<< Objectives >>To develop innovative, simulation-based learning stimulating interconnectedness of medicine, nursing sciences and pharmacy to limit medication errors and related harm. Objectives:1.To adapt available e-modules to optimize and synchronize prior knowledge, skills and language needed to start the interprofessional training2.To develop an interprofessional training program including simulations focusing on combined training of doctors, pharmacists and nurse<< Implementation >>-e-modules for doctors, pharmacists and nurses will be made freely available as preparation for interdisciplinary simulation training, and thus clinical practice-a teach the teacher training for interdisciplinary simulation training involving doctors, pharmacists and nurses-the interdisciplinary simulation training involving doctors, pharmacists and nurses to learn “from, with and about” each other should be part of all curricula in Europe just before start of the professional career<< Results >>-teaching materials to ensure the basic knowledge, skills and language needed for interdisciplinary training modules -simulation training modules for interdisciplinary training, including exchange of roles to experience the other’s perspective -earning outcomes: better understanding of all parts of the medication process from prescribing to administration and better knowledge of the other’s expertise and knowledge -dissemination plan to implement this training in other European guideline

The EDUcardS strategic partnership in higher education is presented by the EDUC alliance, which is constituted of five Higher Education Institutions (HEIs) from four countries: The Czech Republic, France, Germany and Italy. The objective is to set up, in the mobility space that the EDUC alliance offers, the European Student Card (ESC) and to test a methodological framework for its deployment during an experimental phase, to identify any potential difficulty and to come up with solutions to overcome potential problems. Beyond its implementation in an alliance with a total of 160,000 students, the use of the ESC will be evaluated, experienced and will encompass the provision of several related services such as access to libraries, restaurants, housing and public transport provided by university cities.At the end of this project, four intellectual outputs will be delivered, one inventory, two guidebooks and one report will be made available to all HEIs throughout the EU, whether they are partners are not. Training activities will took place so that staff members from partner HEIs can trade best practices, feed their own reflection, and therefore find innovative solutions. A dissemination event will be organised to give a multiplier effect to the EDUcardS project. These deliverables will contribute to the implementation of the ESC and support the EDUC alliance’s use of the Erasmus Without Paper (EWP) project.

<< Background >>One of the most significant challenges to reach “digital transformation” in Higher Education Institutions (HEIs) is the lack of defined strategies, low capacities and organizational change barriers. In this context, the PORTFOLIO consortium has identified a set of crucial needs involving HEIs (partner and potential institutions), students and teachers. At a level of HEIs partners, we found that there is little institutional capacity to reach digital transformation, i.e., know-how to develop innovative learning and teaching activities through digital systems. The scarcity of guidelines has redounded in a lack of methodologies to design and implement the necessary institutional structures, such as standardization evaluation process, in terms of deliverables; automatic recognition systems of students’ learning outcomes, when dealing with inter-connected education activities; and credits (such as ECTS) recognition systems, when dealing with micro-courses across universities. Indeed, regarding this later point, there is limited knowledge concerning the use of micro-courses linked to ECTS and future micro-credential systems. The scarcity of guidelines and the impossibility of implementing digital transformation have a relevant impact, for students and teachers. In the case of students, European HEIs often have limited inter-connected educational programs at European level offering effective virtual mobility, preventing learners from developing social and intercultural competences and critical thinking. As for teachers, the low levels of digital transformation have redounded in a deficit of innovative tools, preventing teachers and training experts from joining distributed teams and engaging with inter-connected teaching methods and practices at the inter-university micro-course level. To satisfy the needs of HEIs, students and teachers, the PORTFOLIO project aims at designing and implementing a distributed and blended European Entrepreneurship Minor (Distributed Minor), whose blended execution and iterative testing will allow us to develop a Framework and concrete tools for implementing innovative teaching and learning practices. As for the framework, this will consist in a series of guidelines for HEIs and teachers that will offer support in: implementing an agreement for the automatic recognition of student’s learning outcomes across universities at a micro-course level (e.g., through existing ECTS); implementing a standardization evaluation process (at a European minor level and at a micro-course level); applying a common quality control process to measure students’ satisfaction regarding interconnected educational activities; providing teachers with knowledge and know-how about working with distributed and blended education at a micro course level; and, last but not least, developing knowledge and know-how concerning the creation and management of inter-university pedagogical teams. In the case of the concrete tool, the PORTFOLIO will provide partners and potential HEIs with a “minor toolkit”, i.e., a mock-up with the building blocks for inter-connected education, including standardized deliverables, use of micro-courses linked to ECTS (and micro-credentials) at the inter-university level, automatic recognition of students’ learning outcomes, quality control processes and other relevant functionalities to handle the distributed minor.<< Objectives >>Given the identified needs, the PORTFOLIO project aims to provide HEIs with evidence-based knowledge and know-how concerning “digital transformation”, “inter-connected higher education systems”, and “innovative learning and teaching practices” through the creation, piloting and implementation of a twice-iterated Distributed Minor. To reach this main objective, the Consortium, made up of top European universities, will tackle four set of intermediary objectives. The first set of objectives includes to a) offer HEIs’ students the possibility to perform virtual mobility, get involved in learning activities that allow them to develop social and intercultural competences, build their own curriculum according to their intellectual needs, and have an innovative intercultural European experience; b) support student’s civic engagement through formal and informal learning activities; and c) offer teachers the opportunity to reach out different intercultural student populations and join distributed pedagogical teams. This first set of objectives will be reached by developing, piloting, and implementing distributed and blended courses which will be part of a European Entrepreneurship Minor, and that will lead to the elaboration of the Result 1. The second set of objectives involves creating knowledge and know-how concerning: a) the implementation of an agreement for the automatic recognition of student’s learning outcomes across universities at a micro-course level (e.g., through existing ECTS); b) the standardization evaluation process (at a European minor level and at a micro-course level); c) a common quality control process that will allow HEIs to measure students’ satisfaction regarding interconnected educational activities; d) the creation of a civic engagement European experience through formal and informal learning activities. This second set of objectives will be reached by piloting the execution of the Distributed Minor at an inter-university and multinational levels, which will lead to Result 2: “Guidelines for implementing the remote part of the European Entrepreneurship Minor” and Result 4: “Guidelines for implementing the blended part of the European Entrepreneurship Minor”. The third set of objectives includes to: a) build a pedagogical mock-up that allows potential HEIs to implement inter-connected education and digital transformation; and b) offer a mock-up including the building blocks for inter-connected education (including standardized deliverables, use of ECTS (and micro-credentials once available), automatic recognition of students’ learning outcomes and quality control process). This third set of objectives will be reached by creating a “Toolkit for implementing a European Minor”, corresponding to Result 3, based on the articulation and integration at the interuniversity level of micro-courses. The fourth set of objectives includes to: a) develop capacities and provide guidelines among HEIs to reach digital transformation; b) build knowledge and know-how about how to link micro-courses with the current ECTS and, when available, with the emergent micro-credential systems; c) build knowledge and know-how on how micro-courses can build up a new distributed type of educational offer; d) provide a standardization evaluation process at the micro-course level and at European minor level; e) develop a common quality control process that permits HEIs to measure students’ satisfaction; f) provide teachers with knowledge and know-how about working with distributed and blended education at a micro course level; g) develop knowledge and know-how concerning the creation and management of inter-university pedagogical teams. This fourth set of objectives will be reached by creating and testing a Framework for a transferable and reusable Inter-connected and blended Education (F-INE), corresponding to Result 5.<< Implementation >>The PORTFOLIO project will implement a distributed and blended European entrepreneurship Minor (Distributed Minor) consisting in two parts: the remote and distributed micro-course's part, which will be powered remotely to students by each partner university within the regular semester execution; and a blended on-site part that will take place iteratively in July, in Budapest, in the form of an intensive on-site Summer School that will complete the training proposed in the first part of the Minor. The PORTFOLIO project aims at conducting, after the “preparatory tasks”, 5 “core activities” (leading to the 5 main results) which will be iterated in two occasions. The first iteration will allow the design and the development of the Distributed Minor; the second iteration will help to refine and finalise the Results of the project. The preparatory tasks will be focused on the internal preparations in each partner institution and in the start of the process to obtain a cooperation agreement signed to allow mutual recognition of ECTS associated to micro-courses. Then, the first core activity involves developing the micro-courses of the Distributed Minor. This activity consists of aligning the micro-course development and main features, and making sure that the remote and the on-site parts are well considered. The second core activity involves piloting the distributed part of the Minor. This activity will heavily rely on the coordination of piloting 5 micro-courses simultaneously, keeping the collective execution consistent and considering all needed aspect of it: promotion, recruitment, scheduling, evaluation, feedback, etc. The third core activity involves developing the toolkit for implementing a European minor. This is a preparative task for the piloting of the distributed part of the Minor. It will rely on a Moodle design and development, as well on a set of data collection points on the process. The fourth core activity involves developing and piloting the blended part of the Minor, consisting in a Summer School. The main activities here are the pedagogical and logistic preparation, and the on-site week execution of the event. The fifth core activity involves developing the framework for a transferable and reusable inter-connected and blended Education. The main activity here is to collect all reflexions and data from the others activities, and organise iteratively a document that will guide the second execution and other universities to implement a Distributed Minor. To coordinate these activities, we will have 4 transnational meetings and one “implementation teacher training session”. When finishing the first iteration of the activities, we will analyse the full iteration to consider issues related to distributed online teaching, online and onsite teaching articulation, the feedback from students and teachers, etc. We will also disseminate our intermediary results. Finally, we will design the second iteration incorporating all learnings obtained during the first iteration. We will then upgrade the Minor Toolkit, the Framework, the micro-curses and the Guidelines for the execution of the Distributed Minor. When finishing the second iteration, we will refine the framework and toolkit through inputs obtained from surveys and ethnographic work, and we will obtain definitive guidelines and disseminating results. The dissemination of the project result will take place online for the first two events, and physically for the last dissemination event. The first online multiplier event will present the distributed micro-courses development. The second online multiplier event will present the Framework and the Minor Toolkit. Finally, the onsite multiplier event will present the overall results of the project, just the day before the project closure meeting, at Aalto University.<< Results >>Through the “Development and assessment of distributed and blended micro-courses on European Entrepreneurship ” (Result 1), the PORTFOLIO project expects to have a) at a level of HEIs, guidelines for designing students’ virtual mobility, promoting civic engagement through international learning activities, guidelines for achieving digital transformation through innovative inter-connected learning and teaching activities; at a level of students, a tailored curriculum according to participants’ interests and needs, an innovative intercultural European experience within formal and informal learning activities, and a Minor encouraging social and civic engagement thorough formal and informal learning activities; c) at a level of teachers, a tool as well as guidelines to reach different (intercultural) student populations, engage with innovative teaching activities and join distributed pedagogical teams. Through “Guidelines for implementing the remote part of the European Entrepreneurship Minor” Result 2, the PORTFOLIO project expects to develop guidelines concerning: a) the implementation of an agreement for the automatic recognition of student’s learning outcomes across universities at a micro-course level (e.g., through existing ECTS); b) the standardization evaluation process (at a European minor level and at a micro-course level), including deliverables, for both teachers and students; c) a common quality control process that will allow HEIs to measure students’ satisfaction regarding interconnected educational activities; and d) the creation of a European civic engagement experience through formal and informal learning activities. Through the “Toolkit for implementing a European minor” (Result 3), the project expects to have guidelines for implementing inter-connected education and digital transformation through a pedagogical mock-up (including expertise concerning standardized deliverables, quality control processes, inter-connected learning activities monitoring, etc.). Through the “Guidelines for implementing the blended part of the European Entrepreneurship Minor” (Result 4), the PORTFOLIO project expects to have guidelines concerning the coherent articulation between distributed and remote learning and onsite activities as well as the outcomes corresponding to the piloting of the remote part of the Minor. Through the “Framework for a transferable and reusable distributed and blended Education” (Result 5), the project expects to have: guidelines to: a) link micro-courses to the current ECTS; b) to reach a standardization evaluation process, at the micro-course level and at European minor level; c) to have a common quality control process that allows HEIs to measure students’ satisfaction; d) to work, in the case of teachers and training professionals, in distributed and blended education activities at a micro course level; e) and to manage inter-university pedagogical teams.

The “EDUCating for Positive Management” project was designed by the six members of the EDUC European University selected by Erasmus+ in 2019. They all share an interest in developing new learning materials to promote more responsible management approaches, including entrepreneurship. Each partner has key expertise related to the project topic: the University of Paris Nanterre with responsible strategies and business models, the University of Potsdam with entrepreneurship, information system and public information, the Masaryk University and the University of Cagliari with stakeholder management and governance, the University of Pécs with marketing approaches and the University of Rennes1 with ethical human management.In the context of international engagements on social, environmental and economic issues (UN Sustainable Development Goals, EU Agenda 2030, European Green Deal, “Accord de Paris”, …) and of the digital revolution, universities in management have a great role to play in the environmental and social transition by providing and teaching new economic tools that could help to face 21st century challenges. It could also be very consistent with needed new management solutions to face the post-COVID 19 crisis.The general objective of our project is to tackle the gap of existing management fundamentals and teaching by proposing alternative contents, new tools and pedagogical models. We aim to produce and experiment with innovative pedagogical methods, tested in interdisciplinary and intercultural environments with digital, blended and face-to-face approaches. A programme of four courses for the master’s degree programme will be produced: an online course about “Management for the Digital Age”, a Positive Business game, a blended learning course about “Innovation in Positive Management” and a Positive Manager study programme.Around 400 master degree students of the EDUC partners will experiment with these innovative management programmes to integrate this new way of managing business. As future business managers, they will be equipped with innovative and sustainable business models, which will increase their employability. After finishing their studies, they will start their careers with a mind-set of positive management priorities and realize their role in achieving a more sustainable world.All these new approaches will help all our management curricula to be more responsible. As a result, our professors will improve competencies and networks in positive business approaches and strengthen their focus on management as being essential to face social and environmental issues. We plan that the project will involve around 60 professors.The six universities involved in the project will build a closer relationship that can be broadened later to other flourishing fields to develop other projects. The idea of labelling EDUC courses as European modules will make the universities involved in the project more attractive for students.A possible issue of the project is a future development of the Erasmus Jean Monnet module to underline the importance of positive business as an important European political issue to help the preservation of the humans and the planet. This project could also identify “European expertise centres” which can help the dissemination of business good practises teaching through, for example, a European summer school. A joint master’s programme between each EDUC partner could also be developed. Therefore, the results of the project will be used and exploited within the scope of the EDUC alliance in the long term, of course, and far beyond if the approach arouses interest among other teachers, students, universities and companies.As this project wins wide publicity it will become a benchmark for other universities as the impact goes beyond the university boundaries. It also affects the economic, ecological, social, technological, environmental, political and ethical environments of the regions.Thanks to the project, companies may change their perspective towards management, considering it as being crucial to facing environmental, climate and social issues. The joint collaboration movement might change the mind-set of managers of multinational corporations and their global consumers in a way that positive business operations and management are above the traditional management perspectives.Policy makers will recognise the opportunities and the importance of positive management perspective at both the European and International levels. In the long term, they might implement changes in the regulations as well and be able to enact better opportunities for developing business.

<< Background >>The transition to digital and online education is a topic that has been part of the education debate for almost two decades. The COVID crisis, however, served as a formidable accelerator into making this real: sometimes literally overnight, education systems all over Europe had to transition from being in presence to a fully online setting. The urgency of the decisions, however, often led to adopting technological solutions and establishing digital education infrastructure in a hasty manner. From issues of privacy to availability, from accessibility of education by students in remote locations, to intellectual property barriers, systemic challenges that our university systems were already facing have been amplified by the COVID crisis. The impossibility to pass by the normal processes of public organisations meant that critical education services had to be outsourced, leading to a general weakening of higher education’s technological capacity.Perhaps most importantly, however, the current crisis has shown how the digitalisation of education is not just a technological matter. The need to stimulate innovative pedagogies has become even higher given the radical change of setting. Indeed, the massive increase in demand of technological product led to a global chip shortage and pointed the spotlight on the environmental footprint of the digitisation process.As researchers and educators, we have seen and felt the pressure to adapt to what some are already calling “the new normal”, but we think this labelling is premature. With the perspective of a future that will increasingly have to face climatic instability and the exacerbation of economic and social inequalities, we feel the urge to slow down and reflect. If education is to be a key asset in ensuring we can live to see a better future, and higher education represents both the space to break new grounds by the means of research and the highest step in forming tomorrow’s leaders, this project is the collective representation of our needs and consciences as citizens and researchers.C-FLEX positions itself as an agile, flexible consortium that has the ambition to conduct a first holistic investigation into the impacts and sustainability of digital education infrastructure, exploring what futures could be there for Europe’s Higher Education system.In 2020 and early 2021, the research world has of course investigated many questions that have been generated by this fast transition. The silo-based nature of research, however, meant that these questions have often been investigated only from an individual discipline’s point of view, underestimating cross-disciplinary and broader societal impacts. Investigations carried out in the last two years, also, have been mainly conducted by universities (that often struggle to involve NGOs, policymakers and industry in the research process) and by for-profit organisations (that have a vested interest in shaping the market).One area that we deem would benefit from more attention is the assessment and raising of awareness about the geographical, social, and economic obstacles that participants can face when accessing digital education. C-FLEX sees as fundamental to foresee and promote the active engagement of participants facing those very obstacles, explicitly addressing this element of inclusion.This consortium wishes to position itself at the intersection of disciplines, sectors and needs, to kickstart a process that holistically analyses the evolution of digital education infrastructure. This process should feed back to decision-makers, industry players and civil society, ensuring that the digital transformation of education can be a successful, sustainable driver of a better future for Europe and the whole planet.<< Objectives >>C-FLEX aims at delivering a first holistic analysis of digital education infrastructure in the context of the process of the digitalisation of education. Most importantly, the analysis conducted in C-FLEX aims to have a strong feedback into pedagogy, making the project’s learnings immediately available in the form of pedagogical materials.The general goal of the project is to investigate the impacts and sustainability of the process of creating Europe’s Digital Education Infrastructure, exploring what possible futures we could have ahead, and discussing ways to steer our institutions and countries in one direction or another. The highest priority in this sense is to make sure that future online education is open, accessible, and sustainable in the long-term future.The project sees this goal under four main Dimensions:- Technological: discussing what makes digital education technologically functional and maintainable- Environmental: quantifying the environmental impact of the process of digitalising education- Social, ethical and legal: exploring ethical and legal considerations such as privacy, accountability, fairness and freedom of choice- Pedagogical: piloting needed changes in the teaching and learning, both in results and processes, in assessment and administration C-FLEX wants to broaden the awareness to these problems, making sure that as many people as possible can understand the implications of choices made in this space. The project will ensure this can happen through a variety of outputs targeting many different types of stakeholders. The first such stakeholder we target is the one of learners, which are seen in the context of this project as tomorrow’s innovators, and even further those that will inherit the education system that we build today. Learners will be engaged with an interdisciplinary, hands-on approach, instantiating a Challenge-Based Learning methodology. Such pedagogical approach, we deem, are well-suited to make learners explore this space with their own hands. To ensure a high-quality implementation of this educational methodology and a good mapping of the project’s vision, challenges for the CBL activities are sourced from real stakeholders, engaged at three levels: in the partnership, through a dedicated partner and its network (Junior Achievement Bulgaria); in the project’s structure, through a Strategic Board; and externally, through the project’s dissemination activity. This strategy will position the project to achieve its objectives both in a top-down and in a bottom-up fashion.<< Implementation >>C-FLEX foresees a number of activities that are integral part of its implementation. We highlight here a few such activities:CONSTRUCTION OF A DIGITAL EDUCATION INFRASTRUCTURE BENCHMARKING TOOLKIT This toolkit will give institutions practical tools to assess their digital education infrastructure strategy, understand potential bottlenecks, and plan their evolution.It will be composed of an open source self-hostable web tool modelled after the HEInnovate self-assessment online tool, and a set of guidelines that can be used by decisionmakers within organisations to aid in the comparison of different digital education infrastructure solutions.MICROCREDENTIAL-AWARDING ONLINE COURSE ON THE TOPIC OF IMPACTS AND SUSTAINABILITY OF DIGITAL EDUCATION INFRASTRUCTURE As Europe reflects on the potential role of micro-credentials as a model of learning, teachers, learners and decision-makers of different backgrounds will find themselves in need to update their own knowledge in terms of digitalisation of education. C-FLEX foresees the design of a course to create a just-in-time, self-tailorable learning space for people of all backgrounds needing to plug competence gaps in their knowledge, be it because they need to select elements of infrastructure, have an entrepreneurial idea, or have a general interest in the topic. The course will initially be targeted at participants in the project’s activities, and will gradually expand its audiences.PILOTING OF AN INTENSIVE CHALLENGE-BASED COURSE IN DIGITAL EDUCATION INFRASTRUCTUREThe activities of C-FLEX culminate in a pedagogical experience that showcases the project’s vision from its content to its finest process details. With a model that is fully based on green travel, the summer school is designed to be an event with maximum added value, giving learners the chance to see with their own eyes the challenges and opportunities that the transition to digital education brings. Most importantly, however, it gives learners the opportunity to solve these challenges in an interdisciplinary group setting.The pilot summer school will also be used as a catalyst for partners to establish new exchange agreements for short-term mobility, further expanding the Erasmus+ offering available to all students in participating institutions.CONDUCTING OF REGULAR STAKEHOLDERS CONSULTATIONSAs the topic of the project doesn’t only involve Higher Education per se, the project foresees a number of consultations with an internalised Strategic Board. This will ensure that insights gathered by the consortium have a reflection in the real world and are not just fruit of desk research.Stakeholders will be asked to train the project’s staff on how these problems are normally solved in their space. Additionally, stakeholders will co-create challenges together with academic partners, and these challenges will be used in the pilot summer school as a basis for the learners’ projects, ensuring that the learners’ work can have immediate impact.A PROJECT-LONG AWARENESS-BUILDING PROCESSC-FLEX wants to ensure that the project can achieve its goals and impacts by design, so it sees the dissemination of its results as a fundamental activity. The project’s dissemination strategy will involve all levels of society and the general public, by using iterative loops in the production of the project’s results.Participants in the C-FLEX consortium designed the project so that it can be highly synergistic with many other european initiatives they are taking part in, enabling an impact strategy that is both top-down and bottom-up.<< Results >>RESULTS:Project results are divided in two main groups: Results 1 and 2 are more intellectual in nature and will dominate the project in its first part. Results 3 and 4 are more pedagogical, and will instead dominate the second part of the project.Result 1: Requirements and impacts analysis of digital education infrastructure A set of research instruments to aid in the holistic analysis of requirements and impacts of digital education infrastructure. It will produce tools and methodologies to assess the impact of digital education infrastructure and to aid institutions in mapping their requirements with implementations, as well as guidelines resulting from the project’s first implementation.Result 2: Toolkit for the benchmarking of digital education infrastructureA set of practical tools to measure an institution’s positioning in terms of DEI, and to compare different solutions/platforms/methodologies in the space of online education.NB: R2 creates practical tools, while R1 focuses on creating investigation processes that can potentially also used to design tools (as is the case in C-FLEX).Result 3: Supporting Challenge-Based Learning with microcredentialsA microcredential-awarding online course, along with curricular guidelines, giving a systemic look at the challenges and opportunities of education digitalisation, and specifically designed to support challenge-based courses in the topic of digital education.Result 4: A challenge-based learning approach to the impacts and sustainability of digital educationPedagogical tools to implement CBL courses on creating future-ready digital education infrastructure. A particular emphasis is put on interdisciplinary team work, using industry-sourced challenges, and self-tailoring of delivery. Includes a pilot implementation in the form of an intensive programme (summer school). TANGIBLE ARTIFACTS:We present here a brief selection of artifacts that the project will produce:- A set of handbooks discussing the pedagogical, technological, social and environmental implications of the digitalisation of education.- A set of investigation tools to aid in the exploration of the above.- A web-based tool (inspired by the HEInnovate self-assessment) to track HEI’s progress in developing sustainable digital education infrastructure.- A modular set of guidelines that can be used to aid local, regional, national and EU decision-makers in the comparison and adoption of competing solutions.- An online course on impacts and sustainability of digital education.- Guidelines for the integration of the online course in challenge-based learning courses.- Administrative guidelines to enable the awarding of micro-credentials for the above course.- A set of pedagogical guidelines for the creation of CBL extensive and intensive courses in the topic of the project.