Based on the learnings from implementing the framework, practice-oriented guidelines for the digitalization and adaptation of educational activities in the event of a crisis were established. They aim at guiding educators through the framework (IO1) step by step and demonstrate how to apply the proposed methodology for their courses by giving practice examples and links to the resources on the project website www.cresdet.eu
Please find the document here: Guidelines for engineering educators to design resilient online environments
Every crisis brings limitations that vary in intensity and duration, requiring rapid adaptation. The Covid-19 pandemic highlighted the vulnerability of higher education. A holistic description of restricting crisis conditions imposed on teaching activities can be considered a starting point for educators to evaluate whether educational objectives can still be met by the current mode of delivering education. Through the synthesis of past, current and future crisis events, a list of generic crisis conditions is introduced in this output.
This output encompasses three main objectives. In Part 1 a list of generic crisis conditions has been established. As a practical example the Covid-19 pandemic, as well as previous and potential future crises have been characterized accordingly (Part 2). Finally, three outlooks of the possible future development of the Covid-19 pandemic and their implications are given (Part 3).
Link to document: Crisis Scenarios in Higher Education
This output examines various course types and assessment approaches, considering different levels of technological support. It introduces layouts for implementing these course types and assessments based on the level of technological support available. These insights aim to assist educators in effectively implementing these approaches in their own courses.
Link to document: Course Types and Assessment Approaches
The emergence of a crisis requires to rethink of the delivery of the course with reference to its Intended Learning Outcomes, which are important in pedagogical exchanges so that educators and students can match their expectations on the purpose of any exchange. This review should aid educators, in designing the appropriate strategies, tasks and instructions, so that the intended outcome is met and to address different types of student learners. From a students’ perspective, it helps to clarify the objectives of taking a course. The output encompasses a review of Bloom’s Revised Taxonomy, Honey & Mumford’s Learning Styles, Gagne’s Principles for Instructional Design, and an array of educational approaches, methods, and tools. By assimilating insights, educators can enhance their pedagogical practices and create engaging and purposeful learning experiences.
Link to document: Review on Educational Objectives
This output facilitates the alignment of common teaching approaches, methods, and tools from IO1-A6 with suitable lecture types from IO1-A5 and student learning styles from IO1-A6. By establishing these connections, educators gain guidance on implementing these elements in physical or fully online course formats. The mapping process enhances understanding of how teaching elements and lecture types interact, considering the varied learning preferences of students.
Link to page: Educational Items Table
This output critically examines the challenges faced by educators during the pandemic, specifically distinguishing between well-planned online teaching and emergency remote teaching. It explores the crucial question of whether in-person teaching should be replaced or hybrid teaching improved in a post-COVID era. Additionally, it provides valuable insights on how to navigate future crisis events within an educational context. By addressing these key aspects, this work offers valuable guidance for advancing educational efforts beyond the pandemic and ensuring resilience in the face of future challenges.
Link to document: How to go forward with our educational efforts in the post-pandemic period
This output focuses on advancing crisis-resistant design education through the development and implementation of guidelines for crisis-resistant design education. Specifically, it centers on the digitalization of mechanical engineering education, with a focus on product design methodologies. With the global COVID-19 crisis highlighting the importance of crisis-resistant education, this report aims to showcase the practicality and effectiveness of the guidelines. By transforming four distinct courses in product design and related methodologies into a unified digital format, accessible to all partner institutions, the output aims to demonstrate the applicability and value of the guidelines.
Link to document: Applying the CResDET Methodology to enhance the European Product Development Course in Pro Hackin’
This output presents a case study report outlining the plan for a Computer-Aided Design course at the University of Zagreb’s Faculty of Mechanical Engineering and Naval Architecture. The unique crisis situation faced by the university, involving the complete refurbishment of the faculty buildings, has necessitated the relocation of all facilities and associated activities. With the relocation scheduled for April/May 2023, educators and researchers have taken proactive measures to mitigate potential disruptions to their teaching, research, and industrial collaboration endeavors. The report explores the precautionary steps undertaken to minimize negative consequences and ensure the smooth continuation of activities during this period of transition.
Link to document: Case Study: Relocation of all Faculty Facilities
This output presents a comprehensive model for adapting subjects to disruptive situations and compares it to the proposed framework. It highlights strategies to enhance the effectiveness of emergency remote teaching. The model provides valuable insights into the process of subject adaptation, enabling educators to navigate challenging circumstances and optimize their teaching practices. By examining the strengths and limitations of the proposed framework, this output offers practical recommendations for improving emergency remote teaching and ensuring the continuity of educational activities.
Link to document: Framework Evaluation Comparison of educators ad-hoc and systematic response to a crisis scenario
Link to paper presented at ICoRD23 conference: COVID-19 pandemic study ad-hoc reaction and premeditated transition