Water professionals often lack information technology skill sets and the perspective to appreciate the opportunities of digitalisation, while technology entrepreneurs rarely grasp the nuances of complex water systems, which is making the water professionals conservative, cautious and/or late adopters. As global change brings local upheaval to crumbling water infrastructure, water professionals must update their analytic strategies used for planning investments, with constant, real-time observations of water quantity and quality data. The water sector can learn vital lessons from how the digital technologies disrupt other industries by “leapfrogging” and thus it holds enormous potential to solve water challenges and achieve the SDG6. The project focuses on how to achieve these goals in preparation of the decision makers of tomorrow, and the innovators and engineers by utilizing the collaborations between six universities and six SMEs and one international NGO.The project aims (1) to develop new, innovative and multidisciplinary approaches to teaching and learning by using multidisciplinary curricula integrated with digital learning tools and virtual facilities with access in cloud systems and Problem Based Learning; (2) to stimulate entrepreneurship and entrepreneurial skills of higher education teaching staff and company staff using Innovation Camps and (3) to facilitate the exchange, flow and co-creation of knowledge by creating inter-stakeholder courses integrating academic, corporate learning and professional development for external specialists.The ambitions of the project is to foster digital innovation in the water sector by showcasing in water and parallel sectors (e.g. energy), building IT skill sets to water professionals, mainstreaming technology entrepreneurs into water sector, connecting the water sector with related industries and resource issues, and shift future water leaders from late to early adopters of new innovations and ideas.
DIGIWAT aimed: I) To develop innovative and multidisciplinary approaches to teaching and learning by creating curricula that combine various disciplines and incorporating digital learning tools and virtual facilities. II) To boost entrepreneurship and entrepreneurial skills among HE teaching staff and company staff by organizing Innovation Camps. III) To enhance the exchange, flow, and co-creation of knowledge by developing courses that bring together academic learning and corporate training.
Water professionals often lack the modern IT skill sets and the perspective to appreciate the opportunities of digitalisation, while technology entrepreneur owners rarely grasp the nuances of complex water systems. This mismatch was repeatedly noted by analytics and recognized by the DIGIWAT partners. The water sector can learn vital lessons from how digital technologies disrupt other industries by “leapfrogging”. It holds enormous potential to solve emerging water challenges and achieve SDG6.
<< Background >> Water professionals often lack the modern IT skill sets and the perspective to appreciate the opportunities of digitalisation, while technology entrepreneur owners rarely grasp the nuances of complex water systems. This mismatch was repeatedly noted by analytics and recognized by the DIGIWAT partners. The water sector can learn vital lessons from how digital technologies disrupt other industries by “leapfrogging”. It holds enormous potential to solve emerging water challenges and achieve SDG6. << Objectives >> DIGIWAT aimed: I) To develop innovative and multidisciplinary approaches to teaching and learning by creating curricula that combine various disciplines and incorporating digital learning tools and virtual facilities. II) To boost entrepreneurship and entrepreneurial skills among HE teaching staff and company staff by organizing Innovation Camps. III) To enhance the exchange, flow, and co-creation of knowledge by developing courses that bring together academic learning and corporate training. << Implementation >> DIGIWAT was implemented successfully with a coherent adaptable process for the realisation of 7 WPs with the joining forces of 6 HEIs with consolidated experience in innovative training and teaching methodologies and 6 SMEs and one European umbrella organisation. The 51 activities were successfully implemented in a logical sequence to ensure coherence and continuity. The quality of teaching was improved through the learning exchange among the Alliance and the development of digital water LMS. << Results >> The most relevant results are: - Digital Water curriculum including Big Data, IoT, and cybersecurity in water critical infrastructure; - Launching the digital water LMS as an open source; - The successful holding of 2 innovation camps with an active participation of 78 students; - Initiate collaboration with other European and international projects including CCWATER (Erasmus+ CBHE), SMART4ENV (Horizon Europe), and activities of the Water Harmony (NMBU global educational and research network).