• Coventry University and the University of Tampere

    Gold Award Winner

  • Rishi Valley Institute for Educational Resources - RiVER

    Silver Award Winner

  • eLimu

    Bronze Award Winner

Immersive Telepresence in Theatre

Immersive Telepresence in Theatre began in 2016 as an online project between Coventry and Tampere Universities, using a variety of telepresence technologies and web based applications, to investigate actor training, rehearsal, education and performance. Two identical spaces, linked by H.323 videoconferencing technology, are created in both locations, each with large rear projection screens showing an image of the other room giving the students the impression of a shared space. To support the work, a series of contextual lectures were delivered using Adobe Connect and this app is also used to provide individual rehearsal/social spaces for the students.

Rishi Valley Institute for Educational Resources – RiVER

In developing countries, many primary schools (Grade 1 to 5) in India rural areas are of a multi-grade, multi-level nature. A multi-grade, multi-level (MGML) classroom comprises children of different ages and varying abilities belonging to different grade levels. There is considerable variation between the ages of children, their academic competence, the study materials (mostly in the form of textbooks), and the grades they belong to. Teachers in such a classroom are expected to manage diverse learners albeit with inadequate preparation and training. Consequently, millions of children suffer in these joyless schools resulting in low-levels of learning, rampant absenteeism and high drop-out rates. In response to these challenges, RiVER initiated a network of schools (Rishi Valley Rural Outreach Project) and developed the School in a Box curriculum as well as the RiVER MGML pedagogy. The RiVER model, an Activity Based Teaching (ABL) pedagogy allows teachers to handle classrooms in a creative way. Government curricula are adapted for local context and organized into smaller meaningful modules called ‘RiVER Learning Ladders’. These ladders are linked to a series of graded fun activities which enable students to learn from things around them and from real life experiences.

Hadithi Hadithi! – A literacy app for Somali refugees

Hundreds of thousands of Somalis have grown up in refugee camps with limited access to schooling, and literacy rates stand at less than 10%. If they are to lead a productive life and return to build their country, they need basic reading and writing skills. eLimu literacy apps use stories created by the community, read by actors and illustrated by artists. Each story has activities that make up a scientifically-proven pedagogy. eLimu have created a system to create affordable, world-class mother-tongue literacy apps across Africa, and transform learning to read for millions of children.


  • Good Work Foundation

    Gold Award Winner

  • Maastricht University

    Silver Award Winner

  • The Mind Lab

    Bronze Award Winner

An Ecosystem of Learning and Working

GWF, in partnership with T-Systems, established a Service Desk on its flagship rural campus in 2016. This was established as an extension of the ICT Academy, which provides advanced IT training. The young people being trained at HDLC represent a pool of skilled human capital. Once qualified, they can function as entry-level IT support engineers, thus creating jobs in Mpumalanga. Graduates of the Bridging Academy and the ICT Academy have the option of matching their skills to a real opportunity without having to relocate to urban South Africa. What’s more, the income generated is reinvested back into the learning programmes.

KE@Work, a triple win for businesses, students and universities

Initiated in 2014, KE@Work is an honors program that connects the best first year students of our BSc program Data Science and Knowledge Engineering (KE) to academically challenging real life problems from businesses and institutes. During the full second and third year of the bachelor program, KE@Work students spend 50 % of the time in class and 50% at a local business or institute. Because each project runs for 23 months, serious challenges can be tackled, students grow to be real employees, business-university collaboration is taking off and the gap between academic training and business demand is bridged.

Digital & Collaborative Learning

In 2014 The Mind Lab launched a hybrid postgraduate programme to reskill New Zealand teachers in digital technologies and contemporary educational practice. The 32-week programme was built upon a commitment to easy access (both geographic and digital literacy) recognising that many New Zealand teachers taught in small towns where the majority had low levels of digital and technological confidence. Since then, the Digital and Collaborative learning programme has become the largest and most distributed postgraduate programme in New Zealand’s history. Over 4000 teachers have undertaken this blended delivery course in 85 towns and regions.


  • Labster

    Gold Award Winner

  • Monash University

    Silver Award Winner


    Bronze Award Winner

VR Enablement of Fully Online Biology Undergraduate Degrees

Labster has worked constantly to grow its product since the company’s inception in 2012 with the end aim of opening up the potential for experiential, outcome-driven education to a wider student audience. Boundaries to allowing distance learning of methodologies and scientific techniques have been removed by Labster with the development of 30 fully VR enabled simulations specifically for Biology undergraduate courses. For the first time, a fully online undergraduate degree is being delivered with practical laboratory experience, learning of laboratory methods and techniques, the opportunity for experimentation and practice of skills all being achieved in the virtual environment.


MyDispense is a freely available community pharmacy simulation, developed by Monash University, providing opportunities to teach, practice, and assess the medication use process at a level of detail and difficulty corresponding to students’ knowledge and experience. It replicates the decision-making environment within which dispensing occurs, allowing students to learn by experimenting, by making mistakes and by receiving targeted feedback in a safe and secure environment. Developed in response to an educational need in Australia, through effective global collaboration, MyDispense is now used by student pharmacists in multiple countries. It has significantly contributed to growth in the pharmacy simulation community.

Applying an Instructor’s Point of View Filming (IPOV) for a Flipped Pre-Laboratory

The usual way in which laboratory instructional videos are filmed takes the third person view. However, such videos are not as realistic and sensorial. A more personal and effective way of educating students on laboratory procedures has been pioneered – the Instructor’s Point of View (IPOV) technique. To capture the attention of technology-savvy students in the 21st century, educators have to be innovative and reinvent new ways to teach procedures in conducting chemistry experiments. This 3-year study made use of GoPro/Google Glass to film realistic IPOV videos (Live and pre-lab) from the demonstrator’s point of view.


  • Georgia Institute of Technology

    Gold Award Winner

  • The Open University

    Silver Award Winner

  • Farm2Food Foundation

    Bronze Award Winner

Carbon Reduction Challenge

The Carbon Reduction Challenge is an initiative that empowers students to become lifelong champions of sustainable business in their organizations. We ask students who hold traditional internships and co-ops to identify, quantify, and obtain approval for a project at their place of employment that reduces both greenhouse gas emissions and operating costs. The Challenge has attracted students from across all majors at Georgia Tech, and in its latest cohorts, expanded to include students participating from five more regional universities. To date, the Challenge has engaged 75 students at 23 different organizations, and avoided emissions of over 20,000,000lbs of CO2.

The OpenSTEM Labs – an internet of laboratory things

The OpenSTEM Labs project challenges the traditional university STEM pedagogical model of students and teachers being co-located in a lab, during office hours. This project is an essential component of The Open University’s distance learning environment. The OpenSTEM Labs connect students to state-of-the-art instrumentation, equipment and data for practical investigations over the internet, where distance is no barrier and where access can be available 24 hours a day. Students and teachers connect to remote equipment/data-interfaces via a web browser through which they can view the apparatus, send real-time control commands, monitor real-time response and download data for subsequent analysis.

Farmpreneur: Experiential Learning

India has more than 85% of schools located in rural areas. The Farmpreneur project is a unique rural-centric model of education being run at more than 300 schools. Students use their already existing life experiences of farming to set up their School Nutrition Garden. Garden acts as an Open Science Laboratory for these resource scarce schools. Activities are mapped to schools’ science and mathematics curriculum. Through PBL approach students are learning science & mathematics better. Products of these organic gardens are consumed through school Midday meals thus improving nutritional quality of diets.


  • PRME Working Group

    Gold Award Winner

  • Gies College of Business, University of Illinois at Urbana-Champaign

    Bronze Award Winner

  • Amplify

    Bronze Award Winner

The Sustainability Mindset Indicator

While educators are seeking how to develop a generation of individuals prepared to shape a better, sustainable world, the focus is technical and intellectual. Yet research indicates that the foundation of our behaviors lies in our mindset, which is rarely addressed in our programs. A new sustainability mindset comprises a particular thinking process (systems intelligence), combined with self-awareness (emotional intelligence) and consciousness (spiritual intelligence). The Sustainability Mindset Indicator is an instrument that will assess where an individual is on the continuum, and provide pedagogical resources and guidance to individuals and educators on the areas of potential development.

Reimagining Bottom-Up Sustainability Education

Business-based approaches hold tremendous power to alleviate poverty. Yet there is very little real understanding of how business-related skills and know-how can take on this challenge, and a dearth of good educational models for developing the capacity to do so. The Subsistence Marketplace Initiative (SMI) at its core addresses this educational need. Our curricular innovations challenge students to confront global problems and envision a better world, adopting a conception of business that focuses on finding win-wins between different dimensions of sustainability while acknowledging tradeoffs and emphasizing a pragmatic focus on sustainability.

Reimagining Business Education

Amplify works to disrupt traditional financial training and education, delivering innovative, real-world simulations to many of the world’s largest financial institutions and UK universities. It aims to bridge the gap between what students are taught in theory, and what happens in an office environment on a day-to-day basis. The technology assesses technical and behavioural competencies for different financial roles, connecting a diverse range of students with competitive graduate opportunities. With offices in London, Shanghai, and new partnerships in Europe and the US, candidates worldwide can now benefit from practical education that directly and positively impacts their career.