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Item type:Publication, Access status: without files , EPIC: Making multinational student projects happenEPIC (Improving Employability Through Internationalization and Collaboration) is an Erasmus+ 3 year Strategic Partnership, which explores how blended learning can support multinational and interdisciplinary student projects. In this way it searches to combine the flexibility and cost-effectiveness of virtual collaboration with the benefits of physical meetings for establishing the collaboration. It is carried out in collaboration between eight European universities and two companies. This paper describes the experiences from the first year, where seven different projects with a total of 25 students were carried out during spring 2018: The projects differ in terms of group sizes, student workloads, and academic levels. Even though the projects are different, a similar structure is defined throughout the semester: In particular, all students follow a short virtual course before the semester starts, then all students and supervisors meet for a one-week seminar in February. From there the collaboration is mainly virtual, with the possibility for each group to meet one additional time. By the end of May a joint report has to be submitted. This paper describes how the projects were set up and executed, along with evaluation results and experiences. Overall, all stakeholders found it to be a good experience, but also with some challenges: A main contribution of the paper is the discussions of two of the most challenging aspects, namely, how to facilitate that the students actually work together when evaluated according to their home university rules as well as how to facilitate supervision in a setup like this, which is more complex than usual problem based learning projects.Publicationtype: Conference Paper141 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Learning management systems on blended learning courses : an experience-based observationThis paper gives an overview of Learning Management System (LMS) features based on observations on a blended learning course under the Erasmus+ project COLIBRI. We explain the main features of LMSes under two main categories: accessibility content-related and underline the capabilities of four LMSes, Moodle, Blackboard Learn, Canvas, and Stud.IP with respect to these. We explain how these features were utilized to increase the efficiency, tractability, and quality of experience of the course. We found that an LMS with advanced features such as progress tracking, modular course support, interactive content support, and content access restriction is of paramount importance for blended learning courses.Publicationtype: Conference Paper244 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , International student projects in a blended setting: How to facilitate problem based project workThis paper describes our experiences with facilitating international student projects during three years of the Erasmus+ Strategic Partnership COLIBRI (Collaboration and Innovation for Better, Personalized and IT-Supported Teaching). Each year 7-8 student projects were carried out in groups of 3-5 students from different European universities, with different backgrounds from business and engineering. Each year new students were selected for participation. The student projects carried out were based on real-life problems from companies, and each group was assigned both an academic supervisor from one of the seven participating universities and an academic supervisor from one of the three participating companies. The projects were based on a combination of physical mobility and virtual mobility: The students would meet for one week at the beginning of the project work, then work together virtually for around 2-3 months, and then meet again for a week where the projects were finalised and evaluated. This setup is challenging: The students do not know each other beforehand, most of the students are not familiar with problem based projects and collaboration with industry, the students represent both different educational traditions and disciplines, and the virtual collaboration is by itself challenging. The project was carried out in three cycles, where for each cycle we systematically evaluated the previous experience and adapted our approach to e.g. project descriptions, seminar organisations, elements to support the students in the project work, and project supervision. Based on our evaluations, we see that each year student satisfaction was increased, and at the same time both companies and students reported improved learning outcome and project results. The last year a survey was made for the students to evaluate the support from different elements such as online modules, introduction to project work, instructions of expected outcome, templates, and supervision during both physical and virtual collaboration phases. We conclude that such international and interdisciplinary projects can be very rewarding, but also that careful planning and implementation is needed to achieve the full potential. © 2018, University of Minho.Publicationtype: Conference Paper126 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: with files , COLIBRI MODULE O17 : documentation of project results : final report(2017-12)During 2014 and 2017 the project COLIBRI (Collaboration and Innovation for Better, Personalised and IT-Supported Teaching) was carried out between seven European Universities, two companies, and a national documentation center. The aim was to develop and try out new and innovative teaching methods. You can read more about the project at www.erasmus-colibri.eu . The purpose of this document is to share the experiences we had during the three years, in a way that is useful for others, and in particular for university teachers, university staff involved in the didactical communities, and institutions/decision makers. The different parts can be read independently as to increase the usability for different target groups. To keep the document at a reasonable length, we would refer to some of our publications for more elaborate discussions of some of the more specific aspects of the project.Publicationtype: Technical Report352 332 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Blended Learning and Problem Based Learning in a multinational and multidisciplinary setting(Aalborg Universitetsforlag, 2017-07); ; ; The paper presents the results from the second year of the Erasmus+ Strategic Partnership Collaboration and Innovation for Better, Personalized and IT-Supported Teaching, where seven universities and three companies work together on the joint course Future Internet Opportunities (5 ECTS). In the project and the course, we intend to tackle some of the major challenges we experience with university teaching today: An increasing number of students and more diversity among the students enrolled, an increasing pressure to ensure that the students are ready for the labour market after finishing university, and at the same time the challenges faced when it comes to adopting new technologies. The course consists of two parts: A course module part with 10 modules, which provides the students with broad knowledge on Future Internet Opportunities from social, technical and business perspectives, and a project part where the students work in groups across nationalities and disciplines on real-world Projects posed by companies. This paper presents the evaluations carried out by all participating students, and discusses the experiences with the different learning components including different features of the Learning Management System Moodle, which was used for the modules. Moreover, it introduces the concept of just-in-time resources for Problem Based Learning, where we tackle the challenge of providing the students with methods and tools to be used in the projects just when they need it.Publicationtype: Conference Paper77 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , The Colibri Project : overcoming diversity in blended e-learning activity preparation(SEFI, 2015); ; ; ; Colibri is a three year project co-funded by the Erasmus + Strategic Partnership, starting in 2014. The project is being carried out by seven academic and three industrial partners from a total of eight different countries. The main objective of the project is enhancing the quality and relevance of the learning offer in education by developing new and innovative approaches, and by supporting the dissemination of best practices. This is in the focus of increasing labour market relevance of learning provision and qualifications and promoting the take-up of innovative practices in education by supporting personalised learning approaches, collaborative learning, by making use of ICT and Open Educational Resources, and by exploring the use of blended and virtual mobility. The overall idea of Colibri is to implement new and innovative teaching methods, and to establish a Living Lab of students from different universities, study directions and countries/cultures for a systematic testing and evaluation. An interdisciplinary joint master course on Future Internet Opportunities is part of the Living Lab, followed by 28 students from the partner institutions and given by more than 10 different teachers. Both the teachers and the students represent different fields within computer science, electrical engineering, telecommunications, business informatics, management of technology, management of innovation and entrepreneurship. When organizing the course, we needed to face some of the fundamental challenges of diversity that are also being seen, at a smaller scale, in everyday teaching situations due to student mobility and increasing amount of students: Not all students in the class have the same academic background Students come with different learning styles and traditions We try to overcome this challenge by using of self-assessments activities, Personalized IT supported teaching approaches so students can choose different ways of learning, and by practicing collaborative learning even across physical locations. This paper presents the process followed when the course. Complex (but unnegotiable) matters had to be carefully considered when structuring and preparing it, such as remote student group work, blended mobility, or interdisciplinarity. The ideas described in this paper may serve as guidelines when preparing similar activities in the future.Publicationtype: Conference Paper55