The project INSPIRA “Inspire young girls in Science and Technology” aims to raise awareness of young people, boys and girls, about the reality of women in the scientific-technological field, especially support girls who have an interest or concern about these areas, and thereby increase the scientific and technological vocations among young people between 10 and 14 yr. For the development of INSPIRA, the University of Deusto and Elhuyar Fundazioa have formed a strong multidisciplinary team of professionals to integrate expertise and resources, and create a network of stakeholders involved in promoting female professionals in STEM areas. The methodological and innovative strategy proposed by the project is to organize awareness sessions around “Gender, Science and Technology” for groups of boys and girls in primary and secondary education. On the other hand, a group of female professionals will carry out mentoring dynamics with small groups of girls with interest in Research, Science and Technology.

POLAR STAR aims to bring together state-of-the-art learning pedagogies and combine them with exciting activities that focus on contemporary science, thus helping teachers to introduce STEAM successfully in their class. At the same time, the project focuses on the development of students’ key skills and competencies as well as deepening their knowledge of fundamental scientific principles, increasing their appreciation of science and technology and their role in today’s’ societies.

ICT combined with Inquiry-Based Science Learning (IBSL), an education technique that always begins with questions and problems, will challenge students in discovering answers themselves. Through this innovative teaching method, students can focus on learning ICT by doing, with the teacher guiding the way, and plain lectures no longer driving concept mastery. The Teaching ICT with Inquiry (TIWI) project will help upper primary and secondary educators to: - Gain new skills and be in a position to teach coding efficiently to their students - Become comfortable in using the inquiry based approach in their teaching and see its direct connection to the coding logic - Provide them and their students with self-assessment instruments that will allow them to take control of their personal development and their students’ further learning The main goal of this project is to provide teachers with tools and skills in order to enable them, with the help of inquiry-based approach to teach coding - the digital language spoken by ICT tools. The main target group includes in-service upper primary (9-11 y.o. students) and secondary (12-19 y.o. students) school teachers coming from 20+ countries in Europe. We will also give various possibilities to future teachers (pre-service training) to participate in this project by taking an online course, use educational material produced within the proposed project, and participate in European-wide competition.

Sponsoring entity: European Commission H2020 coordinated by the University of Deusto.

Funding: 297.520,72€.

Starting year: 2016

Ending year: 2020

Annex number: 9.C.5

The main objective of this project is to move forward the current waste management practices into a circular economy motto, demonstrating the value of integrating and validating a set of 20 eco-innovative solutions that cover all the waste value chain. The benefits of these solutions will be enhanced by a holistic waste data management methodology, and will be demonstrated in 4 complementary urban areas in Europe. The eco-innovative solutions include technological and non-technological tools such as: a) IT tools to support the daily operation and long-term planning, b) Apps for citizens empowerment and engagement, c) Educational materials based on innovative teaching units and serious games, d) Tools for citizen science for the co-creation of novel solutions, e) Mechanisms to boost behavioral changes based on economic instruments and social actions, and f) Decentralized solutions for valorization and reuse of high value resources. The different solutions will be implemented in 4 complementary European areas: a) Zamudio (ES) is a highly industrialized area with a spread population that uses a separated kerbside collection; b) Halandri (GR) is a large suburban city with a wide range of business that has a very basic waste management system; c) Seveso (IT) is a residential town that uses a door-to-door system; d) and Cascais (PT) is an extensive and high touristic coastal town that implements an advanced collection system. The project includes a consortium of 19 partners with 4 public agencies and administrations, 3 research centers and universities, 8 SMEs, 2 LEs, 1 cluster and 1 NGO, that will work together during 36 months with an overall contribution from the EC of €9M.The most relevant expected impacts are: a 20% increase in waste sorting, 10% saving of management costs, and 10% reduction of GHG emissions. The experience gained, and the synergies among the partners describe the best possible scenario to launch new governance and business models.

Sponsoring entity: Ministry of Economy, Industry and Competitiveness.

Funding: 87.967€.

Starting year: 2018

Ending year: 2020

Annex number: 9.C.20

Towards augmented everyday objects that self- adapt and co-educate users to underpin their pro-environmental behaviour through persuasive technologies.

Sponsoring entity: European Commission H2020 coordinated by the University of Deusto.

Funding: 421.582€.

Starting year: 2019

Ending year: 2022

Annex number: 9.C.1

Gender Equality Actions in Research Institutions to traNsform Gender ROLES (GEARING-Roles) is a strong multidisciplinary consortium of 10 European academic and non-academic partners that will design, implement, and evaluate 6 Gender Equality Plans (GEPs) following the steps described in the GEAR tool (define, plan, act and check) with the firm objective of challenging and transforming gender roles and identities linked to professional careers, and work towards real institutional change.

The main objective of SAILS project is to provide tools to students, families, teachers and school managers to appropriately face the new learning context created with the global COVID-19 pandemic. These tools will empower the whole educational community regarding their digital literacy from different approaches: digital identity, interpersonal relationships, learning processes, boundaries and technology uses (overconfidence vs. overprotection), and so on. Even though we do not diminish the potential threats and legal difficulties involved in the use of these online platforms, we want to stress their key role in terms of new opportunities and good practices.

The Schools As Living Labs project proposes a new framework based on open innovation methods for schools across Europe to approach their science education programmes in a new light. Our objective is to make STEM teaching more relevant, systemic, and inclusive and to do that for all of our students.

SALL adopts the concept of open schooling in science education where schools, become agents of community well-being by creating new partnerships with other local actors and addressing local issues relevant to them.

The wider objective of the GameHub, University-enterprises cooperation in game industry in Ukraine is to ensure employability and self-sustainability of Higher Education Institution (HEI) graduates, unemployed engineers as well as veterans of Anti-Terror Operation (ATO) in Ukraine by equipping them with knowledge and skills demanded by digital game industry (GI) – a highly networked global impact economy. GI strongly based on online work approach allows one to develop a highly technological field and, therefore, gross domestic product without large investments.

The specific objectives of the project are:

• o establish monitoring instruments of competence profiles and training necessary for employment in ICT market in Ukraine (UA) including international networking and business opportunities;
• GameHub built in each UA HEI will contribute to the development of knowledge and competences for digital game production and entrepreneurship by developing learning materials, coaching, and consulting of HEI faculties and training service centers;
• Mutually beneficial and viable cooperation between academia, employment and veterans associations, and GI strengthening the emerging Ukrainian ICT creative business sector.

El programa JovenTek es una iniciativa de DeustoTech Learning/Fundación Deusto. Pretende ser un conjunto de actividades coordinadas, orientadas a fomentar en los adolescentes a medio plazo las vocaciones hacia la Ingeniería, de forma íntimamente ligada a la tecnología y a su importancia social. Las líneas temáticas del proyecto JovenTek serán herramientas, procesos y metodologías basadas en tecnología, que hemos identificado como especialmente interesantes dada su aplicabilidad, su accesibilidad, su bajo coste, y su fácil integración con procesos domésticos, familiares y escolares. Alrededor de estas áreas se desarrollarán las distintas acciones.

Las acciones que incluirá son de tipo:

• Grupos de formación, trabajo, seguimiento y evaluación con profesores de secundaria/bachillerato.
• Cursos online de acercamiento a la ingeniería para estudiantes de secundaria/bachillerato, accesibles en toda España.
• Concursos y eventos de socialización, cooperación e integración de resultados.

El proyecto AUTOGAME tiene como objetivo desarrollar un juego serio (serious game) para el diagnóstico y localización de averías en esquemas eléctricos, y se enmarca en el el área de la electricidad en automoción. Está dirigido a la Formación Profesional, pero es tan flexible que puede adaptarse a otros ámbitos educativos.

Hemos conseguido el editor para facilitarnos la vida a los profes de automoción que no sabemos programar. Con este editor podremos añadir actividades (circuitos con averías) a nuestro juego.Podremos compartir cientos de actividades en nuestra comunidad para enriquecer el juego.Puede ser usado también por profesores de otras especialidades para editar todo tipo de circuitos eléctricos. El juego está concebido como un material complementario a la formación presencial, en el que alumnos deben identificar averías en esquemas eléctricos, y la causa que ha producido dicha avería, el componente que ha fallado. Se presentan esquemas eléctricos al alumno y debe identificar una única avería en cada circuito, tras lo cual se pasa a la siguiente actividad.

Este es un proyecto Open Software. Vamos a crear una comunidad donde compartir todas las actividades que diseñemos los profesores para este juego

El proyecto Teknologia Interaktiboa 3: Robotika consiste en el diseño de una unidad didáctica sobre el bloque de contenidos de control y robótica del Diseño Curricular Base para 3º y 4º de la ESO en Tecnología. Se trata de un material educativo interactivo y motivador para el estudiante que le ayudará a conocer y explorar el funcionamiento y las aplicaciones de los robots. Con esta unidad se introduce al alumno en el mundo del control y la robótica. Se hará uso del ordenador como elemento de programación y control y se diseñarán, construirán y programarán robots.

El objetivo principal de este proyecto va más allá de adquirir unos conocimientos acerca de la arquitectura y el funcionamiento de los robots, pretende también trabajar sobre ambientes de aprendizaje multidisciplinares, reales y cercanos al alumno donde adquieran habilidades para investigar, para experimentar, para resolver problemas y para responder con éxito a los cambios de su entorno. Todo ello contribuye al desarrollo de la creatividad y del pensamiento de los estudiantes.

El proyecto Teknologia Interaktiboa 3: etxebizitzetako instalazioak tiene como objetivo diseñar una unidad didáctica sobre el bloque de contenidos de “Instalaciones en viviendas” del Diseño Curricular Base para 3º y 4º de la ESO en Tecnología. Se trata de un material educativo interactivo y motivador para el estudiante que le ayudará a conocer y explorar la estructura y el entramado de las distintas instalaciones de una vivienda. Se pretende que el alumno conozca todas las instalaciones que configuran una vivienda (electricidad, agua sanitaria, evacuación de aguas, sistemas de calefacción, gas, aire acondicionado, comunicaciones, domótica y otras instalaciones. Además que se familiarice con su simbología, diseño y montaje. Por otro lado, se analizarán facturas domésticas y se les intentará hacer conscientes de la importancia del ahorro energético.

El desarrollo de esta unidad va a aportar al alumno gran cantidad de conocimientos acerca de ámbitos y escenarios de su propio entorno. Le va a dotar de destrezas y habilidades para el manejo de los aparatos de las instalaciones domésticas, también le va a dotar de hábitos de seguridad, de ahorro y de consumo responsable. Además en esta unidad se pondrán en práctica muchos otros conocimientos adquiridos en las etapas anteriores de la asignatura de tecnología, conceptos como el consumo energético, las fuentes de energía, la electricidad, las normas de seguridad, etc.

The Go-Lab Project (Global Online Science Labs for Inquiry Learning at School) is a European collaborative project co-funded by the European Commission (Seventh Framework Programme) and uniting 19 organisations from twelve countries. Go-Lab concentrates on providing access to online laboratories in order to enrich classroom experience in schools as well as learning activities out-of-class. The overall aim of the Go-Lab Project is to provide students an opportunity to gain hands-on experience in science by conducting experiments using modern laboratory equipment by themselves, deepen their knowledge in fundamental sciences, and to motivate them for making scientific carrier in the future.

The wider objective of this project is to increase attractiveness of engineering education through innovative teaching methods as well as through the strengthening of university- secondary vocational schools collaboration.
Specific objectives, within the aforementioned wider one, include:
To build cross-universities network of remote engineering laboratories in order to enhance engineering education at Serbian HE institutions To strengthen university-secondary vocational schools collaboration through secondary vocational schools teacher training in using resources of The Library of Remote Experiments To bring remote engineering experiments into secondary vocational school classrooms in order to promote engineering education attractiveness to prospective engineering students

We have developed interactive and multimedia learning objects composed of four units related to the most important sculptures from the permanent collection of the Reproductions Museum of Bilbao, to work specific content of Greek art. The educational sequences consist of a series of enriched pictures, illustrations, video and activities with a high degree of interactivity. The target audience is students of Secondary School, however, it is a simple and informative material any visitor can enjoy.

Thanks to the digital board included in the project, the Museum has acquired a very attractive technological resources to enhance visitors, and especially to facilitate the interaction of students with the content

ICo-op was initiated to equip engineering students in Armenia, Georgia, and Ukraine with the skills necessary for a successful career. The program will forge partnerships between universities and industry to modernize engineering education that provides direct access to top-notch facilities with remote and virtual instrumentation. The program will be based on EU best practices, partners’ industry expertise, and knowledge of business demand of target countries.
ICo-op aims to:

• Establish methodology for identification and monitoring of demand for knowledge and skills in industry;
• Deliver learning programs incorporating transversal and using remote laboratories/virtual instrumentation knowledge and competences;
• Build mutually beneficial, sustainable partnerships between academia and enterprises by offering internship programs and up-to-date industry training programs.

ClipFlair aims to counter the factors that discourage Foreign Language Learning (FLL) by providing a motivating, easily accessible application for foreign-language learning through revoicing (including dubbing, audio description, karaoke singing and reciting) and captioning (including subtitling, and video annotations). ClipFlair aims to:

• expand the ways to interact with video-clips and offering ready-to-use revoicing activities;
• promote an ever growing library of activities;
• establishe a community of authors.

The aim of this game, supported by the regional government of Biscay, is to develop and assess generic competences oriented to improve the employability of students. In particular, the game includes activities related to “problem solving” and “entrepreneurship” competences. A multidisciplinary team formed by researcher from the groups Innova, DeustoTech Computing and the Leisure Studies Institute, coordinated by DeustoTech Learning, have contributed with their expertise in pedagogy, gaming and technologies to develop a prototype that shows the possibilities of serious games in competence training and assessment.

SocialTechBook is a research project that aims to analyze the opportunities to enrich the book and reading experience using technology. The book is changing, we wonder what is the future of the book? How will be the book of the future? Technology has part of the answer, it allows to enrich books (both paper and electronic) with audio visual resources, interactive activities, access to remote experiments, etc. Reading, traditionally an individual experience, can be socialized thanks to mobile phones or tablets. Nowadays you can share notes with other users directly or through social networks, underline a book collaboratively, interact over the same activity or ask a question to the teacher or expert in the area. All these possibilities integrated with the reading of the book.

The VOCAL – Vocational Online CollAboration for Learning project aims to support vocational education and training in Europe through providing training opportunity for HE and VET teachers to experience and to develop skills in online collaborative learning.

Education organizations need to network and collaborate in order to meet the challenges of the diversification of learners, the opening up of education, and the preparedness to merge international and intercultural learner groups and to provide learning services for work-based learners. (C)VET and higher education institutions should be digitally competent in order to meet these challenges and provide quality learning services, with the special focus on digitally and pedagogically competent teachers and trainers.

The main goal of the project is to innovatively implement ICT-based learning materials, remote experiments, and e-didactic methods into formal and non-formal lifelong learning settings. It will enhance and modernize science, technology, engineering and mathematics (STEM) curricula, foster student creativity and motivation, and develop professional skills and insights about the impact of evolving technologies.

E-Pragmatic network connects educational institutions, chambers of commerce and small business, enterprises and the associations of enterprises from seven European countries. The main network’s aim is to modernize mechatronics and engineering vocational training of the employed professionals, apprentices and trainees, by enhancing of the existing or establishing new in-company training approaches in the industry.

Mechatronics, as a combination of mechanical engineering, electronic engineering, and software engineering, is still a relatively new engineering field. However most of the engineering professionals are at some point in their career faced with the problems that are by their nature the interdisciplinary, mechatronics problems. Within E-PRAGMATIC network, the mechatronics engineering and alternative technologies distance training, suited to the needs of industry, will be developed. Learning contents will be prepared by the network’s educational partners through the close cooperation with the industrial partners and on the basis of the ascertained knowledge needs.

ACCEplay is a R&D project that has developed the first low-cost hardware-software integrated device to provide unattended audiovisual accessibility in repetitive audiovisual events. The device has been already commercialized and introduced in a set of ten Spanish cinemas. It is installed in the cabin and synchronizes automatically the film that is being shown with audio description for the visually impaired and subtitles for hearing impaired people. Content is adjusted to the tenth of second and it adapts to complex situations like the loss of frames due to film errors, changes in projection speed, or even projection cuts.

The system is compatible with any projection system: 35mm, digital, DVD or blu-ray.

ACCEplay has been developed in collaboration with the commercializing company Navarra de Cine; it is being exploited, in a national expansion process and international prospection.

The project has the mission to address the scalability issues arising from intelligent processing of large volumes of information in areas such as Linked Data, Social Data Mining or massive learning platforms (MOOC). The proposed research is oriented towards the market targeting “Digital World” PCTI 2015. It is an important development in areas of high business demand such as Cloud Computing and Web 3.0, i.e. the Intelligent Web, it is becoming possible thanks to the emergence of the Semantic Web, the Web of Data (Linked Data) and Big Data, knowledge disciplines which attempt to extract meaning and value from multimedia content on the Internet, often provided by the end users. It combines the research interests of two research units from DeustoTech, Internet and Learning, which address the challenges associated with the Internet of the Future, through the Web Data Mining and Social Networks, and the use of ICT for learning, respectively.

The aim of the COMPUS project is to design, produce and distribute copyleft computational-thinking-related board games in schools. Two board-games and an book with unplugged computational thinking activities will be developed. Each board game will include a learning guide, a video-tutorial to learn how to play and what computational thinking aspects are covered in the game and a website with more information about it. In addition to these board games, an unplugged computer science activity book will be developed taking advantage from the components used in these board games and expand their impact and use conducting individual or collective activities on the computational thinking related concepts.

Sponsoring entity: European Commission Erasmus+ Capacity Building in the Field of Higher Education.

Funding: 92.535€.

Starting year: 2017

Ending year: 2020

Annex number: 9.C.4

MoPED is a capacity building project directed to the modernization of Higher Education in Ukraine. It completely meets the national priorities as to the improving quality of education and teaching.

Sponsoring entity: European Commission Erasmus+ Capacity Building in the Field of Higher Education.

Funding: 453.031,99€.

Starting year: 2015

Ending year: 2018

Annex number: 9.C.7

This project targets the broad area of Electrical and Electronics Engineering, and, within it, the subject of circuit theory and practice. It aims to define, develop and evaluate a set of educational modules comprising hands-on, virtual, and remote experiments, the later supported by a remote lab named Virtual Instruments Systems In Reality (VISIR). The nature of each experiment (hands-on, virtual, real-remote) has an impact on the students’ perception of circuits’ behaviour, being therefore mandatory to understand how these different learning objects can be arranged together in order to scaffold their understanding and increase their laboratory-based skills. This is the concern of the underpinning teaching and learning methodology, favouring in particular the students’ autonomy for discovering how circuits work, through an enquiry-based approach.

Sponsoring entity: European Commission Erasmus+ coordinated by LearningLab.

Funding: 67.650€.

Starting year: 2015

Ending year: 2018

Annex number: 9.C.8

ODL (Open Discovery of STEM Laboratories) equips European school teachers to use micro-MOOC (Massive Open Online Content) – an innovative approach for deploying STEM (Science, Technology, Engineering and Mathematics) laboratories. By applying these to everyday teaching practices, ODL strengthens the profile of the teaching profession. The project will establish a MOOC platform comprising a collection of micro-MOOCs, learning scenarios, open education resources, and STEM laboratories, embed STEM micro-MOOCs in school curricula, and disseminate micro-MOOCs with STEM labs to a wide range of EU audiences.

This project has been funded by the European Comission with an Erasmus Plus grant, within the KA2-Strategic Partnership-School Education program. Lead by DeustoTech Learning-University of Deusto, the project aims at developing a powerful and high-quality set of resources and tools to develop and assess STEM and ICT competencies, as well as a dashboard to monitor student’s progress and behavior. Students, through their teacher, are final users of the open educational resources and platform. They will have a flexible, attractive and innovative educational tool to develop STEM and Computational competencies. Students will have resources ready to be used and learn with them, but the platform enables them to modify, even to create from scratch characters, worlds and stories. They can be authors of open educational resources, encouraging an active participation in their learning and promoting their creativity. Students, with available learning resources, will become protagonists of their learning, and will manage the resources at their disposal.

Our schools should be incubators of exploration and invention. They should be accelerators of innovation. They should promote Open Schooling. School leaders should set a vision for creating learning experiences that provide the right tools and supports for all learners to thrive. Teachers should be collaborators in learning, seeking new knowledge and constantly acquiring new skills alongside their students. A holistic approach to innovation is needed.

OSOS project will create a core network of 100 Open Schooling Hubs in 12 countries. Each one of these schools will develop a network of at least 9 additional schools to form a national network of schools where the Open School Culture is introduced. Overall more than 1,000 schools will be involved in the project in two implementation phases (school year 2018-2019, and school year 2019-2020.