"<< Background >>AdeleRS was elaborated to answer effectively to the needs of the primary beneficiaries of the Project, i.e. graduates in conservation and restoration of cultural heritage including training activities for their specialization. In particular, the proposal aims at their easy entry into the labour market, through a) the consolidation of their professional skills and knowledge and digital abilities; b) participation in a large community of specialist practice at European level; c) vocational language learning in the Cultural Heritage sector; d) an easier and more favourable approach to the world of work.”AdeleRS develop, in fact, a technological-organizational system that allows the provision of remote training processes, including the internship phases that will be carried out in smart-working (e-Stage) and a package of advanced specializing training Modules.The System AdeleRS will offer an e-Learning and e-Stage environments and an innovative Community of Practice. This Community will use: a communication platform, a specialist Wiki-encyclopaedia, and an e-Library, both can be enriched in content also by the learners themselves. These environments promoting non-formal and informal learning.The System will be implemented through careful integration of open-source IT platforms and Apps that are already widely used. It will be managed through a Teleservices Center, a Service Center for KMCI and e-Work, an e-Learning Center.The contents of the AdeleRS System will be developed with a multilingual approach to also encourage language learning for professionalizing purposes.The development paradigm of the Project have solid theoretical, technological and organizational foundations able to provide advanced solutions in VET field by use of innovative methods and technics of e-learning, e-Work, Knowledge Management and Collective Intelligence. These foundations cover topics such as:- processes to create knowledge and competence;- methodologies for assessing the effectiveness of work performance;- knowledge and learning sizing models;- person's needs in work and learning;- the Collective Intelligence models and integrated Knowledge Management systems;- the models for working and learning at distance in a Web 2.0 environment;- simulation models of production processes.The Consortium involves 9 partners from 4 countries, respectively from Italy, Malta, Portugal and Romania The Promoter is ETS ""ARTE E FEDE"", with advanced skills in the Cultural Heritage sector and specialized training in the Restoration. The Partnership include: four Universities, with previous experience in restorers training – i.e. the University of Calabria (IT), the University of Malta (M), the University of Evora (PT), the University National of Arts of Bucharest – and: the Centre for Advanced Technologies of the Polytechnic University of Bucharest (RO), with very high skills in innovative digital infrastructures; DATABENC Scarl, one of the largest national networks, based in Campania (IT), specialized in the sector of Cultural Heritage; the Belt Victoria Foundation which manages the Gozo Museum in Valletta (M) and finally the largest museum in Portugal that is the National Museum of Ancient Art in Lisbon (PT). The final products of the Project are as follows:1. The AdeleRS System, which can be used through a digital dashboard and consists of subsystems for: Advanced Communication, Knowledge Management and Collective Intelligence (KMCI), e-Learning, e-Stage.2. The organizational structures for the management of the System.3. A package of manuals and guides for using the AdeleRS System.4. A content package for the initial power supply of WikiAdeleRS and eLibeRS.5. n. 3 training Modules and related contents – to be provided in e-Learning and e-Stage – for the specialization of restorers, also elaborated using the CLIL methodology.<< Objectives >>The AdeleRS Project responds to two specific priorities of the Program,- Address digital transformation through the development of digital readiness, resilience, and capacity (horizontal priority).- Contributing to innovation in vocational education and training (specific priority for the VET.To respond to these priorities, the Project has identified the follows General Purpose and detailed General and Specific Operational Objectives.Project General Purpose""To develop an innovative system of e-Learning and Smart-Working and related contents that allows to carry out advanced training interventions and internships (stage) at distance of graduated in the sectors of the Restoration and Conservation of Cultural Heritage, aimed at ensuring them:- consolidation of their professional skills and knowledge,- acquisition of advanced techniques for the restoration and cataloguing of specific types of cultural heritage,- participation in a large specialistic community of practice at European level,- vocational language learning in the field of Cultural Heritage,- easier approach to the labour market.”General objectives• use innovative technological-organizational solutions for the virtualization of training (e-learning) and internship (e-Stage) processes for the specialization of subjects to be included in the labour market;• foster the construction of a network of specialists in a continuous learning environment;• to enable the acquisition of vocational language skills;• facilitate the training of weak people with fewer opportunities for access to the labour market, through highly education and training environments truly inclusive.Specific objectives• foster the professional growth of new restorers, through their specialization on advanced techniques of restoration of various types of cultural heritages and building materials;• foster learning of vocational linguistic competences in the sector of the restoration and conservation of cultural heritage to expand job opportunities in other countries;• use innovative technological tools aimed at the virtualization of training processes that allow: to limit or eliminate the mobility of learners and to carry out formal, informal and non-formal learning processes;• implement an innovative system of remote work aimed to realize of internship activities in telework within the training processes of specialization of restorers developed by the project also to limit the mobility of learners;• create a European-level practice community of operators in the field of cultural heritage restoration with the aim of continuous learning.<< Implementation >>The Project has been divided into nine macro-activities of Results Development (R1-R9) and four macro-activities of Management and Implementation (A1-A9).The macro-activities from R1 to R6 will develop the technological and organisational parts of the System AdeleRS:- Service Dashboard- Advanced Communication Subsystem- Subsystem of KMCI- e-Learning subsystem- e-Stage subsystem and Virtual Educational (restoration) Site- Organizational and management infrastructureIn the macro-activities R7 all the Guides explaining the use of the AdeleRS System with respect to each of its training, internship and information components will be elaborated.In the macro-activities R8 will be developed the e-Learning contents of three specialization training Modules. These courses have an experimental aim, but any way they will be complete. The courses chosen are finalized, respectively, to the specialization in the conservation, restoration, and enhancement of:1. paintings on canvas and table2. works in Stone Material3. works in Paper MaterialThese three courses will be provided, on an experimental basis, to 40 young people (for each Partnership country) graduates in discipline as:-Archival-History of Art-Diagnostic-Architecture Cultural Heritage-Restoration-Restoration AssistanceThe experimentation will also be open to people with disabilities.With the macro-activities R9 will be developed the e-Stage materials.For each of the previous courses, ""construction site"" application activities will be developed that will constitute the phases of distance internship (e-Stage). The basic idea of the Project is to provide training completely remotely, trying to eliminate the mobility of trainees and trainers. Obviously in the internship (stage) phases this may not be possible for all the activities planned in a restoration process, also due to the impossibility of ""virtualizing"" parts such phases. In this case, the AdeleRS training model forecast that these non-virtualizable craft activities will be carried out in the countries of the participant, at the Partner's sites.The four macro-activities for the management (A1-A4) will be structured as follows.A1 - Executive Design and Construction of Work TeamsFirst in order of time. It works on the ""Executive Project"" and designs the organization of the Partnership, with roles and functions and the rules of communication and management, as well as the criteria and principles of production. For that, specific operational Groups and Committees will be organized.A2 - Project Management and Administration - Operational Coordination of the PartnershipThe task, which has the duration of the entire Project, provides for the management of all the project phases, of the administrative and financial control and operational coordination of the Partnership. A3 - Quality ManagementIt will be managed Quality of the Project in terms of products and process, monitoring the quality of both through the application of qualitative-quantitative control tools and applying specific procedures for risk resolution.A4 – Dissemination and EnhancementAt this transversal macro-activity is assigned a central role to determine the impact of AdeleRS' results in its contexts and targets but also the modalities for its transferability in other contexts and for other targets.The main methodological lines that the Partnership will use for the dissemination (and enhancement) of the intermediate and final results of the Project will be based on the realization of a ""coordinated image"" of the AdeleRS System and on a continuous information process, through the development of a specific Portal (website) and the use of various information products, including brochures, e-Zine, press releases.In addition, no. 5 transnational meetings will take place during the Project and no. 4 Public Conferences to launch the results, each in one of the Consortium countries, in the last three months.<< Results >>THE AdeleRS SYSTEMA technological-organizational infrastructure composed as follow:a) An Advanced Communication subsystem among learners and with the operators (chat, video conferencing, instant messaging, etc.) to promote, in particular, the growth of cohesion among those involved in the community formed by AdeleRS, reduce their mobility, accelerate learning processes, promote language learning for professionalizing purposes..b) A Knowledge Management and Collective Intelligence (KMCI) subsystem that can handle a large collective learning space based on the following components: - AdeleRS.org / AdeleRS.eu which will represent the services portal of AdeleRS.- AdeleRCommunity, a learning/practice community that will use: blogs (network diaries), vlogs (video diaries), forums and social networks.- WikiAdeleRS, a specialized wikipedia for the target field. It will allow to capture and semi-structure the “liquid knowledge”, which is a basis for ""non-formal"" learning- eLibeRS, a virtual library capable of collecting publications (in any electronic format) of interest.c) A subsystem of e-Learning for the provision of ""structured"" and “traceable” training. The subsystem will include a learning Management System (LMS) 2.0 that will use advanced types of learning objects such as: highly interactive content, video lessons, simulations.d) A subsystem for the e-Stage (Apprenticeship in Telework) that in addition to collaborative document production, de-materialization, cooperative work management (common agendas, shared software, etc.) will include a Virtual Educational Shipyard in which some stages of conservation and restoration processes will be virtualized and that will use: simulations, case studies videos, reconstructions of yards.e) An “organizational system” based on enabling technologies, functions and procedures at the base of three organizational centers for the government of the AdeleRS System:- A Teleservice Centre, aimed at the evolutionary management of technological infrastructures and innovative related services (connectivity services, communication, document management, etc.), as well as the helpdesk for the support to the users;- A Service Centre for the KMCI and for the e-Work, aimed, in particular, at supporting the users in its activities of learning and cooperative work, to contribute to the population of repositories and reference databases for KMCI, to manage of eLibeR and services in support of AdeleRCommunity;- An e-Learning Center, which will have the responsibility to realize, publish and provide users of AdeleRS continuous training in e-Learning mode, also assisted.THE TRAINING PRODUCTSThe AdeleRS system will be powered by three specific content:a) A package of training modules for the restorers developed by the project and which will use all the components of the AdeleRS System (including the contents for the eStage phases) and which will be partly developed also using the CLIL.b) A database of wiki-pages that will feed the subsystem WikiAdeleRS.c) A set of Books, Manuals, Booklets all in eBook format that will form the starting content of the eLibeRS.EXPERIMENTAL DELIVERY OF THE SPECIALIZATION MODULESThe AdeleRS System and the three Training Modules Packages will be tested through the provision to 180 young graduates (45 for each Partnership country), even with fewer opportunities for disability or health problems. Each module will see the participation of 60 people and will have a forecast duration of 25 days, including a training-on-the-job phase supplied in e-Stage/Stage way.OTHER RESULTSA rich portal powered by diversified materials for the dissemination of the Project.A Cooperation Agreement between the Partners for the exploitation of the results after the end of the Project."

<< Background >>The huge amount of written heritage needs some priorities for digitization.Some elements need digitization due to destruction processes, others due to rarity, and still others due to the high demand for reading, etc.The time contains and limited budgets make the situation dramatic and the managers, librarians and archivists have to decide on priorities. There is also another problem, sometimes digitization is applied to items that are not important at all or could wait for later conversion. In middle or small organization, in many situations, there is no enough capacity for such decisions. The project addresses the lack of C-VET training materials in how to prioritize the written heritage artefacts for digitization and how to share the digitized content attractively in the net;<< Objectives >>The main goal of the project is to increase the capacity (knowledge, skills and competencies) of librarians, archivists, collectors and library managers in the sphere of prioritizing the items for digitization and attractive/motivating prevention of the digital artefacts via creating appropriate training materials (Priority Methodology/ Protocol, Competence Framework, online LMS, digital movies etc.) and training tools for the target groups, as well as to train future trainers to ensure sustainability and reproduction of the results.The project will develop products and cooperate partners in the field of continues Vocational Education and Training (additional qualification, out of school training) One of the main goals of the current project is to systematize, integrate and widespread the modern practices, not only among small libraries, but also among VET institutions as a means of renovation of the work methods and resources for educators and learners. The project will also provide online VET resources for LMS with training materials how to prioritize the materials for digitization; Structured as units of learning outcomes and ECVET approach for assessment of achievements of training; Competence framework;. Thus, the link between education and innovation will be established and conventionalized, and the use of ICT will increase the quality and relevance of education and training on a national and European level. This project will facilitate access to additional training and qualifications through continuous VET (C-VET). The digitized learning content, implemented in the Learning Management System (LMS), digital training movies and self-training resources, will empower the target group (librarians/archivists/managers of libraries/VET teachers and trainers) in receiving additional vocational skills (in a life-long learning perspective). The developed LMS will enable and promote the work-place or distant learning, providing an efficient and integrated service in a flexible learning manner. As shown in the context section, the significant number of librarians need additional qualification especially in the digital data maintenance. The resources will be online for a free usage and will be designed in a way to be suitable also for self-learning.<< Implementation >>Project main activities:- project management (inc. monitoring, quality assurance, risk management etc.);- development of the following Project Results:Protocol/Methodology for selecting the materials (setting priorities) for digitization;Competence Framework and Units text development;Approaches for attractive digital representation of the digital content and rising the motivation of young learners;LMS with training materials how to prioritize the materials for digitization; Structured as units of learning outcomes and ECVET approach for assessment of achievements of training; Short digital movies with examples why some item has been selected for digitization and the process,- short-term joint staff training;- piloting activities;- dissemination.<< Results >>Project Priorities in the digitization of books, documents, photos and modern approaches of promoting the digitized materials (DigiPrior)aims to increase the capacity of librarians, managers of small and middle scale libraries and archives in:How to select books, documents, and photos needed priority digitization;How to maintain the digital archives;How to promote and use in the training already digitized materials with focus on young people; How to encourage the usage of digital content; The project will develop products and cooperate partners in the field of continues Vocational Education and Training (additional qualification, out of school training)The results we anticipate to receive under the project DigiPrior are:1.Protocol/Methodology for selecting the materials (setting priorities)for digitization;2.Competence Framework and Units text development;3.Approaches for attractive digital representation of the digitalcontent and rising the motivation of young learners;4. LMS with training materials how to prioritize the materials fordigitization; Structured as units of learning outcomes and ECVETapproach for assessment of achievements of training;5. Short digital movies with examples why some item has beenselected for digitization and the process, these movies will besuitable for training (and connected with the LMS content).

"Museums are currently patrimonial agents that act transversally on the social and cultural context in which they are located, adding to their traditional functions of conservation and exhibition of the legacy they safeguard, those that respond to their role as institutions of reference in the field of education and citizen participation. Thus, in the European Year of Cultural Heritage, the Project aimed to evaluate and agree on the policies developed by the Museums for the recruitment, training and enhancement of their Volunteering. Civil society is empowered in the Museums through specific programs of Non-Formal Education for Adults, a sector of the citizenship that is totally interested in culture and that presents undertaking indicators.For this reason, The Roman Studies Foundation undertook this Project in order to know and share practices and working methods on these educational programs for adults at an international level in centers of recognized competence.The selection of partners included The National Museum of Roman Art (MNAR), the only center in the Iberian Peninsula, for its monographic dedication to the study of the ancient Roman colony Augusta Emerita. Besides, The Association of Friends of the Museum, with more than three decades of experience, is the civil agent through which the group of MNAR Volunteers originates and organizes. In addition, the Project has two other European partners that will make it possible to develop exchange and learn about other practices at the European level in this field, as well as to strengthen the Work Networks between reference Museums at a transnational level. These are The Museum of the Imperial Forums in Rome and The National Museum of Archeology in Lisbon.The Project followed a working method that allowed, in the first instance, a very fruitful exchange of experiences between the responsible Trainers in each partner organization, through the 4 Transnational Meetings held.At the same time, a communication program was started with the development of its own Website to publicize it: https://learningandteachingmuseums.eu/On the other hand, an evaluation program was carried out that aimed to carry out a general diagnosis on the average profile of the volunteer groups and its incidence in the activity of the Museums, to later evaluate the training programs and their results on the activities carried out.The evaluation made it possible to define three different models of volunteering, conditioned in part by the legislative framework of each country itself, and focused on three of its main functions, which complement each other, that is: training (Lisbon program), professionalization (Rome model) and participation (Mérida model). On the other hand, the impact and opinion of the program on the volunteers themselves was evaluated through questionnaire tasks (with questions like ""smile text"", ""open"" questions, and “open and closed” questions), to measure the opinion of the general public and of the program participants themselves, on 'Competencies, suitability and functions of volunteering'. All competencies obtain high scores, between 3.1 and 3.9 (out of 4). A second aspect studied has been the subjective perception of the high or low level of competencies necessary to be a volunteer, both for any unknown person and for our vision of ourselves.All the accumulated experience, as well as the legislative content necessary to contextualize the Cultural Volunteering programs, were described in a Final Document ‘GOOD PRACTICES FOR TRAINING VOLUNTEERS’, available on the Project Website and on the Erasmus+ Project Results Platform: https://learningandteachingmuseums.eu/index.php/documents/The direct participants in the Project have been, in the first place, the technical teams of the partner organizations (12 people) as well as the groups of volunteers involved (10 volunteers in Lisbon, 52 in Rome and 21 in Mérida). In addition, experts in museum policy have been involved (4 people). Finally, the development of joint public activities has allowed up to the present time to reach an impact of 264 people, through views on the MNAR YouTube Channel.The knowledge acquired through the exchanges of good practices, their formalization in a Final Document as well as the continuity of the training programs in the partner organizations will allow the long-term development of new high-quality programs dedicated to the training of Adults in the field of Museums."

The ARIADNEplus project is the extension of the previous ARIADNE Integrating Activity, which successfully integrated archaeological data infrastructures in Europe, indexing in its registry about 2.000.000 datasets. ARIADNEplus will build on the ARIADNE results, extending and supporting the research community that the previous project created and further developing the relationships with key stakeholders such as the most important European archaeological associations, researchers, heritage professionals, national heritage agencies and so on. The new enlarged partnership of ARIADNEplus covers all of Europe. It now includes leaders in different archaeological domains like palaeoanthropology, bioarchaeology and environmental archaeology as well as other sectors of archaeological sciences, including all periods of human presence from the appearance of hominids to present times. Transnational Activities together with the planned training will further reinforce the presence of ARIADNEplus as a key actor. The technology underlying the project is state-of-art. The ARIADNEplus data infrastructure will be embedded in a cloud that will offer the availability of Virtual Research Environments where data-based archaeological research may be carried out. The project will furthermore develop a Linked Data approach to data discovery. Innovative services will be made available to users, such as visualization, annotation, text mining and geo-temporal data management. Innovative pilots will be developed to test and demonstrate the innovation potential of the ARIADNEplus approach. Fostering innovation will be a key aspect of the project, with dedicated activities led by the project Innovation Manager.

Starting from previous research experiences and tangible outcomes, STORM proposes a set of novel predictive models and improved non-invasive and non-destructive methods of survey and diagnosis, for effective prediction of environmental changes and for revealing threats and conditions that could damage cultural heritage sites. Moreover, STORM will determine how different vulnerable materials, structures and buildings are affected by different extreme weather events together with risks associated to climatic conditions or natural hazards, offering improved, effective adaptation and mitigation strategies, systems and technologies. An integrated system featuring novel sensors (intra fluorescent and wireless acoustic sensors), legacy systems, state of the art platforms (including LiDAR and UAVs), as well as crowdsourcing techniques will be implemented, offering applications and services over an open cloud infrastructure. An important result of STORM will be a cooperation platform for collaboratively collecting and enhancing knowledge, processes and methodologies on sustainable and effective safeguarding and management of European Cultural Heritage. The system will be capable of performing risk assessment on natural hazards taking into account environmental and anthropogenic risks, and of using Complex Events processing. Results will be tested in relevant case studies in five different countries: Italy, Greece, UK, Portugal and Turkey. The sites and consortium have been carefully selected so as to adequately represent the rich European Cultural Heritage, while associate partners that can assist with liaisons and links to other stakeholders and European sites are also included. The project will be carried out by a multidisciplinary team providing all competences needed to assure the implementation of a functional and effective solution to support all the actors involved in the management and preservation of Cultural Heritage sites.