"<< Background >>In words of the EC Vice-President for Promoting European Way of Life, Margaritis Schinas, “The digital transition profoundly changes the way we live, study and work. We must equip people with the right skills to master this transition and make the most out of the opportunities the future brings”.Technology has been integrated into our daily lives, and its rapid evolution has not gone hand in hand with an increase in the skills and abilities of users. Some data supports these facts: while 86% of Europeans aged 16-74 used the Internet regularly , 42% still lack the minimum basic digital skills .Thus, currently the digital divide is more related to the lack of skills and abilities for an adequate and critical use of technologies than to the difficulty of access to them. Efforts are necessary to improve the level of digital literacy of all people, understood as the ability to relate to today's society: find a job, order takeout, seek an answer to a question, or carry out negotiations with our bank. Similarly, artificial intelligence (AI) literacy also becomes increasingly necessary, as AI systems become more integrated into our daily lives.The term AI is highly influenced by the imaginary generated by science fiction, and is linked to robots or virtual assistants, minimizing its real scope of expansion at all levels, and thus amplifying the risks and dangers derived from it. The manipulation of information and, therefore, of society, the invasion of privacy, or discrimination and bias issues are some of these risks.The EU itself, in its White Paper on Artificial Intelligence, focuses on the need to prioritize the development of specific skills, so that European citizens can ""begin to assume a real awareness of the advantages and disadvantages of AI, more beyond speculation and prejudice"". It is essential that the critical capacity of citizens is fostered, to strengthen them in their interaction with AI. The answer to these needs that we propose is the development of the ArIN project, focused on responding to this lack of specific training aimed at adult AI literacy, especially at those with less qualification and/or digital skills. The project is based on the concept of AI literacy as the capacity of a person to understand what AI is, how it can benefit him/her, how AI systems work, and, most importantly, how to adequately engage and interact with AI.<< Objectives >>The project initiative arises in an environment highly influenced by technology and digitization that, in the last year, has taken off as a result of the mobility restrictions imposed by the pandemic situation. Lockdowns have occurred in most European countries, for weeks or even months, forcing an unwanted isolation that has led most European adults to increase the use of technologies.In this context, training deficiencies have become even more evident, which to a large extent affect all facets of life in a transversal way when it comes to the use and interaction of artificial intelligence.Thus, this project's main objective is to improve the level of competences of European adults and to make them literate in Artificial Intelligence.Other objectives that are raised are:- To contribute to create an all-inclusive ecosystem where all European adults count on the basic skills needed to pursue further learning to better adapt to a changing world where AI will be prevalent.- To innovate in the field of adult education by closing the gap about knowledge, skills and competences on a forward-looking field, such as Artificial Intelligence is.- To empower adults for a critical and secure use of AI systems, increasing their levels of literacy and awareness of AI risks and dangers.- To seize the potential of ICT and game-based education, to design engaging and motivating training resources addressing adult audiences.- To promote digital inclusion and digital active citizenship for European adults, especially those with fewer opportunities.- To increase the capacity and readiness of the adult trainers and organizations to offer up-to-date training opportunities and programmes addressing the topic of AI literacy.- To provide a new upskilling pathway in the field of AI literacy, offering a training programme based on a leveled system, in which lower qualified adults can progress towards higher levels of AI competences.<< Implementation >>The project has been designed so that the activities to be implemented adequately include the 5 main phases: planning, preparation, implementation, dissemination, and evaluation.The planning phase has been carried out prior to the presentation of this project proposal. It has included research, needs analysis and the joint design of its objectives, expected results and timing.The preparation phase includes all the activities necessary for the correct implementation of the project and has to do with the implementation of the action protocols, the formalization of internal and external agreements, the establishment of collaboration and communication instruments, the agreement about the exact dates for the meetings of coordination and follow-up, and the launching of the actions oriented to guarantee the sustainability of the results in the medium and long term. Includes a set of activities, such as:- Contratualization, performance protocol agreements and risk management plan.- Partnership building activities: organization of the Steering Committee and Technical Committee.- Financial and administrative reporting guidelines and tools.- Preparing collaboration and communication tools: Asana-Google Drive-Zoom.- Formalization of agreements with associated partners and other collaborators.The implementation phase has been designed to lead to the development of the main result: the R1 - Educational Programme in AI Literacy. This phase is structured according to the classical workflow of projects´ development: Research, Development, Testing, and Improvement; following working scheme:A1.- Definition of the training path (RESEARCH – STAGE 1) A2.- Contents´ development (DEVELOPMENT – STAGE 2)A3.- Online platform programming and development (DEVELOPMENT – STAGE 2)A4.- Translation of the prototype into partners languages (DEVELOPMENT – STAGE 2)A5.- Testing of the Educational Programme in each country (TESTING – STAGE 3)A6.- Analysis of the training testing results, implementation of suggestions and improvements (IMPROVEMENT – STAGE 4)The evaluation stage includes a set of activities aimed at supporting partners monitoring that the planned objectives are achieved, resources properly spent, and activities successfully implemented. This is transversal stage, covering all the project lifetime. The activities and sub-activities included under this category are:- Elaboration of the QMP and evaluation tools.- Evaluation reporting (each 6 months)- Regular checking of milestones and indicators.Finally, another key and transversal stage for the proper implementation has to do with the dissemination and exploitation of the project and its results. This phase includes the following activities:- Creation of the dissemination toolkit (logo, leaflet, website, social media profiles…)- Social media campaign.- Communication and dissemination activities: project consortium joint actions.- National communication and dissemination activities – including multiplier events.- Dissemination activities reporting.<< Results >>The ArIN project focuses in the development of one complete Educational Programme on Artificial Intelligence Literacy (PR1). The development of this output will comprise a set of activities that, in 4 main stages (research, development, testing, improvement) will allow the project partners to achieve the planned result. The Educational Programme will be available in an online platform, and formed of:1.Training modules created following andragogy principles, for self-learning: oAdults need to be involved in the planning and evaluation of their instruction.oExperience (including mistakes) provides the basis for the learning activities.oAdults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.oAdult learning is problem-centered rather than content-oriented . 2.Digital Breakouts to challenge learners applying acquired knowledge and skills. Those are conceived as evaluation tools.3.Guide and Handouts for adult trainers, for physical or mixed training and breakouts preparation, including other possible engaging activities in the training topics.Thus, the PR1 (Educational Programme) comprises a set of outputs that, although constituting a comprehensive resource for the AI Literacy of adult learners, can be independently and interdependently used under other training programmes or initiatives in the field of digital competences and skills education.In addition to this main project result, some other tangible outputs will be produced as consequence of the activities implementation. We can outline the following:Results and deliverables produced in the preparation stage:D1 – Partners contracts.D2 - Communication plan and tools.D3- Project RoadMap.D4 - Risk management and performance protocol. D5- Financial and administrative management protocol.D6 - IPRA – Intellectual Property Rights Agreement.D7 – Project Management Dossier.D8 – Collaboration and communication tools (internal platforms and tools)D9 – Meetings´ dossiers.D10 – Sustainability Action Plan. Results and deliverables produced in the monitoring and evaluation stage:D11- Quality Management Plan and tools.D12 - Evaluation reports (4): After each six months, partners will evaluate the project quality (management, cooperation and communication among partners, quality and consistence of project results so far, etc.). The results of the evaluation process will be collected in a report by the evaluation leader and shared with all partners to make improvement decisions. The final evaluation report will be relevant also to guide the final exploitation strategy.D13 – Monitoring matrix for the verification of milestones and indicators achievement.Results and deliverables produced in the dissemination and exploitation stage:D14 – Dissemination Action Plan, including updated calendar and reporting guidelines and templates.D15 – Dissemination Toolkit – logo, templates for documents/communications, leaflet, website, profiles on social media…)D16 – Dissemination reports (4): Each six months, partners will report all the dissemination activities carried out so far describing the kind of activity, number of people involved, results, etc. The report will be completed with pictures, lists of attendance and other evidence.D17 – Multiplier Events reports."

<< Background >>We are facing a key period of economic and social transformation, which is largely defined by the emergence and progressive generalization of the use of robotics and artificial intelligence in the workplace. After an initial period of uncertainty, in which the fear of the disappearance of jobs that are replaced by robots, is becoming increasingly clear that this irreversible change also provides opportunities and changes in the labor market that must be understood to be seized. The profile of the workers of the future requires the development of certain competences, among them: emotional intelligence, teamwork, adaptability, critical thinking and problem solving. But, in addition, the progressive incorporation of artificial intelligence to companies predicts, in a short-medium term, a disruption in labor relations, in which who conducts the job interview, decides the selection or dismissal of an employee is an artificial intelligence (as already happens in Amazon in the US). What skills and competencies allow you to understand these new work realities? Who is my new coworker and how do I interact with it? Recently the EC published the study THE CHANGING NATURE OF WORK: AND SKILLS IN THE DIGITAL AGE in which the disruptive nature of digital transformation was revealed, not only by modifying the way in which the work is carried out, but in the generation of new professions and in the modification of labor relations in which human beings have to interact with artificial intelligence and robots in a hitherto unknown way. This new labour context demands from workers the capacity to adapt to new working methods, work organisation and tools. BAI project seeks to promote the understanding of the nature and extent of the changing working environments and to develop a training itinerary that allows active and future workers to cope with the new labor relations that arise from the emergence of robots and artificial intelligence at work. The main general objective is to support workers to develop the necessary skills to deal efficiently and satisfactorily with the challenges they pose.<< Objectives >>The project specific objectives are:-To provide European workers with the necessary knowledge to enable them to understand how the nature of work is changing and what are the current and expected short-medium term scenarios in which they will have to operate. -To promote literacy in artificial intelligence and robotics, illustrating concrete examples from a diversity of sectors and jobs.-To facilitate the development of non-cognitive skills that have been shown to be essential in new work environments. -To raise awareness on the implications on the jobs and working relationships of the incorporation of artificial intelligence and robotics into the labour market from a transversal and multisectoral perspective. The main target groups addressed by the project are, primarily, workers and especially those with low qualifications or who are in occupations more vulnerable to be transformed at the short-medium term because of the automatization or digital transformation. Also, human resources managers and training managers in companies, who are responsible to provide the workers with the necessary resources to deal changes in the workplace. As secondary target groups, we also address Labour counsellors and employment agencies, Social agents and business representatives and VET centers working on formal education, that will be able to use the results of the project to promote a better understanding of the workspaces generated by the inclusion of robots and artificial intelligence and help workers (current and future) to develop the skills necessary to function in them.<< Implementation >>The above mentioned objectives will be achieved through the development of two products: 1. BAI CASE STUDIES: bots and artificial intelligence implications in new working environments. 2. TRAINING ON AI LITERACY AND KEY SOFT-SKILLS for workers in the digital age. BAI project respond to the imminent need of European workers, who, regardless of their economic sectors and occupations, will see their work environments transformed in the short-medium term, by the emergence of robotics and artificial intelligence. Furthermore, we aim to raise awareness and promote a change of attitude in both workers and employers, so that they are aware that, to a greater or lesser extent, the entire business and occupations will be affected by these changes and their implications. Having illustrative case studies will help them understand these changes and give clues on how to adapt to them. The training will be essential to start a process of updating knowledge and developing skills that, as experts point out, will be key in the coming decades.<< Results >>The main results of the BAI project are the following:Result 1 (IO1)-BAI CASE STUDIES: bots and Artificial Intelligence implications in new working environments Case studies will illustrate in a simple way already real experiences of how these new work environments are which implications they have for workers at the level of skills and competencies. We will carry out an intersectoral analysis of real cases in work environments in which robots and / or artificial intelligence interact / co-work.Result 1 (IO2) - TRAINING ON AI LITERACY AND KEY SOFT-SKILLS for workers in the digital ageA training will address the development of those skills and abilities necessary to function in a work environment in which humans, robots and artificial intelligence coexist, inculding at least the following topics:*Robotics and artificial intelligence literacy – basics on history and key concepts about AI and robotics.*The new working environments – description on the digital transformation of the working environments and implications for the labour relationships.*Key competences in digital working environments - emotional intelligence, teamwork, adaptability, critical thinking and problems solving.

The full economic and social participation of people with disabilities is essential if the EU's Europe 2020 strategy is to succeed in creating smart, sustainable and inclusive growth. Building a society that includes everyone also brings market opportunities and encourages innovation. However, regulatory frameworks do not always adequately reflect the needs of people with disabilities, nor the development of products and services that respond to them.In addition, this Strategy sets in motion a process to empower people with disabilities, so that they can participate fully in society under equal conditions. This European Strategy is made up of the framework of Article 19 (Living independently and being included in the community) of the United Nations Convention on the Rights of Persons with Disabilities (CRPD).In this context and for the reasons mentioned, the EU-Assistant project set out to define the key competences relevant to the development of the role of Personal Assistant for dependents, based on the European Qualifications Framework (EQF).The EU-Assistant project addressed and led to the achievement of other objectives, among which we highlight:- To contribute to the development of a professional training path for personal assistants.- To provide a training itinerary and training materials, under the European Qualifications Framework.- To promote the profession of personal assistants.- To raise awareness of the need for the profession of personal assistants.Some of the main results, materialized in the intellectual products created, include:1. The development of a training itinerary that, taking as reference the different contexts and areas of application of the figure of the Personal Assistant in those countries members of the consortium in which it already exists, defines the professional competences of this figure, as well as a series of training modules that lead to the empowerment of these professionals.2. A collaborative learning environment, available online on a Moodle platform. This environment makes available to students and teachers six courses for the training of personal assistants (one in each of the project languages: English, Spanish, Italian, Lithuanian, Turkish and Romanian). Each course has a modular structure (based on the designed itinerary), and allows a responsive display in such a way that the student can access it from any device (PC, tablet, smartphone). The contents are offered online, but they can also be downloaded in electronic format so they can be consulted offline.One of the most interesting features has been the design of a common space for the generation of collaborative learning. Based on the Padlet software, this space has been built for the realization of individual or group activities, the exchange of ideas and experiences, in a structured format. Additionally, Moodle also offers communication mechanisms for the management of teamwork, such as forums or chats.All the direct target groups of the EU-Assistant project (people interested in learning about the role of personal assistant, both those who have not yet exercised in the care and attention of dependents as well as those who already do and want to deepen this professional profile), as the indirect ones (educational centers interested in this profile, employment centers and other institutions), have participated directly in the development of the project through various means, mainly: validation sessions and testing of products, events and presentations, meetings and dissemination actions.The impact has been significant in all these groups, and already begun to materialize in concrete actions. Just to give some examples, in several of the consortium countries the products are already being used in the training of personal assistants; public and private entities are joining efforts to offer integral training programs in this field; and work is being done for the adaptation of the training itinerary to NEETs (mainly youth with low qualification), as a potential area for professional insertion.

On one hand, integrating young Deaf people into the job market is a key challenge; a high percentage of them are unemployed, and those who are employed are often in low-skilled and low-paid jobs. Nowadays, the education on offer for Deaf people in Europe is sparse, and heavily focused on school and apprenticeships, rather than long-term employment. With EU funding, it is necessary to export its concept across Europe, boosting training for Deaf people, helping them to find jobs.Every European citizen has got equal rights in participating at the active and democratic life of Europe and language is the most important instrument to communicate and convey ideas and feelings. For this reason, since Sign Languages are the mother tongues of many Deaf youth, it is important to promote the use of Sign Languages in every context in order to facilitate their empowerment and inclusion.On the other hand, the concept of a museum is no longer just a physical place where artworks are collected and housed, but is conceived as an active institution that should offer a diversified range of services to make art and culture accessible to all people with disabilities. Museums need to adapt to a diversifying society and shall offer accessibility to inclusive, comprehensive and creative educational experiences that embrace and foster cultural, social diversity, and provide to everyone the ability to live and participate equally in a pluralistic society. Based on this framework, the main project objective is to find ways to diversify the museum, its interpretative tools and practices in order to become a tool for Deaf youth social inclusion. For this purpose, the partnership built an educational model engaging Deaf youth in art training for becoming museum guides for Deaf audience, so to favor their social and working inclusion, and the engagement of Deaf audience in the museums. The activities implemented in Austria, Ireland, Italy, Poland, Romania, Slovakia were as follows:-Context analysis in six partner countries collecting 30 existing learning experiences, services and activities to enable Deaf youth to learn about art and to increase the engagement of Deaf audience in the museums and in cultural activities. The results from the context analysis, in terms of knowledge, competences and approaches, represented the first contribution to the development of MADE educational model.-5-days learning activity addressed to 16 (and 6 additional participants) young Deaf and hearing trainers experienced in art disciplines or Deaf education from all partners countries in order to build new training model and curriculum to engage Deaf youth in art training for becoming museum guides.-Development of MADE educational model for Deaf youth, a tailor-made training programme including 4 learning modules aimed at enabling Deaf youth to acquire transversal skills and professional competences to become a museum guide. The Educational model and learning materials are available in the partners languages.-Development of a Toolkit meant as a virtual space hosting the learning and teaching materials developed within the Educational Model, available both in written partner languages and national Sign Languages as well as International Sign Language addressed to young Deaf trainees and trainers.-Implementation of six national study circles involving 60 Deaf and hearing trainers, experts in the field of art and Deaf teaching, museum institutions representatives for analyzing the Educational Model adapting it to the national contexts.-Testing of MADE educational model in six partners countries through the implementation of at least 30 teaching hours and the simulation of museum tour involving 85 Deaf youth and 27 Deaf and hearing trainers in cooperation with national museums.-Six multiplier events in the partner countries, involving 150 participants, aimed at presenting the MADE educational model advantages and methodology to the Deaf community, stakeholder organisations such as museum institutions, educational and training centers, public institutions working on the field of social inclusion and labour market.The main target groups involved in the activities were: Deaf youth, young Deaf and hearing trainers, museum institutions, VET providers working in the field of Deaf education, Deaf community and general public interested to the project topics.The project results positively impacted on the MADE target groups who directly or indirectly participated to the project activities. Mainly the young Deaf people benefited by the project results empowering their soft skills and professional competences so to undertake a new job opportunity. The other target groups benefited from the project activities by increasing their awareness of the need to diversify and offer educational programmes adapted to the specific needs of Deaf young people and by expanding opportunities to make art accessible to the whole Deaf community using sign language.

"<< Background >>The context analysis conducted by partners from six European countries within the Eramus+ KA2 project ""MADE - Museum and Art education for Deaf Empowerment"" (2019-2021), concerning the existing services and activities in museums enabling deaf people to learn about art and to be more involved in cultural activities, pointed out that the services offered by museums for deaf visitors are very few and those which do exist, consist mainly of video-guides in sign language. This results in a lack of interaction between deaf visitors and museum staff. The main objective of the MADE project was to train young deaf people as museum guides or facilitators to make culture accessible to a deaf audience. This goal has been achieved, and is still being pursued, through the cooperation between partner organisations and museums participating in the project activities which are still providing the opportunity to the trained young deaf people to become museum guides in their facilities.However, although the awareness of deaf people accessibility in the cultural field has increased, as well as the number of specific projects and available services, there are still challenges to work on in order to make art and culture even more accessible to deaf visitors, as shown below:1. small number of museum workers who know sign language to such a level to be able to welcome and accompany deaf visitors at any time. Generally, access to guided tours for deaf visitors takes place with the support of professional Sign Language interpreters, which is mainly possible on request and can be booked well in advance.2. the lack of specific sign language vocabulary regarding terms in the field of art that can adequately convey the meaning and emotions of the artworks to deaf visitors, in the same way as verbal language for hearing people.The abovementioned issue is further supported by a context analysis of training needs carried out in the ART&SIGNS partnership countries which pointed out that usually museum workers do not know the characteristics of the deaf people and cannot offer their specific services; on the other hand, most of deaf people have limited interaction with museum workers because there are no services adapted to them and workers do not have a proper education/training in this regard.Furthermore, it should be noted that the Sign Languages, much more than verbal languages, are in continuous evolution on the lexical level of enrichment with neologisms. In fact, the more the Sign Language is used in different sectoral contexts, such as in the places of culture, the more it is necessary to know, use and spread the sectoral neological signs. Deaf people are historically known for the excellence of deaf artists who, for decades, were known more by their deaf community than by the hearing community. Today there is a need for their mother tongue, sign language, to be increasingly spread and to collect in one container this lexicon of specific signs derived directly from deaf artists and their many years of hidden silent experience.This approach corresponds to and makes operational the one proposed by the Madrid Declaration ""nothing about us, without us"", which draws attention to the empowerment and self-determination of communities in confirmation of their own identity. It is therefore not a question of mere consensus, but of involvement that is translated into practical terms: lexical competence is recognised for those who use language as a habit of life. Moreover, the subsequent ""European Accessibility Act"" places political emphasis on the need to design and adapt services for the maximum inclusion of persons with different functional profiles for the realisation of the fundamental rights of the UN Charter of Rights of Persons with Disabilities: first and foremost, the right to education (Art. 14).<< Objectives >>In order to address the abovementioned needs, the ART&SIGNS project pursues the following main OBJECTIVES:1.development of an educational model aimed at providing to museum workers specific training allowing them to acquire basic language and technical skills in order to be able to welcome deaf visitors by explaining the meaning of the artworks hosted in their respective museums. In addition to the linguistic aspect, the educational model will transfer knowledge about the deaf culture as an integral part of the communication processes with deaf people. Deaf adults and young people with experience in the field of art and culture will be involved in the development of the curriculum and in the delivery of the training programme. This will promote the inclusion of deaf and hearing people both at social and professional level.2.Collection of the signs/terms related to the cultural and artistic context in video-dictionaries available in app/virtual space. These signs will be discovered and documented with the support of deaf artists in the different sign languages of the involved countries and also in International Signs so to enhancing the transnational inclusion of deaf people. 3.Building of e-learning platform that will host the video-dictionaries as well as teaching and learning materials (OER) developed on the basis of the project Curriculum framework, that will be free of charge available to the museum operators and the deaf community sign language users. This will represent an enrichment of the lexicon of the national sign languages of the countries involved as well as the International Signs. This solution will include the possibility to add new signs autonomously by registered users, making an incremental development of the video-dictionaries possible both during and after the project end.The TARGET GROUPS the project wants to reach through the implementation of the activities are:- Beneficiaries: Museum workers (curators, museum educators, museum docents, front-office employees); Deaf community.- Professionals: Deaf trainers, Deaf artists, trainers sign language users, VET providers.- Stakeholders: deaf associations, museum institutions, organisations and companies dealing with accessibility of various vulnerable groups including physical disabilities, public authorities dealing with disability at different levels.<< Implementation >>•Design of a Curriculum addressed to the museum workers aimed at transferring basic and technical-professional skills on national Sign Language and International Signs, deaf culture knowledge and communication approaches to be used with deaf visitors. The preliminary activity will be a context analysis for understanding the skills gap among museum workers with reference to the interaction with deaf community. The analysis will be carried out through specific digital and technological tools (social media, videos, etc..) allowing to reach and interact more effectively with the deaf community, which is known to use such tools. The results from this analysis will represent the basis for the Curriculum Version 1. (RESULT 01 - CURRICULUM)•Training activity addressed to deaf and hearing trainers sign language users aimed at developing the learning content of the Curriculum addressed to museum workers and define a set of skills and methodologies trainers should acquire in order to teach museum workers. (LTTA).•Development and implementation of a multilingual platform for a virtual video-dictionary space including video-dictionaries collecting sectoral signs related to the art and culture filed. The platform will host the teaching and learning materials developed within the curriculum framework (RESULT 02 – E-learning platform).•Development of innovative educational materials including video-dictionaries meant as a sort of incubators that will gather signs related to the cultural and artistic context in the partner national Sign Languages and International Signs. These signs will be “discovered” with the support of deaf artists and, more generally, deaf community by using appropriate tools that take into consideration their needs (social media, videos, etc...).The partnership will also develop the learning materials based on the learning outcomes expected by the Curriculum (RESULT 3 – OER)•Training pathway addressed to 15 museum workers per country involving deaf artists supported by deaf and hearing trainers with experience in the training contents (art, culture, Sign Language, International Signs, Communication). During the training, the video-dictionaries and OER hosted in the e-learning platform will be used by the trainers and learners.•Systematisation of the signs related to art and culture in the lexicon of national Sign Languages and International Signs.•Setting up of a transnational network of deaf and hearing trainers sign language users, deaf artists and museum operators working together through a dedicated virtual space.<< Results >>MAIN OPERATIONAL RESULTS AND OUTCOMES:-context analysis in six countries for understanding the skills gap among museum workers with reference to the communication with Deaf people; production of knowledge about existing practices of awareness-raising and training addressed to museum staff related to the culture accessibility for Deaf people;-one Curriculum addressed to the museum workers aimed at transferring basic and technical-professional skills on national Sign Language and International Signs, Deaf culture knowledge and communication approaches to be used with Deaf visitors;-acquisition of skills and competence by Deaf and hearing trainers/artists on methodologies and approached to be used for teaching museum workers;-7 video-dictionaries in 6 national sign languages and International Signs, available in app/virtual space, as incubators collecting specific signs related to the cultural and artistic context in the partners national Sign Languages and International Signs; involvement of Deaf artists in the discovery of sectoral signs related to the art and culture;-development of innovative educational resources aimed at training museum workers in national SL, International Signs, sectoral artistic signs and Deaf culture.-Development and implementation of a multilingual e-learning platform for hosting virtual video-dictionary and open educational resources;-6 training courses addressed to museum workers involving Deaf artists, Deaf and hearing trainers experiences in the topic of art, culture, sign language, Deaf culture and communication strategies to be used with Deaf people;-Setting up of a transnational network of Deaf and hearing trainers sign languages users, Deaf artists and museum operators working together through a dedicated virtual space.-Involvement of museum institutions, public authorities, organizations working in the field of art and culture for systematizing project approaches, tools, and methods at operative and policy level;-Improvement of partners’ staff competence in the specific fields targeted by the project;-Setting up of a strong network among partners and between partners and project stakeholders at national level."