<< Objectives >>We know that single-use plastic is bad for our oceans, so we don't we stop using it? In fact, pro-environmental thoughts and behaviours are weakly linked, and we tend to be surprisingly inaccurate about the environmental impact of common behaviours. The Deep Network brings together marine researchers and adult educators to find what is important for us to know about human impact on the deep ocean, and suggest ways to educate adult learners so that they tend more towards and behaviour change.<< Implementation >>1) Start The Deep Network, whose common interest it is to share and/or develop quality educational material which could help move adult learners along a pathway from knowing more about seas and oceans, to acting to change their behaviour.2) Developing examples of existing inspiring practice in marine education and conservation, which show the different between just knowing, and acting on knowledge. 3) Collate everything online as a resource for future initatives.<< Results >>1) We will develop a profile of the informal adult learner in marine education/ conservation, to target what adult learners need to know about the role of our oceans in climate change.2) We will develop 15 examples of inspiring practice, to illustrate what makes specific adult learner profiles make pro-environmental changes to their behaviour 3) The Deep online platform and social media channels will curate and communicate marine information throughout.

<< Objectives >>Our project will be dedicated to adult education, to all those actors who are in charge of transmitting knowledge. Some of us include artistic disciplines in our pedagogy. We know the positive aspects, starting with promoting inclusion and reducing inequalities in access to education. Our aim is to build a bridge between these two sectors and, ultimately, to design pedagogical solutions adaptable to the different contexts of the learners.<< Implementation >>To encourage educators to dare to innovate, we will initiate meetings with artists, each facing a common challenge: to make language teaching more attractive, more efficient and more accessible. Throughout the project, we will conduct training workshops, local pedagogical experiments, then meet innovative methods and then disseminate them. We will invite each organization to join us in a transnational art project.<< Results >>- A type lesson plan for teaching a foreign language. – a curriculum with examples of original initiatives and teaching methods – a directory for educational staff seeking new ideas.– a guide for teachers and educational staff on how to integrate art into their daily practice.– a filmed art project to encourage the use of digital tools by engaging the adaptive capacities of trainers.

Diversity in all its dimensions has to be taken into account in the learning context, at school, as it is fundamental for facilitating cultural inclusion and equality. However it is not easy for teachers to adapt their teaching to this diversity, whether it is social, economic or cultural. Gender equality is particularly essential for the inclusion of all. Perception of gender is rooted in the family tradition and social contexts but also within media practices, vectors of stereotypical representations.However teachers are poorly trained in gender representation and stereotypes conveyed through the media, especially if their students have media and cultural practices ignored by the teachers. It’s why eMERGE project (e-Media Education about Representations of GEnder) aims to empower teachers’ skills in media literacy in order to deconstruct with students the gender representations and stereotypes rooted in their media practices and pop cultures.eMERGE is conducted by a consortium of four teachers training centres/university in media literacy field issued from four diverse European countries: Media Animation (Belgium, coordinator), Mediawise Society (Romania), University of Palermo (Italy) and Athens Lifelong learning Institute (Greece). To achieve its goal, eMERGE project aims the following specific objectives: 1. To co-design a methodological approach that would allow each teacher to seek and identify students' media practices and consummation, especially with targets groups issued from diversity.2. To develop teachers’ media literacy skills about gender representation in pop culture/cultural studies.3. To empower teachers with educational approach in media education about gender stereotypes, adaptable to their student's media and cultural practices.4. To raise students' awareness (from secondary school) about gender representations in media and the effects on citizenship and living together of the class/school community including through local digital media productions. 5. To foster citizenship within local communities through the elaboration and valorization of students digital media production. 6. To spread the tested methods and approaches developed within this project into initial and in-service teachers training and to deliver the tools as open educational resources. 7. To cross at a European level the approaches and challenges about gender issues and popular media practices and its effects on gender equality, diversity and citizenship in school communities.As concrete outputs, the eMERGE project will produce (as OER): • A kit of methodological activities for teachers to seek media and cultural practices of its group of students from diversity (EN, FR, GR, IT, RO)• An e-learning module of media education about gender issues in media and pop culture (FR, GR, IT, RO) • A media education toolkit about gender issues in media and pop cultures, adaptable to any learning context of diversity (EN, FR, GR, IT, RO)• An online guide: “media education to improve gender equality at school” (EN, FR, GR, IT, RO). eMERGE project is dedicated to teachers in position, actively involved in the project as co-designers of the methodology and also as beneficiaries of training and tools. Finally students will benefit from the educational activities and be actively involved in the production of media campaigns within schools and local communities. Through this project, the consortium would like to raise awareness about gender equality and more generally diversity inclusiveness in schools and local communities. They hope to inspire practices and similar experiences in other schools contexts thanks to the methodological approach and the open access to the resources. eMERGE project offers also to in-service teachers training institutes the opportunity of new training for their professional development and invite them to innovate with methods and tools about topics too rarely investigated. The consortium expects also at a national and European level to raise awareness towards stakeholders about how media education is a relevant approach for better including diversity in schools.

CONTEXTDigital citizenship aims to provide the individual with the values, attitudes, skills and knowledge to use the digital tools of today and tomorrow to participate in shaping and creating the future. Digital citizenship skills are essential for social inclusion because influence the ways and means by which information and communication technologies affect one capacity for active participation as a full member of the society.AIMThe overall aim of the project is the promotion of digital citizenship through youth work.OBJECTIVES1)Improve the pedagogical skills of 80 youth workers for using the MOOC innovative methodologies developed especially for those who wish to harness the potential that digitalization represents for active citizenship of their 800 youth target group from partners countries, within 8 months2)Develop the civic competences while protecting the online safety of 400 young people from partner countries of which 20 young people with fewer opportunities, under the guidance of 80 youth workers with increased pedagogical skills, within 11 months3)Increasing awareness of 800 young people and 160 youth workers from partner countries about the use of innovative methodologies and MOOC citizenship education resources to promote quality developments in youth work in partner countries and Europe, within 12 monthsTARGET GROUPS & NEEDS1)youth workers (age 20+), NEED to add to their toolbox of non-formal education methods the citizenship education resources in EN and own language 2)young people (age 13-30), including those with fewer opportunities, NEED new ways of learning; there are no MOOC on digital citizenship, not with videos to provide access to people with hearing disabilities; not with assessment3)youth leaders and youth organisations NEED to harness the potential that digitalization represents for the active participation of the young people in the society; they need support and methods to prepare youth for a digital societyCONSORTIUMA multi-disciplinary, complementary partnership consisting of 4 NGOs from Romania, Greece, Cyprus and Germany; 21 associated partners will contribute to reaching the target groups and supporting the dissemination and sustainability of the projects.METHODOLOGY & ACTIVITIESWe are using the EC OpenPM methodology and PMI PMBOK for managing the project. The project objectives will be achieved by completing 3 intellectual outputs:1)IO1 - Digital Citizenship MOOC Canvas and Instructional Design Manual: Secondary (desk) and primary (questionnaire and interview) involving youth, a youth advisory board and youth workers. Using: ASSURE model - Analyse TG needs, State Objective of IO, Select methods, Utilize media and materials, Require TG’s participation, Evaluate the final version before transferring to TGs.ADDIE Model and Bloom taxonomy2)IO2 - Educational Materials for digital citizenship skills based on the Merrill’s (2002) 5 principles of education. Based on IO1, we will design a Model Course and educational materials for 10 digital citizenship domains on 3 strands (Council of Europe 2016): BEING ONLINE (Access and Inclusion, Learning and Creativity, Media and Information Literacy), WELLBEING ONLINE (Ethics and Empathy, Health and Wellbeing, e-Presence and Communications) and RIGHTS ONLINE (Active Participation, Rights and Responsibilities, Privacy and Security, Consumer Awareness).We will develop a quiz package to assess learning styles (Honey and Mumford 1986) & digital course materials in EN, DE, RO, GR in pdf, ppt, video, audio lectures under Creative Commons license.3)IO3 - Multilingual MOOC for youth personal development in the field of digital citizenship education; will use Moodle platform to host MOOC; will design recognition badges (Wuster and Ebner 2016) and an evaluation and recognition system.5 TPM, 4 ME, 1 LTTA, 9 dissemination and exploitation and 4 PM activities will support the main activities.PROJECT RESULTS AND OUTCOMES•8 youth from the Youth Advisory Board with developed management and analytical skills•80 youth workers and youth leaders with improved teaching skills for non-formal digital citizenship courses•40 youth workers with increased capabilities of for using MOOC•Strengthened relationships between youth workers, policy makers, partners and associated partners•Digital citizenship promoted to target groups•Improved capabilities of partnersIMPACTThe MOOC will reach out to youth workers at the local, regional, national level and will equip them with the competences for implementing and assessing digital citizenship education. The project will improve the recognition and will support the validation of competences acquired through non-formal learning.LONG TERM BENEFITS•Access of (disadvantaged) youth to quality non-formal education and recognition•Young people empowered to become responsible digital citizens•Youth workers equipped with a range of tools to address the needs of young people

"<< Background >>COVID-19 crisis showed the need for digital transformation to high-quality inclusive online training in Europe. OECD analyses declare that the COVID‑19 crisis has resulted in a significant increase in online learning by adults, however, adult educators across Europe were plunged into the situation to pursue the training that had started as classroom-based to online, with non or very little professional training for this digital transformation. The lessons learnt from the COVID-19 situation showed that adult education organisations, especially in the local and rural areas, were not prepared to integrate the digital technology into delivered to their learners' training, especially with the possibility to use the blended learning approach based on the digital technology. OECD’ study in 2018 found that less than 40% of educators felt ready to use digital technologies in teaching. Thus, in many cases, the training provided in the classroom has been just recorded on video by trainers, however, it has not ensured the quality of online training and finally resulted in unsatisfaction by adult learners, especially with the disadvantaged background. Furthermore, rather low-quality online training could not ensure the active inclusion of learners into the learning process, thus created resistance of learners to be involved in digital education. The learners' participation in adult learning is rather low nowadays, in 2020 EUROSTAT indicate a participation rate of only 9.2 % (in Greece -4.1%, Latvia 6.6%, Lithuania 7.2%, Spain 11%). The project in the long-term perspective seeks to increase the learners' participation in education by providing high-quality inclusive online training. Thus, it contributes to the achievement of one of the EU-level targets defined in the Strategic Framework for European Cooperation in Education and Training (2021-2030): to ensure by the year 2025 the participation of at least 47% of adults in learning during the last 12 months.The EU Digital Education Action Plan (2021-2027) emphasizes the increased needs: a) to support adult education organisations and their staff to make use of digital technologies for inclusive, high-quality online training to satisfy learner’s expectations for digital education; b) to develop adult educators’ digital competences on the base of European Framework for the Digital Competence of Educators; c) to support an engagement of adult learners, especially with fewer opportunities, in their path to digital education. Thus, the project is developed to meet the needs of four distinguished target groups: •adult education organisations and their staff;•adult educators-practitioners; •adult educators-facilitators who provide training for adult educators-practitioners;•adult learners, especially with fewer opportunities and facing gender-discrimination barriers. Thus, the project meets the need of adult education organisations and their staff to develop resilience and capacity for implementing digital transformation plans and quality assurance mechanisms for delivery of high-quality online training. It also meets the need of adult educators-practitioners to develop their digital competences for effectively integrating digital technology into online training for adult learners and empowering learners to inclusive participation in digitally-transformed classes. Thus, the project plans as well to involve the adult learners with the fewer opportunities, especially facing gender-discrimination barriers in the labour market, to participate in subject-specific digitally-transformed training on gender equality. It covers the need of adult educator-practitioners to practice their obtained digital competences by providing high-quality inclusive online training for adult learners. This also meets adult learners need to overcome gender-based stereotypes for better inclusion in the labour market and society as well as to empower and motivate them to take part in digital education in general.<< Objectives >>The project aims to support adult education organisations and adult educators in the pathway for digital transformation to high-quality inclusive online training by developing the Learning Hub “Digital Transformation”. The project contributes to achieving the first strategic priority of the EU Digital Action Plan (2021-2027) “Fostering the development of a high-performing digital education ecosystem” by developing the capacity of adult education organisations and their staff in implementing effective digital transformation plans, in exploiting the digital technologies for high-quality inclusive online training, in designing learners’ training in an eco-friendly way using video-conferencing facilities for blended-learning approach as well as in implementing quality assurance of online training mechanisms within their organizations. The project also addresses the second strategic priority of the EU Digital Action Plan “Enhancing digital skills and competences for the digital transformation’ by improving adult educators-practitioners’ digital competences for digital transformation to high-quality inclusive training. The Open Online Course (OOC)is based on the European Framework for the Digital Competence of Educators and includes the modules for developing four digital competencies: digital resources, teaching and learning, assessment, empowering learners. In order to organise effective online training for adult educators-practitioner, the project plans to support adult educators-facilitators and provide them with the guidelines based on the blended learning and reversed training methodology. The project plans as well to support adult educators-practitioners in integrating the digital technology into subject-specific online training, which is selected by the project as training on gender equality in the labour market. By piloting this subject-specific short online course, the project seeks to achieve two main purposes: to provide the adult educators with the opportunity to practice their obtained digital competences by delivering to adult learners digitally-transformed training; and to develop to the adult learners, especially with disadvantaged background, competence on gender equality for better inclusion to the labour market and society.Thus, six objectives of the project are defined as follows: 1.supporting resilience and building capacity of adult education organisations and their educational staff for implementing the digital transformation to high-quality inclusive online training; 2.developing adult educators-practitioners’ digital competences for providing high-quality inclusive online training;3.assessing the adult educators’ digital competences with the possibility to provide micro-credentials; 4.supporting adult educators-facilitators to provide online training on digital transformation for adult educators-practitioners; 5.integrating the digital technology to subject-specific online training on gender equality;6.promoting inclusion of adult learners facing gender-discrimination barriers into the labour market and society. Thus, the objectives are defined to achieve the project’s results corresponded with the needs of four target groups of the project.<< Implementation >>To achieve the defined objectives, five project’s results are produced. The Learning Hub “Digital transformation” includes three results. 1.E-Toolkit “Quality assurance for digital transformation in adult education organisation to high-quality inclusive online training” covers the objective: supporting resilience and building capacity of adult education organisations and their educational staff for implementing the digital transformation for high-quality inclusive online training. The activities include producing the Strategic recommendations to develop the digital transformation plans, Methodology to measure the quality of developed online training course and Monitoring methodology to measure the effectiveness of providing the online training course. The testing with the LEG (Local Experts Group) is organised with at least 40 members. 2. Assessment tool covers the objective: assessing the adult educators’ digital competence for digital transformation with the possibility to provide the micro-credentials. The activities include defining the digital competences and skills matrix and producing a multi-choice assessment test with the possibility to obtain micro-credential “Digital Transformator” . Assessment tool is piloted with 48 adult educators-practitioners. 3. OOC (Open Online Course) “Developing adult educators digital competences for digital transformation to high-quality inclusive online training” covers the corresponding project objective on developing adult educators-practitioners’ digital competences. This result includes activities to produce 7 short online learning modules: Introduction to the digital transformation as a way for high-quality inclusive online training; Developing digital competence of adult educators’ to choose digital resources for inclusive online training; Developing adult educators' digital competence to plan and organise digital learning; Developing adult educators' competence to use of digital technologies to assessment strategies; Developing digital competence to motivate and involve learners to use digital education; Presentation of a good example of transformed digital classroom “Gender Equality on the labour market” to practice the digital competencies on delivery the subject-specific online training for adult learners; Introduction of the quality assurance procedures in digital transformation. After presenting the OOC in the Moodle virtual learning environment, it is piloted with at least 48 adult educators-practitioners. The Learning Hub is a facilitated learning process, thus e-Guide “Facilitation of the Learning Hub “Digital transformation” is developed. It covers the objective: supporting adult educators-facilitators to provide online training on digital transformation for adult educators-practitioners. The activities include the development of 4 guidelines: Methodology and training plan to run the OOC, Assessment strategy to define adult educators digital competences with the possibility to obtain micro-credential, Incorporation of good example of the subject-specific course “Gender equality in the labour market” to the learning process; Creating awareness of importance of implementing the digital transformation plans and quality measures within AE organisations. Short Online Course (SOC) for adult learners “Gender equality in the labour market” covers two objectives: integrating digital technology to subject-specific online training on gender equality; promoting inclusion of adult learners facing gender-discrimination barriers into the labour market and society. Activities include developing of 4 short modules: Participation in the labour market and main reasons for gender discrimination; Gender Pay Gap, Work-Life balance; Overcoming the stereotypes in the labour market. The set of online quizzes for each of the modules is produced and programmed as well. SOC is piloted with at least 40 adult learners.<< Results >>The five project’s results are produced and available as Open Educational Resources in the e-learning platform during and after the completion of the project. The Learning Hub “Digital transformation"" includes three developed results. 1. E-Toolkit “Quality assurance for digital transformation in adult education organisation to high-quality inclusive online training” 2. Assessment tool to define the adult educators’ digital competences for delivery high-quality inclusive online training; it includes the possibility to obtain micro-credential “Digital Transformator”. 3. Open Online Course (OOC) “Developing adult educators digital competences for digital transformation to high-quality inclusive online training”, which is based on the European Framework for the Digital Competence of Educators and includes the modules for developing four main digital competencies: digital resources, teaching and learning, assessment, empowering learners. The OOC also provides the adult educators-practitioners with a good example to practice their obtained digital competences by delivering to adult learners a subject-specific digitally-transformed training course, which is selected by the partnership as training on gender equality. For this purpose, the one more result is developed, the SOC (Short Online course) for adult learners “Gender equality in the labour market” . The SOC is developed as a good practice of integrating digital technology to the subject-specific online training. The topic of SOC has been selected by the partnership because the training on gender equality is very important nowadays. This SOC has long-term sustainability, as it could be used by adult educators-practitioners by incorporating this short course to different training for adult learners, like training on employability, entrepreneurship, social inclusion etc. In order to support adult educators-facilitators to run effectively the Learning Hub “Digital transformation to high-quality inclusive online training’ an e-Guide is produced.In addition to these results, the website is developed for dissemination purposes, including a short description of the project, partnership, results. A leaflet about the project and four newsletters are developed and are available for downloading and printing from the project’s website.The main impact on adult education organisations is expected on increasing the capacity to develop and implement digital transformation plans to ensure the delivery of high-quality online training to their learners. At least 20 digital transformation plans will be developed by the members of the national LEGs (Local Experts Groups). The main impact on adult educators-practitioners expected on increasing the level of their digital competences and skills for at least 40% after finishing the OOC and performing assessment, thus they are ready to transform their classroom-based learning courses to online ones.The main impact on adult learners facing gender-discrimination barriers is on fostering their integration into the labour market and society. Thus, in the long-term perspective the impact is expected on decreasing the gender-employment gap, which is now 12%. The final long-term benefit of the project results is on the adult learners, especially with the few opportunities, who will get high-quality inclusive online training. Thus, the project in long-term perspective contributes to the achievement of one of the EU-level targets defined on the Strategic Framework for European Cooperation in Education and Training (2021-2030): to ensure by year 2025 the participation of at least 47% of adults in learning during the last 12 months."