Connected Learning Communities
EUTOPIA and its Educational Model
The educational model of EUTOPIA is based on a challenge-driven approach to learning, which promotes the practical application of knowledge and theory to real-world problems. EUTOPIA students participate in a shared learning experience, working together to identify and implement effective solutions to complex issues within a European context. This approach highlights the significance of pedagogical excellence in shaping the European university of the 21st century.
The EUTOPIA education methodology promotes bottom-up educational leadership through the academic staff involved in Connected Learning Communities. Educators are offered opportunities for professional development; they engage in peer mentoring activities and are prepared to take transnational leadership roles of Learning Community leaders. Connected Learning Communities have the potential to bring together staff, students, and stakeholders outside academia engaged in cross-campus learning and teaching activities in close interaction with the research agendas of the EUTOPIA partner universities. They address global issues and align with priorities indicated by global organizations such as the UN and EU/EC.
Strategic Notes
Find out more about the EUTOPIA Educational model framework, lifecycle and guiding objectives through the following strategic notes:
The EUTOPIA Connected Learning Communities span several different thematic areas of expertise. Each community is led or co-led by a EUTOPIA partner university and comprise members from other EU partners, global partners and non academic partners.
1st round (2020)
Europe in the World
Geography, Environment and Sustainability
Multilingualism & Diversity
Data & Critical Thinking
Technological Business Development
Introduction to Cognitive Science
2nd round (2021)
Legal History
Artificial Intelligence
International Journalism and Global Media
Project Management: From Local to Global Challenges
Creating an Innovative Concept Store
Social Power and Social Change
Citizenship, Social Values and Ethics in Sustainability Education
A EUTOPIA Hackathon in Sustainable Transportation
Epistemology of Everyday Life
Text and Discourse Analysis
Creative Research Methods
Global Connections: A Transdisciplinary Approach
3rd round (2022)
Fundamentals of Television Direction
IMPACT: Interdisciplinary learning platforM for sPort 4 sociAl Change iniTiatives
Design and Science
Urban Education
Urban Catastrophes: Vulnerability, Disasters and Urban Resilience since the 19th Century
Leading Strategic Innovation in Healthcare
Additive Manufacturing
Inequalities in Contemporary Societies
Managing migration
Nursing care in complex care situations
FATE: Fairness, Accountability and Transparency in Data Processing
Veganism vs. Animal Protein Consumption
Who makes our Learning Communities possible?
- WP3 Coordinating Body
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The WP3 Coordinating body ensures the quality and timely delivery of all WP3 tasks and deliverables and maintaining internal coherence across tasks and sub-work packages (SWPs). They work collaboratively as a team, holding regular meetings to exchange updates and discuss developments. The coordinating body is responsible for overseeing documents for WP3 meetings and progress reporting. They facilitate cross-work package cooperation to align WP3 deliverables with broader EUTOPIA initiatives, and track EU policy developments to leverage relevant opportunities for Connected Communities.
Rosette S’Jegers (Rosette.SJegers@vub.be), Kristin Klein (kristin.klein@tu-dresden.de) & Andreea Maris (andreea.maris@gu.se) - Central Monitoring and Evaluation Officer
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The Central Monitoring and Evaluation Officer in EUTOPIA is responsible for designing and implementing a monitoring mechanism across all EUTOPIA Connected (Learning) Communities (CC/CLC). The M&E officer supports the development of communities innovative educational activities, documenting and addressing diverse needs, developing supportive tools, ensuring internal and EU reporting, and strategy by working closely with the coordinating body, the curriculum developer, the research-based learning promoters, YLA and cross-WP to connect, inform and support staff. The role also involves managing and close collaboration with the 10 EUTOPIA MORE local facilitators to support community incubation.
Karen Triquet (Karen.Triquet@vub.be) - Curriculum Developer
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The Curriculum Developer supports the educational development in the EUTOPIA Connected Communities throughout their lifecycle. The curriculum developer collaborates closely with the central monitor and local facilitators to organise regular meetings with community leads and partners on partnership development. The developer helps foster engagement and innovation in the development of the connected communities, while providing strategic guidance on consolidating community activities and working with the coordinating body to establish sustainable practices that preserve the value gained as communities reach maturity.
Jo Angouri (j.angouri@warwick.ac.uk) - Local Facilitators
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The local facilitators (one in each university) act as the interface between the central team and the staff and students participating/interested in the CCs and their cross-campus education and research activities. They provide logistical and administrative support to staff in the home university, facilitate staff and students engagement in cross-campus activities, help draft local requests for recognition and showcase community efforts. Local facilitators work closely with the central monitor to gather and report local indicators on the efforts of staff and students, and address a number of operational cross-campus needs that arise in the development of cross-campus activities.
Local Facilitators UBB Alexandra Csavdari , UNIVE Laura Cappellesso , CY Tomy Quenet , TUD Kerstin Le Merdy , GU Andreea Maris , UL Mateja Melink , NOVA Carolina Pereira , UPF Laia Cotet , VUB Els Decoster , UW Mélina Delmas
Disclaimer
EUTOPIA MORE is co-funded by the European Union under Grant Agreement No. 101089699. Views and opinions expressed are, however, those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
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