Search

In the rapidly evolving landscape of education, the integration of game-based learning has emerged as a powerful tool to actively engage students and boost their motivation in learning, deeply challenged by the pandemic. In this context, four organisations from Romania, Italy and Turkey created a multidisciplinary consortium to implement the “Game-Based Learning: Innovative e-learning pedagogies for VET educators” (INNOVET) Erasmus+ project. The consortium, building on a comprehensive study on Gamified solutions for vocational e-learning developed in the scope of the project, designed a set of templates for game-based e-learning programs. This publication serves as a comprehensive guide, outlining the methodological approach, development process and outcomes, as well as the usability of these templates. Co-created and validated by teachers and trainers from three countries, these templates aim to empower vocational education and training providers in designing captivating and stimulating learning experiences for their students. Chapter 1 introduces the publication, setting the stage for the exploration of guidelines for using templates of game-based e-learning programs. The chapter offers an overview of the significance of gamification and game-based learning in the context of vocational education and training. It highlights the need for engaging and motivating learning experiences to enhance students' skills and knowledge acquisition. Chapter 2 delves into the methodological approach employed during the development process. It provides insights into the strategies and techniques utilised to develop the game-based e-learning program templates. The chapter discusses the collaborative efforts of teachers, trainers, and the Erasmus+ transnational research consortium in designing effective templates through co-creation and collaborative validation with teachers and trainers in the three countries. Chapter 3 provides an in-depth analysis of the development process undertaken to create the game-based e-learning program templates. The chapter outlines the development stages involved, from the Co-creation Lab in Italy to the Validation with teachers and trainers. Furthermore, the chapter provides a comprehensive guide to the game-based e-learning program templates developed by the consortium, offering detailed descriptions of each template, highlighting their features, objectives, and target audience. Chapter 4 presents the conclusions drawn from the research findings and highlights key recommendations for utilising the game-based e-learning program templates effectively. Chapter 5 provides recommendations for tailoring the templates for different target groups and education and training contexts., Grant Agreement—2021-1-RO01-KA220-VET-000030350, Game-Based Learning: Innovative e-learning pedagogies for VET educators, {"references":["Acomi N., Acomi O, Akinci E., Andrei R. E., Aydin I., Bencu Z., Constandache M., Dima A., Dudan A., Lanzetta M. & Ordine F. (2022). Gamified solutions for vocational e-learning (Version 1). Zenodo. https://doi.org/10.5281/zenodo.7316089."]}

The use of digital content in education worldwide was relatively uncommon before the COVID-19 crisis started. Only 20% of countries had digital learning resources in teaching, and a mere 10 percent of countries had more robust digital learning capabilities offering some of the educational materials available outside of the classroom. According to the World Bank, no country has a universal digital curriculum for teaching and learning. These numbers paint a picture of the efforts that governments and schools had to take to rapidly move to distance learning to ensure continuity of learning. The other part of the equation is how educational institutions are equipped for online learning, and how well teachers are prepared for and engaged in online teaching. Teachers need to quickly adjust their teaching methods and learning expectations. Is in this context that the figure of the digital facilitator trainer (DFT) in the vocational education and training became necessary. A multi-disciplinary, complementary consortium consisting of three organisations from Turkey (Osmaniye İl Milli Eğitim Müdürlüğü), Romania (TEAM4Excellence) and Spain (Femxa Formación) was assembled to address this. The consortium implemented the project Digital Facilitator Trainer Role (DigiFacT) during 2021-2023. The consortium detected that in some countries the educational entities took charge of the demand for training by implementing virtual classrooms and telematic media, and the use of Artificial Intelligence (AI), Gamification, and Data Analysis for the improvement of educational services. During the Pandemic, AI became an instrument of measurement parameters that we didn't pay attention to before, for instance, a good example in Spain was the inclusion of new AI tools into final university examinations to avoid cheating. Gamification (GA) is another innovative methodology that is making its way into the VET community, as an efficient tool to engage and motivate learners during online training. The quality of gamification techniques and digital tools is improving year by year, making it essential to include gamification in the Digital Facilitator Trainer model. Finally, the consortium included Data analysis (DA), since it was also evident a pre-existing gap in the use of data to improve the learning models. Data analysis presents an especially effective solution to improve, monitor, and assess teaching in online settings. Additionally, the consortium detected in a previous analysis the lack of high-quality digital content to improve the digital skills of educators that are available both in English and in the partners' languages (Spanish, Turkish, Romanian). This guide was created to support VET teachers and trainers in digital facilitation. It uses DigCompEdu as a baseline framework for defining the six areas of competence for VET digital facilitators. Moreover, it introduces gamification, artificial intelligence and data analysis as key elements in assisting VET digital facilitators. Each of these three elements is exemplified with five digital tools. The guide then uses the 5E Instructional Model to explain how different gamification, artificial intelligence and data analysis-assisted tools may be used to engage, explore, explain, elaborate and evaluate VET students. This material was effectively used to create an online course for VET teachers and trainers, integrated into an open digital community. The online course was piloted internally by course designers and project partner organisations prior to being tested by more than 90 vocational education teachers and trainers from Turkey, Romania and Spain. Thanks to the methodologies and tools included in this course, these educators became better digital facilitators. The project’s ambition is to reach as many VET educators as possible and help improve their digital facilitation awareness, knowledge, skills and attitudes., Grant Agreement 2020-1-TR01-KA226-VET-097638, Digital Facilitator Trainer Role.

Being a digital facilitator requires having a set of specific skills, knowledge, abilities and behaviours enabling digital educators to operate effectively in online and offline adult education. According to the DigCompEdu, there are six main areas relevant for digital facilitators, namely: Professional Engagement, Digital Resources, Teaching and Learning, Assessment, Empowering Learners and Facilitating Learners’ Digital Competence (Redecker 2017). In this manual, the project researchers and adult educators developed a research methodology, implemented it through primary research (survey) and desk research (finding and analysing good practices), fed the research into a competence map, developed an online self-assessment tool for digital facilitators of adults 55+ and curated a toolbox which assists digital facilitators of adults 55+ in bridging their competence gaps. This manual is part of the Erasmus+ project “DIFA - Digital Facilitator for Adults 55+”, implemented by a consortium of four partners from Romania, Spain and Turkey. The project aims to develop, test and implement an innovative digital education ecosystem with supportive tools to let educators create, share and adapt attractive learning activities for the development of digital skills of adults 55+. Chapter 1 represents the research methodology developed and implemented by the research consortium, in line with the DIFA55+ project objectives, qualitative and quantitative performance indicators as well as the impact and sustainability ambitions of the project. Following up on the methodology, in Chapter 2 researchers from Formative Footprint (Spain), TEAM4Excellence (Romania), Voluntariat Pentru Viata (Romania) and Saricam Halk Egitimi Merkezi (Turkey) contributed to the development, data collection and analysis of a survey as a primary research method. The survey aimed to investigate adult learners' readiness for digital media in their surroundings. In Chapter 3, partners’ researchers approached the research of digital pedagogical practices through instructional design models (ADDIE, 5E) and yet defined the national and European digital educational environment where the 55+ adult educators operate, as a useful need analysis assessment. As the current research showed, digital facilitators of adults 55+ need a specific competence map and tools to assess their current competence across the competence map. Chapter 4 focuses on the competence map and the online self-assessment instrument designed by the research team to identify competence gaps in the six areas set out by the DigCompEdu framework. Chapter 5 represents a collection of educational tools which assist digital facilitators of adults 55+ in bridging the competence gaps. It sought to expand the research into the tools that may assist digital facilitators of adults 55+ in rounding their knowledge, attitudes and skills in the six areas that compose the competence map. It is thought that these will further assist field educators in designing and delivering digital courses. For clarity, in the scope of the current manual, digital courses include face-to-face, hybrid and online courses that employ digital technology to support the creation and delivery of non-formal courses for adults 55+. The toolbox assembled by the research team is structured to mirror the competence map. Finally, the manual formulates conclusions and recommendations, as well as provides a usability and transferability potential outlook of the manual to other target groups and educational contexts.

The development of technology has created a new social structure that controls who, how and when individuals interact with society. In less than 30 years, the use of the Internet, mobile phones and computers has increased to the point that we hardly know what we would do without them. Digital citizens are required to act in a certain way that fits with accepted norms, standards and regulations. The Learning and Creativity course is fundamental because these two represent components of human’s process in order to get knowledge or skill from doing, seeing or feeling things. Individual growth is aided by education, which is a human development planning activity. Education should promote and reward students who want to be creative, and it should educate pupils not only to study information but also how to think critically and creative. This course was designed as an instrument to assist teachers, trainers and youth workers in their daily work with young people. However, the course may be also followed directly by young people on their own. It includes readings, exercises, case studies, quizzes and self-reflection questions, divided into five modules: Education, learning and citizenship; Reflection; Creativity; Creativity into practice; Environments. While this Learning and Creativity textbook is available to download for free here and in the TrainingClub.eu European non-formal education platform of TEAM4Excellence, it is also available as a Moodle massive open online course in English. Furthermore, each module was translated into three languages: Romanian, Greek and German. “Learning and Creativity” is the result of the Erasmus+ project “Strategic partnership to develop open educational resources for teaching digital citizenship”, implemented by a consortium of four partners from Romania, Cyprus, Germany and Greece, aiming at improving a broad range of competences, so citizens are able to actively, positively and responsibly engage in both on and offline communities. The authors consider that digital citizenship should be faced as a multidimensional and complex concept. Based on this aspect, they created 10 courses that together help improve the digital citizenship skills of people: Access and Inclusion, Learning and Creativity, Media and Information Literacy, Ethics and Empathy, Health and Wellbeing, ePresence and Communication, Active Participation, Rights and Responsibilities, Privacy and Security, Consumer Awareness. Besides English, each course was translated into three more languages: Romanian, Greek and German. All the courses may be accessed online and anyone can enrol on Moodle and follow the courses for free.

Young people today inhabit a world that has been transformed by digital technologies, effortlessly enabling connectedness through social media and access to vast quantities of information. Making sense of this hyper-rich information and engaging effectively and responsibly poses a whole set of new challenges for educators as they seek to prepare young people as citizens, exercising their rights and participating effectively in the affairs of the community (COE, 2020). Teaching Digital citizenship is challenging. Nowadays, more than ever online education plays a decisive role in the future of humanity. The methods used for preparing the course materials certainly impact the learner engagement, the level of achievement as well as the lifelong impact of the developed skills. In order to propose educational tools adapted to youth needs, the authors consulted hundreds of references, conducted an online survey among European young people and interviews with youth workers. Creating an efficient and effective digital synchronous classroom requires online teachers to develop exceptional communication skills. Twenty-first-century teachers need all the skills required to develop lesson plans for traditional classroom instruction and they must be able to apply them to digital teaching environments. The challenge occurs while trying to create an efficient and effective digital asynchronous classroom. At this point, the teachers really need Instructional design skills. Instructional design is the creation of learning experiences and materials in a manner that results in the acquisition and application of knowledge and skills. Despite the numerous online courses and scientific articles that are available for developing and improving instructional design skills, very few addressed the teaching methods along with examples, pros and cons. This MOOC Canvas and Instructional Design Manual for Digital Citizenship Courses was created in the Strategic partnership to develop open educational resources for teaching digital citizenship project based on the results of the feedback survey (taking into consideration the youth preferences), the responses of youth workers and trainers to interviews and the vast scientific research literature. The Manual includes ten MOOC Canvases meant to introduce the reader to the online course environment offering an overview of the digital citizenship courses. These canvases were then supplemented by elements of instructional design which help developing stimulating and meaningful learning environments for digital citizenship learners. The MOOC Canvas and Instructional Design Manual for Digital Citizenship Courses represents the starting point for the development of ten online courses to improve the digital citizenship skills of youth: Access and inclusion; Learning and Creativity; Media and Information Literacy; Ethics and Empathy; Health and Wellbeing; e-Presence and Communication; Active Participation; Rights and Responsibilities; Privacy and Security; and Consumer Awareness. These courses are available in English, Romanian, Greek and German in the European Online Training Platform TrainingClub.eu. Therefore, this manual investigates the methods of teaching in an online asynchronous classroom, presents the best practices for creating learners engagement, as well as concludes be summarizing the main steps for creating an efficient and effective online course adapted to youth needs. With this manual, even the novice teacher will feel empowered to proceed to online course development., Grant Agreement 2019-3-RO01-KA205-078053, Strategic partnership to develop open educational resources for teaching digital citizenship (DIGCIT)

The COVID-19 pandemic and the related containment measures have severely hit the labour market. Nevertheless, it has been a catalyst for processes already in place: the digital revolution, the greening of the economy, and the search for new development models. Our interconnected and hypercomplex society has set the stage for renovating its economic system. This renovation process is driven by three factors: geopolitics, sustainability, and digital innovation. Nevertheless, all our cultural and thinking models cannot process and respond to the accelerated increase in social, economic, environmental and technological complexity. In this new scenario, the world of education has a great challenge: providing the tools and knowledge to let this epochal shift become an opportunity. However, overcoming the barriers to change requires the right motivation, and games can be powerful enablers for this purpose. Games represent for us a natural language that helps us represent complex and interrelated concepts, build relationships and actions capable of arousing emotions and triggering our ability to construct new meanings. They create a sense of community and reward intensity and effort over time and the quality of the activities we are engaged in. Games and education have never been so complementary. Building on the results of international research on gamification and game-based learning and an innovative Conceptual Framework for Gamified E-Learning Programs, through this publication, the consortium of the Sparks project, Strategic Partnership for Digital Education Readiness co-funded by the Erasmus+ Programme of the European Union, aims to share new guiding tools to enrich the toolbox of teachers and trainers to support them in creating their gamified programs. Particularly, the publication collects a set of Templates of Gamified e-Learning Programs, designed together with over 100 education and training experts in six countries, using Sparks' Conceptual Framework. About the project The project Sparks brings togheter six partner institutions from six countries: Lascò, project Coordinator (Italy); Bexley-C Level IT (Romania); Center for Innovative Education (Poland); ECOS-Cooperativa de Educação, Cooperação e Desenvolvimento, CRL (Portugal); Femxa Formación S.L.U. (Spain); Kyttaro Enallaktikon Anazitiseon Neaon - KEAN (Greece). The main objectives of the project are developing innovative practices and tools for VET providers to use digital technologies for learning in a creative and collaborative way and increasing the ability of VET learners, teachers and trainers to adapt to online learning. In a 24-month journey, from May 2021, the consortium will produce the following results: International Research on "Gamification and Game-Based Learning: Best Practices and Requirements for Digital Environments", carried out in the six countries involved. The six national and comparative research reports, including the findings and conclusions of transnational research of best practices and focus groups with VET teachers, trainers and learners, are available at www.projectsparks.eu. A Conceptual Framework for Gamified E-Learning Programs (https://doi.org/10.5281/zenodo.6374318), to support teachers and trainers in designing their own gamified courses, combining game elements in different online learning stages. These Templates of Gamified E-Learning Programs, applying the Conceptual Framework and designed with mixed groups of VET teachers and trainers, through Co-design Labs, to be customizable, flexible and work with any curriculum. An E-Learning Platform, which will provide a builder to create gamified learning programs by choosing and filling out the desired Template, manage the program and monitor learners' progress, behaviour and engagement. The platform will be tested in pilot with VET providers and learners and refined accordingly. The platform will also host a long-term virtual transnational community of education and training providers interested in innovating their practices through digital game-based learning and sharing knowledge and experiences. Support Material for the platform users, including video tutorials, e-learning modules and use cases for teachers and trainers, and an interactive user manual for learners., This publication has received funding from the European Commission under the Grant Agreement number 2020-1-IT01-KA226-VET-008813, Erasmus+ Strategic Partnership project "Sparks"., {"references":["ABBRUZZESE Gianluca, ACOMI Ovidiu, ACOMI Nicoleta, BOCHNIARZ Joanna, CASTRO ANTONIO Ana María, GONÇALVES Duarte, LANZETTA Miriam, LIMA Marta, MACHADO Jorge, MELISSINOU Raina, MORELL GONZALEZ Pablo María, PISTOFIDOU Fenia, & CRUZ CARRERA Rubén. (2021). Gamification and Game-Based Learning: Best Practices and Requirements for Digital Environments (Version v1). Zenodo. https://doi.org/10.5281/zenodo.6408908","ABBRUZZESE Gianluca, LANZETTA Miriam, ACOMI Ovidiu, ACOMI Nicoleta, BOCHNIARZ Joanna, CASTRO ANTONIO Ana María, KOSTERSKI Maciej, LIPINSKA Anna, MELISSINOU Raina, PISTOFIDOU Fenia, & PSIHA Katerina. (2022). Conceptual Framework for Gamified E-Learning Programs (Version v1). Zenodo. https://doi.org/10.5281/zenodo.6374318"]}

In the context of the massive use of social media and considering the EU Youth Strategy 2019-2027 with regards to democracy, there is a strong need for skills to deal with misinformation, disinformation and fake news. A consortium of five organisations from Romania (Asociatia TEAM4Excellence), Spain (Solidaridad Sin Fronteras), Poland (Instytut Badan i Innowacji w Edukacji), Italy (The social promotion association Petit Pas) and France (CEMEA Rhone-Alpes) reviewed the international studies about youth behaviour on social media. It revealed that social media makes them feel included rather than excluded: 71% vs. 25% (PEW research centre, 2018). In order to acquire new skills or sharpen the existing ones, continuously learning is beneficial, because that specific outcome becomes a lifestyle, so hardly it can be forgotten. In addition, training is not only about feeding the brain, but the person as a whole. Consequently, training people on a common interest topic needs to be done by organisations with a holistic approach, rather than one-off activities, at three different levels: strategic, tactical and operational. The current paper helps youth organisations to develop and deploy strategies of intervention to fight against fake news. It does so at the strategic planning level, but also at the tactical intervention level. Moreover, the paper sets out a methodology to operationalise the strategy at the activity level, through non-formal education activities and tools, with examples of good practices across Europe. At the strategic planning level, the paper provides support to analyse the external and internal environment of the organisation, define its purpose in terms of mission, vision and values, set up strategic objectives with the associated indicators and targets and, finally, generate strategic options to approach the fight against fake news. In terms of tactical interventions, the paper identifies and expands on acting upon a range of strategic options, including training the trainers, gamification, regulating social media, financing activities through EU projects, involving local and international volunteers, developing course materials and online platforms, partnering with schools and universities, developing internal training schemes and joining membership organisations. At the activity level, the consortium sets out a methodology to search for, adapt or create activities which may be used to operationalise the tactical interventions, in line with the strategy of the organisation. The methodology walks readers through a series of steps, from preparatory activities to design and development of activities, testing and completion of these activities. Moreover, good practices are given to serve as an activity backpack for organisations which aim to help fight against fake news. Each good practice includes relevant information and references for its implementation, such as a general description, who implemented the good practice, where it could be retrieved from, what is the target audience, what are the objectives and learning outcomes, and how to implement it, what are the success factors and the expected impact. Finally, based on the above strategic elements, the consortium members implemented a selection of tactics and activities, which are also included in this guide. For example, project partners created an online course on fake news, initiated a topical #NoFakeNews social media group, issued a Magazine with non-formal activities, designed a toolbox to spot fake news and published a research on skillsets for limiting the spread of fake news.

The advance of the Information and Communication Technologies had a significant impact on the pedagogical approaches adopted in the teaching-learning process: the traditional repetitive and behavioural models seem to be no longer appropriate to meet the growing learning needs of students, thus requiring the transformation to adaptive practices which include active participation and collaboration between learners (C. G��tl, C. Cheong, F. Cheong, V. Chang, S. Z. Nau, J. Pirker, Expectations of the generation NeXt in higher education, 2015; J. Chauhan, S. Taneja, A. Goel, Enhancing MOOC with Augmented Reality, Adaptive Learning and Gamification, 2015). Many educational games were developed to respond to this issue, in order to increase the engagement and motivation of students in learning, increasingly unmotivated with the current educational system (B. B. Lambruschini, W. G. Pizarro, Tech���Gamification in university engineering education: Captivating students, generating SBC, 2015). Nevertheless, these tools are not often used by teachers and trainers, due to, inter alia, the difficulty of balancing pedagogical objectives and entertainment (D. Dicheva, K. Irwin, C. Dichev, S. Talasila, A course gamification platform supporting student motivation and engagement, 2014). In this context, the consortium of the Sparks project, Strategic Partnership for Digital Education Readiness co-funded by the Erasmus+ Programme of the European Union, through this Conceptual Framework for Gamified E-Learning Programs aimed at providing vocational teachers and trainers with a reference structure to design gamified learning experiences through an iterative and incremental approach. About the project The project Sparks brings togheter six partner institutions from six countries: Lasc��, project Coordinator (Italy); Bexley-C Level IT (Romania); Center for Innovative Education (Poland); ECOS-Cooperativa de Educa����o, Coopera����o e Desenvolvimento, CRL (Portugal); Femxa Formaci��n S.L.U. (Spain); Kyttaro Enallaktikon Anazitiseon Neaon - KEAN (Greece). The main objectives of the project are developing innovative practices and tools for VET providers to use digital technologies for learning in a creative and collaborative way, and increasing the ability of VET learners, teachers and trainers to adapt to online learning. In a 24-month journey, since May 2021, the consortium will produce the following results: International Research on "Gamification and Game-Based Learning: Best Practices and Requirements for Digital Environments", carried out in the six countries involved. The six national and the comparative research reports, including the findings and conclusions of transnational research of best practices and focus groups with VET teachers, trainers and learners, are available at www.projectsparks.eu. This Conceptual Framework for Gamified E-Learning Programs, to support teachers and trainers in designing their own gamified courses, combining game elements in different online learning stages. Templates of Gamified E-Learning Programs, applying the Conceptual Framework and designed with mixed groups of VET teachers and trainers, through Co-design Labs, to be customizable, flexible and work with any curriculum. An E-Learning Platform, which will provide a builder to create gamified learning programs by choosing and filling out the desired Template, manage the program and monitor learners' progress, behaviour and engagement. The platform will be tested in pilot with VET providers and learners and refined accordingly. The platform will also host a long-term virtual transnational community of education and training providers interested in innovating their practices through digital game-based learning and sharing knowledge and experiences. Support Material for the platform users, including video tutorials, e-learning modules and use cases for teachers and trainers, and an interactive user manual for learners., This publication has received funding from the European Commission under the Grant Agreement number 2020-1-IT01-KA226-VET-008813, Erasmus+ Strategic Partnership project "Sparks".

Aktywne starzenie si�� oznacza pomaganie ludziom jak najd��u��ej kierowa�� w��asnym ��yciem. Poniewa�� utrzymywanie aktywno��ci umys��u jest r��wnie wa��ne, jak utrzymywanie aktywno��ci fizycznej cia��a, istnieje pilna potrzeba kontekstu edukacyjnego, kulturowego i spo��ecznego. Zgodnie z Raportem Analitycznym Indeksu Aktywno��ci Starzenia si�� (UNECE, Integracja i udzia�� os��b starszych w spo��ecze��stwie, 2009) zaanga��owanie os��b starszych (w wieku 55-74) w edukacj�� waha si�� w 28 krajach UE od 0,2% do 19,3%. Konsorcjum utworzone przez pi���� organizacji pozarz��dowych przeprowadzi��o badania podstawowe, analizy i wywiady dotycz��ce poszczeg��lnych kraj��w, aby zrozumie�� przyczyny obni��onego poziomu zaanga��owania senior��w w dzia��ania na rzecz edukacji, integracji i wymiany do��wiadcze��. Na podstawie zebranych danych zesp���� badawczy doszed�� do wniosku, ��e opracowano innowacyjne ramy kurs��w maj��ce na celu popraw�� umiej��tno��ci edukator��w i personelu pracuj��cego z seniorami. Kurs ten sk��ada si�� z 5 modu����w, kt��rych celem jest dostarczenie potrzebnej wiedzy oraz wspieranie rozwoju umiej��tno��ci i postaw kadry pracuj��cej z osobami starszymi. Modu��y zosta��y zaprojektowane zgodnie z napotkanymi potrzebami poprzednich bada��: Poznawanie swoich senior��w Zrozum swoich senior��w Pracuj z seniorami Wzmocnij senior��w Doce�� swoich senior��w, Niniejszy artyku�� otrzyma�� finansowanie z Komisji Europejskiej w ramach umowy o numerze 2020-1-RO01-KA204-080320, ERASMUS+ Strategic Projekt partnerski "Supporting Elderly Needs Is Our Responsibility".

This report collects the findings and conclusions of the transnational research on "Gamification and Game-Based Learning: Best Practices and Requirements for Digital Environments", carried out by the consortium of the Sparks project, Strategic Partnership for Digital Education Readiness, co-funded by the Erasmus Plus Programme of the European Union. In detail, the report collects the comparative results of the main three research phases: identification and analysis of 48 best practices in game-based learning and gamified learning experiences from each of the six EU countries of the Sparks consortium, such as Greece, Italy, Spain, Portugal, Poland and Romania; administration of a survey to 304 Vocational Education and Training experts to validate the key game mechanics, dynamics, components, and game features found as success factors in the best practices collected; ten Focus Groups with 144 educators and learners aimed to identify the target groups' requirements, challenges, and needs for gamified learning experiences in digital environments. About the project The project Sparks brings togheter six partner institutions from six countries: Lascò, project Coordinator (Italy); Bexley-C Level IT (Romania); Center for Innovative Education (Poland); ECOS-Cooperativa de Educação, Cooperação e Desenvolvimento, CRL (Portugal); Femxa Formación S.L.U. (Spain); Kyttaro Enallaktikon Anazitiseon Neaon - KEAN (Greece). The project's main objectives are developing innovative practices and tools for VET providers to use digital technologies for learning creatively and collaboratively and increasing the ability of VET learners, teachers and trainers to adapt to online learning. In a 24-month journey, from May 2021, the consortium will produce the following results: this International Research on "Gamification and Game-Based Learning: Best Practices and Requirements for Digital Environments", carried out in the six countries involved. The six national and comparative research reports, including the findings and conclusions of transnational research of best practices and focus groups with VET teachers, trainers and learners, are available at www.projectsparks.eu. A Conceptual Framework for Gamified E-Learning Programs to support teachers and trainers in designing their gamified courses, combining game elements in different online learning stages. Templates of Gamified E-Learning Programs, applying the Conceptual Framework and designed with mixed groups of VET teachers and trainers, through Co-design Labs, to be customizable, flexible and work with any curriculum. An E-Learning Platform, which will provide a builder to create gamified learning programs by choosing and filling out the desired Template, managing the program and monitoring learners' progress, behaviour and engagement. The platform will be tested in pilot with VET providers and learners and refined accordingly. The platform will also host a long-term virtual transnational community of education and training providers interested in innovating their practices through digital game-based learning and sharing knowledge and experiences. Support Material for the platform users, including video tutorials, e-learning modules and use cases for teachers and trainers, and an interactive user manual for learners., This publication has received funding from the European Commission under the Grant Agreement number 2020-1-IT01-KA226-VET-008813, Erasmus+ Strategic Partnership project "Sparks".

Active ageing means helping people stay in charge of their own lives for as long as possible. Because keeping minds active is equally as important as keeping bodies physically active, there is an urgent need for an educational, cultural and social context. From this perspective, the report addresses the educational needs of educators and staff working with the elderly. This course is part of the Erasmus+ project “SENIOR - Supporting Elderly Needs Is Our Responsibility”, implemented by a consortium of five partners from Italy, Romania, Spain and Poland, aiming at increasing the level of commitment of seniors to participate in activities of education and exchanges of experiences. Educators and adult education institutions play an important role in the development of an enabling environment for an active ageing society. In this context, the report addresses several aspects of education, from the needs of educators that work with seniors to the methods to keep seniors engaged in activities. The course is structured in five modules: Get to know your seniors, Understand your seniors, work with your seniors, empower seniors, value your seniors. The course was developed as per Merrill’s 5 principles of instruction: Problem-orientation: learners deal with issues of real life Activation: prior knowledge of learners is used to activate new knowledge Demonstration: new knowledge is shown to learners Application: new knowledge or skills are used to solve a problem Integration: learners use new knowledge or skills in their real life This course offers organisations and professionals working with seniors the possibility to improve their processes with methods developed at the European level. An array of educational instruments and initiatives are presented to underline the potential of transferring models and good practices across local communities. Currently, there are efforts at the national and EU levels to improve active ageing. The course intends the harmonization of the educational programs for educators and staff working with seniors at the European level can foster an active ageing society. In addition, it aims at developing modern and effective educational models that enable organisations working with the elderly to improve the continuous professional development of staff., Grant Agreement 2020-1-RO01-KA204-080320, Supporting Elderly Needs Is Our Responsibility (SENIOR)

Social entrepreneurship matters for numerous reasons and plays a key role nowadays. Social entrepreneurship supports people who are marginalised or who find themselves in unjust positions due to events that are beyond their control. A social entrepreneur differs from a typical entrepreneur in that, whereas the traditional entrepreneur's ultimate purpose is to make money, the social entrepreneur's ultimate goal is to make long-term societal change. The Toolkit on Social Entrepreneurship provides the tips and tricks necessary to start a business from the scratch. Trainees are taught not only how to conceptualize their business idea clearly, but how to plan and execute it. They gain knowledge about strategies to develop their social business model, ways to analyse it and sources of financing for start-ups. Moreover, they become aware of globally widespread problems that people are facing and the imperative need to solve them. Furthermore, once they have their business, trainees are taught about the importance of measuring their performance and strategies to do it. This toolkit was conceived for the Erasmus+ project “Entrepreneurial Mindset for Future Youth Work”, implemented by a consortium of four partners from Romania, Italy, Poland and Turkey. The project aims to encourage entrepreneurship and unlock the growth potential of European young people, in particular NEETs. The purpose of this toolkit is to assist youth workers, trainers and educators to introduce and organize new training courses and enhance the existing training materials, to further deliver effective training to youth in the field of social entrepreneurship. This support toolkit comprises a set of approaches and methodologies that can be used in Europe to support young people, particularly NEETs and disadvantaged young people, who would like to start a business in the social entrepreneurship field. The toolkit is designed as an accessible document giving a course of action for youth workers on how to attract, involve, activate and train disadvantaged young people. In order to have a full understanding of the topic as well as to improve the competences of youth workers, trainers and educators to organize and deliver social entrepreneurship courses in the online environment, the content has been structured as follows: Module 1. Social entrepreneurship Module 2. Sustainable Development Goals Module 3. Impact of social entrepreneurship on society Module 4. Creating social enterprises Module 5. Business idea Module 6. SOAR analysis for creating a value proposition Module 7. Business models Module 8. Social business models Module 9. Pitch your business Module 10. Funding opportunities Module 11. Measuring performance Module 12. Marketing strategies The above modules contain the knowledge that youth workers need in order to provide adequate support to young people for the development of a business, with a particular focus on social entrepreneurship training (e.g. Sustainable development Goals, Social Business Model Canvas, SOAR, etc.). In this toolkit, the authors proposed a set of useful tools for youth workers to provide training on social entrepreneurship. These tools range from classic training tools to multimedia ones, all being intended to adapt the course to the needs and specificities of the target group. Finally, the youth workers, trainers and educators will be able to understand how to introduce young people in an innovative way to European funding mechanisms, help them develop an entrepreneurial idea and know the existing tools to put it into practice.

Active aging means helping people stay in charge of their own lives for as long as possible. Because keeping minds active is equally as important as keeping bodies physically active, there is an urgent need of an educational, cultural and social context. From this perspective, the report addresses the educational needs of educators and staff working with elderly. The study is part of the Erasmus+ project “SENIOR - Supporting Elderly Needs Is Our Responsibility”, implemented by a consortium of five partners from Italy, Romania, Spain and Poland, aiming at increasing the level of commitment of seniors to participate in activities of education and exchanges of experiences. Educators and adult education institutions play an important role in the development of an enabling environment for an active aging society. In this context, the report addresses several aspects of education, from the needs of educators that work with seniors to the methods of keeping the seniors engaged in activities. The report is structured in three main sections: Research methodology National needs analyses in Spain, Poland, Italy and Romania European synthesis report on needs analysis The research methodology section summarizes the research methods applied to identify the needs of educators, the categories of respondents, the approach to interviews and limitations of the study. The national reports set forth a range of country-specific aspects, with references to political frameworks, educational opportunities and potential barriers to active aging. Drawing from desk research and individual interviews, the report summarizes the challenges around active aging and education with and for seniors, along with areas of improvement suggested by interview respondents. Each interview was guided to foster an understanding of what working with seniors implies and what the educators teaching seniors need to consider. Questions lead to recommendations concerning the cooperation between different actors for an active aging society. The European synthesis chapter generates the basis for creating an innovative educational context for educators of seniors. It offers to organizations working with seniors the possibility to improve their processes with methods developed at European level. An array of educational instruments and initiatives are presented to underline the potential of transferring models and good practices across local communities. Currently, there are efforts at national and EU level to improve active ageing. The analysis reveals that harmonization of the educational programs for educators and staff working with seniors at European level can foster an active aging society. In addition, developing moderns and effective cooperation models that enable networking is expected to improve continuous professional development of staff by sharing and exchanging pedagogical models validated across Europe. Based on the data collected, the research team concluded upon an innovative course framework to improve the skills of the educators and staff working with seniors., Grant Agreement 2020-1-RO01-KA204-080320, Supporting Elderly Needs Is Our Responsibility (SENIOR)

The project Professional English Language Skills for Employability Across EU brings together six partner institutions from six countries: Centre for Social Innovation (CSI) Cyprus; MECB Ltd Malta, Lus��fona University Portugal, TEAM4Excellence (T4E) Romania; Babel Idiomas Spain; and Eurospeak Language Schools Ltd United Kingdom. The main objectives of the project are: make high-quality professional English training available for specifically unemployed citizens across Europe; produce a sensible ready-to-go framework for a curriculum for professional English that can have an impact on Language teachers and trainers, and upskill unemployed citizens with professional English skills that are actually required by employees. This project aims to research the labour market in partner countries and establish the type of English skills employers currently require from their employees. This information is collated in the form of the current handbook/guide to serve as a reference from which we can then establish a framework for a curriculum. The curriculum will then form the basis of an e-course on professional English skills targeted towards unemployed people in Europe. The hope is that this e-course will help to upskill the participants and increase their probability of finding employment. The fact that this is an e-course will obviously benefit those who live in rural areas and do not have access to language schools or face-to-face classes., Grant Agreement 2020-1-UK01-KA202-079035, Professional English Skills For Employability Across EU (PESE)

The development of technology has created a new social structure that controls who, how and when individuals interact with society. In less than 30 years, the use of the Internet, mobile phones and computers has increased to the point that we hardly know what we would do without them. Digital citizens are required to act in a certain way that fits with accepted norms, standards and regulations. The Consumer awareness course is needed because it covers specific issues related to online shopping and consumer awareness, which young people often neglect or are unaware of. Online shopping has grown in popularity over the years. A December 2011 study, Equation Research found that 87% of tablet users made an online transaction with their tablet device during the early holiday shopping season. This course was designed as an instrument to assist teachers, trainers and youth workers in their daily work with young people. However, the course may be also followed directly by young people on their own. It includes readings, exercises, case studies, quizzes and self-reflection questions, divided into five modules: Introduction to consumer awareness in digital environments; Ethical considerations and risks for online shopping; Online marketing; E-Entrepreneurship; Getting deeper into consumers’ rights and responsibilities. While this Consumer awareness course textbook is available to download for free here and in the TrainingClub.eu European non-formal education platform of TEAM4Excellence, it is also available as a Moodle massive open online course in English. Furthermore, each module was translated into three languages: Romanian, Greek and German. “Consumer awareness” is the result of the Erasmus+ project “Strategic partnership to develop open educational resources for teaching digital citizenship”, implemented by a consortium of four partners from Romania, Cyprus, Germany and Greece, aiming at improving a broad range of competences, so citizens are able to actively, positively and responsibly engage in both on and offline communities. The authors consider that digital citizenship should be faced as a multidimensional and complex concept. Based on this aspect, they created 10 courses that together help improve the digital citizenship skills of people: Access and Inclusion, Learning and Creativity, Media and Information Literacy, Ethics and Empathy, Health and Wellbeing, ePresence and Communication, Active Participation, Rights and Responsibilities, Privacy and Security, Consumer Awareness. Besides English, each course was translated into three more languages: Romanian, Greek and German. All the courses may be accessed online and anyone can enrol on Moodle and follow the courses for free., Grant Agreement 2019-3-RO01-KA205-078053, Strategic partnership to develop open educational resources for teaching digital citizenship (DIGCIT)

The development of technology has created a new social structure that controls who, how and when individuals interact with society. In less than 30 years, the use of the Internet, mobile phones and computers has increased to the point that we hardly know what we would do without them. Digital citizens are required to act in a certain way that fits with accepted norms, standards and regulations. The Ethics and Empathy course is representing those behaviours that maintain “peace”. Much has been written in recent years about how personal electronics and the use of social media networks seem to be isolating us more and more from each other. Despite these, researchers found that young people may actually be growing more socially adept, perhaps thanks in part to advances in technology. It depends on how technology and social media are integrated into our lives and how the correlation with our feelings fosters peace. This course was designed as an instrument to assist teachers, trainers and youth workers in their daily work with young people. However, the course may be also followed directly by young people on their own. It includes readings, exercises, case studies, quizzes and self-reflection questions, divided into five modules: Positive online behaviour; Empathy as a skill for life; Ethical thinking; Ethical decisions; Practice empathy. While this Ethics and Empathy textbook is available to download for free here and in the TrainingClub.eu European non-formal education platform of TEAM4Excellence, it is also available as a Moodle massive open online course in English. Furthermore, each module was translated into three languages: Romanian, Greek and German. “Ethics and Empathy” is the result of the Erasmus+ project “Strategic partnership to develop open educational resources for teaching digital citizenship”, implemented by a consortium of four partners from Romania, Cyprus, Germany and Greece, aiming at improving a broad range of competences, so citizens are able to actively, positively and responsibly engage in both on and offline communities. The authors consider that digital citizenship should be faced as a multidimensional and complex concept. Based on this aspect, they created 10 courses that together help improve the digital citizenship skills of people: Access and Inclusion, Learning and Creativity, Media and Information Literacy, Ethics and Empathy, Health and Wellbeing, ePresence and Communication, Active Participation, Rights and Responsibilities, Privacy and Security, Consumer Awareness. Besides English, each course was translated into three more languages: Romanian, Greek and German. All the courses may be accessed online and anyone can enrol on Moodle and follow the courses for free.

The development of technology has created a new social structure that controls who, how and when individuals interact with society. In less than 30 years, the use of the Internet, mobile phones and computers has increased to the point that we hardly know what we would do without them. Digital citizens are required to act in a certain way that fits with accepted norms, standards and regulations. The Access and Inclusion course is fundamental to empowering learners' online voices. More than this, it is crucial to teach learners how to enable other people's voices so that the overall digital world becomes a more open and accessible environment with numerous positive spillovers into the physical world. This world has its very own rules that must be understood so that access and inclusion can be attained by all in the digital environment. This course was designed as an instrument to assist teachers, trainers and youth workers in their daily work with young people. However, the course may be also followed directly by young people on their own. It includes readings, exercises, case studies, quizzes and self-reflection questions, divided into five modules: Introducing the concepts of access and inclusion; Are we all prejudiced; Democracy and the digital; Trolls and other creatures of the net; Become an access and inclusion champion. While this Access and Inclusion textbook is available to download for free here and in the TrainingClub.eu European non-formal education platform of TEAM4Excellence, it is also available as a Moodle massive open online course in English. Furthermore, each module was translated into three languages: Romanian, Greek and German. “Access and Inclusion” is the result of the Erasmus+ project “Strategic partnership to develop open educational resources for teaching digital citizenship”, implemented by a consortium of four partners from Romania, Cyprus, Germany and Greece, aiming at improving a broad range of competences, so citizens are able to actively, positively and responsibly engage in both on and offline communities. The authors consider that digital citizenship should be faced as a multidimensional and complex concept. Based on this aspect, they created 10 courses that together help improve the digital citizenship skills of people: Access and Inclusion, Learning and Creativity, Media and Informaction Literacy, Ethics and Empathy, Health and Wellbeing, ePresence and Communication, Active Participation, Rights and Responsibilities, Privacy and Security, Consumer Awareness. Besides English, each course was translated into three more languages: Romanian, Greek and German. All the courses may be accessed online and anyone can enrol on Moodle and follow the courses for free., Grant Agreement 2019-3-RO01-KA205-078053, Strategic partnership to develop open educational resources for teaching digital citizenship (DIGCIT)

The development of technology has created a new social structure that controls who, how and when individuals interact with society. In less than 30 years, the use of the Internet, mobile phones and computers has increased to the point that we hardly know what we would do without them. Digital citizens are required to act in a certain way that fits with accepted norms, standards and regulations. The Rights and Responsibilities course intends to create a safe and enabling online environment where intermediaries, users and all parties know their rights and responsibilities. Digital rights are human rights in the digital era. Therefore, it comprises the rights that are implicated in our access to and use of these technologies. It also necessitates the consideration of the commensurate obligations and responsibilities there are on states and on all users to protect these rights. This course was designed as an instrument to assist teachers, trainers and youth workers in their daily work with young people. However, the course may be also followed directly by young people on their own. It includes readings, exercises, case studies, quizzes and self-reflection questions, divided into five modules: Introduction to digital rights and responsibilities; Copyright issues; Online sexual harassment; Cyberbullying; Online hate speech. While this Rights and Responsibilities textbook is available to download for free here and in the TrainingClub.eu European non-formal education platform of TEAM4Excellence, it is also available as a Moodle massive open online course in English. Furthermore, each module was translated into three languages: Romanian, Greek and German. “Rights and Responsibilities” is the result of the Erasmus+ project “Strategic partnership to develop open educational resources for teaching digital citizenship”, implemented by a consortium of four partners from Romania, Cyprus, Germany and Greece, aiming at improving a broad range of competences, so citizens are able to actively, positively and responsibly engage in both on and offline communities. The authors consider that digital citizenship should be faced as a multidimensional and complex concept. Based on this aspect, they created 10 courses that together help improve the digital citizenship skills of people: Access and Inclusion, Learning and Creativity, Media and Information Literacy, Ethics and Empathy, Health and Wellbeing, ePresence and Communication, Active Participation, Rights and Responsibilities, Privacy and Security, Consumer Awareness. Besides English, each course was translated into three more languages: Romanian, Greek and German. All the courses may be accessed online and anyone can enrol on Moodle and follow the courses for free., Grant Agreement 2019-3-RO01-KA205-078053, Strategic partnership to develop open educational resources for teaching digital citizenship (DIGCIT)

The development of technology has created a new social structure that controls who, how and when individuals interact with society. In less than 30 years, the use of the Internet, mobile phones and computers has increased to the point that we hardly know what we would do without them. Digital citizens are required to act in a certain way that fits with accepted norms, standards and regulations. The e-Presence and Communication course deals with competencies related to online communication and interaction with others through virtual social spaces. More and more people are spending a greater part of their lives online for many reasons that expand beyond work and entertainment. Knowing how to communicate and address issues related to one’s virtual profile is among the top eSkill’s that people, especially young ones, should master. This course was designed as an instrument to assist teachers, trainers and youth workers in their daily work with young people. However, the course may be also followed directly by young people on their own. It includes readings, exercises, case studies, quizzes and self-reflection questions, divided into five modules: Introducing e-presence; Introducing communication; e-presence and communication; Optimizing e-presence and communication; E-presence and communication safety. While this e-Presence and Communication textbook is available to download for free here and in the TrainingClub.eu European non-formal education platform of TEAM4Excellence, it is also available as a Moodle massive open online course in English. Furthermore, each module was translated into three languages: Romanian, Greek and German. “e-Presence and Communication” is the result of the Erasmus+ project “Strategic partnership to develop open educational resources for teaching digital citizenship”, implemented by a consortium of four partners from Romania, Cyprus, Germany and Greece, aiming at improving a broad range of competences, so citizens are able to actively, positively and responsibly engage in both on and offline communities. The authors consider that digital citizenship should be faced as a multidimensional and complex concept. Based on this aspect, they created 10 courses that together help improve the digital citizenship skills of people: Access and Inclusion, Learning and Creativity, Media and Information Literacy, Ethics and Empathy, Health and Wellbeing, ePresence and Communication, Active Participation, Rights and Responsibilities, Privacy and Security, Consumer Awareness. Besides English, each course was translated into three more languages: Romanian, Greek and German. All the courses may be accessed online and anyone can enrol on Moodle and follow the courses for free., Grant Agreement 2019-3-RO01-KA205-078053, Strategic partnership to develop open educational resources for teaching digital citizenship (DIGCIT)

The development of technology has created a new social structure that controls who, how and when individuals interact with society. In less than 30 years, the use of the Internet, mobile phones and computers has increased to the point that we hardly know what we would do without them. Digital citizens are required to act in a certain way that fits with accepted norms, standards and regulations. The Media and Information Literacy course is crucial nowadays because we are living in the 21st century, which challenges us with the rapid growth of technologies. Media and Information Literacy focuses on the freedom of expression and information, since it empowers citizens to understand the functions of media and other information providers, to evaluate their content, and to make informed criticism as users and producers of information and media content. This course was designed as an instrument to assist teachers, trainers and youth workers in their daily work with young people. However, the course may be also followed directly by young people on their own. It includes readings, exercises, case studies, quizzes and self-reflection questions, divided into five modules: Why media literacy skills; Ask the right question; Legal, ethical and societal aspects of using media and information; Media and information literate individual; Dimensions of media. While this Media and Information Literacy textbook is available to download for free here and in the TrainingClub.eu European non-formal education platform of TEAM4Excellence, it is also available as a Moodle massive open online course in English. Furthermore, each module was translated into three languages: Romanian, Greek and German. “Media and Information Literacy” is the result of the Erasmus+ project “Strategic partnership to develop open educational resources for teaching digital citizenship”, implemented by a consortium of four partners from Romania, Cyprus, Germany and Greece, aiming at improving a broad range of competences, so citizens are able to actively, positively and responsibly engage in both on and offline communities. The authors consider that digital citizenship should be faced as a multidimensional and complex concept. Based on this aspect, they created 10 courses that together help improve the digital citizenship skills of people: Access and Inclusion, Learning and Creativity, Media and Information Literacy, Ethics and Empathy, Health and Wellbeing, ePresence and Communication, Active Participation, Rights and Responsibilities, Privacy and Security, Consumer Awareness. Besides English, each course was translated into three more languages: Romanian, Greek and German. All the courses may be accessed online and anyone can enrol on Moodle and follow the courses for free.

The development of technology has created a new social structure that controls who, how and when individuals interact with society. In less than 30 years, the use of the Internet, mobile phones and computers has increased to the point that we hardly know what we would do without them. Digital citizens are required to act in a certain way that fits with accepted norms, standards and regulations. The Health and Wellbeing course addresses two elements of digital citizenship: the physical (health) and psychological wellbeing (wellness) of one’s self while living and interacting in an ever-increasing digital technological world. Given the high frequency with which young people use technologies, particularly in their personal lives, among the most alarming facts related to youth’s health and wellbeing is the rising percentage of young people suffering from some type of media addiction. This course was designed as an instrument to assist teachers, trainers and youth workers in their daily work with young people. However, the course may be also followed directly by young people on their own. It includes readings, exercises, case studies, quizzes and self-reflection questions, divided into five modules: Introduction to digital health and wellbeing; Ergonomics; Mental health and media; Media addictions; The healthy use of digital tools and online devices. While this Health and Wellbeing textbook is available to download for free here and in the TrainingClub.eu European non-formal education platform of TEAM4Excellence, it is also available as a Moodle massive open online course in English. Furthermore, each module was translated into three languages: Romanian, Greek and German. “Health and Wellbeing” is the result of the Erasmus+ project “Strategic partnership to develop open educational resources for teaching digital citizenship”, implemented by a consortium of four partners from Romania, Cyprus, Germany and Greece, aiming at improving a broad range of competences, so citizens are able to actively, positively and responsibly engage in both on and offline communities. The authors consider that digital citizenship should be faced as a multidimensional and complex concept. Based on this aspect, they created 10 courses that together help improve the digital citizenship skills of people: Access and Inclusion, Learning and Creativity, Media and Information Literacy, Ethics and Empathy, Health and Wellbeing, ePresence and Communication, Active Participation, Rights and Responsibilities, Privacy and Security, Consumer Awareness. Besides English, each course was translated into three more languages: Romanian, Greek and German. All the courses may be accessed online and anyone can enrol on Moodle and follow the courses for free., Grant Agreement 2019-3-RO01-KA205-078053, Strategic partnership to develop open educational resources for teaching digital citizenship (DIGCIT)

The development of technology has created a new social structure that controls who, how and when individuals interact with society. In less than 30 years, the use of the Internet, mobile phones and computers has increased to the point that we hardly know what we would do without them. Digital citizens are required to act in a certain way that fits with accepted norms, standards and regulations. The Active Participation course is a symbol of independence and democracy. Active participation empowers individuals in the activities and relationships of everyday life leading to them living as independently as possible. Also, it helps individuals to increase autonomy, self-confidence and self-esteem. Moreover, it refers to the involvement of people in their society, by taking initiatives based on their needs, showing that citizens are not passive and they do care. This course was designed as an instrument to assist teachers, trainers and youth workers in their daily work with young people. However, the course may be also followed directly by young people on their own. It includes readings, exercises, case studies, quizzes and self-reflection questions, divided into five modules: Digital citizens in a digital world; Make your youth remarkable; The freedom of voting; Advocacy: networking for advocacy strategy; Online support with real impact. While this Active Participation textbook is available to download for free here and in the TrainingClub.eu European non-formal education platform of TEAM4Excellence, it is also available as a Moodle massive open online course in English. Furthermore, each module was translated into three languages: Romanian, Greek and German. “Active Participation” is the result of the Erasmus+ project “Strategic partnership to develop open educational resources for teaching digital citizenship”, implemented by a consortium of four partners from Romania, Cyprus, Germany and Greece, aiming at improving a broad range of competences, so citizens are able to actively, positively and responsibly engage in both on and offline communities. The authors consider that digital citizenship should be faced as a multidimensional and complex concept. Based on this aspect, they created 10 courses that together help improve the digital citizenship skills of people: Access and Inclusion, Learning and Creativity, Media and Information Literacy, Ethics and Empathy, Health and Wellbeing, ePresence and Communication, Active Participation, Rights and Responsibilities, Privacy and Security, Consumer Awareness. Besides English, each course was translated into three more languages: Romanian, Greek and German. All the courses may be accessed online and anyone can enrol on Moodle and follow the courses for free.