PEDAGOGY, technical tools, and learning ecosystem

The project lasts for three (3) years from 2019-2022. It’s various key activities are carried out to achieve the following objectives:

  • Building an education ecosystem 4.0 in Vietnam, based on the ideology of student-centered approach, education with the capacity to cooperate, connect in a digital environment and share knowledge through connecting activities with stakeholders who are leaders of educational institutions, lecturers, learners, employers in the teaching and learning process.
  • Changing and improving university works, especially teaching and learning activities, renewing the operating model of the network connecting educational institutions in Vietnam based on a digital platform to meet the requirements of education 4.0.
  • Changing mindset and improving digital pedagogical capacity for teachers.

the KICK-OFF MEETING project at Ho Chi Minh City University of Technology and Education LAST February, 2019

Building an education ecosystem 4.0 in Vietnam, based on the ideology of student-centered approach, education with the capacity to cooperate, connect in a digital environment and share knowledge through connecting activities with stakeholders who are leaders of educational institutions, lecturers, learners, employers in the teaching and learning process.

The Study visit tour of leaders and managers to Finland in May 2019

For the first study visit tours, participants were university leaders of 6 universities participating in the project. The tour focused on the following aspects:

  • Discussing the goals, content and ways to implement the EMVITET project.
  • Learning and experience in new instructional technology platforms.
  • Visiting enterprises and other universities. Most universities in Finland have a space in which students can go from ideas to prototype. This kind of center is named Design Factory. In general, the Design Factory is similar to the Innovation Maker Space in Vietnam.

The Study visit for lecturers to finland last september 2019

Attended by 32 university lecturers, the 3-week course focused on three main topics:

  1. The first one is digital pedagogical skills: Based on Education 4.0 approach such as competence based-learning; student- centered learning; learning in practice, active learning, self-directed learning, and how to motivate students. These are the crucial elements in the project pedagogy.
  2. Technical tools such as technology platforms to support online teaching, assessment and design test and. The teachers practiced organizing classes on LMS, interactive techniques, creating videos, postcards, or animation.
  3. Learning – Ecosystem: it was agreed that universities should work together with enterprises to design curricula, especially to implement learning activities in the form of project based learning.
  4. In addition, lecturers had a campus tour and practiced how to operate the Design Factory.

Various results have been achieved in EMVITET project, including but not limited to:

  1. Helpful instruction knowledge is for lecturers to conduct effective online courses during Covid-19 pandemic. Lecturers can apply teaching tools to improve students’ engagement and interaction.
  2. Some teachers have implemented e-portfolios in teaching which help learners to store, reflect the learning process and show learning results. That is a good way to reach employers.
  3. Besides, digital rooms have been set up at Vietnamese partner universities with modern equipment sponsored by EMVITET budget.
  4. In April 2021, the Journal of Technical Education Science of HCMUTE published a special issue on Education 4.0 for publications from EMVITET project. It is planned that the second special issue will be available in June 2022 for the project.


(1.) Hame University of Applied Sciences- Finland
(2.) Dublin City University- Ireland
(3.) Katholieke Universiteit Leuven- Belgium

Six (6) PARTNEREd institutions in vietnam

(1.) Ho Chi Minh City University of Technology and Education- HCMC
(2.) University of Technology and Education- The University of Danang
(3.) Lac Hong University – Bien Hoa, Vietnam

(4.) Hue Industrial College- College of Hue, Vietnam
(5.) College of Technology II- HCMC
(6.) Ho Chi Minh City Industry and Trade College- HCMC

Series of Workshops have been implemented at the HCMUTE on:

  1. E-portfolio design
  3. Collaboration between industries and universities
  4. Study visit in Phu Yen Province in Vietnam.


Introducing students to college life requires presenting as full a view as possible of all the university has to offer. Therefore, academics as well as extracurricular activities should be presented. During orientation, students should be made aware of opportunities to be socially integrated into the college culture. If students do not become socially integrated within the first few weeks of their arrival, they are less likely to stay at that institution.

This orientation gives students an opportunity to ask the committee for some questions and other concerns regarding on the course we offered in our program, and not only that, they have given the chance to be more open this time too. This will help them during their first semester in the university. Important thing is that they are aware of some benefits and extracurricular activities they may experience;

  • introducing students to college life
  • acclimating students to their new surroundings
  • providing an opportunity for the university to meet the newest members of the community
  • Prepare themselves to take on their job duties.

Introducing Students to College Life

The university community should not only be involved in the preparation and implementation of orientation programs but also have an opportunity to meet the new students. Unlike some of the other programs within campus life, orientation requires the cooperation and the resources of the entire campus community including faculty, dining services, housing, facilities management, and student activities groups. Depending on the size of the institution, the level of community involvement may vary. The administration of a small, liberal arts college may have more opportunities to meet and greet students than that of a large, public school. Whether through receptions, meetings, and even help on move-in day, the university community should be involved in welcoming the new students. For example, faculty may meet new students prior to the beginning of classes. By making a connection, this interaction with the community may in turn even strengthen the student’s persistence in college.

Students, as well as faculty and staff, have an important role in orientation. Selecting a specific number of current students to be orientation leaders allows the new students to meet upperclassmen. The orientation leaders can give the new students the inside scoop on college life since they too have been in the new students’ shoes. Many institutions use orientation leaders to lead the new students through a series of workshops, campus tours, and social activities. New students may be more open to receive information from the orientation leaders than from a lecturer in a main auditorium. Orientation leaders can also explain some of the details of university life that some administrators would never think of telling them. For instance, orientation leaders can share things such as where to hang out between classes, where to find the best food in town, how to use the laundry room, and how to get involved in campus activities. Often new students have the most contact during orientation with the orientation leaders, so it is imperative that these leaders be properly trained. Therefore, planning orientation leader training should be just as important as planning the actual program. Leaders need to understand the vision of orientation so that it becomes their own and they can communicate that to the new trainees. When selecting orientation leaders, one should look for a good representation of the student body as well as for those who are willing to go the extra mile in helping new students. The readiness of the orientation leaders is the key to the implementation of a successful orientation program.

Purpose of Orientation

This kind of activity serve as a foundation for college success. While it is not possible to tell new students everything they will need to know for their entire collegiate experience, orientation programs should create a framework in which students will know where to go, whether it be the tutoring center or health services, if they have additional questions. Orientation is the designated time for the entire university to say, “We welcome you, and we are glad that you are here!” Likewise, orientation is a time to show the new students why they made a good decision in their college choice.

What Happens at New Student Orientation?

Orientation is a chance for students to learn how things work at their new school and meet other students as well as faculty and staff members. Orientation is also a chance for the school to start getting to know your student.

For many students, orientation is their first chance to meet members of the college community beyond the admissions office. Administrators and staff welcome students and conduct information sessions, student support staff introduce themselves, and faculty may be available. During orientation, students become familiar with their new home and its rules and expectations.

As the pandemic continues into a second year, many orientation programs will remain fully online. Whatever the format — virtual or in person on campus — all orientation programs aim to provide students and families with a sense of belonging. You will become more comfortable with the campus, learn about college policies and expectations, and start connecting with key people. It’s a valuable experience!

The most impactful thing to HCMUTE Team from EMVITET project is:

In the process of participating in the EMVIET project, we realized that the thing that has the most influence on education and training is the 3-party cooperation model between universities, students, and businesses.

– provide opportunities for students to approach real-life problems through learning projects

– Developing workplace skills for students

– Create opportunities for lecturers to update their practical knowledge

– Tighten the relationship between schools and businesses to improve the quality of training, internships, and job opportunities for students

– Create conditions for lecturers to adjust and approach new teaching methods (active learning).

The most Impactful moment of HCMUTE is

 “Build TRUST with our students”

Workshop on Ingraining new learning ecosystem for Education 4.0 from 21-25, February 2022 at Danang University of Technology and Education.

To attend this Workshop, the HCMUTE team participates with all members of the EMVITET project and teachers with extensive experience in Education 4.0.

The aim of this workshop is to build a common guideline for education 4.0 including 3 main contents:

1. Learning Ecosystem

2. Pedagogy and learning design

3. Digital Technologies

At the workshop, we divided into 3 groups according to the above 3 topics to work with universities to build common guidelines to help managers, lecturers and students apply in the 4.0 education era.

The session poster is one of the content that attracts many members to discuss and share the content implemented at the member universities with each other.

After finishing these guidelines, we conduct discussions with our European partners in the EMVIET project to learn how to best complete them in accordance with the conditions of Vietnam.

To make Education 4.0 practices sustainable at HCMUTE, the Learning Ecosystem in Education 4.0 is very important. Based on the designed model of Group 3, stakeholder engagement is essential.

Leadership commitments to maintain the improvement of content in line with education 4.0 and must be incorporated into medium and long-term strategic plans.

It is necessary to have a specialized unit to connect and maintain the above relationships. This includes specific KPIs.

The common guidelines are open, so when applied to specific schools, there will be flexible applications in terms of content. In addition, HCMUTE leaders encourage lecturers to change and apply modern teaching and learning methods to improve.

Based on these guidelines, the faculty will deploy to lecturers to flexibly apply teaching methods according to Education 4.0 for each subject.

In particular, there are instructions on digital pedagogy as well as the application of digital technologies in teaching blended learning appropriately while ensuring the quality of the course learning outcome.

HCMUTE team members have planned to immediately implement the application of these guidelines in the second semester of the school year 2021-2022 by combining face-to-face learning in class and designing online lectures and exercises for students. At the end of the semester, we will review what content is suitable to promote and which content is not suitable to find an improvement plan in the next semester.

In addition, the HCMUTE team will also organize a workshop to share these contents with lecturers and administrators to get a high consensus and spread throughout the university on the application of new teaching methods suitable for education 4.0.

Besides the main activities of the workshop, our team also had the opportunity to explore the culture of Da Nang, the Hoi An ancient town is a place that cannot be missed when coming to this livable city.

In addition, the connection is also one of the values brought by the project when the participants have the opportunity to exchange and share the knowledge learned through the project as well as the successful application results.

Through this workshop, we have learned a lot of useful things from the universities as well as from European partners. These common guidelines will be a guideline for universities to approach education 4.0 more clearly and effectively.


All my motivation has disappeared' - The Miami Student

The lecturer often complained that the students were not active with online learning. They did not read the material before live class……

For me, there are a lot of factors related to learning motivation, but I think two things that impact on students’ motivation in our current context are:

– The first, Students’ psychology: some students are not ready to learn with an online course because they think it is new to them. They also are not active and lack of self-study skills. So, these lead to students to cope with lecture demands. To help students learning actively, I often make a meeting to encourage students and show them how to learn with an online course at the beginning time via Meeting zoom.

– The second, Teacher’s attitude: sometimes, after posting lectures on an online course, lecturers usually do not pay much attention to learners. So, students can think the lectures are not important and neglect to their learning. With this situation, I often remind them to pay attention to their learning via the announcement tool, comment on their learning activities, and five feedback every week.

Hopefully, we all will have efficient online courses in pandemic COVID 19!

E-Portfolio piloting at HCMUTE

HCMUTE has created the platform with MAHARA for students’ E-portfolio. But, in the piloting time, the MAHARA platform had problems, so I guided my students to make an E-portfolio with Blog. I use E-Portfolio as a final assessment tool, there are 8 tasks that students have to do to achieve the objectives of the subject. I expect my students that they can make a reflection for each task.

Here is a process to make an E-Portfolio that I used:
– First, I introduce e-portfolio to students and explain why it is used;
– Second, introducing the Gibbs model to students and guided them how to use it for self-assessment/reflection;
– Third, guiding student steps to make e-portfolio and form e-portfolio structure;
– Fourth, students have the first version, I look through and give them some suggests to adjust their e-portfolio.
Regarding the technology issue, students could do it beyond my expectation. But, it seems to be difficult for students to make a reflection. I and students had about 4 final-weeks of the semester to do e-portfolio, I realized that it is better for students to make an e-portfolio at the beginning of the semester, because we have more time to adjust.

This is the students’ results of E-Portfolio at HCMUTE in Ms. Trang course.;;;;

Please give feel free to comments for improving students’ E-portfolio.


Written by Ms. Do Thi My Trang, HCMUTE Team

Lecturers of University of Technology and Education HCMC still assure students’ learning schedule through online courses during the outbreak of COVID-19. All of lecturers who teach theoretical subjects are required to teach their students online during the break. Although the lecturers are always busy with their learning and teaching designs for the online courses, these also make them feel convenient, quick, safe and self-confident to keep up with Education 4.0. They can now use some digital tools such as Screencast, Camstudio Portable, Camtasia, etc. to make their video lessons. For instant, the subject named “workplace skills” is provided to students through our LMS (Learning Management System) platform. Besides the provided lectures and assignments, the system allows us to check students’ attendance and hold online meetings via some digital tools such as Skype and Zoom to interact to students.

Using digital tools to prepare online materials!

Online lessons provided on HCMUTE Learning Management System

Monitoring students’ participation via LMS

Despite the advantages the system provided, there are some issues to be dealt with; for example, while some students are active with online courses, some are quite passive and lazy in submitting their assignments and connecting with their lecturers. The lack of self-awareness or low Wi-Fi transmission or unattractive lectures, etc. are also the key causes to make students inactive. So, lecturers should have weekly meetings to share about technical and pedagogy parts in order to improve learning effectiveness. It is vital for us to realize that pedagogy part always plays a crucial role to help students to be more active.

E-learning Methodologies

Dear friends, This is a book to guide you for designing and developing e-learning courses shared by Mrs. Giang.

The purpose of this guide is to provide detailed guidance on designing and developing an
e-learning course for trainers and instructional designers who are new to e-learning design. It also provides basic concepts and information on the processes and resources involved in e-learning development, which might be of interest to capacity-development managers.

Link to download: