GAIHE Consortium Meeting. Salamanca (Spain), the 26th June 2015

1. List of practices from case studies
(Indra Dedze)University Innovations Notes
QueenMaryUniversityofLondon
UnitedKingdom
Programme organization (i.e. the administrative structuring of teaching)
The college has a central structure devoted to online teaching and
learning specifically is the e-learning unit which is a sub-unit of the
Learning Institute. The unit is the first point of contact for both QMUL
staff and students who are interested in e-learning and it fulfils two main
roles: support and development.
Curriculum delivery (i.e. pedagogical innovations)
The Faculty of Medicine and Dentistry has adopted heterogeneous
approaches to education; more specifically, the problem based learning
approach (used in years 1 and 2) and the case based learning one
(implemented in years 3 and 4).
Technology-enriched teaching and learning (i.e. ICT employed in
education)
Queen Mary has got lecture capture system in place called Q-Review. Q-
Review is a service which teaching staff can use to automatically record
live lectures or pre-record supplementary materials (QMUL, News and
Events). This has been implemented college wide.
The Department of Medical Engineering (at the Faculty of Science and
Engineering) makes use of gaming technology to train students before
their empirical sessions in laboratories.
AngliaRuskin
UnitedKingdom
Programme organization Anglia Ruskin University has a number of operational units which were
established to facilitate non-traditional forms of learning such as work-
based learning and e-learning. These units often overlap in their work and
liaise with faculties to facilitate learning among students.
Curriculum delivery
The ‘Degrees at Work’ initiative blends academic learning with the
professional application of acquired skills. The initiative is designed to use
the workplace as an active learning environment coupled with formal
training and development programmes from Anglia Ruskin University.
While the ‘Degrees at Work’ programme allows students to acquire new
skills and apply them in their working environment, it also recognises,
formalises and validates much of the learning that has already taken
place at work.
Technology-enriched teaching and learning
Anglia Ruskin has a system called Personal Capture in place. Personal
Capture is a ‘screen capture’ software which records what is on a PC
screen. At Anglia Ruskin this option is used much more extensively by the
lecturers and students than Learning Capture [Interviewee 3].This
technology allows for a user to capture what is on their screen and add
audio or a video option to the recording. The benefits of this software
means that lectures and information can be shared to the Virtual Learning
Environment (VLE). The recordings can be used to prepare students for
upcoming lectures, in the follow-up to lectures, as well as for online
learning.

2. UniversityofStrasbourg
France
Programme organization ECI (Evaluation Continue Intégrale ECI (Continuous Assessment System) as a tool to improve
the curriculum and students' skills and competences.
Curriculum delivery
EEE (Evaluation des enseignements par étudiants) Professors Assessment by students
AP ( Approche-Programme) Program-Approach, as a training for professors in order to
develop a skills-centred-approach.
Technology-enriched teaching and learning
CCN (Centre de Culture Numérique/Digital Technology Culture Centre). The aim of centre is
to create a connection with citizens, local administrator and to build a bridge between socio-
economic actors of Alsace Region, researchers, students, entrepreneurs.
CV (Campus Virtuel) The objective is to introduce a flexible process and innovative virtual
frame to facilitate networking and exchanges between the members of the university and
local and internationals partners.
OUN (Observatoire des Usage du Numérique Observatory of the uses of digital technologies).
UCM (University Content Management) with aims to make digital technologies more
attractive for teaching and research within the academic community.
ESSECBusinessSchool,
France
Programme organization
Following the Bologna Process ESSEC implemented new university architecture in LMD
system (Bachelor,Master and PhD degree). Creation of Mphil in Management Sciences
Curriculum delivery
Chairs are The heart of innovative process of constituting innovative chairs. The ESSEC has 18
innovative chairs. They were all defined in relation with a corporate or professional
environment.
Social Entrepreneurship Centre of Expertise
Flexibility of Curriculum is the most important element of ESSEC innovation. Every student
can creates its ours university path with a design learning project.
Cognitive Map.
CPI “Construction des produits Innovant” (Innovating Products' Construction. It's a program).
It's a cooperation program with école Strate and others Master programm. CPI takes place
during 6 month. Students and professor collaborates in order to create innovating products.
Une grande école : pourquoi pas moi? (Une grande école? Why not me?) It's a a form of
affirmative action adapted to the Grandes Écoles.ESSEC has chosen to set up entrance exam
preparatory classes offering a specific curriculum in underprivileged neighbourhoods. The
difference being that all the students have to take the same entrance exam. These measures,
which are closely linked to the French passion for equality, occupy a signification place in the
social debate about some innovative practices in the support and selection of students.
Technology-enriched teaching and learning
Fablab: It's a laboratory create in order to collect research and development contents, Hi-
Techs, Knowledge contents.
MOOC: Massive Open Online Course (MOOC) in FUN ( the Digital France University) are used
for developpinf the first Social Entrepreneurship Chair in France.
List of practices from case studies
(Indra Dedze)

3. List of practices from case studies
(Indra Dedze)
UniversityofLatvia,
Latvia
Programme organization
One of the new units that have been established at the University of Latvia
is the study program assessment committee. In order to save costs and
make the study program accreditation process more efficient, all new
study programs prior to their submission for review and detailed
development, are discussed by the study program assessment committee
at the very early stage of its development.
Curriculum delivery
For the talented students the faculty has invented excellence studies. It is
not a separate program. Every teacher is allowed to include into the existing
courses something in addition. Approximately half of them have wished to
do so. The excellent mark – ten – can be earned for something outside the
course.
Technology-enriched teaching and learning
Open Minded is an education initiative designed in collaboration with
University of Latvia providing for personal development and exciting
learning process together with Latvia’s leading lecturers.
LU Open Minded is project that offers topical courses both as face to face
lectures and online. The lectures are organized one per week in the
auditorium for a fee or free of charge online. Each course consists from six
to twelve lectures, course work and the certificate is issued upon the
completion of the course.
StockholmSchoolofEconomicsinRiga
Latvia
Programme organization
1) Team teaching is teamwork when several professors delivering one
course. Several teachers teach different parts of the course.
2) Once per month an advisory board is organized for the administration to
meet with students from different committees. As the school enrols
students from different countries, than each nationality has its own student
representative.
Curriculum delivery
The interactive game on how to develop own business. With the help of the
game students can simulate the establishment of their own company and let
through the stages of development, recruitment and financial planning for
five years. For every decision students are taking a feedback is provided on
the remaining cash balance and whether the company goes to a bankrupt or
can continue to function. Like in real life, 80% newly established go
bankrupt.
Technology-enriched teaching and learning
MOOCS could be accounted as elective courses, but only for 30% of elective
credit points. Five students signed up for MOOCs, the administration had
assigned a space on Google drive in order to track student success. Each
student has own folder where to upload their assignments and other
information related to MOOCs. In spring 2014 these students are awarded
credit points for MOOC that are put in the diploma.

4. List of practices from case studies
(Indra Dedze)
ComeniusUniversityinBratislava,
Slovakia
Programme organization
The emergence of a new position of the university coordinator of new
forms of education. Testing the method of distance learning.
International education programs, for example the Week of
pharmaceutical education and career, Championship in medical
communication, Excellent pharmacy.
Joint degree programs, e.g., with the University of Vienna.
Curriculum delivery
Supplementation of the education of teachers who have not studied the
pedagogical field of study (i.e. supplementary pedagogical training course).
Innovative way of teaching (project-based learning) in which the students
have to design their projects and work on them during teaching.
The quality of the scientific work of teachers and its implementation into
the teaching process, students engagement in solving research tasks,
keeping track on individual projects of students during their study.
Innovation in form but also in content of the developed study programs
with the focus on cultivation and humanisation od the whole society. At
bachelor level of study they offer the modern standard, in case of master
level of study they require the best possible learning results, at doctoral
level of study they require the highest knowledge - efforts to gain a sense
of knowing something new.
Technology-enriched teaching and learning
Introduction of the educational websites that are accessible to all teachers
to enable the recording of the lectures and their publication on the
website, together with the support application of outputs into teaching on
the side of pedagogues allowing system access and inclusion of educational
content for the academic staff and students.
Modern teaching facilities and technical equipment (interactive boards),
the simulator centre, 3D operations, robotic surgery.
Provision of electronic services that ensure the success of graduates on the
European labour market, ensure the prestige of attained education,
improve the learning conditions and scientific research activities.
E-learning education through which students have the opportunity to view
all lectures, exercises, syllabus, etc.
Electronic student inquiry – it was suggested by students of informatics
under the auspices of the Vice-Dean for Information-Communication
Technologies with the effort to obtain feedback on the quality of the study,
the situation of the faculties, and to empower and engage students in
improving the quality of teaching. This inquiry (electronic student polls) is
carried out twice a year during the examination period of the respective
semester; the teachers and subjects are evaluated.

5. List of practices from case studies
(Indra Dedze)
UniversityofSs.CyrilandMethodiusinTrnava,
Slovakia
Programme organization
Centre for Social Services and Counselling (Faculty of Social Sciences) - the
role of the centre is to create opportunities for cooperation with social
service providers, civic associations, foundations, charities, so that the
theory was linked with practice
International Media Education Centre (Faculty of Mass Media
Communication) - the main aim of the new project is to link all initiatives of
media education in Slovakia and to provide professional and general public
in one place a comprehensive and regularly updated information about this
issue
Centre for European Studies (Faculty of Social Sciences) - the centre is an
interdisciplinary department, which is devoted to topical issues of the
research areas of the Faculty of Social Sciences
Partnerships between schools and businesses
Innovation of study programs with an emphasis on linking practice, increase
their attractiveness to students, strengthening the competitiveness of
graduates
Curriculum delivery
Quality assessment system (UCM) – the system should ensure the quality of
teaching staff and to control and monitor the educational process; High
qualification structure of workers and educators UCM; Establishment of
internal system of quality for education, but also for science and research
Startup and Coworking Centre POINTT (Faculty of Mass Media
Communication) – Pointt´s main task is to organize lectures, workshops and
mentoring
Creative and event agency Atteliér - agency consists of specialized cross
workplaces - cabinets. They provide space for creative activities and give the
opportunity to apply learned theory into practice
Flexibility in developing curricula
Technology-enriched teaching and learning
Development and implementation of modern communication technology in
teaching process
E-learning education
Training via e-learning
Digitization of lectures
Instrumentation innovation - building a multimedia HD study
Innovation of web appearance of faculty web sites, promotional websites
and FCB websites

6. List of practices from case studies
(Indra Dedze)
UniversityofAlicante,
Spain
Programme organization
The new organization of UA education methodology inspired by the
construction of the European Higher Education Area (EHEA), focuses on
the acquisition of skills where the student becomes the center of the
educational process and a methodological change is observed.
Curriculum delivery
The REDES program encourages research projects constituted in
collaborative working teams, directing their efforts toward improving
teaching in general and the quality of student learning, The objective is
the promotion of the exchange of experiences, methodologies and tools
to professionals university level in the university community. The
programs exist since 12 years and it serve a role model for other
universities worldwide.
Technology-enriched teaching and learning
The UA was one of the first Spanish universities to have planed its
teaching and learning activities transversaly and integraly focusing on 2
axes: the use of ICTs and the information to students. Also it has
implemented a Virtual Campus, leader to many universities, gradually
integrating online educational aspects, administrative management and
technological innovations for all user profiles. The Virtual Campus
platform serve to make material from teachers available to students, but
if the teacher believes that the material has sufficient quality to make it
available to everyone they can upload it in RUA, the Institutional
Repository of the University of and when various materials available in
RUA can form a teaching proposal they can be publish OpenCourseWare.
Other tools like FragUA, pUA, etc. were made available to teachers to
easily and gradually help them to share their teaching materials in line
with the Open Education movement.
SalamancaUniversity,
Spain
Programme organization
Escuelas de Español - Is an attempt to use the University´s name as a
famous place for learning Spanish in order to create an international
franchising company providing jobs for its graduates. A company has
been constituted and it is now opening its delegations in different parts
of the world. The project also includes the development of specific
didactic materials.
Curriculum delivery
moodle based platform: Studium. The university created its own teaching
platform, which is being continually updated. An effort has been done in
order to train the faculty to integrate the usage of the platform into their
classes. Most lecturers use it today in order to manage their teaching
materials and to initiate activities with the students.
Technology-enriched teaching and learning Computer based simulator units - in areas such as medicine and
engineering in order to provide students with more practical experience.