Across borders
In MYRE, there are naturally also international aspects. Technologies and their influence on our lives do not stop at the borders. Everywhere, there is a search for modes and methods to organize education and teaching in relation to the possibilities and challenges that technologies bring with them.
Innovative educational practitioners may have found convincing local solutions that may not be directly transferable, but can contribute with inspiration for further development other places.
European reports and policies support this approach. Exchange across country borders, as well as research and transnational co-creation is promoted by the European Union, OECD, UNESCO and other major influential bodies.
Berlin, April 2024: Danish and German MYRE teachers and students coordinated for their joint information stand “Across borders – digital education” at Forum Bildung Digitalisierung. The students presented their first learning products: avatars with AI, robots with sensors, poster documentation with AR, a 3D-printet water power plant, and learning videos.
Denmark-Germany
During spring 2023, bilateral dialogues between educational organizations from Funen in Southern Denmark, from Berlin and from the Northern German state Schleswig-Holstein, led to findings about specific interests, regarding the didactic and pedagogical work with emerging technologies. A partnership was formed, and a joint project was designed.
MYRE DK-DE could start in January 2024 as a practical preparation in collaboration for initiating a major Danish-German project. This largescale project MYREcross has been applied for in January 2025 and is intended to start end 2025.
With gratitude to Interreg Deutschland-Danmark
MYRE DK-DE (2024): in short
MYRE DK-DE (More Youths Realize Emerging Technologies) addressed challenges from emerging technologies, such as Artificial Intelligence, robotics, and the Metaverse, as well as lesser-known technologies like Quantum Computing. These technologies have a global impact but pose local challenges, often addressed by ad-hoc local initiatives.
The project focused on equipping educational institutions and enhancing student learning by managing the threats and opportunities these technologies present.
MYRE DK-DE involved Svendborg Erhvervsgymnasier as the lead partner, The University of Southern Denmark (SDU), and RBZ Wirtschaft . Kiel. The partners worked in local consortia in each their “education chain”: from lower to upper secondary and further education.
All together, the partners aimed for a more systematic approach by mutually peer-reviewing and collaborating on local solutions.
While at least 10 teaching modules had been intended to be developed, reviewed, and refined in exchanges across the border, the project ended up with 13 modules.
Evaluation covered local implementation, student learning impact, and teacher empowerment. The ROBOdidactics model served as a common framework.
The project was organized into five work packages: 1) Project management, 2) Quality & evaluations, 3) Exchanges & collaboration, 4) Production, and 5) Documentation & follow-up.
MYRE DK-DE emphasized transparency and co-creation across educational levels. The project aimed to ease career choices for young people and their educational transition.
The project became the spearhead for a broader Danish-German initiative. This initiative resulted in the groundwork for a formal network and for a series of MOOCs (massive open online courses) for border-crossing empowerment and collaboration.
Additional educational partners and their local consortia were committed in Schleswig-Holstein and Southern Denmark, respectively.
Didactic principles
The tech-didactic model ROBOdidactics (Majgaard 2019, vs. 2.0 2020) served as a joint framework for mutual understanding and development or further development of local teaching processes.
The teaching modules were applied in the educational programs according to the respective regulations, as well as adapted for co-teaching across the levels. The modules promoted the students’ digital production, digital literacy, and career learning, while incorporating activities related to sustainability (UN Goals) and border-crossing themes.
As one of the key outputs from MYRE DK-DE, a necessary update of ROBOdidactics was undertaken. A comprehensive cross-border work process resulted in DigiDidactics (Nov. 2024), which will serve as a framework for the future tech-didactic teaching modules.
Quality, evaluations, and final report
MYRE DK-DE focused on the quality of both deliveries and the work process.
A coherent and operational quality concept has been applied, featuring quantitative and qualitative methods for formative evaluations of:
– Student learning processes and their learning products,
– Teacher competencies,
– Consistency and applicability of the didactic methods.
All these aspects have been practised and represented in the teaching modules, which are systematically described and published.
The University of Southern Denmark (SDU) has ensured the quality of these didactic processes. The development of the teaching modules was closely monitored, with ongoing professional feedback provided to participants.
At the same time, a critical distance was maintained to enable research-based conclusions on the broader application of emerging technologies in education.
