The project aims to create a special virtual toolbox for teachers as a sophisticated tool for developing Open Online Distance Learning (OODL) courses which means open, online, flexible and technology enhanced education (OOFAT). The mixture of of the partners ensures the necessary competences, values, skills and knowledge for developing an innovative approach to OODL. This project uses a strategic cooperation between formal and non-formal/informal educational providers using ICT based teaching and the enhancement of digital integration in learning. It will be enhancing teachers’ professional development and support students‘ acquisition of values, skills and competences. The 5 consortium members are well distributed in Europe: University of Crete, GR (specialised in innovative education) will focus on supporting students‘ acquisition of skills and competences, EBI/EIE (AT) is a teacher training institution with experienced in Distance Learning impacts in enhancing teachers’ professional development and in OODL The I.T.E VITTORIO VENETO SALVEMINI (IT) and Colegio Internacional Costa Adeje (ES) are two high schools (offering a multicultural background) with different orientation in teaching and experienced in eLearning and modern teaching methods. The Swedish Association for Distance Education (SADE) has a special focus on OODL and OOFAT and provides experience in quality enhancement systems. The VVT-Box methodology focuses on items which are either not yet common or still missing in Open Online Distance Education as a * Innovative approach to OODL * Appropriate quality enhancement framework * Innovative and completely new motivating self-evaluation method for students (Mandala method) * New developed innovative tool for course creators * Special training course for teachers to implement the new methods in course creation * Transferability and evaluation guide to enable the transfer to other educational fields The activities during the project’s lifetime will develop (and provide as results) a 1. So-called “reverse pedagogical approach” by taking the viewpoint of students and supplement them best in learning. This pedagogical approach is based on self determined learning, called Heutagogy) and is a means for acquisition of skills and competences of learners, especially in science (so-called MINT subjects) and language teaching. 2. Completely new motivating self-evaluation method called the “Mandala Self-Evaluation”. This is a graphical method to define competence based learning outcomes and to evaluate the learner's’ success and to motivate students). 3. Virtual web-based toolbox as an Open Educational Resource (OER). This innovative public available tool enables teachers to enter the parameters of a planned course in an interactive user interface. The database driven service creates the required material and delivers it in digital form. The outputs are appropriate material like course structures, checklists, instructions for quality enhancement, timetables, and other helpful means for the course planning and implementing. 4. Special course (as a MOOC) for teachers available as a Online Distance Learning course with OERs. Tested and evaluated pilot courses for students (as examples of best practice) including all project-related innovation, practices and tools will also be available as OER sources. 5. Transferability and evaluation guide to transfer the developed tools, products, and methodologies to other educational sectors (Adult Education, Vocational Education and partly Higher Education) Approximately 1420 students, teachers, decision makers, researchers and other stakeholders will be impacted by the project. The dissemination is using web-based channels, like social media, Youtube, SlideShare, a Web Blog and symposium based events in the identified target group of teachers. EDEN - the European Distance and eLearning Network is also foreseen for dissemination. The sustainability of the products is ensured by the project partners with the necessary resources for the next years. The transferability and evaluation guide to other educational sectors is an added value. A longer lasting benefit is * To provide a first experience of an innovative teaching and learning way in School Education supervised by the University of Crete with the impact of the experience of SADE from Sweden, a country with one of the longest lasting Distance Learning experiences. * An impact to new research in Heutagogical pedagogy and to future studies and research * The new approach to open and innovative education, providing a fully embracing of the digital area * The boosting of open and digital educational resources So the project impacts to the target group, to the addressed learners, institutions and finally to the society. This impact to stakeholders is a necessary mainspring for further meaningful activities in development educational systems in School Education on a European level.

Context & BackgroundThe CICERO Project (Enhancing Digital Competence through Photography) addressed three items in the field of Adult Education, which are connected to each other and tied together in this project. These are:* Digital competences (DigComp), * Digital photography (DigiPic), and * European Cultural Heritage (UCH). ObjectivesThe objectives were to develop and implement a special course for adults teaching DigiComps by Photography. Learners learned to take digital images of certain quality, to develop digital competences (using the DigComp 2.0 framework), editing images, use of images in media and other related competences. A photo contest was used to motivate learners (and other adults) to submit their photos. These images were published in the European Cultural Heritage Database as well as in a specific image gallery.Partners and consortiumStockholm University (Sweden) with the Department of Computer and Systems Sciences is the applicant. The university cared for scientifically based methods used in the project, along with the rich wealth of experience in the field of informatics and contributed to the project with a professional photographer and the deeper knowledge in cultural heritage (UNESCO context).EDRASE from Greece is a non-profit Adult Education Organisation and specialist in implementing, performing and organizing courses in remote places, for instance on the Greek islands in the Aegean Sea.EBI/EIE from Austria is a non-profit Adult Education and trainer training organisation with an own research department. EBI develops innovative training and learning concepts and methods. It’s specialized in conveying digital competences, ICT and technology enhanced training. In this project.Asociación Arrabal-AID from Spain is also a non-profit Adult Education Organisation with inclusion models. Arab impacts to the project by setting a focus on younger people and disadvantaged adults.ProAndi is a business oriented Adult Education & Youth Education organisation which will build the bridge between adults and younger people. Arab represents professional organisations with a different approach to Adult education than the non-profit organisations. ActivitiesIn the frame of the project, a special course teaching DigComp by DigiPic was implemented from all organisations except Stockholm University in several runs. The image database was created and filled with more than 1000 images (from 77 photographers) presenting items in context with European Cultural Heritage. A photo contest was performed to motivate learners to submit images. All products are published as Open Educational Resources. Well-structured dissemination activities diffuse the ideas and the products of the project to a broad audience.MethodologyThe used concept was to use digital photography as the engine to motivate learners to care for their digital competences (in the frame of the DigComp 2.0 framework for citizens) and to convey arts competences as well. These two competences were used to fill an image database presenting European Cultural Heritage (as a contribution to the European Year of Cultural Heritage 2018). As side effects inclusion is a topic, as well the involvement of people with fewer opportunities. ResultsThe results are a ready-to-use approved and evaluated Blended Learning course using a heutagogical approach to learning, implementing active and cooperative learning. We have seen this creates self-determining learners. A second output is the European Cultural Heritage database providing high quality images presenting artefacts and traditional behaviours of cultural heritage. Due to the Covid pandemic, some activities were adapted compared to the application. This made a large spread of experiences possible, resulting in a deeper and wider knowledge about how to approach different groups of participants. Expected impactThe project will impact on the partner organisations by developing new and innovative approaches to adult teaching, to shift the training to a modern heutagogical approach, based on active and cooperative learning. For the adult learners, a development to modern teaching is offered including the possibility to develop to a self-determining active learner and citizen and the increase of DigiComp as well as the awareness of the European Cultural Heritage. European citizens and indeed all with internet access have access to a Database with high quality images showing masterpieces of European Cultural Heritage. Longer term benefitsThe developed course demonstrates an innovative approach to teaching adults and works as the best praxis example, it will be provided as a course also after the project’s lifetime. The Cultural Heritage Database is a tool for interested parties documenting cultural heritage and may be expanded in the future.The added experience of having to adapt to the Covid pandemic's consequences will ave a long-term effect on the skills of the teachers and organisations involved.

CONTEXT/BACKGROUNDThe main challenge the project addresses is little support available for the adult education providers at designing attractive and inclusive intergenerational education. The project focuses on supporting adult educators at joining various generations of adult learners in a common educational process that allows learning from each other, learning with each other and learning about each other. Among the current trends and topics of interest in education addressed by the project, important both for the young and the senior generation of learners are: language learning, taking part in educational mobilities & Erasmus Programme, EU citizenship rights, digital competences & critical thinking, responding to environmental and climate-change challenges, making education more personalised and attractive to the learners.AIMThe general aim of the project is to support the adult educators at designing, delivering and promoting more attractive and inclusive education for all generations of adult learners.PARTICIPANTSThe direct target group of the project includes the members, workers, co-workers, educators and volunteers of the Third Sector adult education organisations (i.e. Civil Society Organisations, including informal groups, Non-governmental organisations and other non-profit organisations).The indirect target group include wide range of education – related organisations, institutions and decision makers.The dissemination activities would reach, in total, at least 44.619 recipients.THE PARTNERSHIP CYCLEIs built by six Partner organisations, working in the field of lifelong learning, intergenerational adult education from Poland, Spain, Greece, Italy, Austria and Latvia. Five of the involved are civil society organisations; one – public language school. Each of the P artners is an expert in one of the fields identified as challenging and important for intergenerational learning.ACTIVITIESThe design of the work programme is chronological. All project activities are divided into 3 phases and 13 Work Packages (WP), including transversal activities of management, evaluation and dissemination. There are 6 Transnational Project Meetings (TPM) planned: 1 kick-off meeting, one summary meeting and 4 working meetings aiming at exchange of experiences and good practices. The work flow during the 4 working meetings gives each Partner a space to share its expertise in the field of intergenerational learning.There are also two international short-term joint staff training events planned. The work programme also includes one start-up package (WP01) and a concluding package (WP10) finalized in delivering final recommendations and the Exit Strategy.RESULTS & IMPACT The results of the project will be tangible and intangible (material and immaterial). The direct tangible results will be reached during the work packages, while the intangible will be illustrated in the field of increased of knowledge, skills and awareness, change of attitudes etc. The indirect, third level of results are those long-term ones, clearly connected with the varied project impact.The direct intangible results will be seen both on individual and organizational levels, referring tochange of attitudes and values related to international cooperation realizing & inclusive, intergenerational learning designing, organising and promoting. SUSTAINABILITYThere are 2 project results that will be especially sustained after the project ends:1) The Recommendations for more inclusive intergenerational adult education (E-publication) – that will be further used in the next, strategically planned project initiatives.2) The six experienced, tested and evaluated training modules, related to the most current challenges for intergenerational education, supporting development of the key competences of the adult learners (E-publication). The project proposed is an element of a long-term strategic plan of the project Partners, aiming at delivering new solutions and tools supporting intergenerational education in the frame of future, common initiatives. The cooperation is concluded with outlining the Exit Strategy for possible follow-up initiatives.

"<< Objectives >>The objectives are to create a recognition & course model for Digital Competences (based on DigComp 2.1) with * A pedagogical framework (based on Flipped Learning 3.0), * A quality enhance framework for course creation, implementation, and evaluation; * Pilot course modules covering the items of the DigComp 2.1 Citizens framework (https://goo.gl/T8TpJ9); * A recognition model for Europe defining the curriculum, training environment, evaluation andgrading, and consistent certification.<< Implementation >>(A) PROJECT RELATEDThese activities are for example the project setup, branding of the project (Logo, Corporate Identity), the preparation of meetings, general administration(B) PROJECT RESULTSThe development of the WPs & Deliverables, pilot courses, a Learning, Teaching and Training event(C) DISSEMINATIONThe foundation of ""DigiComPass Foundatioon""Implementation & Development of the webpage, the regularly sent newsletter, the publishing of project results in the blog and other similar task<< Results >>The project results will be a Flipped Learning 3.0 based framework for teaching digital competences (based on DigComp 2.1)This framework will include* a well-structured Recognition Model Package, * a tailored Flipped Instructional Design as a base of the pedagogical approach,* Course Training Material (covering competences as described in DigComp 2.1), * Pilot Courses (methodology & development), * ""Trainer Handbook"" and * “Evaluation and Transferability Guide”"

10 teachers from different disciplines ( the specific teacher training , secondary adult education and second chance education ) participated in a staff training on blended learning. Our partner organization , European Bildungsinitiative (EBI), offered a training course tailored to our specific context: the learning environment, characteristics of our students in the different disciplines, the existing experience and skills and our specific questions about the coaching, evaluating and motivating / activating students in a blended learning environment .