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Re-defining Collaboration of Teachers through Virtual Exchange

Teachers meet challenges collaborating to establish virtual mobility practices, open learning, using OER to create OEP.

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Re-defining Collaboration of Teachers through Virtual Exchange

  1. 1. Re-defining Collaboration of Teachers through Virtual Exchange Assoc. Prof. Dr. Airina Volungevičienė EDEN President Director of Innovative Studies Institute at Vytautas Magnus University, Lithuania EADL – FLUID conference Presence at a Distance: Technologies and Methods for Learning Engagement May 18, 2017 Copenhagen, Denmark Re-Defining Collaboration of Teachers Through Virtual Exchange. Airina Volungevičienė. The presentation is licenced under Ceative Commons licence.
  2. 2. The most extensive and established professional network in open and distance learning  Founded in 1991  nearly 200 institutional members  >2000 individual members in NAP – Network of Academics and Professionals  30 European or national networks present in membership  Over 400 institutions represented from 52 countries within and outside of Europe 2
  3. 3. Partnerships  Traditional and open universities, colleges  National associations and bodies  Researchers of open, flexible, distance and e-learning  School level education – the “Open Classroom” initiative  Vocational training  The corporate sector 3 /14
  4. 4. Mission  Support endeavours to modernise education in Europe  Recognise excellence – EDEN Fellows and Best Research Paper Awards  Network and collaborate, facilitate knowledge and practice exchange  Improve understanding amongst professionals in distance and e-learning  Promote policy and practice across the whole of Europe and beyond 4 /14
  5. 5. Core missions • Policy and feasibility studies • Professional development – EDEN “Academy” • Innovative projects To support our members and partners in their endeavours to modernise education in Europe • Annual Conferences • Network of Academics and Professionals • Disseminating good practice, project results and policy To facilitate the exchange of knowledge and practice in all sectors and levels of education • Support for early-stage researchers • The European Journal of Open, Distance and e- Learning EURODL • Bi-annual Research workshops To further research in the field 5
  6. 6. Spotlight on two EDEN initiatives • Short training courses embedded in EDEN conferences • Fully online and blended courses combining the best of online and face to face (e.g. MOOCs + workshops) • Contributing the the sustainability of EU projects EDEN “Academy” • EDEN Fellow and Senior Fellow awards • Young Scholar Award • Best Research Paper Award • Best Practice Initiative • Open Badges Recognition schemes 6
  7. 7. The EDEN Conferences  EDEN Annual Conferences since 1992 Jönköping, 14-17 June 2017  Open Classroom Conferences Athens 20 - 22 Oct, 2017 Kaunas 9-10 Nov, 2017  Research Workshops Oldenburg, 4-6 Oct 2016  Synergy Workshops Since October 2013 7 /14
  8. 8. 8 http://www.eden-online.org/2017_jonkoping
  9. 9. 9
  10. 10. Publications and Information Services  Conference Proceedings  Policy and feasibility studies  EDEN web site, NAP Members Area, Bulletin Board, Online Social Media (Facebook, Twitter, YouTube)  Member’s Newsflash  European Journal of Open Distance and E-Learning (EURODL) 11/14
  11. 11. EDEN’s current involvement in projects  ReOpen  OpenMed  ARMAZEG  D-Transform  OBN  eLene4work  t- Mail 11
  12. 12.  FREE  LINKS-UP  TE@CH.US  TESPIS  HEXTLEARN  REVIVE  EDRENE  LOGOS  RURAL WINGS  ETTCAMPUS 2.0  REVE  ELBEP  LEARNOVATIO N  EAGLE  NEMED  SPUTNIC  KITE  MEGATRENDS IN ELEARNING PROVISION  B-LEARN  MOBILE LEARNING  SEEQUEL  NEST  VISIR  STAY IN  E-SOLVE  POERUP  I-TUTOR  CARENET  REVIVE VET  MOVE-ON  EQUNET  SEVAQ+  ETTNET  EQUIPE 12 /14 EDEN’s previously realized projects  LEHO  OPENPROF  LACE  TALOE  VM-PASS  DIGISKILLS  ODS  CARER+  PROM  ELENE2LEARN  EMPORT  ETTCAMPUS  HELIOS
  13. 13. Recent trends and challenges • Virtual Exchange • Virtual Mobility • Open Education • Open Educational Resources • Open Educational Practices 13
  14. 14. Virtual (blended) mobility “set of information and communications technology supported activities, organized at institutional level, that realize or facilitate international, collaborative experiences in a context of teaching and/or learning” 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
  15. 15. 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))
  16. 16. Impact upon students. Scenario 1. Physical mobility
  17. 17. Scenario 2. Virtual mobility (not to replace, but to enrich and enhance physical student mobility)
  18. 18. VM integration into an organization 1. Strategy and management 2. Curriculum designing 3. Teacher and academic staff training 4. Support system 6. Quality assurance 7. Marketing, business and communication - VM implementation internal rules - Bilatral agreements for VM - MA study program designed with OER for VM - 3 intensive academic staff training mobilities - Develop OERs and VM modules - University non- academic staff prepares support systems for VM implementation - Quality assurance procedures prepared for peer reviewing and application in the future - openstudies.eu portal implements marketing and communication function 5. Infrastructure
  19. 19. 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
  20. 20. 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
  21. 21. 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
  22. 22. LLL Erasmus program Multilateral Virtual Campuses Teacher Virtual Campus: Research, Practice, Apply 502102-LLP-1-2009-1-LT-ERASMUS-EVC EDUCA ONLINE, Berlin, December 2, 2010
  23. 23. TeaCamp developed − 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)
  24. 24. TeaCamp Curriculum content and teaching/ learning scenario development (sub-modules) Sub-module Culture models (1/2) (JYU, FI) Collaborative online learning (CC1N, ES) Information literacy (JU, PL) Learning technologies (BETI, LT) Learning strategies (VDU, LT) Assessment strategies (UA, PT) Culture models (2/2) (JYU, FI) Assignment 1 2 2 2 2 2 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 TeaCamp assessment strategy
  25. 25. • Moodle
  26. 26. All curriculum designing partners (6 institutions) reached the agreement on the following learning outcomes: 7. define the technologies and standards used in distance education (Learning technologies) 8. apply learning management systems based on these standards (Learning technologies) 9. compare learning styles and learning strategies (Learning strategies) 10. identify and apply online resources in order to implement learning strategies virtually (Learning strategies) 11. design assessment strategies for virtual learning (Assessment strategies) 12. use tools to support scenarios of virtual learning (Assessment strategies) Challenge 1. Agreement and consistency in learning outcomes
  27. 27. Challenge 2. Learning recognition and certification • Students are issued a certificate which lists all learning outcomes achieved by the student • All teachers from all institutions sign the certificate • All student achievements are recognized within partner institutions (in the framework of study curriculum or competence recognition)
  28. 28. Challenge 3. Measuring learning achievements Assessment strategy is based on: – formative evaluation of collaborative international group work results (10 activities) – summative assessment is calculated on the basis of artefacts, small project – based activity outputs (completed/ not completed, 8,33 % each) and individual Moodle portfolio tool (imported assignments with individual) – Formative evaluation using portfolio tool is used for “Culture models” sub-module 2 assignments – individual student presentations prepared on the basis of student experienced collected during the whole module – Metacognitive assessment using an online questionnaire for pre, per and post testing Problems encountered: • Failure to agree upon summative evaluation criteria for each activity and performance indicator description. Possible reasons are: 1. very different experience among teachers, institutions 2. very short period of time for curriculum designing focusing mainly on virtual mobility organization and teaching practice 3. lack of plugin in Moodle for assessment strategy designing (vs Blackboard)
  29. 29. Challenge 4. Recognising learning outcomes to institutional contexts • Moodle networking service is implemented to access TeaCamp international Moodle from single – institutional Moodle platforms • Students use portfolio tool to import their collaborative group work results and later to export them to their institutional Moodle portfolios • Comparative Erasmus assessment tables are used for grade calculation and for recognition of TeaCamp module learning outcome at individual institutions, e.g.: Lithuanian grade Evaluation ECTS grade 10 Excellent: outstanding performance with only minor mistakes A 9 Very good: above the average standards, but with some errors B 8 Good: generally sound work with number of notable errors C 7-6 Satisfactory: fair but with significant shortcomings D 5* Sufficient: performance meet the minimum criteria E 4 Very weak: Considerable further work is required F/FX 3 Unsatisfactory F/FX 2 Bad F/FX 1 Unfair behavior or failure to appear for evaluation F/FX
  30. 30. Erasmus+ Cooperation for innovation and exchange of good practices KA2 – Strategic partnerships for HE Challenges for teacher collaboration in the project Opening Universities for Virtual Mobility (OUVM)
  31. 31. IO4. VM curriculum (modules) for a MA program (interdisciplinary Education) • The program is interdisciplinary, covering modules from the field of education, IT, management, etc. • A unique online program version adapted for VM • Modules can be used individually or in a set • Each partner can implement individually or in collaboration after the end of the project • Intellectual output licencing should be agreed in Kaunas Modules Coordinating Collaborating School Leadership UAb VMU Education for Sustainable Development UAb VMU Pedagogy of online education UAb UNIOVI UNIPV Human computer interaction UNIPV UNIOVI Web Ethics UNIPV VMU Narrative Ethics Summary UNIPV VMU Management of Education Innovations VMU UNIOVI, UAb Curriculum Designing and Management VMU UNIOVI Adult Education Concept VMU UNIPV Intercultural education and communication VMU UNIPV Learning, Development and Personality UNIOVI VMU Education in Information and Communication Technologies UNIOVI VMU, UNIPV, UAb Control of Computer Network and Services University of Siauliai
  32. 32. Partner Leads No. of modules Collaborates in development of modules Collaborating with Modules in total per Partner VDU 4 +3 ULEIC, UNIOVI, UNIPV 4+6 = 10 ULEIC 2 +3 VDU, UNIOVI, UNIPV 2+8 = 10 UNIOVI 2 +3 VDU, ULEIC, UNIPV 2+8 = 10 UNIPV 2 +3 VDU, ULEIC, UNIOVI 2+8 = 10 MA program module development
  33. 33. Openstudies.eu
  34. 34. Challenges and collaboration • Different experience • Different quality assurance requirements • Different scenarios of contact hours • Different experience in online learning • Different understanding of collaboration • Time/ point of view/ other challenges
  35. 35. Challenges for study timelines and other intercultural issues
  36. 36. However – it works! Visit http://openstudies.eu
  37. 37. Open education in Europe is targeted at Open Professional Collaboration • Across boarders • Across education and businesses • Across education sectors and all levels
  38. 38. openprof.eu2014-1-LT01-KA202-000562 Open Professional Collaboration for Innovation OpenPROF 1. LieDM association 2. Šiauliai VET centre Auxilium pro Regionibus Europae in Rebus Culturalibus 3. FFE - Fondo Formacion Euscadi 4. UAb – Universidaded Aberta 5. EDEN – European Distance and E-Learning Network
  39. 39. openprof.eu2014-1-LT01-KA202-000562 Innovations suggested by project Key innovations in training of teachers and trainers, as well as adult educators: – open educational resource and open curriculum development and licensing – open collaboration, as well as – designing curriculum for diverse target groups including the mode of work - based learning
  40. 40. openprof.eu2014-1-LT01-KA202-000562
  41. 41. openprof.eu2014-1-LT01-KA202-000562 OER development and integration into the courses Version Developed OERs (theory or practice/ activities) Adapted OERs (from partners or internet) (theory or practice/ activities) Version EN 1 2 3 4 5 6 7 8 Translated into the National language or into the English language Translated into the national language National 1b 2b 3b 4b 5b 6b 7b 8b 48 OER in partner national and English languages (24 created and 24 adapted)
  42. 42. openprof.eu2014-1-LT01-KA202-000562 Requirements for teachers for collaboration in OpenPROF • Digital competence • Openness for idea sharing, critics and learning • Benevolent attitude towards collaboration and innovations
  43. 43. openprof.eu2014-1-LT01-KA202-000562 Challenges for teachers creating and adapting OER • Tools to be used for OER creation • Tools to publish OER • Requirements for OER editable version • How much the OER should be adapted to become a new OER? • How open are we - should the OER be open for commercial use?
  44. 44. openprof.eu2014-1-LT01-KA202-000562 OpenPROF.eu
  45. 45. “And it is undoubtedly true that technology has transformed what we do and the way that we, and future generations, will think. But to ignore the pitfalls is to open ourselves up to risk, and sharing experiences is one potential way to overcome that.”
  46. 46. New challenges for teachers and organizations 46
  47. 47. ReOPEN: Recognition of Valid and Open Learning • Addressing objectives of "Opening Up“ • Implementing recommendations of EC JRC research study on “Validation of Non-formal MOOC – based Learning” (2016) by – establishing validated open learning practices – offering learner credentials for online and open learning (OOL) curriculum: • verification of learner identity • setting learning agreement and other instruments – establishing digital badges for recognition of learning achievements – establishing collaboration among teachers and institutions to provide transparent information on potential recognition of OOL – providing teachers with the tools for OOL development and recognition 2016-1-LT-KA202-023131
  48. 48. To be discussed at EDEN http://eden-online.org Airina Volungevičienė Airina.volungeviciene@vdu.lt EDEN President Director of Innovative Studies Institute Vytautas Magnus University Lithuania

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