The Envisioning Report For Empowering Universities

Comparable examplesThe recent EADTU report “TheChanging PedagogicalLandscape” highlights the moveof the European universitiestowards continuous education,Lifelong Learning and openeducation, enabled by newtechnologies and strategicpositioning in a networkedeconomy and society. It showsnew modes at curriculum /programme level: “OERSsupporting blended and onlineprogrammes; dual modeprogrammes; joint degrees withelements of online and distanceeducation; regional mergers andcurriculum collaboration/integration; and fully onlineprogrammes”. Our projectprovides comprehensiveexamples of existing practices incurriculum design targeting theseissues.Henderikx, P., & Jansen, D.(2018). The ChangingPedagogical Landscape: Insearch of patterns in policies andpractices of new modes ofteaching and learning. TheNetherlands: EADTU.ReferencesBuus, L., & Georgsen, M. (2018).A Learning Design Methodologyfor Developing Short LearningProgrammes in Further andContinuing Education. Journal ofInteractive Media inEducation, 2018 (1), 8.DOI: http://doi.org/10.5334/jime.469EADTU (2016). Memorandum ofUnderstanding (MOU) - Betweenthe European open and distanceteaching universities on ShortLearning Programmes.O'Neill, G. (2015). Curriculumdesign in higher education:theory to practice. Dublin:University College Dublin.Teaching and Learning.Kaunas University of Technology, Universitat Oberta de Catalunya,Hellenic Open University, Universidade Aberta (Portugal), AnadoluUniversity, AGH University of Science and Technology in Cracow,Poland, Open University Netherland) were asked to answer a writtensurvey about the design practices of two SLPs of their choice. Thusproviding information on a total of 22 SLPs. These SLPs were selectedas they corresponded best to the definition adopted within the project.The survey was elaborated to cover a broad range of design issues,which were selected from the project description. Further items weregathered from the following references: “Quality Assessment for Elearning: a Benchmarking Approach (European Association of DistanceTeaching Universities - EADTU - George Ubachs)”, “Curriculum Designin Higher Education: Theory to Practice (O’Neill, 2015)” and the “JISCthe Design Studio”.The survey covered two main areas of inquiry: Short LearningProgramme design and Learning Building Block design (LBB), aconcept developed within the project referring to a separate andcoherent self-content block of learning, organised around consistentlearning outcomes. The programme design section of the surveyfocused on educational philosophy, learning and teaching strategies,programme structure and sequencing, while its second section dealtwith instructional engineering parameters, support and contributors, aswell as technical parameters.ResultsThe “compendium of good practices” dresses a picture of the currentsituation of SLPs in Europe amongst participating partner institutions.The information gathered from the survey has enabled gaining specificinformation on practices, which we contrasted with the project’s aimsto reveal the good practices.The “Compendium of good practices” shows design trends (focusing ontarget groups, flexibility / scalability, accessibility and innovation) andunique features, in existing short learning programmes, which makepossible the reach of this project’s goals. Amongst the most relevantpatterns of good practices, which have emerged from this study, is theavailability of a set of SLP targeting lifelong learners, thus answering toone of the project’s priorities. The possibility of scalability of SLPs, byincreasing or decreasing the number of learners, generally achievedthrough the organization of learners into clusters, is also recurrentamong the documented programs. One noteworthy feature, which hascome up, is the relation of a good number of existing SLPs withsocietal and market requirements. Many pedagogical teams call uponbenchmarking and industry / ministry reports to insure the adequacyof their offer or involve key market actors into the design and deliveryprocess. Market players engage sometimes in curriculum auditing andplay an encompassing role ensuring the SLP relevance across time, bymeans of regular feedbacks and reviews.The study also revealed patterns of good practices which include realsituations and experiences, learners’ reflexion and elaboration of newsolutions, collaborations and peers / experts / tutors interactions in thedesign process. There is also a tendency to include non-formal andsuggest informal learning activities in the learning process. Acertification is generally issued, whether accredited or not, and insome cases recognised by other institutions. Certificates range fromprofessional certifications, short programme certificates (certification ofattendance or completion) to credit allocations.A prominent feature of the E-SLP project is the inter-institutional7

Ubachs G. (coord.) (2016).Quality Assessment for Elearning: a BenchmarkingApproach (3rd ed.). TheNetherlands: EADTU.creation of SLPs. A few examples of collaborative approaches haveemerged in the forms of partnerships, of the recycling of LBBs fromother programs or of contents being reused from existingprogrammes with or without adaptation; however, inter-institutionalco-creation is not yet a well-known practice.Ubachs G. (coord.) (2012) NetCuHandbook: Guidelines fororganising networked curricula.The Netherlands: EADTU.Overview of patterns of good practicesConclusionThe study has provided an overview of the current situation amongstpartners through a selection of SLPs good practices. It revealed apromising background for advancement and helped to identify keyissues related to improvements required to reach the project’sobjectives of co-design and delivery of inter-institutional SLPs forcontinuous professional development across Europe and beyond.8

Dario AssanteUniversità TelematicaInternazionale UNINETTUNOSmart online trainingexperiences in the area ofIndustry 4.0Innovative impactErasmus is actually the mainEuropean program supportingthe realization of educationalinitiatives and the creation ofnetworks for the sharing ofknowledge.Being innovation in education apillar of Erasmus program, theproject are also an opportunityto develop and experiment newteaching methodologies, newsupporting tools and newdidactic approaches.This short document brieflydescribes the innovative aspectsof some Erasmus projects inthe area of Industry 4.0.Innovative aspects are:-use of the PBL methodologyin a distance learningcontext;-adaptive learningmethodologies;-digital tools for thetransnational recognition ofqualifications andcompetences;--virtual and remote labs intechnologies related toIndustry 4.0.last but not least, educationof Industry 4.0, being thecontents and context newand continuously evolving.For more details, please refer tothe project websites listed in thenext pages.IntroductionIndustry has a key role in each country economy, providing qualifiedand stable jobs and having a big multiplier impact on commerce andservice sectors. Nowadays, the Industry 4.0 model seems to anessential key for ensuring the companies’ competitiveness. It providesgains in operational efficiency, cost reduction, quality improvement,optimisation of the manufacturers-consumers’ communication, majorcompetitiveness and profits. The Industry 4.0 paradigm implies theadoption of new technologies (such as Big Data, Internet of Thing,Artificial Intelligence, Cloud Computing, Machine Learning, AugmentedReality, etc.) and radical changes in the company organization, beingthe horizontal and vertical integration new pillars of the digitalcompany. New business models and opportunities arises, but also newrisks (mainly related to cybersecurity issues). New skills andcompetences are required for managers and employees, and newprofessional profiles are needed. According to a recent WorldEconomic Forum analysis, the “Digital Transformation Specialists” andthe “New Technology Specialist” will be two of the top 10 mostrequested jobs in 2022. This implies, in a European context, the needto train or retrain millions of employees, professionals and managersto the use and management of the 4.0 technologies.A new education challenge has to be faced, and a transnationalapproach is essential, due to the transnational nature itself of thedigital companies. Although the difficulty to provide training programon continuously evolving technologies and models, Universities andVET centres are upgrading their education offers to respond to thelabour market needs.Samples of European training initiativesin the context of Industry 4.0The European Commission has supported through several initiativesthe adoption of the Industry 4.0 model and the diffusion of the relatedtechnologies. In particular the Erasmus program, even if notspecifically focused on such topics, has funded different initiativessustaining the digital skills education in the context of Industry 4.0.The International Telematic University UNINETTUNO has beeninvolved in several of them, here briefly introduced. All of them haveadopted a MOOC based approach. Additionally, it is worth noting thateach of them, apart from the specific topic, has tried to introduceinnovative methodologies to enhance the students’ involvement, thedidactic impact or the efficiency of the training program.9

Online resourcesEuropean catalogue of nationalinitiatives on Industry SOLVE project website:http://innoresolve.ffeuskadi.netIoT4SMEs project website:http://www.iot4smes.euMeMeVET project website:http://www.memevet.euIN-CLOUD project website:http://www.learn-in-cloud.euIoE-EQ project website:http://www.ioe-edu.euReferencesD. Assante, M. Castro, I.Hamburg, S. Martin, “The Use ofCloud Computing in SMEs”,Procedia Computer Science vol.83, pp. 1207-1212, 2015. DOI:10.1016/j.procs.2016.04.250S. Martin, D. Assante, I. Hamburg,A. Owens, R. Tavio Gallo, K.Konstantinou, A. Pascoal, M.Spatafora, M. Castro, “The role ofVET certifications in MOOCs”,EDULEARN Conference,Barcelona, 2017.D. Assante, C. Fornaro, E.Weitschek, M. Castro, S. Martin,I. Hamburg, A. Owens, R. TavioGallo, K. Konstantinou, S.Stekoulis, A. Pascoal, C. Reis, M.Spatafora, A.M. Cotovanu,INNORESOLVE ProjectINNORESOLVE - PBL Training for managers to face the Foundry 4.0challenges (pr. n. 2017-1-ES01-KA202-037932) has been funded inthe framework of the Erasmus programme – Strategic Partnership.The project aims to transfer the benefits of the digital revolutionwithin the Foundry industry. Thus, it focuses on Foundry industry topand intermediate managers to make them ready to face the Foundry4.0 challenges. Secondary targets are also sectorial organizations thatsupport management training, policy makers and stakeholders in theFoundry sector. The main project outcomes are: InnoResolve PBL collaborative e-learning training: a trainingprogram based on PBL methodology. Such training aims to providerequired skills and promptly enable management in Foundry industryto cope with the increasingly demanding industrial environment. InnoResolve Support Guide: a guide about the new challenges ofFoundry in partners countries and a collection of good practices andcase studies of Foundries 4.0.Innovative didactic aspect: the adoption of the Project BasedLearning (PBL) methodology in a distance learning context is proposedto engage the Foundry managers in problems directly connected totheir daily activity. Such experience is highly challenging since the PBLmethodology is commonly adopted just in presence, due to the needto let learners interact to reach the didactic goal.IoT4SMEs ProjectIoT4SMEs – Internet of Things for European Small and MediumEnterprises (pr. n. 2016-1IT01-KA202-005561) has been funded inthe framework of the Erasmus programme – Strategic Partnership.IoT4SMEs aims to facilitate the exploitation and diffusion of theInternet of Things (IoT) at European level. IoT not only has a hugesocial impact, but can also support the employability and boost thecompetitiveness of European companies. The European Commissionhas recognized the importance of the IoT technology for thecompetitiveness and modernization of the European enterprises, forthe economic growth and employability in the European area. TheIoT4SMEs proposal intends to operate pursuing the European policieson IoT and according to the Digital Single Market pillars, with the mainobjective of qualifying new professionals able to support the digitaltransformation of the European companies exploiting to theadvantages offered by the IoT technology. This objective is reachedby pursuing the specifically objectives of: raising awareness among European Small and MediumEnterprises of the IoT technologies and applications and of thepotential benefits for their competitiveness and economical growth; creating VET qualifications for professionals inside EuropeanCompanies, enhancing their digital competences and training themto introduce and manage IoT technologies and applications.Innovative didactic aspect: the project offers a balanced mix oftheoretical concepts (videolessons), real examples (interviews andshowcases), guidelines (handbook) and practical activities (didacticdemonstrators), fully online.10

“Smart open online tool foradaptive education on CloudComputing”, IEEE EDUCON 2017,Athens, 2017. DOI:10.1109/EDUCON.2017.7942998D. Assante, E. Romano, M.Flamini, M. Castro, S. Martin, S.Lavirotte, G. Rey, M. Leisenberg,M.O. Migliori, I. Bagdoniene, R.Tavio Gallo, A. Pascoal, M.Spatafora, “Internet of Thingseducation: Labor market trainingneeds and national policies”, IEEEGlobal Engineering EducationConference (EDUCON 2018), pp.1846-1853, 2018. DOI:10.1109/EDUCON.2018.8363459S. Martin, M. Castro, D. Assante,“OERs for improving EuropeanSMEs competitiveness: Fromvideo-lectures to remote labs”,IEEE Global EngineeringEducation Conference (EDUCON2018), pp. 1846-1853, 2018. DOI:10.1109/EDUCON.2018.8363405D. Assante, A. Caforio, M.Flamini, E. Romano, “SmartEducation in the context ofIndustry 4.0”, IEEE GlobalEngineering EducationConference (EDUCON 2019), pp.1846-1853, 2019.MeMeVET ProjectMeMeVET - Mechatronics and metallurgical VET for the sectors’industries (pr. n. 591854-EPP-1-2017-1-DE-EPPKA2-SSA) has beenfunded in the framework of the Erasmus programme – Sector SkillsAlliances. The MeMeVET project addresses the mechatronic andmetallurgy sectors, that are very relevant in the European market.The project aims to boost the employability, developing atransnational curriculum focused on mobility and providing aninnovative digital tool that will make easier the movement of studentsand workers. Once concluded, the project would foster the activationand delivery of the common curricula.Innovative didactic aspect: the design and development of the“e-card”, a digital wallet for the easier transnational recognition ofcompetences, qualifications and expertise.IoE-EQ ProjectIoE-EQ – Internet of Energy: Education and Qualification (pr. n. 20171-IT01-KA202-006251) has been funded in the framework of theErasmus programme – Strategic Partnership. The project aims totrain professionals able to bring the benefits of the digitaltransformation into the energy sector, ranging from smart devices andhome automation to complex smart grids and smart devices. Themain outcome is a set of online training courses, associated toprofessional qualifications defined according to the e-CF3.0 standard,complemented by a wide set of additional didactic materials.Innovative didactic aspect: one of the first MOOC courses in theenergy sector, integrating theoretical concepts (video lessons), realexamples (webinars), practical activities (virtual and remote labs) andsupport tools (handbook), fully online.IN-CLOUD ProjectIN-CLOUD - Innovation in the Cloud bridging Universities andBusinesses (pr. n. 2015-1-IT01-KA202-004733) has been funded inthe framework of the Erasmus programme – Strategic Partnership.The IN-CLOUD project intended to operate pursuing the objectives ofthe European Cloud Computing Strategy, with the general objective offostering a partnership between Higher Education and the corporatesector, qualifying new professionals able to boost the competitivenessand growth of European Companies and Universities, thanks to theadvantages offered by the cloud technologies. The main outputs of theprojects have been the definition of professional qualifications onCloud technologies based on the ECVET model and an online trainingcourse on Cloud technologies addressing the business sector, thepublic administration and the educational sector. Due to the quality ofthe results, the project has awarded of the “Good Practice Example”and “Success Story” labels in the EU project result portal.Innovative didactic aspect: the creation of an open online adaptivelearning tool, able to assess the users’ behaviours and suggestcustomized learning activities fitting the users’ specific needs.11

OER12

Andy LaneThe Open UniversityInnovative impactThere many ways in whichresearch projects can haveimpact. One is to be incorporatedinto teaching programmes forhigher education students whichcan be done quickly byresearchers including their ownresearch in their own teaching.For teachers using the researchof others this takes longer asthey have to await formalpublication in journals andreports. Creating online coursesare OER as part of the researchproject means that finding aredisseminated more widely andalso in a form which can be morereadily studied. This can alsoopen up interactions betweenresearchers and learners.OER as outputs of researchprojectsIntroductionOpen educational resources (OER) primarily arise from human activitysystems with teaching about current knowledge and skills as theirpurpose. Research articles and other outputs (open access or otherwise)primarily arise from human activity systems with discovering newknowledge and skills as their purpose, including educational processesand practices (Corral and Pinfield, 2014). While some of those researchoutputs can be used within teaching ‘as is’, they are not specificallyaimed at supporting learning. However it is becoming more common todevise research programmes where creating open educationalresources are a defined output. This paper explores the advantages anddisadvantages of creating OER in this way.The interplay between teaching and researchTeaching and research are both academic pursuits carried out in highereducation institutions, and related organisations. The fundamentalpurpose of these pursuits (sharing knowledge and skills and creatingknowledge and skills respectively) are different and this difference isoften supported by separate funding streams, contracts of employment,promotion criteria etc. However there are many ways in which teachingand research overlap to influence or reinforce each other.Research-informed teachingAll teaching should be informed by the research in the discipline beingtaught. Most educational programmes are based on teaching a body ofknowledge and skills derived from published research and scholarshipalthough done so through the choices and perspectives of the teacher(s)involved. This is exemplified by referencing or quoting from theappropriate literature whether that be done so in a prescribed text book,reading lists on a VLE, references at the end of an open, online course,etc. As already noted the actual research and the way it is presentedand discussed within an educational programmes is decided by theteacher(s) and at one end of a spectrum that teacher may also be theresearcher whose research informs the teaching (Masterman,

The third envisioning report for Empowering Universities in the uptake of new modes of teaching and learning . Also this year, the expert pools of the EMPOWER programme by EADTU are delivering the Envisioning report to cover the latest trends and developments in new modes of teaching and learning. Innovations in education create