International Higher Education Teacher Award ^2024/25

The course is part of the History graduate study program as an internal elective course of the teaching module. Namely, due to the growing need to introduce digital aids both in the teaching process and in scientific research, the course was included in the offer of the study program in order to point out to students all the possibilities of using digital and online tools and platforms. However, due to the wide application of selected digital tools and online platforms, the course is useful to all other future teachers and researchers in the humanities. Subsequently, the course became a part of the YUFE (Young Universities for the Future of Europe) network from 2020. The course implies an interdisciplinary approach to learning and teaching, combining skills and competencies acquired in the humanities with skills and competencies acquired in the computer sciences. With such an interdisciplinary approach to learning and teaching, the acquired learning outcomes indicate the realization of creative teaching. With an interactive approach, this course implements digital tools to the following content: creating interactive maps and timelines; making interactive maps to show the medieval political structure; feudalism in the digital representation; learning about everyday life in the Middle Ages through digital illustrations, quizzes and games; medieval warfare through digital simulations; teaching the problems of the nobility by making coats of arms; the Middle Ages in modern literature; and film as a source for teaching history. Some of the students who successfully completed the course are implementing what they learned as members of the Erasmus+ Programme KA2 Strategic Partnership - WAAT project (grant agreement N° 2020-1-LT01-KA204-077823) since 2021.

Methodology

The course became a part of the History graduate study program with the aim to train future educators in implementing digital tools into the teaching process. Faculty of Humanities and Social Sciences recognized the merit of having such a course in its study program and approved its implementation. Graduate students of the Faculty of Humanities and Social Sciences choose this course as an innovative way of preparation for the future education practice. In addition, University of Rijeka finances this course as a part of the YUFE network as a way to disseminate this good practice among other higher education institutions. According to the teaching load and according to the content of the course, the course is carried out through seminars and exercises in computer classrooms available at the Faculty of Humanities and Social Sciences in Rijeka. Namely, due to the need to perform exercises students have access to basic IT aids (computers, projectors, Internet access, etc.). Seminar classes are also conducted in computer classrooms. Part of the seminar obligation is to design a short project based on the selected topic and digital tool appropriate for the topic presentation. Exercises are designed for the whole group and students practice them in class.

Tools, equipment, technology used

The course applies Web 2.0 e-learning tools and digital platforms in the teaching process. The course uses Web 2.0 tools, available in a free version, for making maps, charts, digital simulations, tools for testing knowledge, quizzes and games, tools for organizing and easier memorization of content, tools for making presentations, tools for making educational booklets and videos, etc.

Outcomes and outputs, main results

The most important outcome of this course is capacitating graduate education students in a creative approach to teaching preparation. In addition, outcomes of this course include achieving practical skills that can be implemented in analyzing and interpreting data and creating interactive presentations, illustrations, maps, quizzes, games and timelines. The course enhances digital literacy, creativity and practical skills with which future educators can be prepared for the implementation of creative learning.

Lessons learnt

21st century education is based on the use of information and communication technologies, which are essentially promoters of education in the classroom, but also with distance learning, as proven in current circumstances. The education system that has enabled the transition from classical learning methods to 21st century educational methods promotes the standardization of e-learning as the equivalent of classical education. The wide range of advantages of using digital media in teaching is manifested in the ability to adapt teaching content depending on the age of the student, in the feedback the teacher receives and in interactive contact of students with new tools, simulations and applications. The implementation of digital media and content is a key step towards deviating from exclusively frontal teaching in which the teacher has the main say, and strives for greater involvement of students in the teaching process. In recent times, much attention has been paid to didactic and methodological tools used during the lesson. The importance of using more didactic tools is constantly emphasized in order to make teaching as interesting as possible, and in order for the student to keep the focus on it as long as possible, so the question arises whether digital media are the solution to these theses. One of the biggest shortcomings, perhaps not of digital media itself, but of their availability, is the fact that not all students have their own laptop or computer through which to use these media, not only at home, but also in schools. In that case, the teacher would be the one to use the mentioned medium, while the students would just watch what directly reduces its quality. The question arises as to how useful this medium is if students do not practice and use it themselves.

Adaptability and sustainability of the best practice (for other institutions)

Due to the wide application of selected digital tools and online platforms, the course can be useful to all other future teachers and researchers in the humanities. This practice of implementing digital tools and platforms in preparation for future educators equips graduate students with skills and knowledge that can facilitate their work in the classroom. The course can easily be adapted in other institutions mainly as it uses digital tools and platforms that are available in free versions with no subscription fees. This facilitates the implementation of the practice and sustainability as it promotes digital transition.

Promotion of best practice

The promotion of the practice is also carried out by the Department of History dissemination channels (web page, social networks). The target groups for the promotion of best practice are students and future educators. The highest level of promotion of this practice is achieved through the YUFE network, as it presents the course to a wider audience.

Scope and impact

• Course/department level
• Faculty level
• Institutional level
• Cross-institutional level
• EU/EHEA/International level

As for the scope and impact of the course on the department and faculty level, the Department of History is the only Department at the Faculty of Humanities and Social Sciences in Rijeka that has such a specific course that trains future history educators in how to apply digital tools and platforms to history teaching or any other form of teaching. The course is relevant on a institutional and cross-institutional level as it is one of the courses the University of Rijeka implemented in the YUFE network with the aim of dissemination of knowledge, practices and skills and international cooperation. The scope and impact of the course can be also seen on a EU level as students with skills and knowledge acquired in this course became a part of the Erasmus+ WAAT project and are implementing what they learned in the project.

6.1 Digitalization

• Outstanding, innovative, excellent practices of online / blended / hybrid learning
• Innovative, novel methodology in using digital tools/devices in teaching
• Digital skills development and assessment both general and profession-related, embedded in course design, in teaching and assessment

Reasoning: The course applies Web 2.0 e-learning tools and digital platforms in the teaching process (maps, charts, digital simulations, quizzes and games, tools for organizing and easier memorization of content, tools for making presentations, tools for making educational booklets and videos, etc.) with the aim of achieving practical skills that can be implemented in future professional work.

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6.2 Internationalization

• Students engagement in international projects
• Courses implemented in international cooperation (projects, co-teaching, virtual/blended mobility, etc.)
• Courses offered to international multicultural students both online and offline

Reasoning: Students who attended this course are currently engaged in the Erasmus+ WAAT project. There they implement digital practices and skills they acquired through this course. The course is part of the YUFE network which familiarizes the course to international multicultural students and also demonstrates engagement in international cooperation.

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6.3 Inclusion and diversity, universal design

• (Innovative) use of devices and tools for inclusion

Reasoning: Digital tools and platforms offer a great level of inclusion of all students and future educators as it facilitates the transmission of knowledge. By implementing digital tools and platforms to history teaching material it demonstrates how one can achieve easy learning outcomes while also promoting critical thinking and analyzing and interpreting historical data.

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6.4 Sustainability

• NOT RELEVANT

Reasoning:

3.3 Public contact datas

Name	Email address	Website
Kosana Jovanović	kosana.jovanovic@uniri.hr