Special Issue "Experimenting with Online Pedagogical Resources for European Universities (OpenU)"

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (21 November 2022) | Viewed by 2344

Special Issue Editors

Dr. Alvaro Pina Stranger
E-Mail Website
Guest Editor
ISTIC, Université de Rennes 1, 35000 Rennes, France
Interests: education and training of innovation and entrepreneurship; mixed and innovative education formats
Dr. Marco Renzo Dell’Omodarme
E-Mail Website
Guest Editor
Sorbonne School of Arts, Université Paris 1 Panthéon-Sorbonne, Paris, France
Interests: philosophy of culture; epistemology; distributed knowledge and cognition
Dr. Lorenzo Angeli
E-Mail Website1 Website2
Guest Editor
Department of Information Engineering and Computer Science, University of Trento, Via Sommarive 12, 38122 Povo (TN), Italy
Interests: active learning pedagogies; innovation and entrepreneurship education; non-technical education for engineers; sociology of technology; sustainability of computing; education technologies
Dr. Alberto Tejero
E-Mail Website
Guest Editor
Department of Organization Engineering, Business Administration and Statistics, Universidad Politécnica de Madrid, 28660 Madrid, Spain
Interests: innovation; open innovation; innovation management; entrepreneurship; education; educational innovation; cybersecurity
Dr. German Varas
E-Mail Website
Guest Editor
Economics & Management Research Center, Université de Rennes 1, 35000 Rennes, France
Interests: construction of value through discourse

Special Issue Information

Dear Colleagues,

The rapid development of digital solutions has encouraged academics, educational practitioners, and policy actors to seek new and innovative ways of offering value to students. Digital transformation in universities has usually been approached at an institutional level to identify the role of information technologies (ITs) within the classroom. Crucially, the current challenge is to understand and create empirical evidence on how Higher Education Institutions (HEIs) can adopt digital transformation at a collaborative level. In this context, in 2019 a Consortium comprising 21 partners created the Erasmus+ KA3 project, "Online Pedagogical Resources for European Universities”, whose aim has been to create a digital infrastructure that focuses on learning, mobility, and cooperation. This digital infrastructure aims to experiment and evaluate both policy efforts and cooperation projects among HEIs, as well as to support the development of European university alliances and the transferability of innovative practices.

After two years of preparation, definition of needs, and coordination of experiments, the University of Rennes 1 and Paris 1, in charge of the "Experiment Work Package", invites all (but not exclusively) involved Consortium researchers, educational practitioners, policymakers, and administrative staff to participate in the Conference "Experimenting with Online Pedagogical Resources for European Universities (OpenU)", which will take place on October 13–14th, 2022 in Paris.

Interested researchers may propose theoretical or empirical research contributions as well as reflection works (e.g., "guidelines for good practices", "tutorial", "critical discussions", etc.) on how to leverage digital infrastructure for curricular cooperation initiatives and set up joint learning activities in which students can be directly involved.

Topic areas may include the following:

  • Cooperative education, inter-university education and education alliances.
  • Education policy and evidence-based policy.
  • ECTS recognition for inter-university micro-programs.
  • Higher Education Management.
  • New forms of students and teachers’ mobility.
  • Innovation and innovative education.
  • Blended and distributed learning.
  • Teaching experiences (best practices).
  • Education experiments.
  • Digital tools (testing functionalities to improve education).
  • MOOCs, virtual and digital education.
  • Qualitative and quantitative metrics to assess education experiment's success.
  • Educational frameworks.
  • Micro-Masters development.
  • Change management for university leadership.
  • Teacher, student, and administration engagement.
  • Intercultural education experiences.

Proposals should correspond to full articles (4,000 words minimum), which will be eventually published as conference proceedings in the MDPI Special Issue. Full articles may correspond to scientific research works or reports. In the case of reports, these may be preliminary studies, observations or protocols leading to guidelines for good practices, tutorials, or step-by-step methodological applications.

Authors interested in participating in the conference and proceedings are expected to send their full contributions by September 18th, using the Word template available in the Instruction for Authors page. 

The following sections should be included:

  • The title of the experimentation.
  • Introduction and justification.
  • Objectives.
  • Methodology (proposal description, target, evaluated aspects, etc.).
  • Results and discussion (e.g., how do your results contribute to digital transformation, e.g., in terms of cooperation, collaboration, etc.).
  • Conclusion (main implications for HEIs policy, inter-university cooperation, blended learning, etc.).

*Interested authors will have the possibility to submit their abstracts (100 words) and check out suitability for the call before the submission deadline.

All submitted works will be peer-reviewed. Acceptance notifications for Conference Participation will be communicated by September 19-25, 2022, while decision notification for Proceedings Publication will be informed on October 30, 2022.

Accepted authors will be able resubmit the final version including peers’ feedback and necessary modifications until November 30, 2022, in order to appear in the Special Issue.

We look forward to receiving your proposals.

Dr. Alvaro Pina Stranger
Dr. Marco Renzo Dell’Omodarme
Dr. Lorenzo Angeli
Dr. Alberto Tejero
Dr. German Varas
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • education policies
  • education collaboration
  • blended education
  • distributed education
  • virtual mobility
  • digital transformation
  • digital education

Published Papers (4 papers)

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Article
Gamification Tools in Higher Education: Creation and Implementation of an Escape Room Methodology in the Pharmacy Classroom
Educ. Sci. 2022, 12(11), 833; https://doi.org/10.3390/educsci12110833 - 19 Nov 2022
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Abstract
Educational escape rooms have emerged as an excellent active learning tool to improve student learning, motivation, and engagement. In this work, a methodology to design and develop escape rooms in the classroom has been established and implemented within the general pharmacology, biopharmacy and [...] Read more.
Educational escape rooms have emerged as an excellent active learning tool to improve student learning, motivation, and engagement. In this work, a methodology to design and develop escape rooms in the classroom has been established and implemented within the general pharmacology, biopharmacy and pharmacokinetics, and pharmaceutical technology disciplines for pharmacy students. Each escape room consisted of three sequential challenges that the students had to solve, and we divided the students into groups of 3–6 participants to complete a mission containing educational questions related to the curriculum of each module. The escape rooms were successfully implemented in all these disciplines, and the activity was positively evaluated by the students (>95% satisfaction). They allowed the students to apply the theoretical learning outcomes of each subject. Moreover, escape rooms promoted teamwork and improved the problem-solving skills of the students. For an escape room to be successful and meet the established learning outcomes, challenges must be adapted to the target students, the time should be precisely set, the tasks of the game master should be well-defined, and final feedback should be included in the session. Full article
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Article
Internationalisation of Teaching and Learning through Blended Mobility: Potentials of Joint International Blended Courses and Challenges in Their Implementation
Educ. Sci. 2022, 12(11), 810; https://doi.org/10.3390/educsci12110810 - 14 Nov 2022
Viewed by 198
Abstract
Blended Mobility formats such as joint international blended courses have the potential to enable more students at universities and other HEIs to gain international experiences in the course of their studies. They enhance transnational cooperation in the European Higher Education Area by building [...] Read more.
Blended Mobility formats such as joint international blended courses have the potential to enable more students at universities and other HEIs to gain international experiences in the course of their studies. They enhance transnational cooperation in the European Higher Education Area by building bridges at the crossroads of education, research, innovation, serving society and economy. In this article, the authors reflect on their experiences in the conception, planning, organisation and implementation of a joint international blended course between Freie Universität Berlin and Universidad Complutense de Madrid in the field of sustainable development in the summer semester of 2022. The course was offered within the framework of the Erasmus+ KA3 project “Online Pedagogical Resources for European Universities” (OpenU project). Full article
Article
Best Practices for Sustainable Inter-Institutional Hybrid Learning at CHARM European University
Educ. Sci. 2022, 12(11), 797; https://doi.org/10.3390/educsci12110797 - 10 Nov 2022
Viewed by 461
Abstract
CHARM European University offers an inter-institutional Master’s (MSc) in Global Challenges for Sustainability across five European university campuses using innovative, challenge-based, transdisciplinary, and student-centered pedagogies. However, delivering modules across multiple locations at the same time poses a major challenge. Multiple hybrid classrooms solve [...] Read more.
CHARM European University offers an inter-institutional Master’s (MSc) in Global Challenges for Sustainability across five European university campuses using innovative, challenge-based, transdisciplinary, and student-centered pedagogies. However, delivering modules across multiple locations at the same time poses a major challenge. Multiple hybrid classrooms solve this challenge by offering spaces for students and staff to teach and learn locally and remotely. This study describes the first Participatory Action Research (PAR) cycle iteration of the design, implementation, testing, and delivery of hybrid classrooms within a European university alliance. Hybrid classroom collaboration was facilitated through videoconference software, and this research describes a collaborative space design for transdisciplinary teamwork within this environment. Perspectives from a technical expert on virtual learning environments, an educationalist who supports teaching staff, and a classroom-based teaching assistant are presented. Integrating educational principles and module learning outcomes, aligning physical build specifications, testing hardware and software, identifying pedagogical needs, facilitating professional development, and ensuring adequate time for testing is crucial for successful hybrid classroom delivery. This research contributes practical use cases and recommendations for educational and support staff delivering digital transformation through hybrid classrooms across inter-institutional co-operations. Full article
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Project Report
Online Support for Education in Entrepreneurial and Intrapreneurial Competences: A Proposal for an Assessment Tool and Support for Tailor-Made Training
Educ. Sci. 2022, 12(11), 805; https://doi.org/10.3390/educsci12110805 - 11 Nov 2022
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Abstract
Higher education institutions across Europe are called to offer entrepreneurship education. Despite the rising interest and the increased offerings in the last decades, entrepreneurship education is yet not as mature as other disciplines, and it is still underdeveloped in some faculties and institutions. [...] Read more.
Higher education institutions across Europe are called to offer entrepreneurship education. Despite the rising interest and the increased offerings in the last decades, entrepreneurship education is yet not as mature as other disciplines, and it is still underdeveloped in some faculties and institutions. One way of embedding entrepreneurship education within different disciplines is to take a broader approach beyond teaching how to start up and focusing on developing the entrepreneurial competences of students, which equip them to provide value to society (either economic, social, or cultural). This article describes an online platform—named EICAA—that supports educators and trainers aiming at teaching/guiding/coaching students or employees in developing entre/intrapreneurial competences. The platform is based on a Competence Framework built upon a systematic literature review, which defines 18 key competences grouped in three competence areas. The platform allows the educator to assess the entrepreneurial competences of a group of students/participants, via the so-called Competence Monitor and provides tailor-made training with the Competence Development Kit. The platform is being used in five European universities and is open to be used by any higher education institution or organisation aiming at developing the entrepreneurial competences of their students and/or employees. Future developments of the tool can be enriched from the experiences of the participant institutions and could become an open collaborative online tool. Full article
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