The CHART project network will build a framework for innovative heritage tools and approaches where partner organisations, representing a very interesting mix between rural and urban, university level and grass-root active NGOs, extreme West and extreme East of Europe (and also North and South) will learn and exchange knowledge and build a participatory process around their own cultural heritage main values. CHART project proposes a new innovative practical introduction to concepts which are not known and widely used at European level:1 Cultural mapping/cultural maps - as an ‘action journey’ undertaken specifically to identify, investigate or reclaim community values. 2. Heritage interpretations - aiming to reveal meanings and relationships through the use of original objects, by firsthand experience, and by illustrative media. 3. Heritage learning - full range of potential activities intended to heighten public awareness and enhance understanding of cultural heritage. The final products of CHART project will reflect these key concepts and will be usable by a wide range of beneficiaries and stakeholders with full impact on local and regional level and significant progress at National and European level. The basic assumption of the project is based on the fact that cultural awareness and expresssion is a cradle-to-grave key competence and is a shared responsibility (variety of key actors involved in education). The main objectives of this project are:- developing a clear conceptual framework for cultural awareness and expression and a practical vision of how to develop and refine awareness and how to stimulate expression among participating organisations, associated partners and relevant stakeholders - develop new digital tools (cultural maps and cultural hotspots (loops) for cultural and educational institutions that can improve access to artefacts and experiences, and develop skills for media literacy, thus making cultural experiences as accessible as possible to all citizens and stimulating cultural participations of citizens from underprivileged socio-economic backgrounds.- give particular attention to lifelong, intergenerational and intercultural learning of cultural awareness and expression with the goal of stimulating social cohesion by including key people and personal stories into the cultural maps and cultural hotspots.- raise awareness of the importance of cultural key factors (such as places, institutions, people) by providing them new media products (such as cultural maps and cultural hotspots/loops) in order to develop links between cultural awareness and expression and social, economic and cultural challenges.- develop educational frameworks and methods for Initial Teacher Education and Continuing Professional Development for educators and cultural workers in order to improve skills and the understanding necessary for developing cultural awareness and expression in learners and their institutions.The project encompasses target groups living in both, urban and rural areas, where local culture, as a source of activities, pride and well-being, can be a major asset to development. At European level educators&organisations offer different cultural views, entry points or learning paths by learning from each other experiences. Through transnational collaboration and networking, by the help of five transnational meetings and two staff training events, multiple perspectives and interpretations of culture will emerge among learners. Collaboration and networking among key stakeholders will increase the possibilities to create common products, exchange ideas and methods, thus bridging the gaps between learning spheres (formal, non-formal, informal) and taking the needs of learners into account.

The idea that menstruation is dirty, shameful and unmentionable keeps girls and women away from school and out of the workforce. A woman without access to sanitary products may have to stay at home during her periods, while a garment worker risks losing her job for getting off to change her pad before break time, provided there are facilities for her to manage her menstruation at all. Even women working in office environments and girls in schools with conveniently located toilets and flexible schedules go to great lengths to hide periods. Our societies need to be re-educated about menstruation, re-frame its purpose and allow women to be women without any stigma. If open conversation erodes taboos, this project offers one way to get people talking and be re-educated about menstrual health and hygiene. Such conversations and education can't be designed by men for women or by women for women; both men and women need to participate in designing, implementing and monitoring conversations and education around menstrual health and hygiene. In this regarding, the project seeks explore alternative Menstruation Education models in youth workers perspectives to catalyze and facilitate them in integrating menstruation education in the overall youth work. Thus, we seek to develop menstruation educational tools which are structured around young people's engagement in the learning process to meet their learning expectations on menstrual health and hygiene. Project’s intellectual outputs: a handbook and guidelines on menstruation education in youth work and related pedagogical materials with be produced for young people to acquire knowledge, skills and attitudes about menstrual health, hygiene, female body, period management, relationships, sexual practices, sexuality, etc. through empowerment, capacity building and advocacy; delivered in non-formal educational setting to develop dynamic activities in such a way that knowledge, skills and attitudes are learned and perfected through practice.

<< Objectives >>The project will develop a coherent training program among the partner countries for the university physiotherapy/ physical activity /sports /nursing students and professionals in practice, based on the analysis of the local situation (healthcare systems, management of long-term rehabilitation, local traditions of physical activities, patients’ needs, unmet needs, etc.) and best practices.<< Implementation >>1. Project Management2. Comparison of local contexts and Transnational Analysis.3. Transnational database of good practices.4. E-learning platform. The platform will be the space for online learning, online assessment of the gained skills, exchanging of the experience.5. Dissemination of the project for sustainability of the results<< Results >>Publication with the ISBN on the comparison of the local contexts of the participating countries.Transnational Database of Good Practices including the list of the varieties of national initiatives and their results, scientific publications, descriptions of tests, evaluations, training, etc.A digital platform containing the learning material and the links to the transnational database of good practices. Results will be available in 7 languages

<< Background >>The N-Pear project combines collaborative expertise of technology-enhanced learning researchers, computer scientists, and educators to build a strategic partnership to streamline the adoption of Augmented Reality (AR) technology in educational practice. The project will create innovative open specialised educational resources for physical education educators that help implement and integrate active and collaborative learning pedagogical approaches supported by AR. This will enrich the teaching practice and support inclusive, peer to peer learning relevant to the requirements and preferences of the students. The N-Pear project is an extension of three ERASMUS+ projects ViLi, i-Pear and AR-FOREU.The ViLi (https://www.viliproject.eu/) aims to improve the visual literacies of educators, making learning more visual through static, dynamic, and interactive visuals. The AR-FOR-EU and I-Pear projects (https://codereality.net/) aim to train AR-development skills of sport trainers. The N-Pear project further develops visual representations in learning and participatory learning approaches, specialised in physical education. The main objectives are to: 1. Map the educational use of AR in physical education, focusing on collaborative and peer learning approaches The consortium will map the existing research results and available applications, supplementing these results and validating them in case studies following the research methodology of Informed Grounded Theory. The focus on peer learning and collaborative learning approach is within the inclusive education framework, as defined by the United Nations – taking into account personalrequirements and preferences. In 2016, the United Nations released General Comment No. 4 to explain the right to inclusive education, focusing the new definition on providing all students with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences. 2. Facilitate the adoption of ARin physical education by creating open access teaching and learning material for educators. The new materials will include a toolkit of educational AR apps and platforms supplemented by teacher guidelines, a compendium of best practices, and a competence framework for AR educators all available as independently as OERs and delivered as aMOOC with professionally designed audiovisual material) 3. Create and maintain a community of experts in physical educational AR and other stakeholders that will ensure sustainability of the project and keep the most useful results up-to-date The design of the project is guided by the European policies, strategies and tools. The project aims to improve the digital competence of educators and subsequently their students by developing a comprehensive set of educational resources that are open and accessible online worldwide (EU initiative “Opening Up Education”). The project supports the “Digital Learning & ICT in Education” 2018 and “Digital Education Action Plan” 2018 by promoting innovative technology-enhanced learning practices with both the content of the materials and by making all materials designed for and available online as OERs and as a MOOC. The project supports the European skills frameworks: “Digital skillsframework” and the “Digital Competence Framework for Educators (DigCompEdu), by extending them into a framework for specific skills educators need to integrate AR in their teaching.<< Objectives >>The nPEAR project aims to mainstream the adoption of educational AR apps by assembling a comprehensive overview of available offers, collecting best practices, creating guidelines for physical education educators and developing an online course to deliver these materials. AR is a rapidly growing market amongst the ICT technologies. AR provides an enriched view onto the physical world, adding layers with contextually useful information, delivered visually or by stimulating other senses using hand-held or wearable devices. Many industrial use cases of AR in, for example, manufacturing, construction, health, the service sector, or in trade can be found. The technology is currently being introduced in front-runner organisations at large. While the AR R&D community is growing stronger in Europe, the adoption of the technology in education is still very fragmented. The flagship European educational AR research projects (such as H2020 http://www.tellme-ip.eu/ and http://wekit.eu/) and European AR companies (such as Re-flect and Totalimmersion) focus on solutions for workplace training in high-tech and highly automated industries. At the same, systematic reviews of AR application in wider formal and non-formal education recent years report that the use of technology has a positive impact on engagement and learning performance (see e.g., Garzón & Acevedo 2019 DOI: 10.1016/j.edurev.2019.04.001 and Liao, Chang, & Lee 2020, DOI: 10.1016/B978-0-12-816958-2.00006-X). Theaforementioned reviews report mostly on experimental studies, which indicate low adoption rate despite the often positive impact on learning. We argue that the reasons for the slow adoption are not only in the technology itself, but in the insufficient support of educators. The newest models of smartphones-in-development in 2021 are getting AR-enabling hardware (such as depth cameras) and better other sensors, while the AR software industry is growing in the offer of platforms for designing content and self-sanding applications. The adoption of AR in education is already happening in Europe, although as experiments or as part of the overall digitisation. Given this backdrop, physical education providers should begin now to create strategies for immersive learning experiences. The world of immersive technologies is still unexplored territory for educators and their students especially in EU Universities, despite their immense potential.Therefore, we need to map the territory and come up with innovative pedagogies that address the so-called generation z. Peer-learning is one of most effective pedagogies to make learners more active and engaged with the resources. Educators and researchers highlight the importance of active, interactive and inclusive learning (Dewey, Vygotsky, Dede), but it is often ignored in education due to lack of understanding and adoption guidelines. The young people often feel bored and uninterested while being in lecture halls listening passively to lecturers’ endless ppt slides. At the same time, Cisco research and Ed Tech Trends and LinkedIn put emphasis on collaboration and peer-learning among others. Main Target Group : Higher education on Physical Education (educators and their students).<< Implementation >>The tasks are allocated according to the experiences of the partners and a cost-effective perspective. For example, it is less expensive to produce audiovisual material in Portugal rather than in Spain or Italy. Each partner will be responsible for clearly defined tasks and activities and other partners will collaborate and provide feedback and peer review for all work-packages outputs. EIA will be leading the “TOOLkit of Educational AR apps” task. Clictic will be in charge of the “Compendium of best practices in Educational AR” BEFO will be in charge of the pedagogical strategy for AR and peer learning Step will be in charge of the nPEAR MOOC. Primerframe will be in charge of the open access audiovisual material. Idef will be leading the nPEAR publications of the project.<< Results >>Visual resources: Development and sharing of visuals to enhance text resources. A new method of teaching on how to use these visual and open educational resources in physical education will be disseminated. Toolkit: Development of an up-to-date and educator-friendly review of educational AR apps. For each app, a unified guideline will be added thus accumulating models and guidelines allowing physical education educators to choose the best applications for their practice. nPEAR conference: Organisation of a conference where physical education students and educators meet to disseminate the outcomes of the project, feed further exploration and explore future research steps. Dissemination activities designed to reach 10,000 people, including major stakeholders and may have an impact on policy makers in Higher education. The project will produce six major intellectual outputs during its lifetime : 1.A toolkit for AR apps 2. Compendium of best practices (case studies in Portugal, Spain, Italy and Greece) 3. A Pedagogical strategy for AR and peer learning: A strategy for implementing AR in peer learning in physical education based on existing best practices in the educational use of AR, including an educational AR skills framework 4. A MOOC (massive open online course) aimed at unlimited participation and open access via the web, including elements of educational games 5. Audiovisual material for the toolkit and the MOOC 6. Academic publications (an AR for educators book containing all major results of the project and the nPEAR conference proceedings) In a nutshell, results encompass all project outcomes that may be used by the project partners or other relevant stakeholders outside the project. The intellectual outputs have the potential to either be used as they are or lay the foundation for further research, work or innovations (i.e. novel knowledge, insights, technologies, methods, data, and apps). By the end of the project we expect to equip the participants with skills of future jobs in AR, to help participants gain generic competencies and to provide a model of modular nonformal education informed by contemporary educational approaches for other European countries. The modular curriculum will be delivered online via MOOC platform. Course materials will be in English, Portuguese, Italian, Spanish, Latvian and Greek. Therefore, it is also expected to reach international learners.

BRIDGES –Broadening positive Reflections on the Issue of Disability, Generating Empowerment for Stakeholders- supports in a holistic and integrated approach and through really innovative products the capacity building of factors concerning and dealing with disability in society; disabled members of society should enjoy the right of a full and decent life in proper conditions ensuring dignity, self-reliance promotion and facilitation of their active participation in community and it is up to the family environment, training providers and professionals along with society reflections and stakeholders-in general- to ensure that disability deserves equal chances and potentiality.In EU the estimated numbers of disabled people are around 80,000,000 and these people experience barriers to their integration, specific need for assistance, hard health status, functional and activity limitations, limited access to education and training, limited labor market choices, unsuccessful employment patterns, poverty and income inequalities, difficult financial and housing conditions. Added to all these above is the fact that there is a lack of proper information and awareness raising at the level of society and its reflection towards disability and the integration of these people through targeted actions and initiatives which will bring closer the society and its key-factors in the disabled people integration and life quality. Accordingly, what the researches have shown is that beyond the positive reflections and the ‘elimination’ of exclusive practices or discrimination these people face or experience, what is of high value for them is their access to the right of being employed or being given as much as possible employment opportunities; lack of participation in the workplace can put people with disabilities at high risk of poverty and at low level of life quality while on the contrary, facilitation of relative services or training of specific persons acting as the ‘bridges’ between the disabled and the society & employers or the labor/market sector can lead to positive integration results.In the context above what is central is the implementation of efficient and effective actions towards the disabled people participation in society through the recruitment and reinforcement of specific supporters: these people will undertake the role of bridging disabled with society, support them in the labor activation, of mentoring in their employment and of acting as proper and appropriately channels. Thus, in BRIDGES project, the target groups will be public servants and public services representatives, relative professionals, NGOs & CSOs members, members of family environments, who will be trained to support disable people in the employment process and integration procedures. The project’s objectives are: a) to strengthen and reinforce via training and relative tools those key factors involved directly or indirectly with the disabled people integration and the positive reflections on the issue of disabilityb) to create content resources towards the proper training of specific persons, who will act as mentors, ‘intermediators’ & ‘intercoachers’ for people with disabilities and their integration; to cultivate to them special knowledge and skills (as also to act as access-point) such as for example the skills of career counseling, performance coaching, emotional intelligence & empathy building, behavior change and work culture, self activation and symbol work, sustainability & disability, knowledge of labor services provisions, expertise on the supported models of employment, etc, in parallel with labor mapping and contextualization skills for people with disabilities c) to take advantage of the opportunities offered by ICT and digitize the quality of learning content d) to create and deliver innovative products and training tools- as tailored needs learning resources – based on differentiation methodologies and adult education approachese) to promote public campaigns and initiatives on positive and respectful attitudes towards disabled members of community with targeted actions for market and labor key-playersThe project includes 7 partners (ATLANTICA, XPCSA, CSI, InEuropa, CAMINOS, MEATH, Akademie Klausenhof) from 7 countries (Portugal, Greece, Cyprus, Italy, Spain, Ireland, Germany) and the activities include respective intellectual outputs and multipliers events (National Seminars/Workshops, Final Conference): the Review Paper on Context (IO1), the BRIDGES Training Curriculum (IO2), the Digital Toolbox & Resources (IO3), the Methodology and Adaptation Guide.