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  • 1. 1
    Successful use of web 2.0 in professional development
    Paul Bacsich
    Matic Media Ltd, Sero Consulting Ltd and Middlesex University
    Working on:
    Re.ViCa (funded under EU LLL Programme)
    CAPITAL project (funded by Becta in the UK)
    Benchmarking e-learning (funded by Higher Education Academy in the UK)
  • 2. 2
    Web 2.0 – is it new?
    Some history (mainly from UK, EADTU and Frameworks 3 and 4)
  • 3. 3
    The 1990s UK paradigm for “e-CPD” from universities
    “Conservative constructivism” (JANUS, Café Mondial, UKOU, EPSRC IGDS, SHU, Middlesex)
    • Content delivered by web/VLE
    • 4. Interaction with tutor AND communication between students carried out in a social space
    • 5. And later, group working also
    • 6. Computer conferencing = CMC
    • 7. Systems like FirstClass – later the group tools within WebCT and Blackboard
  • 4
    FirstClass features
    Personal pages
    Synchronous (Real-time chat , but also quasi-synchronous (“Who’s online”)
    Non-academic interactions – e.g. café (students only)
    Remind you of any modern systems?
  • 8. 5
    Web 2.0 systems for “business”
    E-Portfolios = CVs (administration)
    Social networking?
    Yes, in the sense of CMC – so not new
    Evidence against, including from students
  • 9. 6
    Blogs for business
    A one-many publishing format, with limited ability to comment
    Useful for project management in an “open” tradition
    See for example the UK Higher Education Academy blog systems to manage the Pathfinder Programme - http://elearning.heacademy.ac.uk/weblogs/pathfinder/
  • 10. 7
    Wikis for business
    Gets one back to how the web used to be – anyone remember Microsoft’s IIS?
    Very useful for multiple authors collaborating when each has a defined focus and overlap is limited
    Examples – Re.ViCa (and there are others) - http://www.virtualcampuses.eu/index.php/Main_Page
  • 11. 8
    Axiom (after Ehrmann)
    CPD should use worldware – tools for learning which are also tools for business
    Supplementary: and ideally tools whose underlying intellectual processes are not new
  • 12. 9
    But what is “successful”?
    A canter through Re.ViCa
  • 13. 10
    Re.ViCa = “Reviewing (Traces of) European Virtual Campuses”
    Project supported by the European Union: Lifelong Learning Programme Erasmus/Virtual Campus
    1 October 2007 – 30 September 2009
    Project Description
  • 14. 11
    • EuroPACEivzw (BE)
    • 15. Katholieke Universiteit Leuven – AVNet (BE)
    • 16. ATiT (BE)
    • 17. FernUniversität in Hagen (DE)
    • 18. Helsinki University of Technology - TKK Dipoli (FI)
    • 19. Université Louis Pasteur (FR)
    • 20. University of West Hungary - College of Geoinformatics (HU)
    • 21. International Telematic University UNINETTUNO (IT)
    • 22. Matic Media Ltd (UK)
  • 12
    What is a Virtual Campus Nowadays?
  • 23. 13
  • 24. 14
    Institutional Budget
    Our Definition
    Virtual Campus = Large-Scale (managed) e-Learning Initiative
  • 25. 15
    Reviewing Virtual Campuses

    Re.ViCa makes a review of Virtual Campuses all over Europe. By comparing European and non-European initiatives, we create lessons learned and critical success factors to enable institutions to set up a Virtual Campus to maximise their performance

  • 26. 16
    wiki – the heart of the project – including 29 in-depth country reports and 30 mini-reports
    9 detailed case studies including Universidad Politécnica de Madrid
    Inventory of “interesting” Programmes
    Three key meetings with International Advisory Committee
    Virtual Campus Manual with guidelines, best-practice, recommendations – and Critical Success Factors
  • 27. 17
    Country Reports
  • 28. 18
    Lessons Learned
    Review of 29 country reports, 21 European and 8 Non-European:
    Australia, Austria, Belgium, Brazil, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Kenya, Luxembourg, Mexico, the Netherlands, New Zealand, Norway, Poland, Portugal, Russia, South Africa, Spain, Sweden, Switzerland and United Kingdom
  • 29. 19
    Key Lessons Learned
    • Language is a key issue in development of Virtual Campus initiatives
    • 30. HE institutions operating on multi‐campus basis often more likely to adopt VC strategies
    • 31. No common understanding about the term “Virtual Campus” or even “Virtual University”
    • 32. Line between “Virtual Campus” and more traditional campus activities is blurred
  • 20
    Key Lessons Learned
    • Long‐term impact and sustainability of national programmes and initiatives now questionable
    • 33. In Europe, HE sector focus more on inclusion, lifelong learning and adult learning contributes to increase virtual learning opportunities
    • 34. What lessons can be learned for CPD providers?
  • 21
    Key Lessons Learned
    • Not enough to be advanced and experienced – need to check beyond borders for strategic adaptation
    • 35. Europe HEIs focus on content and service more then on technological facilities and platforms
    • 36. International competition a driving force for change and innovation
    • 37. Quality Assurance focus on traditional learning - lack of a QA system focused on virtual initiatives
    • 38. For-Profit Virtual Campus initiatives opt for areas where there is a ready market for online courses
  • 22
    Programmes of Interest
  • 39. 23
    Re.ViCa Success Factors for Virtual Campuses

    A critical success factor is a factor whose presence is necessary for an organisation to fulfill its mission - in other words, if it is not present then its absence will cause organisational and/or mission failure.

  • 40. 24
    Outputs: CSFs
    Iterative – involvement of IAC and other feedback
    4 schemes analysed or re‐analysed.
    Study on Large‐scale Virtual Campuses
    Study on Consortia‐based Virtual Campuses
    eLearning Quality/ Accreditation Scheme
    Benchmarking/ Quality Scheme for eLearning
  • 41. 25
  • 42. 26
    Some Critical and Key Success Factors for CPD
    • Critical – applies to all types of providers
    • 43. Leadership: Leaders can make effective decisions with e-learning implications
    • 44. Management: Style is appropriate to the mix of business and educational activities
    • 45. Relationships: Effective methods of achieving credibility with government and public agencies
    • 46. Key – applies particularly to CPD providers?
    • 47. Pricing: Prices are competitive yet sustainable
    • 48. Context: Each proposed offering is analysed in context of existing providers and stakeholders
    • 49. Learning: Provider can rapidly learn lessons from offerings, learners, the market, stakeholders etc
  • 27
    Immediate future: Wiki...
    Re.ViCa wiki: http://www.virtualcampuses.eu
    • Launched @ ICDE conference: opening up wiki to public
    • 50. Include feedback from IAC in our research
    • 51. Expand wiki, with the input of IAC members and e-Learning community in general
    • 52. Promotion of wiki through newsletter, publications and events
  • 28
    and the Handbook.
    • Re.ViCa Handbook with best-practices, guidelines and recommendations
    • 53. Definition of Virtual Campus
    • 54. Historical Overview
    • 55. Categorisation
    • 56. World Tour
    • 57. Thematic view
    • 58. Critical success factors
    • 59. Further reading
  • 29
    Future: beyond September
    Continuation of wiki.......
    Agreement between partners to maintain, update and edit the wiki for at least one year
    Look for additional funding & projects
    Further partnerships (networks & individual contributors)
    Expand scope: commercial providers, colleges, schools...?
  • 60. 30
    Thank you for listening
    That was“Successful use of web 2.0 in professional development”
    By Paul Bacsich – paul@matic-media.co.uk
    Web - http://revica.europace.org
    Wiki - http://www.virtualcampuses.eu
    Please check http://www.virtualcampuses.eu/index.php/Spain
    No Re.ViCa blog – yet?
    In memory of Professor Robin Mason, UK OU
    Among her many contributions to e-learning was her work at UK OU on virtual campuses and e-CPD
    Died 15 June 2009