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 the country border.

Below, you can access the teaching 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 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.

MYRE DK-DE (2024, in English)

The project has resulted in 13 teaching modules: 6 modules in the respecvtive educational programs, 6 modules in the ´education chain´, and 1 cross-national module. 

The technoligies applied comprised Robotics, GoKarts, Augmented Reality, Virtual Reality, avatars, AI Large Language Models and other AI-supported tools for business purposes. 

Educational institutions: Vocational high schools Svendborg, Denmark (HHX and HTX), The University of Southern Denmark, and business highschool RBZ Kiel, Germany. All of them collaborated with local network partners in each their ´education chain´. 

Criteria for the teaching modules

• Each teaching module includes one or more emerging technologies. 

• All modules align with the ROBOdidactics / DigiDidactics  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. 

During MYRE DK-DE, the joint didactic framework ROBOdidactics, was updated and transformed to DigiDidactics