of the 5 partners and individual profiles.Results and impact:We have projected, invented, designed and programmed 10 individual creativity training “games” that each makes deliberate practice of minimum 2 of creativity training variables. Each of the games makes a deliberate practice of more than the specific training variables labelled in the system, however, through the project we have identified the depicted ones as the most important and most understandable variables for the users. Each game has between 30 and 90 rounds that cover three levels of difficulty (easy, medium, hard). Please see appendix 14 and 15 for a detailed description of each game. We have also projected, invented, designed and programmed an assessment tool, a teacher profile, a student profile and an extra “game” for reflective creativity training (please see appendix 12, 13, and 16 for more details).- In total we have had 34.467 users/unique visitors since project start, whereas 92,7% or 31.951 of them are from EU countries. The top 5 countries are: 1. Denmark (57,7%), 2. Spain (16,0%), 3. Belgium (5,9%), 4. Poland (4,8%), 5. Malta (4,2% - please see appendix 24 for more details).- We reached a total of 2.096 pilot testers who participated in the developed of the E-Module.- From a sample of 300 students in Spain, we found that the students using the E-Module for about 10 hours advanced students skills on key measures like fluency (29%), originality (44%), elaboration (26%), flexibility (21%), and visualization (38%).Longer-term benefits:We expect that society will benefit from this project on two dimensions: citizens will generally become more open-minded and flexible towards new initiatives and other changes in the society, and more creative citizens will result in more pro-active behaviour. The economy will be boosted by stimulating new venture creation that is based on valuable novel ideas. The creative self-efficacy skill the training enhances, intrinsically motivates the trainees to find new ways to improve his or her life and the life of others by initiating innovative and entrepreneurial processes.The E-Module is finished in its current version (2.0). As such, no further development is needed right now. However, to ensure a dynamic development of the E-Module and to innovate even further on the content and platform, all partners have agreed to continue the sustainability of the E-Module after the project ends.Please see appendix 29 for a more comprehensive version of this project summary.

This project aims at transferring knowledge between EU higher education institutions and institutions in China, Malaysia, India and Israel, and between the partner countries’ (PCs) institutions to adapt, innovate and modernise existing curricula in Nanoelectronics in the four PCs; to develop new certified courses, to test innovated curricula and to disseminate the results. With this, it fits into the development strategies of the countries in both curriculum modernisation and high-tech production stimulation.It addresses the regional priorities of the Asian countries and the national priority of Israel for development of learningand teaching tools, applying the approach with learning outcomes and ICT-based practices, but also the nationalpriorities of all involved PCs in development of nanotechnologies.Three EU and eight PC universities will share infrastructure, technological and human resources to develop certified e-learning modules for at least 22 courses, developed for specific learning outcomes to be used in the partners’ MScprogrammes in nanoelectronics.Expected impact on:-Local level: HEI will have modernised curricula and laboratories upgraded with new equipment; enterprises in thesector will have better educated engineers for the needs of the work place; young specialists better prepared for thelabour market and as a result higher employability;-National level: improvement of HE in the country following the national priorities and strategic development; thesuccessful implementation of modernised curricula in nanoelectronics will encourage the curricular reform in otherareas of HE in the country.-Asian-EU level: internationalisation of the HE; the advantages in terms of education effectiveness are courseorganisation efficiency, instructors focusing on area of expertise, common experiences of students of different countries;learning improvement, thanks to the modernisation of laboratories and curricula.