"The aim of the INTERPRO project is to create a module to train social workers in working more effectively and more humanely in interprofessionality. Indeed, those actors coming from different backgrounds and sectors such as social, health, education and others ... are brought to support people in difficulty with looks and reference skills sometimes very different. This does not always help them to understand each other and be coherent with each other. Which sometimes brings disorder and contradictions in their modes of intervention.Example: a child has behavior problems in school that are due to a complicated family experience developing a lot of worry and agitation in him. How does the school teacher, the social worker or accompanying educator, the doctor who hesitates to prescribe Rilatine, the sports facilitator, the family mediator and the psychologist ... be able to agree on a way -coherent and beneficial for the youth- to accompany and hold him in this difficult phase?Social work is made up of multiple tensions: economic, political, training, demographic, complexity of demands, etc. which obliges its practitioners to rethink their action and to call on new ways of conceiving the intervention. In the words of Castel (1998) we have to do with a metamorphosis of the social question that questions the social relations and thus the bonds of solidarity but also the way of doing society.Ultimately our project wants to describe for the professions of social, educational, medical ... and others potentially involved in working with young people, the types of collaborations in action on the ground. It will explore the techniques and tools used in this interprofessional collaboration, in order to define the logic of action and determine their efficiency in the daily work.The INTERPRO training module will be the result of this reflection. It will be integrated in a spirit of sustainable social development at a time when ""climate, energy, food, health and education of human beings are questionable"" (Agten & Gillet Ensact 2011). It will be built on local social development using the resources of interprofessionality where they are, starting from what they are and giving them a new impetus through this new formation.The project will consist of three phases:Phase 1 ( 11-2019 to 09-2020): survey and observation on the way in which interprofessionality is lived and taught in each partner country.Phase 2 (09-2020 to 11-2021): experimentation of the INTERPRO module successively in four of the five partner countries of the project: Bulgaria, France, Portugal and Belgium, this under the supervision of our fifth partner from Quebec (Canada) with a recognized expertise on this issue. This phase will involve a total of a hundred or so people, students, professionals and trainers involved.Phase 3: (12-2021 to 08-2022): methodology of implementation in existing training courses. This will therefore concern several cohorts of students in training in partner universities as well as several groups of professionals in continuing education from the last year of the project.The expected INTERPRO impact of this project is important. Knowing that interprofessionality is a bit of a gray zone between professions in the social, educational and health sectors, there is great expectation in the various partner countries to see this training module for interprofessional skills being built. The regional and national impact will initially be mainly related to the different partner universities and associated institutions. This represents in each country several cohorts of students and professionals over several years.At the European level, the expected impact is to benefit from the contributions of each participating country through the best cross-fertilization of knowledge and thanks to the cooperation in the different phases of experimentation. At the international level, the contribution of Université de Sherbrooke's expertise is a plus that will benefit Europe and which will also bring Canada's openness to the European realities of interprofessionality."

The general context marked, paradoxically, by globalization and the art of living together, but also by the return to fundamentalism, exclusion and ostracism, the need to find a local identity of their own, has pushed the different actors of the ELISSE project to focus on empirical practices to stimulate reflection and participate in training in interculturality. The question of interculturality is becoming more and more acute in all countries, in professional fields and in several sectors of activity. The reception of migrants in all European countries with increasingly complex situations of precariousness challenge social workers who often lack the appropriate skills to understand and enter into a relationship of trust with people.The exploratory work carried out prior to the project has identified a certain number of needs expressed in the face of the limitations of working in a multicultural context: - the training of social workers using tools and modalities of action in a multicultural environment, - Make the internship experience a time to acquire valuable and transferable intercultural skills, - Improve and strengthen distance learning skills with the use of adapted tools.The analysis of these different needs identified has led to the identification of two interdependent principles of action: 1. an internship experience abroad as a support for intercultural training, 2. Modular hybrid training delivered at a distance thanks to e-learning platforms and face-to-face in the trainee's host country.These principles of action guided all the implementation work during the 3 years of the project launched in 2017. ELISSE is a human adventure, a research-action, rich in encounters and intercultural sharing. The potential of ELISSE is to rely on digital tools to offer modular training accessible in any professional context where questions of interculturality arise, in an interconnected world of cultural diversity.The project has brought together a multidisciplinary and cosmopolitan team that is the very test of interculturality. It is composed of teachers/trainers in social work, pedagogical engineers, teacher-researchers in human and social sciences, among others. This project, which brought together 4 continents (Africa, Europe, Asia, North America), 10 countries (Ivory Coast, Senegal, Vietnam, Madagascar, Belgium, Portugal, Italy, Netherlands, Canada, France), then 09 with the departure of Italy, has an international scope.This phase was a time of intellectual production and creation of pedagogical tools for students and teachers in social work. It produced the following results: - a training program taking advantage of the period of internship abroad for the acquisition of transversal skills around interculturality. - training tools linked to the training course to allow a rapid increase in skills and professionalization, - a skills repository to situate the expected skills, - a trainer's guide to allow any professional wishing to duplicate, - a project website, - a Youtube channel with testimonials, - several dissemination tools.The materials produced, which are in English and French, are mainly intended to prepare students before their departure, during their international internship and upon their return, so as to best integrate intercultural skills in the continuation of their training and their professional career.The student exchange flows between the different partners have had a considerable impact in raising awareness of intercultural facts and, above all, the need for training in order to acquire the skills to act in a multicultural context. This has resulted in a strong demand from students who were not part of the test phase and an integration of course modules in the initial training and practical training support even if the students do not go abroad. Also, field professionals from all sectors (health, education, etc.), through the webinars organized, have expressed the need to benefit from support to transfer the training contents and adapt them to their context. This is the first comprehensive training in the social work sector on interculturality and which considers interculturality as a set of skills. The benefits are therefore enormous, hence the objective of consolidating the work by applying for a European Certificate of Intercultural Competencies (CECI) and opening it to more encompassing themes such as social inclusion through a new project phase.For more details, please click here : http://elisse.itsra.net/

The last century saw vernacular building techniques and knowledge being substituted by industrial and technological materials, namely in the context of cheap oil prices, which facilitated the construction with materials coming from all over the world. However, with raising energy costs, there is an increasing interest in producing with local resources and improve energy self-sufficiency on buildings. By doing so, it is contributing for lowering the ecological footprint associated with construction and maintenance of buildings, minimizing environmental impacts. To guarantee that low skilled construction workers and/or professionals can have access to this know-how, that knowledge about legal aspects is more solid, and that popular and scientific knowledge are put together to find solutions able to answer to the current resources and environmental context is our aim. The intention and objective is to spread, exchange techniques and clarify legal issues connected to this architectural and technological knowledge between the European partners involved, to enable citizens to construct and maintain buildings, based in sustainability principles. In a european crisis context, where the unemployment grew, in particular the one related to the construction sector where the workers majority are low skilled, immigrants or minorities, having already less opportunities to get out of a mainly precarious work cycle, LearnBIØN has the objective to reinforce adults key competences, especially regarding social and civic, sense of initiative, entrepreneurship, self esteem and responsibility towards the self and the others and sustainability issues. Empowering people to act strongly to build their own community and to build their own learning and professional path, is the expected result. Building the inner self through constructing a mark on the community built environment mirrors this parallel approach between the built object and the development of the one who builds it. BIØN strives at being the missing link, to help fostering and disseminating this cooperation and its results at the European, and worldwide level. To foster knowledge transfer, the implementation of trust systems of validation and recognition of the skills, competences and knowledge, using EU tools, such as European Qualification Framework and the introduction and development of ECVET credit system, is a priority. Project’s goal is to create a network of architects, master builders, engineers and researchers working and teaching basic notions of sustainability, low environmental impact architecture and energetic strategies for autonomous buildings. In order to do so: 1) research and recover vernacular techniques, work being done by each partner as a mission along the last years; 2) reinterpret at contemporary sustainability standards and needs; 3) develop methodologies to spread this knowledge and train people 4) implementing validation system in order to solidify this training methods. In order to achieve this, the LearnBIØN project is born, aiming to answer the need for innovative ways to train target groups, with a practical approach to sustainability and citizenship. This network involves seven different partners including grass root organisations, NGO’s, Research Centres, Universities and Architecture Offices working with different techniques, technologies and methods to be shared in diverse contexts, especially by people outside the main research circles, with particular attention to low skilled adults, unemployed, minorities and NEET. The members of the network share a deep understanding of their local and social context and a common preoccupation in building ecologically. BIØN proposes with this project the organization of an european wide research and training activities that promote the appropriation of these techniques by the local population, and the low skilled professionals in the field. LearnBIØN expects to train directly 140 people, in 7 courses in different European countries (resulting in 6 built didactic prototypes), create a website to share the research results and to be a on-line training platform, 8 guides and 7 exhibitions to spread the outcomes of this project, multiplying the reach of the project exponentially. BIØN aims at being a long-lasting and growing partnership, producing open knowledge on low impacts construction, and contributing to address the challenges that our societies are currently facing. The Building Impact Zero Network (BIØN) believes that 1+1=3, and thus combines contemporary knowledge, communication technology and tools with vernacular intelligence. Learn to innovate with tradition, walking the future knowing the ways of the past.

The present and near future market needs of the nuclear sector are enormous for qualified nuclear engineers, technologists, radiation protection officers (RPO) and radiation protection experts (RPE). Our current and future students in nuclear engineering will start their career in a world of transition (SDG2030) and will play an important role as radiation protection expert, future trainer, supervisor- and/or advisor for RPO’s in all sectors. Soft skills like stakeholder awareness, networking, ethics, multi-languages, risk communication and communication as such, trainer skills,…are important skills for them and have to be learned, together with the correct approach and attitude. Therefore, blended learning incorporating distance learning together with face to face education, on-site labs, and simulation exercises need to be further developed. This project aimed to develop an ‘International training for future trainers in nuclear technology and radiation protection with a good balance between academic and generic employability skills’. Therefore, the academic partners together with the support of associate partners from research, industry and regulatory bodies have developed an innovative methodological approach for the acquisition of academic and non-academic skills integrated into a training program – a combination of e-learning, pre-training face to face video conferencing, and on-site training schools. The practical training is provided by partner institutions offering the access to large experimental devices not available to single institutions. To cover a broad range of important fields of nuclear technology and radiation protection, the content is focused on three topics defined in the expertise of participants: environmental radioactivity (He2B, UBI, UHasselt, UPV); nuclear reactors and waste management (CTU, UHasselt); and radiochemistry and nuclear medicine (Mannheim, Unibo). The e-learning platform managed by EEAE serves as the central learning and collection place for enrolled students and professors. A total of 55 students followed a one year program.68 students were registered but due to travel problems related to Covid 19, some were not able to reach the training school.Different actions performed during the three-year program ensured the dissemination of the developed methodological approach and project results throughout educational networks and publications. The new methodological approach was not only translated into the current training modules of this partnership but is disseminated to other courses, trainings in their institutions . The current project acts therefore as a living lab. Furthermore, students were actively involved in the dissemination activities during the second year training school. They got real experience in training and moreover nuclear and radiation protection topics are disseminated to a larger public (students, pupils and teachers) and can attract more interest to these topics for future professionals. Development of these blended learning activities in a training program meets the SDG’s for the transition to the new nuclear challenges in 2030 and beyond. It will facilitate the students employability skills especially to become excellent future trainers with high social engagement and responsibility. These future trainers will transfer their skills to the current and future professionals (future impact).

<< Background >>The present market needs, and those that are envisioned for the coming future, of the nuclear sector for qualified nuclear engineers, technologists, radiation protection officers (RPO) and radiation protection experts (RPE) are enormous. Just think, e.g., of the number of nuclear reactors that are or will soon be in shutdown in Europe. Large decommissioning projects and waste management plans demand an interdisciplinary team of workers to prove successful, keeping into consideration financial, technological, management and human aspects. Many current workers will have to be retrained on the work floorRecently the corona pandemic enhanced and forced the digitalization of education. The learning activities need to be more advanced and diverse. Therefore, the proposed ones - online collaborative learning, virtual reality, serious gaming, remote teaching, online organisation of group activities and evaluations, training digital skills for all educators (lifelong learning) - meet this education need. All students and professors are longing for going back to ‘normal’ and our partnership believes that the ‘new normal’ could integrate the best of in-person and e-learning approach by blending and optimizing E-activities with the interactive ‘classroom’ activities. However, this needs to be built on good and relevant scenarios tuned for each new kind of E-activity. In fact, special non-common knowledge cannot efficiently be shared or transferred outside of an interactive ‘classroom’ environment. Moreover, the development of most soft skills as well as specialized technical skills needs interaction and a role-playing environment. Combining all these skills in a blended approach integrating interactive digital learning activities and dedicated face2face training is challenging. Making proper decisions in difficult situations like in complex surrounding of a nuclear decommissioning site, contaminated legacy site or a nuclear medical center cannot be learned just by the usual remote teaching: streaming and recording of classes; a blend of expert advice, virtual reality and real experience is important to gain these competences and to prepare the students for their professional challenges.<< Objectives >>The goal of the strategic partnership is to increase the knowledge sharing in radiation protection and safe use of radiation sources across the European countries. To achieve this, the project aims at improving the blended learning activities with new innovative educational approaches that enable and stimulate collaboration and can adapt quickly to current difficult circumstances using E- and M-learning combined with a safe offering of practices. However, special attention is needed for the development of the soft skills using digital education not only from the point of view of competences but also for the wellbeing of the students. Bearing in mind this aspect, the current project aims to develop blended and remote teaching approaches in the form of educational collaborative games that are embedded in a strong learning environment.<< Implementation >>The project is divided in three different phases:(1) The first phase is dedicated to the training and exchange of good practices related to digital, virtual training tools between the educational staff. The result of this phase is the acquisition of the needed knowledge to reach the expected project results. A first meeting will bring together teaching staff members who will coach the student in the establishing of collaboration oriented VR tools. The result will be written in the R1 final report (toolkit).(2) The second phase will be dedicated to the writing of the VR and Escape game scenarios and the initial testing of their applicability. This will include virtual and real mobilities to bring students together to evaluate the different actions involved in each process related to the scenario. . The VR-tool is connected to real live actions (sampling, measurements,etc.) since practical skills can only be properly acquired in this way. The real mobility will be organized by one of the partners allowing the possibility to use specific devices and test partly or entirely the application of the newly developed VR-tool. This phase will end with the mid-term transnational meeting and the final choice of the scenario that will be implemented. In the case of measurement of radioactivity within the environment, an online collaborative course will also be created.(3) The third phase will be the implementation of the scenarios in virtual tools based on the experiences gathered in the test phase. This will lead to the results R2, R3 and R4. This phase will end by the test of the online tools VR or Escape game) by a cohort of students and professionals (mainly linked to the associated partners).Different activities will be performed to fulfil the project:- Workshop for staff (teacher and IT manager) to write the tool kit- Remote meeting of students coached by a teacher to evaluate the need for VR and Collaborative online course (year 1) and to begin writing the scenarios - Two face to face training weeks (one for VR tool and the other for the Escape room) in one partner institution to finalize the writing of the scenario (end of year I)- Virtual training school to settle the collaborative online course- One transnational meeting to accept scenarios- Collaborative work to create the VR software, Escape room and collaborative online course (during year 2).- One face to face training course to finalize the collaborative online course- A test of the different tools by a cohort of student<< Results >>The result expected from the project are :- R1 : Methodology and toolkit. Leader:HE2B-ISIB; co-leader: UHasselt. The result will consist on a report upload on a folder dedicated to staff member in the TEAMS- R2 : VR on medical application. Leader: UBologna Co-leaders: HMannheim, UPValencia. The aim is to set up a simulation scenario to be used to train the participants to react appropriately to incidents in Nuclear medicine. This being the case, the most educational incidents will have to be selected for simulation. This first task will be in charge of Bologna University in collaboration with the Nuclear medicine department of the University hospital.- R3 : Virtual escape room for mapping and treatment of radiological contaminated sites (Blended learning on environmental radioactivity, collaborative learning, serious gaming) Leader: CTU in Prague Co-leader: SURO, UHasselt. An escape room is a type of game where a group of people are set in a themed room with a series of puzzles or challenges to solve. For the development of an online escape-room commercially available tools combined with video conferencing apps will be selected in such a way to enable access for participants of external countries. The tools that will be evaluated for this purpose are: Microsoft or google forms, blackboard/toledo related tools and quizzes, Microsoft office related applications, OneNote, ThingLink, Canva interactive, Jigsaw element, etc. Via the selection of tools freely available or available via the licenses (allowing guest access) of partner institutions we can achieve the involvement of a broad range of participants. A range of digital tools will be discussed and evaluated via the workshop (‘result R1’), for the educational teams involved, aimed to share good practices on E-collaboration, digital learning and the integration of educational technology, and to reflect on strategic approaches to digitalization.- R4 : Online collaborative course in environmental radioactivity. Leader: UHasselt Co-leader: Covilha, HE2B-ISIB. This will consist on the creation of a script for online collaborative learning on radon (a universal environmental problem) in an internationalization at home set-up with support of all stakeholders (research, trainers, regulatory bodies and industry) which can be transferred to other topics of environmental measurements. The resulting educational materials and approach can be used in the further design of escape rooms like the one build in R3 (transferability). The impact is not only an innovative way of learning a specialised nuclear measurement technique but also to encourage other employability skills and soft skills necessary for their future carreer.