Project Results
e-book
We have published an e-book with the results of the project
- Volume 1: Hack your teaching through Community of Practice (CoP)
- This volume explores the integration of Communities of Practice (CoPs) within higher education as a means to enhance teaching innovation and foster professional development. Developed through the HACK-IT project funded by the European Commission, the publication outlines how CoPs serve as collaborative platforms where university educators can share experiences, co-create knowledge, and adopt modern pedagogical practices such as hackathons, design thinking, and gamification. The guide details the conceptual foundations of CoPs, their structure, participant roles, and the benefits they bring in terms of knowledge exchange, mentorship, and reflective teaching practices. The HACK-IT CoP specifically utilizes the Discord platform, emphasizing accessibility, collaboration, and the application of digital technologies in education. Through practical guidance and real-world examples, the publication highlights how CoPs can stimulate continuous learning and support the digital transformation of higher education. It emphasizes the importance of building trust, ensuring ethical data management, and promoting inclusive participation. The handbook aims to inspire educators to engage in dynamic, peer-supported learning environments that respond to the challenges of today’s VUCA (volatile, uncertain, complex, ambiguous) educational landscape. Ultimately, the HACK-IT initiative illustrates the power of community-driven innovation to enhance both teaching quality and student learning outcomes across institutions.
https://doi.org/10.34620/dadosipb/7X4GPZ
- Volume 2: Empowering educators mastering online Hackathon
- This volume serves as a comprehensive guide for educators seeking to design, implement, and facilitate online hackathons in higher education. Developed through the HACK-IT project, it provides a step-by-step methodology—from preparation and technical setup to facilitation and evaluation—rooted in best practices and practical experiences. It emphasizes the importance of digital competencies, highlighting how tools like Zoom, Discord, and collaborative platforms can be leveraged to create engaging, flexible, and impactful learning environments. The guide explores the evolution and structure of hackathons, presenting them as pedagogical tools that promote innovation, critical thinking, and interdisciplinary collaboration among students. Through detailed chapters and supporting resources, the book equips educators with strategies to foster creativity, manage virtual teamwork, and guide participants through a dynamic, problem-solving journey. It also discusses how to evaluate hackathon outcomes, gather meaningful feedback, and celebrate participant achievements. By focusing on inclusive, scalable approaches and digital literacy, this volume empowers educators to embrace hackathons as a transformative practice in contemporary teaching and learning.
https://doi.org/10.34620/dadosipb/EIL82Q
- Volume 3: Development of digital scenarios for innovative courses
- This volume explores the strategic development of digital learning environments to support innovative pedagogical approaches in higher education. It presents an in-depth examination of digital tools and methodologies—including Learning Management Systems (LMS), virtual assistants, augmented and virtual reality (AR/VR), and mobile learning—that enable the creation of immersive, flexible, and learner-centered educational experiences. Grounded in contemporary learning theories such as constructivism, sociocultural theory, and connectivism, the volume offers educators practical insights into how to design, implement, and evaluate technology-enhanced learning environments that are both effective and inclusive. The work also addresses the integration of emerging technologies with active methodologies like gamification, problem-based learning, and design thinking to foster motivation, engagement, and deep learning. The book emphasizes a holistic and sustainable approach to digital transformation in education, considering pedagogical, technological, institutional, and ethical dimensions. It outlines best practices for creating accessible, secure, and learner-driven digital scenarios while highlighting the importance of teacher training, inclusive design, and continuous evaluation. By providing comprehensive guidelines and case-based discussions, this volume equips educators, instructional designers, and policymakers with the knowledge and tools to lead educational innovation in a digitally connected and rapidly evolving academic landscape.
https://doi.org/10.34620/dadosipb/0H7G0V
- Volume 4: Empowering Student Learning: The Role of Adaptive
- This volume investigates the critical role of adaptive assessment in enhancing student engagement in higher education. Grounded in the post-pandemic educational context, it explores how diverse assessment methods can respond to the challenges posed by hybrid and online learning environments. Drawing on data from multiple European universities, the study examines university teachers’ perspectives on student engagement and evaluates the effectiveness of various assessment methods—ranging from real-world case analyses and capstone projects to digital peer assessments—across different instructional modalities. The findings highlight the significance of interactive, practical, and feedback-rich assessment strategies in fostering student motivation, critical thinking, and sustained participation. Moreover, the book emphasizes the alignment of assessment practices with digital transformation and inclusive pedagogy. It discusses how incorporating timely, constructive feedback, student involvement in assessment, and context-sensitive design can enhance both learning outcomes and academic satisfaction. By offering a comprehensive framework for selecting and adapting assessment methods, this volume serves as a guide for educators aiming to balance innovation, equity, and engagement in today’s dynamic higher education landscape.
https://doi.org/10.34620/dadosipb/CUDLXJ