WP2: Support New and Already Emerging African CoPs WP Leader Hannu Tenhunen – KTH - Sweden (hannu@kth.se) 21 June 2016 – Sci-GaIA First Periodic Review – Brussels (Belgium) 1

T2.4.4 – Accreditation and pedagogical support Provide support to help formal approval challenge driven activities to degree requirements and for credits by establishing common criteria Improve knowledge triangle integration and university work with external stakeholders Based on well established models and practices Bologna process and ECTS system (http://ec.europa.eu/education/ects/ects_en.htm) EIT (European Institute of Innovation and Technology) Handbook for Planning, Labeling and follow up reviewing ( www.eit.europe.eu) CDIO, Conceive-Design-Implement-Operate, worldwide initiative (MIT, Chalmers, LiTH, KTH originators) (http://www.cdio.org/) Guide to Challenge Driven Education (https://oar.sci-gaia.eu/record/174?ln=en) developed at KTH Key model concepts based on modern education techniques Overall learning outcomes, Intended learning outcomes Pre-defined quality indicators, Quality assurance and learning enhancement model Active teaching and learning lifting the student at the center Aligned teaching for linking intended learning outcomes, assasement tasks,, grading, teaching and learning tasks, and study resources

T2.4.4 – Accreditation and pedagogical support: activities Identifying via dialog the key obstacles hindering CDE integration to degree program level in format and governance “Not enough experience” and slowness on the curricula development processes for regulatory reasons, insecurity how to examine students on equal basis, how to satisfy national requirements and regulations for the degrees Lacking or Ad hoc integration to Living Labs and MakerSpaces Collect hands-on information and feedback on practical projects and formulate this to simple and clear QALE system with a handbook Will be in the content of D2.1 Organize training and joint workshops for teachers in order to establish a common metric and use the power of best practices September 2016 workshop Initiate and support curricula transformation processes in selected universities for programs where the project partners have a natural integration and continue to work together for additional resources for educational and innovation development Under progress at UDSM and DIT Summarize experiences and future plans Will be a part of the content for D2.4

Year 2 plan for September 2016 workshop in Dar Es Salaam: Theme: Open Science in Support of Education in Practice Day 1: Open Science for education Impact of concepts like Science Gateways and Open Science on Teaching and Learning: Open Data, Open Access, Open Educational Resources Impact of open innovation and co-creation/co-crafting to learning LivingLabs, campus based OpenLabs and Innovation and Business creation hubs, innovation ecosystems Innovation and entreprenuerial education models Stakeholder integration and IPR issues African examples Day 2: TTA in Practice: Governance and how to organize CDE From intended learning outcomes qualifications for degrees to practical work on campus Fitness to local degrees, governance, credits, and assesment practices Industrial expectations to degrees and student skill for employability Day’s project team work: local specific degree and curricula issues, marketing to local stakeholders, student engagement and recruitment for CDE work

Year 2 plan for September 2016 workshop in Dar Es Salaam: Day 3: TTA: How to do it Examples of “success” and various concrete models Examination, grading & assessment individual vs. group ILOs, study/learning diaries Contracts, handling IPRs, handling funding and external resources How to organize the groups for the course How the groups need to organize themselves for for the projects Selection and identification of good projects Project team work: Course organization and implementation, student couching and mentoring Day 4: How to create impact and success How to create impact Interaction and utilization of Living Labs, OpenLabs, MakerSpace, Innovation Hubs for courses Examples from partners (Africa & EU), IPR issues in practice Embedding and integrating innovation and entrepreneurship to the projects Project team work: Discussion, presentation, and review team results from day 2 and 3. Day 5: Sci-GaiA project management meeting

Long term strategy for support new and emerging CoPs in Africa Long term strategy and transfer of ownership after end of Sci-GaiA via 3 meta-level pillars Challenge driven project courses (related to problem based learning which is more restricted), where student teams solve complex open ended problem that generate real societal value in private and/or public sector eInfrastructure – where a common and integrated web platform is built in order to facilitate the realization TTA activities, and as a repository to easy access by the participating universities and user communities exploiting TTA outcomes. A physical space where stakeholders, like cluster representatives, public stakeholders, and practitioners can meet student teams to formulate challenges and based upon that define the problem space and the key problem the team needs to solve. It is a creative environment that inspires to co-ideation and co-creation/crafting. Transforming curricula structures and examination requirements for degrees via positive examples and community support Interaction with existing Living Labs, MakerSpace and connecting these to existing innovation and entrepreneurial ecosystem Post Sci-GaiA activity need to be based on existing and forth coming long term focused science and technology projects with most likely international character

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