果冻传媒

果冻传媒 innovation Space already enables this type of learning, with a strong connection with all types of stakeholders from the region as well as our (inter)national connections. In order to educate the engineers of the future we are eager to create a university where students and people from industry and society work together. Learning is something we do all, all our life. So, we want to create a place where professionals learn, together with the students and teaching staff.   

In this moonshot project we envision and concretize the 果冻传媒 of 2050. What will this university actually look like in detail? How will the future 果冻传媒 be structured? How will the educational journey look like within this university? How do students learn their essential competences? What role does this future 果冻传媒 have in the Brainport ecosystem? These are all questions that we want to answer. 

Next to working on this moonshot vision, parts of the University of the Future project also have more short-term goals and integrations with which we want to make a positive change to the now. This applies specifically to the focus areas of 鈥榣earning in the innovation hub鈥�, where we aim to specify how the 果冻传媒 could collaborate with its (regional) ecosystem in thematic learning communities, and 鈥楨xtracurricular Learning & Competence Development鈥�, where we aim to support extracurricular students in their personal and professional development, and make explicit how and what students learn, in an environment that is open, flexible and self-directed. 

Additionally, we have short-term goals that are related to making an impact in the now for the focus areas 鈥榣earning in the innovation hub鈥� and 鈥楨xtracurricular Learning & Competence Development鈥�. Add goals for short-term impact and learnings 

Goals 鈥榣earning in the innovation hub鈥�: 

• Understanding: Why, what, and how various stakeholders (students, researchers, professionals from industry and society) can best learn together within thematic communities 鈥� exploring shared learning goals, mutual benefits, and effective modes of collaboration within challenge-based and entrepreneurial learning. 

• Identifying: Best practices, stakeholder roles, educational formats, and enabling conditions (e.g. partnerships, vertical learning structures, engagement strategies) that support co-learning in thematic communities. 

• Designing: Structures and frameworks for building and sustaining thematic communities that enhance vertical learning, long-term collaboration, and integration of research, education, and professional learning. 

• Piloting: Multiple thematic communities (e.g. AI, Renewable Energy Systems, STEAM), co-developing and running interdisciplinary, thematic challenges where students, professionals, and researchers learn and work on a challenge together. 

• Evaluating: The added value and impact of thematic communities on collaborative learning, professional identity development, educational innovation, and stakeholder engagement. 

• Developing: A shared vision and roadmap for embedding thematic communities in 果冻传媒鈥檚 education model, including recommendations for scaling, structural support, and connecting 果冻传媒鈥檚 learning hub to the broader Brainport ecosystem. 

Goals 鈥楨xtracurricular Learning & Competence Development鈥�: 

• Understanding: Why, What and How students learn in extracurricular learning environments. 

• Identifying: (Digital) tools, educational practices, roles, and other elements relevant to support the competence development of extracurricular learning by students in student teams. 

• Designing: 果冻传媒al interventions to make learning in extracurricular (EC) student teams more explicit/visible & support the competence development of students. 

• Piloting: 果冻传媒al intervention(s) to support the learning & competence development of extracurricular students. 

• Evaluating: The impact/value of educational intervention(s) to support the learning & competence development of extracurricular students. 

• Developing: An advice on extracurricular learning & competence development and further steps, which can inform 果冻传媒鈥檚 vision on student鈥檚 learning/education. 

The convergence phases focuses on diving deeper into the ideas and building blocks gathered in the divergence phases. The project team will look for common ground among the input from all stakeholders, connections between the building blocks, research if they are feasible, and involve different stakeholders in co-creating specific implementation examples. 

Creation of the card deck (second half diamond) 

Then, we translated all this input into the University of the Future Card Deck. This card deck, created with Flatland, consisted of all building blocks of the desired future university collected in the open co-creation sessions and acted as a cornerstone in the remainder of the project as a successful design tool.  

Continued co-creation with card deck (Third half diamond) 

Once again, we diverged by organizing a range of co-creation sessions. These were organized both within 果冻传媒 as well as at (inter)national conferences. In these sessions the card deck was used as a design tool to provide the (future) university stakeholders with context and guidance in the design process in order to be able to delve into more detail when developing a specific element of the future university.  

Creation and iteration of the scenario (Fourth half diamond) 

The collection of designed elements acted as a start for the first version of the scenario on the desired future of the 果冻传媒. This scenario is constantly iterated upon throughout the project based on new input and insights.  

Focused co-creation sessions (Fifth half diamond) 

To be able to add more detail to the scenario (adding pixels to the desired future) we organized focused co-creation sessions. For these sessions we invited experts on a particular field to have a deep dive on how these elements would look like in detail in the future university. We had sessions on co-learning in the innovation hub, learning environment, learning experience, organizational structure, research & learning integration, and validation of learning. 

Exhibition (Sixth half diamond) 

One of the goals of the project is to have established a wide and strong support base for the constructed vision among the stakeholders that we envision to play a crucial role in the ecosystem of the future university. We did this by involving these stakeholders in every step of the way and by making sure that their input shapes the project outcomes. Additionally, we wanted to introduce and validate our progress with the larger audience. This is why we decided to present the University of the Future project on the Dutch Design Week 2024. You can get an impression of the exhibition by reading the articles of and . 

Iterating on all work done for the final report 

The final stage of the project is to further iterate on all project deliverables based on the continuous input and feedback we received and to gather all the work done into the final report, which will be published in the autumn of 2025. 

Why 'Learning in the innovation Hub'? 

To further develop the education sector, 果冻传媒 intends to extend its strong collaboration with partners in its ecosystem. The growth of Challenge-Based Learning (CBL) demands that collaborations are not only sustained but also intensified, as more challenges need addressing, requiring more substantial, long-term partnerships. The collaborative approach also facilitates lifelong learning for professionals and makes 果冻传媒 more accessible for industry professionals seeking to update their skills. 

The Strategy for 'Learning in the Innovation Hub' 

The strategy is to support the creation and evolution of thematic communities, e.g. a community on sustainable energy, with citizens, government, companies and cross-disciplinary research groups at 果冻传媒 and other institutes, collaborating in challenges with students and professional education. In essence this asks for connecting a network of external partners via strategic partnerships to interdisciplinary research of academic staff (of institutes, programs, large projects). This makes it possible to offer students a series of challenges on the same theme, with students of different levels (vertical learning: Bachelor, Master, PdEng and Ph.D students mixed). Additionally, we will be able to have a stable offer of challenges because of longer term partnerships, and to intensify collaborations with other institutes of higher education (local, national and international).  

A core role in building and maintaining these thematic communities is played by Boundary Spanners, professionals who act as connectors between education, research, industrial, and societal stakeholders. Boundary Spanners initiate and facilitate thematic challenges, align learning and research goals with real-world needs, and connect students with relevant stakeholders across the ecosystem. They ensure continuity, track thematic developments, and build sustainable collaboration with external partners. 

The project encompasses three core sub-projects: setting up an 'ideal' thematic community, extending the current Art & Design community, and creating a community of practice for all thematic communities on campus. 

• Setting up the 'ideal' thematic community: This sub-project involves identifying and analyzing the best practices of thematic communities available on campus and benchmarking against other thematic communities outside 果冻传媒. Co-creation sessions are used to define a structure for setting up thematic challenges, develop a structure for vertical learning, long-term partnerships, and professionals to join in the challenges. Learning about added value for all involved stakeholders and how to solve obstacles is derived from hands-on pilots.  

• Extending the current Art & Design community: Collaborating with regional knowledge institutes, this sub-project is developing an elective course that integrates Art & Design challenges into STEM education, transitioning our educational focus from STEM to STEAM. 

• Creating a community of practice: Boundary Spanners are creating a community of practice to facilitate the development of thematic communities. Through this network, they continuously identify and engage relevant stakeholders from within the university and the broader external ecosystem. They structurally come together to learn from each other, pilot innovative approaches, and share experiences to collectively enhance and sustain the thematic communities. 

Goals 

• Understanding: Why, what, and how various stakeholders (students, researchers, professionals from industry and society) can best learn together within thematic communities 鈥� exploring shared learning goals, mutual benefits, and effective modes of collaboration within challenge-based and entrepreneurial learning. 

• Identifying: Best practices, stakeholder roles, educational formats, and enabling conditions (e.g. partnerships, vertical learning structures, engagement strategies) that support co-learning in thematic communities. 

• Designing: Structures and frameworks for building and sustaining thematic communities that enhance vertical learning, long-term collaboration, and integration of research, education, and professional learning. 

• Piloting: Multiple thematic communities (e.g. AI, Renewable Energy Systems, STEAM), co-developing and running interdisciplinary, thematic challenges where students, professionals, and researchers learn and work on a challenge together. 

• Evaluating: The added value and impact of thematic communities on collaborative learning, professional identity development, educational innovation, and stakeholder engagement. 

• Developing: A shared vision and roadmap for embedding thematic communities in 果冻传媒鈥檚 education model, including recommendations for scaling, structural support, and connecting 果冻传媒鈥檚 learning hub to the broader Brainport ecosystem. 

Learning in these student teams is a unique learning environment because of three aspects: 

• Flexibility: Students join student teams freely and for a variety of reasons, including the willingness to contribute to societal challenges and to develop their competences. Students have the freedom to choose a team (or teams) that connects to their personal/professional values, the role they apply to, and their time commitment.  

• Contextualized learning: Students work in an authentic context, actively engaging in engineering innovation cycles, experiment with different roles, tasks, and responsibilities within teams. This allows students to explore their interests, and critically adjust their understanding of their vision and professional identity. 

• Self-directed learning: Students choose if, when, and how to participate in student teams (e.g., number of dedicated hrs.), and how much emphasis they want to place on personal and professional development. 

Despite the above, students have expressed difficulty making their learning and overall development (i.e., skills, knowledge, attitudes) during their time in a student team explicit and visible. This has implications during and after the engagement in the student team. Making learning and competence development more visible/explicit during students鈥� engagement with the teams could help students to maximize their learning (e.g., connecting specific ambitions/learning goals to activities within the team and the Brainport ecosystem). For life after the student team, this can help them to bring a stronger professional identity when they join the working life. 

The project aims at supporting the personal and professional development of students in extracurricular student teams, and to reach a better understanding of learning and competence development in environments where flexible, self-directed, and contextualized learning, are prominent. We aim to identify, pilot, and evaluate possible ways to support and make learning explicit/visible (for the student and others). 

An iterative design-based approach 

To achieve our goal, we are following an iterative design-based approach, with six interrelated activities aimed at understanding, identifying, designing, piloting, and evaluating. 

1. Understanding: Why, What and How students learn in extracurricular learning environments. 

2. Identifying: (Digital) tools, educational practices, roles, and other elements relevant to support the competence development of extracurricular learning by students in student teams. 

3. Designing: 果冻传媒al interventions to make learning in extracurricular (EC) student teams more explicit/visible & support the competence development of students. 

4. Piloting: 果冻传媒al intervention(s) to support the learning & competence development of extracurricular students. 

5. Evaluating: The impact/value of educational intervention(s) to support the learning & competence development of extracurricular students. 

6. Developing: An advice on extracurricular learning & competence development and further steps, which can inform 果冻传媒鈥檚 vision on student鈥檚 learning/education. 

We are currently in the piloting and evaluating an educational intervention that is running since September 2024. The results of this pilot will inform the development of a final advice, to be included in the final report.