"<< Background >>The Green Workout project reflects the current need for a responsible approach to the environment in everyday human activities. The project is based in the European context on the Seventh Environmental Action Program 2014-2020, in the national context on a survey conducted by Median in cooperation with Charles University from July 2020 and in a local project-specific context on an anonymous survey conducted at the largest fitness center in the Pilsen region and among members of partner organizations of this project from among young people. This survey pointed out, inter alia, lack of time spent moving in nature and insufficient use of outdoor sports grounds, lack of awareness of the ecological context of sports, the feeling of social isolation of teenagers in the fitness center (up to 30%), little awareness of organic food and natural nutritional supplements and lack of communication between exercisers. For this reason, the project also aims to overcome communication deficits and social isolation of youth. We perceive the acute need to reduce the carbon footprint in performing sports activities, including the possibility of choosing every young person, even by using critical thinking, to choose among sports such as car and motorcycle racing versus orienteering. The project aims to strengthen the role of young athletes in environmental protection. We want to support the recycling of secondary raw materials and the use of renewable resources in the context of a young sports person's life - food choices (organic food, domestic and local food), sportswear from recycled materials, outdoor sports, ecological transport to sports activities.The project is based on the following needs of the target group, which are young people at the beginning of their careers aged 20-30 as the need for a healthy lifestyle, the need to play sports despite the COVID-19 pandemic, the need to protect the environment, the need for socially responsible behavior, the need to think critically over the consequences of their daily actions, the need for integration and inclusion, the need to overcome obstacles, the need to create The created tools of the project allow to meet these needs. Young people will co-create the outputs of the project to help them live a healthy and active life. They will open the way for them to carry out sports activities despite the COVID-19 pandemic or social, economic or health disadvantages.<< Objectives >>The result of the project will be new knowledge of youth and youth workers about motivational stimuli for ecological behavior in the implementation of sports activities; new skills for young people and youth workers to motivate their youth peers to carry out sporting activities with respect for the environment; the development of critical thinking and the dissemination of the knowledge of young people and youth workers about the environment in general, about the importance of an ecological approach to sport, including the carbon footprint created in connection with sport, about recycling in general, about organic food suitable for young athletes, about the possibilities of ecological transport to places of sports activities, about the use of sports equipment, other aids and environments for sports with low or no carbon footprint, about the use of sportswear from recycled and recyclable materials, packaging for sports nutrition supplements, etc.The knowledge and skills of youth and youth workers will be expanded on the integration of disadvantaged youth into environmentally friendly sports activities, the knowledge and skills of youth and youth workers will be expanded on the possibilities of sport in the field of social inclusion of young athletes, the knowledge and skills of youth and youth workers will be expanded, increasing the use of the European Youthpass and Europass CV tools by the target group, strengthening existing and creating new networks of cooperating organizations in the youth field.<< Implementation >>Three LTTAs will take place within the project. Activity C1 will focus on the topic of outdoor exercise techniques, prevention of unwanted movement patterns, the use of local resources for sports nutrition, diseases of civilization, the development of critical youth thinking, carbon footprint reduction. Activity C2 will focus on the basics of healthy eating, the use of appropriate organic food sources, the integration of disadvantaged youth into sports activities and the development of critical thinking of youth. Activity C3 aims to motivate young people to carry out outdoor physical activities, choosing a suitable local organic food source, recycling, packaging of food supplements, ten green sports.There will be three transnational meetings, the main purpose of which will be meetings of experts from partner organizations on the issue and managers of project partner organizations to achieve planned project outputs within deadlines, possible schedule updates, emergency management, detailed LTTA planning, joint control of management. entrusted with ambiguities and prevention of possible non-compliance with activities as planned in the project application and finding a solution to such non-compliance.There will be two video conferences Green workout I and II. The conference will serve to share existing knowledge from the project and exchange best practices and experiences in the field of green workout. Participants simply log in from anywhere using their own or shared multi-participant technique. The conference will be attended by young people from Europe and Turkey. This will allow open access to education without restriction and the monitoring of such contributions by participants that respect their individual needs and interests. The speakers will include young people who were present at the LTTA.A set of e-learning courses Youth Want to Workout Green will be created. The courses will focus on environmentally friendly workout activities that take into account the needs of disadvantaged youth.<< Results >>The intended result of the project will be to strengthen the opportunities of European youth and their own potential for an ecological approach to sport and social inclusion. The target group will be provided with free online access to high-quality educational materials in an attractive way on the popular online platforms that young people use most often, such as YouTube, Facebook and Instagram.During the project, educational materials will be prepared in the form of a methodological manual for coaches available online. This methodological manual will contribute to the improvement of work with sports youth and offer methods for coaches / coaches to strengthen their skills in motivating the target group to independently initiative search for ecological sports fitness activities and learn the right techniques for their implementation and knowledge of healthy lifestyles.Below we present partial results in the form of a summary of created materials:a) a structured set of free online educational materials focused mainly on ecological sportsb) a methodological guide for coaches reflecting the potential of young people in an ecological approach to sports activities and supporting the social inclusion of young peoplec) recommendations for European and Turkish non-profit organizations active in the field of sport to be continuously developed by a team of experts, including professionals, sports professionals and young sports athletes (photographic material) to increase the target group's motivation for an ecological approach to sporting activities and social skills; inclusionsd) educational activities for min. 200 members of the target group of the project in all partner countries - organization of full-time and online educational activities with demonstrable involvement of min. 200 members of the target group with the involvement of cooperating organizationse) educational and documentation materials on the project website, including ten ""green trainings""f) educational and documentation materials on the FB page of the projectg) popularization of European Youthpass tools and Europass CVh) Youth Want to Workout Green e-learning courses"

The world today is digital. In trainings, various types of digital devices are used. This includes desktop PCs, laptops, notebooks, Chromebooks, tablets, covertibles and smartphones. We call them “Multiple Devices”. They enable the use of technology enhanced trainings with an implementation of multimedia-based and interactive (M&I) training materials.This sounds simple – the problem is the delivery of content so that it is displayed (and can be used by the trainees) on all types of devices. Another issue (in this context) is the creating of high-quality multimedia-based and interactive (M&I) content – especially in smaller Adult Education organisations.The project serves to exchange experiences and to develop digital skills, especially in the multimedia area within the staff of the participating organisations. Furthermore, the development and use of M&I learning materials should be worked out together, brought into context with multiple devices and developed in a comprehensive documentation. A special focus is put on methodology and approaches to support seniors in this digital-oriented learning and trainings. Furthermore, the organisations will use the gained experience and knowledge to promote Erasmus+ programs - and in this sence especially courses - to all generations in their home countries.The project aims to increase the knowledge and skills in the participating organizations to create and use M&I content, with particular attention to multiple devices and a specific focus to seniors..The project’s objectives are planned to achieve the goals described.* Analyses of the use of multiple devices in Adult Education courses. This analysis does not exist for Adult Education currently. * Analyses and testing of the possibilities (tools) to create interactive and multimedia-based content (dependent of the course environments)* Analyses of possible platforms that support creating interactive and multimedia content.(Moodle is the standard here, but also alternative options, like some populas and easy-to-use Content Management Systems (like WordPress) as a learning platform will be analysed.* Establishment and set up of a community of adult education institutions, which uses multiple devices as well as they develop strategies to develop multimedia-based and interactive training materials.Four Adult Aducation (AE) organisations, well distributed in Europe and with complementary profiles will cooperate in this project: * EBI/EIE is an AE focusing on older people, established in a small town/rural environment (Austria); * AJITER focuses on younger people on a remote place (Azores, Portugal); * Brainlog is involved in AE in near context with authorities in a bigger city in Denmark, and * EuphoriaNet is a business-oriented AE organization in a European capital town (Rome, Italy).The planned activities focus on a practical case study about the versatile use of Multiple Devices, an analyses of available Multimedia & Interactive freeware tools, their usability and possible utilization for planning and developing training content (including the development of examples/pilots). Also, an analysis of possible learning platforms - as described above - will be done. Finally, the findings will be summarized in an “implementation guide”. A special focus is put to develop methodologies that support seniors best.Parallel to these activities networking will be undertaken to create a community of interested Adult Education providers in Europe. An ePale group will work as the core instrument to create this community.The methodology to achieve the desired results will be based on a cloud-based working platform where the content will be developed; ideas will be published there and developed in a joint group process using the classical tools like comments and suggestions. Physical transnational and virtual meetings will be part of the creation process. The project’s result will be several documents summarizing the findings with a central document, the “Implementation Guide for M&I based trainings using Multiple Devices”. Material will be published web-based as PDF end ePub but also in a printed version in English language.The impact of the project to partners and stakeholdes will be the competences to create efficient technology-enhanced trainings (using Multiple Devices and M&I tools) for the participating organisations and the upbuild community. The long-term benefits of the project will be the chance of further development of M&I based on the project findings. The availability of appropriate free tools paired with the knowledge of their use and the competence to deliver the M&I based content equally on all currently available devices is the starting point of further developments and amendments in AE trainings.

<< Background >>The link between education and sustainability and fighting against climate change is becoming increasingly strict. Already in 1992, Education was recognized as an essential element to generate awareness on issues related to our Earth at the first UN Conference on Environment and Development in Rio de Janeiro, Brazil. As we look toward fulfilling the ambitious UN Sustainable Development Goals by 2030, as well as implementing the Green Deal and all the EU Commission targets regarding turning Europe in a Green and sustainable place to live, such objectives cannot be met without acknowledging the important connection between educational development and a sustainable learning environment. Our project idea is based on the fact that schools must act as a community and with coordinated actions in order to play an effective role in this field. This overall idea is based on international research, especially carried out in Australia and the US. Back in 2004, Henderson and Tilbury issued the “Whole-school approaches to sustainability: An international review of sustainable school programs. Report Prepared by the Australian Research Institute in Education for Sustainability (ARIES)”. In the report they concluded that “whole-school approaches to sustainability were vital to move toward sustainable communities. This review was the first to define school sustainability at an organizational level, beyond singular aspects of building design or curriculum. It set a foundation and illustrated the necessity of making schools laboratories for sustainability”.Time has passed by since these first results, and today we are facing a phase in which such transformation and the need for coordinated sustainable actions have involved companies and business communities first. Following the flow of CSR approaches, the role of sustainability manager is becoming among the top searched professions in Europe and internationally. Project partners believe that it is time also for European schools to act in this direction. Class-projects or single activities are not efficient enough. They represent lots of energy, but limited results. We would like to support schools’ transition thanks to the activities and results created within our project. Schools will be provided with free courses, tools and strategies to turn into Sustainable Schools communities.Starting from the above mentioned context, project partners have carried out a preliminary research among 75 high schools to ask how they could be supported in this sustainable transformation process. The three main key points of this analysis are the following:-94% of schools said that they lack coordination and there is no real school policy in place regarding sustainability at school;-the same percentage stated that many green actions are carried out as class-based projects or outdoor activities, but that such projects do not follow explicit guidelines; -teachers are not necessarily prepared enough over the environment and sustainable approach. Very much depends on their personal attitude and interest and motivation to be informed on these topics.When it comes to the students, teachers state that they are highly motivated to be involved in green activities. Many are supporters of the green demonstrations among students, and have been involved in the Fridays for future. Regardless they strongly believe in such ideas or simply follow new tendencies, they embrace positive values and are open to be more actively involved.We believe that our projects’ results and activities meet the needs of our target groups, e.g. headmasters, school education staff and students of high schools (14-18 years old).We are focusing on high schools as students are the ones closer to turn in active and empowered citizens.<< Objectives >>We would like to reach the following objectives:-analyse and identify the key areas needed for a school to turn into a “Green school”;-prepare the schools to embrace the role of “Sustainability Manager” at educational level;-raise awareness among headmasters on the importance of building a sustainability strategy involving the entire school;-prepare the entire school staff community on key topics regarding environment and climate change;-involve the entire school in the sustainable transformation process;-increase awareness of teachers and students over environmental issues;-develop skills and knowledge of students and motivate them to embrace sustainable approaches, at school and at home;-let schools monitoring and tracking the afoot changes; -promote a “whole-approach” at school level, reinforce their capacity building and turn schools into a key drive for change, providing them with structured strategies to make in place.<< Implementation >>During the first two months of the project (November and December 2021), we will set the basis for a fruitful collaboration, will share the common rules and methodologies, in order to create a set of practices to be used all over the project.In November 2021, we will meet soon in the first physical TPM to get to know each other and to establish a solid basis for collaboration. In December 2021, project partners will start working on R1 (Benchmark Analysis and Materiality Report), as to create a common understanding of the most relevant topics and stakes regarding sustainability and environment at school level.The work will finish in September 2022.We will obtain the main R1 achievements in terms of key green areas of intervention at school level in June 2022. They will be the basis for R2 (model and tool-kit to support step-by-step the school sustainability managers to implement an overall strategy at school) and R3 (an e-learning to better prepare Sustainability managers at school level, as well as other school education staff actively involved in the process within the school community). In the case of R1, the involvement of external stakeholders (350 in total) will be strategic to embed their needs in the following results.R2 will first contain the description of the job profession of the School Sustainability Manager, its roles, and the envision of a strategic plan for schools with actions to take and practical approaches. Then we will create a set of tools that will help the practical work of the Sustainability Manager at school: escape rooms to create challenges at school level; a tracking tool to monitor the changes; practice sheets to support teachers and students.Such a production will last from March 2022 to August 2023, and will include:-internal revision phases;-piloting with Ambassador schools;-external revision thanks to Ambassador schools as well.As already said, R3 will focus on the main areas detected by R1, but also on the strategic approach promoted in R2.R3 will be composed of two main parts:-explanation of how to set a strategy and actions to take;-lessons on relevant green areas for schools.Its production will start in March 2022 with the creation of the website, and will end in August 2023 the latest. We are proposing a model to be scalable and replicated all over Europe, based on the role of the Sustainability Manager at school.That is why, we need to pilot it and to find endorsers. First “Ambassadors” of the project will be 5 selected high schools in each country that will test the model and will showcase it.All these actions taken together will be accompanied by:-a monitoring strategy, as largely described above, in order to control that all the steps of the project are proceeding as expecting, as well as to act in case something unexpected happens;-a dissemination campaign targeted to the educational world and potential endorsers, e.g. headmasters and teachers, as we would like to spread the message that a “whole-school approach” is key to reach the sustainable goal and to motivate and engage young students in the active citizen life.<< Results >>The partnership will produce three results:R1 is a benchmark analysis and materiality report to focus on the key stakes relevant for any Green School. When we refer to a “whole-school approach”, it is strategic to understand the different aspects of schools to be treated as priority to endorse sustainable principles and turn them into practice.R2 is a model and tool-kit to establish a sustainability strategy at school with a set of tools which will serve to create a community with the involvement of students and teachers in the entire school, track the changes and transfer to students key knowledge regarding sustainability and climate change, and how their behaviours impact the entire system.R3 is an e-learning to prepare schools’ sustainability managers and other staff to learn about key topics and how to act to implement green strategies at school.The main expected outcome of the project is to create a model to promote the strategic role of Sustainability managers at school and schools becoming key drivers in this process. That is why each partner will involve one “Ambassador school” to start piloting the model, and to showcase it. Until the completion of the project, we will also implement a very structured and targeted dissemination strategy in order to enrich another key outcome of the project: the scalability of the proposed resources and model. We will need to meet as many beneficiaries as possible, and we will identify the best ways to reach such goals, through a combination of events, workshops, engaging with stakeholders activities, social media etc.From a project management point of view, we aim to:-realize 6 transnational project meetings, half online and half on-site; -develop an exchange of best practices among schools and experts in creating educational resources, CSR and sustainability specialists.Thanks to the activities that will lead to the final results (R1, R2 and R3), the partnership aim to achieve this overall outcome: - create a strategic approach coordinated by the “Sustainability manager”. Headmaster won’t be alone in creating this new strategy within the school;- prepare teachers on key topics related to environment and tackling climate change, to be effective change makers;- create tools to implement a green strategy that will motivate and engage students, and will make them more aware of their role as sustainability and green citizens.

<< Background >>The sudden and vastly shift in digital learning due to the COVID-19 pandemic, had a significant impact on teaching and learning methods and consequences in delivering a high-quality education and innovative learning approaches. Teachers were clearly not prepared for this rapid change to digital. In fact, according to OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners report, only 39% of teachers in the EU feel well prepared for using digital technologies in their daily work, which is a particularly small percentage compared to the urgent demand for adaptation to digital learning. Consequently, it has been noticed that as a result of the Covid-19 accelerated change in the learning context, teachers went back to the essentials and a traditional way of teaching and learning, whereas gamified elements have completely disappeared from their teaching practice. At the same time, student-learners are facing difficulties in maintaining their interest and motivation in learning under these circumstances. Impact reports on the results of the lockdown on education (such as JRC Technical report on the likely impact of COVID-19 on Education), clearly highlights the negative effect on student’s motivation and engagement when shifting to online learning.This leads to the conclusion that there is a crucial need to rethink the pedagogy in this digital era, integrating innovating approaches best suited for online learning, and support teachers in using tools to keep their learners engaged and competent. Gamification has great potential to facilitate this demand and therefore, it should be applied and enhanced. Using game mechanics such as rewards and group tasks to ensure student interest and participation is a core activity in teaching (Oxford Analytica Gamification and the Future of Education, 2016). However, this is still quite unexplored and not integrated in digital learning settings. Thus, there is a need to gather information and resources around the topic to reinforce gamified teaching and learning practices in digital learning.Furthermore, there is a great number of available resources and tools to enhance digital gamification for education purposes, however, teachers are often not aware of where or how to reach these, or they do not have the time to invest in research for resources or new learning methodologies. Moreover, these existing materials (tools and techniques) are not always appropriate and inclusive for learners with specific needs. Therefore, teachers should be trained on how to adapt their pedagogy and ways of using each tool to fit the needs of each learner. In addition, consider these methods for digital learning is more challenging for teachers as well.By way of conclusion, there is a need of teachers to be equipped with practical tools, guidelines, methodology, and examples of good practice on gamification of digital learning, to be able to engage their students and implement an innovative pedagogy that fits their needs, and this is what ‘Gamification of Digital Learning’ project is about.<< Objectives >>The goal of the project is to foster secondary school teachers and educators’ competences in gamification for an engaging, inclusive and high-quality digital teaching and learning experience. By developing a methodology and giving practical examples and guidelines to support teachers in the use of gamified online practices, the project’s objective is to enable all students to participate, improve their skills and enjoy the learning process.In particular, the objectives of the project are: - to increase teacher’s digital skills and awareness of digital resources for gamification such as tools, applications and platforms,- to provide guidance and examples to make teachers and educators confident and able to reproduce gamified experience for their learners,- to foster student’s engagement and participation in online (synchronous or asynchronous) learning,- to ensure a high quality and inclusive education for students in digital learning context<< Implementation >>In this project, we aim at creating a methodology and equip teachers with resources to allow them to implement inclusive gamified practices to engage their students in digital learning context. To do so, all project partners will contribute to the development of project results. The content of the material produced will be thoroughly reviewed and tested by education experts, teachers and students from the participating organizations. In particular, project results will be tested by a total of at least 250 pupils, out of which 40 with learning difficulties, DYS disorders or special needs. In addition, at least 50 local teachers will test the material in their classrooms and educational experts and specialists will review and give their constructive feedback to all produced results of the project. The testing will be organized in all countries of the partnership and it will last NUMBER of months.Following the testing of project results, a survey will be provided to assess all aspects of project results. The received feedback will be used to make necessary modifications and ensure appropriate use of the project results, according to the needs of the target group.To keep high standards of all produced results, we will organize 3 transnational meetings which will reinforce the knowledge of the partners but also the communication amongst experts and schools to ensure the best quality of the project. In additional to the previously explained testing that will take place across secondary schools in different regions of Europe, we will organize 5 multipliers events, with an estimate of 170 attendants will be expected. All projects results will be presented on these events, accompanied by various workshops based on digital gamification practices and tools as well as the inclusion aspect of their implementation for teaching and learning.<< Results >>Through the planned activities and cooperation between the project partners, the main expected outcomes from the project on its completion will be the support of secondary school teachers and students through the acquisition and mastery of new innovative tools and pedagogical methods for implement gamification practices in digital learning. Partners intend to reach this objective by developing a set of resources and tools that will support and guide teachers to reproduce gamified material in order to engage all their students and diverse classroom needs.To do so, the project will produce results translated into the 6 languages of the partners (EN, GR, RO, FR, IT and PL). The practical results of this project will be:• A Compendium of Methods for Gamification in Digital Learning, that offers a definition, a literature review and experts’ experiences of existing approaches of gamification in digital learning.• A creation of a Technical toolbox which gathers 40 currently available online resources, tools, platforms and software that allow gamification and are recommended for teachers and educators. • An eLearning course for teachers and educators to train and support their competencies in gamification for online education. • A presentation of 15 Pedagogical sequences providing pedagogical application and examples of lesson plans using gamification tools for online learning (synchronous and asynchronous). • 30 Explanatory tools sheets to share specific knowledge and all the necessary information for the application of the gamification tools and techniques, so that users be able to reproduce the learning experience.

<< Objectives >>This project aims to support tutors and education freelancers who work with students aged 10 – 16 in gaining more pedagogical competences, enhance their professional practice and expand their skills and knowledge about pedagogical, innovative, and inclusive approaches in teaching and learning. By implementing this project, we want to offer more possibilities for tutors’ continuous professional development and learning and offer supportive material for their practice.<< Implementation >>Throughout the project, a series of content creation activities will be implemented such as the creation of the modules of the MOOC, booklet on tutoring in Europe, creation of resources and lists of tools containing practice-oriented ready to use materials. Several testing phases will be organised to guarantee the quality of the results produced. Additionally, we will lead ongoing quality management, and engage in various dissemination actions and events as well as transnational meetings.<< Results >>We will create Tutoring in Europe booklet, an open online course for tutors containing 6 independent modules, as well as accompanying learner-centered syllabus for tutors to expand their knowledge and skills. We also intend to create practice-oriented support materials for tutors focused on being education freelancer, tutoring profession, inclusion, digital learning, engagement and pedagogical support containing ready-to-use worksheets, model session plans and learning how to learn toolbox.