A European Educational Math Project - comparative needs analysis in partner institutions

• K. Brown ^[4] ; A. Uukkivi ^[5] ; F. Soares ^[6] ; A.P. Lopes ^[6] ; A. Cellmer ^[1] ; C. Feniser ^[2] ; C. Rebollar ^[3] ; C. Varela ^[3] ; E. Bravo ^[3] ; E. Safiulina ^[5] ; G. Kelly ^[4] ; J. Bilbao ^[3] ; J. Cymerman ^[1] ; M. Latõnina ^[5] ; O. García ^[3] ; O. Labanova ^[5] ; V. Bocanet ^[2]
  1. [1] Koszalin University of Technology

     Koszalin University of Technology

     Koszalin, Polonia

     
  2. [2] Technical University of Cluj-Napoca

     Technical University of Cluj-Napoca

     Rumanía

     
  3. [3] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     
  4. [4] Letterkenny Institute of Technology/LYIT
  5. [5] TTK University of Applied Sciences
  6. [6] Polytechnic of Porto

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• Localización: EDULEARN19 Proceedings: 11th International Conference on Education and New Learning Technologies (July 1st-3rd, 2019, Palma, Spain) / coord. por Luis Gómez Chova , A. López Martínez, I. Candel Torres, 2019, ISBN 978-84-09-12031-4, págs. 742-749
• Idioma: inglés
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• Resumen

  • At the end of the 2018, a new multinational project saw its approval as a European Erasmus+ Project. This project, named EngiMath - Mathematics on-line learning model in Engineering education, is closely related to Mathematics Teaching in Engineering Degrees. With its end planned for 2021, the steps needed to kick-start the development of this multinational project have not been easy in general logistic terms and even in more specific and particular issues. One of the first steps in its development was connected to the identification of common themes/subjects on which this project should be based in theoretical and general terms. This paper will describe, in a detailed way, all the educational needs analysis development. Its inclusion within this programme of work was due to the development, testing and deployment of a novel paradigm in the technology enhanced learning mediated environment in six geographically, socially, and culturally separate, engineering institutions. This was not a trivial task and took many resource hours to complete. Prior research to the submission of the project found no literature guiding educational needs analysis for joint-shared initiatives relating to socially, culturally, or geographically, separate locations. Therefore, this paper hopes to mark a complete list of objectives and tasks developed. It will point out several important issues to consider when designing multinational educational projects as well as other international connections made in education.