28 Learning through experiences is important in many aspects. When experiencing something, the ability of understanding is much higher than through theory only. Educator’s role in experiential learning is to provide the learning environment. When educators take into account experiential learning, they can give their learners concrete experience from which they can learn about new material. Using pre-gained experiences, they implement new ones and thus create knowledge with the help of transformation. Important is that they can see this experience as an important asset in their everyday lives. OTA methodology will use this aspect giving learners experiences on how to transfer art to science and vice versa. Coming out of an interdisciplinary approach, the learning field is well set, because immediately the learner has to enter complex thinking with connecting knowledge from other fields with the field of interest. Having the experience on how to transfer experiences among different fields, it will also be good practice for pupils as a life-long competence, meaning to transfer the in-school experience in an environment outside school, the environment pupils see as real-life as much as being in school, if not more. The examples of experiential learning activities include field research, classroom activities, off-site school trips, project-based learning, field activities, experiments, simulations, field trips. When planning on-line lessons, we can easily assume that those non-formal activities, which take a lesson outside school’s environment, will have to be cut or somehow adjusted. By implementing a learner-centred approach, where one of the components is that the pupil draws from previous experiences and makes a link, connection with current issues, is one of the possibilities. Teacher’s role is to guide pupils toward such an experience and set a clear field for them to make a connection. Out of this connection, pupils form a new meaning by combining previous experience with new knowledge, which has a greater potential for pupils' overall understanding of a matter as well as enabling skills for life-long learning. For an on-line teaching drawing from previous experiences is crucial, especially when the teacher is faced with a lesson, where an introduction of an out-of-school environment is necessary. Other solutions for such lessons are also possible nowadays and especially during pandemic. A lot of institutions had established an on-line visitations of their offers even before the pandemic, but in the time of the major lock-down, this became a regular practice. Especially for institutions such as galleries, museums, even there and similar. A lot of them also shut down their on-line offers, after they were able to open the doors to the public again, but there is still a great amount of offering institutions and teachers should use this as an advantage when they implement on-line courses. In the OTA methodology, we are researching options to provide a toolkit for online activities, so we will pay special attention to the experiential learning, since this is the component that can be much compromised when learning on-line.