International Higher Education Teacher Award ^2024/25

The use of films in academic courses focusing on Management information technology (MIT) and innovation offers a unique opportunity to bridge theoretical concepts with practical understanding. Two classic films, Charlie Chaplin's Modern Times (1936) and The Secret of Santa Vittoria (1969), were used in this context to address complex topics in MIT, digitization, and organizational innovation, transforming traditional learning into an engaging and thought-provoking experience. In particular, the following topics were explained through the films: Modern Times – Automation and Human Adaptation In the Factory Scene from Modern Times, students analyzed the challenges and opportunities presented by industrial automation. This iconic scene was used to introduce the concept of technological disruption, focusing on how the rise of machines redefines labor, productivity, and the human role in industrial settings. Discussion topics included: - Early forms of automation and their parallels to modern digitization. - Human-machine interaction and its evolution into AI and robotics. - The psychological impact of repetitive work, reflecting on how modern IT solutions aim to enhance job satisfaction. The Secret of Santa Vittoria – Leadership and Community Problem-Solving This film presented a narrative on community-driven innovation. By examining how the villagers collaboratively solved the challenge of hiding their wine from occupying forces, students explored themes of leadership, resourcefulness, and teamwork under pressure. Key discussions included: - Innovation as a response to constraints, relating to modern agile development. - Leadership in driving collective action, with parallels to IT project management. - Decision-making processes in uncertain and high-stakes environments. The innovative aspect of this approach lay in its ability to engage students through visual storytelling. Unlike traditional lectures, films provided a multisensory learning experience that encouraged students to think critically and draw connections between historical scenarios and current IT challenges. The use of films also promoted active participation, as students were required to identify and discuss key moments, thereby sharpening their analytical and presentation skills. The outcomes of this initiative were highly encouraging: Enhanced Understanding, Interactive Discussions and Creative Problem-Solving.

Methodology

Planning: The initiative began with identifying key educational challenges in technological and innovation-focused courses, where traditional methods often fail to engage students. To address this, films with relevant case studies, such as Charlie Chaplin’s Modern Times and The Secret of Santa Vittoria, were selected for their thematic alignment with digital transformation, innovation, and industrial evolution. Clear learning objectives were defined, focusing on critical thinking, problem-solving, and the application of theoretical knowledge. Implementation: The process involved integrating film-based discussions into the curriculum. Each film was paired with specific topics: Modern Times highlighted industrialization, automation, and the impact of digitalization on work culture. The Secret of Santa Vittoria focused on innovation under constraints and collaborative problem-solving. Students watched the films during class sessions, followed by guided discussions, collaborative projects, and written reflections connecting film scenarios to technological and innovation-related challenges. Review: Student engagement and understanding were assessed through feedback surveys, peer-reviewed projects, and instructor evaluations. Metrics included participation levels, depth of insights in discussions, and the ability to apply lessons learned to real-world scenarios. Results showed increased motivation, improved critical thinking, and stronger connections between theory and practice. Roles and Actors: Instructor: Facilitated film screenings, structured discussions, and evaluated outcomes. Students: Actively engaged in viewing, discussing, and applying film concepts to case studies. Institutional Support: Provided digital tools, technology infrastructure, and resources for implementation. This methodology represents a blend of innovation in technology education, digitalization, and internationalization by incorporating universally relatable film narratives to enhance global learning experiences.

Tools, equipment, technology used

1. Digital Platforms for Film Access: Films such as Charlie Chaplin’s Modern Times and The Secret of Santa Vittoria were accessed through digital streaming platforms, ensuring high-quality video and convenience for classroom integration. Students also accessed these materials on institutional learning management systems (LMS) for pre-class preparation or post-class review. Interactive Presentation Tools: Tools like Microsoft PowerPoint with embedded film clips were used to present key scenes during discussions. Annotation features enabled the instructor to highlight critical moments in the films to connect them with theoretical concepts. Collaborative Learning Platforms: Platform Mural facilitated group discussions and brainstorming, allowing students to map their interpretations and solutions based on film scenarios. Google Docs Tools enabled collaborative writing of case studies inspired by the films. Cloud-Based Systems: MS Teams Platform (for hybrid classes) and cloud file-sharing services supported remote and asynchronous participation, aligning with the priority of digitalization. Innovative Use of Tools: By using films as case studies, tools traditionally used for entertainment were repurposed as educational resources, adding novelty and engagement to the learning experience. Integrating AI-driven tools like ChatGPT for student-generated discussion prompts further enhanced their critical thinking and interaction with course material. The innovative use of these technologies not only facilitated dynamic and flexible learning but also bridged the gap between theoretical knowledge and practical application, emphasizing the role of digitalization in modern education.

Outcomes and outputs, main results

- Increased Student Engagement: Students actively participated in discussions and activities, connecting film content to course topics such as digitalization, technological transformation, and innovation. This engagement demonstrated their deeper understanding and curiosity about the subject matter. - Enhanced Understanding of Concepts: Through the films Modern Times and The Secret of Santa Vittoria, students were able to relate abstract ideas like industrial innovation, automation, and community-driven solutions to real-world scenarios. This made complex technological and societal concepts more accessible. -Critical Thinking Development: Analyzing films as case studies encouraged students to assess technological progress and its societal impact critically. They developed analytical and problem-solving skills by evaluating historical and modern perspectives on innovation. -Collaborative Learning Outputs: Students worked in groups to create case studies and presentations based on their film analyses. They used collaborative platform Mural to share ideas, leading to the creation of group reports and visual materials. - Practical Application of Digital Tools: The practice incorporated digital platforms for collaboration (Google Slides), enhancing students’ digital literacy. These tools supported hybrid learning and provided a hands-on experience in digital problem-solving. -Positive Impact on Student Motivation: The novelty of using films in teaching made the learning process more enjoyable. Students expressed appreciation for the innovative approach, which motivated them to explore topics in greater depth and participate more actively. Innovative Teaching Methodology: This practice showcased a new way of teaching technology-focused courses, blending traditional storytelling with modern digital tools. It served as an example of how digitalization can innovate educational strategies. -Transferable Learning Artifacts: The group case studies, and digital presentations created during the course can be used as resources for future cohorts, promoting a sustainable learning approach. These outcomes reflect the effectiveness of combining film-based learning with digital tools, showcasing how innovative methodologies can enhance both student comprehension and engagement in technical and innovation-focused disciplines.

Lessons learnt

- Careful Selection of Content: Choosing films that are highly relevant to course objectives is crucial. The selected films (Modern Times and The Secret of Santa Vittoria) resonated with the topics of digitalization and innovation. However, using films that are overly abstract or tangential can confuse students rather than enhance their understanding. -Clear Contextualization: Films must be thoroughly explained in the context of the course material. Providing a pre-screening briefing and post-screening discussion ensures that students can relate the storyline to academic concepts. Without these, the educational impact of the films could be diminished. -Balance Between Creativity and Structure: While innovative practices like film analysis encourage creativity, clear instructions and structured activities are essential. Ambiguity in assignments can lead to varied interpretations and uneven outcomes. -Technological Readiness: Digital tools like Mural and Google Slides enhanced collaboration, but their use requires adequate preparation. Ensuring that students are familiar with these tools beforehand avoids technical challenges during collaborative tasks. -Time Management: Allocating sufficient time for film screenings, discussions, and related activities is essential. Underestimating the time needed for meaningful discussions can limit the depth of learning. Scheduling these activities within the course timeline must be done carefully. -Diversity in Engagement Methods: Relying solely on films may not cater to all learning preferences. Combining film analysis with other methodologies, such as role-playing or simulations, ensures broader engagement across diverse student groups. -Student Participation: While most students were engaged, not all participated equally in discussions or group tasks. Introducing mechanisms like peer evaluations or individual reflections can promote more equitable participation. -Sustainability of Materials: Films and associated activities should be integrated into a repository of reusable teaching resources. Maintaining these materials for future use can reduce preparation time and create a consistent learning experience.

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

Adaptability and Sustainability of the Best Practice The use of films for teaching digitalization and innovation is a highly adaptable practice that can be successfully implemented at institutions like San Diego State University, Georgia, with minor contextual adjustments. The approach’s flexibility lies in its ability to integrate universal themes, such as the impact of technology and innovation on society, into various educational frameworks. Adaptability: Customizable Content: The choice of films can be tailored to fit different academic disciplines or cultural contexts. While Modern Times and The Secret of Santa Vittoria worked effectively for digitalization themes, alternative films relevant to local or specific institutional needs can be substituted. Scalable Implementation: The methodology can be scaled to diverse class sizes by leveraging digital collaboration tools like Miro and Padlet, which facilitate group engagement even in larger settings. Multi-Disciplinary Approach: This practice is not limited to technology and innovation courses. It can be adapted to fields like business, sociology, or history, where storytelling and critical analysis enhance learning outcomes. Blended Learning: Institutions with online or hybrid course models can easily adapt this practice by incorporating virtual screenings and discussions using platforms like Zoom or Google Workspace. Sustainability: Long-Term Impact: By building a repository of pre-screened films and associated teaching resources (e.g., discussion guides, activity templates), this practice ensures repeatability and reduces the preparation burden for instructors. Integration into Curriculum: The methodology can be embedded as a permanent feature of the curriculum, with scheduled film-based activities and assignments, ensuring its continued use. Alignment with Institutional Goals: This practice aligns with sustainability-focused initiatives by promoting the digitalization of education, reducing reliance on traditional teaching resources, and enhancing students’ engagement with contemporary issues. Cross-Institutional Sharing: The approach encourages the exchange of resources and insights between institutions, fostering collaboration and continuous improvement. San Diego State University, Georgia, could further adapt and refine the methodology while sharing best practices with other branches or partner institutions.

Promotion of best practice

The promotion of this best practice is centered on ensuring its visibility and accessibility to relevant stakeholders through multiple dissemination channels and tailored materials. The goal is to share its impact, inspire adoption, and encourage further innovation in teaching methodologies. Dissemination Channels: Workshops and Seminars: Organizing interactive sessions during academic conferences, faculty training, and international symposiums. Demonstrating the methodology to educators and curriculum designers. Academic Publications: Publishing case studies and research papers in peer-reviewed journals and education-focused platforms to showcase the effectiveness of using films in digitalization and innovation courses. University Networks: Leveraging partnerships with institutions like San Diego State University, Georgia, to promote cross-institutional adoption. Sharing experiences through Erasmus+ events and EHEA forums. Online Platforms: Utilizing institutional websites, blogs, and social media to highlight success stories and provide access to materials. Creating a dedicated online repository of resources, including film analysis guides, activity templates, and success metrics. Collaborative Groups: Engaging with educator communities on platforms like LinkedIn, ResearchGate, and specialized forums for higher education. Tools and Materials: Documentation: Detailed implementation guides, case studies, and feedback summaries to provide a step-by-step roadmap for replication. Video Tutorials: Short videos demonstrating how to incorporate films into lesson plans and facilitate discussions effectively. Digital Resources: Ready-to-use collaborative tools and film-related materials for educators. Testimonials and Success Stories: Sharing student and instructor feedback through videos and written testimonials to illustrate tangible outcomes. Target Groups: Educators and Trainers: School members and academic staff interested in innovative teaching methodologies. Students: Highlighting how this practice enhances their learning experience through presentations and institutional newsletters. Institutional Leadership: Engaging decision-makers to integrate this methodology into broader curriculum strategies. International Partners: Promoting adoption among partner universities and organizations involved in internationalization and digital education initiatives.

Scope and impact

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

At the course level, the integration of films like Modern Times and The Secret of Santa Vittoria enriches the teaching methodology, bridging theoretical knowledge with real-world examples. At the school level, this practice promotes interdisciplinary teaching methods by demonstrating how creative tools like films can be utilized in technology-focused courses. Institutionally, this practice aligns with strategic goals of promoting innovative teaching and enhancing student-centered learning. Partnerships with institutions like San Diego State University, Georgia, provide opportunities to exchange knowledge and co-develop similar methodologies. At the national level, this practice contributes to the priorities of modernizing higher education through innovative teaching and learning methods. Globally, this practice supports the EHEA goals of promoting quality and innovation in HE

6.1 Digitalization

• Outstanding, innovative, excellent practices of online / blended / hybrid learning
• Innovative, novel methodology in using digital tools/devices in teaching
• Innovative use of digital administration tools
• Other:

  film-based education

Reasoning: 1.The platforms ensured easy access to materials, enabling remote participation. Multimedia resources, such as films and case studies, were seamlessly integrated. 2. Interactive tools like Mural and Google Slides supported collaborative activities and discussions. Live feedback mechanisms, virtual breakout rooms, and digital boards made the sessions highly engaging, encouraging active participation and creativity. 3. The course incorporated training on digital collaboration tools, emphasizing ethical practices, such as proper citation and respectful communication in online discussions. Students learned to use these platforms effectively for teamwork and presentation, enhancing their digital literacy. 4. The assessments combined quizzes, online group presentations, and reflective discussions. Feedback was delivered promptly via digital platforms, ensuring clarity and actionable insights for improvement.

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6.2 Internationalization

• Outstanding practices of international online collaborative learning
• Students engagement in international projects
• Courses implemented in international cooperation (projects, co-teaching, virtual/blended mobility, etc.)

Reasoning: Films like Modern Times and The Secret of Santa Vittoria provided cross-cultural insights into digitalization and innovation. Collaborative digital tools (Mural, Google slides) enabled teamwork among international students, fostering intercultural exchange. The course design encouraged case studies on global tech trends, promoting understanding of diverse technological landscapes. This innovative approach prepared students for the globalized digital economy.

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6.3 Inclusion and diversity, universal design

• Inclusive course design, universally designed divers activities to meet special students' needs
• Innovative teaching methodology for inclusion and meet diverse student needs
• (Innovative) use of devices and tools for inclusion
• Alternative, flexible assessment methods for students with special needs

Reasoning: Inclusion is embedded in the good practice by utilizing diverse learning tools and methods to accommodate varied student needs and preferences. Films like Modern Times simplified complex concepts, ensuring accessibility for students with different learning styles. Collaborative platforms like Mural and Google slide supported participation from all, including shy or remote learners. Group discussions encouraged diverse perspectives, fostering an inclusive environment where all voices were valued.

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6.4 Sustainability

• Sustainability goals are addressed in the course(s)
• Teaching material contains profession related sustainability aspects
• Social entrepreneurship projects, service-learning in the topic
• Extra-curricular student activities for sustainability
• Environmental attitude, skill development and assessment either general or profession-related
• Sustainability aspects are considered in all phases of the learning practice - "hidden curriculum"

Reasoning: Sustainability in the good practice is ensured through the reuse of teaching materials, such as films and collaborative tools, for future courses. The integration of digital platforms like Mural and Google slides facilitates ongoing collaboration and can be easily adapted for other subjects. Additionally, the approach of combining film analysis with structured activities creates a scalable model, allowing for consistent and long-term application in different academic settings.

3.3 Public contact datas

Name	Email address	Website
Ia Mosashvili	ia.mosashvili@kiu.edu.ge