"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."