iNEST Cross-cutting Activity #4 - Deliverable Milestone 26

Milestone #26 Report Franco Bonollo, Andrea Caprara, Andrea Cangiani, Massimiliano Condotta, Serena Cubico, Francesco De Natale, Gian Luca Foresti, Andrea Furlan, Alberto Marinò, Guido Orzes, Fabrizio Panozzo, Nicoletta Pesaro, Elena Claire Ricci, Roberta Silva, Stefano Salon, Paola Venuti September 2023 1. Introduction Economic, health and geopolitical trends have created globally in 2023 divergent outcomes for labour markets as widely reported in the “Future of Jobs” 2023 Report of World Economic Forum and in related reports [1-8], and shortly described in Figures 1-2. Some of the key-issues associated to technological innovations can be summarized as follows: - technology adoption will remain a key driver of business transformation in the next five years. Within the further development of technology, it is likely that big data, cybersecurity, cloud computing and AI will be more and more adopted; - the impact of most technologies on jobs is expected to be positive over the next five years, but employers anticipate a structural labour market churn of 23% of jobs in the next five years; - the human-machine frontier has shifted, with businesses introducing automation into their operations at a slower pace than previously anticipated. The combination of macrotrends and technology adoption will drive specific areas of job growth and decline: - the fastest-growing roles relative to their actual size are driven by technology, digitalization and sustainability; - the fastest-declining roles relative to their actual size are driven by technology and digitalization; - a large-scale job growth is expected in the sectors of education, agriculture and digital commerce and trade; - the largest losses of job are expected in administrative roles and in traditional security, factory and commerce roles; - analytical thinking and creative thinking remain the most important skills for workers still in 2023. As a consequence of this scenario, employers estimate that 44% of workers’ skills will be disrupted in the next five years. In other words, 6 out of 10 workers will require massive reskilling and training before 2027, although only half of workers are seen to have access to adequate training opportunities today. The skills that companies consider increasingly important are not always reflected in corporate upskilling strategies. Even if employers express confidence in developing their existing workforce, they display less optimistic when outlooking the talents’ availability in the next five years. Investing in learning and on-the-job training and automating processes are the most common workforce strategies which will be adopted to deliver organizations’ business goals. As part of their DEI (Diversity, Equity and Inclusion) programmes, the majority of companies will prioritize: - women (79%), - youth under 25 (68%), - and those with disabilities (51%) . 45% of businesses see funding for skills training as a government intervention able to connect talent to employment. Starting from this scenario, the objectives of the cross-cutting action “Education & Lifelong Learning” within the iNEST project and in territorial context of the Ecosystem will be focused on the development of knowledge, skills, attitudes and values that enable people to contribute to and benefit from an inclusive and sustainable future. Such process will be based on two pillars: • Education, to equip students with the capabilities they need to thrive and become active, responsible and engaged citizens, • Lifelong Learning, which is strategic to bolster innovation within society, and in particular into SMEs. Figure 1 – Expected impact of technology adoption on jobs, 2023–2027 Figure 2 – Projected job creation and displacement The state of the art developed in the frame of Milestone #25 of iNEST project [9] evidenced that the effort of iNEST Partner Universities in education and lifelong learning is strong, highly motivated and with relevant attention to innovation. In that report, some challenges have been identified: • developing the capability, in perfect agreement with the mission of iNEST Ecosystem, of sharing, improving, upgrading these excellent experiences among universities, • making such experiences and tools available not only to own students, but also to students still in high schools, • opening new up-skilling scenarios for those already involved in professional activities and jobs, • contributing to exploiting of Nord-Est potential by realizing a systemic vision of the overall Education path of persons. iNEST is trying to develop, as an ecosystem, an overall and integrated vision of educational path of people, starting from high school and coming up to lifelong learning during professional life (Figure 3). Figure 3 – Overall and integrated vision of Education path of persons Under these premises, the key-areas identified for action at the ecosystem level are: - Guidance, Counselling and Tutoring - Education paths, tools and methodologies - Intere trans-disciplinary initiatives - Lifelong learning This document reviews the actions designed for being performed in the frame of these key areas. 2. Guidance, Counselling and Tutoring For the students’ successful completion of study courses, universities are required to undertake study orientation activities and tutoring activities. The decline in the number of secondary school graduates enrolling into tertiary studies, the high drop-out rate and the difficulty of completing a university course are issues that can be overcome by supporting young people in choosing the right study program and during the first years of their university studies. At national level, as well as in the frame of PNRR programme, a strong focus is given to these kinds of activities, which are strategic to increase the efficiency of the overall learning system. The most relevant programmes that have been financed are shortly described below. The National Plan for Science degrees (PLS) Launched by MUR, the National Plan for Science Degrees (PLS) aims at stimulating the students' interest in science, and offers training courses for teachers. It also favours interaction between university and businesses to facilitate student’s entry into the high-tech job world. PLS typically offers upper secondary school students and teachers the following services: - workshops - conferences - internships - courses and seminars - visits to research laboratories - science theatre and cinema Orientation and Tutoring Programmes (POT) To support universities in this area, MUR has activated calls for Tutoring and Orientation Programmes (POT), in coordination with the previously mentioned PLS initiatives. POT aims at encouraging universities to integrate their development strategies with orientation and education success plans for all degree courses. In the last two years, orientation courses have been organized at the upper secondary level as well as in the period between school graduation and university enrolment (thus in collaboration with high schools); they can include: - workshops for skill identification and personal development, with a focus on the selection of suitable university studies and job opportunities; - meetings between schoolteachers and university instructors to develop guidance for the development of orientation strategies; - designing student self-assessment tests. The above list shows a focus on the "knowledge of professional sectors and their connection with university education". The tutoring activities are targeted to students enrolled in the first or second year of a Bachelor's, Master's, or single-cycle Master's Degree programme, in particular those experiencing challenges to adapt; such activities can include: - training initiatives for student tutors to provide the basic tools needed to support and guide students; - support material for tutoring activities, which can also be used in subsequent years, to consolidate good practices; - monitoring actions to identify the most effective tutoring methods materials, and procedures. iNEST Universities are highly involved in PLS and POT initiatives, as reported in Table 1 [10-11], showing the list of recently (August 2023) approved PLS/POT programmes running from 2023 to 2025. The yellow background displays the projects related to iNEST and its Spokes thematic areas. Type Coordinator Title U N I T N U N I U D I U A V U N I P D U N I V E U N I V R U N I T S PLS UNIBO Progetto Nazionale Geologia   PLS UNICT Progetto Nazionale di Biologia e Biotecnologie     PLS UNIMI Progetto Nazionale di INFORMATICA      PLS UNIMIB Progetto Nazionale Chimica   PLS UNIMIB Progetto Nazionale LS di Scienza dei Materiali  PLS UNIPA Progetto Nazionale di Statistica   PLS UNIPA Progetto Nazionale di FISICA     PLS UNIPI Progetto nazionale di Matematica     PLS UNIVPM PLS in Scienze Naturali e Ambientali    POT UNICAMPANIA PROMETHEUS 2.0   POT UNIPI UniSco - Azioni Università-Scuola per competenze in lingue, letterature, mediazione linguistica   POT UNIROMA1 MedOdontOrientaDomain-MOOD    POT IUAV POT_Architettura    POT UNIROMA1 SUL - Scuola e Università per Lettere    POT UNISALENTO Scienze delle Attività Motorie e Sportive   POT UNINA INGEGNERIA.POT       POT UNISI Verso. Sistemi di orientamento e tutorato per le professioni educative e formative     POT UNISA Geolocalizzazione Politico-Sociologica per orientarsi nel mondo UNIversitario    POT UNIMOL SISSA3EFG - Sistema Integrato Studenti Scienze Agrarie, Alimentari, Animali, Enologiche, Forestali, Gastronomiche    POT UNISALENTO C.A.R.E: Orientamento e formazione professione insegnante    POT UNIROMA3 Università, scuole e territorio in rete per il patrimonio culturale materiale e immateriale     POT UNIPV V.A.L.E. - P.L.U.S. (Vocational Academic Law Enhancement - Project Law University Student)     POT UNIPD Orientare ed Orientarsi tra le Scienze del Farmaco   POT UNIMI Tutorato Orientamento Professioni Sanitarie - TOP    POT UNITUS IN DIALOGO CON IL RESTAURO POT UNINA ServizioSociale.Pot    POT UNICAMPANIA NEED_new empathic educational design POT UNITO TALENTI - ECONOMIA, MANAGEMENT E TURISMO      POT UNIME OrientaVET: orientamento-tutorato per lo studente  Table 1 – Recently (August 2023) approved PLS/POT programmes [10-11] Furthermore, in the frame of PNRR (section called “Orientamento attivo nella transizione scuola università”/ active guidance in the school to university transition), several initiatives are being planned and some are already ongoing in Italian Universities, such as guidance courses” addressed to students finishing high school. The goal is to support the young generation of a knowledge-based society by improving knowledge about higher education paths, experiential learning, as well as developing: a scientific approach to learning, the availability of self-evaluation tools, transversal competences and employability skills, knowledge on work environments. As a consequence of these relevant and highly motivated effort and funding addressed to guidance, counselling and tutoring, iNEST activities will be directed to coordination and sharing of initiatives and experiences. Only a specific Forum, aimed at comparing pilot projects about guidance to convert students’ drop-out into a new and successful career, will be organised. 3. Educational paths, tools and methodologies The iNEST Education – State of the Art document [9] evidenced the activities performed by Nord-Est Universities to develop innovative pedagogies, tools and methodologies for innovative and efficient learning processes. In this context, it is worth –mentioning: • Innovative teaching workshops (Active Learning Lab, Design Thinking, Business Modelling, Social research, Storytelling and Public Speaking) • Team-based learning (TBL) experiences • Group working in large classes • Innovative tutoring (and training to tutoring) initiatives • Initiatives to support gender equality especially in STEM disciplines: o Equal opportunities and inclusion initiatives o Courses on gender balance, in cooperation with local Institutions o Awards to highlight the role of women in STEM disciplines o Gender equality initiatives (Women in Maths and Women in Physics to reverse imbalance in gender representation at academic & research levels in mathematics and physics • Development of learners and teachers’ communities o Learning Factory (Smart Mini Factory) o Communities of Practice o Contamination Lab Verona – Clab Verona o Competency Center o Teaching4Learning permanent Working Group and periodic Conference o Participation to European alliance with a focus on innovative teaching • Set up of innovative hardware system for video-lessons, characterised by high interactivity and supporting increased learning efficiency, • Pilot project for virtualization of ICT labs and of technological labs, • Internal calls supporting innovative training initiatives Annex 1 collects the shared proposals of iNEST’s education partners addressed at developing initiatives, pilotprojects, tools and methodologies to support advanced and efficient learning processes. A shared use and a survey across users of these solutions and initiatives will help iNESt Ecosystem develop methodological and strategic approaches, incorporating the contribution of different teams and persons. Facing new educational challenges needs open mind approaches, upscaling learning productivity by means of innovative use of novel digital tools and media. iNEST will contribute to this target through collaborative endavours in which teacher and learners manage together their respective improvement. 4. Intere trans-disciplinary initiatives Companies devote big efforts to understand key-skills for workers and to improve training activities and ultimately the employees’ potential in these key areas. Figure 6, for instance, reviews the most important skills of the workforce, according to company managers. The figure highlights not only the strategic role of creativity thinking and analytical thinking, but also their increasing importance (Figure 7). Also technology literacy is becoming increasingly relevant; in terms of attitudes, “curiosity and lifelong learning” and “resilience, flexibility and agility” are becoming key in the next years. All in all, we are entering a scenario of continuously evolving skills landscape (Figure 8), with the need of addressing the workforce’s reskilling and upskilling in the next five years. Figure 6 – Share of surveyed organizations considering certain skills to be core for their workforce. Estimated average composition of the skill sets of workers in the organizations surveyed. Skills are ranked and ordered by the share of organizations surveyed considering the skill as core for their workforce Figure 7 – Share of organizations surveyed who consider skills to be of increasing or decreasing importance, ranked by the net difference. From these surveys, it is clear the need of a lifelong learning approach based not only on disciplinary content (with a focus on technological areas), but also based on the nurturing of analytical and critical thinking skills. This need has been already intercepted by iNEST Universities, as highlighted in the Education Working Group report published in March 2023. Furthermore, iNEST Project provides also the opportunity of sharing, coordinating and improving inter-disciplinary approaches, leading learners to an improved vision and attitude to problem solving and a sensibility towards interdisciplinary and lifelong learning. To do this, Annex 2 to this document collects the shared proposals of iNEST’s alliance in education addressed at making available, on an Ecosystem scale: - Minors subjects. They offer the perfect opportunity to enrich students’ master's degree with supplemental competences, that is knowledge, skills and attitudes appropriate to the context. They typically consist of 3-4 courses which are generally related to the main study program, and are chosen by learners to develop complementary and cross-cutting, as well as specializing, competencies. In this way, students seek to make themselves more attractive to employers. To make an example, it is common for students majoring in physics to minor in computer science, or for a learner in engineering or economics to minor in mathematics or informatics, or even sustainability-related disciplines. Milestone #26 Annex 1 Innovative Education Initiatives & PilotProjects Catalogue Innovative Education Initiatives & Pilot-Projects SPOKE #1 Reference Persons Margherita Molinaro,Erwin Rauch Key-descriptors Title Special track on “Innovative Engineering Education” at the 3rd ISIEA Conference TAGS #Innovative Education #Engineering #Learning Factories Duration Half day Details Background The International Symposium on Industrial Engineering and Automation (ISIEA) has been launched in 2022 as a new initiative of the Industrial Engineering and Automation macroarea of the Free University of Bozen-Bolzano. It is an international scientific conference (with proceedings published in September as a volume of Springer’s Lecture Notes) dealing with different Engineering topics. The topic of the 2024 edition will be Latest Advancements In Mechanical Engineering. We plan to organize a new special track within the conference focused on “Innovative Engineering Education”. Description of initiative/project A special track/session will be organized within the 3rd ISIEA Conference dealing with tools, methods, and formats for Engineering Education. This will offer a platform also to iNEST staff to exchange best practices and experiences to strengthen the higher education teaching offer in the Engineering field. Examples of topics that will be included in the track are: - New (digital) tools for Engineering Educations; - The role of Learning Factories in Engineering Education; - Serious Games for Engineering Education; - Problem-Based Learning in Engineering Education; - Engineering Curricula Design; - Integrating Digitalization and Sustainability in Engineering Education; - Life-Long Learning in the Engineering field. Modality of sharing in the frame of iNEST iNEST professors and researchers (in particular in the Engineering field) belonging to all the Spokes will be invited to present a paper or attend the special track on Innovative Engineering Education. References Conference website (under construction): https://isiea.events.unibz.it/ Criteria for Participation Requirements All professors and researchers interested in the topic can submit a paper and attend the track (paying the registration fee for the conference that will cover the organization costs, i.e., website, catering, etc.). Innovative Education Initiatives & Pilot-Projects SPOKE #2 Reference Person Roberta Cuel Key-descriptors Title Theatrical Improvisation Workshop for high school teachers TAGS Extract keywords by the project: Theatrical improvisation, Team building, Trust in teams, Listening Acceptance of the proposal, Lateral thinking, Communication management Duration The laboratory consists of 4 lessons of 3 hours, for 12 hours. We plan to conduct this activity in different high schools and university courses for three years. Details Background Improvisation is a theatrical technique that encourages participants to react collaboratively by adopting creative strategies to adapt to stimuli and seek solutions to problems that arise. Description of initiative/project The course encourages acquiring skills and tools for group work, negotiation, and team collaboration. Theatrical improvisation is very effective for developing a range of basic emotional, relational, and cognitive skills that allow people to acquire versatile and positive behavior helpful in working in groups, such as being able to listen empathically to other members of the group, promote creative and adaptive capacity in solving problems, learn to accept the proposal and think divergently, improve the management of individual decisions, increase the ability to stay focused on objectives and acquire tools for conflict management. From a social point of view, collaboration skills are developed, social stereotypes are eliminated, and awareness of the value of each individual in their peculiarities is created. Consequently, acceptance and integration are achieved among all class group members. Modality of sharing in the frame of iNEST The lessons are divided into two parts. The first part includes exercises focused on bodily expressiveness, movement, facial and vocal expressiveness, and group dynamics. The second part focuses on verbal expressiveness and allows participants to experiment with jokes and practice their expressive potential in a welcoming environment that encourages creativity and emotional expression. The proposed exercises promote body awareness, emotional awareness, and active listening to others. Lesson 1: Public speaking and effective communication.- This initial journey focuses on bodily expressiveness and vocal techniques to develop effective communication and public speaking skills. The goal is to create a trusting and dynamic group environment where everyone can feel comfortable expressing themselves creatively. Lesson 2: Improvisation tools as resources for teachers.- This part of the lessons offers improvisation tools that can be used as resources for teachers to manage eye contact, active listening, and creativity in finding innovative solutions. Lesson 3: The relationship between the education and education sector.- Theoretical studies on knowledge sharing, group management, confrontation, and conflict management are explored to deepen the understanding of the relationship between education and the education sector. Through theories and experiential exercises, the theme of the effects of improvisation in work groups (such as class councils) and the management of confrontation and conflict between colleagues will be explored. Lesson 4: Dealing with others.-This final part of the lessons includes a series of exercises to put the tools learned in previous meetings into practice and to effectively approach relationships. Alongside the technical-expressive methodologies, reflection-sharing methodologies are also used to help participants reflect on the challenges of communicating clearly and personally while understanding the importance of welcoming listening. References - Bertinetto, A. G. (2021). Estetica dell'improvvisazione (Vol. 917, pp. 1-200). il Mulino. - Chan, G. H., Lo, T. W., & Fung, J. S. C. (2022). Use of Theatresports to Promote Positive Education Among Youth Participants [Preprint]. In Review. https://doi.org/10.21203/rs.3.rs-1641962/v1 - Cunha, M. P. e, & Clegg, S. (2019). Improvisation in the learning organization: A defense of the infra-ordinary. The Learning Organization, 26(3), 238–251. - Hadida, A. L., Tarvainen, W., & Rose, J. (2015). Organizational Improvisation: A Consolidating Review and Framework. International Journal of Management Reviews, 17(4), 437–459. - Koppett, K. (2013). Training to Imagine: Practical Improvisational Theatre Techniques for Trainers and Managers to Enhance Creativity, Teamwork, Leadership, and Learning. Stylus Publishing, LLC. - Vera, D., & Crossan, M. (2004). Theatrical Improvisation: Lessons for Organizations. Organization Studies, 25(5), 727–749. - Yamamoto, R. H. (2017). Serious fun: The power of improvisation for learning and life. Lanham, MD: Hamilton Books. - Zanutto, A., & Cuel, R. (2023) Match d’improvvisazione teatrale per plasmare l'immateriale nelle pratiche di apprendimento organizzativo. In press. Atti Giornate del Creative Methods Open Lab 19-20/05/2022. Criteria for Participation Requirements The course will initially be aimed at high school teachers and students of some university courses; then, it will be extended to other schools that request it. Innovative Education Initiatives & Pilot-Projects SPOKE #2 Reference Persons Paola Venuti, Anna Serbati Key-descriptors Title Students’ wellbeing and inclusive education at university TAGS Students’ wellbeing, inclusion, prevention, higher education Duration 8h Details Background To our knowledge, most of the research on university students' health has focused on examining the prevalence of distress and on the student’s use of support services when experiencing mental health difficulties. However, less research has focused on preventive measures that universities could take to reduce environmental stressors and promote students’ well-being in the university environment. Description of initiative/project The seminar builds on the potential of innovative and creative teaching methods for enhancing teaching quality that could improve students' well-being. It responds to the priority to develop academic teaching skills and methods that protect students’ mental health. In fact, the seminar focuses on preventive measures of students’ well-being and strategies to create an inclusive learning environment. Case studies and methodologies will be analyzed and discussed; participants will design a draft of teaching activity including participatory approaches based on universal design for learning and focusing on students’ emotions. Modality of sharing in the frame of iNEST Students’ well-being, teaching and learning methods for inclusion, assessment methods for inclusion References Burgstahler, S. (2020). Creating inclusive learning opportunities in higher education: A universal design toolkit (pp. 47-48). Cambridge, MA: Harvard Education Press. Larcombe, W., Finch, S., Sore, R., Murray, C. M., Kentish, S., Mulder, R. A., ... & Williams, D. A. (2016). Prevalence and socio-demographic correlates of psychological distress among students at an Australian university. Studies in higher education, 41(6), 1074-1091. Oleson, K. C. (2023). Promoting inclusive classroom dynamics in higher education: A research-based pedagogical guide for faculty. Taylor & Francis. Criteria for Participation Requirements The seminar is devoted to all academics and students’ representatives Innovative Education Initiatives & Pilot-Projects SPOKE #2 Reference Persons Paola Venuti, Anna Serbati Key-descriptors Title Educational leadership at university TAGS Educational leadership, management, teaching and learning innovation, quality assurance Duration 12h + 16h Details Background As the international literature underlines (Bolander Laksov, 2017;2021) middlemanagement staff, delegates, and department heads are crucial to promote the success of developmental programs for the innovation of teaching, learning and assessment processes in University. As a result, it becomes important for institutional leaders to participate in advanced training courses that will enable them to contribute to the development of a high-quality learning and assessment environment in their context Description of initiative/project Starting from the literature evidence, two seminars devoted to course coordinators and teaching delegates will be organised: ● Two days workshop for course coordinators: this initiative will include an introductory theoretical part dedicated to the topic of educational leadership with experts on the subject: reflective activities will be proposed through group work based on the cooperative learning technique. Specifically, the first part of the workshop will address the national regulatory directions and the duties of course coordinators in the framework of AVA3 standards. The second part will focus on active and innovative teaching and learning methodologies, also in connection with the specificity of their educational leadership role as course coordinators ● Two days workshop for teaching delegates: this initiative will include an introductory theoretical part dedicated to the topic of educational leadership with experts on the subject. Participants will be invited to develop a personal structured reflection on their practice (with the adoption of specific tools), starting from a problematic issue related to their practice or specific tasks connected to their role . After the individual reflection, teaching delegates will be invited to discuss their experiences in pairs/groups and then with the class groups. An important part of this program will be based on the power of sharing practices connected to the teaching delegates activities in their departments. During the two days workshop, teaching delegates will be able to understand and reflect on specific techniques, such as reflective team and mentoring approach, to be exported and adopted in their departments Modality of sharing in the frame of iNEST Educational leadership, middle-management competences, formative path to sustain leadership skills for academics in Higher Education. References Adams, D., Kutty, G. R., & Zabidi, Z. M. (2017). Educational leadership for the 21st century. International online Journal of educational leadership, 1(1), 1-4. Bolander Laksov, K. (2021). In partnership with heads of department for sustainable educational development. International Journal for Academic Development, 26(2), 136147. https://doi.org/10.1080/1360144X.2021.2016414 Bolander Laksov, K., & Tomson, T. (2017). Becoming an educational leader – exploring leadership in medical education. International Journal of Leadership in Education, 20(4), 506-516. https://doi.org/10.1080/13603124.2015.1114152 Bush, T., Middlewood, D., & Bell, L. (2019). Principles of educational leadership & management. Principles of Educational Leadership & Management, 1-408. Criteria for Participation Requirements The seminars are devoted to departmental teaching delegates and course coordinators Innovative Education Initiatives & Pilot-Projects SPOKE #4 Reference Person Massimiliano Condotta Key-descriptors Title Wooden construction Live Workshop TAGS Workshop, practical experience, wood, Venice Duration 40 hours in total, 20 hours lectures and 20 hours practical activities with teachers Details Background The workshop is aimed at students of master's degree courses. Preliminary skills in architectural technology are required Description of initiative/project The proposed course is configured as an experimental method of teaching in architecture in which the notions learned in frontal lectures are subsequently enhanced in practical experience. The main area of reference is wooden constructions. The objective of the workshop is to provide students with technical skills on wooden constructions that include both compositional and construction principles. The aim is to train future architects who know how to consciously design wooden structures, being able to appropriately exploit the potential of the material, especially in relation to its environmental sustainability. The structure of the workshop is: - A first part where students will follow ex-cathedra lectures at university; - A second part where student will design a wooden structure; - A third part where students will construct, with the support of a company, the design structure. The object of the workshop is the design of docking structures and/or information pavilions on the Certosa island in Venice. Modality of sharing in the frame of iNEST The workshop focuses on sustainability in the construction sector. The practical experience is localized in the city of Venice that is the main pilot of the iNest Spoke 4. Innovative solutions and materials will be tested in the practical experience. References Oppenheimer, Andrea; Hursley, Timothy (2002). Rural Studio: Samuel Mockbee and the Architecture of Decency. Princeton Architectural Press. http://ruralstudio.org Criteria for Participation Requirements Reserved to Iuav Students Innovative Education Initiatives & Pilot-Projects SPOKE #5 Reference Person Stefano Ghidoni Key-descriptors Title Virtualization of Laboratories: The T.2020 Project TAGS ICT Lab, Virtual labs, BYOD Duration Details Background The study of engineering – but also of the history of art or digital humanities – increasingly requires to be able to use multimedia tools for simulation even during lessons. The system allows the teacher to start multimedia laboratory activities in each classroom of the University, without having to book traditional resources (such as the IT classrooms of the various departments), which are now insufficient for the needs of the teachings, that use computing devices. T.2020 introduces the Bring Your Own Device (BYOD) approach, in which students can use their own devices to connect to the scientific software installed on the IT Services servers of the University. The project provides training for teachers (teaching for learning), who must be prepared for the change in the didactic paradigm. Description of initiative/project The T.2020 System, as the result of the work of a special commission of the School of Engineering formed in 2017, includes a systemic “vision” on IT services for teaching aimed at creating a perfect match between the needs of teachers and the tools available of the students. The study considered the IT tools for teaching – digital learning – (initially for Engineering teaching) and set the following objectives: • classrooms designed for teaching that combines the traditional frontal method in the classroom with activities mediated by computers or mobile systems ( teaching blended ), including modalities in which (1 ) the lesson becomes homework, while the time in the classroom is used for collaborative activities , experiences, debates and workshops ( Flipped Classroom ) and (2) active learning moments are incorporated to make training more engaging and akin to the needs of future professionals ( Active Learning ); • didactic structures that adopt criteria to facilitate inclusion , in order to favor the improvement of university life of all female students and all students and to reduce drop-out; • tools aimed at increasing the effectiveness of the teaching action, in relation to the number of students / year expected. Modality of sharing in the frame of iNEST Seminars on the T.2020 system will be organized by the T.2020 Commission of the School of Engineering od Padova University. Pilot sessions for professors and students of iNEST Universities will be made available. References https://vlab.unipd.it/en/home-english/ Criteria for Participation Requirements No specific requirements Innovative Education Initiatives & Pilot-Projects SPOKE #5 Reference Person Marina De Rossi Key-descriptors Title Teaching4Learning: iNEST Conference session TAGS Higher Education System, Active learning, Quality & Innovation in Education Duration 2 days Details Background Teaching4Learning @Unipd is the result of constant research carried out in the field of teaching in higher education and in international research groups that propose as their ultimate objective the innovation of university teaching. They aim to do so by promoting learner-centered approach, aligning with the Agenda for the modernization of the European higher education system. The Teaching4Learning @Unipd is an actual plan for the development of teaching and elearning skills of the teachers at the University of Padua. The teachers voluntarily involved in the project are highly interested and motivated, with a significant driver to share their experience with other colleagues. The final target is to create a faculty learning community, with the aim of being able to support each other in teaching practices. Description of initiative/project The International Innovative Teaching Conference, organized by T4L Project of UNIPD, supports a comprehensive change in university education. Learner-centered approaches are requested, implemented in integrated environments for the development of meaningful learning and lifelong skills needed for professions and life. After the pandemic emergency, which highlighted critical issues but also the potential of digital integration, the university education system is now called to re-define its identity and the adequacy of its educational mission, to offer strategic solutions at the curricular, design, methodologicaltechnological, and organizational levels. The Conference intends to provide an opportunity to exchange and share reflections and experiences on some thematics that will be the basis of the working sessions: a) theoretical lines and models for implementing the culture of quality in university education, considering people, environments, and teaching at the center of transformative processes; b) educational research and the use of data as a contribution and support for change; c) didactic planning underlying curricular and teaching innovation of Study Courses through the involvement and co-responsibility of all members of the university community also within an international perspective in the framework of the ARQUS alliance for innovative teaching; d) organizational and management models of structures/centers for methodologicaltechnological innovation in teaching and the new profiles of professional skills in a faculty development perspective; e) design and re-design of support spaces, tools, and resources to enable the implementation of integrated learning environments aimed at developing multimedia and multimodal teaching processes Modality of sharing in the frame of iNEST The participation to T4L Conference of the Education Working Group of iNEST will be promoted in 2024 as well the organization of a Session in 2025, to share challenges and best practice of iNEST Universities and enlarge T4L Community References https://www.unipd.it/en/t4l-project Criteria for Participation Requirements No specific requirements Innovative Education Initiatives & Pilot-Projects SPOKE #5 Reference Person Carlo Mariconda Key-descriptors Title Tools for MOOC elaboration: Workshop on innovative LightBoard TAGS Lightboard, MOOC, Innovative Training Tools Duration 2 days Details Background LightBoard is a fully innovative glass-board allowing the realization of videos where the professor can write facing the students. LightBoard can support the elaboration of empathic, easy-to-make video lectures, with no post-production needed. It has been designed and built as a “fixed” training tool, physically placed in a University Department, which can host professors and teachers during recording of lectures. The lightboard is becoming the standard, at least at Italian level, for recording videos in the training courses offered to young students, to improve their basic knowledge in view to the Admission Test to University. In the last 2 years, the MOOC on Mathematics developed using the Lightboard has been followed by more than 100.000 students from High Schools. Description of initiative/project The LightBoard can be managed and used by the teacher alone, without supports from technical staff. The Workshop will present the guidelines for innovative teaching using the Lightboard, followed by training sessions and test video-recording. Preliminary programme: - principles of using the LightBoard - practical exercises, with small groups of participants - seminar on MOOC design Modality of sharing in the frame of iNEST The Workshop on the LightBoard will be organized by the School of Engineering of Padova University. Pilot sessions for professors of iNEST Universities will be made available. References https://www.boardonair.eu/ https://www.youtube.com/watch?v=9pJdkkEjf3Q Criteria for Participation Requirements No specific requirements Innovative Education Initiatives & Pilot-Projects SPOKE #5 Reference Person Luigi Salmaso, Maria Cristina Lavagnolo (tbc) Key-descriptors Title Mapping gender equality in Ecosystem TAGS Gender equality, STEM Duration 12 months Details Background Monitoring and analysis of the university community’s has made it possible to identify three critical points on which to focus political and financial commitment to equality: • the start of university careers, with female students accounting for a significantly higher proportion of students in the humanities and health-related areas, and male students in STEM sectors (Science, Technology, Engineering and Mathematics); • the start of an academic career with the transition from post-doc to RTDa (type “a” fixed-term researcher) and RTDb (type “b” fixed-term researcher), where the paths of women and men diverge further in favour of the latter; • top positions in academic careers, where the incidence of women is significantly lower than that of men, particularly in some subject areas. Description of initiative/project iNEST Universities, in the recent years, developed their Gender Equality Plan. The activity is focused, by means of a Research Grant, to elaborate the Gender Equality mapping at Ecosystem level. Activity will be performed in cooperation with Elena Cornaro Centre of Padova University, a structure that promotes teaching and training activities related to gender knowledge. It collects the legacy and the history of organisms and groups that have worked for equal opportunities, gender equality and gender-related research at the University of Padua. Modality of sharing in the frame of iNEST The activity of the Research Grant will be carried out by directly involving Gender Equality offices of Partner Universities. References Padova University, Gender Equality Plan 2022-2024 Criteria for Participation Requirements • Tasquier, G., Knain, E., Jornet, A. (2022). Scientific Literacies for Change Making: Equipping the Young to Tackle Current Societal Challenges. Front. Educ. 7:689329 • United Nations Climate Action website: ‘Food and Climate Change: Healthy diets for a healthier planet - https://www.un.org/en/climatechange/science/climateissues/food Criteria for Participation Requirements No specific requirements Innovative Education Initiatives & Pilot-Projects SPOKE #8 Reference Person Donata Vianelli Key-descriptors Title Summer School in Sustainability and Digitalization in the Blue Economy TAGS Sustainability, Digitalization, Blue Economy, Ports, Shipyards, Transport Systems, Logistics, Maritime Industry, Energy. Duration 35 hours – 1 week Details Background STEM or Economic Background Description of initiative/project The Summer School will focus on how sustainability and digitalization impact the industry involved in blue economy issues. The summer school program will cover problems, impacts and opportunities that ports, shipyards, transport and logistic operators, as well as the maritime industry in general, face from the perspective of digitalization and sustainability. The teaching methodology will include frontal lessons, teamwork, and company visits. Modality of sharing in the frame of iNEST The Summer School is open to 30 students from all the iNEST Partners interested in deepening the digitalization and sustainability issues in the blue economy context. References Criteria for Participation Requirements Engineering or Economics and Business or Informatics and Data Science Bachelor and Master students. Milestone #26 Annex 2 Catalogue of Minors & Challenges Minors, Challenges & Erasmus Initiatives SPOKE #1 Reference Persons Guido Orzes, Daniele Morselli Key-descriptors Title Mountain Innovation Challenge TAGS Design Thinking, Problem Based Learning, Challenge Duration 3 days (around 20 hours of activities) Details Background In February 2022, the Free University of Bolzano and the NOI Techpark of Bolzano designed and offered an extra-curricular programme for bachelors and masters students entitled “Students & Company Sprint”. Three companies presented an innovation challenge that student teams had to solve, mentored by experts and scientists (following the Google Desing Sprint Methodology). The programme will be re-organized in 2024-2026 thanks to financing from the European Social Fund. Within the iNEST project, the idea is to design a similar challenge but with some peculiarities: (1) the topic will be innovation for mountain areas; (2) the challenges will be proposed by the Spoke 1 of the iNEST consortium rather than by companies; (3) it will be addressed to students from different universities; (4) it will be organized in a weekend formula (3 days). Description of initiative/project The Mountain Innovation Challenge is an extra-curricular programme for bachelors and masters students of the Universities of the iNEST consortium. Students will be divided into interdisciplinary and inter-university groups and work on the solutions of some key challenges on the macro-topic of innovations in mountain areas. They will be coached and mentored by experts of design thinking as well as by thematic experts (professors and researches of the iNEST consortium). The Challenge will be organized at the Free University of Bozen-Bolzano or at a technology park in the region and will last three days (Friday to Sunday). Previous research show that such a programme can have very positive effects on students’ entrepreneurial competences (in particular on the ability to “work with others”), which are crucial for their employability. Thes effects will be evaluated based on standardized approaches (such as the EntreComp framework). Furthermore, the solutions proposed can then provide a set of interesting ideas that could be exploited by the students themselves or by different actors of the iNEST ecosystem. Modality of sharing in the frame of iNEST The call for students will be spread to students of the 9 universities of the iNEST consortium. The goal/target is to have around 20 students from different universities of the consortium. References • https://heinnovate.eu/en/heinnovate-resources/resources/students-companysprint-extra-curricular-entrepreneurial-week • Morselli, D., & Orzes, G. (2023). Evaluating an interfaculty entrepreneurship program based on challenge-based learning through the EntreComp framework. The International Journal of Management Education, 21(3), 100869. Criteria for Certification Requirements Bachelor and masters students of the universities of the iNEST consortium can participate to the programme (free of charge). A maximum number of students will be set for organizational reasons; however detailed criteria for students selection will be defined. Minors, Challenges & Erasmus Initiatives SPOKE #2 Reference Person Nicola Doppio, Hub Innovazione Trentino Key-descriptors Title Meditech Challenge – Vascular Surgery TAGS Duration February 2024 – May 2024 Details Preliminary requirements Requirement for participating to the Challenge as a “solver” is to be a PhD or MSc student affiliated with any department of the University of Trento; or: being a specializing doctor (aka “resident doctor”) in vascular surgery, form whatever institution across Italy. Description of Challenge, including Knowledge & abilities to be achieved The Meditech Challenge – Vascular Surgery is an initiative aimed at accelerating the transfer of scientific and technological knowledge between academia, clinical practice and the medical tech industry. It connects PhD and MSc students affiliated with various departments of the University of Trento with specializing doctors in vascular surgery from across Italy with the aim to tackle the challenges faced by vascular surgeons in their everyday clinical practice. Students and specializing doctors will form multidisciplinary teams that will develop ideas and plans for PoC – Proof of Concept solutions to technological-related challenges preselected by a commission of vascular surgeons and university professors, also taking into account insight from the medical tech industry. Topics, knowledge and abilities to be achieved during the Challenge will relate to the: 1) design of customized prostheses (stents) produced with innovative materials and processes such as to allow adaptation to different anatomies; 2) design of smart stents, systems or processes capable of minimizing or preventing the occurrence of type 1 endoleaks; 3) design of systems capable of reducing exposure to X-rays of patient and surgeon during surgery; 4) design of smart stents, systems or processes capable of minimizing or preventing the occurrence of type 2 endoleaks; 5) creation of robots capable of innovating the process and practices of surgical interventions; 6) systems to support the intelligent and optimal planning and execution of surgical interventions. Medical tech companies (large manufacturers of prostheses, stents and devices) will be involved as sponsors. The initiative is co-organized by HIT, DISI – Department of Information Science and Engineering of the University of Trento, and APSS - the Provincial Agency for Health Services of the Autonomous Province of Trento (APSS). Organization issues - Challenge Methodologies Participants will be involved in activities such as data acquisition; data analysis with advanced software; modeling of phenomena and processes; access to laboratories for the use of machinery; carrying out of experimental tests; field observation; design and engineering of prototypes; reporting and presentations to expert juries, including researchers, vascular surgeons, and leading companies from the medical engineering sector. Teams’ collaboration will be supervised by HIT and mentored by UniTN professors, as well as senior vascular surgeons. Kickoff meeting is scheduled on February 7, 2024; the final event is scheduled on 15 May 2024. Support documents Calls for selection of solvers (students and specializing doctors) and sponsoring companies will soon be published on this webpage: https://webmagazine.unitn.it/news/disi/116857/meditech-challenge-chirurgia-vascolare2023 Criteria for Certification Evaluation methods PhD students completing the Challenge will granted a number ECTS (from 3 to 9), depending on the agreements between HIT and the departments of affiliation (DISI, DII, DICAM, Physics). Evaluation methods are being defined along with the staff of the involved departments. Minors, Challenges & Erasmus Initiatives SPOKE #2 Reference Persons Ilaria Pertot (UNITN), Milena Bigatto (HIT), Adolfo Villafiorita (Shair.Tech Srl) Key-descriptors Title Reduce the waste of food served and not eaten in canteens TAGS Food, waste, circular economy, consumer Duration 2 ECTS, from January 2024 to March 2024 Details Preliminary requirements The challenge is suitable for students with background in information technology, engineering, food technologies, socio-economics, psychology, biology, agricultural sciences Description of Challenge, including Knowledge & abilities to be achieved The waste that occurs in canteens is composed by food cooked and not served (potentially reusable) and food cooked, served and not eaten (not reusable for human consumption). There are many reasons for the second category of food waste: behavioral reasons (e.g.: lack of hunger at lunchtime due to the consumption of excessive snacks; refusal to try lesserknown dishes), plates too full of food, wrong portioning and preparing the dish, insufficient time to consume the meal (e.g.: lunch over multiple shifts), etc. The objective of the challenge is to identify new technological and/or educational solutions to reduce the waste of food served and not eaten. Background knowledge: functioning of canteens, legislation, food logistics. Abilities: understanding complex systems (food production, consumption, waste), identifying solutions to a problem by considering various point of view and possible actions, work in a team, prototyping solutions, preparing Organization issues The challenge is composed by online meetings and face-to-face activities. In addition, a visit to a canteen in Trento (Risto 3) is foreseen. Challenge Methodologies The challenge is divided in the following steps with the related methodology: • Launch of the challenge (meeting with the challenge provider - Shair.Tech Srl) • Background acquisition (logistics, estimation of food waste, function of a canteen, related legislation, existing mitigation actions, etc.) • Brainstorming • Identification of solutions and refinement • Prototyping the solution • Testing with end-users and final refinement • Preparation of the pitch and showcase of the solution. • Preparation and submission of the feasibility report Support documents Books: Food Waste at Consumer Level, A Comprehensive Literature Review, Prevention of food waste in restaurants, hotels, canteens and catering Papers: Food waste at school. The environmental and cost impact of a canteen meal Websites: https://www.fao.org/nutrition/capacity-development/food-loss-and-waste/en/, https://shair.tech/, https://www.sprecozero.it/ Criteria for Certification Evaluation methods Attendance to at least 75% of the activities. Quality of the pitch and the report (originally, clarity, feasibility). Minors, Challenges & Erasmus Initiatives SPOKE #2 Reference Persons Eugenio Aprea, Simone Cerroni, Flavia Gasperi, Ilaria Pertot (UNITN) Key-descriptors Title Increase the consumption of Mopur (kind of vegetarian meat) TAGS Veg, sustainability, vegetable proteins Duration 2 ECTS, from March 2024 to May 2024 Details Preliminary requirements The challenge is suitable for students with background in information technology, engineering, food technologies, socio-economics, psychology, biology, agricultural sciences Description of Challenge, including Knowledge & abilities to be achieved The consumption of meat is associate to high footprint and carbon emissions. Alternatives to meat are receiving increasing attention by the food industries and the consumers. Mopur is a combination of gluten and legumes fermented with Lactobacillus plantarum and Saccharomyces cerevisiae (lievito madre), herbs and spices, cooked and sliced. It is currently sold in slices resembling animal salami (bresaola veg, salami veg, etc.). The market is considered mature for the introduction of new food preparations that are not presented anymore as salami-like products. The objective of the challenge is to identify new food preparations and marketing messages to address the consumers. Background knowledge: production technology of Mopur, legislation, food logistics, marketing, communication. Abilities: understanding food production (food production, consumption, market), identifying solutions to a problem by considering various point of view and possible actions, work in a team, prototyping solutions, preparing Organization issues The challenge is composed by online meetings and face-to-face activities. In addition, a visit to a production plant (Felsineo veg) is foreseen. Challenge Methodologies The challenge is divided in the following steps with the related methodology: • Launch of the challenge (meeting with the challenge provider – Felsineo veg) • Background acquisition (production technologies, packaging, communication and marketing, etc.) • Brainstorming • Identification of solutions and refinement • Prototyping the solution • Testing with end-users and final refinement • Preparation of the pitch and showcase of the solution. • Preparation and submission of the feasibility report Support documents Books: Meat and Meat Replacements, An Interdisciplinary Assessment of Current Status and Future Directions Papers: Meat substitutes: current status, potential benefits, and remaining challenges, Opportunities for the Adoption of Health-Based Sustainable Dietary Patterns: A Review on Consumer Research of Meat Substitutes Websites: https://shop.felsineoveg.com/mopur/ Criteria for Certification Evaluation methods Attendance to at least 75% of the activities. Quality of the pitch and the report (originally, clarity, feasibility). Minors, Challenges & Erasmus Initiatives SPOKE #3 Reference Person Roberto Napoli Key-descriptors Title SOI-123 Challenge 3: MEC-La magia della pietra a spacco TAGS Machines, stone splitting Duration October – December 2023 Details Preliminary requirements Students from all disciplines enrolled at the University of Trento, LIUC in Castellanza, or LUMLibera Università Mediterranea are eligible. Both individual and team applications are accepted. Those who have enthusiasm to share, skills to test, and ambitions to compare are encouraged to apply. Teams are formed based on the criterion of diversity, including field of study, background and experiences. Description of Challenge, including Knowledge & abilities to be achieved A pure market challenge that MEC, a company known for its commitment to innovation driven by young and brilliant minds, is launching at various Italian universities. Challenge statement: What new technologies (e.g., lasers, connectivity) can be applied to innovate MEC's stone cutting/splitting machines in the next 10 years, and what new technologies (e.g., generative artificial intelligence, virtual configurators, e-commerce channels, virtual assistants) can help MEC communicate the magic of stone splitting to customers and partners (e.g., architects, construction companies, interior designers) in international markets, creating a customer experience (pre and post-sales consulting services) consistent with a boutique of simple and highly functional products, where technology still serves humanity, and the human aspect prevails in the human-machine interaction? Organization issues 1. What business concepts will allow MEC to promote the "magic" of stone splitting to its stakeholders (e.g., customers, architects, construction companies, etc.) with the goal of increasing sales of MEC machinery? 2. How can cutting-edge technologies (e.g., 3D configurators, metaverse, generative artificial intelligence) help MEC differentiate itself from competitors, enhancing its positioning as a "premium" manufacturer (even on platforms like Alibaba.com)? 3. How can MEC develop and offer a superior preand post-sales experience compared to the market average, considering that the digital sophistication of buyers is often low? 4. Can it be hypothesized that MEC's customized machinery, where pre-sales consultancy is currently crucial, will only be sold on e-commerce platforms in the future? Challenge Methodologies Challenge Based Learning: kick off, mentorships, draft projects evaluations, final presentation to the company team and prize allocation. Support documents https://www.mecs.it/en/about-us https://www.soi.unitn.it/courses/soi-123-mec-la-magia-della-pietra-a-spacco/ Criteria for Certification Evaluation methods MEC company team evaluates team projects based on feasibility, innovation and creativity level of the proposed ideas. Minors, Challenges & Erasmus Initiatives SPOKE #3 Reference Person Gian Luca Foresti Key-descriptors Title self-assessment tools for ICT courses TAGS Duration 24 months Details Preliminary requirements Courses in the information and communications technologies (ICT) sector represent a strategic element for cultural growth in modern society. The same technologies can also be used as a teaching tool thanks to the numerous existing e-learning platforms. In particular, learning can be made more effective through the adoption of self-assessment tools based on remote laboratories and challenges (gamification). Description of Challenge, including Knowledge & abilities to be achieved This project involves the development of various self-assessment tools as part of courses in the ICT sector such as: Fundamentals of Computer Programming, Data Structures and Algorithms, Logical Networks, Computer Architecture, Operating Systems, Computer Networks. Organization issues The budget for a developer is required. Tool specifications and design will be provided internally. Challenge Methodologies Self-assessment tools must be developed to cover all the topics of the courses and should be organized in a path of increasing hardness and depth, to provide users a trajectory of continuous learning from the basic knowledge to the more advance strategies. Support documents https://elearning.uniud.it/moodle/login/index.php (please send an email to [email protected] for a guest account) Criteria for Certification Evaluation methods Evaluation questionnaires submitted to students Minors, Challenges & Erasmus Initiatives SPOKE #3 Reference Person Gian Luca Foresti Key-descriptors Title Video Analysis and Teacher Training TAGS Duration 24 months Details Preliminary requirements The use of video as a learning tool in teacher education and professional development has increasingly spread over the past decades and has been proposed over time according to different approaches and aims, from being a means to illustrate good teaching practices with a focus on “learning to teach” to being a medium for reflection on action and for the development of teachers’ professional judgment. As shown by existing empirical evidence on the effectiveness of video-based teacher training, video analysis can promote teachers’ ability to identify and focus attention on relevant classroom events, to critically examine and interpret them in connection with their professional knowledge and experience, to question themselves about their beliefs and practices and develop new perspectives for the improvement of their teaching. Description of Challenge, including Knowledge & abilities to be achieved In line with the developments in teacher training approaches, the most recent literature emphasizes the potential of video analysis in promoting the professional vision of teachers. In particular, by offering the opportunity for a “second-hand” experience of teaching through the immersion in authentic classroom situations captured in their richness and complexity, video analysis can foster the development of noticing and reasoning skills supported by a process of recursive interaction between theory and practice. The project pursues the following aims: -Develop a system of methodologies, tools and procedures for video analysis to foster the improvement of the teaching skills of university teachers - Test the system within a pilot training course aimed at UniUD teachers Organization issues Video Analysis for quality teaching in Higher Education is a research project promoted by the LID (Dill) Challenge Methodologies The training intervention model based on video analysis aimed at university teachers to promote their teaching skills was defined on the basis of the following theoretical and methodological guidelines: adoption of an active and participatory approach in which the expert/trainer takes on the role of "facilitator" to guide and support teachers in the analysis and critical reflection on teaching for the improvement of their practices; in line with this approach, use of video as a "springboard" for analyzing and discussing authentic examples of "ordinary" classroom situations, not for showing “exemplary" or excellent teaching practices; Support documents Criteria for Certification Evaluation methods Implementation of the pilot course aimed at SFP (DILL) teachers and evaluation of the effectiveness of the video-based training model proposed through a one-group pre-/post-test design (initial and final assessment to measure the learning outcomes of the course in terms of changes in the beliefs, knowledge and skills of the participating university teachers). Minors, Challenges & Erasmus Initiatives SPOKE #6 Reference Person Monica Calcagno Key-descriptors Title Artistic Management TAGS Duration 2 months Details Preliminary requirements Description of Minor, including Knowledge & abilities to be achieved The Artistic Management Minor program teaches students how to utilize artistic techniques highly sought after by companies for storytelling purposes. It empowers students with a diverse skill set that bridges artistry and management in the corporate world. Graduates acquire a deep knowledge of artistic techniques for storytelling, cultural awareness, and interdisciplinary skills, making them adept at blending creativity and technical know-how in managerial roles. They gain insights into the strategic value of art in leadership and develop a knack for innovative problem-solving. Furthermore, students hone their abilities in artistic expression across various mediums, narrative development for corporate communication, and fostering cultural competence to excel in diverse environments. They emerge as change catalysts who inspire positive transformation within organizations, all while exploring their emotional and creative potential, cultivating adaptability, and embracing leadership roles that demand a fusion of artistic and managerial acumen. Contents of the Minor The Artistic Management Minor program includes the following specific content areas: • Artistic Techniques: Exploration and mastery of artistic techniques, including theatre, literature, and video production. • Interdisciplinary Skills: Integration of creative and technical knowledge for effective management. • Managerial Insight: Understanding the strategic role of art in leadership and decision-making. • Innovation & Creativity: Development of innovative thinking and creative problemsolving skills. • Narrative Development: Crafting compelling narratives for corporate communication and storytelling. • Change Management: Learning to drive positive change within organizations through artistic approaches. Teaching Methodologies The Artistic Management Minor program employs distinctive teaching methodologies that blend artistic exploration with practical management skills. 1. Interdisciplinary Workshops: The program offers hands-on, interdisciplinary workshops where students engage in practical exercises involving theatre, literature, and video production. These workshops encourage creativity and artistic expression while fostering collaboration and teamwork. 2. Case-Based Learning: Participants analyse real-world cases where artistic techniques have been successfully applied in business settings. They discuss and dissect these cases to understand the strategic use of art in management. 3. Creative Projects: Students work on creative projects, such as creating short films, writing scripts, or organizing theatrical performances. These projects allow them to apply artistic skills and develop narratives that resonate with corporate objectives. 4. Peer Collaboration: Collaborative projects and group discussions are integral to the program, promoting peer learning and diverse perspectives. This mirrors the collaborative nature of artistic and corporate endeavours. 5. Experiential Learning: The program emphasizes learning through doing, encouraging students to apply artistic and management concepts in real-world contexts, ensuring that theoretical knowledge is translated into practical skills. 6. Advisory and Mentoring: Each student is assigned an advisor or mentor from the faculty or industry, providing guidance and support tailored to individual career goals and artistic interests. References Sköldberg, U. J., Woodilla, J., & Antal, A. B. (Eds.). (2015). Artistic interventions in organizations: Research, theory and practice. Routledge. Schnugg, C., & Song, B. (2020). An organizational perspective on ArtScience collaboration: Opportunities and challenges of platforms to collaborate with artists. Journal of Open Innovation: Technology, Market, and Complexity, 6(1), 6. Purg, P., Cacciatore, S., & Gerbec, J. Č. (2023). Establishing ecosystems for disruptive innovation by cross-fertilizing entrepreneurship and the arts. Creative Industries Journal, 16(2), 115-145. Criteria for Certification Evaluation methods Minors, Challenges & Erasmus Initiatives SPOKE #6 Reference Person Alessandra Bucossi CHALLENGE Key-descriptors Title The Venice Craft and Couture Hackathon TAGS Duration 4 days Details Preliminary requirements Students interested in participating in the Venice Craft and Couture Hackathon should possess a genuine passion for fashion and traditional craftsmanship, an understanding of Venetian cultural heritage, creative thinking and problem-solving abilities, effective teamwork and collaboration skills, research proficiency, adaptability to new crafts and techniques, attention to detail, dedication to the event's objectives, and a willingness to learn and respect the traditions and history of Venetian crafts. Description of Challenge, including Knowledge & abilities to be achieved The Venice Craft and Couture Hackathon is an educational event that unites the traditions of Venetian craftsmanship with the innovation of a leading Italian fashion brand. Over the course of four days, participants will explore, create, and celebrate the convergence of culture, heritage, and contemporary fashion. Artisans, whose skills have been honed through generations, will unveil their trade secrets. Participants will witness these crafts in action, from the art of Murano glass blowing to the intricate craft of lacemaking and mask crafting. It's not just about technique; it's about understanding the cultural significance that these crafts hold in the heart of Venice. With newfound inspiration and insights, participants return to the hackathon venue, ready to embark on the real challenge. The fashion brand presents its specific objectives and challenges related to incorporating traditional Venetian craft techniques into their designs. In diverse teams formed the previous day, participants brainstorm, ideate, and begin crafting innovative solutions. Workshops and mentorship sessions are held to support these creative endeavours. Experts in both fashion and craft provide guidance to help teams refine their concepts and develop prototypes. Organization issues Challenge Methodologies 1. Creative Brainstorming: Collaborative idea generation sessions. 2. Hands-On Workshops: Craftsmen lead skill-building workshops / Participants gain practical knowledge for their designs. 3. Mentorship and Expert Guidance: One-on-one and group mentoring from fashion and craft experts. 4. Prototype Development: Teams create and refine prototypes. 5. Judging and Awards: Judges evaluate projects for innovation and sustainability. 6. Networking and Collaboration: Opportunities for networking and future collaborations to promote ongoing innovation in fashion and craftsmanship. Support documents Gregorin, C., Heyl, N., & Scarabello, G. (2003). Venice Master Artisans. Grafiche Vianello Yelavich, S., & Adams, B. (Eds.). (2014). Design as future-making. Bloomsbury Publishing. Manus× Machina: Fashion in an Age of technology. Metropolitan Museum of Art, 2016. Criteria for Certification Evaluation methods Minors, Challenges & Erasmus Initiatives SPOKE #6 Reference Person CHALLENGE Key-descriptors Title Sustainable Innovation Hackathon: Transforming the Motorship Concordia TAGS Duration 4 days Details Preliminary requirements Students interested in participating in the challenge should possess a foundational understanding of environmental issues, sustainability principles, and basic knowledge of marine environment. They should be open to interdisciplinary collaboration, adept at exploring cutting-edge technologies, and capable of thinking creatively and innovatively. Effective communication and presentation skills, as well as a passion for sustainability and a commitment to addressing Venice's unique environmental challenges, are crucial. Description of Challenge, including Knowledge & abilities to be achieved Rising sea levels, the weight of tourism, and environmental concerns threaten the fragile equilibrium of Venice. Amidst these challenges, a unique opportunity has arisen. The Board of Directors of Actv, the public transportation company, has chosen not to dismantle the motorship Concordia. They see the potential for a sustainable future. The spotlight now turns to a group of university students with a shared passion for innovation and sustainability. Their challenge is to reimagine the motorship Concordia as a floating open laboratory and a symbol of sustainable development for Venice and its cherished lagoon. Stepping aboard the Concordia, participants will find themselves in the company of diverse minds, all driven by a shared purpose: to breathe new life into this iconic vessel and make it a beacon of sustainability and innovation. Teams will form, each dedicated to exploring the boundless possibilities. Envision harnessing cutting-edge technologies, embracing renewable energy sources, and choosing eco-friendly materials to transform the Concordia into an example of sustainable living. The lagoon itself becomes a canvas for creativity, a source of inspiration for ideas that not only rejuvenate the Concordia but also safeguard the fragile ecosystem of Venice's lagoon. Ideas will take shape through immersive workshops and enlightening presentations by experts in sustainability, marine engineering, and environmental conservation. These experiences will equip participants with the knowledge and inspiration needed to craft visionary solutions. The climax of this transformative event is the moment to shine—a presentation before a panel of judges, including industry experts, environmentalists, and visionaries. With passion and innovation, participants will pitch their visions for the Concordia's sustainable future, competing for prizes and, more significantly, the opportunity to leave an indelible mark on Venice and its lagoon. Organization issues • Safety and Venue: Ensuring the safety of participants on the Concordia while leveraging its unique venue. • Environmental Impact: Minimizing event-related environmental impact in line with sustainability goals. • Team Formation: Efficiently forming diverse teams with relevant expertise. • Expert Mentoring: Coordinating mentors in sustainability and marine engineering. • Jury Selection: Identifying and scheduling judges with expertise in sustainability. • Technical Infrastructure: Ensuring reliable technical support and infrastructure. • Local Collaboration: Engaging with local authorities and stakeholders. Challenge Methodologies • Design Thinking: User-centric problem-solving. • Collaborative Teams: Diverse groups for holistic solutions. • Sustainability Assessment: Evaluate environmental, social, and economic impacts. • Prototyping: Rapid development and refinement of ideas. • Expert Workshops: Insights from sustainability experts. • Pitch Development: Craft compelling project narratives. • Cross-disciplinary Learning: Knowledge sharing among participants. • Sustainability Metrics: Establish measurable project sustainability. • Environmental Impact Assessment: Evaluate ecological effects. • Community Engagement: Involve local stakeholders. Support documents Kasemir, B. (Ed.). (2003). Public participation in sustainability science: a handbook. Cambridge University Press. Karasti, H. (2014, October). Infrastructuring in participatory design. In Proceedings of the 13th Participatory Design Conference: Research Papers-Volume 1 (pp. 141-150). Willems, J. J., Molenveld, A., Voorberg, W., & Brinkman, G. (2020). Diverging ambitions and instruments for citizen participation across different stages in green infrastructure projects. Urban Planning, 5(1), 22-32. Criteria for Certification Evaluation methods Minors, Challenges & Erasmus Initiatives SPOKE #6 Reference Person Alessio Cotugno Key-descriptors Title Revitalizing Cultural Heritage for Sustainable Tourism: The Ippolito Nievo Literary Park Design Challenge TAGS Duration 6 days Details Preliminary requirements Key preliminary requirements for participation include student status, a genuine interest in literature and culture, commitment to the challenge, adherence to guidelines, a creative mindset, environmental consciousness, and strong communication skills. Description of Challenge, including Knowledge & abilities to be achieved The "Ippolito Nievo Literary Park Design Challenge" is an innovative and intellectually stimulating educational opportunity that transcends traditional learning experiences. This challenge extends an invitation to students, both from high schools and universities, to immerse themselves in a multifaceted exploration of literature, culture, sustainability, and creative design. Students assume the role of cultural heritage custodians and champions of sustainable tourism. They become advocates for the preservation of literary legacies and stewards of eco-friendly travel. This multifaceted challenge is an immersive educational experience that encourages critical thinking, creativity, and a deep sense of responsibility. At its core, this challenge is an avenue for participants to engage in a journey that skillfully bridges the past and the future. It calls upon them to draw inspiration from the literary legacy of Ippolito Nievo, a luminary in Italian literature. Participants are entrusted with the task of conceiving a visionary literary park, one that doesn't merely pay homage to Nievo's literary brilliance but also emerges as a symbol of sustainable cultural tourism. This dual objective requires them to employ innovative thinking, design acumen, and environmental consciousness. The true challenge for students is to craft a literary park that goes beyond the ordinary. It beckons them to envision a space that offers dynamic cultural engagement opportunities. These include not only static displays but also immersive guided tours, educational programs that ignite curiosity, and vibrant cultural events that animate the pages of literature. Organization issues The challenge involves various organizational issues, including resource allocation, selection of judges and experts, clear guidelines and criteria, promotion and outreach, logistics and infrastructure, technology, and IT infrastructure, scoring and evaluation, intellectual property and copyright concerns, timeline and deadlines, sustainability practices, crisis management, effective communication and feedback mechanisms, and data privacy and compliance considerations. Challenge Methodologies The "Ippolito Nievo Literary Park Design Challenge" utilizes a multifaceted pedagogical approach. It integrates interdisciplinary learning, project-based education, experiential learning, collaboration, and mentorship. Participants critically analyze existing literary parks and focus on cultural engagement and sustainability principles. The challenge fosters presentation and communication skills, all within a reflective and evaluative framework, offering students a comprehensive and dynamic educational experience. Support documents "Cultural Heritage and Sustainable Tourism: Challenges and Opportunities" by Xiangyu Wang and Geoffrey Wall (2017). "Teaching for Creativity in the Common Core Classroom" by Ronald A. Beghetto and James C. Kaufman (2014). "Sustainable Cultural Tourism: Small Steps, Big Impacts" by Richard W. Butler (2011). Criteria for Certification Evaluation methods Minors, Challenges & Erasmus Initiatives SPOKE #9 Reference Persons Andrea Cangiani, Alberto Maspero, Gianluigi Rozza Key-descriptors Title School on high-fidelity modelling and simulations for digital twins TAGS digital twin deployment, high-fidelity modelling, model complexity, scalability, software engineering, machine learning Duration 1 week Details Preliminary requirements This school aimed to research students, early career researchers and practitioners interested in the deployment of high-fidelity modelling for digital twins Description of Challenge, including Knowledge & abilities to be achieved High-fidelity modelling is core to digital twin deployments when accuracy, precision, and indepth analysis are critical. However, it poses great challenges starting from model complexity and issues related to computational resources, data handling, real-time requirements, scalability and maintenance. As such, high-fidelity modelling can be the bottleneck for digital twins deployment. This school aims at giving a comprehensive overview of such challenges and propose practical solutions, providing insight knowledge of scientific computing software for the deployment of complexity reduction methods. It is aimed at both practitioners and early career researchers, bringing the most up-to-date techniques to the industry as well as giving mathematical modellers a broader view of the challenges posed by the deployment of digital twins to enhance industrial processes. Organization issues Challenge Methodologies Complexity reduction techniques such as reduced order modelling and automatic adaptivity in finite element analysis, machine learning, computational science and engineering softwares Support documents • Hesthaven, Rozza, and Stamm. Certified reduced basis methods for parametrized partial differential equations, SpringerBriefs in Mathematics, 2016. • Cangiani, Dong, Georgoulis, and Houston. hp-version discontinuous Galerkin methods on polygonal and polyhedral meshes, SpringerBriefs in Mathematics, 2017. • https://mathlab.sissa.it/cse-software Criteria for Certification Evaluation methods Project for credits (or exam) Minors, Challenges & Erasmus Initiatives SPOKE 9 Reference Persons Andrea Cangiani, Rene’ Butto Key-descriptors Title PhD for Innovation TAGS Problem solving Duration 2 days workshop + 3 months challenge Details Preliminary requirements Participants must be enrolled on a PhD degree. Description of Challenge, including Knowledge & abilities to be achieved PhD for innovation is an initiative of SISSA aimed at PhDs willing to work for a short time on a problem of innovation posed by one of our industrial partners. Students learn soft skills such as time management, the ability to work in groups and to communicate their results to the stakeholders. At the same time, the challenge gives industries and institutions working in research & development the opportunity to innovate by acquiring access to state-of-theart techniques. Organization issues Mini-spring innovation school requires leasing with industrial and institutional partners which will provide the innovation problems. Lease with iNEST institution to advertise initiative song PhD students. Some institutions may need to set up credits to be acquired by participants. Challenge Methodologies Based on group work, the methodologies will depend strongly on the problem at hand proposed by the industrial partners. Typical methodologies include data handling and analysis techniques, AI and UQ, deployment of digital twins. Support documents • https://valorisation.sissa.it/phd-innovation Criteria for Certification Evaluation methods Presentation of results, evaluation from stakeholders Milestone #26 Annex 3 Preliminary catalogue of Lifelong Learning Courses Lifelong Learning Courses SPOKE #1 Reference Person Daniele Morselli Key-descriptors Title Challenge based learning: the pedagogy to develop 21st century skills TAGS Pedagogy, innovation, challenge, self-directed learning, problem-based learning, 21st century skills Details Preliminary requirements This pedagogy can be used at any school level, primary, secondary or tertiary. Hence it is suitable for upper secondary teachers and university instructors. It is a way to conceive the subject beyond knowledge, to develop critical thinking and self-directed learning. It requires a “real world” challenge impacting the community. This is generally given by a social party, a social entrepreneur or a company owner. The students work in groups to find a solution to the challenge and are coached by the instructor; at the end they pitch their solution to the company owner, social entrepreneur the social parties. Most importantly, the role of the teacher switches from the source of knowledge (“the sage on the stage”) to a coach that helps the students in reaching their goals (“a guide on the side”). Module description, including Knowledge & abilities to be achieved The participants will learn how to design and deliver a complete cycle (or module) of challengebased learning, including: - Selection of the challenge and wording - Making the groups of students and techniques for effective groupwork (for example the jigsaw, cooperative learning, etc..) - Timeline with selection of activities to find a solution to the challenge (for example: the problem solving process, ideation, pitching, presenting, the business model canvas, Design thinking techniques, making web searches,etc...) ; - Use of digital technologies to favor collaboration (shared files, Google Jamboards) - Coaching techniques; - Set the reflection and self-assessment tasks for learning from experience. The competences generally developed in students through challenge-based learning are: - finding an evidence-based solution to a community impacting challenge (problem solving); - working in groups on a challenge (teamwork); - making web searches and find evidence to back a solution (find evidence-based solutions); - pitching/presenting a solution to an authentic audience. Contents of the course Overview to challenge based learning – Choosing the challenge and the partners – Organizing the course or module – How to make teamwork effective – The tools for challenge-based learning – Tools for icebreaking and pitching – Design thinking tools – The business model canvas – Coaching the students – Technologies for problem-based learning – Preparing for the finals: pitching – Case studies: examples of challenges from practice – Formative and summative assessment in challenge-based learning Teaching Methodologies A-synchronous on-line lectures, 4 nominal hours a week, 2 synchronous meetings with teachers. References • Morselli, D., & Orzes, G. (2023). Evaluating an interfaculty entrepreneurship program based on challenge-based learning through the EntreComp framework. The International Journal of Management Education, 21(3), 100869. • Moallem, M., Hung, W., & Dabbagh, N. (Eds.). (2019). The Wiley handbook of problem-based learning. John Wiley & Sons. • https://kordainstitute.org/ • https://www.encyclopedia.com/education/applied-and-social-sciencesmagazines/useful-web-sites-problem-based-learning Criteria for Micro-credentials achievement Evaluation methods Formative feedback though coaching and self and peer-reflection tasks throughout the course Summative assessment with the final pitches/presentation and assessment rubrics Lifelong Learning Courses SPOKE 2 Reference Persons Anna Serbati, Federica Picasso Key-descriptors Title MOOC Le competenze valutative digitali/Technology Enhanced Assessment and Feedback skills TAGS #Assessment, Feedback, Technology, Digital Competencies Details Preliminary requirements The Massive Open Online Course is devoted to Italian academics in charge of teaching. A minimum of teaching experience is suggested to attend the course for the best learning experience, considering that the course scaffolds reflection on prior experiences. Module description, including Knowledge & abilities to be achieved “Digital Assessment Competences” MOOC is a free and self paced online course, created for University of Trento academics in the context of a doctoral project (cycle XXXVII) with the collaboration of the company Edutech (Trento), specialised in educational technologies. The course is designed in order to foster the development of digital competences in the field of Technology Enhanced Assessment and Feedback practices with the collaboration of University of Trento Teaching and Learning Centre (FormID). The design is framed within the Digital Competence Framework for Educators (DigCompEdu - https://joint-research-centre.ec.europa.eu/digcompedu_en, Redecker & Punie, 2017), with specific reference to the Area 4 - Assessment, which divides the assessment and feedback competences of educational experts in this sub-areas and related competences. It is divided in 6 modules: each module is organised with a video, related activities and materials and links to external resources useful for self-directed study. Furthermore, two activities are designed to scaffold reflections and the teaching planning, in the light of the content used during the online course. One-to-one coaching is also planned for university teachers interested in direct experimentation and application in class of assessment and feedback practices enhanced by the use of technology and related tools. So participants are expected to be able to: -Understand key theories and principles in assessment and feedback in Higher Education. -Design teaching, learning and assessment practices through the use of innovative digital tools. -Develop digital competencies related to assessment and feedback strategies. The MOOC could be personalised and extended for Secondary School teachers in the Italian context. Contents of the course In detail, “Digital Assessment Competences” MOOC is composed in this way: Introductive Module: introduction to the course with presentation and institutional greetings. Module 0 - Introduction to the new DigCompEdu Educators Competences: -0.1 The DigCompEdu - European Framework for the Digital Competence of Educators -0.2 Digital Competence, Evaluation and Feedback Module 1 - The basics of instructional design 1.1 The basics of instructional design - Part 1. The Expected Learning Outcomes 1.2 The Constructive Alignment 1.3 The basics of instructional design - Part 2. Instructional methodologies and architectures 1.4 The basics of instructional design - Part 3. Assessment Module 2 - The different types of assessment 2.1 Summative/certificative assessment, formative assessment and diagnostic assessment 2.2 Assessment for Learning 2.3 Sustainable Assessment 2.4 Feedback 2.5 Peer review and Peer feedback Module 3 - Assessment and Technology 3.1 Technology Enhanced Assessment: the principles 3.2 The value and potential of technology in assessment design (JISC, 2010) 3.3 Technology Enhanced Assessment systems and the connection with teachers' digital competences 3.4 Design examples with Technology Enhanced Assessment (JISC, 2010) Module 4 - Tools for Implementing Technology Enhanced Assessment 1. Feedback 2. Quiz 3. Diary 4. Workshop 5. Task 6. Wooclap Teaching Methodologies A-syncronous on-line video lectures, with specific practical activities for each module (quiz, reflection activities and 2 design activities in the middle and at the end of the course). The amount of time devoted to watching the videos and to carry out the practical activities will be around 4 hours. In order to sustain the learning process, two online forums are available on the Learning Management System (Moodle), one devoted to peer discussion among academics and one devoted to dialog with the tutor. References • Devedzic, V., & Devedzic, M. (2019). Technology-Enhanced Assessment at universities and in schools: An initiative. International Journal of Learning and Teaching, 11(3), p. 89-98. https://doi.org/10.18844/ijlt.v11i3.4319 • JISC (2017). Effective Assessment in a Digital Age. A guide to technology-enhanced assessment and feedback, (2010) http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassass_ead a.pdf • Oldfield, A., Broadfoot, P., Sutherland, R., & Timmis, S. (2012). Assessment in a digital age: A research review, University of Bristol, Bristol. • Redecker C., & Punie Y. (2017). Digital Competence of Educators, Edited by Yves Punie. Luxembourg: Publications Office of the European Union. • Sweeney T., West D., Groessler A., Haynie A., Higgs B.M., Macaulay J., MercerMapstone L., & Yeo M. (2017). Where’s the transformation? Unlocking the potential of technology-enhanced assessment. Teaching and Learning Inquiry, 5(1), pp. 1-16. doi:10.20343/5.1.5. • Tonelli D., Grion V., & Serbati A. (2018). L'efficace interazione fra valutazione e tecnologie: evidenze da una rassegna sistematica della letteratura. Italian Journal of Educational Technology, 26(3), (2018). Criteria for Micro-credentials achievement Evaluation methods Full attendance of the modules Participation and completion of all required MOOC’s activities Lifelong Learning Courses SPOKE #2 Reference Person Carlo Casonato Key-descriptors Title Digital transition, health and well-being between ethics and technology for sustainable and citizen-friendly innovation TAGS Innovation, social innovation, multidimensional evaluation, law, ethics, HTA, value Details Preliminary requirements Multiple targets differentiated by the type of intervention: Citizens and decision-makers, Master's degree students, Ph.D. students, young researchers, and healthcare professionals Module description, including Knowledge & abilities to be achieved The tremendous technological, social, and climatic transformations are having and will have an ever more significant impact on society. Managing these phenomena requires updated, adequate, and transversal skills concerning the different social actors (individual, community, business, and decision-maker). A paradigmatic case is the digital transition and its decline to benefit the citizens' health and well-being. Technological innovation is expected to improve the system's capabilities to respond to growing health needs. However, it raises new questions about the accuracy of the cost-benefit ratio and its ethical and legal implications. These issues must become the heritage of professionals (decision-makers, users, and developers) and end users (patients and citizens). The objective of this intervention is to develop multilevel literacy on the topic of the digital transition as an enabling tool for the development of good health. Contents of the course • Five Seminars open to the population and decision-makers on the topics of Digital transition, health needs, and social impact..; • Ten lessons (10) open to university students with a technological, humanistic, or legal background on the topic of: Value of technological innovation in healthcare and its ethical, legal, and social implications. • Workshop for doctoral students and young researchers on AI in Medicine, state of the art, health expectations, ethics, law Teaching Methodologies Interactive lessons with interdisciplinary students; Seminars with experts; workshops: study groups and reporting References • Grando A. (2018). Prefazione, in Mavilia, R., & Pisani, R. (2018). Management delle nuove tecnologie per l'inclusione e l'innovazione sociale. Egea. • Tilson, D., Lyytinen, K., and Sørensen, C. (2010). Digital Infrastructures: The Missing IS Research Agenda. Information Systems Research, 21(5): 748-759. • Shaw James A., Donia Joseph (2021). The Sociotechnical Ethics of Digital Health: A Critique and Extension of Approaches From Bioethics. Frontiers in Digital Health, Vol. 3 • URL=https://www.frontiersin.org/articles/10.3389/fdgth.2021.725088 • DOI=10.3389/fdgth.2021.725088 • Lerzynski, G. (2021). Ethical Implications of Digitalization in Healthcare. In: Glauner, P., Plugmann, P., Lerzynski, G. (eds) Digitalization in Healthcare. Future of Business and Finance. Springer, Cham. https://doi.org/10.1007/978-3-03065896-0_14 Criteria for Micro-credentials achievement Evaluation methods Lifelong Learning Courses SPOKE #2 Reference Persons Giandomenico Nollo, Michele Nicoletti Key-descriptors Title Converging Frontiers: AI, Healthcare, Ethics, and Law TAGS Healthcare, Trustworthy and Human-Centered AI, Law and AI act, Ethics Details Preliminary requirements Degree in medicine and surgery Degree in nursingModule description, including Knowledge & abilities to be achieved The course is aimed at health professionals and gives them the tools to use the various AI systems with awareness and responsibility in prevention, diagnostics, treatment, and monitoring. In this way, the course aims to guide professionals in grasping all of AI's potential and managing and minimizing its risks. After a general introduction to the legal phenomenon and AI techniques, the course focuses on the ethical and legal principles that must inspire a medicine centered on the well-being of the patient and the promotion of their respective rights, starting from those linked to the care relationship. Particular attention is paid to the Artificial Intelligence Act, which will soon be approved at the European level. Depending on the hours available, the topics of data processing and privacy (GDPR) and liability (AI liability directive) may be added. Further editions of the course, of a more interdisciplinary nature, may simultaneously be aimed at health professionals and developers of AI systems. Contents of the course Law: introduction to the purposes and similarities of medicine - AI: state of the art, definitions and typologies, applications - AI act: Structure and risk-based approach, -Principles and requirements: transparency and explainability, Human oversight, robustness and safety, equality and fairness Data processing, privacy (GDPR) Responsibility (AI liability directive) Teaching Methodologies Lectures followed by debate on case studies; learning by doing References Criteria for Micro-credentials achievement Evaluation methods Lifelong Learning Courses SPOKE #3 Reference Person Gian Luca Foresti Key-descriptors Title AI-based approaches for Anomaly Detection in Industrial Plants TAGS AI for Anomaly Detection Details Preliminary requirements The project is designed for profiles involved in industrial and professional activities: undergraduates with several years of experience in the companies, senior graduated engineers, managers and, in a lower extent, young graduated engineers. Module description, including Knowledge & abilities to be achieved The aim of the course is to provide to the participating a powerful approach that leverages continuous learning and adaptation to improve the efficiency and accuracy of anomaly detection systems in industrial settings. Anomaly detection is crucial in industrial plants to identify abnormal conditions or behaviors that may indicate equipment malfunctions, safety hazards, or quality control issues. Here's how lifelong learning must be adapted to the problem of anomaly detection in industrial plants: Continuous Data Collection (Participants must be trained to consider that industrial plants generate vast amounts of data from sensors, equipment, and processes), Incremental Model Training (Participants must be trained and informed that data distribution does not remains constant and systems must use incremental learning techniques), Online Learning (Anomaly detection models can be trained online, meaning they update in real-time as new data streams in. This allows them to detect anomalies as soon as they occur, improving response times and reducing the risk of costly downtime.), Human-in-the-Loop (In complex industrial settings, domain experts play a crucial role in anomaly detection. Lifelong learning must incorporate human feedback and expertise). Contents of the course Continuous Data Collection Incremental Model Training Online Learning Human-in-the-Loop Teaching Methodologies A-syncronous on-line lectures, 4 nominal hours a week, 2 synchronous meetings with teachers References Amr, T. (2020). Hands-On Machine Learning with scikit-learn and Scientific Python Toolkits: A practical guide to implementing supervised and unsupervised machine learning algorithms in Python. Packt Publishing Ltd Dunning, T., & Friedman, E. (2014). Practical machine learning: a new look at anomaly detection. " O'Reilly Media, Inc.. Pang, G., Shen, C., Cao, L., & Hengel, A. V. D. (2021). Deep learning for anomaly detection: A review. ACM computing surveys (CSUR), 54(2), 1-38. Criteria for Micro-credentials achievement Evaluation methods Periodic assessment meetings Final exam Lifelong Learning Courses SPOKE #4 Reference Person Massimiliano Condotta Key-descriptors Title Applied architectural acoustics TAGS Room Acoustic - Reverberation Objective acoustic parameters - Open-source acoustic simulation software Duration 20 hours of a-synchronous on-line lessons Details Preliminary requirements Basic knowledge of Mathematics, Physics and 3D cad modelling Module description, including Knowledge & abilities to be achieved The course will start from the fundamentals of acoustic: the concept of sound and the physical quantities that characterize it will be defined. The theoretical basis will be provided to understand the methods of sound propagation in free fields and in closed environments. Sound-absorbing materials and objects and their application will be described, analyzing manufacturers' technical data sheets. The concepts of reverberation (EDT RT20 RT30) and other objective acoustic parameters (C50 C80 Sti) useful for defining the acoustic characteristics of an environment will be defined. Finally, examples will be carried out in the classroom using open-source acoustic analysis software, applying the theoretical concepts learned. Contents of the course List of topics (indicatively, one topic/sub-topic, for each scheduled lecture • Fundamentals of acoustics o sound and acoustics o acoustic quantities o Sound signal analysis o psychoacoustic • Room acoustic o image source method o indoor sound-field o reverberation time o sound absorption o Objective acoustic parameters • Case studies o in situ acoustic measurements o calculation of the acoustic characteristics of closed environments using analytical methods • calculation of the acoustic characteristics of closed environments using analytical methods o description of the calculation software o classroom calculation examples • classroom calculation examples Teaching Methodologies On-line a-synchronous lectures References • Spagnolo R. Acustica. Fondamenti e applicazioni 2015 Utet • Everest F. A. Manuale di acustica. Concetti fondamentali, acustica degli interni 1996 Hoepli – Milano • Egan. D. Architectural Acoustic – 2007 J Ross Pub • Ermann M. Architectural Acoustics Illustrated – 2015 John Wiley & Sons, Inc., Hoboken, New Jersey. • I-Simpa - An Open Source software for 3D sound propagation modelling https://isimpa.univ-gustave-eiffel.fr/ Criteria for Micro-credentials achievement Evaluation methods Evaluation of an individual exercise on a case study performed by the student Lifelong Learning Courses SPOKE #4 Reference Person Massimiliano Condotta Key-descriptors Title Lighting Design and Assessment TAGS Indoor light – lighting parameters – lighting tool and software Duration 20 hours of a-syncronous on-line lessons Details Preliminary requirements Basic knowledge of Mathematics, Building Physics and 3D CAD Modelling Module description, including Knowledge & abilities to be achieved The objective is to understand the many aspects involved in the arrangement of lighting environments and to make informed choices, also considering the different characteristics of the available sources. Starting with the nature and definition of light, the mechanism of vision will be studied, analyzing the response of the visual system to different stresses. Photometric quantities and qualities will be reviewed to describe both light sources and illuminated surfaces. There will be no shortage of aspects involving light sources, natural light and luminaires, in particular LEDs technology. The last notions will have a more applied slant: calculation techniques and criteria for the design of indoor and outdoor lighting will be addressed, considering aspects related to performance and visual comfort and those related to energy saving. Contents of the course • FUNDAMENTALS OF LIGHTING o Nature of light. Human eye and light perception, visual and non-visual effects. • PHOTOMETRIC QUANTITIES o Luminous efficiency. Luminous flux. Illuminance. Luminance. • PHOTOMETRIC QUALITIES o Elements of colorimetry. The color of objects. Color and architecture. Color temperature. • CERTIFICATIONS AND STANDARDS o Lighting comfort. Veiling, Disability glare, luminance balance. o Standards and requirements (EU/Italian regulations). o Energy-saving and domotics in lighting. LENI index. • LIGHTING LAMPS o Indoor and outdoor lighting sources and lamps. o LEDS. The color perception and power supply of LEDs. • INTERIOR ARCHITECTURAL LIGHTING o Computational and simulation methods and software as a design tool. o Indoor lighting strategies against glare. Lighting for commerce and domestic use. Teaching Methodologies On-line a-syncronous lectures References • G. Forcolini, Lighting, Hoepli, Milano, 2004 • G. Moncada Lo Giudice, A. de Lieto Vollaro, Illuminotecnica, Masson/ESA, Milano (1993) • Manuale di illuminotecnica (a cura di Marco Frascarolo), Mancosu Editore Roma, 2010 • V.R. Lo Verso, C. Aghemo, Guida alla progettazione dell'illuminazione naturale, AIDI, Torrazzi, Parma, 2003 • M.C. Torricelli, M. Sala, S. Secchi, Daylight. La luce del giorno. Tecnologie e strumenti per la progettazione, Alinea Editrice, Firenze (1995) • M. David Egan, Victor W. Olgyay, Architectural lighting, McGraw-Hill, 2001 Criteria for Micro-credentials achievement Evaluation methods Individual case study developed by students according to standard requirements. Lifelong Learning Courses SPOKE #4 Reference Person Massimiliano Condotta Key-descriptors Title Spatial information system for spatial planning TAGS Gis, remote sensing, geodatabase, special planning Duration 20 hours of a-syncronous on-line lessons Details Preliminary requirements Basic computer knowledge Module description, including Knowledge & abilities to be achieved The scientific content of the course is concerned with the study of theories and processes useful for effectively exploiting, creating, and disseminating geographical information in response to a spatial problem. The course teaches the knowledge and skills to manage data from new ICT technologies to support spatial, urban, and environmental planning processes. The course develops skills and competencies for using big data and Remote Sensing Analysis and evaluating specific analytical methods to extract value and knowledge from them. The urban issues studied will concern environmental sustainability and climate-proof planning. For the two fields of study, the course will focus on defining working processes capable of constituting an innovative and effective cognitive framework for the spatial assessment of the three fields, from which to implement planning solutions and support decision-making. Contents of the course • New information technologies for spatial planning; • Gis and Giscience; • General principles and tools for database management; • Geographic component in databases (DB) and differences between the cartography and geo-database paradigms; • Vector" and "raster" models; • Principles of modelling reality through spatial databases; • Remote Sensing Analysis and satellite data; • Techniques and tools to produce thematic maps; Teaching Methodologies On-line a-syncronous lectures References Migliaccio F., Carrion D., Sistemi informativi territoriali. Principi e applicazioni, UTET Università, 2019 C. Ratti, La città di domani, Giulio Einaudi Editore, 2017 A. Vespignani, L’algoritmo e l’oracolo, il Saggiatore, 2019 Balducci A., Mantysalo R. (2013), Urban planning as a trading zone, Springer Vicari Haddock S., Moualert F. (2009), Rigenerare la città, Il Mulino Criteria for Micro-credentials achievement Evaluation methods Evaluation of an individual exercise on a case study performed by the student Lifelong Learning Courses SPOKE #5 Reference Person Franco Bonollo Key-descriptors Title Sustainability & Standards TAGS EU Standards, CEN, UNI Duration 24 hours Details Preliminary requirements Basic knowledge of Standardization Systems & Rules, Module description, including Knowledge & abilities to be achieved Contents of the course Teaching Methodologies A-synchronous on-line lectures, 4 nominal hours a week, 2 synchronous meetings with teachers, Final multiple-choice test References Criteria for Micro-credentials achievement Evaluation methods Evaluation of multiple-choice test performed by the student Lifelong Learning Courses SPOKE #5 Reference Person Eleonora Di Maria Key-descriptors Title Training Modules on LCA & Life Cycle Thinking TAGS Life cycle assessment, Life Cycle Thinking, sustainability assessment, circular economy Duration 24 hours Details Preliminary requirements The module content requires students to have a basic understanding of environmental sustainability, European policies on the environment, and international standardisation. Module description, including Knowledge & abilities to be achieved The module is organized into 5 sections: 1. introduction to LCT and LCA; 2. LCA principles and framework; 3. LCA to support environmental labels; 4. Life Cycle approach for sustainability assessment; 5. LCA for circular economy and for energy transition. Upon completion of the course, the students will acquire knowledge on: • Life Cycle Thinking approach; • principles and models to evaluate environmental impacts from the life cycle and circular perspective; • international requirements for LCA studies: ISO 14040-14044 standards; • areas of application of LCA studies in the industrial field and its main results; • goal, scope and contents of Life Cycle Costing, Social LCA and Life Cycle Sustainability Assessment; • international and European policies to support environmental impact assessment and life cycle approach. Contents of the course • Introduction to LCT and LCA: Introduction to Life Cycle Thinking (LCT) and Life Cycle Assessment (LCA); History of LCA and LCT; Need and benefits of an LCT approach for companies; Need and benefits of an LCT approach for the market; Need and benefits of an LCT approach for the public sector; Definition and approaches to sustainability; Examples: 17 Sustainable Development Goals, three pillars of sustainability; European policies related to Sustainability. • LCA principles and framework: ISO standards for LCA: ISO 14040 and ISO 14044; Goal & scope of LCA; Life cycle Inventory and Life Cycle Impact Assessment; Interpretation of results and Critical Review process; Strengths and weaknesses/advantages and disadvantages/ limitations of LCA; • LCA to support Environmental Labels; Carbon footprint (climate change) and Water Footprint (water scarcity); Ecological footprint (land use) and Ecological backpack / backpack (resource consumption); EPD and PEF. • Life Cycle approach for sustainability assessment: Social LCA (S-LCA); Life Cycle Costing (LCC); Life Cycle Sustainability Assessment (LCSA); Examples of S-LCA, LCC, SLCA • LCA for circular economy and for energy transition: LCA to compare recycling options; LCA to support circular innovation; LCA in renewable energies; LCA to support technology innovation and CE Teaching Methodologies A-synchronous on-line lectures, 4 nominal hours a week, 2 synchronous meetings with teachers, Final multiple-choice test References Hauschild M.Z., Rosenbaum R.K., Olsen S.I. (eds), Life Cycle Assessment. Theory and Practice. Springer, 2018. ISBN 978-3-319-56474-6. Criteria for Micro-credentials achievement Evaluation methods Evaluation of multiple-choice test performed by the student Lifelong Learning Courses SPOKE #7 Reference Person Elena Claire Ricci Lifelong learning Course Key-descriptors Title Sustainability and Agri-Food: awareness bites TAGS #sustainability #agri-food #entrepreneurship #EntreComp #CSR vs sustainability (legal perpesctive) #sciencecommunication; #edutainment Details Preliminary requirements No specific preliminary requirements Module description, including Knowledge & abilities to be achieved Starting questions: How is it still possible to spread the culture of sustainability in the Agrifood sector? What do we need to improve? A) Technical skills (Agrifood), b) entrepreneurial skills; c) legal skills; d) communication skills a) Module Technical Skills. This module will build a deeper understanding of what is sustainability and sustainable development in general and in the context of the food system, and how business decisions can be analysed and compared from a sustainability perspective. b) Module Entrepreneurship Competence: developing the attention to act upon opportunities and ideas, and to transform them into values for others; based on the abilities as creativity, critical thinking and problem solving, taking initiative and perseverance. c) Module Legal Skills. Knowledge and skills: knowing that there is a European legal framework that is constantly evolving and which companies must take into account to operate in the market. d) Module communication Skills. using tools offered by edutainment and science communication to spread their professional action in an effective and engaging but at the same time scientifically accurate way. Contents of the course Technical Skills: sustainable development in the agri-food sector Entrepreneurship Competence: remark and self-awareness on their own strengths and weaknesses Legal Skills: knowledge of the legal basics of sustainability Communication skills: tools of science communication and edutainment Teaching Methodologies A-syncronous on-line lectures, 4 nominal hours a week, 2 synchronous meetings with teachers (total of 20 h, possibly to be replicated more than once) References • Bruni F. e R. Silva, (in press) tra edutainment e gamification in Rivoltella P.C. e Rossi, P.G.. (a cura di) Tecnologie per la didattica, Pearson, Milano, pp. X-Y. • Cubico, S., Favretto, G., Leitão, J., Cantner (Eds.) (2018). Entrepreneurship along the Industry Life Cycle: The changing role of Entrepreneurial Activities and Knowledge Competencies. Switzerland (Cham): Springer • European Council (2018). COUNCIL RECOMMENDATION on key competences for lifelong learning https://eur-lex.europa.eu/legalcontent/EN/TXT/HTML/?uri=CELEX:32018H0604(01) • Libertini, M. Gestione “sostenibile” delle imprese e limiti alla discrezionalità imprenditoriale, in Contratto e Impresa n. 1/2023, p. 54 ss. • Stranieri, S., Orsi, L., Banterle, A., Ricci, E.C. (2019). Sustainable development and supply chain coordination: the impact of corporate social responsibility rules in the EU food industry, Corporate Social Responsibility and Environmental Management 29(2), 481-491. • UN General Assembly, Transforming our world : the 2030 Agenda for Sustainable Development, 21 October 2015, A/RES/70/1, available at: https://sdgs.un.org/publications/transforming-our-world-2030-agenda-sustainabledevelopment-17981 Criteria for Micro-credentials achievement Evaluation methods Online multiple choice test Lifelong Learning Courses SPOKE #8 Reference Person Alberto Marinò Lifelong learning Course Key-descriptors Title Digitalization and Sustainability in the Blue Economy TAGS Sustainability, Blue Economy, Energy, Ship & Marine technologies, Digital Twin, Machine Learning, Artificial Intelligence Details Preliminary requirements All profiles involved in industrial and professional activities with STEM backgrounds Module description, including Knowledge & abilities to be achieved The Blue Economy topics will be explored from different points of view, providing knowledge of the state of the arts, mega-trends, tools applied to Blue Economy and Marine systems. Contents of the course The length of the course is 24 lectures/hours, articulated in: Engineering and Architecture perspective: 10 lectures Informatics perspective: 6 lectures Life Science perspectives: 6 lectures Economics perspectives: 2 lectures Teaching Methodologies Asynchronous on-line lectures References Books, papers, websites Criteria for Micro-credentials achievement Evaluation methods Final test based on multiple-choice answers Lifelong Learning Courses SPOKE 9 Reference Persons Andrea Cangiani, Stefano Salon, Alberto Maspero Lifelong learning Course Key-descriptors Title Digital twins for sustainable economy TAGS Digital twin, data-driven modelling, data analytics, artificial intelligence, edge computing, physics-based modelling, physics-based machine learning, system modelling, model order reduction Details Preliminary requirements Background Module description, including Knowledge & abilities to be achieved Digital twins can play a significant role in promoting a sustainable economy by enabling more efficient resource management, optimized processes, and informed decisionmaking. Their strength is based on bridging the gap between the physical and digital worlds combining various technologies from sensors, data analytics, and artificial intelligence to simulation tools. The course will provide an overview of the tools required to compose a digital twin, covering: 1. Mathematical, numerical, and data-driven modeling 2. Automatic learning for Digital Twins 3. Practical case studies Contents of the course List of topics (indicatively, one topic/sub-topic, for each scheduled lecture Introduction to digital twins. Stages of digital twins deployment. Motivation and typical outcomes. Artificial Intelligence, Machine Learning and Deep Learning. (UNITS) Data-driven modelling, simulation, and control. (UNITS) Mathematical and Numerical Modelling. (UNIPD, SISSA) Numerical modelling, Finite Element Analysis, Reduced Order Modelling. (SISSA, UNIPD) The course will include in depth case studies demonstrating the use of digital twins in industrial, engineering, and environmental applications. Teaching Methodologies A-syncronous on-line lectures, 4 nominal hours a week, 2 synchronous meetings with lecturers/demonstrators. From edition 2 onwards, previous participants will be involved to report their experience. References Books, papers, websites Liu et al. Review of digital twin about concepts, technologies, and industrial applications. Journal of Manufacturing Systems 58:B, 346-361, 2021. Brunton & Kutz. Data-Driven Science and Engineering: Machine Learning, Dynamical Systems, and Control. Cambridge University Press, 2022. Hesthaven et al. Certified Reduced Basis Methods for Parametrized Partial Differential Equations. Springer, 2015. A. Thelen et al. A comprehensive review of digital twin – part 1. Structural and Multidisciplinary Optimization 65:354, 2022. Criteria for Micro-credentials achievement Evaluation methods Group work on a test case. Digital twin proficiency diploma Lifelong Learning Courses SPOKE 9 Reference Persons Antonia Larese, Mario Putti Lifelong learning Course Key-descriptors Title Mixed and stabilised finite element methods TAGS Physics-based modelling, high fidelity modeling, CFD, stabilization techniques Details Preliminary requirements Analysis and Linear Algebra of any degree in Mathematics, Physics, Computer Science and Engineering. An introduction to Functional Analysis Module description, including Knowledge & abilities to be achieved The course presents the theory of stabilized mixed formulations for partial differential problems and is aimed at PhD students in computational mathematics, physics and engineering. The instructor is Prof. Ramon Codina, an internationally renowned mathematician and civil engineer famous for his work in computational mechanics, and computational fluid dynamics as well as, precisely, for the definition and development of stabilization techniques for saddle point problems. Contents of the course List of topics (indicatively, one topic/sub-topic, for each scheduled lecture • Introduction to mixed methods. Some examples: Darcy’s problem, Stokes’ problem, Maxwell’s problem, Elasticity, Reissner-Mindlin plates. Finite element approximation. Matrix structure. • Finite element approximation of mixed problems: general theory. Babuska-LaxMilgram’s theorem. Generalised Cea’s lemma. Ladyzhenskaya-Babu ´ ska-Brezzi’s theorem. de Rham’s complex. • Stabilised finite element methods. Basic concept. The variational multi-scale approach. Application to mixed problems. • Darcy’s problem. Primal form, dual form. Inf-sup conditions and examples of compatible approximations. Stabilised finite element approximation. • Stokes’ problem. Two-field formulation. Three-field formulation. Inf-sup conditions and examples of compatible approximations. Stabilised finite element approximation. • Maxwell’s problem. Kikuchi formulation. An example of inf-sup stable approximation. Augmented stabilised finite element approximation. • Elasticity. Stress-displacement formulation. Stress-strain-displacement formulation. Infsup conditions. Stabilised finite element approximation. • Reissner-Mindlin plates. Derivation of the problem. Inf-sup conditions and examples of compatible approximations. Stabilised finite element approximation. • Introduction to hybrid methods. Hybridisation of Poisson’s problem. Inf-sup conditions. Stabilised finite element approximation Teaching Methodologies In presence, a-syncronous on-line lectures, 6 nominal hours a week (3 on Monday and 3 of Tuesday), 4 weeks References Books, papers, websites S.C. Brenner and L.R. Scott. The mathematical theory of finite element methods (Springer–Verlag, 1994). • D. Boffi, F. Brezzi and M. Fortin. Mixed Finite Element Methods and Applications (Springer-Verlag, 2013). • A. Ern and J.-L. Guermond. Theory and Practice of Finite Elements (Springer-Verlag, 2004) Criteria for Micro-credentials achievement Evaluation methods 50% homeworks, 50% written exam