The COVID pandemic has triggered drastic changes in the delivery of education and knowledge transfer at global scale. Two dramatic changes have been observed so far. Firstly, the education sector was transformed with the deployment of e-learning and blended learning approaches. Secondly, businesses shifted their work practices using remote work practices. Both phenomena have been widely observed and research in the literature for decades, while there are numerous case studies discussing how universities and organisations use technology to overcome barriers associated with the lack of face-to-face interaction. Therefore, once the pandemic arrived, there were several perspectives arguing that both Universities and Organisations should demonstrate a relatively high level of readiness for a seamless transition towards full deployment of e-learning and e-work. After more than six months of the new ways of studying and working, it is observed that there are significant problems with regards to the effectiveness of the adopted practices. The primary source of these problems is that the study and work cannot be supported by a blended mode, where some (even minimal) face to face contact is possible. In blended learning and working modes, the face-to-face contact serves as a support mechanism for (i) enhanced communication, (ii) effective collaboration and (iii) efficient coordination. As a result of the pandemic Universities already report a number of issues associated with the transition to a fully online delivery including: Significantly reduced engagement with synchronous sessions. Increased miscommunication and confusion regarding learning tasks. Inconsistent achievement between individuals depending on their ability to seek and find help. Low progression rates due to inability to effectively use available resources. Lack of motivation as learners find it difficult to self-regulate their study. The impact for knowledge transfer projects is also evident in organisations, as remote work is also affected by the lack of face-to-face meetings. Some of the most common issues include: Reduced success in knowledge transfer activities due to insufficient support such as mentoring and coaching. Inconsistent performance affected by the ability individuals have to work together remotely. Lack of clarity with regards to knowledge transferred, as key performance indicators are difficult to apply online. Increased time waste, as teams find it more difficult to reach consensus with members demonstrating different levels of understanding. Constraints with regards to available resources that can be accessed without the need of face-to-face contact. The consortium proposes the creation of a Sharing my Learning (Platform-Network-Toolkit) to support the transition towards e-study and e-work. The focus of the project is on University study, while the project ideas will be also tested at a small-scale pilot for organisational knowledge transfer scenarios. The proposal is to introduce the Sharing-my-Learning (SmL) concept across the participating Universities. This will enable students to be learning providers but also learning requesters. This will be achieved through Provision of Learning (PoL) and Request for Learning (RfL) transactions with the system. Learners who have a sufficiently significant volume of learning to share can create a PoL record that can be accessed by other learners who need support in the same area, expressed in the form of a RfL. The project will be delivered as a Platform-Network-Toolkit (PNT) combination. With regards to Platform, the University of Siegen will adapt its current outputs to provide a supporting medium for the provision of the training. Middlesex University will assist the match-making process with its MUSKET tools that use the XCRI-CAP information model to align course data, as used in the PAWER CBHE project. Middlesex University will also contribute in terms of the creation of the Toolkit using the SCATE e-learning platform as developed for the FORC CBHE project. Each learning unit will be in the form (i) content, (ii) presentation and (iii) video, following a consistent format. The learning units will be in the form of micro-learning outputs. Neapolis University will support the creation of the learning content in collaboration with Oracle TES. Finally, a network of learning will be established involving all individuals producing or requesting learning units. Harokopio University will provide the necessary data analytics for the use of this network, supported by Middlesex University for the creation of the necessary learning analytics visualisation dashboards.
The project was delivered as a Platform-Network-Toolkit (PNT) combination. In terms of the Platform, the University of Siegen adapted its existing outputs to serve as a supporting medium for the training provision. Middlesex University assisted in the match-making process using its MUSKET tools, which employed the XCRI-CAP information model to align course data, as previously used in the PAWER CBHE project. With regards to the functionality, Middlesex also helped in the implementation of the star-based rating mechanism that students requested after the original pilots. Additionally, Middlesex University contributed to the creation of the Toolkit, utilizing the SCATE e-learning platform developed for the FORC CBHE project. Each learning unit followed a consistent format, encompassing content, presentation, and video. These learning units were structured as microlearning outputs. Neapolis University collaborated with Oracle TES to support the creation of the learning content. Each University created a selection of contetn that was used with their respective pilots. Oracle TES contributed in evaluating and providing feedback on the develpment of the SmL content. A network of learning was established, involving all individuals responsible for producing or requesting learning units. Harokopio University provided the necessary data analytics for the utilization of this network, supported by Middlesex University in creating the required learning analytics visualization dashboards. Middlesex University provided a range of dashbaos on the use of the Social Learnign Networl. The transnational synthesis of the consortium held great importance as it aimed to expose participating students to diverse perceptions on peer-support and mentoring. Sharing-my-Learning communities were created in the participating institutions, with a focus on harmonizing cultural differences.
The COVID-19 pandemic triggered significant changes in the global delivery of education and knowledge transfer. Two major shifts were observed during this period. Firstly, the education sector underwent a transformation with the widespread adoption of e-learning and blended learning approaches. Secondly, businesses transitioned to remote work practices. To address these challenges, the Sharing my Learning (Platform-Network-Toolkit) to support the transition towards e-study and e-work. The focus of the project was primarily on university study, but the project ideas can also be tested in small-scale pilot scenarios for organizational knowledge transfer. The concept of Sharing-my-Learning (SmL) was introduced across participating universities, allowing students to act as both learning providers and requesters. This was facilitated through the Provision of Learning (PoL) and Request for Learning (RfL) transactions within the system. Learners who have significant learning to share can create a PoL record accessible to others who need support in the same area, expressed through a RfL.