<< Objectives >>HEIsCITI project focus on creating universal curricula (methodology and teaching tools) for all types of university courses to teach students the best ways to animate and coordinate communication between citizens and local authorities for inclusive and sustainable urban development in the post Covid -19 era.<< Implementation >>HEIsCITI activites:1.Preparation of universal Methodology, Tools, Guidelines and Syllabus to animate and coordinate communication between citizens and local authorities for inclusive and sustainable urban development in the post Covid -19 era2.3 pilot actions in Cieszyn,Joniskis and Stuttgart with wide group of citizens, students and stakeholders3.Evaluation surveys4.Transnational meetings in Rijeka and Florence5.Final Conference in Poland6.Comminication and Dissemination activities<< Results >>HEIsCITI results:- a methodology for university lecturers,- tools for teachers, students, local authorities, educators,NGOs involved in the development of the city.- guidelines for local/regional authorities on how to work with citizens,- 3 pilot activities in Cieszyn, Joniskis and Stuttgart- 3 described ideas for sustainable and inclusive development of abandoned areas, - Vietnamese good practice - 3 surveys taken during pilots- full teaching materials in English (Syllabus)

There are ongoing and even disruptive changes in the media industry. Young media professionals are facing a volatile professional environment with new ways of multiplatform content production. Thus enhanced competences in digital production workflows are essential for their employability. Digitalization also offers a lot of opportunities to collaborate remote and in across boarders in a creative and efficient way. Therefor the main goal of our strategic partnership is to build up the European Media Cloud Campus (EMC2). We want to establish a digital, completely cloud-based content production and learning environment all the partners could use to produce different kinds of content.Following the idea of open innovation we integrate the students in our innovation process. All their solutions feed forward into the final cloud campus. The students cover these topics either in regular lectures in their home universities or in special international workshops. All the tools will get tested in pilot projects related to the main focus of our project, innovation in the creative industries.The five partners are specialized in media production and will provide their specific know-how to realize the cloud campus. Our partners from HvA, Amsterdam, are really strong in designing new workflows in digital publishing using state-of-the-art ICT technology. The involved colleagues from Bilgi University, Istanbul, have an excellent background in photography and visual storytelling. Editorial management and ethics in communication are two of the specific fields of knowledge of our partner university in Oslo, HIOA. Stuttgart Media University has a strong expertise in media management and will focus on content strategy and editorial management. The Danish School of Media and Journalism will provide profound knowledge in cross media journalism and web-design.Students and teachers will work on 21 activities in five different fields of knowledge: Technology is the core field of our strategic partnership. We’ll test, select, customize and implement different cloud based and open source ICT-tools to build up our digital learning environment. In the educational field we will develop an appropriate pedagogical strategy, define specific skill levels and implement new instruments of pear rating and self-assessment. In the content field we’ll develop a content strategy customized to the main topic innovation and the digital and international production environment. Regarding the editorial management we’ll develop, test and reengineer specific processes to run a digital collaborative media production. Additionally we’ll explicitly deal with ethical and intellectual property rights issues involved in the project.We’ll change the dominant logic of international education projects in content production. Traditionally students are creating ideas in remote online workgroups and are traveling to realize a product. To enhance the sustainability of our content project, we turn this process upside down: We’ll meet in international workshops with smaller group of students to develop concepts and tools, which can be used continuously in digital collaborative content productions. Furthermore almost every project activity is embedded in regular courses. And we will coordinate our curricula and develop a system of complementary international minor programs in English strongly connected to the project to foster the innovation process. Finally we’ll share our tools and results under a cc-license for education use to trigger an ongoing co-creation process to improve the quality of our cloud-based solutions.

CONTEXTWe witness an increasing adoption of education technology in HE. This development was amplified by the recent COVID-19 pandemic, when HEIs were “forced to move learning online due to nationwide shutdowns”, resulting in a massive shift towards hybrid and online learning settings which is assumed to stay Thus, the awareness, knowledge, readiness and capacity of HE teachers in using digital learning materials and distance learning techniques in general has increased dramatically over the last six months [4]. However, creativity is said to rely on direct connection to others, and on teaching settings allowing for face-to-face phronetic experience This constitutes a challenge to teaching creativity online, and systematic approaches to guide engineering teachers in incorporating the topic into online teaching settings are yet missing.OBJECTIVEThe main objective of TICON is to identify and overcome the barriers in engineering HE for teaching creativity online, and to upskill the teachers in terms of digital teaching with appropriate pedagogical approaches. Being able to teach creativity online brings opportunities for students, and these may be defined as the secondary objectives of TICON. It will enable disabled students to join the courses, or groups of students from different regions and countries may learn and work on a project together while improving their innovation capabilities.The main target group of TICON are HE engineering teachers, HEIs and their teacher training departments, and the final beneficiaries are HE engineering students. The indirect targets are: HEI management, HE policy makers, and HEI teacher training centers/HR departments.OUTPUTS & WORKFLOWThe TICON objectives will be achieved through a robust workflow, evolving around 3 IOs. Based upon an update of the preliminary and preparatory research, and analyzed in 4 focus groups with 15 HE teachers each, the O1 Curriculum defines pedagogical approach and the structure and content of the learning materials to be developed within O2 (TICON learning content), and provides recommendations for the user-centered design of the e-learning platform of O3 (TICON e-learning platform). The use of design-thinking approaches in the focus groups allows to drill deeper into the challenges and needs of the HE teachers and ensures that the outcomes are user-centered and reflect reality. O2 and O3 focus on the development of the learning content and assessment method (O2) and the e-learning platform (O3) and are in constant cross-fertilization and feedback between them to ensure the the content developed fully aligns with the functionalities of the e-learning platform and vice-versa. This allows for a lean and agile development of both IOs. IMPACTTICON will provide HE Engineering teachers with the theoretical knowledge and practical skills to teach creativity in online and hybrid contexts, aligning with the pedagogical objective of their course and to know how to ensure in these contexts, student motivation, skills attainment and skills assessment in the most adequate and efficient way. TICON will give them a deeper insight and understanding of creativity, and teaching creativity for engineering in online contexts, which will lead to the efficient adoption of creativity methods and techniques in the way they provide their online teaching (in creativity but also in other areas of knowledge)CONSORTIUMThe consortium, consisting of educational experts, engineering HE teachers, instructional technologists, and creativity experts from Denmark, Germany, Ireland, Turkey and Spain, collaborate with their different perspectives for reaching the objectives of TICON. The wide network of the consortium partners will be mobilized, a defined set of people from the abovementioned target groups will be reached and the communication channels of the partners will be used to facilitate the dissemination of the project outputs.

<< Objectives >>The cooperation partnership for VET project “MegaStrat” co-designs a new curriculum and a corresponding online training course for long-term opportunity forecasting (LTOF). The main objective is to enable high-tech SMEs in the mobility and production industry to capitalise on individual opportunities megatrends offer by translating futurologic high-level trends into executable long-term strategies and actions for competitive advantages for a future more than 10-20 years ahead.<< Implementation >>MegaStrat consists of four work packages co-led by partners from industry and academia. It begins with a systematic inventory of existing knowledge and training offerings. Together with stakeholders (strategists, opinion leaders, think tanks), the curriculum is co-designed. The resulting components are thoroughly evaluated and published in the form of an online course. The project then develops a mainstreaming and outreach plan to ensure broad adoption of the curriculum.<< Results >>The main project result will be the MegaStrat Online Course, which will deliver the learning experience of the co-designed curriculum and make its training materials publicly available. The online course will also include guidelines for mainstreaming and outreaching its content. In this way, VETs and other facilitators will gain the ability to teach LTOF theory and methods to equip SMEs with personnel capable of using LTOF in strategic decision-making processes.

THEIA-XR (Making the invisible visible for off-highway machinery by conveying extended reality technologies) aims at improving human-machine interaction in mobile machinery by enhancing user technology fit and extending reality technologies and functionalities. The results will make the invisible visible respectively the non-perceivable perceivable to the human operator, extending the perceivable range of the operator without negatively influencing the performance of the human while controlling the machinery. The project will ensure positive impact of eXtended Reality technologies on the safety, security trustworthiness and societal aspects of the interaction between the machine, the human operator and public/non-users, and furthermore create an XR workplace that enables positive user experiences of self-efficacy and meaningfulness of work. THEIA-XR will leverage a human-centred transdisciplinary and scenario-based co-design methodology with users, stakeholders and multidisciplinary researchers as a fully integrated project team. This methodology serves to collect human requirements and to design, develop and deploy the extended reality technologies for information presentation and interaction in the off-highway domain. The targeted extended reality technologies will enhance conventional human-machine interfaces through multi-modal information and interaction technologies, deploying innovative data visualization methods, force feedback technology and acoustic information. The THEIA-XR approach for improving the human operator tasks by deploying extended reality technologies will be initially validated and tested in three uses cases in the off-highway domain, targeting snow grooming, logistics and construction scenarios, integrating real end-users, public/non-users and real-life data from dedicated industrial environments.