Theme: Programme Development

Privacy-Preserving Training Format for Live and Self-Paced Learning

Best practices Privacy-Preserving Training Format for Live and Self-Paced Learning Users: Training Providers (Private), Training Providers (Public) | Theme: Programme development | Action: Education programmes/courses | Beneficiaries: Training Providers (Private), Training Providers (Public), Learners (STEM background), Learners (non-STEM background). BioNT BioNT Isabela Paredes Cisneros  Silvia Di Giorgio BioNT (Bio Network for Training) is a consortium of nine European partners, including academic institutions and SMEs, funded by the Digital Europe Programme. The project aims to deliver high-quality training on digital skills relevant to the biotechnology and biomedical sectors, targeting both job-seekers and employees looking to enhance their skills. The primary audience includes participants who may be in vulnerable situations (job-seekers) or require heightened privacy (industry professionals handling sensitive information). The consortium needed to develop a format that would respect privacy concerns while enabling the creation of reusable content from live sessions. The challenge? Our project faced three interconnected challenges: Many participants, particularly job-seekers and industry professionals from SMEs, expressed reluctance to fully engage in training sessions if they might be recorded or identified. Job-seekers feared this could negatively impact their future job prospects, whilst industry professionals were hesitant to disclose their affiliation or display their faces, as this could reveal competitive information or interest in upskilling that they preferred to keep confidential. Creating high-quality, reusable self-paced learning materials from live training sessions typically requires capturing live discussions and interactions, which conflicts with participants’ privacy requirements. Traditional recording approaches that include participant faces, names, and verbal questions would have required extensive post-production video editing to anonymise content before publishing as self-paced learning materials. This would have significantly increased production costs and time requirements, potentially making the creation of such resources unsustainable within our project constraints. Without addressing these challenges, we risked low enrolment numbers from our target audience and would have significantly limited our ability to create valuable, cost-effective self-paced learning materials for broader impact. Our solution We developed and refined a hybrid training delivery format that prioritises participant privacy whilst enabling the creation of reusable content: Restrictive participation format: We used a delivery format that restricted trainee participation to viewing only, without the ability to speak, share video, or use chat functions. This ensured that recordings captured only the instructor’s content without any participant information. Text-based interaction system: We implemented a collaborative document platform (HedgeDoc) hosted on our own servers where participants could anonymously ask questions and provide feedback during the session. Participants were able to interact without providing any personal data. Carefully structured recording approach: Training sessions were recorded to capture only the instructor’s screen, voice, and presentation materials. The collaborative document was monitored and cleaned of any potentially identifying information before being included in recordings. Helper system: We assigned dedicated helpers who monitored the collaborative document in real-time, answering questions and providing support without disrupting the flow of the training or revealing participant identities. Outcomes The implementation of this privacy-preserving format yielded several positive outcomes: Efficient creation of self-paced learning materials: The format allowed us to produce high-quality recordings without any post-production editing to remove participant information, significantly reducing resource requirements for creating self-paced learning materials. Positive trainer adaptation: Despite initial hesitation from trainers who were accustomed to fully interactive live sessions, we received positive feedback about the format’s effectiveness. Participant comfort: Feedback indicated that participants appreciated the anonymity provided, with many noting they felt more comfortable asking questions in a text-based format without revealing their identity. This format also gives room to the participants who would usually not ask questions live, making the format more inclusive. Sustainable model for future training: The format has been successfully replicated across all our training workshops, providing a proven template for future initiatives that can be implemented with minimal resources. Key takeaways Based on our experience, organisations implementing similar training formats should consider: Balance privacy with interaction: While restricting traditional participation methods, ensure alternative channels for meaningful interaction that preserve anonymity. Prepare trainers adequately: Provide proper orientation for trainers who may be accustomed to seeing and hearing participants, helping them adapt to text-based interaction systems. Establish clear helper protocols: Define specific roles for helpers monitoring the text-based interaction system, including guidelines for anonymising questions before addressing them. Design for direct recording use: Structure training sessions assuming that recordings will be used as-is without editing, including careful planning of screen sharing and demonstration segments. Create trainer-helper communication channels: Establish private communication methods between trainers and helpers to coordinate responses and manage participant questions efficiently. Test thoroughly before implementation: Conduct pilot sessions to identify potential privacy risks or technical issues with your chosen platforms and tools. Document the process: Create clear documentation of your approach to make it easily replicable across different training topics and by different training teams. Learn more here

Creating Blockchain Training for the Food Supply Chain utilising End-user Engagement

Best practices Creating blockchain training for the food supply chain utilising end-user engagement Users: Policymakers (EU), Training Providers (Public) | Theme: Programme development | Action: Education programmes/courses | Beneficiaries:Training Providers (Private), Training Providers (Public) TRUSTFOOD TRUSTFOOD Anastasia Vlachou The TRUST-FOOD project aims to upskill SMEs and job seekers in the food supply chain (FSC) with advanced digital competencies in blockchain technology. Recognising the diverse needs across this sector, the consortium prioritised tailoring training programmes to ensure practical impact and uptake. As student mobility and such types of degrees are on the rise, there is a need to refine common assessment criteria. In collaboration with accreditation agencies, ministries, and employers, JEDI explores the feasibility and impact of this label and promotes innovative learning methodologies that highlight European values in joint programmes. The challenge? A key challenge was designing training content that is both technically advanced and practically applicable to professionals with varied digital literacy. Without early engagement, content risked being misaligned with learners’ needs and industry contexts. Our solution A key success factor in the TRUST-FOOD project was the early and structured engagement of trainees before developing educational content. Under Task 3.1 (“Probing Trainees”), potential learners were consulted to assess their familiarity, needs, and interest in blockchain technologies through surveys. This feedback directly informed the design of the educational ecosystem, ensuring relevance, practicality, and learner-centered outcomes. This proactive involvement of end-users is a replicable best practice that enhances training relevance and effectiveness. Outcomes Strategic Value The proactive involvement of trainees helped uncover unexpected learning gaps, allowing the team to tailor content with greater precision. The approach fostered stronger alignment between learner needs and training objectives, enhancing the perceived value of the programme. Process and Efficiency Gains Course development was faster and more focused, as insights from trainees eliminated guesswork. The initiative benefited from fewer mismatches between expectations and delivery, improving resource efficiency. Key takeaways Engaging learners early in the design process builds trust and ensures training is tailored to their real needs. In the TRUST-FOOD project, conducting surveys was only the first step; the real value came from thoroughly analysing the data and being flexible enough to adapt course plans based on the findings—even when they challenged initial assumptions. We also learned that simple, well-designed feedback tools are key to maximising participation and collecting actionable insights. For similar initiatives, it’s essential to allocate enough time and resources not just for consultation, but for interpreting and applying the feedback effectively. Learn more here

From Classroom to Collaboratorium: Rethinking Learning Spaces in European Joint Masters

Best practices From Classroom to Collaboratorium: Rethinking Learning Spaces in European Joint Masters Users: Training Providers (Private), Training Providers (Public) | Theme: Programme Development | Action: Education programme/course | Beneficiaries: Learners (STEM background), Learners (Non-STEM background). EURIDICE EURIDICE Emiliano Grimaldi Pietro Nunziante Contr: Anna Bon, Hans Akkermans In international joint master studies, students/learners and educators are inherently spread over different locations and countries. Only remote/online teaching is not a good educational approach. Community formation through in-person and face-to-face contact and collaborative work are also needed, and must be blended with remote virtual components.Students with different educational backgrounds, from different institutions, countries and cultures, collaborate in challenge-based master-level research and educational projects for societal impact. Building a community of learners is key to successful learning. The challenge? How can we build and educate young professionals to be both skilled and reflective for the Digital Society? How should these innovative curricula look like? How can we give our students a sense of belonging to a group, in an international, digitally connected context? How can we avoid that every student is working together while being alone behind their computer screen? Our solution Our proposed solution was coined: Collaboratorium. This is both a hybrid digital/physical interconnected workspace, and an educational concept. It combines onsite in-presence classrooms and workspaces, connected via digital collaboration bridges. In a Collaboratorium approach students tackle real-world “wicked” problems and work in small interdisciplinary, and often transdisciplinary teams, in the design of socio-technical solutions, through user-centered and community-centered approaches. Outcomes What have we already achieved through the implementation of the educational concept of the Collaboratorium? To gain and share experiences with this innovative educational concept, EURIDICE partners have implemented a series of pilots, through master projects. All projects embody the societally-oriented ambitions and are related to the Sustainable Development Goals. The idea is to co-design and build digital, socio-technical solutions for real world problems formulated with partners in the Global South. Our SME consortium partners are co-supervising a number of these projects, related to food security, health and wellbeing, and adaptation to climate change. Preliminary outcomes, as of 1 February 2025: 15 master theses, produced through this educational concept. Key takeaways Virtual education is efficient to train people remotely, however, presential collaboration is important for human well-being and enhances learning capacity and creativity. We advise to design your education such that groups are together in one space, while virtually communicating with other groups who are remote. A Collaboratorium requires a careful design of both physical spaces, digital international collaboration tools, and virtual spaces in an integrated whole. Learn more here

DIS4SME: Fostering Skills in Location Data Interoperability for the Digital Transformation of SMEs

Best practices Fostering Skills in Location Data Interoperability for the Digital Transformation of SMEs Users: Training providers (public) | Training providers (private) | SMEs | Theme: Programme development | Action: Education programmes/courses | Beneficiaries: SMEs | Labour force (employed) DIS4SMEdis4sme.eu Mayte Toscano The Level “Digital transformation and data interoperability are fundamental pillars of the European Union’s strategy for global competitiveness. The European Data Strategy and the European Digital Strategy seek to create a single market for data, promoting digital sovereignty, accessibility to open data and cross-border cooperation in key sectors such as mobility, agriculture and urban planning.At a legislative level, the EU has adopted several key regulations to ensure secure and equitable access to data: Data Governance Act (DGA): mechanisms to improve the availability of data and regulates the reuse of sensitive public data. Data Act (Data Act): equitable access and use of data generated in the EU, promoting interoperability and innovation. INSPIRE Directive: legal framework for interoperability and accessibility of geospatial data. European Common Data Spaces: data exchange platforms in key sectors. In this framework, location data plays a fundamental role in urban planning, mobility, agriculture and other key sectors. However, SMEs still find it difficult to benefit from these initiatives due to a lack of training and adequate resources. The challenge? Despite the solid regulatory framework and the opportunities offered by the data economy, many European SMEs face significant barriers to the adoption of interoperable solutions: Lack of knowledge and technical skills Lack of awareness of European open data and location standards (INSPIRE, OGC, ISO) or how to apply them Disconnect between regulations and business adoption Lack of alignment between national and European regulations Fragmentation in data governance Complex administrative procedures Resource, money and time constraints According to reports from the OECD and the European Commission, the digital divide between large companies and SMEs is growing, with many small businesses lagging behind in terms of access to and use of digital technologies. Our solution DIS4SME has developed a comprehensive approach based on: Programmes of specific training in location data interoperability, with different modules for managers and technicians. These courses, aimed at managers, technicians and job seekers, cover topics such as: Mobile food market Digital agriculture Social monitoring of road conditions 3D, BIM, Digital Twins for urban planning Learning strategies adapted, with short courses, interactive seminars and digital platforms that allow flexible access to the content. Collaboration with digital innovation hubs to promote synergies between companies, institutions and regulatory bodies. Sector-specific business cases, addressing interoperability in strategic sectors such as precision agriculture, smart mobility and urban planning. Outcomes Development of a curriculum based on 30 Horizontal Learning Outcomes: This structured set of training objectives has made it possible to adapt the content to the specific needs of both managers and technicians in SMEs, guaranteeing the coherence and scalability of the programme. The use of e-learning modules, video tutorials, webinars and practical workshops has provided flexible and accessible training, adapted to the different profiles and availability of SMEs. The initiative has fostered the creation of synergies between SMEs, digital innovation hubs and public bodies, promoting the exchange of knowledge and the adoption of best practices. The bottom-up methodology, based on gathering feedback from participants, has allowed the training content to be refined and optimised, ensuring that the educational offering adjusts to the real demands of the business environment. SMEs have been strengthened to face the challenges of digital transformation, facilitating their integration into the European market and the adoption of solutions based on open data. Key takeaways Adaptability of the training approach: The model of short, modular courses with flexible access allows managers, technicians and job seekers to acquire knowledge without interrupting their daily responsibilities. Public-private collaboration: The participation of digital innovation hubs, regulatory bodies and SMEs has been key to ensuring that the courses respond to the real needs of the sector. Use of open standards: Incorporating standards such as INSPIRE, OGC and ISO facilitates data interoperability and ensures that SMEs can integrate into the digital economy without relying on proprietary solutions. Focus on strategic sectors: Designing courses around real business cases (digital agriculture, mobility, urban planning) makes learning applicable and replicable in different industries. Scalability and replicability: The model can be expanded to other sectors and European countries, adapting to different levels of knowledge and the specific needs of SMEs. Learn more here