"Work-oriented education and training has a considerable impact on improving the performance of nurses, and detecting and compensating existing gaps in the nursing knowledge domain. The stakeholders in this process at various levels are nursing students, nurses, medical supervisors, human resource managers, employers, and educators. Employing Information Technology (IT) solutions can be expected to contribute to the continuous improvement of work-based education and training processes, and may ultimately enhance the quality of learning outcomes. Such a system should not only comprise the systematic assessment of knowledge domains in compliance with standard curricula and the provision of learning contents, but also, and perhaps more importantly, it should ensure a match with the requirements, including knowledge elements, of identified nursing tasks and associated processes.In light of these developments, Pro-Nursing was aimed at three main objectives; i) bridging between nursing tasks and nursing knowledge to represent their interrelationship to the different target groups, ii) assessing knowledge levels of nurses and recommending appropriate learning materials to improve the detected knowledge gaps, and iii) monitoring the knowledge gaps of nurses who are working at hospitals. In order to realize these objectives, the Pro-Nursing web-based application, including its ontological back-end, was developed. The Pro-Nursing system, hence, supports nursing educators and supervisors to ensure the quality of nursing care in the clinics and hospitals in the long-run.With regard to the original project application, the intellectual outputs of the project are labelled: (O1) Nursing Process Ontology, including five activities, (O2) Nursing Domain Ontology, including four activities, and (O3) Pro-Nursing Web-based Application including eight activities. The intellectual outputs have been monitored and realized based on proper implementation of their subset activities. Moreover, In order to i) test the Pro-Nursing application, ii) receive the feedback of the end-users, iii) reach project stakeholders and the general public, and iv) disseminate the project’s results, the consortium organized a one-day symposium (E1) in Bonn. The Pro-Nursing symposium provided an international forum for researchers and practitioners in the field of vocational learning, technology enhanced learning, and particularly vocational education in the domain of health and nursing. The audience included representatives from seven EU-countries, namely, Austria, England, Finland, Germany, Hungary, Italy, and Spain. Three speakers from three different disciplines of nursing education, VET and competence management delivered a keynote presentation. Moreover, eight selected papers and posters were presented by the authors. The presentations of the keynote speeches, presented papers, and posters are available on the Pro-Nursing homepage at www.pro-nursing.eu/web/download/show. Furthermore, the selected papers have been published in a book entitled ""Professional Education and Training through Knowledge, Technology, and Innovation "", with ISBN: 978-3-936533-77-4. The online version of the book is accessible via the OPUS portal of the library of University of Siegen.The Pro-Nursing project has thus reached the expected impact at the local, regional, national and European/international level as described below. • The Pro-Nursing application provides the nursing taxonomy, the nursing task list and the task-knowledge matrix for supporting nursing schools and authorities at the local, regional, and national level towards bridging the gap between labor market requirements and learning contents provided in nursing curricula and study programs.• The Pro-Nursing application is an easy to use, accessible, web-based application which promotes the use of ICT in nursing education and training for all levels of students, job applicants, and employed nurses, particularly in the German nursing sector.• The Pro-Nursing project has provided an opportunity for HRM and job analysis staff to work on identify, analyze, and define nursing job.• Pro-Nursing has defined, adopted and deployed the methodologies of implementing the nursing task list, the nursing process model, the nursing task-knowledge matrix, and the evaluation of the results of the project. The methodologies are provided as a response to the need of a benchmark for combining the analyses of task, knowledge domain and curricula in a unified framework for European and international nursing sectors. To disseminate the project results and to further enlarge the network, the Pro-Nursing consortium established an associated partnership with five institutions, namely, Fivan from Spain, Concetra from England, Frenetti from the Netherlands, European Association for Practitioner Research on Improving Learning (EAPRIL) from Belgium, DEKRA Academie GmbH from Germany under HCEU project."

<< Background >>HYBRID-E will make a significant contribution to responsibly shaping European Digital Society in Transition. HYBRID-E believes that more than one year into the global pandemic higher education entered a transition phase to embrace more permanent forms of hybrid teaching models, a mix of on campus teaching and deploying online learning technologies. While the crisis provided research universities across the globe with an unprecedented opportunity to truly innovate teaching by effectively adopting online, hybrid and blended teaching formats. The emerging question is, whether universities have been successful in transferring into this transformative phase and shaping education in a more proactive and sustainable way? HYBRID-E is convinced that fostering digital competences among the teaching staff is the first step towards enabling adaptive teaching and hence, more effective ways for guiding students.The designated chief priority of the project is ‘innovative practices in a digital era’.HYBRID-E’s mission is to contribute to the development of the European Education Area, thereby deploying lines of action presented in the Digital Education Action Plan 2021-2027 by providing sound, proactive and sustainable frameworks and tools supporting teaching staff in navigating a responsible transition of their universities in the context of the global digital society.<< Objectives >>HYBRID-E’s seeks to achieve the following specific objectives:· equipping teaching staff to successfully steer their communities into a state of responsible digital transformation towards hybrid learning;· supporting teaching and professional services staff in developing the necessary skills to successfully shape their institution’s digital transformation, and in doing so provide better guidance to their students in navigating the global digital landscape;· providing teaching and support staff based at European higher education institutions with flexible ways for sharing digital resources and good practices geared towards continuous professional development.<< Implementation >>The project methodology is based on a holistic approach, connecting the activities carried out in all Project Results and is therefore well suited to meet the objectives, results and impacts. The project outputs will be shared with the wider higher education community and public through the following multiplier events:1. a hybrid event on facilitating responsible use of digital technologies and learner data in higher education;2. a Digital Foresight event: use case studies for adapting teaching practices event;3. a HYBRID-E workshop on Blended, Responsive and Inclusive Digital Education including a Final dissemination event. In addition, two themed Staff Training Events will be organised:1. Actionable Framework Training Event – KTH Royal Institute of Technology and organise this event in Stockholm.2. Digital contents Training Event – University College Dublin to host and organise this event in Dublin.<< Results >>The project’s results are intended to enhance academic teaching and considered drivers to improve life-long learning. HYBRID-E will create the following innovative resources and tools:· an actionable framework for a responsible use of digital technologies and digital (learner) data;· a digital content map aimed at offering insights and analysis concerning the staff and student experiences in the midst of the accelerated digital transformation;· a virtual Community of Practice (vCoP) based on open source technology for exchanging best practices and delivering the digital content;· a dynamic Handbook offering recommendations and practices for inclusive and sustainable digital Education in traditional universities.

There are two fundamental challenges in converting scientific discovery into societal value. First the (European) knowledge paradox (EKP) stipulates that academia and knowledge institutes are generating high quality knowledge and basic discovery outputs, yet there is a relative inability to convert such knowledge into economic value and benefit (Dosi, 2006). Second, the Valley of Death (VOD), a phase in research and development defined by a lack of funds where government funding declines and private sector funds are not available, presents a serious innovation barrier (Markham et al., 2012). Aiming to address these challenges, a solution needs to cover a complex assembly of factors.The project developed a Business and Innovation module for bachelor science programmes. In particular, 12 credits of the minor Business & Innovation which is available to all science students at the KU Leuven served as an initial model for the creation of this module. Workshops ‘Innovation in Practice’ have been developed as well as a MOOC ‘Principles of Economics for Scientists’ which both help bridge the gap between economics, business and entrepreneurship on the one hand and science on the other. The online course ‘Principles of Economics for Scientists' is delivered on the MOOC platform, provided by IMC. The Learning Analytics Framework and the Evaluation Tool were developed to support the learning process and the assessment of the online course. The IBIS project is a consortium of four organisations. The coordinating organisation is the Faculty of Science of the KU Leuven, Belgium. Partner organisations are the Faculty of Science of Stichting VU, Amsterdam, and the Faculty of Science of the University of Amsterdam, The Netherlands, and a private partner, imc information multimedia communication AG.Partners in this project have enhanced and developed cross disciplinary diversity and entrepreneurial skills in science and technology teaching and learning at the university level. University students majoring in various science disciplines are increasingly requesting the introduction of business context in their programmes. Traditionally, science study programmes tend to focus on domain specific subjects including some multidisciplinarity. By producing an online course Business and Innovation with emphasis on the role of curiosity driven fundamental research, this project tackles the challenges of how to convert fundamental knowledge into a business value and can thus improve the quality and the relevance of higher education science curricula. The entrepreneurial skills, acquired by the students who take the online course ‘Principles of Economics for Scientists’ or follow the Workshops: Innovation in Practice, will increase the relevance of these students on the labour market.The pedagogy used allows openness and flexibility in learning space (blended learning), flexibility in time and place of learning including mobility of students. This gives students a full responsibility for their own learning process in which they experience creation of scientific knowledge and its capitalization in a triple helix of university, industry and government institutional sphere. To support students in learning and gaining insight into the online learning process, a learning analytics framework was developed to analyse learner behaviour data and enhance the learning process, for example by predicting success in learning (Ferguson, 2012, Verbert 2013).References:Dosi, G, et al., The relationship between science, technologies and their industrial exploitation: An illustration through the myths and realities of the so-called ‘European Paradox’., Research Policy, vol. 35, Issue 10, dec . 2006.Ferguson, R. (2012) Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5-6),304–317,Markham, Stephen K. et al., The valley of death as context for role theory in product innovation. The Jrn of Product Innovation, Vol 27, Issue 3, May 2012.Verbert, K., Duval, E., Klerkx, J., Govaerts, S., & Santos, J. L. (2013). Learning Analytics Dashboard Applications. American Behavioral Scientist, 57(10), 1500–1509.

The digitization of higher education (HE) has become a vital necessity since the COVID-19 pandemic began and with it the HE sector has faced various challenges. As recent studies have shown, the majority of HETs were largely unprepared to make the shift to online teaching and had difficulties adapting to new teaching methodologies, modifying their course structure, arranging attractive digital learning environments, assessing student progress, keeping students motivated and engaging them online in a meaningful and pedagogical way. Higher education students (HESs) faced challenges as well. Due to teacher time constraints and lack of face-to-face engagement, students have received less personalized feedback and fewer assessments of their individual work thereby providing them with a low level of understanding of their learning progress. They also face multiple learning formats designed by teachers who haven’t been trained in online course design, making the materials ineffective in the digital space. With these challenges however, the HE sector also has great opportunity for growth. When implemented correctly, the advancements digital technology can be applied to HE so that the real requirements of HETs and HESs are met and common mistakes are avoided, mainly that digitization is not a solution in itself and it must be applied to competence-oriented and teaching and learning-centric needs. VISION has been designed with this consideration at the forefront.VISION will provide innovative online teaching and learning tools to HETs and HESs to meet individual learning requirements, accompany ongoing learning processes and make personalized learning the primary consideration in digital instruction in a pedagogically meaningful and competence-oriented way. This will be accomplished through three tools:1. A unique AI-based Smart Authoring Tool (The Vision) will be developed through which HETs can create interactive, visually and didactically valuable courses that promote personalized learning and can be integrated into any learning management system. 2. A course-specific Chatbot Tutor (The Visionary) will be produced to serve as a communication interface between students and teachers. It will supplement courses with automated academic-support addressing HESs’ distinct learning needs, interests, aspirations, individual backgrounds and requirements. It will also link to the Smart-Authoring Tool to provide dynamic and personalized updates for each student. 3. An E-Course (The Visionar) will be developed so that teachers can easily understand and utilize the above-mentioned tools to develop professionally and facilitate quality online learning that meets their pedagogical needs. The digital skills strengthened through the VISION project will enhance the online teaching and learning experience for both HE students and teachers long-term, which is indispensable, especially in today’s uncertain times. HETs will learn to apply their digital competences in real life scenarios through a virtual environment, thereby significantly impacting the learning paths of their students, and they will gain a greater understanding of their students’ individual e-learning progress. HESs will benefit from personalized learning arrangements, accompanied learning processes, adaptive and student-oriented feedback and tutoring support as well as a dynamic digital learning environment. VISION is being executed by partners from Austria, Germany and the Netherlands, but its impact will extend beyond national boundaries and influence institutions of higher education transnationally. Identifying, assessing and sharing best practices, transferring knowledge, forging connections across countries and uniting the education sector will improve VISION’s ability to share what works in a truly global way - particularly in the post COVID-19 digital space, which is affected by constant innovation, changes and challenges worldwide.

Although most HE institutions have embraced the potential of e-learning methods and have invested in technology-enhanced learning environments and tools, we do not have a clear picture of students’ online learning habits. Moreover, e-learning so far has not received much attention within quality assessment procedures. The understanding of concrete learning behaviour and uses of electronic courseware and online resources is an important prerequisite to assess the quality of autonomous, lifelong learning. Another challenge are the high dropout rates associated with e-learning, not in the least where MOOCs are concerned. Among numerous other variables, an important factor is the lack of engagement and motivation, when students don’t know how they are progressing and what their peers’ achievements over time are. Students involved in e-learning often have a limited knowledge of their own learning habits and which rate of studying with the online material is required. To succeed in (semi-)autonomous learning, however, a higher level of self-regulation is needed.This project addressed the Erasmus + challenge of raising the quality of education through the use of learning analytics. Learning analytics is a new and promising research field which can be defined as “the measurement, collection, analysis and reporting of data about learners in their context, for purposes of understanding and optimizing learning and the environment in which it occurs” (Siemens et. al., 2011). The recent evolution of web-based learning and the possibility of tracking students’ online behaviour offers promising new ways of measuring actual self-study activities. This project aimed to establish a clear image of how higher education students in different European countries learn online. The goal was to map existing learning patterns in 4 different types of online language learning and teaching and maths courses and to feed back this new knowledge to the most important educational actors themselves, being the students and their lecturers. The learning analytics approach was bottom-up, taking the perspective of the learning process, focusing on the courses used and the students’ learning trails through these courses. Process mining techniques were used for the analysis of the data. Therefore, a complimentary and cross-disciplinary consortium of teams from three universities and a private open source company was set up.First, this consortium implemented tracking of learning data based on the new Experience API standard for interoperability with other learning environments and reporting tools. A piloting phase was organised to check the technical & pedagogical validity of the data tracking & data analysis instruments.In the main data collection phase, the learning behavior of several student groups enrolled in distance learning or university programmes with an important self-study component was tracked during one semester. The data were collected in a central repository (Learning Record store). An important point of concern in the project was the privacy of the students who were monitored. Participants were asked to give their consent to collect and use their data for the aims that were clearly described. The data was kept and analysed anonymously and the EU data protection directive was taken into account.In the data analysis phase, the processes of autonomous learning were mapped and compared to the intended pedagogic objectives of the tools. Patterns of learning behaviour were detected, leading to different user profiles and feedback about used learning resources.Finally, the project developed and implemented data visualisation tools in the form of learning dashboard applications for students and for teachers. Special care was given to the ease of use of the dashboards for non-specialist users. These applications allowed the students to understand how they learn online, to follow up their progress but also to compare their profile to user patterns of their peers (optional). Educators got dynamic and real-time overviews of how their students were progressing, which students were potentially at risk of dropping out or of failing for the course and which parts of the courses caused specific difficulties and/or required more feedback.The project also developed a generic xAPI model for implementing learning tracking in interactive language learning tools, which we hope will be reused in different educational settings, countries, courses. The project outputs were used by or presented to the student and instructor target groups but more generally also to all stakeholders in the field of educational innovation and research on a European level. All technologies, algorithms, reports, guidelines, recommendations were put at their disposal under open licenses via www.project-vital.eu.