The emergency transition to online learning in the wake of Covid-19 was a phenomenon that forced Higher Education Institutions (HEIs) to switch to remote teaching overnight. For one side, the Covid-19 educational emergency brought many opportunities for online learning, but at the same time highlighted many of the problems that already existed. Transitioning to online learning, especially when university curricula are planned for face-to-face (F2F) teaching and learning, requires careful planning and [re]design processes. In the spring semester, we experienced a first phase called Emergency Remote Teaching (ERT) a term coined to describe the lack of planning, design, and student-centred approaches. However, it is worth noting that this situation has created opportunities for the adoption of digital pedagogy and the development of digital literacy: an absolute majority of academic faculty has already experimented with ERT. Nevertheless, in order to implement online learning, the academic faculty needs constant support and professional development opportunities to facilitate the transition from ERT to online learning.The main objective of the project is to support the transition from Emergency Remote Teaching to Digital Education through evidence-based, open and innovative practices of teaching and learning. Its ultimate goal is to improve the quality of education, regardless of the existing differences in the educational systems of European countries, thus providing equal opportunities for personal development for all European citizens. Approaches inspired by the neurosciences and cognitive sciences (e.g. cognitive load theory) bring a much-needed evidence base to educational practise, but there is growing evidence that educators do not have sufficient knowledge of cognitive processes to apply this knowledge to learning designs. Nonetheless, evidence-based approaches can provide tools and good practice to help instructors face the new reality that has emerged with ERT: while in the past, teaching was largely synchronous, the transition to distance learning brings new challenges for both students and instructors. ERT brings with it an increased cognitive load - zoom fatigue is real and digital pedagogy must take account of this cognitive load, attention span, and metacognitive skills.This project proposes a holistic approach, using existing tools, practices and resources, and building new ones based on a needs-based approach, to help universities make the transition from ERT to carefully planned and implemented online learning, thus contributing to their digital readiness. In addition, open practises, supported by connectivist approaches and open educational resources (OERs), will ensure that the project achieves its immediate and long-term objectives and beneficiaries. The project will achieve its objectives through the research and development of a Framework for faculty development. To reach the main objective, the project (a) provides educators with solid scientific knowledge on the functioning of learning and memory, including the required theoretical framework to understand why this knowledge is instrumental to provide quality learning; knowledge on the innovative, digital pedagogies contextualised in specific authentic use cases; digital competencies through tutorials (b) with a community of practice approach helping lecturers and educators to apply such scientific knowledge to enhance their current teaching strategies (c) specific tools and platforms to support open educational practices.This is implemented through the main activities of each IO, consisting of research (IO1), innovative faculty development activities implemented through MOOCs and a specific training framework (IO2). The project provides a toolbox with integrated tutorials to increase the from one hand, digital competences and on the other, expertise in digital pedagogies in the academic faculty (IO3), collaborative curriculum and learning design (IO4). The Framework is implemented through a MOOC and specific tools that will be available in different European languages under CC license (IO5). All these activities lead to very tangible results and artefacts that will be scaled up to have an impact at the European level to enable evidence-based educational practices.

Bu proje öğrenci ve personel değişim hareketlerini kapsamaktadır. Öğrenci değişimi öğrenim ve staj olarak iki ayrı kolda yürütüldü. Personel değişimi ise ders verme ve eğitim alma olarak gerçekleşmiştir. Toplamda 44 faaliyet gerçekleşirken bunlardan yirmi ikisi öğrenci iken kalan yirmi ikisi ise personel değişim hareketlerini içermektedir. Partner üniversiteler ile karşılıklı ilişkiler daha iyi hale getirilmiştir. Hem öğrencilerimiz hem de personelimiz hem akademik hem de sosyal yönden kendilerini geliştirmişlerdir.

This is a higher education student and staff mobility project, please consult the website of the organisation to obtain additional details.

<< Objectives >>TECCHED aims to design and implement a technology-supported climate change curriculum for teacher education programs that foster the development of character and values for 21st century responsible citizenry. The objectives are designing a curriculum for technology-supported climate change that fosters character and values in teacher education programs, an enriched book, a digital learning platform, and implementing and evaluating the effectiveness of the curriculum and digital learning platform<< Implementation >>In the scope of TECCHED, 3 face-to-face and 2 online transnational meetings will be implemented. An online focus group activity for curriculum design, enriched book presentation event, faculty training activity to train teachers for digital learning platform usage, local faculty training to teach about the curriculum and the digital learning platform as well as curriculum implementation, and closing activity to disseminate project results will be implemented.<< Results >>The results are a technology-supported climate change curriculum for teacher education programs aiming at fostering character and values development, a technology-supported climate change enriched book, a digital learning platform for educators. These resources will aim at an increased level of TPACK self efficacies, cognitive structures about teaching climate change, improved views of faculty members on the roles of character and values in teaching climate change will be expected from TECCHED

<< Background >>The emergency transition to online learning in the wake of Covid-19 was a phenomenon that forced schools to switch to remote teaching overnight. This emergency transition to online learning has not only been a short time solution to the disruption in the global education, but remained over a year, proving itself to be a significant tool for continuous and accessible education. For one side, the Covid-19 educational emergency brought many opportunities for online learning but at the same time highlighted many of the problems that already existed. Transitioning to online learning, especially when university curricula are planned for face-to-face (F2F) teaching and learning, requires careful planning and design processes. In the last spring semester, we experienced a first phase called Emergency Remote Teaching (ERT) a term coined to describe the lack of planning, design, and student-centred approaches. However, it is worth noting that this situation has created opportunities for the adoption of digital pedagogy and the development of digital literacy: an absolute majority of academic faculty has already experimented with ERT. Nevertheless, in order to implement online learning, the teachers need constant support and professional development opportunities to facilitate the transition from ERT to online learning. We apply this project, CLOSER, to address and provide this imperatively needed support to the teachers and educators in different countries of Europe through creating evidence-based, open, and innovative practices of teaching and learning.<< Objectives >>The main objective of the project is to support the transition from Emergency Remote Teaching to Digital Education through evidence-based, open, and innovative practices of teaching and learning. Its ultimate goal is to improve the quality of education, regardless of the existing differences in the educational systems of European countries, thus providing equal opportunities for personal development for all European citizens. Approaches inspired by the neurosciences and cognitive sciences bring a much-needed evidence base to educational practise, but there is growing evidence that educators do not have sufficient knowledge of cognitive processes to apply this knowledge to learning designs. On the other hand, evidence-based approaches can provide tools and good practice to help instructors face the new reality that has emerged with ERT: while in the past, teaching was largely synchronous, the transition to distance learning brings new challenges for both students and instructors. ERT brings with it an increased cognitive load - zoom fatigue is real and digital pedagogy must take account of this cognitive load, attention span, and metacognitive skills.This project proposes a holistic approach, using existing tools, practices and resources, and building new ones based on a needs-based approach, to help schools make the transition from ERT to carefully planned and implemented online learning, thus contributing to their digital readiness. In addition, open practises, supported by connectivist approaches and open educational resources (OERs), will ensure that the project achieves its immediate and long-term objectives and beneficiaries.<< Implementation >>The project will achieve its objectives through the research and development of a Framework for teacher professional development. To reach the main objective, the project's. activities include (a) providing educators with solid scientific knowledge on the functioning of learning and memory, including the required theoretical framework to understand why this knowledge is instrumental to provide quality learning; knowledge on the innovative, digital pedagogies contextualised in specific authentic use cases; digital competencies through tutorials (b) providing with a community of practice approach helping teachers and educators to apply such scientific knowledge to enhance their current teaching strategies (c) providing specific tools and platforms to support open educational practices.This is implemented through the main activities of each PR, consisting of research (PR1), innovative faculty development activities implemented through MOOCs and a specific training framework (PR2). The project provides a toolbox with integrated tutorials to increase the from one hand, digital competences and on the other, expertise in digital pedagogies in teachers, supporting and advocating for OERs (PR3), collaborative curriculum and learning design (PR4). The Framework is implemented through a MOOC and specific tools that will be available in different European languages under CC license (PR5). All these activities lead to very tangible results and artifacts that will be scaled up to have an impact at the European level to enable evidence-based educational practices.<< Results >>As briefly indicated above, we expect to have five main project results. These project results include i) State-of-the-art and current needs to transition from ERT to digital pedagogie; ii) A standardised teacher professional development framework and guidelines; iii) Interactive community-based open educational resources, MOOCs, and tutorials/training including practical and pedagogical tips and support on the Digital Hub; iv) A collaborative platform for learning design and content (re-)design, storing and publishing on the Digital Hub; and v) Design and Implementation of Training Courses.