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Study Visit: Learning and teaching: innovation, digitalisation, and international collaboration

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Nicole Font Guedes @SPHERE Community • 9 February 2024

Last 15-16 June 2023, the Université Catholique de Louvain (UCLouvain) hosted a HERE Study Visit focused on innovations in learning and teaching (L&T). The event brought together HERE and NEO representatives to delve into the evolving landscape of L&T enhancement.

The HERE Study Visit provided participants with valuable insights into institutional practices at UCLouvain, a Belgian university renowned for its strong international profile. Attendees had the opportunity to learn about the university's specific strategies for L&T innovation enhancement, engage with university leadership, and hear from professors representing diverse disciplines.

Additionally, participants visited the Library of Sciences and Technologies & learning center, offering a glimpse into innovative learning environments. The visit also facilitated discussions on the role of international collaboration in driving innovations in L&T, addressing pressing challenges faced by higher education institutions. 

As the study visit concluded, participants obtained a broader understanding of institutional strategies, technological developments, and international collaborations shaping the landscape of L&T. 

Introduction

This HERE (Higher Education Reform Experts) Study Visit explored Université Catholique de Louvain (UCLouvain) practices in Learning and Teaching (L&T) innovation (Agenda in Annex II). Participants learned about the university's strategic approach to enhancing L&T, engaging with university leaders, professors from various disciplines, and exploring innovative learning environments, including the Library of Sciences and Technologies and the learning center.

This report aims to summarize the key insights, feedback, and outcomes from the study visit, reflecting on the relevance of the visit HERE countries. Additionally, the report assesses the broader implications for L&T innovation and international collaboration in higher education, with a focus on the challenges and opportunities for implementation across different institutional and national contexts.

Objectives of the study visit

Hosted by UCLouvain on June 15-16, the HERE study visit aimed to provide participants with a comprehensive understanding of the institutional policies and practices driving innovation in L&T. Key objectives included:

  • Examining the university's strategy for enhancing L&T innovation and exploring different approaches to achieving this.

  • Gaining insight into how technological developments are leveraged to innovate in L&T.

  • Understanding the roles of various stakeholders (e.g., leadership, deans, teaching support services) in fostering innovation.

  • Exploring examples of innovative teaching practices and their impact on both educators and students.

  • Reflecting on the potential for international collaboration to drive L&T innovation across higher education institutions.

Audience

The event addressed practitioners at all levels of experience and knowledge on the issue. It was especially relevant for higher education leadership, students and Quality Assurance agencies who needed a better understanding of the shift to innovative L&T and its impact on the institution and the higher education system. 

This physical event - the first physical NEO and HERE gathering after the pandemic - brought together 17 HERE representatives and 13 NEOs from 15 countries to explore the changing landscape of L&T, particularly the case of UCLouvain. 

Highlights of the study visit

The study visit was opened by the rector of UCLouvain and the Deputy Head of Unit for International Capacity Building at EACEA. Afterward, the Deputy Director for Higher Education Policy at the European University Association (EUA), provided an overview of the topic within European higher education institutions (HEIs), contextualising it within broader policy frameworks and societal demands. This attention is echoed at the European policy level, particularly through the Bologna Process and the European Strategy for Universities, emphasizing the importance of enhancing the quality and relevance of L&T. Key themes for promoting pedagogical innovation include:

  • Student-centred learning environments

  • Digital technologies

  • Integration of teaching, learning, and research

  • Creativity, innovation and entrepreneurship 

  • Effective learning activities

  • Involvement of students and stakeholders in curriculum design and quality assurance.

The transition to digital learning raises questions about sustainable change beyond emergency provision and the potential for more comprehensive approaches like hybrid or hi-flex models. The role of collaboration in driving L&T innovation, and how students take responsibility and autonomy for their learning were both emphasized. 

The study visit focused on strategies for supporting and enhancing innovation in learning and teaching with insights from the Circle U. European University.  This stimulated a discussion on the challenges faced when innovating international learning cooperation models: Finances, aging teacher population, lack of appropriate infrastructure, resistance to changes/innovation among the staff, lack of strategy/ strategic thinking among the leadership, student disengagement following the pandemic, and teachers’ resistance to changing their methods and updating curriculum. 

The study visit also included an examination of the COIL Project (Collaborative Online Integrated Learning) which aims to offer an innovative approach to internationalising education, providing an "internationalisation at home experience" for students and to develop intercultural awareness, communication competencies and appreciation for diverse perspectives. While traditional internationalisation strategies often rely on student mobility, COIL offers a more inclusive, environmentally friendly, and relevant tool, especially in the context of post-Covid times. The feasibility and benefits of COIL projects were presented. Key steps include course selection, partner identification, course elaboration, seeking guidance from experienced administrators, and student engagement. As universities continue to navigate the complexities of global engagement, COIL stands as a promising tool for fostering international collaboration and preparing students for an interconnected world. Embracing COIL could represent a step towards innovative and inclusive international education practices. 

Reflecting on micro-credentials, participants noted that it remains a challenging issue in most of the HERE countries, with varying views on what constitutes micro-credentials. They also highlighted a lack of substantial initiatives for legislative changes in this area. 

The study visit included a discussion regarding the significance of the learning space. It was stressed that the ecological transition demands the development of skills such as ecological sensibility, critical thinking, and collaboration. In addition, the digital revolution introduces new components like digital spaces, devices, networks, and apps, reshaping teaching and learning landscapes. UCL is introducing various spaces, including teaching centers, learning centers, and disciplinary teaching spaces, emphasizing the importance of providing diverse environments for enriched learning experiences. This includes innovative spaces, such as collaborative theatres and hyperflexible rooms and upgrading libraries as open spaces. An example was also given of the Louvain Learning Lab, an incubator for new pedagogies. Through collaboration and reflection, participants were encouraged to explore new approaches to meet the evolving needs of students and society.

Finally, the study visit looked at MOOCs and virtual exchange programs, provided valuable insights into the transformative potential of online learning.  The Louvain moocXperience (LMX) was presented as a concrete example of how MOOCs can be integrated into university programmes to enhance learning experiences. The partnership with EdX and the involvement of teaching staff underscored the commitment to innovation and collaboration. In addition, the Virtual Exchange Program (VEP), offering access to online education for credits from top universities around the globe, offers a shared catalogue of online courses, and students can pick a course to be added to their annual programme. Amongst the discussion points were MOOCs as time and resource consuming and the fact that change of legislation is sometimes needed (towards a national framework that accepts/recognises different teaching modes, not limited to on-site teaching). Legislation regarding the language of delivery may also be a barrier in some countries. How to use MOOCs developed by others was a point of interest. 

Take-Aways: Post survey results 

A total of 26 participants responded to the post-event survey, with 14 HEREs and 12 NEOs sharing their insights. The responses provided feedback on the relevance of the study visit, the event's organization, and the impact of various sessions and discussions: 

  • Contextual Relevance: Participants emphasized the content closely aligned with local institutional and country-specific challenges.

  • Professional Development: While the seminar was deemed relevant for individual professional growth, institutional innovation in L&T was not prioritized in some cases. This is due to different factors such as insufficient qualified academic and technical staff resources, lack of a strategic vision, and centralized management decisions. 

  • Visit to the Library of Sciences and Technologies – Learning Centre Pasteur: The visit provided an overview of spatial organization and accessibility features, particularly the integration of library and teaching/learning centers and the consideration of students’ needs. These innovative ideas were seen as adaptable to other institutions in HERE countries.

  • Impact on HERE Countries: Participants indicated plans to apply knowledge gained from the study visit, including introducing COIL courses, sharing UCLouvain’s experiences through ongoing projects, and disseminating event materials within academic communities.

Conclusions 

The HERE Study Visit to UCLouvain provided practical knowledge into innovative approaches to L&T. Key remarks include the strategic use of technology, student-centered methodologies, and the importance of international collaboration. The visit highlighted the potential of digital tools, hybrid learning, and initiatives like COIL and MOOCs to enhance the student experience and adapt to the changing higher education landscape.

Challenges such as legislative constraints, resource limitations, and institutional resistance to change were also identified in some HERE countries. To effectively implement L&T innovations, the following actions were stressed: 

  • Student-Centered Pedagogy: Prioritize student autonomy and personalized learning experiences through flexible learning spaces and innovative teaching practices.

  • Technological Integration: Leverage digital technologies to enhance learning outcomes and sustainability. Expand the use of MOOCs and COIL to increase accessibility and international collaboration, while fostering digital literacy among all stakeholders.

  • Collaborative Innovation: Encourage cross-functional collaboration between leadership, faculty, and technical support teams to drive innovation. Create a shared vision and involve all stakeholders in strategic decision-making.

  • Policy and Legislative Support: Advocate for policies that facilitate the adoption of innovative teaching models, such as hybrid learning and international virtual exchanges. This includes recognizing micro-credentials and ensuring flexible legal frameworks.

  • Professional Development: Invest in continuous professional development to equip staff with the skills needed to lead in innovative teaching environments.

Reference literature and case studies