In addition to our Enterprise Ireland funded core research program, Learnovate actively participates in competitively funded research projects supported by EU funding. This allows Learnovate to apply its expertise in learning technology to new problems and contexts while working with the best international researchers and companies from a diverse range of backgrounds.
The knowledge and expertise developed through participation in these projects can be applied by Learnovate as part of the industry focused core research program, allowing our members to take full advantage of the latest research in the field.
European-funded projects come in many streams and typically involve a number of partners (both companies and academic institutions) from across Europe working on a large-scale project.
The European Chips Diversity Alliance (ECDA) is an innovative and robust partnership between academia and industry in the microelectronics sector to enhance diversity, equity, and inclusion and to lower barriers to participation for under-represented groups that constitute the MISSING TALENT for the growth and competitiveness of microelectronics in the continent.
The TD3C project focuses on teacher creation of digital content. It aims to identify the competencies which enable teachers to create digital content and will work with teachers to trial and iterate a related framework which scaffolds teachers in digital content creation. It will produce teacher education materials to support the realisation of the identified competencies by the teachers participating in the project and resources targeted at pre-service teachers to scale the project outcomes.
Prompted by the ongoing coronavirus crisis and its impact on learning, this two-year project focuses on developing practical tools to help teachers deliver effective and engaging learning in a digital space.
The project aims to address two key areas: inclusion and digital pedagogical competences, with the main target group being second-level teachers.
As the maker movement is increasingly adopted into K-12 schools and nonformal makerspaces, students have more opportunities to generate unique, personalized projects and artifacts, such as computer programs, robots, DIY electronics, and develop new competencies and skills necessary in the workplace of the 21st century. The goal of the ASSESSMAKE 21 project is to provide, pilot, and validate novel assessment methods and tools for the assessment of 21st century skills.
Learning from the Extremes will address inequalities of access to digital education by enhancing inclusion and by reducing the digital gap suffered by school communities from remote areas with low connectivity, limited or no access to devices and digital educational tools and content.
The Erasmus+ project “DIgital Literature Educational Competences for Teachers: Intercultural iNclusive Good-practices for Second-language learning” aims to promote and scale-up Digital Literature Literacy (DLL) and Literature Digital Reading (LDR) Skills in European schools through achievement, assessment and exchange of specific digital competences in both educators and students.
Led by Learnovate at Trinity College Dublin, DEVELOP aims to deliver an adaptive learning environment that dynamically tailors the exploration, comprehension, and planning of learning opportunities and career paths in medium and large companies.
Led by the Science Gallery at Trinity College Dublin, SySTEM is interested in the what, where, how and when of out-of-school learning amongst 9 – 20-year-olds across Europe. As creativity and computational thinking skills become in ever great demand — the approach and impact of out of school science learning experiences will become more necessary and relevant.
Led by the University of Stockholm, the aim of SkillsMatch is to develop and demonstrate a European-wide assessment and learning, guiding technology which will help users to adapt their skill assets to the demands of the labour market focusing on the support of Non-Cognitive Skills. nitive Skills.
Led by Trinity College Dublin, in response to identified training needs, to develop an innovative base curriculum and tool for delivery and further development of that base curriculum through the design and play of a multiple player online role-playing game.
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