The cultural and creative sectors (CCS), crucial for the European economy and the well-being of its citizens, has been profoundly wounded by the measures taken to fight the spread of Covid-19 pandemic. The pandemic particularly threatens the future of artists, creators and cultural operators, who are severely impacted by the enforcement of social distancing measures and the consequent postponements, cancellations or closures of events, live performances, exhibitions, museums and cultural institutions. Additionally, cultural employment is precarious by nature, across the EU, almost one third (32 %) of the cultural workforce was self-employed in 2019, compared with an average of 14 % for the whole economy (Eurostat, 2020). So, the sector includes a high range of independent and freelance artists and creators, which often do not necessarily benefit from social protection and unemployment schemes. On the other hand, it is a fact that in this year of pandemic the demand for digital cultural content and e-sales of cultural goods and services have grown among EU and world populations. To address cultural needs, cultural institutions such as concert halls, opera houses, theatres and museums have made their productions and exhibitions available online. They are joined by individual artists, actors, singers, visual artists, or event musical ensembles, who stream their current or past work. Questions however remain if cultural sector workers have the capacity to go digital and continue their activity (particularly in CCS where employment is precarious) and if the digital divide as concerns equipment, the quality of connection and skills, will deepen social and professional inequalities. A digital shift is strongly affecting the cultural sector, but digital skills are usually the domain of young workers (15 to 40 years old). Indeed, it is important to consider that 57.2% (Eurostat, 2020) of cultural workforce is over 40 years’ old, so there is a high proportion of adult workers. However, mass digitization together with emerging technologies such as virtual and augmented realities can create new forms of cultural experience, diffusion, and new business models with market potential that adults involved in CCS can take advantage of. Therefore, there is a need to enhance the digital skills of adult workers involved in CCS. Digital Creative Minds (DCM) project aims to create a sustainable and efficient education program dedicated to adults learners with low digital skills involved in CCS. DCM will enhance awareness of the need for training in digital skills for the CCS and will focus on openness and inclusive in education. DCM will involve the use and development of an open online course on Digital Skills and Social Inclusion for CCS, built as a Massive Open Online Course (MOOC), an innovative adult educational program available in English and all partners languages as Open Education Resource (OER) and accessible to adults with limited digital skills. DCM partners, which will be adult organizations and municipalities will realize the following outputs: - Digital Competences for CCS guidelines - Online platform -MOOC courses -Position Paper on training investments and OERs for raising digital skills in CCS The project will be an item on the curriculum of each organization and it will be incorporated in the learning and pedagogical activities of all project partners. The main idea of this project is to bring innovations and better quality adult work and new high level adult work services to adult learners involved in CCS. Following, the project will have direct, positive effects not just on project target group but also on partners’ organizations and their staff of adult educators as they will acquire more specialized knowledge on adult learners and on the importance to acquire digital skills to effectively work in CCS. Adult learners will be introduced to the MOOC courses (IO3), a self-regulated learning available as OER in English and all partners languages. By scaffolding their further development, the MOOC courses (IO3) will not just increase their digital skills but also increase the success rate for adult learners involved in CCS from vulnerable socio-economic classes (who can have better access to know-how).
The DCM project had the primary goal of addressing the digital skills gap in the cultural and creative sector (CCS) among adult learners. In order to achieve this goal, the project had several specific objectives, such as developing Digital Competences for CCS guidelines that provided a framework for the development of digital competencies for adult learners in the CCS. Another objective was to create an online platform containing MOOC courses as open educational resources for adult learners, highlighting the potential of technology in educating and engaging target groups. Additionally, the project aimed to produce a Position Paper on training investments and OERs for raising digital skills in CCS, which would provide the opinions and suggestions of the DCM project partners to policy makers. This would serve as a key element for upskilling and reskilling digital skills of CCS workers and professionals. Lastly, the project aimed to encourage opportunities for exchange and collaboration between entities and organizations working for adult learners from different countries. This would foster reciprocal intergenerational solidarity through the exchange of knowledge.
The DCM project was launched to tackle the increasing demand for digital skill development in the cultural and creative sector (CCS), particularly among adult learners who have limited digital knowledge and qualifications in CCS. The partners identified a significant gap in the CCS, with limited emphasis on new digital technologies and a lack of critical digital skills among adult learners. The partners recognized the potential of digital technologies in promoting innovation and growth in the CCS and acknowledged the need for a comprehensive training program to equip adult learners with the necessary skills to succeed in this field. The DCM project was initiated to meet this need by establishing an effective and sustainable educational program specifically tailored to adult learners in the CCS. Furthermore, the project aimed to address the challenges posed by the COVID-19 pandemic by promoting alternative modes of education and training that could be delivered remotely. The partners identified the potential of digital technologies in overcoming this challenge, and the DCM project was created to develop new digital resources and integrate them into different cultural environments and CCS education areas.