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TECHNISCHE UNIVERSITEIT DELFT

Country: Netherlands

TECHNISCHE UNIVERSITEIT DELFT

56 Projects, page 1 of 12
  • Funder: EC Project Code: 2020-1-AT01-KA226-HE-092643
    Funder Contribution: 167,828 EUR

    The global COVID-19 pandemic in 2020 has forced universities to completely re-think their teaching concepts in order to allow safe, remote teaching of students off-campus. One of the challenges of this rapid transition is ensuring that the quality of the learning experience remains high and that students are able to engage and thrive in this new and predominantly digital environment.This project entitled ‘Digital Erasmus - a roadmap to using building performance simulation to achieve resilient design’ responds to this context by seeking to transform the learning experience of students in built environment disciplines. Our objective is to develop a dynamic, experiential methodology aimed at maximizing student engagement and learning opportunities in a digital and transnational environment. We hope to create an environment that encourages diversity and equality and promotes the inclusion and participation of under-represented groups. To achieve this, we plan to create a safe yet challenging learning environment that exposes students to new ways of thinking and working, one which provides a framework for likeminded people to get to know each other, to collaborate and to learn with and from each other, independently of their geographical location. Building performance and the future resilience of the built environment are the core themes of this program, which responds to the rapid and well documented transitions occurring in the Earth’s climatic, environmental and social conditions. Measurement, modelling and simulation are tools that can be used to futureproof our response to these challenges in the built environment. We aim to develop these skills by creating virtual test beds (linked to data from real buildings) so that students can explore existing designs and test the impact of their design decisions in relation to key performance indicators including: energy and indoor air quality (TU Graz), health and wellbeing (TU Delft) and moisture and future resilience (UoS). Building simulation is traditionally taught in a classroom setting with access to computer labs, where students learn how to use the software in direct contact with staff. In times of COVID-19 this is no longer possible. We are therefore targeting students who are enrolled in MSc programmes that include courses on building performance and resilience, but who are no longer able to participate in live classrooms activities. By doing so, we are taking into account both the current circumstances and the personal obstacles that students with disabilities might face in normal classroom settings as well as the barriers faced by those who cannot attend conventional classes (for a variety of other reasons). We expect to attract cohorts of about 20 MSc students in each partner university.In this context we propose a new pedagogical methodology that addresses the challenges of digital teaching but at the same time provides a platform for students to acquire the skills needed for a successful career. As part of this framework, three new modules (each taught by one of the partnering universities) are proposed to challenge students to work in interdisciplinary transnational teams, in a digital manner, across borders thereby offering some of the benefits of the classical Erasmus ‘year abroad’ experience. This approach is designed to facilitate experiential and peer-to-peer learning by promoting collaboration and cooperation on live projects beyond conventional barriers. The learning format combines live data-streams from real buildings, with the use of validated simulation models of the same buildings in order to create a highly realistic and interactive learning environment. This concept helps to overcome the barriers imposed by the absence of site-visits and studio tutorials, which have been a common feature of experiential learning in the built environment. This learning format is designed to immerse the students in real-world problem solving and experimentation, commensurate with the attainment outcomes of master’s level programs. The methodology, the teaching material and the data sets will be made accessible on a common web-based learning platform that will serve as an interactive teaching resource. Through our Digital Erasmus approach, the students will gain valuable additional experience in interdisciplinary working and critical thinking. Close links to the professional body of the International Building Performance Simulation Association (IBPSA) will support the impact of this project by linking the IBPSA-academy and various other organisational activities to the work that is carried out within the student teams. This approach will create a pedagogical framework for a digital Erasmus learning experience which can be used as a roadmap for other programmes in the STEM sector to follow.

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  • Funder: EC Project Code: 2022-1-DE01-KA220-HED-000086932
    Funder Contribution: 400,000 EUR

    << Objectives >>The MachineLearnAthon project aims to develop increasingly relevant machine learning (ML) competencies and skills among students from various study programs. To this end, we propose a new teaching concept complementing ML challenges with micro-lectures. Our innovative concept promotes motivation and action-oriented learning through project-based tasks and gamification elements. In addition, the students acquire competencies required for cooperation in interdisciplinary and international teams.<< Implementation >>- DIDACTIC CONCEPT: Develop and improve the didactic concept of MachineLearnArthon.- CHALLENGES: Develop and publish real-world MachineLearnAthon use cases with industry partners.- MATERIAL: Develop and publish additional learning material to make ML challenges accessible to students with no prior ML knowledge.- EVALUATION: Run and evaluate MachineLearnAthons at all partner universities.- WHITE PAPER: Disseminate the concept and the evaluation results through white papers.<< Results >>- More than four MachineLearnAthon cases support the digital transformation and the wide acceptance of machine learning solutions.- Free MachineLearnAthons cases, micro-lectures, and ML tool introduction units are integrated in existing courses or are established as new courses in different programs of our universities.- Digital environment for collaboration and comparison of challenge results (leaderboard) connects students and partner universities and promotes innovative learning.

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  • Funder: EC Project Code: 2020-1-NL01-KA203-064658
    Funder Contribution: 427,107 EUR

    ContextDoCS4Design amplifies the impact of the design discipline in the society through PhD level education. It will achieve this by building a Critical Ecosystem of Research (CER) to interconnect learners and educators from different PhD design programs in relevant HEIs and to corroborate the links between design research (DR) and the broader socio-economic context. Through the CER, new models for PhD design education will foster the development of learners’ entrepreneurial mind-set.Design is widely known as a discipline that connects different knowledge and envision innovation’s trajectories, tackling present and future challenges. The abrupt technological evolution of the Fourth Industrial Revolution and the changes in the professional field determined by the shift toward the knowledge economy are increasing complexity of innovation and societal challenges. Professionals with cross-sector competences are effectively covering key roles and DR is inherently interdisciplinary; systemic and collaborative approaches, consolidated by design, are successfully addressing these issues. DR is becoming a powerful driver for innovation in many domains; hence, how to train design researchers through PhD education urge to be consistently and jointly addressed. Main objectivesDoCS4Design aims at developing an international PhD Network of Excellence (Network), a lever to acknowledge how DR contributes to effective innovations. It is paramount to equip HE design learners and educators with novel approaches, training highly qualified experts with interdisciplinary and systemic capacities, able to adapt to a techno-digital future, to a changing labour market and to evolved institutions. The Network will outline forefront educational models that will flow into the CER, supporting capacity building for tertiary level educated workers to amplify their impact on academia, industry, government and society (Quadruple Helix innovation model) and fostering a mutual exchange within the Knowledge Triangle.ActivitiesThe Network will collect and develop means to nourish the construction of the CER. It will build a MAPS ECOLOGY to inform training models and an ECOSYSTEMIC LEXICON, a bottom-up methodological vocabulary for the design cultural impact on the entrepreneurial mind-set. Educators will employ the outputs to advise learners approaching interdisciplinary domains. It will develop a LIBRARY and a WUNDERKAMMER OERs, valuing the existing differences among the partner HEIs as richness, avoiding standardisation. The Network will outline a bold methodological framework, the UNIQUE CURRICULUM, to improve career management skills and interaction between PhD and private/public stakeholders; define policy recommendations (DRIVERS FOR INNOVATION), to drive public sector innovation by design, providing routes to work with other HEIs and policymakers.In terms of competences development, DoCS4Design foresees 1 short-term joint staff training on advising, 2 intensive study programs for HE learners enrolled and teaching staff on research codifying and entrepreneurship, and 1 blended mobility for learners on ecosystemic impact. These, along with 2 transnational MEs, will test and support the project’s IO development.ParticipantsThe Network involves design educators and researchers within leading HEIs that similarly develop PhD programs that focus on scientific and technological knowledge production: TU Delft, Politecnico di Milano, Aalto University and Imperial College. Associated partners: Illinois Institute of Technology and Carnegie Mellon University. These HEIs, from the same EU roots, have made design sprout in different branches starting from the mid 20th century. Differences among partners will ensure outstanding outputs, extending their impact within the Quadruple Helix dimensions.MethodologyDoCS4Design outline a pedagogical approach based on different areas of knowledge, namely understanding, building, identifying, codifying, enhancing and driving, to emancipate PhD design education beyond academic boundaries, questioning its ecology, and developing the CER. Qualitative methods will connect individuals towards a wider innovative educational change. The Network will closely collaborate and exchange during meetings, activities and events.Results, impact, benefitsThe project will empower learners with a strategic view to shape the DR horizon to meet EU societal and entrepreneurial challenges. The key impact will derive from connecting design PhD education with industries, companies and public sectors where qualified designers cover key roles. DoCS4Design will maximise the uptake, multiplying the impact both at local and transnational level, both in professional and public avenues. Being disseminated through open access channels, the results will widen their impact, influencing PhD design education in many HEIs. The project values inclusion of diversities as a key factor for advancing and answering contemporary challenges.

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  • Funder: EC Project Code: 2022-1-SI01-KA220-HED-000087727
    Funder Contribution: 400,000 EUR

    << Objectives >>The Objective of this project is to create an educational system for mechatronics students that gives the students an opportunity to learn using real mechatronic hardware. Many students have specific learning needs, but want to learn and also want to be included in the educational process like everyone else. That is why we propose that all students get their own educational hardware with online support (MOOCs ) to be able to adjust practical mechatronics study to their needs.<< Implementation >>Activities of this project will be mechatronic educational hardware development, creation of supporting mechatronics courses and tutorials in the form of MOOCs, development of platforms for the hardware re-use or sharing and project results promotion. Finally 4 mechatronics summer schools for university students will be implemented to evaluate the developed hardware and MOOCs.All work packages will have an activity sequence of specification definition, development, evaluation and modification.<< Results >>Results of the project will be:- Educational hardware in the form of smart servo motor will provide students with a device that equally represents all three study fields of mechatronics.- Online mechatronic courses and tutorials in the form of MOOCs will support students’ learning with the hardware at university and at home.The project results will be shown to be ready for ecologically responsible use in the university mechatronics education process to equalise the mechatronics students.

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  • Funder: EC Project Code: 2020-1-NO01-KA226-HE-094039
    Funder Contribution: 259,183 EUR

    BACKGROUND OF THE PROJECTThe Paris Agreement aims at strengthening the global response to climate change. In Europe, the European Green Deal sets out to reach climate-neutrality by 2050. In order to achieve these goals, national and common EU policies support the use of renewable energy. New cross-border interconnections within the continental energy system are being built, a single energy market allows energy trade across the Union, and cooperation between communities, companies, universities, regions, and countries opens new pathways to a more sustainable way of life and new technologies. However, climate neutrality is not only a great opportunity, it also represents a formidable challenge. While public discourse rightfully describes renewable energy as a solution to climate change, planning and implementing the necessary common measures remains difficult. Largely due to its market-disrupting effects, the energy transition meets a complex set of opportunities and challenges. This is particularly true at the international level, where the different interests of individual countries further complicate the transition. Hence, if climate protection and sustainability are to bet achieved, the international ramifications of new energy technologies need to be understood. Furthermore, qualified personnel is needed to reap the opportunities stemming from renewable energy. OBJECTIVES OF THE PROJECTAround the year 2015 a handful of scholars started to explore the impact of renewables on interstate energy relations. Publications by Stratfor and The Economist have given the topic of the 'geopolitics of renewables' international recognition. A 2019 report by the International Renewables Energy Agency was another watershed moment. Since then, studies abound. In response to COVID-19, the ‘Geopolitics of Renewables Simulation' (GeoReSim) project now aims at developing an international learning environment that provides university students with a deep understanding of the challenges and opportunities involved with the transition to renewable energy. In view of the need for digital tools for distance learning due to the pandemic, the GeoReSim project will develop a fully digital and web-based solution. Developing and using this digital learning platform (the 'Geopolitics of Renewables Simulation') represents the central goal of the GeoReSim project. Despite temporary interruptions of in-class learning activities due to COVID-19 (or similar crises), this software will allow students to engage in simulated, real-time negotiations of international energy and climate policy with peers at other universities. DESCRIPTION OF ACTIVITIESThe GeoReSim project will first define a number of 'rules of the game' that capture the international implications of the transition to renewable energy (lead by Ghent University). It is intended to make the results of this policy-relevant work available via the International Renewable Energy Agency IRENA. Secondly, based on relevant experience, the simulation will be developed (TU Delft 'Gamelab' in the lead). Via different project activities, the simulation will be developed and tested. Student groups at the partner universities will contribute to this process. Finally, a didactically-oriented publication will be elaborated (lead by TU Munich). Dissemination activities aim at maximising the outreach. NUMBERS AND PROFILE OF PARTICIPANTSThe project activities will bring together four ambitious project partners: Ghent University, TU Delft, TU Munich and the University of Stavanger. The project activities will be embedded in ongoing courses at these universities, and reach a cohort of circa 120 students during the project's lifespan.METHODOLOGYProviding an international, web-based learning environments represents the core output of the GeoReSim project. All project activities will, in various ways, contribute to the development of an online platform designed for exploring the relationship between renewables and interstate energy relations. The learning experience of the students during two test runs during the project represents an integral part of the development process. SHORT DESCRIPTION OF THE RESULT AND IMPACT ENVISAGEDThe Geopolitics of Renewables Simulation is to be a didactically sound and lasting result. Its development and later usage will contribute to the digital competencies of educators and students alike. Moreover, the project result will increase the understanding of the dynamics of transnational negotiations in the field of renewable energy. The various project activities are suited to increase the practical skills of the participating students and increase their employability. POTENTIAL LONGER TERM BENEFITThe project is suited to facilitate a smooth, i.e. fast, stable and just transition towards sustainability and renewable energy. The outcomes of the GeoReSim project will open the way for further use of digital technology for teaching, training and research.

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