 amikor szinten, ezek közül a különbözőségeket különbözőségű, és rengeteg az a szinten a zeneit, amit a különbözőségeket különbözőségeket különbözőseket, és a zeneit, ahogy a szinten azok volt, és az utána ugyanúgy a két időjét az utatána mellett. Úgy nézd, hogy ma rá cantosok a megjönnek, de ezek a gondolat, hogy nekem a felükséges a világot. Őbben egy egyemmig egy kis színe lehet, hogy nekem a gondolat, hogy a deketak, hogy a két éve küdövő sektor alapjátok, inkább digitálisokat és inkább inkább időségeket. Tudod, hogy a helyedikációk koriplálják, és a helyedikációk és a kompetenségek és a helyedikációk és a helyedikációk nem csak a kastomára, amikor a helyedikációk és a helyedikációk megállítást lesz egyedül, de valójával tudják elvállni a koriplálhagymát, akik összehétésével visszajönni a koriplálját, amikor nagyon kivagyított. És ésreЗr重int az embereket is , amikor a házállásokk elegantet érkezhez amikor a helyedikációk és a látthagyodot , chrome digital immigrants to do the fame in the creative industries by also very successful project. So I am happy that there are certain areas that somehow complement each other. Tehát az állási szíkeződében, hogy az életeteket tetszett, hogy a szikrényéből szíkezett a szikrényéből, hogy az életeteketeteteteteteketeteteketeteteteteteketeketeteketeteketeteketeteket. Egyáltalán kérdése, hogy meg tudom, hogy a fél vízben se jelentni, amikor Magyarina Honningó, mit lehet volna szíkezni a szíkeződéseket. Ő rosszú a kapot, mert meg kell kezden快hatnál, azonnal vivoztálunk. Aztán a szépen amelyik két felkettérése azokatral szépen csinálhatunk. Aztán a szépen csinálhatnánk. Nagyon történetőt... ...mig kétetőt is történető is történető. Még mindig a ház egycsendve zapot szépen a Convex-tatot félek a házot, amilyen arra történetőt, a különségeket és a különségeket is kérdik. Ha egy újra az újra a projektet is érte, akkor a SOFOK-liszt is kérdik, hogy a refectionális támogatási projektet, az arc foreseegási állt, szóval a SOFOK-liszt is kérdik. Hogy kérdik? Hogy kérdik? Ja, mit készülünk? Én készülünk egy életen inkább, hogy az újabb szóval életen, és hogy a fokhagymát özetlenül. Egy újabb életen, hogy a támogatásával, a támogatásával, hogy a támogatásával, hogy a támogatásával, hogy a támogatásával, hogy a támogatásával, hogy a támogatásával, a sikerségú oda candyatokat, és anehmerkiábanért, és a CV-grácban, rotational leagyotéropériqueftal. El choir flagyott nekem ultrafízelt kapt, millimeters- charcoaläl念 fajta. a megállott általában. A mindenki személyeket, hogy különönöcek, ezt a rejére f���edd ezeket keresni, amikor a nagyjára faciletről fokúsztál. A különöceket is megállalanak, csináljuk a különbõi kicsimutat, és az a különbõi kicsimutat, kérdezzük, hogy különbõ és különbõi kicsimutat kérek a különbõi kicsimutat az a különbõi kicheteket, az a különbõi kicsimutat kérek a különbõi kicsimutat. A különbõi kicsimutat seértvezem a félnőjét, és így viztoszunk állítani a helyzetet, amikkel a mécanikó érdezéseleimened az érdezés, amikkel a mécanikó érdezés, hogy elhagyjuk a mécanikó érdezés, amikkel a mécanikó érdezés, amikkel a mécanikó érdezés, amikkel a mécanikó érdezés, de a két ismeredőségére, amelyik a személyet a helyedet érkezébe pornogítottunk, amelyik a személyet a két ismeredőséges, a személyet a személyet a személyet egyik gyert wondersztatásra lehet. A természethez a személyet és az aukonyításága, hogy a fél személy láttal mászolgó személyre a személyet gyert altáig ismeredik A majora projektből arra bevigíti más 300 szakultát, a kéremyorat, a nevek, a portugálakat, és a ülök, szamikim meg a szörnyedet, amire ezek a szal30-t szakultát és sportában. Elég különöshagyítség a nélkülönkül kifegyre punktól. A megyőző külön külön, és a megyőző külön közeléhez a különkül külön külön kifegyre. A testemény működik a megyő. a különső kocsással, és el kell szükségetetetett előtt a különsőként is, azért a különsőként is tudjuk, hogy egyébként akarul bepidm Egginoldakunk, a különső különsőszámítások, a videót, világot, hát a helyzetéten, az一下, a számomokat, és azzal, és tiltáért kéne egy virtuális event, hogy kérdésre autolodni a kéneleimni. Készen a kocsodilag, hogy a különövére érdező, a M�nfoni alapj okal a künalményet, és erről készen értünk újra a régi helyzetben a helyzetben, ami az újra vagyunk amikor a COVID-19-at viszol. Hogyhogy amiget elég utóni a helyzetben és az utomban a régi helyzetre előtt az utomban. és és a felszöldet, hogy a később, a képviselőségek bármilyen helyettek, hogy a városját is lesz egy két és a két ótafizálás, hogy a helyet az újra akarok, hogy a helyet egy és a két állalok, hogy a két érdezők jelentek az utazik, hogy a két érdezők jelentek az utazik. A két érdezők jelentek az utazik, hogy a két érdezők jelentek az utazik, Panemiket készítsd ki a szépen, szükségébb akár képen előzőtésik, és félre hagyomásra nézéséredve dengéz ki a srác, hagyomását először legyenek. Amikor az összefizségek is puháni, és személyen, hogy a fölvöldetégének, és utána a bármilyen formácsára, személyen a fölvöldetégének a fölvöldetégének a fölvöldetégének. Ez volt a meségy, a Cd-képesi aki aki hozzá, aki a két életésnek a kicsit, hogy egy olyan jelentő, de éjsz ליztetés, hogy az utolsó szépeneket egy kis kaptak, ha mi egy éjsz lehet. A房ettak a bízklányig, mindenhez a kifotőciára, hogy a belőlelődési járki felszakasztik, bármonyat kell kifurni szavartani, és hátak felszakasztik kiförültek és elégedni a helyett ennem, és szóval ha valamenyik különső technózási, ugye a tesárom olviszonti technózási szekeverés Crunchy Épp lehet. A félink a szemét a félink a helyzetbe, és a félink a lábos félik, és együttényeket erről törtél az évesen, hogy a félink kutatások készetekre legyményhagyásokt, Akkor ez együttények legymény hajtátok, akikhoz hogy ez különső koncentrális helyzetekre, a készülkezt Azerbaijával, azt mondta, hogy az első arra végére hagyomяли, összekeverjük a sütékezés, amely ezt a végére arra kezdve lehet, és jövõrnünk adniem, majd a bármilyen objával, sekikerült bármelyen végére, és a különből, és különből a lepróbált debatútra. Én szerintem egy különből másik bármelyet tovább. az az első szemmel ¡vazsscu weighed-me como! Tudod, hogy nem is ordáltam a capszú. Már a teeny-t storesak,yszerül minden csomkot, mint egy nézmér rightly. Őpsze van irányulom, és valóra, az a csomkot, a magyar és kezzen tripáros, az az óvét waffle-képpeléééééééééééééééééééééé. Az a tessével, és a emelőségeseket, az az a csomkot, az az a csomkot, az a csomkot, az a csomkot, az a csomkot, 5-9. july. A programokban van az első személy, amiről személyet lehetünk egy új rá a személy, a személyt, hogy a személyt a személyt, a személyt, hogy a személyt, a személyt, hogy a személyt, a személyt, a személyt, és a személyt, kaktainingök,ikőben, voltak a következőségére és a különségérehoz, egy különségeket, azok az elsőik különségeket, majtosabb, hogy a különségére, és a különségek, és a Frontpapassával, hakkod a ko Balotra amit van egy különcsége. Úgy történik, és ezt most az időig szemben engem is szeretnénk. Most gondolom, hogy érdemel felszörte. – Vρείver. – Szerinted megyereztetek, hogy két zene a keveset, hogy ez nagyon érgő, és nagyon jó lecső, hogy a megint összes támokat hívjak a kontykát. Na személye, hogy a kéve-melébe értem a kontykát, hogy azt hiszek a helyzetet, hogy a legyelőle csinálják a rejtéseki miatt. A gyereztem, hogy a képviselő konkrétankégyet, meg eltetszett kérdésre és az piecesimus, Magdina, mert találkozik a kérdésre? Mert találkozik a kérdésre, vagy kérdésre? Találkozik a kérdésre? Igen, és nem tudom. Szerintem. Jöjjöjjətek.PNEHK Jé, kérdésre. Ezt a pirámok, aki a kérdésre hallott. Belehetleg. Ti, az igazából lehet a Playadee Tepedet. Playadee is egy akrénim, a masszok neverthelessattal a működikai dolgokatját, amikor az az összebbolvás, amikor ezzel persze, az őzéppolvás, és ez a szabályát, és ez a helyszó étleti életek, és a helyzetesen, ezek az korcsában tudja, hogy az összelők az adott bűnése, hogy az összelők-szeresek, különböző, és a különböző a különböző és a különböző. Úgy tetszett az erasztböző program, amelyik a különböző voltak akartalni. A különböző kéneztek egy különböző. A különböző különböző, hogy ez nagyon különböző. A különböző különböző, Összer soldag Final Iranian expertsрен, egyik az它nnál n shoots, és azicson tutul René, Amígstopiaiistant,路 popping Signara, ésほ lé weedsondik aelnek, a követkevedetétek trainers protikúr correction, balisillolịchanak, scolded on meghild. Finally we also have the European Distance and one in that one. But this is a project aimed to teachers, so in the partnership we also have four schools. We have a school in Bulgaria in Sofia. We have a school in southern Italy in Trani. another school in Greece, Athens, and then a school in Cyprus. We also have an associate partner who will turn up to be very helpful, particularly in the dissemination steps of the project, because it is the association for teacher education in Europe based in Brussels. You can learn more about the partners if you go to the project website that you can find here. So what are the aims of our project? The aims of our project is to improve teacher's capacity, in particular the capacity to design and implement learning activities which are inclusive and are based on collaborative approaches. And also another important aim is to create a community of practice between these teachers so that they can share their practice and experiences and so build up on their competencies. These are the main aims of the project and how are we going to accomplish them? Ok, the first thing that we want to do is to create a blended training environment and tools for the teachers so that they can learn more about designing, learning design and about collaborative learning tools. And then the novelty of this whole project is in fact its gamification aspect, because this professional development takes place in gamified and participatory platform. And this platform will be also used in the final steps of our project, which is the enactment phase, where the teachers will actually test their activities in the classrooms and they will talk about best practices and finally create a guide for other teachers. But we are going to see this later. This is the timing of our project. As you can see the red line shows that we have already, well we are about, the project started about maybe 10-11 months ago. And in the first 8 months we have managed to already complete 3 of the 6 intellectual outputs of the project, which are the blended platform for the training of teachers. We have produced the materials and also set up the platform and the gamified platform. We have also created the gamified platform. And finally we have also created the hybrid game. This hybrid game is based on a previous game that the National Research Council of Italy had created and it was just a board game. In this project we made this board game, we left the board game, but we added also some computerized feedback for the teachers so that they can improve their activities the way they have designed their activities. We have already created this and we are now starting with the blended activities. The blended activities are blended because they include, you can see the orange squares here, they include a part that is done synchronously between the teachers and is based a lot on collaboration. And then we have another part that is more intensive and was meant to be done in presence unfortunately because of the pandemic situation. It has been moved online for the time being. We hope that the next ones and these are the darker yellow, darker orange squares that you can see here. And after this as you can see there is still another orange face and this is the enactment phase I was talking about. And during this enactment phase, we shall produce these other intellectual output, which is an evaluation kit for inclusion aware collaborative activities. And this is a kit that will be made available also to other teachers. And we will collect good practices and we will also create an amplification kit that can be used to amplify the results of the project. Just to give you some numbers of these projects, these are the expected impact of the project. We expect about 75 teachers from the four schools to take part in the training. And the enactment phase, we expect 50 teachers to try their activities for a total of 600 students and to collect about 20 selected good practices. And we will have also dissemination. 12,000 people will be involved in the dissemination. And we will also have some multiplier events in which we will try to involve other teachers and other schools as well as other research organizations. This is all. Thank you for listening to me. And I will stop sharing. And of course, if you have questions, I'll answer them. Thank you, Marlina. It was very, very interesting. And I think there are some synergies with the previous project with respect to school improvement, with respect to teachers training in the digital competencies and with respect to how to design activities for enhance the learning experience of teachers in the key sectors. So at this point, I might ask the audience that they would like to pose any questions concerning the two projects. You might indicate your willingness in the chat groups or dialects. Perence, I think there is already a question for Liades. If the policy framework in the three countries is supporting inclusive teaching. OK. Yes. The policy framework. Well, I don't know really. I cannot talk about other countries, really. But I can tell you that in Italy we do have a policy for disadvantaged students. And we have a policy for inclusion. It is a policy that allows these students with spatial needs or cultural disadvantage to have to receive personalized training and personalized curricula compared to the rest of the other students. But also they are, in Italy in particular, regular students, also spatial needs students. They are in the same classrooms as regular students, as normal students. And they have the same opportunities. But they can use, for instance, don't know if they have problems like this lecture. The teachers can agree on them using, for instance, a computer for writing or text-to-speech if they have problems reading. And this is perfectly allowed for inclusion. So don't know if I answered the question. I know about Italy. I don't know. Thank you, Marian. I think we have to proceed just to keep the time. Well, I think that we can turn our attention to the virtual teaching solution for comprehensive and coordinated training for foreign language teachers in Europe. It belongs to the group of the projects that this will teach our training. So please, Néle, have your lecture now. Yes, hello everyone. Thank you very much for the opportunity to present. My name is Néle. I am from Belgium. And I represent UCL, a higher education institution here in Belgium. I am looking to share my presentation. But I'm not seeing it at the moment. There it is, I think. So I will be presenting the VIFTeACH project, which is an Erasmus Plus project. And it is aimed at creating a virtual solution for a comprehensive and coordinated training in the field of foreign language teacher education. There are several project partners, among which Portugal, Romania, Poland, and then Spain, and then I am from, as I said, UC Lüve Limburg in Belgium. And the project actually started three years ago. So we are now in the end phase. And the project was written starting from a few gaps and needs in the field of foreign language teacher training in Europe. One of the first gaps that we noticed was that there is an increasing mobility within Europe for teachers and students. But there is no unified curriculum. At the same time, there is no clear platform, there is no digital tool to share these experiences, neither for students nor for professors. So we are now in the end phase. We are now in the end phase. And we are now in the end phase. We are now in the end phase. And we are now in the end phase. It is a new look, a new concept that has many students in the end phase. For teachers and for teachers, neither for students nor for professors or for lecturers, and to end with there is no common European policy for this kind of internationalisation or exchange. So this is kind of the situation where the VifTeach project originated from a különkészet, és a különkészet a különkészet. A first place led az online interactive toolkit for best practices. The goal was to have a more unified format of teacher education in foreign language teaching. To have more of an international and European approach a fokhagyot és a fokhagyot, aki kívülőknek a fokhagyot is. A fokhagyból egy solúciójája, a pályánokat is élőzik, a fokhagyot is érdemelőzik, számítót, a fokhagyot, a fokhagyot is tudjuk így látni, hogy a lelkező favorite uzatおztaláltuk ebben a pályaanzáon, és a legjobb, és a legjobb, hogy a legjobb, mint ezt a lelkezővia np. a helyszép más pedig nyengem utoljátok. Egyedül a képestése, amit láttak, ezt egy zenei szívesetveztése. Azt hiszen az endészetből segíteni és az olyan lehető, hogy amikor tá squadra is életek a káros, és ez a bügyötének a nôpedből, amikor működik egy más helyére szí abban, és azon a dolgok, hogy online előszöri , az ezzel a személybe meghető egy egész specióságot. Szρίgyippersen, de ezt Transportation-hagyar megnézett. A más�mi is, amikor ehhez, ezt ezt a zavány levesett egy helyhez, xiöhreett, erdészekic prepared choices for europeim policy makers. The target group or audience of the projects is very broad professors elected as a trainee teachers researches and experts policy makers all in the field of language education and the main goals to work toward European Networkimportant exchange and one of the main tools to reach This is our digital platform as a way to standardize and to exchange international experience. As I told you, the first output is the interactive toolkit. So this one is freely available online. I will show you the project website later on. So it has open education resources, methodological guidelines, És a terül későből a bőzseket, és a sajnos elégeké theirszújával, és a lényeg gondolászás megállítását és a képviselével. A zavarászás-jól, amiért ezelőtt az egyenlelül éjk Ramadan életben alapvetőbb kérem, a lehetős, amit valajves lehetőségű spláiser különös különös különös különös különös különös különös groupszújával, államány, de a magára egy digitál ajtót számomrát, hogy a tetszikus tetszikus tetszikus tetszikus nap, amikor most a tesszikus tetszikus dolgokat nem volt. Ezért a különbségek különbség utatások ótajásokat is tetszik a tetszikus tetszikus tetszikus tetszikus tetszikus tetszikus tetszikus. És ez az úgy helyező a különbségek tetszikus tetszikus tetszikus tetszikus. A kérdésben a kérdésoknak megyek 14 húgy, és a második az 10 húgyra érdeztek. A változásokat a változásokat az a nopad-kérdés, az újra a kanban-method, és a trállóplátformában, Nagyon is tenni a számosításstára, hogy azok vallott élet teremannak nekem, amit megjelentett változásokot a későre. Aztán immergyen előtt a problébeimus támulnáshoz, amit minden egyébként szépen megtanulnak a szükség, és a frnteni súlyikányok, és nagyon nagyon szükséges a világ és a rövéret, tehát melyik a sz Sugar, vagy azért Renében, ha a preszé,... ha szükséges vagy különbözők, azért a fokhagyta az ötletes szíletes, és a fokhagyta az ötletes szíletes énekező. A fokhagyta és a fokhagyta gyerekező és a fokhagyta az ötletes szíletes énekező és a fokhagyta és a fokhagyta és a fokhagyta the internship as well. And lastly, there is a white paper, which is more of a policy document. It will also be available online and it will discuss several critical aspects in the current situation of foreign language teacher education. It will also have a focus on more gender balance or recommendations for more gender balance in the education program, and also on how to implement ICT better in language education. So after three years, we hope to have received these results. We have created an international and virtual learning environment, which can foster lifelong learning. And it also offers a standardized and digital format for the internship for trainee students. All of this can also form a basis for a European network between students, teachers, professors, and various higher education institutions. As I already said, it also supports the implementation of ICT, as well as intercultural communication in teacher education. And we really hope to work with this towards a unified format and a unified European policy. So all of these outputs that I present to you are freely accessible at the project website, thevichthichproject.eu. You can all find all resources there. So I kept it short. I don't know if it was seven minutes. Thank you, Nila. It was very nice. You just kept the time. We are five minutes behind schedule, but it's not because of your lecture. It's because of the whole process. It's lasted a bit longer. To my mind, it was about a holistic approach to language learning, not just digital tools, but also a system standardization, full environment of language teaching in Europe. So it is a right approach to modernize and to unify the approaches all around Europe. The next presentation will also be connected to teacher training. It will be the promoting digitalization among teacher educators in Europe, the digital project. I would like to ask Mareike to have the lecture. Please, Mareike, to your floor. Please keep it in seven minutes. Yes, I would like to. Thank you. Thank you. So my name is Mareike Ustela. I'm from the University of Education and Ludwig's book, which is in the south of Germany, and I'm rather new to Eden, so I'm very happy to be here today and to introduce to you our project. Based on my involvement in various national and European projects before and during the last six years in teacher education, the professor I worked with Gert Schwab and I, we developed together with six other European universities a new project idea, which I will actually introduce to you today, and which has already been handed in two months ago. So we haven't started the project yet, but we hand it in the proposal. The project is, as it was introduced, promoting digitalization among teacher educators in Europe, short digitized at you, and submitted as an Erasmus Plus project under the Key Action Line Cooperation Partnerships, so quite similar to the two previous projects. The budget we proposed was approximately 400,000 euros for a duration of three years, and we hopefully will start in January 2022. In this presentation, I would like to present to you our main idea, our objectives, and also the proposed project results, most importantly, and as also, emphasize this morning in the plenary session, when you spoke of opportunities, I would like to use this great opportunity here at the Eden Conference to share this idea and also to hopefully broaden our network for future initiatives, also connections to our project. Just very briefly, to show you the partners involved in this project. There are six higher education institutions and total project partners from Germany, Sweden, Spain, Estonia and Ireland, and we also included two associated partners from the UK and from Croatia. With this project, we want to or we directly aim at the Digital Education Action Plan 2021 to 2027, set by the European Commission in 2021. Thus, it was one of our major priorities to make teacher education fit for the digital age by promoting the digital capabilities among, we believe it's most crucial players, the teacher educators, also of course together with the teachers in schools. With teacher educators, we mean lecturers, teachers who teach future teachers at higher education institutions from various disciplines. So we do not focus on only one subject or discipline, but invite a broad number of participants to our project. Accordingly, we seek to respond to the vast digitalization taking place, as well as the aftermath of the COVID-19 crisis, which we think and is also by many seen as a catalyst in this digital development. The objectives of our project are thus the following. So first we will develop a hybrid program for the professional development of teacher educators. The hybrid format or exploring the hybrid format is very central for us to develop and to explore various formats for collaborating and learning in a hybrid version, in a hybrid program. This program will then hopefully enhance the teacher educators digital skills, competencies, creativity, promote their readiness to teach online and also to design and organize digital courses and provide resources for them for tech-based assessment and feedback. Second, we aim at empowering teacher educators to become more involved and creative and active in their own learning and development processes. And third, we will stimulate transnational interdisciplinary collaboration and also promote interdisciplinary and transnational communities of practice on different levels in regard to digital teaching practices among teacher educators. Fourth, we will then promote the creation of a European Digital Education Hub. Then we will provide concrete recommendations for policymakers to generate practice-oriented digitalization strategies for teacher educators, which do not exist yet, especially in the countries we work with. And sixth, we aim at helping teacher education to become more professional and reputable. Based on these objectives, the project results will be hopefully very hands-on. So we will develop a hybrid program for the digital professional development of teacher educators, the outline of which I would like to show you in a minute. There will be a virtual teacher educator maker space and form probably of a website containing multimodal and interactive content, something we imagine like a wiki, for example, something like that, as well as a toolkit on and for the digitalization among teacher educators. There will be an online catalog of hands-on criteria to evaluate digital teaching practices of teacher educators for them also to use for their own practices, possibly in the form of a digital interactive flowchart. There will be a number of multimodal transnational case studies, so this is the research side of the project in which the data will feed into. And most crucial we believe about this project is really the development of a European digitalization strategy, so also what Nelly said before to unify the idea out there and to develop something common together. This output will comprise institutional, national, European action plans and recommendations, as well as concrete actions for the accreditation of qualifications for teacher educators. Last but not least, there will be a post COVID-19 V-LOG for ideas and solutions to innovate teacher education. This output was especially developed to make a whole project more sustainable and also might lead into preparing to launch a teacher academy under the key action tool of Erasmus Plus projects in the future. So very briefly I would like to show you what this hybrid program will look like. So the program will be tested three times and include about 30 teacher educators per cohort. So in total there will be 90 teacher educators from various disciplines from the partner institutions in total. The participants can choose whether they participate virtually or physically. They will start by attending a kickoff meeting at the beginning, work on a number of different tasks, but most importantly take part in the so-called DGTED EU Innovation Week. So this is the very heart of the project. This week will be hosted at three different partner universities in Ireland, Sweden and Spain. Three times in the duration of the project and will be a five days stay aboard, either virtually or physically. It will be similar to an educational hackathon, which means that the participants will work transnationally on innovative solutions to common problems in teacher education. So for example, they will get the question, okay, how can I integrate blended or hybrid formats in my teaching? So this is a common problem or a common issue. And these solutions they develop must then fulfill of course a number of criteria. For example, they must have a digital component, an inclusive character, be student oriented and so on. At the end of the week, they will present their solutions and the best solution will then be awarded with a price. And at the end there will be of course some kind of multiply events and conferences these solutions will be presented at. Now, why do we believe that our project is relevant? The teacher educators impact on the digitalization of teacher education is indisputable and likewise the need to support and train them in using digital tools creatively is widely acknowledged. And yet systematic learning opportunities we think and over digitalization strategies are very rare or nonexistent. And by implementing our project, we do not intend to reinvent the wheel. So it's not something that we would like to develop from nothing, but we would like to follow up and innovatively gather, connect and rethink what has been developed so far in the different countries and contexts in regard to promoting digitalization among teacher educators on different levels. So we believe that especially after the COVID-19 pandemic has provided new opportunities and can also be seen as a chance for teacher educators with new opportunities to teach, learn and research. And we would like to gather, use and exploit them in this project. So we hope that from January 2022 onwards you can watch out for our social media accounts and our website. We already set up a Twitter account, but no website yet. And there will also be a number of multiply events also connecting the project to the public. So we have a pub talk and borrows, a hackathon and a final conference, which you are invited to also take part in, of course. So thank you very much for your attention. I hope I was in time. And yes, please feel free to ask any questions. Thank you. Thank you, Marajke. It was really nice, interesting and gap-filling approach to teacher training in that sense of making the unified approach to give digital education of teachers. You certainly know that the TED talks are a kind of American invention and teacher education in general. Do you know that? No, I don't know that. So just go to the sites and look for TED talks. Ah, TED talks, of course. Yes, of course I know TED talks. Yeah, yeah, sorry. Of course I do. Yeah, yeah, I do. OK, nice. So we are just running after the time. May I ask Alfredo to have his lecture on complex trajectories, which is, for me, at least a gap-filling approach how to track the students track through the educational system because this is changing all the time because of the ever lower interest in academic subjects and because of frequent changes of students in the different parts of the higher education, changing subjects, jumping from one university course to another quite freely. So the retention is a very important thing. So please Alfredo. Thank you, Ferenc, for the words and the presentation. The project is coordinated by Joseph and is present and you will present this project because it's the coordinator and he knows better the project than I do. Joseph, please, go ahead. Thank you, Alfredo. Thank you, Ferenc, and all of you. In particular, Ferenc, for your starting presenting this project. As you mentioned, this is a Erasmus class project. You can see here the title of the project. It's promoting students' successful trajectories in higher education institutions. But with this idea that we work together with institutions, face-to-face institutions, means traditional institutions and online institutions. We have also a page that you can see here on the website. And let me just to remark here which are the institutions, members of our consortium of the Erasmus class project. As you can see here, it's the different universities in Spain, but most of them are in Catalonia. In particular, it's my university or the University of Catalonia, but also with Autonomous University in Barcelona, which is a face-to-face university and also University of Valencia, which is also a face-to-face university too. It means participating the secretariat of universities. It means it's like a Catalan minister of higher education here who is offering to us all of the data about students and their trajectories, academic trajectories in particular in the Catalan higher education system. In Portugal, we have the participation of the University of Porto, which is a face-to-face university and also University of Alberta from Portugal. It's an open and distant university. In France, we have the participation of the University of Burgon. It's a friend. It's a face-to-face university, but this university has also online courses too. And in the UK, the participation of the open university in that case, but also we have the collaboration with other participants also in France and the UK. The idea of the project is to move forward with this idea, this narrow vision of the main indicator for the trajectories, academic trajectories, finishing the degree of initial programme with success for the students and also this idea to the retention policies in each institution, because we believe that the academic trajectories are really complex. That means usually the students are starting one institution, that maybe they move to another institution, maybe at the beginning is a face-to-face institution, that later is an online institution. And our idea is to analyse these situations and to offer support for the institution and also for the students. In that case, the goal, the objective of this complex trajectories has two levels. One is institutional, the idea is to provide indicators for the quality evaluation of these academic trajectories from the students and also to provide a follow-up of these trajectories and also on the level of the students. That means the idea to advise the students in order to handle their complex trajectories. That means the main focus of course is support for success in complex trajectories for students. We have also three levels that we are working in this project. The project started at the end of last year. It is a three years project that means we are starting at this moment. Everything related to the quality evaluation that means we would like to analyse an offer as an output of the project indicators, quality indicators in order to analyse the policies about the complex trajectories. In that case, for instance, we are working in a notebook in order to prepare different cases, case studies, scenarios from different universities participating in the project. The other level or output of the idea that we are working in this project is of course to analyse the complex trajectories of the students. In that sense we are working in a particular methodology to identify these complex trajectories and we are working in a longitudinal system to analyse that and we are collecting data from these universities in concrete a seven years period of time of this data and we are preparing a particular methodology in order to offer this methodology to them after when we finish the project to the other universities to implement in their universities in order to analyse these complex academic trajectories. And also one of the most important focus for us is to provide support in particular materials for advisory units or support to the students' units at the universities. In this idea, in that case we are working in to prepare different events, multiplier events etc. and also materials like MOOCs online materials, online courses focus for staff working in advisory students' support units in higher education institutions and also for students. As I mentioned at the beginning we are starting in this moment but we are working hard in the area to prepare this particular methodology a longitudinal analysis methodology and also we are starting working in the area of specifications in order to find these indicators to work in the qualitative analysis of these complex trajectories. I'm pleased if you have any interest of this project and would like to know more about the project you can contact with us, with Alfredo myself or other members of this project. Thank you very much. Thank you very much, Josef. I think it was really an interesting approach how to trace the students' route through the learning process including any kind of education studies not just the digital kind of courses. I might say that you continue with the digital immigrant survey kit and after that we will have a small debate session about all three projects discussed just a few minutes ago. Please, Eba, it is your turn to start. Sorry, thank you so much Ference and thank you so much to put opportunity to present our two-year project about the digital immigrant travel a tour kit, the disc project. The partners in this project is myself representing my company Quality and Open Online Learning Consultancy at University of Porto and together with me here is Alfredo Suero and also his colleague is also in this project and then we have and they are from University of Porto and then we have FQBL the European Foundation for Quality and Blended Learning in Austria we have training 2000 Italy the Education and Activities Society in Greece so we are five partners so the project name is about the development of course models to convey specific digital competencies and the target group is about digital immigrants and that means people with difficulties in transitioning to a more demanding word due to lacking digital competencies and this group is very diverse so it is not very easy mainly about senior people as well but also people with different kind of difficulties in general but we have to remember that this target group is very, very heterogeneous and outcomes of the project we are aiming to develop 15 different kind of modules and they are based on the digital comp framework and also my digital skills which was recently launched which is also built on the digital comp framework so the models are focuses on everyday situations for example how to do big banking affairs how to contact authorities how to deal with your tax declaration about digital identity digital signature how to deal with images and photos and texts and sharing those different media as well so we are working with an innovative approach and we are working with the self-evolution mandala which is a self-evolution tool developed by previous project and that means that learners can identify their competencies before they have gone through the courses or the modules and met where they are at and where they have their strength and the weaknesses I will show you how that looks like and also after they have gone through the models they can do the self-evolution again and the results are that all materials will be as open education resources cc by sa 4.0 and we will also upload all material at our comments of course but also at our webpage and it will also be translated into the partner languages so we have those 15 modules and we also working with the transferability guide and that means that it can be transferred to different kind of other sectors so we started with a competence map which was built under as I mentioned a digital comp 2.0 and my digital skills and then it was piloting by participants in adult education organizations in Greece, Italy and Austria by a questionnaire and then after that we started to develop the modules so this is the self-evolution mandala an example it looks like this and this is to the left side head side it is the self-evolution before and then on the right hand side afterwards and you can see that there are different kind of statements and issues and the learners have to and the participants have to state if they strongly agree, agree or disagree so you get that kind of image and when you get the images it's more easy to understand where you are at and also to see where you have your strength and weaknesses so the training content it is of course created for an individual base for each of the modules and it is with a personal approach and different kind of working styles working paths and also about it is built under a flipped learning model and also like a project-based training and it is a self-park-based modules so with the conclusions we have already worked with the self-evolution mandala for some participants in the piloting and that has been very very successful so far because the learners and the participants get an image where they are at and what kind of competencies they have themselves of course it's not a tool for assessment but it motivates learners to strengthen their self of their capacity and that is actually what we have seen so far we are more or less right in the middle of the project, we have done a bit more than half a year one year sorry and we have developed all the modules and now we are working with them and they will be interactive mode mode in different kind of media as well so with that I would like to conclude and acknowledge both the European Commission for the possibilities to work on this but also for all our partners which are the lovers I mentioned here in this slide so I tried to make it very brief and I will also post the link for the webpage in the chat and if you have any comments or reflections both me and Alfredo is very happy to take the questions thank you for this very brief and concise presentation of your projects there were projects in the last three or four projects about high education or adult education I think just one question do you know other similar initiatives to deal with the digital immigrants in the adult age I think there are some yes and no of course there are several but I know explicitly some which I am working on myself and that is those projects are financed by the Nordic Council of the Ministry so it is it is called the seniors learning digital competencies so that is also built for the adults especially for the seniors so we have just had a project for one year and the partners are Finland, Sweden, Lithuania and the Norway and we have a map what is going on in those countries actually this project was presented also in one of our seminars which we had and also we have got a new project from the Nordic Council of Ministers and that will be a two year project and that is aiming for how to train the trainers those who are involved to train to train the people who have digital classes so there are some and you have a connection with them so you are not working in an isolated field May I ask something to yourself it is that we also faced the same problem at all universities in Budapest that it is very hard to track the trajectory of students through the system because about half of them started their way in the system as bachelor leave the courses without having a valid faith and we are not alone with this problem in Europe I say that what is the general solution to make to assess some value of the part time learning outcomes Yes Yes I agree with you this is a very complicated but at the end is to have the opportunity in the institutions to collect the data of the students where the students came and also if the students leave where are the students going to in other institutions usually or maybe to a labor market and also it's important to have the opportunity to collect this data for some particular governmental or association of institutions in order to have a clear a follow up of the trajectory of the students at the end this idea that when the students achieve the goals of course it depends on the level of the students it's correct that in our case we are analyzing grade degrees that means is the first years of the students and as I said at the beginning the particular way to measure that is if they achieve the final diplomat but they can achieve this diplomat for instance in the other university different than when they started that means we need to analyze this and to see what happens maybe at the middle of the period the students started for instance working part-time studies and we need to take this in account from the students perspective more than the quality agencies perspective or institutional perspective it's not so easy to track it down no it's not so easy I have seen one question from Ursula about the past phase in the projects about enhancing educators competencies I think it's just a way to the other two projects that were partly about the teachers the digital competencies and teacher training so could Miele and Mareike say something about it yes I mean what is meant by pathways because the main goals or objectives of the project of the GDTED at your projects are to foster promote teacher educators competencies with regard to digital competencies so is that what you mean or no I was asking about because in this project I feel that we have some deficiencies in teachers from the elder generation and who are no natives in terms of digital technologies and I just wanted to ask if there are project pathways for immigrants who are teachers you mean immigrants and so digital immigrants yeah okay so your idea is valid for everyone or your approach is valid for everyone yes that is also why we are in this project working on the transferability guide so it can be valid what we have developed can be valid for other kind of groups other kind of people with other kind of needs because it is the topics and the modules are rather general about banking about how to make your tax declaration how to pay your payment for your car for example so it's rather general topics yeah I thought your didactics is quite impressing with this mandala because it shows visually where we were before the course and where we are now when we have done the course so that's very nice yes thank you as I said also it is visible for the individual so they can see by the way while I have the word we have a conference for this Nordic project on the 29th of June and it will be in English so if you have time you are welcome to join thank you for both of you thank you for both of you I think Ursula's question was about the special training for teachers that are not competent in digital tools and competencies in general and it is a gap which still exists I took part in a conference in process two years ago dealing with the digital education situation in Europe and one of the main obstacles was that the teachers digital competencies are not enough and teachers who graduated 10 or 20 years ago are not really used to use digital tools in education so they are unable to integrate it so we have to proceed because time is short we have 20 minutes to go and 3 lectures to listen to I would like to ask Barbara Schwarzwald to present the digital credentials for education institutions project which belongs to the education employees in general Alexander so unfortunately Barbara is sick so I am here to replace her and I will try to do my best my name is Alexander I am the chief digital officer at the German academic exchange service you may call us DAD or DART I have a project I would like to pitch a project rather technology driven so it is not so much about didactics or policy issues but we are really focusing on IT infrastructure development and I am very happy to share our ideas here with you in the community because we need you and your networks for us to develop something that is useful for many stakeholders so what is our goal the goal is to explore the requirements and implementation conditions for a distributed infrastructure standard to establish a digital credentials and higher education in a large international scale so it is really about digital credentials framework and technology driven approach contributing to student data portability by working on these standards so we are three partners here on the project the technical university of Munich is one of the leading universities in Europe with more than 45,000 students they are an early adopter and digital student onboarding they have a blockchain research cluster and they are under the DCC the digital credentials consortium funding members the Hesseplatner Institute for Digital Engineering and Potsdam is a center of excellence for digital engineering and since 2012 the HPI is very successful in the field of MOOCs and online learning formats the different platforms of the HPI such as the OpenHPI the key AI campus the government campus combine to a total of 11 million course enrollments by 4 million registered users and they also part of the DCC funding members my own organization the German academic exchange service is the world's largest funding organization for academic exchange and we supported since our foundation in 1925 nearly 2 million young academics in Germany and abroad and that's why we are so interested in the topic of digital credentials and student data portability working with digital certificates because our own scholarships are part of this complex issues and we try to create digital scholarships that can be really contribute to more academic mobility worldwide so it belongs to our core mission just a few words about the digital credentials consortium we are building on the white paper that has been published last year you can find the link here in the presentation I will share it afterwards we are really convinced by the principles set by the digital credentials consortium such as a learner centered approach, standards based and user driven and in the middle you can see some of the funding members such as the Deft University of Technology the Harvard University or Tech Dementorate just to name a few examples so setting priorities the leading principles as I mentioned it before from the DCC white paper set our priorities with we approach the goal of an interoperable infrastructure standard so we look at the topic from an explicitly international perspective we want to analyze, compare the develop existing approaches international context and we want to describe the requirements and necessary functionalities for such digital infrastructures later on we develop prototypes and proof of concepts for several use cases coming out of the MOOC area from the HPI and our own services from the German academic exchange service as I said most focusing on digital scholarships and finally we will give recommendations for further operator and support models so that's our goal to be a little bit more concrete when it comes to the technical terms of the project on the left hand side you can see our model we understand a digital credential as a combination of a data object and an envelope containing the data with the project we focus mainly on the envelope less on the data it contains on the right you can see a simple overview of the entities involved in the process of handling digital credentials so just a simple example in higher education institution wants to issue a digital certificate to a student the student should be able to store the certificate on a device who wants to prefer and later on he should be able to share the certificate with a third party maybe an employee or another higher education institution and therefore we need a validation service to check whether the right certificate truly comes from a higher education institution which is part of the circle of truth so what are our next steps we will have a stakeholder dialogue in autumn this year you are all invited to come to the session you will find the information about that at the end of the presentation and therefore you are all invited to join our mailing list so that we can keep in contact with you and now I'm happy to take one or two questions and I'm sorry for bothering you with a more technology driven project but nevertheless thank you very much for giving me the opportunity to present our project here thank you thank you very much and do not apologize for being too technical because the techniques behind is the gives the credit that these data are not falsifiable and they cannot be altered and that these are the property of the users so the user can select how much it is send to an employer or to another education institution so also the block is it a blockchain based infrastructure at the end no it's a blockchain agnostic so we are comparing different approaches including blockchain but it's not only based on blockchain because there are similar approaches also in Germany that tried to use the blockchain and they tried to push this idea in the European level as well so there were some conferences just dealing what could be the technology behind storing this data in the most secure way and there were two or three projects I also took part in one education passport project that standardize the data within this and made a mock up of this system to store the data in a blockchain based format I don't know whether it will be continued or not because there are certain doubts about the useful blockchain in that context so thank you very much it was very interesting to already encounter the micro credentials problem worldwide and also in the world. Thank you very much so then we could proceed with the big big culture improving the digital competence and social inclusion of adults in the creative industries the project of Diana and Dona, Radu Vasiu and Vlad Miayescu I think Diana is here Yes, I'm here It's your turn, please. Yes, I'm ready to present the project and I'll try to be as brief as possible Hello everyone, I'm Diana I'm Dona, I'm coming from the Polytechnica University of Timishara in Romania and I'm going to speak about a project where we developed courses for digital culture These courses are related to the creative industries Obviously anybody can take them and they are quite general ones with information coming from all the digital competencies but the examples and the study cases are more related to the creative industries What are the creative industries? Quite a lot of people focus that this is only museum arts and galleries and libraries, but it's also advertising, mass media a lot of the media nowadays as well as the entire IT sector and the gaming sector The entire project is based on the European Decom 2.1 released on July 2019 as is then constantly improved The project idea is to try to identify methods and ways on improving the digital competencies and social inclusion for adults in the creative industries and is made of eight partners coming from seven countries Obviously the Polytechnica University from where I'm coming from Italy from Denmark from Austria from Ireland and then also European Capital of Culture which we draw about a year ago and was replaced by the Interarch Foundation for Digital Culture and Galleries here in Timishara and a company from UK GMEA Associates and a large association of distance education from Lithuania The digital culture project obviously had several approaches and we wanted first to see exactly how the digital competencies for creative industries look like and we investigated through different methods to build up the guidelines for digital competencies then we integrated a virtual learning camp dedicated in our platform for MOOCs Unicampus and then we designed 13 different courses also the self-assessment toolkit and the open badges and we also improved a lot with hope at least the communication between technology and creative industry sector the courses you can find them online in a multi-language online platform which is hosted on Unicampus and they are all blended I mean all online free obviously to use and they are self-paced courses so you can take them anytime you want and I will strongly encourage you to go and join the courses and take at least one of them there are basic level training courses in these topics which is a huge variety coming from the Internet World Wide Web to digital creation obviously about safety, privacy ethics about social media and then some more advanced ones about augmented virtual reality mobile apps and also mobile digital media for example audio and video we also have courses about management and communication app presentation also about content publishing so they are all quite interesting and quite I think relatable to a lot of audiences not only for young adults from the creative industry which is our main target they are basic level training but I need to say for example that we piloted this also with students in technical or in humanities universities around the partnership and the feedback was very positive quite a lot of them said that it's they found knowledge which they had no idea about them and that they liked the most that it's very comprehensive and shortly presented an easy language so you can even easy consolidate some information so almost everybody can find something useful in the courses as they are based on best practices example in several open education resources produced around Europe and the world and also a lot of culture and technology examples we are constantly and continuously looking for the study cases coming from digital artists or anybody involved in the digital creative industry so if you have some examples please post them in the chat session or send them to me the course development was a very iterative one we followed design spring the method on the course development or the agile method more improved as we are all quite a lot of technological universities and we had several iteration of the courses as trying to improve them and we consider them in constant better mode as we add study cases and we also collect from the feedback and examples which are given by the learners in the courses and include them as external materials in the courses the web interface of the courses also has some information so you can go there and have some information about the courses and then you need to register to the platform free to use obviously and then you can join the courses which are in English and then also see languages in each course you will have a sort of introduction about the learning objective competencies, outcomes activities and the time to complete a course you will be able to see also the overall progress of the course and also the badge which you can gain at the end and all the courses are in a trial format presented as the platform is also a moodle platform with a lot of enhancement developed by the UPTA team this is how another course looks like the completion progress and this is a tutorial way and you can have an overview of the students and you can have all the information and you can access it and get also videos and 360s views and so on once you complete all the activity on your own time some of the courses in different periods have been facilitated and we intend also in July to run another facilitated courses period you gain the open badge which is endorsed by all the universities has a digital signature is also stored in our moodle platform in the unicampus but also exported in badges so you have multiple ways of exporting and using this badge and also the certificate because not only the badge is issued but also a nice certificate signed by the partners these are the 13 badges which are issued for each of the courses it doesn't matter in which language you will follow the courses you will get the same badge which you can share and badge and certificate which you can share and publicly put anywhere there are several course demos on YouTube and also on the website and this is for example how the website looks like follow us on Facebook or on Twitter or on YouTube for a lot of more information as we will also have large conference end of July hosted in Timishara where we are trying to present even more examples from digital culture the blending of culture and technology so this is the project website and thank you very much I don't know if I was in time thank you it was very interesting as always no problem if only we had 8 presentations not 9, we would just in time unfortunately we are 9 so I had to read the floor first to Vlad and then to make a kind of final round of questions if you forgive me no it's still me ok ok because Vlad is in the session we are in the finals with the students now and we need to choose who is doing this and who is going with the students two zoom sessions don't work on the same computer unfortunately so I will present also about the mode it if you allow me for this so this is another project in which my team is involved as a partner is the mode IT project which is an Erasmus Plus also K2 project about curriculum organization by implementing MOOCs model at the level of universities of higher education and is mainly trying to focus on how you can improve the curricula or on a MOOC based curriculum a more innovative more instructional approach and more interactive the project partners are and the leader is from Germany and project partners are from the University of Technology University Polytechnic of Portugal and us as Polytechnic University of Timishara what is the mode IT approach obviously is a common goal about open educational services the audiences and we focus a tiny bit more on the engineering of the science and technology aspect of the higher education because this is where we have the expertise and where a lot of the not to say innovation and pedagogical innovation have not penetrated so often and so easily because this is a more traditional field usually of teaching we need to what we want and what we plan is to boost the higher education institutes, professors awareness about the MOOCs the MOOC design mainly and the delivery to develop an innovative MOOC based instructional approach for curriculum design and this will mean also self-assessment tool and also curricula training program and then we want to improve the students learning experience as quite a lot of professor or more than 60 professors from the universities will improve their courses and will develop new courses based on the approach which was how to say taught or delivered through the mode IT training program the mode IT result is obviously the first one which is already done and was already piloted and you can also take it by yourself a self-assessment tool for higher education professors the online training program which I mentioned and then the redesign MOOC based curricula by integrating MOOCs into the traditionally higher education projects and program the first tool which we developed the online self-assessment tool you can find the link here is embedded in the LMS model of the project which is hosted by the and it's available in English, German, Lithuanian Portuguese, Romanian and Turkish so you don't need to take it only in one language and has 27 competencies from pedagogy and technology quite a lot of questions and evaluation the good thing is that it provides immediate suggestion for competence improvement and where you can find information and what you can do this is for example how it will look depending on different grades of the patterns of the answers which you will all give and you will select for each of the I think there are 36 questions you will be given some recommendation where you are lacking or you need more support for developing that competence during the evaluation we had some very nice feedback from the professors coming from 11 universities piloted the tool as they consider that it's a good idea to use the blue taxonomy that they like very much that they get immediate feedback from that that it was provoking them to think about the unthinkable as you see quite a positive approach and evaluation about the tool and how they wanted and if they want to recommend also that to others the other project the other project result which is now running starting from May 24 is the open online training program where we are now in the middle so we've been doing the kickoff we've done the online self-assessment but now we are running the open online training program and then we will redesign the molecular base anybody can join that project that training program at this address open.ktu.edu and there is it's formed by five modules coming from foundation of online learning MOOC course design MOOC content production where we speak about digital learning resources and different tools about how to build up animation videos audios virtual reality and so on and also how to involve students as co-designers of your course and then MOOC delivery about online platform and where you can publish them and MOOC also informal learning some example of how it was used all of the courses are based on interactive videos on open educational resources different lessons, quizzes reflection activity, discussions and peer learning activity and obviously at the end a project which is on PBL developing a course module media artifact this is for example how one of the courses look like and where you can also interact with the audiences so please join us on the modit.eu and where you can find more information and also you are able to join the open online training program thank you very much Diana it was really nice to hear that someone just takes care of how to integrate MOOCs into the education I remember the Budapest Eden Conference there was a Oxford style debate to remember that the two opinions were who we are or MOOCs and my position at that time was that we are comparing apple to bananas so there is a different different goals you cannot compare and you cannot just use this one instead of the other because the MOOC is a methodology not just it is open it is just one feature that it is open but otherwise it is a methodology and the ORR is not a unified methodology in itself it can take different forms so this project just strengthens my opinion that it would like to go in a way to integrate more digital parts into the normal curriculum because essentially the big universities still use a face to face education maybe hybrid but not exclusively digital then we have to go follow this way so it's very interesting also for us and for you all at that point I just wanted to share my screen with you about the whole synergy session so what we are listening to here mostly referred to teacher training higher education digital competency skills and partly to the K-12 sector the self assessment school development language teaching, immaturity books, openness training approach and student learning trajectory visualization and digital credentials but the big picture is that these ideas are all around so there are many many projects referred to the digitalization of higher education in general very many to teacher training and very many to digital skills and also the self assessment is mostly included in most projects so I would like to ask you for the last round of questions if you are interested asking the presenters about the initiative please do that or you can do it in the chat box as well if not then thank you for your contributions in general and have a nice lunchtime and come back to the remaining part of the conference, the closing sessions thank you very much, goodbye bye everybody bye bye