The launch of the initiative began by reflecting on practices within the School. At three future skills pitches in the summer, employees and students were able to present ideas which would promote future-relevant digital transformation skills and competencies. From the various proposals, 14 innovative projects were selected, which included a digital workshop, and digital approaches to working, such as virtual collaboration, blogging etiquette, interactive learning materials and digital laboratory journals, Computational Thinking, Information Literacy, statistical analysis, as well as specialized topics, such as Simulation Competence, Digital Twins (BIM), Machine Learning, Industrial Automation and Robotics.

Downloads poster (German)

• Virtuell und interkulturell – neue Zusammenarbeit auf Augenhöhe(PDF 2,2 MB)
• COMOSCO - COIL MOOCS Smart COIL(PDF 898,2 KB)
• Problemlösungskompetenzen für Data Science(PDF 475,1 KB)
• Survey Lab: Empirische Befragungsdaten sammeln und kritisch analysieren(PDF 5,2 MB)
• Systemdynamisches Denken als Werkzeug der nachhaltigen Entwicklung(PDF 626,2 KB)
• Machine Learning Fundamentals in Python(PDF 974,8 KB)
• Industrieautomation: Internet of Things (IoT) erfahrbar machen(PDF 2,0 MB)
• Automation erfahren mit Robotik im Life-Science-Labor(PDF 13,7 MB)
• FIT mit Markdown - flexible, interaktive und teilbare Unterrichtsmaterialen(PDF 2,7 MB)

Building on these projects, a future skills analysis was carried out in autumn, which also included external perspectives. In addition to a workshop with students and interviews with employees from all levels within the School, alumni, employers from business and industry and experts on future skills were also interviewed. As a result of this analysis, seven future-relevant digital transformation skills that could become more important for our graduates were developed:

The question of how the School of Life Sciences and Facility Management (LSFM) intends to promote digital transformation based on these results was discussed during a Workshop on November 7, 2019. Around 40 participants from the School, the ZHAWdigital team and guests from business and industry sectors developed ideas for how the university culture, locations and processes could be changed so that these seven skills can become part of the DNA of the ZHAW LSFM.

For example, it was suggested that students could strengthen their ability to learn autonomously if they were provided with more self-guided lessons and more flexible curricula, as well as video lectures on demand. This would make learning more personalised, which in turn would emphasise the need for self leadership. In a self-organised and flexible learning context, students have to take more responsibility for their learning and consciously set goals.

Ideas were generated for how to support students in designing their own learning paths. Suggestions which would further strengthen cooperation between the University of Applied Sciences, and industry and the economy were a particular focus. For example, the idea of defining joint degree profiles or educational pathways, or even developing joint offers was discussed.

This practical orientation could create interesting opportunities for students to nurture their ability to navigate complexity. If students are expected to learn how to solve complex problems, then they need authentic, complex tasks and assessments, which challenge them intellectually and increase in complexity as the course progresses. A focus on research and services could also be fruitful since this would allow learners to examine such problems.

At the same time, explorative learning poses new challenges to the university, as in addition to developing curiosity and student engagement, such learning processes also require more time for finding solutions and acquiring necessary knowledge and understanding. In addition, more time must be allowed for critical discourse, feedback and reflection so that students can learn from their experience. In relation to this, semester assignments were also critically discussed since they often necessitate learning for the wrong reasons. Lecturers see this as the greatest barrier to explorative learning. While the curriculum is still organised around a set number of weekly lessons, such full timetables do not offer much room for self-guided learning. During the workshop, it became clear that the curricula not only require content but also time to realise new concepts. 

Employees also want new flexibility in terms of infrastructure and processes. This includes more flexible and modular working and learning spaces, as well as more meeting rooms that promote collaboration. Co-working spaces for varying needs were often mentioned. However, employees also believe it vital that the university creates a culture of learning that is based on values such as curiosity, initiative, trust and learning from mistakes. For example, incentives in the form of visits to other universities and companies, or in the form of more flexible timetable planning could lead to increased interest in and commitment to digital transformation on the part of university staff.

Rethinking processes also means that employees need to critically question their current understanding of their roles within the School. Lecturers in particular are often lone warriors when it comes to designing lessons. They have to design and facilitate more and more complex learning processes and assessments, impart additional interdisciplinary skills, develop digital learning resources and provide coaching to more and more students on a personal level. In view of these challenges, future skills such as collaboration, digital literacy, navigating complexity, creativity and self leadership are becoming increasingly important. During the workshop, for example, the question arose as to whether courses should be supervised by interdisciplinary teams in the future. This would allow them to better satisfy a wide range of requirements by co-teaching and better utilising their strengths and competencies.

The workshop brought this year's digital transformation activities together and highlighted important ideas, barriers and questions with respect to the people, places and processes that need to be tackled in 2020. Last but not least, the workshop proved to also be an inspiring event for the participants themselves, providing them with a platform to continue their commitment to digital transformation and demonstrate the innovative strength of collaboration.

Throughout this year's activities, SparkWorks played on an important role as a facilitator and assisted the ZHAW LSFM in designing digital transformation as a bottom-up process that places people at its centre.