<< Background >>The iNTANGIBLE project aims to support cultural workers and Intangible Cultural Heritage, professionals develop and enhance their digital competencies to match the rapid digital shift consequently aiding the accessibility and innovation of Intangible Cultural Heritage around Europe. Throughout the last decade, digital users in Europe have grown to 89%, with COIVD-19 measures resulting in the fastest digitisation process of both professional and personal life. Starting in 2020, the Digital Agenda of Europe has established the development of a single digital market as the main goal in the contribution towards sustainable and inclusive growth. Along with the impacts that natural disasters, environmental changes, and conflict have put on cultural heritage, the pandemic has placed the digitisation of cultural heritage at the forefront of European heritage formation and preservation. While cultural organisations were closed, museums facilitated a wide variety of digital initiatives and experiences to keep cultural heritage accessible and maintain relationships with their audiences. This phenomenon of heritage digitisation transforms Europe’s cultural resources into crucial stepping stones towards the digital economy and will consequently provide Europe’s Cultural and Creative Industries (CCIs) with new competitive tools for innovation and usability. Consequently, considering the importance of heritage and culture to European cohesion and economy, CCI’s across Europe requires the relevant digital skills and competencies in order to contend with the rapidly advancing pace of innovation while additionally contributing to sustainable, environmentally-friendly models of education through limiting the use of printed material via ICH digitisation. The project came to light through the consortium cultural organizations (P1) identification of significant gaps in ICH professional's knowledge on the capabilities of digitization as well as their lack of technical competencies. Moreover, through a preliminary needs analysis and research, partners consequently found no model for ICH digitization in the European framework.The partnership is selectively comprised of cultural and research organizations, universities (P1, P2), tech professionals(P3), and VET specialists (P5). This consortium has been brought together to bridge the gap between digital and cultural experts through their input and expertise and the consequent development of relevant Project Results and Training which will encompass the innovative elements needed to match the digital shift in the cultural realm.The Intangible main beneficiaries are: Internal beneficiaries: •Professionals from partner cultural groups that aren't directly involved in the project's implementation•Participants and members from the partnership's educational institutions who have been educated in the presentation, preservation, and propagation of intangible cultural heritage.External Beneficiaries: •Staff from cultural organisations, educational networks, employers' unions, and organizations that are not part of the relationship.•Individuals interested in the digitization of ICH who can use the e-learning platform for educational purposes.<< Objectives >>The Intangible project aims to meet the growing demands of the ICH European sector by developing an innovative framework for heritage digitization, as well as training and Project Results (PRs) concerned with heritage preservation through digitisation, promotion, and accessibility of material, and ICH presentation. Through the implementation of digitization training and the developed PRs, the project will contribute to addressing common obstacles faced due to the rapid digital shift and subsequent need for innovative models in the cultural sector, developing participant’s ability to apply practical skills in digital competencies to their professional domains. Due to the necessity for national culture to become accessible and, as a result, engage the public in new and inventive ways, digitization of cultural heritage has become increasingly vital in today's Europe and its cohesion.As a result, with cultural workers and ICH professionals as the target group, we propose a project with the following goals:-To support ICH professionals match the digital shift -To develop an innovative and comprehensive Framework and Guidebook for ICH digitization-To bring professionals in the cultural sector together with tech specialists archivists and aid the exchange of expertise -To develop Project Results and Training which will aid the accessibility and innovation of Intangible Cultural Heritage in Europe- To create a successful, fruitful and long-lasting partnership which may be transferable to other relevant projects.<< Implementation >>The consortium's key objective is to establish a coherent partnership that will receive the maximum level of engagement feasible. We will strive to accommodate our participant's diverse needs and expectations, working pace, and background through all the project activities and deliverables that strive to meet the project objectives.The following are the activities and project events that are anticipated:1. Project management: It is critical that everything is completed on time and that defined and quantifiable objectives are established for the project as a whole, as well as for each phase and activity. This requires that all project partners have a thorough awareness of the project's goals, objectives, outcomes, actions, and phases. Management, quality monitoring, and evaluation of project activities will be ensured from the onset of the project owing to the guidance provided by the agreed Project Management Plan (P1), Evaluation and Quality Assurance Plan (P2), Dissemination Plan (P4), and Sustainability and Exploitation Plan (P5). To build a solid basis, all materials will be prepared with the help of all partners. These plans will explicitly describe and specify the project's regulations, as well as the partners' roles, task and responsibility allocation, risk mitigation measures, and many other management actions for the partners to follow.2. Project Results: The project's goal is to create an ICH digitalization methodology and educational package that can be used by cultural workers and others who want to train cultural workers in digitizing their meterial. This activity will be completed using an integrated strategy. The partnership will begin by conducting desk research on existing ICH digitization models and theories, followed by field research on the needs of cultural workers at a national level (PR1). Through the study of the preliminary needs was completed during the preparation of this proposal, the partnership revealed significant gaps in information on ICH digitization. Consequently, the PR will investigate deeper the needs of cultural workers and existing models in order to build a solid foundation for all PR and activities. The results of both studies will be used to construct R2: Professional Training Course Curriculum and Handbook, while an e-learning platform and digital map (R3) will be developed to accompany the training course (C1). All produced PR will then be integrated into the project's e-learning platform (R3), which will serve as both an online training platform and a network platform for youth and social professionals. R3 will also have an Open Badge system to assist authenticate the skills learned during the training.3. 1 Blended LTTA: consisting of a 6-hour online course (through R3) and a 7-day face-to-face training event for youth workers (C1) on ICH digitisation. Prior to the C1 mobility, an online webinar will be held to prepare participants for the on-site training course.4. Three Physical TPMs and virtual communication (emails, online meetings) will help to ensure that the project's progress is effectively monitored. The number of TPMs will be minimised in order to achieve environmental sustainability.5.5 multiplier events to deliver “iNTEGRATE” workshops and promote the project, its PR among its target groups and stakeholders (E1-E5)<< Results >>With the rapid digitization of sectors across the globe due to international lockdown measures, came the subsequent increased demand for professionals working in digital sectors. As these shifts into digitization progress steadily, so do the skills required in various professional sectors such as the Cultural Creative Industries, which now require a broader understanding of information technology and technical skills. The digitization of cultural heritage and the development of digital archives has increased the need for appropriate technical strategies to aid access to and effective use of these collections. Consequently, for individuals working in the cultural sector, it is imperative to develop the necessary digital competencies which will allow them to connect with the public in accessible, innovative ways. Creating a learning environment where digital, cultural, and archiving professionals work together to bridge the gap between culture and the IT sector is a pivotal step towards building innovative and accessible professional skills across Europe. With this in mind, there is no specific national/regional policies on the digitization of intangible heritage in a European framework. Although the implementation of the International Convention for the Safeguarding of the Intangible Cultural Heritage (UNESCO, 2003) established some strategies surrounding ICH digitization, it stands as the only guidance on the subject.The project outcomes are directly linked to the project results and activities:1. “iNTANGIBLE” educational Package including 3 interconnected educational materials: R1: iNTANGIBLE Desk and Field Research . The research will consequently support the development of R2: iNTANGIBLE Training Course Curriculum and Handbook for professionals. Finally, the training package will be available through an online platform (R3) which will host a digital archiving community map to be used by participants as an example of ICH digitisation. The platform will feature an “Open badges” system which will be automatically linked with the assessment process of the courses for recognition and validation of the learning process. The platform will serve not only as an online training platform but also as a network platform for youth/social workers. During the social circus training and 6-hour online course (C1), the partnership will pilot-test the developed package with a group of youth-at-risk, the final beneficiaries, and produce a report. 2. 15 trained ICH professionals (3 from each partner organization) who will master the theoretical frameworks and practical approaches to ICH digitization through a blended program. The blended training will consist of 6 hours of online training, in the form of webinars, spread into 2 days- through IO3 and 8 days face-to-face training (C1).3. 5 multiplier events to promote the project, its results, and its outcomes among cultural creatives, ICH professionals, and relevant organisation (museums, cultural organizations, galleries, community centers, tech companies, universities ) (E1-E6) Other results of “iNTANGIBLE” project will be:1) The teaching materials developed within the project will be taught to staff and associates of the partner organizations (culture workers, ICH professionals, and archivists). Number expected: 402) Increasing public awareness of the benefits of ICH digitalization. Cultural organizations, museums, galleries, universities, cultural creatives, and others will learn about the project by visiting the project's website and platform, which incorporates all of the teaching materials (R1, R2, R3). expected reach: 1000.Additionally, the project also foresees a set of project management, dissemination, monitoring and evaluation, and coordination results.

The Covid-19 crisis has impacted on the global economic downturn of recent years. The pandemic has also impacted youth and adult populations throughout Europe, not only in daily life, but also in terms of loss of employment as well as a major decrease of educational opportunities. The EU 2020 Strategy acknowledges that education and training can help tackle key challenges Europe is currently facing in recent years and particularly in light of the current global pandemic. The project acknowledges the importance of human and social capital as articulated in the 2020 Strategy and the aims of Erasmus+, and intends to provide opportunities for individuals and schools to develop their skills through formal and informal education. The 4c’s project builds competencies for educators and students around the 4C’s of 21st century skills: critical thinking, creativity, collaboration, communication. According to the Organisation for Economic Co-operation and Development (OECD), in an increasingly complex world, children need to develop higher level thinking skills in order to find solutions to social, emotional and economic problems. In order to respond to the challenges of the 21st century, children need to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use creative and critical thinking purposefully. The Covid crisis has highlighted the need for increased skills for educators in the museum and education sectors in developing and delivering creative digital curricula in the virtual or online environment (British Council report, 2020). The 4 C’s project responds to this need by supporting the delivery of creative and critical thinking educational approaches into schools through engagement with the cultural sector specifically museums, galleries, makerspaces, science centres and festivals. The project will bring together experts from the museum sector with makers and Science, Technology, Engineering, Art and Maths (STEAM) leaders to create a competency framework, reflective practice tools for educators and evaluation tools for digital cultural heritage projects. The 4 C’s project capitalises on the mobilisation of digital cultural heritage and engagement with maker spaces models, as tools to create unusual and exciting learning opportunities. The 4 C’s project responds to the need to digitally transform the way in which students are engaged, by supporting teachers and educators to develop skills, reflect on their practice and to evaluate their teaching with students. The 4 C’s project is an extension of the Erasmus+ Creative Schools project (2019-2022, 2019-1-FR01-KA201-062212) through the development of additional opportunities around the areas of competencies, particularly in and around the digital curriculum, and evaluation tools. These areas were identified in the first phase of the Creative Schools project (www.creative-schools.eu) as one of three things needed by educators (the first is teaching methodologies), but remain out of the scope of the previous project. More importantly, with the current Covid-19 pandemic, museums, galleries, makerspaces, science centres and festivals realise the need to review, relearn and redesign engagement with audiences especially through digital and onsite engagement (blended learning). The 4C’s project will provide the opportunity to do this. The main beneficiaries of the project include museum professionals, as well as primary and secondary school teachers, who - through engaging with the project - will become equipped with the skills necessary to facilitate pedagogical strategies for creativity and critical thinking. Children and young people involved as participants in the project will develop the skills required to respond to the challenges offered by the new curriculum and these will be assessed and evaluated in the 4 C’s project. The 4 C’s project will involve 5 of current partners from the Creative Schools project, with the addition of the Festival of Curiosity from the Republic of Ireland. The project partners all provide considerable expertise and knowledge in the subject area of innovation, creativity and critical thinking and with working with schools and young people. Project results will be disseminated through the partner’s networks, which include both the educational, the creative and the cultural sectors.

The CREMA project will develop and inspire creativity in adult learning. Through the development of innovative methods the project will make use of cultural heritage collections in museums for creative making. Many museums are increasingly working with a variety of creative spaces or maker spaces - places where you can make things, create and innovate. We want to build on methods for creative making and combine that with knowledge, collections and skills found in museums. This will then be used to inspire adults to work together across generations, to invite marginalised groups and people with special needs, and to find audiences who do not visit cultural heritage organisations today because of how they are traditionally percieved. Through this we hope people will learn new skills (both digital and traditional crafts), social competences through cooperation, creativity, entrepreneurship and history. Particular attention will be paid to how to use museum material in a safe way which is both inspiring and does not harm fragile material. Another area in focus will be innovation and entrepreneurship. We will show and encourage people to use cultural heritage material to create new things, which can be used for new purposes in creative industries.The project will develop guidelines for how to work with creative making with the three target groups of the project; people with special needs, people who don't visit museum today with a focus on marginalised groups, and making people meet and work together across generations. Guidelines will also be produced describing how you can work with museum collections in maker activites and how to inspire entrepreneurship through the activites. The guidelines along with an analysis will be gathered in a publication describing creative making in museums, which makes the results easily available for museum staff and adult educators to take part of.By focusing on the target groups and the cooperative element of making we hope more people will feel included. Making people work together, in particular across generations, increase wellbeing. In that way we hope this project will contribute to the larger goal of a more cohesive society.

According to the Organisation for Economic Co-operation and Development, in an increasingly complex world children need to develop higher level thinking skills in order to find solutions to social, emotional and economic problems, both personally and in the context of the wider world. In order to respond to the challenges of the 21st century, children need to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use creative and critical thinking purposefully. The Creative School project responds to this need by delivering creative and critical thinking educational approaches into schools through engagement with the cultural sector, specifically museums, galleries, and science centres.The Creative School builds on the outcomes of two previous Erasmus+ funded projects: The Creative Museum (2014-1-FR01-KA202- 008678) and the Making Museum (2017-1-FR01-KA202- 037487), by providing opportunities to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems. The Creative School project aims to use the creative and innovative methods and tools developed throughout the Creative and Making Museum projects and apply them to develop learning modules for children and school teachers. These modules will promote self-directed learning, critical and visual thinking skills by using cultural heritage content made available by the full and associate partner organisations. The project will achieve this in a number of ways: firstly, through an analysis of training and information needs of teachers, educators, children and also parents; secondly, by producing a set of training materials focusing on the development of thinking skills through engagement with cultural heritage and thirdly, through the creation set of guidelines and recommendations aimed at influencing policy makers and curriculum decision makers. The main beneficiaries of the project include primary and secondary school teachers, who, through engaging with the project will become equipped with the skills necessary to facilitate pedagogical strategies for creativity and critical thinking. Children and young people involved as participants in the Creative School project will develop the skills required to respond to the challenges offered by the Creative School curriculum. The project will also explore the possible mobilisation of digital cultural heritage and engagement with maker spaces models, as tools to create unusual and exciting learning opportunities.Here maker spaces are intended as community-operated workspaces, where people with common interests in technology, science, heritage and art, can meet, socialize and collaborate.The project will provide teachers, educators and children the chance to engage with a wide range of subject matter and themes including innovation, STEAM (science, technology, arts and mathematics), sustainable development, urban regeneration, social innovation and entrepreneurship. The project brings together nine project partners from eight countries and six of the partners have worked together on the Making Museum and Creative Museum projects. The project partners all provide considerable expertise and knowledge in the subject area of innovation, creativity and critical thinking and with working with schools and young people. Project results will be disseminated through a range of international and national networks and support by a series of multiplier events, tailored to meet the needs of the local audience.

CONTEXTECes dernières années les musées ont connu une véritable métamorphose, cependant cela n’a pas suffit à renverser totalement les représentations sociales traditionnelles autour des musées. Ainsi, aujourd’hui, les musées sont confrontés à des défis majeurs que la Mission Musées du XXIème siècle du Ministère Français de la Culture et de la Communication a réparti en 4 axes :- Le musée citoyen : philosophie d’action du musée de demain- Le musée protéiforme : capacité de renouvellement dans ses murs, hors les murs et sur le web- Le musée inclusif et collaboratif : relation aux publics- Le musée comme écosystème professionnel : transformation des métiers et des nouvelles formes d’organisation OBJECTIFSLe premier objectif était de poursuivre et d’améliorer l’offre de formation testée dans le cadre du précédent projet. - Les formations Making Museomix : formation-actions sur les pratiques innovantes- Le programme Maker en résidence : expérimentations de collaboration musées/makersL’idée était de structurer davantage ces offres, de les évaluer afin que les bénéfices apportés pour les participants et surtout pour leurs organisations soient tangibles et valorisés.Le second objectif portait sur l’exploitation et la dissémination des productions et résultats du projet Creative Museum. En effet, les dernières productions du projet Creative Museum ayant été diffusées à la toute fin, il ne restait que très peu de temps pour cette dernière étape importante. C’est par le moyen de différents outils et formats que nous détaillerons plus bas (conférences, ateliers, formations, etc.) que cette étape a été menée.Les rencontres et échanges organisés lors des réunions transnationales ont permis aux partenaires de se nourrir des expertises et des connaissances d’autres professionnels du monde des musées ou d’autres secteurs d’activités, de développer leurs compétences et d’enrichir leur réseau professionnel. NOMBRE ET PROFILS DES PARTICIPANTS Les actions de formations ont regroupé une vingtaine de participants issus du secteur des musées et des communautés de makers inscrites dans des partenariats avec des musées. Ces programmes ont permis aux professionnels d’expérimenter dans des conditions réelles des pratiques créatives et innovantes. Menées dans différents musées partenaires, elles ont également permis aux participants de découvrir de nouveaux environnements, de travailler dans des équipes pluridisciplinaires et de développer leur réseau et de possible collaborations. ACTIVITÉS CONDUITES 4 réunions transnationales qui ont été couplées à des visites d’étude et des rencontres pair-à-pair.- Dublin (novembre 2017) : définition du plan de travail avec un focus sur la dissémination des productions et des résultats : définition des moyens pour collecter les données – Évaluation des actions de dissémination, impact.Visite d’étude : Chocolate factory, lieu hybride dédié aux industries créatives.- Trondheim (juin 2018) : finalisation de l’organisation des différentes formations et travail sur les actions de disséminations Visites d’études : Musée du littoral, Rockeim – Musée de la musique, Centre de sciences, Musées des arts décoratif et du DesignConférence : musées et centres de sciences comme lieu d’innovation + échanges sur des outils et pratiques conjuguant numérique et empowerment (30 participants)- Amsterdam (octobre 2018) : échanges et analyses de pratiques. Visites d’étude : Story House – Belvédère et au Street art museum- Bordeaux (février 2019) : réunion finale des partenaires – bilan général et projection sur de nouvelles collaborations.Visite d’étude : Fabrique Pola lieu partagé dédié aux arts visuels. Sew et Laine : fablab dédié au textile3 formations Making Museomix ont été menées à Lille, Caen et Zagreb.3 programmes Maker en résidence ont été réalisés à Zagreb, Trondheim et à Sèvres RÉSULTATS ET IMPACTLe projet à ouvert de nouvelles perspectives pour les professionnels participants et de leurs organisations et leur a permis de prendre conscience du potentiel de toutes ces nouvelles formes d’engagement des publics.Les partenaires ont acquis de nouvelles méthodes de travail innovantes et créatives qu’ils ont pu intégrer directement dans leur pratique professionnelle. Ils ont partagé, diffusé, formé des partenaires, des collègues, des membres à ces nouvelles méthodes.Le projet Making Museum a également permis de découvrir de nouveaux modèles économiques, notamment dans la coopération entre les musées et le monde des makers et autour des usages du numérique. De part la diversité du partenariat mais aussi grâce aux visites d’études, le projet a fait découvrir aux professionnels des musées de nouvelles formes d’organisation et d’engagement - l'entrepreneuriat social, la citoyenneté active, le développement local ou l’innovation sociale.