Chair: Dr. Konstantinos Petridis
Associate Professor in the Department of Electronic Engineering at the Hellenic Mediterranean University (HMU) and the director of the HMU International Relations Office. He obtained his Ph.D. in physics from the University of St. Andrews (UK) in 2002. His research focuses on applications of lasers on materials processing and their applications in third generation solar cells and gas sensing. He demonstrates a high expertise and extended laboratory experience in laser technology and physics, in the ultrafast laser processing techniques of graphene and graphene-based optoelectronic devices and laser induced decoration of 2D materials with nanomaterials. He has coordinated 8 Erasmus and Erasmus Plus projects and he actively participated as a teacher, manager, sub-coordinator in another 6 Erasmus projects. He has participated as a researcher in 12 national & international research program
Daniel R. Lewin
Prof. Daniel R. Lewin
Holds the Churchill Family Chair at the Faculty of Chemical Engineering at Technion. He is the co-author of the book, Product and Process Design Principles, whose enhanced eBook includes approximately 90 video clips and associated quiz questions, making it the first flipped textbook on process design
The Flipped Class Enables Agile Learning
The flipped class paradigm shifts the transmission of basic information to online preparatory activities, which students complete before class activities begin. This frees class time to enable the four key agile values to be incorporated into the class environment, namely:
1. Student-centered flipping inherently focuses on the learner rather than following traditional teaching processes, which are teacher-centered.
2. Student-staff contact time is mostly used to work problems cooperatively and for project work, rather than vehicles for the transmission of information.
3. The contact time is largely reserved for collaborative work between staff and student, and transforms the lecturer to take on the role of motivator and mentor.
4. Staff have more time to respond to the feedback and needs of students.
This short presentation will demonstrate how flipping can be incorporated into design-based engineering courses and will provide tangible evidence of the benefits that can be expected.
Associate Professor at the School of Engineering of the Polytechnic of Porto. He is teaching at the bachelor and master’s degrees and researching in machine learning. Nuno has been coordinating and participating in several initiatives linked to internationalization of education and students’ employability.
Nuno is coordinating the ATHENA European University and cooperating at several organizations in Higher Education.
Effective international mobility for sustainable education
The COVID-19 pandemic pushed higher education to start considering alternative pedagogies beyond the traditional synchronous classroom paradigms we have been practicing for ages. This is a unique opportunity to embrace novel ways of teaching and learning … Blended Mobility is one such way.
We are developing blended mobility curricula since 2008 and we are pleased to share and discuss this experience with you.
At this session we will guide you on a thrilling tour through the Blended Education World ending in a detailed discussion of the blended mobility initiatives we are developing at the ATHENA European University.
By the end of the session, you will have all the information, the tools and the contacts you might need to setup and run your own blended mobility course from scratch.
Take the highway to the world of blended mobility and open new horizons to your students assuring high quality sustainable education.
Ph.D. Candidate, Department of Electronic Engineering, Hellenic Mediterranean University, Chania, Crete, Greece
Applying SCRUM in a Physics II undergraduate course: effect on student progression and soft skills development
The everchanging higher education environment, especially after the impact of COVID-19, dictates the need of innovative, engaging and efficient teaching methods along with promoting soft skills among the students . Scrum  offers a framework for effective teamwork and it has been previously applied in higher education for enhancing collaborative learning and the development of skills such us communication, teamwork, critical thinking, problem solving etc. [3-5]. This presentation will describe how Scrum was applied to a Physics II undergraduate course during the spring semester 2021 , where classes were given online due to covid-19 imposed restrictions. The focus of this experiment was twofold. Firstly, we aimed at investigating the feasibility of Scrum under remote teaching conditions in higher education. Secondly, we observed the students’ progress with the learning objectives of the course, along with the advancement soft skills among the students participating in the experiment. We will conclude our presentation with feedback collected both from the teachers and the students involved in the experiment.
Prof. Ron Blonder
The head of the chemistry group in the Department of Science Teaching at the Weizmann Institute of Science and the head of the Rothschild-Weizmann Master’s program for excellence in Science Teaching. Her research is concerned on two central dimensions in chemistry education: Connecting high school chemistry to contemporary chemistry research and supporting teachers in integrating technology-enhanced chemistry teaching.
Designing a virtual educational escape room for chemistry students
Ron Blonder, Inbar Haimovich, Malka Yayon, and Shelley Rap
Escape rooms (EsRms) are games in which a small group of participants work as a team to solve a mystery and escape from a locked room. The idea of using this popular genre, in which students need to use their brain, intuition, and also need a bit of luck to escape, via educational scenarios, had led to the development of different types of educational EsRms. In the Department of Science Teaching at the Weizmann Institute, we have developed Chemistry EsRms that can be implemented by teachers in their class. Students utilize their chemistry knowledge and 21st century skills to solve puzzles and escape from the room. Since the Covid-19 pandemic stopped all the educational activities that took place in the physical space, we decided to design a virtual educational EsRm for chemistry students. The design of the EsRm in a digital space required a different approach form the design of the physical EsRm. In this talk, we will describe the design principles of a virtual EsRm that led to a transformative approach to the EsRm activity. In addition, we will show examples of the EsRm’s puzzles that led the students to solve the mystery of the virtual EsRm. In this EsRm the students reveal the identity of “The Masked Scientist” and also correct a historical injustice.