"<< Background >>Digital technologies in education are an area of strong development in innovation in all sectors of higher education. However, in music education, this process is held back by difficulties in the development of training in instrumental and vocal practise, which may be particularly complex in the case of multiple performers who play and/or sing together, particularly in the example of chamber music. Performing together cannot be assimilated to a lecture or discussion, in which teachers and students interact verbally. As a result, the didactical development for the primary departments in this area is stalled, although there are some promising technological solutions. It is necessary to test these solutions in the academic environment to see how well they meet the needs of higher education. This could be the starting point for a methodological, technological and organizational study toward an overall assessment of current technical possibilities and their possible practical uses, by creating a specific model of integrated digital didactics tailored to the needs of higher education in chamber music. The research and development of new tools, materials and pedagogical models for higher education in music will respond to the needs of the sector at various levels: 1) for teachers, to define some categories of teaching activities that can be completed with the use of digital technologies and their technological requirements, together with the required digital skills and any necessary training to achieve these skills; 2) for students, to define requirements for equipment, technologies and digital skills needed to participate in such ""digitalized"" activities; 3) for directors, to define the requirements, available options and levels of implementation for the organization and facilities in institutions of higher musical education.<< Objectives >>The main objectives of the project are to: -- analyze the state of the art in digital technologies suited to teaching practices in chamber music, with particular reference to solutions for synchronized live streaming between different environments, thus allowing several musicians to perform together while distanced; -- explore the different types of usage and educational settings in which digital technologies could find a valid application, in addition to analyzing related requirements in technological and digital skills of teachers and students; -- define a model of integrated digital education specific to higher education in chamber music in various forms, such as integrating instruction live and through distance learning. This is proposed by means of digital technologies adopted for students in attendance in order to develop their ability to use music technologies, and through the creation of mixed live / virtual music classrooms with part of the students in live attendance and others participating through distance learning;-- articulate the model on different levels in order to make it applicable in different contexts with different needs and means; -- offer a concrete and immediately applicable contribution to higher education in music in terms of an innovative methodological model for integrated digitalized education in the field of chamber music; -- make available to the sector recorded tools and resources to facilitate the application of the method;-- propose, through the direct and indirect impact of this project and by the dissemination of the project results, validation for the integration of digital technologies in chamber music instruction in higher education in music, particularly in consideration of the fact that this instruction is currently held back by the lack of specific research.<< Implementation >>The following primary activities are planned in order to achieve the project objectives: - a collection of best practices in the use of digital technologies in higher music education; - research on the international state of the art in digital technologies for streaming available through open source applications; - analysis of the needs for integrated digital teaching in higher musical education, with particular reference to chamber music; - elaboration of an innovative methodological model for integrated digital didactics in the sector, applicable at different levels and in different situations; - analysis and documentation of the requirements for the implementation of integrated digital instruction in higher music education at different levels, including requirements for equipment, internet connectivity and any technological skills required of teachers and students; - collection and archiving in an open repository of digital educational content useful for the implementation of the proposed innovative teaching methods in this specific field; - training of both teacher and researchers in project partner institutions to develop and test the methodology, texts and tools of the project; - project pilot testing in the participating conservatoires from 6 European countries (IT, RO, HU, ES, BE, SI) for field verification of the proposed model of integrated digital education in chamber music; - production of documents, materials and tools useful for the development of innovation in higher education on chamber music content consistent with the outcomes of the pilot testing; - wide distribution of the model and results throughout Europe and internationally.<< Results >>The IVMS project is expected to produce: - Project result no. 1: a research report on “Digital technologies in Higher Education for Chamber Music. State of the Art Analysis” ; - Project result no. 2: the “New In Media Stat Virtus Method for Distance Training in Vocal – Instrumental Chamber Music: Guidelines for Teachers ; - Project result no. 3: the “New In Media Stat Virtus Method for Distance Training in Vocal – Instrumental Chamber Music. Handbook for Applied Technologies” ; - Project result no. 4: the web database of educational resources “In Media Stat Virtus Repository: digital OERs for training in vocal – instrumental chamber music”; - Project result no. 5: the distance learning program for teachers “eCourse – Introduction to the In Media Stat Virtus method for the development and delivery of distance training in vocal – instrumental chamber music”; - Directed experimentation and validation of said results in six European institutions of higher musical education and/or conservatoires; - European and international distribution of the results through events open to professionals in the sector in six countries and the open distribution and online use of results."

The ASAP Project was addressed to design and experiment appropriate Curricula for supporting the passage from physical to digital production in the publishing sector. The first step was addressed to map the new needed skills and competences as a basis for the creation of the curricula, showing the specific challenges on:• definition of the anticipated short and medium term changes and the new trends and best practices in education and training for the Publishing Sector• implementation of a link between the skills needs/competences gaps and the learning outcomes.Taking into account the impact of the changes in the competences and skills, the following phase of the ASAP project proposed an evolutionary map of the skill needs and designed and delivered flexible training programmes (one for each area of the publishing supply chain) that, according to EQF/ECVET standards, have provided employees, but also unemployed, self-employed, low skilled employees and young VET students the opportunity to update their professional skills and knowledge covering the gap related to the lack of specific skills determined by the “digital revolution”.In particular, the programme is composed of 5 specific professional profiles of the publishing sector (Specialist in production, Specialist in Design, Editor, Specialist in Marketing and Sales, Specialist in Publicity and Communication), one for each step of the publishing supply chain (Production - Design - Editorial - Marketing and publicity - Distribution and sales). A transversal module was developed with the goal of introducing the main innovation of the publishing sector. The profiles are indeed declined in Learning Units and ECVET points are attributed. For each occupational profile the “more innovative” unit is developed into the ASAP MOOC (Massive Open Online Platform); this way the ASAP project gives also the opportunity to attain the course entirely on line.The ASAP consortium believed that workers of the publishing sector who wish to successfully transform themselves into digital skills experts must learn to leverage their existing brand and professional approach considering the new digital channels, and to reduce their traditionally heavy dependence on the traditional skills and competences. So, the idea behind the work done is to support a step-by-step transformation and to lead the learners through a path of improvement where at the beginning they would seek for a fulfilment of their specific needs and at the end they would be ready to face the labor market with updated and new acquired skills. The project promoted a wide cooperation among the different stakeholders using a participatory portal and the MOOC for making the contents at the disposal of a massive target group (it can become the first MOOC of the Publishing Sector), also after the formal end of the project.In the MOOC, each unit is composed by: •Video Lessons (mother tongue video, one for each profile) = minimum 01:00 hour • Reading Materials = at least 30 (10 for each learning outcomes)• Other Videos / Reference materials = at least 30 (at least 10 for each Learning Outcome)• Tasks = at least 12 (4 for each learning outcome)• Assessment exams = Assessment exams = at least 45 quizzes for the assessment of each Unit (for a profile 180 quizzes)All these materials are produced in original, in all partners languages and for all the 5 professional profiles.A wide piloting has been conducted with 1082 learnersFinally a Memorandum of Understanding was signed among the VET partners through which they agree to: - formalise the ECVET partnership by stating the mutual acceptance of the procedures for assessing competences coherently within the ASAP model - define the procedures under which credits, in partner systems, can be achieved and recognized - design specific arrangements for credit transfer for learners for each specific mobility period- continue the LO Units Testing.

The project proposal is based on the Communication From The Commission To The European Parliament, The Council, The European Economic And Social Committee And The Committee Of The Regions “Tackling early school leaving: A key contribution to the Europe 2020 Agenda”.The project intends to develop and disseminate a pedagogic method, based on the theoretical foundation of the “Didactic Pill” focused on life skills, aiming to prevent and/or to face the early school leaving phenomenon.The project partnership, based on the respective roles and members’ responsibilities, will experiment territorial actions in Schools to encourage and thinning the dynamics of contact between the school system and youth population (until 18 y.o.) in order to reduce the phenomenon of school drop-outs, with particular regard to the SEN, using ICT as a key enabler of innovation and change in Education and Training and for learning in general. At methodological level two are the core elements of this project:-life skills, understood as skills to be enhanced to improve the relationship with oneself and therefore also with learning and with the school-technology as a factor enabling learning, even at a distance, and as a factor that reduces the distances between students with and without special needsBoth of these elements favor the improvement of school performances and the permanence of students with SEN (but, more generally, of all students) in schoolThe expected results of the project are the following:•Explore learning practices that will help develop autonomy, commitment, creative action, critical thinking, problem solving and decision making.•Improve knowledge of new technologies and interactive tools as an educational medium.•Increase digital literacy (knowledge + skills + tools) by users and partner members.•Stimulate forms of collaboration and communication virtual and face to face.•Development of intervention models on the phenomenon of early school leaving to be replicated and exploited, focusing on inclusion•Stimulate student integration processes with Sen•Educate young people to use mobile phones as a work and integration tool•Testing of non-formal education methodologies in order to combat early school leavingIn the long term, potential long term effects could be the following:-a reduction of school dropouts and a consequent reduction of skills misalignments between education systems and the labor market-students will get in touch with mobile phones and learn to use them wisely while carrying out the activities-learning will become more interesting and attractive for each student, and therefore will increase their interest and participation during the lesson-teachers will learn how to integrate new technologies into classrooms and improve their learning approaches, including through collaboration with teachers from different countries-through the use of ICT in education, classrooms will become active organizations, as each student will be actively involved in lesson activities in various ways-each school will collect educational resources (platform with content, e.g. lesson plans, software, interactive games, video presentations, educational videos etc.) which may be available to all teachers in each school. These will be useful to improve the functioning of distance learning, useful for dealing with situations such as the pandemic we are currently experiencing.

<< Objectives >>The aim of this project is to explore the intersections of code, hardware and creativity focusing on music teaching-training and to create a new language originating from the creative and expressive nature of computational approaches to arts. In this perspective the musician and the trainer can acquire new vocational skills on technology use and at the same time can form an innovative vision connected to critical thinking and digital aesthetic to create a more performing and aware figure.<< Implementation >>The main activities are:- research on gaps and needs for digital transformation in music education;- development and experimental validation of methodologies and models for transferring into VET advanced tools and techniques resulting from the most recent research on the application of digital technology in music;- dissemination of the project and its results, also in view of a subsequent exploitation and advancement of digital transformation in the sector.<< Results >>Key expected project results and outcomes are:- an updated report on digital transformation in musical VET;- two volumes for teachers with tools, materials and case studies for advanced digitization in musical VET;- a database of OERs for the application of the project's innovative methods;- an eCourse for teachers on the project's innovative methods;- five events aimed at musical VET professionals with presentations and live demos.

VRAILEXIA “Partnering Outside the Box: Digital and Artificial Intelligence Integrated Tools to Support Higher Education Students with Dyslexia”Students with dyslexia encounter several difficulties during their university career, leading to a greater rate of drops out with respect other kinds of students. Nowadays, tools for dyslexic students are mainly focused on primary and secondary school; conversely no standard methodologies are proposed for Higher Education. Starting from the attitude to visual thinking and creativity of dyslexics and their evidence neurodiversity. VRAILEXIA will develop learning tools and services for University dyslexic students to assure equal access and opportunity of success during their academic career and their lifelong learning experience.VRAILEXIA by using virtual reality and artificial intelligence will implement an e-learning adaptive digital tool (BESPECIAL) for supporting students with dyslexia. As a long-term objective VRAILEXIA will propose a sustainable teaching and training pattern for HEIs to allow them to boost their own strengths counteracting their seeming weakness.Moreover, VRAILEXIA wishes to emerge the mastery of thinking out of the box exploiting the ability to explore creative and unusual ideas that are not limited or controlled by rules or tradition.VRAILEXIA outcome is a network of HEIs piloting Hub engaged on a MoU for developing inclusion strategies for dyslexic students and enhance their opportunity of success during the academic career and integration into the labour market.VRAILEXIA’s general objective aims at changing the perception and implementing a tool to overlap dyslexic’s main difficulties with a positive impact on empowering their motivation and self- esteem. Consequently it will breed a common procedure within European Universities to assure services and learning environment based on student-centred vision and Universal Design Learning. The perspective is to enable Universities to develop strategies for inclusion of untapped students’ talents and strengths.Specific applied objectives:1.Design, develop and validate of “BESPECIAL” a digital tool for supporting students affected by learning disabilities, dyslexia in particular, through an e-learning platform based on artificial intelligence (AI) to automatically customize itself and adapt its contents to the dyslexic students’ needs. 2.Develop Virtual Reality test for the assessment of dyslexia profiles and for monitoring the level of motivation, anxiety, development of soft skills after the use of BESPECIAL. 3.Implement 2 training pilot paths for HEIs in order to implement respectively: a) training course for HE teachers to respond to the lack of competences and awareness in student- centred teaching methodology such as UDL b) a Pilot Crash Course on Creativity and Entrepreneurship for university students in order to boost up their visual thinking and mind-set skills.4.Assure the transferability of competences acquired during the training course in order to spread the student-centred approach within the HEIs;5.Build an OER Repository with a categorization of teaching and learning materials based on Universal Design principles available on line and specific contents developed within the project;6.Set up a MoU for clustering the actors/stakeholders to generate a European Network fostering a common strategy of inclusion within Higher Education targeted for students, teachers, administrative staff and as well Associated partners.VRAILEXIA leads to the following tangible results:--sustainable tools to support Higher Education providers in implementing inclusive learning approaches for dyslexic students;-an adaptive learning environment based on Informed Artificial Intelligence for supporting students with dyslexia;-a set of VR tests and a ‘strategy based on student- centred methods’ in order to motivate them in their lifelong learning process;-a common pattern shared within the network of Piloting Hubs fostering Universities capabilities to become innovative centres in supporting all students in their academic and job career.