For the TACCLE4-CPD project it is worthwhile to consider, what educational sectors are covered by these parallel projects and in what ways our project can cooperate with its neighbours. Here some key points:

• The Inclusive Digital Media project DMI pointed out to be an alliance of several R&D projects. It works with ‘thematic concepts’ that are based on shared pedagogic principles. In this way the DMI seeks to enhance subject-based and interdisciplinary learning units with digital media and creative shaping. For the work of TACCLE4-CPD in general education these thematic concepts are of major interest.
• The projects DieDa and NABUS are mostly involved with pedagogy of adult education – and on the real implementation of ‘self-organised learning’ in vocational end work-related adult learning provisions.
• The projects RISE and STRIDE have very specific R&D approaches to enhance project-based learning in vocational schools. Here it is interesting to exchange experiences on the multiple roles of researchers.
• The subsequent projects INTAGT, MeMoApp and LiKa 4.0 have very specific VET and workplace-related learning contexts and very customised software ecologies to work with. Here it is of interest to find out, if Learning Toolbox could be linked to their work.
• The project DigiProB is partly a successor project of the Learning Layers’ Construction pilot. However, it is working with different web tools and addresses different trainers with an aim shape integrative learning projects for adult learners. In the final phase there is an effort to create a functioning interaction between the trainers’ web platform and the learners’ toolset (the Learning Toolbox).
• The project BROFESSIO is of major interest due to the development and implementation of the ‘Agile learning’ concept for workplace-based team-based learning and training. In many pilot contexts such approaches to promote peer tutoring and peer learning are vital for the consolidation of the learning results and for the transfer of innovation.