In all modern languages, the word ‘graffiti’ is associated with social criticism, protest movements and vandalism. On the contrary, what historians call graffiti is unrelated to transgression. Nonetheless, contemporary and ancient graffiti share one important aspect: both are public writings, produced spontaneously and beyond any control from authorities. Graffiti give us access to the worldview of individuals in the past: this is why they are an important historical source, worthy of being considered, alongside the conventional sources. The Graff-IT project aims to develop a new interdisciplinary approach to the study of medieval and Renaissance graffiti (7th-16th c.) as a historical source, in order to allow a correct contextualization of graffiti within their space-time and social production frame. The project will focus on the following objectives: 1) Giving graffiti full dignity as a written source and asserting the study of graffiti as intrinsic to palaeography; 2) Overcoming the atomistic approach to graffiti, in order to identify new textualities and new languages; 3) Reading graffiti as a source for the history of devotional practices; 4) Interpreting graffiti as signs of the socio-cultural identity of people and places; 5) Exploring graffiti to change our perception of historical artworks, shifting the focus from the creation stage to its social function and use over time. The project will have an innovative and groundbreaking effect on the established method of historical investigation: different perspectives will merge towards an integrated approach that takes the multifaceted complexity of graffiti (writing, image, language, and material aspects) into account. Innovative tools and methods will be used to build out the first national graffiti survey and the related digital Archive. Other outputs are expected: 5 workshops; 2 international conferences and proceedings; a monograph; at least 15 open access articles; a virtual exhibition and a documentary.

Europe was built on foot. During the Middle Ages, the pilgrimage routes to Compostela were the first element to unite a fragmented Europe. Similarly, the current European Union emerged after the Second World War from a broken and confronted Europe in search of values that would allow it to restore its sense of unity.The choice of the theme of the Way to Santiago (Camino de Santiago) goes hand in hand with the need to find common elements and values that reinforce ties with Europe along with the sense of belonging in a context in which European values are questioned. Heritage education based on the cultural assets of the Way initiates an intercultural dialogue concerning what we have in common and allows us to rediscover heritage, not as something static or from the past, but as a legacy that evolves through our commitment to it. Therefore, to interact with heritage is to interact with our identity. To convey the idea of the importance of its conservation is to contribute to the construction of an integrating, cosmopolitan and universal future. Thus, the CompostEVA project hopes to disseminate the learning opportunity represented by the Way and use it for the benefit of the objective pursued: Heritage Education in Virtual Learning Environments (VLE) to promote the acquisition of basic skills, especially social and digital skills as well as self-regulation among the adult public.With this premise, we have created a strategic partnership in which the participants aim to bring together their complementary knowledge in the fields of pedagogy, ICTs associated with education and the rich cultural heritage of the Way to Santiago in an attempt to respond to the main challenges of the WP2025: to increase the participation of the adult public - especially low-skilled learners - in lifelong learning, to improve the ability of learning to learn to adapt to the rapid social and occupational changes of today's world and to promote media literacy to all citizens. The participants and their corresponding organisations, a total of X advisors, teachers and researchers who belong to the different sectors of formal and non-formal education (teacher training, adult education centres, universities and associations) will specify the objectives established in the creation of a virtual platform of educational resources around the core theme of the Way to Santiago and a toolkit for teachers. The materials will be organised in learning itineraries conceived with an inclusive and interdisciplinary approach and differentiated by levels of competence. These will range from those oriented towards the acquisition of basic skills, such as reading and writing or digital literacy, to other more complex ones that require a greater concept and competence mastery, aimed at an adult public that, although they have access to an intensive and creative use of ICTs in informal contexts, are unaware of and fail to take advantage of their educational use. Adopting a task, problem or challenge-based approach as well as including innovative tools such as Mobile Learning, Immersive Virtual Reality or Gamification, aim to promote learner motivation in order to commit to the progression of their own learning and improve their competences while reflecting on the processes of building culture and the relationship between society and the objects it builds.The sequence of activities leading to the development of the final product will involve actions such as a needs analysis among the target groups (trainers and learners), content identification at local and European level, the designing of the virtual platform, the selection of ICTs tools, the making of methodological decisions, the piloting of materials, the dissemination plan and the development of Teaching Guides and Best Practices conceived to favour the usability and transmission of the materials to other contexts and topics. The entire process of training and material creation will be subject to continuous evaluation established by a model based on ADDIE (Analysis, Design, Development, Implementation and Evaluation), ASSURE and KEMP, to guarantee the rigour and quality of the training processes.The dissemination of the results of the consortium will ultimately contribute to the international implementation of new pedagogical approaches and innovative digital tools, promote networking and broaden the perspectives of the target audience of the project (immigrants, refugees, seniors, disadvantaged and, in general, adults seeking a second chance in education) in order to continue learning throughout their lives in innovative environments, thus enabling them to be an active part of society to avoid exclusion and promote mobility and social cohesion.

"context/background of the project;The project was born from the observation of reality and the new challenges we are called to face in the fields of education and social inclusion.For all the European countries the drama of migration and the consequent problem of reception and integration is creating strong social contrasts, not only in large cities, for years used to multiculturalism, but now also in rural areas, small towns and in communities that had never coexisted with different languages, religions, habits and colours so far.The meeting between people of different cultures in communities with a low level of education and above all in a sudden and massive way has unfortunately created misunderstandings, fears and mistrust rather than an opportunity to enrich their cultural baggage.In most cases, integration has not taken place and migrants live with local communities with enormous discomfort.objectives;- The project intends to provide anyone working in the adult education sector with a useful tool to help integration and mutual knowledge thanks to the use of VR technology- Tackling cultural diversity with innovative methods- Offer the ability to communicate through new learning strategies- Live immersive experiences that prepare the learner for daily challenges in work contexts and in life in general- Encourage a positive attitude to change, openness, and a greater capacity for dialogue which results in a reduction of the prejudices and stereotypes that often experience people who are unable to communicate in the language of the country in which they live- Increase intercultural education not only from a national perspective: migrations take place within all EU countries and beyondnumber and type/profile of participants;The result of Viral is a digital platform, free, easy to use and accessible to all. This ""toolbox"" is dedicated to all those associations, schools, public bodies that in small communities are involved in teaching the language to migrants and, more generally, in promoting integration and promoting mutual knowledge.description of undertaken activities;In the TOOLBOX there is everything you need to introduce virtual reality in your projects aimed at adult education in the intercultural and linguistic fields. The educational material is organized in three sections: the MAKE VR VIDEO section contains simple guides on how to create VR videos and write your own script, the DIDACTIC UNITS section contains the pilot learning units of intercultural and foreign language teaching along with some videos VR made by partners; finally in the third MANUAL section a complete guide to the integration of virtual reality in the teaching of intercultural and foreign languagesresults and impact attained;Using virtual reality in the field of language learning can become the key to speed up the integration process especially for all those people who come to our countries without having adequate instruction and therefore presenting more difficulties in learning a foreign language with classical methods. On the other hand, virtual reality can be an extremely effective way of creating that empathy necessary for mutual understanding and acceptance of the other. Living, even for a few minutes, as an immigrant catapulted into an unknown world, where he’s not understood and where he doesn’t understand, sometimes derided or, even worse, abused, can be the only way to make these two worlds feel closer.if relevant, longer-term benefits.Creating that empathy necessary for mutual understanding and acceptance of the other."

<< Objectives >>Univercine.EU aims to democratize access to European audiovisual training in higher education, and more specifically to the young European cinema in original languages (VOST). It will contribute to strenghen multidisciplinarity in HEI academic offers by integrating innovative and hybrid training modules about cinema into various curricula, and intends to create a transnational and multisectoral network to sustain and foster the development of initiatives for education in and through cinema.<< Implementation >>Within the framework of the UniverCiné festival, it will allow the development of an international e-jury concept on young European cinema through the creation of a training programme with hybrid modules and a phase of experimentation through learning activities for students (2nd year of Master degree), carried out on mobility in a partner university (training follow-up and European masterclass) and remotely (subtitling of a film, screening of films in competition, and deliberation).<< Results >>The project will enable the consortium to enrich its training programme, promoting European cultural and linguistic diversity, and to produce a guide of good practices to deploy the concept to other cultural spheres and/or with other partners. In the long term, it will lead to the creation of a joint International Master's degree in translation and subtitling, which would include the concept of student e-jury in its model (with recognition of the activity by ECTS credits).

<< Background >>Each year, thanks to the Erasmus programme, thousands of students in Europe make part of their studies in another country using a second language they know with a proficiency level B1 / B2. As many studies on the subject have shown, skills needed for using common and general language differ from the skills and knowledge required for communication in academic contexts. This can have a negative impact on the completion of a cycle of study and on learners’ ability to improve language skills in the long term. Supporting student’s success on academic path contributes to Sustainable Development Goal 4 - Quality Education -, which significantly contributes to the development of the remaining objectives, especially 16 - Peace and justice. Learning a foreign language is a powerful way to develop positive values that lead to a more multicultural and peaceful society. The LMOOC4Slav project proposes the creation of a learning path to meet these objectives and promote the academic success of mobility students, having as its target audience, although not exclusively, Slavic-speaking students learning Romance languages, specifically Italian and Portuguese.Slavic languages are spoken by over 315 million people living in Eastern, Central Eastern and Balkan Europe, as well as by a large group of immigrants around the world. (see https://www.britannica.com/topic/Slavic-languages ) and the learning of a Romance language by Slavic speakers presents several difficulties, including, for some Slavic languages, the need to acquire a different writing system. Furthermore, unlike for other languages, not much work has been done in the context of producing innovative and open access quality pedagogical resources and materials for teaching Italian and Portuguese for academic purposes.The project aims at the integration and success of university mobility students through the creation of a pedagogical proposal and materials that allow the development of their oral and written comprehension and expression skills, based on the variety of genres, registers and language domain in academic discourse (e.g. note-taking, reading of specialised texts, writing comments, essays, among others, oral presentations). Bearing this in mind, the Project proposes 2 MOOCs, 1 for Italian and 1 for Portuguese, organised into 6 modules that provide the student access to authentic academic situations as well as learning tools to enhance his/her ability to learn how to learn. These MOOCs are designed for self-paced and independent study and may be attended while studying abroad or before departure, aiming at providing students with the needed tools to succeed. So, each module is organized around a topic developed on the basis of a pedagogical path for which multimedia material, downloadable documents, activities and exercises are provided. Students will perform both individual and collaborative tasks, will be asked to perform several exercises with self or peer correction, and will have a test at the end of each module.On the other side, Italian and Portuguese language teachers in Slavic-speaking countries need specific tools to facilitate learning of academic language and to teach learners strategies that help them to develop autonomy, in particular cognitive and metacognitive strategies. The project is also intended as a support to them, as it provides for the creation by three universities in Eastern countries of a repertoire of Open Educational Resources useful for learning Italian and Portuguese using an audio-visual approach, allowing reflection on linguistic elements, as well as on kinaesthetic and socio-cultural characteristics of the academic environment. The development of this Project will also lead to the achievement of two relevant results. In fact, on the one hand, a step further in the process of European unification is promoted, and on the other, exchanges with Slavic-speaking countries outside the EU are increased.<< Objectives >>The project aims at creating a learning path, which will facilitate the development of linguistic fluency in academic contexts, supporting the university student in acquiring this fluency by proposing him methods and support in applying these methods. This “learning how to learn” approach is assumed to be both multidisciplinary (the project will concentrate on methods which can be applied in many domains, like note-taking, performing a short oral presentation supported by slides, interpreting figures, writing a summary, etc.), and more effective than just giving exercises.Considering the linguistic difficulties of Slavic university students when learning Portuguese and Italian, the project proposes some solutions for those difficulties, while facilitating the development of linguistic skills in academic contexts. Our Slavic partners will make a list of problems their students face when learning Portuguese and Italian and all the organization and the activities of the MOOC will aim to solve them. On the other hand, our partners will monitor the realization of the MOOC and will also prepare a group of OER that will be used by both students and teachers of these languages. This kind of resources will allow students to develop, at their own pace, their language skills, as well as stimulate learning autonomy.Since Slavic languages include West Slavic and South Slavic to facilitate learning by students belonging to one of these language families, some activities of the MOOCs will be developed in two different versions.Through the creation of MOOCs, OERs, the portal and their free use the impact will be very substantial, considering also the presence of five Universities with their large contacts and exchange agreements with many countries.The project is also intended as a support to teachers of Italian L2 and Portuguese L2 as it provides for the creation respectively in the University of Perugia for Italian language and in the University of Porto for the Portuguese of repositories of OERs useful for learning Italian and Portuguese using an audio-visual approach.Therefore, the most relevant priorities to which the project refers are: 1.Stimulating innovative learning and teaching practices using digital devices and content; offer educational models to modernize and internationalize the higher education system as well as to place European training experiences on the global training scene through open and mass online courses (MOOC).2.Addressing digital transformation through development of digital readiness, resilience and capacity, through the achievement of higher mastery levels in specific domains of use, can move with skill and ease in the study sector and subsequently in the work sector, having acquired knowledge and strategies to improve autonomous one’s linguistic competence in L2. This objective, in addition to being consistent with European linguistic policies and the objectives of the Europe 2030 strategy, responds to the needs expressed by citizens, as shown by the results of the “Eurobarometer” statistical survey<< Implementation >>The project will centre around the production of two MOOCs (one for Italian, another one for Portuguese) in order to make them accessible to the largest number of students on the move. They will be designed for self-study, to make them accessible even while attending other language courses or while studying abroad. The development of language skills will take place together with the acquisition of the ability to learn how to learn. This will allow students to acquire greater autonomy in learning, which in turn leads to better results and lays the foundation for lifelong learning of other languages.Since Slavic languages include West Slavic and South Slavic to facilitate learning by students belonging to one of these language families, some activities of the MOOCs will be developed in two different versions.In addition, the project foresees the creation of two types of OER, those for language teachers, and those for students. The audio and video files and the written texts will be downloadable OER available to distance students and teachers who can freely include them in their courses. OERs will be completed by a series of pedagogical scenarios adapted to the needs of self-study students and tutored learning. The OERs will be available on the project portal as link to the OER repositories created in the platforms of the University of Perugia (for Italian language) and Porto (for Portuguese).The project will also include the creation of a pedagogical guide containing a detailed description of both MOOCs and the OERs, with specific instructions for each language (Portuguese, Italian).The dissemination plan will include the realization of two international scientific conferences, with relating Call for papers, the publication of an e-book with the conference proceedings, publications in relevant journals, three newsletters written in three languages (EN-IT-PT) and dissemination via internet and social media.<< Results >>The project, with duration of 30 months, will produce the following results :1)Italian Academic Language MOOC, consisting of 6 modules each and addressing the specific language needs of the target group specified above2)Portuguese Academic Language MOOC, consisting of 6 modules each and addressing the specific language needs of the target group specified above3)Italian academic discourse OERs (Open educational Resources) consisting of audio and video materials and written texts on academic topics related to different disciplinary fields4)Portuguese academic discourse OERs consisting of audio and video materials and written texts on academic topics related to different disciplinary fields5)A pedagogical Guide for integrating MOOCs and OERs 6)Portal for teaching languages with MOOCs and OERs with the function of an integrated and customizable learning environment to be used by recipients to organize and manage language-learning scenarios based on the OERs7)Edited, peer-reviewed volume containing a selection of the research papers written by international Conferences participants about LMOOCs for social and geographical mobility, including the efficiency of LMOOC both as self-learning tools and as part of a tutored pedagogical scenario, and the comparison of this approach with others.In close correlation with these outputs and within the scope of its development, the project also aims at the following expected results:•Development of an innovative approach to language for academic contexts.•Development of quality and open resources for language teaching and learning in an academic mobility context.•Creation of an integrated and customizable learning environment to be used by recipients to organize and manage language-learning scenarios based on the OER available at the project Portal.•To make the most of the resources created allowing their reuse in different learning environments and according to the needs and interests of their users.•Promotion of language professionals’ network in Europe at different levels.•Allowing access to quality resources for the training and/or support of the training of thousands of students.•Increased opportunities for successful student’s mobility and future job prospects within the main target group.•Enabling thousands of students and teachers worldwide to know and use the Project outputs. •Promote access to language learning for people potentially excluded or at risk of exclusion for socio-cultural or economic reasons.•Enhance the value of multilingual and multicultural environments.•To raise awareness about the diversity of European languages.•To contribute to the development of research in language didactics.•To implement practices, resources and tools that contribute to the advancement of open education in Europe.•Availability of the outputs in an open-source repository beyond the duration of the Project.•To discuss and validate the findings and the outcomes of the Project in national and international academic settings.•Follow-up of the methodology used in other contexts whether similar or differentiated.