https://sam.ensam.eu:443 The DSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material. Tue, 10 Mar 2026 16:22:14 GMT 2026-03-10T16:22:14Z http://hdl.handle.net/10985/26166 Enhancing Lessons on the Internet of Things in Science, Technology, Engineering, and Medical Education with a Remote Lab AMADOR NELKE, Sofia; KOHEN-VACS, Dan; KHOMYAKOV, Michael; ROSIENKIEWICZ, Maria; HELMAN, Joanna; CHOLEWA, Mariusz; MOLASY, Mateusz; GÓRECKA, Anna; GOMEZ-GONZALEZ, José Francisco; BOURGAIN, Maxime; SAGAR, Athith; BERSELLI, Giovanni; BLANK, Daniel; WINOKUR, Michael; BENIS, Arriel Integrating remote Internet of Things (IoT) laboratories into project-based learning (PBL) in higher education institutions (HEIs) while exploiting the approach of technology-enhanced learning (TEL) is a challenging yet pivotal endeavor. Our proposed approach enables students to interact with an IoT-equipped lab locally and remotely, thereby bridging theoretical knowledge with practical application, creating a more immersive, adaptable, and effective learning experience. This study underscores the significance of combining hardware, software, and coding skills in PBL, emphasizing how IoTRemoteLab (the remote lab we developed) supports a customized educational experience that promotes innovation and safety. Moreover, we explore the potential of IoTRemoteLab as a TEL, facilitating and supporting the understanding and definition of the requirements of remote learning. Furthermore, we demonstrate how we incorporate generative artificial intelligence into IoTRemoteLab’s settings, enabling personalized recommendations for students leveraging the lab locally or remotely. Our approach serves as a model for educators and researchers aiming to equip students with essential skills for the digital age while addressing broader issues related to access, engagement, and sustainability in HEIs. The practical findings following an in-class experiment reinforce the value of IoTRemoteLab and its features in preparing students for future technological demands and fostering a more inclusive, safe, and effective educational environment. Tue, 01 Oct 2024 00:00:00 GMT http://hdl.handle.net/10985/26166 2024-10-01T00:00:00Z AMADOR NELKE, Sofia KOHEN-VACS, Dan KHOMYAKOV, Michael ROSIENKIEWICZ, Maria HELMAN, Joanna CHOLEWA, Mariusz MOLASY, Mateusz GÓRECKA, Anna GOMEZ-GONZALEZ, José Francisco BOURGAIN, Maxime SAGAR, Athith BERSELLI, Giovanni BLANK, Daniel WINOKUR, Michael BENIS, Arriel Integrating remote Internet of Things (IoT) laboratories into project-based learning (PBL) in higher education institutions (HEIs) while exploiting the approach of technology-enhanced learning (TEL) is a challenging yet pivotal endeavor. Our proposed approach enables students to interact with an IoT-equipped lab locally and remotely, thereby bridging theoretical knowledge with practical application, creating a more immersive, adaptable, and effective learning experience. This study underscores the significance of combining hardware, software, and coding skills in PBL, emphasizing how IoTRemoteLab (the remote lab we developed) supports a customized educational experience that promotes innovation and safety. Moreover, we explore the potential of IoTRemoteLab as a TEL, facilitating and supporting the understanding and definition of the requirements of remote learning. Furthermore, we demonstrate how we incorporate generative artificial intelligence into IoTRemoteLab’s settings, enabling personalized recommendations for students leveraging the lab locally or remotely. Our approach serves as a model for educators and researchers aiming to equip students with essential skills for the digital age while addressing broader issues related to access, engagement, and sustainability in HEIs. The practical findings following an in-class experiment reinforce the value of IoTRemoteLab and its features in preparing students for future technological demands and fostering a more inclusive, safe, and effective educational environment. http://hdl.handle.net/10985/26165 Enhancing Technology-Focused Entrepreneurship in Higher Education Institutions Ecosystem: Implementing Innovation Models in International Projects ROSIENKIEWICZ, Maria; HELMAN, Joanna; CHOLEWA, Mariusz; MOLASY, Mateusz; GÓRECKA, Anna; KOHEN-VACS, Dan; WINOKUR, Michael; AMADOR NELKE, Sofia; LEVI, Avraham; GOMEZ-GONZALEZ, José Francisco; SAGAR, Athith; BERSELLI, Giovanni; BOURGAIN, Maxime; BENIS, Arriel Innovation models are key to fostering technology-focused entrepreneurship in higher education institutions (HEIs). These models create dynamic environments that encourage collaboration, creativity, and problem-solving skills among students and faculty. HEIs face several challenges in fostering entrepreneurship, including allocating sufficient financial and human resources, integrating entrepreneurship education across disciplines, and managing intellectual property. Overcoming these challenges requires HEIs to cultivate an entrepreneurial culture and establish strong partnerships with industry stakeholders. To achieve these goals, HEIs must adopt successful innovation models proven to work. This article presents an international case study highlighting such models and the factors contributing to their success. This study explores the implementation and impact of innovation models, specifically IDEATION and DEETECHTIVE, within HEIs to foster technology-focused entrepreneurship. By implementing numerous actions focusing on online education integration and the Quintuple Helix Innovation Model, these models support shifting engineering students’ mindsets toward entrepreneurship. This research highlights the importance of academia–industry collaboration, international partnerships, and the integration of entrepreneurship education in technology-focused disciplines. This study presents two models. The first, IDEATION, focuses on open innovation and sharing economy aspects. This model underwent rigorous testing and refinement, evolving into the second model, DEETECHTIVE, which is more comprehensive and deep tech-focused. These models have been validated as effective frameworks for fostering entrepreneurship and innovation within HEIs. This study’s findings underscore the potential of these models to enhance innovation capacity, foster an entrepreneurial culture, and create ecosystems rich in creativity and advancement. Practical implications include the establishment of open innovation-oriented structures and mechanisms, the development of specialized curriculum components, and the creation of enhanced collaboration platforms. Mon, 01 Jul 2024 00:00:00 GMT http://hdl.handle.net/10985/26165 2024-07-01T00:00:00Z ROSIENKIEWICZ, Maria HELMAN, Joanna CHOLEWA, Mariusz MOLASY, Mateusz GÓRECKA, Anna KOHEN-VACS, Dan WINOKUR, Michael AMADOR NELKE, Sofia LEVI, Avraham GOMEZ-GONZALEZ, José Francisco SAGAR, Athith BERSELLI, Giovanni BOURGAIN, Maxime BENIS, Arriel Innovation models are key to fostering technology-focused entrepreneurship in higher education institutions (HEIs). These models create dynamic environments that encourage collaboration, creativity, and problem-solving skills among students and faculty. HEIs face several challenges in fostering entrepreneurship, including allocating sufficient financial and human resources, integrating entrepreneurship education across disciplines, and managing intellectual property. Overcoming these challenges requires HEIs to cultivate an entrepreneurial culture and establish strong partnerships with industry stakeholders. To achieve these goals, HEIs must adopt successful innovation models proven to work. This article presents an international case study highlighting such models and the factors contributing to their success. This study explores the implementation and impact of innovation models, specifically IDEATION and DEETECHTIVE, within HEIs to foster technology-focused entrepreneurship. By implementing numerous actions focusing on online education integration and the Quintuple Helix Innovation Model, these models support shifting engineering students’ mindsets toward entrepreneurship. This research highlights the importance of academia–industry collaboration, international partnerships, and the integration of entrepreneurship education in technology-focused disciplines. This study presents two models. The first, IDEATION, focuses on open innovation and sharing economy aspects. This model underwent rigorous testing and refinement, evolving into the second model, DEETECHTIVE, which is more comprehensive and deep tech-focused. These models have been validated as effective frameworks for fostering entrepreneurship and innovation within HEIs. This study’s findings underscore the potential of these models to enhance innovation capacity, foster an entrepreneurial culture, and create ecosystems rich in creativity and advancement. Practical implications include the establishment of open innovation-oriented structures and mechanisms, the development of specialized curriculum components, and the creation of enhanced collaboration platforms.