International Higher Education Teacher Award ^2024/25

The project aimed at developing a joint platform for digital / virtual laboratory experiments to support European civil engineering HE. The main objective of the project was achieving the availability of various laboratory experiments carried out at another institutition by means of virtual reality (VR), in the framework of an innovative, digitized and international elective online MSc course curriculum taught jointly and combined with a blended mobility collaborative learning. In detail, the objectives of this partnership / good practice were: development of a concept for performing experiments in a VR environment including the definition of minimum standards necessary for implementing the concept in HE of civil engineers; elaboration of an openly accessible platform for VR experiments; preparation of VR experiments by each project partner and their integration into the open platform; provision of approved e-learning scenarios (teaching methods and learning media) for digital and collaborative learning environment, taking benefit from the partner expertise and facilities for newly introduced jointly taught MSc and PhD courses in CE; implementation of collaborative online international learning opportunities for MSc students at partners universities in form of jointly supervised courses; increasing the quality and attractiveness of the study programs at the project partners through inclusive, sustainable, and integrated internationalization and digitalization of curricula which will ultimately improve the international competitiveness of the partners in the global competition for highly qualified and socially committed scientific talents from all over the world. The cooperation was consiting in the training of MSc students from all partners and the cooperative elaboration of blended learning materials / classes. The addressed topics were usually not part of the MSc courses especially in combination with intercultural exchange. The collaborative work and courses were conducted among the participating MSc students and involved lecturers. The application of the concept of immersive 3D representations for detailed and realistic real-time visualization in Virtual Reality for the provision of laboratory tests supported students to easier and faster create their own “mental models”, and the use of modern technologies in eLearning required exchange of best practice and the broader use of problem-based learning (PBL) in an international & digital environment.

Methodology

Bauhaus-Universität Weimar (BUW), Ruhr-Universität Bochum (RUB), University of Aveiro (UA), University of Osijek (UniOs), and Ss. Cyril and Methodius University in Skopje (UKIM) constituted a partnership with the PARFORCE project within the Erasmus+ programme - KA226 - Partnerships for Digital Education Readiness. The partnrship aimed at developing a joint platform for digital / virtual laboratory experiments to support European civil engineering higher education, and thus, making an essential contribution to understanding of teaching materials by the students. The main objective of the project is achieving the availability of various laboratory experiments, which are not a part of standard education at each university, but are carried out at specialized institutions. The experiments planned in this project are: boundary layer wind tunnel experiments at RUB, non-destructive and destructive experiments on shaking table at UKIM, fire resistance tests at UA, as well as numerical experiments at BUW and UniOs Participation in experiments allowed students to apply their theoretical knowledge and competences for solving complex practical tasks, and thus, supports an overall understanding of the teaching material by building a "mental model". In this context, virtual reality provided a possibility for students to participate virtually in experiments, carried out at another institute, without compromising realistic setting and content-correctness of the experiment. The result of the partner efforts were intellectual outputs, which were practically applied in an elective pilot course for MSc students entitled "Experimental Testing Based on Impact and Resistance: Wind, Fire and Earthquake" in academic year 2022/23. The course aimed at communicating to students different modeling ideas for laboratory experiments in civil engineering. To achieve this aim, the course was perfromed in an internationalized and digitalized way, and was combined with a blended mobility supporting collaborative learning of students in March/April 2023 and providing a platform for discussions on learned teaching material. The pilot course, which was taught jointly by the project partners, expanded the curriculum of all partners and, after a successful evaluation, was continued in academic year 2024/25, as well as opened to external students in compliance with the formalities. The learning/teaching activities planned for students served to provide the mathematical basics of signal and data analysis, machine learning and deep learning, and thus, supporting the work of students on evaluation of experimental data available from virtual labs. In dependence of the respective project partner, approximately up to 10 students per partner institution from each partner university were invited to take part in the MSc course. Additionally, one or three assistant lecturers lecturers from each active partner contributed to it and thus gathering experience to work with international student groups in blended learning environment. Active and passive participation was distinguished (active meant, students were not involved together with the lecturer and thus weren't worked only remotely; passive: students attended the course remotely only on their own responsibility). All participants followed lectures, conduct group exercises, and work on group project. In the framework of the course, related blended mobility students had to prepare an interim presentation. The lecturers actively involved in teaching activities shaped the course by lectures, which could be interactively followed via remote access, and the conduction of group exercises, as well as guidance of the group tasks. Student workload and credit points: 6 ECTS and in total 180hs workload; approximately 45 to 60hs attendance time; 60hs project work; 20hs exam preparation; 40 to 55hs self-study time.

Tools, equipment, technology used

Virtual Reality (VR) experiments simulate selected physical experiments that were not actually carried out during studies due to dangers or because of the effort involved, in a 3D, realistic and content-correct representation. This concept is demonstrated in the PARFORCE settings by real, physical experiments, which are presented and located in a virtual environment with certain interaction possibilities. The main innovative objective is the availability of elaborate experiments, which are not standard but are carried out at specialised institutions, to a potentially huge community of students. This enabled the expansion of the educational opportunities for a broad group of students at the partner universities. One aim is to open up the different model ideas in experiments in civil engineering and to communicate them to the students. This was done in an internationalised and digitalised way. Digital tools as well as possible application scenarios related to experiment specific requirements/conditions (static, dynamic, non-destructive and destructive), were investigated to explore a minimum standard for the image resolution and the arrangement of cameras. Whereas consumer cameras for full 3D acquisition of a dynamic scene and high-end video cameras for detailed recording of 3D motions in conjunction were with controllable LED lighting technology were applied/used. Further, VR glasses were bought for the learning and training activities. The already automated visualization in a virtual environment was done at the Faculty of Media at BUW. In addition investigated were the possibilities of the augmented reality applications to support the learning process based on the results of the project AuCity 2, as well as ongoing research project in the field of VR and AR. Depending on the partner’s capabilities, BUW will participate at the partners experiments and will support the recording. Planning and designing teaching with digital tools was enabled by basics and collaborative Moodle tools and training units as well as tests and tasks that were developed and implemented.

Outcomes and outputs, main results

The good practice started with the elaboration of an instructional design guide to address the possibilities and offers of eLearning incorporating virtual environments for experiments towards different learning methods, possible combinations and corresponding appropriate tools. The methodological framework and the descriptions of the media learning environments resulted in Instructional design guide – didactics of media learning environments outcome. International digital learning, its purpose and pedagogical framework, was built upon creation and development of a contemporary environment, offering learning and research experience attained from distant educators to learners in their own classroom. The main objective of the good practice is achieving the availability of various laboratory experiments, which are not a part of standard education at each university. The educational value of international digital exchange, which is taking advances of ICT resources, is therefore gained by enlarging a classroom with a connection and access to broader research community. By recognizing the technology not as a replacement for an educator but as a possibility to offer an exposure to international audience and peers, a wide range of skills is sparked to be developed in learners as well as in educators. Such skills e.g. writing, speech, use of digital media, presentations and communication with learners and educators from different countries, are critical in building a proper educational journey for young people of today. These can be transferred successfully later in their academic or industrial career. The aim of apllied methods and algorithms for digital learning tools evaluation was to understand the pedagogic value of international digital exchange by considering the lessons from comparable HEIs existing digital curricula, goals and program designs, as well as by observing benefits among learners, educators and HEI’s culture. This also included covering advanced variables that make the curricula effective in order to answer what would make an internationally competent learner and educator. The objectives of the project were multi-faceted and aimed at addressing several needs in the field of civil engineering education, particularly in the context of the Covid-19 pandemic and the shift towards online learning.

Lessons learnt

The evaluation of digital learning tools becomes an essential part of the process of creating learning environments specifically tailored to the subject and the students. This is especially important for the virtual reality learning environments created in this good practice. To this end subject- and tool-specific student inquiries were constructed together with the necessary algorithms based on Bayesian Statistics and Machine learning techniques for their analysis. This allowed for a double approach in the evaluation strategy. The statistical analysis gaved not only direct feedback about the quality of the digital evaluation tool itself as well as its application in the context of the specific lectures, but also about the quality of the student inquiries by detecting correlations between question and possible redundancies. This is important since a further general practical use of inquiries is constrained by reducing the questions to its necessary minimum. Considering didactics of media learning environments and respective evaluation methods, virtual, augmented, and mixed reality (VAMR) application have been selected as the modern learning object, suitable for delivering the aimed content. Moreover, enabling interactions between students and learning material, and providing an immersive learning environment have been the focus of this intelectual output. First, a mixed reality application was designed for illustrating structural analysis results as holograms. In this application, holograms are generated based on students input parameters and as an overlay on the real-world objects. Students can place the holographic model at desired locations and interact with structural models, analysis parameters, and change model views. Essentially, the performance of students when trying the application can be monitored from a remote computer. The pilot course will serve as an example for collaborative teaching and learning, and a basis for future implementation in the curricula of the partners study programs and shall be opened for external students keeping recognition and inscribing rules.

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

The project partners together made a sustainable contribution to the realization of the UN sustainability goals of Agenda 2030. The partnership made a significant contribution to establishing virtual experimental setups, as different laboratory equipment was brought together and could be used by students and lecturers of all partners, as well as by external interested parties in the future. The good practice increased equal opportunities and inclusion at the participating universities by facilitating and increasing the participation with blended learning tools. The quality and the attractiveness of the study programs of the partners were increased through inclusive, sustainable, and integrated internationalization and digitalization of curricula on an international scale. This ultimately increased the international competitiveness of the partners in the global competition for highly qualified and socially committed scientific talents from all over the world. The availability and the possibility for further use of the project results will be assured beyond the duration of the project. All project results including VR experiments, reports from intellectual output and teaching materials are shared at the project website.

Promotion of best practice

Regarding the dissemination of the project findings and the exploitation of its results, the partners have agreed to communicate the didactic approach, results and products through a wide set of channels and means, selected for their effectiveness and their ability to be targetable, cost-effective and measurable. The identified means and channels are: a project website, which hosts a rich array of content types; in addition, each partner will create a link on the partners’ university website; social media; open-access publications and conference presentations; dissemination and communication material: e-leaflets, e-brochures, specific press releases to newspapers, participation on thematic workshops, addressed especially to the scientific community and the selected stakeholders; University teaching and communication at university committee meetings. The target groups outside national and EU level were reached by presenting first results at Summer School, National, European and international students not actively participating in the project, but interested in digital learning environments, and especially in remote-access experiments in civil engineering courses. Multiplier Event in Croatia, Portugal and Macedonia for Teaching staff (national and international colleagues) got informed about free accessible remote-access experiments in future.This approach can revolutionize the traditional educational model in diverse areas.

Scope and impact

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

The ERASMUS+ project partnership, comprised with the network of lecturers and students, aimed at developing a joint platform for digital/virtual laboratory experiments to support European civil engineering HE. The elaborated framework / concept offered the opportunity to other national, European and international institution to create and share further datasets in cooperation with the partners of the partnership or by themselves on the free accessible platform. The outcome was remote-access experiments in structural engineering learning / teaching / training material and database. The project partners together made a sustainable contribution to the realization of the UN sustainability goals of Agenda 2030. The wide dissemination of the project results increased the international visibility of the partners and especially of the specialized laboratories.

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
• Novel digital solutions (tools, frameworks, devices, tasks to enhance efficiency and motivation)
• Artificial intelligence and learning analytics in education and training

Reasoning: The good practice sought to develop a VR concept for experiments, create an open platform for it, and have each partner prepare and integrate their VR experiments into the platform. It provided approved e-learning scenarios for a digital and collaborative learning environment, and implement collaborative online international learning opportunities for MSc students at partner universities established via Moodle. The methods and algorithms for evaluating digital learning tools were developed. This allowed the educators and students to assess the effectiveness of the tools used in the project and make necessary adjustments. The project implemented remote-access experiments in structural engineering. This allowed students to gain practical experience and knowledge in experimental studies not available at their home university. Participants were able to implement what they have learned in various learning media on their own initiative and in consultation with the lecturers.

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6.2 Internationalization

• Outstanding practices of international online collaborative learning
• Innovative practices of blended mobility
• Courses implemented in international cooperation (projects, co-teaching, virtual/blended mobility, etc.)
• Courses offered to international multicultural students both online and offline

Reasoning: The good practice aimed to revolutionize civil engineering education with VR experiments by means of blended courses. It enhanced the quality and attractiveness of study programs through inclusive, sustainable, and integrated internationalization and digitalization of curricula with VR labs, thereby improving the international competitiveness of the partners, with the main objective to develop a joint platform for digital/virtual laboratory experiments to support European civil engineering HE.

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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

Reasoning: The good practice addressed several needs: enhancing competence through understanding learned material, which was challenged by the Covid-19 pandemic's impact on physical lab experiments; adapting to online learning's need for individual e-learning materials and didactics; and preparing the next-generation workforce for multi-disciplinary blended learning experts. The disability or economic/geographical/social obstacles were not an issue to gain experience in participating VR experiments.

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6.4 Sustainability

• Sustainability goals are addressed in the course(s)
• Teaching material contains profession related sustainability aspects
• Special courses reflecting to UN 2030 Sustainability goals, Green Deal - mini-courses, microcredentials

Reasoning: The good practice contributed sustainably to the UN Agenda 2030 goals by establishing virtual experimental setups, which will also be accessible to external stakeholders in the future. High-resolution VR laboratories have been compiled and are available on the project website. The e-course was conducted in the 2022/23 academic year as a project activity (within budget compliance) and is scheduled for 2024/25 with ERASMUS+ BIP funding.

3.3 Public contact datas

Name	Email address	Website
Davorin Penava	davorin.penava@gfos.hr	https://www.uni-weimar.de/en/civil-and-environmental-engineering/chairs/advanced-structures/research/finished-projects/parforce/