The Socio-Economic Evaluation of a European Project: The DIYLab Case

Juana Sancho-Gil,Pablo Rivera-Vargas

doi:10.3390/informatics3030013

Abstract

This paper builds on the results of a 3-year long European project, the main aim of which was to deeply and sustainably transform teaching and learning practice in primary and secondary schools and higher education, by introducing Do it Yourself (DIY) philosophy in order to expand digital competence and foster students’ agency and collaborative learning. Three universities and three primary and secondary schools have been involved in a Collaborative Action Research (CAR) process in order to analyse their current institutional context and perceive needs, strengths and weaknesses; to undertake professional development activities and the design of DIYLabs; implement DIYLabs in the selected courses; and reflect upon ways of improving the institution’s performance. This paper offers a global vision of the research and implementation processes and the results achieved, from the perspective of the socio-economic dimensions involved in a project aiming to make a difference in teaching and learning to meet the challenges of a society highly permeated by digital technology (DT).

Highlights

This paper builds on the results of the 3-year long European project Do It Yourself in Education: Expanding Digital Competence to Foster Student Agency and Collaborative Learning (DIYLab)
Interests, connecting different subjects and topics, and using different kinds of educational resources, In addition to data collected for the internal and public deliverables related to each work package (WP), through in digital technology (DT).stages, we have kept textual, visual and audio-visual field notes [45,46]
Socio-economic dimensions, we summarise the set of results obtained in each Collaborative Action Research (CAR) circle

Summary

Introduction

This paper builds on the results of the 3-year long European project Do It Yourself in Education: Expanding Digital Competence to Foster Student Agency and Collaborative Learning (DIYLab). Responding to the European Commission’s call for Lifelong Learning Programme Key Activity 3: 3.1.1. Reinforcing key competences, and taking into account the importance of research-practice partnership in education [1], the project brought together three universities, three primary and three secondary schools with the common aim of combining educational innovation with today’s cultural and technical realities. The partners were the University of Barcelona (UB), Spain; the University of Oulu. Extension School and Teacher Training School (UOULU), Finland; Charles University in Prague (CUNI), Czech Republic; Escola Virorai, Spain; and ZŠ Korunovační (KORUNKA) School, Czech Republic

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Discussion

Conclusion