"The ""Open Educational Resoures Explorer"" (8 K OER Explorer) project took into account the use of new information technologies (ICT) and open educational resources (OER) in adult education, with particular emphasis on eight key competences.In view of the increasing use of digital science and technology in the context of education, the professional development of adult trainers and educators must go towards making full use of the potential of these resources to support adult learning. This includes the use of technology, both for the purpose of education itself, and for the measurement, evaluation and understanding of adult learning through data-based methods.As stated in the ""Review and analysis of practices with open educational resources in adult education in Europe"" (ECJRCIPTS, 2013) OREs did not have a wider application in the field of adult education and lifelong learning, there are few good practices in the use of OERs in the field of adult education. In order to take action and take advantage of the benefits of OERs, society requires a much better understanding of the factors affecting the use of them.The high effort put into awareness-raising activities is underestimated and it is usually assumed that OERs will spontaneously attract a large number of users. Unfortunately, adults are largely unaware that such resources exist and that they can be used in a lifelong learning process.In connection with the above problems, the idea of ​​this project was born in partner organizations operating in the field of adult education in Poland, Lithuania and Italy. The partnership has identified the need for lifelong learning and peer-review between adult teachers / trainers to exchange experiences and good practices in the use of ICT and OERs in adult education in the field of 8 key competences.The objectives of the project were:- supporting the professional development of adult teachers / trainers using ICT and OERs- developing more attractive adult education initiatives- encouraging the use of open educational resources in the adult education process, especially in the area of ​​teaching key competences- participation in raising awareness on OERs issues at the local, national and European level- the use of good practices and European experience at the local level.The aim of the project was to create a space for collecting, sharing and presenting the most effective existing OERs developed under transnational projects financed from various sources. This exchange took place as part of three short-term joint training sessions for 15 teachers / trainers / educators for adults.The project included 150 direct and indirect participants in 3 partner countries.Partner organizations from Poland, Lithuania and Italy deal with adult education on a daily basis: Centrum Edukacji i Badań Społecznych (PL), primarily in the area of ​​developing and strengthening social and civic competences, Social Investment Management Center (LT) in the field of developing civic,language competences and cultural in local communities, Nkey in terms of language and digital competence.The project's results include: increasing the motivation and competence of project employees to work in OER in their daily work with adult students; increasing the ability and professionalism to work at EU / international level: improved management competences and internationalization strategies; increasing the quality in the preparation, implementation, monitoring and monitoring of EU / international projects; increasing the quality in the preparation, implementation, monitoring and monitoring of EU / international projects; increased level of professional skills of adult educators in the use of ICT and OER."

"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."

"""My life in Europe-a new Methodology to insert Your LIFE biography IN the EUROPE context"" is part of the Erasmus+ program for innovation and the exchange of good practices, responding to the needs of the EC to extend and develop the competences of educators and other personnel who support adult learners, provide innovative technological tools able to support lifelong learning and training, increase awareness of European identity and help the psycho-physical well-being of its citizens, especially the weaker groups (Health 2020 European policy for health and well-being). The project is based on two scientifically proven evidences: the therapeutic, social and cultural value of autobiography as a tool capable of stimulating memory in patients with deficits, promoting social inclusion, intercultural and intergenerational exchange and mitigating the sense of loneliness and abandonment and the beneficial effects that video games and online activities have on the cognitive functioning of the elderly (Kyriazis-Kiourti 2018). The project aims to provide a wide range of users involved in non-formal adult education with a new and captivating technological tool, easy to use and free, to introduce an autobiographical experience in educational, rehabilitation, therapeutic, recreational and cultural programs. We identify 3 main target groups: adults attending training courses in cultural and recreational programs; frail elderly in nursing homes or assisted healthcare facilities; disables who attend day centers or residential structures and all educators and personnel who support these categories. The project involves the implementation of two IOs: a serious game titled "" My life in Europe: the game"" to facilitate the introduction of autobiographical writing programs, and a manual for trainers called ""The Autobiographical experience: the Manual"" which will allow the creation of repeatable training courses. The “Am I European?” function in the game will stimulate the acquisition of a higher level of European identity. Activities foresee 3 steps which will include research on the state of the art, focus groups, analysis of results, game and manual implementation, assessment tests on target groups, dissemination. The project involves the participation of 6 partners who guarantee the result in terms of quality, dissemination capacity and international value: Nkey- IT technologies, LUA- autobiographical writing trainer, ASPHI-digital systems for the disabled and newcomer in the Erasmus+, CEBS, Pro Xpert and Vai Avante experts in training and in Erasmus + program. Tasks will be distributed according to the principles of respective competences and internationality. The responsibles of the various activities have already been identified (LUA - research and game content; NKey-managent and digital tools; ASPHI usability and evaluation for frail and disabled people - CEBS manual contents; Pro Xpert: test and evaluation; Vai Avante: dissemintion and communication). International working groups will be defined in TPM1. A steering group, already established, has the task of managing and monitoring the quality of the project. The project foresees 5 TPM to define methodologies, divide the tasks and evaluate the results step by step, 4 joint short-term staff training events on 4 topics, one per partner country, 1 blended mobility that will involve people with disabilities and 4 multiplier events. The project includes a scientific article signed by Prof. C.Benelli, LUA member and university researcher. The internationality of the partnership in all the working groups is considered essential to achieve the goal of making the game ""universal"". The expected impact is closely linked to the nature of the intellectual product, its characteristics of innovation and ease of use. The multiple function of the IO (recreational, therapeutic and educational) and its internationality amplify its range of action potentially indefinitely since it stimulates not only the use of the game but above all the training of new operators and courses for trainers. The project foresee the creation of a network to connect stakeholders and a register of ""ambassadors"" of My Life in Europe that will have an important multiplier effect. We cannot avoid stressing that at first Italy and now other European countries are experiencing a shocking health emergency. When and how we will get out of this nightmare that we don't know yet. What is certain is that Europe will no longer be the same and it is up to all of us to defend and improve it. On the other hand, we are sure that Europe's perception will change in a few months and if today it’s difficult to induce older people to feel European, tomorrow it could be even more difficult. The challenge that we had already decided to undertake by creating a special function of the game capable of stimulating the debate on European identity, today acquires a greater value and forces us to new questions and even harder challenges."

The project addresses to 3 from the many individual and collective fears and vulnerabilities brought into light by COVID-19 crisis we are still facing with:1. our seniors are very fragile and we need to take care not only of their health and wellbeing but also of the priceless heritage they possess (from life stories to arts, crafts and mysteries) that could be forever lost after their dying2. globalisation made us slaves of buying same ”made in China” products (from furniture to cakes, same appearances, smells, tastes and sounds) and we neglect many beautiful thinks made by people in our neighbourhood, so many traditional crafts are faster and faster disappearing. But these represent not only a rich and complex interwoven tapestry combining tradition, heritage, culture, skills and design but also a mirror of the diversity of European cultural identity. In most cases, the biggest endangering on these priceless cultural values is the age of people who know and practice them - usually oldsters with artistic skills, handicraft masters, but illiterate in the fields of IT and entrepreneurship (representing indispensable competences for making their crafts to survive). 3. ICT skills are, sometimes, more important than writing - in these days to know or to not know how to use a smartphone, an application for on-line shopping or a platform for on-line communication can make the difference between life and deathNot at least, EU itself face with a strong identity crisis due to an increased lack of trust even from many EU ”fans”. In this context the main goal of the project is to contribute to facilitate a bigger participation of senior artisans with strong handicraft skills but illiterate in entrepreneurship and ICT and with a high level of Euroscepticism, in educational activities aiming to improve all lacking competences they need in order to promote and give forward their arts and keep, in this way, the EU’s ”united in diversity” heritage.Specific objectives:1. enhancing the professional development of 154 adult educators by equipping them with important knowledge, improved abilities and behaviours needed to make them more flexible in adapting their educational tools to the need of a resistant and Euroscepting generation of senior artisans 2. increasing the entrepreneurial and ICT competencies at the level of 280 senior artisans and fostering European identity and awareness both at their level and at the level of at least 21 small communities they are living in - by developing and testing new, innovative and flexible (easy to adapt) training materials that use the expertise of 7 countriesThe project is developed by a partnership including 7 organisations covering the whole Europe (from North - Poland - to South - Italy and from West - Portugal to East - Romania) with different backgrounds, expertise and approaches of adult education issues, particularly with senior learners. So both the intellectual outputs and all the activities of the project will combine the skills of experts - trainers, tutors, researchers, technical staff etc. from all partners' countries, which means that a wide range of tools will be used. We will produce 3 intellectual outputs and make them public in an attractive on-line interface - we will buy a domain having the word ”artisan” in the name and the first image will be a handmade gift box with a bow. When users click the bow the box will open and 3 smaller boxes will arise, having different inscriptions: - ”Collect raw materials” for IO1 (an overall view of the ”state of art” related to senior artisans with strong handicraft skills but illiterate in entrepreneurship and ICT and a high level of Euroscepticism - in each country, common points and possible areas of transferability)- ”Create” for IO2 - an educational path to be used by professionals in adults’ education dealing with such kind of seniors- ”Admire (and buy, if you like)” for IO3 - a digital archive with stories about products, aiming to facilitate senior artisans’ educational process but also to support them in marketing their products. It will be an on-line museum of arts and crafts across Europe, from which many of them are in danger of disappearingWe will develop activities both at international and national/local levels as follows:- 5 transnational coordination meetings - local and transnational activities for developing the intellectual outputs;- 2 short-term joint staff training events, - one blended mobility for learners - local piloting activities, aimed at testing the methodologies created by the project on 140 professionals in adults' education (20 in each country) and 280 senior artisans with strong handicraft skills but illiterate in entrepreneurship and ICT and a high level of Euroscepticism (40 in each country)- one international multiplying event (RO)- 6 national multiplying events (IT, MT, UK, PL, PT, ES)