Mobility and Education ZOne

• Educational Escape Room Monika Frania, PhD from the University of Silesia in Katowice

• Transforming Students’ Mindset for a Better Future Critical Thinking and the Digital Gender Divide María D. De-Juan-Vigaray, PhD and María Elena González Gascón from the University of Alicante, Spain

• Intensive Care Medicine and Pain Therapy Tobias Hüppe and Department of Anaesthesiology, Intensive Care Medicine and Pain Therapy from Saarland University, Germany

• Visible Interactive Speaker for International Best Learning Experience Prof. Marcel Lauterbach from Saarland University, Germany

1) Creation of Life Escape room

Dr. Evelina Bendoraitienė, Vytautas Magnus University

The good practice involves assigning a group homework task to students in a financial calculations course to create a life escape room. Working collaboratively, students design puzzles, challenges, and a narrative that incorporate course content and require the application of financial calculation skills. This hands-on approach enhances understanding, promotes critical thinking, teamwork, and creativity, and provides a practical context for learning.

2) ABC of Visual Thinking and Sketchnoting

Dr. Magdalena Christ, University of Silesia in Katowice

The classes aim to familiarize participants with the theories underlying visual thinking, as well as the representatives of sketchnoting and their work as inspiration for their development in this area. During the course, students acquire skills in creating visual notes as a form of organisation and presentation of thoughts, ideas, which can be used to improve the learning process and in various branches of professional life.

3) Digital entrepreneurship: Digital-enhanced and international teaching of digital entrepreneurship

Jun.-Prof. Dr. Benedikt Schnellbächer and Alexander Schöneseiffen, Saarland University

DIGEN-DIT is a digital-enhanced, international module. Students from all Transform4Europe and Ukrainian partner universities can participate due to its hybrid format, supported by digital tools (e.g. mentimeter). The course encompasses a lecture and a tutorial. The lecture provides students with digital entrepreneurship content from strategy to operational level. In the tutorial student teams develop a startup concept and present it in a pitch event. Lastly, students visit another T4E university to work on an entrepreneurship challenge.

4) Universal Game Design for Learning and Game Co-design for student-centered learning

Assoc. Prof. Giovanni Bacaro, University of Trieste

Novel educational technologies and methodologies that create enthusiasm among students and promote learner engagement are becoming instructional priorities across all disciplines of STEM. Game-Based Learning has established itself as a methodology that addresses students engagement at different levels (student-centered learning, constructivist approach, shared social experience, systems thinking and so on). A generalized Game Design Methodology (GDM), which includes the basic principles of the Universal Design for Learning (UDL) framework is here proposed. Each phase is designed to allow students and teaching staff to develop the game and assess its progress throughout the entire process.