ReLeCo - innovative blended learning concept for resource efficiency
Erasmus Plus Research and Development Projects
ReLeCo - innovative blended learning concept for resource efficiency” ( 2014-1-RO01-KA203-002737)
University of Gdansk as a consortium partner contributed to planning and implementation of Food Waste Treatment and Prevention course. This course is one part of a module consisting of two other courses related to the resource efficiency theme. The objective of the ReLeCo project is to develop interactive virtual Resource Efficiency Module which is based on innovation pedagogy, blended learning concept, the use of ICT and real life application of knowledge constructed in collaboration and problem solving (student-company co-operation).
The students of UG, including our Erasmus students, may take the entire module as elective courses. The module content is available at releco.org/syllabus/
The course description and material in Polish is available at pe.ug.edu.pl
The Food Waste/Spill course material is available at spory.gumed.edu.pl/32874.html
For instructional and validation information please contact: Adam Jagiello-Rusilowski, PhD, e-mail: email@example.com
For quality curriculum creation a sample of University of Gdansk students were consulted regarding their needs related to resource efficiency and methods. UG conducted a research study concerning students’ attitudes towards resource efficiency and waste recycling at the beginning of the year 2015. The aim of the research study was to collect information necessary for developing a curriculum and implementation for the Waste Treatment–Bio gasification and composting course. The main objective of the study was to explore the following question: Why and how university students want to develop their competency on resource efficiency and waste treatment?
In the first three items of the questionnaire the students were requested to assess the significance of food waste and selected strategies of its prevention. According to 96% of respondents, food waste is a challenge for the community and risk to the environment. (60% agreed strongly and 36% agreed with the statement). Their sentiment was even stronger about the ways of its prevention by better need assessment, rational buying, storage and use of feed. (86% strongly agreed). Their opinion were more divided on the role of the media in raising general awareness of the problem. They were either highly (36%) or just skeptical (39%) about the media’s impact on the society in this respect. Only 9% declared their belief in media campaigns role in raising consumers’ awareness.
working on actual challenges and engagement in research and development projects, especially in international teams will be more effective than traditional forms of ready knowledge transfer. They understand that academic instructors may not be the most competent people to assess and give feedback to students learning about food waste treatment. They are most emotional about that issue and logically prefer multi-stakeholder involvement in the assessment.
Students of Biotechnology ( at Intercollegiate Faculty) appear as more knowledgeable but also more engaged in the food waste educational matters than students of other faculties at University of Gdansk. They will be also the potential target group of the pilot course as the most responsive to the expertise offered by TUAS as part of Innovation Pedagogy (research hatcheries).
Intensive training in Gdańsk
1 Time and location of the traing
The intensive traiing for teaching and technical staff of the consortium partners took place from June the 6th 20116 till June the 10th, 2016 at the University of Gdańsk campus, Gdansk-Oliwa in the facilities of Faculty of Social Sciences and Intercollegiate Faculty of Biotechnology.
2. The program
The program of the training was co-constructed by all the consortium partners ahead of its implementation in Gdańsk during several skype meetings. The concept was to engage the participants in lively multi-media presentations of their best practice and interactive teaching methods as well as put them in the shifting paradigm context for greater consistency with Innovation Pedagogy principles.
The detailsed programme is annexed (Annex nr 1)
3. The training content
The context for the training and blended-learning - Systemic and paradigmatic transformations in Higher Education – interractive presentation and workshop by dr Adam Jagiello-Rusilowski, Insitute of Education, Faculty of Social Sciences
The presentation included the discussion of the overlapping and conflicting of key educational paragidms ( constructivist, behaviorist and humanistic) as revealed in the discourse of sylabbi and intructional material as well as the choice of teaching/learning methods. Educational systems were compared to show general shifts patterns from Herbartian to Chengian models:
Teacher-centred, serving manpower needs
Student-centred, serving individual progress
Learning-centred, serving intelligence sharing
Knowledge is transmitted within linear curricula of specific subjects, learners motivated by grades and ranking. Content is formally presented then practiced and its memorization controlled by convergent problems (tests). Failures are punished by delay or exclusion from system
Curiosity and obstacles to solving a problem are starting points for facilitating individual hypothesizing, empirical verification and constructing new knowledge. Learning is self-regulated and progress ensured by feedback given to achievement across disciplines
Multiple sources of knowledge and „first class” instruction is available via boundless interactions. Learners diversity is engaged through divergent problems (globally significant challenges without solutions). Creativity and innovation is assessed by competent working-life networks
Each model was illustrated by example activities and innovative learning methods exploring collaborative and creative problem solving and constructive peer and expert feedback techniques.
Gamification intensive workshop for academic teachers – by prof. Joanna Mytnik
Gamification is a tool that allows to implement the game elements (mechanics and dynamics) in a non-game environment as the universityto engage and motivate students to learn. It changes the way of thinking about learning, the approach for learning.
A gamified course works as a game, the students behave as game players. It is not playing games during classes. The students are engaged in the long-term process (i.e. one semester).
Gamification enables students to take responsibility for their education, to manage their own learning process and choose the way of learning (strategic approach) and to have satisfaction deriving from progress in learning. It highly increases students’ engagement and motivation to acquire knowledge.
The basis of the tool is the choice between various options given to students in a rule-based system with a network ofclear, long- and short-term goals, challenging tasks, and quick (instant) feedback. The possibility of choosing is a crucial element as it enables each student to take their own decisions concerning his/her education and take responsibility for the choices what in the result engages the motivation for learning. Gamification is an ideal tool for teaching the students effective cooperation in teams and large networks, to be motivated to continuous effort despite failures, to have positive attitudes and to learn the time managements. Gamification perfectly fits into the constructivist paradigm in education, in which the teacher is primarily seen as a designer of learning environments, while the student is supposed to develop (construct) knowledge and skills by means of free and guided interactions.
One of the most important role for the teacher is to give quick and continuous feedback throughout the course. This is exactly what makes games appealing, as students are given quick feedback if they do a task wrong and have the chance to try it again. A gamified course consists of several different alternative task types (depending on teacher’s idea and syllabus requirements): quizzes, multimedia presentations, oral presentation, essays etc. Some of the tasks should be regular tasks being available each week/level.
Beside the regular tasks, there can be special tasks for volunteers, unlocked once aweek or every two weeks, incidentally or unexpectedly. These tasks also can be designed by the students. They can be taken to do extra practice, have some creative challenge, and improve the final grade. It is important that to take a special task, the student must have completed their regular tasks of the week/level. The tasks could be:
- obligatory, partly obligatory or not obligatory (depending on student’s choice)
- special in form and duration time
- with special requirements
- individual or collective
- for chosen students (meeting the special requirements)
- unexpected (not covered by course description)
- long- and short-time
- automatically evaluated (on-line quizzes) or rating by the teacher
- with different difficulty level
- projected by the students
- reviewing by students
The progress is seen as increasing number of points for each executed task being collected by each student. Each student should know his/her progress in the learning stage (on-line platforms dedicated to gamification in higher education or free on-line tools).
The advantages of attending the gamified course for students:
- engagement in learning process
- motivation to acquire knowledge
- systematic work
- strategic thinking
- time management
- taking responsibility for someone’s education
- ability of coopering
- ability of continuing effort despite failures
- fun from learning
Important: gamification is NOT the same thing as using games in education (game-based learning, GBL). Gamification is a long-term process designed for the whole course, not particular classes. Gamified course is a project designed as all with constant rules known from the beginning. The playing educational games on lessons is a single act concerning one lesson/part of the lesson.
After the presentation of the gamification principles the participants of the training were involved in the study of case study ( Annex 2)
Collaborative training activities guided by TUAS Innovation Pedagogy expert– Harri Lappalainen.
After the formal presentation of innovative methods and sharing of experiences at each higher education institution partners were sent our to explore the city and learn about its waste management system using one of the methods. Towrds the end of the day the groups met to share the results. Some of the presentations are attached in the PPT format.
The evaluation took the form of sociometry and the discussion which identified cultural barriers in intrioducing some of the methods. The participants found it useful to put them in the context of conflicting and shifting paradigms.
Annex 1 to Report on the implementation of O6-A10 Short-term intensive training for staff by University of Gdansk, Poland
Programme RELECO Gdansk teacher training
6th June ,Monday
10.00 – 12.00 (optional)
12.30 – 13.30 Senacka Restaurant level 300
13.30 – 14.30 Faculty Board Room S 329
14.30 – 16.00
16.00 – 16.30
16.30 – 18.00
18.30 Senacka Restaurant
Welcome by Deans and Lunch
Introductions and orientation session
From teacher centred to student centred higher education – theoretical framework session
Innovations in HE teaching and learning
7th June, Tuesday
13.30 – 14.30 lunch at Manekin
9.45 meet in hotel lobby
10.00 – 13.00Laboratory learning at Biotechnology
15.00-18.30 Estonian Course – case study
8th June, Wednesday
9.00 – 10.30 S 301
9.00-10.00Harri Lappalainen: Introduction to innovative and active learning methods
10.00-10.30Nea Metsänranta: Dive in to different learning methods used in TUAS-pilots. Instructions: Form two or three groups and go out to the streets of Gdansk! Your assignment is to search information and prepare a presentation about “Waste Management in Gdansk”. Use at least two of the following methods: Interview, Video shooting, Photographing, Idea tree, SWOT-analysis
10.30-15.00 Carry out the assignment (and eat lunch also) J
15.00-16.00Learning by teaching: presentations
16.00-17.00 Self and peer assessment and feedback
9th June Thursday
WNS Building S 301
9.00 – 12.30
13.00 – 14.00 Senacka
14.00 – 17.00
20.00 – Old City Gdansk
Gamification method (Joanna Mytnik - Faculty of Biology)
10th June Friday
WNS Building S 329
10.00 – 13.00
13.00 – Senacka
14.00 – 18.00
18.00 - Senacka
Evaluation of shared methods and stategising for network activities
THE CASE STUDY of a gamified course
This is one of the courses running at the University of Gdansk (by Wojciech Gac, Ph.D):
E U F O R Y N A
(The course: Neurobiology of addiction)
WojciechGlac, Ph.D., University of Gdansk, Faculty of Biology
BOOK OF RULES
There is a substance whose activity was given only a few. Its name is euforyna. The existence of euforyna, due to its ability to incite unmatched in its strength euphoria, is shrouded in mystery. This mystery is guarding by the Order of Euforynians,the leader of the Order is a person running the course, he is called the Game Master. The Order is willing to let the effects of euforyna feel anyone who carefully to this act will prepare. The requirements laid down by the Order include(among others) possession of the brain, including a number of structures in each of its regions and a knowledge of various psychotropic substances. Since stocks of euforyna rapidly shrinking (its synthesis by organisms of the family Euforynaceae takes a very long time), the Order decided that the dose will vary so as to reward all proportion to work done in the development of brains and the level of secret knowledge.
Players wishing to feel the effects of euforyna must perform all sorts of tasks (mandatory and optional), for which it obtains knowledgepoints, action points and prizes. Along with gaining further knowledge points the Player’s brain grow, expanding by another part. Action Points are used to enrich the different parts of the brain, as well as to purchase some tasks and other goods. The more structures will be in the Player’s brain, the bigger dose of euforyna he gets. Prizes are the picture of special talents of the Players and allow them to acquire additional knowledge and action points.
EachPlayer starts the game with two lives. To complete the game he must keep at least one of them. Life is lost, among others, for absences in classes and failure to obtain a minimum of 50% of the points available for the mandatory task. Resuscitation (purchased in the supermarket) is possible. Each saved life gives the Player single approach to the final battle for euforyna (i.e.attendance in the test).
The Player starts the game with only spinal cord. To acquire further knowledge points allows him to automatically increase the rank of Player by building extensions subsequent parts of the brain (medulla oblongata in turn, midbrain, diencephalon, telencephalon (the basal ganglia) and the cerebral cortex). Table game (click the link, below) outlines the rank of (parts of the brain), with the minimum number of points of knowledge required to achieve them.
The rank of Player determines the tasks for which he can access, which can be bought. The player occupying a given rank (with a particular part of the brain) can perform the tasks assigned to that rank and tasks belonging to all the lower ranks (parts of the brain).
The game table (the link below) show a list of ranks and various types of work assigned to them, together with data on the cost of access to the tasks and maximum profits for their performance (knowledge points, action points and other awards).
For each of the tasks there is also specified duration of time, under which it is possible to access them and should finished a given task. Exceeding the allowed time results in the inability to obtain a profit for the task, the Player has the option to redeem gastric lavage, which will extend until the completion of tasks for a week (possibility does not apply to tasks that take place in the classroom and quizzes of narco-knowledge and narco-surprises).
If a task can get both points of knowledge and action, these points are awarded proportionally. In the case of obligatory tasks action points are awarded only when they have the task of at least 50% of the points available knowledge.
Narco-quiz consists of open-ended questions and examine the lessons learned during the meeting of an instruction. Narco-quizzestake place at the beginning of the classes 2, 3 and 4, each of a material instruction described on the previous meeting (respectively the ball 1, 2 and 3).
The group that obtains the highest score in each of narco-quiz receives an additional prize. The award will go then to all members of the group who participated in the task. Players who will individually obtain the best combined score from all three narco-quizzes will receive an additional prize.
Narco-show is a presentation of selected (randomly selected) group of psychoactive substances. List of subjects along with the timetable set out in the appendix to this book of rules (the link below). Narco-show is carried out in pairs. The form of presentation is completely arbitrary (it may be a multimedia presentation, but also the movie, a play, a song etc.).
Each presentation should include the following elements concerning sheet: the story of the discovery and use of substances, effects of a single (occasionally) the adoption of the substance, the effects of chronic substance use, effects of overdose, withdrawal syndrome symptoms, mechanism of action, including a mechanism in which the substance causes addiction. Each presentation should bear a list of resources being are used in the development of presenting the topic.
It is the duty of each Player to sendthe PDF file presentation through the platform (description and file name should include the topic number in the form of two-digit and last name separated by an underscore Player, for example. 05_kowalski).
Junkie city is a series of tasks related to the topics covered in class 1 - 8. The tasks are performed as a team. Each 4-person team has to perform several tasks at specific times. It is taken into account both substantive correctness and execution time tasks.
Drug Wars is a form of debate in which players divided into teams, with the essential arguments trying to persuade the observers debate the thesis, which are supposed to defend. Assessed by the Game Master is subject to the choice of arguments, their quality and accuracy. Each team member has a duty to speak in the debate. Winning team, or one who persuaded most of the observers to their argument, receives extra. The draw and debate, defended theses and warehouses teams will be conducted in class.
Psychostymulation includes promoting their own and others' minds to work by taking a valuable voice in the discussion, bringing constructive comments or ask a question appellant's something to discuss. For each such activity Game Master admits crystals, which must be preserved. The crystals are in fact the currency used to buy narco-challenge. Players who gain most crystals (they all gained crystals, regardless of whether they were issued, have been retained by Player) in all classes will receive an additional prize.
Narco-challenge the work done in the classroom or beyond. The number of shares that may be acquired for narco-challenge data depends on the scale of difficulty of the task. The currency used to buy access to narco-challenge are crystals. Master Games describes each type of task (without a content) possible to win the award and the price of the output. If the Players willing to buy access to jobs is more than one master performs Games bid. Each player can perform 5 narco-challenges.
Narco-curiosityhas the form of a brief speech, during which the player presents information beyond the subject of a presentation delivered by the other players. Curiosity should be related to the content discussed in the activity. Each Player can take seven parts in the task, and may do so only for those classes, during which he does not make a presentation, and only once on each course. The number of points you earn depends on the importance and usefulness of the information submitted and clarity of communication.
Narko-pedia is an encyclopediaof basic concepts of neurobiology of addiction. After buying access, the task is to describe the course participant chosen password (available at any given time) using a maximum of 1500 characters (including spaces). The number of entries is limited and buying your password determines the principle of "first come, first served" basis.
Quiz tests your knowledge gained in the classroom. The quiz is conducted on the platform at the agreed time with the players. The scope of the tested material in a quiz and quiz time is given at the job description on the platform. The group that obtains the highest score in each of quizzes obtain additional prize. The award will go then to all members of the group who participated in the task. Players who will individually obtain the best combined score from all five quizzes will receive an additional prize.
Narco-surpriseSare the tasks of various types that appear suddenly. Information about the task activation surprises, and how and access to the job requirements, as well as the content of the task and profits for its solution are served either in the classroom or on the platform.
DRUG ADDICT’S STORY
Drug addict’s story has the form of argument on the selected theme with scientific facts learned in the classroom and / or through their own work. Topics outpourings are served at the job description on the platform. Minimum amount of confessions is 4000 characters (including spaces). Players who take part in the two editions of the confessions and gain in each of at least 50% of the possible points, will receive an additional prize.
NARCO-GAMES-IN-PICK UP STICKS
The player's task is to create a board game, a card or other referring to the syllabus, through which other players taking part in it, will be able to repeat the lessons learned during the course. The game must be designed so that they can take part in it at least 4 people. The evaluation shall assess both the same idea and its execution, and educational value of the game.
Drug string is a series of short interrelated tasks, the solution of which the task is dependent on proper solution before. Further tasks are performed both on-line and by sending them to the Master of the Game. Players who quickly finish a string of drug will receive an additional prize.
KIT OF DRUG ADDICTS
The player's task is to create an information leaflet on a particular (selected from available) on the pattern of psychotropic substance information leaflet accompanies the medication. The leaflet is to have an A4 format and include the following: name of the substance, the physical appearance of the substance or the product it contains, dosage, it produces effects that are adverse events that are interactions with other substances like.
The player's task is to create crossword puzzles, crosswords panoramic, sudoku puzzles or other topics related to the course. The evaluation shall assess both the same idea and its execution, and educational value.
FINAL BATTLE FOR EUFORYNA
only those players who have obtained from each of the obligatory tasks of at least 50% of the points available knowledge are allowed to attend the final fight for euforyna (final test). Failure to do so results in a failure of the course.
Each gained structure of the brain slows Player from having to take the fight to 1 out of 15 fights included in the final battle for euforyna (i.e. answering one of the 15 parts of the test), which is recognized for winning (or credit balance). The individual skirmishes (part of the test) have a different weight - in different ways influence the outcome of the final battle for euforyna (final test).
The table below shows the different structures of the brain (column A), the corresponding number of equal worth of questions included in the test (B), guaranteed final assessment, which won player depending on the number of assembled structures (C) and the number of additional correct answers needed to obtain a higher assessment (D).