Used by euxtra.com as information to its user. PDF file created by and on the behalf of the European Commission.
Source: http://ec.europa.eu/education/leonardo-da-vinci/doc/faqmob_en.pdf
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/leonardo/success-stories2007_en.pdf
The latest EU programme for higher education, Erasmus+, exhibits some new and innovative features designed to ensure Europe’s competitiveness in the years ahead. Here we provide an insider’s guide to what’s changed in this fundamental new EU programme. This is an extract from the 2014 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The article explores the growing global movement towards greater social responsibility in higher education. This is an extract from the 2013 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Used by euxtra.com as information to its user. PDF file created by and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/grundtvig/success-stories_en.pdf
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/leonardo/success-stories2007_en.pdf
The latest EU programme for higher education, Erasmus+, exhibits some new and innovative features designed to ensure Europe’s competitiveness in the years ahead. Here we provide an insider’s guide to what’s changed in this fundamental new EU programme. This is an extract from the 2014 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The article explores the growing global movement towards greater social responsibility in higher education. This is an extract from the 2013 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Used by euxtra.com as information to its user. PDF file created by and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/grundtvig/success-stories_en.pdf
LOGIC - European perspective, lifelong learning strategiesLLL Platform
LOGIC is about implementing the lifelong learning concept in Southern Neighbouring Area: Responding to the changing needs of dynamic economies, TEMPUS. Presentation made by Audrey Frith, to give the European perspective on lifelong learning at the kick off meeting, 10 March 2014. More on: http://www.project-logic.eu/
2013 war die EADL-Jahrestagung nach zehn Jahren wieder zu Gast in Hamburg. Zusammen mit der Europäischen Fernhochschule Hamburg war das Forum DistancE-Learning local organizer der dreitägigen internationalen Fachveranstaltung (5. bis 7. Juni)
Presentation of project activities:
Channel Crossings (www.chc.cz) - projects focused on languages, teaching methodology and equal opportunities
EDUcentrum (www.educentrum-os.cz) - projects focused on vocational education and training, young learners
Presentation "Language learning spaces: diversity and transversality" (EU LLP CEDEFOB), April 2013 by Neus Lorenzo for the Study-Visit "Language learning spaces: diversity and transversality" http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/
LOGIC - European perspective, lifelong learning strategiesLLL Platform
LOGIC is about implementing the lifelong learning concept in Southern Neighbouring Area: Responding to the changing needs of dynamic economies, TEMPUS. Presentation made by Audrey Frith, to give the European perspective on lifelong learning at the kick off meeting, 10 March 2014. More on: http://www.project-logic.eu/
2013 war die EADL-Jahrestagung nach zehn Jahren wieder zu Gast in Hamburg. Zusammen mit der Europäischen Fernhochschule Hamburg war das Forum DistancE-Learning local organizer der dreitägigen internationalen Fachveranstaltung (5. bis 7. Juni)
Presentation of project activities:
Channel Crossings (www.chc.cz) - projects focused on languages, teaching methodology and equal opportunities
EDUcentrum (www.educentrum-os.cz) - projects focused on vocational education and training, young learners
Presentation "Language learning spaces: diversity and transversality" (EU LLP CEDEFOB), April 2013 by Neus Lorenzo for the Study-Visit "Language learning spaces: diversity and transversality" http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/
A brief synopsis of one of Geoffrey Chaucer's "Canterbury Tales". Please allow for the slides to advance as you read along. Enjoy this simple, but effective, presentation for your secondary English Language Arts class!
CFSA SAC 2015 microgreen production for year-round harvestRoss Mickens
These slides were presented at the 30th Annual Carolina Farm Stewardship Association by Jillian and Ross Mickens from Open Door Farm . Please do not reproduce without the express consent of the authors. CFSA SAC 2015
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/comenius/creativity_en.pdf
Foundation for the Development of the Education SystemFRSE
Thanks to the Foundation for the Development of the Education System and its activities hundreds of thousands of people of all ages have had the chance, regardless of their education and skills, to participate in educational projects implemented with the support of the European Union.
Used by www.euxtra.com as information to its user. PDF file created by and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/erasmus/success-stories_en.pdf
Author: Anne Gilleran.
This paper examines the eTwinning action against the background of 21st century educational and social forces in Europe. It describes in detail the evolution and structure of eTwinning, the opportunities it offers to teachers in terms of pedagogical practice and professional development and the achievments of the portal www.eTwinning.net.
Mapping innovative learning experiences in the UKeLearning Papers
CREANOVA is an EU-funded project that aims to undertake research on specific conditions and factors which are present in creative learning environments and promote innovation. While innovation is a defined imperative for European learning policy, there is a lack of evidence on what constitutes meaningful innovation and how it can be fostered and applied in learning.
Authors: Pat Gannon-Leary, Stephen Farrier
New modes of learning and teaching in higher education Luciano Sathler
High Level Group on the Modernisation of Higher Education. Report to the European Commission. Disponível em http://ec.europa.eu/education/library/reports/modernisation-universities_en.pdf. Reproduction is authorised provided the source is acknowledged
Um exemplo de trabalho que o Brasil deveria seguir!
A presentation made at the 4th COIL conference at SUNY, New York on 6-7 June 2012. The presentation about the European INTENT project was part of a joint session about online exchanges in education: The Expanding Globally Networked Landscape: Soliya, iEARN and INTENT
http://coil.suny.edu
Scientix 9th SPWatFCL Brussels 6-8 November 2015: TESBrussels, Belgium
Presentation of the project "TES" by Maïté Debry , held during the 9th Science Projects Workshop in the Future Classroom Lab, Brussels, 6-8 November 2015
eTwinning is a framework for schools to collaborate on the Internet with partner schools in other European countries.
It promotes school collaboration in Europe through the use of Information and Communication Technologies (ICT) by providing support, tools and services to make it easy for schools to form short or long term partnerships in any subject area
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Contents
3 Preface
4 The Lifelong Learning Programme
European Awards for Lifelong Learning in Creativity and Innovation
5 Comenius – School education
6 Erasmus – Higher education
7 Grundtvig – Adult education
8 Leonardo da Vinci – Vocational education and training
9 Languages
10 Information and Communication Technologies (ICT)
3. Creativity and Innovation through Lifelong Learning
Making lifelong learning a reality and promoting creativity and innovation are |3
two of the major priorities proposed by the European Commission in its strategic
vision for education and training until 2020. 2009 has been designated as the
European Year of Creativity and Innovation to highlight creativity and innovation
in Europe. The Year aims to raise awareness of the importance of creativity and
innovation for personal, social and economic development, to promote policy
debate, disseminate good practices and stimulate education and research.
Creativity and Innovation are two mutually enriching concepts. Whereas crea-
tivity is about imaginative thinking and behaviour that produces original and
valuable outcomes, innovation seeks to put these creative ideas into practice
for the benefit of our society.
The labour market in today’s society demands new skills and knowledge. The
Lifelong Learning Programme (LLP) plays an important role in helping partici-
pants to acquire skills and competences. Pupils, students, adult learners,
teaching staff, trainers and trainees have great potential as drivers of crea-
tivity and innovation. By taking part in a transnational activity, they are sharing
different views and methods in learning, teaching and training.
Since 2007, the European Awards for Lifelong Learning honour annually the most
Odile Quintin
outstanding projects in education and training funded by European education
Director General for Education and
and training programmes. I am pleased to present in this brochure the prize
Culture of the European Commission
winning projects for 2009. I hope that these success stories will encourage
European citizens to seize learning opportunities in order to improve their skills
and that institutions and stakeholders propose innovative and creative projects
under the Lifelong Learning Programme which help to modernise education and
training systems in Europe.
4. The Lifelong Learning Programme
4 | Building competences and skills through high quality The European Awards for Lifelong Learning have been
education and training systems is an essential part of honouring, since 2007, outstanding projects in education
Europe’s strategy to meet challenges such as globalisation, and training in Europe in order to give visibility to high
technical progress and the ageing of society. Knowledge, quality projects and activities supported by European
skills and competences are essential assets for individ- education and training programmes. These examples of
uals to succeed in the labour market and for enterprises good practice are “success stories” and can inspire indi-
to boost their competitiveness and innovative capacity. viduals and organisations to follow their model.
Lifelong learning is the key to personal development and
economic success. In 2009, the European year of Creativity and Innovation,
the LLP awards are given to cooperation and mobility
The Lifelong Learning Programme (LLP) supports tran- projects and networks in Comenius, Erasmus, Leonardo
snational education and training activities in Europe. da Vinci, Grundtvig, Languages and ICT that have
With a budget of 7 billion EUR for the period 2007–2013 achieved particularly creative and innovative results
it enables individuals to pursue stimulating learning and with a significant impact. The eighteen European success
training opportunities across Europe at all stages of their stories presented in this brochure received either a gold,
lives and helps education and training institutions and silver or bronze prize.
systems to modernise.
5. Comenius School Education
Comenius multilateral projects aim at developing, promoting and disseminating educational best practices at school. |5
Their main results are new teacher training courses, guidance material and new curricula for initial teacher training.
Comenius networks encourage the networking of educational establishments and organisations. They are designed to
promote innovative practices in thematic areas of particular importance to school education in Europe.
The Learning Teacher
Barn- och ungdomsförvaltningen – Child and youth administration
Karlstad, SWEDEN
Teacher quality is the most important within-school factor affecting students performance. This network focussed on the
changing role of European teachers from static “all knowing” teachers to dynamic “lifelong learners”. It developed guid-
ance material, organised conferences, seminars and courses which helped professionals to acquire new knowledge and
skills Its innovative thinking contributes to a successful transformation of education at European level.
http://www.learningteacher.org/
DAF Südost – Network for German as a foreign language
Ellinogermaniki Agogi – Greek-German language school
Pallini Attikis, GREECE
DAF Südost is an internet-based virtual community for teachers of German as a foreign language in South, South Eastern
and Eastern Europe. It gives teachers access to new inspirations and teaching material enabling them to develop their crea-
tivity and innovativeness in everyday teaching. The platform continues to evolve, is a valued source for teachers and has
enlarged its circle of users and members beyond the original target countries.
http://www.daf-netzwerk.org/
THE GOLDEN 5: An educational intervention
Universidad de Sevilla
Seville, SPAIN
Pupils often feel that attending school is imposed on them and has no value. The Golden 5 helps teachers to raise pupils’
motivation by creating an inspirational atmosphere in the classroom. It supports them in turning difficult classroom situa-
tions into empowerment, addressing diversity, lack of motivation and drawbacks. The project developed working tools
and created a lively network in which teachers can exchange experiences and gain new motivation. A training course has
been available since 2005.
http://www.golden5.org/
6. Erasmus Higher Education
6 | The Erasmus programme is well-known for the opportunities it offers to study and to do work placements in another European
country. It caters also for professors, business and university staff who want to teach and be trained abroad. The programme
also funds thematic networks and curriculum development projects around common topics of cooperation involving a large
number of higher education institutions across Europe that innovate and benefit by learning from each other.
CLIOHnet – Creating Links and Innovative Overviews to Enhance Historical Perspectives
in European Culture
Università di Pisa
Pisa, ITALY
CLIOHnet is an innovative history network with more than eighty universities and other partners throughout Europe.
Stimulating critical awareness of history, the resulting work is extremely useful for academics, learners of all ages and
European citizens in general. The project has also given rise to an online research network, CLIOHRES.net, which has
produced a library of historical knowledge that provides a new transnational dimension to European history.
http://www.clioh.net/
Improving job opportunities with Erasmus
Università della Calabria
Arcavacata di Rende, ITALY
The university aims at combating the extremely high youth unemployment in Southern Italy by sending its students on
Erasmus placements in particular enterprises. In cooperation with nine other Italian universities, the International Relations
office of the university actively promotes Erasmus-funded work placements abroad. The search for traineeships in other
European countries is facilitated by the project’s database of European enterprises and other intermediaries.
http://www.unical.it/
Erasmus mobility and the Youth in Action Programme
Akdeniz Üniversitesi
Antalya, TURKEY
Since joining the Erasmus programme in 2003–2004 this university has established 180 bilateral agreements with other
higher education institutions in Europe to allow for mobility of students and teachers. It has set up a proactive International
Relations office which offers support to exchange students and also draws on the experience of students who have taken
part in the European Voluntary Service as part of the EU’s Youth in Action programme.
http://www.akdeniz.edu.tr/
7. Grundtvig Adult Education
The Grundtvig Programme focuses on the teaching and study needs of people engaged in adult learning. Thanks to its |7
multilateral projects and networks, institutions and organisations from participating countries pool knowledge and expe-
rience and strengthen the link between various actors involved in adult education throughout Europe. This cross-border
cooperation results in innovative products and methods with indisputable European value in the area of adult learning.
Inclusive teaching material for Adults: the Roma
Dromo Kotar Mestipen – Association of Roma women
Barcelona, SPAIN
The EducaRom project tries to eradicate inequality in society, in particular, inequality to women and has recognised the
value of education in overcoming discrimination and exclusion. The project must be credited for establishing the first ever
tailor-made learning materials for Roma women – designed by Roma women from organisations in different EU member
states. By providing a space for exchange and dialogue it has helped in giving a stronger voice to these women.
http://www.dromkotar.org/
e-learning while in Hospital
Die Berater – Unternehmensberatungs GmbH/The consultants
Wien, AUSTRIA
The project “e-learning while in Hospital” is addressing adult educators, e-learning facilitators, as well as health managers
who want to develop learning activities for patients hospitalised for a long period of time. Computer-assisted learning allows
patients to be independent of the time-space factor in conventional face-to-face learning while virtual tools make joint
learning activities possible. Such activities can help cope with isolation and ease reintegration into normal life.
http://www.ehospital-project.net/partners.htm
EMMA – European Network for Motivational Mathematics for Adults
VOX – Nasjonalt Senter for Læring I Arbeidslivet/National Centre for Learning in Working Life
Oslo, NORWAY
There are many situations in daily live – and not just at work – where mathematical skills are needed. Many adults in Europe
still lack some of these very basic skills in numeracy. The EMMA project has made a valuable contribution to tackling this
problem. Besides raising awareness of the issue, it has given researchers, experts and policy makers a platform to meet
and discuss and to find the best strategies of improving adult numeracy in Europe.
http://www.statvoks.no/emma/
8. Leonardo da Vinci Vocational education and training
8 | Leonardo da Vinci multilateral projects support the exchange of people, development and transfer of innovation in vocational
education and training (VET). This has a real impact on the quality and transparency of the countries education and training
systems and innovations have come into being through the cross-fertilisation and different creative approaches of numerous
European partners. These projects also benefit enterprises, social partners and other representatives of working life.
Réseau d’échanges pédagogiques européens de la Fédération européenne
des écoles de cirque professionnelles (FEDEC)
École Supérieure des Arts du Cirque
Brussels, BELGIUM
This project organised a series of European-level workshops for circus specialists and their students. Exchanges of good
practices resulted in a remarkable training programme of seven modules which are supported by pedagogical films. Each
module is dedicated to the technical aspects of circus disciplines as well as safety and rigging. The products of the projects
are not only tools for all teachers and trainers of circus art, but also of special interest to sports educators.
http://www.fedec.net/
POOLS-Producing Open Online Learning Systems
Sabhal Mòr Ostaig – Scotland’s Gaelic College
Slèite, United Kingdom
The Pools project has created an internet-based virtual community for language teachers in VET, which provides them with
creative and innovative ICT-based material, especially for less widely used languages such as Lithuanian, Basque and Gaelic.
The material on the website is accessible without any copyright restrictions and facilitates cross-fertilisation. It can be tailored
to individual needs and inspires teachers to deviate from textbook-based lessons and experiment with new teaching tools.
http://www.languages.dk/
Smectra.net – Small and Medium-Sized Enterprises Consulting and Training Network
Overpar Solutions Est. – coordinator
Schaan, LIECHTENSTEIN
The Smectra.net project encourages e-Learning in small and medium sized enterprises (SMEs). The innovation and crea-
tivity of the project lies in the usability and practical value of the 6-steps concept – analysis, concept design, planning,
implementation, action and evaluation. The project is an excellent example of how simple solutions can create a sustain-
able impact on strategically important target groups and sectors.
http://www.smectra.net/
9. Languages
The daily lives of many Europeans are becoming more international and, hence, more multilingual. Languages multilateral |9
projects seek to raise awareness of the importance of linguistic skills and promote “multilingualism” as a bridge to other
people, countries and cultures. They develop innovative language learning materials, including online courses and instru-
ments for language testing. They promote language awareness and access to language learning resources as well.
Barrier-free language learning – an approach designed for adults with learning disabilities
Sverigefinska folkhögskolan – Institute of adult education
Haparanda, SWEDEN
This project has developed a way of teaching English as a foreign language to adults with intellectual disabilities or learning
difficulties. “English without Frontiers” works for people who want to learn English for a job, just for fun, or so they can
communicate when abroad. It is a very flexible course that takes into account the special educational needs of this group
of learners.
http://www.englishwithoutfrontiers.com/
EUROMOBIL II
Université Michel de Montaigne Bordeaux 3
Pessac, FRANCE
The project provides interactive multimedia materials for learning Czech, French, Polish, Portuguese and Romanian based
on video recordings in these languages. It is adapted to learners with different levels of knowledge of the language and
offers exchange students the opportunity to prepare themselves for their time abroad.
http://www.euro-mobil.org/
Mission Europe – online immersion in other cultures
Radio France Internationale
Paris, FRANCE
The project offers full immersion in the world of languages through a creative approach to language learning in which the
student is invited to identify with a computer player who carries out joint operations in France, Poland and Germany with
virtual heroines. “Mission Europe” is an excellent example of how technology can help to foster cultural awareness and
linguistic diversity.
http://www.missioneurope.eu/
10. Information and Communication technologies
10 | Information and Communication Technologies (ICT) have the enormous potential to foster the competence of being
creative and innovative. ICT develops fresh learning approaches – use of simulations, experiential and discovery learning –
enabling and attracting new learners and bridging the “digital divide” between those with access to technologies and
relevant skills, and those without.
An educational dimension of conflict resolution through cultural production
Humak University of Applied Sciences
Helsinki, FINLAND
The project applied an innovative approach to distance-learning about the theatrical method “Theatre of the Oppressed”,
founded by the Brazilian theatre director Augusto Boal. An online learning platform, with video-conferences and teaching mate-
rial based on theatre performances, acts as a “forum-theater” where the audience interacts directly and changes the plot of the
play. The project combined the knowledge of art teachers and ICT experts.The outputs have been produced in nine languages.
http://www.actandchange.eu/
EU-HOU – Hands-on Universe, Europe.
Bringing frontline interactive astronomy to the classroom
Université Pierre et Marie Curie
Paris, FRANCE
EU-HOU project developed hands-on tools for studying the universe to awaken an interest in maths and science. The project
managed to make formulas and computations attractive to young pupils. Pupils now have the possibility to experience the
thrill of discovery by using webcam systems, radio telescopes and a world-wide network of optical telescopes available
through the Internet.
http://www.euhou.net/
E-VOCAL – e-Learning for Vocal/Song Education
Waldig Winterbacher Operasvoice OEG
Wien, AUSTRIA
The project shows how the effective use of ICT can build bridges between technology and art. The e-learning courses, which
can be used at music universities, conservatories, schools and adult education centres, are designed to support trainers and
students in classical singing independent of time and place. A video file of an aria can be downloaded and a live rehearsal be
simulated, in which the student sings according to the interpretation and the timing of the virtual conductor.
http://www.e-vocal.com/