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Country: Finland


43 Projects, page 1 of 9
  • Funder: European Commission Project Code: 2021-1-FI01-KA220-HED-000023408
    Funder Contribution: 365,002 EUR

    << Background >>Laboratory education is the cornerstone of chemical sciences. In laboratories, students develop their practical skills and gain deeper, hands-on understanding of the concepts discussed in lectures and textbooks. Laboratory skills are crucial for successful transition to working life as professionals in chemistry, chemical engineering, and many other fields of science. The ongoing transition towards renewable and sustainable energy solutions requires higher training capacity of skilled chemists with versatile laboratory experience. At the same time, traditional laboratory education faces severe threats in many universities in Europe and world-wide. Laboratory education is relatively expensive compared to for example lectures and whenever universities face budget cuts, the quality and extent of laboratory education may be in danger. Furthermore, during the COVID-19 crisis, educational programmes with laboratory training have been among the hardest-hit sectors because in many countries students have not been able to access labs due to university lockdowns.<< Objectives >>We want to promote high-quality laboratory education by providing digital solutions that increase the resilience, quality, and financial sustainability of laboratory education. We will develop open, accessible, and scalable virtual materials chemistry laboratories for training students in the field of sustainable energy solutions such as light-emitting diodes or Li-ion batteries. BSc and MSc level virtual laboratories will be integrated with state-of-the-art materials modelling platform, bridging experiment and theory in unforeseen ways. The developed virtual laboratories will be integrated in our curricula, either as completely new course offerings or integrated to existing laboratory courses. The project results make it possible for higher education institutions to offer students more versatile laboratory education around the Europe and globally.<< Implementation >>Our project involves four major Project Results related to the implementation of virtual materials chemistry laboratories and virtual materials modelling platform integrated into the laboratories. The work on the Project Results is supported by shared digital workspace, regular transnational project meetings, and training activities for teachers. Dissemination of the project results to wider teacher community beyond the partner universities is also a major activity in the project.<< Results >>The expected Project Results are: (1) laboratory virtualization guidelines, (2) virtual general chemistry laboratory, (3) virtual inorganic materials chemistry laboratory, and (4) virtual materials modelling platform integrated with the experimental laboratories. The developed results will be licensed with Open Access license and open to all interested educators. Overall, the project builds new capacities in European higher education by implementing and disseminating novel digital solutions for laboratory education. Working-life skills of students will be boosted, providing stronger innovative capacities for their professional life. Our work strongly supports high-quality chemical education in Europe and contributes to development of sustainable energy technologies of the future.

  • Funder: European Commission Project Code: 2022-1-DE01-KA220-HED-000088665
    Funder Contribution: 400,000 EUR

    << Objectives >>TERRAs goal is to equip future decision-makers in Europes raw materials sector with the skills to transform the future raw materials sector and supply chain industry towards sustainability, higher independence while remaining globally competitive. TERRA aims to bring value at EU level by building the capacity of universities to engage in cross-border cooperation, networking related to the raw materials sector and to create the educational landscape of tomorrow with innovative teaching practices.<< Implementation >>TERRA establishes and actively moderates network activities with HEIs from all over Europe and hosts an academic conference. Further, TERRA will create educational resources by developing curricular anchoring a joint-module and a summer school. TERRA also supports recruitment of students for mineral resources study programs within Europe and provides information about the educational landscape to interested students.<< Results >>TERRA will result in an actively moderated expert network of academia across Europe, which targets the common challenges in the education of future experts in sustainable raw materials. It also aims to take a leading role in the education of future experts for sustainable mineral resources by intensifying the existing teaching cooperations of the project partners. The project will result in a joint-module by the three partners which is designed with innovative teaching concepts.

  • Funder: European Commission Project Code: 101128161
    Funder Contribution: 4,489,200 EUR

    RE_PLAY: EUROPEAN JOINT MASTERS IN GAMES is a four-semester EMJM in game design, reconsidering the current role of games education in European society, culture and the creative industries.RE_PLAY is built around four principles: (a) affirming European values through games, (b) promoting positive social transformations through play, (c) ensuring a medium independent exploration of play and (d) improving the economic and social sustainability of the games industry. With the motto “future-proof your career”, RE_PLAY develops and delivers a pedagogical experience to empower digital citizens as co-creators of games culture and shapers of their own futures in society, cultural institutions (CHIs), and creative industries (CIs). RE_PLAY’s challenge-based program trains graduates to make decisive interventions - innovating the design of games and play by harnessing local contexts and building their partnerships and industry integration during the masters.Activities in RE_PLAY leverage Erasmus+ mobility to harness the strengths and experience of game design education of the three consortium members with complementary profiles, joining northern Europe (Aalto University, Finland), central-Europe (LUCA, Belgium) and southern-Europe (University Lusófona, Portugal), in a training project that extends into an enlarged network of European and trans-European partners.These strengths include (a) student collaboration, (b) an extensive and varied global partners network, (c) organising creative workshops, production residencies, and student project dissemination, and (d) promoting RE_PLAY in conferences and exhibitions and public cross-sector events throughout Europe.RE_PLAY seeks to empower Master Students and equip universities to initiate value-driven cultural and societal participation and change through culture and value-sensitive game-making in cooperation with CHIs, CIs and higher education institutions (HEIs).

  • Funder: European Commission 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.

  • Funder: European Commission Project Code: 2020-1-DK01-KA203-075049
    Funder Contribution: 324,470 EUR

    Artificial Biology, Robotics and Art (ABRA) is an exploratory project designed to promote knowledge alliances across the research fields of artificial biology, robotics, art and design in the context of sustainability. The project explicitly promotes transdisciplinary knowledge and capacity building in higher education in order to tackle the skills gaps and mismatches in students and educators while addressing environmental and climate goals and promoting excellence in teaching and skills development. Through transdisciplinary teaching and training, ABRA facilitates the exchange of sustainable best practices that foster creativity and innovation while developing a shared language that prepares students and teachers to tackle complex problems and solutions relevant for the twenty-first century. The starting point for ABRA is the recognition of the need to develop a transdisciplinary curriculum and training that keeps pace with scientific research and emerging technologies (artificial biology, robotics, artificial intelligence, material sciences, etc.). The most pressing problems facing human societies will require creative and innovative solutions from experts working jointly and collaboratively across disciplines and sectors, including science, technology, art, design and culture. There is mounting evidence that transdisciplinary research is more likely to produce ground-breaking results when compared to mono-discipline research. At present, curricula and advanced degree programs do not go far enough to promote transdisciplinary thinking and practice. When students complete their education, they are insufficiently prepared to work competently with actors and representatives from other fields. Transdisciplinary education supports learners with transferable tools and methods that enable adaptation required for working across fields and foster the permeability between different education and training pathways. ABRA specifically bridges the fields of art, science, engineering and design through the development of educational initiatives and capacity-building activities that contribute to novel collaborations and solutions that span the fields of artificial biology, robotics and art. The project’s objectives are:- To tackle the skills gaps and mismatches in students/educators/researchers by promoting transdisciplinary knowledge exchange that will lead to synergistic collaborations and research outcomes- To promote and reward excellence in teaching and skills development through the exchange of sustainable best practices that foster creativity and innovation- To address environmental and climate change by establishing an ongoing, multi-sector dialogue about concrete sustainable actions that can produce impactful solutions and practices - To create new pathways for art + science + engineering-driven creativity and innovation for increased sustainability- To promote capacity building for students and researchers and students that empower them to develop new processes, technologies, and methods of applying existing technology towards sustainable solutions.ABRA capitalizes on the significant transdisciplinary experience and expertise of the consortium members. Each of the consortium partners brings deep discipline-specific knowledge and expertise across interrelated areas. Specifically:1 - Aalborg University’s (AAU) Research Laboratory for Art and Technology (RELATE) and Human-Robot Interaction Lab focus on human-centered approaches and solutions for robots across industry, health and the arts. 2 - The Department CIBIO at University of Trento (CIBIO) integrates classical cellular and molecular biology approaches with the new powerful tools of systems and synthetic biology. 3 -Aalto University (AALTO) Art Department offers students access to emerging knowledge and practices at the intersection of multiple fields through an arts-driven engagement with societal, political, ecological and philosophical concerns and artistic approaches to art-science-technology practices. 4 - The Institute of Advanced Design Studies (ADES) in Hungary, a non-profit, independent educational organisation, offers studies in design for sustainability to students from all backgrounds, designed specifically to complement existing education programmes to increase educational diversity for sustainability across disciplines. ADES students are trained to bridge scientific and technological discoveries and developments with the needs in society and environment through design.


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