The importance of autonomous learning is of particular significance in educational policy documents with an emphasis on competences for autonomy that can be developed at all educational levels and ages. A survey-based study involving more than 1,400 students identified the low level of autonomous learning skills of Hungarian students at BBS as a skill gap in 2017. Teachers at the BBS Department of Languages for Business Communication have been trying to tackle this problem in the following ways:- A professional dialogue was initiated with colleagues from other departments of the University including a round-table discussion at the Day of Applied Sciences at BBS in 2018. - Opportunities for international comparison were sought after, and an adapted version of the questionnaire was completed at partner universities among students of LSP. Pinpointing the international dimension of this problem, the results showed clearly that besides the differences, some areas were challenging for all participating students. - Research on international solutions was carried out and a growing number of European universities have been found to enhance autonomous language learning in (online) self-access centres. Besides providing materials and a language learning environment which promotes autonomous language learning indirectly, some centres offer direct support for autonomous learning in the form of advising or coaching. However, no transnational project has been found that would offer open educational resources promoting the autonomous learning of LSP.The objective of the CORALL project is to launch a transnational initiative − developed in the framework of a strategic partnership − to fill the aforementioned gaps by supporting students in becoming more autonomous learners and supporting teachers of LSP in helping learners to become more autonomous. A further objective is to create intellectual outputs to support autonomous language learning, which will not only be available for the language teachers and students of each participating institution, but will also constitute open educational resources. Our aim is to support learners’ language development in LSP through the development of their autonomous language learning skills in an online environment. Teachers of LSP will benefit from the partner institutions’ practices and expertise, while the overall project will promote lifelong learning and contribute to the universities’ strategic aim of internationalization. The CORALL project involves the coordinator of BBS’ previous KA2 project, the Czech Technical University in Prague. It also brings on board new partners to BBS, namely:- Beuth University of Applied Sciences - Instituto Politécnico da Guarda, and through IPG the Association of Language Centres in Higher Education in Portugal (ReCLes.pt)and it involves BBS’ partner universities in Erasmus+ with whom there was no previous contact between LSP teachers: - Haaga-Helia University of Applied Sciences - and the University of Economics in Bratislava.Partners were carefully chosen by the applicant based on the participants’ complementary expertise and needs identified to be common. The project follows and develops the structure of the ICCAGE project further, implemented successfully in a different thematic area (intercultural communication) between 2015 and 2017. After the design of a conceptual framework (O1) in the initial phase of the project, the partners will develop resources (O2) to support students’ autonomous learning of LSP (in English, German and Spanish), as well as sample materials and modules (O3) for self-study and to integrate into LSP classes or LSP related projects to enhance autonomous language learning skills. Case studies (O4) will be written to facilitate the future use of the resources and, in the final phase of the project, modules (O5) for language teacher development to support autonomous learning will be created. The transnational joint staff training is expected to contribute to the success of the development of the outputs, and a blended mobility for students will be an added value of the project. Dissemination is carefully planned in order to ensure that all the target groups are reached effectively.BBS will channel the CORALL project results in the design of a new study programme in LSP, including the design of an interdisciplinary subject especially aimed at improving students’ autonomous language learning skills, and all partners will implement practical learning strategies into their existing practices, which will spark intrinsic motivation in students and encourage them to take control over their learning process. The strategic partnership aims at long-term cooperation among LSP educators of the participating organisations, which, in each case, contribute substantially to their respective institution’s strategic development goals.

"In the ALTEF project (Workplace Integrated Learning for Qualified Technical Professionals), qualification paths and strategies for technical professionals were to be developed that would allow them to develop competences at an academic level beyond the start of a full course of study. Rather, a job-based competence development should be made possible on the basis of problems from the immediate field of work.The specific objectives were- Review of the status of the discussion on competence development with a focus on workplace-integrated approaches- Creation of practice-oriented guidelines for persons who want to facilitate competence development in this context or accompany it as coaches- Development and implementation of an exemplary learning activity - Dissemination of the approach to stakeholders in partner countries and beyond The concept of ""Agile Learning"" was developed from the analysis of existing approaches and experiences. The innovative core of this approach was to bring together three current, action-oriented concepts or tools- The concept of learning in cycles according to Kolb (testing, observation, concept formation, reflection),- The principle of workplace-integrated learning based on practical questions from one's own company,- The toolbox of agile project management, especially from SCRUM.The scientific partners of ALTEF as well as the practical partners have jointly designed the concept ""Agile Learning"", tailored it to the target group of technical experts and tested it outside the project in several companies. It showed that on the one hand, this concept is well connectable in many environments, because it can link up with already existing ones, and at the same time opens up a wide range of new possibilities in which many organizations are interested.Based on this experience, three guidelines for the use of the concept have been developed: for interested parties in general, for coaches of competence development measures and for management in companies who want to use the concept.In addition, for five project management topics- Basics- Agile Project Management- Project Management for Change- Project management for sustainability- Intercultural Project Managementexemplarily extensive learning materials was developed at the desired level, graphically prepared and made available on a project server for unrestricted, free use (https://academy.agile-learning.eu). These materials have the format of a ""learning card"", i.e. individual learning units that can be worked through within approx. 30 minutes and are particularly suitable for the approach of workplace-integrated learning. Thus, the documents can be used in many different contexts. An exemplary learning activity based on this in the form of a summer school was implemented at Beuth University as blended learning.In order to disseminate the approach to stakeholders in the partner countries and beyond in the EU, the following measures, among others, were implemented:- So far three articles on different aspects of the ""Agile Learning"" approach have been published in the context of the ALTEF project, two more are in preparation. - In addition, the approach was presented in six, usually international events, further presentations are already planned.The ""agile learning"" approach has met with a surprisingly large response. The project results have already been integrated into the curricula of the Beuth-Hochschule für Technik Berlin and the Leidse Onderwijsinstellingen B.V. (LOI - largest private university for further education in the Netherlands). In addition, other projects are now building on the agile learning approach developed in ALTEF:- A strategic partnership for continuing vocational training at the industrial level (EQF 4 - 5): The HO-WARP project (action-oriented continuing training at the workplace) was launched on 1 September 2019.- The DAAD project EDUTEX, which carries the approach into development cooperation with Ethiopia at university level, has also already been launched.- The BaMS project ""Bioeconomics on Marine Sites"" also uses the didactic concept of agile learning together with the concept of learning cards."

Context :Open Badges are digital badges designed in a format that make them shareable on different platforms in dedicated spaces (“backpacks”). Open Badge allow individuals to demonstrate the various skills and experience they have acquired. In the context of Open Science, sharing data generated or used by research teams represents a new area that implies new skills. Various training programs actions have been implemented and it becomes now necessary to identify, evidentiate and accredit those new skills towards stakeholders of scientific research, public or private. General objective :Creating a practical guide that will include the technical specificities and issues of OB, roles and skills related to RDM and principles for the application of OB to RDM.Creating a collaborative network, a small ecosystem of Open Badges (OB) in Open Science at European level to acknowledge acquired competences in sharing and managing research data in the framework of the Open Science. The ecosystem will be supported by the network of partners consortium that will issue badges.Unlike a certificate, an Open Badge does not rely on an existing framework but evidentiate skills implied for the achievement of a specific activity. Thus, it is desirable to attribute the Open Badge as close as possible to the targeted activity in order to implement an ecosystem where different roles are identified :Animation of the ecosystem: The ecosystem is animated (awareness, training, intermediation…) by a facilitators within the network of partners; Attribution / Validation: badges are delivered by stakeholders in the management and sharing of Research Data (data repositories, scientific organizations, training organizations, companies Research and Development departments, scientific journals, trainers …), to actors of this process (researchers, research support staff but also advanced students, especially PhD students); among the stakeholders a special part is played by the teachers/trainers in Research Data Management;Designing: badges are designed in collaboration between the facilitators and the stakeholders who deliver the badges;Manufacturing and distribution: the manufacturing and management of badges (“backpacks”) are externalized.Displaying: the badges will be proposed through the partners and participant stakeholders platfoms (website and LMS) and of course, once attributed, will be at the disposal of the badgees for display.Method:After an initial review of the processes of RDM and of the stakeholders of these processes and a first draft of the competences implied, the first phase of the project will concentrate on the training of the facilitators.This training will be achieved through online courses, individual trainings within the partners organisations and working groups. The trainings will focus on the Open Badges stakes and methodology and an initiation on RDM. A guide of the ecosystem will complete those trainings.In a second phase the badges will be build through collaboration between facilitators and stake holders. Practicaly two kinds of badges will be made: the badges linked to training / teaching actions and badges linked to RDM processes, in a more exploratory way. Once made, the badges will be implemented on the partners platforms.Outputs :At the end of the project, a set of Open Badges for RDM competences will be at the disposal of the science communities.An expertise on OB will be implemented in the partners organisations lacking it.A practical guide will be available for all persons interested in open badges and their implementation.The training materials realized for the facilitators will be open to other audiences interested by the OB methodology.The building of the badges with the stakeholders will be the occasion of a better and more precise analysis of the competences mobilized in RDM processes, and the initial framework will be amended and completed for publication and contribution to ESCO.

CONTEXT/BACKGROUND HEIs face high requirements and challenges in today's global world, including internationalisation as a response to globalisation. Virtual Mobility (VM) has a great potential to contribute to the internationalisation, innovation and inclusion in HE. While it is feasible to encourage outward and inward student and faculty mobility in HE, the main limitations are the high costs, socio-economic, political and health-related issues. These barriers can be dramatically reduced by adding the virtual component to mobility, thus making mobility accessible to all. Yet, despite numerous Virtual Mobility initiatives and projects in the past years, the uptake of Virtual Mobility in HE is still low and the possibilities of VM including Virtual Internships/Placements unknown to many educators and students. Virtual Mobility can develop its potential, provided HE leaders, educators, students and other relevant stakeholders, such as International Offices, know about and can/want to use the opportunities of VM. This means HE institutions, educators and students need the necessary skills, confidence and readiness to initiate and implement VM Actions. The aim of this project is to enhance the VM readiness of HE institutions, educators and students through achievement, assessment and recognition of Virtual Mobility Skills. The openVM project addresses the need of creating accessible opportunities for achievement of Virtual Mobility Skills to ensure higher uptake of Virtual Mobility in HE in Europe, by supporting HE institutions, educators and students in acquiring, assessing and recognising Virtual Mobility Skills, i. e. key competencies needed to successfully design, implement and participate in VM actions. OBJECTIVES The openVM project aims at promoting and scaling-up VM in HE in Europe through achievement, assessment and recognition of Virtual Mobility Skills of HE educators and students in line with the Bologna and Open Education principles. The key objectives of the openVM project are: 1. To enhance the uptake of VM in HE by improving VM Skills and in consequence the readiness for VM in HE. 2. To improve the achievement and recognition of VM Skills of HE institutions, educators and students. 3. To create a European VM Learning Hub for achievement, assessment and recognition of VM Skills as a central reference point. 4. To develop a set of innovative tools and methods to enhance achievement, assessment and recognition of VM Skills. 5. To provide sustainable infrastructure, resources and guidelines for enhancement of VM Skills, design and implementation of VM in HE in Europe. 6. To provide evidence about how assessment and credentialing of VM Skills contributes to the uptake VM. APPROACH/INNOVATION To achieve this, openVM applies the principles of Open Education to promote achievement, assessment and recognition of VM Skills. Both VM and OE aim to enhance participation in international knowledge flows, use of digital media, improve teaching and learning by setting international benchmarks, attract and keep talents for the economy and research systems, innovate and build capacity. Key innovations in openVM are: + Online, Open & Flexible Higher Education approach to promoting the achievement, assessment and credentialing of VM Skills + Innovative pedagogies for achievement of VM Skills, such as Open Learning by Design and Crowd Creation of OERs and MOOCs + Innovative approaches/technologies for assessment and recognition of VM Skills: Evidence-based assessment, Open Credentials (Open Badges, Blockcerts), semantic/machine-readable description of VM Skills with links to competency frameworks + Engaging and effective learner experience in a Personal Learning Environment making use of gamification designs OUTCOMES The main outcomes of the project are: O1: Conceptual Framework and Guidelines for achievement, assessment and recognition of VM Skills in HE O2: Virtual Mobility Learning Hub as a central reference point for VM Skills in Europe O3: Semantic Competency Directory and Matching Tool as Smart Tools supporting learning, assessment and recognition of VM skills O4: E-Assessment Concept and Tool for innovative, open and evidence-based assessment of VM Skills O5: Open Credentials and Gamification for recognition of VM Skills and engaging/effective learner experience O6: OER, MOOC and Pilots for innovative pedagogies for achievement of VM Skills and validation O7: Quality, Dissemination, Sustainability for quality-assurance, broad outreach and sustainability of project results EXPECTED IMPACT + Increased awareness of Virtual Mobility in HE in Europe + Established Leadership in assessment and recognition of VM Skills + Increased readiness and confidence of educators and students to participate in and implement VM + Sustainable Learning Hub for the continuous development, assessment and recognition of VM Skills + Enhanced transparency about the distribution and level of VM Skills in HE in Europe

CONTEXT / BACKGROUNDRecognising learning outcomes from different contexts is increasingly seen as a way of improving lifelong and life-wide learning. More European countries are emphasising the importance of making competencies visible and valuing learning that takes place outside formal education, for example at work and in form of open online learning.Yet, despite a number of initiatives and recommendations on the recognition of informal, non-formal and open learning there is a need for concepts and tools to put these into practise. What is needed in a networked, digital world are digital representations of achievements and outcomes which are easy to handle, can be aligned to competency frameworks and transferred between learning contexts and technical systems. Open Badges provide a response to the needs for the recognition of learning. Open Badges are digital micro-credentials based on a metadata standard. As opposed to traditional paper-based or electronic certificates, Open Badges can be linked to digital evidence and enable to align to existing competency frameworks such as European Qualification Framework or European classification of Skills, Competences, Occupations and Qualifications (ESCO). Open Badges are portable and verifiable, allowing learners to showcase work, document skill sets and competencies, and create a robust portrait of their abilities wherever they were acquired: in school, in the community, on the job or online. Open Badges also serve as useful tools for personal and organisational branding, enhance digital CVs and career profiles on the web, helping earners build professional identity and connect for projects, employment and civic engagement. Millions of badges have already been delivered globally and the initiative has received the support from leading organisations in the field of education, business, policy and citizenship.OBJECTIVESThe Open Badge Network (OBN) is an European strategic partnership dedicated to Open Badges and funded under the Erasmus + Program. Open Badge Network brings together organisations from across Europe to support the development of an Open Badge ecosystem, promoting the use of Open Badges in formal, non-formal and informal learning and creating conditions for a Europe-wide and world-wide recognition of learning achievements. OBN aims to provide a trusted source of independent information, tools and informed practice to support individuals and organisations who are interested in creating, issuing, earning, endorsing and using Open Badges in Europe and beyond. OBN takes on the leadership role in the European Open Badge movement. PARTICIPATING ORGANISATIONS1. BEUTH UNIVERSITY (DE) is the Coordinator and one of oldest Berlin’s universities of applied sciences.2. CAMPROF (UK) is a leading, innovative consultancy in the field of professional and vocational competencies.3. DIGITALME (UK) is a non-profit with a mission is to re-imagine learning for the 21st Century.4. DUO (NL) is the Education Executive Agency and part of the Dutch Ministry of Education, Culture and Science.5. EDEN (UK) is the European association in the field of open, flexible, distance and e-learning.6. ARTES (IT) is a non-profit research institute recognised by the Ministry of Research and National Education.7. ITEE (PL) is the Institute for Sustainable Technologies – a National Research Institute in Poland.8. SUPSI-DEASS (CH) is the Associated Partner – University of Applied Sciences of Southern Switzerland.MAIN ACTIVITIESOBN main activities are: - Establish the framework and leadership for European Open Badge Network - Promote the use of Open Badges for the recognition of learning- Enhance and make transparent Open Badge initiatives in Europe- Contribute to Open Badges Infrastructure and OB standard- Create guidelines for using Open Badges for diverse target groups- Establish Open Badges at policy levels- Develop innovative practices with Open Badges- Formulare quality recommendations for other OB issuers, receivers and usersRESULTS AND IMPACTThe main results are:- Open Badge Network Portal as a trusted source of information- The European Open Badge Network as a sustainable Community of Practice- Guidelines and Discussion Papers on Open Badges for Individuals, Organisations, Territories, Quality Management and Policies- Competency Directory for semantic alignment of Open Badges with Competency Frameworks (EQF, ESCO)- Open Badges MOOC Concept and ResourcesThe key impacts are:- Enhanced awareness of Open Badges through cooperations in Europe, India, Canada and Africa- Contribution to the inclusion of Open Badges in Europass - Contribution to Open Badge Standard Version 2.0- Contribution to the inclusion of Open Badges in European Policies (e. g. Open Education)- Enhanced uptake of Open Badges in Europe and beyondLONG-TERM BENEFITS- Open Badge Leadership in Europe- Participation in the global OBN community- Capacity-building in Europe