The purpose of this project was to improve the Digital Competence (DC) development situation in Ukraine (UA) to harmonize it with the European mainstream by adapting the Digital Competence Framework for Citizens and for Educators, as well as the creation of the Ukrainian National Digital Coalition (UNDC); reforming in-service training for teachers and providing „best practice“ experiences of how DC could be further developed in general and adapted to the challenges of the higher education sector within society at large. The motivation for this came from the goal set by the European Commission in Digital Skills and Jobs Coalition, DigComp frameworks, and the Digital Agenda for Europe (DAE). The project aimed to establish an effective UNDC network amongst UA educational institutions, associations, public authorities, and business representatives; to design and implement UA DC frameworks; to make recommendations for modifying the DC studies curriculum according to the DAE and modern labor market requirements; to create DC training for teachers and for citizens and to provide high-quality DC training for various social strata of society.

The purpose of this project was to improve the Digital Competence (DC) development situation in Ukraine (UA) to harmonize it with the European mainstream by adapting the Digital Competence Framework for Citizens and for Educators, as well as the creation of the Ukrainian National Digital Coalition (UNDC); reforming in-service training for teachers and providing „best practice“ experiences of how DC could be further developed in general and adapted to the challenges of the higher education sector within society at large. The motivation for this came from the goal set by the European Commission in Digital Skills and Jobs Coalition, DigComp frameworks, and the Digital Agenda for Europe (DAE). The project aimed to establish an effective UNDC network amongst UA educational institutions, associations, public authorities, and business representatives; to design and implement UA DC frameworks; to make recommendations for modifying the DC studies curriculum according to the DAE and modern labor market requirements; to create DC training for teachers and for citizens and to provide high-quality DC training for various social strata of society.

The purpose of this project was to improve the Digital Competence (DC) development situation in Ukraine (UA) to harmonize it with the European mainstream by adapting the Digital Competence Framework for Citizens and for Educators, as well as the creation of the Ukrainian National Digital Coalition (UNDC); reforming in-service training for teachers and providing „best practice“ experiences of how DC could be further developed in general and adapted to the challenges of the higher education sector within society at large. The motivation for this came from the goal set by the European Commission in Digital Skills and Jobs Coalition, DigComp frameworks, and the Digital Agenda for Europe (DAE). The project aimed to establish an effective UNDC network amongst UA educational institutions, associations, public authorities, and business representatives; to design and implement UA DC frameworks; to make recommendations for modifying the DC studies curriculum according to the DAE and modern labor market requirements; to create DC training for teachers and for citizens and to provide high-quality DC training for various social strata of society.

PILAR partnership will enhance the learning, teaching and practical training at university and high school levels, by allowing to develop many different electronic practices through a newer and richer level of digital integration. The possibility of real practices at almost real time for many different student profiles will help to develop basic and transversal skills all through the involved countries and, as a second step, all through any interested country. This new VISIR labs federation will also help to address low achievement in basic skills through more effective teaching methods, in a totally new dimension. Only with a federation of existing VISIR nodes will be possible to serve the large student population that may benefit from this technology-enhanced educational tool. This larger impact will also increase the efficiency of public expenditure and the investment in education and training, which could be identified as yet another horizontal or sectoral priority addressed by PILAR. STEM needs of improvement and practical competences that must be addressed in schools, high schools and colleges, as well as might be used in industry for the capacitance and relocation of personal might be obtained through the proposed federation of remote laboratories resources allowing a self-sustainable environment and incrementing the synergies as well as empowering the level of sharing open resources for the whole community.PILAR (Platform Integration of Laboratories based on the Architecture of VISIR) is a project that addresses the following needs:1- Need of real, extensive and intensive, online, cheap practices for building and interacting with electrical and electronics circuits in engineering subjects of university level, and also as a lifelong learning activity (industry oriented) and at a school and high school level.2- Need of reliable, highly available, remote laboratory services offered through Internet by a robust remote labs service provider, which will enhance a stronger digital integration for learning and teaching3- Need of having these practices available at any time and from anywhere, in a timely and controlled manner, helping to increase the number of graduates at the university that cannot easily access these practicesThe main objectives pursued by PILAR are:a. Based in the different implementations of VISIR in several of the partners in the project (BTH, CUAS, UDEUSTO, IPP, UNED), the first objective is building a reliable, highly available, unique international VISIR platform federation, that integrates all the different resources used by VISIR in each of the partners.b. Once established, this federation will be completely opened to other partners in Europe, through easy gateways to the federation, allowing to extend the capabilities of PILAR to much more interested educational institutions.c. Building a set of remote practices, based in this new platform, for electrical and electronics circuits, at school, grade and master level, and also as a lifelong learning activity, that will be offered as remote lab services, to students in all the partners institutions and, as a second step, to anyone interested. The results will bring added value at EU level because the activities cannot be attained in a single country.d. Those new remote lab VISIR Internet services must allow, in a transparent way, the use of the best set of remote learning services of each partner in each moment.Four different aspects can be faced using a federation of the existing VISIR nodes:1. Scalability. The VISIR system is designed to support around 50 users at the same time because the hardware is multiplexed. But if a huge amount of user is expected we need to scale the VISIR using a federation. If the circuits are replicated in different VISIR nodes, more users can access the platform and experiment through the federation. 2. Reliability and availability. Redundancy. If one node is not available for any reason, its effort can be supported by other nodes. That is: if one user is accessing the VISIR in his institution but it is down he will be automatically redirected to another available VISIR node (in other institution). This process will be transparent for the user. In this case, the federation mechanism must know what circuits are available in what VISIR nodes.3. Set of experiments. VISIR is a REAL remote lab, it is like in the classical lab. There you can construct any circuit, but it is not true because in the lab we do not have all the components, we have a set of them (some resistors, some capacitors, some…). In VISIR is the same, we can offer any circuit, but not all of them at the same time. In this situation the federation is very interesting because each VISIR node can implement a set of circuits (DC circuits, AC circuits, Operational Amplifiers circuits, etc.) but the user will not access only to the set of experiments of his institution, but also to the total set of experiments of all the VISIR nodes. 4. Tracking system. The federation must be able to know how many users are accessing each VISIR node, to balance the use of the VISIR federation. The federation software layer must have a system to assure the balance of the nodes and to control the accessing priorities of the different usersAt the end of the project a portfolio of remote VISIR services offered publically will be available, maintained by the partners.The nature of the services will guarantee that students could access the courses from their countries, i.e. it insures virtual mobility without additional financing. Also the services will be easily changeable and upgrade-able allowing the building of new and tuned electrical and electronics real remote practices.IAOE especially with its already existing Special Interest Group (SIG) VISIR will ensure the continuation of the project's results after the period of the project. The VISIR SIG, with more than 45 members, is organized for people who are interested in Online Engineering especially in opening university laboratories for remote access 24/7. VISIR SIG is a group for sharing ideas, equipment and learning material as well as discussing the further development of the VISIR Open Lab Platform. One of its main goals is standardized online workbenches located at universities around the globe constituting grid laboratories available for lab sessions for students on campus and off campus.For that (in analogy to the iLab Alliance) a VISIR Alliance will be founded. Core members of the VISIR Alliance will be some of the consortium members.

The purpose of this project was to improve the Digital Competence (DC) development situation in Ukraine (UA) to harmonize it with the European mainstream by adapting the Digital Competence Framework for Citizens and for Educators, as well as the creation of the Ukrainian National Digital Coalition (UNDC); reforming in-service training for teachers and providing „best practice“ experiences of how DC could be further developed in general and adapted to the challenges of the higher education sector within society at large. The motivation for this came from the goal set by the European Commission in Digital Skills and Jobs Coalition, DigComp frameworks, and the Digital Agenda for Europe (DAE). The project aimed to establish an effective UNDC network amongst UA educational institutions, associations, public authorities, and business representatives; to design and implement UA DC frameworks; to make recommendations for modifying the DC studies curriculum according to the DAE and modern labor market requirements; to create DC training for teachers and for citizens and to provide high-quality DC training for various social strata of society.

PILAR partnership will enhance the learning, teaching and practical training at university and high school levels, by allowing to develop many different electronic practices through a newer and richer level of digital integration. The possibility of real practices at almost real time for many different student profiles will help to develop basic and transversal skills all through the involved countries and, as a second step, all through any interested country. This new VISIR labs federation will also help to address low achievement in basic skills through more effective teaching methods, in a totally new dimension. Only with a federation of existing VISIR nodes will be possible to serve the large student population that may benefit from this technology-enhanced educational tool. This larger impact will also increase the efficiency of public expenditure and the investment in education and training, which could be identified as yet another horizontal or sectoral priority addressed by PILAR. STEM needs of improvement and practical competences that must be addressed in schools, high schools and colleges, as well as might be used in industry for the capacitance and relocation of personal might be obtained through the proposed federation of remote laboratories resources allowing a self-sustainable environment and incrementing the synergies as well as empowering the level of sharing open resources for the whole community.PILAR (Platform Integration of Laboratories based on the Architecture of VISIR) is a project that addresses the following needs:1- Need of real, extensive and intensive, online, cheap practices for building and interacting with electrical and electronics circuits in engineering subjects of university level, and also as a lifelong learning activity (industry oriented) and at a school and high school level.2- Need of reliable, highly available, remote laboratory services offered through Internet by a robust remote labs service provider, which will enhance a stronger digital integration for learning and teaching3- Need of having these practices available at any time and from anywhere, in a timely and controlled manner, helping to increase the number of graduates at the university that cannot easily access these practicesThe main objectives pursued by PILAR are:a. Based in the different implementations of VISIR in several of the partners in the project (BTH, CUAS, UDEUSTO, IPP, UNED), the first objective is building a reliable, highly available, unique international VISIR platform federation, that integrates all the different resources used by VISIR in each of the partners.b. Once established, this federation will be completely opened to other partners in Europe, through easy gateways to the federation, allowing to extend the capabilities of PILAR to much more interested educational institutions.c. Building a set of remote practices, based in this new platform, for electrical and electronics circuits, at school, grade and master level, and also as a lifelong learning activity, that will be offered as remote lab services, to students in all the partners institutions and, as a second step, to anyone interested. The results will bring added value at EU level because the activities cannot be attained in a single country.d. Those new remote lab VISIR Internet services must allow, in a transparent way, the use of the best set of remote learning services of each partner in each moment.Four different aspects can be faced using a federation of the existing VISIR nodes:1. Scalability. The VISIR system is designed to support around 50 users at the same time because the hardware is multiplexed. But if a huge amount of user is expected we need to scale the VISIR using a federation. If the circuits are replicated in different VISIR nodes, more users can access the platform and experiment through the federation. 2. Reliability and availability. Redundancy. If one node is not available for any reason, its effort can be supported by other nodes. That is: if one user is accessing the VISIR in his institution but it is down he will be automatically redirected to another available VISIR node (in other institution). This process will be transparent for the user. In this case, the federation mechanism must know what circuits are available in what VISIR nodes.3. Set of experiments. VISIR is a REAL remote lab, it is like in the classical lab. There you can construct any circuit, but it is not true because in the lab we do not have all the components, we have a set of them (some resistors, some capacitors, some…). In VISIR is the same, we can offer any circuit, but not all of them at the same time. In this situation the federation is very interesting because each VISIR node can implement a set of circuits (DC circuits, AC circuits, Operational Amplifiers circuits, etc.) but the user will not access only to the set of experiments of his institution, but also to the total set of experiments of all the VISIR nodes. 4. Tracking system. The federation must be able to know how many users are accessing each VISIR node, to balance the use of the VISIR federation. The federation software layer must have a system to assure the balance of the nodes and to control the accessing priorities of the different usersAt the end of the project a portfolio of remote VISIR services offered publically will be available, maintained by the partners.The nature of the services will guarantee that students could access the courses from their countries, i.e. it insures virtual mobility without additional financing. Also the services will be easily changeable and upgrade-able allowing the building of new and tuned electrical and electronics real remote practices.IAOE especially with its already existing Special Interest Group (SIG) VISIR will ensure the continuation of the project's results after the period of the project. The VISIR SIG, with more than 45 members, is organized for people who are interested in Online Engineering especially in opening university laboratories for remote access 24/7. VISIR SIG is a group for sharing ideas, equipment and learning material as well as discussing the further development of the VISIR Open Lab Platform. One of its main goals is standardized online workbenches located at universities around the globe constituting grid laboratories available for lab sessions for students on campus and off campus.For that (in analogy to the iLab Alliance) a VISIR Alliance will be founded. Core members of the VISIR Alliance will be some of the consortium members.

The project targets the broad area of Electrical 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 System in Reality (VISIR). The nature of each experiments has an impact on the students' perception of circuits' behavior, being therefore mandatory to understand how these different learning objects can be arranged together in order to scaffold their understanding in increase their laboratory-based skills. This is concern of the underpinning teaching and learning methodology. favoring in particular the students' autonomy for discovering how circuits work, through an inquiry-based approach.VISIR+ brings together the power of the best remote lab for experiments with electrical and electronics circuits and the long history of collaboration among the consortium partners.

The purpose of this project was to improve the Digital Competence (DC) development situation in Ukraine (UA) to harmonize it with the European mainstream by adapting the Digital Competence Framework for Citizens and for Educators, as well as the creation of the Ukrainian National Digital Coalition (UNDC); reforming in-service training for teachers and providing „best practice“ experiences of how DC could be further developed in general and adapted to the challenges of the higher education sector within society at large. The motivation for this came from the goal set by the European Commission in Digital Skills and Jobs Coalition, DigComp frameworks, and the Digital Agenda for Europe (DAE). The project aimed to establish an effective UNDC network amongst UA educational institutions, associations, public authorities, and business representatives; to design and implement UA DC frameworks; to make recommendations for modifying the DC studies curriculum according to the DAE and modern labor market requirements; to create DC training for teachers and for citizens and to provide high-quality DC training for various social strata of society.

PILAR partnership will enhance the learning, teaching and practical training at university and high school levels, by allowing to develop many different electronic practices through a newer and richer level of digital integration. The possibility of real practices at almost real time for many different student profiles will help to develop basic and transversal skills all through the involved countries and, as a second step, all through any interested country. This new VISIR labs federation will also help to address low achievement in basic skills through more effective teaching methods, in a totally new dimension. Only with a federation of existing VISIR nodes will be possible to serve the large student population that may benefit from this technology-enhanced educational tool. This larger impact will also increase the efficiency of public expenditure and the investment in education and training, which could be identified as yet another horizontal or sectoral priority addressed by PILAR. STEM needs of improvement and practical competences that must be addressed in schools, high schools and colleges, as well as might be used in industry for the capacitance and relocation of personal might be obtained through the proposed federation of remote laboratories resources allowing a self-sustainable environment and incrementing the synergies as well as empowering the level of sharing open resources for the whole community.PILAR (Platform Integration of Laboratories based on the Architecture of VISIR) is a project that addresses the following needs:1- Need of real, extensive and intensive, online, cheap practices for building and interacting with electrical and electronics circuits in engineering subjects of university level, and also as a lifelong learning activity (industry oriented) and at a school and high school level.2- Need of reliable, highly available, remote laboratory services offered through Internet by a robust remote labs service provider, which will enhance a stronger digital integration for learning and teaching3- Need of having these practices available at any time and from anywhere, in a timely and controlled manner, helping to increase the number of graduates at the university that cannot easily access these practicesThe main objectives pursued by PILAR are:a. Based in the different implementations of VISIR in several of the partners in the project (BTH, CUAS, UDEUSTO, IPP, UNED), the first objective is building a reliable, highly available, unique international VISIR platform federation, that integrates all the different resources used by VISIR in each of the partners.b. Once established, this federation will be completely opened to other partners in Europe, through easy gateways to the federation, allowing to extend the capabilities of PILAR to much more interested educational institutions.c. Building a set of remote practices, based in this new platform, for electrical and electronics circuits, at school, grade and master level, and also as a lifelong learning activity, that will be offered as remote lab services, to students in all the partners institutions and, as a second step, to anyone interested. The results will bring added value at EU level because the activities cannot be attained in a single country.d. Those new remote lab VISIR Internet services must allow, in a transparent way, the use of the best set of remote learning services of each partner in each moment.Four different aspects can be faced using a federation of the existing VISIR nodes:1. Scalability. The VISIR system is designed to support around 50 users at the same time because the hardware is multiplexed. But if a huge amount of user is expected we need to scale the VISIR using a federation. If the circuits are replicated in different VISIR nodes, more users can access the platform and experiment through the federation. 2. Reliability and availability. Redundancy. If one node is not available for any reason, its effort can be supported by other nodes. That is: if one user is accessing the VISIR in his institution but it is down he will be automatically redirected to another available VISIR node (in other institution). This process will be transparent for the user. In this case, the federation mechanism must know what circuits are available in what VISIR nodes.3. Set of experiments. VISIR is a REAL remote lab, it is like in the classical lab. There you can construct any circuit, but it is not true because in the lab we do not have all the components, we have a set of them (some resistors, some capacitors, some…). In VISIR is the same, we can offer any circuit, but not all of them at the same time. In this situation the federation is very interesting because each VISIR node can implement a set of circuits (DC circuits, AC circuits, Operational Amplifiers circuits, etc.) but the user will not access only to the set of experiments of his institution, but also to the total set of experiments of all the VISIR nodes. 4. Tracking system. The federation must be able to know how many users are accessing each VISIR node, to balance the use of the VISIR federation. The federation software layer must have a system to assure the balance of the nodes and to control the accessing priorities of the different usersAt the end of the project a portfolio of remote VISIR services offered publically will be available, maintained by the partners.The nature of the services will guarantee that students could access the courses from their countries, i.e. it insures virtual mobility without additional financing. Also the services will be easily changeable and upgrade-able allowing the building of new and tuned electrical and electronics real remote practices.IAOE especially with its already existing Special Interest Group (SIG) VISIR will ensure the continuation of the project's results after the period of the project. The VISIR SIG, with more than 45 members, is organized for people who are interested in Online Engineering especially in opening university laboratories for remote access 24/7. VISIR SIG is a group for sharing ideas, equipment and learning material as well as discussing the further development of the VISIR Open Lab Platform. One of its main goals is standardized online workbenches located at universities around the globe constituting grid laboratories available for lab sessions for students on campus and off campus.For that (in analogy to the iLab Alliance) a VISIR Alliance will be founded. Core members of the VISIR Alliance will be some of the consortium members.

The project targets the broad area of Electrical 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 System in Reality (VISIR). The nature of each experiments has an impact on the students' perception of circuits' behavior, being therefore mandatory to understand how these different learning objects can be arranged together in order to scaffold their understanding in increase their laboratory-based skills. This is concern of the underpinning teaching and learning methodology. favoring in particular the students' autonomy for discovering how circuits work, through an inquiry-based approach.VISIR+ brings together the power of the best remote lab for experiments with electrical and electronics circuits and the long history of collaboration among the consortium partners.

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. To support all the effort “Education and training” and “work” are no longer treated as two separate words, they are integrated into a single fl exible lifelong learning process that should develop job-specifi c skills with essential transversal part.

This project began considering that internationalization can be tackled as a managerial issue that touches the structural functional domains of an organization. Conceptualizing internationalisation as an organizational change process is a necessary fi rst step toward successfully ingraining international dimensions into core functions of higher education institutions. The key deliverable of the project represents an internationalization Management model to be implemented, in partner Universities and able to be later used by other Universities. The model aims to improve governance procedures to promote and enhance internationalization within university hierarchy, set guidelines to establish appropriate legal framework, and create the required infrastructure for the implementation of internationalization. The model will include principles, priorities, a series of guidelines and procedures. The model will be in line with international norms and expectations particulary Bologna Process.

In Maghreb, there is today and in the coming period a very high demand for technicians and engineers due to global economic factors. In order to respond to this demand, the initial step is to increase the capacity to train students in institutions of higher education in These countries. However, many examples have shown that, for mainly economic reasons, growth in numbers of students and quality of courses offered is often incompatible. For this it is necessary to rely on a network of universities that allow through their skills to build, sustain and disseminate new training and provide efficient complements to existing training solutions. Sixteen large companies (global electronics giants including SAMSUNG, CONDOR ...) are located there. Human resources related to these technologies should evolve and considerable effort is implemented in the training of engineers and technicians to make them more efficient and competitive.

The aim of the project is providing an 11-day summer school in modeling methods for technical systems in July 2014. Modeling and simulation is a very important engineering method. The driving forces for advancements in engineering modeling are coming now from green engineering , from car industries, from computerized controlling. Required are robust and rich modeling and simulation methods. In different engineering subjects these methods are getting more and more possible to use due to hardware and software development. New approaches in modeling are based on the use of the model description language Modelica and the use of methods from Differential Algebraic Equations systems. This new approach should include both, signal and energy flow between technical subsystems, and should be able to model and simulate cyber-physical, multi-domain, multi-body systems etc. in systems and equations, not in algorithms. Target groups are students of master level and very good on the bachelor level.

The project idea is to unite efforts of Ukrainian and Russian universities and the Ministry of Education and Science of Ukraine in order to promote realization of the public policy in the field of internationalization. It is a good platform for a new qualitative leap and correspondence to the European strategy of Internationalization and Charter on Lifelong Learning. Internationalization of European Higher Education Area by means of information technologies for enhancement of students and teachers’ mobility is the common aim which consolidates activity of project consortium and has an innovative character. It is planed to develop the activity in the framework of Lisbon Declaration and other strategic documents of European Union, including strategic documents of European University Association.

The consortium seeks to innovatively implement ICTbased learning materials, remote experiments, and e-didactic methods into formal and non-formal lifelong learning settings. It enhanced and modernized science, technology, engineering and mathematics (STEM) curricula, foster Student creativity and motivation, and develop professional skills and insights about the impact of evolving technologies. The organized training courses for teachers, future authors of learning materials and modules, and Museum employees will build the e-didactic competences in the STEM by providing remote lab work explanations, offering practically-oriented approaches for strengthening educational programs and technical practices.

Das E-PRAGMATIC Netzwerk ist eine Gemeinschaft welche sich aus 13 regulären und 3 Geschäftspartnern aus sieben Europäischen Ländern zusammensetzt. Hauptziel des Netzwerkes ist die Modernisierung der beruflichen Ausbildung von Fachleuten aus der Industrie im Bereich Mechatronik und Ingenieurwesen. Dieses Ziel soll durch Verbesserung der Innerbetrieblichen Ausbildung erreicht werden.

Within the BIT2010 project a new BA curriculum in IT was designed and implemented to prepare graduates for the unique challenges faced by today?s technology companies and industries. The project will also train these graduates to become tomorrow?s technological leaders. The teaching and learning in the program will be focused on collaborative working, creativity, multidisciplinary learning, adaptability, intercultural communication and problem solving. Due to the module based structureof the curriculum, high scale flexibility for the students will be achieved. The delivery of the Bachelor?s Programme offers a blend of face to face courses and remote delivery of educational activities and materials. The technological infrastructure will thus provide for building a pan-European faculty, will tighten links with lecturers from the industry and will allow for a flexible delivery for part-time students. The international nature of this Bachelor?s degree will facilitate the recognition of diplomas and employment mobility across Europe.The project fulfils some important EU action lines (Joint study programs at European level, Remote engineering, E-learning) and represents an important contribution to the Information Society Policies (Lisbon Agenda), the eEurope Action Plan and the i2010 Initiative.

The concrete project objectives are: The implementation of the innovative virtual laboratory for practical work with the professional training of mechatronics: the transfer of innovative virtual laboratory into the Slovenian environment, translation of the user interface, its adjustment for the needs of the e-course, and the specifically set target groups of users. The production of multimedia, interactive e-learning contents for the professional training of mechatronics.With the already prepared e-learning contents and the implementation of the virtual laboratory for practical work, an innovative, 40-hour e-course is going to be prepared and it is going to be carried out entirely via the Internet. The project purpose and objectives are directly oriented into the solving of the current imbalance between the offer and demand for the suitably qualified professionals in the field of mechatronics which was established in the preceding surveys. With the introduction of the e-course of mechatronics, which is going to assure an entirely new way of education of this profile, we are going to additionally educate (to gain the qualification or prequalification) in an innovative and efficient manner the employed and unemployed who have already completed their formal education, but experience their knowledge as not being sufficient enough due to the technological changes. Due to the fact that our education method enables the time and place independence with which it minimalizes the disturbances of the work processes in companies, it fulfils the demands that were stated in the surveys by the companies.

The first objective is directed at revealing and solving problems connected with wide usage of eLearning technologies in the training process as well as raising professional competence of not less than 60 administrators, managers and teachers to enable them apply in practice their knowledge and skills in the area of IT and successfully work under conditions of open educational technologies by 2008/2009 academic year via holding four practicums on improving eLearning system at UA partner HEIs by EU partners.The second objective is aimed at dissemination of the best outcomes on improvingeLearning system. Both of the specific objectives correspond to national priorities inreforming educational system as well as Tempus priorities for Ukraine. The projectconsortium strongly believes that these objectives are urgent, innovative, real and their attainment will have practical value for Ukraine, since they fully facilitate development of mobility of its educational system.

The main task of the project MARE is to elaborate a complete new joint curriculum in the field of “Remote Engineering”. The program is planned as a joint master degree program.The use of virtual and remote laboratories and workplaces is one of the future directions for advanced teleworking/e working environments especially in engineering and science but also in all other fields of the society. This also would benefit people with special needs and people working from their home work.But all over the world there is a lack of specialists in this field and the number of needed specialists will dramatically increase in the next years.The general objective of the curriculum is to mediate fundamentals, applications and experiences in the field of remote engineering by an interdisciplinary approach in combination with “learning by doing” phases. In this way we create in Europe the unique possibility to study “Remote Engineering”.Technology enhanced learning in a dual mode will be the central didactic approach.The study program is open for students from all over and outside Europe and requires a bachelor degree in engineering, science or informatics.Graduates will be able to work in remote working environments and to develop such environments.This project represents an important contribution to the Information Society Policies (Lisbon Agenda) and the eEurope Action Plan.

Individuelle e-Learning-Strategien an den einzelnen FH-Standorten haben aufgrund der Nichterreichung einer kritischen Masse ein unterschiedlich hohes Maß an Anwendungsbereichen hervorgebracht. Aber auch die führenden Fachhochschulen im Bereich e-Learning sind mit den bisher erreichten Ergebnissen nicht zufrieden. Zur Erhöhung der kritischen Masse und ressourcenabhängigen Bewältigung der noch offenen Aufgaben ist eine breit angelegte Kooperation im FH-Sektor unausweichlich. Mit dieser Einreichung ist es gelungen, neun der führenden Fachhochschulen Österreichs zu vereinen, um gemeinsam an der Umsetzung der individuell bestehenden Strategien im Bereich e-Learning/e-Teaching zur Erreichung der kritischen Masse zu arbeiten.Andererseits haben die zusammengeschlossenen Fachhochschulen auf Leitungsebene in Abstimmung mit allen relevanten Stakeholdern beschlossen, e-Learning als Teil der organisatorischen Gesamtstrategie der Fachhochschulen nachhaltig zu implementieren/aufzubauen. Die Gesamtstrategie des geschaffenen FH-Clusters besteht in der Harmonisierung von e-Learning zwischen der Lehre, der Verwaltung und der Technik. Durch die verpflichtende Präsenzlehre an Fachhochschulen wird e-Learning an Fachhochschulen in Form von Blended Learning (Kombination von Präsenz- undOnline-Phasen) umgesetzt.

The main task of the project TARET is to provide three winter and summer schools to train students and teachers in several fields of "Remote engineering". The project is an integrated part of the Erasmus project MARE and shall unit students and teachers from five or more European countries studying and working in the unique -"Remote Engineering" study programme in Europe (the MARE curriculum) in several intensive on-site phases together. The use of virtual and remote laboratories and workplaces is one of the future directions for advanced teleworking/e working environments especially in engineering and science but also in all other fields of the society. This also would benefit people with special needs and people working from their home work. But all over the world there is a lack of specialists in this field and the number of needed specialists will dramatically increase in the next years.The general objective of the intensive programme is to provide a winterschool in "Telerobotics" and summer schools in "Remote Applications" and ?Mobile&Wireless Techniques". The goal is to mediate fundamentals, applications and experiences in this field of remote engineering by an interdisciplinary approach in combination with "learning by doing" phases. In this way we promote transnational cooperation and exchanges between students and teachers of our universities, encourage efficient and multinational teaching of special topics, which could not be taught in this quality in the partner universities of the TARET project. Also we enable students and teachers in TARET to work together in multinational groups, so as it will be normal in international development and working teams in remote engineering.

Leal steht für PROYECTO: PROGRAMAS INTERACTIVOS PARA LA ENSEÑANZA ADISTANCIA DE MÓDULOS DE AUTOMATIZACIÓN INDUSTRIAL und ist eine Projektzur Entwicklung und Anwendung eines e-learning Kurses im Bereich industrielleAutomatisierung speziell für lateinamerikanische Hochschulen.Am Projekt sind Partner aus Argentinien, Brasilien, Cuba, Venezuela, Portugal,Spanien und wir beteiligt. Entstanden ist schon ein CD „Einführung in dieindustrielle Automatisierung“ in Spanisch und Englisch mit online-Labor-Versuchen.Der Kurs soll auf verschiedenen Lernplattformen und mit verschiedenenStudentengruppen getestet werden. Außerdem soll damit verbunden eineDiskussionsplattform für e-learning und online-labs sowie zum Bolognaprozess anlateinamerikanischen Hochschulen entstehen.

In einem gemeinsamen Projekt der Fachhochschule Technikum Kärnten,Studiengang Elektronik, Villach mit den Höheren technischen Lehranstalten inKlagenfurt, Lastenstrasse und Klagenfurt, Mössingerstrasse, Pinkafeld,Wr.Neustadt, Wien-3-Rennweg und am TGM, Wien-20 werden fachdidaktische undtechnische Lösungen für einen Online Laborverbund erprobt.Im Elektronikbereich an den HTLs zeigt sich eine Entwicklung weg von derklassischen Schaltungs- und Leiterplattenentwicklung zum ingenieurmäßigenEinsatz universeller, programmierbarer Chips und standardisierter Hardwaremoduledie je nach Anwendungsfall mit Peripherie wie Sensoren und Aktoren versehen undprogrammiert werden. In Notebookklassen müssten solche Module für jedenSchüler zur Verfügung stehen, wobei neben dem finanziellen und organisatorischenAufwand in der Praxis stets ein erheblicher Zeitverlust durch immerwiederkehrende Installations- und Aufbauvorgänge samt den damit verbundenenFehlern wie kaputte Kabel und Stecker auftreten. Für anspruchsvollere Aufgabenmüssten weiters entsprechend aufwändige Modelle zur Verfügung stehen.Für einen didaktisch sinnvollen Einsatz bieten sich neben einem virtuellen Laborauch remotegesteuerte Labor Module mit unterschiedlicher Peripherie an. Damitsollten möglichst universelle Experimente an realer Hardware mit einer breitenPalette möglicher Aufgaben vom einfachen Lauflicht bis zu komplexerenregelungstechnischen und messtechnischen Problemstellungen umsetzbar sein.

Die Gestaltung und Anwendung virtueller und entfernter Arbeitsumgebungen ist eine derwesentlichsten Entwicklungsrichtungen im Bereich der Ingenieursarbeit. TeleworkingLösungen sind insbesondere durch die Nutzung von Online Laboratorien gekennzeichnetund notwendig wegen zunehmender Spezialisierung und damit verbundenen Verteuerungvon Geräten und Ausrüstungen, Software-Tools und Simulatoren. Des Weiteren bestehenseitens von KMU’s zunehmend Erfordernis, auch Hightech Geräte, Ausrüstungen undSoftware-Tools einzusetzen. Oftmals erfordert die Nutzung von High-Tech-Geräten undAusrüstungen speziell geschulten und qualifizierten Personals. Schlussendlich ist auch einezunehmende Tendenz zu Home- und Telearbeit (e-working).Oftmals fehlt KMU’s allerdings das Wissen über bereits bestehende und integrierbareLösungen wenn es um beispielsweise Fernwartung oder Fernsteuerungen von Anlagen undGeräte geht. „REAL“ macht Know-how aus diesen Bereichen transparent und führtWissenschaft und Industrie zusammen, um deren Wettbewerbsfähigkeit am gegenwärtigensowie zukünftigen Markt zu steigern.