Sandra Schön presented the DOIT project and first resutls at the "Social Innovation Seminar" co-organised by ERCEA and REA in Brussels, 23rd January 2020.
Six universities collaborated to develop a new module on digital competencies for teacher training programs. They created a MOOC lecture called "Teaching and Learning with New Media" that was implemented in the 2019 and 2020 summer semesters. In 2019, it was a blended format with the MOOC lecture and in-person exercises, while in 2020 it was fully online due to COVID-19. The MOOC aimed to provide open educational resources and increase digital competencies of pre-service teachers across the universities.
Change of IT equipment and communication applications used by first-semester ...Martin Ebner
Presentation @ ED-Media conference 2021 (online)
Nagler, W., Mair, B., Ebner, M., Edelsbrunner, S. & Schön, S. (2021). Change of IT equipment and communication applications used by first-semester students from 2011 to 2020 and possible effects of the COVID-19 pandemic: Analysis of a long-term survey. Submission to EdMedia 2021.
Preprint available at ResearchGate: https://www.researchgate.net/publication/352991611_Change_of_IT_equipment_and_communication_applications_used_by_first-semester_students_from_2011_to_2020_and_possible_effects_of_the_COVID-19_pandemic_Analysis_of_a_long-term_survey
Youtube: https://youtu.be/0nhWA-3tVl8
Open educational resources for language learning - a keynote at ISOLEC 2020Sandra Schön (aka Schoen)
This document discusses open educational resources (OER) for language learning. It begins by defining OER as any educational materials that are in the public domain or available with an open license, allowing free reuse or modification with attribution. The document provides examples of OER, including websites for learning Arabic, language learning resources on OER maps and portals, and open online courses for language tenses. It outlines the potentials of OER, such as easy collaboration, updating and translating materials. In particular, OER can help spread knowledge and even save lives by making critical information widely available.
Stories of open educational practices narrated by three open educatorsCarmen Holotescu
The document summarizes a conference on narratives in online education presented by three open educators from Romanian universities. It discusses contributions to the digital transformation of universities through innovations in educational practices like integrating open educational resources and MOOCs. It also addresses assessing the national educational system and proposing new policies to nurture communities of practice, collaborate in international projects, and facilitate quality teacher training. The document advocates for adopting open education principles and utilizing the pandemic as an opportunity to rethink education and promote resilience and quality through open practices.
Presentation for the Analysis of Societies: Transformation, technology and education panel, Near East University, 18 May, 2020.
https://www.youtube.com/watch?v=lNN6rQjTI0s
Presentation by Diana Andone, University of Timisoara, Romania, EDEN Vice-President at the 2018 European Distance Learning Week's third day webinar on "Virtual Reality" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/p9qj0n3f4kw9/
The impact of data in culture and creative industries - WiDSCEEDiana Andone
The impact of data in culture and creative industries presentation at Women in Data Science in Central and Eastern Europe, part of the WiDS Global action, 8 March 2021 https://widscee.wixsite.com/about
The document discusses open virtual mobility (OpenVM), which facilitates international collaborative learning experiences through online contexts. It defines OpenVM and outlines its benefits for teacher professional development and students. OpenVM can enhance curricula by developing skills like intercultural competence, self-regulated learning, and collaboration. The webinar presents an example of OpenVM between Italian and Spanish students to envision how it could support primary education.
Six universities collaborated to develop a new module on digital competencies for teacher training programs. They created a MOOC lecture called "Teaching and Learning with New Media" that was implemented in the 2019 and 2020 summer semesters. In 2019, it was a blended format with the MOOC lecture and in-person exercises, while in 2020 it was fully online due to COVID-19. The MOOC aimed to provide open educational resources and increase digital competencies of pre-service teachers across the universities.
Change of IT equipment and communication applications used by first-semester ...Martin Ebner
Presentation @ ED-Media conference 2021 (online)
Nagler, W., Mair, B., Ebner, M., Edelsbrunner, S. & Schön, S. (2021). Change of IT equipment and communication applications used by first-semester students from 2011 to 2020 and possible effects of the COVID-19 pandemic: Analysis of a long-term survey. Submission to EdMedia 2021.
Preprint available at ResearchGate: https://www.researchgate.net/publication/352991611_Change_of_IT_equipment_and_communication_applications_used_by_first-semester_students_from_2011_to_2020_and_possible_effects_of_the_COVID-19_pandemic_Analysis_of_a_long-term_survey
Youtube: https://youtu.be/0nhWA-3tVl8
Open educational resources for language learning - a keynote at ISOLEC 2020Sandra Schön (aka Schoen)
This document discusses open educational resources (OER) for language learning. It begins by defining OER as any educational materials that are in the public domain or available with an open license, allowing free reuse or modification with attribution. The document provides examples of OER, including websites for learning Arabic, language learning resources on OER maps and portals, and open online courses for language tenses. It outlines the potentials of OER, such as easy collaboration, updating and translating materials. In particular, OER can help spread knowledge and even save lives by making critical information widely available.
Stories of open educational practices narrated by three open educatorsCarmen Holotescu
The document summarizes a conference on narratives in online education presented by three open educators from Romanian universities. It discusses contributions to the digital transformation of universities through innovations in educational practices like integrating open educational resources and MOOCs. It also addresses assessing the national educational system and proposing new policies to nurture communities of practice, collaborate in international projects, and facilitate quality teacher training. The document advocates for adopting open education principles and utilizing the pandemic as an opportunity to rethink education and promote resilience and quality through open practices.
Presentation for the Analysis of Societies: Transformation, technology and education panel, Near East University, 18 May, 2020.
https://www.youtube.com/watch?v=lNN6rQjTI0s
Presentation by Diana Andone, University of Timisoara, Romania, EDEN Vice-President at the 2018 European Distance Learning Week's third day webinar on "Virtual Reality" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/p9qj0n3f4kw9/
The impact of data in culture and creative industries - WiDSCEEDiana Andone
The impact of data in culture and creative industries presentation at Women in Data Science in Central and Eastern Europe, part of the WiDS Global action, 8 March 2021 https://widscee.wixsite.com/about
The document discusses open virtual mobility (OpenVM), which facilitates international collaborative learning experiences through online contexts. It defines OpenVM and outlines its benefits for teacher professional development and students. OpenVM can enhance curricula by developing skills like intercultural competence, self-regulated learning, and collaboration. The webinar presents an example of OpenVM between Italian and Spanish students to envision how it could support primary education.
This document summarizes Politehnica University Timisoara's efforts towards digital transformation since 2015. It discusses building competencies for digital education among academic and non-academic staff as well as students through training, support, mentoring and involvement of external stakeholders. It also describes the university's virtual campus, microcredentials program, participation in European projects like MODE-IT and ACADIGIA to develop online training and mentorship programs, and adoption of blended learning approaches. The goal is to develop life-long learning skills for students in the 21st century through open online resources and credentials.
The VALS project is a European initiative to build knowledge alliances between universities and companies to address real business problems through open innovation and virtual student placements. It involves 12 universities and 67 companies/foundations across Europe. The project developed a Semester of Code where students complete virtual internships on open source projects. Initial results show 18 student applications being developed. The project provides benefits to students, businesses, universities, and society.
1. The document discusses the role of international organizations in promoting linkages between science and industry, and between countries and regions.
2. It focuses on the work of Fraunhofer MOEZ, a German research organization that links universities and industry.
3. Fraunhofer MOEZ collaborates with international organizations like the World Bank to facilitate international knowledge transfer and exchange of best practices between countries.
European university networking and the role of the e u.university hubEADTU
This document provides an overview of the OpenU project, which aims to create a European online and blended learning platform to facilitate cooperation between higher education institutions. The 3-year, €2.6 million project involves 21 partners across 10 European countries and will focus on developing educational cooperation, increasing student and staff mobility, and challenge-based learning. It will establish a single online access point for students and provide resources to support digital pedagogy and curriculum development. The project consists of 6 work packages and 4 clusters that will experiment with the online hub's functionalities to support inter-university cooperation.
The Future of Learning Technology in UK Higher Education
At Microsoft it’s essential that we understand how we can support
innovative individuals, businesses and organisations to shape the future – and there is no more important area for innovation than Higher Education.
Introduction
Learning delivery in Higher Education Institutions (HEIs) is
being reshaped before our eyes, thanks in part to advances
in technology and the new pedagogical theories facilitated by
that technology.
In order to understand more about the ever-evolving
relationship between technology and learning, we spent time
speaking with six of the UK’s leading learning technologists
working within HEIs.
In a series of interviews exploring current practice, changing
needs and key trends, we were able to establish how digital
devices are being used in universities and how cutting-edge
technology can continue to compliment a sector experiencing
fresh emphasis on collaboration, creation and innovation.
Kaleidoscope, a FP6 network of excellence, kick off meeting 040309Nicolas Balacheff
Kaleidoscope, a FP6 network of excellence in the technology enhanced learning (TEL) research area, was created in 2004 following a four years contract with the European commission. The aim of the network was to foster integration of different research disciplines relevant to TEL, bridging educational, cognitive and social sciences, and emerging technologies. This ambition was both scientific and strategic:
- It was scientific by its aim “to develop a rich, culturally-diverse and coherent theoretical and practical research foundation for research and innovation in the field”, exploring “the different conceptual frameworks of relevant disciplines in order to delineate the commonalities and differences that frame the research objectives in the field”
- it was strategic by its aim “to develop new tools and methodologies that operationalise an interdisciplinary approach to research on TEL at a European-wide level” with the expectation of a significant impact at the international level.
To bring this ambition to reality, in a very fragmented European TEL research area, it chosen to involve a large number of contributors of which only a small number were already collaborating, and a large range of different research themes. A set of instruments was planned to support the construction of the network and the integration process at both the content and the infrastructure level.
This document discusses the ECTS and Diploma Supplement labels, which recognize higher education institutions that have fully implemented these Bologna Process tools. It provides information on the 2009-2010 application process, including promotion of the labels, screening of applications, selection results with over 20 institutions receiving each label, lessons learned from the process, and future plans to network label holders and promote use of the labels.
The document proposes the VIRQUAL network to harmonize virtual mobility and the European Qualification Framework. The network aims to help educational institutions achieve virtual mobility and implement the EQF through e-learning. It would define and promote discussion around virtual mobility, assess policies and identify obstacles, and cooperate to establish partnerships and provide tools to support virtual mobility and EQF implementation. The network involves partners from 7 countries and includes workpackages on management, meetings, quality assurance, developing special interest groups, and dissemination of results.
Presentation by Diana Andone, Director of the eLearning Center at the Politehnica University of Timisoara, Romania for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Zoom on the Telecom ParisTech Master of Science in EngineeringTélécom Paris
Télécom ParisTech trains its engineer students to be major stakeholders of our digital society. Our engineers manage projects and teams that create the systems, products and services of tomorrow.
EDEN - NAP Online Seminar on the 29th January 2020.
I focus on the 'beyond' showing the OPen Education Guidelines for Academics. And the DigCompEdu's Check in tool now also has an area related to open education!
This document discusses virtual collaborative learning (VCL), which involves online collaboration in groups to gain new knowledge. It provides background on VCL, including its role in supporting internationalization and mobility in European higher education. VCL frameworks aim to foster virtual exchange and mobility through international collaborative learning projects between universities. The document outlines the key components of VCL, including situational learning cases, online collaboration platforms, learning analytics, and pedagogical support from e-tutors. It presents VCL as a way to help achieve the goals of the Bologna Process in building a European knowledge society and area of lifelong learning.
Making a Digital and Social Media Marketing MOOC: Lessons for university-indu...KEDGE Business School
The #passion4digital MOOC has taken new levels of interaction between industry and university collaborations. Five Universities and five companies worked together to develop Digital Marketing practitioners of the future. All free of charge for the student working with Iversity.org platform. Slides related to the paper presented at the UIIN Conference 2016 in Amsterdam on 3rd June.
Authros Gordon Fletcher
Tahir Rashid
University of Salford
Bartłomiej Kurzyk University of Lodz
The document discusses frameworks and tools developed by the European Commission to support the professional development of academics in digital competencies and open education practices. It summarizes the DigCompEdu and OpenEdu frameworks, which describe the digital skills and open education practices academics need. It also describes the DigCompEdu self-assessment tool, which allows educators to evaluate their digital skills levels. Finally, it discusses challenges to professional development in higher education and examples of innovative practices to overcome these challenges.
Presentation by Montse Guitert Catasús, Director, Digital Competencies Program (psychology and science education), Universitat Oberta de Catalunya, Spain for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
The document discusses the European Network for Universities of Applied Sciences (UASNET) and its EDUPROF project from 2008-2011. The goals of EDUPROF were to increase recognition of UAS and their research function, and to create a platform for UAS professionals. Key activities included research, conferences, expert meetings, and developing indicators to profile UAS research. Trends suggest growing recognition of UAS' role and a need to strengthen their position through influence on EU policy and financial support. Moving forward, UASNET aims to incorporate these trends, transition to a sustainable network, and better link UAS internationally to conduct research and education.
Presentation of the Full paper "Social Innovation Training in Makerspaces with the new DOIT approach" by Hornung-Prähauser V., Schön S., Salzburg Research, AT Teplow R., Podmetina D., Lappeenranta University of Technology, FL at the ISPIM conference in Stockholm - Tuesday, 19th of June 2018 / Session: 4.5
The DOIT project aims to develop and test a new learning approach for early entrepreneurial education combining social innovation, makerspaces, and digital fabrication tools. It involves pilot programs in 10 European countries reaching over 1,000 children ages 6-16. Initial evaluations found the programs improved children's self-efficacy, creativity, and teamwork. The document outlines DOIT's 7-step program and provides examples of projects from Belgium and Austria where children created solutions like a personal fan or laundry room dehydrator. It concludes with 4 policy recommendations including raising awareness of makerspaces' potential, expanding makerspace infrastructure in schools, and supporting teacher training in entrepreneurial skills.
This document summarizes Politehnica University Timisoara's efforts towards digital transformation since 2015. It discusses building competencies for digital education among academic and non-academic staff as well as students through training, support, mentoring and involvement of external stakeholders. It also describes the university's virtual campus, microcredentials program, participation in European projects like MODE-IT and ACADIGIA to develop online training and mentorship programs, and adoption of blended learning approaches. The goal is to develop life-long learning skills for students in the 21st century through open online resources and credentials.
The VALS project is a European initiative to build knowledge alliances between universities and companies to address real business problems through open innovation and virtual student placements. It involves 12 universities and 67 companies/foundations across Europe. The project developed a Semester of Code where students complete virtual internships on open source projects. Initial results show 18 student applications being developed. The project provides benefits to students, businesses, universities, and society.
1. The document discusses the role of international organizations in promoting linkages between science and industry, and between countries and regions.
2. It focuses on the work of Fraunhofer MOEZ, a German research organization that links universities and industry.
3. Fraunhofer MOEZ collaborates with international organizations like the World Bank to facilitate international knowledge transfer and exchange of best practices between countries.
European university networking and the role of the e u.university hubEADTU
This document provides an overview of the OpenU project, which aims to create a European online and blended learning platform to facilitate cooperation between higher education institutions. The 3-year, €2.6 million project involves 21 partners across 10 European countries and will focus on developing educational cooperation, increasing student and staff mobility, and challenge-based learning. It will establish a single online access point for students and provide resources to support digital pedagogy and curriculum development. The project consists of 6 work packages and 4 clusters that will experiment with the online hub's functionalities to support inter-university cooperation.
The Future of Learning Technology in UK Higher Education
At Microsoft it’s essential that we understand how we can support
innovative individuals, businesses and organisations to shape the future – and there is no more important area for innovation than Higher Education.
Introduction
Learning delivery in Higher Education Institutions (HEIs) is
being reshaped before our eyes, thanks in part to advances
in technology and the new pedagogical theories facilitated by
that technology.
In order to understand more about the ever-evolving
relationship between technology and learning, we spent time
speaking with six of the UK’s leading learning technologists
working within HEIs.
In a series of interviews exploring current practice, changing
needs and key trends, we were able to establish how digital
devices are being used in universities and how cutting-edge
technology can continue to compliment a sector experiencing
fresh emphasis on collaboration, creation and innovation.
Kaleidoscope, a FP6 network of excellence, kick off meeting 040309Nicolas Balacheff
Kaleidoscope, a FP6 network of excellence in the technology enhanced learning (TEL) research area, was created in 2004 following a four years contract with the European commission. The aim of the network was to foster integration of different research disciplines relevant to TEL, bridging educational, cognitive and social sciences, and emerging technologies. This ambition was both scientific and strategic:
- It was scientific by its aim “to develop a rich, culturally-diverse and coherent theoretical and practical research foundation for research and innovation in the field”, exploring “the different conceptual frameworks of relevant disciplines in order to delineate the commonalities and differences that frame the research objectives in the field”
- it was strategic by its aim “to develop new tools and methodologies that operationalise an interdisciplinary approach to research on TEL at a European-wide level” with the expectation of a significant impact at the international level.
To bring this ambition to reality, in a very fragmented European TEL research area, it chosen to involve a large number of contributors of which only a small number were already collaborating, and a large range of different research themes. A set of instruments was planned to support the construction of the network and the integration process at both the content and the infrastructure level.
This document discusses the ECTS and Diploma Supplement labels, which recognize higher education institutions that have fully implemented these Bologna Process tools. It provides information on the 2009-2010 application process, including promotion of the labels, screening of applications, selection results with over 20 institutions receiving each label, lessons learned from the process, and future plans to network label holders and promote use of the labels.
The document proposes the VIRQUAL network to harmonize virtual mobility and the European Qualification Framework. The network aims to help educational institutions achieve virtual mobility and implement the EQF through e-learning. It would define and promote discussion around virtual mobility, assess policies and identify obstacles, and cooperate to establish partnerships and provide tools to support virtual mobility and EQF implementation. The network involves partners from 7 countries and includes workpackages on management, meetings, quality assurance, developing special interest groups, and dissemination of results.
Presentation by Diana Andone, Director of the eLearning Center at the Politehnica University of Timisoara, Romania for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Zoom on the Telecom ParisTech Master of Science in EngineeringTélécom Paris
Télécom ParisTech trains its engineer students to be major stakeholders of our digital society. Our engineers manage projects and teams that create the systems, products and services of tomorrow.
EDEN - NAP Online Seminar on the 29th January 2020.
I focus on the 'beyond' showing the OPen Education Guidelines for Academics. And the DigCompEdu's Check in tool now also has an area related to open education!
This document discusses virtual collaborative learning (VCL), which involves online collaboration in groups to gain new knowledge. It provides background on VCL, including its role in supporting internationalization and mobility in European higher education. VCL frameworks aim to foster virtual exchange and mobility through international collaborative learning projects between universities. The document outlines the key components of VCL, including situational learning cases, online collaboration platforms, learning analytics, and pedagogical support from e-tutors. It presents VCL as a way to help achieve the goals of the Bologna Process in building a European knowledge society and area of lifelong learning.
Making a Digital and Social Media Marketing MOOC: Lessons for university-indu...KEDGE Business School
The #passion4digital MOOC has taken new levels of interaction between industry and university collaborations. Five Universities and five companies worked together to develop Digital Marketing practitioners of the future. All free of charge for the student working with Iversity.org platform. Slides related to the paper presented at the UIIN Conference 2016 in Amsterdam on 3rd June.
Authros Gordon Fletcher
Tahir Rashid
University of Salford
Bartłomiej Kurzyk University of Lodz
The document discusses frameworks and tools developed by the European Commission to support the professional development of academics in digital competencies and open education practices. It summarizes the DigCompEdu and OpenEdu frameworks, which describe the digital skills and open education practices academics need. It also describes the DigCompEdu self-assessment tool, which allows educators to evaluate their digital skills levels. Finally, it discusses challenges to professional development in higher education and examples of innovative practices to overcome these challenges.
Presentation by Montse Guitert Catasús, Director, Digital Competencies Program (psychology and science education), Universitat Oberta de Catalunya, Spain for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
The document discusses the European Network for Universities of Applied Sciences (UASNET) and its EDUPROF project from 2008-2011. The goals of EDUPROF were to increase recognition of UAS and their research function, and to create a platform for UAS professionals. Key activities included research, conferences, expert meetings, and developing indicators to profile UAS research. Trends suggest growing recognition of UAS' role and a need to strengthen their position through influence on EU policy and financial support. Moving forward, UASNET aims to incorporate these trends, transition to a sustainable network, and better link UAS internationally to conduct research and education.
Presentation of the Full paper "Social Innovation Training in Makerspaces with the new DOIT approach" by Hornung-Prähauser V., Schön S., Salzburg Research, AT Teplow R., Podmetina D., Lappeenranta University of Technology, FL at the ISPIM conference in Stockholm - Tuesday, 19th of June 2018 / Session: 4.5
The DOIT project aims to develop and test a new learning approach for early entrepreneurial education combining social innovation, makerspaces, and digital fabrication tools. It involves pilot programs in 10 European countries reaching over 1,000 children ages 6-16. Initial evaluations found the programs improved children's self-efficacy, creativity, and teamwork. The document outlines DOIT's 7-step program and provides examples of projects from Belgium and Austria where children created solutions like a personal fan or laundry room dehydrator. It concludes with 4 policy recommendations including raising awareness of makerspaces' potential, expanding makerspace infrastructure in schools, and supporting teacher training in entrepreneurial skills.
Presentation at the International Social Innovation Research Conference (ISIRC 2018) in Heidelberg "Educating Young Social Innovators from 6 to 16 in Makerspace Settings: Case Studies of Existing Approaches and their Implications for the European Initiative DOIT"
Sandra Schön presented the DOIT Europe projects within a Makerspaces expert meeting of the DG Education and Culture at the European Commission at 23/24 of May 2019
The DOIT program is a European initiative funded by the Horizon 2020 program to develop and test a new approach to entrepreneurial education and social innovation for youth ages 6 to 16. The DOIT approach integrates entrepreneurial education, makerspaces using digital fabrication tools, and social innovation. The DOIT toolbox provides open resources for learners and facilitators. Initial pilots in makerspaces have seen youth create projects addressing drinking water for rabbits, massage belts, and air pollution sensors. The DOIT program aims to collect over 100 success stories of young social innovators and provide policy recommendations and online training for facilitators.
Sandra Schön (Salzburg Research) presents the paper co-authored by Christian Voigt (Zentrum für Soziale Innovation) and Radovana Jagrikova (Youth Pro Aktiv) "Social innovations within makerspace settings for early entrepreneurial education - The DOIT project" at the international EDmedia conference in Amsterdam on 2018-06-28.
The document discusses participatory approaches to learning with digital technologies. It describes different levels of participation in design from children and teachers providing input as "native informants" to equal stakeholder roles in co-design. Key aspects of changing educational paradigms are also summarized, including personalization, learner voice, use of new technologies, and links to informal learning. Examples of participatory projects involving co-design with users are provided.
EdMedia Conference 2019, Amsterdam - Paper by Guntram Geser, Sandra Schön (both Salzburg Research) and Martin Ebner (TU Graz), Presentation by Martin Ebner, TU Graz
1. The document discusses how open education practices can become essential ingredients in supporting transformative innovation in society. It focuses on the role of higher education institutions.
2. Key concepts discussed include open education practices, entrepreneurial discovery processes, open science, partnerships for regional innovation, and smart specialization strategies. The document emphasizes how these concepts are interrelated and can work together to promote inclusion, knowledge sharing, and regional growth.
3. Higher education institutions are encouraged to engage stakeholders and contribute to regional and global innovation through open teaching, research, data sharing, and multi-sector partnerships as part of their social mission.
Slides and documentation of the joint workshop at the EDmedia conference in Amsterdam, 25th June 2018: "Making with kids in Europe - to foster digital literacy, to make a better world, and to build a new entrepreneurship education", hosted by Adj. Prof. Dr. Martin EBNER (University of Technology Graz, Austria), Maria GRANDL (University of Technology Graz, Austria), Karen VAN DER MOOLEN (Waag Society, Netherlands) and Dr. Sandra SCHÖN (Salzburg Research, Austria)
The document discusses the DOIT project, which aims to develop early entrepreneurship education materials for children aged 6-16 using makerspace settings. The DOIT program involves a 7-step process for young social innovators focusing on motivation, co-design, prototyping, reflection, and sharing ideas. Pilot studies involving 1,000 children will take place in 10 countries to test the program and evaluate its impact on entrepreneurial skills, attitudes, and knowledge. The evaluation faces challenges due to differences in languages, interventions, and ages but will use mixed methods including surveys, tests, and interviews.
2018-04-24 OE Global OER Community for UNESCO OER Action Plan Stracke et alChristian M. Stracke
2018-04-24 Panel at OE Global 2018 in Delft on "How can the OER Community put the UNESCO OER Action Plan into practice?" by Christian M. Stracke (OUNL), Zeynep Varoglu (UNESCO), Daniel Burgos (UNIR), Tel Amiel (UNICAMP) and Jane-Frances Agbu (NOU)
Winning ITNs with RRI - Relevant sources and further readingJobenco
Here is some more background on the notion of Responsible Research and Innovation (RRI), how it has been operationalised in Horizon 2020 and how it can be relevant for writing MSCA ITN proposals. We have included the academic and policy background and concrete sources/best practices to inspire others to take it up in their proposal.
Links of the webinar : RRI A challenge for Science EducationPanagiota Argiri
The document discusses resources and guidance from the Scientix repository that teachers can use for free, including professional development opportunities on responsible research and innovation (RRI). It provides links to example projects focusing on RRI, as well as resources like lesson plans, videos and guidelines. Summer schools and workshops are mentioned that aim to help teachers introduce innovations in education through open schooling, STEAM, digital storytelling and other hands-on approaches.
Empowering Student Engagement with Open EducationLorna Campbell
Presentation about the University of Edinburgh OER Service's programme of student student employment, exploring how salaried internships encourage students to become knowledge activists. OER24 Conference, Cork.
Using Teams for a COMP-PLETE distance learning experience
Cecilia Goria and Sally Hanford, University of Nottingham
In this contribution, a pedagogical model based on sense of community, participation and openness will be discussed as highly significant in shaping a distance learning educational experience and the role of Microsoft Teams as hub for communication, collaboration, and increased productivity will be presented.
The model, named COMP-PLETE, took shape inside a professional development programme designed following the guidelines delineated by the cognitive and experiential approaches to course design (Toohey’s (1999) typology); it promotes a combination of constructivist and experiential learning to define the role of content knowledge, teachers, learners and their interactions.
The outcome of COMP-PLETE is a highly participatory model for online education which, based on the synergy between community, openness, multimodality, participation, personalization, learning, experience and technological-enhancement provides an academic experience that empowers the learners to act as agents in determining personal learning goals, in shaping the community of practice within and beyond the boundaries of the programme and in informing the content and structure of their studies.
In this scenario, the functionalities offered by Microsoft Teams play a key role in supporting COMP-PLETE’s pedagogical goals. Teams bridges the geographical gap between our distance learners and the institution by creating a dynamic learning environment which fosters connections, communication and participation, strengthening, as a result, the learners’ commitment to the programme.
The development of COMP-PLETE will be outlined and discussed and suggestions will be advanced for building technology-enhanced strategies to ensure the sustainability and transferability of the model. The role of Teams in achieving COMP-PLETE’s goals will be illustrated.
Similar to Entrepreneurial Skills for young social innovators (Presentation at ERCEA and REA, EC) (20)
The document discusses the DOIT online toolbox, which was developed as part of a project to provide open educational resources for youth entrepreneurship education. It provides an overview of the toolbox and its content samples, and discusses plans to establish a community of interest around sharing and reusing the toolbox content through a mailing list, online tutorial sessions, and hosting the materials. Interested users are invited to sign up for the community of interest mailing list.
Christian Voigt (ZSI) did a workshop on 3D printing within the facilitator training at the University of Applied Arts Vienna (14th of November 2019) -(in German)
Slides of the public event "Making Social Innovators" at the University of Applied Arts (Vienna) together with DOIT Austria partners and the presentation by Sandra Schön.
This selection of toolbox materials are German translations of materials, the Austrian partners of DOIT (Salzburg Research) and ZSI use in their facilitator trainings.
Luisa Friebel (former Salzburg Research) and Clarissa Braun (TU Graz) presented a joint paper with Sandra Schön and Julia Eder (Salzburg Research) and Martin Ebner (TU Graz) at the GMW 2019 in Berlin
We do as well tell about DOIT to our main target group as well. This is our presentation about the DOIT pilot activity with 22 children. The presentation was not made for adults, but for the school meeting with 250 children of our partner, the Volksschule der Franziskanerinnen Salzburg.
This document discusses principles of maker education and the DOIT project. It presents several hands-on making activities that can be done with materials like Makey Makey kits, Scratch programming, 3D printing, and paper circuits. The goals of maker education are described as developing entrepreneurial and collaborative skills through practical, digital, and social learning. The DOIT project supports children and youth in designing their world by providing ideas, prototypes, and ways to share successes online starting in January 2019. Contact information is provided at the end.
Vortrag von Sandra Schön (Salzburg Research) und Martin Ebner (TU Graz) im Rahmen der öffentlichen Abschlusspräsentation der Maker Days for Kids - u.a mit Unterstützung von DOIT.
[Presentation at national German STEM conference in Berlin, Federal Ministry of Economic Affairs and Energies, 2017-12-12] Sandra Schön: Making mit Kindern und soziale Innovationen sowie die Erziehung zum unternehmerischen Denken und Handeln. Vortrag auf der MINT Zukunftskonferenz in Berlin, Bundesministerium für Wirtschaft und Energie, 12.12.2017
This 36-month project from October 2017 to September 2020 has a budget of 2.48 million Euros funded by the H2020 grant. The project number is 770063 and more information can be found at the website http://DOIT-Europe.net. The document provides basic details about a European project including its duration, budget, funding source, project number, and website.
Maker-Ideen und -Projekte, die die Welt verbessern – digitale soziale Innovationen mit Kindern und Jugendlichen. Vortrag von Sandra Schön auf der eEducation Fachtagung im Rahmen der Interpaedagogica, 24. November 2017, Salzburg
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Entrepreneurial Skills for young social innovators (Presentation at ERCEA and REA, EC)
1. This project has received funding from
the European Union’s Horizon 2020 research and innovation
programme under grant agreement No 77006
CC BY 4.0
DOIT http://DOIT-Europe.net
H2020-770063
Entrepreneurialskillsforyoungsocial
innovatorsfrom6to16years
Dr. Sandra Schön, Salzburg Research
1
23rd January 2020, Social Innovation Seminar
ERCEA/REA, European Commission, Brussels
2. • Closing RESEARCH gap concerning early
entrepreneurial education with 1.000 children
• DEVELOPMENT of tools for 6 to 16 years olds
and facilitators
• POLICY development support
Duration: 10/2017-09/2020
Grant: EC Horizon 2020 Research &
Innovation Action 770063 (2,4 million)
Webpage: http://DOIT-Europe.net
2
4. Entrepreneurial
Education
Develop the skills and mind-set
which allow people to turn
creative ideas into
entrepreneurial action
European Commission’s Thematic Working
Group on Entrepreneurship Education
4
5. EARLY ENTREPENEURIAL EDUCATION
Identified: Important skills
of (adult) entrepreneurs:
e.g. self-efficacy,creativity
Assessed: Low levels of
practical entrepreneurial
learning in schools
Requests: Provide at least one
practical entrepreneurial
experience in school
EC (2012): Rethinking Education EC (2016): Eurydice Report JRC (2016) EntreComp Status quo in 2017
Research gap: Effect
of practical
education on 6 to 16
years olds (making)
5
10. THE 3 FACETS
OF THE DOIT
LEARNING
APPROACH
ENTRE-
PRENEURIAL
EDUCATION
MAKERSPACE
& DIGITAL
FABRICATION
TOOLS
SOCIAL
INNOVATION
10
11. SocialInnovation
New ideas that work to meet
pressing unmet needs and
improve peoples’ lives
Geoff Mulgan et al. 2007. Social Innovation.
What it is, why it matters and how it can be
accelerated. Skoll Centre for Social
Entrepreneurship
11
12. OBJECTIVE OF THE DOIT LEARNING PROGRAM
To support the development of
all skills at a young age that are
useful in an innovation project:
• Identifying social needs,
• joint development and design,
• prototyping, and dissemination of the idea
or solution.
12
13. THE DOIT LEARNING PROGRAM
7 ELEMENTS FOR YOUNG SOCIAL INNOVATORS
SENSITISE EXPLORE WORKTOGETHER CREATE REFLECT SCALE-UP SHARE
13
15. MORE THAN 500 CO-DESIGNED PROTOTYPES
TECHNOLOGY-BASED AND SOCIALLY RESPONSIBLE
15
16. 100 MATERIALS AND TRAINED FACILITATORS
THE DOIT TOOLBOX,
FACILITATOR TRAINING
AND ONLINE COURSE
16
17. A girl, 14 years, talking about children‘s participation at school.
(PM2, Billund, 03/2018)
Changing roles: 2 boys, 14 and 15 years, hosting a maker
workshop for our consortium (PM2, Barcelona, 08/ 2018)
YOUTH ENGAGED IN THE DOIT PROJECT
CO-DESIGNING THE FUTURE OF EDUCATION
17
19. EVALUATION DESIGN
In 10 countries and with 1.002 children
(47 %female, 52% male, 1% missing/other)
AT, BE, DE, DK, ES, FI, HR, NL, SI, SR
Each pilot had at least 15 working hours and is built
upon the DOIT program
Evaluated skills of children: Self-efficacy, creativity,
teamwork and others (tests, interviews etc.)
Diverse settings:
• Age range: 6-10 (30%), 11-16 (67%) years (3%
m.d.)
• Span of actions from 2,5 days to 4 months
• in schools (79%), outside schools (21%)
• in fablabs and mobile makerspaces
• diverse topics (UN SDG)
19
20. CREATIVITIY
Results of standardized tests at the start
and after the pilots. We used the TSD-Z test
for creativity by Urban & Jellen (2010)
(N=633, p=0,000).
Source: Unterfrauner, E., Hofer, M. & Voigt, C. (2019). Evaluation
results pilot phase 2, Deliverable 6.9 of the Horizon 2020 project
DOIT, EC grant agreement no 770063, Vienna, Austria: Zentrum
für Soziale Innovation. CC BY 4.0 DOIT – http://DOIT-Europe.net,
H2020-770063
MODERATE SIGNIFICANT INCREASE
20
21. CREATIVITIY
Results of standardized tests at the start
and after the pilots. We used the TSD-Z test
for creativity by Urban & Jellen (2010)
(N1=178, N2=441, significant difference of
the post-test).
Source: Unterfrauner, E., Hofer, M. & Voigt, C. (2019). Evaluation
results pilot phase 2, Deliverable 6.9 of the Horizon 2020 project
DOIT, EC grant agreement no 770063, Vienna, Austria: Zentrum
für Soziale Innovation. CC BY 4.0 DOIT – http://DOIT-Europe.net,
H2020-770063
OLDER GROUP (11-16) BENEFITTED MORE
21
22. CREATIVITIY
Results of standardized tests at the start
and after the pilots. We used the TSD-Z test
for creativity by Urban & Jellen (2010)
(Nf=294, Nm=338, significant difference of
the post-test).
Source: Unterfrauner, E., Hofer, M. & Voigt, C. (2019). Evaluation
results pilot phase 2, Deliverable 6.9 of the Horizon 2020 project
DOIT, EC grant agreement no 770063, Vienna, Austria: Zentrum
für Soziale Innovation. CC BY 4.0 DOIT – http://DOIT-Europe.net,
H2020-770063
GIRLS BENEFITTED EVEN MORE
22
23. SELF-EFFICACY
Results of standardized tests at the start
and after the pilots. We developed a
questionnaire on self-efficacy and
entrepreneurial intention (N=751, p=0.000).
MODERATE SIGNIFICANT INCREASE
Source: Unterfrauner, E., Hofer, M. & Voigt, C. (2019). CC BY 4.0 DOIT –
http://DOIT-Europe.net, H2020-770063
23
24. SELF-EFFICACY
Results of standardized tests at the start
and after the pilots. We developed a
questionnaire on self-efficacy and
entrepreneurial intention (N1=208,
N2=555).
Programs without makerspaces report a decrease of
self-efficacy regarding entrepreneurial intentions, e.g.
BizWorld 5-day training course in primary schools
(Rosendahl-Huber et al. 2012); 'mini-company'
programme for college students (Oosterbeek et al.
2010).
BOTH AGE GROUPS BENEFITTED
Source: Unterfrauner, E., Hofer, M. & Voigt, C. (2019). CC BY 4.0 DOIT –
http://DOIT-Europe.net, H2020-770063
24
25. SELF-EFFICACY
Results of standardized tests at the start
and after the pilots. We developed a
questionnaire on self-efficacy and
entrepreneurial intention (Nf=371,
Nm=404).
Source: Unterfrauner, E., Hofer, M. & Voigt, C. (2019). Evaluation
results pilot phase 2, Deliverable 6.9 of the Horizon 2020 project
DOIT, EC grant agreement no 770063, Vienna, Austria: Zentrum
für Soziale Innovation. CC BY 4.0 DOIT – http://DOIT-Europe.net,
H2020-770063
SIGNIFICANT GENDER DIFFERENCES
25
26. MEASURES TO REACH GIRLS
Overview: Guidelines to reach girls in makerspace settings - Recommendations based on
literature research and own experiences (Source: Schön et al. (2020), Fig. 1)
Source: Schön S., Rosenova M., Ebner M., Grandl M. (2020). How to Support Girls’ Participation at Projects in Makerspace Settings.
Overview on Current Recommendations. In: Moro M., Alimisis D., Iocchi L. (eds) Educational Robotics in the Context of the Maker
Movement. Edurobotics 2018. Advances in Intelligent Systems and Computing, vol 946. Springer, Cham
AND TO PREVENT STEREOTYPIC BEHAVIOR
26
30. A DOIT EXPERIENCE FOR EVERY CHILD
All young people should benefit from at least one practical entrepreneurial
experience before leaving compulsory education.
Children should have the opportunity
• To experience being an social innovator through
• Developing an innovative prototype or solution
• for a relevant societal topic (UN Sustainability Goal),
• Co-designing with others and reflecting
• In a makerspace, i.e. an open learning setting with digital fabrication tools
• And publicly presenting the result and lessons learned
OUR KEY GOAL FOR EDUCATION POLICY
See EC rec.
Rethinking
Education (2012),
Council rec. Key
Competences
(2018, 2.5)
30
31. 1. Raise awareness of the potential of makerspaces as
learning environments for practice-based development of
digital, social and entrepreneurial skilled young people.
2. Expand the number of pilot makerspaces (infrastructure)
in schools and increase the number of social
entrepreneurial programmes in makerspaces.
3. Promote maker education with a focus on social and
entrepreneurial mind-sets and skills.
4. Support collaboration of teacher trainings and local
maker communities a.
DOIT‘S first EC Policy Brief
DOIT RECOMMENDATIONS
FOR FUTURE ENTREPRENEURIAL EDUCATION POLICY
31
32. DOIT RECOMMENDATION ON MAKERSPACES
Possibleshort-term
• Over 1600 makerspaces exist already in the
EU28+Serbia (690 FabLabs, 533 Hackerspaces,
400 Other spaces)*
• Often with educational activities
• Training of facilitators needed
• Fast impact: e.g. 1000 spaces x 300 children/y
= 300,000 children/year
Long-term
• At an early stage
• Some pioneering schools (e.g. Nordic
countries)
• Pilots in some countries (projects with 40-
100 schools, no fixed makerspaces)**
• Requires infrastructure in schools
• Training of teachers
• Slow impact (5-10 years)
* Fab Labs, https://www.fablabs.io/labs;
Hackerspaces, https://wiki.hackerspaces.org (those marked as active); Other spaces, e.g. in
community centres, libraries, museums (estimate based on various sources)
** e.g. Maker@Scuola, IT, 2014-2018, 100 nursery and primary schools; Makerskola, SE, 2015-2018, 40
nursery, primary, secondary and special education schools
INCREASEPROGRAMSINEXISTING
MAKERSPACES
EXPANDTHENUMBEROFPILOT
MAKERSPACESATSCHOOLS
32
38. Contact
Dr. Sandra Schön (co-ordinator)
sandra.schoen@salzburgresearch.at
This project has received funding
from the European Union’s Horizon
2020 research and innovation
programme under grant agreement
No 77006
http://DOIT-Europe.net
info@DOIT-Europe.net
38
41. • Hornung-Prähauser, Veronika; Schön, Sandra; Teplov, Roman; Podmetina, Daria (2018). Social Innovation Training in Makerspaces with the new DOIT
approach. In: Proceedings of the ISPIM conference 2018 in Stockholm, Manchester: The International Society for Professional Innovation Management
(ISPIM), pp. 1-15. URL:https://search.proquest.com/openview/71360b2ead63abfbf01a4f9aae907c91/1?pq-origsite=gscholar&cbl=2040562, Preliminary
version: https://www.doit-europe.net/wp-content/uploads/ISPIM-2018-Preliminary-version.pdf
• Schön, Sandra; Jagrikova, Radovana & Voigt, Christian (2018). Social innovations within makerspace settings for early entrepreneurial education –
The DOIT project. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M.
Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O.
Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1716-1725), retrieval
date, from https://www.learntechlib.org/primary/p/184401/.Preliminary version: https://www.doit-europe.net/wp-content/uploads/DOIT-EdMedia-DOIT-project-
preliminary-version.pdf
• Unterfrauner, Elisabeth; Voigt, Christian & Schön, Sandra (2019). Towards a Model of Early Entrepreneurial Education: Appreciation, Facilitation and
Evaluation. In Di Mascio, T., Vittorini, P., Gennari, R., De la Prieta, F., Rodríguez, S., Temperini, M., Azambuja Silveira, R., Popescu, E., Lancia, L. (Eds.),
Methodologies and Intelligent Systems for Technology Enhanced Learning, 8th International Conference (pp. 139-146), retrieval
date, from https://link.springer.com/book/10.1007%2F978-3-319-98872-6. Preliminary version: https://www.doit-europe.net/wp-content/uploads/DOIT-
MisTEL-2018-Preliminary-Fraunhofer-et-al..pdf
• Geser, G., Schön, S. & Ebner, M. (2019). Business models for Open Educational Resources: how to exploit OER after a funded project? In J. Theo
Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1519-1525). Amsterdam, Netherlands: Association for the Advancement of Computing in
Education (AACE). Retrieved July 14, 2019 from https://www.learntechlib.org/primary/p/210171/
• Geser, Guntram; Hollauf, Eva-Maria; Hornung-Prähauser, Veronika; Schön, Sandra; & Vloet, Frank (2019). Makerspaces as Social Innovation and
Entrepreneurship Education Environments: The DOIT Learning Program. In: Discourse and Communication for Sustainable Education, 2019, 2, pp. 60-
71. Open Access: https://www.degruyter.com/dg/viewjournalissue/j$002fdcse.2017.8.issue-1$002fissue-files$002fdcse.2017.8.issue-1.xml
• Voigt, Christian; Unterfrauner, Elisabeth; Aslan, Tame; Hofer, Margit Hofer (2019). Design Thinking with Children: The Role of Empathy, Creativity and
Self-Efficacy: In: Proceedings of the Fablearn 2019, Publisher: ACM.
https://www.researchgate.net/publication/331653915_Design_Thinking_with_Children_The_Role_of_Empathy_Creativity_and_Self-Efficacy
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