Virtual mobility – challengesfor institutions andpractitionersAirina VolungevičienėKristina Mejerytė – NatkevičienėEstela DaukšienėVytautas Magnus University
The concept of VM is based on• the use of ICT for student exchange in the internationalcontext• “The use of ICT to obtain the same benefits as one would havewith physical mobility but without the need to travel” (from ‘e-learning europa’ network)• VM is an instrument for students to reach the internationallearning content and gain international experience for thosewho are not mobile in the international area due to their work,family or other restrictions
The concept of VM is based on• access to study subjects and schemes of foreign universities,gives the opportunity for communication with teachers andother students from foreign universities• experience real educational process, interactive training ofintercultural competences• effective studies for students in the sense of time and financialexpenses
Traces of VM phenomenon – ReVica work
Practical important questions• What is the relation between (international)collaboration and virtual mobility?• What is the scope for recognition validation?• To what extent VM overlaps with e-virtual-distancelearning?• If different institutions understand VM differently –how VM should be implemented?
What makes the concept different?• The purpose of Virtual mobility:– Competency building– Recognition of performance (recognition oflearning, teacher workload, performance)– Process implementation (virtual studies)– Resources enriched learning
What makes conception complex?• Target groups:– Students (learning, study process)– Teachers (study process, content development)– Researchers (research)
What makes conception complex?• Learning and teachning methods:– research– lectures– seminars– laboratories– practice
It can be for Competency building
LLL Erasmus program MultilateralVirtual CampusesTeacher Virtual Campus:Research, Practice, Apply502102-LLP-1-2009-1-LT-ERASMUS-EVCVytautas Magnus University – coordinatorPartners:• Innovation Centre of University of Oviedo (Spain) (www.innova.uniovi.es)• Jyvaskyla University (Finland) (http://www.jyu.fi)• Baltic Education Technology Institute (Lithuania) (www.beti.lt)• Higher Education Quality Evaluation Centre (Latvia) (www.aiknc.lv)• Jagellonian University (Poland) (www.uj.edu.pl)• University of Aveiro (Portugal) (www.ua.pt)
European initiatives: Integrate the dimension ofVM into LLP/Erasmus programmesTeaCamp project - to increase VM among HE academicstaff by facilitating:- development, management and implementation ofvirtual research and mobility and- building their competency- First international competency – building VMsessions will take place in Autumn semester,2010More information at http://www.teacamp.eu
It can be for recognition of performance• Recognition of learning, teacher workload,teacher performance• Formal performance• Informal context performance• Lecturing and research• What institutional regulations are necessary forthis?First suggested recommendations are available athttp://www.teacamp.eu
It can be for process implementation(virtual studies)• More challenges: administrative issues, ethicsand authorship• User administration on international andinstitutional level:• Teachers and students• Registration and participation• Recognition of participation and learning results
It can be for resources enriched learning• Here comes all in one, as we build competency,recognise learning and design curriculum via:• researching, designing and using resources• sharing and re-mixing them in curriculum we use• making our practice live and learning applicableHow?
Via Living, Creative Curriculum…By Reflective Curriculum Re-Designing for Virtual LearningBy Melisa Frank
Prof. Brenda Gourley, Vice-Chancellor of TheOpen UniversityUniversities have a unique responsibility to exploit thepotential of the new technologies and embrace theeducation opportunities now rendered possible bythem and also the networks they have spawned.
Open or closed?Open Educational Resources (OER) is a term used todescribe:“teaching and learning resources that reside in the publicdomain or have been released under an intellectual propertylicense that permits their free use or re-purposing by others.Open educational resources include full courses, coursematerials, modules, textbooks, streaming videos, tests,software, and any other tools, materials or techniques used tosupport access to knowledge”(William and Flora Hewlett Foundation, 2009).
Challenges: open or closed?• Other concepts used are:– open courseware– open educational content– open learning contentOpen Up Education!http://www.youtube.com/user/OUE2008http://www.youtube.com/watch?v=5BCCY5liKfk1. Effective software tools to create meaningful learningexperiences2. Appropriate collaboration and communication tools toengage with other learners and create possibly even moremeaningful learning experiences that involve others (AndyLane, 2008).Lane, A.B. (2008a) Who puts the Education into Open Educational Content? In Richard N.Katz, ed., The Tower and the Cloud: Higher Education and Information Technology Revisited,EDUCAUSE, Boulder, Colorado. pp 158-168. 2008. ISSN 978-0-9672853-9-9.See also http://www.educause.edu/thetowerandthecloud/133998
Challenges: for user and for developer• How quality, fitness for purpose and availability iscommunicated?• Is it re-usable?• Is it adaptable?• Can we re-mix it?• How can we be sure users respect authorship?• How can we be sure when and how much it is used?
What is the value?Converting teaching from solo – sport, to collaborativeresearch activity (C.Thille)From traditional/video lectures to online collaborativeactivities! – this means more challenges for curriculumauthors and institution regulations….It becomes a positive requirement for the creation ofnew organisational models for providing HE in Europe
What is the value?• It opens possibilities for all academic staff to developtheir skills and competences and to reach newagreements with multinational European institutionsfor virtual exchange• HE institutions have competitive professionals andresearchers, ensuring possibilities to get jobs allover Europe as professional members of educationallabour market• European dimensions of quality for research andstudies are integrated into diverse HE institutions• Experience and skills are gained by integration intoexisting European cooperation frameworks
European initiatives: extend theaccessibility of high quality EuropeanOER in the context of LLP• Nordplus Horizontal program project NORDLET- The Nordic-Baltic Open Community forLearning, Education, and Traininghttp://www.nordlet.org
OpenScout - Skill based scouting of open user-generated andcommunity-improved content for management education andtrainingProject goals• accelerating the use, improvement and distribution of opencontent in the field of management education and training witha focus on SMEs and continuous training• providing skill-based search of content to– large communities for learning – either in professional usercommunities (via integration with LMS systems)– open web 2.0 communities (via integration to socialnetwork platforms).www.openscout.net
Let’s summarise• Challenges:– concept– implementation (organization aspect)– resources– complex problems…• Progress or how we moved forward:– concept under discussion in international arena(TeaCamp case)– implementation process started (TeaCamp case)– resources – contributions flow (Baldic,OpenScout, Nordlet… more?)– networks, professionals united under legal bodies,projects
Suggestions• How could the process be facilitated?– By synergy in European and national resources– By experiment, experience, reflection,improvement, implementation– By solving all problems in a complex view –always envisage the rationale– By finding as many occasions to benefit from theprocess, as possible – use it for all possiblesynergy – the value is here– By investment in capacity building – internationaldiscussions, exchange and stories – another viewbrings benefit and value for all
Airina VolungevičienėVytautas Magnus Universitya.email@example.com