<< Objectives >>Objective 1 - Provide adult learners the up-to-date knowledge needed to navigate all the different way of improving sustainability in everyday life.Objective 2 - Teach people how to reach a large public audience by teaching them how to produce and publish a podcastObjective 3 - Document how to implement sustainability guidelines into a real-life situation by making a podcast series.Objective 4 - Develop, test and maintain a high quality OER providing an innovative learning environment.<< Implementation >>WP2: The SustainCast Sustainability GuideBook and Video-guidesTo provide knowledge and skills to live more sustainablyWP3: The SustainCast Podcast Producer CourseTo teach podcast productionWP4 The SustainCast PodcastTo document reflections and experiences during the SustainCast challenges WP5: The SustainCast Online Platformproduction and test of an Online learning platform for the results.<< Results >>A GuideBook that provides the up-to-date knowledge needed to navigate all the different ways of improving sustainability in your everyday life in the areas of Food, Clothing, Transportation, Travel, Plastic Waste and Energy Consumption.A set of Video-guides presenting the Skills needed to implement this knowledge.A podcast producer course.A podcast series presenting real life experiences and reflections in implementing this knowledge into your lifestyle.An online learning platform.

<< Background >>The main context of the project is the creation of innovative conditions for improving the quality of teaching in an online environment. This can be achieved through a purposeful study of the nature of online learning methods and subsequent development of a unified approach to be used in conducting training in a digital environment and the accompanying practical exercises and assessment of acquired knowledge.The main goal of the project is to create and put into practice a common methodology for organizing and managing online learning. Methodology that covers the fundamental aspects of teaching in a digital environment, namely: setting and achieving correct educational goals, proper selection of methods for pedagogical communication, including online classroom management, conducting a learning process (theoretical and practical part) , oriented towards measurable results, as well as planning and providing the necessary resources for the specific training. The indicated characteristics of the online training, which will be covered in the methodology, are the minimum necessary ones that the teachers should use when conducting the online training. The interruption of the learning process in connection with the Covid-19 pandemic and the high degree of uncertainty about the development and duration of the crisis pose immediate risks to the effective functioning of the education system and to learning outcomes in the short and medium term. This creates the need to find appropriate solutions to ensure the adaptability, coherence and efficiency of the educational process in order to reduce inequalities, ensure equal opportunities for quality education, ensure the sustainability of acquired knowledge and skills, and reduce the risk of dropping out of school. . This creates fluctuations in the motivation of teachers. The motivation should be considered as part of the online teaching methodology. Some of the challenges teachers have faced during the pandemic – from a reduction in high-quality interaction with students, to a lack of support and challenges with technology. On the other hand, the teachers were motivated by intrinsic factors – a sense of reward which came from themselves, such as their enjoyment or satisfaction when teaching. It is well-known that teachers like their profession because they can help and educate learners and shape the future of the society.To this end, the project proposal envisages the development of short motivational videos for teachers, which will be disseminated together with the teaching methodology. COVID-19 may have accentuated well-known demotivators, such as the lack of support teachers receive from administration and the work overload they can face, which may have a negative impact on their work-life balance and their wellbeing. The approach that will be used in the implementation of this project proposal includes the following stages: 1) Research and analysis of the most used practices for online learning; 2) Preparation of models for creating a common methodology for organizing and managing online learning; 3) Testing the created models in a closed environment and defining the main elements that will be included in the general methodology; 4) Development of the general methodology for organizing and managing online training; 5) Adoption of the general methodology for organizing and managing the online training by the organizations participating in the project; 6) Pilot application of the common methodology in 3 organizations in the project partner countries;The main target groups of the project proposal are:• Teachers in secondary and higher education;• Vocational training centers for vocational education and training;• Education management experts;The expected final results and impact of the project implementation are:- Created and put into practice an innovative training product representing a common model for conducting online training;- Improved capabilities of the target groups<< Objectives >>The main context of the project is the creation of innovative conditions for improving the quality of teaching in an online environment. This can be achieved through a purposeful study of the nature of online learning methods and subsequent development of a unified approach to be used in conducting training in a digital environment and the accompanying practical exercises and assessment of acquired knowledge. The creation, description and implementation in practice of a unified methodology for organizing and conducting online trainings and motivational videos is inherently an innovative training product that is lacking in the partner countries -Iceland, Bulgaria, Spain, Greece and CyprusIn the last 24 months, education in its entire organizational and teaching nature has undergone a serious metamorphosis worldwide. The COVID-19 pandemic required a sharp change in the educational process, as it had to move from one reality to another - digital. This reality, imposed by factors external to the educational process, found teachers unprepared, which in turn led to a significant reduction in the quality of educational services. Here is the place to emphasize that the unpreparedness of the diverse organizations offering educational services is not expressed in a technological aspect, but in the lack of quality and mostly proven methods for conducting online training. From the feasibility study and the data obtained from it, it is clear that over 75% of teachers say they need help in the process of conducting online training. Specifically, this need for assistance is expressed in clearly defined and practically applicable common methods for conducting online training.The need for an extreme transition to learning in a digital environment has forced educational organizations to create their own methods and approaches for conducting online learning. Methods and approaches that are often incompatible and inapplicable to each other. In this way, a huge difference is formed between the different educational organizations in the methods and approaches used for organizing and conducting online trainings. All this damaged the educational process in the digital environment and made it of extremely low quality. With regard to the other main party in the educational process - the learners, the diverse methods and approaches for conducting online trainings applied to them created in them uncertainty and impossibility for correct perception of the educational material. From the feasibility study and the data obtained from it, it is clear that over 70% of users of online educational services indicate as a major problem the different approaches to pedagogical communication that teachers use. This creates in the students themselves a psychological barrier for proper perception and poor sensitivity to the educational process. Online learning lacks the direct pedagogical process, which includes direct observation between teacher and student, a sense of teamwork and social belonging. In view of the described realities, there is a clear need to create a unified methodology for organizing and conducting learning processes in a digital environment. The development of this educational product will be a direct response to the following specific needs: Need for structuring the competencies in conducting online trainings; To have a clear and logically consistent approach, which is generally applicable when conducting trainings in a digital environment; The teaching methods used should be in accordance with the peculiarities of the digital environment and the same should not be mixed with inapplicable techniques from the conventional educational environment; The approach in online learning to include mechanisms for identifying the specific needs of learners.<< Implementation >>In order to reach the project objectives and deliver the planned results the project workflow consists of two sets of activities by the partnership: Horizontal activities (managerial, administrative, dissemination to secure smooth partnership collaboration, quality of outputs and results, and outreach of results and outcomes) - Internal Communication Strategy based on ICT tools, - Face-to-face Transnational Project Meetings, followed by minutes in order to monitor the progress towards the objectives of the project within set time limits and take corrective measures, as and when appropriate. - Drafting, presenting and adopting a Project Management Plan, including a work plan with specific activities and deadlines. - Drafting the Consortium Agreement; this will be signed by all involved partners and will rule on procedures, obligations of each partner and relationships among the consortium members. - Coordinating the overall financial and administrative activities, while taking under consideration the overall adherence to the financial budgets. - Processing all administrative and technical or financial information into periodic and final reports in compliance to the European Commission criteria. - Quality Management and Evaluation activities throughout all phases of the project (preparation, implementation, follow-up, dissemination, completion) - Development of Quality Management and Evaluation tools for the assessment of both project and consortium related activities and procedures, as well as quality and impact of outputs and results. - Communication and Dissemination activities i.e. • Target groups identification and segmentation alongside analysis of their information needs • Identification and setting-up of multiple channels of communication and dissemination • Targeted communication through selected channels according to target group, as needed • Liaison activities towards potential synergies with relevant actors and stakeholders • Planning, design, evaluation and refinement of publicity activities Implementation activities (securing the delivery of project outcomes for the target groups and their direct involvement in the development and finalisation phases of deliverables and outcomes) Project Results activities as demonstarted in the section Project Results: Activities towards delivering the Methodology for teaching and training in online environment (PR1) - Overall methodology and tools for the analysis - Quantitative and qualitative primary research accounting for targeted primary data by involving teachers. Pilot-testing methodology and pilot testing sessions - Pilot-testing report (optimisation of training provison upon feedback) Activities towards filming Training Video Tutorials motivation for teachers (PR2)- Preparation of training materials in connection with the presentation of the methodological framework - Preparation of training materials in connection with the presentation of the manual for work. Activities' toward organization and conduction of Multiplier events: - One international Webinar - 5 Local Webinars<< Results >>The following direct and indirect results will be achieved within the project:Direct results:- Established framework of the methods used so far in practice for conducting trainings in a digital environment - Based on detailed research by all project partners will be accumulated the necessary information. It will be studied in detail and an analysis will be compiled, containing information about the most used methods for organizing and conducting online trainings;- Prioritization of the problems before the affected parties in the educational process - It is important to identify the identified problems by their priority, as this will influence the choice of mechanisms and measures to be included in the general methodology for online learning;- Developed specific models of the structure of a common methodology for organizing and managing online learning - Based on the study, analyzed information and prioritizing the identified specific problems, specific models of the common methodology for online learning will be developed. The project partners will choose which models and parts of them to be included in the development of the common methodology for online learning;- Developed and adopted the common methodology for online learning - The general methodology for online learning will be developed based on the selected models. After its final completion, the methodology will be verified by all project partners.Indirect results:- Built transnational capacity in the field of organizing and conducting online training;- Created model for formation of innovative policies in the field of online learning;- Reduced deficit of information about the development of educational processes in the digital environment;At the end of the project the following main results will be available:- Created and put into practice an innovative training product representing a common model for conducting online training and motivational videos;- Improved capabilities of the target groups for organizing and conducting online trainings, modeled according to the needs of the learners;- Increased quality of the educational process conducted in a digital environment;- Strengthening the demand for individual and group distance learning conducted in a digital environment;- Improved policies in the field of education and in particular training in the digital environment;- Increasing the opportunities in online education to cover users with lower education;- motivational videos to reduce the effect of anxiety in teachers, created in connection with the transition to online learning.

“Cultural heritage is of great value to European society from a cultural, environmental, social and economic point of view.” Thus, its sustainable management constitutes a strategic choice for the twenty-first century, as stressed by the Council in its conclusions of 21 May 2014 (3).” They also mentioned that “the contribution of cultural heritage in terms of value creation, skills and jobs, and quality of life is underestimated.”In many European countries, the guardians of Intangible Cultural Heritage have struggled to make their living within the Cultural and Creative Sectors (CCS) (Ibañez y López-Aparicio, 2018). This situation has worsened considerably due to the COVID-19 outbreak and many people related to the field of cultural promotion face serious economic deprivation. As stated by the OECD, “along with the tourism sector, cultural and creative sectors are among the most affected by the current crisis, with jobs at risk ranging from 0.8 to 5.5% of employment across OECD regions.” (OECD Policy Responses to Coronavirus (COVID-19)).To overcome this situation, the OECD identifies “a need to address the digital skills shortages within the sector and improve digital access beyond large metropolitan areas”.Therefore this project will focus on the social and educational value of European cultural heritage by supporting individuals involved in its protection and dissemination (such as musicians, painters, woodworkers, textile and other artists) in acquiring and developing basic skills and key competences, using innovative practices in the digital era.The project will address the following horizontal priorities:- Social and educational value of European cultural heritage, its contribution to job creation, economic growth and social cohesion- Supporting opportunities for all in acquiring and developing key competences with a strong focus on entrepreneurial mind-sets, creativity and the use of ICTsMain Target Groups of the project are:- Primary target group (TG1): Trainers, educators, social workers and other adult education professionals who work directly with people at risk of social exclusion, or in the field of cultural promotion - at least 56 direct beneficiaries of TG1.- Secondary target group (TG2): People at risk of social exclusion related to the field of cultural promotion as part of European Cultural Heritage - at least 102 direct beneficiaries of TG2.General objectives are:- Promote the social and educational value of European cultural heritage, its contribution to job creation, economic growth and social cohesion.- Extend competencies of trainers, educators, social workers and other adult education professionals who work directly with people at risk of social exclusion, or in the field of cultural promotion.- Foster innovation of musicians, painters, woodworkers, textile and other artists at risk of social exclusion - in order to create new forms of cultural experience, dissemination and new business models with new market potential.The specific objectives of BidtoArt are:- Set-up a cross-sectional and transnational partnership around European cultural heritage in order to compare specific characteristics of cultural and creative sectors and local cultural ecosystems, particularly in light of COVID-19 impacts, and to promote local or regional cultural heritage on a transnational level to create sustainable impact.- Create a curriculum proposal understood as the methodological framework aimed at determining the optimal methodologies and training pathways that couple the main entrepreneurial needs of artists at risk of social exclusion with the appropriate knowledge and optimal usage of digital skills, technology and tools.- Develop innovative learning methods with a focus on digital competences, in order to enhance the professional development of those working with people at risk of social exclusion, or in the field of cultural promotion.- Promote the importance of innovative practices within entrepreneurial education in the field of cultural promotion to take advantage of ICT related tools - methods, apps, websites, etc. - in all phases of the entrepreneur development process, focusing on strategic planning and self-promotion.- Develop an open educational resource OER in order to provide access to innovative practices and technology education to people at risk of social exclusion.On a long term, we will foster the necessary digitalisation of the CCS coupled with emerging technologies to overcome negative impact of the COVID pandemic and we will develop strategic complementarities on the impact of the COVID-19 crisis on both the education and the cultural and creative sectors.