<< Objectives >>The project aims to transform mainstream media representations of women of diversity in Europe (in particular, Muslim women). It will renew their image through teaching in the university curricula of an international European consortium. This renewal is fed by sources of self-representation (mainly Instagram) created by digital native women who create content on online networks.<< Implementation >>The project is organised around activities dedicated to the realisation of transferable productions for university audiences and, beyond, for civil society online and offline: a transmedia book to be included in bibliographic catalogues, didactic units to be used in full time curricula and continuing education, an online collection of self-portraits in the form of audio-visual capsules, an installation to be presented in a physical exhibition.<< Results >>Based on a partnership involving 4 universities and 1 training organisation in Europe, the project reaches a large audience: at least 600 students through the courses given by the consortium's teachers, but certainly more than that through cascading effects within the universities. But the societal impact is also due to the concrete involvement of about 15 female Instagrammers who are themselves followed by a virtual community of several hundred or even thousands of followers.

In rapidly changing health care systems, digitalization, e-health and robotisation are gaining influence. Due to the existing global nurse shortage in Europe, a demand for healthcare and therewith nurses will continue to grow, whilst the supply of available nurses is projected to drop. Therefore, it is expected that the shortages will accelerate in the coming decade and will be more serious than the cyclical shortages of the past. This nursing shortage will ultimately constrain health system reform and innovation, and contribute to escalating costs. ICT, AI and robotization are one way to support health care professionals, enhance interprofessional cooperation and patients` safety. This introduction of ICT, robotisation and other technologies in nursing care will create a disruptive change in the provision of health and nursing care. Furthermore, research shows, that the usage of ICT is still limited within the health care professions and thus in nursing. For that external and internal factors have been identified, e.g. infrastructure not being suitable or the lack of interoperability of different computer and ICT systems, the limited awareness and understanding of ICT concepts. Health care professionals who use ICT complain about the lack of skills and tailored trainings for their needs. Usually nurses have to learn ICT related skills on the job within their working duties. As ICT is rapidly changing and developing towards robotization and AI, the resistance and skepticism towards technology among nursing professionals are expected to grow. The NursingAI project will analyze and forecast the types of skills and competencies needed by health care professionals, especially nurses. By gaining insight of needed competencies and skill, curriculums for trainings and education programs can be enhanced to the actual needs concerning ICT competencies. NursingAI will work towards an assessment and training tool for skills related to AI, robotisation, digitalization and e-health in nursing sectors of Germany, Hungary and the Netherlands. The tool prototype will be tested and evaluated in these countries in order to make them available for local and European VET curriculums and further education programs. These efforts are critical, since 1), nurses should be able to understand and work with novel AI and Information and Communication Technologies (ICT) in order to improve the general quality of care; 2) the current offer of assessment and training methods on AI, robotisation, digitalization and e-health skills in nursing in Europe is very limited, and 3) in order to have a significant amount of AI and robotization skilled nurses in place in 5-10 years time in Europe, investments and changes in the VET curricula need to be initiated now. With the transnationally project, needed competencies in future workplaces will be multiplied and progress made in VET and health care.

<< Background >>Crossborder collaborative journalism is applied more and more widely in the media, as journalists address global challenges and networked societies. The move towards collaborative journalism applies both for globally known investigations such as the Panama Papers on tax avoidance schemes (ICIJ, 2016) and for local and regional collaborations focusing on topics of immediate importance for the citizens such as affordable housing (Arena, 2021), just to mention a few examples. The digital opportunities have allowed for and accelerated the development of a new way of doing journalism (Konow-Lund, Gearing & Berglez, 2019), among practitioners dubbed crossborder collaborative journalism (Alfter 2019). This mindset and method occur at the level of the individual journalist as well as among media. Thus, crossborder collaborative journalism is a competence that journalism educations need to provide their students with, in order to meet demand in the industry. This is the immediate need we wish to address with this project. Particularly in education of future journalists, it is paramount to embed the overall objective into the larger context of democratic societies and the role of journalists in them. The major challenges we face all transcend national borders – be that the climate, the pandemic or the inequality – and can only be solved in shared efforts. An informed public is essential in democracies, and the content of such information needs to transcend borders. Crossborder collaborative journalism holds enormous potential to bridge gaps and to provide necessary information in this field of tension – between the local level, where citizens live and work and send their children to school, and the European or global level, where political decisions can be made to address the challenges. This is the essential need we wish to address. Crossborder collaborative journalism practice is generally defined by 1) journalists from different countries 2) decide on an idea of mutual interest, 3) gather and share material and then 4) publish to their own audiences. In practice, this means that journalists work near the audiences they serve while – through the process of working with the partners in the collaboration team – not only get access to information from other countries but also maintain the European or global outlook and in the process challenge each their own potential national bias. These developments mean we have to equip the next generation of journalists – our students – with additional competences such as intercultural communication or the competence to constantly maintain a transnational outlook even when doing local, regional or national journalism. Practical competences include interpersonal communication in remote and diverse teams and international project management. Digital competences are indispensable , so future journalists need the necessary familiarity with digital tools to actually make journalistic research and publication happen while being mindful of digital opportunities and limitations, digital routines, and digital security for example for source protection, as well as an understanding of ethics and media law in transnational contexts. With the Crossborder Journalism Campus project, CJC, we want to develop a model for crossborder collaborative journalism education. Once developed, tested and documented, the pilot collaboration model is flexible because it enriches already existing curricula and thus has high transferability potential. Alfter, B. (2019). Crossborder Collaborative Journalism. A Step-by-Step Guide. Oxon/New York, Routledge. Arena (2021). Cities for rent https://cities4rent.journalismarena.media/ ICIJ (2016). The Panama Papers: Exposing the Rogue Offshore Finance Industry https://www.icij.org/investigations/panama-papers/ Konow-Lund, M.; Gearing, A. & Berglez, P. (2019). Transnational Cooperation in Journalism. In: Oxford Research Encyclopedia of Communication. Oxford University Press<< Objectives >>Crossborder collaborative journalism is included into national journalism educations occasionally, though not yet widespread and often taught rather than practiced. To our best knowledge and according to our stocktaking efforts, there is no other European partnership of journalism educations offering a model like the one we here envisage (Alfter, Wiik & Deuze, 2019). For the Crossborder Journalism Campus partnership, five universities and one professional organisation join forces. Together, we have some of the most experienced and well-connected practitioners, most senior journalism educators and most prominent academics in the field. With the CJC project, we want to develop a pilot collaboration model to teach crossborder collaborative journalism. We do this applying a collaborative approach adapted to the goals, reality and curricula of higher education. The objective is a model, that enriches existing curricula with the European and collaborative competences while at the same time fully respecting the existing structures. We deliberately want to develop a flexible model, because it will be immediately applicable by other journalism educations without the need to adapt, integrate and nationally accredit new curricula. The CJC will produce adapted curricula for the partner journalism educations to be applied during and after the project phase. The summarizing concept of the CJC model will be the starting point to adopt, adapt and further develop the model. Within this overall concept of networked educations, we want to provide the students not only with a shared set of basic knowledge and understanding of this new field of journalism practice, but also with journalistic tasks for them to apply skills, analyse and create material and evaluate the outcome. This will provide the students with a valuable experience and competitive advantage after graduating. To achieve this, we will run two pilot collaborative journalism classes at master level with students from three universities in an integrated teaching process. In each of the pilot years, each university will follow its own curricula, embedded in the respective university’s journalism programme. Together we will design and develop a variety of learning activities, guidelines and teaching material to ensure that all teaching staff and students have the same understanding of the process and all work towards the same goals during the yearlong joint investigations/students’ crossborder collaboration projects. The entire process will be observed, documented and analysed by our participating lecturers and other academic staff with the goal of making the final concept clear, easily accessible, transferable and sustainable. The purpose is to create and share an innovative way of teaching a new journalism practice. We know from our preparatory work that there is an interest among other journalism educators for transnational projects, and there is a general demand for internationalisation within following many universities overall vision. To support this overall objective and the general goal of the Erasmus+ Cooperation Partnership, the Collaborative Journalism Campus works towards four outcomes: 1. Pilot collaboration model: To develop a comprehensive and flexible model integrating crossborder journalism into existing curricula 2. Journalistic outcome: To facilitate students’ crossborder journalism production through facilitating a collaborative culture in offline and digital environments 3. Digital collaboration portal: To develop and apply digital and online resources for students and lecturers 4. Concept material and intellectual output: Ongoing analysis, knowledge sharing and dissemination within partner organisations and our target groups Alfter, B.; Wiik, J. & Deuze, M. (2019). Taking stock of crossborder journalism education in times of crossborder collaboration. Conference paper GIJC 2019 https://ijec.org/2019/11/24/gijc19-academic-track-reader/<< Implementation >>At the centre of the Crossborder Journalism Campus is the innovation effort to develop the networked curricula for a collaborative journalism education. To test them, we plan two pilot classes, each such collaboration class is set to last one academic year. In colloquial language we’ve dubbed this model ”plug-ins” to the existing curricula, because the collaborative concept builds upon these and intends to enrich the existing curricula at the participating universities. Instead of creating a new course, the crossborder collaboration project will be embedded into the courses and programmes at the respective universities. The first pilot with students will run from the autumn of 2022 to the early summer of 2023, the second pilot from the autumn of 2023 to the early summer of 2024. All activities are aligned with this academic rhythm. Pilot class 1 preparation (winter 2021/22) Preparation meeting of all partners / 1st transnational project meeting (Paris) Digital work environment set up, preparatory training of lecturers conducted, online frontpage launched Adaption of existing syllabi and curricula at each university to enable inclusion of the transnational students’ projects Pilot Class 1 (autumn 2022 - early summer 2023) Kick-off meeting 1 – students, lecturers, academics (Amsterdam, Brussels) Collaborative class (remote, students at each their university) Evaluation compiled 1 (summer 2023) Evaluation and further planning / 2nd transnational project meeting (Leipzig) Pilot Class 1 publication (summer 2023) Evaluation of first pilot class published on website Publication of students’ work on website Publication of students’ methodological reports on website Publication of data sets (if applicable) on website Social media activities by/with students about the publications, the evaluation and CJC in general First year multiplier events (spring/summer 2023) Multiplier events targeting journalism professionals, media managers and journalism lecturers. (Leipzig, Gothenburg) Initial professional exchange (presentation, feedback) about the CJC beyond the partners via existing networks and events for journalism professionals, media managers and journalism lecturers (as of summer 2023 and to end of project) Participation in online and offline conferences on national and international level such as the European Journalism Training Association (EJTA), Global Investigative Journalism Network (GIJN), European Broadcasting Union (EBU), World Association of Newspapers (WAN-IFRA) but also regional and national entities such as Netzwerk Recherche in Germany, Gräv in Sweden, Skup in Norway or the like. Evaluation first year and preparation Pilot Class 2 (spring-summer 2023) Meeting of CJC lecturers and academics Fine-tuning of syllabi and curricula, if needed Pilot Class 2 (autumn 2023 - early summer 2024) Kick-off meeting 2 – students, lecturers, academics (Amsterdam, Brussels) Collaborative class (remote, students at each their university) Pilot Class 2 publication Publication of student’s work on website Publication of students’ methodological reports on website Publication of data (if relevant) on website Social media activities by/with students about the publications, evaluation and CJC in general Second year multiplier events (spring/summer 2024) Multiplier events targeting journalism professionals, media managers and journalism lecturers (Paris, Gothenburg) Evaluation compiled 2 (summer/early autumn 2024) Concluding meeting lecturers and academics Final project report published on website Final knowledge sharing to national and international professional groups Participation in online and offline conferences (see above) Publication of material about the Crossborder Journalism Model on the project website Outreach to other journalism educators<< Results >>The Crossborder Journalism Campus plans four overall outcomes. Each of these headlines cover a number of tangible and measurable results: 1. Pilot collaboration model: To develop a comprehensive and flexible model integrating crossborder journalism into existing curricula 1.1 Crossborder journalism plug-ins to the syllabi/curricula of the participating universities 1.2 Two one-year pilot classes on master level including lectures, tasks and material addressing: 1.2.1 Crossborder collaborative journalism practice and theory 1.2.2 Intercultural and interpersonal communication in a diverse/crossborder journalism context 1.2.3 Remote team work, editorial coordination of teams, digital collaboration across borders 1.2.4 Journalists and journalism in network societies in practice and theory 1.3 Professional peer feedback gathered and model disseminated when presenting the concept for journalism professionals, media managers and journalism educators 2. Journalistic outcome: To facilitate students’ crossborder journalism production through facilitating a collaborative culture in offline and digital environments 2.1Journalism students collaboratively prepare and then publish journalistic production (articles, visualisations, podcasts etc) with national media and/or on CJC-website 2.2 Journalism students publish methodology reports underlying their journalistic publication on the CJC-website 2.3 Public data library of data used by the journalism students to document and/or visualize their journalistic publications, published on the project website to demonstrate data journalism aspects of the project 3. Digital collaboration portal: To develop and apply digital and online resources for students and lecturers 3.1 Shared secure work environment 3.2 Shared data library 3.3 Publication space compiling students’ publications and methodological reports 3.4 Publication space for CJC project material 4. Concept material and intellectual output: Ongoing analysis, knowledge sharing, feedback and dissemination within partner organisations and our target groups 4.1 The model of collaborative crossborder journalism education will be summarised in CJC concept documents with a detailed, step-by-step description of how to prepare, run and evaluate a collaborative crossborder journalism education 4.2 Throughout, lecturers will participate in peer-trainings to deal with crossborder journalism methods, digital collaboration and the shared data 4.3 Literature package with relevant material for students’ reading lists as well as literature for lecturers preparation 4.4 Teaching guide for lecturers 4.5 Articles targeting professional journals to get feedback and share the CJC concept 4.6 Empirical material gathered for an academic article to be published independently of the CJC project In the short term, the development of a collaborative crossborder journalism education holds the opportunity for significantly improving and Europeanising the participating higher education partners. In the longer term, this flexible and easily replicable crossborder journalism education concept holds the potential of a multiplier effect to answer the above noted needs for crossborder competences in the media industry and in our democracies.

Understanding of, critically reflecting on and communicating of statistical information and quantitative concepts has become a fundamental skill and competence for an informed and active citizen in a modern society.There is a worrying trend, particularly in the social sciences, that requires urgent attention. An increasing number of results reported in the literature and media are not replicated, misleading or plain wrong (Galek et al., 2012; Boekel, et al., 2014; Leek, McShane, Gelman, Colquhoun, Nuijten, Goodman, 2017; McNut, 2014; Open Science Collaboration, 2015). The underlying problem seems to be inaccurate or inappropriate use of quantitative methods and thinking. If this trend remains unchecked, valuable research money will be wasted and the reputation of of entire research programmes in the social sciences (Kahnemann, 2012) and in other disciplines (Ioannides, 2005, 2014) may be destroyed.Ideally, teaching quantitative thinking would be based on interactive activities supervised by several experts so that a student continuously receives personalized feedback. If however teaching is delivered face-to-face or in a traditional classroom format, then this would be very costly and time-consuming.We need adaptive and personalized learning tools, available online to a large and diverse group of students. Such tools would promote quantitative reasoning, reflection and communication. It is planned to develop the e-learning system QHelp that allows both adaptive assessment of competencies and skills, and personalized learning. The QHelp platform will merge into a single integrated e-learning platform two important types of tools for e-learning: the massive open online courses (MOOC) and the intelligent tutoring system (ITS). The QHelp project is both innovative and complementary to the TquanT project carried out from 2016 to 2018 within the EU Erasmus+ programme. The QHelp system will be composed of two fundamental modules: an assessment and a learning module. The former will be used for determining the state of knowledge of a student. This will be done by applying the adaptive assessment procedures that are available in the knowledge space theory (KST) framework. At the end of the assessment the student will receive a detailed report containing the results of the assessment in both summative and formative terms. In the learning module the student will be guided through the contents in a structured way, starting from the notions, knowledge and concepts that are immediately accessible from her state of knowledge. This personalized learning should help keeping high the student’s motivation to stay in the system.The project will produce several outputs that can be distinguished into intellectual outputs, multiplier events, and blended mobility activities. Intellectual outputs will be applications developed with the pedagogical aim of teaching methods and procedures for quantitative data analysis.Two multiplier events will take place at international conferences and meetings of well-known societies, the Psychometric Society, and at higher education methodological winter schools. Three blended mobility activities will be held in Tuebingen, Leuven, and Padua. These activities will involve students, teachers and researchers from partner universities, and will employ innovative learning and teaching methods. They are essential milestones for achieving the objectives of this project and will lead to the development of new teaching material, software tools, exercises that will be included in the QHelp e-learning system. The activities will provide added value by collecting quantitative and qualitative feedback from participants, and an opportunity for teachers and students to meet, and work on intellectual outputs. The physical mobility will also be used to hold transnational project meetings, to exercise quality control and to identify potential problems at each stage of the project.

Although most HE institutions have embraced the potential of e-learning methods and have invested in technology-enhanced learning environments and tools, we do not have a clear picture of students’ online learning habits. Moreover, e-learning so far has not received much attention within quality assessment procedures. The understanding of concrete learning behaviour and uses of electronic courseware and online resources is an important prerequisite to assess the quality of autonomous, lifelong learning. Another challenge are the high dropout rates associated with e-learning, not in the least where MOOCs are concerned. Among numerous other variables, an important factor is the lack of engagement and motivation, when students don’t know how they are progressing and what their peers’ achievements over time are. Students involved in e-learning often have a limited knowledge of their own learning habits and which rate of studying with the online material is required. To succeed in (semi-)autonomous learning, however, a higher level of self-regulation is needed.This project addressed the Erasmus + challenge of raising the quality of education through the use of learning analytics. Learning analytics is a new and promising research field which can be defined as “the measurement, collection, analysis and reporting of data about learners in their context, for purposes of understanding and optimizing learning and the environment in which it occurs” (Siemens et. al., 2011). The recent evolution of web-based learning and the possibility of tracking students’ online behaviour offers promising new ways of measuring actual self-study activities. This project aimed to establish a clear image of how higher education students in different European countries learn online. The goal was to map existing learning patterns in 4 different types of online language learning and teaching and maths courses and to feed back this new knowledge to the most important educational actors themselves, being the students and their lecturers. The learning analytics approach was bottom-up, taking the perspective of the learning process, focusing on the courses used and the students’ learning trails through these courses. Process mining techniques were used for the analysis of the data. Therefore, a complimentary and cross-disciplinary consortium of teams from three universities and a private open source company was set up.First, this consortium implemented tracking of learning data based on the new Experience API standard for interoperability with other learning environments and reporting tools. A piloting phase was organised to check the technical & pedagogical validity of the data tracking & data analysis instruments.In the main data collection phase, the learning behavior of several student groups enrolled in distance learning or university programmes with an important self-study component was tracked during one semester. The data were collected in a central repository (Learning Record store). An important point of concern in the project was the privacy of the students who were monitored. Participants were asked to give their consent to collect and use their data for the aims that were clearly described. The data was kept and analysed anonymously and the EU data protection directive was taken into account.In the data analysis phase, the processes of autonomous learning were mapped and compared to the intended pedagogic objectives of the tools. Patterns of learning behaviour were detected, leading to different user profiles and feedback about used learning resources.Finally, the project developed and implemented data visualisation tools in the form of learning dashboard applications for students and for teachers. Special care was given to the ease of use of the dashboards for non-specialist users. These applications allowed the students to understand how they learn online, to follow up their progress but also to compare their profile to user patterns of their peers (optional). Educators got dynamic and real-time overviews of how their students were progressing, which students were potentially at risk of dropping out or of failing for the course and which parts of the courses caused specific difficulties and/or required more feedback.The project also developed a generic xAPI model for implementing learning tracking in interactive language learning tools, which we hope will be reused in different educational settings, countries, courses. The project outputs were used by or presented to the student and instructor target groups but more generally also to all stakeholders in the field of educational innovation and research on a European level. All technologies, algorithms, reports, guidelines, recommendations were put at their disposal under open licenses via www.project-vital.eu.