Bridging programmes by e-learning tools for Mathematics: Encourage and improve successful student mobility by effective and goal- oriented preparation

Lifelong Learning Programme Bridging programmes by e-learning tools for Mathematics: Encourage and improve successful student mobility by effective and goal- oriented preparation Acronym: S3M2 (support successful student mobility with MUMIE) Page 1 of 44

PART C. Organisations and activities This part must be completed separately by each organisation participating in the project (applicant and partners). Partner number - P 1 Organisation name Delft, University of Technology (TU Delft) C.1 Aims and activities of the organisation Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.) relating to the domain covered by the project. Please describe also the role of your organisation in the project. Provide information on the operational and financial management of the project within the organisation (limit 4000 characters). TU Delft is the largest university of technology in the Netherlands, with over 17,000 students of which 14% are international students. TU Delft was founded in 1842 as the Royal Academy by King Willem II and has been known as the Delft University of Technology (TU Delft) since 1986. TU Delft closely cooperates with many educational and research institutes, both in the Netherlands and abroad. The quality of our research and teaching is renowned. TU Delft has numerous contacts with governments, trade associations, consultancies, industry and small and medium-sized companies. The website (www.tudelft.nl) provides a detailed description of the study programmes offered and the on-going research activities. The influx of international students at the TU Delft has increased from 1075 in 2002 to 2498 in 2010. The amount of European students has increased from 494 (2002) to 1196 (2010). Especially the master programmes are interesting for European students: an increase has taken place from 196 in 2002 to 727 in 2010. The department Applied Mathematics offers courses in the field of Mathematics to all engineering bachelor and master programmes at the TU Delft. A consequence of the increasing influx of international students is that bridging programmes in the field of Mathematics are necessary to repair deficiencies and to refresh knowledge and skills to take the courses in the master programmes with success. The department has the expectation that student mobility will increase. Bridging programmes between the bachelor programme and the master programme will become more and more important. For that reason the department is very interested to use MUMIE as an e-learning environment. MUMIE gives students the possibility to receive feedback on their prerequisite knowledge and to repair their deficiencies in an attractive and effective way. They can use an e-learning environment where all the tools are included to support the learning process of the students. Students can already prepare themselves in their home university and will be better prepared to follow the master programmes successfully at the TU Delft. Publications, directly relevant for the proposed project: Mumie, an online e-learning system for mathematics, at the international Conference E-Learning and Mathematics, Eindhoven University of Technology, June 6-7, 2011. Evaluation MUMIE Online Math Education, Pilot Aerospace Engineering, Report 11-10, ISSN 1389-6520, Reports of the Delft Institute of Applied Mathematics, Delft 2011. Page 2 of 44

C.2 Operational capacity: Skills and expertise of key staff involved in the project / network Please add lines as necessary. Name of staff member Prof. dr. ir. C. Vuik Drs. ir. A.G.M. Daalderop Dr.J.P.R.B. Daudt R. van Kints Dr. H. P. Lopuhaä Summary of relevant skills and experience, including where relevant a list of recent publications related to the domain of the project. Delft Institute of Applied Mathematics. Is already a teacher at the Delft Institute of Applied Mathematics from 1988. Furthermore he is Director of the Delft Centre for Computational Science and Engineering and the Scientific Director of 3TU.AMI Applied Mathematics Institute. During this period he has been working on a number of e-learning tools and packages. Recently he shifted to the MUMIE platform. It seems to be an excellent to tool to use in combination with teaching and lab sessions. He is also active in various networks of European Technical Universities with respect to teach Applied Mathematics Bachelor (IDEA league) and Master (KTH, TUB and Erlangen Nurnberg) curricula. This explains his interest in bridging courses between various Bachelor and Master courses. Delft Institute of Applied Mathematics. Teacher in mathematical courses for various Engineering faculties (Applied Physics, Aerospace Engineering, Civil Engineering, Computer Science, Industrial Design), experienced with the development and incorporation of e-learning tools (Mumie, Maple TA etc) in math courses. Responsible for the Linear Algebra course at the Faculty of Aerospace Engineering, for which a Mumie package has been adapted, tested in a pilot project and adopted full scale (used by more than 400 first year students). Staff member and educational advisor of the Faculty of Electrical Engineering, Applied Mathematics and Information Science. Mrs. Daudt holds a master degree in education science and a Phd degree in social sciences. She has a long time experience in curriculum development, quality assessment, evaluation of engineering courses and implementation and development and evaluation of ICT tools at TU Delft. Master student at TU Delft and University of Twente. Key role in the development, implementation and system administration with respect to the TU Delft package of Mumie for the Linear Algebra course at Aerospace Engineering. Delft Institute of Applied Mathematics. Director of Studies of Applied Mathematics at Delft University and Technology. Associate professor in the group Statistics, experienced in teaching graduate and under graduate courses in Probability and Statistics (Applied Mathematics). Page 3 of 44

Partner number - P 2 Organisation name Kungliga Tekniska Högskolan (KTH) C.1 Aims and activities of the organisation Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.) relating to the domain covered by the project. Please describe also the role of your organisation in the project. Provide information on the operational and financial management of the project within the organisation (limit 4000 characters). Kungliga Tekniska Högskolan (KTH) founded in 1827, is the largest, oldest and most international technical university in Sweden. No less than one-third of Sweden s technical research and engineering education capacity at university level is provided by KTH. Education and research spans from natural sciences to all the branches of engineering and includes architecture, industrial management and urban planning. The educational programmes lead to Bachelor, Master or PhD degrees in engineering, science, or architecture. There are a total of just over 15,000 undergraduate students and more than 1,600 active postgraduate students. KTH has almost 4,300 employees. Several national research centres are hosted by KTH. KTH is also a major partner in two out of three European Knowledge and Innovation Communities formed by the prestigious EU organization EIT (European Institute of Innovation and Technology); InnoEnergy within the field sustainable energy and EIT ICT Labs within information and communication research. Five strategic multidisciplinary research platforms have been formed to further enhance KTH s attraction as a major strategic research partner. KTH is an international university with many international researchers and students, especially at Master s level. Extensive international research and educational exchange programmes allow for exchange with universities and colleges in Europe, the U.S. and Australia, but also increasingly in Asia. KTH is a partner in several international university networks such as CLUSTER and T.I.M.E. The project will be hosted at the School for Computer Science and Communication (CSC). CSC is one of Sweden s most advanced and successful research and education institutions in Information Technology. We work with education and research in Numerical Analysis, Computer Science, Media Technology, Human-Computer Interaction, Speech Technology and Music Acoustics at KTH and at Stockholm University (SU). About 300 people work in this dynamic environment, 100 of whom are graduate students. Currently, 1500 undergraduate students are enrolled in our education programmes. The school is responsible for education in Computer Science and Media Technology in most of the Master of Technology programmes at KTH, and also in Bachelor and Master programmes at KTH and at the Science faculty at SU. About 11000 students participate in our about 300 courses, ranging from basic level to research level each year. CSC has established an international master programme in Computational Science and Engineering as early as 1997. Meanwhile, more than 250 students have graduated. In collaboration with other European universities, double degree programmes in this area have been created with much success. During all the years we observed that the level of skills and knowledge in mathematics and programming techniques often did not correspond to the standards assumed at KTH. Therefore, a preparatory material (an exercise booklet) consisting of 9 modules has been developed and sent out to the admitted applicants. It turned out, however, that this material has seldom been used. This kind of material has a high threshold to start with, is lacking an immediate feedback, and provides only a limited amount of support. Given the capabilities of the world-wide web and the experiences obtained using the www as a means of distance learning, we expect the given drawbacks to be overcome by constructing an interactive wwwbased preparation course. Page 4 of 44

C.2 Operational capacity: Skills and expertise of key staff involved in the project / network Please add lines as necessary. Name of staff member Dr. sc. nat. Michael Hanke Dr. Olle Bälter Summary of relevant skills and experience, including where relevant a list of recent publications related to the domain of the project. Associate Professor of Numerical Analysis Dr Hanke is involved in the International Master Program in Scientific Computing since 1998. He is the director of a number of double degree programs in the area of Computational Science and Engineering at CSC. He is very active in the development and administration of international programs. In this capacity, he has many experiences on how to integrate students with different background into the standards required at high-level universities. Associate Professor of Human-Computer Interaction Olle Bälter is a researcher in Technology Enhanced Education at the Department for Media Technology and Interaction Design at KTH. He has been involved in the development of online courses at KTH since 2006 and was KTH's representative in the project management committee of the EU project "EduJudge - integrating online judge into effective e-learning" 2009-2010. Partner number - P 3 Organisation name Aalto University C.1 Aims and activities of the organisation Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.) relating to the domain covered by the project. Please describe also the role of your organisation in the project. Provide information on the operational and financial management of the project within the organisation (limit 4000 characters). Established in 2010, the Aalto University is a new university with more than a century of experience. The Aalto University is created from the merger of three Finnish universities: The Helsinki School of Economics, Helsinki University of Technology and The University of Art and Design Helsinki. There are altogether 17 000 students in Master s (include Bachelor level) and Doctoral degrees in Aalto University. The key asset of the School of Science (Aalto SCI) is its high-quality research. The school is home to seven Centres of Excellence in Research selected by the Academy of Finland, and in recent review of research had nine of the top 18 departments in Aalto University including the top 5. In addition, the School is a partner in the Helsinki Institute if Physics (HIP), coordinated by the University of Helsinki. Aalto University School of Science consists of seven departments and three separate institutes. The Department of Mathematics and Systems Analysis is in charge of the basic studies in mathematics for all the students in the field of technology in Aalto University. The department s mission is to convey the latest advances in mathematical knowledge to the various fields of technology, and to perform scientific work and educate researchers in its own field. The teaching covers the entire field of mathematics that is central to technology. The main research fields of the unit are mathematical analysis, numerical analysis, stochastic analysis, and systems and operations research. An active e-learning research group MatTa has worked in the unit since 1990's. Page 5 of 44

International mobility is also a natural part of the lives of our students and staff. Our goal is to develop into a community which is even more international and multicultural. We strive to give every one of our students an international experience. The internationally-recognised Schools of Aalto University, with their extensive global partner networks, lay a good foundation for this goal. The international community of Aalto University is built on four mutually-supportive pillars: lively international mobility, multicultural campuses, strategic partnerships and international visibility. In Aalto University automatic assessment system STACK has been used in teaching since 2006. STACK is an open source software licenced under the GPL and it was originally developed by C. Sangwin (University of Birmingham). The system has been further adapted for the requirements of engineering mathematics and it has been taken into use for almost all engineering mathematics courses at Aalto University. Aalto University has some web based remedial material of high school mathematics but no remedial courses have yet been organised. The material PikkuM (in Finnish, see http://matta.hut.fi/pikkum/) includes also STACK exercises about the topics involved. The use of the material has not yet been studied. The official web page of the mathematics e-learning research group including a list of publications, is in http://math.tkk.fi/en/research/matta/. Some examples of the publications: Linda Havola: New engineering students' learning styles and basic skills in mathematics. In Silfverberg, H., Joutsenlahti, J. (eds.), Tutkimus suuntaamassa 2010-luvun matemaattisten aineiden opetusta, pp. 118-131. Tampereen yliopistopaino Oy - Juvenes Print, 2011 Helle Majander, Antti Rasila: Experiences of continuous formative assessment in engineering mathematics. In Silfverberg, H., Joutsenlahti, J. (eds.), Tutkimus suuntaamassa 2010-luvun matemaattisten aineiden opetusta, pp. 197-214. Tampereen yliopistopaino Oy - Juvenes Print, 2011. Antti Rasila, Linda Havola, Helle Majander, Jarmo Malinen: Automatic assessment in engineering mathematics: evaluation of the impact. In Myller, E. (ed.), ReflekTori 2010 Symposium of Engineering Education, pp. 37-45. Aalto University School of Science and Technology, 2010. C.2 Operational capacity: Skills and expertise of key staff involved in the project / network Please add lines as necessary. Name of staff member Dr Antti Rasila Mrs Linda Havola, MSc Mr Matti Harjula, MSc Dr Antti Rasila is a professional mathematician in geometric analysis and ICT methodologies in teaching. He has been involved with e-learning since 2000 and is the leader of the national MatTaFi initiative since 2006. Dr Rasila is an active member of the task-force for improving the 1.-2. year teaching in Aalto University, and has been instrumental in defining and implementing the e- learning policies of the university. He has instructed several MSc theses, four of which involve e-learning. Mrs Havola received her MSc degree in mathematics and chemistry education from University of Helsinki. She has worked since 2009 as a doctoral student in the Department of Mathematics and Systems Analysis of the Aalto University. She is currently preparing her Licentiate thesis on improving engineering students' learning of mathematics. Mr Harjula has a background in control engineering and systems technology. For the last five years he has worked as software developer and systems administrator in various e-learning projects in Aalto University. His main focus has been on automatically assessed mathematical exercises which were the subject of his masters thesis. He is an expert-level software developer with skills in databases, web applications, and numerous programming languages. Matti Harjula is the lead developer of the STACK branch used in Aalto University. Page 6 of 44

Partner number - P 4 Organisation name Technische Universität Berlin (TU Berlin) C.1 Aims and activities of the organisation Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.) relating to the domain covered by the project. Please describe also the role of your organisation in the project. Provide information on the operational and financial management of the project within the organisation (limit 4000 characters). The Technische Universität Berlin (TU Berlin) looks back upon a long and distinguished tradition of teaching and research. Its most important predecessor, the Bauakademie, was founded in 1799. In 1946, the academy was re-established under the current name. The seven faculties of the university offer 50 courses of study from the fields of engineering and natural sciences, economics and business, planning sciences, humanities, and social sciences. The enrollment levels at the TU Berlin have increased over the past years, serving over 28,000 students in the summer semester of 2011. Nearly 36 percent of the students are female and 20 percent foreign citizens. With over 300 professors, nearly 2,000 academic staff members, and about 2,000 employees carrying out administrative duties, the TU Berlin is one of the largest technical universities in Germany. The TU Berlin has been involved in hundreds of projects funded by the European Commission over many years. Among these, about 140 projects are or have been funded under FP 7 (2011). While the main focus is on projects within the Research Framework of the EC, other programmes, such as TEMPUS, Erasmus Mundus, and CIP, have become increasingly important. All EC funded projects are administered by the EU Office of the TU Berlin (EC Liaison Office) at the Central Administration of the university. The staff members in the EU Office are specialised in administering the various EC projects with respect to legal and financial matters. The Technische Universität Berlin has a very large number of students entering each year its bachelor (~ 4000) and master (~ 1500) program. The student body is very heterogeneous, largely due to differences in high school curricula in the different parts of Germany, the discrepancies between different high schools and the growing number of students coming from abroad. To candidates of a bachelor programme the TU Berlin - in cooperation with KTH Stockholm, RWTH Aachen, TU Braunschweig and TU Kaiserslautern - offers an online math-bridge course (https://www.mumie-hosting.net/omb). This course is a translation of the Swedish online course by the KTH Stockholm and other Swedish universities. Since its start about 10 years ago, it has been very successful. It has had and still has a very positive effect on the success rate of freshman students. This Swedish course has been translated and migrated into the e-learning platform MUMIE in order to open the door for amending the course with more interactive material, visualizations, an intelligent tutoring system, new content and to make internationalization easy. New interactive content is necessary in order to adapt the course to German needs. For that reason the existing online math-bridge course needs considerable revision in order to fulfil the necessary requirements. Master STEM studies (Science, Technology, Engineering, Mathematics) are not only attractive for those who have just finished the bachelor but also for persons who have started already their professional carrier in industry and want to get an additional degree. They must refresh their mathematical knowledge and competence for a successful study. Even students just finishing their bachelor will be much better off if they take a refresher course because math-education for engineers at the TU Berlin is concentrated to the first year of study only. Some of the students finishing bachelor might not even have take a course in data analysis, statistics and probability. So, they will be asked to work through the corresponding bridge course. For those reasons the TU Berlin needs to have math-bridge courses proposed in this project as a preparation for a successful master studies. Page 7 of 44

C.2 Operational capacity: Skills and expertise of key staff involved in the project / network Please add lines as necessary. Name of staff member Prof. Dr. Reinhard Nabben Dr. Frank Aurzada Dr. Katherine Roegner Prof. Dr. M. Scheutzow Prof. Dr. Reinhold Schneider Summary of relevant skills and experience, including where relevant a list of recent publications related to the domain of the project. Dean of Studies Faculty II (Mathematics and Natural Sciences), received his Diplom, PhD and Habilitation in Mathematics from the U Bielefeld, Germany. After visiting and research fellowships in Stanford (USA), Kent (USA) and Hamburg (Germany), he became a full professor at TU Berlin in 2004. He has been the leader or co-leader of several scientific projects. Prof. Nabben is one of the initiators of the EU ERASMUS MUNDUS master program Computer Simulations for Science and Engineering COSSE, a joint initiative of the KTH Stockholm (Sweden), TU Delft (Netherlands) and TU Erlangen-Nürnberg (Germany). His research interests include scientific computing, numerical analysis and numerical linear algebra. Received his Diplom and PhD from Friedrich-Schiller-Universit\"at Jena in 2003 and 2006, respectively; and his Habilitation in Mathematics from TU Berlin in 2010. From 2006 to 2009 he was PostDoc with the DFG Research Center Matheon in Berlin. Since then he is the head of a DFG Emmy Noether Junior Research Group at TU Berlin. His research interests are in probability theory, in particular concerning approximation quantities and exit problems for stochastic processes, as well as in applications of probability theory to engineering problems. Co-leader of the Teaching Reform Project UNITUS, received her Master's Degree in Mathematics from the University of North Carolina, Chapel Hill, USA in 1993 and her PhD in Mathematics from the TU Berlin, Germany, in the area of number theory. She has been involved in undergraduate mathematics education research since 2004 with a focus on the transition from school to university. Special interests included in her recently submitted habilitation's thesis are utilizing TEL (Technology Enhanced Learning) in classroom settings, special challenges posed by large-scale courses, assessment procedures, and cognitive levels demonstrated by students. Received his Diplom from Johann Wolfgang Goethe-Universität Frankfurt, and his PhD and Habilitation in Mathematics from the TU Kaiserlautern, Germany. After a research visit at Carleton University, Ottawa and working as a project manager for TECMATH, Kaiserslautern, he became an associate professor at the TU Berlin in 1990 and a full professor in 2003. He has spent longer research visits at UC Berkeley, UC Irvine, Mittag-Leffler Institute (Stockholm), Southern Illinois University (Carbondale), ASU Tempe (Arizona), INRS (Montreal) and Le Mans (France). His research interests center around probability theory, in particular stochastic dynamical systems. During the past ten years he has also collaborated with electrical engineers at ASU Tempe and at INRS Montreal on mathematical problems in random networks. Dean of Mathematics for Engineering Students, received his Diplom, PhD and Habilitation in Mathematics from the TH Darmstadt, Germany. After visiting professorships in Essen and Aachen, he became a full professor in 1996 at the TU Chemnitz. Following a full professorship at CAU Kiel from 2003 to 2007, Prof. Schneider has been a MATHEON professor at the TU Berlin since 2007. His research interests center around the efficient approximation of integral operators and high-dimensional functions and associated operator equations. Page 8 of 44

Partner number - P 5 Organisation name integral-learning, Berlin C.1 Aims and activities of the organisation Please provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.) relating to the domain covered by the project. Please describe also the role of your organisation in the project. Provide information on the operational and financial management of the project within the organisation (limit 4000 characters). Integral-learning is a Berlin based company providing services on e-learning in mathematical and technical education. Building on our strong links to the open-source e-learning platform MUMIE we offer to our clients a broad range of services on planning, implementation and operation of MUMIE based solutions for math education. The integral-learning team combines a long experience in teaching math at university level at some of the leading universities in Europe, many years of practice with large scale e-learning courses and deep functional and technical understanding of the MUMIE software. This enables us to offer a unique integral set of services, encompassing - development of pedagogical concepts for math courses, - support for bringing math- and computer science courses into an e-learning environment, - customer specific enhancement of the MUMIE system, - integration of MUMIE into other systems (e.g. master-lms like Moodle), - support for deployment of MUMIE based courses/training environments, - technical support for installation and operation of MUMIE. The company was founded in 2006 as a spin-off of the Technische Universität Berlin. It traces back to a cooperation project of 4 German universities (RWTH Aachen, TU München, University Potsdam under the lead of the TU Berlin) founded by the German Ministry of Research and Technology. C.2 Operational capacity: Skills and expertise of key staff involved in the project / network Please add lines as necessary. Name of staff member Dipl. Inf. Marek Grudzinski Prof. Dr. Ruedi Seiler Summary of relevant skills and experience, including where relevant a list of recent publications related to the domain of the project. Managing Director of integral-learning GmbH, is responsible for the general management of the company and coordination of projects. He has many years of experience in software engineering, especially in web-based and highly dynamic applications, in system administration and architecture concepts. Furthermore he combines his IT-experience with competent knowledge of project leading and is responsible for projects of our external customers. Founder and partner of integral-learning GmbH, is the initiator and one of the main co-coordinator of the project Mumie'', www.mumie.net, a multimedia project for teaching students in engineering and mathematical sciences as well as the subsequent projects BeLearning'' and Genesis'' (funded by ESF) and the TU-Berlin. He was also one of the organizers and the local head of the multimedia project Moses'' in the Department of Mathematics. Ruedi Seiler has many years of teaching experience at several universities in Germany and elsewhere. He was for many years the head of the group Mathematical Physics and Information Theory in the Department of Mathematics at the TU Berlin. He was member of the board of the Sonderforschungbereich Page 9 of 44

Prof. Dr. Volker Enss Dr. Tilman Rassy 288 Differential Geometry and Quantum Physics''. Ruedi Seiler was the head of the project Virtual Labs'', supported by the DFG, member of the Executive Committee of the International Association of Mathematical Physics and is one of the editors of the Journal "Advances in Theoretical and Mathematical Physics". Ruedi Seiler has been advising many PhD students, is a regular speaker at numerous conferences and the author of numerous scientific articles. He retired from the TU-Berlin on April 1, 2008. He is now the head of the company integral-learning GmbH, www.integral-learning.de, which is a support company for the open source community MUMIE. Partner integral-learning, was the head of the cooperation project MUMIE at RWTH Aachen from its beginning in 2000 with emphasis on content development. He was professor of mathematics at several Universities in Germany (Bochum, FU Berlin, RWTH Aachen) and USA (Indiana Univ., Bloomington). Currently he is professor at the German University of Technology in Oman. His main field of research is Functional Analysis and Mathematical Physics (spectral and scattering theory) and Dynamical Systems. He was PI of several externally funded research projects, some of them in cooperation with engineers. His teaching duties included mathematics for engineers. He was head of the graduate school Analyse und Konstruction in der Mathematik at RWTH Aachen. Head of the technical development of the project Mumie, participated in this project from its very beginning. Tilman Rassy has many years of experience in software engineering, especially in the field of mathematics and e-learning. He contributed to several e-learning projects, both in university and private enterprise. Tilman Rassy is now the CTO of the company integrallearning GmbH. Page 10 of 44

PART D. Project characteristics D.1 Why does the consortium wish to undertake this project? Rationale of and background to the project Please outline the motivation behind your project, clearly identifying the specific needs or problems/challenges which it intends to solve. Explain why these needs/problems were selected over others, and how the project proposal fits within the development strategies of the partners involved. Please include references to any declared regional, national, EU or international political priority in this area. Also, please describe briefly how your project proposal was prepared (e.g., capitalising on previous experiences, based on achieved outcomes in former projects, following previous cooperation amongst the consortium members, etc.) (limit 6000 characters). The project is aimed at tackling bridging problems at European universities, in the context of mobility, internationalization and large drop out quota. These problems occur at the level of Bachelor programs (when students enter from high-school and/or from another country) as well as at the level of Master programs (when entering from a Bachelor study from abroad) in particular in Science, Technology, Engineering and Mathematics (STEM studies). The consortium partners want to stimulate the international mobility of students when applying for engineering education programs in foreign universities and to reduce drop out quota. An important condition for successfully attending such programs is that the student is well aware and prepared with respect to the required and expected entry knowledge in several basic mathematical fields at the University where he or she is applying. An increasing number of international students are currently applying for Engineering programs at foreign universities. Many of them however exhibit deficiencies and insufficient preparation for the mathematical and engineering courses, due to different backgrounds and education programs. These so called bridging problems create dragging study results or even prevent the student from a successful completion of courses and programs. This constitutes a common experience for (Technical) Universities inside and outside the consortium. The consortium wants to supply to students facilities for a better preparation in basic mathematical knowledge and core competences before entering the university, by developing appropriate packages of e-learning material within a web-based environment. The development of e-learning courses costs a lot of time and manpower, therefore it is efficient and cost effective for the consortium partners to share the workload of the development. This is made possible because knowledge and competence in mathematics needed for entering a STEM study are universal for all high ranking European universities. The international make-up of the consortium, the common orientation (Engineering) and a history of working together will promote the harmonization of the prerequisites to apply for Engineering study programs. The results of this project will also be very interesting and useful for European universities outside the consortium. The consortium project is aiming at using an already existing successful e-learning platform, MUMIE, and implementing within this platform a wide range of bridging courses. Page 11 of 44

At the Master program level these courses are intended to cover mathematical subjects in Numerical Analysis, Linear Algebra, Data Analysis, Statistics and Probability, and Scientific Computing with MATLAB/Octave. At the Bachelor level, the course should be oriented to the requested skills in high-school math. The MUMIE platform (www.mumie.net) allows the implementation of a structured overview of the basic concepts of a course, with corresponding visualization tools, training facilities, individualized and automatically corrected problems with feedback and diagnostic tests. The system is flexible and can be applied for different scenarios, as a support for self study, as a training tool, refresher, and for examination purposes. Adaptation and differentiation to different student groups (engineering fields) is relatively easy to implement. The system lend to an approach based on blended learning, complementary to existing course material. By its open source character the packages are easily transferable between the partners and also to interested parties outside the consortium. At the TU Delft a MUMIE-based package is at this moment being used in the Faculty of Aerospace Engineering, supporting the understanding of mathematical core concepts within the Linear Algebra course. Reports and evaluations of this package generated valuable feedback and favourable reception among students. At the Aalto University MUMIE is not yet in use. However various ICT-based teaching methodologies (such as the computer aided assessment system STACK) have been used in Aalto University. Very promising results have been published involving long-term pilot work that has been carried out. STACK system has shown particular promise in motivating students to active learning, but there are other benefits from automatic assessment such as flexibility for students, real-time diagnostic information, and improved use of teaching resources. The student reaction to web-based exercises has been positive, and the technology is now sufficiently mature for large scale deployment. At the moment Aalto University has some webbased self-study revision material of high school mathematics in Finnish (see http://matta.hut.fi/pikkum/ ). No bridging courses has yet been arranged. This material is not very extensive, so Aalto University is interested in the use of MUMIE as a revision material and perhaps also arranging some revision course based on the MUMIE material. KTH Royal Institute of Technology has a long experience of large-scale net-based bridging education in mathematics, physics and computer science. Last time when KTH in 2009 published a European wide call for tender for procurement of services and systems for net-based education, Integral-learning GmbH with its platform MUMIE was selected as the winner for the international parts of the educational activities and projects. Therefore MUMIE is now used for the German bridge courses in mathematics that KTH offers in cooperation with TU Berlin, TU Braunschweig, TU Kaiserslauten and RWTH-Aachen. The proposed project has a research component, in the sense that it will explore and generate insights into the potential and added value of the web-based e-learning approach in mathematically based education programs. The project will result in reports and papers on the effects and added value of such an approach for improving the mobility of students and for enhancing the transparency of these programs for applying students. In the development, implementation and testing of new packages, the project will incorporate the experiences of students as an essential factor for achieving a successful collection of bridging packages. This success should be visible by enabling students from very different backgrounds and nationalities to achieve better study results in a more smooth and satisfying way. The resulting products of the project will also be useful for supporting the regular students of the universities in their mathematical education. If your proposal is based on the results of one or more previous projects / networks, please provide precise references to this / these project(s) / network(s) in the table below. Please add tables as necessary. Reference number Contract 2007-3906 / 001 001; Project number 135221- LLP- 1-2007- 1- ES- KA3- KA3MP Project / network dates 2008-2010 Programme or initiative Lifelong Page 12 of 44

(year started and completed) Title of the project / network Coordinating organisation Website Integrating on line Judge into effective e- learning Learning: Comenius, Grundtvig, ICT and Languages CEDETEL Centro para El DEsarrollo de las TELecomunicaciones de Castilla y Leon http://www.edujudge.eu/ Password / login if necessary for website n.a. Please summarise the project / network outcomes and describe (a) how the new proposal seeks to build on them and, (b) how ownership / copyright issues are to be dealt with (limit 1000 characters). KTH was a partner in the EduJudge project Integrating Online Judge into effective e- learning. The results from that project is partly of interest for the programming and numerical analysis parts of the present project. We have gained a lot of experience on the difficulties with integrating different on- line learning systems. There are no copyright issues as all results from EduJudge are open source. Rationale for the setting-up of the consortium Please explain why the selected partners are best suited to participate in this European project. Describe complementary skills, expertise and competences within the consortium directly relating to the planned project activities (limit 3000 characters). The development of e-learning bridging courses costs a lot of time and manpower, therefore it is efficient and cost effective for the consortium partners to share the workload of the development of this platform. The international make-up of the consortium, the common orientation (Engineering) and a history of working together will promote the harmonization of the prerequisites to apply for Engineering study programs. MUMIE was started in 2000 by a consortium of German universities under the guidance of the TU Berlin. In the initial phase it was financed by the German Ministry for Education and Research (BMBF). Since 2005 it is mainly developed and supported by the company integral-learning GmbH (ILC, http://www.integral-learning.de, http://www.mumie.net ) in close cooperation with the TU Berlin. Especially the Math bridge course (more then 5000 students in Germany) and the courses for freshman engineers (more than 4000 students per year at the TU Berlin alone) have proven that MUMIE is a robust and successful e-learning platform for learning and teaching mathematics. At the TU Delft, staff of the Delft Institute of Applied Mathematics (DIAM) is involved in the development (contents and programs) and use of miscellaneous e-learning systems for Mathematical courses. This entails also exploration of issues connected with e-learning, and implementation, experience, reports and evaluations around a MUMIE package. At DIAM there is a special interest and expertise with respect to the setup of mathematical Master courses [structure & content, numerical projects etc.] in the field of Numerical Analysis, which attract a substantial number of foreign students. At the Aalto University, various e-learning tools have been used in mathematics teaching. The e-learning research group MatTa has studied the effects of the use of automatic assessment. The interest of Aalto University is to import the already existing assignments in STACK to MUMIE and to explore the possibilities of the new features. KTH has a long experience of net-based education with large scale bridging courses, as have TU Berlin where MUMIE has been developed and KTH and TU Berlin has been cooperating on online courses since 2008. KTH s interest is, besides developing bridge courses for the master level, to integrate the KTHsystem KATTIS for automated assessment of programming assignments. KATTIS is to a large part the Page 13 of 44

automatic judging system used in world championship tournaments in programming. Investigation of the field (state of the art) and innovative character Please explain how the field of operation has been explored and indicate what the project is offering that is new and what are the main innovating elements (limit 3000 characters). Before adopting MUMIE as an e-learning platform, at the TU Delft research has been done to other e- learning possibilities that facilitate and support student learning. A report has been made (Invoering MUMIE ter ondersteuning van het wiskunde serviceonderwijs, Fase 1: MUMIE en alternatieven; S. Wever; Report of the Delft Institute of Applied Mathematics, Delft 2009). All interesting features are compared and the result is that MUMIE is the most interesting option to use. A great advantage is that it is Open Source Ware and that all experiences and efforts can be shared to improve the tool and the content. In the course of its European wide tender, KTH in 2009 made an evaluation of e-learning service providers and systems. integral-learning GmbH with MUMIE was selected as the winner for the international parts of the educational activities and projects (see above). MUMIE is an open source e-learning platform. It uses modern web technology, is written in java and supports any kind of multimedia components (interactive visualizations, audio, video). MUMIE is multilingual supporting presently German and English. Learners need nothing but a standard browser. Authors write their content in an comfortable authoring environment based on an Eclipse plug and write mathematical text in the de facto standard Latex (MUMIE-dialect). MUMIE means for students that they can prepare themselves independent of place and time with an elaborate e-learning package for the bachelor and master programmes they have chosen. To develop content for MUMIE means for teachers rethinking their courses: which subjects are really important, how can the theory be explained as effective as possible, when is it necessary to develop and use interactive visualisations, which questions prove that students have understood the theoretical concepts. Especially useful for bridging courses are diagnostic tests students can do in MUMIE. The results of the diagnostic tests can lead them to study those concepts that student have not mastered yet or have to be refreshed. Working together with other European universities of technology makes the quality of the bachelor- and master programmes visible and transparent. Page 14 of 44

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D.2 Aims and objectives Please define the concrete aims and objectives of the project / network and describe the ways in which the situation set out under the previous section (D.1) will be changed. (limit 3000 characters). Bridging problems at two levels (Bachelor and Master) are to be tackled. The project should enable students from very different backgrounds and nationalities to achieve better study results in a more smooth and satisfying way. The consortium project is aiming at using an already existing successful e-learning platform, MUMIE, and implementing and developing within this platform a wide range of bridging courses. The consortium wants to supply to students facilities for a better preparation in basic mathematical knowledge and core competences before entering the university, by developing appropriate common packages of e-learning material within a web-based environment. The consortium wishes to develop and adjust the following bridging courses, entrance tests, evaluation design, survey, reports and dissemination activities: Product: bridging courses Several Math-bridging packages to Engineering Master courses: Numerical Analysis, Data Analysis Statistics and Probability, Scientific Computing with MATLAB/Octave, Linear Algebra. One Math-bridging package for the transition from High-School to the Engineering Bachelor. Product: diagnostic entrance tests The research part of the project also entails innovative development of diagnostic testing tools for students, linked to study material and instructive video s. Product: evaluation reports The project will generate papers on the added value of the web-based e-learning approach in promoting international mobility and on the merit and possibilities of extending and implementing special MUMIEsystem/packages to other (international) Mathematical Education Programs. Product: paper presentations at conferences and other meetings The dissemination part of the project entails presentation of the results and of products (MUMIE packages) at conferences, colloquia of other universities (in national and international associations), and at internal meetings and workshops with other Engineering departments of the participating universities. The dissemination environment outside the consortium itself includes: SEFI (the European Society for Engineering Education), the largest network of institutions of higher engineering education, individuals, associations and companies in Europe, with the focus on improving engineering education. SEFI has an active working group on Information and Communication Technology. CESAER (The Conference of European Schools for Advanced Engineering Education and Research). IDEA-League, made up of Imperial College London, TU Delft, ETH Zurich, RWTH Aachen, ParisTech. the Dutch 3-Technical Universities Federation, consisting of Delft University of Technology, Eindhoven University of Technology and the University of Twente. Within this federation, especially 3TU.AMI (Applied Mathematical Institute). SURF Foundation (organisation focused on promoting ICT-innovation in Dutch universities). CLUSTER (Consortium Linking Universities of Science and Technology for Education and Research) made up of 12 leading European universities of Technology. Nordic5Tech (Alliance of Leading Nordic Technical Universities), a strategic alliance of the five leading technical universities in Denmark, Finland, Norway and Sweden, consisting of KTH, Chalmers U Göteborg, Aalto U, NTNU Trondheim, DTU Lyngby. BALTECH is a University Consortium in Science and Technology with KTH and the Universities of Technology in Helsinki, Kaunas, Linköping, Lund, Riga, Tallinn and Vilnius as members. Koli Calling is one of the leading international conferences dedicated to the exchange of research and practice relevant to Scholarship of Teaching and Learning and Education. TU9 is a consortium of the largest German universities in science and technology, where TU Berlin is a member of. EUA (The European University Association) represents and supports higher education institutions in 46 countries. Aalto University is a member of EUA. Page 16 of 44

Fudan Nordic Centre is a collaboration between Fudan University, The Nordic Institute of Asian Studies (NIAS) and 25 Universities from Denmark, Finland (including Aalto University), Norway, Sweden and Iceland. It is also a meeting place for Nordic and Chinese scholars and students. SIAM Applied mathematics, in partnership with computational science, is essential in solving many realworld problems. The mission of SIAM is to build cooperation between mathematics and the worlds of science and technology through publications, research, and community. Product: student survey to monitor use and satisfaction of the bridging courses In the development, implementation and testing of new packages, the project will incorporate the experiences of students as an essential factor for achieving a successful collection of bridging packages. This success should be visible by enabling students from very different backgrounds and nationalities to achieve better study results in a more smooth and satisfying way. The project will result in a proposal for further explorations and development of e-learning material and tools for supporting the self-learning by students in other Engineering courses at the participating universities, based on the experiences acquired with the project. D.3 Methodology Please define the methodology proposed for achieving the objectives (including major milestones, measurable indicators, etc) (limit 3000 characters). We will develop and implement the content in English so the partners of the consortium can share the work (basic principle). We discern the following activities and process to reach the goals: Adaptation of existing material for bridging courses with MUMIE Evaluate existing bridging courses from the partner universities and evaluate the existing content in MUMIE With relation to the differences in experience and needs from the partner universities concerning the use of MUMIE, the existing content of courses which use MUMIE will be first examined and evaluated. Already existing material and tools for bridging purposes will be evaluated and adjusted when possible and suitable. The results of this examination leads to determine which content can be used, what concepts and interactive visualisations have to be added. The results can also lead to translate content from German to English. Import exercises/assignments into MUMIE It will be investigated how to import existing diagnostic tests from other digital assessment software into MUMIE. Special attention will be given to the importation of assignments from the STACK-system (used at Aalto University) and the KATTIS -system (used at KTH). The experiences and good practices of the partners are shared for the adoption of existing content in MUMIE. All partners will work together to develop entrance tests for international students who want to take a bachelor- or master programme. Cross quality check content of pilot courses In May/June 2013 the partners will evaluate the content of the different pilot courses by using a process of peer assessment to evaluate and improve the pilot courses. Pilot versions with limited content based on adapted material are offered as soon as possible to incoming students. The results of these pilots will be closely monitored, evaluated and reported. Milestone 1: August/September 2013 Pilot versions with limited content based on adapted material are completed and reports of evaluations of the experiences with these pilots are made. -------- Development of new content in MUMIE For the development of new content, courses that do not exist in MUMIE, working groups of teachers will be made at the partner universities. They will determine and structure the basic content, web-based training elements, visualisations and exercises for each mathematical (bridging) course. The main partners in this step are KTH, TU Delft and TU Berlin. Page 17 of 44

From this, a semantic tree of core knowledge and interactive elements for the different courses will be developed and subsequently incorporated and implemented within MUMIE, with the programming support of the Integral-Learning Company. The web-products will also contain links to already existing studymaterial of the participating universities and to recorded lectures from the universities. Pilot versions with limited content based on adapted material are offered as soon as possible to incoming students. The results of these pilots will be closely monitored, evaluated and reported. Milestone 2: August/September 2013 Pilot versions of bridging courses with new content in MUMIE (at first with limited content) are completed and reports of experiences with these pilots are available. Extension and adaptation to full-scale bridging courses From September 2013 to March 2014 the products of both milestones one and two will be adjusted and extended to several well-delineated web-based bridging courses which will be evaluated and tested on selected groups of students. Cross quality check content of extended courses In May/June 2014 the partners will evaluate the content of the different bridging courses by using a process of peer assessment to evaluate and improve the pilot courses. Experiments with the interactive elements in MUMIE The resulting adjustments and feedback from these experiments will be communicated in reports and video-conferences. Milestone 3: May 2014 Full-scale bridging courses, embedded in the web-based MUMIE-environment, are completed. Evaluation, implementation, quality checks and final reports From August/September 2013 to October 2014 results, described in papers, will be discussed and disseminated in workshops and conferences. Specific problems will have to be tackled during the process: How can differences in notation best be solved? What problems can we meet regarding copy rights? How can we give potential students that want to repair their prerequisite knowledge entrance to MUMIE? How can we communicate the possibility to use MUMIE to incoming international students? Chosen solutions will be documented and reported. Milestone 4: August/September 2014 The experiences with developing and using MUMIE in the bridging programmes of the partners will lead to final reports, ready for outside dissemination Please explain how the overall project management will be implemented making specific reference to the management structure of the partnership, how decisions will be taken and how the partnership proposes to ensure permanent and effective communication and reporting (limit 1000 characters). Overall project coordination will be led by the TU Delft. The project coordinator will monitor the contributions of the partners. After discussion with the partners final decisions are taken by the project leader. Permanent and effective communication and reporting is insured by the use of Google Docs, e-mail and periodic Skype meetings. Page 18 of 44

The partners will meet once a year at one of the partner universities. The meeting will take two to three days to cross-check the development of the different courses. The consortium partners will after a year organise workshop/paper presentations in combination with a conference (September 2014, a.o SEFI conference). D.4 European added value Please describe the benefits of and need for European cooperation (limit 3000 characters). The bridging problems as described earlier, are linked to the international accessibility of European university education programs for students from abroad, they are essentially identical for the different European engineering institutes, and its solution is based on the great similarity between European math programs, which makes it possible to strive for a common solution. MUMIE is open source ware and the choice to develop the content in English gives every H.E.I. the possibility to use what is already developed and to add new content to courses or to build new courses. Because developing effective courses is time consuming the need to share the work load is obvious and necessary to contribute to successful student mobility. Working together in developing e-learning material also contributes to the visibility, transparency and possible harmonisation of study material and effective pedagogical use. The results of the project, including the realised web-based products, will be interesting not only for the partners of the consortium but also for the members of associations to which the partners themselves belong: IDEA-League [Imperial College, TU Delft, ETH Zurich, RWTH Aachen, ParisTech], The Dutch 3-Technical Universities Federation [Delft University of Technology, Eindhoven University of Technology and the University of Twente]. Within this federation, especially 3TU.AMI (Applied Mathematical Institute). CLUSTER (Consortium Linking Universities of Science and Technology for Education and Research) made up of 12 leading European universities of Technology. Nordic5Tech (Alliance of Leading Nordic Technical Universities), consisting of KTH, Chalmers U Göteborg, Aalto U, NTNU Trondheim, DTU Lyngby. BALTECH is a University Consortium in Science and Technology with KTH and the Universities of Technology in Helsinki, Kaunas, Linköping, Lund, Riga, Tallinn and Vilnius as members. TU9 is a consortium of the largest German universities in science and technology, where TU Berlin is a member of. EUA (The European University Association) represents and supports higher education institutions in 46 countries. Aalto University is a member of EUA. Fudan Nordic Centre is a collaboration between Fudan University, The Nordic Institute of Asian Studies (NIAS) and 25 Universities from Denmark, Finland (including Aalto University), Norway, Sweden and Iceland. It is also a meeting place for Nordic and Chinese scholars and students, and for other European universities which experience the same type of bridging problems. Course material developed within the participating universities of the consortium for the bridging packages, will be available for other European universities. Products and results of the project will be presented and disseminated within the largest network of institutions of higher engineering education, individuals, associations and companies in Europe, the European Society for Engineering Education (SEFI). Page 19 of 44

D.5 Budget and cost effectiveness Please describe the strategy adopted to ensure that the proposed results and objectives will be achieved in the most economical way. Explain the principals of budget allocation amongst partners. Indicate the arrangements adopted for financial management ((limit 3000 characters). To offer effective bridging in the field of mathematics is in the interest of all the consortium partners. In that way we can really serve the needs of students and to realise that students are better prepared and in order to be more successful in Bachelor- and Master programmes. MUMIE is open source ware and the tool can be used for free. By using MUMIE the partners can share the work load and experiences to develop effective bridging courses. Already developed courses can be shared. The partners will use as much as possible on-line communication in working together. Once a year the partners will meet to discuss the experiences, results, progress and their plans for dissemination. The meetings will take two days a meeting. The anticipated workload per working package is divided equally to the partners. The TU Delft receives 10.000 euro extra every year for coordination of the project. PART E. Impact, dissemination and exploitation, sustainability E.1 Expected impact of the project Who will use these project outputs / products / results and how will the consortium reach them? Please describe how the target groups (including participating institutions, stakeholders) will be reached and involved during the life of the project and how the project will benefit the target group. What is the change your project will make? (limit 3000 characters). The target group of the bridge courses to be developed are students from abroad and students from local universities, as well as persons already in professional life looking for further education and interested in a Bachelor or Master Course in Science, Technology or Mathematics (STEM). Using a scenario based design (SBD) for development for these courses, it will be possible to involve already at a very early stage in the project the participating students. Pilot courses will be developed iteratively, so that the amendment due to student feedback will be continuous. (Each website of the courses will allow for student feedback). Entries in associated social media (e.g. Facebook) and virtual tutorials will be followed. Each bridge course will have an integrated wiki for the community of users where discussions among students and tutors pertinent to the content of the course can be discussed. So, experience of students will be monitored, discussed and evaluated. Iterations of prototypes will build on these results. Bugs reported by students will go in a bug-tracking system and corrected immediately so that participating students will realize their contribution to the project and hence will be motivated to function as beta-users. Diagnostic tests will play a particularly important role. Special attention will be given to that task by the educational staff members of the participating universities. Diagnostic tests will rest on deficiencies as experienced by students when entering the university and as observed by teachers. So students will profit from diagnostic tests already during the course of the project. The diagnostic tests will locate loopholes in Page 20 of 44

knowledge and mathematical competences of each student individually. It directs them directly to the corresponding course material. Each partner of the consortium will be responsible for at least one package. The courses will be developed jointly. Regular workshops and Skype meetings will be necessary to guarantee a smooth and coherent project development. Impact of the project This project will make three major changes: 1. The bridge courses will set a benchmark of mathematical knowledge and competence for a successful master study in STEM at major European technical universities by giving each applicant for the first time a clear picture of what is needed as a mathematical background. Furthermore it provides the lecturer with a definite syllabus of basic knowledge and competences he can expect from his students and on which he can build his Bachelor or Master course. 2. The bridge courses proposed in this project will make learning and teaching in STEM courses much more efficient, since the huge difference in mathematical knowledge and competence due to different curricula and learning cultures will largely be levelled. In addition students can use the bridge course material as a revision course in the course of their study. Hence, it will reduce the drop out quota substantially. 3. Students not yet resident at the location of their university or students still occupied with professional or family obligations, will already be able to prepare them-self to their studies much earlier than what would have been possible without an online bridge course. Please describe how the target groups (including participating institutions, stakeholders) will be reached after the project is finished (limit 3000 characters). International and national students applying for bachelor or master courses containing math modules, will find on the website of partners information about bridge courses for STEM-studies. On the front website of each partner university links will guide interested viewers to the bridge courses. Furthermore each applicant will get instruction material from the university he applies for by ordinary mail. It will include information material about the importance of bridge courses and directions how to register. Advertisement's to master courses in journals will include references to the bridge courses. For each bridge course there will be a Facebook community. All applicants - in particular the large and still growing number of international students applying for STEM studies at the partner universities - will be requested to prepare themselves for the math courses by enrolling to the bridge courses necessary for the intended bachelor or master program. They are asked to take the diagnostic tests, to study, explore and work through the necessary material and the large set of examples, training units and problems. The diagnostic tests leads students to the relevant course material if it proves necessary. For the participating institutions it will be in their interest to stay in close contact and agreement about the content of the bridging courses since they are using each others bridging courses. Checking and adjusting these courses will be promoted by regular meetings (video-conferences). There will be a website devoted to the background, products and results of the project, which will be sustained for publications on the future developments around the e-learning products of the project. It is expected that good practice and experiences in the field of mathematics will lead to the expansion of MUMIE courses in other domains of engineering like e.g. mechanics, electronics and computer science. A central contact address for giving information and technical support to innovations on MUMIE-like systems, will be established. E.2 Dissemination and exploitation strategy Page 21 of 44

How will the dissemination be organised and how will exploitation activities ensure optimal use of the results? (limit 3000 characters). The dissemination part of the project in educational programs entails presentation of the results and of products (MUMIE packages) at conferences, colloquia of other universities (in national and international associations), and at internal meetings and workshops with other Engineering departments of the universities of the consortium. Internal dissemination will consist primarily of meetings and workshops with university teachers, educational staff and potential future adopters of e-learning math tools in Engineering courses. The dissemination environment outside the consortium itself includes: SEFI (the European Society for Engineering Education), the largest network of institutions of higher engineering education, individuals, associations and companies in Europe. IDEA-League, made up of Imperial College London, TU Delft, ETH Zurich, RWTH Aachen, ParisTech. the Dutch 3-Technical Universities Federation, consisting of Delft University of Technology, Eindhoven University of Technology and the University of Twente. Within this federation especially 3TU.AMI, the Applied Mathematical Institute. SURF Foundation (organization focused on promoting ICT-innovation in Dutch universities). COSSE CLUSTER (Consortium Linking Universities of Science and Technology for Education and Research) made up of 12 leading European universities of Technology Nordic5Tech (Alliance of Leading Nordic Technical Universities), consisting of KTH, Chalmers U Göteborg, Aalto U, NTNU Trondheim, DTU Lyngby BALTECH is a University Consortium in Science and Technology with KTH and the Universities of Technology in Helsinki, Kaunas, Linköping, Lund, Riga, Tallinn and Vilnius as members. TU9 is a consortium of the largest German universities in science and technology, where TU Berlin is a member of. EUA (The European University Association) represents and supports higher education institutions in 46 countries. Aalto University is a member of EUA. Fudan Nordic Centre is a collaboration between Fudan University, The Nordic Institute of Asian Studies (NIAS) and 25 Universities from Denmark, Finland (including Aalto University), Norway, Sweden and Iceland. It is also a meeting place for Nordic and Chinese scholars and students. and for other European universities which experience the same type of bridging problems. At conferences of these organisations, reports of the project will be presented and made available. There will be a website devoted to the background, products and results of the project, which will be sustained for publications on the future developments around the e-learning products of the project. A central contact address for giving information and technical support to innovations on MUMIE-like systems, will be established. E.3 Sustainability How will the impact of this project be sustained beyond its lifetime? How will the results be mainstreamed and multiplied in the sector of activity? (Limit 3000 characters) Page 22 of 44

There is an obvious need of bridging courses at European Institutes of higher education. More and more students choose to be mobile and take master programmes abroad. The differences in prerequisite skills between students mean that they need attractive and effective bridging courses to repair their deficiencies. MUMIE is an open source ware platform so every institute of Higher Education can use existing bridging courses and contribute to new courses in the future. E-learning courses can also be used in traditional education to develop interesting forms of blended learning. The MUMIE gives a lot of flexibility to make tailor made courses. Sharing the workload between Higher Education Institutes will enhance the use of e-learning bridge courses. Attractive and effective bridging courses will contribute to the quality standards of bachelor and master programmes. The continuity, expansion and innovation of the platform is guaranteed by the interest and support of the Integral-learning Company. The project will result in a proposal for further explorations and development of e-learning material and tools for supporting the self-learning by students in other Engineering courses at the participating universities, based on the experiences acquired with the project. There will be a website devoted to the background, products and results of the project, which will be sustained for publications on the future developments around the e-learning products of the project. A central contact address for giving information and technical support to innovations on MUMIE-like systems, will be established. Page 23 of 44

PART F. Action or programme specific information This section should allow you to provide specific information related to the Action under which you are submitting your application. Please refer to the "Instructions for Applicants" (limit 3000 characters). This project addresses the priority Mobility strategies and removal of barriers in mobility in Higher Education. The results of the project give international students attractive and effective web-based study material in order to master or refresh their knowledge and skills in a bridge course to the Master programme and between secondary education to the Bachelor in their own time and pace. Entrance tests can give students a tailor made advice which subjects they still have to master, repair or refresh. The e-learning platform MUMIE provokes student activity by means of interactive visualisations and diagnostic tests. Students receive immediate feedback about their learning performance and the organisation can monitor the progress of students. This means for organisations in higher education that they can stick to the quality of the programme and have a good alternative for students that do not yet meet the required knowledge and skills. The e-learning material built in the MUMIE platform is especially useful for LLL and combining work and study. The development of e-learning study material for bridging courses to Bachelor- or Master programmes makes clear what kind of prerequisite knowledge and skills are expected from students. The design of the e-learning material makes possible to experiment with several e-tools and this experience will also be useful in regular university courses. Using the MUMIE e-learning material makes it possible that international students can test their knowledge and skills before the enter their chosen bachelor or master programme. They can prepare themselves in their home country in order to take and finish the Bachelor or Master programme successfully. Page 24 of 44

PART G. Work plan and work packages IMPORTANT: Sections G.1 to G.3 should be duplicated and completed together for each work package. G.1 Identification Work package number 1 Work package Definition and development of Bridging Content on Master title level Work package type Implementation (the substance of the work planned including production, testing, etc) Start 10 2012 End 09 2014 Duration 24 Description of the work package (limit 3000 characters) The main objective of this working package is to develop and offer new bridging courses in the field of: a) Numerical Analysis, b) Scientific Computing with MATLAB/Octave, c) Data Analysis, Statistics and Probability. Already existing material and tools within MUMIE and suitable for bridging purposes will be evaluated and adjusted. For each of the bridging courses the following actions and steps will be taken: 1) For each of the intended bridging courses there will be evaluated which are the most important bridging mathematical problems for international students when applying for a Master course at the universities of the consortium. Student experiences will be collected and used in these evaluations. 2) Diagnostic entrance tests will be developed as soon as possible, and implemented. 3) For each bridging course, an overview and collection of existing content material (books, syllabi), training exercises, tests and exams, and other educational material (visualisations, programs, video s), both on web and paper, will be made. With relation to the differences in experience and needs from the partner universities concerning the use of MUMIE, the existing content of courses which use already MUMIE will be examined and evaluated. Tools for the importation of material from the KATTIS-system (of KTH) into the MUMIE-environment will be developed by ILC. 4) Mathematical content of courses bridging to the Engineering Master program will be defined and structured. For the development of new content that do not exist in MUMIE, working groups of teachers will be made at the partner universities. They will determine and structure the basic content, web-based training elements, visualisations and exercises for each mathematical (bridging) course. Possible mathematical notation problems will be solved. From this, a semantic tree of core knowledge and interactive elements for the different courses will be developed, to be subsequently incorporated and implemented within MUMIE, with the programming support of the Integral-Learning Company. The web-products will also contain links to already existing study-material of the participating universities and to recorded lectures from universities. Page 25 of 44

Already existing material and tools within MUMIE and suitable for bridging purposes will be evaluated and adjusted. The main partners in this step are KTH, TU Delft and TU Berlin. First priorities: The main objective of this working package is to develop and offer new bridging courses in the field of a) Numerical Analysis, b) Scientific Computing with MATLAB/Octave, c) Data Analysis, Statistics and Probability. Already existing material and tools within MUMIE and suitable for bridging purposes will be evaluated and adjusted. 5) The development of corresponding interactive training material and exercises. Experimenting with links to recorded web lectures in order to give students more learning support. Experimenting with interactive tools of MUMIE. The development of an Intelligent Tutor System will be part of this. Possibilities for organising coaching-on-demand will be explored. 6) Translation and implementation of math-bridging content and training material within the MUMIE environment. The work package will first result in a pilot version of each bridging course, and then in a extended and complete version. G.2 Deliverables outputs / products / results Please add tables as necessary. Deliverable number 1.1 Title Type of outputs / products / results Pilot versions bridging courses for the master programmes Pilot versions in the field of Numerical Analysis, Scientific Computing with MATLAB/Octave, Data Analysis, Statistics and Probability, and Linear Algebra. Delivery date Month 8/9 Dissemination level Restricted to other programme participants (including Commission services and project reviewers) Nature Language versions Target languages Report Service / Product Demonstrator / Prototype Event Other English n.a. Page 26 of 44

Description (limit 1000 characters) Pilot versions in the field of Numerical Analysis, Scientific Computing with MATLAB/Octave, Data Analysis, Statistics and Probability, and Linear Algebra will be developed and offered to international students. Entrance diagnostic tests. Deliverable number 1.2 Title Type of outputs / products / results Extended bridging courses for the master programmes Extended bridging courses in the field of Numerical Analysis, Scientific Computing with MATLAB/Octave, Data Analysis, Statistics and Probability, and Linear Algebra. Delivery date Month 20/21 Dissemination level Restricted to other programme participants (including Commission services and project reviewers) Nature Language versions Target languages Report Service / Product Demonstrator / Prototype Event Other English n.a. Description (limit 1000 characters) Extended bridging courses in the field of Numerical Analysis, Scientific Computing with MATLAB/Octave, Data Analysis, Statistics and Probability, and Linear Algebra will be developed and offered to international students. Revised entrance diagnostic tests. Page 27 of 44

G.3 Consortium partners involved and resources required to complete the work package Please add lines as necessary. Indicative input of consortium staff - The total number of days per staff category should correspond with the information provided in the budget tables. Lead partner Partners involved P1 Country The Netherlands Short name Category 1 Category 2 Number of staff days Category Category 4 Total Role and tasks in the work package 3 TU Delft 31 200 231 Responsible overall management and for Numerical Analysis and Linear Algebra P2 Sweden KTH 30 242 272 Responsible for Scientific Computing with MATLAB/Octave P4 Germany TU Berlin 12 202 214 Responsible for Data Analysis, Statistics and Probability P5 Germany ILC 20 60 80 160 Responsible for technical and pedagogical support Total 93 704 80 877 Page 28 of 44

Work package number 2 Work package Definition and development bridging Content on Bachelor title programme level Work package type Management Implementation (the substance of the work planned including production, testing, etc) Quality Assurance (quality plan) Dissemination Exploitation of results Start 10 2012 End 09 2014 Duration 24 Description of the work package (limit 3000 characters) The main objective of this working package is to develop and offer a bridging course for (international) students that want to take a Bachelor programme. 1) For this bridging course there will be evaluated which are the most important and necessary mathematical problems for international students when applying for a Bachelor course at the universities of the consortium. Student experiences will be collected and used in these evaluations. 2) Diagnostic entrance tests will be developed as soon as possible, and implemented. 3) For this bridging course, an overview and collection of existing content material (books, syllabi), training exercises, tests and exams, and other educational material (visualisations, programs, video s), both on web and paper, will be made. Evaluate the existing bridge course developed and used at the TU Berlin. Collect training and exercise material from the TU Delft used for testing Dutch students when entering the University. Already existing material and tools within MUMIE and suitable for bridging purposes will be evaluated and adjusted. Tools for the importation of material from the STACK-system (of Aalto University) into the MUMIEenvironment will be developed by ILC. 4) Mathematical content of the course bridging to the Engineering Bachelor program will be defined and structured. From this, a semantic tree of core knowledge and interactive elements for the different courses will be developed, to be subsequently incorporated and implemented within MUMIE, with the programming support of the Integral-Learning Company. The web-products will also contain links to already existing study-material of the participating universities and to recorded lectures from universities. 5) The development of corresponding interactive training material and exercises suitable within the MUMIE system. 6) Translation and implementation of math-bridging content and training material within the MUMIE environment. Deliverable number 2.1 Title Pilot versions bridging course for the bachelor programme Type of outputs / products / results Page 29 of 44

Delivery date Month 8/9 Dissemination level Restricted to other programme participants (including Commission services and project reviewers) Nature Language versions Target languages Report Service / Product Demonstrator / Prototype Event Other English n.a. Description (limit 1000 characters) Development and implementation of a pilot version of a bridging course for students that have missing knowledge and skills to enter the Bachelor programme. Entrance diagnostic tests. Deliverable number 2.2 Title Type of outputs / products / results Extended bridging course for the bachelor programme Extended bridging course for the bachelor programme. Delivery date Month 20/21 Nature Language versions Report Service / Product Dissemination level Demonstrator / Prototype Event Other English Public Restricted to other programme participants (including Commission services and project reviewers) Confidential, only for members of the consortium (including EACEA and Commission services and project reviewers) Target languages n.a. Page 30 of 44

Description Extended bridging course in the field of mathematics for students that enter the Bachelor programme has been developed and implemented. Revised entrance diagnostic tests. Page 31 of 44

G.3 Consortium partners involved and resources required to complete the work package Please add lines as necessary. Indicative input of consortium staff - The total number of days per staff category should correspond with the information provided in the budget tables. Lead partner Partners involved Country Short name Category 1 Category 2 Number of staff days Category Category 4 Total Role and tasks in the work package 3 P3 Finland Aalto 22 204 62 288 Developing bridging course for students that enter Bsc programme P5 Germany ILC 30 80 110 Technical and P1 The Netherlands pedagogical support TU Delft 6 6 Peer review and advice P4 Germany TU Berlin 6 6 Peer review and advice Total 22 246 142 410 Page 32 of 44

work package number 3 Work package Implementation, Testing and Quality Assurance title Management Work package type Start 10 2012 Implementation (the substance of the work planned including production, testing, etc) Quality Assurance (quality plan) Dissemination Exploitation of results End 09 2014 Duration 24 Description of the work package (limit 3000 characters) In August/September 2013 the partners will offer simple versions of the bridging courses in MUMIE to international students. 1) During the process of adapting existing bridging courses and developing new bridging courses the partners will make use of cross quality checks in order to improve the quality of the study material. 2) Generating diagnostic entrance tests for students entering Engineering courses, coupled to possible and necessary learning paths to master the missing knowledge and skills. The consortium will experiment with incorporating links to study material and instructive video s or recorded lectures. 3) Implementing organisational arrangements to ensure that international students, applying for the Engineering Courses, will follow the appropriate bridging-courses. 4) An evaluation scheme will be developed to monitor and evaluate the use and satisfaction of students. 5) Evaluation of the contribution of the bridging-courses to a successful accomplishment of Engineering courses by the international students. In August/September 2014 the partners will offer extended versions of the bridging courses in MUMIE to international students. The project will incorporate the experiences of students as an essential factor for achieving a successful collection of bridging courses. The project will result in proposals for further explorations and development of e-learning material and tools for supporting self-organised learning by students in other Engineering courses at the participating universities, based on the experiences acquired with the project. G.2 Deliverables outputs / products / results Please add tables as necessary. Deliverable number 3.1 Title Type of outputs / products / results Cross quality checks of the defined and developed material Meeting once a year (two to three days) Page 33 of 44

Delivery date Month 8 Month 20 Dissemination level Public Restricted to other programme participants (including Commission services and project reviewers) Confidential, only for members of the consortium (including EACEA and Commission services and project reviewers) Report Service / Product Nature Demonstrator / Prototype Event Other Language versions English Target languages n.a. Description (limit 1000 characters) The consortium aims to develop bridging courses using the e-learning platform MUMIE that can be used at all the institutes. Therefore it is important to have common ideas and checks concerning the content and design of the content. Once a year a meeting will be organised (two to there days) to evaluate and improve the quality. In these meetings will be discussed also the possibilities to incorporate links to instructive videos, weblectures and the use of intelligent tutoring tools. Deliverable number 3.2 Title Diagnostic entrance tests and organisational arrangements Type of outputs / products / results Diagnostic entrance tests Delivery date Nature Month 8 Month 20 Report Service / Product Dissemination level Demonstrator / Prototype Event Public Restricted to other programme participants (including Commission services and project reviewers) Confidential, only for members of the consortium (including EACEA and Commission services and project reviewers) Other Language versions English Target languages n.a. Page 34 of 44

Description (limit 1000 characters) In the meeting mentioned in deliverable 3.1, entrance tests and organisational arrangements to ensure incoming international students are aware of the possibilities of the e-learning bridging courses and use them as effective as possible, are developed and discussed. Deliverable number 3.3 Title Evaluation design, plan and report Type of outputs / products / results Evaluation design and plan Delivery date Month 7, 14 Month 19, 26 Report Service / Product Dissemination level Public Restricted to other programme participants (including Commission services and project reviewers) Confidential, only for members of the consortium (including EACEA and Commission services and project reviewers) Nature Demonstrator / Prototype Event Other Language versions English Target languages n.a. Description (limit 1000 characters) An evaluation scheme and plan will be developed to monitor and evaluate the effects for students using the e-learning bridging courses. After the pilot and the implementation of the extended versions the results will be reported. Page 35 of 44

G.3 Consortium partners involved and resources required to complete the work package Please add lines as necessary. Indicative input of consortium staff - The total number of days per staff category should correspond with the information provided in the budget tables. Lead partner Partners involved P1 Country The Netherlands Short name Category 1 Category 2 Number of staff days Category Category 4 Total Role and tasks in the work package coordination TU Delft 60 10 10 80 Overall Coordination/participant in quality assessment and plan P2 Sweden KTH 10 10 20 participant in quality assessment and plan P3 Finland Aalto 10 20 30 participant in quality assessment and plan P4 Germany TU Berlin 10 20 30 participant in quality assessment and plan P5 Germany ILC 5 10 15 Support to pedagogical experiments with intelligent tutor tools Total 95 70 10 175 Page 36 of 44

Work package number 4 Work package title Technical and pedagogical support Management Work package type Start 10 2012 Implementation (the substance of the work planned including production, testing, etc) Quality Assurance (quality plan) Dissemination Exploitation of results End 09 2014 Duration 24 Description of the work package (limit 3000 characters) The main objective of this working package is to give technical support to all other participants in the project for an efficient production of multimedia supported content (training in using authoring and testing tools) and to consult partners upon their request in pedagogical questions with regard to e-learning and e- teaching. G.2 Deliverables outputs / products / results Please add tables as necessary. Deliverable number 4.1 Title Training, and technical support system and development software for MUMIE Type of outputs / products / results Delivery date Month 24 Nature Language versions Training (technical and pedagogical) and support during development and implementation Report Service / Product Dissemination level Demonstrator / Prototype Event Other English Public Restricted to other programme participants (including Commission services and project reviewers) Confidential, only for members of the consortium (including EACEA and Commission services and project reviewers) Target languages n.a. Description (limit 1000 characters) Page 37 of 44

Training, development and support of partners about: MUMIE in general usage of the MUMIE version management system svn. tools for the importation of material from the STACK-system (of Aalto University) into the MUMIE-environment tools for the importation of material from the KATTIS-system (of KTH) into the MUMIE-environment will be developed by ILC. usage of multimedia features available in MUMIE usage of authoring tool Miau (based on eclipse plug-in). testing including the use of a bug tracking system technical support for partners and beta testers Provide and maintain MUMIE server for partners. Design and implementation of new MUMIE features upon the request by university partners. Adapt MUMIE features upon request by university partners. Consulting in pedagogical questions related to e-learning and e-teaching in mathematics. Deliverable number 4.2 Title Technical support system and software MUMIE Type of outputs / products / results Delivery date Month 24 Nature Language versions Development, testing and implementation Audio visual and interactive tools Report Service / Product Dissemination level Demonstrator / Prototype Event Other English Public Restricted to other programme participants (including Commission services and project reviewers) Confidential, only for members of the consortium (including EACEA and Commission services and project reviewers) Target languages n.a. Description (limit 1000 characters) Bridge courses contain interactive visualisations, audio and video clips for explanation of mathematical content and explorative learning. Production of such components goes through the following steps: Design of mathematical content (including multimedia components) by a person in charge at university partner in cooperation with a member of integral learning. Page 38 of 44

Implementation (e.g. applets ) by member of integral-learning in close cooperation with the designer of the content element Shakedown test by member of integral-learning. Test by member of university partner in cooperation with integral-learning using joint bug-tracking system. Page 39 of 44

G.3 Consortium partners involved and resources required to complete the work package Please add lines as necessary. Indicative input of consortium staff - The total number of days per staff category should correspond with the information provided in the budget tables. Lead partner Partners involved Country Short name Category 1 Category 2 Number of staff days Category Category 4 Role and tasks in the work package 3 P5 Germany ILC (30) (124) (160) (314) Leader technical and pedagogical support, see working package 1,2,3,5 for the tasks and support for the other working packages. Total Total Page 40 of 44

Tasks that will be subcontracted: n.a. Please add lines as necessary. Partner responsible for entering into a subcontract with a sub-contractor P(n) N days (where appropriate) Brief description of task Explanation of work package expenditures Please explain and justify budget items included in the detailed budget that relate to this work package, specifically, where relevant under the headings: "travel and subsistence (of the staff of the consortium)", "equipment" and "other" (limit 3000 characters). G.2 Deliverables outputs / products / results Work package number 5 Work package title Dissemination Work package type Management Implementation (the substance of the work planned including production, testing, etc) Quality Assurance (quality plan) Dissemination Exploitation of results Start 06 2013 End 011 2014 Duration 18 Description of the work package (limit 3000 characters) The dissemination entails presentation of the results and of products (MUMIE packages) at conferences, colloquia of other universities (in national and international associations), and at internal meetings and workshops with other Engineering departments of the participating universities. Generation of reports and papers, and coordination of dissemination activities outside the consortium. The activities in the frame work of dissemination will start in September 2013 and will be divided between the partners. A special website will be built and we ll create Facebook communities for each bridging course. Page 41 of 44

Deliverable number 5 Title Type of outputs / products / results Delivery date Dissemination of experiences with development of bridging courses and effects Papers, reports, presentations, colloquia. 10/2013-10/2014 Report Service / Product Dissemination level Public Restricted to other programme participants (including Commission services and project reviewers) Confidential, only for members of the consortium (including EACEA and Commission services and project reviewers) Nature Demonstrator / Prototype Event Language versions Target languages Other English n.a. Description (limit 1000 characters) Website for available bridging courses in MUMIE. Facebook communities for each bridging course in MUMIE. Papers/presentations at conferences and reports after implementation pilot versions and after implementation extended versions. Meetings/colloquia in the networks from the partners. Page 42 of 44

G.3 Consortium partners involved and resources required to complete the work package Please add lines as necessary. Indicative input of consortium staff - The total number of days per staff category should correspond with the information provided in the budget tables. Lead partner Partners involved P1 Country The Netherlands Short name Category 1 Category 2 Number of staff days Category Category 4 Total Role and tasks in the work package coordination 3 TU Delft 25 12 10 47 Coordination/participant in dissemination P2 Sweden KTH 6 12 18 participant in dissemination P3 Finland Aalto 6 12 18 participant in dissemination P4 Germany TU Berlin 6 12 18 participant in dissemination P5 Germany ILC 5 24 29 participant in dissemination/ maintenance website and facebook communities Total 48 72 10 130 Page 43 of 44

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