Erasmus+
Outputs
Combine digital teaching–learning (EAD) with project-based learning (PBL)
O1 - Digital Competencies Survey
Output 1 is the Digital Competencies Survey. This output is divided into two separate deliverables:
- first, the survey itself is to be applied to HE lecturers/teachers to ascertain whether they have the required EAD skills; it takes less than 3 minutes to accomplish;
- second, the analysis of the responses collected results in a suggested learning path of digital skills for education (see O2).
O2 - Training toolkit for Teachers
Output 2 is the Training Toolkit for Teachers, which is deployed in Moodle. This toolkit follows the DigCompEdu framework. The training toolkit is for:
- Level A (Newcomer and Explorer) lecturers/teachers who can freely attend the course online;
- Level B (Integrator and Expert) lecturers/teachers who can freely attend the course online;
- Instructors that deliver the course in-situ for Level A lecturers/teachers; they have access to the complete set of learning materials.
The toolkit training includes videos, texts, website visits, and quizzes on technical, pedagogical, and behavioural features. This toolkit aims at capacitating lecturers/teachers so they can implement digital-based active learning pedagogies in their classes and use the digital cells in the 2 π classroom (see O3).
O3 - Architecture of Digital PBL Cells
In Output 3, we designed and built a proof-of-concept of the 2 π Learning Space. The 2 π Learning Space is a directionless classroom specifically designed to implement active learning pedagogies, especially PBL. It is grounded on scientific literature and other examples from leading universities. Its architecture encompasses the Digital D-PBL Cells, which are intended to favour group working on projects. They are the PBL group “headquarters”, from which most of the multidisciplinary teamwork is carried out.
O4 - Guidelines for PBL Digital Teaching-Learning
Output 4 is the D-PBL Guidelines for digital project-based teaching-learning. These guidelines resume the results gathered during the implementation of the project, both on development and piloting in a real classroom context. They serve as a reference for other higher education organizations and initiatives in this field.
The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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