<< Background >>We aim to digitalize and preserve a body of knowledge on Humanistic language teaching (HLT) as an approach to language teaching that places the ‘whole person’ at the centre of the learning process. HLT emphasizes the importance in the education of personal (not just academic) development, of personal values and wellbeing, of emotional engagement in learning, and of the learner’s autonomy. We believe that information and knowledge on these topics gathered in the last century is even more useful now in times of online teaching. HLT began to exert an influence on global classroom practices over fifty years ago with the publication, mostly in the U.K., of a large number of books, journals and newsletters offering a range of teaching/learning activities that explored language learners’ feelings and experiences more fully. Many of these activity types have since been incorporated as standard practice in textbooks produced by major academic publishers.The ideas of the HLT pioneers were conceived for pre-digital classrooms, but their relevance is perhaps even greater for the online, blended or hybrid learning contexts of today. Widespread use of learning technology has shown us that•the well-being of online learners cannot be taken for granted•social interaction and emotional engagement are more challenging online (e.g. cameras off)•motivation and autonomy are usually harder to sustain in an online environment.These were all issues which the HLT pioneers explored in pre-digital times. They were also interested in plurilingual approaches to education, in creative and critical thinking long before these terms became widely used.Our two primary target groups to be addressed by this project are in-service and pre-service language teachers (foreign language university students) in Europe. Teacher trainers, academics, retired language teachers and whoever else is interested in student-centered & learning-centered learning and teaching approaches would create the secondary target group.The ultimate beneficiaries of our project will be Europeans learning languages with teachers stronger in understanding their individual needs and the importance of their autonomy as learners.<< Objectives >>The HLT ideas were disseminated in pre-digital print media, much of which is now out of print or otherwise unavailable. The information and findings within this field are not just fragmented, but very often not yet available online. We believe it is important to capture information and various materials (articles, books, interviews with living HLT pioneers and authors, unpublished manuscripts, etc.) and make them widely available online for current and future generations of language teachers to study, explore and build on. This HLT digital project enables current practitioners to connect with these ideas in order to understand and select those which are relevant to their own contexts.The web platform HLT.Digital aims to provide a wide variety of different, sometimes even contradicting opinions of various HLT experts. Through their work and ideas, we can introduce website users to a variety of teaching topics. We are creating a simple “map” of HLT for users to navigate, to provide initial information and also to contain ample recommendations for further study. There are three main parts of the web:1. Gallery of HLT expertsThis introduces some experts through their profiles, links to articles, lists of books published etc.2. VideosRecordings of HLT experts answering questions on various teaching topics and interviews about HLT and their work. Short topic-related videos enable teachers to get quick a overview of the expert, through watching videos from a particular person, or of a topic – by watching videos of various experts on the same topic. 3. ArchiveIn our project, we will work with scanned materials from the HLT expert, Mario Rinvolucri, father of the idea of HLT.digital. The main aim is to enable university students to study his unpublished manuscripts, notes from his teaching career, and ideas as part of their research while preparing for diplomas and Ph.D. theses. The strength of our project lies in the number of people and the strong education ethos of the partner institutions. HLT.digital aims to become the ecosystem for the international community of HLT experts, language teachers and language students.<< Implementation >>All of the project activities were specifically proposed to lead to the achievement of project objectives and the delivery of the planned results.The collaboration among the partners started with a clear vision of the need for new complex and interactive digital tools in the area of language teaching and training, then the objectives were formed and then we came up with activities on how to achieve those objectives, which we present here: 1. Project Management Activities, such as coordinating and tracking all project activities and tasks, setting and tracking deadlines, distributing assignments to teams and managing communication among teams will be conducted to ensure smooth implementation of the project in the partner organizations. Setting up clear expectations, deadlines and appropriate communication channels will serve the purpose of easy collaboration among partners and help with reducing risks and securing the timely completion of tasks. The same applies to Project Administration Activities, such as preparation and administration of project-related documentation, financial management, expenditure reporting and preparing and submitting project reports to the NA, so that all the stakeholders have a clear overview of the project timetable, conducted activities and progress of the output completion. 2. Promotion and Dissemination Activities, such as creating and maintaining corresponding project page on partners' websites, creating and managing social media pages, creating a communication and marketing strategy, running several small ad campaigns on the social networks and developing a branding concept will lead to our objective of reaching a wide audience of users who could benefit from our project results. The partners are also going to reach out to the international/transnational and national/regional associated partners in this project in order to share the project activities and results with the members of their networks and therefore achieve even wider use and long-term sustainability of the project results. 3. The main objective of the project is to create 3 complex digital tools for language educators which will:- provide the educators an easy-to-use information portfolio and a colorful picture of opinions reflecting on a variety of teaching styles as well as different needs and preferences of learners;- encourage the educators to think critically when forming their own opinions;- and inspire them for further individual professional development.So, our activities concerning the intellectual outputs directly contribute to this objective, as the digital tools will be developed by the educators participating on the project during the project period and used by the educators after the project period. In our project, we bring teachers a web platform where they can quickly find their way around and interact with others, inspiring videos with the views of key people in this area and a digital archive with unpublished materials available online to be studied.<< Results >>The results and other outcomes of our project are going to be: 1. Three digital intellectual outputs with the topic of humanizing language teaching: educational web platform, gallery of videos and a digital archive. In our project, we bring in-service/pre-service language teachers, teacher trainers and a wider professional public three intellectual outputs, interactive digital tools containing digitalized materials and information we get available from leading experts of humanizing language teaching area: • a web platform where they can quickly find relevant information on HTL experts and topics• inspiring videos with opinions and information from HLT experts • a digital archive with unpublished materials available online to be studied With this, we want to provide teachers a colorful picture of opinions reflecting on a variety of teaching methods and approaches, to describe and point out different needs and preferences of learners. We want to offer easy to use information portfolio that encourages teachers to think critically when forming their own opinions and inspire them for further individual professional development.2. Two transnational short-term joint staff learning and training events held in partner countries. 3. Five transnational project partner meetings held in 5 partner countries.4. Six international educational multiplier events with HLT topics, 2 online and 4 held in partner countries. 5. Project results and activities promoted and disseminated through partners' web pages, social media sites, project web platform and project social media sites.6. Results and continuing professional development implemented in 4 partner language schools in Italy, the Canary Islands, Poland and Slovakia7. A larger number of in-service/pre-service language teachers, teacher trainers and a wider professional public across Europe who acquire new ideas, knowledge, competencies and experience by participating in the working groups creating and piloting the three digital intellectual outputs, attending the six international educational multiplier events and using the three interactive digital tools.8. Humanising language teaching concept promoted among language teachers, students, teacher trainers and whoever interested as a crucial concept for education in the 21st Century represented mainly in individual approach and learner autonomy.

The main focus of our project lay on responsible use of education by art to develop key competences in women, combating discrimination and gender inequality, valuing and reinforcing inclusion, diversity and equality, fostering socio-educational and professional development. Also, to enhance educators’ competences through an effective implementation of these artistic expressions in their daily professional routines. We applied the model of knowledge construction, real-world problem solving, self-regulation and skilled communication. Not only did we engage in interdisciplinary workshops to explore familiar things in new context, but also worked on innovation in familiar context. In parallel, we focused on trainer and learner autonomy, attention and effort, upgrade feedback and measurable outcomes. This project celebrate a creative collaboration between CFPIMM, a non-profit public body oriented for vocational training for youngsters and adults from Portugal, an association promoting a Senior Mentor Program team at schools from Hungary, an Education Adult Centre from Lithuania, Kuressaare Gymnasium´s education and training center Osilia, from Estonia, and International College, from Poland, responsible for running language courses and learning programs for mature adults (50+).During a two-year project period, we held two learning, teaching and training activities. 25-29 March 2019, 20 learners and 8 educators gathered for LTTA 1 in Lordelo, Portugal, to develop the following competences, in women: communication, commitment, interpersonal relationship, team work, creativity, decision-making, basic health and food care and in educators: communication, adaptability, versatility, flexibility to work with differentiated pedagogy and innovative methodologies. 10-14 February 2020, 20 learners and 8 educators gathered for LTTA 2 in Gdańsk, Poland, to develop, both in women and educators: autonomy, critical thinking, responsibility, assertiveness, problem solving, entrepreneurship, creative potential and sense of humor.For the project management purposes, we had two transnational project meetings. 24-25 October 2018, 10 educators met for the kick-off meeting in Panevezys, Lithuania, to discuss the project activities in close and sign the partnership agreement. 6-7 September 2019, 10 teachers met for the second transnational project meeting in Kuressaare, Estonia, to reflect on the activities already carry out; report on the results achieved and to plan the LTTA yet to come. Is was planned for July 2020, the third transnational project meeting to finalize the project, evaluate its general and specific outcomes, discuss further dissemination activities and prepare the final report, but unfortunately due to the pandemic crises was not possible to do it. The extension of the project was asked in June 2020 and we had the approval for more 3 months to finish the project, till 30th November. The final meeting was planned for October 2020, but, unfortunately, the pandemic situation got worse and it was not possible to finish the project as planned. The project website http://moveonproject.eu/ was constructed and developed as a dissemination tool and a repository for learner and educator outputs, but we also used as a platform for learning. The pages published so far feature ample evidence of project outcomes and outputs via transnational and local activities. Also, the photos, videos and posts on social media help to disseminate the impact this project had on the participants. The project most important results “Creative Book” can be accessed via the project website. More than 50 pages show a dynamic story telling written by multiple hands in different countries. This Book is the most important output of our partnership as summarizes the best of education by art.The learners of this partnership have learned to appreciate education by art as well as intercultural communication skills. Also, they have grown more flexible, adaptable, self-motivated and responsible. The educators have developed their professional skills, broadened their intercultural experience and enjoyed variation everyday classroom practice. The partners enjoy better educator-learner relationships, more ICT used in teaching and learning, as well as stronger pan-European perception in their curricula.Local authorities highly appreciate this project for helping woman aged over 50 become more active citizens. Regionally and nationally, the partner organizations inspire others to set up transnational partnerships that relish intensive intercultural interaction. Europe-wide, our partnership promotes democracy, human rights and respect.

"With the project ""Chain experiment in preschool"", we addressed two challenges, namely the poorly developed basic skills of young people and the lack of intergenerational cooperation.The aim of the project was therefore to provide opportunities for the early start of the development of basic technological and scientific skills through intergenerational cooperation among preschool children.Working with preschool children in the project required special pedagogical knowledge and work methods for building chain links that are adapted to the abilities of preschool children, and the implementation of intergenerational activities must take into account the characteristics and abilities of the elderly. Therefore, in the project, we trained adult education providers, senior mentors to work with children, and preschool teachers to work with the elderly. Preschool children, under the guidance of senior mentors, built a chain experiment in the project.Chain Experiment consist of mechanical contraptions that are put into the motion in a sequence- resembling well- known toppling rows of dominoes, using the metal sphere as a linking element. The previous article triggers the operation of the next according to the principle of dominoes. The chain consists of independent links, in which many interesting phenomena and physical laws are embedded. As a connecting element between the individual links is a metal ball.The manual Chain Experiment in preschool developed in the project and published in English, Croatian, Italian, Slovenian and Polish, together with numerous dissemination activities, provided good potential for carrying out activities in the wider area."