The development activities of the project will go through four main phases:

The three field missions were carried out in teams in Thailand, Indonesia and the Philippines.

The main goal of the field missions was to deepen the understanding of local, national and regional context in order to have better insight on the needs of the Asian partners and design modules in line with these needs. As the field missions were the first activity of the project, the second goal was to raise awareness about GECKO, promote ownership of the project and involve other stakeholders, the industry in particular.

The main result of the field missions was the identification of the three modules to be developed:

1- Engineering Communication

2- Managing Team and Project

3- Innovation Management for engineering

Once the modules to be created were identified a work plan and methodology were created with Xavier University in the lead. Three working teams were formed with one leader institution from each country to develop the modules step by step, with the support of the coordinator and European partners. Activities took place as follows:

1- Methodology for pedagogical integration of the modules: how, in which existing curricula, what type of recognition for students, etc.

2- Development of course content: creation of the syllabus and organization into units, selection of teaching material. Harmonization of the three modules in terms of duration and resolution of overlaps.

3- Selection of the instructors: teachers who will be involved in creating and teaching the modules.

Once the content of the three modules was finalized, the objective was to digitalize them on the Moodle platform.

This activity started with a week-long training session led by the UNED, expert in the field of distance learning and digital course material. Trainees learned to:

– Set up, configure and customize Moodle to suit you and your students’ needs
– Structure and organize a course on Moodle  in a coherent and easy-to-use manner
– Grant access to auditors, support staff or colleagues to their Moodle page
– Create an assignment where students submit their work
– Create a quizz
– Create a discussion forum for students to use
– Upload videos on Moodle
– Upload audio on Moodle- Recognize the importance of design and scaffolding when creating courses
Thanks to the hands-on approach proposed by the UNED trainer on the Moodle platform, participants were able to complete the entire structure/scaffolding of the three modules.
The next step will be to create, harmonize and arrange digital content within the existing structure by creating videos, quizzes, lessons, etc. according to the syllabi.

The last development phase of the project was to test, deliver and adjust the three finalized modules.

After the consortium has finished the digitalisation of the modules,  a check was performed to ensure technical and content quality.

Once done, students were able to follow these modules thus carrying the first live, large scale test of the courses created by GECKO (1st delivery phase from November 2019).

A Module quality assessment report was drafted and led to the improvement of the 3 modules.

A second delivery phase was then conducted from November 2020. A GECKO module improvement and 2nd delivery phase Report was drafted to evaluate the work done.

Finally, selected students got the chance to apply their acquired knowledge and skills by participating in a student project to develop innovative solutions in international teams as part of the GECKO Challenge (Summer school).

The development of the Teachers’ and Students’ Guides to good practice was a part of the project extension for one additional year. The aim of these documents is to serve future students and Module teachers, and more specifically to help them with delivery of the classes, handling and grading of the students.

GECKO Teachers’ Guide

GECKO Students’ Guide