On goal of the project is to train Ethiopian teachers on modern teaching and learning methods and in the development of innovative learning material with a focus on distance learning. Universities in the global south suffer from a number of challenges. One is the limited access to international outlets, which restricts teachers in the continuous development of their teaching materials. A second one is ta lack of experience with alternative teaching and learning concepts. Approaches like flipped classroom or project-based learning and rarely used. In addition, universities often do not have adequate online learning facilities. The workshops allowed Ethiopian teachers to investigate different teaching approaches and to further develop their teaching skills.

Three workshops and additional UAV training were implemented to achieve this goal.

Objectives

Day 1

• “Speaking the same language” – Gaining a common understanding of terms used in teaching and learning.
• Harmonizing knowledge about principals of didactics and learning concepts.
• Getting awareness about different levels of learning processes.
• Learning more about Learning Outcomes.
• Introduction of a bundle of didactical tools applied in modules of project members from BOKU and Technical University Vienna (TU Wien).
• Stimulating appetite for the use of didactic tools in one’s own courses.
• Knowledge exchange and sharing experiences on pedagogical and didactical tools between all project members.

Day 2

• Getting knowledge about the twelve lectures/courses/modules, which are foreseen in the project to be modernized with digital elements, and which are implemented in the current study programs of the Ethiopian partner universities.
• For each of the lectures, bringing together the members of project partners (as defined in the project proposal)
• Mutual acquaintance of team members.
• Discussing in teams the existing content of modules and elaborating first suggestions for didactical tools to be elaborated/applied in specific modules.
• Determine next steps (activities, deadlines and responsibilities)

Content

Day 1

• Introductory Module on the Principals of Didactics in Higher Education given by experts from BOKU. Participants were motivated to contribute actively by answering questions formulated by the presenters.
• An expert from BOKU gave a comprehensive overview about Learning Concepts and more detailed information about the Objectives and formulation of Learning Outcomes.
• An expert from BOKU reported about the phases of modules (Knowledge Transfer – Knowledge Exchange – Knowledge Assessment) and about different communication tracks in educational processes.
• All participants visited shortly a unit of a course given by experts from BOKU in a team-teaching approach. The presentation was provided as Face-to-Face teaching as well as online teaching (via Zoom). Though, the participants had the possibility to see the facilities at BOKU for both approaches. In addition, the course unit was recorded, and the project members could see parts of the course later.
• Afterwards, project members from BOKU and TUW presented some didactic tools that they have used in their courses. As can be seen in the appendix, the range of tools was very broad and covered knowledge transfer, knowledge exchange as well as knowledge verification.

To achieve the objectives, on the second day, the following activities were carried out in a World Café – format (round table discussion). Teams (Tables) were organized according to the specific module. Moderator (Host) was the representative of the Ethiopian university, delivering the module in their study program. Guests on the table were staff members of the Ethiopian university and experts for the subject of module from the two European partner institutions (according to the project proposal). To cover all three modules of each of the four Ethiopian universities, three sessions were carried out.

• The individual tables had the following tasks:
• Presentation of the module (content, learning outcomes, workload, …) by the representatives of specific ETH partner university).
• Discussing the content and/or learning outcomes as well as suggesting modern (digital) didactical tools to modernize the existing module.
• Appointing team members of university partners involved in the modernisation of specific course and determining the responsible person from the Ethiopian partner institution.
• Determining next activities.

Materials

Presentation Slides

Objectives

• Shared Terminology: Develop a common understanding of terms used in learning management systems (LMS) and video production.
• Moodle Course Set-Up: Provide knowledge on setting up a course within the Learning Management System ‘Moodle’.
• Moodle Content Tools: Raise awareness of the content tools available within ‘Moodle’.
• Independent Course Creation: Enable project members to independently create Moodle courses and add topics in various formats.
• Open-Source Video Tools: Provide Ethiopian project members with an overview of existing (open-source) software tools for producing educational videos.
• Video Production Skills: Train participants in video capturing, screen recording, audio recording and editing, and video editing.
• Workshop Documentation: Enable project members to produce a video documenting the workshop.
• Video Platform Management: Equip Ethiopian university teaching staff attending the workshop with the knowledge to host videos on a video platform (e.g., YouTube Studio).
• Lifelong Learning Strategy: Gather information to inform the development of a lifelong learning
• strategy.
• Partnership Building: Strengthen partnership between project members and universities.

Content

• Experts from TUW and BOKU gave an overview on the Learn Management System ‘Moodle’ and a summary of the workflow for video production. They explained the use of specific Open-Source Software for screen recording, audio recording, and audio and video editing.
• Experts from the Faculty of Forestry’s e-Learning Centre (UAK) showcased their video production facilities, including the green screen, specialized lighting, and software. Li4LaM project members had the opportunity to test the equipment. The UAK experts also provided tips on lighting and camera angles for self-recording.
• Under the guidance of experts from TUW and UAK each Ethiopian university team created an e-learning course on the ‘Moodle’ platform.
• BOKU university staff members presented the Open-Source Software ‘OBS Studio’ for screen recording, ‘Audacity’ for audio recording, and ‘Open Shot Video Editor’ for compiling videos. They also explained how to create a film script (story book). Subsequently, the Ethiopian colleagues had the possibility to practice using the software and were supported by experts from BOKU and UAK.
• An expert from UAK presented the digital representation of the chapel in the Wieliczka Salt Mine, a project he completed using Terrestrial Laserscanner Technology. This presentation provided Li4LaM project members with insights into how to conduct such a project and allowed them to virtually explore the chapel.
• Practical work based on pre-defined tasks from the European trainers further developed the participants’ knowledge and skills in Moodle and the video production software.
• One of such tasks for each team (DMU, BDU, WU, AAU) was to produce a short video documenting the workshop, incorporating videos, pictures, audios, text. These videos were presented during the final session.

As a side-event of the workshop, the project’s LLL (Lifelong Learning) representatives met to start developing a framework for an LLL strategy at each university.

Materials

Presentation Slides

Objectives

• Shared Terminology: Establish a common understanding of terminology used in photogrammetry, remote sensing, and Geographic Information Systems (GIS).
• Lifelong Learning: Finalize the Lifelong Learning (LLL) strategy and develop guidelines for evaluating non-formal and informal learning experiences for all Ethiopian partner universities.
• Photogrammetry: Conduct a collaborative photogrammetric project, encompassing the planning and execution of a UAV (Unmanned Aerial Vehicles) photo flight, setting up a 3D-model from acquired photographs, and the generation of orthophotos.
• Global Navigation Satellite Systems: Share knowledge regarding costs and accuracies of low-cost GNSS equipment.
• Remote Sensing: Raise awareness of and facilitate access to existing, globally available, free satellite data and derived thematic data sets.
• Artificial Intelligence in Remote Sensing: Introduce the principles of Artificial Intelligence, Machine Learning and Deep Learning with the context of remote sensing.
• Geographical Information Systems (GIS): Execute a joint classification project applying both pixel-based and object-based image classification algorithms. Provide theoretical foundations on Point Pattern and Surface Analysis.
• Partnership Building: Strengthen collaboration and partnership between project members and participating universities.

Activities

To achieve the workshop objectives, the following activities were conducted:

• Experts from BOKU and UAK presented the workflow of a photogrammetric project using UAVs, providing in-depth knowledge of specific tasks in the workflow. Experts from BOKU and TUW instructed participants on accessing satellite imagery and derived products as well as to apply geo-cloud computing. They shared algorithms for classifying remote sensing images (including orthophotos), as well as algorithms for point cloud and surface analysis. They also demonstrated a multi-class segmentation of UAV images applying ‘Deep Learning’ algorithms. An expert from UL provided project partners with information on low-cost Global Navigation Satellite System (GNSS) equipment.
• Practical exercises for two professional groups were executed: photogrammetry experts and specialists in remote sensing and GIS.
• The photogrammetric project started with planning a UAV-photo flight. Participants selected sites for natural and artificial control points and measured the coordinates in the national grid system with a low-cost Global Navigation Satellite System (GNSS). Artificial control points were marked with painted patterns. The photo flight was conducted using a DJI Air 2S drone provided by UAK. The acquired photographs were then orientated, and a detailed point cloud was generated. Subsequently, a Digital Surface Model and an Orthophoto were produced.
• The remote sensing /GIS project executed specific tasks within on point data and satellite images. They practiced land cover classification and searching for specific satellite images and land information available online and in cloud storage. A second task involved applying geo-cloud computing using various approaches for land classification.

In addition the Lifelong Learning (LLL) expert from BOKU facilitated a discussion to finalize the draft LLL strategy. This draft, developed by BOKU and LLL representatives from the Ethiopian partner universities, had been in progress of the preceding month, beginning with a brainstorming session during the Workshop 2 in Krakow, Poland. Following a brief overview of a validation process of non-formal and informal learning, the LLL team collaboratively discussed a framework for guidelines to evaluate these learning experiences.

Materials

Presentation Slides

It became evident in the discussions that it is a major challenge for the partners from the Ethiopian universities to make the UAVs operational that were acquired through the project. Therefore it was devided to do an on-site training using the equipment of the Ethiopian universities. A part of the training consisted of a repetition of tasks already explained in the workshops, However, this time they used their own equipment and their own hardware setting.

Materials

Presentation Slides