<< Objectives >>The main goal of the project is to provide a learning material of online access, that can help adult learners, architects and heritage managers to learn about the effective and spectacular realisation of photogrammetric surveys. The summary of best practice examples will include the possible ways of using the collected dataset for the realistic and precise representation of the surveyed buildings to popularise the most-up-to date methodologies and to ease the access to these solutions.<< Implementation >>The basis of the project is the realisation of 4 camps in rural, disadvantaged regions, where photogrammetric surveys will be carried out together with local associated partners representing learners with fewer opportunities.The selected monuments will be representatives of vernacular acrhitecture including a timber framed barn, a hayrack, a belfry and a stone house. Partners of the programme will assemble 3D materials and educational contents based on the architectural research and survey.<< Results >>The project will result-in an Educational Platform & Homepage to share all further project outputs. The great potential laying in photogrammetry will be portrayed through 2D architectural drawings and 3D renditions of the surveyed buildings in the form of interactive spherical panoramas and 3D models. The main project result will be the Digital Handbook which will summarise the theories and followable methodologies of the surveys using also interactive quizzes to measure the gained knowledge.

<< Objectives >>The We Teach DATA project aims to enhance ISCED level 2 students’ key competences, STEM teachers' teaching competences and professional development, and contribute to the modernisation of the STEM education through the development, testing, piloting and promotion of a set of comprehensive innovative learning materials and trainings for teachers, with focus on data science and cross-curricular instruction. This will be achieved as a transnational collaboration between 7 partners from 4 countries.<< Implementation >>The activities will be implemented in WPs dedicated to: coordination and communication, monitoring, evaluation, risk management and budget control; development and conducting of a joint staff training; development, testing, digitalisation, translation and piloting of a School Box a Master Class for STEM teachers a Training of Trainers; and implementing a comprehensive sharing and promotion campaign. We will apply the principles of innovation development through co-creation.<< Results >>Apart from the tangible results from each WP, we expect to benefit 600 students at ISCED level 2, 30+ STEM teachers and 2500 key stakeholders (during the project lifetime only and many more afterwards). Some of the intangible outcomes are: enhanced key competences (digital competence: information and data literacy; communication and collaboration; digital content creation; problem solving), teaching competences, professional development, awareness levels, quality and relevance of STEM edution.

"The project aims at:- socializing (with case studies reconstructed for educational purposes) pupils and teachers of VET schools with drone technology, designing its integration with curricular STEM programs as teacher-led approach- co-designing with companies innovative working environments, developing the necessary resources for an open and transferable WBL for the realization of a project work “pupil-led”, in response to the challenges of application of drone technology- promoting among students, with a logic of gamification to develop entrepreneurship, a competition of ideas for design, development and implementation of new applications / uses of dronesToday, 90% of the EU working positions require technical skills: by 2018 the demand for STEM resources will grow by 8% while the average of jobs will grow only by 3%; by 2020 there will be a deficit of 825.000 resources with technological skills; by 2025, due to turnover, 7 million jobs requiring STEM skills will be available.If the realization of the ET 2020 strategy hopes that benchmark doesn’t exceed 15% of students below the age of 15 with low achievements in math and science, data reveal 22% in 2015 (36.6% for students in unfavorable socio-economic conditions). Besides, there is a strong gender-gap: only 32.1% of EU-27 graduates in STEM disciplines is females.Drones are suitable to promote vocational learning experiences based on experiential practice, in an interdisciplinary approach, in response to the needs of vocational skills development related to key technologies of the digital era and STEM disciplinary skills: engineering for the resolution of design issues, production and maintenance of light aircraft, built with advanced materials that allow the flight in accordance with applicable regulations; mathematics (from trigonometry to set the flight plan, to 3D modeling through the cloud of points for volumetric calculations and remote sensing); the physical and natural sciences to fully understand the application fields of technology.The project involves a VET secondary school and a business / technology oriented institution in each country, considering countries with similar urgency to address a problem of under-performance and disaffection with the STEM subjects (cfr. Eurydice 2013) and with homogeneous conditions / prospects of development of drone technology (see. ""Innovation Union Scoreboard 2015"").The expected results follow, in the realization of IOs, a logical sequence of industrialization passing from the enabling conditions for the activation of the drones (1- design / assembly of the UAV, 2- study of how to use the data on the ground 3- making of the devices to be installed on board), to real activation of technology (4- study of flight plans) and, finally, to the examination of application problems (5- enhancement of marketability fields).The realization of each of the first 5 IO is divided into the following three macro activities:1) DESIGN 2) TESTING 3) RELEASEThe competition of ideas (IO 6) allows students / teachers / business experts to explore innovative fields of application, using the methodology of ""gamification"" to stimulate the engagement. The WBL methodology to be adopted for the implementation of the IO intends to be an active testing of subject content, referring to a type of ""learning by doing"" according to the model called “Ambito di attività”, whereby students are given: a labour process, tools - both materials (technology) and intangible (information, procedures), an OBJECT of application and a RESULT to get, being placed in RELATIONS specifically defined.VET secondary school will be able to expand the supply of training and increase interest between the ""digital generation"" to the STEM disciplines; the learners will be able to increase motivation for further education, particularly scientific (even overcoming the gender gap) and increase their employability; the business / technology oriented institutions can take advantage of connecting with new generations of workers and exploring the potential of the innovative application uses of drones.Impacts: increase awareness of VET teachers about the pedagogical potential of WBL; develop in VET students (especially low achievers and / or female students) motivation to study STEM disciplines and encouraging employability, even in an entrepreneurial way; seize the enormous potential of the drone market development: EU sources says of a market of about 15 billion euro within the next 10 years in our continent and, globally, of 130 billion dollars.All IO project will be released as OER."

The OVERALL AIM of the INNOVA project is to improve the research management of Higher Education Institutions in Bolivia and Paraguay, with a specific focus on Climate Change.This goal will be achieved by implementing the following SPECIFIC OBJECTIVES:- Firstly, development and consolidation of Research & Innovation policies in Bolivia and Paraguay, with a specific focus in Climate Change, in order to meet international standards. - Secondly, setting-up of an innovative Forward-Looking Platform to orientate coordinated and sustainable policymaking in the field of research management in Bolivia and Paraguay, drawing upon foresight methods.INNOVA will contribute to tackle the manifest HEIs underperformance on Research and Innovation in Bolivia and Paraguay. The current situation calls urgently for effective formulation of legal and policy frameworks to articulate R&D actions at HE systemic level, which INNOVA will foster through fruitful interplay between HEIs, private sector and policymakers to move forward on S,T&I. In order to generate systematic impact, INNOVA will leverage the involvement in the Consortium of the Ministries responsible for HE from both countries together with a balances combination of public and private HEIs in the region, accompanied by two experienced EU partners.

'E-Academy of Building Trades - E-learning Platform of Traditional Craftsmanship' is a transnational project answering the great need for new, innovative approaches in the education of the craftsmanship related to traditional building methods. The partnership is made of university faculties, adult education providers of building professions, non-governmental organisations being active in the heritage sector and an architectural design studio with the common aim to assemble new, digital type of learning materials helping to revive and maintain these professions as lifetime occupations.The project primarily targets young people and low-skilled or low-qualified adults, offering them an online accessible, open-access distant learning educational platform that hosts training courses of disappearing architectural professions. The series of shortfilms teach practical skills, hands-on expertise in a structured and illustrative way, providing easily perceivable knowledge for the learners who can be part of a virtual learning community, interacting with the providers of the tutorials and with other students, filling tests about the topics of the courses and receiving certificates at the end of each successful training. The e-learning platform is designed in a way to be able to host further training courses after the project's lifetime, being open for further partners, stakeholders and contributors with identical aims. The learning resources can later be combined with any practical trainings, workshop activities to strengthen the effectiveness of the gained knowledge, skills and competences. The learning modules can be also integrated to existing trainings of adult education or VET providers or even to special maintenance programmes which help the homeowners to take care of their properties on their own. To help all these initiatives special guidance materials will be assembled to facilitate the continuous further extension of the online academy and to ease the implementation of the video courses to the curricula of the different training institutions throughout Europe. Additionally to the realisation of the project outputs the European Festival of Traditional Building Trades will be organised in all partner countries to popularise the results and the craftsmanship essential for maintaining monument buildings and for the continuation of sustainable architectural solutions for the benefit of the future generations.