ICT for Lifelong Mobility


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  • Skaitmeninės technologijos radikaliai keičia mokslo ir studijų bei švietimo peizažą. Atviro mokymosi formos formaliose studijose ir švietime, keliančios iššūkius atviro mokymosi pripažinimui ir tradiciniems AM vadybos ir lyderystės modeliamsPadarė didžiulį poveikį mokslo ir studijų bei švietimo institucijoms, ir dar kelia nepamatuojamą ir sunkiai suvokiamą poveikį dėstytojams, studentams, leidykloms, bibliotekoms ir kitiems susijusiems socialiniams dalininkams.
  • MOOCs’ų kampanija turėjo didžiausią impulsą studijų kaitai – iš tradicinių į nuotolines, įvertinant:Learning analyticsadapted learningPersonalisationradical education and learning methodologies MOOCs for educational change is anopportunity in the pedagogical level: opportunity for lifelong learning; new interactions and rolesbetween learners, teachers, technology;permeability between previously isolated sectors;spectrum of formal and non‐formal learning opportunities In this sense, MOOCs represent anincubator for educational research
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  • We would lose much more than we can measure – we would lose our professional life, as it changed and integrated with social life – that’s true!
  • ICT for Lifelong Mobility

    1. 1. ICT as a Key Driver for Learning in a Lifelong Mobility Era Doc. Dr. Airina Volungevičienė President of LieDM association Vice President of EDEN Director of Innovative Studies Institute at VMU Italian IX National Congress of the eLearning Italian Society, Rome, December 12, 2013
    2. 2. Innovations radically changing the landscape of higher education • Open Educational Resources • MOOCs • Virtual mobility
    3. 3. Open Educational Resources Discussions (started in 2007 - …) • Why OER is not so widely spread phenomenon? • Why universities, teachers and students do not apply OER immediately in their practice? • How to facilitate the use of OER through shared “emotional ownership” (Pawlowski, 2013)? • What is the use for a university to focus on OER development and re-sharing? • What added value is for the institution when we contribute with OER to other repositories? • …. UNESCO OECD Commonwealth of Learning Intergovernmental organization Jisc (UK) Researchers and other organizations
    4. 4. Sustainability models - ideas 1. Creative Commons (CC) is a nonprofit organization that enables the sharing and use of creativity and knowledge through free legal tools. http://creativecommons.lt/
    5. 5. 2. OER and the level of openness
    6. 6. 3. “Collective knowledge”
    7. 7. Moocs’ai
    8. 8. MOOCs by Sir John Daniel European Innovation Forum, 2013 http://www.scoop.it/t/eif2013
    9. 9. How shall we use Moocs experience to prepare for “Plateau of Productivity”? (hype cycle) en.wikipedia.org
    10. 10. Moocs have put the learner into the centre of learning cycle.
    11. 11. Responsible and quality-criteria based integration of ICT and innovation 1. 2. 3. 4. ICT is recognised by the strategy and management ICT infrastructure and resources are well ensured Curriculum and didactics are well developed Continuous professional skill development is ensured in application of ICT 5. Support system is available and running 6. Quality assurance system is in place and running 7. Marketing and business model are well supervised
    12. 12. Virtualus mobilumas “Mokymosi veiklos, pagrįstos informacinėmis komunikacinėmis technologijomis, organizuojamos instituciniame lygmenyje, kurių pagalba yra įgyvendinamas mokymas ar mokymasis bendradarbiaujant tarptautinėse studentų grupėse” European Commission Proposal for a REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL establishing "ERASMUS FOR ALL". The Union Programme for Education, Training, Youth and Sport (2011). Brussels. Accessed on April 10, 2013 at http://ec.europa.eu/education/erasmus-for-all/doc/legal_en.pdf
    13. 13. Virtual mobility: involved actors • Higher education institutions (2+) • Teachers in student VM (2+, organizing VM academic exchange) • Students in VM (student groups in 2+ countries) • Teachers in VM (professional development in 2+ institutions (research, academic teaching, socio-cultural exchange))
    14. 14. Impact upon students. Scenario 1. Physical mobility
    15. 15. Scenario 2. Virtual mobility (not to replace, but to enrich and enhance physical student mobility)
    16. 16. VM impact for HE institutions • Development and exploitation of intercultural studies • Joint study programs, quality enhancement and expertise sharing, transparency of professionalism and academic processes • Modernisation and internationalisation of curriculum (transferrable quality standards, modular curriculum based on learning outcomes, updating pedagogical models) • Multi-institutional instead of bilateral collaboration • Improvement of education attractiveness and HE competitiveness • Expanded areas of learning for students • Additional transferrable skills and knowledge areas • Teacher professional development • Additional skills and experience for students
    17. 17. VM impact for teachers • Personal professional development: – Interpersonal communication, online communication, linguistic skills, ICT competences – teaching quality improvement, new teaching methods applied and experimented – new knowledge, skills and experience in multiple EU HE institutions • Professional networking, exchange of good practices • International, intercultural professional activities • Transparency and recognition of teaching and professionalism • Career opportunities • Research enhancement – especially in teacher VM
    18. 18. VM benefits for students • Upgraded transferrable skills: – Linguistic, interpersonal communication – ICT competences – Additional learning skills (networking, critical thinking, intercultural knowledge and skills, quality schemes) • Curriculum and study quality enhancement • New learning methods suggested by various HE institutions • Transparency of learning, individual portfolio development • Enhanced employability • Intercultural, international experience and expertise • Enlarged academic areas of studies • Support for home students and LLL groups, international study accessibility for physically and socio-economically disadvantaged
    19. 19. TeaCamp develops − international virtual mobility module for virtual learning called “Virtual learning in Higher Education” (VLHE) − the module is developed and studies organized by 13 teachers from: 1. Vytautas Magnus University (Lithuania, coordinating institution) 2. Innovation Centre of University of Oviedo (Spain) 3. Jyvaskyla University (Finland) 4. Jagellonian University (Poland) 5. University of Aveiro (Portugal) 6. Baltic Education Technology Institute (Lithuania, enterprise)
    20. 20. TeaCamp Curriculum content and teaching/ learning scenario development (sub-modules) TeaCamp assessment strategy Sub-module Culture models (1/2) (JYU, FI) Collaborative online learning (CC1N, ES) Information literacy Learning technologies Learning strategies Assessment strategies Culture models (2/2) (JU, PL) (BETI, LT) (VDU, LT) (UA, PT) (JYU, FI) 2 2 2 2 2 1 Assignment 1 Portfolio Moodle portfolio as a required part for international, intercultural experience record – as a learning outcome for culture model sub-module Weight 8,33 16,66 16,66 16,66 16,66 16,66 8,33
    21. 21. • Moodle
    22. 22. Erasmus IP school at VMU
    23. 23. VMCOLAB.EU
    25. 25. VMCOLAB pilot – “Open Educational Resources” Target groups • E-learning centre staff • Teachers and trainers • Students vmcolab.eu
    26. 26. Participating teacher institutions • Coordinator - Vytautas Magnus University, Lithuania – 3 teachers + 1 video session coordinator • Consortium – University of Granada, Spain – 3 teachers – EFQUEL, Belgium - 2 – K.U.Leuven, Belgium (introductory meeting) • Invited from outside consortium – University of Pavia, Italy – 1 teacher – University of Jyvaskyla, Finland – 1 teacher vmcolab.eu
    27. 27. Pilot participants - 18 • Consortium – University of Granada, Spain - 3 – University of Porto, Portugal - 3 – Vytautas Magnus University, Lithuania (4+2 Erasmus students) • Invited from outside consortium – University of Pavia, Italy - 3 – University of Florence, Italy - 2 – Trento University, Italy (representative of China) - 1 vmcolab.eu
    28. 28. vmcolab.eu
    29. 29. Session records vmcolab.eu
    30. 30. Dissemination • • • • • VMCOLAB Facebook Twitter isi.vdu.lt www.vdu.lt vmcolab.eu
    31. 31. Outcomes • VM course (3 ECTS) http://www.teacamp.eu/moodle2 • Learning outcomes • Experience and lessons learnt (to be continued with feedback results) • Certificates (for participants and teachers) • Feedback • Testimonies (videos at virtual4me) • Trusted network development vmcolab.eu
    32. 32. Trusted networks If you are a member of a trusted network: -you benefit from cases and practices -you share your way – and get early feedback -you validate your results and get suggestions for improvements -- you live among ideas, people and feel a social human being – we need that – and ICT create these oportunites
    33. 33. It has always been great pleasure to work with Italian colleagues. Good luck to you and join us in professional networking! Doc. Dr. Airina Volungevičienė President of LieDM association Vice President of EDEN Director of Innovative Studies Institute at VMU