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NeMAST

Network-knowledge Management, Administration and Science Toolkit

The NeMAST is an open toolkit developed within the TransEET community containing guidelines (manuals, video, audio, and other resources) on scientific networking, project management and sustainable exploitation of digital artefacts with emerging technologies in education.
The targeted beneficiaries of this toolkit are not only academic staff, i.e. PhD students, researchers and professors, masters students and project managers who participate in the TransEET project but also other professional figures outside the project who are working in communities of interest, doing research or are looking for inspiration for their own projects.

We will continuously update this page during the development of this toolkit and inform you about it on our social media channels.

Are you looking for specific information?

    • Scientific networking

    • Project management administration and exploitation

1. The Co.F.E method

  • 1.1 Introduction
  • 1.2 CoI, FRP, AHE – description and engagement
  • 1.3 How to initiate a CoI
  • 1.4 How to track FRP and actors' evolution
  • 1.5 Theoretical reflections

2. How to let FRP flow

  • Introduction
  • 2.1 Meetings (CoI online meetings, TransEET webinars, Twinning workshops)
  • 2.2 Hands-on workshops
  • 2.3 Process and supporting tools

  • 2.4 Examples of FRP from CoIs

    • 2.4.1 Boundary crossing
    • 2.4.2 Evolution of prototypes
    • 2.4.3 Integration of technologies to support a pedagogy
    • 2.4.4 Videos of FRP

3. Available resources

  • Introduction
  • 3.1 Educational resources
  • 3.2 Prototypes produced
  • 3.3 Publications

1. Project Management Tools

  • 1. Project management tools

2. Administration

  • Introduction
  • 2.1 Risks related to project administration
  • 2.2 Best practices in administration 

3. Data Management

  • 3. Data management

4. Sustainable exploitation of digital artifacts

  • Introduction
  • 4.1 Online presence
  • 4.2 Technologies
  • 4.3 Dissemination and communication activities

5. Gender equality and inclusivity guide to designing and implementing twinning activities

  • 5. Gender equality, diversity and inclusivity guide

Glossary and References

Glossary

VR – Virtual Reality
AHE – Actors with Hybrid Expertise

Actors with Hybrid Expertise: individuals who, through repeated multidisciplinary collaboration, develop skills that cut across different domains. Rather than confining themselves to a single domain, AHEs contribute fluidly to areas such as coding, curriculum design, data analysis or content creation. In doing so, they embody a transdisciplinary mindset that fosters educational transformation.

AI – Artificial Intelligence
AR – Augmented Reality
Boundary crossing

Boundary crossing refers to the process by which actors from different domains, such as researchers, educators, software developers and instructional designers, jointly negotiate and integrate different forms of knowledge and practice (Akkerman & Bakker, 2011).

Boundary object

Artefacts that are flexible enough to accommodate multiple perspectives while retaining a stable identity (Star & Griesemer, 1989). Such objects can be documents, digital platforms or prototypes that serve as ‘bridges’ between communities of practice

Co.F.E. – Communities of Interest, Flow of rapid prototypes and Actors with Hybrid Expertise

The Co.F.E. method is a framework designed to spark innovative collaboration among diverse stakeholders in education, particularly in interdisciplinary contexts involving emerging technologies and STEAM (Science, Technology, Engineering, Arts, and Mathematics). It addresses key challenges in transforming teaching and learning across disciplines and institutions – challenges such as distributed knowledge, limited resources and the need for faster, iterative prototyping of educational technology. The Co.F.E. methodology rests on three fundamental pillars: Communities of Interest (CoIs) to bridge different communities of practice (Fisher, 2001; Kynigos & Daskolia, 2021); a Flow of Rapid Prototyping (FRP) that supports rapid iteration, circulation and feedback of partially developed artefacts; Actors with Hybrid Expertise (AHE) who acquire new knowledge and skills outside their original domains through sustained multidisciplinary collaboration.

CoI – Community of Interest

CoIs are Communities of Interest. They bring together individuals from different communities of practice – engineers, educators, programmers, researchers, artists, students – around a common goal or challenge (Fischer, 2001). This ‘community of communities’ structure promotes the convergence of diverse expertise, creating a richer ground for innovation. Unlike communities of practice, which focus on socialisation within a single knowledge system (Wenger et al., 2002), CoIs must navigate and reconcile multiple vocabularies, epistemologies and problem-solving methods.

CoP – Community of Practice

Community of practice: a community of individuals who share a concern or a passion for something they do and learn how to do it better as they interact regularly (Wenger, 1991)

FRP – Flow of Rapid Prototypes

The Flow of Rapid Prototypes is inspired by the practice of rapid prototyping, in which objects with low technical readiness requirements are created to iterate through ideas quickly. In addition to creating a resulting object that has undergone a development and review process by members with diverse expertise, the Co.F.E. method focuses on the flow of these objects and how it leads to ongoing beneficial collaboration between multiple institutions.

GEP – Gender Equality Plan

A Gender Equality Plan (GEP) is a strategic document outlining actions to promote gender equality within an organization, often focusing on research institutions and higher education. GEPs are crucial for institutions seeking funding, particularly under programs like Horizon Europe. They aim to address gender imbalances, promote inclusive cultures, and ensure equal opportunities for all.

NeMAST – Network-knowledge Management, Administration and Science Toolkit

The NeMAST is an open toolkit developed within the TransEET community containing guidelines (manuals, video, audio, and other resources) on scientific networking, project management and sustainable exploitation of digital artefacts with emerging technologies in education.

Prototype

A primitive representation or version of a product typically created by a design or development team during the design process (Smith, 2019).

TransEET – Transforming Education with Emerging Technologies

TransEET is a HORIZON-WIDERA project funded by the European Union to forge sustainable connections and synergies between a research lab in a historical University in widening Greece and four highly impacting labs in leading institutions in Europe. It addresses the problem of shaping the use of existing and emerging technologies for dynamic educational transformation to meet the needs of the 21st century.

Literature References

Akkerman, S. F., Bakker, A. (2011)

Akkerman, S. F., Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81, 132-169. https://doi.org/10.3102/0034654311404435

Bakker, A., & Akkerman, S. (2019)

The learning potential of boundary crossing in the vocational curriculum. The Wiley handbook of vocational education and training, 349-372. https://doi.org/10.1002/9781119098713.ch18

Brown, J. S., & Duguid, P. (1991)

Brown, J. S., & Duguid, P. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organization science, 2(1), 40-57. https://www.jstor.org/stable/2634938

Cross, N. (2023)

Design thinking: Understanding how designers think and work. Bloomsbury Publishing.

Engeström, Y., Engeström, R., & Kärkkäinen, M. (1995)

Engeström, Y., Engeström, R., & Kärkkäinen, M. (1995). Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and instruction. https://doi.org/10.1016/0959-4752(95)00021-6

Essonnier, N., Barquero, B., Papadopoulos, I., Trgalova, J., & Kynigos, C. (2024)

Essonnier, N., Barquero, B., Papadopoulos, I., Trgalova, J., & Kynigos, C. (2024). Communities of Interest as a Context for Creativity in the Process of Designing Digital Media for Mathematical Learning. In Handbook of Digital Resources in Mathematics Education (pp. 1055-1086). Springer.

Fischer, G. (2001)

Fischer, G. (2001). Communities of interest: Learning through the interaction of multiple knowledge systems. In Proceedings of the 24th IRIS Conference (Vol. 1, pp. 1-13). Department of Information Science, Bergen. https://www.researchgate.net/publication/2393452_Communities_of_Interest_Learning_through_the_Interaction_of_Multiple_Knowledge_Systems

Grimm, T. (2004)

Grimm, T. (2004). User’s guide to rapid prototyping. Society of Manufacturing Engineers.

Hansen, A., Mavrikis, M. & Geraniou, E. (2016)

Hansen, A., Mavrikis, M. & Geraniou, E. Supporting teachers’ technological pedagogical content knowledge of fractions through co-designing a virtual manipulative. J Math Teacher Educ 19, 205–226 (2016). https://doi.org/10.1007/s10857-016-9344-0

Henriksen, D., Mehta, R., Mehta, S. (2019)

Henriksen, D., Mehta, R., Mehta, S. (2019). Design Thinking Gives STEAM to Teaching: A Framework That Breaks Disciplinary Boundaries. In: Khine, M.S., Areepattamannil, S. (eds) STEAM Education. Springer, Cham. https://doi.org/10.1007/978-3-030-04003-1_4

Kynigos, C., & Daskolia, M. (2021)

Kynigos, C., & Daskolia, M. (2021) Boundary Crossing Creativity in the Design of Digital Resources for Teaching and Learning about Climate Change. Creativity. Theories–Research-Applications, 8(1), 213–235. http://dx.doi.org/10.2478/ctra-2021-0013

Ness, I. J., & Dysthe, O. (2020)

Ness, I. J., & Dysthe, O. (2020). Polyphonic imagination: Understanding idea generation in multidisciplinary groups as a multivoiced stimulation of fantasy. In Creative Learning in Digital and Virtual Environments (pp. 50-67). Routledge. https://doi.org/10.1080/10400419.2020.1712163

Radu, I. (2014)

Radu, I. Augmented reality in education: a meta-review and cross-media analysis. Pers Ubiquit Comput 18, 1533–1543 (2014). https://doi.org/10.1007/s00779-013-0747-y

Rittel, H. W. (1984)

Rittel, H. W. (1984). Second-generation design methods. Developments in design methodology, 317-327.

Rittel, H. W., & Webber, M. M. (1973)

Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy sciences, 4(2), 155-169.

Schuitema, J., Palha, S., Boxtel van, C., & Peetsma, T. (2019)

Schuitema, J., Palha, S., Boxtel van, C., & Peetsma, T. (2019). Effecten van taakstructuur en groepssamenstelling activiteiten van leerlingen met hoge cognitieve vermogens tijdens samenwerkend leren . Pedagogische Studiën, 96(2). https://pedagogischestudien.nl/article/view/13886

Simon, H. A. (1969)

Simon, H. A. (1969). The sciences of the artificial. MIT Press

Smith, Q. (2019)

Smith, Q. (2019). Prototyping user experience. I: UXmatters.  https://www.uxmatters.com/mt/archives/2019/01/prototyping-user-experience.php)

Star, S. L., & Griesemer, J. R. (1989)

Star, S. L., & Griesemer, J. R. (1989). Institutional ecology,translations’ and boundary objects: Amateurs and professionals in Berkeley’s Museum of Vertebrate Zoology, 1907-39. Social studies of science, 19(3), 387-420. https://www.jstor.org/stable/285080

Suchman, L. (1994)

Suchman, L. (1994). Working relations of technology production and use. Computer Supported Cooperative Work, 2, 21–39.

UMI, (2003)

UMI, (2003), Matematica 2003. La matematica per il cittadino. Attività didattiche e prove di verifica per un nuovo curricolo di Matematica. Ciclo secondario. Matteoni Stampatore. http://umi.dm.unibo.it/italiano/Matematica2003/matematica2003.html

Wenger, E. (2000)

Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225-246. https://doi.org/10.1177/135050840072002

Wenger, E., McDermott, R. A., & Snyder, W. (2002)

Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard business press.

Woodman, R. W., Sawyer, J. E., & Griffin, R. W. (1993)

Woodman, R. W., Sawyer, J. E., & Griffin, R. W. (1993). Toward a theory of organizational creativity. Academy of management review, 18(2), 293-321. 10.5465/AMR.1993.3997517

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