Level-Adequate Texts in Language Learning (LATILL)

Reading competences in foreign languages is essential for young Europeans to gain access to information in other countries, to compare different perspectives on complex issues and to cooperate in solving problems in international contexts. The teaching of these crucial competences cannot rely on pre-packaged materials in textbooks and readers, but needs to use reading materials that (1) address current issues to build and maintain reading motivation and that (2) meet the language levels of students to develop their reading competences. In order to increase fluency in reading,

Gamified Values Education For Fostering Migrant Integration at Schools (GAMIGRATION)

It's worldwide known that immigrant students have complicated problems in integrating into the schools they are educated and societies they live in. Immigrant students have had to leave their families, their homes, their cultures and their pasts in a sense, and had to migrate to countries where they are not very accustomed to or completely foreigners. Besides poverty, loneliness and the psychological problems, these immigrant students are expected to harmonize well to a new country.

Attention to Diversity in Primary Education Bilingual Programs: a study on the degree of inclusion of special needs students (EBYAD)

With the continuous changes that society faces, there is a need to create and meet new educational goals that offer quality education adapted to current societal demands. In this sense, and in tandem with two key elements of today’s society, diversity and multilingualism, our education system is confronted with the need to offer inclusive education that at the same time provides students with the necessary skills to acquire a certain degree of communicative competence in more than one language.

European history crossroads as pathways to intercultural and media education (EHISTO)

The project reacts to the growing importance of mass-medial commercial ways of dealing with history in public space that in many respects does not comply with the EU standards for history teaching. However, mass media verifiably influence the historical perception of pupils, and therefore they constitute an important factor in history teaching. Thus arises an irrefutable demand in history and civic education for a combination of intercultural and media-critical competences in studying history multi-perspectively. Following in the footsteps of successful EU projects dealing with “European History Crossroads” (shared historical topics in Europe that point out the diversity of national historical viewpoints) EHISTO,

Entrepreneurship Education for European Students (E3S) 2012-2013

Renewal of 2011-1-PT1-ERA10-08645.

To provide the development of entrepreneurship and the entrepreneurial culture across borders, in order to promote self-employment of finalists and/or new graduate students, the Entrepreneurship Education for European Students Intensive Programme (E3SIP) intends to offer, through a comparative, innovative and interdisciplinary approach, the demanded international knowledge and multicultural competences.

Tagging, Recognition and Acknowledgment of Informal Learning ExpeRiences (TRAILER)

The evolution of new technology and its increasing use, has for some years been making the existence of informal learning more and more transparent, especially among young and older adults in both Higher Education and workplace contexts. However, the nature of formal and non-formal, course-based, approaches to learning has made it hard to accommodate these informal processes satisfactorily, and although technology bring us near to the solution, it has not yet achieved.

Mobile Personal Learning Environments (MPLE)

Desde hace ya algunos años en diversos blogs e informes sobre tendencias se viene anunciando que el futuro del aprendizaje online pasa por una combinación de personalización, ubicuidad y socialización, de forma que se aporte mucha flexibilidad y dinamismo al proceso enseñanza/aprendizaje, a la par que se apuesta por la importancia del aprendizaje informal como complemento y/o combinación de las acciones formativas regladas.

Teaching and E-­Learning Advances in European Mobility Space (TALARIA)

The high competition on the European labor market forces the need of increasing the quality of education. The higher quality of education at European level requires intense activities aimed at exchange of experience and skills in the process of building the Europe of Knowledge. The current higher education development strategy in Poland anticipates imminent introduction of obligatory mobility for academic staff. However, Polish academic teachers prove low mobility, which, in turn, leads to limiting relations with global and European academic community.

Entrepreneurship Education for European Students (E3S)

To provide the development of entrepreneurship and the entrepreneurial culture across borders, in order to promote self-employment of finalists and/or new graduate students, the Entrepreneurship Education for European Students Intensive Programme (E3SIP) intends to offer, through a comparative, innovative and interdisciplinary approach, the demanded international knowledge and multicultural competences.

oiPLE: Entorno abierto, integrado y personalizado para el aprendizaje. Hacia una nueva concepción de los procesos de aprendizaje basados en tecnología

Proyecto coordinado. Subproyectos:

M2OLP (From Moodle to an Open Learning Platform): Arquitectura basada en servicios para el despliegue de las funcionalidades de Moodle en entornos abiertos y personalizados de aprendizaje - TIN2010-21695-C02-01 – Universidad de Salamanca.
Moodle Integrated PLE (miPLE): Entorno Personalizado de Aprendizaje Integrado basado en Moodle – TIN2010-21695-C02-02 – Universidad Politécnica de Cataluña.

Layers4Moodle 2010-2011

El presente proyecto continua la investigación iniciada en 2009 con Layers4Moodle (TSI-020302-2009-35).

El objetivo de este proyecto es el desarrollo de un entorno de ejecución de aplicaciones, así como estas aplicaciones, para permitir crear capas de información generadas por los usuarios y superponerlas sobre los contenidos generados por un sistema software de gestión del aprendizaje (Learning Management System – LMS) Moodle.