The students, organized in work groups that identify an emerging community of cognitive apprenticeship practices, are confronted with a concrete problem to be solved, linked to the construction or study of a harmless drone or its components. Immediately they must activate prior knowledge related to their informal or non-formal knowledge, as well as to formal languages learned in the institutional educational context, cooperating to identify applications, strategies and techniques to obtain the solution to the problem faced. In this way they pass from “knowing what / to” to “knowing how” a phenomenon occurs or manifests itself. Each phase of the drone industrialization process lends itself to multiple modes of use within the VET educational curriculum, since it requires the study and mastery of formal mathematical-scientific languages, both the predisposition of a learning environment that simulates the organization socio-technical work-place. Through the phases of the D.E.L.T.A. project, thanks to the interdisciplinary approach, the VET students were able to develop: a) Professional skills relating to key technologies of the digital age, such as information technology for on-shore processing of data collected by the in-flight drone (Intellectual Output 2) and electronics for the assembly on board of aircraft of cameras, components of sensors (multi-spectrum, thermal, “sense & avoid” vision for in-flight interaction) and geographic -localization (Intellectual Output 3); b) STEM curricular competences: engineering for the design, production and maintenance of inoffensive drones (Intellectual Output 1); mathematics, through trigonometry for setting the flight plan, and 3D modeling through the point cloud for volumetric calculations and remote sensing (Intellectual Output 4); physical and natural sciences to contextualize the problems that can be faced thanks to the technology in use - such as precision agriculture, environmental and hydrological monitoring (Intellectual Output 5). All Intellectual Outputs can be downloaded for free from the website of the Coordinator of the project, Cisita Parma scarl, Parma, Italy at the URL https://www.cisita.parma.it/cisita/progetti-internazionali/progetto-eramus-ka2-delta/
VET agrifood Sector is one of the most important educational branches in European VET institutions. On one hand, agriculture and agroindustrial business are widely present in Europe but on the other hand there is lack of young qualified work force willing to start a career in this sector. In this scenario, VET students can be encourage to meet successful agri-food business in their countries by telling the entrepreneurial stories of success of wealthy local SMEs producing meat or meat products, pasta or baked goods, dairy products, wine and vegetal/animal food preserves. VET students from Italy, Portugal, Romania and Bulgaria will choose 2 local agrifood enterprises and will make video-interviews to the owners, also telling video-stories about how the companies grew up and succeded. In a further phase, students will edit the videos adding interactive resources, images, presentations, links to further educational and didactic materials, to transform videos into hypervideos. VET students are also expected to develop interest and motivation towards education, preventing early school-leaving, as well as personal inspiration to start a self-entrepreneurial career in the agrifood Sector. This is Intellectual Output 1, a multilingual research action painting the scenario of the current use of digital storytelling for didactic purposes in the relevant countries, aimed at introducing improvements. This is a deliverable of the EU funded Erasmus+ Ka2 Strategic Partnership F.A.S.T.E.S.T. project - code 2015-1-IT01-KA202-004608 (Food & Agroindustrial School towards Entrepreneurship by Storytelling and Digital Technology). The project is funded by ERASMUS+ Programme of the European Union through INAPP Italian National Agency. The content of this material does not reflect the official opinion of the European Union, the European Commission and National Agencies. Responsibility for the information and views expressed in this material lies entirely with the author(s).