Thoughts of Turku University of Applied Sciences students on the use of cameras in online lessons

As part of the SINCOE project (Supporting Innovation Competence in online education), which is part of the Practice-Based Pedagogy Research Group, a short survey was conducted in November 2024 for 1st and 2nd year students and open UAS multi-modal students.

The survey was sent to degree students who had taken the Swedish refresher course and the compulsory Swedish course, as well as to open UAS students who had taken the introduction to user-centeredness course. Participation was voluntary. The Swedish language courses were conducted in a multi-modal format: the courses consisted of face-to-face lessons on campus, online lessons via Zoom, and weeks of independent work during which students completed assignments. The user-centeredness course meetings were entirely online (Zoom).

The survey asked about the following topics:

· Whether the student had previous experience of participating in online lessons, in what situations the student prefers to keep the camera on, whether the student prefers to be on camera alone or in a group.

· It also asked how the behavior of others affects their own decision to keep the camera on or off.

· The survey also wanted to know whether students consider it important to keep the camera on.

Seeing other people’s faces and being the focus of attention were also inquired about. Finally, it was asked whether recent lessons had influenced their opinion on keeping the camera on or off.

Participation was completely voluntary and anonymous. A total of 35 responses were received.

Below is a comparative summary of the survey responses regarding the use of cameras in distance learning, done in collaboration with, but critically, AI (Co-pilot):

General Observations

Most respondents were 1st year degree students (60%), but there were also open UAS students (23%) and 2nd year degree students (17%). Most respondents had participated in teaching via TEAMS/ZOOM (94%).

Situations for Camera Use

Respondents keep the camera on especially if everyone else does, if they need to prove attendance, in small group discussions, or if the teacher asks. On the other hand, many respondents do not keep the camera on unless it is mandatory or if they are at home, and some respondents do not keep the camera on in any situation (9%).

· “If everyone else does.”

· “A situation where the camera is somehow necessary.”

· “Hold face-to-face classes if you want to see faces.”

Alone or in a Group

Some respondents prefer to be on video alone (17%) and some in a group (11%), but for most respondents (71%) it does not matter whether they are on video alone or in a group.

Influence of Majority Behavior

The behavior of the majority affects most respondents in some way: a little 29%, somewhat 29%, and a lot 20%. The behavior of the majority has no effect on 23% of respondents.

Importance of Camera in Meetings

The importance of using the camera in meetings is fairly evenly divided for and against, but more than half of the respondents (60%) consider it important to keep the camera on at least occasionally during meetings.

· “I think it’s good to have the camera on during lessons, at least at the beginning and sometimes in between. It shows that we are present.”

Effect of Seeing Other People’s Faces

A little over half of the respondents feel that seeing other people’s faces does not affect their learning experience. However, for many respondents, seeing other people’s faces improves concentration, makes studying somehow more meaningful, or is at least pleasant.

· “It doesn’t affect, you see them on campus too.”

· “Concentration is better and studying is more meaningful.”

· “I prefer to focus on the teaching itself rather than other people’s faces.”

Being the Focus of Attention

For many respondents, being the focus of attention is at least somewhat disturbing (63%) – it can cause nervousness and anxiety or limit side activities such as stretching, changing positions, knitting, etc.

· “Creates pressure.”

· “You have to think about your appearance.”

· “I like to work in peace, so being the focus of attention can start to cause anxiety.”

· “I don’t think I’m being judged.”

· “I think it’s normal, as we see each other in class too.”

Other Feedback

In other general feedback, some points were clarified, such as the quality of connections or the device used (computer vs. smartphone) and the importance of personal decision-making in using the camera in distance learning.

· “A hectic life and balancing work, studies, and free time means that I attend lectures from my phone. This completely changes the use of the camera.”

· “Turning off the camera is 99% due to the quality of the connections, not being the focus of attention.”

· “I think everyone should be considered and allowed to decide for themselves about using the camera. If someone wants to be visible, they can be, and if someone doesn’t want to be, that should also be okay.”

The results of the relatively small-scale survey conducted at Turku UAS are quite in line with studies conducted elsewhere: for example, the use of the camera is also considered justified in small group work, and voluntariness alleviates anxiety and negative attitudes towards using the camera in distance learning. Despite all technological advancements, the devices, network connections, or conditions in use do not always allow or support the use of video connections sufficiently well.

Summary

Based on our own experiences and research articles, we have compiled a list of tips for teachers who want to motivate students to engage in face-to-face interaction in online education.

· Keeping the camera on is voluntary but recommended for students. Forcing it increases anxiety.

· Social pressure helps everyone commit to using the camera.

· Active participation by students is essential; simply listening to a lecture does not motivate them to be on camera.

· Group bonding in the classroom before the online study period facilitates interaction and appearing on video later.

· If this is not possible, special attention should be paid to group bonding through other means.

· It is easier to keep the camera on in smaller groups.

· Students should have a clearly focused task to work on together.

· Social interaction enhances learning and improves the sharing of opinions, experiences, and ideas. It is difficult to talk to a black screen.

· Through the camera, the teacher can comment on the student’s language and culture-related behavior.

· Keeping the camera on at the beginning or throughout an online exam serves as a means of identifying the student, ensuring the right student is present.

· The teacher should review the practices and communicate that to the students: when and why it is recommended to keep the camera on.

Objectives:

The objectives of this pilot were to explore the use of the Cogknit platform in the Strategic Sourcing course, which is an optional course for 2nd and 3rd-year Industrial Management and Engineering students. The participant group was diverse, consisting of exchange students, double degree students, and international degree students. Building on previous pilots, this iteration focused on self-assessment of innovation competencies within the context of group work, with an additional emphasis on peer-assessment as an optional part of the evaluation process.

The pilot aimed to use Cogknit to support collaboration between students and a company on a real-world project, with students assessing the innovation competencies they demonstrated while working on the Sourcing and Procurement annual calendar tool. The platform provided a means to evaluate and highlight the students’ skills and knowledge gained throughout the course. Students were encouraged to gather feedback from their peers as part of this evaluation.

Additionally, the pilot sought to assess how the visual summary generated by the Cogknit platform could aid in learning, skill identification, and development. It also explored the potential long-term benefits of this tool, particularly in terms of career development, continuous learning, and job searching after graduation.

Methods:

At the start of the course, students were informed that their project work would be included in the course assessment. Two weeks before the course concluded, they were given the following task to complete by the end of the course:

“Self-assessment of the group work for the Sourcing and Procurement annual calendar tool in the Strategic Sourcing course:

Log into your team’s workspace in the Cogknit system. There, you will find a list of skills that describe various innovation competencies valuable for both academic and professional settings. Evaluate the skills you demonstrated during the group work on the Sourcing and Procurement annual calendar tool. You can also request one or more team members to assess your performance in the Cogknit system for a more complete summary of your work.

Once you have your summary, reflect on your self-assessment and the feedback from your peers. How do you feel that having your skills visualized through the Cogknit platform helps in learning or identifying and developing your competencies? If you could track the development of these skills across different projects during your studies and receive feedback not just from teachers and peers but also from the commissioning company, would you find this valuable? How? Would you see this tool as beneficial after graduation for demonstrating the growth of your skills, for example, in career development, ongoing learning, or job searching?”

In this task, students conducted a self-assessment of their innovation competencies based on the group project for the Sourcing and Procurement annual calendar tool. Using the Cogknit platform, they evaluated their skills and had the option to request peer feedback for a more thorough evaluation. They also reflected on how the visual summaries provided by the platform supported their learning, helped them identify and develop their competencies, and considered how the tool could be useful for tracking skill progress, receiving feedback from various sources (teachers, peers, companies), and applying it after graduation for career development and continuous learning.

Environment:

The environment of this pilot was a blended learning context, combining both online and face-to-face elements to support the students’ engagement and learning in the Strategic Sourcing course. The course was conducted as part of an optional program for 2nd and 3rd-year Industrial Management and Engineering students, including exchange students, double-degree students, and international degree students. This diverse group of students brought varied perspectives and experiences, contributing to the collaborative nature of the pilot.

The students worked on a real-world project for a company, where the primary task was to develop a Sourcing and Procurement annual calendar tool. This practical, project-based learning experience was designed to provide students with the opportunity to apply theoretical knowledge in a professional context, working directly with the company to solve actual procurement challenges.

To facilitate collaboration and skill development, the Cogknit platform was introduced as a central tool for the pilot. This platform was used for both self-assessment and peer-assessment of innovation competencies such as critical thinking, creativity, teamwork, initiative, and networking. Students logged into the platform to evaluate their individual skills, document their learning progress, and receive feedback from both peers and instructors. The platform’s visual summary provided an additional layer of support, helping students see their competencies in a concrete form.

In this pilot, the environment also included several key elements designed to foster collaboration and communication among the students and between students and the commissioning company. The idea was to conduct virtual workspaces, team discussions, and project updates through the Cogknit system and Itslearning, which allowed for seamless communication and feedback sharing.

The overall environment emphasized active learning, peer-to-peer interaction, and continuous reflection. By using digital tools like Cogknit, students had the opportunity to assess their own performance and receive constructive feedback, which supported their professional growth and skill development. This environment promoted motivation, collaboration, and innovation while preparing students for real-world challenges in sourcing and procurement.

Role:

In this pilot, the role of the students was to engage in a collaborative group project for the Strategic Sourcing course, specifically working on the Sourcing and Procurement annual calendar tool for a local company. The students were tasked with applying their theoretical knowledge of procurement and sourcing to real-world scenarios, collaborating with their teammates to complete the assignment and meet the needs of the commissioning company.

Within the group, each student was expected to contribute actively, demonstrating innovation competencies such as critical thinking, creativity, initiative, teamwork, and networking. The role of the self-assessment and peer-assessment components in this pilot was to help students evaluate and reflect on their individual contributions and the overall group dynamics, while also considering how their innovation skills developed through the course.

The use of the Cogknit platform provided a structured way for students to assess their performance and the competencies they displayed. Students were also encouraged to ask their peers for feedback, allowing for a more comprehensive and collaborative evaluation of each team member’s contributions. The role of the Cogknit platform was not just to assess individual skills but also to facilitate the students’ learning and development by offering a visual summary of their progress, which could also be valuable for future career development.

Motivation:

The motivation behind this pilot was to enhance students’ ability to self-reflect and assess their innovation competencies through a structured, real-world project. The pilot aimed to demonstrate the relevance of these competencies in both academic and professional settings, fostering a deeper understanding of how these skills can be applied in the workplace. By introducing self-assessment and peer-assessment as key elements of the evaluation process, the pilot sought to promote personal growth and critical self-awareness among the students, encouraging them to reflect on their contributions, strengths, and areas for improvement.

The integration of the Cogknit platform served as both a tool for assessment and a motivator for students to actively engage in their own learning. The platform’s visual summary allowed students to track their development over time, providing a clear and tangible representation of their competencies. This transparency was designed to motivate students to further refine and develop their skills, both during the course and beyond, in preparation for their careers.

Additionally, students were motivated by the opportunity to receive feedback not only from peers and instructors but also from the commissioning company, adding real-world context and value to the assessment process. The possibility of using the platform to track their growth throughout their studies and into their careers created a long-term motivation for continuous learning and skill development, positioning them for success in their future professional endeavors.

Assessment:

1. Accuracy of scores in reflecting innovative capacity

Many students felt that the self-assessment questions and scoring system accurately reflected their innovative competencies, such as teamwork, problem-solving, and critical thinking. The structured format encouraged them to think deeply about their contributions to the project. The system helped some students connect their project work to specific innovation skills they might not have otherwise recognized.

Many students felt the scores were accurate in reflecting their skills, particularly in areas like teamwork and critical thinking. Some appreciated the structured nature of the questions, which helped them articulate their abilities.

A few students noted that the tool lacked nuance in capturing creativity or initiative in practical contexts. Suggestions to include more tailored or context-specific questions for better accuracy.

Several students appreciated the clear and concise nature of the questions, which made it easier to assess their performance. A few students felt that the tool lacked the nuance needed to accurately assess softer skills like creativity or initiative. Suggestions included adding questions that reflect the practical application of creativity or capturing leadership in group dynamics.

2. Impact on skill improvement

Most students said the self-assessment process helped them identify their strengths and weaknesses. It made students more aware of skills like teamwork, networking, and collaboration, which were crucial for the project. Feedback from peers was often highlighted as particularly insightful in pointing out blind spots. The students recognized a need to improve their critical thinking skills to enhance the efficiency and thoroughness of future project outcomes.

The process of tying their skills to project outcomes gave them a clearer idea of their personal and professional growth. A small number of students felt that the feedback they received was redundant or confirmed what they already knew. Some suggested adding real-time feedback during the course to make it more dynamic.

Most students found that the self-assessment process, combined with feedback, helped them identify strengths and areas for improvement. The reflection encouraged a deeper understanding of skills like problem-solving, collaboration, and networking.

A few students reported that the feedback felt repetitive and did not provide new insights into their performance. Some suggested integrating more real-time feedback mechanisms during the course.

3. Perception of innovation

Many students reported a significant change in the way they understand the concept of innovation. They started seeing it not only as creativity but as a combination of teamwork, problem-solving, and initiative. The project demonstrated how innovation is applied in real-world scenarios, particularly in a professional or company setting.

Students found value in linking innovation skills to practical project outcomes, which reinforced their relevance to work life. A few students felt the focus on innovation competencies was too broad, suggesting the tool could be more tailored to specific project tasks or contexts.

The activity broadened students’ understanding of innovation, emphasizing the importance of teamwork, initiative, and adaptability in real-world scenarios. Students noted a shift in their perception of innovation as a combination of creativity and practical execution. Some students mentioned that the focus on innovation competencies felt overly general and could be more customized to their project.

4. Self-assessment tool (items and dimensions)

The tool provided a clear framework to evaluate skills such as critical thinking, creativity, teamwork, initiative, and networking. It effectively linked these competencies to project examples, which helped articulate individual and group contributions. The platform was appreciated for its potential usefulness in both academic and professional environments. The visual nature and ability to track and monitor progress were particularly motivating and seen as valuable for learning and productivity. Most students agreed that teamwork, problem-solving, and critical thinking were well-represented in the tool. A few students proposed adding dimensions like leadership, adaptability, or resilience, which were not explicitly assessed but were seen as relevant to the project. The platform was described as somewhat clumsy and lacking in user-friendliness. Navigating the system posed difficulties, particularly in accessing the correct projects and pages. The students felt that the platform requires further development to improve its usability and suggested providing more clear instructions to enhance the user experience.

Students valued the clear structure of the tool and its ability to link skills to project outcomes. Suggestions to keep the questions focused on teamwork, creativity, and problem-solving. A few students recommended adding dimensions related to leadership and adaptability. Some suggested simplifying or removing overly theoretical questions that did not directly relate to the group work experience.

During the project, several key strengths were identified as contributing to the group’s success. Creativity was demonstrated through the proposal and development of new ideas, such as the concept of procurement teams for each month. Initiative was shown by suggesting improvements, taking on responsibilities, and ensuring tasks were completed effectively. Teamwork was highlighted as a significant asset, as team members’ ideas were actively listened to, considered, and responded to while updates were provided and received regularly.

In terms of contributions, all assigned tasks were completed, and a vital role was played in ensuring the project’s success. While the company slideshow was prepared by two peers, the Excel calendar, central to the project, was created in collaboration with another team member. Cohesion and open communication were maintained within the group, ensuring support was provided throughout the process.

For future improvement, it was noted that critical thinking skills should be further developed to make project outcomes more efficient and thorough. Strengthening this competency would allow challenges to be approached with greater analytical depth and precision.

The Cogknit platform was viewed as a valuable addition to the experience, with its visual features appreciated for their ability to make progress tracking and monitoring more engaging. Its potential for facilitating both academic and professional tasks was recognized, particularly in environments where performance and results require documentation and evaluation.

However, challenges were encountered with the platform’s usability. Navigating the system was not always intuitive, and difficulties were faced in accessing the correct projects and pages. While the concept of Cogknit was deemed highly functional, the user experience was noted as requiring further refinement to improve accessibility and efficiency. It was suggested that clearer instructions or a user guide be provided to enhance its effectiveness.

In summary, Cogknit’s potential for improving learning and productivity was acknowledged, and it was noted that its use in professional contexts would be welcomed in the future. With further development and improved user-friendliness, the platform could become an invaluable tool for tracking skills and facilitating collaborative projects.

5. Usefulness during and after studies

The visual summaries provided by the tool were praised for helping students identify skill gaps and monitor their progress over the course of the project. Students valued the complementary feedback as it provided a more holistic evaluation of their work beyond numerical grades. They took the lead in suggesting ideas for further development, assumed responsibilities, and managed tasks effectively. They actively listened to and considered the opinions of team members while sharing their own, ensured effective communication by providing and receiving updates, and worked collaboratively with peers. In terms of contributions, the student completed their assigned tasks and played a significant role in the project outcomes. The teamwork and communication were noted to be effective across the group.

Many students saw the tool as beneficial for career development, such as creating a skills portfolio for job searches or showcasing specific competencies to future employers. Its potential as a tool for lifelong learning and tracking continuous skill improvement was also widely noted.

A small number of students questioned the practicality of the tool in a professional setting, suggesting it might need adjustments to align with real-world requirements. Most students found the visual summary and feedback useful for identifying skill gaps and tracking progress. Many saw potential in using the tool post-graduation for career development, showcasing skills to employers, and lifelong learning.  A few students expressed concerns about the tool’s practicality in a professional setting, suggesting improvements to enhance its real-world applicability.

6. Peer assessment

Students who opted for peer assessment found it to be a valuable addition to the self-assessment process. Peer feedback often provided validation of their self-evaluations and highlighted perspectives they might have overlooked. It encouraged team members to engage in constructive discussions about their contributions and group dynamics. Students who opted for peer assessments appreciated the additional perspective, which complemented their self-assessment. Peer feedback was seen as a valuable way to validate their perceptions of their performance.

A few students noted inconsistencies in peer feedback, where some responses were seen as overly subjective or lacking depth. Suggestions included more structured guidelines for giving and receiving peer feedback. A small number of students found peer feedback inconsistent or overly subjective, reducing its perceived value.

7. Suggestions for improvement

Students suggested adding more real-life examples or scenarios to the self-assessment process to make it more relatable and practical. First-time users highlighted the need for clearer instructions or training on how to effectively use the platform. Several students recommended incorporating real-time or mid-project feedback to make the evaluation process more iterative. A small number of students proposed adding gamification or interactive elements to the tool to make it more engaging.

Some suggested including an option to compare individual scores with team averages or industry benchmarks to provide more context. Incorporate more real-life examples or scenarios into the assessment. Provide clearer instructions or training for first-time users. Add more interactive features or gamification to increase engagement. Offer an option to compare individual scores against group averages or industry benchmarks.

The self-assessment tool was widely appreciated for its structured evaluation and relevance to both academic and professional development. Common themes included its accuracy, usefulness in fostering skill awareness, and value in peer and self-reflection. Rarely mentioned points highlighted opportunities to refine the tool by tailoring questions, enhancing peer-assessment reliability, and improving its applicability for professional use. The students found the concept of Cogknit highly functional and motivating but emphasized the need for further refinement of the platform’s interface and usability to maximize its potential. Despite the challenges, the student expressed willingness to use the platform in the future, especially in professional environments, given its strong features for visualizing and managing progress.

The tool was widely praised for its structure, relevance to innovation competencies, and ability to support both academic and professional development. Self-assessment was seen as a valuable process for fostering reflection and growth. Peer assessment added a collaborative dimension to the evaluation.

Specific suggestions for improvement, such as adding new dimensions (e.g., leadership), simplifying theoretical questions, and enhancing real-world applicability. Concerns about peer feedback consistency and the tool’s professional relevance. Overall, the feedback reflected a strong positive reception of the self-assessment tool while also highlighting areas for refinement to enhance its value for students.

The platform was appreciated for its potential usefulness in both academic and professional environments. The visual nature and ability to track and monitor progress were particularly motivating and seen as valuable for learning and productivity. The platform was described as somewhat clumsy and lacking in user-friendliness. Navigating the system posed difficulties, particularly in accessing the correct projects and pages. The students felt that the platform requires further development to improve its usability and suggested providing more clear instructions to enhance the user experience.

The students found the concept of Cogknit highly functional and motivating but emphasized the need for further refinement of the platform’s interface and usability to maximize its potential. Despite the challenges, the student expressed willingness to use the platform in the future, especially in professional environments, given its strong features for visualizing and managing progress.

Objectives: The objective was to clarify how agile project working online and onsite affect students’ innovation skills especially in the area of teamwork.

The students learn basics of project management with agile method (Scrum) by working in 3-6 students project teams. During the projects each team build web sites for fictive companies and used various online tools for communication.  Microsoft Teams was the main communication tool during the projects but other online tools such as Trello (trello.com ) for follow-up of tasks and Git (github.com) for version control were also used. Students worked both onsite and online during the projects. Projects’ follow-up was arranged onsite by means of Sprint Planning and Review meetings based on Scrum principles.

Projects have four one-week duration Sprints, where for each projects selected topics (user stories) for development in Sprint Planning meetings. Project requirements in terms of user stories were maintained in the Trello tool, where each project has its own Trello board. At the end of the Sprint students demonstrated the results to teachers that acted as customers or in Scrum terms Product Owners that approved the user stories done or not.

Projects were asked to communicate in Teams where all the projects had own channels. All the project documentation, reporting was available in the project’s channel in Teams. For each Sprint each project had Scrum Master (i.e. some kind of team leader) that ensured that project followed Scrum principles. Scrum Master also worked with development of project’s results. During Sprints, the projects also had their internal follow-up meeting (Daily Scrum) to verify the status of tasks everyone is doing for Sprint.

To measure the effect of online and onsite working for projects, SINCOE@Assessment Tool based survey created using MS Forms was used. Members in project teams conducted the survey before and after the project work to clarify possible effects of online and onsite working for innovation skills.

Methods:

Usage of SINCOE@Assessment tool

Students evaluated their levels in the following topics: ‘teamwork’, ‘networking’, ‘initiative’, ‘creativity’ and ‘critical thinking’ using the scale: “Strongly agree (5)”, “Somewhat agree (4)”, “Neither agree or disagree (3)”, “Somewhat disagree (2)”, “Strongly disagree (1)” and “I don’t know”. The survey before the project was answered by 58 students and the survey after the project 43 students and results were compared for students that answered in both questionaries and for the students that really participated in the project work.

Additionally, the questionary after the project work included “arrange in order” type questions for topics ‘Teamwork’ and ‘Networking’ in order to find what topics affected mostly positively to them.

Environment:

Project teams worked in MS Teams where all the projects had own Teams channels. All the project documentation, reporting was done in the project’s channel in Teams. Additionally, Trello was used to control project requirements with Product Owner and Git to control versions of project deliverables (software).

MS Forms was used as the tool to create the questionnaire based on SINCOE@Assessment Tool.

Role:

Teacher acts as Product Owner and takes care of coaching of Scrum method for projects. The teacher also arranges the MS Forms based questionnaires before and after project work. Students’ responsibility was to complete projects according to Scrum principles and use various tools such as Teams during project work.

Motivation:

For online tools, students seem to favor tools that they use to use. For instance, these students prefer to use Discord as it is the tool students used when they started to study at school.

However, school’s official communication tools such as Teams, should be promoted more to get those widely used and accepted by students.

Assessment

Working at school was found to be the most effective way to improve teamworking. For networking, teachers’ support ranked highest, but also communication in Teams channel and support received from expert team were found to be valuable. Summary of the effects is described in Figure 1.

Figure 1. Development of Innovations Skills based on SINCOE@Assessment Tool

Even though teamwork was not improved, the second survey contained questions about what things affected positively to teamworking. Students were asked to arrange in order predefined topics where the results can be found in Figure 2. Working onsite at school was ranked as the most important thing. Concerning the online tools students used, working with other online tools (e.g. Discord) was mentioned more often in 1st, 2nd or 3rd position compared to the tools students were asked to work with (Teams, Trello and Git). The reason might be the fact that students by themselves had selected Discord for their main online communication channel for studies.

Figure 2. Activities affecting positively to teamwork

Similarly, students were asked to rank topics affecting positively to networking and where the communication took place with stakeholders (Figure 3). Support onsite at school seems to be more beneficial, but usage of Teams for project communication is also high in the ranking.

Figure 3. Tools and practices affecting positively to networking

1. Background on the pilot 

The pilot was carried out in the first course of Physical Engineering at the School of Telecommunication Engineers of the Polytechnic University of Valencia. The subject is called Fundamentals of Business Organization. 

It is a group of 75 students who are in the first year of the degree. The experience began on February 14 and the calendar sets the end of the course at the beginning of June 2024. 

The distribution of the 6 credits is as follows: Theory 3 credits, Classroom practice 2, Laboratory practicals 1 credit.  

The students are not motivated with Business Management and their interest is especially focused on science and technology. 

This is the welcome message to the students that somehow reflects the purpose of it while trying to convince the students to get involved in learning. 

 

As an engineering and physics student, you are probably passionate about science and technology, and you want to apply your knowledge to solve problems and create innovative solutions. 

But do you know how to turn your ideas into profitable and sustainable projects, do you know the opportunities and challenges in the marketplace, and do you have the skills to lead teams, negotiate with customers and partners, and manage resources? 

If you want to broaden your professional horizons and make the most of your potential, you need to know the business and economic world.  

Understanding how companies work and how they are managed will open up new opportunities and give you a broader perspective of your professional future. 

That is why the course “Fundamentals of Business Organization” will help you take the first steps to acquire the concepts and tools that will allow you to understand and participate in the business environment, thus boosting your career and contributing to social development. 

 

This is the logo of the course that was generated using Dall-e including tech and business graphical elements. 

The course works with innovation competencies and social and environmental commitment. 

The most relevants skills and competences of this course are the next ones: 

• – Students have demonstrated knowledge and understanding in an area of study that builds on the foundation of general secondary education, and is typically at a level that, while relying on advanced textbooks, also includes some aspects that involve knowledge from the cutting edge of their field of study.  

 – Students are able to apply their knowledge to their work or vocation in a professional manner and possess the skills that are typically demonstrated through the development and defense of arguments and problem solving within their field of study.  

 – That students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant social, scientific or ethical issues. CB4(GE) Students are able to convey information, ideas, problems and solutions to both specialized and non-specialized audiences. 

– Know how to gather and handle any source of information related to Engineering Physics and make reasoned judgments about it, as well as apply mechanisms of scientific and technological surveillance.  

– Know the processes of innovation management and technology transfer, to apply them in the performance of professional activities related to innovation and development in companies with a technological profile.  

–  Knowing how to write and develop projects aimed at the design and development or exploitation of devices and systems of direct interaction with the physical environment, based on the fundamental principles of Physics.  

– To know how to solve problems with initiative, decision-making, creativity, and to communicate and transmit knowledge, skills and abilities, understanding the ethical and professional responsibility of the activity of the Graduate in Engineering Physics.  

– That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy. 

The syllabus of the course is as follows: 

Management 

• Introduction to the company 

• Strategic analysis 

• Organizational structure 

• Functional Areas 

• Management 

• Human Resources 

• Finance 

• Operations 

• Marketing 

• Technology and Information Systems. 

2. Objectives of the pilot 

Students should understand the relevance of business management for their future career as engineers. The pilot focuses on the development of an entrepreneurship project that aims to apply technology, especially information and communication technologies to support an initiative that contributes to making Valencia a smart city. In this way, the initiative is related to the Sustainable Development Goals, specifically goal 17: that cities are inclusive environments facilitating the lives of their inhabitants. 

3. Methods, models and practices 

At the beginning of the semester, students were introduced to the relationship between business models, business processes and current ICT. Practical activities have allowed the definition of a business model using ICT that contributes to SDG 11 which aims to make cities and human settlements inclusive, safe, resilient and sustainable. 

Lab practices included demand forecasting and marketing process management. In all activities, creativity in problem solving was valued. Students were introduced to the concepts of critical thinking and innovation. 

A survey was conducted with voluntary participation and focus on the dimensions of the FINCODA model that this pilot was assigned. The results are presented in the following section. 

4. Results (based on Questions for participating teachers and Students) 

Test focus (NA related, what will be tested, number of 8 category): 3, 4 

Feedback focus (Assessment Tool, Training Package, Storyline): (Assessment Tool)  

54 students have answered this question. 

The dimension 3 V3[CR03]. Draws on what you’ve shown in a context where you need to be innovative or help a team to be innovative (whether in a job in your organization or in your work as a student) and keep it throughout the assessment. How do you consider your ability to….     [Create original solutions to problems or exploit opportunities. 

The range is # 1: Needs a lot of improvement#100: Excellent] 

The results: two missing values.  

count  53 valid values 

mean   73.826923    

std    19.466842     

min    35.000000     

25%    59.750000     

50%    73.000000     

75%    87.750000     

max   100.000000    

2. Mode: 100. The mode is 100, which means it is the value that appears most frequently in the dataset. 

3. Median: 73.0. The median is 73, indicating that 50% of the data is below this value and 50% above. 

4. Range: 65. The range is the difference between the maximum and minimum values, showing the total dispersion of the data. 

5. Variance: 378.96. Variance measures the dispersion of the data relative to the mean. 

6. Coefficient of variation: 26.37%. This value indicates a moderate variability in relation to the mean. 

7. Skewness: -0.31. The negative skewness indicates that the distribution has a longer tail to the left (lower values). 

8. Kurtosis: -0.98. The negative kurtosis suggests that the distribution is flatter (platykurtic) than a normal distribution. 

General interpretation: 

* The data has a fairly dispersed distribution, with a wide range of 65 points. 

* The mean (73.83) is slightly higher than the median (73.0), which is consistent with the slight negative skewness. 

Objectives:
Students get acquainted with the concept of innovation competence.

Students train a more objective self-perception. They become aware that biases play a role in self-assessments and learn how to avoid or at least reduce them.

Methods:  

Introduction of the Sincoe-Concept of innovation competence Sincoe@Assessment Tool in a face-to-face lecture or in a online synchronous TEAMS-lecture. 

Minigroups: What experiences have students had with self-assessment so far? How reliable do they consider a self-assessment of their own skills (their own innovation skills) to be? Report and summary of the results in plenary.

Application of the Sincoe assessment training on Moodle. Subsequently, individual working with the Sincoe@Assessment Tool.

Students meet again in minigroups: How did the early training affect the work with the questionnaire?

Written summary of the mini-group results, feedback sheet.

Presentation and discussion of the most important results in plenary.

Environment:

20 Students of the 4th or higher semester in the compulsory course Human Resource Management. Age between 20 and 40 years. They have experience with group work in face-to-face and online settings.

Role:

Lecturer provides informative input. She motivates, helps and advises on the use of the assessment tool, the Assessment Training and on the organization of the TEAMS groups. She also moderates the large group event.

Motivation: 

This is a compulsory course. The students have decided on key areas of their studies, but some are also toying with the idea of working self-employed after graduation. The motivational parts of the course may therefore be particularly interesting.

Assessment: 

Sincoe@Assessment tool and feedback-worksheet for the TEAMS groups.

Objectives:  The aim of this Pilot was to raise students’ awareness of the level of development of their skills in innovation, creativity, critical thinking and teamwork.

Methods: Challenge + SINCOE Survey

To carry out this Pilot, a face-to-face project was carried out through a “challenge” that lasted 6 weeks (1 session per week). This project was called “Social and Environmental Innovation Challenge” and was worked on in groups (5-7 students). 10 groups were formed.

Throughout the classroom sessions and the time spent at home, the students identified a social and environmental problem to which they could provide a robotic solution, designed and developed it, built their prototype and programmed it, and finally presented it to the rest of their classmates. Next, the classmates from the rest of the team (assessment team) and the teacher had to assess the work presented and give constructive feedback. The assessed group reflected on the comments received and, if they considered them appropriate, incorporated them as improvements to their project.

The stages of this dynamic were:

1. Problem Identification: Teams choose a relevant social or environmental problem that they want to address with robotics. It is important that the problem is current and sparks students’ interest in making a positive impact. Technique used: Brainstorming.
2. Design and Development: Teams work on the design and development of a creative and effective robotic solution to solve the identified problem. They must consider aspects such as energy efficiency, the use of sustainable materials and the social impact of their project.
3. Prototyping and Programming: Students prototype their solution using the robotics and programming knowledge acquired in class. They must ensure that their robot can tackle the problem effectively and sustainably.
4. Presentation: Each team presents its project to its peers and a panel of evaluators, explaining the problem addressed, the proposed solution, the expected social and environmental impact, and the sustainability aspects considered in the design. Tool: Power Point.
5. Evaluation and Feedback: At the end of the presentations, the projects are evaluated based on their innovation, creativity, feasibility, social and environmental impact, and sustainability. Constructive feedback is provided to the teams to encourage continuous improvement and learning.
6. Reflection and improvement: Students reflect on the feedback received, considering how their solution could be developed or adapted to address the problem more effectively.

Once the challenge was completed, the students answered the SINCOE self-assessment survey of the skills covered in this Pilot .

Environment:

The Pilot was carried out in a compulsory subject, “Legal Framework in the Business” of the Degree in “Industrial Computing and Robotics”. This subject is worth 6 ECTS and is taught in the 2nd year and had 59 students enrolled. The majority of students in this degree are male. The content of this subject does not have an innovative and creative character, it is quite the opposite because it is a subject that deals with the legal framework of companies.

However, due to the type of degree, it is expected that these types of students will be innovative and creative because in their future they will be dedicated to developing solutions in the form of robots that are innovative and creative to add value to society

Role: Students

Motivation: Very positive attitude from all participants.

Assessment:

After filtering out incomplete responses, a total of 20 responses were obtained: 17 men and 3 women (34% participation)

Below are some of the key observations.

• There was a general comment about how long the survey was, which is why some of the students did not finish it.
• Most students consider themselves flexible to changing their tasks and also aware of the interrelation of dependence of some members on others when working together, as well as a collective assessment of the group with respect to an individual one.
• The results indicate the following order of development of each of the competencies analyzed:

CritThink > (Creativity = NW) > Innovation > Initiative > TW

Objectives:

This pilot focuses on this aspect of the SINCOE project:

• Test the Self and Peer assessment tool SINCOE@ with students
• Test the sincoe@ self and peer, and see what utility the students give it. Have data for the psychometric validation of the instrument. Check alternative methodologies to assess in self and peer (Compare sincoe@ results versus Belbin as the gold standard)

Methods:

We will use a highly participatory workshop methodology that will allow you to develop knowledge, skills, and attitudes, but above all, to practice them frequently in the classroom so that you can receive feedback and develop actions to improve your competencies.

Environment:

In this course, we will focus on developing three transversal competencies of great relevance for professional success at present: teamwork, leadership, and communication. In line with the values expressed by several industrial companies with production plants in the province of Valencia, which regularly seek to hire people with engineering degrees in the industrial branch, we have adopted the following values to build the course culture:

• Teamwork
• Cooperation
• Passion/Commitment
• Integrity/Responsible decisions
• High performance
• Innovation (creativity, critical thinking, and initiative)

Among the 17 Sustainable Development Goals (SDGs) proposed to achieve a more sustainable and better future, there is one goal especially related to the course: commitment to decent work (SDG 08)

The objectives of the course are:

• To be able to identify roles and behaviors in the team
• To improve your competence in giving oral presentations in multiple formats
• To demonstrate skills using various digital media to support communication, adapted to the situation and the audience
• To identify leadership styles and associated behaviors
• To be able to function effectively in a team

Role:

In this experiential learning initiative, the instructors assume the role of facilitators, mentors, and guides. They design and implement the participative workshops, fostering an environment that encourages active engagement, knowledge acquisition, skill development, and the practice of competencies.

The instructors facilitate classroom discussions, activities, and exercises that allow students to explore and apply concepts related to teamwork, leadership, and communication. They serve as mentors, offering personalized guidance and advice to students and encourage self-reflection, provide constructive feedback, and help students identify areas for improvement.

Additionally, the instructors help interpreting the data gathered from the Sincoe@ assessments and comparing it with other assessment methods like the Belbin model.

Motivation:

We want students cultivate self-awareness and self-reflection skills, enabling them to gain a deeper understanding of their individual strengths, weaknesses, and areas for growth. This self-introspection not only fosters personal development but also equips them with the ability to effectively contribute to and thrive in collaborative team settings. By providing and receiving constructive feedback from their peers, students develop the ability to communicate effectively, build trust, and foster a culture of mutual support and accountability – essential skills for successful teamwork and collaboration in the modern workplace.

The data gathered from the Sincoe@ assessments would contribute to the psychometric validation of the instrument. And comparing the Sincoe@ results with the industry-recognized Belbin model, students develop critical thinking and analytical skills, enabling them to evaluate the strengths and limitations of different assessment methodologies.

Assessment:

To assess how students are able to function effectively in a team whose members together provide leadership and create a collaborative and inclusive environment in the organization; coordination of work and identify roles and skills to operate in multidisciplinary teams with different professional profiles; Collaborate proactively in the development of the work, establishing goals and meeting objectives, as well as contributing to the search for solutions to challenges or projects, demonstrating empathy and assertiveness when sharing ideas, reflections and arguments within collaborative work, we will use the Sincoe@ an the Diagnosis of teamwork roles based on Belbin.

Objectives: In the pilot, the objective was to make the students aware and think about various innovation competencies that are useful both in studies and in working life. By going through the given statements and thinking about how the innovation-promoting abilities described in the statements have come to the fore in their group work for the course, the students would give us information on the presence of these abilities in their studies. They were also asked whether they see a connection with innovation activities more generally.

As the second objective, the students were asked to write down concrete examples, either of their own activities or of the other members of their group, of how the statements had been reflected in their activities, and also think about how their actions in accordance with them had moved their activities forward or perhaps hindered their work.

Thirdly, the students were requested how the group worked in practice. The students were asked whether they worked online as part of their work, and if so, how did working online affect their teamwork and the expression of the innovation competencies. Here the aim was also to find out how working online affected their motivation. Further, the students were questioned if the course had been online, what kind of benefits and challenges would it have brought. Also, this question asked them to explain this with specific examples.

Fourthly, the students were asked to think about how they felt about doing the tasks as a group. Here the focus was on how group work promoted their work and the expression of the innovation competencies.

Lastly, the students were posed to consider what significance these innovation competencies have in their future profession and working life in general after they graduate, as well as in their current studies. They were asked to think about one future job where they will work as a professional. Are the competencies expressed by the statements in the list related to success at work? In what ways?

Methods: The course was implemented as face-to-face teaching. In practice, the students worked both face-to-face in class and remote, and online. During the course, eight different group projects were completed, with varying group compositions within a larger collective. Specific roles within the groups became established, though there was some turnover. As the course progressed, group work became a routine part of the weekly schedule, conducted outside of lectures via remote connections.

In the beginning of the course, self-assessment was given as one of the assessment criteria of the course. Towards the end of the course, the students were introduced the questions and asked to return their answers in Its Learning at the end of the course. These were the statements that they were asked to reflect and assess:

CREATIVITY	Use intuition and own knowledge to generate ideas.
CREATIVITY	Find new ways to implement ideas.
CREATIVITY	Create original solutions to problems or exploiting opportunities.
CREATIVITY	Make suggestions to improve current process products or services.
CREATIVITY	Present novel ideas.
CREATIVITY	Show inventiveness in using resources.
CREATIVITY	Search out new working methods, techniques or instruments.
CREATIVITY	Refine ideas.
CRITICAL THINKING	Use trial and error analysis for problem solving.
CRITICAL THINKING	Develop and experiment with new ways of problem solving.
CRITICAL THINKING	Challenge the current state.
CRITICAL THINKING	Face the task from different points of view.
CRITICAL THINKING	Take into account multiple impacts.
CRITICAL THINKING	Ask “Why?” and “Why not?” and “What if?” in a targeted manner
CRITICAL THINKING	Take an acceptable level of risk to support new ideas.
CRITICAL THINKING	Adheres to the ethical principles and values of the field of profession.
CRITICAL THINKING	Make decisions based on data and evidence.
CRITICAL THINKING	Analyze sustainability challenges, their interdependencies and the various aspects of issues and problems.
CRITICAL THINKING	Use information in finding, implementing and establishing sustainable solutions and operating models.
INITIATIVE	Foster improvements in working environment.
INITIATIVE	Dare to experiment new ideas.
INITIATIVE	Go beyond expectations in the assignment, task, or job description without being asked.
INITIATIVE	Take action to convince people to support an innovative idea.
INITIATIVE	Act systematically.
INITIATIVE	Start actions without hesitation.
TEAMWORK	Be attentive when others are speaking, and responds effectively to others’ comments during the conversation.
TEAMWORK	Invite feedback and comments.
TEAMWORK	Takes constructive feedback into account.
TEAMWORK	Identify the sources of conflict between themselves and others and between other people and take steps to harmonise conflict situations.
TEAMWORK	Provide and accept constructive feedback, cooperation or help to and from team colleagues.
TEAMWORK	Work well with others, understanding their needs.
TEAMWORK	Consult about essential changes.
NETWORKING	Discuss with people with different kinds of ideas and perspectives to extend your own knowledge domains.
NETWORKING	Bring ideas from outside into the group.
NETWORKING	Share timely information with the appropriate stakeholders.
NETWORKING	Build formal and informal relationships outside the team/organisation from the beginning.
NETWORKING	Interact well in multidisciplinary/multicultural/international environments.

Students were given the following instructions: “Please fill in this course group work self-evaluation. The survey is part of the SINCOE project (Supporting Innovation Competence Development in Online Education).

The results of this survey will be utilized in part of the project’s research activities and higher education development and research. All responses are treated anonymously and confidentially. The answers of an individual respondent cannot be identified in the analyses or final reports.

We value your response and input. If you would prefer not to have your responses used as part of the research, please mention that in your answer.”

“Here are the questions that the students were asked to reflect: “The statements below describe various innovation competencies that are useful both in studies and in working life. Go through the statements and think about how the innovation-promoting abilities described in the statements have come to the fore in your group work for the course. Do you yourself see a connection with innovation activities more generally, are they related to it? Why or how?

Write down concrete examples, either of your own activities or of the other members of your group, of how the statements have been reflected in your activities, and also think about how your actions in accordance with them have moved your activities forward or perhaps hindered your work. Which statements were visible in your work?

How did you do group work? If you worked online as part of your work, how did working online affect your teamwork and the expression of these competencies? Did working online affect motivation?

The course was implemented as face-to-face teaching. If it had been online, what kind of benefits and challenges would it have brought? Explain with specific examples.

How did you feel about doing the task as a group? Did it promote work? What about the expression of competencies?

Also consider what significance these abilities have in your future profession and working life in general after you graduate, as well as in your current studies. Think about one future job where you will work as a professional. Are the competencies expressed by the statements in the list related to success at work? In what ways?”

Environment:

The course was implemented as face-to-face teaching. In practice, the students worked both face-to-face and online. Forty-three (43) answers were received on this pilot.

The self-evaluations for the supply chain management group work reflects a preference for in-person collaboration, citing challenges with online work such as scheduling and motivation. Some of the students saw no significant difference between remote and in-person work, noting that while some tasks are easier to do remotely, in-person sessions offer a better environment for creativity and group dynamics, aiding communication, and collaboration. Some groups’ experiences reflect the benefits of on-site collaboration in the early stages, which facilitated better communication and team bonding. The student, new to the subject, learned from a more experienced peer, and the group divided tasks effectively while working together. Face-to-face interactions were preferred over Microsoft Teams for ease of feedback and enjoyment. In-person work was preferred for its efficiency and effectiveness, with online work posing challenges in terms of segmented learning and reduced group interaction. However, the group adapted well, dividing tasks to accommodate individual schedules. The course’s in-person delivery was deemed appropriate, as online implementation might have compromised participation quality and focus due to the theoretical nature of the subject. In-person benefits included peer interaction and competitive advantage in group work. Group collaboration was essential for gaining new perspectives and aiding individual development, which would have been less impactful if done individually. Presentations on various topics were more effectively done in person, as online execution could lead to uneven work distribution among members. In-person group work ensured a more balanced contribution. As mentioned earlier, online work negatively impacted concentration and motivation due to the presence of more distractions. Obtaining speaking turns and concrete examples or instructions in various situations would have been more challenging online. Therefore, the decision to conduct the course in person was positively viewed. All through the course, group work was primarily conducted in class, with remote collaboration as needed. The group experienced no issues with remote work, finding it encouraged independence. Remote study was preferred for its prompt action on tasks, while in-person sessions sometimes led to overthinking. The group functioned well together, with creativity evident in task division, allowing individual approaches to assigned areas.

Most group work was conducted in person at school, such as during lectures, with some meetings also taking place via Teams. In-person collaboration was preferred for its ease of open discussion on various topics compared to online work. However, online collaboration had its advantages in terms of precision and scheduling, helping to adhere to timelines for task completion. Online work also significantly influenced concentration and motivation, as it often lacked the ‘work environment’ feel of in-person settings.

There was a noticeable improvement in the efficiency of group work from the first to the last week, with unnecessary steps eliminated and each member learning to contribute effectively. Weekly group work increased each member’s engagement and made it easier to complete tasks with a consistent group composition and division of labor. Critical roles in the group included research, writing, visualization, and source verification, with each member adapting to their role in each task. However, due to changing group compositions, not everyone could always maintain the same role, and sometimes groups were short-staffed, increasing the workload for others.

The execution of group work varied depending on attendance at lectures. Those who attended often completed their parts during the allocated time in lectures, while those who could not attend worked from home. At the end of each project, a remote meeting was held to review all aspects and ensure quality. Remote connections proved to be an excellent tool for managing projects, as some group members were more productive at home than in class.

The individual believes that the mode of course delivery was not significant, although it facilitated the formation of groups for projects. Presentations were considered better in person than remotely. Remote lectures provided additional time by eliminating travel, and personal productivity increased during remote lectures as work could continue uninterrupted at home. The individual prefers remote and independent course formats.

Completing tasks as a group was seen as an excellent method, teaching teamwork, consideration for others, and listening to different perspectives. Group work was also seen a valuable asset that typically impacts outcomes positively. Although the initial group work may have been somewhat awkward, it quickly became very active, significantly enhancing productivity. The group managed task distribution without issues, and all members honorably fulfilled their parts, ensuring competency. No negative aspects were associated with completing tasks in groups for the course.

As the semester progressed, the groups shifted to working more independently or via Teams due to scheduling conflicts and other course commitments. The students felt that maintaining in-person collaboration throughout might have improved the outcomes, despite being satisfied with the current results. The group work was seen as beneficial, fostering idea sharing and a social dynamic, despite the logistical challenges of coordinating schedules. Overall, the teamwork was efficient, with tasks completed on time and to a satisfactory standard, demonstrating a well-coordinated effort and equitable distribution of workload.

Role: Based on the feedback provided, the students assumed various roles that showcased their competencies during group work. These roles included:

Critical thinkers: Students engaged in analytical thinking, assessing situations and information to make informed decisions for their projects.

Initiators: Some students took proactive steps, starting tasks and encouraging the group to explore new ideas and approaches.

Creative minds: There were roles where students applied their creativity to develop innovative solutions and add unique value to the projects.

Team players: The group work involved collaboration, where students worked cohesively, communicated effectively, and respected each other’s contributions.

Networkers: Certain students took on the role of connecting with others, building relationships, and integrating external insights to enhance the group’s work.

These roles, tied to specific project examples, helped to concretize the students’ work and accomplishments beyond the numerical grade given by the teacher. The feedback served as a good addition by providing a qualitative measure of the students’ skills and contributions to the group work.

Motivation: According to the feedback, the aspects that increased the students’ motivation included:

Application of skills to projects: The ability to apply critical thinking, initiative, creativity, teamwork, and networking skills to real projects boosted their sense of accomplishment and relevance.

Recognition of accomplishments: Describing their competencies and tying them to specific examples provided a sense of validation and recognition for their efforts.

Qualitative feedback: In addition to numerical grades, receiving qualitative feedback offered a more comprehensive view of their performance, which can be more motivating than numbers alone.

Assessment: The assessment tool effectively clarified the efforts and achievements of the student groups by detailing their skills in critical thinking, initiative, creativity, teamwork, and networking, linking these skills to specific project examples. Additionally, the qualitative feedback provided a valuable complement to the numerical grade assigned by the lecturer.

Here’s a thematic summary of the main findings.

Preference for in-person collaboration with noted challenges in online settings like scheduling and motivation. Some students found no significant difference between the two modes. In-person sessions favored for creativity, communication, and better group dynamics. Face-to-face interactions preferred for ease of feedback and enjoyment.

In-person work was generally seen as more efficient and effective. Online work offers flexibility but can present communication and technical challenges. It also presented challenges in segmented learning and reduced interaction. Most groups used Microsoft Teams for communication. Groups adapted by dividing tasks to fit individual schedules. Remote work encouraged independence and prompt action on tasks. Remote connections were recognized valuable for project management. Some group members were more productive at home. Individual preferences varied, with some favoring remote and independent formats for flexibility and uninterrupted work. Groups shifted to more independent work or teams due to scheduling conflicts. Despite scheduling challenges, teamwork was efficient, with tasks completed on time and to a satisfactory standard. Group work enhanced outcomes when all members participated actively.

Course delivery mode was viewed as appropriate, offering benefits like peer interaction and advantages in group work. Group collaboration was seen as essential for gaining new perspectives and aiding individual development. Presentations and task distribution were considered more effective in person.

Presentations offered significant learning opportunities, with the need for rehearsal to enhance performance. Group work was enjoyable and productive, highlighting the importance of planning and in-person interaction. Students experienced a positive dynamic, completing tasks on time and to a high standard. Activities demonstrated the practical application of innovation competencies. Recognized the need for systematic action to ensure smooth project execution. During the course, there was noticeable improvement in group work efficiency with unnecessary steps eliminated. Members adapted to key roles like research, writing, and source verification. Changing group compositions sometimes increased workload.

Group work taught teamwork, consideration, and listening to different perspectives. Competencies gained are valuable for future careers and professional development.

Many students emphasized the importance of innovation competencies in both academic and professional settings. Strong innovation competencies displayed in generating new ideas and solutions efficiently. Students used various perspectives to suggest improvements, leading to effective work and good results. Creativity played a role in idea generation and problem-solving despite structured coursework. Critical thinking was viewed being essential for sourcing information and completing assignments with a focus on data-driven decisions and ethical considerations. Initiative and teamwork were also mentioned in many answers. Proactive behavior improved productivity, with individual members taking the lead on tasks. Observed in effective communication and systematic task completion, teamwork was conflict-free and successful.

Innovation competencies are crucial for future success in problem-solving, creativity, and teamwork. Competencies are significant for roles in supply chain management. They are also vital for roles like technical sales, requiring complex problem-solving and effective teamwork. Competencies like negotiation, conflict resolution, and evidence-based decision-making are seen as valuable for future professions. Taking responsibility beyond direct duties was seen as essential for career advancement.

Students gave many examples of how the innovation competencies were shown in their group work. Creativity was visible in utilizing personal intuition and presenting new ideas and solutions. Critical thinking was needed for challenging prevailing situations and considering multiple perspectives. Students took initiative by showing willingness to meet and collaborate. Teamwork was involved in effective communication and respect for each other’s ideas. Students used their networking skills in reaching out to and sharing information with their fellow students. They applied these competencies in solving supply chain challenges and optimizing processes. Essential competencies were innovation, problem-solving, and collaboration. Emphasis was also placed on creativity in group discussions. Critical thinking was demonstrated in case study analysis and decision-making. Students were proactive in completing tasks and collaborative in brainstorming.

Practical application of innovation competencies was e.g., in mapping warehouses and creating presentations. Positive group dynamic contributed to tasks being completed on time and to a high standard. Generally, the students recognized the value of the gained competencies. Innovation competencies were judged essential for success in academic and professional settings. Group projects provided valuable learning experiences, enhancing teamwork and communication skills. Challenges were successfully overcome through effective communication and active participation. Course teachings were applied in practice and new insights gained from each lesson. Careful consideration of sources to ensure reliability and quality was necessary. Creativity, critical thinking, initiative, and networking were key.

Based on the feedback, the course prepared students for professional teamwork and gave them an opportunity to practice competencies applicable to future professional roles like sales or logistics manager. Group work skills were considered necessary for education and the workplace, fundamental to workplace success, and leading to efficient task completion. Creativity and critical thinking were seen as key in creating marketing strategies. Students also mentioned the innovation competencies essential for future roles within entrepreneurship and management. Some students expressed satisfaction and gratitude. For them the course had been enriching with a positive reflection on the group’s overall experience. Group’s willingness to share insights enriched the learning experience.

Objectives: In the pilot, the objective was to make the students aware and think about various innovation competencies that are useful both in studies and in working life. By going through the given statements and thinking about how the innovation-promoting abilities described in the statements have come to the fore in their group work for the course, the students would give us information on the presence of these abilities in their studies. They were also asked whether they see a connection with innovation activities more generally.

As the second objective, the students were asked to write down concrete examples, either of their own activities or of the other members of their group, of how the statements had been reflected in their activities, and also think about how their actions in accordance with them had moved their activities forward or perhaps hindered their work.

Thirdly, the students were requested how the group worked in practice. The students were asked whether they worked online as part of their work, and if so, how did working online affect their teamwork and the expression of the innovation competencies. Here the aim was also to find out how working online affected their motivation. Further, the students were questioned if the course had been online, what kind of benefits and challenges would it have brought. Also, this question asked them to explain this with specific examples.

Fourthly, the students were asked to think about how they felt about doing the tasks as a group. Here the focus was on how group work promoted their work and the expression of the innovation competencies.

Lastly, the students were posed to consider what significance these innovation competencies have in their future profession and working life in general after they graduate, as well as in their current studies. They were asked to think about one future job where they will work as a professional. Are the competencies expressed by the statements in the list related to success at work? In what ways?

Methods:

The course was implemented as face-to-face teaching. In practice, the students worked both face-to-face and online. Also, the communication with the commissioner worked partly face-to-face, partly online.

In the beginning of the course, self-assessment was given as one of the assessment criteria of the course. Towards the end of the course, the students were introduced the questions and asked to return their answers in Its Learning platform at the end of the course. These were the statements that they were asked to reflect and assess:

CREATIVITY	Use intuition and own knowledge to generate ideas.
CREATIVITY	Find new ways to implement ideas.
CREATIVITY	Create original solutions to problems or exploiting opportunities.
CREATIVITY	Make suggestions to improve current process products or services.
CREATIVITY	Present novel ideas.
CREATIVITY	Show inventiveness in using resources.
CREATIVITY	Search out new working methods, techniques or instruments.
CREATIVITY	Refine ideas.
CRITICAL THINKING	Use trial and error analysis for problem solving.
CRITICAL THINKING	Develop and experiment with new ways of problem solving.
CRITICAL THINKING	Challenge the current state.
CRITICAL THINKING	Face the task from different points of view.
CRITICAL THINKING	Take into account multiple impacts.
CRITICAL THINKING	Ask “Why?” and “Why not?” and “What if?” in a targeted manner
CRITICAL THINKING	Take an acceptable level of risk to support new ideas.
CRITICAL THINKING	Adheres to the ethical principles and values of the field of profession.
CRITICAL THINKING	Make decisions based on data and evidence.
CRITICAL THINKING	Analyze sustainability challenges, their interdependencies and the various aspects of issues and problems.
CRITICAL THINKING	Use information in finding, implementing and establishing sustainable solutions and operating models.
INITIATIVE	Foster improvements in working environment.
INITIATIVE	Dare to experiment new ideas.
INITIATIVE	Go beyond expectations in the assignment, task, or job description without being asked.
INITIATIVE	Take action to convince people to support an innovative idea.
INITIATIVE	Act systematically.
INITIATIVE	Start actions without hesitation.
TEAMWORK	Be attentive when others are speaking, and responds effectively to others’ comments during the conversation.
TEAMWORK	Invite feedback and comments.
TEAMWORK	Takes constructive feedback into account.
TEAMWORK	Identify the sources of conflict between themselves and others and between other people and take steps to harmonise conflict situations.
TEAMWORK	Provide and accept constructive feedback, cooperation or help to and from team colleagues.
TEAMWORK	Work well with others, understanding their needs.
TEAMWORK	Consult about essential changes.
NETWORKING	Discuss with people with different kinds of ideas and perspectives to extend your own knowledge domains.
NETWORKING	Bring ideas from outside into the group.
NETWORKING	Share timely information with the appropriate stakeholders.
NETWORKING	Build formal and informal relationships outside the team/organisation from the beginning.
NETWORKING	Interact well in multidisciplinary/multicultural/international environments.

Students were given the following instructions: “Please fill in this course group work self-evaluation. The survey is part of the SINCOE project (Supporting Innovation Competence Development in Online Education).

The results of this survey will be utilized in part of the project’s research activities and higher education development and research. All responses are treated anonymously and confidentially. The answers of an individual respondent cannot be identified in the analyses or final reports.

We value your response and input. If you would prefer not to have your responses used as part of the research, please mention that in your answer.”

Here are the questions that the students were asked to reflect: “The statements below describe various innovation competencies that are useful both in studies and in working life. Go through the statements and think about how the innovation-promoting abilities described in the statements have come to the fore in your Sourcing and procurement annual calendar tool assignment. Do you yourself see a connection with innovation activities more generally, are they related to it? Why or how?

Write down concrete examples, either of your own activities or of the other members of your group, of how the statements have been reflected in your activities, and also think about how your actions in accordance with them have moved your activities forward or perhaps hindered your work. Which statements were visible in your work?

How did you do group work? If you worked online as part of your work, how did working online affect your teamwork and the expression of these competencies? Did working online affect motivation?

The course was implemented as face-to-face teaching. If it had been online, what kind of benefits and challenges would it have brought? Explain with specific examples.

How did you feel about doing the task as a group? Did it promote work? What about the expression of competencies?

Also consider what significance these abilities have in your future profession and working life in general after you graduate, as well as in your current studies. Think about one future job where you will work as a professional. Are the competencies expressed by the statements in the list related to success at work? In what ways?”

Environment:

The course was implemented as face-to-face teaching. In practice, the students worked both face-to-face and online. Also, the communication with the commissioner worked partly face-to-face, partly online.

Thirteen (13) answers were received on this pilot. The students’ group project experiences show that Microsoft Teams was commonly used for collaboration. The group work was conducted online, with meetings to plan and discuss the task, considering various perspectives. The task was to create a foundation for operational procurement activities, with criteria that were user-friendly and editable by many. Online work did not demotivate the students; rather, the task was engaging. However, they noted that face-to-face education might have posed challenges for maintaining focus. The presence of the commissioner provided valuable guidance. Despite some difficulties with remote coordination via Teams, the group managed to work both remotely and on-site, recognizing the benefits of face-to-face interaction for productivity and idea generation. The summary highlights the group project experience, emphasizing the flexibility and focus required for online work. The group’s motivation was crucial to keep the project moving forward. Course implementation offered the freedom to schedule tasks, but also posed the risk of postponement and increased stress towards deadlines.

Role: Based on the feedback provided, the students assumed various roles that showcased their competencies during group work. These roles included:

Critical thinkers: Students engaged in analytical thinking, assessing situations and information to make informed decisions for their projects.

Initiators: Some students took proactive steps, starting tasks and encouraging the group to explore new ideas and approaches.

Creative minds: There were roles where students applied their creativity to develop innovative solutions and add unique value to the projects.

Team players: The group work involved collaboration, where students worked cohesively, communicated effectively, and respected each other’s contributions.

Networkers: Certain students took on the role of connecting with others, building relationships, and integrating external insights to enhance the group’s work.

These roles, tied to specific project examples, helped to concretize the students’ work and accomplishments beyond the numerical grade given by the teacher. The feedback served as a good addition by providing a qualitative measure of the students’ skills and contributions to the group work.

Motivation: According to the feedback, the aspects that increased the students’ motivation included:

Application of skills to projects: The ability to apply critical thinking, initiative, creativity, teamwork, and networking skills to real projects boosted their sense of accomplishment and relevance.

Recognition of accomplishments: Describing their competencies and tying them to specific examples provided a sense of validation and recognition for their efforts.

Qualitative feedback: In addition to numerical grades, receiving qualitative feedback offered a more comprehensive view of their performance, which can be more motivating than numbers alone.

Assessment: The assessment tool effectively clarified the efforts and achievements of the student groups by detailing their skills in critical thinking, initiative, creativity, teamwork, and networking, linking these skills to specific project examples. Additionally, the qualitative feedback provided a valuable complement to the numerical grade assigned by the lecturer.

Some students felt the group (appr. 5 students) could have been smaller, as not everyone was actively engaged. A size of 2-3 students was suggested as more appropriate. However, the assignment was commonly ranked among the top three most interesting tasks by the students. The course was well-organized, with ample time for tasks and presentations. The commissioner’s visit offered additional insights. The groups were cohesive, and the task was usually executed using Excel, facilitating easy sharing and division of work based on individual interests, which enhanced the quality and efficiency.

The group project began with initial confusion and challenges, particularly in adapting an Excel file to meet the commissioner’s requirements. The task provided practical insights into working life, particularly in production planning, and offered direct information from the labor market. The freedom and interest in the task helped students internalize the course content. Creativity, adaptability, versatility, and efficiency were highlighted as key aspects. The self-assessment summary reflects a strong emphasis on creativity and critical thinking, with the individual frequently using intuition and knowledge to generate ideas and seeking new ways to implement them. Critical thinking was applied through trial and error, considering different perspectives, and making informed decisions to meet the commissioner’s requirements. The individual took the initiative to propose improvements, exceed expectations, work systematically, and start actions promptly. They scored themselves highly on presenting suggestions for improvement, showing resourcefulness, and refining ideas, particularly for an annual clock project. In terms of critical thinking, the individual is proactive in developing new problem-solving methods, challenging the status quo, and making decisions based on information and evidence. They also consider sustainable development challenges and strive to find and implement sustainable solutions. The initiative is another area where the individual excels, proposing improvements, daring to try new ideas, and starting actions promptly. They also work systematically and persuade others to support innovative ideas. Teamwork was a key factor, with open communication, consideration of others’ opinions, and effective feedback mechanisms. The group worked cohesively, negotiated changes, and reached unanimous decisions. The project emphasized the importance of creativity, initiative, and critical thinking, with the group adding a supplier list and an expense tracking table to the annual calendar and iterating on its design. Networking skills were demonstrated through active discussions and the sharing of new perspectives, contributing to the group’s collective knowledge and the successful completion of the project. The individual’s approach to the group work reflects a proactive, collaborative, and innovative mindset.

Teamwork is highlighted as a strength, with the individual considering others’ opinions, asking for feedback, and giving and receiving constructive feedback. They recognize and address conflict sources and negotiate essential changes effectively.  Finally, their networking skills are evident in their ability to converse with diverse individuals, bring outside ideas to the group, share information with stakeholders, and interact well in multidisciplinary, multicultural, and international environments. The individual’s approach to group work and problem-solving indicates a high level of engagement and a proactive attitude towards learning and improvement.

The summary of the group work experience emphasizes a balanced distribution of tasks, with the individual taking on a significant role in the project. The individual showcased creativity by using personal knowledge to determine task timelines and exploring various methods to produce the annual clock in Excel. They sought out new ideas beyond the provided materials, utilized diverse resources, and considered implementing a GANTT chart for clarity and functionality.

The experience highlighted the value of teamwork, the ability to take initiative, and the significance of networking skills in procurement. The group’s approach to problem-solving and decision-making, based on facts and diverse perspectives, was seen as crucial for future work in procurement or sales management, where innovation is key. Overall, the project was a success, demonstrating effective collaboration, problem-solving, and the application of various competencies that will be beneficial in the professional world. The group’s ability to innovate and adapt to challenges was particularly noteworthy, setting a strong foundation for future endeavors in a business environment.

Teamwork was valued for its collaborative nature, allowing for the exchange of knowledge, and fostering easier learning through conversation. The project showcased the practical application of creativity, critical thinking, initiative, teamwork, and networking skills. These competencies were instrumental in generating new ideas, making informed decisions, proposing improvements, and leveraging external expertise, thus enhancing the project’s efficiency, quality, and collaboration.

As a conclusion, the group work was successful, with online collaboration being a positive aspect. Face-to-face teaching was preferred for better learning and motivation. The course was informative and is expected to be useful in the students’ future careers, providing an understanding of procurement’s role in an organization. The year clock task was deemed beneficial for future work life, as it simulated presenting achievements to a management team. The key takeaway is that the project fostered creativity, adaptability, and efficiency, preparing students for real-world challenges. These skills are deemed vital for a successful career, particularly in roles that demand flexibility, problem-solving, and strong interpersonal abilities. In procurement, these competencies aid in innovating, process development, and building robust cooperative relationships, highlighting their importance in the professional landscape.

When teachers define the learning objectives for the upcoming course and for the course participants, it is assumed, most likely quite correctly, that the teachers already have obtained those skills themselves that they are teaching. Teachers do master the subject matter, but in my pilot, I wanted to check, how can I in my course design process identify my own innovation competences.

A hybrid course can promote the development of innovation competences. 
HYBRID COURSE  
(course structure – alternately lessons at the campus, in ZOOM and online tasks) 
versatile, varied (the content and place are matched to suit the purpose) 
it is good to have different kind of tasks and environments to enhance the learning experience 
to get interesting guests /guest lectures to attend (abroad, longer distances) 
flexible, also a plan B (lessons learnt from Covid-19) easy to change the venue in case of urgent cases 
high quality online learning material is available, which gives a valid reasoning for online tasks 

Course: Destination Germany Austria 3 ECTS (offered as a compulsory course for students going to ERASMUS / double degree exchange in Autumn 2024) 

Teacher: Sanna Simola   

Students: 11 (+ 2 who chose to attend, but not to do all the tasks) 

Goal and learning objectives: training and preparation for exchange in Germany or Austria, networking, inspiration (guests), career planning, language and culture skills, information search. 

Course implementation: Hybrid (Campus – online lessons – tasks in LMS itslearning)  

Duration: March- May 2024 (14 weeks) 

Contact lessons at Campus

Contact lessons at Campus

LMS itslearning Task 1 cultural awareness, stereotypes, culture shock

Online lesson

LMS itslearning Task 2 Germany, Austria, education system

Online lesson, guest – a person who has lived in Finland for a long time shares his views on the differences between Finland and Germany- Frohe Ostern!

Contact lessons at Campus ein bisschen Deutsch (Restaurant, travelling)

LMS itslearning Task 3 student life, working life.

Online lesson, guest aFinn living and working in Germany.

LMS itslearning Task 4: Duolingo etc.

no meeting, Duolingo, online assignments

LMS itslearning Task 5 own destination – school, city, hobbies

Contact lessons at Campus presentations = task 5, feedback task 4

Online lesson exchange students (one already at home in Germany)

Contact lessons at Campus Gute Reise und schönen Aufenthalt! Exchange Student

When designing a course, it is good to be aware that things may occur unexpectedly.  During this course there were three things I had to react quickly to and must have a plan B. In unexpected situations innovation competences are really needed. 

During the spring I was asked to join an Erasmus week in Romania, in April we suddenly got snow again and one of the students had a request for the possibility to have some of the exchange students from Germany/Austria to attend the course and tell their experiences about Erasmus exchange in Finland and cultural differences. 

These demands were quite easy to tackle. After 24 years of experience of teaching, I knew of course that situations where I must react quite quickly may occur. The long experience has formed and developed the innovation competences. During these years I have learnt to be creative, to network with people, take initiative (contact people and suggest an idea of participation), be in a team and work together. Also, critical thinking is an important skill; for example, in the design process it is good to think critically about the choices you are making. I nowadays implement my courses in a hybrid format to increase flexibility and guarantee a versatile learning experience. 

About the hybrid implementation – Online teaching gives a teacher more options and a great way to reach material, resources, and people outside the campus area and beyond the borders. In this implementation it was a natural choice to implement the course in a hybrid format.  

Advantages of this format: 

• versatile, varied (the content and place are matched to suit the purpose) 
• It is good to have different kinds of tasks and environments to enhance the learning experience. 
• flexible (weather conditions- easy to change the place) 
• to get guests to attend (abroad, longer distances) 
• high quality online learning material (e.g. Deutsche Welle)  

in this case: online lessons with a small group, camera on, active participation, discussions. Working online did succeed well, because of the group size and motivation of the students. Motivation was high due to upcoming stay in Germany/Austria.