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University of Exeter, Stocker Road, Exeter, Royaume-Uni

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Tim Quine - Participant of "International partnerships"

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Tim Quine - Participant of "International partnerships"

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Institution: The University of Exeter combines world-class research with excellent student satisfaction, from our campuses in the South West of England, in Exeter and Cornwall. We are one of the very few universities to be both a member of the Russell Group and have a Gold award from the Teaching Excellence Framework (TEF), evidence of our established international reputation for excellence in both teaching and research. Our success is built on a strong partnership with our students and a clear focus on high performance. Further information can be found online at: https://www.exeter.ac.uk/about/facts/profile/

Achievement or lesson learnt in the area of digitally enhanced learning and teaching: Recognising the need to be ready to deliver our entire portfolio in blended or fully online mode in 2020/21 and the scale of the transition required, I have worked with Education leaders across the University, Heads of Discipline, the Senior Management Group, the Vice-Chancellor’s Executive Group, Senate and Council to conceptualise Project Enhance, secure funding and ensure implementation. Calling on expertise from across the University, we have enabled colleagues to re-design modules and programmes for the blended environment rather than simply transposing online. Director of Education and student feedback is continuing to shape the implementation of the project.  Further information can be found online at: http://as.exeter.ac.uk/tqae/projectenhance/

A major challenge your institution tries to solve: The University of Exeter (UoE) declared an Environment & Climate Emergency on 20th May 2019 and it is essential that the University takes transformative, and fast, action to tackle the issue.  The Environment and Climate Emergency Working Group White Paper was developed by a team of over 30 staff and students, including our leading environment and climate experts and over 200 ideas from staff and students. The paper recommended new targets to reduce UoE carbon emissions and improve the environment, and the University is currently looking at how we can embed our Sustainable Development Goals into our curriculum. Further information can be found online at:  https://www.exeter.ac.uk/sustainability/newsandevents/climate/

Projects related to digitally enhanced learning and teaching currently involved in:  http://as.exeter.ac.uk/tqae/projectenhance/

https://excellence-in-education.co.uk

Bio:  Professor Tim Quine is the Deputy Vice-Chancellor (Education) and a Professor of Earth System Science at the University of Exeter. As the Deputy Vice-Chancellor Education, Tim is responsible for developing and delivering the University’s Education Strategy and monitoring and providing regular reports to Senate and Council. Tim is currently the sponsor of Project Enhance, which is facilitating the university’s approach to maintaining educational opportunities and outcomes for students in response to the Covid-19 pandemic through the provision of a blended model of teaching and learning. Key aspects of Tim’s portfolio include the development of our portfolio of degree programmes including Degree Apprenticeships; fair access, participation and progression; and graduate employability. Tim maintains a close partnership with the Exeter Students’ Guild and the Falmouth and Exeter Students’ Union to ensure the quality and continual enhancement of the student experience. Finally, Tim works closely with the Academic Dean for Students, Associate Academic Dean for Students, Director of Education & Student Support and the six College Associate Deans for Education to ensure that the University maintains its excellent academic quality and standards and seeks to innovate to improve the educational experience of all Exeter students.  Tim undertakes research in Earth Surface Science that focuses on perturbation of the terrestrial carbon cycle by soil erosion and sediment deposition and on long-term landscape evolution. Over 60% of his papers have been written with international collaborators; current projects take him to China, India and South America.

Recommended publication on the topic of digitally enhanced learning and teaching: https://www.exeter.ac.uk/about/vision/educationstrategy/

Must-see webinar on the topic of digitally enhanced learning and teaching: https://www.timeshighereducation.com/campus/michael-crow-future-online-teaching-learning

Social network information:  | LinkedIn: https://www.linkedin.com/in/tim-quine-3061081/?originalSubdomain=uk

Twitter: @timquine

What do you like to do when you are not working: Walking, gardening and photography

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Charles University, Opletalova, Vieille Ville, Tchéquie

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Josef Fontana - TPG Participant "International partnerships"

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Josef Fontana - TPG Participant "International partnerships"

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Institution: Charles University is one of the oldest universities in the world. Yet it is also renowned as a modern, dynamic, cosmopolitan and prestigious institution of higher education. It is the largest and most renowned Czech university, and is also the best-rated Czech university according to international rankings. There are currently 17 faculties at the University in Prague, Hradec Kralove and Pilsen. Our key priority is to continue to enhance its prestigious status as a research university. To achieve this aim, the University focuses strongly on research activities and it is the best-performing research institution in the country. Our nearly 50 000 students (over 7,000 from other countries) are enrolled in more than 300 accredited degree programmes. Charles University graduates enjoy one of the highest employment rates of any population segment in the Czech Republic. We collaborate with a broad spectrum of renowned universities from all over the world, and our priority is to enable every one of our students interested in studying abroad to do so. International cooperation has significantly strengthened the University’s international profile; these international links have also supported the University’s efforts to achieve high standards of excellence in joint research projects, its participation in many prestigious international organizations and university networks (https://cuni.cz/UKEN-1.html).

A major challenge your institution tries to solve:  To guarantee fair, credible and safe digital examination; To find the most effective and convenient way of digitally enhanced learning and teaching for our students and teachers;

To take care of the mental health and high motivation of our students and teachers in digitally enhanced learning and teaching.

Projects related to digitally enhanced learning and teaching currently involved in:   European University Alliance 4EU+ (webpage  https://4euplus.eu/4EU-1.html)

Central development project (national project) dedicated to the prevention of plagiarism and academic integrity of the digitally enhanced learning and teaching (webpage:  https://www.akademickaetika.cz/, Czech only)

Bio:  Member of the Rector's Board of Charles University – responsible for the E-learning and Plagiarism Prevention; Member of the Ethics Committee of Charles University; Expert Evaluator, National Accreditation Authority for Higher Education (Former Member of the Board);

Senior Lecturer in Medical Biochemistry.

Social network information: Linked in profile: https://www.linkedin.com/in/josef-fontana-712179131/

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Université Côte d'Azur, Sophia Antipolis, DS4H, Route des Lucioles, Biot, France

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Stéphane Azoulay -  TPG Participant "Curriculum and assessment"

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Stéphane Azoulay -  TPG Participant "Curriculum and assessment"

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Institution: Université Côte d'Azur

Position: Vice President for Education

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Adam Mickiewicz University, Wieniawskiego, Poznań, Pologne

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Rafal Witkowski - TPG Participant "International partnerships"

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Rafal Witkowski - TPG Participant "International partnerships"

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Institution: Adami Mickiewicz University, Poznań

Position: Vice-Rector for International Cooperation

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Università degli Studi di Foggia, Via Antonio Gramsci, Foggia, Italie

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Pierpaolo Limone - TPG Participant "International partnerships"

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Pierpaolo Limone - TPG Participant "International partnerships"

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Institution: University of Foggia
Public research university in the South-Est of Italy with 12000 students enrolled.

www.unifg.it

Bio:  Rector of the University of Foggia ,Full professor of Educational Psychology

Research interests: Instructional technology, MOOCs, digital learning, SSDT.

What do you like to do when you are not working? Movies and books

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Diana Andone - Chair of TPG "Strategy and organisational culture"

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Diana Andone - Chair of TPG "Strategy and organisational culture"

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Institution:  Politehnica University of Timisoara, Romania, established in November 1920,  is the first higher education institution in West Romania.  For 100 years, it has been an outstanding and modern university with a well-deserved reputation for excellence. The excellence is based on the academic programmes, the research and the support given to the students. The employability and employment record of our students are recognized worldwide and the physical environment of the University is highly appreciated. At present, the Politehnica University of Timisoara has 10 faculties and 4 independent departments with more than 15,000 full-time students and over 130,000 graduates.  http://upt.ro/

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:   Development of a digital education eco-system https://elearning.upt.ro/en/ https://cv.upt.ro/ https://unicampus.ro/

A major challenge that your institution tries to solve: Integration of long- term digital transformation with impact beyond education

Projects related to digitally enhanced learning and teaching currently involved in:  https://www.openvirtualmobility.eu/ https://digiculture.eu/en/ https://eudres.fhstp.ac.at/ https://www.mode-it.eu/

Bio:  Dr.ing. Diana Andone is the Director of the eLearning Center of Politehnica University of Timisoara, Romania, responsible for planning and implementing digital technologies, online learning technologies, and the university award winning Virtual Campus CVUPT. She is also associate professor at the Politehnica University of Timisoara, Romania, in the area of multimedia, interactive and web technologies. Since 1998, she teaches course modules in universities from UK, France, USA, Finland, Italy, Greece. She holds a PhD in Designing eLearning Spaces for Digital Students with Brighton University, UK, has extensive research experience with intense publication (over 17 books, 100 research papers, 11 Best paper Awards) and more than 30 research and educational projects, mainly funded by the European Commission.  She is passionate about the ubiquitous access to technologies and how they can be used to improve people’s life. Dr. Andone actively promotes the use of OERs, MOOCs and the open education principles, training for digital skills, acting in international associations (EDEN, IEEE, AACE, IADIS, IAFES,) actively supports the local start-up movement (StartUp Weekend, HackTM, hackathons, CoderDojo) and Girls in Tech, Women in Tech and STEM education. She also acts in the Board of Romanian NGOs (Pentru Voi Foundation), in Timisoara 2021 European Capital of Culture Task Force and in other voluntary organisations. Dr. Andone is EDEN Vice-President for Communication and Communities, and member in IEEE Education Society Board of Governors, and in IEEE Romania Section the Educational activities Chair.  https://elearning.upt.ro/ro/diana-andone/

Social network information:  https://twitter.com/diando70
https://www.facebook.com/diana.andone https://www.linkedin.com/in/dianaandone/

What do you like to do when you are not working? Voluntary work for social and cultural projects and foundations, reading, spending time with my dog, my family and friends, classic music and tennis.

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Université de Lausanne, Lausanne, Suisse

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Jean-François Van de Poel -  TPG Participant "International partnerships"

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Jean-François Van de Poel -  TPG Participant "International partnerships"

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Institution:  The University of Lausanne is a higher teaching and research institution composed of seven faculties where approximately 17,000 students and about 4,100 research, teaching and technical staff. Its research activities focus on three main themes: human and social sciences, life sciences and medicine, and environmental sciences. UNIL lays great store by the quality and innovation of its teaching. This is characterised by a highly interdisciplinary approach which is even reflected in the organisation of its faculties.

https://www.unil.ch/

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:  Development of digital strategy for UNIL :  https://www.unil.ch/numerique/fr/home.html Framework for digital culture development at UNIL (only in French for now) :   https://bit.ly/2Nwh8QW
Providing a full digital ecosystem for teaching :  https://www.unil.ch/coronavirus/teach

Providing a quality central service that respect every schools specificity.

A major challenge your institution tries to solve: Digital skills development oriented in the fields of teaching and learning.
Providing a digital and stable ecosystem designing to enhance teaching and learning quality.

Projects related to digitally enhanced learning and teaching currently involved in:
·   P8 project phase 1 funded by swissuniversities (digital learning outcomes) – 2019-2021 ·   P8 project phase 2 funded by swissuniversities (FUTURE UNIVERSITY) - 2021-2024

https://www.swissuniversities.ch/fr/themes/digitalisation/digital-skills

Bio:  After ten years spent in South-East Asia at the service of the Agence Universitaire de la Francophonie and its international university cooperation projects, I joined the University of Liège as a researcher in the field of educational technologies. Between 2004 and 2018, I created and developed the University's digital campus and then took over the management of the MOOC project between 2015 and 2018. I joined the University of Lausanne in 2019 as Deputy Director of Digital Affairs and am assigned to the Teaching and Learning Centre of UNIL. I am in charge of the development of our digital portfolio for teaching, the development of uses of educational multimedia and projects related to the development of digital skills. After studying robotics, I trained as a primary school teacher and also hold a master's degree in educational sciences, a master's degree in educational technologies and a master's degree in higher education pedagogy.

Recommended publication on the topic of digitally enhanced learning and teaching:
Bates, A. and Poole, G. (2003) Effective Teaching with Technology in Higher Education: Foundations for Success San Francisco: Jossey-Bass.

Horizon report teaching and learning edition 2020 : https://library.educause.edu/resources/2020/3/2020-educause-horizon-report-teaching-and-learning-edition

Must-see webinar on the topic of digitally enhanced learning and teaching:  EDEN COVID webinars serie

https://www.eden-online.org/covid-webinar-series/

Social network information:
https://twitter.com/JeffVandePoel
https://www.linkedin.com/in/jfvandepoel/

What do you like to do when you are not working?
Being a sad but avid and devoted Arsenal’s fan

Cycling
Watching movies

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Medical University - Plovdiv, bulevard "Vasil Aprilov", Plovdiv, Bulgarie

# data[].attributes.headline
Dilyana Vicheva - TPG Participant "International partnerships'

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Dilyana Vicheva - TPG Participant "International partnerships'

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Institution:  The Medical University of Plovdiv originates from 1945. It includes the Faculties of Medicine, Dental medicine, Pharmacy, Public Health, a Department of Languages and Specialized training, a medical college, and a hospital with 2000 beds. Facilities include laboratories, clinics, and units for diagnostics and treatment, research activities, and training of medical and dental students. The Central University Library offers the students 170,000 volumes in many languages as well as an internet hall and a local net system (with Medline and Micromedex available). Every year over 3800 Bulgarian and foreign students are trained at the Medical University – Plovdiv.  The university has pioneered in new methods and innovative technologies in endoscopic surgery and microsurgery, visual diagnosis, nuclear medicine, and radiotherapy. Latest research efforts are also focusing on the development of pharmacogenomics and personalized medicine that are in line with state-of-the-art healthcare programs from across Europe. The progress beyond state of the art is being sought in the design of new prevention, diagnosis, treatment, and social adaptation programs related to cancer, cardiovascular and neurological diseases. These programs also pay emphasis to the management and economics of health systems.  www.mu-plovdiv.bg

Achievement or lesson learnt in the area of digitally enhanced learning and teaching: http://portal.mu-plovdiv.bg/

A major challenge your institution tries to solve: Virtual E-learning, internationalization, robotization, medical digitalization.

Bio:  DILYANA VICHEVA PLOVDIV, BULGARIA +359 888 22 36 75 dilyanav@yahoo.com; vdilyana@gmail.com   VICE-RECTOR FOR INTERNATIONAL RELATIONS AND PROJECT ACTIVITY Professor in Otorhinolaryngology
1.  Congress President Elect ERS 2023
2.  Bulgarian Rhinologic Society – President
3.  Bulgarian Pediatric ORL Society - President
4.  Bulgarian ORL, HNS Society – Vice -president for International Relations
5. European Rhinologic Society – Official delegate for Bulgaria and Member of the Advisory Board 6.  Advisory Member of the IFOS 7.  UEMS ORL (Union of the European Medical Societies on ORL) – Board Member.
8. Club Plovdiv Optimist International – Honor President 9. Union „Plovdiv – the oldest city in Europe” – member of the executive board.
10. ESPO – council member
11. EAFPS – representative member
12.  CEORL,HNS – representative member
13. IAPO – member
14.  ARS – member 15.         ARIA - member 3 monographs, 9 chapters, 6 CD-Roms, 193 International publications, 152 Bulgarian publications, Member of National and international journals.

What do you like to do when you are not working? Travelling, dancing

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Democritus University of Thrace, Vasilissis Sofias, Xánthi, Grèce

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Zoe Gavriilidou -  TPG Participant "Curriculum and assessment"

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Zoe Gavriilidou -  TPG Participant "Curriculum and assessment"

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Institution:  Democritus University of Thrace is a comprehensive Greek University which was established in July 1973 and started operating during the academic year 1974-1975. It is currently operating 8 Faculties and 20 Departments in four cities of Thrace - 9 in Komotini, 5 in Xanthi, 4 in Alexandroupolis and 2 in Orestiada. Overall, more than 28,000 students are studying at DUTH at undergraduate and post-graduate level. The University offers 60 master's programmes and plays an important role in strengthening the national and cultural identity of the region of Thrace (Greece), and contributes to the high level of education in Greece. Relying on the quality of teaching and research level, DUTH has secured a place among the best Greek Universities. Democritus University of Thrace was evaluated by the Hellenic Quality Assurance and Accreditation Agency (HQA) in 2015 and passed an accreditation in 2018 (Grade: Fully Compliant) by the same Agency (see the accreditation report https://modip.duth.gr/wp-content/uploads/2020/05/ekthesi_pistopoihshs_esdp_duth.pdf).

Webpage: https://duth.gr/en/Home

Achievement or lesson learnt in the area of digitally enhanced learning and teaching: As soon as Democritus University of Thrace passed to distance learning (MARCH 2020), the newly founded Learning and Teaching Office produced useful guides for distance learning ( https://ctl.duth.gr/wp-content/uploads/2020/07/distance_learning_guide.pdf )and e-exams ( https://ctl.duth.gr/wp-content/uploads/2020/07/exams.pdf) and organized a series of webinars for the teaching  staff focusing on how to motivate and engage students in e-teaching.

A major challenge your institution tries to solve: Capacity  and  professional development  of  staff for the digital transformation.

Bio: I am a Professor of Linguistics at the Department of Greek Philology at Democritus University of Thrace and Vice Rector of Academic Affairs and Student Welfare at the same University. I am also Head of the Quality Assurance Unit of Democritus University of Thrace and Coordinator of The Teaching and Learning Center at my University. As Vice-Rector I am a member of the Greek Rectors' Convention. I was was the supervising coordinator of the THALES Project on Language Learning Strategies (total grant 600.000 euros) and also member of the experts’ committees for the revision of curricula in Greece and Cyprus in primary and secondary education. My main areas of research interests include language learning strategies, student-centered learning, higher education policies and quality assurance and language policies.

Social network information:  Twitter: @ZGavriilidou
Facebook: Zoe Gavriilidou

Instagram: Zoe Gavriilidou

What do you like to do when you are not working? I like reading literature (especially campus or historical novels) travelling and swimming.

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Rumelifeneri, Koc University, Sarıyer Rumeli Feneri Yolu, Sarıyer/Istanbul, Turquie

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Jale Hatil - TPG Participant "Curriculum and assessment"

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Jale Hatil - TPG Participant "Curriculum and assessment"

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Institution:  Koç University was founded in 1993 as a non-profit private university in Istanbul, Turkey. Since its establishment, Koç University has become one of the leading universities in Turkey, distinguished by notable contributions to the elevation of education, knowledge and service both domestically and beyond. https://www.ku.edu.tr/en/

Bio:  I am living in İstanbul, Turkey. I have an undergraduate degree of Teaching Mathematics. After three years of teaching mathematics experience in different levels of education, I decided to focus on academic studies in educational field to learn more about learning and instructional theories as well as improve effectiveness in teaching and learning practices. Now, I am a PhD student in the department of Learning Sciences at Bogazici University, Turkey. The purpose of this program is to provide a bridge between theory and practice in learning environments. On the other hand, I am working at Koç University Office of Learning and Teaching as a training assistant specialist. For this work, I deal with supporting students’ learning practices as well as implementing and supporting processes of Teaching Assistant Training Program. By means of these practices, I have a chance to think of how an effective learning and teaching practices can be designed in higher education level. Apart from academic and work life, I like spend time in nature. So, I go for a walk in the forest when I find a chance.

Social network information:  https://www.linkedin.com/in/jale-günbak-hatıl-33717038

What do you like to do when you are not working? Reading books, watching series, nature walk, yoga

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Rumelifeneri, Koc University, Sarıyer Rumeli Feneri Yolu, Sarıyer/Istanbul, Turquie

# data[].attributes.headline
Zuhal Zeybekoglu - TPG Participant "Curriculum and assessment"

# data[].attributes.subject
Zuhal Zeybekoglu - TPG Participant "Curriculum and assessment"

# data[].attributes.body
Institution:  Koç University was founded in 1993 as a non-profit private university in Istanbul, Turkey. Since its establishment, Koç University has become one of the leading universities in Turkey, distinguished by notable contributions to the elevation of education, knowledge and service both domestically and beyond. https://www.ku.edu.tr/en/

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:  We realized that it was important to change faculty members’ perceptions on digitally enhanced learning and teaching. Some misconceptions such as “students learn less in a digital environment”, “students should be given more workload” or “what works well in face-to-face would also work in digital environment” should be addressed carefully. In addition to institutional procedures and trainings, “professional development culture” should be established through creating routine support one-to-one services and organizing informal gatherings among faculty members with the help of learning management systems or different digital tools.  https://kolt.ku.edu.tr/faculty-support/teaching-remotely/ https://kolt.ku.edu.tr/faculty-support/new-faculty/

A major challenge your institution tries to solve:  One of the greatest challenges of our institution is to create and sustain online assessment procedures at the institutional level to be embedded into undergraduate and graduate programs by considering the recent law of personal data protection and institutional sensitivity on fair evaluation of each student.

Projects related to digitally enhanced learning and teaching currently involve in:  Institutionalize Educational Technologies Tech-Enhanced Clean Classrooms Digitalization Task Forces

https://it.ku.edu.tr/en/

Bio:  Zuhal Zeybekoglu received her Ph.D. degree in Educational Administration and Planning from Middle East Technical University, Turkey in 2011. She has twenty years of experience in higher education. She is currently with the Koç University Office of Learning and Teaching (KOLT). She oversees organizing professional development programs for faculty members, teaching assistants and academic support services for students. She actively designs and delivers workshops in different aspects of learning and teaching for faculty members. She conducts class observations and course evaluations and leads consultation sessions for faculty members who are interested in improving their course design and delivery by using high impact practices in face-to-face and online learning and teaching. She organizes focus group and survey studies with students, alumni and employers and advises program leaders and internal review committees in evidence-based curriculum review and development. Her main research interests focus on learning and teaching in higher education. She has published articles in national and international journals.

Recommended publication on the topic of curriculum and assessment: Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environments Research, 23(3), 269-290.

Must-listen podcast on the topic of digitally enhanced learning and teaching: https://teachinginhighered.com/podcast-category/online-learning/

Social network information: https://www.linkedin.com/in/zzeybekoglu/

What do you like to do when you are not working? Walking, pilates and cooking

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Emirgan, Sabancı University Sakıp Sabancı Museum, Sakıp Sabancı Caddesi, Sarıyer/Istanbul, Turquie

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Cem Güneri - TPG Participant "Strategy and organisational culture"

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Cem Güneri - TPG Participant "Strategy and organisational culture"

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Institution: Sabancı University (SU) is a young foundation university located in İstanbul (https://www.sabanciuniv.edu/en/). SU started education in 1999 and is already one of the leading universities in Turkey. There are 11 undergraduate, 50 master and 15 PhD programs at SU. These programs are placed under 3 faculties: Engineering & Natural Sciences, Arts & Social Sciences and the Business School. SU has 4200 undergraduate and 1200 graduate students as of 2020-21 academic year. Undergraduate education model of SU is unique in Turkey in several aspects. Students can choose their major areas (diploma programs) within two years of enrolment rather than being placed at departments from the start, which is the common practice in Turkey. The first year is a common core program for all students, regardless of their future program choices. From second year onwards the system is flexible, allows students to choose courses from disciplines other than their area of concentration.  Interdisciplinarity is highly valued and encouraged in both education and research. SU is a research university with advanced infrastructure for experimental research as well as arts and design. Research at undergraduate level is also highly encouraged and a special program is designed for this purpose.

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:   Successful implementation of online internships in Summer 2020:  https://gazetesu.sabanciuniv.edu/en/internship-and-career/sule-yalcin-successful-online-internship-program  SU Executive Development Unit continues its programs online since the start of the pandemic and has been very successful. https://edu.sabanciuniv.edu/en  In addition, education has been online since March 2020 with the exception of art classes and some engineering/science labs. Students’ feedback has been collected at various stages of this period, lastly as the end-of-term course evaluations at the end of Fall 2020-21. Overall satisfaction of SU students is rather high.

A major challenge your institution tries to solve:
Key areas we would like to work on during the TPG collaboration are:
·  Design of action plans of the strategy to meaningfully implement digital learning and teaching practices.
· Development of faculty members’ digital skills for education and means to encourage their engagement. \
·  Organizational structures to create an active digital learning environment and support those who would like to use such tools in their courses.
· In addition to a good design strategy of a fully online program, meaningful incorporation of digital learning in the existing programs. Including good hybrid education practices, good technology/pedagogy choices.
·  Use of MOOCs to support our efforts and improve the learning environment.

·  National and international partnerships in digital age (with both universities/research centers and industries/NGO’s) and strategic mindset in this context.

Projects related to digitally enhanced learning and teaching currently involved in: The main project for SU is the development of the 2020-2025 strategic plan, which is relevant to this TPG in many aspects. The other ongoing project for us is the newly built SU Digital Campus, which is designed to provide environment for online/hybrid learning. We hope to gain insight for both of these “projects” throughout the work of the TPG.

Bio:  Cem Güneri is a professor of mathematics. He has been with SU since 2001. He holds BSc degree from the Middle East Technical University and PhD degree from Louisiana State University, both in mathematics. His research areas can be sumarized as algebra and its applications in coding theory and cryptography. He graduated 13 graduate students in his career so far, 6 of whom were PhD students.  He was actively involved in developing undergraduate courses, minor and graduate programs in mathematics during his early years at SU. He served as the Vice Dean of the Faculty of Engineering & Natural Sciences between 2012 and 2018. Since 2018, he has been the Vice President responsible from education. He has been elected by students for Sabancı University’s annual teaching awards for the First Year Courses and the Graduating Class several times.

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National University Of Kyiv-Mohyla Academy, 1st Campus, Hryhoriya Skovorody Street, Kiev, Ukraine

# data[].attributes.headline
Olga Bershadska - TPG Participant "Curriculum and assessment"

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Olga Bershadska - TPG Participant "Curriculum and assessment"

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Institution:  https://www.ukma.edu.ua/eng/

National University of "Kyiv-Mohyla Academy" (NaUKMA) is a classic university that creates preserves and spreads knowledge in the natural, social, humanitarian and technical sciences. Kyiv-Mohyla Academy represents a community that forms nationally-conscious, honest, caring, creative personalities, who are able to think independently and act responsibly in accordance with the universal principles of Good and Justice, for the development of an open and democratic society.

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:  Methodology comes before technology. We understand that it is not enough to provide faculty with technology. And it is even not enough to teach them how to use the technology. It is about how you design teaching and learning process in new environments.

Here is the link to the recommendations we developed and which were distributed at national level  https://mon.gov.ua/ua/osvita/visha-osvita/rekomendacij-shodo-vprovadzhennya-zmishanogo-navchannya-u-zakladah-fahovoyi-peredvishoyi-ta-vishoyi-osviti

A major challenge your institution tries to solve: Ensuring academic integrity in online environment

Projects related to digitally enhanced learning and teaching currently involved in:  We are participating in the project “Academic Integrity & Quality Initiative” which is aimed at developing teaching methodologies and curricula that cultivate academic integrity in classrooms.

https://americancouncils.org.ua/en/programs/academiq/

Bio: I am the head of Education Quality Assurance department. I also teach cross-cultural communication courses for BA students and conduct trainings in our teaching excellence program for the faculty.

Recommended publication on the topic of curriculum and assessment:  Delivering High-Quality Instruction Online in Response to COVID–19. Faculty Playbook http://olc-wordpress-assets.s3.amazonaws.com/uploads/2020/05/Faculty-Playbook_Final-1.pdf It is a simple step-by-step multilevel manual.

Must-see webinar on the topic of curriculum and assessment:  A substantial online course on assessment in higher education https://www.coursera.org/learn/assessment-higher-education/home/welcome

Social network information:  https://www.facebook.com/olga.bershadska.7/

What do you like to do when you are not working?  I love reading and spend a lot on books. My recent favorite author is Fredrik Backman, especially his “My Grandmother Sends Her Regards and Apology”. When I was reading it, my youngest son came to hug me because I was crying.  I also like discovering new music and at the moment I am listening to a song of the Georgian folk-rock band “33a” here https://youtu.be/aEJMKCAoQbA To this music, I can really “dance like nobody’s watching”.  I love the sea and spend at least a week at the sea every year.  I have a dream to live at the seaside one day and the only thing that stops me is the Ukrainian winter at the Ukrainian sea.  And one more thing I’d like to share is that I love eating. I love mixture of different tastes and textures.  I love French, Italian, Georgian food. But if you think that I love cooking as well, the answer is no. I am conveniently married to a man who loves cooking 😊

# data[].attributes.location_name
University of Minho - Campus of Gualtar, Rua da Universidade, Braga, Portugal

# data[].attributes.headline
Manuel João Costa - TPG Participant "Curriculum and assessment"

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Manuel João Costa - TPG Participant "Curriculum and assessment"

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Institution:  University of Minho. 20,000 students.
2 campuses in two historical cities at the Province of Minho, 11 faculties
More facts and figures about UMinho: https://www.uminho.pt/EN/uminho/Pages/facts-and-figures.aspx

Position: Pro-Rector for Pedagogical Innovation and Student Affairs, Associate Professor at the School Medicine.

# data[].attributes.location_name
Karaganda Medical University, Gogol Street, Karaganda, Kazakhstan

# data[].attributes.headline
Viktor Riklefs - TPG Participant "Curriculum and assessment"

# data[].attributes.subject
Viktor Riklefs - TPG Participant "Curriculum and assessment"

# data[].attributes.body
Institution:  Karaganda Medical University is a research university established in 1950 and currently is a leading medical university in Kazakhstan for the training of qualified personnel in health care. It has a high reputation in the provision of educational, research, medical and diagnostic services.  Currently, the university implements multilevel training of specialists: post-secondary, undergraduate, postgraduate (master's, residency, PhD) and additional education in Medicine, Dentistry, Nursing, Pharmacy, Public Health, Biomedicine, Pharmaceutical Manufacturing. Training is carried out in Kazakh, Russian and English languages. There are more than six thousand students at the university, including more than 1200 international students. The university has graduates successfully working both in Kazakhstan and internationally.  The university is included into the World Directory of Medical Schools of WHO, WFME and FAIMER. It is a member of Magna Charta Universitatum (MCU),  European University Association (EUA), Association for Medical Education in Europe (AMEE), Association for the Study of Medical Education (ASME), Association for Medical Education of Asia (AMEA), Organization for the Defense of PhD in Biomedicine and Health in the European System (ORPHEUS), Organization for University Mobility in Asia and the Pacific (UMAP), International Academy for Educational Development (IAED), Barcelona Graduate School of Management Association (GSMB).  https://www.qmu.kz/en/

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:  Introduction of virtual patients and computerized open book written exams into curriculum. We gave several webinars on this topic in cooperation with International Association of Medica Science Educators (IAMSE) and Asian-Pacific Basic Science Educators Association (APBSEA). The documentation on the process has been uploaded into our official website (in Russian).  https://www.qmu.kz/ru/contents/list/1384 https://vimeo.com/491224080 https://julnet.swoogo.com/apbsea_webinar https://www.apbsea.org/#shar

A major challenge your institution tries to solve:  Developing concept of virtual university in the area of healthcare

Bio:  Viktor Riklefs, PhD, MHPE is the Vice-Rector for Academic Work of Karaganda Medical University (Kazakhstan). He holds the degree of International Master of Health Professions Education awarded by the Maastricht University (Netherlands) and PhD in Physiology awarded by the Ministry of Education and Science of Kazakhstan. In medical education, he is interested in assessment (progress test, OSCE), simulation-based healthcare instruction, e-learning, virtual patients, active learning (PBL, TBL) and curriculum development. He is also an active researcher of adaptation, stress, mind-body therapy, heart rate variability and nonlinear analysis of electrophysiological signals. He has more than 70 publications at international conferences, workshops, in Kazakhstan and Russian peer-reviewed journals, including more than 30 publications in medical education. He is the former Director of Simulation Centre and Director of Centre for Transfer of Innovative Technologies of KMU.

Recommended publication on the topic of digitally enhanced learning and teaching: Viktor Riklefs, Gulmira Abakassova, Aliya Bukeyeva, Sholpan Kaliyeva, Bakhtiyar Serik, Alma Muratova & Raushan Dosmagambetova (2018) Transforming medical education in Kazakhstan: Successful case of internationalization from Karaganda State Medical University, Medical Teacher, 40:5, 481-487, DOI: 10.1080/0142159X.2018.1441989

Must-see webinar on the topic of digitally enhanced learning and teaching: https://julnet.swoogo.com/apbsea_webinar

Projects related to digitally enhanced learning and teaching currently involved in:  Erasmus+ and Tempus CBHE projects:  Supra-regional Network of Medical Schools with established Medical Education Centres adopting Problem Based Learning http://epblnet.eu/  Training against medical error (TAME) https://tame-project.org  Fostering the doctor of the 21st century: education for patient-centered communication (FOR21) http://www.for21.eu/ (soon to be launched)

Social network information:  https://www.facebook.com/ricklefs https://www.researchgate.net/profile/Viktor-Riklefs

https://www.linkedin.com/in/vriklefs/

What do you like to do when you are not working? Web-programming (PHP, MySQL, JavaScript), travelling

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University of Deusto, Unibertsitate Etorbidea, Bilbao, Espagne

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Judit Cano Corbella - TPG Participant "International partnerships"

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Judit Cano Corbella - TPG Participant "International partnerships"

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Institution:  The University of Deusto has a long and recognised expertise in competency-based learning. Proof of this work is the leadership of the Tunin​g Academy which is an International Higher Education and Research Centre for the development of new concepts and methodologies, and for the improvement of the quality of learning and teaching.  For the last 10 years, our university has been working on online and hybrid synchronous learning models. But now we are making a firm commitment to methodological change and the inclusion of technology in the teaching-learning process.  Regarding internationalization, our university is both Basque and global, has deep roots, is open to the world, and has a universal outlook and mentality. As follows, the internationalization is one of the cross-cutting axes with 3 main spheres: Internationalization strategy, international projects and mobility.  With this regard, a best practice of internationalization activities carried out in collaboration with our International partners are the webinars within Global Deusto Remote Attendance Learning Model. Precisely, the student mobility is focused on: physical and virtual mobility. The virtual mobility is developed within the Deust​o International Virtual Campus,​ which is a campus with a multidisciplinary offer with courses on hot topics in English and Spanish designed specifically for international students. The virtual courses can be followed while staying in your home country and the schedule of all live lectures is inclusive with all time zones. Distance Learning can be complemented by participation in Virtual Events with the University Community and you will be able to engage in virtual activities such as e-Games Tournaments, debate groups etc.  As follows, it is important to highlight the strategic project, UNI​ C.​Its​ main aim is a truly European experience for a new generation of students who will advance the post-industrial transformations of our cities by empowering our students to co-create the UNIC University together with staff and city stakeholders.

Bio: Judit is the Global Engagement Office Director. She is Responsible for the development of internationalization strategies and process management. (delegated by the Vice-Rector for International Relations and Digital Transformation) [external lin​k]​

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University of Deusto, Unibertsitate Etorbidea, Bilbao, Espagne

# data[].attributes.headline
Roberto Carballedo - TPG Participant "International partnerships"

# data[].attributes.subject
Roberto Carballedo - TPG Participant "International partnerships"

# data[].attributes.body
Institution:  The University of Deusto has a long and recognised expertise in competency-based learning. Proof of this work is the leadership of the Tunin​g Academy which is an International Higher Education and Research Centre for the development of new concepts and methodologies, and for the improvement of the quality of learning and teaching.  For the last 10 years, our university has been working on online and hybrid synchronous learning models. But now we are making a firm commitment to methodological change and the inclusion of technology in the teaching-learning process.  Regarding internationalization, our university is both Basque and global, has deep roots, is open to the world, and has a universal outlook and mentality. As follows, the internationalization is one of the cross-cutting axes with 3 main spheres: Internationalization strategy, international projects and mobility.  With this regard, a best practice of internationalization activities carried out in collaboration with our International partners are the webinars within Global Deusto Remote Attendance Learning Model. Precisely, the student mobility is focused on: physical and virtual mobility. The virtual mobility is developed within the Deust​o International Virtual Campus,​ which is a campus with a multidisciplinary offer with courses on hot topics in English and Spanish designed specifically for international students. The virtual courses can be followed while staying in your home country and the schedule of all live lectures is inclusive with all time zones. Distance Learning can be complemented by participation in Virtual Events with the University Community and you will be able to engage in virtual activities such as e-Games Tournaments, debate groups etc.  As follows, it is important to highlight the strategic project, UNI​ C.​Its​ main aim is a truly European experience for a new generation of students who will advance the post-industrial transformations of our cities by empowering our students to co-create the UNIC University together with staff and city stakeholders.

Bio: Roberto is lecturer and researcher at the Faculty of Engineering. He is also the Head of EdTech at the

Educational Innovation Unit (delegated by the Vice-Rector for Academic Organization, Educational Innovation and Quality) [external lin​k]​ .

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Fevzi Çakmak, İzmir University of Economics, Sakarya Caddesi, Balçova/İzmir, Turquie

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Esin Caglayan - TPG Participant "International partnerships" 

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Esin Caglayan - TPG Participant "International partnerships" 

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Institution:  Izmir University of Economics (IUE) currently has eight Faculties, two Schools, three Vocational Schools, one Graduate School, and ten Research and Application Centers. These academic units offer 32 associate degree programs, 35 undergraduate programs, 38 graduate programs, and 9 different PhD programs. IUE is actively involved in internationalization with its more than 200 partnerships & networks from across the globe. Our university has embraced a comprehensive and multidimensional internationalization strategy and our global engagement includes curriculum cooperation, strategic partnerships, student and faculty mobility, degree and institutional mobility, and research collaboration. All our academic programs are benchmarked against the top global institutions, and the learning outcomes and curriculum structures are formulated in strict adherence to international accreditation standards, and in full alignment with the Bologna Process, and the Turkish National Qualifications Framework. IUE has embraced and been promoting technology-enhanced learning & teaching since 2015 through the initiative called ‘Smart Campus’, the components of which are university-wide used LMS/VLE, Lecture Capture system, and Learning Analytics. IUE’s Teaching and Learning Centre (TLC) offers regular training sessions on both using digital technology as a learning and teaching tool as well as pedagogy and didactics (e.g. student-centred course and syllabus-design, student-retention and engagement, assessment for learning and accessibility). https://www.ieu.edu.tr/en https://www.ieu.edu.tr/tlc/en/about-smart-campus TLC’s website: https://www.ieu.edu.tr/tlc/en/seminars-and-workshops

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:  TLC’s website: https://www.ieu.edu.tr/tlc/en/seminars-and-workshops One of the series of the training sessions: https://phoenix.ieu.edu.tr/betanix/uploads/cms/tlc.ieu.edu.tr/7563_1601552920.pdf   The TLC designed an asynchronous course on “Effective Teaching” available on the LMS to IUE’s faculty members. (https://phoenix.ieu.edu.tr/betanix/uploads/cms/tlc.ieu.edu.tr/6493_1611929599.pdf)  Research on the use of instructional technologies is also of prime importance to us. The TLC has had two studies published; one on Usage Patterns and adoption of lecture capture (https://doi.org/10.1007/s10758-020-09435-9) and another one on Evidence-Based Learning Design through Learning Analytics (https://doi.org/10.1007/978-3-030-47392-1_21)  As peer-to-peer learning is one of the education principles that IUE embraces, the TLC also offers peer-tutoring program as well as student-led workshops. https://www.ieu.edu.tr/tlc/en/for-students

Bio:  As an assistant professor of education management and Director of Teaching and Learning Research & Application Centre, my role involves designing training sessions for students & instructors and providing guidance on instructional technologies. I have also presented at conferences & published articles. Two of my co-authored recent publications are titled Evidence-Based Learning Design through Learning Analytics, and "A Study Exploring Students’ Usage Patterns & Adoption of Lecture Capture". The Teaching and Learning Centre has been the building block of the digitalisation of instruction at IUE. As director of the centre and system administrator of the learning management system and analytics platforms, I have been working on learning design, curriculum and digital material development, adoption of digital learning tools as well as learning analytics. It is my desire to establish more institutional networks, initiate new projects and contribute to IUE’s efforts to becoming a key contributor in the area of digital internationalisation. https://www.linkedin.com/in/esin-caglayan-phd-6307/

Social network information: https://www.linkedin.com/in/esin-caglayan-phd-6307/

What do you like to do when you're not working?  I enjoy travelling and outdoor sports such as trekking, however, I cannot do them both as much as I used to during the pandemic.

As a lifelong learner, I try not to miss any webinars or conferences in my field and have been a ‘Clubhouser’ recently.

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University of Exeter, Stocker Road, Exeter, Royaume-Uni

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Mark Goodwin - TPG Participant "International partnerships"

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Mark Goodwin - TPG Participant "International partnerships"

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Institution:  The University of Exeter combines world-class research with excellent student satisfaction, from our campuses in the South West of England, in Exeter and Cornwall. We are one of the very few universities to be both a member of the Russell Group and have a Gold award from the Teaching Excellence Framework (TEF), evidence of our established international reputation for excellence in both teaching and research. Our success is built on a strong partnership with our students and a clear focus on high performance.

https://www.exeter.ac.uk/about/facts/profile/

Projects related to digitally enhanced learning and teaching currently involved in: https://www.exeter.ac.uk/teaching-excellence/educationincubator/about/

Bio: Professor Mark Goodwin leads on Global Engagement for the University of Exeter. He is responsible for the delivery of the University’s Global Strategy and has oversight of all of the University’s global activities, including international student recruitment and global partnerships. Our growing portfolio includes significant strategic partnerships with international universities including the University of Queensland and the Chinese University of Hong Kong.

Recommended publication on the topic of international partnerships: https://www.exeter.ac.uk/about/vision/global/

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Stephen Rutherford - Chair of TPG "Curriculum and assessment"

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Stephen Rutherford - Chair of TPG "Curriculum and assessment"

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Institution:  Cardiff University is a research-intensive (‘Russell Group’) University in Wales, UK. In 2018-19, Cardiff University had approximately 33,000 students enrolled. c.26,000 students from the UK/ EU, c.7000 from outside the EU; c.24,000 were undergraduates and c.9,000 postgraduates. Cardiff’s student population accounts for approximately a quarter of all students studying in Wales, and a third of our students are from Wales. Cardiff University therefore has a major role in the Welsh HE sector. Cardiff University ranks eighth in the UK, and fourth in the Russell Group, in terms of the size of our home/EU undergraduate student body. Cardiff University has c.7000 staff, including just under 3000 academic staff, and a substantial number of professional services staff in roles related to the support of learning and teaching. Cardiff University consists of 24 Schools, divided between three Colleges: Biomedical and Life Sciences; Arts, Humanities and Social Sciences; and Physical Sciences and Engineering. Within each College there are Deans of Undergraduate and Postgraduate education. Cardiff University is also an integral part of the Coleg Cymraeg Cenedlaethol, which works strategically across the sector to develop and support Welsh Medium Provision. Learning and Teaching, along with Research, and Innovation and Engagement, forms one of the three major activities of the University.  https://www.cardiff.ac.uk/about

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:  Cardiff University is currently engaged in a wide-scale project to enhance assessment practices in the digital-focused learning and teaching environment. This project is also part of our current overall ‘Digital Education Strategy’, which began in the early months of the Covid-19 pandemic, and has revolutionised blended and online learning for the University. The sudden requirement to move to assessment practices through digital media enabled us, as an institution, to re-examine our approaches towards assessment, and how it integrated into our learning and teaching practices as a whole. (http://blogs.cardiff.ac.uk/CESI/2020/07/07/assessment-design-in-a-digital-environment)

We have assessment as a major theme within our ‘Learning Hub’ of shared good practice (https://www.cardiff.ac.uk/learning-hub).

A major challenge your institution tries to solve: Enhancing and improving assessment and feedback practices is a major concern to Cardiff University, and to the UK HE sector in general. The key challenge is how to integrate assessment and feedback into overall learning and teaching activities, so that assessment becomes assessment for learning, or assessment as learning, rather than just assessment of learning. This requires a fundamental rethink of the role of assessment in the ‘learning journey’ of a student.

Bio:  My name is Steve Rutherford, and I am a Professor of Bioscience Education, and Head of the ‘Education Division’, in the School of Biosciences, Cardiff University. I was formerly Director of Undergraduate Education within the School of Biosciences. I am also Academic Lead for learning and teaching professional development courses at Cardiff, in the Centre for Education Support and Innovation. During 2020 I was a working group lead in our ‘Digital Education Project’, to support the move to online teaching due to Covid-19, leading the ‘Staff Training and Development’ strand of the project. I was awarded a prestigious ‘National Teaching Fellowship’ in 2016, and I am a Senior Fellow of the Higher Education Academy. I have a PhD, as well as a Masters degree and Doctorate in Education. My pedagogic research focuses around the development of self-regulated learning during the transition to university, student engagement in assessment and feedback, and collaborative learning in HE. I also have a strong interest in the social interactions between students, and the development of student learning communities, and ‘Personal Learning Networks’. I am the lead on a new Erasmus+/EU-funded joint project (with 5 other European institutions) on self-regulation and student partnership in assessment.

https://www.cardiff.ac.uk/people/view/81269-rutherford-stephen

Recommended publications on the topic of curriculum and assessment:  This publication and link to the supporting website is the backbone of the student-staff partnership in assessment approach which is the backbone of my TPG community. Authored by Prof. Carol Evans of Griffiths University, Australia.  https://eprints.soton.ac.uk/417264 https://eatframework.org.uk   This paper is also an important review of the literature around self-regulation in assessment.  https://journals.sagepub.com/doi/full/10.3102/0034654312474350

Must-see webinar on the topic of curriculum and assessment:  This seminar, by Prof. Carol Evans, summarises many of the key concepts of student-staff partnership in assessment design.  https://www.youtube.com/watch?v=ZJvaKryuwAo

Projects related to digitally enhanced learning and teaching currently involved in:  Over the summer of 2020, Cardiff University undertook a project to develop and promote digital education, in preparation for the new academic year, a large proportion of which would need to be online. This project took 5 months, and involved over 120 members of staff who volunteered to be partners in the activities. Divided into 8 working groups, every aspect of digital education was addressed, including curriculum design, assessment, practical/clinical teaching, staff and student training, and support. The positive impact on students and staff when the new academic year began was extremely significant.  http://blogs.cardiff.ac.uk/CESI/2020/06/16/a-principled-approach-to-online-learning/  http://blogs.cardiff.ac.uk/CESI/2020/06/23/not-sure-what-to-do-about-online-teaching-next-year-dont-worry-help-is-on-its-way/  http://blogs.cardiff.ac.uk/CESI/2020/10/01/starting-the-semester/

http://blogs.cardiff.ac.uk/CESI/2020/10/07/working-collaboratively-to-support-digital-education/

Social network information: http://www.twitter.com/sm_rutherford

What do you like to do when you're not working? When not working, I am usually found walking my dog (a very large, hairy, and none-too-bright ‘Otterhound’ (one of the rarest breeds of dog, worldwide). I am also a historical re-enactor (mostly English Civil War, where I am a military drummer. I also have a very strong interest in the history of surgery, especially military surgery, and have contributed chapters on the biomedical validity of 17th Century surgical techniques to published scholarly books, and helped create an exhibition on early modern medicine for a Civil War museum.

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Stephan Scheuner - TPG Participant "International partnerships"

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Stephan Scheuner - TPG Participant "International partnerships"

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Institution: Leuphana University Lüneburg is a mid-size public university of the German federal state of Lower Saxony with approx. 10.000 students. It combines a tradition in social, economic and cultural studies with environmental sciences and a long-standing commitment to pedagogical training.  With its guiding principles “humanistic – sustainable – proactive”, Leuphana is committed to delivering outstanding education and research that is relevant to its students and staff, to the demands of a thriving economy, and to facing the challenges of 21st century society. Leuphana combines personal and academic development, interdisciplinary problem-solving and self-directed learning, with the readiness to take on social responsibility for shaping the future in a sustainable manner.  Leuphana's award-winning study model, consisting of 3 schools (College, Graduate School and Professional School for continuing education) and 4 faculties, is unique in Germany and internationally connectible. This innovative edge shall be used to expand existing international collaborations and programs by strengthening our competitiveness and increasing our attractiveness - digital tools and technology play a key role in this, especially to promote student mobility (incoming and outgoing). As a digitised institution, we want to take responsibility for helping to shape social change. Our goal is to become a truly international European university.

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:  The ad-hoc shift to a digital / hybrid mode of operation of nearly all our learning and teaching activities in order to allow for an uninterrupted study and learning environment for our 10.000 students. This included amongst others:
-  Ad-hoc shift of close to 90% of our 1.600 classes to digital / hybrid formats due to the Corona pandemic in spring 2020 which allowed for an undelayed start of the Spring Term.
-  Subsequent successful implementation of online exams for approx. 350 exams
-   Establishing modes of interaction and consultancy services for all stakeholders regarding questions of how to implement digital solutions.
-  Implementation of a hybrid version of Leuphana’s Opening week which, due to a sophisticated blend of digital and physical elements and a thorough health and safety protocol allowed for physical interaction between the new students on campus.
The Digital Semester @Leuphana https://www.leuphana.de/en/college/calendar/news/single-view/2020/06/08/about-plants-balls-and-an-on-time-start-to-the-semester.html
Hybrid Opening Week@Leuphana https://www.leuphana.de/en/college/first-semester/opening-week.html

A major challenge your institution tries to solve:  The somewhat forced leap in digitalization has unleashed a plethora of innovative solutions and ideas for digitally enhanced teaching. On an institutional level, this brings new challenges: -  How can we consolidate / bundle / focus the “single player” development and innovation efforts (of various first movers within the university community) into a coherent digital innovation roadmap to harvest the huge innovation leap during the recent adhoc digitalization leap?
-  How can we now make sure that digital best practices are reaching the whole of our faculty and are also shared with potential partners in order to create a lasting impact?   Regarding individual digitally enhanced solutions, the following challenges remain pertinent:
-  Leuphana focusses on personal development for which personal interaction and an inspiring (physical) environment are key; how can we come as close as possible to these conditions in digital formats (esp. in pandemic times)?
-  How can we create fair, didactically valid, quality controlled digital assessment / examination scenarios without intruding on the privacy etc. of the students?

Projects related to digitally enhanced learning and teaching currently involved in:
Data Literacy - DATAx (Stifterverband): https://www.leuphana.de/en/universitaet/entwicklung/lehre/projekte/datax.html
• Leuphana Home Sessions: Free Online Education https://www.leuphana.de/en/professional-school/events/leuphana-home-sessions.html
• Global Classroom: https://www.leuphana.de/zentren/cgsc/forschung-projekte/global-classroom/study-program.html   • CODIP Competencies for Digitally-Enhanced Individualised Practice: https://www.leuphana.de/en/research-centers/zzl/codip.html
• Digital Didactic Workshop: https://ddw.web.leuphana.de/
• CREATES Project (Erasmus+): http://europe-creates.eu/

• Leuphana…auf dem Weg! (Federal Ministry of Education and Research): https://www.leuphana.de/en/university/history/teaching/projekte/project-leuphana-auf-dem-weg.html

Bio: I am a consultant for university development in Leuphana’s President’s Office. My background is in Mechanical Engineering.  I was born and raised in Northern Germany, then moved around quite a bit but came back as soon as I had the chance.

Recommended publication on the topic of digitally enhanced learning and teaching: Noam (1995): Electronics and the Dim Future of the University. Science (270)  https://science.sciencemag.org/content/270/5234/247

It is always fun to go re-investigate old prophecies and see how well they have aged. After almost one year of zoom calls and close to zero physical interaction on campus, Noam’s doomsday scenario from the 1990s about how Information Technology and digital solutions might make universities obsolete almost feels like a comical read. I have always liked the premise of the article though, because it makes you realize that firstly, digital technologies are and should never be more than a means to an end and secondly, that universities have to be, do and enable more than “just” creating, storing, sharing and distributing knowledge and information to stay relevant and not become obsolete.

Social network information:  https://www.linkedin.com/in/stephan-scheuner-28103627/

What do you like to do when you are not working? Cooking (and eating), playing ice hockey, spending time with my family, travelling and hanging out with friends.

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Julia Webersik - TPG Participant "International partnerships"

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Julia Webersik - TPG Participant "International partnerships"

# data[].attributes.body
Institution:  Leuphana University Lüneburg is a mid-size public university of the German federal state of Lower Saxony with approx. 10.000 students. It combines a tradition in social, economic and cultural studies with environmental sciences and a long-standing commitment to pedagogical training.  With its guiding principles “humanistic – sustainable – proactive”, Leuphana is committed to delivering outstanding education and research that is relevant to its students and staff, to the demands of a thriving economy, and to facing the challenges of 21st century society. Leuphana combines personal and academic development, interdisciplinary problem-solving and self-directed learning, with the readiness to take on social responsibility for shaping the future in a sustainable manner.  Leuphana's award-winning study model, consisting of 3 schools (College, Graduate School and Professional School for continuing education) and 4 faculties, is unique in Germany and internationally connectible. This innovative edge shall be used to expand existing international collaborations and programs by strengthening our competitiveness and increasing our attractiveness - digital tools and technology play a key role in this, especially to promote student mobility (incoming and outgoing). As a digitised institution, we want to take responsibility for helping to shape social change. Our goal is to become a truly international European university.  https://www.leuphana.de/en/

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:  The ad-hoc shift to a digital / hybrid mode of operation of nearly all our learning and teaching activities in order to allow for an uninterrupted study and learning environment for our 10.000 students. This included amongst others:
-  Ad-hoc shift of close to 90% of our 1.600 classes to digital / hybrid formats due to the Corona pandemic in spring 2020 which allowed for an undelayed start of the Spring Term.
-  Subsequent successful implementation of online exams for approx. 350 exams
-  Establishing modes of interaction and consultancy services for all stakeholders regarding questions of how to implement digital solutions.
-  Implementation of a hybrid version of Leuphana’s Opening week which, due to a sophisticated blend of digital and physical elements and a thorough health and safety protocol allowed for physical interaction between the new students on campus.  The Digital Semester @Leuphana https://www.leuphana.de/en/college/calendar/news/single-view/2020/06/08/about-plants-balls-and-an-on-time-start-to-the-semester.html  Hybrid Opening Week @Leuphana https://www.leuphana.de/en/college/first-semester/opening-week.html

A major challenge your institution tries to solve:  The somewhat forced leap in digitalization has unleashed a plethora of innovative solutions and ideas for digitally enhanced teaching. On an institutional level, this brings new challenges: - How can we consolidate / bundle / focus the “single player” development and innovation efforts (of various first movers within the university community) into a coherent digital innovation roadmap to harvest the huge innovation leap during the recent adhoc digitalization leap?
-  How can we now make sure that digital best practices are reaching the whole of our faculty and are also shared with potential partners in order to create a lasting impact?
-  How can digital means ensure an international experience for all students?
-  How can digital approaches and formats be harnessed to attract international students?  Regarding individual digitally enhanced solutions, the following challenges remain pertinent:
-  Leuphana focusses on personal development for which personal interaction and an inspiring (physical) environment are key; how can we come as close as possible to these conditions in digital formats (esp. in pandemic times)?
-  How can we create fair, pedagogically valid, quality controlled digital assessment / examination scenarios without intruding on the privacy etc. of the students?

Projects related to digitally enhanced learning and teaching currently involved in:
•  CREATES Project (Erasmus+): http://europe-creates.eu/
•  DATAx (Stifterverband): https://www.leuphana.de/en/universitaet/entwicklung/lehre/projekte/datax.html
• Leuphana…auf dem Weg! (Federal Ministry of Education and Research): https://www.leuphana.de/en/university/history/teaching/projekte/project-leuphana-auf-dem-weg.html
Data Literacy
• Global Classroom: https://www.leuphana.de/zentren/cgsc/forschung-projekte/global-classroom/study-program.html

Bio:  I am the director of Leuphana Teaching Service. As such, central areas of my responsibility are:
-  Strategic development of Leuphana University in the area of teaching & learning
-  Assisting the President in his function as spokesperson of the Commission for Teaching and Learning in Lower Saxony; coordination of strategic processes on state-level
-  Acquisition of third-party funds in the area of teaching & learning
-  Management of the Leuphana Teaching Service.
My background is in German linguistics, Pedagogy, English and Spanish Philology.

Recommended publications on the topic of digitally enhanced learning and teaching:  European Commission: Digital Education Action Plan 2021-2027:  https://ec.europa.eu/education/sites/default/files/document-library-docs/deap-communication-sept2020_en.pdf

European Commission:  DigComp 2.0:The Digital Competence Framework for Citizens.  https://publications.jrc.ec.europa.eu/repository/bitstream/JRC101254/jrc101254_digcomp%202.0%20the%20digital%20competence%20framework%20for%20citizens.%20update%20phase%201.pdf

Social network information: https://www.linkedin.com/in/dr-julia-webersik-6a20b492/?originalSubdomain=de

What do you like to do when you're not working? Spending time with my family (husband + 2 daughters, 15 and 12 years old), Nordic Walking, reading, travelling, hanging around with friends

# data[].attributes.location_name
University of Saint Andrews, St Andrews, Royaume-Uni

# data[].attributes.headline
Stephen Tyre - TPG Participant "Strategy and organisational culture"

# data[].attributes.subject
Stephen Tyre - TPG Participant "Strategy and organisational culture"

# data[].attributes.body
Institution: The University of St Andrews was founded in 1413. It has around 10,000 students, from more than 130 different countries. The University comprises 19 academic schools, offering undergraduate and postgraduate programmes mainly in ‘academic’ rather than ‘vocational’ subjects. St Andrews ranks top in the UK for student satisfaction and teaching quality, according to national surveys and quality assurance exercises. It is a research-intensive university, ranked top in Scotland for quality of research publications. As a relatively small, research-intensive university which places great emphasis on teaching quality and the student experience, St Andrews has always valued the traditional research-led, small group in-person teaching experience. However, the University is now embracing new styles of learning and working through digital methods and this is a key element of our strategic approach to teaching and learning.

Achievement or lesson learnt in the area of digitally enhanced learning and teaching: The Covid-19 pandemic accelerated and focused the university’s development of a digital learning strategy. The rapid switch to online teaching and learning has created opportunities to offer a more flexible experience that could make our programmes more accessible to different types of learners in future. Our education blog offers examples of recent innovations in digitally enhanced learning and teaching: https://education.wp.st-andrews.ac.uk/category/tel-team/

A major challenge your institution tries to solve:  In general: maintaining the type and quality of small, in-person, research-led teaching and learning while harnessing the benefits of digital methods. More specifically: the challenge of digital assessment.

Bio: Associate Dean Students at the University of St Andrews: responsible for the undergraduate ‘student journey’ from admission to the University to graduation. Senior Lecturer in History with teaching and research interest in modern French history, imperialism, decolonisation and post-colonial France.

Social network information: https://www.linkedin.com/in/stephen-tyre-b6291a19/ https://www.facebook.com/uniofsta/; https://www.instagram.com/uniofstandrews/?hl=en

What do you like to do when you're not working? Hiking, cycling, spending time with my children, cooking.

# data[].attributes.location_name
Charles University, Opletalova, Vieille Ville, Tchéquie

# data[].attributes.headline
Milena Kralickova - TPG Participant "Strategy and organisational culture"

# data[].attributes.subject
Milena Kralickova - TPG Participant "Strategy and organisational culture"

# data[].attributes.body
Institution:   Charles University is one of the oldest universities in the world. Yet it is also renowned as a modern, dynamic, cosmopolitan and prestigious institution of higher education. It is the largest and most renowned Czech university, and is also the best-rated Czech university according to international rankings. There are currently 17 faculties at the University in Prague, Hradec Kralove and Pilsen. Our key priority is to continue to enhance its prestigious status as a research university. To achieve this aim, the University focuses strongly on research activities and it is the best-performing research institution in the country. Our nearly 50 000 students (over 7,000 from other countries) are enrolled in more than 300 accredited degree programmes. Charles University graduates enjoy one of the highest employment rates of any population segment in the Czech Republic. We collaborate with a broad spectrum of renowned universities from all over the world, and our priority is to enable every one of our students interested in studying abroad to do so. International cooperation has significantly strengthened the University’s international profile; these international links have also supported the University’s efforts to achieve high standards of excellence in joint research projects, its participation in many prestigious international organizations and university networks (https://cuni.cz/UKEN-1.html).

A major challenge your institution tries to resolve:
To guarantee fair, credible and safe digital examination; To find the most effective and convenient way of digitally enhanced learning and teaching for our students and teachers;

To take care of the mental health and high motivation of our students and teachers in digitally enhanced learning and teaching.

Projects related to digitally enhanced learning and teaching currently involved in: European University Alliance 4EU+ (Erasmus+ project)

Bio:  See my CV at Milena Králíčková – CV – Institute of Histology and Embryology (cuni.cz)

Vice-Rector for Education - Charles University (cuni.cz)

# data[].attributes.location_name
University of Turin, Via Giuseppe Verdi, Turin, Italie

# data[].attributes.headline
Veronica Orazi - TPG Participant "Strategy and organisational culture"

# data[].attributes.subject
Veronica Orazi - TPG Participant "Strategy and organisational culture"

# data[].attributes.body
Institution:  University of Turin (Italy): the University of Turin is one of the 5 largest Italian universities; it is a generalist University with 27 departments, more than 150 BA and MA degrees, 35 PhD programmes, more than 75,000 students and 2,000 teachers and researchers. This makes it necessary to meet the different needs (also those that concern the present health emergency) in a diversified way, to identify and carry out the specific methodologies, suitable for each area. The University of Turin's aim is to constantly improve, also by using the experience of the pandemic to build on what has been achieved during this period and to benefit from it in the future. Università degli Studi di torino (Italy): https://www.unito.it/

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:  To respond to the health emergency to meet the different methodological and disciplinary needs, which are characteristic of each area, in the first phase of the health emergency and lockdown, different scenarios were planned to support teachers and students. The contents and teaching/learning methods were adapted for distance learning: synchronous, asynchronous and blended teaching methods were used, depending on the scientific area and the specific methodologies of each discipline. Synchronous lessons and activities were recorded and made available basically via Moodle. Extra teaching materials, specifically designed for the emergency phase, have been implemented and made available to students, to achieve the greatest possible effectiveness. Other support activities, carried out remotely via various platforms (Webex, Meet, etc.), were offered to BA, MA and PhD students and research fellows. This type of organisation made it possible for users (BA, MA and PhD students and research fellows, etc.) to have access to distance learning and support activities at any time and from anywhere.

<https://www.unito.it/didattica/e-learning>

A major challenge your institution tries to solve: Reaching and involving every kind of student (out-of-towners, people with small children, workers, with disabilities and SLD, etc.) to support them in the most effective way.

Projects related to digitally enhanced learning and teaching currently involved in:  IRIDI Project, Educational Research Incubator for Innovation: https://www.unito.it/didattica/e-learning/progetto-iridi
E-Learning Projects:

https://www.unito.it/didattica/e-learning

Bio:  President of the QA Board of the University of Turin; PhD in Ibero-Romance Philology, Full Professor of Spanish Literature and Catalan Language and Literature; member of the PhD in “Digital Humanities” (Universities of Turin and Genoa, Italy) and of the PhD in “Transferencias Interculturales e Históricas en la Europa Mediterránea” (University of Alicante, Spain); member of the Centre for Catalan Studies (Dept. of Spanish and Portuguese, University of California Santa Barbara); Remote Referee for the Panel SH5 of the ERC Grants; Expert Evaluator for ANVUR (Agenzia Nazionale per la Valutazione dell’Università e della Ricerca); dir. of the international research project “Glocal Perspectives in Iberian Studies” (https://www.lingue.unito.it/do/progetti.pl/Show?_id=8m8s); complete CV available on https://www.lingue.unito.it/do/docenti.pl/Show?_id=vorazi#tab-profilo.

Social network information:  Twitter: https://twitter.com/Veronica_Orazi
Facebook: https://www.facebook.com/veronica.orazi.7

Instagram: https://www.instagram.com/veronica_orazi/

What do you like to do when you are not working?  Reading and swimming (sometimes, cooking too).

# data[].attributes.location_name
University of Bologna, Via Zamboni, Bologne, Italie

# data[].attributes.headline
Elena Luppi - TPG Participant "Curriculum and assessment"

# data[].attributes.subject
Elena Luppi - TPG Participant "Curriculum and assessment"

# data[].attributes.body
Institution: https://www.unibo.it/en

The University of Bologna was founded in 1088, it is the most populated university community in Italy, with 86.000 enrolled students, 2800 teaching professors and 3000 technical-administrative staff. UNIBO is a comprehensive higher education institution with 32 departments and 219 Degree Programmes: 92 first cycle (BA), 114 second cycle (MA) and 13 single cycle programmes. UNIBO also offers 45 PhD programmes, 52 specialisation schools, 74 professional courses. UNIBO is a multi-campus university, strongly rooted in its territory and is also the most internationalised of all Italian universities with: 69 international degree programs, 6.300 international students enrolled, international networks, EU funded projects (147 Erasmus+, 244 Horizon2020 and 27 other EU-funded projects during 2014-2019). Every year, more than 2.200 EU students come on exchange programmes, and over 2.700 UNIBO students spend a study period in other EU countries.

Achievement or lesson learnt in the area of digitally enhanced learning and teaching: https://alma2021.unibo.it/en/actions/digital-technologies-for-education The projects related with digital tools for learning and teaching currently active at UNIBO include the following actions:
- Creating a platform to offer open online courses to students and citizens on a large scale (MOOCs, Massive Open Online Courses), also in collaboration with institutions interested in developing common teaching areas.
-  Developing e-learning technologies, to support strategic actions, including safety at work training and certifications.
- Improving the Digital Library, including providing a discovery tool for teaching material and designing an infrastructure for long-term archiving.

A major challenge your institution tries to solve: Finding the proper balance within face to face and e-learning, keeping high standard of quality and participation in learning and teaching processes during and after the pandemic.

Projects related to digitally enhanced learning and teaching currently involved in: https://book.unibo.it

Bio: My name is Elena Luppi, I am an Associate Professor in Educational Research at the University of Bologna – Department of Education. I am currently Rector’s Delegate for Innovation in Teaching and Learning and I have been Rector's Delegate for Gender Equality. I carry out Evidence Based Research and Action Research on Design, Assessment and Evaluation in Education. I am an expert in Lifelong Learning - especially Elderly Education, Intergenerationality, Elderly Care - and in Gender issues, tackling these topics with an interdisciplinary perspective. I am the author of books and articles concerning these subjects. I am the Italian representative for the University of Bologna in WiTEC - the European Association for Women in Science, Engineering and Technology.

Recommended publication on the topic of digitally enhanced learning and teaching: https://book.coe.int/en/higher-education-and-research/9141-higher-education-s-response-to-the-covid-19-pandemic-building-a-more-sustainable-and-democratic-future-council-of-europe-higher-education-series-no-25.html

Social network information:  | https://www.facebook.com/unibo.it/ https://www.linkedin.com/school/unibo/mycompany/ https://twitter.com/UniboMagazine https://www.linkedin.com/in/elena-luppi-ab2a602b/

What do you like to do when you are not working? Spending time with family and friends and with my pets, practicing yoga, reading, travelling, walking, cooking, skiing, hiking….

# data[].attributes.location_name
Universidad Nacional de Educación a Distancia, Calle de Bravo Murillo, Madrid, Espagne

# data[].attributes.headline
Nancy Anne Konvalinka - TPG Participant "Curriculum and assessment"

# data[].attributes.subject
Nancy Anne Konvalinka - TPG Participant "Curriculum and assessment"

# data[].attributes.body
Institution:  The UNED (Universidad Nacional de Educación a Distancia), in Madrid, Spain, is a public university dedicated to quality higher education and research. The UNED is a leader in online and blended learning. Each year, over 200.000 students place their trust in the UNED, in its courses, professors, services, and methodology. The UNED offers 28 undergraduate degrees, 11 combined degrees, over 75 Master’s degrees, and 20 doctoral programs. The UNED campus includes over 60 national and 15 international centers. Our infrastructure, staff, and technological platform contribute to make the UNED the only public university in Spain with no cut-off entry grade, with the flexibility to study online or attend in-person classes. The UNED adapts to its students’ personal and professional needs. At the UNED, students can study 16 different languages and take open language level exams at one of the largest international campuses in the world. The UNED offers a broad range of certificate programs, over 500 Lifelong Training courses, over 70 UNED Abierta free courses, nearly 400 Adult University courses, and over 100 summer courses. The UNED motto “Knowledge moves more than everything that moves” expresses our commitment to disseminating knowledge and serving society through progress. https://www.uned.es/universidad/inicio.html

A major challenge your institution tries to solve:  Changing our learning platform to a new platform that: -meets the needs of both students and professors -is fully accessible on computer, PC, all types of cellphone -is fully accessible for students with diverse needs
| I am presently the Vice-Rector of Academic Coordination and Quality (term 2019-2022). My areas of competence include: all quality assurance processes related to official degree programs; quality in teaching; quality assurance for the university in general; rankings; the Office of Internships. I am an anthropologist and belong to the Department of Anthropology. My research focuses on kinship, family formation, and reproductive technologies.

What do you like to do when you're not working? Spend time with family (husband, children, grandchildren); read; embroidery, needlework, sewing; nature walks.

# data[].attributes.location_name
Mondragon University, Loramendi Kalea, Arrasate, Espagne

# data[].attributes.headline
Jon Altuna- TPG Participant "Strategy and organisational culture"

# data[].attributes.subject
Jon Altuna- TPG Participant "Strategy and organisational culture"

# data[].attributes.body
Institution: Mondragon University is a co-operative university with a singular governance model where students, staff and representatives from society take part in the governance of the University with equal share. The co-operative nature of the University means that it is in close contact with the business world and other organisations in society. In addition, there is a unique relationship with students based on a relationship of being students and co-responsible for the governance of the University at the same time. This particular relationship is materialised fundamentally through our educational model Mendeberri 2025, which projects the mission of our University to the professional and personal development of students in a balanced way.

Achievement or lesson learnt in the area of digitally enhanced learning and teaching: Mendeberri 2025 project:  https://www.mondragon.edu/en/information-ofinterest/learning-model

A major challenge your institution tries to solve: Innovation in learning is directly related to the curricular approach proposed and defined by the HEI. The definition of this approach involves understanding the impact of educational practice on learning and designing and implementing innovative practices that have a high impact on learning.

The current situation requires us to explicitly identify innovative approaches that impact and create value for student learning. However, in order to implement such approaches and practices, it is necessary to analyse and detail a conceptual framework to guide our educational institutions.

Bio: Academic Vice-Rector at Mondragon University since 2011, received his Ph.D degree in signal processing and electronics engineering from the University of Edinburgh (UK) in 1997.  He worked as a lecturer and researcher at the Faculty of Engineering of Mondragon University since 1997 and was appointed Academic Coordinator of the Faculty of Engineering in 2007 where he was involved in competence based curriculum design and quality assurance. In his current position, he is mainly involved in the development of (dual) co-operative education, internationalisation of higher education and educational innovation, in particular in the development of the

MENDEBERRI 2025 educational model. He has worked closely with different stakeholders in educational innovation and social transformation projects in Spain, Colombia, México, Morocco and Kenya. He is President of the Lea Artibai Vocational Training College, evaluator of QA systems with AQU Catalunya and member of the

Social Management Committee of Mondragon Co-operative Group.

Recommended publication on the topic of digitally enhanced learning and teaching:
•       Neary, M., Valenzuela-Fuentes, K. and Winn, J. (2018), Co-operative leadership for higher education. Leadership Foundation for Higher Education, ISBN: 978-1-912137-97-8.

http://eprints.lincoln.ac.uk/id/eprint/33079/

•       Wright, S., Greenwood, D. and Boden R.

(2011). Report on a field visit to Mondragón

University: a cooperative experience/experiment. Learning and Teaching 4 (3), 38–56, doi:

10.3167/latiss.2011.040304

Projects related to digitally enhanced learning and teaching currently involved in: Mendeberri 2025 project:  https://www.mondragon.edu/en/informationof-interest/learning-model
Erasmus+ KA226: Personalised digital learning paths to foster social-cooperative entrepreneurship.  2020-1-ES01-KA226HE096168.

Social network information: https://www.linkedin.com/in/jon-altuna-

110188a/

https://twitter.com/jonaltunairaola

# data[].attributes.location_name
FernUniversität in Hagen Regionalzentrum Hagen, Universitätsstraße, Hagen, Allemagne

# data[].attributes.headline
Annabell Bils - TPG Participant "Strategy and organisational culture"

# data[].attributes.subject
Annabell Bils - TPG Participant "Strategy and organisational culture"

# data[].attributes.body
Institution:  The FernUniversität in Hagen is Germany’s only state distance-learning university, and its largest in terms of student numbers. Its flexible degree programs and continuing education options make higher education accessible to students in a variety of life situations. Its five faculties conduct a wide range of theoretical and applied research in their subject areas of Humanities and Social Sciences, Psychology, Mathematics and Computer Science, Economics and Business Administration, and Law. The FernUniversität’s teaching concept is based on a blended learning approach, which combines printed, multimedia, and online study materials with optional in-person seminars and events. This allows students the flexibility to learn when and where they want. At the same time, students receive support through personal advising and mentoring, study groups, and seminars on the Hagen campus and in regional centers throughout Germany and abroad. The FernUniversität ensures the high quality of its education through a variety of measures including wikis to provide practical support with planning and implementing teaching and learning scenarios, funding programs to promote innovative approaches to teaching and learning, evaluation and analysis of study programs, and extensive in-house training and support for teaching staff with a focus on instructional design in e-learning and distance teaching. https://www.fernuni-hagen.de/english/university/index.shtml

Achievement or lesson learnt the area of digitally enhanced learning and teaching:  You can find various teaching examples here: https://ekoo.fernuni-hagen.de/showroom/

A major challenge your institution tries to solve: E-Examinations, cultural change

Projects related to digitally enhanced learning and teaching currently involved in:  The Hagen New Learning Manifest: https://www.fernuni-hagen.de/english/university/hagen-manifesto.shtml  Research Cluster: Digitalization, Diversity, and Lifelong Learning - Consequences for Higher Education

https://www.fernuni-hagen.de/english/research/d2l2/

Bio: I work as Senior Strategy Advisor Digitalization for the rector. Previously, I was a post-doc at the Chair of Media Didactics and Knowledge Management at the University of Duisburg-Essen and Chair Representative for Educational Technology at the FernUniversität in Hagen. I am an expert in digital education and am interested in New Learning, innovation culture and change.

Recommended publication on the topic of digitally enhanced learning and teaching:  https://www.learntechlib.org/primary/p/210047/

In German: https://www.bpb.de/apuz/293132/hochschulen-im-digitalen-wandel?p=all

Must-see webinar on the topic of digitally enhanced learning and teaching: In German: https://hochschulforumdigitalisierung.de/de/blog/innovationskultur-hochschulen

Social network information:  Twitter: @bilsandbytes

LinkedIn: https://www.linkedin.com/in/annabellp/

What do you like to do when you're not working?  I love cooking

# data[].attributes.location_name
Universitat Oberta de Catalunya, Rambla del Poblenou, Barcelone, Espagne

# data[].attributes.headline
Nadja Gmelch - TPG Participant "International partnerships"

# data[].attributes.subject
Nadja Gmelch - TPG Participant "International partnerships"

# data[].attributes.body
Institution: The Universitat Oberta de Catalunya (UOC) was created as the first university to run completely online 25 years ago, only two years after the emergence of the World Wide Web. With over 70.000 students who study our online programmes from over 140 countries, and more than 85.000 alumni, the UOC is one of the biggest universities in Spain. The UOC is fully accredited by our quality agency, offering Bachelor, Masters and PhD as well as professional and short courses. The UOC's methodology – its proprietary learning model – is based on three basic elements: learning resources, personalized student support from teaching staff, and collaboration.

Created by the Catalan government, the UOC is a university run privately to provide a public service and facilitates equitable and inclusive access to higher education.
We adopted the United Nations 2030 Agenda for Sustainable Development as our roadmap.
For more information: https://www.uoc.edu/portal/en/metodologia-online-qualitat/index.html

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:  The eLearn Center, specialised on applied research in e-learning, using data obtained within the institution itself, either from users or from sections or processes, and to do so to benefit innovation and contribute to improving the quality of teaching. It works in a number of fields to offer students the best possible learning experience and to support academic staff in achieving this goal. Among other services, it analyses and redesigns courses and programmes, organizes themed sessions, studies and selects learning resources, obtains data to improve teaching and offers the chance to experiment and conduct trials in a real-life setting, while constantly monitoring the field of e-learning.  https://www.uoc.edu/portal/en/elearncenter/index.html

A major challenge your institution tries to solve: How to scale online assessment as well as the adaptation and recognition of online assessment by regulatory bodies.

Projects related to digitally enhanced learning and teaching in currently involved in: Emergency Remote Teaching Webinar Series - https://www.uoc.edu/portal/en/news/actualitat/2020/313-remote-teaching.html

TeSLA - https://tesla-project-eu.azurewebsites.net/

Bio: I am currently working at the Universitat Oberta de Catalunya (UOC) in the Department of Globalisation and Cooperation as Director of Open Knowledge Projects. Among my responsibilities are the promotion of Open Science and Open Knowledge at the UOC as well as the coordination of the Sustainability Action Plan. I am also in charge of strategic partnerships in Europe and with international networks. I have been working for over fifteen years in different fields of higher education and research management, mainly related to international relations, development cooperation and sustainable development. My studies are Language, Business and Cultural Studies from the University of Passau in Germany and Master in European Development Cooperation Policies from the Autonomous University of Barcelona.

Recommended publication on international partnerships: Innovative Models for Collaboration and Student Mobility in Europe - Results of the EADTU’s Task Force and Peer Learning Activity on Virtual Mobility - https://eadtu.eu/documents/Innovative_Models_for_Collaboration_and_Student_Mobility_in_Europe.pdf

Social network information: Twitter: @nadjagmelch

What do you like to do when you're not working? I love spending time on the road in my van, together with my husband and my dog, in nature, climbing mountains, both in summer and in winter, playing the piano and practicing yoga.

# data[].attributes.location_name
Universitat Oberta de Catalunya, Rambla del Poblenou, Barcelone, Espagne

# data[].attributes.headline
Pastora Martínez Samper - Chair of TPG "International partnerships"

# data[].attributes.subject
Pastora Martínez Samper - Chair of TPG "International partnerships"

# data[].attributes.body
Institution: The Universitat Oberta de Catalunya (UOC) was created as the first university to run completely online 25 years ago, only two years after the emergence of the World Wide Web. With over 70.000 students who study our online programmes from over 140 countries, and more than 85.000 alumni, the UOC is one of the biggest universities in Spain. The UOC is fully accredited by our quality agency, offering Bachelor, Masters and PhD as well as professional and short courses.

The UOC's methodology – its proprietary learning model – is based on three basic elements: learning resources, personalized student support from teaching staff, and peer collaboration.

Created by the Catalan government, the UOC is a university run privately to provide a public service and facilitates equitable and inclusive access to higher education.
We adopted the United Nations 2030 Agenda for Sustainable Development as our roadmap.
For more information: https://www.uoc.edu/portal/en/metodologia-online-qualitat/index.html

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:  The eLearn Center, specialised on applied research in e-learning, using data obtained within the institution itself, either from users or from sections or processes, and to do so to benefit innovation and contribute to improving the quality of teaching. It works in a number of fields to offer students the best possible learning experience and to support academic staff in achieving this goal. Among other services, it analyses and redesigns courses and programmes, organizes themed sessions, studies and selects learning resources, obtains data to improve teaching and offers the chance to experiment and conduct trials in a real-life setting, while constantly monitoring the field of e-learning.  https://www.uoc.edu/portal/en/elearncenter/index.html

A major challenge your institution tries to resolve: How to scale online assessment as well as the adaptation and recognition of online assessment by regulatory bodies.

Projects related to digitally enhanced learning and teaching currently involved in: Emergency Remote Teaching Webinar Series - https://www.uoc.edu/portal/en/news/actualitat/2020/313-remote-teaching.html

TeSLA - https://tesla-project-eu.azurewebsites.net/

Bio: Pastora Martínez Samper has a doctoral degree in Physics from the Universidad Autónoma de Madrid, an Executive MBA from EADA Business School and a master's degree in Leadership and Management in Science and Innovation (UB-UAB-UPF joint programme).

She is Vice President for Globalization and Cooperation at the Universitat Oberta de Catalunya (UOC) since February 2016 and President of the UOC Equality Unit since September 2016.

She has more than 15 years of experience in the management of science including management of research centers, European projects or networks. She has been invited to participate in several workshops and courses focused on 2030 Agenda, RRI and Open Science.

Recommended publication on the the topic of international partnerships: Innovative Models for Collaboration and Student Mobility in Europe - Results of the EADTU’s Task Force and Peer Learning Activity on Virtual Mobility - https://eadtu.eu/documents/Innovative_Models_for_Collaboration_and_Student_Mobility_in_Europe.pdf

Social network information: Twitter: @pastorams

# data[].attributes.headline
Eila Pajarre - TPG Participant "International partnerships"

# data[].attributes.subject
Eila Pajarre - TPG Participant "International partnerships"

# data[].attributes.body
Institution: Tampere University  (https://www.tuni.fi/en) was created in January 2019 by the merger of the University of Tampere and Tampere University of Technology, which joined forces to create a new foundation-based university. Together with Tampere University of Applied Sciences we form Tampere University community. In Tampere University we have about 21 000 students and 3500 staff and we are the second largest university and one of the most multidisciplinary universities in Finland. Our strategy can be found here: https://www.tuni.fi/en/about-us/tampere-university/strategy-and-key-information?navref=liftup-links-link

Achievement or lesson learnt in the area of digitally enhanced learning and teaching: The Teaching and Learning Center (TLC) (https://www.tuni.fi/tlc/en/home-en/) of the Tampere Universities community is a network that brings together pedagogical expertise and the information and services needed by teachers. TLC supports all those who teach in our community by increasing community spirit and offering opportunities for networking. It was launched in September 2020.

A major challenge your institution tries to solve: How to balance traditional lecture-based, hybrid and online teaching in a meaningful way? And how to support interaction, student well-being and engagement when increasing the amount of digitally enhanced teaching and learning?

Projects related to digitally enhanced learning and teaching currently involved in:  Digivisio2030:https://digivisio2030.fi/tiedostot/higher-education-institutes-digivision-2030/

DigiCampus: https://digicampus.fi/?lang=en

Bio: I work as Head of Pedagogical Support Services in Tampere University. I have a D.Sc. (Tech.) degree from Tampere University of Technology and the focus of my thesis was on online assessment. My main areas of interest are digital pedagogy, work-integrated pedagogy in higher education and competency-based teaching and learning. Previously I have also been working as teacher and as supervisor of B.Sc. theses in industrial management.

Recommended publication on the topic of digitally enhanced learning and teaching:  https://unips.fi; especially https://unips.fi/how-to-teach-multicultural-groups/

Social network information: https://www.linkedin.com/in/eila-pajarre-74021ba9/

What do you like to do when you're not working? I am interested in genealogy and in summer I like gardening in our little summer cottage.

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Sanna Kivimäki - TPG Participant "International partnerships"

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Sanna Kivimäki - TPG Participant "International partnerships"

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Institution: Tampere University  (https://www.tuni.fi/en) was created in January 2019 by the merger of the University of Tampere and Tampere University of Technology, which joined forces to create a new foundation-based university. Together with Tampere University of Applied Sciences we form Tampere University community. In Tampere University we have about 21 000 students and 3500 staff and we are the second largest university and one of the most multidisciplinary universities in Finland. Our strategy can be found here: https://www.tuni.fi/en/about-us/tampere-university/strategy-and-key-information?navref=liftup-links-link

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:  The Teaching and Learning Center (TLC) (https://www.tuni.fi/tlc/en/home-en/) of the Tampere Universities community is a network that brings together pedagogical expertise and the information and services needed by teachers. TLC supports all those who teach in our community by increasing community spirit and offering opportunities for networking. It was launched in September 2020.

A major challenge your institution tries to solve: How to balance traditional lecture-based, hybrid and online teaching in a meaningful way? And how to support interaction, student well-being and engagement when increasing the amount of digitally enhanced teaching and learning?

Projects related to digitally enhanced learning and teaching currently involved in:  Digivisio2030:https://digivisio2030.fi/tiedostot/higher-education-institutes-digivision-2030/

DigiCampus: https://digicampus.fi/?lang=en

Bio:  I have a PhD in Environmental Sciences from University of Edinburgh. Since 2013 I have been working first in Tampere University of Technology and since 2019 in Tampere University in Support Services for Education and Learning. I have worked in several roles, since 2019 as a Project Director of Development Programme for Education and Learning that is a programme for implementing Tampere University's strategy and Strategy for Education. In this role I work closely with our Vice President for Education to further strategically important issues and actions such as TLC and digital pedagogy. My main areas of interests are strategic development of higher education, sustainable development and its integration to teaching and learning in HE and international co-operation in these matters.

Recommended publication on the topic of digitally enhanced learning and teaching:  Mishra et al. (2011), The seven Trans-Disciplinary Habits of Mind: Extending the TPACK Framework Towards 21st Century Learning

Redecker (2017), European Framework for the Digital Competence of Educators

Social network information: https://www.linkedin.com/in/sanna-kivim%C3%A4ki-61541b104/?originalSubdomain=fi

What do you like to do when you are not working? My spare time goes mainly in hobbies with my dog. I also like gardening and being outdoors.

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Università degli studi di Modena e Reggio Emilia, Via Università, Modène, Italie

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Tindara Addabbo - TPG Participant "Strategy and organisational culture"

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Tindara Addabbo - TPG Participant "Strategy and organisational culture"

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Institution:  https://www.unimore.it The University of Modena & Reggio Emilia (Unimore) was founded in 1176. It is classified among the first Italian universities for teaching quality, research and projects in conjunction with enterprises. UNIMORE currently offers 88 bachelor and master classes, and 14 PhD courses in its 13 departments. The number of students enrolled in the 2020-2021 academic year is 28.000 and the total number of academic and administrative staff is around 1.400. UNIMORE has a long experience in the implementation of digitally enhanced learning and teaching.  Three bachelor courses in the field of Education, Psychology and Public Law and one Post-graduate programme in Labour Relations are delivered as blended combining online delivery with face-to-face components. https://www.unimore.it/didattica/modmista.html UNIMORE is part of the inter-university centre EDUNOVA a leading centre in Italy in the field of e-learning and distance learning.  In Unimore there is a dedicated laboratory that intends to enhance and develop existing skills in the field of "digital humanities". https://www.dslc.unimore.it/site/home/progetto-di-eccellenza/laboratorio-dh.html
During the pandemic, to face the emergency of teaching under different phases of lockdown,  UNIMORE resorted to a massive diffusion of distance learning, provided focused training activities to lecturers and tried to reduce inequalities in the access to e-learning.

A major challenge your institution tries to resolve: The challenges we are facing now are to combine digital and on-site learning and teaching in an evolving environment taking into account the impact of pandemics in the use of spaces and on the international mobility of students, while keeping our priorities of high quality of teaching and research and of the promotion of equality and inclusion.

Projects relating to digitally enhanced learning and teaching currently involved in:  Lab EduCAre, aiming at the humanization of Medicine, changes the paradigm of care, by proposing training activities that combine medical and human sciences and use advanced digital strategies to implement all forms of long-distance collaboration. In collaboration with the University of Montreal.

https://www.educare.unimore.it/

Bio:   Tindara Addabbo is a Full Professor in Economic Policy and Coordinator of the Ph.d Programme in Labour, Development and Innovation at the University of Modena and Reggio Emilia. Current main Research Areas: gender economics, employment and wage discrimination by gender, well-being, gender budgeting and policies evaluation, gender gap in education, quality of work, work related stress, certification of firms in terms of gender equity, work life balance. Coordinator of the ongoing Project: Leading Towards Sustainable Gender Equality Plans in research institutions – LeTSGEPs (H2020-SwafS-2019 – 873072) within the Horizon 2020 Research and Innovation Framework.

Updated CV available at: http://personale.unimore.it/rubrica/curriculum/addabbo

Must-see webinar on the topic of digitally enhanced learning and teaching: https://hbsp.harvard.edu/webinars/how-the-pandemic-made-me-a-better-educator/

Social network information:  https://www.linkedin.com/school/university-of-modena-and-reggio-emilia https://twitter.com/unimore_univ https://www.facebook.com/unimore.it/ https://www.instagram.com/unimore_official/ https://www.youtube.com/user/tvunimore

What do you like to do when you're not working?  Gym exercises, swimming

And…when theatres are open attending opera, concerts and plays.

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University of Modena and Reggio Emilia, Via Università, Modène, Italie

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Giacomo Cabri - TPG Participant "Strategy and organisational culture"

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Giacomo Cabri - TPG Participant "Strategy and organisational culture"

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Institution: https://www.unimore.it The University of Modena & Reggio Emilia (Unimore) was founded in 1176. It is classified among the first Italian universities for teaching quality, research and projects in conjunction with enterprises. UNIMORE currently offers 88 bachelor and master classes, and 14 PhD courses in its 13 departments. The number of students enrolled in the 2020-2021 academic year is 28.000 and the total number of academic and administrative staff is around 1.400. UNIMORE has a long experience in the implementation of digitally enhanced learning and teaching.  Three bachelor courses in the field of Education, Psychology and Public Law and one Post-graduate programme in Labour Relations are delivered as blended combining online delivery with face-to-face components. https://www.unimore.it/didattica/modmista.html Unimore is part of the inter-university centre EDUNOVA a leading centre in Italy in the field of e-learning and distance learning.  In Unimore there is a dedicated laboratory that intends to enhance and develop existing skills in the field of "digital humanities". https://www.dslc.unimore.it/site/home/progetto-di-eccellenza/laboratorio-dh.html
During the pandemic, to face the emergency of teaching under different phases of lockdown, UNIMORE resorted to a massive diffusion of distance learning, provided focused training activities to lecturers and tried to reduce inequalities in the access to e-learning.

A major challenge your institution tries to resolve: The challenges we are facing now are to combine digital and on-site learning and teaching in an evolving environment taking into account the impact of pandemics in the use of spaces and on the international mobility of students, while keeping our priorities of high quality of teaching and research and of the promotion of equality and inclusion.

Projects relating to digitally enhanced learning and teaching currently involved in:  Lab EduCAre, aiming at the humanization of Medicine, changes the paradigm of care, by proposing training activities that combine medical and human sciences and use advanced digital strategies to implement all forms of long-distance collaboration. In collaboration with the University of Montreal.

https://www.educare.unimore.it/

Bio:  Giacomo Cabri is a Full Professor in Computer Engineering and Rector’s delegate for teaching at the University of Modena and Reggio Emilia, Italy. His main research interests are distributed software systems, collective autonomous software systems, autonomic computing, coordination of autonomous software entities. He has published around 180 papers in international journals and conferences. He has received 7 best paper awards. He is (and has been) involved in international and national projects, of which 2 FP7 projects and 1 H2020 project. He has been general chair of IEEE WETICE 2004, of ACM PPPJ 2008 and of IEEE WETICE 2014.

http://www.agentgroup.unimore.it/people.html

Social network information:

https://www.linkedin.com/school/university-of-modena-and-reggio-emilia
https://twitter.com/unimore_univ
https://www.facebook.com/unimore.it/
https://www.instagram.com/unimore_official/
https://www.youtube.com/user/tvunimore

What do you like to do when you are not working? Reading scientific books, playing with my children, watching science-fiction movies.

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University of Barcelona, Gran Via de les Corts Catalanes, Barcelone, Espagne

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Fermin Huarte Larrañaga - TPG Participant "Curriculum and assessment"

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Fermin Huarte Larrañaga - TPG Participant "Curriculum and assessment"

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Institution:  Historical University closely inked to the city and Catalonia, it combines traditional values with innovation, quality and inclusion. The University of Barcelona has sixteen faculties, ten affiliated centres and a doctoral school through which all its academic programmes are run. It also has a Science Park, a Science and Technology Centre service, seventeen research institutes, over five hundred research groups and nearly six thousand researchers. http://www.ub.edu

Achievement or lesson learnt in the area of digitally enhanced learning and teaching:  The Universitat de Barcelona promotes the Research, Innovation and Improvement of Teaching and Learning of its community through the actions of the RIMDA institutional project (http://www.ub.edu/rimda/inici_rimda). More specifically, RIMDA has recently launched a spin-off project focused on blended learning (http://www.ub.edu/rimda/rdm_inici) with a strong bias on implementing hybrid approaches via digital tools.

A major challenge that your institution tries to resolve: The Universitat de Barcelona (UB), has been fostering the integration of digital tools in the educational portfolio of Bachelor and Master students.  The present pandemic situation has further evidenced the need to develop and consolidate hybrid learning contexts that combine in-person and on-line activities. This paradigm can only be achieved facilitating a digital environment for both learners and educators that enables this hybrid learning and assessment strategy.

Bio: Associate professor at the UB since 2010. My Research focusses on the computer simulation of gas storage dynamics in nanostructures. My teaching develops in the area of Physical Chemistry, trying to foster active learning activities.

Social network information:  | https://www.linkedin.com/in/fermin-huarte-5271411a/

What do you like to do when you are not working? Reading, listening to music, sports, playing with my children

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University of Iceland, Reykjavik, Islande

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Páll Ásgeir Torfason- TPG Participant "Strategy and organisational culture"

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Páll Ásgeir Torfason- TPG Participant "Strategy and organisational culture"

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Institution: The University of Iceland is a progressive comprehensive research university situated in the heart of Iceland’s capital city, Reykjavik. The University provides high quality programmes, developing effective teaching methods, integrating teaching and research, and providing learners opportunities to engage in authentic project-based learning in cooperation with Icelandic society and industry. The University of Iceland focuses on research as the driving force of new knowledge and of societal progress. The University’s emphasis on progressive research and innovation has earned it a place amongst the highest-ranked universities by several prestigious international entities. The University has, thus, been listed on the Academic Ranking of World Universities by ShanghaiRanking Consultancy and the Times Higher Education World University Rankings. Knowledge creation should have a positive impact on society. The University strives to use its resources to promote equality, diversity, and sustainability in Iceland and to integrate those values across its research and education programmes. Learn more on our website at http://english.hi.is. Tour of the campus: https://www.youtube.com/watch?v=hKjYQFwooC4&t=168s

Achievement or lesson learnt in the area of digitally enhanced learning and teaching: The advantages of peer-to-peer network in implementation, adaption and support in digital enhanced learning and teaching.

Projects relating to digitally enhanced learning and teaching currently involved in:  Implementation of Canvas (canvas.hi.is). Implementation of Inspera (inspera.hi.is). Participant in the Aurora network

Participant in the edX network.

Position: Head of digital learning at the University of Iceland

Social network information:  https://www.facebook.com/pallli

https://www.linkedin.com/in/pallasgeir/

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University of Iceland, Reykjavik, Islande

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Róbert H. Haraldsson- TPG Participant "Strategy and organisational culture" 

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Róbert H. Haraldsson- TPG Participant "Strategy and organisational culture" 

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Institution: The University of Iceland is a progressive comprehensive research university situated in the heart of Iceland’s capital city, Reykjavik. The University is dedicated to providing high quality programmes, developing effective teaching methods, integrating teaching and research, and providing learners opportunities to engage in authentic project-based learning in cooperation with Icelandic society and industry. The University of Iceland focuses on research as the driving force of new knowledge and of societal progress. The University’s emphasis on progressive research and innovation has earned it a place amongst the highest-ranked universities by several prestigious international entities. The University has, thus, been listed on the Academic Ranking of World Universities by ShanghaiRanking Consultancy and the Times Higher Education World University Rankings. Knowledge creation should have a positive impact on society. The University strives to use its resources to promote equality, diversity, and sustainability in Iceland and to integrate those values across its research and education programmes. Learn more on our website at http://english.hi.is. Tour of the campus: https://www.youtube.com/watch?v=hKjYQFwooC4&t=168s

Achievement or lesson learnt in the area of digitally enhanced learning and teaching: The advantages of peer-to-peer network in implementation, adaption and support in digital enhanced learning and teaching.

Projects relating to digitally enhanced learning and teaching currently involved in:  Implementation of Canvas (canvas.hi.is). Implementation of Inspera (inspera.hi.is). Participant in the Aurora network

Participant in the edX network.

Position:  Head of the Division of Academic Affairs, University of Iceland

Professor of Philosophy

Social network information:   https://www.facebook.com/robert.h.haraldsson

https://www.linkedin.com/in/r%C3%B3bert-haraldsson-07568b19/

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HES-SO - Haute Ecole Spécialisée de Suisse occidentale (Siège), Route de Moutier, Delémont, Suisse

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René Graf - TPG Participant "Strategy and organisational culture"

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René Graf - TPG Participant "Strategy and organisational culture"

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Institution: www.hes-so.ch
HES-SO is the Swiss university of applied sciences covering the French speaking regions of Switzerland. With 21,000 students, the HES⁠-⁠SO is the largest UAS in Switzerland. Its study programs and research activities are divided into six faculties: Arts & Design; Business, Management and Services; Engineering & Architecture; Music and Performing Arts; Health Sciences; and Social Work.

Achievement or lesson learnt in the area of digitally enhanced learning and teaching: Covid accelerated the integration of our common resources for digitally enhanced learning and teaching (https://cyberlearn.hes-so.ch/ ). It boosts the subject and offers a unique opportunity to develop common teaching & learning ressources. It also allows to accelerate the transition towards a more flexible and digitally enhanced educational experience.

A major challenge your institution tries to resolve: Higher education institutions are generally known for their stability but not for agility or reactivity. In this context and as a university of applied sciences, how can we integrate the volatility of professional competence requirements (due partly to digitalization) in our academic strategy?

Project related to digitally enhanced learning and teaching currently involved in: National initiative to develop digital skills in higher education institutions. Our project within this initiative will focus on the development of professional skills in the context of DELT. https://www.swissuniversities.ch/en/themen/digitalisierung/digital-skills/programmphase-2021-2024

Bio: Engineering degree in material sciences, executive master in public administration and 18+ years of experience in various positions in Swiss universities of applied sciences (research, teaching, management). Vice-rector for education at HES-SO since July 2020.

Social network information: https://www.linkedin.com/in/rene-graf-79710611/
https://www.facebook.com/rene.graf.148

Recommended publication: Rome Communiqué 😊 https://ehea2020rome.it/storage/uploads/5d29d1cd-4616-4dfe-a2af-29140a02ec09/BFUG_Final_Draft_Rome_Communique-link.pdf

What do you like to do when you are not working: Ski, climb, run in mountains, search for crystals in the alps and take care of our two young children with my wife.

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Mark Brown- Coordinator of "Strategy and organisational culture"

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Mark Brown- Coordinator of "Strategy and organisational culture"

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Institution:  Dublin City University, National Institute for Digital Learning (NIDL)

The National Institute for Digital Learning (NIDL) aims to be a world leader at the forefront and leading edge of new Blended, On-Line and Digital (BOLD) models of education. We have an ambitious mission of transforming lives and societies by exploring new BOLD and innovative approaches to teaching, learning and assessment for better and more imaginative futures - for all.

The NIDL is committed to providing strategic leadership, building strong communities of innovation, and enabling world-class transformative research. Our team is highly regarded for their research expertise, postgraduate supervision and considerable experience in leading and supporting major funded projects and institution-wide innovations through new digital learning technologies.

We support a comprehensive suite of professional development opportunities in BOLD education from workshops to advanced postgraduate study, including specialist doctoral research. Additionally, the NIDL is committed to promoting access to university-level degrees and qualifications through DCU Connected. We have particular expertise in the design, development and delivery of online degrees, short courses and micro-credentials, including those available through the FutureLearn platform.

https://www.dcu.ie/nidl

Position: Director of National Institute for Digital Learning, Dublin City University

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Pieta Sikström - Coordinator of "International partnerships"

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Pieta Sikström - Coordinator of "International partnerships"

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Institution: The University of Jyväskylä JYU (http://www.jyu.fi) is an internationally renowned research university and an expert in education that focuses on human and natural sciences. The University is strongly linked to top national and international research, business and innovation communities. JYU has 15 000 degree students. Including adult education the total number is 40 000 students. The number of personnel is 2 500.

Position: I work as a project researcher in Digi-He project and at the same time I work on my own doctoral dissertation. I have a good experience from Erasmus+ and Horizon 2020 projects during the past years and I am looking forward to meet you in TPGs!

What do you like to do when you are not working? When I am not working, you can very well find me knitting or gardening.

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European University Association (EUA), Avenue de l'Yser, Etterbeek, Belgium

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Helene Peterbauer - Coordinator of "Strategy and organisational culture"

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Helene Peterbauer - Coordinator of "Strategy and organisational culture"

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Institution: European University Association

Position: Policy and Project Officer, Institutional Development Unit

Social network information: @h_peterbauer/ https://be.linkedin.com/in/helene-peterbauer-080899158

Recommended publication: Digitally enhanced learning and teaching in European higher education institutions --> https://eua.eu/downloads/publications/digihe%20survey%20report.pdf

Influential webinar: Survey results from report on "Digitally enhanced learning and teaching in European higher education institutions"  https://www.youtube.com/watch?v=Os_IOaYmFfY

Current projects relating to digitally enhanced learning and teaching:  DIGI-HE --> https://eua.eu/101-projects/772-digi-he.html

What do you like to do when you're not working? Hiking

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European University Association (EUA), Avenue de l'Yser, Etterbeek, Belgium

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Thérèse Zhang - Coordinator of "Curriculum and assessment"

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Thérèse Zhang - Coordinator of "Curriculum and assessment"

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Institution: European University Association

Position: Deputy Director of Higher Education Policy Unit

Social network information: @therese_zhang/ https://be.linkedin.com/in/theresezhang

Recommended publication: Digitally enhanced learning and teaching in European higher education institutions --> https://eua.eu/downloads/publications/digihe%20survey%20report.pdf

Influential webinar: Survey results from report on "Digitally enhanced learning and teaching in European higher education institutions" https://www.youtube.com/watch?v=Os_IOaYmFfY

Current projects relating to digitally enhanced learning and teaching: DIGI-HE -->  https://eua.eu/101-projects/772-digi-he.html

What do I like to do when you're not working: Binge-reading and making watercolour cards

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Alison Morrisroe - Coordinator of "International Partnerships"

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Alison Morrisroe - Coordinator of "International Partnerships"

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Institution: European University Association

Position: Policy and Project Officer, Higher Education Policy Unit

Social network information: https://be.linkedin.com/in/alison-morrisroe-244b42172

Recommended publication: Digitally enhanced learning and teaching in European higher education institutions --> https://eua.eu/downloads/publications/digihe%20survey%20report.pdf

Influential webinar: Results from survey report on "Digitally enhanced learning and teaching in European higher education institutions" https://www.youtube.com/watch?v=Os_IOaYmFfY

Current projects relating to digitally enhanced learning and teaching: DIGI-HE --> https://eua.eu/101-projects/772-digi-he.html

What do you like to do when you're not at work: I play the cello and sing jazz. I have also just started to learn the guitar.

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Ulf-Daniel Ehlers- Coordinator of "Curriculum and assessment"

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Ulf-Daniel Ehlers- Coordinator of "Curriculum and assessment"

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Institution:  The Baden-Wuerttemberg Cooperative State University (www.dhbw.de) with its main seat in Stuttgart is with 35,000 students the largest university in the south of Germany and the third HEI which was granted the quality certification to award its own degrees in Germany. It is the first university in Europe integrating academic studies and work experience systematically institution-wide on a large scale, working with 9000 private and public organisations. It is a publicly funded state university. The nine main locations and four branch campuses with its more than 780 professors make up Germany’s first state university system. The university has implemented an award winning digital strategy incorporating OER as a strategic aim in its innovative teaching and learning model. Apart from international and European research integration it is also undertaking very innovative partnerships with local companies in order to realize cooperative research projects. The Baden-Wuerttemberg Cooperative State University offers a broad spectrum

of bachelor degree programs in the fields of business, engineering, and social work.

Achievement in digitally enhanced learning and teaching:  Visit our latest teaching project: The “Grand Challenge” – students presenting their vision of Artifical Intelligence and the future of society in a large student conference, all online. https://next-education.org/grandchallenge2020/
When it comes to digital transformation of higher education it is all about building new learning cultures. Visit: The Future Skills – Future Higher Education Movement – www.nextskills.org

A major challenge that your institution tries to solve: To connect all 10 learning support units into one large learning network for the entire institution…almost there…

Bio:  Ulf is a learning innovation expert, founder of mindful-leaders.net, serial entrepreneur, and Professor for Educational Management and Lifelong Learning at the Baden-Wurttemberg Cooperative State University in Karlsruhe in 2011. From 2011-2017 he held the position of Vicepresident at the same university and has been responsible for Quality and Academic Affairs. He held positions as Associate Professor of University Duisburg-Essen (Germany), Professor for Technology Enhanced Learning of University Augsburg (Germany) and Associate Professor of the Graduate School for Management and Technology of the University of Maryland University College (USA). Ulf has delivered   keynotes and been speaking  to audiences in more than 45 countries. He is author/ editor of more than 15 books and 150 scholarly articles with over 3000 academic citations. Ulf is a trained coach, facilitator and expert for mindful communication, and holds degrees in English Language, Social Sciences and Education Sciences from the University of Bielefeld, where he finished his Ph.D. with honors in the field of Technology Enhanced Learning in 2003. He was awarded his habilitation in 2008 from the University of Duisburg-Essen. His writings on Quality  in education are internationally awarded.

Personal website: www.ulf-ehlers.net

Social network information: Twitter | Google+ | XING | LinkedIn

Recommended publication on digitally enhanced learning and teaching:  Future Skills www.nextskills.org and https://ulf-ehlers.net/my-books-1/open-learning-cultures/

Projects relating to digitally enhanced learning and teaching currently involved in: https://next-education.org/ongoing-projects/

What do you like to do when you're not working? Playing the piano, currently Chopin Preludes & Running