"CONTEXTThe ""Europe City Teller - cultural mediation and storytelling for tourism, between theater, multimedia and storytelling"" project (acronym ""EU-ACT"") operated within the renewed context, which sees policies in the European cultural tourism sector, adapt to the new trends of tourists in search of authentic cultural experiences, with the aim of developing a quality offer, promoting local habits and customs, paying attention to sustainability, protecting and enhancing the local heritage, landscapes and culture. The EU-ACT project is part of the transnational strategy on cultural tourism promoted by the European Commission, which aims to implement a series of activities to promote transnational tourism skills and products in relation to specific issues with significant growth potential and respond to concerns social, territorial cohesion and protection / enhancement of natural and cultural heritage. AIMSSpecifically, EU-ACT has set itself the main objective of transferring new knowledge and skills in the field of cultural mediation and theatrical and digital storytelling to operators, educators and mediators, with the aim of co-creating new tourism products. marketable cultural heritage.EU-ACT accompanied the creation of these products, through international experiences, promoted by a strategic partnership, made up of organizations expert in the fields of theater, design and digital programming, of storytelling methodologies applied to cultural heritage, coming from Italy, Poland, Hungary, Germany and the UK.The partnership developed and shared the good practices developed by the individual organizations, to create a collective working methodology.The project had a total duration of 33 months (having had an extension of 6 months granted by INDIRE NA due to the covid-19 pandemic), and has developed:- training activity- various project meetings (some in presence, one in mixed mode and one exclusively online due to the pandemic),preparatory to the creation of three intellectual products, subsequently presented in the context of multiplier events that each partner organized in their own country (in presence and / or online) and which were aimed at a wide audience, far exceeding the numbers foreseen in the project and almost doubling them altogether. DEVELOPED PRODUCTS The project produced the following 3 intellectual products: 1. Live interpretation: path of theatrical visits, with ""guides"", who in historical clothes, tell the main points of historical-artistic interest of the European cities involved 2. An online platform with an in-depth analysis of the contents produced by the project (to encourage the experience both before and after the events) 3. An augmented reality APP, for mobile devices, connected to a paper / game guide, to: - enjoy the contents created in real time - lead the public to discover the imagined route with video animations and audiotours. IMPACTThe project activities have generated a great impact in terms of acquiring new skills and interest from the public and the media, as well as knowledge and experience in the field of cultural heritage enhancement and promotion. RESULTS The project succeeded in: 1. implementing new training methodologies 2. increasing knowledge of the European cultural heritage 3. giving access to the European cultural heritage through the web 4. increasing accessibility to the European cultural heritage through digital technologies 5. transferring educational methodologies"

The main goal of Green Routes is to create a toolkit to promote sustainable solutions and trends in urban areas. The toolkit will be created through the three intellectual outputs and the training methodology. The Promenade theatre and storytelling Input Training will produce scenarios for both live and virtual AR educational tours on topics connected to sustainability. The scenarios can be used by educators to perform the tours - the training plans will be documented in a paper guide book. The virtual tours can be experienced through an AR app, which will interplay as well with the guide book. All products and educational guidelines, plus the practices and experiences gathered in the training will be stored in the Green Routes Online Tour and Learning Hub, a one-stop-shop for any educator, individual or entrepreneur interested in green education in the chosen cities. Green Routes is following the approach of educational tours. The method using journeys (trips) with the educational purpose has been established in pedagogical science a long time ago. However, the common approach to the concept „educational tourism” is still not established in Europe. Also, the problem of how to make the optimum use of the method in order to build the professional competence of learner is present, and the topic is scarcely reflected in the pedagogical literature. The concept of „educational tourism” is relatively new, so it has to be defined, its content should be outlined, and the classification structure should be specified by developing criteria for its efficient use in the training of adults in line with the needs of the labour market, esepcially keeping in mind the aim of sustainable recovery after the COVID19 crisis, as outlined by the European Commission.Spefically adult education is a driver in the interconnections of the three dimensions of sustainable development (economic, social and environmental) and can contribute to the UN’s 2030 Agenda. There is a real need for education for sustainable development, and especially non-formal education has a very high impact. Green Routes is adressing this gap by prociding and innovative, digital tool kit for an important topic which will be at the core of the EU in the upcoming years as we address the priority on working on environmental and climate goals with inclusive green education. The project activities are imagined to generate a big impact in terms of new skills acquisition, knowledges and experiences in the branch of promotion and valorisation of environmental education. The project participants will acquire a wider perspective about methodologies applied to sustainable solution on a European level. The impact will be monitored and steered through the described evaluation tools and measures.We expect all participants of the project to be conscious about being more sustainable as a community, organizations and individuals. We expect them to be ready to share their new knowledge, to teach and encourage others and to get involved.

"The Erasmus+ project 'Playing beyond CLIL' (PbC) developed a pedagogical strategy and practice-oriented tools in form of ""Show What You Know"" events (SWYK) for formative assessment in a pluriliteracies approach in CLIL and non-CLIL forms of schooling. The material and activities intend to improve the specific classroom skills of teachers - the primary target group of PbC - and also schools and initial teacher training institutions. In teaching most environments where the language of instruction is not the same as the learner's first language and especially in those where the language of instruction is being learned simultaneously with new subject content, a pluriliteracies model for deeper learning (PTDL) has the potential to actively and transparently enable all students to become more effective learners.PbC encourages teachers to rethink the design of learning environments (including tasks and activities for students) to foreground the development of literacy skills across disciplines and languages. In the project's lifetime we could confirm that this approach provides a practical contribution to the inclusion of learners with little language skills in the official classroom language(s), e.g. 'traditional' CLIL learners but also learners with migration backgrounds.Unfortunately, established assessment methods are not able to take the holistic and dynamic nature of a pluriliteracies approach into account. To date, teachers are lacking the tools and procedures for assessing learning processes within a pluriliteracies framework. In PbC we are now able to provide a set of templates and theories to fill this gap. Building on the methodology developed in a former project 'playingCLIL', the newly developed materials approach offers an alternative more holistic way of thinking about assessment by integrating the SWYK events as the basis of interaction in a learning environment. The project provides interested professionals with a toolkit / eBox with adaptable templates for teachers. The toolkit / eBox is complemented by the webinars and the ePlatform. The ePlatform offers additional content and serves as a learning tool. For those willing to interact there is the possibility to become a member and join the network. A scholarly article on the newly developed PbC methodology has been submitted to a high-ranking academic journal for publication. The article is currently under review. The aim is to present for discussion the conceptual and methodological framework developed in the project for interactive formative assessment in drama pedagogically supported CLIL learning environments. Care was taken to publish the article as an open access publication. Once published, the article will be linked for unrestricted access to the ePlatform (www.playingbeyondCLIL.eu).The material was developed in a transnational consortium of partners who intensively engage with the CLIL pedagogy in research as well as in initial and in-service teacher training. The eight partners from four different European countries consist of four universities (Humboldt University Berlin, University of Edinburgh, University of Helsinki, University of Las Palmas), two educational authorities (Educational Unit City of Espoo, Education and University Office Canary Islands) and two companies (Interacting UK, EuropaBeratung Berlin). The consortium managed the challenge to organise events and training during the pandemic from March 2020 until the end of the project. The intended testing phase in schools was substituted by small scale workshops and online sessions with our network and partners.We are confident that the proposed assessment method bears potential for improving the educationally and socially important approach of pluriliteracies towards an inclusive classroom. Furthermore, we are expecting the work of the project and the availability of the products to be instrumental in enhancing classroom quality and also providing helpful tools for shifting the framework of teaching for the challenges of globalization in 21st century Europe."