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Country: Italy


91 Projects, page 1 of 19
  • Funder: European Commission Project Code: 2020-1-SE01-KA226-HE-092562
    Funder Contribution: 258,920 EUR

    The aim of the project is to reinforce the digitalization, internationalization, accessibility, and visibility of Engineering Education in the EU and worldwide perspective by using the remote labs approach in the Consortium universities. The focus will be on launching the Remote Labs Virtual Campus that will provide the teachers with easy to use tools for “remotification” of existing lab exercises or development of new ones; and the students of Partner universities (and external students) with easy-to-access remote lab exercises for studying engineering problems and solutions on real objects and hardware; Develop digital pedagogical competences of university teachers, enabling them to develop new high-quality remote labs for distance education in Engineering subjects, with additional focus simultaneous education of many students and open online courses. Project objectives (specific)1. Creation of the unified design principles and practical tools (examples and templates) for the development and “remotification” of lab exercises involving real objects or simulations.2. Development of at least 6 remote labs for engineering education courses at the consortium universities.3. Launching of the Remote Labs Virtual Campus that connects teachers, students, and industry/business (at least 20 industrial and business partners).

  • Funder: European Commission Project Code: 101128227
    Funder Contribution: 3,516,000 EUR

    Imaging is an undisputed driver of progress in science and technology. New insights into the world are provided every day by the revolutionised imaging science, leading ultimately to a great impact on all aspects of life. Imaging is also a motor for developing and renewing other fields such as biomedicine, robotics, astronomy, security, and defence. To continue this incredible pace of growth, there is strong demand for knowledgeable and skillful experts to advance imaging in many essential aspects, from image sensing principles and models to computational image formation and processing. The programme covers imaging as a transdisciplinary endeavour based on diverse disciplines: signal processing, machine learning, optics and physics of light, computing, computer graphics and visualisation. The partners are educational and research leaders in some of these areas and their complementarity and integration into an EMJM would ensure the sought synergy and added value.The programme is organised in the specialisation tracks of ‘Visual AI’ and ‘Image Modelling and Data-Intensive Imaging’ that share a common first year of fundamental studies in imaging. Seminars and seasonal schools complement the regular courses, whereas an extensive network of academic and industrial Associated Partners provides a wide range of opportunities for internships and theses in co-supervision. 80 students will be funded under the programme, which will be open also to self-financed students, for an expected total of 120 students.The programme provides students with skills and competencies that meet the expectations of the most demanding and competitive engineering jobs in imaging, giving them a chance to contribute and advance fields that are societally important.Ultimately, the programme will strengthen the position of Europe as an imaging powerhouse and increase its competitiveness across the many sectors where imaging plays a critical role.

  • Funder: European Commission Project Code: 2017-1-SE01-KA203-034601
    Funder Contribution: 353,847 EUR

    The Education4Fashion-Tech project (2017-2020) aims to advance and boost the skills and knowledge of designers in the areas of smart textiles, wearables and digital manufacturing. The growing heterogeneous sector of fashion-tech has potential for socio-economic impact, and the changing innovation landscape requires the fashion industry to adapt and advance collaborative practices to boost its competitiveness. However, the skills and knowledge between the fashion and technology fields are not shared, regardless of the European market’s position to exploit the potential from smart textiles and wearables. The project enhanced the quality and relevance of the learning experience through an innovative approach to fashion-tech higher education by supporting innovation and creativity through a strategic partnership and inter- and transdisciplinary approaches. The novel approach enabled a breaking down of barriers between the communities of design and technology to build meaningful collaborations. The partnership included three key countries (SE, IT, UK) by involving three leading fashion and design higher education institutions (HEI): Swedish School of Textiles – University of Borås, Politecnico di Milano and University of the Arts London - London College of Fashion. The diverse consortium, also involving relevant associations and an advisory board, aimed to ensure that the developed curriculum is informed by the industry´s practice and need for hybrid professionals. A Benchmarking Report was produced, laying the foundations for the development of the Fashion-Tech Tuning Document, by defining the state-of-the-art of didactic experiences of HEIs, research centres and industry, in Europe and globally. A Teacher's Toolkit and Learning Units propose a modular approach to fashion-tech education, providing teachers with appropriate methods and tools, as well as content specific units. Complementary to the Tuning Document, the set of resources allow HEIs and involved teachers to develop interdisciplinary fashion-tech design curricula, supporting the production of hybrid professionals needed by the industry. The Community Platform (https://www.e4ft.eu) serves as a central meeting point and a source of inspiration for those interested in the field. The final deliverable “Education for Fashion-Tech: Design and Technology for Future Fashion Creatives” provides a comprehensive reflection on the research conducted within the framework of the project to offer examples of didactic configurations, encourage further experimentations and transnational partnerships, as well as identify future scenarios of the fashion-tech field. A total of 298 learners, teachers and external experts and industry stakeholders participated directly in the project´s activities, including a variety of workshops and dissemination events. With a wide range of backgrounds, such as fashion and textile design, textile engineering, fashion innovation and entrepreneurship, interaction design and smart textiles, the participants were supported in the development of generic and subject-specific competences. The activities carried out included a fashion-tech hackathon, a workshop specifically aimed to train the trainers, and 3 intensive programmes focusing on digital manufacturing, wearables and smart textiles. Dissemination events, including the project´s own and external events focusing on fashion-tech and development of education, have contributed to informing academia and industry of the developed resources and novel approach to merge fashion and technology in an MA curriculum. As a first of its kind, the proposed curriculum will engage academia and industry in the discussion of skill sets required by professionals active in the field, leading to concrete measures in the implementation of such curricula to contribute to industry growth and employability of designers. Other short- and long-term benefits and impact include the establishment of a transnational partnership committing to the development of the fashion-tech field, enhancing the quality of the knowledge and skills of participating learners and teachers, as well as supporting open and innovative practices in the digital era. The project ignited follow-up projects and collaborations, such as the FTAlliance - Erasmus+ Knowledge Alliance project (https://fashiontechalliance.eu/) involving twelve partners across academia and industry.

  • Funder: European Commission Project Code: 2020-1-PL01-KA203-082013
    Funder Contribution: 299,212 EUR

    The goal of the project is:1. Development of a teaching method in the field of introducing architectural and urban design courses to the program at the first and second degree of studies of irelated to the activation of public spaces through:- promoting a unique architectural and urban form- using sustainable development assumptions for resource efficiency, preserving natural values ​​and improving the quality and comfort of urban spaces,- ethics - aging, migration, multiculturalism, protection against threats (resilience).2. Creating a common methodology for scientific research of public space taking into account the criteria for the selection of architectural examples, creating a catalogue of good practices in the field of activation of public space in downtown areas and a method of combining research and teaching activities.3. Preparation of remote work methodology for conducting international workshops to maintain cooperation during the semester and creating the opportunity to exchange experiences at all stages of the project - concept, detailed project and presentation - particularly relevant in the face of today's threats.As part of the project, we anticipate:- student combined mobility- short-term employee trainingIntellectual works:1. Developing a course for studentsThe course for students is to complement traditional classes. The project's assumption is to create educational material that goes beyond the standard curriculum of classes at the university, e.g. design taking into account ethical aspects.2. Creating a methodology for inter-university coursesThe growing number of educational interactions between universities requires the creation of a framework within which you can design a course between several different universities with different organizational nature and scope of requirements3. Development of materials for distance learningMaterials that students will use are to be available on the Web and on mobile devices.4. Research - scientific articlesOne of the assumptions of the project is to develop an important value from the point of view of science. Collecting joint experiences is to contribute to the development of scientific articles during the joint work of scientists and students and publishing them in scientific journals.5. Student online portfolioStudents should be able to collect their work as part of a portfolio available on the Internet. The portfolio should contain graphics and descriptions and be available in all languages.6. Augmented Reality applicationThe project plans to prepare a teaching tool that will allow students to embed their 3D visualization in real conditions. The intention is to use AR technology for architectural didactics and student validation.Target groups:- Academic teachers, administrative staff, academic technical staff- PhD students, masters and bachelor students in architecture, landscape architecture and urban planning- citizens (city dwellers) and public authorities also remain the beneficiaries of the projectA project can form the basis for further learning. The impact will concern partner institutions. The groups that use the project indirectly are key stakeholders of the Krakow University of Technology - students, employees and experts, various institutions and partner organizations. Students should experience an innovative approach to their educational practice. Stakeholders should benefit from the increased academic and staffing potential in the development, design and implementation of mutual research and educational activities.

  • Funder: European Commission Project Code: 2021-1-FI01-KA220-HED-000032125
    Funder Contribution: 308,098 EUR

    << Background >>An increasing amount of work in all parts of society is carried out in projects, and it is estimated that in average around 1/3 of world’s GPD is created in projects. According to World Economic Forum, Project management (PM) skills are among the top most important future working life skills. They are a basic skillset, required by young professionals from different disciplines, including business, management, engineering, information technology in any types of industries and in the public sector for entering the job market and for continuous learning to remain employable. Hence, PM is a multi-disciplinary subject that is currently taught for an increasingly wide array of audiences as part of business and engineering education in universities. Based on our extensive project management teaching experience, we have observed a significant need for offering more personalized, interactive learning experiences for this diverse set of students. There is a need for more engaging high quality digital PM educational content instantly available for students when their learning needs arise. While personalization of teaching in conventional settings would require significantly more teaching resources, we are interested in disruptive solutions to allow for scalability and personalization without increasing teaching hours of educators. We are particularly keen to explore artificial intelligence (AI) solutions to support these needs. The aim of our ChatLearn project is to enable personalized online learning experiences by using educational chatbots and engaging, high-quality digital teaching materials, in order to better prepare students for their future life as management professionals. The project will thus support a wider audience of learners, teachers and trainers in higher education. Currently we observe a mismatch and a skills gap in the use of digital tools that enable personalized learning. While many organizations are in the middle of a digital transformation, many universities educators are not yet well equipped or trained to provide excellent, engaging and highquality digital teaching to meet the personal needs of students, and this way offer also more inclusive higher education. Personalized teaching according to the needs and rhythm of the learner allows for a heterogeneous student group to meet individual needs based on different competence levels and life situations. Our guiding questions in this project are: How can we organize teaching in a personalized and engaging manner in digital settings? How can we best engage our students in real world practice cases, and use innovative digital means to organize our teaching in a resource efficient manner? AI, particularly chatbot technologies are an innovative solution to address the need to offer personalized and engaging learning to students. Although chatbots are increasingly used in e.g. customer service and technical support across a wide range of domains, their use within education field is relatively limited. However we see great potentials, as because of the rapid developments in natural language processing, users will be able to interact with digital entities in more and more advanced ways. The existing technologies in the market already provide the maturity to develop subject and domain specific chatbots to personalized learning for students. The ChatLearn project aims to develop practical and pedagogical guidelines for higher education teachers on how they can develop and utilize educational chatbots in their teaching. In particular, we provide an innovative context specific project management educational chatbot (called PMTutor) to teach a diverse set of students. The integration of the PMTutor together with engaging digital learning resources supports the personalized learning of the students. The developed PMTutor will also be implemented in PM courses of the strategic partners and research on its use experiences and pedagogic implications will be conducted.<< Objectives >>The overall objective of the ChatLearn project is to develop educational solutions that renew digital higher education and make it more personalized, interactive and engaging to allow for an inclusion of students with different competence levels and in different life situations. Our particular development context is the multi-disciplinary field of project management taught for a wide array of students in universities. The objective is to take the digital readiness of educators to the next level by combining advanced tools and open pedagogy. We focus on innovative AI technologies and develop an educational chatbot solution (both text and voice-based solution) that enables more personalized learning experience. At the same time, our objective is to share practical guidelines and templates on how to utilize the chatbot technologies and our chatbot solution in the development of chatbots within different fields of higher education such as engineering and humanities. We also develop digital skills and capabilities related to educational chatbots that can be easily spread within the partner universities and in the PM higher education community. In ChatLearn the aim is to develop and enable more personalized project management learning experience for our higher education students by developing an educational chatbot (PMTutor) that utilizes engaging digital PM learning materials, which are also developed in this project. The PMTutor is able to teach students from different disciplines project management fundamentals. It can be integrated in PM course or in more general management courses. We pilot it in our courses and conduct research on its use experiences. By providing concrete guidelines and templates teachers also from other fields can develop their own subject specific chatbots e.g. for engineering sciences. Based on this research we aim to establish pedagogical guidelines for using educational chatbots in higher education online courses. Our PMTutor and its source code as well as development templates will be freely available for use for other teachers, who can integrate it into their course offering. The developed open digital PM teaching and learning material bank will also be available for use and provide a valuable digital material bank for PM educators.<< Implementation >>The project is performed in strategic partnership with the WU Vienna (Austria), Politecnico di Milano, (Italy) and Reykjavik University, (Iceland) under the coordination of University of Oulu (Finland). PM is a central part of the curriculum in these universities where PM fundamentals are taught to over 5000 students yearly. The partners have been developing capacities and competencies for digital education over the years. The project has six associated partners including the International Project Management Association, a European based global acting Project Management Association with some 70 national member organizations worldwide to support the dissemination of outputs to project management educators, students, young professionals, trainers and policy makers. To structure the project activities and ensure to reach our project objectives and results we will organize the work in work packages and activities that aim to develop guidelines and templates for the development of educational chatbot, develop the context specific PM tutor and implement it in a variety of PM courses, provide inputs how student clustering can be used to facilitate the personalization of chatbots, develop an open project management materials bank that the chatbot can use and create understanding of the current status on the use of educational chatbots in the higher education section, report our development and student user experiences as well as develop pedagogical guidelines and future trajectories for the use of educational chatbots in higher education. The project implementation includes the work packages and various sub activities related to the results that the project produces (R1-R7). In addition to the development work we will organize multiplier events, staff training events and continuous transnational co-operation between the parties (strategic partners and associate partners) as well as continuously monitor and control the progress of the project. All these activities will enable the effective communication and spread of the results and development of strong educational networks, particularly within the field of project management.<< Results >>The overall results of the project are improved and more personalized digital learning experiences, as well as advancements in the development and use of innovative educational AI solutions, particularly educational chatbots, in higher education. Digital and engaging high quality teaching content has been developed. The digital skills of the educators in partnering universities in terms of developing and implementing educational chatbots have improved. The educators of the partnering universities have capabilities to influence the adoption of educational chatbots in other courses in their universities and relevant pedagogic guidelines on the use of educational chatbots have been developed. In addition, concrete development guidelines for educators to develop their own subject specific chatbots in different disciplines are available. The co-creation g of knowledge between the partnering universities and partners has taken place and collaboration with digital technology providers and experts in chatbot technologies has enhanced. The concrete results of the project are realized in the form of results. In line with the project aims the following results are expected during the project and on its completion: (R1): Technology mapping and current state analysis report: “Educational chatbots in higher education: current state analysis on available technologies and the potential for the personalization of education” (R2): Conceptual model, educational design and template for creating an educational chatbot for higher education (R3): Educational chatbot PMTutor for learning PM fundamentals (R4): Cluster analysis of student participants through machine learning analysis (R5): Open project management education resources material bank implemented (R6): Implementation and pedagogic guidelines for the use of educational chatbots as part of digital higher education courses (R7): Research paper on educational chatbots (“Personalization of digital learning with educational chatbots: Experiences from a project management pilot”) In addition, the multiplier events, staff training events and transnational co-operation between the parties will enable the effective communication and spread of the results and development of strong educational networks, particularly within the field of project management. Overall, the results of ChatLearn will improve the quality of higher education (particularly PM education) and increase the commitment and motivation of students to learn PM according to their own needs and life situations. Overall, the project will enhance the competencies of future professionals in Europe and contribute to the digital project society. The results will allow the tailoring of the offered education according to the students’ skills and competencies, enhancing the learning experience and leading to better learning outcomes. Finally, ChatLearn will advance the use of AI and particularly educational chatbots in higher education overall, as the developed concepts, templates, and pedagogic guidelines can also be applied beyond the direct PM education and learning context.


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