Integrating online study material in campus education forms a great challenge for coordinators and students. More so in times when physical education activities are limited, and structural change in the balance between online and face-to-face learning activities is evident. But also, because online education development requires meticulous preparation and tailor-made solutions. This presentation sets out the known theoretical didactical challenges of blended education, introduces the blended learning didactical choices for a third year bachelor course “Urban redevelopment”, and critically evaluates the learning experiences from both tutors and students by comparing education practice with theoretical insights. In designing the blended version of the course a conscious choice was made to reuse and adjust existing videos and assignments from two massive open online courses (MOOCs) for three course themes in a structured manner. Evaluations show that it is pivotal to explain to students that blended learning is introduced to stimulate active learning and what is expected from them. Moreover, a healthy balance between online and face-to-face learning activities for a theoretical course seems achievable, but delicate too, especially in creating a satisfying interactive learning experience.

In this presentation we will share the experiences of turning a regular real estate finance course into a blended learning format. Starting with constructive alignment, the course was revisited from the learning objectives, teaching method and assessment. The choice to blend this course was made in order to improve and optimize the following aspects: allow for personalized learning; activate student self-learning to acquire calculation skills; integrate peer-learning and peer-assessing; and pave the way for novel ways of assessment. Another important reason to blend the course was to re-balance the lecturer/student time inputs. Blending your education comes with extra development time upfront but should be off-set against future efficiency. A team of 3 (all presenters) was involved in the preparatory work – drawing from and including the student perspective. We will share the experiences of the development of the course and to some extent implementation (which is on- going at the time of conference). Lastly, we will share our insights on which Learning Management System and what tools we used.

Warehouse policy represents a key issue for supply chain management and companies have to identify the optimal strategy for identifying locations for their investment in real estate assets. The optimal policy depends on the distance from suppliers and customers, the standardisation of the inputs necessary for the production process, the type product/service provided and the demand elasticity, and the cost and time necessary for the delivery. The presentation will focus on the gamification approach for teaching logistic optimal planning for corporation by using SAP S/4 Hana and ERP simulation games. The game will be constructed in order to measure the advantage and losses related to different choices in warehouse location and the impact of automated vs discretionary choices for procurement/replenishment process. The presentation will also point out some of the evidence of the in-class simulation and the pros and cons of the gamification approach for evaluating the impact of warehouse location and management on the performance of the company.

Nurturing connections between the university and the real estate alumni seems to play a pivotal role in improving the communication within the real estate sector and to continuously align the educational offer to the emerging industry needs. Alumni engagement and building alumni networks are the key elements of the American university system. In the UK some of the universities providing real estate programmes use alumni networks for extending the curriculum beyond the classroom and to build the brand. In the era of digitalisation, when the bonds in the society are weakened, alumni and wider professional networks play an increasingly important role in collaboration between universities and the industry to shape the real estate programmes for future generations of surveyors. The UWE real estate programme leaders questioned that the current alumni engagement practices may be suboptimal. Given the increasing pressures imposed on academics involved in delivery and management of real estate programmes, the programme leaders wondered: what are the current market practices?; how well do they work?; what are the communication channels?; what is the role of social media? and what could be the optimal models?. Hence, the aim of the study was to inform the future strategy for the real estate alumni engagement of the University of the West of England Bristol (UWE). To gain a clear view on the current market practice study included a comparative analysis of networking practices at selected higher education institutions. As this suggested potential gaps in the current practices at UWE, this analysis was followed up semi-structured interviews with UWE staff and real estate programmes alumni, and a survey of real estate programmes alumni to understand they views on the current offering and desired practices. This research confirmed that building engagement with the real estate alumni is important and that the networking can be mutually beneficial for both the alumni and the university, with the main benefits for the university being: improved employability amongst graduates and growing students' enrolment. For the alumni the major benefits included improving professional network, sourcing talent, and shaping the programmes to ensure long terms alignment with the changing business needs. The study also identified the lack of consistent communication strategy, limited resources, and insufficient funding as major barriers for creating efficient alumni networks. These informed creating a model of a sustainable alumni network, which builds on four pillars: the university as an institution, university's staff engaged with the real estate programmes, alumni and current students. The model suggests that development of efficient alumni engagement programmes must be based on clear funding, appropriate resourcing and facilitated communication between the staff, alumni and current students. As the research found deficiencies in the current UWE practices, it provided recommendations for the alumni network at UWE, highlighting the fact that each network is unique, and requires continuous reassessment of practices and initiatives. As the research was based on a small sample of UWE alumni, further research could be considered to understand situation across other universities.

The COVID-19 pandemic led to widespread closure of physical learning at universities in Kenya and South Africa. Many universities turned to e-learning to provide educational continuity, but they now face the challenge of how to reopen safely and resume in-class learning. This is difficult to achieve without methods for measuring the impact of university policies on student physical interactions. This paper is an attempt to explain briefly what we can learn from education emergency responses from emerging country perspectives. We shall analyze the emergency education responses to the COVID-19 pandemic of Universities in Kenya and South Africa since March 2020. We will attempt to interrogate whether remote learning in the two countries is perceived as effective and try to explain the successes or otherwise of utilizing remote learning in institutions of higher learning. We will focus on how e-learning has brought to the fore, new challenges in delivery systems and the challenges, if any, in curriculum adjustments and how the academic faculty were able to weather through these unsurmountable challenges with minimum support from the university administration. The paper outlines the key challenges and successes faced in embracing on-line learning by both the students and the academic members of staff during this era of the COVID-19 pandemic.

The lockdowns in response to COVID-19 had a serious impact on higher education as universities closed their premises and countries shut their borders in response to lockdown measures. Ministry of higher education institutions were quick to replace face-to-face lectures with online learning. However, these closures require additional solutions in aspect of quality of learning and examination as well as the learning syllabus. To remain relevant, universities will need to reinvent their learning environments so that digitalisation expands and complements student-teacher and other relationships. This paper intends to share teaching and learning quality control and experiences among 254 Real Estate students in Universiti Teknologi Malaysia during Covid-19. This study has views the regulation that has been imposed by governing board (BOVEAP) on teaching and learning activity during Covid-19. A survey were conducted among Real Estate students to measure their perception towards online teaching and learning, online assessment, and online sharing session. Students agreed that the overall quality of online teaching and learning during Covid-19 are similar at 47.2% for good and moderate level. More than half of the students (59.8%) are satisfied with the conducted online assessment. Majority of students (80.6%) agreed that online knowledge sharing session during Covid-19 is important for students. Major obstacle during online session is the internet connection.

In connection with the covid -19 pandemic during the last three semesters, three teaching models were implemented at the Cracow University of Economics. During the first year of the pandemic there was an asynchronous model, then a synchronous one. Now a hybrid model is implemented which means that some classes are online and some are stationary. The presentation focuses on the analysis of the results of surveys carried out among students of real estate economics at the Cracow University of Economics. The research was carried out three times at 6-monthly intervals.

A dramatic change of the way of education and learning emerged during the pandemic. Educational institutions started to respond to the situation by several methods and tools, shifting from face-to- face learning to virtual. However, throughout the vaccine period people started to go back gradually to the physical education once more. Thus, highlighting the need for new opportunities and better ways of teaching. New architecture design techniques for spaces is as important as the role of artificial intelligence in the education system. It creates an opportunity to rethink the learning experience and make the interaction better through three stages. Starting by responding to the present by small changes in the rooms’ capacity ore rearranging existing furniture to make barriers. Then, planning for the near- future by designing for disinfecting setting in addition to spaces that accommodate more people. As well as combining the technology and physical learning together. The last step is looking towards the far, by reinventing spaces that emphasize safely environments. On the other hand, the artificial intelligence role became crucial in the education specially during the pandemic. Teachers have been using the e-learning platforms sharing online materials and conducting lectures virtually via teaching applications. Consequently, transmitting the information for a larger number of groups, with a consistent delivery of updated data. Therefore, the interactive technological tools such as Nearpod, whiteboard chats, and other ed-tech tools Help in strengthening the teaching. Both spatial design of the built environment and education-technology contribute in strengthening and developing the education system post-Covid 19 in many different ways. Potential alternatives for the future of learning are created by the diversity of implication of architects and scientists.

The pandemic situation forced many institutions to acquire capabilities with online teaching tools within a relatively short period of time. First of all, more or less overnight teaching in presence mode had to be abandoned and the settlement with Virtual Learning Environment followed. It seems that all in all a rather steep learning curve was achieved, and this with different modes of adaptation. Most likely, when returned to "normal" a discourse regarding the degree of "virtual" or "presence" will follow. In this framework blended learning can be regarded as a mediator between both "worlds". In other words, some degree of (non-) presence mode will remain. In the course of this contribution several different options for the delivery of real estate course work will be elaborated.

CEPI was established in Brussels in 1990 as an international non-profit organisation. Its 29 members are national associations based in the EU and wider Europe representing estate agents and property managers. The mission of the association is to support European and cross-border real estate transactions by developing the work and activities of real estate professionals with the interests of the consumer in mind. The association aims to raise standards in the real estate professions, promoting that real estate brokerage and property management be conducted by qualified professionals with high ethical standards. As the European Union and its rules and regulations continue to impact further on the real estate market and the activities of real estate professionals, CEPI also aims to use its combined strength to bring the views of real estate professionals to the attention of policymakers in the EU, and to address and find solutions for their practical concerns in dealing with the implementation of EU policy and legislation. Therefore, its work has an emphasis on European policy, lobbying and having an active presence in Brussels. // What is Eureduc and why it is an opportunity to strengthen education for future real estate professionals? CEPI considers education as being one of its key missions and priorities and, for this reason, we have decided to create the Eureduc programme. Eureduc is an educational programme intended for real estate agents and property managers. This programme aims to offer a minimum common degree course to the main universities, colleges, high schools, and professional training institutes which already offer courses for real estate agents and/or property managers in the EU member states. This minimum course should correspond to the minimum educational requirements for agents and for property managers set up by CEPI. Several European educational establishments (28) have signed the Mission Statement through which they commit themselves to integrating the Eureduc programme into their syllabus. Most of the signatories have also asked for, and were granted, the CEPI Eur label, confirming that their activities comply with the programme. Only in 2020, and despite the difficulties arising from the pandemic, the Eureduc programme has collected approximately 700 certificates from all over Europe. Always in the framework of its constant ambition to internationally strengthen education of future professionals, the Eureduc programme has launched several new initiatives in the last years. For example, with the newly created “Eureduc Theses Library", CEPI aims not only at facilitating knowledge exchange among students of our Eureduc institutions, but also at providing all those who are pursuing knowledge for personal or professional reasons (life-long learning), with interesting and innovative materials on different topics concerning the real estate sector. Finally, we are committed to building a strong community of Eureduc alumni through dedicated events and webinars, newsletter, and exchange projects. We strive for enabling former students to exchange experiences, develop professional connections, and stay connected with each other. We are constantly working to raise awareness about the Eureduc programme and expand our network of educational institutes and universities throughout Europe. The Eureduc Programme is currently active in twenty-eight partner institutes spread in ten countries. It is important to remind that the programme does not require the payment of any fees at any stage of the participation. For CEPI and its member associations, Eureduc is an educational mission through which we are working to build a solid and trustworthy network of current and future professionals of the real estate sector from all over Europe.

About the course - Course specifics related to Covid, Course specifics related to blending.

Spring 2020 with A-Z as case the pitch workshop started promising. Where the pitch previously was a fest of creativity it was expected the more digital approach enforced by Covid would steer towards.

Some parts are good ...

“Your manuscript is both good and original; but the part that is good is not original, and the part that is original is not good.” Is credited to Samuel Johnson, but not proven yet. In German it appears with new/true as opposite characteristics: “Dein redseliges Buch lehrt mancherlei Neues und Wahres, Wäre das Wahre nur neu, wäre das Neue nur wahr!”. The standard practice of teaching was overawed by blended learning and Covid. Not all new was good and not all was negative, and it wasn’t standard in the first place.

Conclusion: An huge inaccuracy is the idea of time saving by blended learning ...

Covid-19 pandemic affected the world in a way that no one could have imagined and the education sector, especially in Nigeria, was not left out. Therefore, the government had to temporarily shut down schools in a bid to curtail the widespread of the pandemic. Although the sudden lockdown was an excellent measure adopted by the government to solve the crisis, it in every way, impeded the growth of students and teachers. Nevertheless, many countries had to adopt new strategies and techniques such as blended learning to support the continuation of education. This transition was most challenging in Nigeria due to a lack of network infrastructures, computers, and an enabling blended learning environment. This led to a massive strain on the economy as a whole. The advent of this pandemic exposed the deficiency and wide digital gap in the Nigerian education system. The way forward is for schools to enhance and reinvent the education system to remain relevant in the world. Hence, this paper aims to review the preparedness of real estate education practitioners in the covid-19 and post covid-19 era.

The complexity of housing markets and the increasing education requirements make it increasingly difficult to introduce new disciplines in housing market analysis to allow students to learn properly. There are two main difficulties: Firstly, the level of basic formation the students bring when registering in the Master course. Secondly, the increasing knowledge in the housing market forces the idea that students should expand the areas and disciplines they should learn to understand the housing market and analyse it properly. An example of this complexity is explained, and the education requirements are also described, showing the difficulties of a new master student could profit from the education due to the lack of previous or essential background.

The COVID-19 pandemic has become a global challenge that brings major disruptions to the higher education sector. People are asked to stay at home with ongoing lockdowns and national borders are closed to prevent the spread of the COVID-19. Schools and universities are forced to shut down across countries and switch to online teaching platforms. To adapt to the “new normal” amidst the global pandemic, educators are exploring different novel ways to deliver teaching-learning activities. The application of blended synchronous learning (BSL) appears to be a novel pedagogical delivery mode that combines face-to-face classes and remote teaching with the assistance of synchronous technologies to provide more options to students. The objective of this paper is to review the literature on the BSL and explore its application in property courses in an Australian university as an example. This paper demonstrates the roles and values of BSL as a novel delivery mode in the post- pandemic world.

The influence of digital transformation in educational system has describe learning environments (such as remote learning, e-learning, hybrid/blended learning, technology-enhanced learning etc.) in which technology is used to facilitate the learning process. Pedagogy is not limited to the theoretical concepts and practical educational approaches only, but also include the learning processes. In the context of smart pedagogy, Technology-Enhanced Learning (TEL) support the use of technology and digital solutions to facilitate the learning processes. In PropTech education, TEL process is required to help educators provide teaching and learning support to real estate students in higher education.TEL process is therefore essential for the integration of PropTech education and smart pedagogical framework in the curriculum of real estate higher education. Furthermore, TEL process could provide real estate students with the necessary knowledge, skills and competencies essential to get actively involved in PropTech. In view of this, some degree of competencies (such as technological pedagogical content competencies and predictive analytical competence) and skills are needed to achieve an effective TEL process that would sustain the integration of PropTech education in the curriculum of real estate higher education. The new concept of digital intelligence (include digital: literacy, communication, identity, safety, security, use etc.) is a set of skills and competencies needed by PropTech educators to meet the demand of smart pedagogy in TEL process and achieve a quality delivery of PropTech education. This study therefore proposes the adoption of digital intelligence in the development of smart pedagogical framework to improve TEL process and sustain the future of PropTech education in the curriculum of real estate higher education. The integration of digital intelligence in smart pedagogy would enhance PropTech educator’s pedagogical competence to predict the outcomes (i.e transiting basic knowledge of real estate to innovative PropTech) in a TEL process.

Based on experiences at the TU Delft, and her involvement in BOSS, the TU Delft study association for real estate students.