"The aim of the project was to create tools and methodology for working with adults in the ilab PLUS environment. The ilab space is devoid of communication and architectural barriers (benches, tables), which will allow educators to use modern training solutions when working with adults. The creation of this type of space results from new trends in work organization and training design. The materials are to be used mainly by people who already have training experience, but have not had contact with open lab rooms or creative spaces. The main assumption of the materials is to draw attention to the specificity of conditions occurring in such rooms and to adapt the method of conducting classes and communication between the trainer and the participant. i-Lab is an innovation laboratory, multi-modal educational environment dedicated to teamwork. It consists of a non-inspiring space, an innovative space conducive to creative thinking and problem-solving, intelligent technology and specific moderating techniques. The i-Lab's method of work is based on the influence of the environment, the atmosphere perceived by many senses (sight, hearing, smell, touch, but also taste, temperature, balance and proprioception), methods of moderation and the use of technical equipment intended for this method. The handbook can also be used by scientific and training institutions that intend to introduce Ilab rooms, it is intended to be a source of ideas, good practices and inspiration. The main results of the project are: - a textbook of methodology of work with adults in the ilab PLUS environment, from which the teacher is to learn how to teach adults. It is supposed to help use spatial features and strengthen the effect of remembering and perception (more in the point on innovation). - a document standardizing Ilab education, which will allow the methodology to be adapted to the standards already in force - online courses for educators to show how education in Ilaba differs from the education process in a traditional classroomThe target group of the project are educators, trainers, coaches, moderators, brainstormers and workshops, as well as training institutions, institutions managing coworking spacesThe mentioned target group was recruited to the project through direct activities in the environment (environment) of the Applicant and Partners, direct information among the Applicant's and partners' associates, information in social media (all entities participating in the project), information on the websites of the Applicant and Partners Responsibility for the coordination of activities was mainly the responsibility of the Applicant's representatives (Eurokreator), who worked closely with the Partners' representatives, ie: Palacky University in Olomouc (Czech Republic), the ""Zena"" Association (Croatia), the Education Development Activation Association (Poland). The project is expected to affect: - changing the awareness of reducers in the context of using Ilab methods in education - increasing the competences of educators in the field of international group work and using it in future projects - increasing technological competences in connection with organizing distant learning, webinars, videoconferences - strengthening the image of the organization as institutions implementing innovations - increasing experience in organizing international teams - acquiring the know-how needed for further development"

<< Background >>During 2020, there was a need of change in the way of conducting formal and non-formal education, ie instead of the traditional way of learning that took place in classrooms, there was a need to implement online education. Although online education was known even before the COVID 19 pandemic, the pandemic had a significant impact on the implementation of regular classes as well as the way adults participate in educational processes. This situation required the development of new and innovative solutions in the implementation of education. On the other hand, new approaches in education could potentially have the effect of increasing differences in access to education (related to technical prerequisites and IT skills). While younger people adapted very quickly to the “new normal” and in the field of education, older people and people with a lower level of education found it more difficult to adapt to new learning trends. There are several reasons for this. Most of these people have very little knowledge of informatics, which means that they are not able to use all the advantages of online education. Many of them do not even have adequate equipment, and in rural areas there is a limited internet infrastructure. Existing online platforms have shortcomings related to the conceptualized approach and management of the platform for people who are not sufficiently computer literate as well as shortcomings related to documenting the attendance of participants, collecting data on participants and evaluating their active involvement in the lecture. This project will include the long-term unemployed, of whom min. 60% be women. Preference will be given to people from rural areas, older and less educated people. These people mostly feel resistance to online education and prefer to participate in traditional forms of education. The reason for this is that the portals are mostly made for people who are computer literate and who do not take into account the specifics of certain groups (eg the elderly, people with intellectual disabilities, visually impaired people, people with poor literacy, people who have learning difficulties such as. dyslexia, etc.). Therefore, a large number of these persons did not participate in educational activities during the last year or their participation was kept to a minimum.<< Objectives >>Five partner organizations, from four EU countries, with experience in formal and non-formal adult education and belonging to different sectors (university, open university, NGO, company and institution providing services to the unemployed) have decided to combine their knowledge and experience from their work so far and develop an innovative tool that will have a wide application, and which will be adapted for use by people with basic IT knowledge. The aim of our project is to include the long-term unemployed (with an emphasis on women) in the processes of online education and / or hybrid teaching through the development of an innovative digital tool that will enable them to acquire the competencies needed in the labor market. To achieve this goal, we will develop a web application that will be accessible to people with minimal IT literacy, access will be provided via mobile phones and , in addition to main goal, the apllication will support the process of assessing candidates, help the participants to take place in selected courses and enable the implementation of virtual practice and evaluation of results.<< Implementation >>Planned activites:1. Development of online courses for the education of the unemployed RAD (Rapid - application development) methodology will be used to develop this APP. It consists of 4 phases: 1.1. Requirements planning phase – combines elements of the system planning and systems analysis phases of the Systems Development Life Cycle (SDLC). Users, managers, and IT staff members discuss and agree on business needs, project scope, constraints, and system requirements. It ends when the team agrees on the key issues and obtains management authorization to continue. 1.2. User design phase – during this phase, users interact with systems analysts and develop models and prototypes that represent all system processes, inputs, and outputs. The RAD groups or subgroups typically use a combination of Joint Application Development (JAD) techniques and CASE tools to translate user needs into working models. User Design is a continuous interactive process that allows users to understand, modify, and eventually approve a working model of the system that meets their needs. 1.3. Construction phase – focuses on program and application development task similar to the SDLC. In RAD, however, users continue to participate and can still suggest changes or improvements as actual screens or reports are developed. Its tasks are programming and application development, coding, unitintegration and system testing. 1.4. Cutover phase – resembles the final tasks in the SDLC implementation phase, including data conversion, testing, changeover to the new system, and user training. Compared with traditional methods, the entire process is compressed. As a result, the new system is built, delivered, and placed in operation much sooner.2. Development of a digital manual for the the web application use. 3. Development of online courses for the education of the unemployed. 4. Organizing a three-day LTT activity (blended mobility) to test the web application. 5. Organizing 4 multiplier events (4 hybrid conferences,one in each participating country). 6. Organizing 4 transnational meetings. 7. Management and administration activities and project promotion.<< Results >>1. Developed web app that will embody the next workflow: - The user takes an initial skills evaluation test which will help tutoring institutions to have a better insight and identify areas for improvement easier. - Users are provided with professional career development advice and are free to choose career education/training that is built with emphasis on modern digital collaboration tools and fully conducted online through web app.- After successful completion of the education/training, the user takes a remote internship position in partner stakeholder company or institution. - At the very end of the process an institution will issue a certificate for acquired skills (formal or informal) to a user who completed with success. 2. Developed manual that will contain instructions on how to use the application, but will also inform the target group about the benefits of online education (digital manual). 3. Designed and developed 10 online courses that will be constructed for the long-term unemployed and will be able to adapt to specific groups (e.g. a video for the elderly, augmented reality for the younger). Each organization will create two programs that will be placed in the web application. The courses will contain a theoretical part (AR form, presentation form and video), exercise materials and tests. 4.) Testing of the application (LTT activities - blended mobility) with the participation of 25 participants (long-term unemployed people who will present different groups, including at least 60% women and professionals working with the unemployed). 5.) Minimum 10 legal entities involved in the implementation of the virtual practice. 6.) Four two-day hybrid conferences were held in order to present the results of the project in which min. 295 people participated. 7.) Min. 200 long-term unemployed persons used the web application (50 from each country) by the end of the project.8.) 4 transnational meetings were held with the participation of min. 10 people at each meeting. 9.) 18 online meetings of the Project Board were held. 10.) Project package for successful project implementation was developed. 12.) 200 posters and 5 roll up banners were printed and distributed, FB page of the project was created, min. 15 posts were published on FB pages of partner organizations and min. 10 articles in local media. A film was made about the results of the project.

"<< Background >>In Europe, 18% of the population is over 65 (Population Reference and Bureau, 2020). At 65, European citizens can expect to live around 20 more years, and the number of centenarians is expected to exceed half a million by 2050 (Eurostat, 2019). According to OECD forecasts, in 2050 the elderly population will constitute 30% of the total population. Due to the stereotype of a fully dependent elderly person, WHO introduced the concept of active aging into the sphere of politics and economy. It is an attempt at a new approach to the aging and old age process. It shapes a new image of an elderly person. Active aging ""is the process of optimizing health, participation and safety opportunities to improve quality of life as people age.""Despite the extensive pro-development activities, we can still notice:- increasing generational differences resulting from technological and civilization progress, changes in values ​​and lifestyle,- still low level of participation of older people in social and cultural life in a larger area, often limited to participation only in activities in the local community,- spending time in a closed group of people, an increasing sense of loneliness as a result of the inability to present your passions to a wider group of people, the inability to acquire knowledge and implement new ideas for the activation of seniors, loss of the feeling of being able to live in society,- fear of active participation in cultural life, resulting from constant changes in the market and information chaos,- duplicating habits resulting from the assigned role of ""a person incapable of creative activities""Seniors, locked in four walls during the lockdown, most often felt loneliness. Deprived of physical contact with another human being, without digital skills, they were more prone to malaise and depressive states.The project will support the implementation of the strategic priorities set out in the Digital Education Action Plan, which are: 1. Supporting the development of a highly efficient digital education ecosystem. 2. Strengthening digital skills and competences for the digital transformation by building all types of education and training institutions and the necessary understanding of how to take advantage of the opportunities offered by digital technologies.The project is to be in line with inclusion and diversity in the context of eliminating barriers related to access to education for older people, including social, geographic and economic barriers. The development of the education of the elderly is part of the concept of life long learning - learning throughout life. Older people much less often than younger people participate in educational programs and undertakings. The European Union has clearly set out the main lines of action for the elderly, including:- raising the level of social awareness of the importance of the participation of older people in social and economic life,- combating age discrimination (ageism), especially in the field of employment- participation in society - the contributions of older people to society should be more appreciated.The assumption of the project is to include older people in social activity by enabling them to master tools to facilitate inclusion. We also want to eliminate the negative effects of lockdown-related isolation and enable the elderly to continue to develop their passions, interests and social contacts.We want to implement the above priorities by creating educational materials, initiatives for joint activities of seniors, including sharing the results of these activities, workshops and dissemination activities.<< Objectives >>The aim of the project is to create conditions for increasing the activity of seniors through art, creativity, culture and to provide inspiration to people involved in the activation of seniors by providing adequate tools. The project is created together with the seniors community and results from the extensive experience of the applicant and Partners. We want to expand and develop the digital competences of seniors by using IT tools and using them to create specific work products such as photos, texts, videos. Older people who declare active use of the Internet, faced with the need to transfer their practical activities to the online world, realize that they are not fully coping with it. Older people, often rich in life experience and knowledge, feel fear and aversion towards modern devices that have dominated the world today. We want to encourage older people to pursue their passions using digital tools. The means of activating seniors is to be creative work, use of art and awakening their artistic abilities. We assume (after Nęcka, 1998, 2001; Szmidt, 2003) that introducing creativity for didactic purposes will result in setting didactic goals by teachers not only in the case of creative workshops (creativity as a subject), but also other activities. As a result, teachers should see the possibility of stimulating creativity in a variety of educational situations. At the same time, we emphasize that creative lessons should, in addition to goals in the creative field, also pursue goals in the cognitive, emotional, motivational and action areas. The immediate theoretical basis of this assumption was Robert Sternberg's concept of succesful intelligence and the educational conclusions he derived from this concept. The tools to help us achieve our goals are digital educational materials, online resources, materials created on the basis of e-learning and micro-learning, guides, and good practices. The connecting element of these tools is that they require learning and developing digital competences related to the operation of devices and interfaces, searching for resources on the Web, analyzing online resources, applying appropriate data formats, and using ICT communication tools.Detailed objectives:- support and activation of seniors (at least 200 people in the questionnaires) by providing educational materials and good practices- increasing the knowledge and skills of educators (at least 50 people in the questionnaires) dealing with seniors by participating in workshops- increasing knowledge and awareness about the possibilities of activation and stimulating activity through inspiring materials presenting good practices- increasing the awareness of social and educational circles through the organization of conferences and specialist dissemination seminars<< Implementation >>To achieve results, project partners will apply the methodology of activities used in other projects. The main assumption of such a methodology is the involvement of all partners in the implementation of results, as well as verification and development of products. At each stage, verification activities and quality monitoring (substantive corrections, discussions, information exchange) are planned.Project objectives and results will be achieved through:1. Intellectual work of experts (results of intellectual work)2. Meetings and workshops (project meetings combined with workshops and tests of solutions proposed in the project)3. Dissemination eventsThe activities under the project will be directly related to the achievement of the project objectives and the implementation of the planned results. For each result, a sequence of actions is planned with the provision of feedback and control mechanismsMonitoring activities are to ensure high quality of products and their timely implementation.A typical sequence that leads to an intellectual result is:1. Establishing a starting point (based on a needs analysis, previous work done, etc.)2. Establishing a work plan and division of tasks (taking into account possible changes occurring after the submission of the project)3. Working on results4. Re-checking and quality control5. Testing6. Modification7. Implementation8. Dissemination, Use and DevelopmentIt should be noted that the project activities will be directly related to the regular activities of the project partners and the results will be directly applicable inpartner institutions.The applicant plans to carry out the following promotional and Public Relations activities leading to the achievement of the project objectives and planned results?1. Sharing the results of intellectual work on the websites of the consortium members, on the partners' social profiles, on the Erasmus + results sharing platform2. Online information about the project on websites and social media3. Active contacts with the partners' environment4. Using the potential of other projects for information and dissemination activities<< Results >>Results expected during the project duration for all Partners:Hard results- number of participants in international meetings - 20- number of training participants - 40- number of organizations participating in the project - 5- the number of results of intellectual work - 3- number of people covered by disseminating events - 300 (including 230 stationary, 70 online)Soft results:- support provided and activation of at least 200 seniors (respondents in the survey will say whether they feel supported - Likert scale survey)- increasing the knowledge of educators (at least 50 people) of the elderly in the field of innovative forms and good activation practices- increase in knowledge about the use of art and creativity as the basis for activation, assessed by respondents as 4 on the 5-point Likert scale (surveys during the project)- increase in knowledge about IT tools supporting activation and artistic activities rated by respondents at 4 on the 5-point Likert scale (surveys duringproject duration)Added value: increased knowledge of partner project management among participating organizations rated 4 by respondents on a 5-point Likert scale(surveys during the project)At the end of the project:(a) the temporary alleviation of the effects of restrictions on mobility and activityb) educators trained to activate seniorsc) a developed new approach to the future (potential of IT technologies)d) developed models of technological solutions that optimize work with the elderlyFrom a teaching practice perspective, a competency framework for educators will be developed to identify the knowledge, skills and requirements needed for training work.The project also provides for the development of tools for self-assessment of skills. From the perspective of education research, the project will develop an update and supplement to the knowledge abovethe mentioned topic.The following areas can be considered important for the future development of institutions participating in the project:- creative and critical thinking- project management skills (including writing grants / applications, budgeting etc.)- risk management- quality management- networking skills- creative approach to product / service development- intellectual property managementThe following educational results are to be developed under the projectO1 - MOOC - tools and methods for creative workO2 - Good practices for seniorsO3 - Seniors for seniors - international Senior VoiceOutcomes related to reaching:1. Number of people who will take part in the e-learning course - minimum 1002. Number of people who will reach the good practices and the senior newspaper - minimum 50003. Number of people to whom the mailing with information about the results will be sent - minimum 5000We want to show that the elderly are creative and full of vitality. We intend to connect (under the artistic / creative aspect) elderly people from different countries, because old age has no borders, it is present in all countries, including our partner countries. We want to show that thanks to art and joint activities, linguistic boundaries are also lost.One of the elements of the project are joint workshops for seniors. The result of this cooperation will be motivation, inspiration and a group of leaders who will transfer their passion to the localenvironments. We care about the development of knowledge and communication skills in people aged 60+, especially the ability to work in a diverse (linguistically) group."