The ever-increasing supply of information combined with the growing knowledge elicitation capabilities of key emerging technologies presents pharmacovigilance with enormous opportunities. Currently, safety monitoring is expanding its evidence base, moving beyond traditional approaches towards sophisticated methods that can identify possible safety signals from multiple information sources, both structured and unstructured. In this context, health information posted online by patients represents a potentially valuable, yet currently left largely unexploited source of post-market safety data that could supplement data from traditional sources of drug safety information. As the use of social media data for pharmacovigilance is still in its infancy, the present paper explores the state of the art in the application of social data to adverse drug reaction detection; provides a thorough review of existing work in the field, highlighting important research efforts and achievements; and finally, discusses the current challenges and promising avenues for future work. Following a literature review methodology, a critical appraisal was conducted of carefully selected work on the use of social data in post-market surveillance, as presented in the recent scientific literature. Out of a sample of more than 1300 articles, which was the result of the literature search, the final selection of articles was made based on their relevance to the applications of social networking sites (SNS) to pharmacovigilance, and a thorough review of this corpus was completed with a total of 100 articles reviewed. The main contributions of this review include the mapping and systematisation of the current knowledge in the field by drawing comparisons of different approaches, types of social data and of relevant sources currently used in the field, and by developing new classifications of social data sources and taxonomies for social data for use in pharmacovigilance, as well as the identification of key challenges and the extraction of new insights in terms of potential for practical applications and future research directions in the area of pharmacovigilance. Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

The Strategic Implementation Plan of the European Innovation Partnership on Active and Healthy Ageing (EIP on AHA) proposed six Action Groups. After almost three years of activity, many achievements have been obtained through commitments or collaborative work of the Action Groups. However, they have often worked in silos and, consequently, synergies between Action Groups have been proposed to strengthen the triple win of the EIP on AHA. The paper presents the methodology and current status of the Task Force on EIP on AHA synergies. Synergies are in line with the Action Groups' new Renovated Action Plan (2016-2018) to ensure that their future objectives are coherent and fully connected. The outcomes and impact of synergies are using the Monitoring and Assessment Framework for the EIP on AHA (MAFEIP). Eight proposals for synergies have been approved by the Task Force: Five cross-cutting synergies which can be used for all current and future synergies as they consider overarching domains (appropriate polypharmacy, citizen empowerment, teaching and coaching on AHA, deployment of synergies to EU regions, Responsible Research and Innovation), and three cross-cutting synergies focussing on current Action Group activities (falls, frailty, integrated care and chronic respiratory diseases).

Abstract. Open educational resources (OER) have a high potential to address the growing need for training materials in management education and training. Today, a high number of OER in management are already available in a large number of repositories. However, users face barriers as they have to search repository by repository with different interfaces to retrieve the appropriate learning content. In addition, the use of search criteria related to skills, such as learning objectives and skill-levels is not generally supported. The European co-funded project OpenScout addresses these barriers by intelligently connecting leading European OER repositories and providing federated, skillbased search and retrieval web services. On top of this content federation the project supports users with easy-to-apply tools that will accelerate the (re-) use of open content.

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This paper, summarises the Creative Learning with Serious Games workshop that took place in the Fun and Games 2010 conference. The workshop discussed innovative methodological approaches to Serious Games for creative learning. A special emphasis was given to state-ofthe- art research work and cross-discipline approaches (e.g. the mix of Storytelling and Serious Games). In addition, different case studies coming from very different European (research) projects were presented and discussed with the participants. Five papers were selected via a peer reviewed process to be presented at the workshop. The authors presented their work and demonstrated their applications during the second part of the workshop

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Lifelong learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to transform lifelong learning provision and facilitate the achievement of deep and meaningful learning. In the context of distance education in lifelong learning, one important challenge is the design of versatile quality assurance strategies for e-training. Based on the experiences in U P E C L-Long Learning (KEDIVIM) the authors present how the principles and attributes of deep and meaningful learning can be combined with project management in practice and be incorporated in an e-Learning quality strategy. We present i) the methods used to assess the quality of the e-Learning programmes, ii) key findings of the evaluation process and iii) first research evaluation results on the quality of learning. This research study on learning process quality was conducted by learning methods such as collaborative learning. Some results of the evaluation indicate that the e-Learning quality strategy led to e-L deep and meaningful learning.