PR1 has the aim to improve the teaching of academic staff in HEIs in distance and blended contexts, by applying collaborative learning and self-regulated learning approaches. The primary target of the pedagogical framework are the professors and lecturers in HEIs. In this category also falls the teacher educators that could provide a consequent impact on pre-service and in-service teachers in school education by improving their competences in distance teaching using motivation and selfregulation. Although the TUNED pedagogical framework will be drafted for HEI sector, the Partnership will study in PR4 the reapplication for other teaching needs (school education, VET trainers, adult educators, etc.) and its initial conceptualization will be general. AIMS The output will be a handbook introducing the educational framework together with tools and practical hints addressed to professors and lecturers in HEIs for the effective management of online or blended courses. It will give methodological landmarks to rely on the application of innovative solutions using e-learning tools based on the paradigms of selfregulation and motivation through collaboration in online courses. The specific aims are the following:

1. Building a comprehensive framework with the following ground-breaking elements: A) Selfregulated learning theory in collaborative learning contexts in online teaching: focusing on the process of regulating the learning processes of the individual and the group in order to be able to effectively direct intentions, actions and activities oriented to the achievement of common objectives. B) Socially shared regulation of learning (SSRL) and Co-Regulated Learning (CoRL) in digital learning environments providing definition for collaborative work with the aim to regulate their collective cognition, behaviours and emphasize the mutual engagement in self-regulation processes. C) Gamification aspects in collaborative learning as an additional collective instrument for co-regulation of team members through in distance education.
2. Define the methodological and theoretical basis for the short training program and TUNED game definition,
3. Provide a system for a use and re-use of the materials created in the MOOC, in different contexts (i.e. a school teacher should be able to extract a part of the MOOC for their teaching needs)
4. Define a modular framework that considers the difference between courses from different subjects (from engineering to humanities).
5. Provide a practical handbook in all the 4 languages (English, Italian, Finnish, Greek)
6. Include professors and lecturers in the methodological framework definition, applying a user-centred strategy
7. Define microcredential as proof of the learning outcomes that a learner has acquired following a short learning experience
8. Design a set of validation tools, in order to perform a concrete assessment for the application of SRL and motivation strategies in teaching.