Emvitet- project developing education 4.0 competencies - impacts and experiences during covid-19

The goal of the EMVITET project is to support lecturers in creating a student-centered and competence-based learning environment in the direction of Education 4.0, whereby assessment is considered a way of learning. This article explains the importance of “assessment as learning” and illustrates how to implement this concept through five cases from project partner colleges and universities, where peer assessment was implemented in class sizes with a maximum of 70 students. All case descriptions follow the same structure: First, contextual information and rationale of peer assessment are given. It is followed by a description of how peer assessments were organized. Finally, the observable impact was also mentioned with available data. Through the analysis of typical cases, the authors offered key principles for implementing peer assessment successfully: (1) Clarify the purposes and expectation of peer assessment; (2) Pay enough time and attention to the design of the evaluation criteria; (3) Anonymize peer assessment so that students feel comfortable evaluating each other; (4) Ensure multiple peer assessors to reach a higher reliability and validity - ensure each student is assessed by at least two or three fellow students. More importantly, the article also suggests: the lecturer gives students more responsibility and control, and the degree of the giving responsibility and control shall match the learning goals and level of students’ prior knowledge and their learning ability. With the wonderful impacts of peer assessment, most students expect the method to be applied widely and it is highly recommended to be continued in the near future.

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Peer Assessment - A Way to Enhance Students’ Learning Capacity

Jiang

Nguyen

et al. 2022

JTE

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Effectiveness of Online Teaching from Teachers’ Perspectives

Nguyễn

Nguyen

et al. 2022

JTE

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The COVID-19 pandemic has been posing substantial challenges to every aspect of human society over the last two years. In Vietnam, all educational institutions have struggled to quickly build and operate their online systems while their teachers have tried their best to adapt to the online environment. Fortunately, the EMVITET Erasmus+ capacity-building project has been punctually and effectively implemented since early 2019 to provide its six partners in Vietnam with significant support to enhance their digital competencies. Several capacity-building activities in the project have been conducted so far. This paper aims at assessing the impacts of the project by evaluating the effectiveness of online teaching at the partner institutions from the teachers’ perspectives after about 3 years of project implementation. Based on the responses from 101 teachers collected with a self-completed online questionnaire, it is found that the EMVITET project has greatly supported the partner institutions in successfully deploying an online environment for their teaching-learning activities. Especially, online teaching has proved its effectiveness in improving the diversity of educational activities, collaboration among colleagues, knowledge transmission, faster interaction among lecturers and students as well as the diverse approaches for teachers to evaluate student learning, students’ diligence, students’ engagement in their studies and research, and soft skills during their study online, among others.

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Utilizing Design Factory Principles towards Education 4.0 - Developing Innovation Spaces in Vietnam

Kunnari

Jussila

et al. 2022

JTE

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In developing Education 4.0, educational institutions need to redesign their learning environments and operations. Connecting real-life challenges from the world of work to the learning processes of the future workforce is crucial in achieving relevant competencies. This article, in the context of the EMVITET Erasmus+ capacity building project, discusses how the Design Factory principles can support the development of innovation spaces for Education 4.0 in Vietnam. In this qualitative practice-based study, three universities and three vocational institutions in Vietnam describe how they have applied the main ideas of the Design Factory concept to their own context. The results show that Design Factory principles can be successfully applied in the Vietnamese higher education and they can help in creating added values for all of the stakeholders including students, teachers and work-life partners. Some challenges in development and respective solutions for them are also discussed.

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Emvitet- project developing education 4.0 competencies - impacts and experiences during covid-19

Cited by 4 publications

References 17 publications

Peer Assessment - A Way to Enhance Students’ Learning Capacity

Peer Assessment - A Way to Enhance Students’ Learning Capacity

Effectiveness of Online Teaching from Teachers’ Perspectives

Utilizing Design Factory Principles towards Education 4.0 - Developing Innovation Spaces in Vietnam

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