"The aim of the CONNECT project was to apply the concept of connected learning to adult education and to test it in an urban context. Digital and urban learning resources should be linked in a blended learning approach. The target cities were Munich (Germany), Dublin (Ireland), Bucharest (Romania), Valencia (Spain) and Kallithea (Greece). During the development and testing phases, the partners worked together with local cooperation partners, including municipal and private educational institutions in the field of adult education, local action groups, migrant communities, non-governmental organizations and sports clubs. In the first phase of the project, a system model for the implementation of connected learning in the context of the city was developed, based on analyses of research publications and empirical field studies that were carried out in all participating cities and countries. The focus here was on informal learning. The results were summarized in a research report, which is available as an Open Educational Resource.In the next step, based on the model, the partners developed and tested urban platforms for self-organized, connected learning. The learning formats, activities and content differ in some cases significantly, as the initial situation in the participating cities or districts is very different and different target groups were addressed. In addition, tests have shown that connected learning can have different functions depending on the context in which it’s applied.In parallel to the piloting of the platforms, various learning topics were tested with regard to their suitability for networked learning. We started from 5 basic topics, which were then varied or supplemented on the basis of the test results. The results were summarized in ""Scenario Reports"". During piloting the facilitators played an important role. Their task was to support the learners in building personal networks and to accompany the learning activities of participants. The project partners for this purpose have developed a corresponding training concept and training materials and hereafter tested them with moderators. Finally, each partner institution created a good practice guide in which the good practices identified in the course of the project were documented. One assumption was that by expanding their networks and opportunities, learners not only acquire new knowledge, skills and competencies, but also identify themselves more strongly with the local community. It has shown that learners are ready to share their own experiences and knowledge if they have the impression that this knowledge also serves the common good. Learners from Kosovo, for example, who had acquired a coaching license in a sports club, spontaneously shared their experiences with others and, with the help of the “facilitators”, placed learning materials on the platform. Another example is the Irish platform, which has developed into a contact point for full-time and voluntary people in the NEIC district. The participants networked on the platform to exchange experiences and knowledge and to work together on upgrading their neighborhood. The CONNECT approach aims to change educational practice, from isolated forms of learning to learning in distributed networks. Teachers are at the same time moderators of personal learning projects and mediators of learning interests in and between learning networks. CONNECT has conducted “Facilitator” training courses for 32 people, equipping them with the skills needed to support adult learners in networked learning. For educational partners such as the state capital Munich and its affiliated educational institutions, but also for the Greek training provider IDEC, CONNECT serves as an experimental field to test connected learning and gradually integrate it into educational practice. According to the partner organizations, the CONNECT approach should also be used to attract new groups of learners who cannot be reached with conventional educational offers and forms. The department for education management in the education department of the city of Munich wants to take over the German platform as a permanent learning facility for its citizens. The Irish partner wants to use CONNECT as part of a national empowerment strategy, adressing uneducated target groups, such as ""Traveler Communities"". With the CONNECT approach, the Romanian partner has a new instrument with which informal learning communities in selected urban districts of Bucharest are to be addressed."