About
As one of the core deliveries in the MYRE projects, teaching modules incorporating emerging technologies are documented and published.
The modules have been developed and implemented at the upper secondary level and during transitions from the lower secondary level, as well as in collaboration with further education. All modules have originated from local practices, needs, and visions – inspired by shared ambitions, new insights, and impulses within the project’s networks.
All modules have been peer-reviewed across educational institutions and, in some projects, across country borders.
Below, you can access the modules according to their respective projects, as the frameworks in which they have been developed.
MYRE Syddanmark (2023-2024, in Danish)
Beskrivelser af 7 forløb i fagene i de enkelte uddannelser og 5 forløb i uddannelseskæden. Heraf 7 forløb med og om kunstig intelligens, og 5 forløb med og om XR (extended reality).
Uddannelsesinstitutioner : Svendborg Erhvervsgymnasier (HHX og HTX), grundskolerne Rantzausminde og Haahrs, professionshøjskolen UCL, såvel som Syddansk Universitet.
MYRE DK-DE (2024, in English)
The project expects to results in 10 teaching modules, which already have been developed and implemented half-way through the project: 5 modules in the respecvtive educational programs, 4 modules in the ´education chain´, and 1 cross-national module. – More will come up during autumn 2024.
The technoligies applied so far, comprise Robotics, GoKarts, Augmented Reality, Virtual Reality, Large Language Models, avatars, AI-supported tools for marketing purposes. The autumn modules will also include topics of Quantum technologies.
Educational institutions: Vocational highschools Svendborg, Denmark (HHX and HTX), The University of Southern Denmark, and business highschool RBZ Kiel, Germany. All of them collaborate with local network partners in each their ´education chain´.
MYRE midt (2024-2026, in Danish)
Beskrivelser af 9 forløb i 3 erhvervsuddannelser på 3 forskellige brancheområder.
Uddannelsesinstitutioner: Mercantec i Viborg med datateknikeruddannelsen, Social- og Sundhedsskolen Skive Thisted Viborg, Jordbrugets Uddannelsescenter Aarhus med anlægsgartneruddannelsen i Beder, såvel som Syddansk Universitet i Odense.
Criteria for the teaching modules
• Each teaching module includes one or more emerging technologies.
• All modules align with the ROBOdidactics framework but vary in duration, technologies, levels, and content.
• The modules originate from local impulses, refined through mutual inspiration and reviews across educational institutions, and in some projects, across country borders. All teaching modules comply with the respective local frameworks.
• A student-centered and practice-based pedagogy enables the students to work with the technologies themselves as much as possible.
• Each module has a focus on sustainability and should align with at least one UN sustainability goal.
• The partners aim to adapt variations of their teaching modules in each their local “education chain”, collaborating with institutions across educational levels. Thus, the teaching modules are designed to be scalable and correlate or can adapt to different regulations, subjects, and levels.
• Impacts on students and teachers are evaluated based on a quality assurance concept.
