General mail 1: 16/12/2005 18: 23 Some information and preliminary works

3.3 Make specific reference to any outputs relating to information and communication technologies, as a pedagogical or management tool, or as a competence to be acquired by learners or other groups as a result of the project (where applicable).

At this point, we would say in our disciplines, the use of "information and communication technologies" is more or less a normal way to proceed since it is one of the core subject of our disciplines. What we want to emphasise in this project is the use of these ICTs in initial teaching, in order to help the student work with these tools, to be able after their studies to use such tools to learn by themselves, and also to help the teachers in homogenisation of heterogeneous classrooms. This use of ICT tools for initial students is an indirect contribution to life-long learning since we contribute by this way is teaching our students how to use intelligently these tools, in order for them, once in their professional life, to become active in using LLL, because they were intiated in their initial education.

Of course, the pedagogical resources we have developed in the previous projects (INEIT-MUCON then THEIERE) are by themselves usable for LLL, at least some of them. In order to improve quality, we intend to take profit of the present thematic network proposition in order to make a quality evaluation of some pedagogical tools, coming from our previous TNs but also some other interesting tools available elsewhere; coming from other projects or organisms and dealing with our disciplines. The mediatheque we plan to organise will regroup the interesting pedagogical resources (quality) as a reference point…

3.4 Indicate how and to what extent the organisations directly participating in the project would themselves implement each of the outputs of the project.

The guidelines and monographs proposed in the project will be used by any higher education institution (inside or outside the project) and also by accreditation boards. It is planed that the evaluated pedagogical resources (in the mediatheque of the Reference Point) will be used by most partner institutions, and also others, since the outputs of the project will be available freely.

3.5 Indicate any additional benefits and spin-offs expected from the project.

One of the expected spin-offs is the use of the partnership, and the use of the common reflections, in order to propose some international masters programmes (our thematic network should act as an incubator), within the frame of Curriculum Development programmes, then to tend to excellence thanks to ERASMUS MUNDUS programme, on some of these masters…

5.2 Indicate for each activity within the project, the specific tasks to be assigned to the partner institution responsible, the other partner institutions involved, the number and the profile of personnel from within and outside the partnership to be involved in the project.

This part gives the list of partners with their main interests connected with the project. The classification used in this table is as following: from 1 the in the actions the partner consider as a prioritary action, until 8 for a less priority. For some partners, the table is free because these partners did not choose until now.

The classification from 1 to 8 is useful only to have a whole idea in which task will be involved each partner. It is realistic to consider that each partner could be active in not more than three tasks. So the partners will be split as a function of their choices as far as the classification (from 1 to 8) is concerned.

N.	Name of the institution in national language	Name of institution in English	A1	A2	A3	A4	A5	A6	A7	A8
1	Université Henri Poincaré Nancy 1	University Henri Poincaré Nancy 1	1			1	2		2
2	European Association for Education in Electrical and Information Engineering (EAEEIE)	European Association for Education in Electrical and Information Engineering (EAEEIE)	Monitoring, evaluation
3	Борд на Европейските Студенти по Технологии)	Board of European Students of Technology	Monitoring, evaluation
4	Technische Universität Graz	Technical University of Graz	3	2			1
5	Fachhochschulstudiengänge OÖ, Standort Wels	University of Applied Sciences Upper Austria, Location Wels	3		2		1	1		2
6	Karel de Grote-Hogeschool Antwerpen	Polytechnics Karel de Grote, Antwerp				3		1	2	4
7	Universiteit Gent	Ghent University		3	4	1		2
8	Katholieke Hogeschool Sint-Lieven	Catholic University of Applied Science Sint-Lieven	1			2		4	3	5
9	Haute École de la Province de Liège "Rennequin SUALEM"	Polytechnics of the Liege Province "Rennequin SUALEM"		3		1	4	2
10	Université catholique de Louvain (UCL)	Catholic university of Louvain					1	2		3
11	Русенски университет	University of Rousse	4			3	1	2
12	Технически университет - София	Technical University, Sofia	4		3	3		2
13	Nazionalen pedagogicheski centar	Centre for distance education		1		3	2
14	Министерство на земеделието и горите – Изпълнителна Агенция “Борба с градушките”	Ministry of Agriculture and Forestry-Agency Hail Suppression
15	Πανεπιστήμιο Κύπρου	University of Cyprus	5	6	7	8	1	4	2	3
16	Vysoké učení technické v Brně	Technical University of Brno	1	1	1	1	1	1	4	4
17	Technická univerzita v Liberci	Technical University of Liberec	8				4	6		6
18	VŠB – Technická univerzita Ostrava	Technical University of Ostrava		2		1		4		3
19	Ceske vysoke uceni technicke v Praze	Technical University of Prague	4	1	2	3	6	7	5	8
20	edaw, s.r.o.	edaw company	2	1	3	7	8	4	5	6
21	MA&T Sell & Partner GmbH	MA&T Sell & Partner Company	X	X	X		X	X		X
22	Technische Universität Ilmenau	Technical University Ilmenau		2		1
23	Fraunhofer-Institut Digitale Medientechnologie	Fraunhofer-Institut Digital Media Technology		2		1
24	Deutsches Chapter IEEE Education society	German Chapter IEEE Education society	Monitoring, evaluation
25	Universität Siegen, Institut für Regelungs- und Steuerungstechnik	University of Siegen	1		2	3		4		5
26	Universität Ulm	University of Ulm	1	2	4	5	8	3	6	7
27	Fachhochschule Würzburg-Schweinfurt	High School, Würzburg-Schweinfurt	3	4	8	1	2	7	6	5
28	Vitus Bering Danmark						X	X
29	Tallinna Tehnikaülikool	Tallinn Technical University	X		X		X
30	Universitat de Barcelona	University of Barcelona	1	4	2	5	6	3
31	UNIVERSITAT POLITÈCNICA DE CATALUNYA	Technical University of Catalonia	5	3	4	2	1
32	Universitat de Girona	University of Girona	1			2	1	2		2
33	UNIVERSIDAD DE MALAGA	University of Malaga	2	3		1			4
34	Universidad de Oviedo	University of Oviedo	1	4	3	2
35	Universidad de Cantabria	University of Cantabria	X		X			X
36	Universidad Politécnica de Valencia	Polytechnic university of Valencia	3			1	2
37	Universidade de Vigo	University of Vigo	1	2	4	5	3
38	UNIVERSIDAD DE ZARAGOZA	University of Saragosse	8	4	3	2	1	5	6	7
39	Lappeenrannan teknillinen yliopisto – Sähkötekniikan osasto	Lappeenranta University of Technology	1		2		3
40	Oulun yliopisto	University of Oulu	1	3		2
41	Chapitre Education de la section française de IEEE	IEEE education chapter, French sector	Monitoring, evaluation
42	Club EEA	Club EEA society	Monitoring, evaluation
43	Université d’Angers	University of Angiers	3	1	2			4
44	Université de Savoie – Ecole Supérieure d’Ingénieurs d’Annecy	University of Savoy	1	5	2	4	3
45	Université Bordeaux 1	University Bordeaux 1	1	2				4	3
46	Université de Bourgogne/IUT Le Creusot	University of Burgundy	3	4	2	1	8	5	6	7
47	Ecole Nationale d’Ingénieurs de Brest (ENIB)	National Engineering School of Brest	2	2	1					1
48	Ecole Nationale Supérieure de l’Electronique et de ses Applications			3	2			4	1
49	Ecole Nationale Supérieure d’Ingénieurs du Mans (ENSIM)			2		3		1		4
50	Ecole Polytechnique Universitaire, Université de Lille1	Polytechnic school of University of Lille1	1		4			2		3