Expected Results

IO1: Reference Framework for Inclusive Digital Education

In December 2021, after interviewing more than 100 students and 30 lecturers and surveying 1,955 students and 154 lecturers from Belgium, Estonia, Bulgaria, France and Poland, our partners shared the first result of the project.

With the lead of TalTech and ULB, the collected data were used to create the IO1 Reference Framework for Inclusive Digital Education. The framework includes conclusions, lessons learned, best practices and pitfalls from the transition to digital learning environments that was imposed by COVID-19.

Among others, the findings tackle the issues of digital exhaustion among the students and professors, the content, pedagogy & assessments methods used as well as what worked well and what can be improved.

This first result of the project:

  • answers the needs of the faculty when developing their digital lectures and when conceiving and managing digital academic programmes and curricula,
  • provides information on the students’ and professors’ expectations from a digital course
  • provides inspiration on how to adapt the pedagogy of a digital course,
  • provides recommendations on the mistakes to be avoided
  • proposes examples and best practices that can be generalised and warns about possible pitfalls.

You can download the report here.

IO2: Quality Assurance Framework for Inclusive Digital Education

The professors’ and students’ experiences as well as the recommendations included in the IO1 and “Reference Framework for Inclusive Digital Education” were used to create the “Quality Assurance Framework for Inclusive Digital Education”.

 

The QA framework was tested from November 2021 until February 2022 in a pilot phase that included 10 courses from the 5 partner universities representing more than 300 students. EFMD led the authoring of the QA Framework with input from all partners.

 

This second result of the project consists of:

  • the definition and operationalisation of inclusiveness of digital education,
  • the explanation of its links and contribution to all phases of digital pedagogy,
  • a methodology; indicators, measurement techniques and guidelines, to ensure an inclusive digital course of high quality.

 

You can download the report for free here.

IO3: Transferability Toolkit

In 2022, the project will promote and facilitate self-learning for the faculty when it comes to inclusiveness. IDEA will develop a toolkit that offers self-training materials for faculty members to engage in inclusive pedagogical approaches.

 

The partners will develop a variety of written and audio-visual material, with quick and practical advice on different aspects of inclusive teaching online that can be applied immediately.

 

This is a solution-based approach that answers the needs of faculty members who need:

  • concrete, practical recommendations and guidance regarding the standards for inclusiveness that the “quality assurance system” defined previously
  • concrete, practical recommendations and guidance regarding which tools work best in which situations and on what digital technologies fit to a specific pedagogic method
  • encouragement, insight and inspiration, e.g., through the example and guidance of colleagues, embedded in a collaborative exchange of practices

IO4: Resource Hub and
Evaluation Tools

Towards the end of the project, before March 2023, the partners will integrate all previously developed materials in an online platform and develop assessment tools to be used by the faculty and the students. The partners will use 10+ courses to pilot the assessment tools and finalise the features of the platform.

 

The interactive platform will provide access to evaluation instruments that offer a 360° appraisal concerning the inclusiveness of a course. It will offer customised services depending on the profile of the visitor (faculty or student).

 

Both the platform and the evaluation instruments are targeted at faculty members:

  • the platform is a one-stop shop that answers all needs of faculty, awareness, understanding, guidance and practical examples of the needed changes
  • the assessment tools respond to the need for a realistic evaluation and suggestions for improvement, currently inexistent
  • the assessment tools allow to check from the students’ and the faculty’s perspective, that the evolution in pedagogy results indeed in concrete changes
  • both, the platform and the assessment tools can be used in other settings, such as courses of secondary education, lifelong learning and VET.