1. Context:Starting with the first founded university in Bologna in the 11th Century, higher education has been evolving continuously, yet the pace of this evolution is not as fast as the changes that we observe in practice. Today, this discrepancy is not only limited to the content of the curricula but also the expected skills and competencies. Each and every discipline has been in continuous search of the “right” way of formalization of education both content and skill wise. This project is focused on architectural design education incorporating discussions on the role of STEAM (Science Technology, Engineering, Art and Mathematics). It is proposed that STEAM as a holistic approach provides a valuable structure for curricula of architectural design education and related skills and competencies. It is evident that 21st Century skills and competencies should be much different than the ones delivered in the 20th Century due to rapidly developing and spreading new design and information technologies. This project re-positions STEAM in architectural design education by contemplating 21st-century skills (a.k.a. survival skills) of architects.2. ObjectivesArchiSTEAM project aims to define and embed necessary survival skills enabling learners to work in collaborative and interdisciplinary ways into architecture curricula by means of STEAM approach. The proposed structure of the curriculum helps architecture students to have the necessary knowledge and skills to become proactive members of the knowledge economy and be able to cope with future challenges and sustain their professions. In this regard, as it is explored in the ArchiSTEAM project, skill sets that should be conveyed to students are as important as the knowledge that they should gain through their education. The main objectives defined to realize this aim is listed below:Assessment of STEAM skills in existing curricula in architecture schools. It is aimed to reveal the best practices on how STEAM skills are addressed and how the generic STEAM module can be developed in this respect. Delivery of Generic STEAM modules regardless of the discipline aiming to furnish students with survival skills in rapidly changing environment and technology. Adaptation of developed generic STEAM modules in the existing architecture curricula.Development of architectural education content matching the learning objectives and outcomes considering the STEAM skills developed during the project.Development of digital materials for dissemination along with the best practices in proposed courses and the workshops. 3. Main Activities:Within the scope of this project, to fulfill the stated objectives, a comprehensive field analysis is conducted via research and questionnaires. The outcomes of these analyses are synthesized and a new module including the proposed skills are developed together with the researchers of the partner institutions via gathering activities i.e. transnational meetings, short-term trainings, and online meetings. Then, the outcome of these discussions is reported in a collaborative environment which can be reached from the project website (http://archisteam.com/outputs/). The proposed STEAM approach and related skills are tested through not only the adaptation of the modules into the courses of partner universities but also with the workshops conducted in Turkey, Bologna, and Aalborg with 25-30 students from each country. As a result of the courses and the workshops the proposed module is validated.4. Results and ImpactProject is aimed to add valuecreate and impact in terms of increase in quality ofin education based on STEAM approach. With this project, an educational epidemic promoting creativity through science, technology, engineering, art and math skills is triggered starting from architectural education. The utilization of this approach throughout the education life of individuals may facilitate the paradigm shift in educational design. The initial impacts are measured through the workshops and dissemination events conducted in the partner countries. The written and verbal feedbacks from students, instructors and professionals attending the dissemination events reveals that the proposed STEAM modules enables new perspectives in the field of education. 5. Longer-term benefitsThe outcome of the project is not only focused on architecture education and covers generic STEAM modules which are applicable to any discipline facing the challenge of adapting itself t rapidly changing conditions. As a result, nextfuture generations are aimed to be capable of adapting new technologies from a creative perspective resulting in innovative perceptions with sustainable skills in the course of lifelong learning. The qualitative shift of future generations competencies will provide added value in local, regional, national and international levels.

"<< Background >>At the core of ""Hacking Innovative Pedagogies: Digital Education Rewilded"" (HIP-DER) is the goal of fundamentally re-imagining traditional university education. This innovative project responds to the challenges of building a more equitable and inclusive digital society and emphasises the transformative role higher education can play in developing more active, digitally competent and diversity-minded European citizens. The intention is to rethink how to use new digital technology in more creative ways that support transformative pedagogical approaches. Such approaches in this project have an underlying philosophy of listening, responding and co-creating with networked communities of teachers and students and do so in innovative ways that allow us to ‘rewild’ out-of-date models of university education. By rewilding we mean processes that start by removing or unbundling traditional structures, objects and practices and refurbishing them with those more native, fit-for-purpose and transformative to a given environment. Rewilding is a response to the way many digital technologies have been merely assimilated into traditional ways of teaching and habitats of learning. It seeks to disrupt traditional approaches that have been slow to respond or lack agility to take advantage of exciting new pedagogical and interdisciplinary opportunities for 21st century learners. By hacking innovative pedagogies this project also seeks to re-envision the current higher education ecosystem by finding ways to connect and grow patches of unique teaching and learning into rewilded habitats of transformative pedagogy. Such habitats will also seed and support digitally-enhanced pedagogy that is equitable, diversity-minded and inclusive for all learners.<< Objectives >>Set against our reimaginative and transformative ambitions, this project has five main objectives.Firstly, it seeks to create active and unbounded learning spaces where teachers, students and digital education experts meet physically and virtually to reimagine traditional university habitats, formats, practices and infrastructures.Secondly, it aims to ‘hack’ existing pedagogy by finding creative ways of overcoming known barriers and obstacles to more innovative and transformative pedagogies.Thirdly, it endeavours to create a lasting legacy by building new places and spaces for the production of knowledge and open educational resources. This includes static and rich media, a digital makerspace and a MOOC that are freely available and can be shared through various powerful networks to inspire and support other European educators.Fourthly, it aims to develop teacher digital competences by providing self-assessment tools and empower the European teaching and learning community to utilise computerized systems in innovative, creative ways to improve and develop more effective digital teaching and learning capacities.Finally, the project is based on principles of equity, diversity and inclusion and all activities will aim at meeting the present needs of teachers and students since this will support them also in the future.<< Implementation >>The project implementation involves four stages:In STAGE 1 – we identify the success criteria of the project and develop a framework on how to build on teachers’ and students’ existing knowledge and experiences of integrating digital teaching and learning approaches. In STAGE 2 – we develop rewilding tools, including a digital Makerspace (a virtual place in which teachers and students with shared interests, can gather and work on digital pedagogy projects, sharie ideas, online tools, and knowledge), self-assessment methodologies and a MOOC.In STAGE 3 – we focus on the delivery and evaluation of resources and outputs, to fine-tune, adjust and ensure that digital pedagogy resources address the principles of equity, diversity and inclusion.In STAGE 4 – the activities will focus on the Dissemination, Exploitation and Evaluation, so we can ensure that resulting outcomes will reach European university teachers to the benefit of their students.<< Results >>The project we will produce 6 distinct results: Result 1: A state-of-the-art Report providing existing insights on HIP that establishes a strong foundation and allows us to connect experts in the field and pockets of current innovation.Result 2: A Framework for Rewilding Digital Learning Ecology - to provide a structure we can test and adapt so we can share effectively with others how to rewild their university education.Result 3: A Compendium of Innovative Practices - to illustrate with cases and stories for others derived from examples including from the project’s digital Makerspace.Result 4: Guidelines for Hacker Pedagogy - to provide a blueprint on how to apply a bottom up- approach to university pedagogyResult 5: Competency Assessment Tool - to self evaluate and self monitor progress in being digitally competentResult 6: A MOOC to synthesise and fully integrate our results through a powerful open access tool enabling continued upskilling, professional development and community building and connections.We will produce a number of publications including methodologies, published state-of-the-art reports and research findings which we will share with University communities and networks to share our findings and resources and seek critical and constructive feedback for improvement and ensure the successful spreading of the project’s results. These results will allow us to train trainers and use our networks to share transferable formats, methods and materials for in-service university teacher training.They will allow us to detail teaching examples that focus on hacking education development that support students` diversity, autonomy and voice and impact positively on European higher education digital competence building."

Artificial Biology, Robotics and Art (ABRA) is an exploratory project designed to promote knowledge alliances across the research fields of artificial biology, robotics, art and design in the context of sustainability. The project explicitly promotes transdisciplinary knowledge and capacity building in higher education in order to tackle the skills gaps and mismatches in students and educators while addressing environmental and climate goals and promoting excellence in teaching and skills development. Through transdisciplinary teaching and training, ABRA facilitates the exchange of sustainable best practices that foster creativity and innovation while developing a shared language that prepares students and teachers to tackle complex problems and solutions relevant for the twenty-first century. The starting point for ABRA is the recognition of the need to develop a transdisciplinary curriculum and training that keeps pace with scientific research and emerging technologies (artificial biology, robotics, artificial intelligence, material sciences, etc.). The most pressing problems facing human societies will require creative and innovative solutions from experts working jointly and collaboratively across disciplines and sectors, including science, technology, art, design and culture. There is mounting evidence that transdisciplinary research is more likely to produce ground-breaking results when compared to mono-discipline research. At present, curricula and advanced degree programs do not go far enough to promote transdisciplinary thinking and practice. When students complete their education, they are insufficiently prepared to work competently with actors and representatives from other fields. Transdisciplinary education supports learners with transferable tools and methods that enable adaptation required for working across fields and foster the permeability between different education and training pathways. ABRA specifically bridges the fields of art, science, engineering and design through the development of educational initiatives and capacity-building activities that contribute to novel collaborations and solutions that span the fields of artificial biology, robotics and art. The project’s objectives are:- To tackle the skills gaps and mismatches in students/educators/researchers by promoting transdisciplinary knowledge exchange that will lead to synergistic collaborations and research outcomes- To promote and reward excellence in teaching and skills development through the exchange of sustainable best practices that foster creativity and innovation- To address environmental and climate change by establishing an ongoing, multi-sector dialogue about concrete sustainable actions that can produce impactful solutions and practices - To create new pathways for art + science + engineering-driven creativity and innovation for increased sustainability- To promote capacity building for students and researchers and students that empower them to develop new processes, technologies, and methods of applying existing technology towards sustainable solutions.ABRA capitalizes on the significant transdisciplinary experience and expertise of the consortium members. Each of the consortium partners brings deep discipline-specific knowledge and expertise across interrelated areas. Specifically:1 - Aalborg University’s (AAU) Research Laboratory for Art and Technology (RELATE) and Human-Robot Interaction Lab focus on human-centered approaches and solutions for robots across industry, health and the arts. 2 - The Department CIBIO at University of Trento (CIBIO) integrates classical cellular and molecular biology approaches with the new powerful tools of systems and synthetic biology. 3 -Aalto University (AALTO) Art Department offers students access to emerging knowledge and practices at the intersection of multiple fields through an arts-driven engagement with societal, political, ecological and philosophical concerns and artistic approaches to art-science-technology practices. 4 - The Institute of Advanced Design Studies (ADES) in Hungary, a non-profit, independent educational organisation, offers studies in design for sustainability to students from all backgrounds, designed specifically to complement existing education programmes to increase educational diversity for sustainability across disciplines. ADES students are trained to bridge scientific and technological discoveries and developments with the needs in society and environment through design.

"Gender and Philosophy: Developing learning and teaching practices to include underrepresented groups (GaP)The underrepresentation of women and ethnic minorities in academic philosophy is a widely recognized fact in the Western world. The discipline has low rates of female students and especially low rates of female high level professionals (mostly less than 20%) even in the Nordic countries, known for a high level of gender equality. The current situation compromises the equal availability and accessibility of higher education, hinders the development of potential intellectual resources, and weakens the quality of higher education and its outcomes. The lack of women and minorities hampers the discipline of philosophy, which is distorted when the cultural and social experiences of the underrepresented groups are excluded. The underrepresentation of women and other minority groups has many reasons. Social and historical factors interact with methodological reasons, which are internal to the discipline of philosophy. The strategic partnership network “Gender and Philosophy” will approach the challenge of underrepresentation by focusing on methodological, pedagogical and didactic strategies in philosophy. By combining insights provided by problem based learning (PBL) and feminist philosophy and pedagogics, the network will develop teaching and learning practices that are able to address a growingly diversified student body. The project has the goal of enriching and transforming the teaching and learning of philosophy in general. In addition, the approaches taught aim at offering students of philosophy tools that strengthen their critical and creative thinking.The participants include four Northern European universities with strong research records in high quality feminist philosophy as well as a strong tradition of equality in higher education: University of Iceland, University of Jyväskylä, University of Aalborg and University of Oslo. The consortium creates synergies in innovative teaching and curricula development of feminist philosophy and enhances and deepens the potential of philosophy to tackle current problems and issues. The network will develop, implement and evaluate pedagogical methods by organizing four five-day summers schools with pilot character, one at each participant university. The emphasis is on new philosophical pedagogics, didactics and methodologies through which topical issues are addressed, thus enhancing the analytical and practical potential of philosophy. The schools are targeted for philosophy graduate students. The outcome of the summer schools development work and the insights of the network will be developed into a Teacher’s Manual “Strategies of Inclusion in Philosophy Teaching"". The handbook will be published electronically, the access to it will be open and free of charge and it will be distributed widely through the publishing events, professional networks of the participants and social media. Ultimately, the innovative practices developed by the network will be implemented in the Joint Nordic Master´s Program in Feminist Philosophy that is now being prepared by the strategic network. In addition to European academic philosophy and its gender and minority imbalance, the new methodologies and awareness of the connections between gender inclusion and methodological issues will have an effect on pre-university philosophy teaching by being included in high school teacher education. The results of the project will also be of use for didactics within other disciplines that deal with gender and minority imbalance."

With the fast pace of digitalization, the European Union needs adequate workforce trained in Information Technology (IT), especially the programmers who form the core of the software development industry. Unfortunately, the lack of workforce having needed skills in this area has been observed since years in the whole European Union. An obvious solution is to increase the efforts on programming education, especially encompassing the groups who are now underrepresented in the IT workforce. The main barrier, however, is the difficulty in learning programming as observed by various researchers.The project is motivated by the opportunity for a progress in passing this barrier created by the combined use of automated assessment, which provides fast feedback to the students experimenting with their code, and gamification, which provides additional motivation for the students to intensify their learning effort. Thus, programming can be learned in a less stressful way and becomes more achievable by students with less background education in the area. In the long term, it may help improve the perception of learning programming, drawing more people to this subject of education that would otherwise avoid it.The aim of the FGPE project was to provide a framework for application of gamification to programming education, primarily in higher education institutions. Five intellectual outputs were delivered: 1) a scheme for effective programming course gamification, including featured gamification concepts and rules of their application;2) a standardized way for exchanging programming exercises for interactive educational environments based on two formats:a) YAPExIL, covering the contents of programming exercises, such as: introduction, description of the problem, initial code, automatic test definition, feedback messages,b) GEdIL, covering the gamification-related data, such as: virtual rewards for solving the exercises, gamification rules that trigger them, and dependencies between exercises;3) a web tool (FGPE AuthorKit) for authoring, managing and sharing exercises in the above formats, and converting them from/to other formats;4) an interactive educational environment (FGPE PLE) able to process the exercises complying to YAPExIL/GEdIL formats, present them to the students via a web browser, automatically assess students' solutions, trigger defined gamification rules and generate relevant feedback;5) an open repository of 480 gamified programming exercises (each one available in English and in a selected national language) which can be used as they are or adopted to suit specific educational objectives.All the project outputs are freely available in the Internet under open source licenses. The delivered intellectual outputs were presented at multiplier events and educational conferences attaining positive feedback from the audience.The project results helped to change the way programming education is served - so far at the project partners, improving students' learning experience and paving the way for the expected long-term impact of improving the efficiency of programming education. The FGPE project results form a base that will be further extended in the ongoing FGPE+ project (2020-1-PL01-KA226-HE-095786).