Activity Based Training (ABT) environments, which were developed in the Leonardo da Vinci pilot project Mecca (2005-07), are currently used in vocational education and training within mechanical industry in several European countries. ABT starts by receiving a technical and economical specification of the product. The product normally constitutes of many small pieces that is developed one by one, and put together into one product. In order to figure out how to construct the product, it is necessary to learn more theory, carry out practical investigations, and provide quality assurance of the components during the production. During 2011 the methodology has been adapted for use in various types of training environments, such as language training, physics and in welding. This paper is going to outline the pedagogical reasons for the design of the new ABT innovative teaching and learning environment that improve students learning in various types of courses. This has for instance been done by using problem-based learning where students in Norway produced information and promotion material based up on an order from a university in Romania. In Physics the students was assigned the task to build matchstick rockets. The article will outline the results obtained so far (qualitative and quantitative). The results obtained are based on observations, surveys and interviews of students attending the exemplified projects. Our results and methods are generic, whereby they are applicable to European wide training practices.
