"BACKGROUND OF THE PROJECT: In the course of my job shadowing at the Ravnateljica VSŠ Academia Maribor, I shadowed Mag. Vida Perko, the Academic Director to observe interesting practices including entrepreneurial materials, methods, databases, and tools on a European level for my future projects. Throughout the job shadowing, we went throught several workshops dedicated to discussing entrepreneurship education with a focus on adult learners. While guiding her in her daily activities and meeting her colleagues I actively presented hands-on activities about current and planned projects to identify and discuss potential cooperation opportunities. The exploration and exploitation of potential synergies built important cornerstones of this action. Lessons learned and know-how transfer by exchanging experiences provided further essential elements of my job shadowing to learn from a high-profile expert. Through this job shadowing a sustainable and trusting foundation for a potential cooperation and long term collaboration was built.OBJECTIVES: In the course of the job shadowing I gained knowledge by several interviews, discussions, and workshops. I prepared an interview guideline, a project abstract for widespreading it to Vida Perko's contacts, a questionnaire and a literature list. My visit to Mag. Vida Perko at the Ravnateljica VSŠ Academia Maribor offered the unique possibility to get a profound insight into European projects and know how (project structure, sequence, processes, plans, risk management, problems, communication tools, dissemination and exploitation, evaluation tools, didactics, methodology, used databases, web-based E-learning tools, software and other innovative new methods, multimedia instruments and models for teaching entrepreneurship). A sustainable aim was to transfer the know how to new curricula of my entrepreneurial projects, my adult trainings, seminars, and workshops in Austria. My overall goal as micro firm and independent trainer is to be able and well prepared to play a more active role in future successful European projects.NUMBER and PROFILE OF PARTICIPANTS: Ing. Mag. Dr. Katharina Fellnhofer (1 female person). In 02/2010 I established my company after my PhD studies at the University Innsbruck in Austria. After writing my dissertation I founded the legal entity - micro firm - with the commercial sector such as ""trainings and seminars"". Beside my trainings and entrepreneurial education seminars I am active as an web entrepreneur. For instance, I elaborated the independent agricultural platform www.feldundhof.com and the E-learning platform www.farm2study.com. In future I would like to offer a new course dedicated to entrepreneurship. Participants (female and elders) should be prepared to boost their entrepreneurial thinking and orientation in their daily routines.DESCRIPTION OF ACTIVITIES: Shadowing and interviewing Mag. Vida Perko. Based on a structured milestone plan and an interview guideline several questions about her methods, tools, materials, databases, seminars, trainings, experience, and lesson learned in European projects have been answered. .METHODOLOGY: Observed in the course of personal interviews and workshops I received answers and ideas to following questions: (1) What is important when setting up European platforms? (2) What special skills, competences, tools, databases, ideas, software, games, models, studies, results, evaluation tools, plans, experience and methods are used in your seminars, trainings, R&D projects, and European projects with respect to entrepreneurship education? (3) What about our future? Brainstorming and evaluating cooperation and collaboration ideas to build a sustainable foundation for future projects.SHORT DESCRIPTION of the results impact: The desired impact of the job shadowing is to implement the new learned and discussed methods and materials in-class, in my trainings, in my seminars, and workshops. I will use all gained information, tools and knowledge for my future European projects. At an international level a PR article was prepared. Tangible results are the improvement of my practical E-learning tools and materials for my courses and seminars for adult learners. Intangible results include knowledge and experience gained, increased skills, competences, and achievements."

"BACKGROUND OF THE PROJECT: In the course of a job shadowing at the University of Strasbourg, Katharina Fellnhofer observed interesting practices including entrepreneurial materials, research methods, databases, and tools on a European level for future projects. Throughout the job shadowing, face-to-face workshops dedicated to discussing entrepreneurship with a focus on adult learners were conducted. Katharina Fellnhofer actively presented hands-on activities about current and planned projects to identify and discuss potential cooperation opportunities in the context of the job shadowing period. The exploration and exploitation of potential synergies built important cornerstones of this action. Lessons learned and know-how transfer by exchanging experiences provided further essential elements of this job shadowing to learn from an expert. With respect to dissemination Katharina Fellnhofer preapared a mobility summary about the received knowledge. Through this job shadowing a sustainable and trusting foundation for a potential cooperation and long term collaboration was built. Additionally, Katharina Fellnhofer participated in an international conference dedicated toward entrepreneurship to faciliate discussions with experts in the discipline and share experience. She was a speaker at the MIT Europe Conference. Her speach and panel discussion are widespread via the following links https://www.youtube.com/watch?v=c5rr74k3TOU and https://www.youtube.com/watch?v=fm4J3hIr3rg OBJECTIVES: In the course of the job shadowing Katharina Fellnhofer gained knowledge by several interviews, discussions, and workshops. Therefore, she prepared a plan for widespreading her experience. Both mobility actions - job shadowing and conference partcipation dedicated toward entrepreneurship - offered the unique possibility to get a profound insight into European projects and know how (project structure, sequence, processes, plans, risk management, problems, communication tools, dissemination and exploitation, evaluation tools, didactics, methodology, used databases, web-based E-learning tools, software and other innovative new methods, multimedia instruments and models for teaching entrepreneurship). A sustainable aim was to transfer the know how to new curricula of entrepreneurial projects, adult trainings, seminars, and workshops in Austria. The overall goal was to be able and well prepared to play an active role in future successful European projects as well. NUMBER and PROFILE OF PARTICIPANTS: Dr. Katharina Fellnhofer. In 02/2010 Katharina Fellnhofer established a company after her PhD studies at the University Innsbruck in Austria. In 2016 this micro firm offering ""service of automatic data processing"", ""innovation consultancy"", and ""trainings and seminars"" was transformed into the Research and Innovation Management GmbH. Beside trainings and entrepreneurial education seminars the applying organisation is developing multimedia platforms. Participants (female and elders) should be prepared to boost their entrepreneurial thinking and orientation in their daily routines via these platforms. DESCRIPTION OF ACTIVITIES: Shadowing and interviewing experts in the field of entrepreneurship during the conference. The supporting materials were prepared in advance. Open questions about methods, tools, materials, databases, seminars, trainings, experience, and lesson learned in European projects were answered. The long run goal was to identify potential cooperation projects for a future collaboration with experts. METHODOLOGY: Observed in the course of personal interviews, presentations and workshops following questions were answered: (1) What is important when setting up European platforms? (2) What special skills, competences, tools, databases, ideas, software, games, models, studies, results, evaluation tools, plans, experience and methods are used in other seminars, trainings, R&D projects, and European projects with respect to entrepreneurship? (3) What about our future? Brainstorming and evaluating cooperation and collaboration ideas built a sustainable foundation for future projects. SHORT DESCRIPTION of the results impact: The desired impact of the job shadowing and event participation was that we implement the new learned and discussed methods and materials in-class, in future trainings, in seminars, and workshops. We will use all gained information, tools and knowledge for future European projects. At an international level Katharina Fellnhofer shared the youtube links and wide spread them through international channels. Tangible results are the improvement of our practical E-learning tools and materials for future courses and seminars for adult learners. Intangible results include knowledge and experience gained, increased skills and competences,"

SeeRRI establishes a foundation for building self-sustaining R&I ecosystems in Europe by developing a framework for integrating RRI approach into regional development policies in 3 European territories: B30 Area (ES), Polymer and Mechatronic Cluster (AU), and Nordland Region (NO). To self-sustain, SeeRRI ecosystem will be “healthy”, i.e. adaptive, resilient, reproducible, continuous learning, and open or closed when needed. With 12 quadruple-helix partners from government authorities, clusters and SMEs, academics, and civil organization, SeeRRI will build an integrated framework based on literature review and co-creation with the relevant stakeholders. By mapping the territorial R&I ecosystem, SeeRRI will understand the supporting conditions for R&I and identify the stakeholders that will be involved to formulate a variety of scenarios for building a self-sustaining ecosystem in their territories. The engaged stakeholders will gain awareness and insights while engaging in creative collaboration using workshops and open-labs, thus will function as multipliers and promote RRI principles in their territories and beyond. The input from stakeholders will contribute to defining and validating a framework for self-sustaining R&I ecosystems developed by the project team, which will generate concrete activities to be implemented. Furthermore, SeeRRI will evaluate the activities carried out in the pilot territories and assess their impact at EU level, thus offering concrete guidelines for policies, suggesting conditions and governance structures for the R&I ecosystems with a roadmap tool identifying RRI openings in Smart Specialisation process. Finally, SeeRRI will establish a Network of Affiliated Territories, i.e. other territories with a composition that could mirror SeeRRI ecosystem, to help contribute, improve, and apply SeeRRI framework. Learning and best practices will be transferred across territories. This will facilitate its scaling-up at European and global level.

R-Map aims to analyze the impact of remote working arrangements (RWAs) on the disparities between urban and rural regions in Europe. The project bases its research on the premise that understanding and shaping the trends related to the emergence of RWAs provides an opportunity to bridge the urban-rural divide affecting its multiple facets. To achieve its goals, R-Map will produce an Integrated Impact Assessment Framework (powered by the R-Map model) that will allow the assessment of individual, social, economic, environmental and spatial impacts of RWAs. A visualization platform will be developed leveraging the R-Map model to provide visualization and interactive services allowing decision-makers to monitor and assess how remote work arrangements affect people, communities, space, economy, and environment in urban and rural regions. The developed tools will be applied at local level to monitor and assess current remote working trends across six representative use-cases in the EU and the AC, in regions within Greece, United Kingdom, Italy, Turkey, Netherlands-Germany, Austria-Switzerland (two cross-border cases). Using scenario building and forecasting methodologies, R-Map will move on to explore the potential future impact of remote work in these regions for the next 5-10 years and formulate policy recommendations on how to create environments conducive to remote work, that are tailored to the needs of local governments in both urban and rural settings. Cross-regional exchanges between stakeholders and policy roundtables will help move beyond the regional focus ensuring the replication of results across areas with different characteristics in Europe and beyond. By taking a comprehensive approach to research on RWAs, R-Map addresses the role and the needs of policymakers, employers, workers, researchers, and civil society, providing capacity to urban and rural regions to seize the opportunities and cope with the challenges brought by remote work.

Digital games are an integral part of most of our students’ life outside the classroom. Throughout the years, games have been increasingly recognised as powerful learning tools to facilitate students’ learning. Most notably, games allow students to be at the centre of the learning experience, allow room for trial and error and make learning fun and engaging. This Strategic Partnership targeted efforts that challenge traditional pedagogies and encourages the use of innovative game-based learning (GBL) methodologies for learning purposes. The Erasmus Plus Strategic partnership developed a Game Creator Tool (GCT) that can be used on a range of devices, developed for ease of use in classrooms to help enrich the educational and skills portfolios of local and European educators. Furthermore, this partnership promoted sharing of best practices, cooperation and cross-fertilisation between the fields of technology and education. The impact of this partnership is aimed at bridging the gap between the complex world of programming and designing games with the availability of an open and easy-to-use tool for game authoring. The project outputs are meant to throw light on the need for further research into the positive potential of actively designing games for learning purposes, enhance the digital competences of students with particular focus on media literacy and STEM education via GBL learning. The synergistic working relationship created between European partners from Malta, Austria, Germany and Luxembourg strengthened the cooperation between organisations, post-secondary schools and also facilitate the exchange, testing and development of best practices in the field of education. The team will work together towards the development of a user-centered game-based learning framework. The GCT will allow students and teachers to work on game projects to dive deeper into the subjects of Fake News and STEM. The Fake News Game will serve as one of the pilot demonstrators for the Game Creator Tool. This will allow both teachers and students to create their own games related to the subject. Based on the current impact of fake news across social media and news portals, it is essential that the general public, in particular youth learn how to identify reliable news sources. On the other hand, the STEM pilot game will be based on and inspired from a current theme in the education STEM syllabi currently being adopted in Malta at post-secondary level of schooling. The game will serve as a precursor to and underpinned by an inquiry-based learning approach, where students will practice both STEM-related process skills and critical thinking skills. A total of 7 multiplier events were planned however due to the Covid-19 situation only 4 were organised as planned, 2 were organised virtually and 1 was cancelled. Originally, 3 transnational partner meetings were planned however the final transnational meeting had to be organised virtually due to the pandemic. One joint training staff event was planned and held in Austria. All of these events involved the participation of various individuals and entities from the European Union with the aim to increase awareness of the project and its goals. Results of the meetings and training events, as well as project progress, were disseminated online to the relevant audiences. Following project closure the consortium took stock of the lessons learnt and the outputs emanating from the project to be in a position to continue disseminating and raising awareness of the game creator tool. A needs analysis report identifying the best practices recommendations document was drafted and published online. The intention of this is to amplify the project’s aims by reaching out to decision makers on curricula in relation to GBL as a powerful learning methodology. The Partnership aims to enhance the level and quality of digital competences and relevance of students' knowledge and skills and promote students' centered learning approaches through ICTs. Through this project, the consortium sought to create an innovative method of teaching as well as learning. ICTs will be used effectively to enable educators to diversify their pedagogies and enable students to learn using a tool that is modern and attractive, thus motivating students' appetite to learn. This Strategic Partnership involves the appropriate mix of complementary project partners with the necessary profile, experience and expertise to deliver successfully all aspects of the project. The consortium consists of a team of academics, researchers, education consultants, and ICT experts. The commitments and tasks have been distributed diligently and responsibly to successfully produce high quality innovative deliverables.