0.12 mtd2022 2022-11-30 2022-12-02 3 00:05 https://pretalx.com https://pretalx.com/media/mtd2022/img/MovingTarget_1080p_Logo_Black_QjWP0C1.png Europe/Berlin Museum für Kommunikation Berlin Fringe Programme 2022-11-30T15:00:00+01:00 15:00 01:00 Take time to register, meet other participants and chat over coffee. mtd2022-23039-registration-and-welcome-coffee en We look forward to welcoming you! false https://pretalx.com/mtd2022/talk/FTPPFC/ https://pretalx.com/mtd2022/talk/FTPPFC/feedback/ Museum für Kommunikation Berlin Presentation 2022-11-30T16:00:00+01:00 16:00 00:30 **Anja Schaluschke** Museum of Communication Berlin ​ **Dr Jens Brandenburg, MdB** German Federal Ministry for Education and Research **Dr Muriel Helbig** German Academic Exchange Service (DAAD) mtd2022-22661-conference-opening Muriel HelbigJens Brandenburg en . false https://pretalx.com/mtd2022/talk/NCHZVE/ https://pretalx.com/mtd2022/talk/NCHZVE/feedback/ Museum für Kommunikation Berlin Keynote 2022-11-30T16:30:00+01:00 16:30 00:45 Moving beyond ‘digital divide’ narratives, this presentation interrogates how the digitalisation of education can embed or promote material injustices, cultural-epistemic injustices and (geo)political injustices. After expanding on calls for ‘decolonising EdTech’, 3 key arguments framing justice-oriented Digital Education are highlighted along with 4 guidelines on how we can strive to design and implement more justice-oriented digital education. mtd2022-22659-designing-justice-oriented-digital-education Taskeen Adam en As we move into a century where the technological way of being is the only way of being imaginable, we need to consciously reflect on the impact that technology has on our way of thinking and being, and resultantly how this is embedded into our education. Taking a justice-oriented approach to digitalising education means actively and consciously seeking to address material, cultural-epistemic and political/geopolitical injustices that digitalising education processes and platforms can embed or promote. This presentation has three main sections. The first section unpacks ‘decolonising EdTech’ which means dismantling the relations of power and conceptions of knowledge that are reproduced through EdTech in its fundamental assumptions; its content; its pedagogical underpinnings; its design; and its implementation. Here questions about ethics, equity, epistemology and power are raised. The second section outlines 3 key arguments framing the design of justice-oriented Digital Education 1.) There is no one-size-fits-all framework for creating justice-oriented Digital Education. Justice-as-content, justice-as-pedagogy and justice-as-process are 3 approaches to use at different moments 2.) Designers and implementers need to examine their subjectivities and how these shape the epistemological framings of the course from its conceptualisation. 3.) Greater emphasis is needed on situational factors outside the construction of the digital learning experience, i.e. factors beyond content, outcomes, and assessments. The third section wraps up by giving four practical guidelines on how we can strive to design and implement more justice-oriented digital education. false Presentation Slides https://pretalx.com/mtd2022/talk/C3DLNW/ https://pretalx.com/mtd2022/talk/C3DLNW/feedback/ Museum für Kommunikation Berlin Panel Discussion 2022-11-30T17:15:00+01:00 17:15 01:15 What is the task of internationalisation? At this panel discussion, practitioners and a student will illustrate why internationalisation in itself is not necessarily an aim. They will discuss how we might think beyond internationalisation in order to address our shared global challenges in equitable, sustainable, and ethical ways. Of course, the role of digitalisation will be addressed as well. mtd2022-22434-spanning-the-distance-between-being-international-and-diverse-institutions-for-all Virtual Exchange and Blended Mobility Track Channa van der BrugTina BasnerSara de FreitasSamia ChasiBernadette GruberMuriel Helbig en What does this mean for your daily work? And how might this thinking impact your institution’s (future) strategy of using technologies to connect students with each other and engage them in hands-on learning? Foreseen outcomes from attending this conversation will include, among others: • A deeper perspective on internationalisation and diversity in Higher Education • Strategic insights from a transnational university on internationalisation and societal challenges • An understanding of good practices and hurdles from a student’s viewpoint false Presentation Slides Sara de Freitas https://pretalx.com/mtd2022/talk/33ZSMK/ https://pretalx.com/mtd2022/talk/33ZSMK/feedback/ Museum für Kommunikation Berlin Fringe Programme 2022-11-30T18:30:00+01:00 18:30 03:00 We look forward to fruitful discussions during our opening reception. In addition, guided tours of the [Museum of Communication Berlin](https://www.mfk-berlin.de/dauerausstellung/?lang=en) will be offered and the "treasure chamber will be open for individual viewings. mtd2022-23038-reception-and-guided-tours-of-the-museum en Too valuable for display cases, too sensitive for daylight. In the Treasure Chamber’s hushed, low-light atmosphere, we present 17 of the most valuable, famous or unusual objects from our collection in special displays set in solid columns. The objects themselves are emblematic of progress, art and contemporary history and include, for instance such legends as the Blue Mauritius – the most famous stamp in the world – or the very first telephone invented by Philip Reis or the “cosmos stamp” traveled into space with the cosmonauts. false https://pretalx.com/mtd2022/talk/RSRSGR/ https://pretalx.com/mtd2022/talk/RSRSGR/feedback/ Stage 3 (Lovelace), WiFo Workshop 2022-11-30T13:30:00+01:00 13:30 02:00 *"For every type of information I believe that videos are the way we communicate right now”* Shama, former student at the University of Göttingen. mtd2022-23401-pre-conference-shaping-future-teaching-learning-landscapes Virtual Exchange and Blended Mobility Track Anne SennhennChahira Nouira en The goal of the [liveSciences³](https://www.uni-goettingen.de/en/daad+imkd+project+livesciences%c2%b3/624301.html) project is to facilitate the international student journey with digital services and enrich it with international teaching and learning opportunities in the life sciences. After 2 years and a half of implementing several measures aimed at helping students to better deal with hurdles on their journeys, we would like to reflect on the teaching and learning aspects and present some of the practices, the formats and lessons learned. Taking a closer look at the set of measures and instruments carried out throughout the project, one of the media that definitely stood out was video. Audio-visual productions gained a bigger interest and presence throughout the project. At this stage, a series of lessons learned are at hand and we ask the following question: how can these lessons help us shape and build learning and teaching landscapes of the future? This workshop will first give a few examples illustrating how teachers and students used videos as teaching material, produced them in collaboration with other teachers and/or students and submitted or requested them as part of assignments fully integrated in mandatory courses. The second part will focus on better understanding the underlying processes and direct consequences in terms of resources, support (media literacy, digital competences, legal issues, open practices and education, etc.) and implementation of new formats. In the last part of the workshop, all participants and presenters will design a few scenarios inspired by the opportunities and challenges derived from the examples presented in the workshop, their own experience and the tendencies and trends in the field of teaching and learning. **Please register via events.livesciences3@uni-goettingen.de** false https://pretalx.com/mtd2022/talk/CN7LWT/ https://pretalx.com/mtd2022/talk/CN7LWT/feedback/ Stage 1, Leibniz-Saal, BBAW Fringe Programme 2022-12-01T09:00:00+01:00 09:00 00:30 Hommage is an interactive installation in which users can explore artworks in a 3D space by the usage of VR technologies mtd2022-23937-ongoing-hommage-an-interactive-vr-installation /media/mtd2022/submissions/DYAQCU/Logo_Flyer_Colour_2eSs5rH.png Christine PreuschlKonstantina Orlandatou en Moving Sound Pictures is a project where users have the opportunity to interactively explore paintings of well-known artists in a VR environment through playful actions. In the frame of this project, “Hommage” is an interactive VR installation in which three artworks have been adapted to a virtual three-dimensional environment. Explore Dali’s living room inspired by the Mae West’s face, interact with Matisse’s spray of leaves and play with Picasso’s mandolin and guitar. The user, who wears a VR headset and holds controllers in his hands can move around and interact with different objects of the paintings. Some of them are used as musical instruments, others are used as objects for controlling music and sounds! “Hommage” is a tribute to friendship, common respect and admiration between artists, who considered to be milestones in art history of the 20th century. Salvador Dali was fascinated by the actress and sex icon Mae West. Henri Matisse felt at the beginning threatened by the younger painter Pablo Picasso but as time passed by a creative rivalry developed to a respectful artistic relationship between them. The multimedia artist and developer of Moving Sound Pictures Konstantina Orlandatou has created this imaginary world based on her artistic interpretation and invites you to discover paintings from a different perspective! Moving Sound Pictures is funded by: Innovative Hochschule Bundesministerium für Bildung und Forschung Gemeinsame Wissensschaftskonferenz false https://pretalx.com/mtd2022/talk/DYAQCU/ https://pretalx.com/mtd2022/talk/DYAQCU/feedback/ Stage 1, Leibniz-Saal, BBAW Short Presentation 2022-12-01T09:30:00+01:00 09:30 00:15 ** Dr Michael Harms** German Academic Exchange Service mtd2022-22658-welcome Michael Harms en . false https://pretalx.com/mtd2022/talk/KBYTTT/ https://pretalx.com/mtd2022/talk/KBYTTT/feedback/ Stage 1, Leibniz-Saal, BBAW Keynote 2022-12-01T09:45:00+01:00 09:45 00:45 In this keynote, Prof. Timm Teubner talks about how, when, and why (and why not) people trust online. The talk sheds light on research on trust and reputation and explores the mechanisms and designs that govern our perceptions and behaviors — as well as the side effects that come with it. mtd2022-22656-trust-and-reputation-in-the-digital-economy Digital Credentials and Trust Networks Track Timm Teubner en Our parents used to urge us not to get into strangers’ cars or houses, and not to meet people from the Internet. Yet, today, many share their cars with strangers, grant access to their homes, and use platforms to connect to others both online and offline. In this keynote, Prof. Timm Teubner talks about how, when, and why (and why not) people trust online. The talk sheds light on research on trust and reputation and explores the mechanisms and designs that govern our perceptions and behaviors — as well as the side effects that come with it. false Presentation Slides https://pretalx.com/mtd2022/talk/KJUVXM/ https://pretalx.com/mtd2022/talk/KJUVXM/feedback/ Stage 1, Leibniz-Saal, BBAW Presentation 2022-12-01T10:45:00+01:00 10:45 00:30 The presentation describes the development and establishment of a partly digital micro-credential in Sustainable Entrepreneurship within the European University Network “ENHANCE–European University of Technology Alliance”. The presentation will focus on the benefits of this new type of micro-degree and the challenges of developing common standards in an international network of academic actors with different regulations, approaches, and culture. mtd2022-21309-digital-modules-as-building-blocks-for-international-micro-credentials Digital Credentials and Trust Networks Track Prof. Dr. Jan KratzerPaul WolfNora Kempmann en The establishment of micro-credentials as a third type of degree next to Bachelor and Master is heavily debated within the Higher Education (HE) landscape in Europe – but at the same time, already a reality. Micro-credentials have become an important component in the context of life-long learning and skills training. The European HE consortiums like the EIT KIC`s or the European University Networks in particular are highly interested in developing joint micro-credentials for their undergraduate, graduate and postgraduate students. In order to embed joint micro-credentials within a network of geographically distant academic institutions, digital content available to all students within the networks serves as an important vehicle. The European University Network ENHANCE – European University of Technology Alliance is one of the first to start out with a micro-credential in Sustainable Entrepreneurship. This micro-credential is inspired by the minor’s subject in the United States’ education system in scope, but is based in content on the Master Programme Innovation Management, Entrepreneurship and Sustainability as offered at Technische Universität Berlin. It is offered partly digitally. There are several challenges in establishing the new micro-credential programmes such as accessibility, joint recognition, governance, legal frameworks, and quality management. The case of the micro-credential Sustainable Entrepreneurship at ENHANCE shows how these challenges can be mastered and serves as an example of how the European HE landscape might be enriched with joint micro-credentials based on digital content. false Presentation Slides https://pretalx.com/mtd2022/talk/WSYFZC/ https://pretalx.com/mtd2022/talk/WSYFZC/feedback/ Stage 1, Leibniz-Saal, BBAW Presentation 2022-12-01T11:15:00+01:00 11:15 00:30 Credential evaluators both send and receive student data. We have to be able to accommodate paper and digital documents in various formats. We play a key role in learner mobility and provide a way for educational achievements to be recognized across borders. The presenter will discuss the challenges and opportunities presented by the work of credential evaluators and our impact on learner mobility. mtd2022-21774-credential-evaluation-and-its-role-in-the-student-data-ecosystem Digital Credentials and Trust Networks Track Margaret Wenger en Credential evaluation has been around as long as learners have been using educational achievement for employment, further education, immigration, professional licensure, and other purposes. Despite this, the assessment process can be an afterthought in discussions about student data. As part of the trust network, we play a key role in learner mobility. In many cases, the learner or issuing institution shares the learner’s credentials with the evaluator. Sometimes the evaluator works at a receiving institution, but often it is a third party who receives the credentials and then performs an assessment, and finally produces a report stating the comparability of the education from one system to another. The format in which the evaluator receives documents varies from paper to data, with many variations in between, including verification, PDFs, and scans. We need to have processes in place to confirm the authenticity of the documents, prepare an assessment, and issue a report. In this session, the presenter will briefly describe the evaluation process, and the challenges faced in obtaining authentic credentials, as well as ways reports are issued – via portals, APIs, and old-fashioned paper. Networks that include credential evaluators allow learners to exercise their self-sovereign identity in deciding how to use and share assessments and get academic achievements recognized across borders. A great deal of flexibility is required, particularly in the case of refugees and other displaced people. Evaluators employ digital solutions to provide more options for learners with difficulty accessing documentation of their credentials. The presenter will provide topics for discussion, including: Who owns the assessment? Can it expire if policies or conclusions change? What can we do to support lifelong learning? What is the assessor’s role in ensuring authenticity of credentials? What is the role of the credential evaluator in the age of regional and global conventions? Participants will have an understanding of the role of assessment in the learner journey. false Presentation Slides https://pretalx.com/mtd2022/talk/JLMAA9/ https://pretalx.com/mtd2022/talk/JLMAA9/feedback/ Stage 1, Leibniz-Saal, BBAW Presentation 2022-12-01T11:45:00+01:00 11:45 00:30 What does the European Learning Model V.3 have in store for us? mtd2022-22322-european-commission-policy-updates-on-skills-and-credentials Digital Credentials and Trust Networks Track Koen Nomden en This session will give an overview of the European Digital Credentials for Learning, the European standards for issuing digital credentials for learning achievements in Europe covering the policy context, the infrastructure and the plan for future developments. false https://pretalx.com/mtd2022/talk/S3ZSHR/ https://pretalx.com/mtd2022/talk/S3ZSHR/feedback/ Stage 1, Leibniz-Saal, BBAW Panel Discussion 2022-12-01T12:30:00+01:00 12:30 01:00 How can globally interoperable digital credentials in education be achieved and which policy actions are necessary to achieve international standards and recognition? mtd2022-22325-urgent-policy-questions-to-advance-flexible-and-alternative-learning-pathways Digital Credentials and Trust Networks Track Kathleen ClancyMargaret WengerThomas WekoUdbhav TiwariKoen NomdenRolf Reinhardt en Policy recommendations on digital credentialing must take the local, national, European and international as well as institutional frameworks into account and consider potential applications for flexible and alternative learning pathways. The recognition of qualifications between regions is crucial for learner exchange, the progression of individuals and global understanding. This panel will examine current policy frameworks pertaining to national identity management, recognition, data privacy and academic autonomy and pose the question: How do we overcome fragmentation within the digital credentials field to reflect alternative learning pathways? false https://pretalx.com/mtd2022/talk/GPV3DV/ https://pretalx.com/mtd2022/talk/GPV3DV/feedback/ Stage 1, Leibniz-Saal, BBAW Presentation 2022-12-01T14:30:00+01:00 14:30 01:00 The session will review the research project "Digital Credentials for Higher Education Institutions" (DiBiHo) and present its findings and proof of concept. mtd2022-21658-dibiho-in-review-design-rationales-and-proof-of-concept Digital Credentials and Trust Networks Track Felix HoopsKatja AssafDaniel KöhlerAlexander MühleProf Dr Christoph Meinel en During the past two years, the DiBiHo research project - comprising the Technical University of Munich (TUM), the Hasso-Plattner Institute for Digital Engineering (HPI) and the German Academic Exchange Service (DAAD) - has explored infrastructure standards for digital academic credentials for the German Higher Education landscape in an international setting. The research covers questions on trust anchoring through suitable technical solutions, the link between an issued credential and the natural identity of the learner, user consent, storage and revocation of credentials and lastly, their representation. The presented prototype relies on common technical components, based on open standards, to demonstrate the process of issuing, verifying and revoking digital credentials for the use cases final diploma, MOOC and scholarship. *DiBiHo is a joint undertaking between the Technical University of Munich (TUM), the Hasso Plattner Institute for Digital Engineering (HPI) and the German Academic Exchange Service (DAAD), funded by the German Federal Ministry of Education and Research under the funding code 534800. The responsibility for the content of this event lies with the organising institutions.* false https://pretalx.com/mtd2022/talk/LJ99UU/ https://pretalx.com/mtd2022/talk/LJ99UU/feedback/ Stage 1, Leibniz-Saal, BBAW Keynote 2022-12-01T15:30:00+01:00 15:30 00:30 How might we collectively build the credentialing ecosystem across education and work, internet eras and... human technology failures ? mtd2022-22665-credentialing-hyperstition-manifesting-recognition-ecosystems Digital Credentials and Trust Networks Track /media/mtd2022/submissions/KFATVN/terzo_paradiso_Unesco_txN1raS.jpeg Simone Ravaioli en TL;DR: it wont happen in our professional lifetime, so reset your biological clock to "Infinite" timezone. Spoilers (in increasingly chaotic order): - Beliefs, principles and rituals - From Digital Credentials to Open Recognition - Mental models for traversing the credentialing conundrum - Credential Fluidity vs Skills Currency - Of Nano-credentials and Micro-credentials - Open Badges, the O.G. of modern recognition technologies - Soulful, Soulbound, Smart: (Programmable) Verifiable Credentials - Sacred Geometries of Trust - SSI: Stoic Sovereign Identity - Ubuntu: From Egosystems to Ecosystems false https://pretalx.com/mtd2022/talk/KFATVN/ https://pretalx.com/mtd2022/talk/KFATVN/feedback/ Stage 1, Leibniz-Saal, BBAW Keynote 2022-12-01T16:00:00+01:00 16:00 00:45 An overview of the state-of-the-art of anonymous credentials: What privacy and security guarantees can they provide, and what algorithms and software are available to make them useful in practice? mtd2022-22657-privacy-preserving-digital-credentials Digital Credentials and Trust Networks Track Anna Lysyanskaya en When accessing a service, we often need to present authorisation credentials. Anonymous credentials allow users to do so without revealing any information about themselves, other than the fact that they are indeed authorised; moreover, different showings of the same anonymous credential cannot be linked to each other. Thus, even if a service provider's records are somehow leaked, or aggregated together with other service providers' records, users still cannot be traced through the system. This talk will be an overview of the state-of-the-art of anonymous credentials: what privacy and security guarantees they can provide, and what algorithms and software are available to make them useful in practice. false https://pretalx.com/mtd2022/talk/PFPPEV/ https://pretalx.com/mtd2022/talk/PFPPEV/feedback/ Stage 1, Leibniz-Saal, BBAW Panel Discussion 2022-12-01T17:00:00+01:00 17:00 01:00 Dorit Bosch, the host of the podcast on administration digitalisation "Let's State", examines infrastructure requirements for digital education from her panelists' varying perspectives and touches upon topics that connect them all. mtd2022-23468-live-podcast-recording-digital-education-and-its-infrastructure-requirements-breaking-or-making-barriers Digital Credentials and Trust Networks Track Carlos Delgado KloosDorit BoschAleksandra ZhivkovikjNavin Vasudev en tbd. false https://pretalx.com/mtd2022/talk/DCFDSS/ https://pretalx.com/mtd2022/talk/DCFDSS/feedback/ Stage 1, Leibniz-Saal, BBAW Fringe Programme 2022-12-01T18:30:00+01:00 18:30 01:00 The daadgalerie is offering a private viewing of the exhibition 楔 XIĒ: 連接，嵌入，反射，承托 TO BIND, EMBED, SHIMMER, AND BRACE by the artists' collective 楔 Xiē (Wedge). mtd2022-22933-private-viewing--xie-----to-bind-embed-shimmer-and-brace /media/mtd2022/submissions/9JVATS/Xie_Ankuendigung_XxoHgPo.jpg en 楔 Xiē (Wedge) is a collective comprising the artists Hao Jingban, Shen Xin, Yunyu “Ayo” Shih, and writer Qu Chang. The group was formed in 2020, during Hao Jingban’s period of residence in Berlin, and grew out of fragmented online conversations about current social issues and global political events. Via chat messages and online discussions, topics such as the Black Lives Matter movement, the effects of the Covid-19 pandemic, the war in Ukraine, and the escalating tensions in Taiwan have been addressed. This ongoing exchange has resulted in joint readings, images, drawings, and videos. The collective takes its name from the Chinese character 楔, which depicts a tree and a person cutting a wedge out from it. Similar to how a wedge is driven into a gap in order to (re-)establish a connection, stabilizing or opening something up in the process, discussion is intended to foster a productive environment for group collaboration in a period marked by global crises and social upheavals. The central theme of the group’s joint reflections is the significance of the home in times of enforced isolation. At the daadgalerie, 楔 Xiē’s creative engagement with topical issues from the present is transformed into an expansive installation, which also includes video works and selected drawings. The accompanying brochure provides an expanded space in which to visualize the collective dialogue. Hao Jingban was a Visual Arts fellow of the DAAD Artists-in-Berlin Program in 2020. Photo credit: Hao Jingban false https://pretalx.com/mtd2022/talk/9JVATS/ https://pretalx.com/mtd2022/talk/9JVATS/feedback/ Stage 1, Leibniz-Saal, BBAW Fringe Programme 2022-12-01T19:30:00+01:00 19:30 02:00 After an insightful conference day, we would like to thank our speakers for their time and versatile contributions during the conference with a small thank you dinner. We look forward to a hearty traditional meal (vegetarian options available). *Please note: By invitation only. Transport to the restaurant will be provided.* mtd2022-23040-by-invitation-only-speakers-dinner-at-a-traditional-berlin-wirtshaus en . false https://pretalx.com/mtd2022/talk/NQSRTZ/ https://pretalx.com/mtd2022/talk/NQSRTZ/feedback/ Stage 2, Einstein-Saal, BBAW Keynote 2022-12-01T09:45:00+01:00 09:45 00:45 It is often assumed that intercultural learning will be an automatic outcome of engaging learners in virtual exchange, yet this is not always the case. The pedagogic design of the exchange and the partnership are some factors that can influence the learning outcomes. In this presentation findings regarding intercultural learning from several large-scale virtual exchange initiatives will be presented and discussed, as well as the implications. mtd2022-22881-interculturality-and-virtual-exchange-exploring-the-evidence-base-for-learning Virtual Exchange and Blended Mobility Track Francesca Helm en Virtual exchange is an educational approach which uses technology to bring together people from geographically and/or culturally distant locations in sustained online interactions, often intended to develop their intercultural awareness and understanding. Though the practice has existed for several decades it has gained popularity in recent years, in part due to the recent COVID-19 pandemic and recourse to online tools, also for offering international and intercultural learning. It is often assumed that intercultural learning will be an automatic outcome of bringing learners from diverse contexts to interact with one another, yet research has shown that this is not the case. It is important to consider how culture and intercultural communication are framed in VE, and how the pedagogic design of the exchange and the nature of the partnership can influence the learning outcomes. In this presentation the findings from several large-scale virtual exchange initiatives will be presented and discussed, as well as the implications for practitioners. false https://pretalx.com/mtd2022/talk/7MEWFX/ https://pretalx.com/mtd2022/talk/7MEWFX/feedback/ Stage 2, Einstein-Saal, BBAW Presentation 2022-12-01T10:45:00+01:00 10:45 00:30 Climate change, the pandemic, providing quality education for everyone – classical student mobility is facing (and partially aggravating) many global challenges. Digitalization has enabled universities to open new paths for internationalization. In the presentation, we will reflect on the learnings of funded projects from our three digitalization programs IMKD, IP Digital, and IVAC to determine the future demands for digital internationalization. mtd2022-22555-digital-internationalization-on-all-levels-learnings-from-daad-s-digitalization-programs-imkd-ip-digital-and-ivac Virtual Exchange and Blended Mobility Track Judith VenhermAnn-Kristin Matthé en The German Academic Exchange Service has funded more than 2.8 million students, researchers, and artists in Germany and abroad since 1950. Unfortunately, these classical mobility schemes are facing - and partially aggravating - global challenges like climate change, the pandemic, or providing equal opportunities to receive quality education throughout all social layers across the globe. Diversifying international exchange through the development of digital learning and teaching scenarios as well as the digitalization of cooperative processes therefore becomes more and more important for a sustainable future. With funding from the Federal Ministry of Education and Research, DAAD’s digitalization programs International Mobility and Cooperation Digital (IMKD), International Programmes Digital (IP Digital) and International Virtual Academic Collaboration (IVAC) IMKD, IP Digital, and IVAC have contributed to the digital transformation of Germany’s higher education sector on various levels. 147 projects have been conducted in these three programs and enabled German universities as well as their international partners to digitalize administrative processes, international master study programs, and curricula. After a short introduction of the three programs, we will reflect on the learnings we acquired from single projects. What challenges did they face? In which areas do universities require more support? Which structures and funding mechanisms could help universities in reaching their internationalization and digitalization objectives? We rely on knowledge and best practices derived from networking and community building activities of our funded projects, which have been collected over the last 18 months. Furthermore, we can share preliminary study results of our comprehensive study on IMKD, IP Digital, and IVAC. false https://pretalx.com/mtd2022/talk/7KNLDM/ https://pretalx.com/mtd2022/talk/7KNLDM/feedback/ Stage 2, Einstein-Saal, BBAW Panel Discussion 2022-12-01T11:15:00+01:00 11:15 01:00 Virtual exchange and blended mobility allow international educational formats which have been impossible or inefficient with only physical mobility, e.g. concepts with several short interactions or with high numbers of students. Within the DAAD programme “international mobility and cooperation – digital (IMKD)” universities implemented and evaluated such new virtual or blended formats. The panel will discuss examples and best practices. mtd2022-21621-leading-students-into-international-virtual-exchange Virtual Exchange and Blended Mobility Track Juana Salas PobleteCarsten WolffLisa WestphalMichael KrügerAnne Sennhenn en Five universities participating in the DAAD-program International Mobility and Cooperation through Digitalisation (IMKD) present examples of how they lead students into an international virtual exchange using didactic, technical & administrative means. They will give insights into their individual approaches, explain underlying considerations & assess their results from different perspectives. Bielefeld University of Applied Sciences will present their course "Social Work in Times of Crisis" in which Bielefeld UAS collaborated with Gothenburg University. Students from both universities learned and blogged about international challenges for social workers in their countries, comparing their different approaches to the covid pandemic. Dortmund University of Applied Sciences conducts students’ projects as virtual cross-border projects with internationally mixed teams, using agile methods and digital tools. This creates work-related team situations while inherently training digital and project skills. Such projects can last from one week to one semester, including also physical mobility. The University of Göttingen has implemented interdisciplinary courses in Life Sciences where students from the liveSciences³ partner universities prepare online in mixed international teams for later on-site excursions in Chile and Bosnia-Herzegovina. During the excursions and as part of the exams, students are encouraged to report in blogs and guided to prepare educational videos. Technische Universität Berlin has conducted two interdisciplinary and international schools "Smart Sensing" & "Smart Cities" including a hackathon within the IMKD project. During various repetitions in both fully online and blended formats, the schools have been carefully evaluated and constantly further developed. Since 2011, the Ludwigsburg University of Education and Helwan University (Cairo) have been offering a joint blended learning study program. The creation of online teaching materials requires attuned sense-making processes within the producing and the teaching teams. false Presentation Slides https://pretalx.com/mtd2022/talk/N7AHTZ/ https://pretalx.com/mtd2022/talk/N7AHTZ/feedback/ Stage 2, Einstein-Saal, BBAW Presentation 2022-12-01T12:30:00+01:00 12:30 00:30 Hochschule Bonn-Rhein Sieg (H-BRS) has redesigned its strategic internationalization strategy by expanding its traditional mobility programs and incorporating virtual and hybrid mobility schemes since 2018. Its mission is to provide virtual mobility for all. All students should have an international virtual experience while studying at H-BRS. It has initiated a campus-wide DIF project to coordinate all activities in each department. mtd2022-22306-developing-a-digital-internationalization-policy-virtual-mobility-for-all Virtual Exchange and Blended Mobility Track Regina Brautlacht en By 2018, it redefined its strategy by appointing a Commissioner for Global Digital Learning, who liaised with both the Commission for Teaching and Learning and the Commission for International Affairs and became an important link for developing global digital learning at H-BRS. The university began to revise its long-term internationalization strategy by giving a substantial focus on virtual mobility. By the time of the lockdown in 2020, H-BRS had already begun funding several digital projects with its partner universities and supported several virtual exchange projects. By the end of 2020, it resigned its internal calls for funding and initiated a university-wide campaign to foster digital internationalization within each department. A new project was initiated “Digitale Internationalisierung der Fachbereiche” (DIF). DIF was launched to steer away from funding individual virtual projects by providing each department with one DIF coordinator. Now, H-BRS had a team of coordinators working together campus-wide on implementing its new strategy by providing each student with an international virtual experience (i.e. virtual or blended mobility) whilst studying at H-BRS. In 2022 the university has been awarded a grant "Virtual Mobility for All" to continue and expand the idea of DIF by the Stiftung für Innovation in der Hochschullehre. In this paper, we will also focus on what lies ahead and what we have learned from the past two years. false Presentation Slides https://pretalx.com/mtd2022/talk/VZXA8W/ https://pretalx.com/mtd2022/talk/VZXA8W/feedback/ Stage 2, Einstein-Saal, BBAW Presentation 2022-12-01T13:00:00+01:00 13:00 00:30 As part of the DAAD project MyScore, software for avatar-based teaching and learning was created, tested and put into regular operation at RWTH Aachen University. The presentation will describe the possibilities of the open source solution as well as the experiences with the possibilities of virtual mobility in a binational study program. *For more information see the [website] (https://vredu.lfi.rwth-aachen.de/en/). mtd2022-21289-virtual-mobility-through-avtar-based-teaching-and-learning Virtual Exchange and Blended Mobility Track /media/mtd2022/submissions/8RRPZ3/Myscore-Nacken-13_8vWjKLu.jpg Univ.-Prof. Dr.-Ing. Heribert Nacken en The open source software MyScore for avatar-based teaching and learning aims to give students and lecturers the possibility to collaborate and interact with each other in 3D VR scenarios, independent of their real location. *Students and lecturers are represented by avatars and can communicate with each other in the various VR scenarios, with a 360-degree neuro and audio function guaranteeing a realistic perception. Collaboration among participants is enabled in the VR scenarios through browser-based functionalities; everything they can accomplish in the real world via web browser is also available to them in VR. *In addition, there are separate VR scenarios in which haptic processes, such as the use of laboratory experiments or, for example, the construction of mobile flood protection walls, can also be realized. The existing 3D scenarios range from simple conference rooms for communication to role-play scenarios for the development of communication skills and virtualized laboratory rooms. They are available to users as open educational resources for immediate use. *The software was developed as an open source solution within the DAAD project MyScore at RWTH Aachen University; all scenarios are provided as Open Educational Resources in the sense of UNESCO under a CC BY 4.0 license. *The software was developed from scratch, tested and is now embedded in the curriculum of two study programs at RWTH Aachen University. *The presented examples of use refer to the English-language Master's program Sustainable Management - Water and Energy in cooperation with the Politecnico di Milano as well as different modules in the Civil Engineering program. false Presentation Slides https://pretalx.com/mtd2022/talk/8RRPZ3/ https://pretalx.com/mtd2022/talk/8RRPZ3/feedback/ Stage 2, Einstein-Saal, BBAW Keynote 2022-12-01T14:30:00+01:00 14:30 00:30 Europe-Wide Higher Education Collaboration on Edtech mtd2022-22654-building-an-ecosystem-in-line-with-european-public-values European Strategies for Digital Education Track Christien Bok en European student mobilty is growing. In the Erasmus program, in European Universities and other programs. In doing so, we are educating a generation of students equipped to contribute to a strong European society and economy. Ensuring a safe, accessible and inclusive learning environment for our students also requires a digital infrastructure. This needs to be a public infrastructure, to garantuee that European education can hold up its European public values. To organize a public infrastructure the education sector needs to take public responsibility to be able to maintain the digital sovereignty. This session will focus on the need for infrastructure, and address dilemmas and opportunities. false Presentation Slides https://pretalx.com/mtd2022/talk/X8CXQY/ https://pretalx.com/mtd2022/talk/X8CXQY/feedback/ Stage 2, Einstein-Saal, BBAW Presentation 2022-12-01T15:00:00+01:00 15:00 00:30 RWTH Aachen University's goal is to make the university visible abroad and to recruit excellent students, for which simple and at the same time emphatic information about the unique opportunities for teaching and research at the university is essential. In cooperation and close coordination with GATE-Germany, a VR representation was created for this purpose with which you can explore RWTH Aachen University with your own avatar. mtd2022-21821-a-vr-representation-of-rwth-aachen-university-as-a-tool-to-increase-international-visibility Linking Digital Education Services Track Univ.-Prof. Dr.-Ing. Heribert Nacken en One of the goals of RWTH Aachen University's internationalization strategy is to make the university visible abroad and to recruit excellent international students, for which simple yet emphatic information about the unique opportunities for teaching & research at the university is essential. For this purpose, a virtual reality representation has been created, which allows students to get an overview of the English-language degree programs offered as well as the existing research activities. They are given the opportunity to access information with an avatar in a 3D environment. A WLAN connection and VR glasses (fully immersive VR version) or the download of the software to a standard PC (partially immersive VR version) are required. The VR scenario is a digital twin of the public space around the main building of the university. In this space, the nine faculties of the university each present themselves through information panels with contributions to teaching & research. The information is videos, web pages or separate documents provided for the target audience. The VR environment was chosen to give the interested audience an immersive experience of their potential educational institution. All avatars that are in the system at the same time can communicate, interact and exchange with each other. The students also have the opportunity to exchange information with the rector, the vice rector for internationalization or the vice rector for teaching. For this purpose, slots for discussions are offered at defined times. There they meet the designated persons, who act with their individual avatars. Software-wise, the application is based on the DAAD-MyScore project and can be made available to other universities as open source software. GATE-Germany developed the idea for the VR representation together with the RWTH and accompanied and documented the realization of the idea. At the end of the year, the volume "Virtual Reality in international university marketing" will be published in the GATE-Germany series of publications on university marketing. false Presentation Slides https://pretalx.com/mtd2022/talk/FWX8VL/ https://pretalx.com/mtd2022/talk/FWX8VL/feedback/ Stage 2, Einstein-Saal, BBAW Lightning Talk 2022-12-01T15:30:00+01:00 15:30 00:05 Digital microcredentials are key for the future of education. Governments and the private sector are offering multiple frameworks and solutions. At UC3M we are involved in multiple initiatives. However, if a university wants to offer them today it is not easy to bet for the right decision for the future. We offer a practical use case of a program of digital skills that is taken as a basis for piloting and reflection. mtd2022-21797-digital-skills-badges-and-microcredentials-reflections-on-the-basis-of-a-use-case Digital Credentials and Trust Networks Track Carlos Delgado KloosCarlos Alario-Hoyos en Microcredential frameworks are a moving target. At Universidad Carlos III de Madrid (UC3M) we are involved in multiple initiatives about microcredentials: - Early Adopter’s program of the Diplomas use case (CEF, EBSI, EC) [1] - EU Report “A European Approach to Micro-Credentials” [2] - The CertiDigital project (UniDigital, Min. Univ.) [3] - “Cartera Digital”, a pilot project with the Spanish Ministry of Economic Affairs and Digital Transformation (MAETD) [4] - DC4EU proposal of the eIDAS call of DEP focused on the EUDI wallet led by the MAETD [5] While these are initiatives that are relevant for the future, if a university wants to offer digital credentials today, it must find pragmatical solutions that work technically and legally. We present a practical use case of a pilot of the MDU program. The MDU program (Mochila Digital Universitaria, University Digital Backpack) will help students acquire digital skills for their work life [6]. It consists of 6 subjects of 3 ECTS and one (EXP) of 2 ECTS. Since this is a new program, it offers itself to introduce innovation based on badges and credentials. In the same way as assessments can be formative (during the teaching period for learning) and summative (at the end for the final grade), we define badges as the statements about learning achievements during the teaching period, eg. for feedback or gamification, and (micro-)credentials as those statements that are granted at the end if successfully finished. For badges, we need a framework that works today with our LMS Moodle. Badges will be granted for attendance, participation, and active participation. These statements stay within the subject and are not seen outside except in summative form of the final grade that gives rise to the credential. For microcredentials we must follow RD 822/2021 [7]. For badges we have chosen OpenBadges [8] from 1EdTech. For credentials we will use EDC [9] from the EC. This allows us to pilot today and draw a path to the future. In the lightning talk, we will present the line of thought for the subject EXP of the MDU program. false Presentation Slides https://pretalx.com/mtd2022/talk/VSAGJE/ https://pretalx.com/mtd2022/talk/VSAGJE/feedback/ Stage 2, Einstein-Saal, BBAW Lightning Talk 2022-12-01T15:35:00+01:00 15:35 00:05 In this talk I will discuss the benefits of VE and the skills that might be developed by these exchanges as well as provide examples of these exchanges. mtd2022-22317-virtual-exchange-as-the-skills-development-and-networking-tools Virtual Exchange and Blended Mobility Track Nataliia Aleksandrova en Zoom became an essential part of the learning mode during the pandemic. At the same time, it created more opportunities for learning and international exchange. It allows young people to learn new skills, and meet like-minded people from different places and international experts. Some of the points: - VE provides the opportunity to learn from experts who might not visit a learner's country due to various reasons. - A participant might not be able to leave the country due to the government's regime or lack of resources, however, they can learn the same things online. - Participants see different perspectives on the same topic due to the diversity of countries participating in the discussion. - VE gives flexibility to both the participants and the organizers, and creates safety. - During VE participants can learn the facilitation of the discussion or practice active listening. Examples of the VE and the developed skills (will be developed later): - Soliya Global Circles (Discussion on the topic with a limited number of people from different countries) - YCR Summer Programm in Pakistan (Research program where young people are gathered in groups to write an academic paper based on a specific topic while attending/facilitating the educational sessions) - SDSN Youth (Climate Change Game based on MIT developments) - GCCC at AFS (Sessions to develop global competencies before arriving to a host country) false Presentation Slides https://pretalx.com/mtd2022/talk/KBQAWX/ https://pretalx.com/mtd2022/talk/KBQAWX/feedback/ Stage 2, Einstein-Saal, BBAW Lightning Talk 2022-12-01T15:40:00+01:00 15:40 00:05 In order to provide a detailed feedback to students, usually a lot of time has to be invested. "Deploy to Grading" is a concept that allows analyzing students' solutions and creating detailed feedback for exercises in the field of programming in an automated way. The feedback can be requested independently by the students at any time and is available after a few minutes. mtd2022-21668-deploy-to-grading-create-an-automated-assessment-tools-to-improve-feedback-in-self-paced-learning-and-reduce-workload-for-lecturers Virtual Exchange and Blended Mobility Track André Matutat en In our presentation we will introduce the concept of "Deploy to Grading" and discuss the design of the exercises for this system. The limitations of the concept will also be highlighted. We demonstrate our prototype and show how the concept was implemented using Python and GitHub actions. Finally, it will be shown how "Deploy to Grading" can improve self-paced learning, reduce the workload of the lecturer and also make it possible to offer exercises and the associated feedback as OER independent of the programming language. false Presentation Slides https://pretalx.com/mtd2022/talk/9MYNRK/ https://pretalx.com/mtd2022/talk/9MYNRK/feedback/ Stage 2, Einstein-Saal, BBAW Lightning Talk 2022-12-01T15:45:00+01:00 15:45 00:05 The university-wide platform is designed to digitally support students' practical experiences along the student life cycle. The aim is to develop suitable career perspectives. Information on internships is displayed transparently and the assessment of one's own abilities and attitudes is promoted by documenting and reflecting on one's own experiences. The low-threshold exchange with peers, alumni and potential employers is facilitated. mtd2022-21884-informative-transparent-and-reflexive-the-practice-innovation-platform-pip-as-a-companion-in-the-student-life-cycle Linking Digital Education Services Track Dr. Elke Mählitz-GallerYvonne BönningerMichael Herzog en The Praxis Innovation Lab (PIL) is part of the h2d2 project "didactically and digitally competent teaching and learning" at Magdeburg-Stendal University of Applied Sciences. In the course of this project, a digital platform for teaching and learning support is being developed (Praxis Innovation Platform). This platform enables students to create practice experiences in their studies more easily and helps to implement them organizationally. Students reflect in E-Portfolios on their experiences and pass them on to other students. The needs and wishes of the students, teachers and employees of the university regarding the Praxis Innovation Platform as well as further steps in the project will be topic as well. false Presentation Slides https://pretalx.com/mtd2022/talk/A3B8XH/ https://pretalx.com/mtd2022/talk/A3B8XH/feedback/ Stage 2, Einstein-Saal, BBAW Lightning Talk 2022-12-01T15:50:00+01:00 15:50 00:05 The InPlatBio platform with the participation of an interdisciplinary team: physicians, public health experts, psychologists, philosophers and various lecturers from Europe and Ukraine. The goal here is not only academic and practical exchange, but also moral support for participants who have to work under extremely difficult (war) conditions. mtd2022-22338-integrative-platform-of-bioethics-inplatbio-as-a-platform-of-peace Virtual Exchange and Blended Mobility Track /media/mtd2022/submissions/ZZTWQZ/InplatBio_Hubenko_Diagram_20dbGfm.jpg Hanna Hubenko en Nowadays, the global crises are rapidly changing. We have seen the Covid-19 pandemic create uncertainty and suffering around the world as it disrupted communications and impacted all areas of life. Now the inhumane Russian military aggression against Ukraine is triggering a new wave of global problems and having an extremely destructive and negative effect on people's psyches. In this mode, thinking and creativity are kept to a minimum, most of humans’ energy is focused on fulfilling one goal - survival. It is already necessary to build islands, platforms of "peace", of space, devoid of reactivity. The topic of vulnerability/vulnerable population groups: children, women, people with mental illnesses etc. in the context of crises also runs through this topic like a red thread. false https://pretalx.com/mtd2022/talk/ZZTWQZ/ https://pretalx.com/mtd2022/talk/ZZTWQZ/feedback/ Stage 2, Einstein-Saal, BBAW Presentation 2022-12-01T16:00:00+01:00 16:00 00:30 VE is not inherently equitable and inclusive. I will introduce a framework for Critical Virtual Exchange (CVE) (Hauck, 2020; Klimanova & Hellmich, 2021) and present and discuss examples from global exchange initiatives to illustrate the approach and its potential impact and socio-political relevance. mtd2022-21302-virtual-exchange-for-social-inclusion Virtual Exchange and Blended Mobility Track Mirjam C Hauck en Virtual exchange (VE) is a strong catalyst in advancing the internationalisation of HE curricula, known as Internationalisation at Home (IaH) (Beelen and Jones, 2015; O’Dowd & Beelen, 2021). VE can prepare for, deepen, or extend physical exchanges or, as shown by COVID-19, it can also emulate them. VEs are known to prepare students for the globalised digital workplace as they focus on transversal skills development (Crawford, 2021). However, VE and VE-based IaH are not inherently equitable and inclusive. Like other forms of online or blended education, they are prone to Western hegemonies and influenced by inequalities in access to and experience with technology, institutional constraints (e.g., lack of support and incentives for educators), gender, race, age, English language dominance, and socio-political and geopolitical challenges (Helm, 2020). Critical VE (CVE) (Hauck, 2020; Klimanova & Hellmich, 2021) aims to ensure more equitable, inclusive, and purposeful student exchange experiences. These are characterised by the following elements: a) The use of low-bandwidth technologies b) A focus on students underrepresented in IaH, e.g., from low socio-economic backgrounds (SoB) c) Student exchange project topics informed by the UN Sustainable Development Goals (SDGs) as a distinct way of addressing the SDGs through the student exchanges d) Wherever possible, integrating local student outreach work with businesses, NGOs, and charities. Moreover, CVE is informed by critical digital literacy (CDL) that leverages digital technologies for social justice-oriented action and change, e.g., by reaching out to a wider, more diverse range of students in collaborative online learning projects (Darvin, 2020; Nicolaou, 2021). CDL is also about finding out how power operates in digital contexts; how it shapes knowledge, identities, and social relationships in ways that privilege some and marginalise others (Darvin, 2017). In this contribution I will introduce a framework for CVE and present and discuss current examples. false Presentation Slides https://pretalx.com/mtd2022/talk/QW389W/ https://pretalx.com/mtd2022/talk/QW389W/feedback/ Stage 2, Einstein-Saal, BBAW Presentation 2022-12-01T17:00:00+01:00 17:00 00:30 Applying learnt skills as well as motivation and commitment are key to achieving language proficiency. The presentation will examine the Goethe-Institut’s Online Language Learning Courses which focus on collaboration and student engagement by providing a detailed and structured learning environment combined with supportive tutoring. mtd2022-22323-practice-practice-practice-collaboration-and-student-engagement-in-online-courses Virtual Exchange and Blended Mobility Track Andrea Pfeil en Since 2015, the Goethe-Institut has been offering online language courses following a step-by-step learning progression according to the European Framework for languages on levels A1-C1. The courses also serve as preparation for the Goethe-Institut´s internationally recognized Language Certificates. Students who aim to apply at German Universities and need proof of their language proficiency are an important target group for these courses. One of the biggest challenges in online courses is to maintain successful interaction among participants and keep learners motivated and engaged. The Goethe-Institut's online language courses address these challenges in different ways: detailled course design and structure, user-centred approach and content engagement. The course offers learners a well-structured and comprehensive learning design. A broad variety of exercises and tasks consistently build up on each other and focus on putting language skills to use. Through various topic-related interaction formats, learners are encouraged to individually shape their learning process, to exchange ideas and engage with other learners. Additional exercises and tasks at different levels of difficulty reinforce the focus on an individualized learning process for all learners in the course. In order to evaluate learners´ progression, to provide feedback on students´ strengths and weaknesses at any time, a learner dashboard is integrated in the course. Students receive an in-depth analysis of their progress and acquired competencies. Taking into account students´ needs and interests regular assessments provide both instructors and learners with additional feedback on their current learning status. In the presentation, different methods of learner interaction and engagement will be examined using best-practice examples. Focusing on course design and structure, user-centred approach and content engagement, the presentation will explore successful interaction and exchange among language learners and is followed by a brief discussion. false Presentation Slides https://pretalx.com/mtd2022/talk/KGUT3M/ https://pretalx.com/mtd2022/talk/KGUT3M/feedback/ Stage 2, Einstein-Saal, BBAW Presentation 2022-12-01T17:30:00+01:00 17:30 00:30 Drawing on examples from the Humanities, this paper highlights how Virtual Exchange and its sub-format COIL serve as flexible, productive, and fertile foundations for exploring the possibilities of internationalisation in the 21st century. mtd2022-21549-virtual-exchange-in-the-humanities-tackling-current-issues-through-coil Virtual Exchange and Blended Mobility Track Abir Al-Laham en Reflecting on the future of Higher Education, it is evident that students must graduate equipped with skills to tackle global concerns. Crises challenge and encourage future leaders to consider, call for, and create sustainable solutions while relying on skills and competencies promoted and enhanced by their institutions. Identifying two categories of skills and competencies for the 21st century, Douglas Bourn cites cognitive skills, i. e. thinking critically, including a multi-perspective approach, and non-cognitive skills, which comprise of interacting with people of diverse backgrounds (6). This translates into digital literacy, local-global connections, international awareness, and intercultural competencies, among others. Virtual Exchange provides a low-threshold approach that allows educators to open spaces for exploring these criteria. While looking at the role of the Humanities in investigating issues and problem-solving strategies, this contribution argues that VE lends itself to analyses of climate change, migration, military conflict, and the effects of the pandemic. Extrapolating from the COIL-project “Our World in Crisis”, co-taught by the University of Mannheim and the Salem State University, Massachusetts in spring 2022, this paper illustrates the steps from the idea to the development, implementation, and evaluation of VE. Hurdles and challenges as well as outputs, outcomes, and impacts are equally investigated: This contribution discusses a tricky digital infrastructure, unequal assessment, and the difficulty of monitoring on the one hand, and highlights how students learn to integrate different perspectives, exchange their views in international settings and develop ideas to take on the world’s problems on the other hand. This paper will conclude by emphasising the strongest aspects of VE: its democratic and inclusive approach to internationalisation (although this paper recognises a digital divide), its potential to foster long-lasting international partnerships, and how learning in diverse groups can lead to student (and teacher) epiphanies. false Presentation Slides https://pretalx.com/mtd2022/talk/DNPHFP/ https://pretalx.com/mtd2022/talk/DNPHFP/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-01T10:00:00+01:00 10:00 00:30 The annual blended learning seminar International Research Project, gives students from currently five countries the opportunity to gain experience in virtual collaboration. The learning journals kept during the course reflect the opportunities and challenges of such a format as perceived by the students. The presentation offers solutions in the form of recommendations for action and shows why collaboration is worthwhile. mtd2022-22324-challenging-exciting-enriching-why-international-student-collaboration-in-virtual-teams-is-worthwhile Virtual Exchange and Blended Mobility Track Dr. Elke Mählitz-GallerAmelie RiesMichael Herzog en Building on 10 years expertise in virtual cross-country collaboration settings between Austria and Germany, we successfully won and included universities in North Macedonia, Slovakia and South Africa as cooperation partners within the framework of the IVAC program of the DAAD. Get an insight into our further development of the "International Research Project", in which we have integrated interactive supports into the course for overcoming difficulties and challenges of virtual international collaboration based on our previous literature review. After the first run of the expanded and revised course, we used students' learning journals on the international collaboration, kept over the course of the project, to analyze in more detail students' experiences in this context. We aim to provide insights into the ongoing difficulties, but also the great opportunities and benefits of such a course format. While difficulties arose mainly in the areas of technology, getting to know each other, communication, and different conceptions of the project, the international collaboration was perceived as very valuable and enriching, especially in terms of personal and professional development. Despite a preference for in person meetings, the purely virtual format was perceived as exciting due to the good organization and used collaboration tools. Based on our experience, we provide recommendations for ongoing difficulties and offer possible solutions for the realization of international collaboration opportunities. Let's discuss together the challenges presented and see why international collaboration is worthwhile! false Presentation Slides https://pretalx.com/mtd2022/talk/QSVCYS/ https://pretalx.com/mtd2022/talk/QSVCYS/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-01T10:45:00+01:00 10:45 00:30 The presentation will share learning from a SAQA/WES pilot initiative that aims to facilitate access of refugees and asylum seekers to furthering their academic and career goals who, because of adverse circumstances in their country of education, lack standard proof of academic achievement. mtd2022-23729-a-recognition-model-for-refugees-and-asylum-seekers Digital Credentials and Trust Networks Track Navin VasudevBeka Tavartkiladze en Worldwide, there are 22.7 million refugees and 4.1 million asylum seekers. This does not include more than 12 million people are believed to have fled their homes in Ukraine since the conflict began. In 2021, at the GDN Annual Meeting in Canada, the South African Qualifications Authority and the World Education Services signed an agreement to partner on a pilot project aimed at reliably validating and assessing the education qualification/s of refugee and asylum seekers who live in South Africa. The primary intent of the pilot initiative is to design and test an alternative recognition methodology to recognize the qualifications of eligible individuals who, because of adverse circumstances in their country lack standard proof of academic achievement which hampers their integration into South African society. This pilot initiative is unique since it combines and expands the approach and methodologies used previously by both SAQA and WES. The presentation will report on the progress made in implementing and achieving the aims of the pilot project, its key learnings, and the broader strategy/plan to expand the initiative first into the SADC region and then across the African Continent. The presentation will include “voices” of project participants from extracts of our multi-media documentary materials. false https://pretalx.com/mtd2022/talk/SQDZUG/ https://pretalx.com/mtd2022/talk/SQDZUG/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-01T11:15:00+01:00 11:15 00:30 The Database of External Quality Assurance Results (DEQAR) provides a one stop shop access to reliable information about the quality assurance of higher education institutions in Europe (and beyond). This public database contains 80 000 reports (i.e. accreditations and evaluations) on higher education institutions and their programmes. The session will offer a glimpse of the eco system of the database and the possibilities for using the data. mtd2022-23520-using-quality-assurance-data-in-the-processes-of-digitalisation-of-workflows-in-higher-education Digital Credentials and Trust Networks Track /media/mtd2022/submissions/HWSPXU/DEQAR_-_Welcome_page_ZEcdCxw.png Aleksandra Zhivkovikj en Using technical solutions, DEQAR enables downloading of the stored data and automatic transfer of the information to other databases and platforms. Use cases range from validating information in the processes of recognising student qualifications by ENIC NARICs to using quality assurance data when issuing digital credentials through the EU led initiatives (EBSI and EDC) by higher education institutions. The talk will lead the participants through the current developments and explain how to use the data for their purposes in the processes of digitalising workflows. false https://pretalx.com/mtd2022/talk/HWSPXU/ https://pretalx.com/mtd2022/talk/HWSPXU/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-01T11:45:00+01:00 11:45 00:30 The INVITE project MyEduLife aims to create a unified system for institutions in the field of continuing education to issue digital learning credentials. They will be cryptographically secured and linked to a blockchain so that recipients can prove issued credentials to verifiers. Credentials will be issued as w3c-vcs, in accordance with did principles; skills and competencies will be aligned with esco. mtd2022-22549-myedulife-the-blockchain-as-a-tool-for-decentralized-storage-of-individual-continuing-education-biographies Digital Credentials and Trust Networks Track Philipp ZaglerFateme Fathi en Automation processes and the transformation of professions and industries will lead to a significant change in the working lives of employees; further specialization will see more focused areas of competence. To ensure the meaningfulness and presentability of learning outcomes, our goal is to create a system that maps skills and competencies to established taxonomies such as esco to make those outcomes comparable and visible on a certificate. To keep participants' information within the credentials issued secure and tamper-free, we will use a Quorum blockchain that supports smart contracts. Moving forward, its distributed ledger architecture will serve both as a means to ensure the identities of actors involved (DIDs) and prevent alterations of credentials (VCs). We aim at keeping our system independent from third parties using a centralized system. Cryptographically, our system will use zero knowledge and range proofs to facilitate compliance with GDPR regulation to maintain data sparsity. This will also allow for selective disclosure. We aim at being post-quantum-ready. Different blockchain implementations can be classified based on their properties of scalability, decentralization, and security. These three properties cannot be maximized simultaneously in one system: Increasing decentralization by adding nodes reduces security. As requirements for these properties may be evaluated differently in similar use cases, we chose to make the blockchain technology used configurable. Our setup has high scalabilty resulting in reduced decentralization and security. Decentralized identifiers (DIDs) aim at overcoming disadvantages of a PKI, such as a high centralization resulting in hierarchization and vulnerability of trust instances. Using DIDs in a blockchain-based PKI (DPKI) solves these drawbacks, providing a highly distributed log system based on smart contracts. The second layer solution on top of a blockchain – the Sidetree – will enable the use of verifiable DIDs that can be uniquely associated with documents, while reducing the capacity to store public keys. false Presentation Slides https://pretalx.com/mtd2022/talk/S7FNJF/ https://pretalx.com/mtd2022/talk/S7FNJF/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-01T12:30:00+01:00 12:30 00:30 The COVID-19 pandemic has severely disrupted internationalisation activities of universities around the globe. At the same time, it has served as an accelerator of innovation, particularly regarding moving teaching, learning, research and community engagement activities online. mtd2022-23430-digitalisation-for-more-inclusive-internationalisation-perspectives-from-south-africa Virtual Exchange and Blended Mobility Track Samia Chasi en Sharing perspectives from South Africa, where higher education is characterised by resource constraints and inequalities, this presentation will explore how digitalisation can help us reimagine internationalisation practices in higher education. It will show that virtual exchanges and Collaborative Online International Learning (COIL) have an important role to play in advancing higher education internationalisation in more equitable and inclusive ways, thereby extending the benefits of international engagements beyond the select few. false Presentation Slides https://pretalx.com/mtd2022/talk/CQFCDY/ https://pretalx.com/mtd2022/talk/CQFCDY/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-01T13:00:00+01:00 13:00 00:30 MIT and the Digital Credentials Consortium developed the open source Learner Credential Wallet (LCW, https://lcw.app/) to allow learners to store, manage, and share their academic credentials, and deployed it with a number of universities. LCW supports key international standards from the World Wide Web Consortium including the Verifiable Credentials Data Model & Decentralized Identifiers v1.0. mtd2022-22302-learner-credential-wallet-enabling-learner-control-over-digital-credentials Digital Credentials and Trust Networks Track Brandon Muramatsu en Enabling learners to store, manage and share their academic credentials in a digital “wallet” is a key element of the broader digital credentials ecosystem. MIT and the Digital Credentials Consortium developed the open source Learner Credential Wallet (LCW, https://lcw.app/) and deployed it with a number of universities. LCW supports key international standards from W3C including the Verifiable Credentials Data Model & Decentralized Identifiers v1.0. The session will include a brief background on the vision and values of the 12 members of the Digital Credentials Consortium, a description of the features of the Learner Credential Wallet and a live demonstration of the wallet. And the sesion will describe how the wallet exists in an ecosystem of issuing organizations, the issuance of digital academic credentials, and the verification of those credentials. false Presentation Slides https://pretalx.com/mtd2022/talk/CXYPBF/ https://pretalx.com/mtd2022/talk/CXYPBF/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-01T14:30:00+01:00 14:30 00:30 This presentation outlines the findings of Phase A of a PhD research project which qualitatively explores student/educator perspectives from recent COIL/VE projects. Although COIL/VE should be carefully designed, delivered and reflected upon, a poor exchange need not be a wasted opportunity. We’ll explore perspectives of the experience for students/educators and what this might mean for future practice and evaluation. mtd2022-22337-recoiling-from-the-exchange-exploring-when-virtual-exchange-does-not-go-to-plan Virtual Exchange and Blended Mobility Track Mark G Dawson en The presentation will outline what we know about potential benefits and risks of Virtual Exchange from academic literature such as reported educational gains in relation to intercultural competence (Vahed & Rodriguez, 2020), digital literacy (Rajagopal et al., 2020), cultural awareness (Munoz-Escalona et al., 2020) and subject knowledge (McCollum et al., 2019) before highlighting the potential bias towards positive reporting (despite the known challenges of COIL/VE practice). The PhD study will be described, providing the rationale for the qualitative study and the methodology thus far. The preliminary findings will be outlined, along with the priorities for the next phase of the research. Finally, a discussion will be facilitated to engage the audience with ideas around preparing students for Virtual Exchange and the importance of Educator framing and reflection in the learning process. false Presentation Slides https://pretalx.com/mtd2022/talk/3CAGAL/ https://pretalx.com/mtd2022/talk/3CAGAL/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-01T15:00:00+01:00 15:00 00:30 Digitalization has profoundly changed international cooperation between universities. In one way or another, the challenges posed by disruptive events such as the Covid 19 pandemic can be absorbed, and new pathways paved through digital tools. But what happens to international collaboration in higher education when multiple crises emerge? How can student mobility and collaborative learning adapt/continue in times of civil wars? mtd2022-22340-international-cooperation-in-higher-education-outside-europe-in-times-of-multiple-crises Virtual Exchange and Blended Mobility Track Enrico Behne en Drawing on experiences of the international master's program Global Studies with a Special Emphasis on Peace and Security in Africa (MA GSPSA), offered jointly by the Global and European Studies Institute at Leipzig University, Germany, and the Institute for Peace and Security Studies at Addis Ababa University, Ethiopia, this presentation discusses the challenges and opportunities of international cooperation in times of multiple crises. The Covid-19 pandemic has arguably accelerated digitization in higher education collaboration. To some extent, the benefits and promises of digitization have mitigated some of the constraints imposed by Covid-19 and provided universities, teachers, and students new tools for collaboration. This has motivated our team to systematically develop a full-fledged digital master's program, which is generously funded by the DAAD under the IP Digital program. However, digitalization also reaches its limits when faced with limited Internet access, low bandwidth, and a rather centralized Internet infrastructure, for example, in terms of providers. Moreover, disruptive environments, in particular political crises and civil wars, can further exacerbate the need for digitalization and alternatives to conventional forms of teaching and studying. In this presentation we want to share our experiences of continuing and digitalizing an international master’s program in times of multiple crises and how we responded to critical junctures that abruptly changed the basic parameters of our study program. To that end, we discuss the benefits and limits of virtual exchanges and blended mobility within a global study environment. In doing so, we shed light on hitherto neglected aspects within the debates on digitalization of universities in Germany, by highlighting a largely non-European context. We are thus synthesizing and sharing the lessons we have learned so far in a program, in which we address ways of dealing with multiple crises both content-wise with our focus on peace and security, and by adapting the framework for teaching. false Presentation Slides https://pretalx.com/mtd2022/talk/JPQDUT/ https://pretalx.com/mtd2022/talk/JPQDUT/feedback/ Stage 3 (Lovelace), WiFo Panel Discussion 2022-12-01T15:30:00+01:00 15:30 01:00 We will discuss the findings of our institutional evaluation of our Virtual Exchange + Program, how to ensure a successful and continued collaboration with our partners and what will be the necessary steps to implement the program at an institutional level. We hope to get into a lively discussion with the audience and create new ideas together. mtd2022-22304-institutional-framework-and-outcomes-of-ve Virtual Exchange and Blended Mobility Track /media/mtd2022/submissions/UA9HUB/Moving_Target_2022_CfP-Bild_VE_xzgsv5H.jpg Susanne StaudeLouisa KlemmerAnn Marie VanDerZandenAhmad Ezzeddine en In today’s economy, almost all companies operate internationally to some extent. Hence, students need to be prepared for this by acquiring the necessary global competencies: intercultural awareness, the ability to communicate in English (and to communicate with people whose first language is not English), proficient use of digital collaboration tools, etc. Ideally, students spend at least one semester studying abroad in order to fully experience a different culture. However, many students, especially those from lower socio-economic or non-academic backgrounds, are not able (or do not feel able) to spend an entire semester away from home Ruhr West UAS, Harz UAS, Wayne State University & Iowa State University identified a common interest in using virtual exchange to increase international experiences for their students. They recognized similarities that have a direct impact on the internationalization of their institutions: ● The diversity of their student population: ○ High percentage of students from underrepresented groups ● The economic situation of their region: ○ All participating universities are located in regions that are undergoing economic transformation. Supporting this transformation process is part of the participating universities’ mission. ● Low degree of mobility: ○ Many students choose their university because it is close to their home. ○ International experience is typically equated with student mobility, typically through a semester abroad and is only used by a few students who have the (financial) ability, mindset, and (family) support to pursue this opportunity. ○ In the average course or degree program, international experience hardly plays a role. After the original DAAD-funded program, it is now time to talk about the outreach of this project and its impact on supporting internationalization efforts by improving access to global experiences within the institution and the impact of measures taken by the institutions that foster success and thus achieve a sustainable continuation. false Presentation Slides https://pretalx.com/mtd2022/talk/UA9HUB/ https://pretalx.com/mtd2022/talk/UA9HUB/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-01T17:00:00+01:00 17:00 00:30 Managing digital transformation is a key competence for companies in developing and industrialised countries, but the corresponding approaches differ in many aspects. As part of an IVAC-funded project, a multi-component didactic concept for virtual interactive learning with a specially developed Systems Thinking Simulation was created. Pilot lectures with mixed MBA groups from Esslingen UAS and the Univ. of Colombo were conducted and evaluated. mtd2022-21798-interactive-virtual-simulations-on-digital-transformation-management-in-developing-and-industrial-countries-sri-lanka-germany Virtual Exchange and Blended Mobility Track Siegfried ZürnChaminda Hettiarachchi en The overall objective of the project on virtual cross-university and cross-regional lectures focusing on active student participation is presented, explaining the use of a combination of problem-based and project-based learning for digital transformation management course content. The contribution focuses on the creation of a systems thinking model for the digital management of start-ups and digital transformation management of SMEs (real cases provided by the non-profit organisation FabLanka, Sri Lanka) using a specific modelling software (simcision) by a mixed MBA student group from Esslingen University of Applied Sciences and the University of Colombo. Students from the two MBA groups jointly develop digital competencies in the development and application of simulations and use state-of-the-art collaboration tools to share information and actively work together across global regions in small teams and larger groups. This approach demonstrated that students quickly acquire competences in describing a technological problem in a holistic way, including economic, technological, sustainable and intercultural aspects. Both sides gained a better insight into the framework conditions, rules, constraints and working methods of the partner country in managing the digital transformation. Through the lecture content, but especially through active participation in the discussion of complex topics in various virtual teams and through peer information and peer collaboration, the students gain a better intercultural understanding, which is an indispensable prerequisite for MBA graduates for their future industrial careers in a globalised economy. Other possible applications such as using the virtual collaboration approach to model systems thinking for other Master's programmes, creating adaptable modules and building a global network summarise the presentation. false Presentation Slides https://pretalx.com/mtd2022/talk/HUNFBS/ https://pretalx.com/mtd2022/talk/HUNFBS/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-01T17:30:00+01:00 17:30 00:30 Over the past four we have developed and coordinated seven DAAD Projects within three distinct funding programs „LEARN[IN]", „ITEMS+“, and "Neckar Now“.Between 2020 and 2022 all the programs were implemented either completely virtual or hybrid. Based on our experience, this presentation focuses on the potential and constraints of digital technologies in an international educational context. mtd2022-21800-digital-technologies-in-an-international-educational-context Virtual Exchange and Blended Mobility Track /media/mtd2022/submissions/JFHZDY/ITEMS_hMgQXxX.jpg Belen Zevallos en Over the past four years we have developed and coordinated seven DAAD Projects within three distinct funding programs; namely „LEARN[IN]" https://learn-in.eu focusing on developing and fostering international partnerships in different academic formats such as conferences, labs and workshops taking place in Germany, Italy and Portugal, "Neckar Now Summer School“ https://www.srh-hochschule-heidelberg.de/en/projects/school-of-engineering-and-architecture/summer-school-neckar-now/ giving the opportunity to international students to travel and get an insight of studying and living in Germany, and „ITEMS+“ https://design-built-environment.org/items/ with the aim of co-creation, co-teaching, as well as (student) collaboration within an joint course between two universities in Portugal and Germany. Due to the COVID-Pandemic (between 2020 and 2022), all programs were implemented either completely virtually or in a hybrid fashion. This forced digitalization shift allowed us to test various digital platforms and environments with our participants. While some may believe that the pandemic has forced our hand but opened up new educational opportunities and fields, others believe that this is a fleeting phase and that everything will return to "normal" as before. Based on our experience, we consider that digital learning at home (purely virtual formats and remote learning) will not be the "education of the future"; we view the adoption of digital formats as more of a complement to face-to-face settings. Digital technologies are a great asset to the education sector, but we must view them as an addition to the face-to-face experience. Nevertheless, returning to "the way things were" would be a waste of the opportunities and insights gained during the pandemic. The purpose of this presentation is to demonstrate the benefits and limitations of digital technologies in an international educational context, based on our research and taking use of the unprecedented growth in digital settings. false Presentation Slides https://pretalx.com/mtd2022/talk/JFHZDY/ https://pretalx.com/mtd2022/talk/JFHZDY/feedback/ Workshop 1 (Turing), BBAW Workshop 2022-12-01T12:30:00+01:00 12:30 01:00 The workshop focuses on the importance of considering Diverse Learning Needs in Virtual Exchange learning scenarios to ensure equal participation and inclusion of all participants and intends to contribute to the solutions of reducing learning barriers by using the Design Thinking process with the final output in the form of first prototypes. mtd2022-21781-cancelled-creating-virtual-exchange-learning-scenarios-on-the-premise-of-including-diverse-learning-needs-as-a-basis-a-design-thinking-process-workshop Virtual Exchange and Blended Mobility Track Simon HachenbergEkaterina Buchminskaia en While conceptualizing digital teaching and learning scenarios, various framework conditions, such as learning objective(s), the target group, and the learning content, must be taken into account. When focusing on the target group, impairments and the resulting Diverse Learning Needs (DLN) (Chilla et al., in prep.) must be considered. The construct DLN is used to address not only impairments and disadvantages but to represent a broad concept of heterogeneity (including socioeconomic background, digital accessibility, physical/cognitive ability, etc.). In international teaching-learning arrangements, for instance, DLN can result from language and cultural differences, different learning styles, or even time zones. Especially in such scenarios, the importance of the possibility of equal participation for all and a versatile presentation of the learning content comes into focus. The Design Thinking (DT) process (Luchs 2015, Waloszek 2012) was chosen with the aim of developing possible solutions to tackle the arising challenges regarding the conceptualization of VE learning scenarios with considering the DLN of learners. Precisely speaking, the participants are invited to develop a VE learning scenario for a heterogeneous group of learners from Europe, Asia, and the US. The participants will work in small groups of up to 4 members. Each group will enter all five stages of the DT process: 1. Empathize, 2. Define. 3. Ideate. 4. Prototype and 5. Test. Each stage will be assisted by a suitable method, e.g. Mind mapping or Storytelling. A combination of digital (e.g. Padlet or Mentimeter) and other paper-and-pencil instruments will be provided to keep the participants engaged. Individual groups will exchange their results between the workshop’s phases which allows them to receive peer feedback and benefit from other participants’ views. The workshop pursues two main learning outcomes: to generate one or more prototype solutions and to raise awareness regarding the proactive consideration of DLN while designing VE learning scenarios or any learning scenarios in general. false https://pretalx.com/mtd2022/talk/DTVNSM/ https://pretalx.com/mtd2022/talk/DTVNSM/feedback/ Workshop 1 (Turing), BBAW Workshop 2022-12-01T15:30:00+01:00 15:30 01:00 SRH Berlin University of Applied Sciences and University of Applied Sciences Würzburg-Schweinfurt will provide an insight into how their collaboration at a national level has influenced the conception and development of their virtual international collaboration projects (IVAC). You will learn about positive outcomes and challenges, and will engage in a speed dating activity with the aim of setting the grounds for your own peer-to-peer network. mtd2022-21755-from-national-to-international-collaboration-the-power-of-peer-to-peer-networks-in-two-ivac-projects Virtual Exchange and Blended Mobility Track /media/mtd2022/submissions/E9MGG8/DigitalCollaboration3_urWPueo.png Lisa GibellinoFranziska Königer en The focus of the workshop is to highlight the importance of **peer-to-peer exchange** of ideas and challenges that arise during the life cycle of a project. We will design the workshop around the experiences of the IVAC project coordinators at **SRH Berlin University of Applied Sciences** (SRH Berlin) and the **University of Applied Sciences Würzburg-Schweinfurt** (FHWS), who have been part of a small national network group since 2020. We will show how this national collaboration has influenced the introduction of new **digital tools** and methods in the respective international collaborative projects and how the project coordinators have benefited from the mutual exchange when facing **unexpected developments** within the projects. This will be done through the presentation of **practical examples** from each IVAC project reflecting both positive outcomes and challenges discussed in the network. After this input phase, the audience will engage in a **speed dating activity** with the aim of finding compatible peers to potentially kick-off a small national or international network. The **learning outcomes** that will be summarized at the end of the session will focus on: - The importance of creating a community of practice and how this may be structured. - Digital tools that have great potential for virtual collaboration and exchange on an international level (digital badges). - Main challenges in the development of virtual exchange. Collaborative methods and tools during the workshop: - Speed dating (activity) false Presentation Slides https://pretalx.com/mtd2022/talk/E9MGG8/ https://pretalx.com/mtd2022/talk/E9MGG8/feedback/ Workshop 1 (Turing), BBAW Workshop 2022-12-01T17:00:00+01:00 17:00 01:00 Being able to study at several institutions across several borders in a single semester lets students profit from Virtual Exchange to the fullest extent possible. The high level of internationality and intercultural communication this scenario provides however also poses greater challenges to all those involved. This workshop invites participants to work on translating shared experiences into lessons learned and joint recommendations. mtd2022-21730-the-promise-and-challenges-of-international-student-mves-multilateral-virtual-exchange-programs-a-workshop-on-lessons-learned-and-future-directions Virtual Exchange and Blended Mobility Track Joost Kleuters en Being able to study at several institutions across several borders at the same time lets students profit from Virtual Exchange to the fullest extent possible. It incorporates the advantages of Virtual Exchange compared to traditional in class exchange that are already well established, such as strengthening student inclusion in internationalization, lowering the carbon footprint of international exchange and enabling flexibility and innovation in teaching and learning. However, it goes even further since it is the multilateral aspect of it that enhances these advantages and is able to provide greater, multifaceted intercultural experiences making MVEs a unique opportunity for all those involved. Individual feedback from participants usually highlights the added value of MVEs as being more international and more intercultural than traditional (bilateral) exchange as well as an important means of deepening strategical partnerships and personal networks between institutions through the joint efforts of teachers, students and staff. The fact that MVEs are relatively rare, especially offered in a single semester, already indicates the downside of such a scenario. Multilateral exchange means additional legal restrictions crosscutting through several national borders with different administrations, a far more complex constellation of colleagues working at different organizational units and generally a greater likelihood for intercultural miscommunication in organization, teaching and learning. Purpose: After presenting the Erasmus KA2 Project VERSATILE as an example of a single semester multilateral VE, participants also learn from others, look for best practices and try to formulate a shared future outlook on improving the conditions for MVEs. false https://pretalx.com/mtd2022/talk/FPFZLK/ https://pretalx.com/mtd2022/talk/FPFZLK/feedback/ Virtual Stage, BBAW Presentation 2022-12-01T10:45:00+01:00 10:45 00:30 Under the lead of the Protestant University of Applied Sciences Dresden (Germany) the trinational project "(In)Visible Women in Social Sciences and Social Work" (www.womeninsocialsciences.eu) was carried out. The presentation will focus on a) the academic and creative collaboration of the student’s groups, b) evaluation results on challenges and successes in intercultural collaboration, c) development of the comics. mtd2022-21782-look-at-us-pioneering-women-in-the-social-sciences-a-trinational-virtual-teaching-project Virtual Exchange and Blended Mobility Track Franziska Wächter en As part of the DAAD IVAC programme, the Protestant University of Applied Sciences Dresden (Germany), together with the Seinäjoki University of Applied Sciences (Finland) and the Vienna University of Economics and Business Administration (Austria), carried out the tri-national, interdisciplinary teaching project "(In)Visible Women in Social Sciences and Social Work" over two semesters. The aim of the collaborative work is to make a set of four "educational/ information comics" available on a website (to the participating universities and beyond) as an OER (open source resource) after completion of the cooperation. The topic of the joint course is embedded in the discourses and approaches of social, ecological and societal transformation, which are also anchored in the UN Sustainable Development Goals, especially in the pillars of "Gender Equality" and "Quality Education". To prepare students well for their future work in diverse (digital) teams, interdisciplinary and international knowledge and competences are necessary. The students worked together in project teams, partly homogeneous, partly heterogeneous, digitally and in presence. The aim for the students was to contribute their specific theoretical knowledge on “their topics” (Finnland: Social Policy and international perspectives to Social Services, Austria: Gender and Diversity in organizations, Germany: Social research, in contexts of social work) and to link it with the knowledge and competences of students from other disciplines and cultural contexts. In this way, the female scientists biographies could be analyzed and presented from different perspectives. The presentation will focus on three main aspects: a) procedures in the academic and creative collaboration of the student groups of the three universities, b) evaluation results on challenges and successes in intercultural team collaboration, c) presentation of the development and insight into the information comics (Jahoda, Webb, Swaine Thomas, Granqvist). false Presentation Slides https://pretalx.com/mtd2022/talk/FR3DSG/ https://pretalx.com/mtd2022/talk/FR3DSG/feedback/ Virtual Stage, BBAW Presentation 2022-12-01T11:15:00+01:00 11:15 00:30 This session discusses three major topics of the collaborative project Communication and Society@Ibero-America: a) The relevance of infrastructure and instructional design to strengthen international partnerships with co-teaching formats; b) Interculturality as a teaching subject and intrinsic feature of the project; c) Assessment practices that make international virtual projects sustainable. mtd2022-22251-international-virtual-academic-exchange-addressing-interculturality-in-ibero-america Virtual Exchange and Blended Mobility Track Vanesa Rodríguez Tembrás en This session discusses three topics and challenges in the academic project Communication and Society@Ibero-America (CS@IA), currently funded by the DAAD-IVAC program. The project is a further cooperation between Heidelberg University, the University of Chile, the Pontificia Universidad Católica de Chile, and the Heidelberg Center for Latin America. CS@IA has led to three outcomes. Firstly, the collaborative curricular development, implementation, and co-teaching of the master course Social and Intercultural Communication Management. Secondly, the creation of non-curricular socio-cultural content for and by students, the online platform Getting to know Germany/Chile, allowed to improve intercultural competencies for students and lecturers. Thirdly, the network service #beabuddy for students, doctoral candidates, and researchers provided knowledge about the dynamics and structures of the collaborating universities to facilitate integration and foster equal exchange and mutual understanding. This long-term project also matches with further internationalization initiatives at Heidelberg University, most prominently the 4EU+ Alliance, as a transnational strategic association of European universities. After having completed all the aims of the funded project, we address these main topics: 1. Infrastructure and design: developing international multi-partnerships and co-teaching formats from related study fields. 2. Intercultural aspects: In the master course interculturality was not only a reality for lectures and a teaching subject but also an intrinsic feature of the project. This perspective favored student collaboration and engagement to encourage their awareness as intercultural agents but opened challenges for profile-orientated co-creation. 3. Assessment practices: determining valid student evaluation practices and assessment tools for the project that lead to its continuity beyond the funding period, thus conveying a clear sustainable character. false Presentation Slides https://pretalx.com/mtd2022/talk/XDMRRT/ https://pretalx.com/mtd2022/talk/XDMRRT/feedback/ Virtual Stage, BBAW Presentation 2022-12-01T11:45:00+01:00 11:45 00:30 Digitalization opens a wide range of collaboration opportunities, especially using virtual exchange. In our presentation, we report on two collaboration projects (IVAC: Australia, Germany) and show students’ conceptualizations of cultural differences, learning, and their collaboration. We deliver impulses for educational implications and optimization in higher education. mtd2022-21836-virtual-exchange-in-a-shared-learning-environment-increasing-the-impact-of-internationalization-with-co-teaching-and-student-collaboration-germany-australia Virtual Exchange and Blended Mobility Track Anselm BöhmerIllie Isso en Digitalization opens a wide range of collaboration opportunities, especially using virtual exchange as a sustainable educational approach in digital environments. In particular digital tools are used in many ways. But still, little is known about the concrete practices, issues, process formations, and limitations associated with digital learning in international relations. In our presentation, we report on two collaboration projects (IVAC: Australia, Germany) focusing on intercultural awareness in teacher education concerning global digital citizenship. Based on a data set, we identify students’ conceptualizations of cultural differences, learning and collaboration of pre-service teachers, and innovative use of technology with emerging collaborations of students and educators. We also show that post-grad students already bring along distinct digital competencies but also lack the theoretical basics, reflections of the underpinning strategies of digital tools and the possible outcomes of the didactical process. These findings offer impulses for pedagogical implications in higher education and highlight gaps in accessibility to education. false Presentation Slides https://pretalx.com/mtd2022/talk/A3FYS3/ https://pretalx.com/mtd2022/talk/A3FYS3/feedback/ Virtual Stage, BBAW Presentation 2022-12-01T12:30:00+01:00 12:30 00:30 In the DAAD’s IP Digital program VEDIAS-VR we implemented a Social Virtual Reality platform in online master study programs to offer an immersive platform to support international students in collaboration. We report on our experiences about the platform’s potential and challenges for international students, and on educator’s feedback on motivation and engagement, and the course design. mtd2022-21784-social-virtual-reality-for-virtual-exchanges-in-higher-education-between-internationally-dispersed-students Virtual Exchange and Blended Mobility Track /media/mtd2022/submissions/QDRQVY/Social_VR_Audimax_m18o83h.png Kathrin Knutzen en Within the scope of the DAAD’s IP digital program VEDIAS-VR existing master study programs at University of Technology Ilmenau were offered in an online format and run parallelly to the traditional on-site formats to offer students across the globe the opportunity to study remotely at Ilmenau. To enable a more immersive virtual exchange platform with more communication and interaction possibilities among students, a Social Virtual Reality platform was implemented for classes and cultural events. The platform enables students to interact with another in a more natural way with more social presence using embodied customizable avatars in a three-dimensional space compared to traditional video conferences. Lecturers gain more options to create three-dimensional learning environments independent of physical rooms that support their course in the best way. The platform allows three-dimensional immersive encounters independent from the location of users and thus, facilitates equal participation of international students who do not need to travel physically to Ilmenau for their studies. We present use cases of the platform and reflect on its use in the online study programs with special regard on the exchange between international students and educators. false Presentation Slides https://pretalx.com/mtd2022/talk/QDRQVY/ https://pretalx.com/mtd2022/talk/QDRQVY/feedback/ Virtual Stage, BBAW Presentation 2022-12-01T13:00:00+01:00 13:00 00:30 Virtual mobility has represented the only solution available for offering an experience abroad during the pandemic using online tools. In order to manage the unexpected scenario, HEIs have developed tools for teaching and interacting online and the faculty members were trained for using them. The paper wants to highlight the opportunities for developing virtual mobility programs starting from the experience of the Covid-19. mtd2022-21449-virtual-mobility-opportunities-after-covid-19-evidence-from-the-edusc-project Virtual Exchange and Blended Mobility Track /media/mtd2022/submissions/9JR7AP/Slide1_G3wSt6g.jpeg Gianluca Mattarocci en Virtual mobility is the only solution available for offering an experience abroad during the pandemic using online tools. To manage the unexpected scenario, HEIs have developed online tools for teaching and interacting, and the faculty members were trained to use them. For almost all the universities, the pandemic required them to develop their virtual mobility offering from scratch because, before Covid-19, the courses were practically not offered online or blended. The lack of time does not allow HEIs to prepare themselves for the new teaching scenario, and in some cases, the lack of proper teaching tools hurts the student journey experience. The shift from normal mobility to virtual mobility has shown some issues related to implementing the new type of mobility and has highlighted some differences between the two kinds of mobilities in terms of academic performance, personal experience, and networking opportunities. The paper focuses on the opportunities for developing virtual mobility programs from the experience of the Covid-19, and it will provide some new results related to a survey submitted to a representative sample of European universities. Results of the questionnaire allow evaluating of the scenario of virtual mobility offering before the covid, the effect of the pandemic on the online or blended courses, and the universities' strategic choices after the lockdown period. The analysis will underline the impact of virtual exchange on the inclusion of students with special needs and the issues related to creating a virtual mobility strategy coherent with the face-to-face mobility program already existing at the university level. false Presentation Slides https://pretalx.com/mtd2022/talk/9JR7AP/ https://pretalx.com/mtd2022/talk/9JR7AP/feedback/ Virtual Stage, BBAW Presentation 2022-12-01T15:00:00+01:00 15:00 00:30 Within the German-speaking countries, the University for Continuing Education Krems is the only public university for continuing education. Its new two key strategies to the topics of digitalisation and internationalisation overlap and define common goals and formats, meant to ensure innovative, up-to-date, and inclusive high quality academic continuing education and lifelong learning for and in the global higher education area. mtd2022-22318-shaping-digital-change-in-and-for-global-learning-and-engagement-at-the-university-for-continuing-education-krems Linking Digital Education Services Track Ana-Maria SimionoviciChristina Hell en The University for Continuing Education Krems defined its strategic framework based on its strenghts: many years of experience in the field of academic continuing education, tailored study programs and transdisciplinary research addressing societal challenges, a study model oriented towards the specific requirements of adult learners, which ensures an intense transfer of knowledge and skills between students and teachers, all offered in a service-oriented campus and working environment. Against this background, two key strategies to the topics of digitalisation and internationalisation were formulated in 2020 and 2021. Even though formulated individually and by separate teams in collaboration with the university, the key strategies "Stronger Consideration of Digital Transformation Processes. Shaping digital change" and "Expansion of international activities. Global learning and global engagement" respond to the need for education in a global environment, in which internationalisation highly depends on digitalisation and vice-versa. This manifests in common goals and formats regarding international cooperation, curricular and extracurricular mobility, internationally available research, and measures regarding internationalisation at home. These common goals and formats will be presented in a tandem presentation by the heads of the "Teaching Innovation and Digital Competence Development" and "Service Center for International Relations" units. The contents and the method of the presentation, in tandem, are meant to illustrate the fields of action and the specific measures for implementation but also the deepened collaboration based on individual expertise in the two fields of internationalisation and digitalisation, which is, we will argue, a prerequisite for innovative, up-to-date, inclusive high quality academic continuing education and lifelong learning for and in the global higher education area. false Presentation Slides https://pretalx.com/mtd2022/talk/YNDYPC/ https://pretalx.com/mtd2022/talk/YNDYPC/feedback/ Virtual Stage, BBAW Presentation 2022-12-01T15:30:00+01:00 15:30 00:30 Students learning in an international digital space can experience tension and even panic. Leaning on the conceptual framework of Barlow’s (2007) Third Space which is characterized as a precondition for the articulation of cultural differences, a space of strangeness. With an adaptation of the Third Space to International digital learning, students were able to reflect on their feelings, thoughts and re- examine beliefs and original perceptions . mtd2022-21789-the-third-space Virtual Exchange and Blended Mobility Track Franziska Wächterrebecca ranz en Students learning in an international digital space can experience tension and even panic due to: Difficulties in communicating in the English language, differences in culture, sense of instability, alienation and distance. Leaning on the conceptual framework of Barlow’s (2007) Third Space which is characterized as a precondition for the articulation of cultural differences, a space of strangeness. Four mutual international digital courses were taught (from 2019 till 2021) by the Social work schools of the Protestant University of Applied Sciences Dresden and Sapir college in Israel. With an adaptation of the Third Space to International digital learning, students were able to reflect on their feelings, thoughts and re- examine beliefs and original perceptions of the "other". In these courses Israeli and German students reflected on their anxiety of being misunderstood and their frustration of not being able to articulate their words. Mutual history of German and Israel was reflected upon with fear of hurting /harming and turning the space into a conflict zone. German students were afraid to bring up the pro-Nazi/politically right- wing demonstrations taking place in their area and Israeli students refrained from presenting the complexity taking place in their country around the issues of refuges / asylum seekers and the Israeli /Palestine conflict. In the future we hope to conduct a research on reflection , at this point after teaching four mutual international online courses, it is our assumption that if students are exposed to the third space concept in the beginning of online courses it can enable students to professionally reflect. Planned structure of the presentation: - What has been done? Issues of the course and circumstances - introduction “third space”- construct/idea/theory - description of students’ reflection - conclusion (e.g. What does the “space “ online/Zoom has to do with it? Is it a “booster” or “reducer” of these effects?) false Presentation Slides https://pretalx.com/mtd2022/talk/GAHXNE/ https://pretalx.com/mtd2022/talk/GAHXNE/feedback/ Virtual Stage, BBAW Presentation 2022-12-01T16:00:00+01:00 16:00 00:30 Virtual exchanges are not only beneficial for students but can also enhance educators’ digital competences. The European Framework for the Digital Competence of Educators (2017) has been applied to a virtual exchange project on sustainability to show how higher education (HE) teachers from two different continents have been able to improve their digital competence level while contributing to the internationalization of their HE institutions. mtd2022-21757-measuring-the-development-of-digital-competences-in-teachers-throughout-the-years-in-a-multidisciplinary-virtual-exchange-project Virtual Exchange and Blended Mobility Track Paula FonsecaMaria de Lurdes MartinsWendi HulmeRegina BrautlachtKristi Julian en This abstract will be presented in the Virtual Exchange and Mobility Track and will be in presentation format. Some presenters will attend the conference in presence and others will be online. This presentation aims to show the impact of a five-year multidisciplinary virtual exchange project between Germany, Portugal, the USA and Canada on teachers’ digital competences. The presentation will describe how five teachers from four different countries have developed their digital competences in a multidisciplinary virtual exchange project by applying the European Framework for the Digital Competence of Educators (DigCompEdu, 2017). In order for students to be successful 21st century citizens, they must be able to use digital technologies in their personal and professional lives. To help them in this process, it is imperative that teachers have a certain level of digital competence to instill these competences in their students. It is therefore important to first identify the level of digital competence teachers have and what they can do to improve their levels. The DigCompEdu framework was applied to five teachers who have been working together for five years on a sustainable virtual exchange project. These teachers were initially at the Explorer level (A2), according to this framework. The results indicate that all five teachers progressed throughout the five years of the project to the Expert level (B2) of the same framework. The presentation will explain the six areas of the framework: professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence, that these teachers went through to develop their digital competence. false Presentation Slides https://pretalx.com/mtd2022/talk/HLXGAR/ https://pretalx.com/mtd2022/talk/HLXGAR/feedback/ Virtual Workshop 1 Workshop 2022-12-01T14:30:00+01:00 14:30 01:00 Virtual Exchange is a great opportunity for students to make contacts all over the world. For this to happen, however, the first step is to break the ice in the international student group. In this interactive workshop, you will explore icebreaking activities for Virtual Exchange. At the end, you will have the opportunity to share your own favorite icebreaking activities. mtd2022-21770-icebreaking-activities-for-virtual-exchange Virtual Exchange and Blended Mobility Track Maximilian Köster en For Virtual Exchange to be truly an exchange, students must feel comfortable opening up to their peers abroad. Icebreaking activities are an important tool to establish such an atmosphere and to help students overcome initial shyness and hesitation. There are many ways to design an icebreaking phase. In most cases, it is not enough to simply send students to breakout sessions and leave them to their own devices. Especially shy or insecure students benefit from icebreaking activities that provide a structure and topics in a protected setting and prepare the ground for later discussion and collaboration. In this interactive workshop, you will therefore explore different icebreaking activities that you can use in Virtual Exchange to help students open up to each other and build meaningful relationships. At the end, you will have the opportunity to share your own favorite icebreaking methods with the other participants. false https://pretalx.com/mtd2022/talk/C8ACRB/ https://pretalx.com/mtd2022/talk/C8ACRB/feedback/ Virtual Workshop 1 Workshop 2022-12-01T15:30:00+01:00 15:30 01:00 The higher education landscape in Europe changes through the thriving European University Alliances (UAs). They enable students to obtain degrees by combining studies among several HEIs. UAs should offer seamless cross-border collaboration and inspire new forms of mobility and exchange. They form decentralized environments where the concept of Digital Academic Credentials adapted to their specific needs and data interoperability are paramount. mtd2022-22341-the-challenge-of-digital-credentials-for-university-alliances-the-case-of-erua-id Digital Credentials and Trust Networks Track Petros Kavassalis en The general topic of the workshop is the role of digital academic credentials in supporting a European University Alliance digital experience (DServX) -- as means of identification/authentication and for trustfully and flexibly documenting academic achievements. More specifically, the proposed Workshop will present how the European Reform University Alliance | ERUA (https://erua-eui.eu/) is designing a digital academic credentials infrastructure for the needs of the Alliance which will support: a) a common identity for students and academic personnel, branded as ERUA:Id, to allo2 seamless and secure access to all ERUA digital services, b) issuance of digital credentials for qualification-related attestations and student data (achievement records). In the Workshop we aim to interact and learn from other Alliances, and similar national initiatives and policy experts from the field of Digital Credentials (in education and other related domains, for example in the domain of mobile Travel Credentials), and discuss architecture decisions in light of the technical guidelines on implementing the New European Digital ID Wallet (EDIW) which is expected by the end of September. Guiding questions for the Workshop include: - How can we establish interoperability in issuing, storing, displaying, and verifying intra and inter-Alliances digital credentials while minimizing deployment and integration with the existing University IT infrastructure costs and providing high levels of assurance and privacy safeguards? - How is it possible to define a common data model across Europe for digital academic credentials? - What is technically possible now (is the SSI paradigm the most promising approach?) and what are the challenges ahead (specifically, in relation with the establishment of a common digital identity across the EU and the undergoing EBSI and Digital Europe pilot deployment projects)? - How should digital academic credentials complete and improve the usability and the security of the existing eduGAIN services? false https://pretalx.com/mtd2022/talk/XW8NZ7/ https://pretalx.com/mtd2022/talk/XW8NZ7/feedback/ Stage 1, Leibniz-Saal, BBAW Keynote 2022-12-02T09:00:00+01:00 09:00 00:30 Peter Hassenbach Head of the Project Group "National Digital Education Area", German Federal Ministry for Education and Research (BMBF) mtd2022-22648-opening-speech-german-federal-ministry-of-education-and-research Linking Digital Education Services Track en The German Federal Ministry for Education and Research has been accelerating the development of a Digital Education Ecosystem based on a federated IT infrastructure to interlink existing e-learning platforms, services, learning opportunities, and digital education providers across all educational sectors in Germany. The presentation outlines the unconventional funding approach, the agile interaction between the Ministry and the funded projects in order to make use of the gained knowledge and expertise to incrementally develop the minimal viable product of a networked educational environment. It will be shown in the light of interoperability and user-self-sovereignty how such an IT infrastructure can help to support educators along their individual teacher’s and learner’s journeys by providing access to learning opportunities, learning communities, and e-learning tools. false https://pretalx.com/mtd2022/talk/VETJSJ/ https://pretalx.com/mtd2022/talk/VETJSJ/feedback/ Stage 1, Leibniz-Saal, BBAW Keynote 2022-12-02T09:30:00+01:00 09:30 00:45 This keynote speech will explore why we need to think about innovation of education using the DreamApply approach as a case study for opportunities on improvements, challenges from decision makers side and also from educators and innovators side. mtd2022-22650-the-good-the-bad-and-the-ugly-truth-about-innovation-in-education Linking Digital Education Services Track Märt AroJelmer de Wolde en The DreamApply system has been used since 2012 and it is considered as one of the cornerstones of successful internationalisation of Estonian higher education. It is used by almost all Estonian universities for international student application management. This keynote will explore why education must change - philosophical, methodological, technical by using the DreamApply work as case study. Practical examples will elaborate how education could be modernized with the help of technology. There are many good ideas and good competence in Europe. We need to allow it to flourish! false Presentation Slides https://pretalx.com/mtd2022/talk/MJTNZA/ https://pretalx.com/mtd2022/talk/MJTNZA/feedback/ Stage 1, Leibniz-Saal, BBAW Workshop 2022-12-02T10:45:00+01:00 10:45 01:00 BIRD - Bildungsraum Digital: Exploring a digital networking infrastructure for education mtd2022-22749-digital-education-environment-bird Linking Digital Education Services Track en The research project Bildungsraum Digital, or BIRD for short, is tasked with the development of a prototype of a federated infrastructure for digital education in Germany. Already existing but previously isolated educational platforms and individual educational services will be interconnected and merged into a whole, while preserving the heterogeneity and at the same time ensuring broad interoperability. A distributed middleware supports users in developing their personalized learning paths. Research is based on concrete development achievements and in dialog with the education community. BIRD’s main goal is to explore the requirements for the development of a National Education Platform for Germany that enables users to access all connected learning services through a single search. The Slot will be introduced by Alexander Knoth, Chief Digital Officer (CDO) and Head of Section Digitalisation of the German Academic Exchange Service (DAAD). Afterwards, there will be a live demo of a user journey through BIRD and finally a presentation on the BIRD Lab. false https://pretalx.com/mtd2022/talk/VVGVTY/ https://pretalx.com/mtd2022/talk/VVGVTY/feedback/ Stage 1, Leibniz-Saal, BBAW Presentation 2022-12-02T12:00:00+01:00 12:00 00:30 Despite recent advances, students still face a lengthy task when trying to get external study credits recognised at their home institution. In an effort to fully digitise the recognition process, PIM, the _Platform for Inter*national Student Mobility_, will offer digital recognition and integration with existing systems to create a better experience for students and staff alike. Here we report on the first productive use and future plans for PIM. mtd2022-21539-pim-is-now-live-experiences-gained-from-several-months-of-productive-use-of-pim-at-the-university-of-gottingen Linking Digital Education Services Track Janina HantkeAnne Sennhenn en In most higher education institutions the recognition of externally achieved credits is still a paper-based or only partly digital process. To this end, PIM, the _Platform for Inter*national Student Mobility_, wants to offer a software solution where recognition can be handled in a fully digital manner. Within the project PIM MVP (Minimum Viable Product), major components of this software such as the module database, the recognition workflow and the recognition database have been developed. They are now being used productively for the first time at the University of Göttingen to facilitate recognition of credits after change of HEI and for international exchange within the IMKD programme livescience³. To make the PIM software widely available, the PIM project is part of the initiative of the German National Education Platform. Here, eight higher education institutions, a university IT centre and the newly founded Paravo Education Technologies have joined in a cooperation with the goal to introduce PIM at HEIs, to further develop its functionalities and build up long-term support structures for a sustainable use of PIM. In all development activities PIM places special emphasis on using existing standards and developing interfaces to EWP and existing systems such as student information systems and mobility software, which ensures a high level of integration. In our presentation we show recent advances of PIM with a live demo and explain PIM’s goals for the implementation phase of the projects of the German National Education Platform. The main focus will be on our experiences from the go-live of PIM at two faculties of the university of Göttingen as an example for a rollout of PIM. false Presentation Slides https://pretalx.com/mtd2022/talk/7X379X/ https://pretalx.com/mtd2022/talk/7X379X/feedback/ Stage 1, Leibniz-Saal, BBAW Presentation 2022-12-02T12:30:00+01:00 12:30 00:30 One of the main reasons, why VEs are not yet widely used in education is the lack of the respective knowledge and skills among teachers. KAVA Q is designed as a digital assistance system to qualify teachers for conducting virtual exchanges. In the presentation, we will share the results of our needs analysis and our concept for KAVA Q in order to get helpful feedback for further development. mtd2022-21356-kava-q-a-digital-assistance-system-to-support-virtual-exchanges-for-higher-education-teachers Virtual Exchange and Blended Mobility Track /media/mtd2022/submissions/XKY7KK/kava-logo-003_gvjLEYC.png Mihaela MarkovicNicola WürffelRobert Reilein en Research shows that one of the main reasons, VEs are not yet widely used in education is the lack of knowledge and skills among teachers. Therefore, the qualification of teachers seems to be urgently needed. This is the starting point of the KAVA Q project, which is developed by the Herder Institute at the University of Leipzig in cooperation with the Institute for Applied Computer Science (InfAI) and the German Academic Exchange Service (DAAD) as part of the Federal Ministry of Research and Education's (BMBF) funding line for the development of a national education platform: KAVA Q will serve as a digital assistance system to qualify higher education teachers to conduct VEs by initiating and supporting processes of orientation and qualification as well as participation and design. KAVA Q will also support the development of an online community of practice. The three technical functional components of KAVA Q will include a social information and qualification network, partner and project repositories, and a VE planning assistant. At the beginning of our session, we will introduce the goals of the KAVA Q project. We will then describe the methodological design and technical solutions which are based on a needs analysis of the target group. This analysis included two surveys among higher educators and several interviews, e.g., with project coordinators of the DAAD program IVAC (International Virtual Academic Collaboration). We will present the results of this analysis and mainly focus on the question, of what challenges teachers face in VE development, implementation, and evaluation and which competencies and skills they need to successfully overcome those. At the end of the session, we would like to discuss our concept with the audience in order to get helpful feedback for further developments. false Presentation Slides https://pretalx.com/mtd2022/talk/XKY7KK/ https://pretalx.com/mtd2022/talk/XKY7KK/feedback/ Stage 1, Leibniz-Saal, BBAW Workshop 2022-12-02T14:00:00+01:00 14:00 01:00 The Digital Campus - a platform for information, orientation and qualification of prospective international students introduces itself. mtd2022-21427-digital-campus-your-platform-for-study-prep Linking Digital Education Services Track Digital Campus Project Team en The Digital Campus is intended to establish itself as a central contact point and connecting infrastructure for prospective international students in order to inform themselves about Germany as a place to study, to orientate and to qualify themselves! With its diverse range of courses and services provided by the participating educational institutions and successively expanded, the Digital Campus can accompany prospective international students on their entire, individual educational paths. In the panel at #movingtarget2022, the consortium partners will present the project and the planned functionalities of the Digital Campus. The focus will be on answering the question: What is the benefit of the campus from a user perspective? We are looking forward to all interested participants who would like to join us for an exchange! The project is funded by the German Federal Ministry of Education and Research (BMBF). In addition to the DAAD, the consortium consits of Rheinisch-Westfälische Technische Hochschule (RWTH) Aachen, Technische Hochschule Lübeck, Goethe-Institut e.V., Kiron Open Higher Education gGmbH and Gesellschaft für akademische Studienvorbereitung und Testentwicklung e.V. (g.a.s.t.). false https://pretalx.com/mtd2022/talk/VSB9JX/ https://pretalx.com/mtd2022/talk/VSB9JX/feedback/ Stage 1, Leibniz-Saal, BBAW Short Presentation 2022-12-02T15:00:00+01:00 15:00 00:15 The incommensurability of foreign school leaving certificates poses a major challenge to universities and prospective students alike. A way to ensure a fair assessment of academic qualification gained abroad is an academic aptitude test such as the newly introduced digital format of the TestAS. It is a standardised, fair, highly valid yet flexible and efficient instrument, thus meeting the needs of equally universities and appliccants. mtd2022-22275-the-digital-testas-objective-and-fair-selection-of-applicants-through-digital-and-standardised-aptitude-testing Linking Digital Education Services Track Thomas Podlaha; Daniel WegenerThomas Podlaha en In a first step, we will explore which capabilities must be taken into account in the construct of a study aptitude test in order to increase the accuracy, reliability and fairness of selection processes. In a second step we demonstrate, contrasting the paper-based TestAS with the digital format, which requirements were needed for the development of the new digital format and which criteria were guiding for the implementation. Finally, the resulting innovations and advantages for participants and universities are explained. false Presentation Slides https://pretalx.com/mtd2022/talk/CQKRQ7/ https://pretalx.com/mtd2022/talk/CQKRQ7/feedback/ Stage 1, Leibniz-Saal, BBAW Short Presentation 2022-12-02T15:15:00+01:00 15:15 00:15 For many international students the digital TestDaF constitutes the starting point on their student journey. The digital format allows for flexible test dates and fast availability of results, thereby facilitating student mobility. With its competency-based approach to language testing the TestDaF does not only certify the language competence required to study at a German university, but also contributes to applicants’ linguistic preparation. mtd2022-21726-the-digital-testdaf-preparing-international-applicants-for-university-study-in-germany Linking Digital Education Services Track Dr. Anja PetersSonja Zimmermann en The session will provide a brief overview of the concept and test format of the digital TestDaF, focussing in particular on the linguistic competencies that are required for successful written and spoken communication in a university setting. The presentation will first outline the advantages of a digital format for a high stakes language test, such as the digital TestDaF, as well as explain the concept underlying the format of the digital TestDaF. The session will then show how relevant linguistic competencies are operationalised in individual test tasks, using a selection of sample tasks from the test. The aim of the session is to demonstrate how the digital TestDaF can offer a valuable contribution to the learning and testing resources offered to users of the Digital Campus platform. false Presentation Slides https://pretalx.com/mtd2022/talk/PEANVC/ https://pretalx.com/mtd2022/talk/PEANVC/feedback/ Stage 1, Leibniz-Saal, BBAW Panel Discussion 2022-12-02T15:45:00+01:00 15:45 01:00 The distribution of Open Educational Resources (OER) is strongly connected to the rise of the world wide web. mtd2022-22653-benefits-and-challenges-in-the-context-of-open-educational-resources Linking Digital Education Services Track Sushumna Rao TadinadaRobert SchuwerSusanne GrimmJöran Muuß-Merholz en Access to teaching and learning materials completely changed since everyone from everywhere in the world could easily share and reuse educational resources via internet. With our four panelists (Sushumna Rao Tadinada | Robert Schuwer | Susanne Grimm | Jöran Muuß-Merholz) we will discuss benefits and challenges in the context of OER and talk about their lessons learned. false https://pretalx.com/mtd2022/talk/XZXNWV/ https://pretalx.com/mtd2022/talk/XZXNWV/feedback/ Stage 1, Leibniz-Saal, BBAW Short Presentation 2022-12-02T16:45:00+01:00 16:45 00:15 **Alexander Knoth** (German Academic Exchange Service) offers a short review of the past two conference days. mtd2022-23041-conference-closing en . false https://pretalx.com/mtd2022/talk/GFAHXK/ https://pretalx.com/mtd2022/talk/GFAHXK/feedback/ Stage 1, Leibniz-Saal, BBAW Fringe Programme 2022-12-02T17:00:00+01:00 17:00 01:00 Hybrid Walking Tour "Decolonize Berlin" provided by Esri & Dekoloniale mtd2022-23398-hybrid-walking-tour-decolonize-berlin-provided-by-esri-dekoloniale /media/mtd2022/submissions/LADRTJ/LogosGeocaching_lM7bAYX.PNG en The hybrid walking tour provided by Esri & Dekoloniale will geographically display different points at the historical centre of Berlin with a focus on the black history of Berlin in order to arrive at a decolonial perspective. You can go on a walking tour and learn more about the colonial traces by exploring digital maps via app. After a short introductory video, you set off on your own or in groups on the hybrid walking tour. The start is in front of the BBAW and end point is the Museum for Communication false https://pretalx.com/mtd2022/talk/LADRTJ/ https://pretalx.com/mtd2022/talk/LADRTJ/feedback/ Stage 2, Einstein-Saal, BBAW Keynote 2022-12-02T09:00:00+01:00 09:00 00:30 Digital transformation has forever changed education, driving the need to increase digital skills and competences and to unlock the potential of digital educational technologies. mtd2022-22837-eu-priorities-in-digital-education-policy European Strategies for Digital Education Track Georgi Dimitrov en These trends, accelerated even further by the COVID-19 pandemic, called out for a strong and coordinated effort at the EU level. In addressing these challenges and opportunities, the European Commission adopted the Digital Education Action Plan (DEAP) 2021-2027, setting out a long-term vision of high-quality, inclusive and accessible digital education in Europe based on cooperation, good practice exchange, evidence, peer learning and research. In his contribution, Georgi Dimitrov will discuss the current focus and priorities in the implementation of the Digital Education Action Plan. false https://pretalx.com/mtd2022/talk/XCS7D9/ https://pretalx.com/mtd2022/talk/XCS7D9/feedback/ Stage 2, Einstein-Saal, BBAW Keynote 2022-12-02T09:30:00+01:00 09:30 00:45 Keynote Speech by James Clay mtd2022-22655-making-the-transformation-happen-the-uk-higher-education-digital-transformation-journey European Strategies for Digital Education Track James Clay en Over the last three decades, the UK higher education sector has invested heavily in information technology, online solutions, digital services, resources and content. The aim has been to enhance, improve, and reframe the student experience, to reimagine learning, teaching and assessment, and to transform the infrastructure, the university estate to enable and enhance this digital transformation. Across this, Jisc, the UK national research and education network, has been proving the infrastructure, security, advice and guidance to the UK higher education sector. In his keynote, James Clay Head of Higher Education and Student Experience at Jisc, will explore what we mean by digital transformation, what it means for students and why the UK higher education sector needs to deliver on their digital transformation journey. He will present the UK experience over the last few years and discuss how this has helped to accelerate the digital transformation journey. Part of the talk will be a showcase of exemples from across the UK university sector. He will discuss further how Jisc is supporting UK higher education and what the plans are for future regarding digital transformation and what colleagues and practitioners can learn from the UK higher education sector. false Presentation Slides https://pretalx.com/mtd2022/talk/P9CM3T/ https://pretalx.com/mtd2022/talk/P9CM3T/feedback/ Stage 2, Einstein-Saal, BBAW Presentation 2022-12-02T10:30:00+01:00 10:30 00:30 The European Digital Education Hub - A short introduction mtd2022-22791-the-european-digital-education-hub-a-short-introduction European Strategies for Digital Education Track Rasmus Benke-Aberg en The European Digital Education Hub is a place where practitioners and policy-makers in digital education can work together, share resources, inspire each other. The Hub offers many different activities such as workshops, working groups, webinars, mentoring programmes, accelerator programmes and more. The Hub is cross-sectoral and open to all of Europe. This presentation will show what has been accomplished in the Hub so far, what the opportunities are for engagement and what is needed in order to move towards a really European space for cooperation. false https://pretalx.com/mtd2022/talk/VSKH7S/ https://pretalx.com/mtd2022/talk/VSKH7S/feedback/ Stage 2, Einstein-Saal, BBAW Presentation 2022-12-02T11:00:00+01:00 11:00 00:45 The presentation will introduce how knowledge building activities take place in the European Digital Education Hub. Representatives of HEI, VET, Adult learning organizations and Schools are invited to attend, their leaders and decision makers, staff responsible for digitally enhanced learning and teaching, and anyone interested in developing knowledge together on digital education and EDEH CoP. mtd2022-21590-the-european-digital-education-hub-a-place-for-knowledge-building European Strategies for Digital Education Track AirinaJosep Maria Duart Montoliu en The presentation will clarify what a knowledge building activity is and why it is important. Moreover the presentation will introduce how European Digital Education Hub knowledge building activities respond to challenges and opportunities in the field of digital education and address how to best tailor knowledge building activities to different stakeholders. The presentation will: - discuss what ingredients are important to develop our knowledge - elaborate on the opportunities for knowledge building in the EDEH CoP - invite participants to join EDEH CoP for exchanging and co-creating with peers - invite participants to express their specific needs in terms of knowledge building activities in the realm of digital education (e.g., topics and methods to be applied). false Presentation Slides https://pretalx.com/mtd2022/talk/3EJLHE/ https://pretalx.com/mtd2022/talk/3EJLHE/feedback/ Stage 2, Einstein-Saal, BBAW Panel Discussion 2022-12-02T12:00:00+01:00 12:00 01:00 This panel draws on case studies to critically discuss the multiple meanings and models of mobility. We pay special attention to mobility in joint degrees and reflect on barriers and enablers and the current policy work towards a European Degree Label. We suggest a conceptual shift to mobility from a ‘singular’ individual experience to a process by which multiple mobility options are organically integrated in an institution’s pedagogic offering mtd2022-22303-reframing-mobility-in-and-for-transnational-collaboration-moving-beyond-the-on-site-online-divide Virtual Exchange and Blended Mobility Track Jo AngouriKarin AmosBerit EikaAune ValkJan Palmowski en Mobility designs are directly related to the mobility of knowledge as a hallmark of the knowledge society. Fixity and fluidity were redefined during Covid-19 when academia became simultaneously mobile and immobile as well as digital not by choice. The disruption of the pandemic provided multiple opportunities for short term mobility and virtual designs. This increased participation in global learning by students who do not typically engage with traditional forms of mobility. As we are moving towards the aftermath of the 2019 pandemic, the time is right for conceptualising mobility beyond physical presence/absence and introduce designs that beyond binaries such as virtual/physical, on/off line or global/local. Accordingly this panel, on behalf of The Guild of European Research-Intensive Universities, is to critically discuss and problematise the multiple meanings and models of mobility drawing on the experience of four countries and focusing specifically in the format of joint degrees as case studies. We explore the complex relationship between the triptych of mobility, flexibility and individualised learning as policy tools, such as the European Degree Label aspire to enhance European collaboration. We discuss the experience of models of blended and virtual mobility that we consider cases of good practice. In doing so, we also consider which aspects of learning are quintessentially social, and which cannot be replaced by online formats. Finally, we discuss ways in which HE institutions need to be supported to truly engage with and benefit from the Digital strategy and we propose a three-level framework of blended mobility bringing together transnational HE collaboration and curricular and co-curricular learning. In closing, we suggest a conceptual shift to mobility from a ‘singular’ individual experience and ‘state of being’ to a process by which opportunity for international learning, short and longer, term are embedded in the curricular and co-curricular offering of an institution and which enables regional, national and international connectivity. false Presentation Slides https://pretalx.com/mtd2022/talk/S3AB8N/ https://pretalx.com/mtd2022/talk/S3AB8N/feedback/ Stage 2, Einstein-Saal, BBAW Presentation 2022-12-02T14:00:00+01:00 14:00 00:30 The HPI D-School pioneered breakthrough innovation in learning and teaching because of its team-based, project-based approach to experiential learning. However, when COVID-19 hit, it was daunting to design a comparable experience in the virtual learning modalities. In this talk, the school will showcase different prototypes, learnings, and iterations, sharing with the audience key takeaways and hypotheses for the future of learning. mtd2022-22459-prototyping-the-future-of-learning Linking Digital Education Services Track Dr. Claudia NicolaiAvinash Pratap Singh en The process of Design Thinking is established as a team-based innovation framework. At the HPI D-School, we help diverse students from different areas to internalize, interpret, learn and apply the mindset and process in a project based, experiential learning approach. The HPI D-School was already seen as a pioneer in facilitating breakthrough innovation in learning and teaching with its key design approach to offer a modular studio space to foster creative teamwork and collaboration. When COVID-19 hit and campus closures became imminent, it was a daunting task to design a comparable experience in completely virtual, then hybrid, and now hi-flex learning modalities. In this talk, the speakers will showcase the different prototypes, learnings, and iterations that took place over the last 2 years, sharing with the audience the key takeaways and hypotheses for the future of learning. We will start with learnings from the first course design enabling individual, independent and asynchronous learning. Further on, we will share findings from comparing the replication of an offline/onsite to an online/remote course design. And finally, we will showcase new forms of hybrid learning and coaching in a newly designed spatial environment. The speakers will explain their own approach to undertaking the various layers of this learning design challenge, the underlying pedagogic rationale, the capacitating of facilitators, as well as demonstrating the impact from the different perspectives of students, facilitators, and partnering organizations. The guiding principle became for us the concept of “psychological safety”, a space characterized by an inclusive approach enabling interpersonal trust where participants feel free to collaborate and to take risks by speaking out loud to enable them to pursue even disruptive innovations. The team will also showcase tools, technologies and furniture adopted, hacked, and used along the way. false https://pretalx.com/mtd2022/talk/KYMVAL/ https://pretalx.com/mtd2022/talk/KYMVAL/feedback/ Stage 2, Einstein-Saal, BBAW Presentation 2022-12-02T14:30:00+01:00 14:30 00:30 Prof. Dr. Krisztina Karsai and Dr. András Lichtenstein introduce DIGICRIMJUS, an EU supported higher education strategic partnership on Digitalisation and Criminal Law formed by three European universities (University of Szeged - Hungary, University of Konstanz – Germany, University of Istanbul – Turkey) and how they applied virtual exchange and blended mobility to implement their activities during COVID travel restrictions. mtd2022-22308-digicrimjus-a-blended-learning-journey-into-the-world-of-digital-criminal-law European Strategies for Digital Education Track András LichtensteinKrisztina Karsai en In the first part of the presentation, Prof. Dr. Karsai will introduce DIGICRIMJUS, an EU supported (KA203) higher education strategic partnership on Digitalisation and Criminal Law. This partnership was formally initiated in 2020, just before the introduction of COVID travel restrictions and in achieving the foreseen learning outcomes a great emphasis was laid on physical international exchange in learning, teaching training activities. By the time the implementation of the project started, this became impossible and the project team had to adapt quickly to the new circumstances by being among the first ones to introduce virtual exchange and blended mobility into their program. She will explain in detail what adjustments had to be made to tailor the plans to the changed landscape, what were the biggest challenges and how they managed to successfully overcome them. An emphasis is laid on how and why teaching and learning law differs from other (social- and natural) sciences and what effect did this have in this particular case. In the second part, Dr. András Lichtenstein will share his personal journey from being a former student participant in the partners’ previous projects to become a university lecturer and assistant project manager of DIGICRIMJUS thanks to the impact of international cooperation. He will explain how he used this experience to facilitate the collaboration of a new generation of international learners meeting each other for the first time via a computer screen. To support their claim of establishing a good practice, the presenters will also show and evaluate the results of their project’s student participant feedback surveys. In their closing remarks, the presenters – both experts in digital training and blended learning – will summarize the most important lessons learnt on their path and share their best practices which may be reused and replicated in similar projects. They will also reflect on their future plans and improvements in blended learning and will recommend some of their other digitalization related project outcomes. false https://pretalx.com/mtd2022/talk/MRTYRE/ https://pretalx.com/mtd2022/talk/MRTYRE/feedback/ Stage 2, Einstein-Saal, BBAW Presentation 2022-12-02T15:00:00+01:00 15:00 00:30 This session offers a short overview and review of the OpenU project (Online Pedagogical Resources for European Universities) and its final policy recommendations on national and European priorities for digital higher education, stemming from evidence-based policy dialogues throughout the OpenU project. mtd2022-23073-introducing-the-bloom-hub-results-from-openu-online-pedagogical-resources-for-european-universities European Strategies for Digital Education Track Firas Al LabanJohannes Posel en Policy-making for digital education has the potential to advance European cooperation, innovation and sustainability within the Higher Education sector. The recommendations cover a variety of topics and aim to open up a discursive space for discussions and the development of new research questions and policy aims. * Open Educational Resources and Flexible Study Paths * Inclusive Digital Higher Education * Micro-credentials * Evidence-based approaches to innovating Digital Higher Education * Digital Infrastructures for International Collaboration Further information on the OpenU project can be found at: https://openu-project.eu/ false Presentation Slides https://pretalx.com/mtd2022/talk/KSRKQW/ https://pretalx.com/mtd2022/talk/KSRKQW/feedback/ Stage 2, Einstein-Saal, BBAW Presentation 2022-12-02T15:45:00+01:00 15:45 00:30 Providing continuous teaching in times of war is not only challenging but also very hard to be realized. To support Ukrainian university, a German university provides adapted teaching materials, didactic support as well as mentoring for students and lecturers. This presentation outlines the process of curricula adjustment and realization as well as some of the administrative details for the enrollment for students with a refugee status in Germany mtd2022-22274-securing-teaching-and-expanding-digital-cooperation-in-times-of-crisis European Strategies for Digital Education Track Olga LevinaVera MeisterAleksandra Revina en The presentation outlines a cooperative teaching project that focuses on the support of the existing courses at a Ukrainian university with the goal to reduce the dropout rate of students who have left the university. To achieve this goal, existing curricula in the subjects if computer science and entrepreneurship are revised by German and Ukrainian lecturer to provide an adequate curriculum. The teaching content and mode will be adapted to the needs and current conditions of the Ukrainian students. In addition, the lectures provided by the German university of applied sciences (GUAS) will be expanded in cooperation with Ukrainian lecturers with the current findings from research and practice. Thus, didactic and content related topics can be exchanged and implemented into the teaching material of the Ukrainian university. Existing multi-media infrastructure of the GUAS will be used to record video lectures for the inverted classroom teaching concept. The videos will be hosted in the GUAS online platform for the use by the students of related disciplines. false Presentation Slides https://pretalx.com/mtd2022/talk/3PFJJH/ https://pretalx.com/mtd2022/talk/3PFJJH/feedback/ Stage 2, Einstein-Saal, BBAW Presentation 2022-12-02T16:15:00+01:00 16:15 00:30 The *European Digital UniverCity (EDUC)* aims to create an integrated European University where learners, educators and researchers collaborate across institutional, cultural, disciplinary and geographical boundaries. Our strategy’s foundation is the **Network-learning Communities of Practices** which foster meaningful learning environments through peer sharing and self-determined learning activities based on a **future-proof EDUCation vision**. mtd2022-21790-network-learning-communities-of-practices-as-a-foundational-strategy-of-the-european-digital-univercity-educ European Strategies for Digital Education Track Frederic MattheGiovanni Fonseca en The European Strategy for Universities set the framework for the evolution of European Higher Education. European Universities (transnational alliances) as EDUC, are the best way for the structural transition to a digital and greener internationalization of education. EDUC aims to create an integrated European University where learners, educators, and researchers collaborate across institutional, cultural, disciplinary and geographical boundaries. One common goal is to integrate sustainable **virtual mobility and exchange learning offers** for all target groups. To achieve our ambitious goals, collaborative inner- and cross-institutional learning, as well as developing processes that consider gaps and differences between local peculiarities of the partners involved, are essential. Therefore, our **strategy’s foundation is the Network-learning Communities of Practices**. We realized that both our alliance as a whole, and actors at individual partner universities, with their local needs and distinctive characteristics, can be considered “global” and “local” communities of practice respectively. Our Network-learning Communities of Practices foster **meaningful learning environments through peer sharing and self-determined learning activities**. Those communities aim to reflect and discuss as well as develop common outcomes based on a **future-proof EDUCation vision**, where professional development of university teaching staff, support services and especially the exchange between all stakeholders in networks is a permanent routine. We would like to share with the Moving Target Digitalisation 2022 audience our **learning journey** during a disruptive pilot phase in the middle of a pandemic, our **collective vision** for the rollout of EDUC (next 4 years) and how we are **planning to adapt our Network-learning strategy** based on our common learnings and taking advantage of the **flexibility of the EDUCational ecosystem** we are continuously improving within our Alliance. false Presentation Slides https://pretalx.com/mtd2022/talk/3T8BGF/ https://pretalx.com/mtd2022/talk/3T8BGF/feedback/ Stage 3 (Lovelace), WiFo Short Presentation 2022-12-02T09:00:00+01:00 09:00 00:15 Digitization has in recent time contributed immensely in learning, education and conservation. This trend has made it easier for teaching and learning to be held online popularly called (virtual participation). It has also contributed in no little measure in aiding lack of in-person studies in schools etc. Digitization means a drift away from analog to digital format, it is a way of ensuring analog to digital converter. mtd2022-21642-digitization-as-a-tool-for-teaching-and-learning-in-21st-century Linking Digital Education Services Track /media/mtd2022/submissions/UNCQRA/Session_Image_jV1TQcL.jpg Ortyom Neer en Digitization is a tool that supports sustainable development in the area of education, teaching and conservation. Digitization has had a great positive impact on teaching and learning markedly since the global outbreak of Covid-19 pandemic. It actually became progressively more serious during the pandemic, when restriction of movement necessitated the viable use of virtual participation in teaching and learning. This process serves to keep intact the usefulness of group participation (zoom) in an event without in-person attendance. Digitization as a way of learning that has continued to be significantly relevant after the Covid-19 pandemic, for instance, in Nigeria today, due to surge in trove of terrorist attack and banditry, the Federal Ministry of Education has issued warning of palpable terror attack on Abuja the capital of Nigeria, thereby ordering all schools in Abuja and within its environs to close down. In the event of a scenario of this kind, digitization will certainly close the gap created by absence of in-person participation. Digitization has been widely embraced especially in western countries quite elaborately that, the World Economic Forum has projected that the Global Online Education Market would hit $350 billion by 2025. This assertion is true due to the fact that there has been increased inclusiveness in e-learning globally. The surge in online teaching and learning undoubtedly - has excited ambition for learning amongst those who have increased accessibility and online facilities as it appears to offer a greater flexibility and comfort for learning, it also saves cost that would otherwise have been used on transportation to and from the institution. This is however, not the same with areas that are not well developed, Nigeria for instance, most people do not have access to online study materials, lack of equitable electricity and frequent lack of internet network - have constituted a huge challenge to online education. This is however, not the case with other countries. false Presentation Slides https://pretalx.com/mtd2022/talk/UNCQRA/ https://pretalx.com/mtd2022/talk/UNCQRA/feedback/ Stage 3 (Lovelace), WiFo Short Presentation 2022-12-02T09:15:00+01:00 09:15 00:15 The presentation brings forth a few activities that can be implemented when designing a learning experience to connect learners to the context of their learning and to their future work, as well as to engage them during the sessions and trigger self-reflection. The activities are relatively easy to implement and can fit many topics. mtd2022-21801-setting-up-a-connected-experience-in-digital-education Linking Digital Education Services Track Dr. Catalina Mueller en In the last two years education providers, as well as many other services, had to adapt to the digital approach. Back to a new ”normal”, now we find some learners in class, and others, online. How do you divide your attention so that all participants feel looked after when you don’t have an assistant or a co-facilitator/ co-trainer to divide the responsibilities? false Presentation Slides https://pretalx.com/mtd2022/talk/LVQDNR/ https://pretalx.com/mtd2022/talk/LVQDNR/feedback/ Stage 3 (Lovelace), WiFo Short Presentation 2022-12-02T09:30:00+01:00 09:30 00:15 One of important the dimensions that digitalization has affected is learning and education. In this study, the effect of internet self-efficacy, learner self-regulation, perceived ease of use, and perceived usefulness on students' willingness to continue online education was investigated. Data analysis showed that the proposed model is very strong (R2=.85) in terms of predicting students' willingness to online learning. mtd2022-22305-cognitive-determinants-of-students-intentions-to-continue-online-learning Linking Digital Education Services Track Masoud Yazdanpanah en Purpose: With the expanding use of the Internet, online education has gained great popularity around the world. Online education can be called a tool that can make the teaching-learning process more innovative and flexible. In fact, students will have the opportunity to connect with a larger base of learners and have the time to absorb information. Despite the potential of online education as a tool to increase educational performance, if students are unwilling to use it as a learning tool, its value will not be realized and online education activities will cease. Methodology: Research data were collected using a questionnaire which distributed through social media and online surveys. Sample study included students of Iranian agricultural universities who used online learning in the second semester of the academic year 2019-2020 (n=480). Internal consistency of the questionnaire was confirmed using Cronbach's alpha (0.87-0.9). Composite Reliability in all constructs is more than 0.7 and average variance extracted for the all constructs was greater than 0.5. Findings: Based on the indicators resulting from structural equation modeling, the research model has a good fit (GFI= 0.902, CFI= 0.958, IFI= 0.958, RMSEA= 0.057). Findings show that Students Self-regulation directly affected perceived usefulness (β = 0.19) and Perceived ease of use (β = 0.55). In addition internet Self-efficacy directly affected Perceived ease of use (β = 0.29). As well as, Perceived ease of use directly affected perceived usefulness (β = 0.74) and willingness (β = 0.22), and perceived usefulness had a positive and significant effect on willingness (β = 0.74). Implications: In order to, continue online education, the ability, and competence of all students should be taken into account in the design of training courses and evaluations. Because a person's view of himself and his learning creates self-efficacy. In addition, Students find their necessary motivation to continue education when they consider themselves capable of this way and able to have Self-regulated learning. false Presentation Slides https://pretalx.com/mtd2022/talk/JKYFU7/ https://pretalx.com/mtd2022/talk/JKYFU7/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-02T09:45:00+01:00 09:45 00:30 The contribution elaborates on the conception and implementation of a *virtual community of practice* for students and alumni of the MA E-LINGO at the University of Education in Freiburg, Germany. The community was recently established on the learning platform of the course as part of a DAAD-funded project. It aims to respond to needs and leverage potentials of the diverse group of learners in the MA by providing opportunities for peer learning. mtd2022-21654-establishing-a-virtual-community-of-practice-for-early-foreign-language-teachers Linking Digital Education Services Track Anna-Lena BrownAnnika Kolb en In our session, we will elaborate on the “why”, “how” and “what” of our *virtual community of practice* which was recently established in the context of the MA E-LINGO as part of a DAAD-funded project focused on digitalization in international higher-education contexts (IP Digital). Our session will be structured as follows: The ”why”: First, we will present our context and the theoretical and empirical basis of establishing a *virtual community of practice* for students and alumni of the MA course. The MA E-LINGO is an international part-time blended-learning teacher education course offered at the University of Education in Freiburg, Germany. Students of the MA typically have very diverse backgrounds concerning their nationality, age, as well as prior academic and professional experience, leading to heterogenous conditions among the learners. Drawing on teacher education research (e.g. Birsak de Jersey 2021), as well as research on *peer learning*, the pursued goals of the established *virtual community of practice* are twofold: First, it offers a support system to the students who are in-service pre-school and primary school English language teachers. Secondly, it exploits the potential of the students´ diverse backgrounds to foster *peer learning* and enable the exchange of resources, ideas, and experiences among learners along a novice-expert continuum. The “how”: Next, we will explain steps and challenges when conceptualizing and implementing the virtual community of practice on the open-source learning platform ILIAS. Based on prior research and experiences, features of the platform, e.g. blog formats, were implemented to address the requirements of the learners. Following the OER-philosophy, resources are shared under a CC-BY-SA 4.0 license. A monthly newsletter, as well as online meetings support the regular interaction of the community and provide a nurturing ground for the strengthening of social ties. The “what”: Finally, we will give a “tour” of the platform and provide an outlook on future goals, challenges and research. false Presentation Slides https://pretalx.com/mtd2022/talk/TCLXCK/ https://pretalx.com/mtd2022/talk/TCLXCK/feedback/ Stage 3 (Lovelace), WiFo Short Presentation 2022-12-02T10:30:00+01:00 10:30 00:15 Esri Germany mtd2022-23070-the-value-of-geoinformation-in-the-field-of-education Linking Digital Education Services Track Daniel EtzbauerDaniela Wingert en Esri is the leading technology provider for location intelligence and GIS. Esri Germany was founded in 1979 and has been helping to solve complex local and global challenges ever since. We do this, among other things, by promoting the fields of science, sustainability, education and research with our geographic information systems (GIS). The Esri School Programme provides free online applications and teaching materials for your school. These and other information about the value of geoinformation in the field of education are going to be presented in an interactive way. false https://pretalx.com/mtd2022/talk/3FJZPW/ https://pretalx.com/mtd2022/talk/3FJZPW/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-02T10:45:00+01:00 10:45 01:00 Explore a poster gallery that presents the different projects of the Initiative for Digital Education funded by BMBF mtd2022-22651-digital-education-projects-posterwalk Linking Digital Education Services Track Axel Klinger TOERNBritta BeutnagelGabriele Blome VisionKinoStefan Berntheisel Coding LabsBianka Götz MIL en Within the framework of the Initiative for Digital Education, the BMBF has provided additional funding for the so called “objective 1 and 2 projects” shortly after the BIRD project's launch in May 2021. The goal is to explore different avenues for the development of a National Education Platform - a networking infrastructure for education. Objective 1 projects: Digital educational services for learners Whether teaching videos, online courses or databases for digital learning materials: The objective 1 projects develop concrete digital educational services for learners from primary school to adult education, which are to be accessible via a digital educational platform. They are not BIRD sub-projects. The aim is to test how digital educational services for learners can be connected to a platform or integrated into a platform such as BIRD. The projects can use BIRD to demonstrate how their connection to the networking infrastructure works and test usage scenarios. In the best case, this will demonstrate the benefits of integrating and networking previously unconnected educational services. Objective 2 projects: Digital competence for teachers According to the BMBF, the objective 2 projects are intended to "(further) develop services for teachers and make them accessible [on a digital education platform]". Digital teaching and learning scenarios are intended to create methodological knowledge and digital competence for teachers in all education systems. This could be, for example, qualification opportunities for school headmasters, real-time simulations in chemistry or materials for multilingual teaching, which can be accessed via a national education platform. false Götz - Mehrsprachiges und interkulturelles Lernen (MIL 2) https://pretalx.com/mtd2022/talk/WUDGGJ/ https://pretalx.com/mtd2022/talk/WUDGGJ/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-02T12:00:00+01:00 12:00 00:30 BooST, Boosting Skills by Digitalization and Training have been launched to develop digital tools, integration of platforms and to support the issues long-life learning, building of capacities and German culture. Tools shall be used to enable engineering education in global context. The platform solution aims to connect students, lecturer and institution. While the networking part focusing the process of long life learning and capacity building. mtd2022-22457-boost-boosting-skills-by-digitalization-and-training Linking Digital Education Services Track Steffen LoestSteffen Loest M.Sc. en BooST shall support and provide our long-term cooperation with our partners in Indonesia. We provide with two partners three degree courses and multiple R&D projects. The BooST results are in order to strengthen our cooperation, to foster the contact to our students and to become more present, with a high visibility, continuously availability and sustainability. The program can be separate in 3 major parts. Tools Developing of tools means transforming of real engineering processes into digital solution for presentation and teaching, usable in higher educational background. Simultaneous can those solution be used to deliver answers on research question which are still open. Aim is to transport time and cost intensive laboratories and experiments on a very comfortable way to the students. Platform Integration of platforms is a wide field of different opportunities. BooST uses platforms to present lesson material, to enable students for asynchronous learning, to repeat or download information, to contact each other, to check the learning outcome and much more. HR aspects Finally BooST shall provide an integrated solution in order to build capacities but also to promote long life learning and transport the German relation cross the borders. These goals can be achieved by developing of digital alumni portal, present or online meetings with aim of presenting German culture but also opposite culture. We are looking forward and being confident to use the digitalization to connect the world and making distances disappear. false Presentation Slides https://pretalx.com/mtd2022/talk/NRYKWX/ https://pretalx.com/mtd2022/talk/NRYKWX/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-02T12:30:00+01:00 12:30 00:30 An example of practical training in the field of microtechnology is presented. Students are first brought in contact with a process by a video tutorial, have then the chance to deepen their knowledge, and finally carry out their own works. The technological process of creating a low-temperature co-fired ceramic circuit board is the topic of the lecture and students learn know different equipment before they start their own hands-on work. mtd2022-21607-hybrid-practical-training-in-a-clean-room-environment Linking Digital Education Services Track /media/mtd2022/submissions/ABFEC3/vedias_MHKgMd7.png Heike BartschCaroline Fliegner en Hands-on training in the cleanroom requires many resources and demands a high level of concentration from students, as complex equipment and processes often need to be understood simultaneously the first time they are run through on their own. A step-by-step practical course first uses instructional videos to develop a basic understanding of the equipment. Open questions about this are collected in a moodle area and explained in a live stream with experienced staff from the lab. This way, students are already familiar with the machines before their first lab session and can focus on the essential experimental procedures during the lab. The lecture explains the individual stages of the model internship and addresses experiences gained and limitations. false Presentation Slides https://pretalx.com/mtd2022/talk/ABFEC3/ https://pretalx.com/mtd2022/talk/ABFEC3/feedback/ Stage 3 (Lovelace), WiFo Workshop 2022-12-02T14:00:00+01:00 14:00 01:00 This talk provides an introduction to metadata standards in education, gives insights into AI-based ways to prepare and generate metadata, and introduces the ITs.JOINTLY project. mtd2022-22652-metadata-matter-metadata-standards-in-education Linking Digital Education Services Track en Everybody uses metadata. Everybody gets into daily situations, where good metadata matter. Maybe you aren’t familiar with the concept of metadata, but it’s everywhere around you. For example, when you are looking for free licensed photos, green winter boots or the best price for your next trip. To filter and find this information, you need metadata. Briefly, metadata describe data. In the educational field, wide and interoperable metadata of high quality are essential to find educational resources, learning opportunities etc. in a wide variety of systems and improve the data exchange between educational stakeholders. We as edu-sharing.NET e.V. provide innovation and community management and promote the conception and implementation of networked IT solutions around educational content. With over 20 years of experience in digital content management for educational institutions and federal states, we published WirLernenOnline.de, a search engine for free educational content, at the beginning of the pandemic. With this search engine, teachers as well as learners can find quality-assured and free materials for their everyday work with just a few clicks from meanwhile almost 200,000 indexed contents. In this context, we support the (further) development of comprehensive and user-oriented metadata, evaluate standards and link different metadata sets in the education sector. In our current project ITs.JOINTLY we continue to research how AI will be trained to support interlinked communities in order to automatically index large amounts of content and provide it with suitable metadata. After this talk you will know more about metadata standards and why we need them in the educational context. You will know about the challenge to get good metadata and how AI/Machine can be used to improve and generate metadata. false https://pretalx.com/mtd2022/talk/E8NXYY/ https://pretalx.com/mtd2022/talk/E8NXYY/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-02T15:00:00+01:00 15:00 00:30 Data-driven, human-centric and inclusive services will transform work and education-related value creation scalable. Real-time monitoring of educational maturity along the inspiring priorities in the respective life-phase is made possible with AI. As a patchwork of heterogeneous study experiences from different curricular-scientific inputs, transfer experiences or media-didactic interactions, a unique individual educational path will emerge. mtd2022-21771-eduseal-strategic-visioning-approach-on-data-based-and-human-centric-value-creation-in-higher-education Linking Digital Education Services Track /media/mtd2022/submissions/YQAVUS/Emblem_Mensch-KI-Intersubjektivit%C3%A4t_d02KXEh.jpg Dr. Leon Tsvasman en The learner is guided by his own potential. AI supports by continuously evaluating learning progress and providing contextual educational recommendations. The quality of these sources is evaluated and secured. The whole thing is controlled by academic mentors who "score" with their conceptual polymath competence and a transparent reputation. The goal is flexible academic studies with maximum functional individualization and adaptability. It offers valid, real-time advice and dynamic relevance to the labour market. In such an educational model, several values, and several services merge. On the one hand, it is an individual educational guidance that matures with you, knows your potential better than you do, and enables you to pursue lifelong learning, and personal growth on your priorities. On the other hand, you get motivation from benevolent human mentors of high academic stature who are not under pressure to perform. This results in universal, dynamic CV that can be perfectly visualized as required, offering your potential employers or personal stakeholders a dynamic reference basis for a person. It is true that AI-controlled education tends to become a systemic service that merges with the education rights of every individual in the interests of all those involved. However, it is not managed sociocratically as in today's educational institutions, emerging to a smart educational enabling infrastructure. While analogue needs were satisfied in the past, in the future intrinsic longings will be emancipated and served by universal services. The added value is created through flexibility, individualization, and orientation - I call this the "FIO added value". In terms of practical viability, it means an instant and scalable real-time life-long intelligent service customization infrastructure along the forfeiting potential of living developing personality. The formula for success is more FIO added value with as minimal personal dependency as possible. I call my vision of a universal integrated service between education and personnel management "Edu-Seal". false Presentation Slides https://pretalx.com/mtd2022/talk/YQAVUS/ https://pretalx.com/mtd2022/talk/YQAVUS/feedback/ Stage 3 (Lovelace), WiFo Presentation 2022-12-02T16:15:00+01:00 16:15 00:30 Did you know that there is a global network of universities collaborating to bring together and train students from 5 continents on innovation through design thinking? Did you know that this training happens thanks to the support of all kinds of industries providing real-life challenges and other resources? – How exactly and when SUGAR happens is what you will hear in this talk. See you soon! mtd2022-21776-multicultural-multidisciplinary-human-centred-and-operate-funding-the-sugar-network Virtual Exchange and Blended Mobility Track Vanessa Robayo Ladino en In this talk, we present to you the SUGAR recipe and the outcomes of 9 months education journeys that have happened the last 10 years. Students from around the world learn in-depth what human-centred design involves and create their own start-ups or are hired by the funding company. Our challenges range from automotive, NGO’s, pharmaceutical, food, to finance and manufacturing with companies like GIZ, Plan International, Trumpf, BMW, or Takeda. Our students breathe international team collaboration, eat design-thinking and sleep multiculturalism through the travels to develop a feasible, proven final prototype at the end! false Presentation Slides https://pretalx.com/mtd2022/talk/UJJMUW/ https://pretalx.com/mtd2022/talk/UJJMUW/feedback/ Workshop 1 (Turing), BBAW Workshop 2022-12-02T10:45:00+01:00 10:45 01:00 In this workshop we will discuss benefits and challenges of global simulations as a method in virtual exchange. We will use the example of the course „The European Union – ideas, challenges and perspectives“ where we teach basics on the European Union to International and German students. The public will be invited to join an interactive discussion on the subject. mtd2022-22311-becoming-european-global-simulations-in-virtual-exchange Virtual Exchange and Blended Mobility Track Julia Blandfort en The session will start with a short introduction in the course evolution from a classic classroom taught course to an international virtual exchange. We will then introduce global simulations as a method. On this basis we will then outline the simulations used or planned in the course on the European Union. Following this input based part of the workshop, participants will have time to enter into discussion about the benefits and challenges of the global simulation in small groups. The workshop will end with putting together the output of the group works. false Presentation Slides https://pretalx.com/mtd2022/talk/HDTUN7/ https://pretalx.com/mtd2022/talk/HDTUN7/feedback/ Workshop 1 (Turing), BBAW Presentation 2022-12-02T14:00:00+01:00 14:00 00:30 A majority of engineering students doesn’t spend time abroad during their study program due to several reasons like necessity to work or care for relatives etc. The FPGA Vision Open Online Course enables students to get international collaboration experience from home without the need to travel. The course is open to all interested students worldwide under OER license to foster international collaboration and is integrated in our curriculum. mtd2022-22336-fostering-students-international-collaboration-experience-with-the-fpga-vision-open-online-course Linking Digital Education Services Track Andrea SchwandtMarco Winzker en The FPGA Vision Open Online Course brings together two groups of students: 1. Students worldwide with interest in FPGAs, signal processing and low-power design without a local lecturer in these topics. 2. Electrical engineering students at our university. They participate to gain international experience at home. So, the course provides the possibility for our students to get international collaboration experience and is a low-threshold-offer for students who do not go abroad for financial reasons, health limitations, or Covid19 constraints. Additionally, it offers a learning opportunity to international students, partly but not necessarily from partner universities. While the course is integrated in our curriculum and is supported by lectures at our university, an eLearning infrastructure consisting of about 40 YouTube lessons, the FPGA Vision Remote Lab for practical exercises with real hardware, collaboration possibilities with our eLearning management system and regular online meetings is offered additionally. The eLearning infrastructure enables the international students to follow the course and provides several collaboration tools to connect our students and the international students. At the end of the course, participants will receive a certificate upon successful completion. The presentation gives an insight in the FPGA Vision Open Online Course including the development of the course from its beginning in 2019 to now, lessons learnt and chances for the future. false Presentation Slides https://pretalx.com/mtd2022/talk/N9PTFF/ https://pretalx.com/mtd2022/talk/N9PTFF/feedback/ Workshop 1 (Turing), BBAW Workshop 2022-12-02T14:30:00+01:00 14:30 01:00 This interactive workshop is aiming to bring together higher education internationalization practitioners and digital education specialist from across – possibly beyond – Europe in order to discuss quality and success of digital international collaboration. One outcome of this session may be a digital community of practice to keep the conversation going and progress the issue. mtd2022-21787-creating-successful-international-digital-participatory-collaborations-for-and-beyond-europe European Strategies for Digital Education Track Katharina SchmittShane Lordan en After more than two years of intensive experience in digital internationality, insights can be drawn not only into digital teaching but also into collaborating in diferent international contexts—at home and abroad. We have all learned that preparation and choosing the right tools are just as relevant in the digital space as in the physical, and intercultural differences can be just as challenging in the virtual realm as in presence. Furthermore, by choosing the right tools, methods and digital platforms, we can considerably increase engagement with international experiences, making collaborations more meaningful, participatory, and equal. We will use two brief examples to illustrate how the principles of participation and equality can be embedded in digital internationalization. Based on a number of international teaching and project experiences, we will present how collaboration can actively involve universitiy members of all status groups and succeed to create community and partnership in European and global contexts. The second example looks at the Erasmus+ funded project DIGIPASS, a virtual learning environment which was designed to enhance the student mobility experience and widen participation among under-represented groups. Through an exchange of experiences among participants we will identify success factors, building blocks and tools for good digital international (teaching) collaboration. Participants in this community-led workshop will be facilitated to focus on quality enhancement of digital international collaboration, with the aim of broadening everyone’s perspectives. Our goal is to start a digital community of practice for future exchange on participatory international collaboration, which can serve as a future knowledge-sharing hub. We also aim to begin the design of open-access resources that can support those working in the field to increase the accessibility and equality of their initiatives. false Presentation Slides https://pretalx.com/mtd2022/talk/GTQVQS/ https://pretalx.com/mtd2022/talk/GTQVQS/feedback/ Virtual Workshop 1 Workshop 2022-12-02T10:30:00+01:00 10:30 01:00 Many institutions are still in the beginning of their digital transformation journey and are facing similar challenges. In this workshop, challenges in the area of internationalization of higher education are discussed and possible approaches are identified using the Nowland-Nextland method. Based on the peer-to-peer strategy consulting of the Hochschulforum Digitalisierung, participants engage in an intensive exchange on strategic issues. mtd2022-22716-building-education-futures-with-peers European Strategies for Digital Education Track Channa van der BrugMalu Dänzer BarbosaTina Basner en There was a time when our focus was on delivering learning and teaching in face to face environments. Of course, online learning, blended learning and hybrid learning methodologies were used - and the institutions and education professionals that did, are now ahead of the game in terms of strategy and delivery. However, many institutions are still in the beginning of their digital transformation journey and keen to further develop digital learning strategies. This is where the Hochschulforum Digitalisierung's free peer-to-peer consultancy comes in (German Forum for Higher Education in the Digital Age, abbreviated: HFD). Since 2017, our team challenges and supports Higher Education leaders to think and do things differently. In a collaborative process, involving experts as "critical friends", the status-quo and hurdles at an institution are analysed and a tailored set of good practices and recommendations to take along on a digital transformation journey are developed. Bring your challenges to the table (feel free to use this Miro Board in advance) and join our session today to: https://miro.com/app/board/uXjVPYtjZVE=/ Meet with colleagues facing similar issues related to internationalisation and digitalisation (such as internationalisation of curricula, infrastructure, responsibilities and more) Learn how the HFD's peer-to-peer process works and how you can benefit from it After a short introduction, we will tackle current challenges in small groups. In this format, you yourselves will take on the role of peers for each other. As an outcome, you will know more about this effective process of building education futures with peers and will have received impulses and insights from colleagues. false https://pretalx.com/mtd2022/talk/BFZM3F/ https://pretalx.com/mtd2022/talk/BFZM3F/feedback/