"<< Background >>The COVID 19 health crisis revealed the needs of citizens to use digital tools in education, in many professional and cultural sectors, and unveiled problems of distance communication. While digital tools offer a powerful resource for breaking isolation in times of health crisis, the lack of training in their use can turn these opportunities into real suffering, as many citizens compelled to mobilize digital exchanges and tools revealed. This observation offers the first set of needs to which CORDIALIS wishes to respond. The second set of needs that we wish to address also concerns the problem of isolation and digital insecurity, but this one is linked to the geographical isolation of citizens living in remote, isolated or rural areas. For these populations, digital tools, practices and skills can offer real opportunities to compensate for geographical isolation: connecting places of learning, online commerce, cultural exchanges. However, the studies we consulted, as well as the interviews we were able to conduct in the regions of the different partners, reveal that the digital habits and skills of populations living in isolated areas are often insufficient. Thirdly, foreign language learning is also an important means of combating isolation. Our project therefore devotes special attention to this field of distance learning and aims to make methodological improvements in the pedagogical devices. In distance language learning and teaching, motivation and interaction are affected in several ways: the natural-like discussion and interaction based teaching lacks verbal (e.g., simultaneous speech, feedback and natural turns in discourse) and non-verbal authenticity (e.g., eye contact, facial expression and body movements). In a small-scale survey on distant learning, interaction and motivation (University of Turku, January 2021), pre-service and in-service language teachers answered that they would like to have new tools and support for using new technology, to acquire new tips and methods for distant teaching, and to learn new methods for group management and for increasing interactivity during distant teaching. Distant learning and teaching could be combined and allow participants to engage and interact in their own way.This is also true for cultural centers such as media libraries in small towns for which the development of digital tools and skills could offer important resources to improve the cultural and informal training offer in these remote areas.CORDIALIS will fill these digital gaps as our objective is to contribute to the improvement of skills of citizens living in remote areas by connecting them through what they have in common and which constitutes their wealth: their local cultural heritage and crafts. In CORDIALIS we want to mobilize digital skills and practices in order to enhance the local heritage in the partner countries, to connect these citizens, to accompany them in the development of their digital skills and to strengthen their common awareness of belonging to the European entity.In a concrete way, we wish to provide training tools in digital skills for professionals working in these isolated areas or being in contact with citizens living in these areas. The professionals concerned are: adult education, informal (or hybrid) education and foreign language professionals. We also target the needs of professionals in cultural and informal education centers (especially media libraries) as well as those of artisans who carry on local traditions and know-how. A central idea of CORDIALIS is that local cultural specificities can emerge strengthened from an online presence and offer central resources to enhance communication and inter-comprehension among European citizens, increase their cultural awareness (one of the key competences of lifelong learning) and their educational and economic opportunities.<< Objectives >>Project Result 1 aims to identify the recurrent problems occurring in distance language learning and non-formal learning situations in virtual exchanges, proposes practical solutions and tools to tackle the problems of motivation, interactivity and group management. For a large majority of citizens, online exchanges are a new form of communication, participation disruptions (such as disengagement) during online activities are numerous. By identifying these problems and by finding solutions, PR1 aims to promote and foster the quality of online exchanges in the field of formal and informal education, cultural mediation, and online presentation of local heritage and crafts. The more general objective is to equip citizens and professionals in remote areas with concrete know-how to improve their digital practices and give tools to enhance life-long learning.The work package “Project Results 2” aims to create participatory, non-formal activities, highlighting elements of local and rural cultural heritage, in different professional and informal contexts. It intends to create a program and activities for an interactive, virtual art-based campaign to help local artisans and art professionals to present and showcase their crafts, traditional skills and products. PR2 aims also to provide activities and tools for facilitators, librarians and cultural services to organise online and offline cultural events, and to create opportunities for professional/convivial encounters for an audience living in rural and/or remote areas. In addition, we strive to create a digital concept and tutorial support for adult language learners, so that they can practice the language and digital skills, enhance their own local heritage and possibly create or translate content for local artisans. Finally, our objective is to develop innovative formats so that the tools and resources best suit the specific needs of our target audiences.The objective of the work package “Project Results 3” is to develop a method of evaluation and training tools for digital skills and digital interactions, adapted to the needs of citizens and professionals living in geographically remote areas. The general objective of the PR3 is to accompany these target groups in the assessment and improvement of their digital practices and skills.The central and innovative idea is to develop a qualitative self-regulation assessment and training method/tool based on the analysis of video recordings and grids. The use of video recordings for the development of assessment and training tools ensures that the groups which will implement these tools will be able to draw on their existing knowledge and experience to learn or improve new digital skills. These new training tools can therefore be adapted to the specific needs of each target group (e.g. trainers, craftsmen). Finally, as a large part of the CORDIALIS project's production will be online, the PR3 will be implemented in the course of the project itself to ensure internal evaluation of the accomplishment of the tasks.The work package “Project Results 4” is built on the basis of the previous product results and is dedicated to the accessibility, promotion and sustainability of the project products. This PR’s tools are intended to empower professionals to use and adapt the project’s products and to provide a multimodal on-line support in the long run. The primary objective is to create a website as an educational tool that hosts and presents all the products of the project. This platform would ensure that podcasts and tutorial videos are permanently accessible and that method sheets, evaluation grids and educational resources can be downloaded free of charge by all users. We also aim to train professionals so that they can harness the full potential of our resources and learn to adapt them to their specific practices. Finally, our goal is to list and annotate (video and method sheet) tutorials in order to make them sustainable in the long run.<< Implementation >>PR1 manual is based on surveys and online interviews with teachers and learners to prepare content for the methodological bases of the project. A manual will identify situations and techniques to foster interactivity and motivation, and describe methods for group management in distance learning/teaching. A set of 36 pedagogical cards will a) present specific Problems and Solutions (P/S) related to peer-learning in distance education (e.g., demotivation, disengagement), b) give practical guidelines for the distribution and negotiation of tasks and roles within a group, c) present principles of self-assessment and evaluation grids during distance activities. We will also offer a workshop plan and model to use in different educational online environments. A 4-hour workshop will be run, and a set of 12 short audio/video podcasts will be registered afterwards, to answer the specific problems emerged during the pilot workshops.In PR2, we would like to produce tangible results and a series of co-construction workshops to design, test and promote non-formal learning activities. We aim to develop a set of participatory activities, to create virtual, art-based campaigns to promote local cultural heritage, craftsmanship and artisan products. For learning centres and libraries, we create a 10-item exhibition model with a 3-step co-construction workshop plan with an instruction guide for professionals to help them to create their own exhibition on local culture, by including their public. We also create a model for language learners to make and share virtual video guides on local cultural heritage. All these products will be accompanied by tutorials so that professionals and language learners can reproduce them. We will organize co-construction workshops (supplemented with a pedagogical video lesson on their process) and two types of multiplier events in order to bring together participants with very different socio-professional backgrounds.PR3 is built on the scientific analysis of online social interactions. In order to carry out this analysis, we will video record digital exchanges that will take place in CORDIALIS - with the explicit and informed agreement of the participants. Drawing on conversational analysis and ethnomethodology, we will identify sequences of turns of speech as well as recurrent ways of organizing exchanges or solving problems. These analyses will allow us to build observation and analysis grids that are valid for any type of online interaction and that will allow target groups to reconstruct their current skills and aim for progress by targeting appropriate new digital or soft skills. The PR3 tools will also be applied to CORDIALIS itself in order to ensure the quality of the exchanges and the tasks accomplished. The tangible results will consist of 4 assessment grids with explanations, complemented by a video tutorial. In the framework of PR 4 we would like to construct a website as a pedagogical tool, accessible in English and in all project languages (French, Italian, Finnish, Lithuanian) – containing a general description of the project and its objectives, all the pedagogical resources developed in the framework of the project, testimonies from workshops participants and professionals, visual materials, etc. We will also make short video demonstrations of each of the first three product results where the resources are presented in a pedagogical way. We also aim to run training courses for professionals to present them the project’s methods and products and to support them in adapting them to their practices. A series of 8 podcasts will be recorded, based on feedback from teachers and professionals who have tested our products. These podcasts aim to share good practices in remote cultural communication.<< Results >>We expect impacts of work package 1 at two different levels. On the one hand, we expect concrete progress in the online communication of the target groups and, on the other hand, the results developed in PR1 will form a pedagogical and methodological basis for the work package 2 of the project.Language teachers and learners will be able to conceive interactive and art-based online activities for language learning. Craftsmen and cultural educators will be able to create online events and exchanges with customers and understand which steps lead to positive interactions and which attitudes need to be changed. The learning resources in this work package aim to contribute to the empowerment of learners and professionals who wish to improve their skills in digital literacy and lifelong learning competences. By delivering tangible products and activities within the framework of ""Project Result 2"", we intend to support artisans living in remote regions in the development of an effective interactive virtual communication with their audiences and potential clients. We hope to help consolidate a network of clients and professional opportunities in order to prevent rural migration. With the resources developed for local learning centers and libraries, we want to overcome the lack of hybrid tools to create cultural events that can foster local community life and cohesion, and thus fight against isolation. Our formulas will also make it possible to acquire new digital skills and practice them as part of a non-formal learning process. Language learners, finally, will be able to practice a foreign language and the manipulation of digital tools also in a non-formal setting, adapted to adult learners, and strengthen their cultural identity by sharing elements of their local heritage.By building intuitive evaluation and training tools for virtual exchanges, the objective of PR3 is to contribute to the reinforcement of the digital skills of professionals and citizens who will have participated in CORDIALIS. The objective of PR3 tools is to allow citizens to progress by relying on their experience and existing know-how, and to make them autonomous in their learning by allowing them to identify their own possible progress. These formative evaluation tools can then contribute to a wider improvement of the digital skills of the populations in isolated areas through active dissemination. For project partners, PR3 provides a qualitative method of evaluating and monitoring project tasks that they can use to improve their participation in future projects.With the pedagogical website of the project, we hope to offer a complete view of interactivity and self-assessment tools to language learners and craftspeople. With video demonstrations, testimony podcasts and digital formats of resources adapted to the working life of adult learners and professionals, we intend to support the life-long learning motivation.The training sessions, organized in the framework of “Project Result 4”, help familiarize librarians, facilitators, language teachers with the new tools and integrate the resources in their daily practice. The consortium partners will also benefit from these trainings: the sessions will help to strengthen their professional networks around the newly designed activities, and to exchange on field experiences."

"According to EUGE (European Institute of Gender Equality), the term Marginalized Groups is used to address groups of people within a given culture, context and history at risk of being subjected to multiple discrimination due to the interplay of different personal characteristics or grounds, such as sex, gender, age, ethnicity, religion or belief, health status, disability, sexual orientation, gender identity, education or income, or living in various geographic localities. https://eige.europa.eu/thesaurus/terms/1280. A multitude of articles and actions can be found within the pages of the commission's website, indicating that the need to find means to integrate those persons living on the margins of society has been identified and attempts to include them are at the forefront of EU policy (indicative titles: Socio-Economic Integration Of Marginalized Communities, Fighting Marginalisation, Inclusion Of Vulnerable Groups). It is commonplace that persons belong to more than one marginalized group, as society raises its barriers towards any difference.Education is rightly considered to be a basic human right, without which sustainable social and economic development is rare. Nowadays the trainers are called to pass on educational information on crucial topics to an increasing number of marginalized groups; there are many projects aiming to facilitate the inclusion of minorities such as Roma, upskilling projects targetted at NEET and low-skilled individuals, organizations trying to tend to the needs of an increasing mumber of imigrants and refugees. The raw fact is that the majority of Adult Trainers in the EU have little to no experience with teaching marginalized groups, as each group has diverse reasons to enroll to a training course, needs a different approach to embrace its training and has a different ""learning curve"".In this project, we propose a number of LTT Activities where trainers of the institutions involved will jointly discuss the topic of educational approaches and good practices on different marginalized groups. The scope of these LTTAs is to allow for discussions and exchange of experiences and practices between trainers of the participating institutions; each institution will send two adult trainers to participate and present the organization's experience and actions on the particular topic. The participants will compare educational experieces and discuss the solutions utilized to overcome barriers which impeded their work on the particular topic; open discussion and solution comparison will indicate the best practices to used by the institutions. The topics are Difficulties in the learning proccess encountered with: Refugees-Immigrants-Minorities, learners of older-age, NEET and Unemployed personsThis project concerns a number of target groups, direct and indirect. Firstly, the participating institutions and their trainers are the main targets, as they will participate and discuss issues and experiences collected during the organizations' function. Secondly, adult trainers and stakeholders of the networks of the participating organizations, and in spread, the organizations' country's adult trainers and stakeholder institutions will benefit by being informed of the project and its findings. Thirdly, adult learners of the marginalized groups addressed herein, and those group having similarities with them will benefit as the organizations will utilized the accumulated experience to improve their training routines, thus offering a more effective and valuable learning proccess.The primary results expected include:The participating trainers will increase their skill-set and training effectiveness when training adult learners belonging to one or more marginalized groups relevant to this project;The participatiing organizations will increase their offered services for adult learners belonging to one or more marginalized groups relevant to this project;A set of presentations will be created after each LTTA, presenting the similarities and suggested practices when training adult learners belonging to one or more marginalized groups relevant to this project;Trainers and organizations belonging to the networks of the participating organizations will similarly benefit;The project will increase the Attractiveness of Life Long Learning for Adult Learners in the areas of effect of the Participating Organizations.The main impact expected:-All participants will gain understanding on the issues faced by the marginalized groups discussed during the project-All participants will gain knowledge of successful methods implemented to assist in the learning proccess-The organizations will increase the quality of provided services-Members of the Organizations' networks will be able to follow the same methods indicated in the presentations.-Target groups will benefit indirectly, as this project focuses on creating a good practice trend in the learning proccess."

"The title of the project was ""Digital gap threathens social inclusion"" and its aim was to overcome social exclusion between young digital natives and adults through ICT and English language. Hence a partnership of schools and associations was set and the participants agreed on basing the project as a model of good practise to realize a non-formal learning in a non-formal setting.The partnership was made of : 6 schools at different levels from the following countries: Italy (2 schools), Romania, Greece, Portugal , France; :2 cultural associations working in the ICT field, 1 from Italy, 1 from Portugal; The aim to reduce the gap between young people and adults was planned for all the partners but also with difficulties because of the cultural heritage of each partner so we started from different basis but with a unique aim: create a non formal learning model. It was adapted by each partner in its country. Also the role of each partner was defined since the beginning of the project and in each meeting all partners shared what was done and how, pointing also weakness and how to face them.There was collaboration with all of them. that's why we reache our results in producing and applying a model valid for all partners. It was made also a questionnaire, to monitor the initial situation of our young and adults participants iin order to point the action to go on with. A particular situation happened: young people were tutors of adults durign training courses and application of the model; natives in relation witn adults: two worlds in touch. It took place within the aims of the Institute which reflect the Lisbon 2020 lines promoting lifelong learning, experimenting, in this project, new methods of teaching, new practises with different “ actors”.The activities developed in differents moments since the 1st meeting, then they took place indipendently in each partners’ schools and associations, but shared and rearranged in each meeting. At the end all partners share, focused and experienced good practises.Other results referred to the increase in motivation and participation of students in the activities as tutors of adults in a no-formal learning setting.On the other hand, the results were good for the motivation of adults in their approach to a new world, the digital one.The preparatory phase developed: social, cultural, linguistic and technology, motivation for teaching, sharing of knowledge and skills,knowledge of the mechanisms of European funds for the school.The mobility phase developed: social and interpersonal skills, awareness and cultural expression, skills of citizenship, linguistic knowledge and technological, organizational and professional skills, sharing of good practices, construction of a network of professional knowledge, reinforcement of cooperation and collaboration within the group and with the teachers of the partner school, understanding of own strengths and weaknesses.The project allowed the participants to acquire a greater range of learning and communication methodologies and strategies, as well as promote equity, cohesion of the populationand active citizenship. The methodology of learning by doing, cooperative learning, tutoring and peer education are also victorious with adults: making them as participants and an integral part of the organization, implementation and evaluation of each activity, allowed them to ""enter"" completely into the project as actors together with the students and not mere users."

"The project was created to satisfy the need of offering innovative cultural models to the community and overcome social difficulties (isolation, inadequacy, distress) that emerged through various surveys conducted on adults. It has been shown that the lack of mastery of digital tools also means being isolated from the rest of the community and from the needs of everyday life. Starting from the interest shown by many adults for art and cultural and recreational travels, a project is proposed aimed at using this attitude as a motivational lever to open up to the digital world. But the opposite is also true, i.e. that digital technologies allow a different, more functional and intelligent use of art. In recent years cultural fruition in Italy has increased. This is demonstrated by the high diffusion and participation in immersive multimedia exhibitions, supported by increasingly sophisticated technologies, with lower costs compared to the exhibitions with original works.Critical issues and experiences highlighted in previous experiences were taken into account in the project.The objectives of the project are:•Become aware of the artistic and cultural heritage of one’s country•Become aware of the importance of ICT•Help adults in acquiring the basic life skills and competences necessary to overcome isolation and become an active and aware European citizen•Develop knowledge and understanding of the cultural diversity of European civilizations and their value•Encourage the learning of modern foreign languages•Know the common roots of the European community countries•Develop, promote and disseminate training courses for teachers with innovative content;The countries involved in the project are: Italy, Portugal, Spain, Turkey, Bulgaria and Greece. Most of them are associations that deal with social promotion, research and education towards adults. In Greece there are 2 schools, one public and one private.The project includes:•training and sharing of experiences for the preparation of interactive multimedia art lessons, held by ""digital native"" experts, who show how digital technologies make it possible to enjoy at the best of the artistic heritage;•creation of a learning model that can be implemented and applied in each reality by all partners.To this purpose, three staff training activities have been planned to provide expertise on the latest digital technologies, as well as a vast overview of possible applications.It was considered appropriate to involve some schools that carry out activities with adults and that can give added value.The aim of the European Year of Cultural Heritage is to encourage as many people as possible to discover Europe's cultural heritage and to strengthen the sense of belonging to a common European heritage.The project promotes pedagogies and innovative teaching, learning and assessment methods, because it uses technologies in a creative, collaborative and efficient way. We intend to revisit art in a non-traditional way, favoring less known and exploited themes, creating curiosity and interest with the support of digital technologies.The focal points will be:• Originality, search for little-known details and themes that arouse curiosity• Ease of listening and understanding through the use of images, photos, videos, etc.• Laboratory activities which, in addition to being social occasions, contribute to the construction of skills in a non-formal environment.The focus will be on the adult, his interests, his experiences and his learning processes. There will also be a continuous online contact among teachers of the courses to be held in the various Countries. They will have to be able to grasp the opportunity of using the technology, without forcing or disruption. The innovative spirit and initiative will guide this experimentation of non-formal learning.Adults, gradually brought to know and appreciate art through digital technologies, will become aware of the fact that, if well used, these constitute a resource and help in the management of everyday life practices. Good practices in the use of digital tools will improve social inclusion and also promote intergenerational and intercultural solidarity, a positive aspect in Europe's current socio-economic climate.Surely there will also be an increase in interest concerning art.The experiences gained throughout the project and the materials produced by students and trainers in each country, will be published on the project website to be disseminated also in local communities and in the wider European Erasmus+ programs."