Abstract
Colibri (Collaboration and Innovation for Better, Personalized and IT-Supported
Teaching) is a three year project co-funded by the Erasmus + Strategic Partnership,
starting in 2014. The project is being carried out by seven academic, two industrial,
and one governmental organisation partners from eight different countries [1].
The main objective of the project is enhancing the quality and relevance of the
learning offer in education by developing and systematically testing new and
innovative approaches, and by supporting the dissemination and spreading 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 of these methods. An
interdisciplinary joint master course on Future Internet Opportunities is part of the Living Lab, followed by 28 students 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, 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 an increasing amount of students: A) Not all
students in the class have the same academic background and B) Students come
with different learning styles and traditions.
We try to overcome this challenge by using self-assessment activities, Personalized
IT-supported teaching approaches, and by practicing collaborative learning even
across physical locations.
This paper presents the process we followed when developing the course. Complex
matters had to be carefully considered when structuring and preparing it, such as
remote student group work, blended mobility, and interdisciplinarity. The ideas
described may serve as guidelines when preparing similar activities in the future.
Teaching) is a three year project co-funded by the Erasmus + Strategic Partnership,
starting in 2014. The project is being carried out by seven academic, two industrial,
and one governmental organisation partners from eight different countries [1].
The main objective of the project is enhancing the quality and relevance of the
learning offer in education by developing and systematically testing new and
innovative approaches, and by supporting the dissemination and spreading 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 of these methods. An
interdisciplinary joint master course on Future Internet Opportunities is part of the Living Lab, followed by 28 students 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, 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 an increasing amount of students: A) Not all
students in the class have the same academic background and B) Students come
with different learning styles and traditions.
We try to overcome this challenge by using self-assessment activities, Personalized
IT-supported teaching approaches, and by practicing collaborative learning even
across physical locations.
This paper presents the process we followed when developing the course. Complex
matters had to be carefully considered when structuring and preparing it, such as
remote student group work, blended mobility, and interdisciplinarity. The ideas
described may serve as guidelines when preparing similar activities in the future.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 43rd SEFI Annual Conference 2014 : Diversity in engineering education: an opportunity to face the new trends of engineering |
| Editors | Kamel Hawwash, Christophe Léger |
| Number of pages | 8 |
| Place of Publication | SEFI, Brussels,Belgium |
| Publisher | SEFI: European Association for Engineering Education |
| Publication date | 2015 |
| Edition | 43rd |
| Article number | 54863 |
| ISBN (Electronic) | 978-2-87352-012-0 |
| Publication status | Published - 2015 |
| Event | SEFI Annual Conference 2015 - Orleans, France Duration: 29 Jun 2015 → 2 Jul 2015 |
Conference
| Conference | SEFI Annual Conference 2015 |
|---|---|
| Country/Territory | France |
| City | Orleans |
| Period | 29/06/2015 → 02/07/2015 |