Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.5
Journals
Education Sciences
Special Issues
Experimenting with Online Pedagogical Resources for European Universities (OpenU)
share announcement

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 38942

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 1800 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

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (16 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Editorial

Jump to: Research, Other

9 pages, 225 KiB  
Editorial
An Introduction to the Special Issue on Digital and Collaborative Higher Education: The Case of the Erasmus+ OpenU Project
by Alvaro Pina Stranger, German Varas and Gaëlle Mobuchon
Educ. Sci. 2023, 13(4), 325; https://doi.org/10.3390/educsci13040325 - 23 Mar 2023
Cited by 3 | Viewed by 1699
Abstract
This Special Issue casts a scholarly lens on collaboration among higher education institutions (HEIs), promoted by digital transformation and “digitalization” [...] Full article
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))

Research

Jump to: Editorial, Other

18 pages, 298 KiB  
Article
Experimental Conclusions of the Online Inter-University Creativity, Responsibility, and Entrepreneurship Course Implementation
by Barbara Hegyi
Educ. Sci. 2023, 13(3), 240; https://doi.org/10.3390/educsci13030240 - 24 Feb 2023
Cited by 1 | Viewed by 1610
Abstract
The implementation experiences of a new asynchronous online inter-university creativity course-titled “Creativity, responsibility, and entrepreneurship” will be presented through the lens of the course designer. Aside from introducing the identified challenges of how the regular on-site courses can be adjusted to the needs [...] Read more.
The implementation experiences of a new asynchronous online inter-university creativity course-titled “Creativity, responsibility, and entrepreneurship” will be presented through the lens of the course designer. Aside from introducing the identified challenges of how the regular on-site courses can be adjusted to the needs of remote education, with the aim to reach a high completion rate, the main focus remains the introduction of the different level abilities of the students in relation to social responsibility. The unique patterns of positioning the course among its internal and external competitors are created from the combination of theoretical and methodological approaches while also considering the special attitudes of the prospective Eastern European entrepreneur and social responsibility as a distinctive character. Since there was no evidence from the students on how positive social impact as a value in entrepreneurship can be ensured through online courses, the analysis of this potential effect could rely on multiple data sources from a questionnaire, answers to a quiz, and targeted analysis of the final assignments. The aim to improve new iterations call for qualitative data collection. The experimental consequences can guide the prospective course designer through the most important steps of establishing a new online course that leverages the uncommon approach that social responsibility can be an unmissable factor in the competition. Full article
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
16 pages, 2229 KiB  
Article
Digital University: A Study of Students’ Experiences and Expectations in the Post-COVID Era
by Katarzyna Chodak, Piotr Ciesielski, Dominika Grysztar, Amelia Kurasińska, Olga Makeeva, Paulina Prygiel and Michał Żabicki
Educ. Sci. 2023, 13(2), 219; https://doi.org/10.3390/educsci13020219 - 20 Feb 2023
Cited by 4 | Viewed by 2168
Abstract
In 2020, the education process at universities started to be redefined, parting with the traditional face-to-face form. The article presents the conclusions of exploratory study conducted at the Jagiellonian University in Kraków (Poland) on the students’ experiences of remote education as well as [...] Read more.
In 2020, the education process at universities started to be redefined, parting with the traditional face-to-face form. The article presents the conclusions of exploratory study conducted at the Jagiellonian University in Kraków (Poland) on the students’ experiences of remote education as well as their expectations for the future. The study was conducted in the form of an online survey addressed to the entire population of science recipients at the Jagiellonian University, around 800 respondents completed the questionnaire. The obtained results show that most students rate remote education relatively high, although there are statistically significant differences in specific questions (e.g., theoretical classes are more suitable for online learning than practical classes). The authors paid special attention to the differences in the attitudes of students depending on their characteristics, the approach to remote education differs, in particular, depending on the gender and field of study. Students of social and humanist faculties view remote education most positively, and science students opinions are mostly negative. It has also been observed that some students are uncritically satisfied with most aspects of distance learning (the so-called “Tiggers”), while others are strong supporters of face-to-face education, reluctant to accept any changes (so-called “Eeyores”), so regardless of the scope of pro-quality activities undertaken, both criticism and praise of remote education can be expected. The obtained results open the field for further studies that would allow to confirm the covariance of multidimensional characteristics of students and their attitudes towards the digital university, and on the other hand would allow planning activities aimed at different and perhaps mutually contradictory expectations of the recipients of education. Full article
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
►▼ Show Figures

Figure 1

10 pages, 1943 KiB  
Article
Determinants Influencing Distance Learning at Health Technology Higher Education Institutions in Portugal
by Ricardo Teresa Ribeiro, Gilda Cunha, Carina Silva, Nuno Medeiros, Claúdia Viegas, Amadeu Ferro, Ilda Poças, Hélder Raposo and Margarida Eiras
Educ. Sci. 2023, 13(2), 189; https://doi.org/10.3390/educsci13020189 - 10 Feb 2023
Cited by 1 | Viewed by 1629
Abstract
Introducing distance learning within higher education institutions (HEIs) is a key societal issue, especially in the health sector, due to its in vivo learning nature. Public policies play an important role in these digital environments. This study aims to identify the determinants influencing [...] Read more.
Introducing distance learning within higher education institutions (HEIs) is a key societal issue, especially in the health sector, due to its in vivo learning nature. Public policies play an important role in these digital environments. This study aims to identify the determinants influencing national public policies that foster digital learning transformation in Health HEIs in Portugal. A prospective survey, using the structural analysis of Godet’s method, is conducted, and data are gathered from different health sector stakeholders. Despite the efforts to increase digital literacy and funding toward digital learning in HEIs, a weak strategy and implementation of a national plan for distance learning in Health HEIs are still prevalent. The driver to success is grounded on national and international cooperation between health professionals, hospitals, and HEIs through transferability processes of innovative practices. Full article
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
►▼ Show Figures

Figure 1

18 pages, 1895 KiB  
Article
Exploratory Study on the Blended Learning of Research and Language Skills in EFL and Interinstitutional Assessment
by Natalia Mora-López and Ricardo Bernárdez-Vilaboa
Educ. Sci. 2023, 13(2), 155; https://doi.org/10.3390/educsci13020155 - 1 Feb 2023
Cited by 1 | Viewed by 1673
Abstract
Blended learning is receiving more and more attention due to social changes, technological advances, and the increasing internationality of studies, and research needs to be carried out to explore the possibilities this instruction modality offers to university students. This project aimed to test [...] Read more.
Blended learning is receiving more and more attention due to social changes, technological advances, and the increasing internationality of studies, and research needs to be carried out to explore the possibilities this instruction modality offers to university students. This project aimed to test the feasibility and success of a blended course on research and EFL skills and to determine whether there is an internationally shared criterion when assessing students’ scientific work. To do so, a short module on research skills was designed and implemented with 30 students from the BSc in Optics and Optometry from the Complutense University of Madrid, whose final project, the production of a scientific poster, was assessed by three instructors from different universities. The results show that the content and modality of the teaching were successful in the increase in students’ research and language skills. The assessment of the posters showed heterogeneous evaluations regarding the quality of their visual features and their contents. Therefore, more research is needed on international perspectives about the presentation of results in the academic and scientific genre to pursue the creation and dissemination of homogeneous criteria, and therefore improve students’ performance with an international value. Full article
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
►▼ Show Figures

Figure 1

12 pages, 761 KiB  
Article
Towards the Mainstreaming of Online Mobility at KU Leuven
by Mieke Clement, Ilse Op de Beeck and Kamakshi Rajagopal
Educ. Sci. 2023, 13(1), 14; https://doi.org/10.3390/educsci13010014 - 23 Dec 2022
Cited by 1 | Viewed by 1636
Abstract
Online mobility—learning activities where students engage online with other institutions abroad, while physically remaining at their home institution—has been of interest for several decades in Europe and at KU Leuven. This article describes the journey KU Leuven is going through to bring this [...] Read more.
Online mobility—learning activities where students engage online with other institutions abroad, while physically remaining at their home institution—has been of interest for several decades in Europe and at KU Leuven. This article describes the journey KU Leuven is going through to bring this form of learning into their mainstream offering to their 60,000+ students. Framed in Educational Design Research, this article presents a study where the authors explore the core needs regarding didactic support and student administration to devise interventions facilitating the university-wide uptake of online mobility. They reflect on the steps taken towards policy-level strategic vision development as well as micro-level sustainable support structures. Full article
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
►▼ Show Figures

Figure 1

19 pages, 1141 KiB  
Article
Measuring and Activating iSTEM Key Principles among Student Teachers in STEM
by Sascha Spikic, Wouter Van Passel, Hanne Deprez and Jolien De Meester
Educ. Sci. 2023, 13(1), 12; https://doi.org/10.3390/educsci13010012 - 23 Dec 2022
Cited by 4 | Viewed by 2952
Abstract
Graduates with a STEM profile are in great demand, yet the outflow from these fields of study is highly insufficient. This is partly due to the fragmented way STEM learning content is taught in secondary education. Although the problem can be mitigated with [...] Read more.
Graduates with a STEM profile are in great demand, yet the outflow from these fields of study is highly insufficient. This is partly due to the fragmented way STEM learning content is taught in secondary education. Although the problem can be mitigated with the use of integrated STEM education (i.e., iSTEM), teachers are often unfamiliar with this type of education. To support teachers in implementing high-quality iSTEM education, a digital collaborative learning environment called “CODEM for iSTEM” was created. This study examined to what extent student teachers were immersed in six key principles of iSTEM education through cooperative design of iSTEM learning tools in multidisciplinary teams, namely “problem-centered learning”, “integration of different STEM disciplines”, “modeling”, “inquiry-based learning”, “design-based learning”, and “cooperative learning”. Full article
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
►▼ Show Figures

Figure 1

22 pages, 961 KiB  
Article
Closing the Policy Gap in the Academic Bridge
by Firas Al Laban, Martin Reger and Ulrike Lucke
Educ. Sci. 2022, 12(12), 930; https://doi.org/10.3390/educsci12120930 - 15 Dec 2022
Cited by 1 | Viewed by 2860
Abstract
The highly structured nature of the educational sector demands effective policy mechanisms close to the needs of the field. That is why evidence-based policy making, endorsed by the European Commission under Erasmus+ Key Action 3, aims to make an alignment between the domains [...] Read more.
The highly structured nature of the educational sector demands effective policy mechanisms close to the needs of the field. That is why evidence-based policy making, endorsed by the European Commission under Erasmus+ Key Action 3, aims to make an alignment between the domains of policy and practice. Against this background, this article addresses two issues: First, that there is a vertical gap in the translation of higher-level policies to local strategies and regulations. Second, that there is a horizontal gap between educational domains regarding the policy awareness of individual players. This was analyzed in quantitative and qualitative studies with domain experts from the fields of virtual mobility and teacher training. From our findings, we argue that the combination of both gaps puts the academic bridge from secondary to tertiary education at risk, including the associated knowledge proficiency levels. We discuss the role of digitalization in the academic bridge by asking the question: which value does the involved stakeholders expect from educational policies? As a theoretical basis, we rely on the model of value co-creation for and by stakeholders. We describe the used instruments along with the obtained results and proposed benefits. Moreover, we reflect on the methodology applied, and we finally derive recommendations for future academic bridge policies. Full article
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
►▼ Show Figures

Figure 1

13 pages, 2112 KiB  
Article
Creating an Online Social Learning Platform: A Model Approach for Open Development, Open Access and Open Education
by Kevin Schumacher, Franziska Duch and Lisa Sielaff
Educ. Sci. 2022, 12(12), 924; https://doi.org/10.3390/educsci12120924 - 14 Dec 2022
Cited by 3 | Viewed by 2627
Abstract
The importance of online learning platforms in the face of the challenges of the 21st century cannot be stressed enough. Multiple approaches based on different didactic concepts and software have already been discussed. At Karlsruhe Institute of Technology, our team supports the development [...] Read more.
The importance of online learning platforms in the face of the challenges of the 21st century cannot be stressed enough. Multiple approaches based on different didactic concepts and software have already been discussed. At Karlsruhe Institute of Technology, our team supports the development of an innovative digital infrastructure in creating a virtual campus that provides a portfolio of digital skills and key qualifications for students of all disciplines. The following paper presents this open source-based social online learning platform called hocampus: it aims to function as a model approach for future learning platforms connecting unsupervised learning, peer communication and tutoring as well as teaching. However, our platform is not a mere technical architecture that employs online learning and communication possibilities: it is characterized by a strong correlation of structure and content. For this, we advance a didactic concept focused on empowering students to strengthen their cross-disciplinary key competences and 21st century skills. We also depict the digital infrastructure and tools being used in the creating and operation of hocampus. Lastly, the general design principles for digital platforms are put forward. This paper also presents a firsthand account of how to implement such a learning platform by showing what hindrances need to be overcome, how students benefit from a social online learning platform and how digital learning can develop and change in the coming years. Thus, it can function as a manual portraying the necessary steps for the realization of concrete didactic concepts in a digital space. Full article
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
►▼ Show Figures

Figure 1

34 pages, 4668 KiB  
Article
User-Oriented Policies in European HEIs: Triggering a Participative Process in Today’s Digital Turn—An OpenU Experimentation in the University of Paris 1 Panthéon-Sorbonne
by Marco Renzo Dell’Omodarme and Yasmine Cherif
Educ. Sci. 2022, 12(12), 919; https://doi.org/10.3390/educsci12120919 - 14 Dec 2022
Viewed by 1805
Abstract
As European higher education institutions (HEIs) increasingly grapple with new challenges, the importance and difficulty of massification, democratization, and inclusion have been reinforced by the recent pandemic crisis and the simultaneous need for pedagogical continuity. Meeting these challenges not only implies a profound [...] Read more.
As European higher education institutions (HEIs) increasingly grapple with new challenges, the importance and difficulty of massification, democratization, and inclusion have been reinforced by the recent pandemic crisis and the simultaneous need for pedagogical continuity. Meeting these challenges not only implies a profound change in organization and teaching practices, which need to focus on user-centered quality learning, but also raises questions about financing, management, and governance. Using results from two participative experiments conducted in the French University of Paris 1 Panthéon-Sorbonne in the framework of the OpenU (Online Pedagogical Resources in European Universities) project, the authors present ethical and practical issues that currently face inclusive and user-oriented policies in the European higher education area. Through this paper, we argue that creating an imaginative and inclusive participative process is as essential today in the spirit of evidence-based policies supporting digital education as it is partial. We furthermore present emerging results on current needs, as well as incentives to increase participation. Such results ultimately allow us to draw conclusions and recommendations for institutional and national policymakers to further improve user-oriented policies. Full article
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
►▼ Show Figures

Figure 1

15 pages, 278 KiB  
Article
Barriers to Digital Higher Education Teaching and How to Overcome Them—Lessons Learned during the COVID-19 Pandemic
by Nicole Draxler-Weber, Sven Packmohr and Henning Brink
Educ. Sci. 2022, 12(12), 870; https://doi.org/10.3390/educsci12120870 - 28 Nov 2022
Cited by 6 | Viewed by 2929
Abstract
The COVID-19 pandemic forced a transition to digital teaching in higher education institutions (HEIs) as itwas the only safe method for higher education (HE) teaching during the pandemic. However, this crisis emphasized the barriers students face worldwide. For digital HE teaching to survive [...] Read more.
The COVID-19 pandemic forced a transition to digital teaching in higher education institutions (HEIs) as itwas the only safe method for higher education (HE) teaching during the pandemic. However, this crisis emphasized the barriers students face worldwide. For digital HE teaching to survive in the future, these barriers should be overcome. The present paper aimed to systematically identify these barriers and present recommendations to overcome them. For this purpose, a quantitative survey (n = 369) was conducted with students in three countries, and qualitative student statements were analyzed. Possible countermeasures for corresponding barriers are described, and related stakeholders are identified. Thus, the study provided an overview of recommendations for stakeholders to overcome the barriers. The recommendations to resolve most barriers entail offering hybrid formats, adjusting lecture design, and ensuring proper communication. Full article
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
11 pages, 1504 KiB  
Article
Gamification Tools in Higher Education: Creation and Implementation of an Escape Room Methodology in the Pharmacy Classroom
by Ana Isabel Fraguas-Sánchez, Dolores R. Serrano and Elena González-Burgos
Educ. Sci. 2022, 12(11), 833; https://doi.org/10.3390/educsci12110833 - 19 Nov 2022
Cited by 4 | Viewed by 3270
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
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
►▼ Show Figures

Figure 1

17 pages, 292 KiB  
Article
Internationalisation of Teaching and Learning through Blended Mobility: Potentials of Joint International Blended Courses and Challenges in Their Implementation
by René Perfölz and Asun López-Varela
Educ. Sci. 2022, 12(11), 810; https://doi.org/10.3390/educsci12110810 - 14 Nov 2022
Cited by 3 | Viewed by 2106
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
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
16 pages, 1319 KiB  
Article
Best Practices for Sustainable Inter-Institutional Hybrid Learning at CHARM European University
by Daniel Griffin, Silvia Gallagher, Vanessa Vigano, Dimitra Mousa, Sanne Van Vugt, Alex Lodder and Jake Rowan Byrne
Educ. Sci. 2022, 12(11), 797; https://doi.org/10.3390/educsci12110797 - 10 Nov 2022
Cited by 5 | Viewed by 3721
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
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
►▼ Show Figures

Figure 1

Other

Jump to: Editorial, Research

12 pages, 243 KiB  
Project Report
ENCODE4OpenU and the Preparation and Delivery of an International Collaborative MOOC: A Preliminary Analysis of its Pedagogical and Technical Implementation
by Carla Salvaterra, Alice Bencivenni, Marta Fogagnolo, Tom Gheldof and Irene Vagionakis
Educ. Sci. 2023, 13(1), 43; https://doi.org/10.3390/educsci13010043 - 31 Dec 2022
Cited by 2 | Viewed by 1640
Abstract
Among the potential intellectual outputs of the ENCODE project is the production of a MOOC that introduces teaching staff and scientific experts to the digital transition in the field of ancient writing cultures. The basis for this MOOC is the need to foster [...] Read more.
Among the potential intellectual outputs of the ENCODE project is the production of a MOOC that introduces teaching staff and scientific experts to the digital transition in the field of ancient writing cultures. The basis for this MOOC is the need to foster awareness of the importance of digital competences and to use a structured framework to introduce people to the available innovative teaching and learning materials and opportunities for organizing (self-)training in this field of research. For specialists in the humanities, there is often an unexpected reluctance to go beyond simply using digital tools and to deepen their understanding of the implications of the digital transitions of research fields, as well as considering the readiness of young graduates to acquire digital competences. This MOOC, which is easily accessible, affordable, sustainable, and flexible, may achieve the initial aim of the project, namely, bridging the gap between the highly specialized competences in the humanities and the innovative digital skills needed in open science practices. The main methodological issue concerns the design and adaptation of cooperative tools in order to implement a common pedagogical approach and to produce MOOC content that integrates the different competences and insights of the project participants. This report on the experiment provides useful insights into the differing expectations of academic staff as content producers, issues surrounding MOOC-cooperative design between universities in different countries, the usability of the tested platform and of the different features provided, and sustainability, as guaranteed through the connection with digital infrastructures. In the concluding section, the originality of the MOOC at a more general scale is emphasized. The ways in which the MOOC can facilitate and support the digital transition are assessed according to the FAIR principles in Higher Education Institutions. Moreover, the MOOC offers models for hands-on experiences of digital training and the evaluation of learning outcomes according to shared European frameworks; it demonstrates the importance of being connected with larger projects and digital infrastructures. Full article
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
22 pages, 2652 KiB  
Project Report
Online Support for Education in Entrepreneurial and Intrapreneurial Competences: A Proposal for an Assessment Tool and Support for Tailor-Made Training
by Jaume Teodoro, Ester Bernadó, Florian Bratzke, Anita Zehrer and Wouter Van Bockhaven
Educ. Sci. 2022, 12(11), 805; https://doi.org/10.3390/educsci12110805 - 11 Nov 2022
Cited by 1 | Viewed by 2043
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
(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-16
Back to TopTop