Most European Universities draw benefits from the Erasmus+ programme (4452 hosting HEIs in the 2014). These mobility activities allow the student to spend a part of their studies in a university or in a company that is located in the EU. This model is fundamental in order to enhance the scientific competences, to stimulate life experience, which is very important for young adults (20+ years old), to share knowledge and practices by exploring different places and socio-cultural contexts, to learn soft skills, and finally, to increase the feeling of being a European citizen, through such horizon-widening experiences. Multilingualism is one of the great assets of the European Union and the expression of our valuable cultural heritage. Yet, the European linguistic diversity could be a barrier rather than an opportunity, if students are not provided with adequate linguistic tools, in particular in the first phase of their stay. Indeed, though English usually works as a shared language, students on mobility must attend the university courses in the national language of the hosting University, which is also the language of the final exams. These courses are essential for the Erasmus students, but an important goal would be to teach these language competences using new tools and technologies, which are closer to the students’ needs and more aligned to the contemporary cognitive/learning styles. In particular, since students constantly use smartphones and tablets, i.e. potential tools for improving the learning curve during the language learning engagement, both before and during the period abroad, these new learning modalities could be advantageously adopted in the HEIs language centres learning procedures. Based on the data gathered from the EU reports, the University Language centres are fundamental for the teaching and learning of the language of the country where the students are hosted. The EULALIA Project aims to tackle this background. EULALIA is a female name that comes from the ancient Greek, more particularly, from the Greek adjective “eulalos”, composed by εὐ- (eu-, "well") and λαλέω (laléô, "talk"). The meaning could be defined as “who talks well” or “who speaks nicely” or “eloquent”. The project aim is improving/integrating the learning methodologies of the university language centres of 4 countries (Italy, Malta, Poland and Spain) for Erasmus students through the development of innovative and inclusive learning tools based on the paradigm of Mobile Learning and Game-Based Learning methodology and the application of Tangible User Interfaces (TUIs). The Game-Based Learning approach is a common practice, which is widely applied in language learning and teaching. An enormous number of APPs for smart devices, some very popular, utilize gamification and the Mobile Learning models to attract the students. The EULALIA Project has the aim to include a new aspect in this framework: an inclusive learning by-doing approach that supports the learning/teaching processes with tangible interfaces for all student, including those with sensorial or multisensorial disabilities. This is possible by utilizing the Tangible User Interfaces (TUIs) paradigm, i.e. the setting that enables the learner to interact with cards, maps, blocks, everyday life-objects, etc. The hybrid approach embraces both the virtual and real dimensions, closely connecting them, and thus allowing an interaction between the user and the digital interface, through the mediation of the tangible objects, thereby engaging all senses, including touch, smell and taste. Erasmus students will use a simple OER authoring tool, in order to develop simple games based both in virtual environments and in tangible contexts (TUIs based). They will learn the basic knowledge of the programming process and will improve their awareness of new emerging technologies. The EULALIA aims are to: -Develop a methodology for the language teaching/learning for Erasmus Students by using inclusive and multisensorial methodologies based on TUIs and Mobile Learning; -Produce the authoring tool for the mobile context based on the methodology developed in previous EU funded projects; -Train teachers and lecturers in each University Language Centre on the EULALIA platform; -Enable Erasmus students to develop OERs under the supervision of the teachers, e.g. to create hybrid games in foreign language; these APPs could be on themes that involve cultural aspects and features of the city of the related University (maps, artworks, treasure hunts, etc.), considering the inclusion aspects; -Develop an OERs library where all the apps could be used and reused for educational purposes. In this way the project will provide a multi-linguistic and multi-cultural library progressively populated; -Disseminate the results of the project, delivering guidelines with an exploitation strategy that aims to expand across the HEIs involved with a snow-ball effect, promoting change and innovation.
• Enhace the practices of language cources for Erasmus students entres of 4 countries (Italy, Malta, Poland and Spain) throughout the development of innovative and inclusive learning tools based on the paradigm of the Mobile Learning, Scenario based learning and Game-Based Learning methodology and the application of Tangible User Interfaces. In particular EULALIA objectives were: • Develop a methodology for the language teaching/learning for Erasmus Students by using inclusive and gamified methodologies based on Tangible User Interfaces and Mobile Learning; • Produce the authoring tool for the mobile context based on the developed methodology in previous EU funded projects. • Train teachers and lecturers recruited in each University Language Centre about the use of EULALIA in the context of their courses. • Enable Erasmus students to develop Open Educational Resources OERs under the supervision of the teachers, e.g. to create hybrid games in foreign language; these APPs focus on themes that involve cultural aspects and features of the city of the related University (maps, artworks, treasure hunts, etc.). • Develop an OERs library where all the APPs could be used and reused for educational purposes. • Disseminate the results of the project, delivering guidelines with an exploitation strategy to expand across the HEIs involved with a snow-ball effect, promoting change and innovation.
European Universities draw benefits from the Erasmus+ programme (4452 hosting HEIs in the 2014) that allow students to spend a part of their studies in a university and country different from that of origin, learning a second language and acquiring life experience, sharing knowledge about different cultures and languages, meeting peers from a different background, enhancing their soft skills such as collaboration, problem solving and communication. Linguistic diversity could be a barrier, if students are not provided with adequate training that engage and motivate them linking the use of a second language with cultural aspects and real life scenarios. Universities linguistic centres offer language training (77% of the HEIs offer these courses http://ec.europa.eu/assets/eac/education/library/study/2014/erasmus-impact_en.pdf), adopting traditional methods as frontal lessons that do not support the connection to real life contexts to experience what they learn. A goal would be to teach language competences using new tools and technologies, closer to the students’ needs to practice a language in relation to real life scenarios and aligned to the contemporary cognitive/learning styles. Students constantly use smartphones and tablets, i.e. potential tools for maximizing engagement and language proficiency, both before and during the period abroad, these new learning modalities could be advantageously adopted in the HEIs linguistic learning centres procedures. The European Commission studies have also demonstrated that, as regards their ICT skills, half of the Erasmus students do not evaluate positively the benefits drawn from their study period abroad. Such tools combine the opportunity to lear the language and culture, while acquiring ICT skills in a engaging gamified way.