Each participant connects to the digital resources or devices when they select, without expecting to receive an immediate response or observe activity from others. Examples of remote asynchronous teaching include accessing pre-recorded lectures or instructional videos that can be viewed at any time; engaging in online discussion forums where participants post and respond to messages at their own convenience; submitting assignments electronically without real-time interaction; and accessing learning materials and resources through online platforms or learning management systems that can be accessed at any time. In this teaching mode, participants can engage with the materials and activities according to their own schedule and pace.

All participants are simultaneously connected to digital resources or devices, allowing each individual to observe the actions of others in real-time as they are being performed (or with a minimal delay of only a few seconds). Examples of synchronous remote teaching include live online classes where students and instructors interact in real-time through video conferencing platforms; virtual lectures where participants can ask questions and receive immediate responses, and collaborative activities where students work together on shared digital documents or platforms while being able to see each other's progress in real-time.

A meeting in the learning process with more than two people, all present physically and in a synchronous format. This can occur, for example, in a classroom where the teacher and the students are all in the same physical space and communicate in real-time. It can also include individual or group tutorials where participants gather in person to discuss and collaborate. In this modality, interaction occurs in person, allowing for direct communication and observing gestures and facial expressions (nonverbal communication) that enhance the learning experience.

Some participants, either faculty or groups of students, are physically present in a face-to-face setting, while other participants are simultaneously engaged in synchronous remote teaching. This means some class attendants are in person, while others are remotely in real-time. Examples of simultaneous remote and in-person teaching (hybrid) can include a classroom setting where some students attend the class physically, and others join remotely via video conferencing; a seminar where a few participants are physically present, while others connect remotely to participate in discussions and activities; or a workshop where the instructor delivers the session in person while remote participants follow along through live streaming and interact through virtual platforms. In this teaching mode, the in-person and remote participants are simultaneously engaged in the same learning experience, albeit through different modalities. It allows flexibility and inclusiveness, accommodating participants who cannot attend in person while maintaining real-time interaction and collaboration.

What is Innovation Competence?

The ability to create, introduce, adapt, and/or apply a beneficial novelty in any part of an organization. That is to say, being able to introduce something new (an idea, a method or process to do something, or a device, or an invention) or the useful improvement of something that already exists and adds value to people/organizations and society/planet. In the search for adding value, the innovation process starts with the proposal and generation of new ideas and ends with using the results.

 

The SINCOE’s pilot selection and its participants provide a good overview of ongoing HE studies. The target is to have a broad range of pilots from all the categories and different working environments to get good coverage of findings and conclusions. In total, there will be pilots with a minimum of 20 educators (from HEIs) and 600 learners from all partner countries. 

The pilots will cover the following categories:  

- Level of degree: Master, Bachelor, Other (continuous learning MOOC)

- Type of learners (focus group e.g., later year students, newcomers, experienced adults, and different learner individuals - personas) 

-Field of study 

- Course implementation: Hybrid, Online, only part of the course, Other 

Under these categories, there will be different types of learning environments and aims, such as internships, working life studies, thesis, and subject-specific courses, which will be taken into consideration when designing the implementation (story line) of the pilot courses.  

In the “Type of learners” category also the different individual persons need to be somehow considered to cover not just the general types of people, but also the different personal qualities of individuals. In that it is good to make use of the “user person” exercise, which helps to empathize students as persons and not just as groups of certain types of people e.g., later year students, newcomers etc.  

Additionally, based on the results of the need analysis, when operating in an online environment, in the pilots it is important to put special attention to the following areas:  

• Network technologies  
• Students' motivation  
• Active learning methods  
• Atmosphere  
• Uniformity of etiquettes & online standards  
• Individual factors 

Moreover, detailed test focuses of the pilots (development areas) will be selected on the basis of the main results of the need analysis, listed below. There can be several test focuses (development areas) in one pilot. 

1. Accepting and adapting to the new methods and (learning) strategies of online education (teachers and students)  

2. Understanding the significance of innovation competences and motivate to use them in online teaching and learning (teachers and students)   

3. Updating the skill requirements and support to achieve new (digital) competences and skills (teachers and students)   

4. Activating learning and teaching methods to involve and motivate students  

5. Efficient assessment methods and tools to involve and motivate students  

6. Creating interactive and friendly atmosphere  

7. Comprehensive course designing to integrate innovation competences (or dimensions) efficiently into online implementation taking into account different target groups (fields, young/old students, different learners)  

8. Efficient technical solutions, e.g., equal technical conditions, improving technical usability and learning analytic possibilities of (the FINCODA Assessment) tools 

All the pilots can be found in here: Sincoe_Master_pilotplan011122.xlsx