Intellectual outputs

O1: NANO-CODE DIGITAL UNIVERSITY AULA

Background

• A dedicated virtual space which would allow remote access to teaching/learning content.
• An IT-based educational platform to host various blended teaching/learning modules and methods and enhance the capacity of tutors and graduates for their application.

Content

• Simulation of a flexible environment to fit different teaching/learning needs.
• Interactive, distributed and IT-based content to be fed into a novel e-system for organisation of an innovative educational curriculum.
• A space for impact through dissemination and utilisation activities.

• Hosts the innovative e-educational curriculum created using Content Management System (CMS).
• Follows a multilingual approach for the interactive presentation of the content.
• Boosts the educational e-system which offers blended opportunities with online and offline access.
• Gives opportunities to trainees to choose links and supports them to find specific competency-based Learning Pathways (LPs).
• Allows for final tests covering dynamic questions for (self)-evaluation.
• Facilitates trainees’ choice regarding the type of learning.
• Supports the partnership in maintaining, updating and rationalizing the Nano-Code educational programme.

• Records of useful links, legislative documents, studies, reports, etc., pertinent to the EU and national practices in higher education.
• National and EU information in Nanotechnology against COVID-19 and related sectors.

Where is the innovation?

• Multilinguality and multifunctionality character
• Accessibility
• Flexibility

What is the impact?

• The best practices in e-teaching/learning and information provision on Nanotechnology to fight COVID 19.
• Categorized information and knowledge in Nanotechnology and digital education.
• A specialised mode of content organisation which can be transferred to other contexts and subjects.

O2: DIGITAL COMPETENCE CONCEPT: MAPPING ADVANCED DIGITAL SKILLS AND KNOWLEDGE

Background

• A lack of direct link between advanced digital competence and the ability to use ICT tools.
• Challenges for the advanced digital skills and knowledge development for both tutors and graduates.
• Insufficient critical attitude in content creation and use, incl. awareness of IPR of online materials, privacy and security, ethical and legal use of online resources.
• A need for mastering the abilities to use information selectively and responsibly.
• A demand for a structured and consistent approach to respond to the challenges related to distance/online education.

Content

Where is the innovation?

• Deeper understanding of the challenges in teaching, learning and assessing.
• Summary of the modern, most effective methodologies for digital teaching/learning and assessment.
• The focus on the necessity for implementation of digital technologies in higher education systems.

What is the impact?

• Guidelines on how to implement the concept to raise the quality and competence during teaching.
• Qualitative methodological approach for teaching/learning/assessment which identifies key issues around the modernization in the higher education institutions.

Transferability potential

• The shift from teaching to learning.
• A learner-centered approach.
• Self-organized and self-directed learning.
• Interactive and collaborative learning

O3: NANO-CODE INNOVATIVE MODEL FOR DIGITAL HIGHER EDUCATION

Background

• High-quality inclusive digital education.
• Quick application of the knowledge to combat the coronavirus pandemic in Europe.
• Mitigation and impute of efforts to support and facilitate the continuity of education through remote learning.
• An educational model equipped with a concise set of instructions for its exploitation.

Content

Where is the innovation?

• A teaching/learning model in Nanotechnology, contributing to the fight against COVID-19.
• Integration of university philosophy into practice through design of a digital environment bringing defined knowledge, skills, and a focus on autonomy and responsibility.
• Optimal online/offline teaching/learning approaches.
• Application of ECTS validation instruments to facilitate recognition of competences adopted through personalized learning arrangements fitting the end-user’s demands.

What is the impact?

Transferability potential

• Internet-based applications and digital teaching/learning tools and communication devices to support the flow of information and ideas by creating a personal hub to shared current and updated concepts.
• Digital format and operation to be exploited easily for dissemination and use to popularize the Nano-Code model for acquisition of knowledge, skills, and attitude.

O4: Nano-Code digitally enhanced curriculum

Background

• Skills related to working with advanced tools using Nanotechnology to help the medical, technical, and scientific communities to fight the pandemic (incl. detection, sanitation, therapies, and vaccines).
• Skills, knowledge and competences to put the knowledge into practice in the community to support effective teaching/learning and education policies and initiatives.

Content

• Organised as Learning Outcomes in accordance with the Nano-Code innovative model for digital higher education to improve the accessibility to learning opportunities for university tutors and graduates.
• Based on EQF principles.
• Covering training content organised to fit the trainees’ educational background and demands.
• Offered as modules, consisting of training units, presented as Learning Outcomes (LOs) constituted of knowledge, skills and the focus on autonomy and responsibility.

• Structured as Learning Pathways in all partners’ languages.
• Promoted as innovative content covering various aspects of Nanotechnology fundamentals and their application in different aspects of the fight against COVID-19.

Where is the innovation?

• Contributes to the innovative tendencies of using Nanotechnology against COVID-19.
• Encourages the technological revolution of using Nanotechnology for solving global health problems.
• Supports the transfer of knowledge and skills in Nanotechnology to support the European future.

What is the impact?

• Enrichment, updating, re-skilling of the target groups’ knowledge and practical attitudes in Nanotechnology.
• Contributing to the establishment and support of Nanotechnology practical application by empowering university tutors and graduates to use the digital teaching and learning technology.
• Supporting Learning Pathways to motivate the users to gain Nano-Code knowledge and practical skills.

Transferability potential

• experience in transnational cooperation
• reinforcement in the knowledge and skills in Nanotechnology to fight COVID-19
• educational tools to support the effective teaching/learning of university tutors and graduates in Nanotechnology

O5: FAST DIGITAL ORGANIZER FOR TEACHING/LEARNING ON DEMAND OF HE TUTORS AND GRADUATES

Background:

• Organised mobile training along personal schedules.
• Battling the effect of the national closures on over half of the world's learners.
• Addressing the educational disruption with alternative flexible solutions that exploit distance and online learning.
• Personalized approach to education.
• A digital training organizer operating as a sequence of activities that lead to an e-learning process provided on demand to the end-users.

Content

• Based on the specific needs of its end-users
• Executed with application software that allows deploying in a cross-platform computing environment
• Linked to the Nano-Code Digital University Aula
• Comprising instructing activities on knowledge and skills and the ways to deliver the right learning activity to the right individual at the right time.

• Structured in hierarchy of steps;
• Allowing the fastest and shortest route to a tailored digital training process.
• Applicable at institutional level to facilitate the customized e-teaching/learning offered as an alternative.

• The indicators: The university offerings match the trainees’ profiles using tools of the blended-training process: EU validation instruments such as EQF, NQFs, ECTS, EUROPASS.
• The process: The programme allows combinations on-demand from a pool of learning objects using filters with predefined criteria in respect to trainees’ profiles (core competences) and individual demands.
• Expected outcomes: The up/re-skilling has to be achieved during the blended-training process.

• Combines the training elements that are relevant and useful for the future qualification.
• Connects university’s goals with the trainees’ performance data utilizing mobile and web training delivery, social and communication tools, interactive elements, etc.
• Empowers the trainees to learn in the flow of their work duties with an on-demand bite-sized learning model.

Where is the innovation?

• A tool for training on-demand through digital channels that connect higher education providers and trainees.
• A way to integrate knowledge and expand skills of a trainee in the most personalized way.

What is the impact?

• Providing an insight into how digital teaching/learning can be personalized;
• Changing the face of the educational process by allowing the trainees to browse through learning objects that are uniquely tailored to their interests, behaviors, and goals;
• Efficient upskilling of their competence;
• Sharing knowledge and reinforcing best practices.

Transferability potential

• The upgraded capacity of the NANO-CODE educational model that is applicable to various training subjects and trainee profiles.
• The potential of dissemination and utilisation measures to further strengthen its potential to be transferred to other processes in higher education.