The Online Observatory develops digital teaching material and an entirely new offer, where primary schools can digitally book either the astronomical instruments or one of the science communicators by using Google Hangout or Skype, already used by teachers throughout Europe. Thus, with support to any class working with astronomy by scientific communicators, and the teachers will have the possibility of expanding the learning environment beyond the classroom – without the use of extra resources and time. The innovative dimension in the project is to connect astronomical instruments in the partner countries to a digital platform. The platform will create a virtual laboratory as a stepping-stone to developing a unique and relevant educational tool, which, based on the wonderful world and instruments of astronomy, makes the secrets of the universe a tangible, fun and educational experience – on location, online or in the classroom. Hereby OO will increase the knowledge of astronomy in particular, and science and technology in general, by developing and establishing a relevant educational range in collaboration with teachers and students – and inspiring children and teenagers to continue their studies, by giving them insight into how astronomy contributes to drive the technological development. The goal of the project is the development and implementation of the virtual observatory and the development of an associated digital dissemination offer based on the activities for primary and secondary schools and visitors. We combine the physical instruments and the locations with a digital educational and inspirational tool that can be used by everybody, and be targeted at primary schools in particular. The technology will be simple – both to use and to implement, and we will use the platforms, that we already have. Furthermore, we want to include digital teaching material, which will be available to all teachers in Europe, to motivate and give guidance on how the astronomical instruments can be utilized in various school projects. During the lifetime of OO a range of teaching and training modules will be developed in a collaboration between the partners. The impact in numbers will be evaluated by registering the number of developed educational and training courses. The qualitative impact will be estimated by measuring how many teachers have participated in the teacher training and how many classes, and hereby pupils, have been participating on the courses done in OO. One other important impact indicator is, how many pupils OO will be able to attract to the long-term activities in the Online Observatory events, which will be available after the teachers and pupils have participated in the teaching and training activities. In OO we will be highly aware of the progress in the Online Observatory activities, as these are the main guarantee for securing the sustainable long-term interest for natural sciences for the pupils. Concerning the dissemination strategy, the partners in OO has a solid network to local and regional schools, who benefits from collaborating with the observatories. However, the digital concept and the pedagogical principles of the before, during and after concept is new. The concept demand extended involvement from the teachers and the schools. To begin with, we will invite ‘first mover schools’ to work with, and test, the new concepts. Hereafter, schools with less ambitions are invited into the projects educational modules. Another dimension is the digital target group of schools. Here we will enter new arenas, and the dissemination strategy The dissemination strategy for the dissemination towards this target group will be decided midterm in the project lifetime. The focus of the project is to maintain and disseminate the knowledge of the various activities and possibilities. This is the reason why it is a 2-year project, leaving time for development, testing and implementation.