Poznan University of Economics and Business Knowledge Transfer Company
ul. Towarowa 55, 60-995 Poznań
Poznan University of Economics and Business Knowledge Transfer Company
ul. Towarowa 55, 60-995 Poznań
The second outcome of the project, referred to as Project Result 2 (PR2), was centred on the development of Open Educational Resources (OERs) pertaining to the Digital and Green Transformation. The completion of this essential project component signifies a noteworthy milestone in the endeavour to advance sustainable digital transformation. The Open Educational Resources (OERs) created as part of PR2 have been specifically intended to promote interactivity and accessibility, so exemplifying our dedication to inclusion and the wider diffusion of information.
The first phase of Project Result 2 (PR2) was initiated by CONFORM, which conducted a thorough feasibility assessment. The present research conducted a thorough analysis of the limitations, evaluated the projected timeframe for implementation, and provided viable strategies for the execution of Open Educational Resources (OERs) creation.
The primary objective of this research was to evaluate the present state of digital and green transformation in small and medium-sized enterprises (SMEs), with a particular emphasis on comprehending the distinct requirements, obstacles, and prospects encountered by these enterprises in adopting sustainable digital strategies. The feasibility study considered many issues, including the technical preparedness of small and medium-sized enterprises (SMEs), the accessibility of resources, and the possible consequences of using novel digital tools and environmentally friendly practises.
Furthermore, the research investigated the optimal approach to customising OERs to suit the specific circumstances of SMEs in various geographical areas, guaranteeing their pertinence and practicality within a wide range of business settings. The results obtained from this research played a crucial role in establishing a strong basis for Open Educational Resources. Through careful consideration of probable obstacles, the research facilitated the consortium in formulating efficacious approaches to tackle them, so guaranteeing the durability, ease of use, and significance of the OERs. The research also emphasised the significance of adopting a collaborative approach, whereby SMEs are actively engaged in the creation process. This involvement is crucial to ensuring that the final products are really aligned with and advantageous to the end-users.
The implementation of this holistic strategy guaranteed that the OERs created as part of PR2 would possess instructional value while also being applicable and influential for SMEs as they undertake the path towards digital and green transformation.
After completing the feasibility study, CONFORM embarked on the critical task of designing the structure and methodology of the Open Educational Resources (OERs). This phase involved the creation of a detailed storyboard, a strategic plan that outlined the key concepts, learning objectives, and instructional design of the OERs. The storyboards served as an instructional blueprint, ensuring that the development of the educational materials was not only coherent and consistent but also aligned with the overarching goals of the project.
The storyboard preparation process was comprehensive, involving in-depth research and consultation with experts in digital and green transformation. CONFORM focused on integrating the latest pedagogical approaches, ensuring that the OERs would be engaging, interactive, and suitable for adult learners, particularly those from the SME sector. The content was structured to gradually build upon concepts, leading learners from fundamental principles of sustainable digital transformation to more complex and applied knowledge.
In addition to content structuring, the storyboard also outlined the multimedia elements that would be incorporated into the OERs. This included the selection of relevant images, interactive elements, and video content that would enhance the learning experience. The careful planning of these elements was essential to create resources that were not only informative but also visually appealing and easy to navigate.
The preparation phase also involved aligning the OERs with the identified educational needs and gaps within SMEs. By doing so, CONFORM ensured that the final products would be highly relevant and practical for the target audience. This alignment was achieved through continuous feedback loops with project partners and potential end-users, allowing for the integration of real-world insights into the storyboard.
Overall, the meticulous preparation of the storyboard by CONFORM laid a strong foundation for the subsequent development of the OERs. This stage was pivotal in ensuring that the final educational materials would be well-structured, pedagogically sound, and tailored to effectively address the unique challenges and opportunities of digital and green transformation within SMEs.
CONFORM orchestrated a comprehensive training program for all consortium partners, focusing on the process of storyboard creation. This training was meticulously designed to equip each partner with the necessary skills and knowledge to effectively develop storyboards. The program included detailed sessions on the principles of storyboard design, best practices in instructional planning, and techniques for integrating educational content into a coherent and engaging narrative structure. Through this training, CONFORM aimed to ensure that all partners were proficient in creating storyboards that would not only align with the project’s objectives but also resonate with the target audience, enhancing the overall quality and impact of the Open Educational Resources.
Throughout the period of content creation, every partner assumed a crucial role by incorporating their unique knowledge into the development of the Open Educational Resources. The collective effort involved in this collaboration facilitated the integration of diverse information and viewpoints from other disciplines, ensuring the comprehensive and extensive nature of the instructional resources.
The partners engaged in in-depth exploration of their respective fields of expertise, including sustainable business practises and digital innovation, in order to provide material that not only imparted knowledge but also mirrored practical situations. The use of this synergistic strategy meant that the OERs were not only a compilation of data, but rather a thorough and captivating educational encounter.
The collaborative efforts and input from each participant resulted in a significant enhancement of the Open teaching Resources, rendering them a versatile and comprehensive teaching tool, particularly beneficial for anyone aiming to navigate and thrive in the domains of digital and environmental sustainability.
In addition to the primary material, the project partners committed their efforts to the creation of a diverse range of auxiliary resources. During this phase, supplementary resources were developed to facilitate deeper exploration, alongside a carefully selected compilation of suggested scholarly reading. The purpose of these additional components was to enhance the learners’ understanding and broaden the scope of the educational experience offered by the Open Educational Resources.
The selected materials, which include case studies, industry reports, academic papers, and practical guides, have been meticulously chosen and created to provide a more complete comprehension of the covered subjects.
The purpose of their creation was twofold: to strengthen the fundamental principles conveyed in the primary material and to foster critical thinking, self-directed investigation, and ongoing education among the participants.
Through the integration of various resources, the partners sought to provide a more comprehensive and engaging educational encounter that surpasses fundamental concepts. This integration allows learners to go deeper into subjects and use their acquired knowledge in real-world scenarios.
The European Foundation for Management creation (EFMD) played a significant role in establishing quality standards throughout the creation of Open Educational Resources (OER). The criteria were carefully developed, taking into account the distinctive audio-visual characteristics of the OER resources, the complexities of online teaching approaches, and the essential principles of inclusive education. The proficiency of EFMD in educational quality assurance assured that the Open Educational Resources complied with the utmost standards of academic superiority and pedagogical efficacy, rendering them not only instructive but also captivating and easily accessible to a wide array of learners.
In addition, the Foundation Partners for Local Government and Spółka Celowa UEP played a crucial role in ensuring the alignment of OERs with real commercial applications. The individuals’ contributions were essential in guaranteeing that the instructional material has both rigorous learning and practical relevance within the context of real-world business circumstances. The emphasis on practical application played a pivotal role in ensuring the relevance and value of OERs for professionals, especially those employed in Small and Medium Enterprises. Through the incorporation of authentic business examples and industry perspectives, these collaborative partners effectively facilitated the connection between theoretical academic knowledge and tangible business requirements. This resulted in an improved practicality of the OERs for individuals who want to implement sustainable digital transformation strategies within their respective enterprises.
The collective efforts in creating standards of excellence and a focus on business principles have led to the development of OERs that exhibit outstanding educational quality and possess significant relevance and applicability within the realm of contemporary business practises. The dual emphasis of these Open Educational Resources guarantees their efficacy as a holistic educational tool for learners, providing them with the essential information and competencies required to effectively traverse the complexities associated with digital and green transformation within the corporate realm.
After the emergence of Open Educational Resources, a key phase of examination and assessment was conducted. This phase played a crucial role in guaranteeing the quality, relevance, and efficacy of the OERs. Each project partner proactively initiated engagement with representatives from a range of small and medium-sized organisations to facilitate their participation in the testing process. The selection process for these delegates was conducted with meticulous attention to provide a wide-ranging representation of industries and business activities, therefore guaranteeing the receipt of thorough and varied input.
The Small and Medium-sized Enterprise (SME) representatives were instructed to engage with the Open Educational Resources (OERs) in a way that closely resembled the anticipated behaviour of the final users. The use of a practical approach facilitated the provision of valuable perspectives on several dimensions of the resources, including the pertinence of the material, the ease of use, the degree of engagement, and the practicality in addressing real-world business obstacles. The feedback collected included not just the substance, but also the delivery methods, including the user interface, navigation, and overall user experience of the digital platform.
Following that, the input was thoroughly examined by the project consortium. Every individual comment received was deemed as meaningful and then included into the iterative refining process of the Open Educational Resources. The iterative nature of the testing procedure, together with the gathering and implementation of feedback, played a vital role in refining the materials. The aim was to guarantee that the ultimate iteration of the OERs would include not only a strong theoretical foundation and extensive coverage, but also a user-friendly interface and direct relevance to the practical obstacles encountered by SMEs.
This stage of OER testing and feedback integration included more than a mere assessment of quality. It presented a valuable occasion to closely match the resources with the specific requirements and anticipated preferences of the intended audience. Through the active engagement of subject matter expert (SME) representatives throughout this phase, the project effectively included not only teaching and technical skills but also valuable perspectives and practical requirements from the business community, resulting in the development of the final Open Educational Resources.
The major emphasis throughout the development of Open Educational Resources was on ensuring their accessibility. The OERs were carefully designed to be interactive and accessible online, with the intention of accommodating a wide variety of learners. The aforementioned approach was consistent with the larger objectives of the project, which prioritise the principles of inclusion and broad accessibility. The primary objective of our initiative was to enhance accessibility to education by ensuring the widespread availability of OERs via online platforms. This approach was specifically designed to address the challenges faced by people and organisations with restricted access to educational materials.
The design of Open Educational Resources included an essential element of interactivity. The materials have been designed to accommodate the many learning styles and preferences of individuals, and thus comprise a combination of different media formats such as text, video, and interactive components. The use of a multimodal approach accommodates diverse learning requirements, hence augmenting user involvement and providing a more efficient learning experience. The use of interactivity in educational settings promotes increased engagement and active involvement from learners, hence creating a more immersive and influential educational experience.
In order to augment their effectiveness, the OERs were designed in a manner that systematically cultivates the learners’ proficiencies in digital and green transformation. The content of this material is both instructive and practical, as it equips learners with the required skills and knowledge to effectively apply sustainable practises within their own organisations or professional capacities.
The Open Educational Resources created as part of the project are available for access on the designated website, which can be found at
This website functions as a centralised platform for accessing useful educational resources. The design of the platform prioritises user-friendliness, aiming to facilitate learners’ navigation and enable them to efficiently locate the material that best suits their individual requirements.
The project places emphasis on incorporating accessibility and interactivity into the design of Open Educational Resources (OERs). This approach serves two purposes: firstly, it enables the widespread distribution of knowledge pertaining to digital and green transformation; secondly, it guarantees that this knowledge is both practical and engaging, directly relevant to the learners’ professional environments. The outcome is a collection of tools that serve the twin purpose of educating and empowering people and organisations to actively contribute towards a future that is both sustainable and technologically progressive.
The successful conclusion of Project Result 2 (PR2) marks a significant achievement in the progress of the project at hand. This accomplishment is more than simply the conclusion of a phase; it is a notable advancement towards achieving the overall goals of promoting sustainable digital transformation. PR2 has established a strong basis for the next stages of the project, showcasing the successful cooperation and coordination that can be attained via joint endeavours.
The creation and completion of the Open Educational Resources inside PR2 demonstrate the power and influence that can be achieved when a variety of knowledge and viewpoints collaborate towards a shared objective. The collaborative approach has enhanced the quality of the instructional materials and guaranteed that they are comprehensive, topical, and specifically designed to match the requirements of our target audience. The successful implementation of PR2 demonstrates the consortium’s capacity to collaborate effectively, using the individual talents of each member to generate resources that surpass the combined value of their individual contributions.
In the future, the consortium is firmly dedicated to maintaining this cooperative attitude in order to achieve our purpose. The first efforts made by PR2 serve as a foundation for the subsequent stages, which will prioritise the actualization, distribution, and practical utilisation of the project’s results. The collaboration is committed to ensuring that the ideas, skills, and information included in the OERs are efficiently used to promote digital and sustainable transformation across different industries.
The future trajectory entails not only the ongoing advancement of resources and technologies, but also a heightened endeavour to actively engage our stakeholders, broaden our influence, and generate tangible effects in the actual world. The consortium is motivated to enhance the achievements of PR2, consistently aiming to innovate, educate, and stimulate transformation towards a more sustainable and technologically advanced future.
To summarise, the accomplishment of PR2 serves as evidence of the project’s capacity and the consortium’s dedication. This statement highlights the commitment to making a significant and positive difference in the area of sustainable digitization via our collaborative efforts.