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Conclusions Peer Learning Activity- Virtual Mobility


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Conclusions Peer Learning Activity- Virtual Mobility by George Ubachs, EADTU

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Conclusions Peer Learning Activity- Virtual Mobility

  1. 1. Conclusions Peer Learning Activity Virtual Mobility Maastricht, 13 December George Ubachs EADTU
  2. 2. PLA participants Higher Education Institutions • Maastricht University • KU Leuven • TU Delft • Open Universiteit Nederland • Open University UK • Beuth Hochschule für Technik Berlin • Sorbonne University • Università Telematica Internazionale Uninettuno • University of Jyväskylä/Open University • University of Warsaw • UOC Universitat Oberta de Catalunya • KIT Royal Tropical Institute University network organisations • Coimbra Group • Kiron Open Higher Education • European Students Union Public authorities • European Commission • Ministry of Education and Research, Norway Agencies • Academic Cooperation Association (ACA) • DAAD • Diku
  3. 3. Why this PLA? European developments in mobility 3 European Universities: physical, blended and online mobility Erasmus+ Strategic Partnerships, Knowledge Alliances, Capacity Building Erasmus Mundus Joint Degrees, embedded mobility of staff and students Networked programmes: mobility windows Physical Erasmus Mobility, incl. Intensive Programmes
  4. 4. Why this PLA? Blended and virtual mobility is stimulated in many Erasmus+ actions, in particular in the “European universities” initiative, “strategic partnerships”, “knowledge alliances”, “sector skills” and “capacity building”. The “eU.University hub” for online learning will stimulate and empower universities for online education and virtual mobility. In the Erasmus+ 2019 call, virtual mobility is defined as “a set of activities supported by Information and Communication Technologies, including e-learning, that realise or facilitate international, collaborative experiences in a context of teaching, training or learning”.
  5. 5. Examples of running initiatives in VM • Coimbra initiative EVOLVE (Evidence- Validated Online Learning through Virtual Exchange) • OpenVM project, Beuth University of Applied Sciences Berlin • Erasmus+ Virtual Exchange pilot projectEuropean Commission • Virtual Exchange, Delft University • Think Tank KU-Leuven • Edelnet, OUNL • VM Norwegian practices, DIKU • VM in the framework in a humanitarian context, Kiron Open Higher Education • Virtual mobility for global citizenship, Maastricht University
  6. 6. Aim of the PLA In the Peer Learning Activity on VM we brought together the stakeholders in international education to reflect on the opportunities offered by virtual mobility. The outcome of this PLA focusses on identification of the roles of the different stakeholders and the collection of: • Good practices of virtual mobility • New developments in the field of virtual mobility • How virtual mobility can stimulate European university networks • Recommendations at Macro, Meso and Micro level
  7. 7. Basic principles of VM • Just like the Erasmus+ programme, this international experience is organised in the framework of a collaboration between two or more universities. Such collaboration is defined in an institutional agreement between two universities (exchange) or within a network or consortium (networked and joint learning activities or curricula). At the individual level, a learning agreement guarantees the rights of the student. Should be the same for PM and VM • The core goal of any mobility is providing an international academic experience. In physical mobility, immersion is an important aspect, important for personal development, language learning and living in different social and cultural context. In virtual mobility, an international experience in a blended and online mode, next to the academic experience.
  8. 8. VM competencies envisaged (Open VM project) • Networked communication • Media communication • Intercultural skills • Collaborative skills • Autonomy-driven learning • Self-regulated learning • Open mindedness 9
  9. 9. Opportunities for students • Flexibility, accessibility: all students in a class have access to virtual mobility, also students who prefer not to go abroad or cannot go abroad, including those with special needs or from a disadvantaged socio-economic background. • Individual portfolio development: more opportunities for mobility and for integrating an international learning experience, a new field of study and new ways of learning, virtual internships • Competence building: intercultural competences, linguistic skills, collaborative learning, media and digital literacy skills, open mindedness, team work, critical thinking, networking. • Improving employability
  10. 10. Opportunities for staff • Enhancement of the quality of the course or a curriculum: content, collaborative education • Connecting educational networking with research networking • Continuous professional development, learning from international colleagues (sharing good practices, new methods...) • Enhanced teaching quality
  11. 11. Opportunities for institutions • To expand the university’s academic offer in an international context (to home and guest students), internationalisation of the curriculum, global teaching, transnational education • Innovative pedagogies creating an international experience for students • Enhancing the quality of courses and curricula • Networking with other universities in education and research, sharing teaching capacity • Enhancing the attractiveness and competitiveness of the university • New approaches concerning alumni activities, continuous education and lifelong learning • Reaching out to disadvantaged groups, e.g. migrants, refugees
  12. 12. Towards mainstream virtual mobility • 10 years on virtual mobility (2 projects) • EADTU Mobility Matrix • EADTU TF VM; mapping VM in Europe • EADTU Peer Learning Activity • EADTU-EU Summit 30th April 2019 13
  13. 13. EADTU Mobility Matrix 14
  14. 14. Task Force Virtual Mobility The group of experts consists of EADTU member an non- member university representatives with a specific field of expertise or interest in virtual mobility Members are; • George Ubachs (EADTU; Chair) • Esther Souto (UNED) • Carme Anguera Iglesias (UOC) • Katrien Vanelven (KU-Leuven) • Susanne Koch (Norgesuniversitetet) • Sabine Bottin (FIED-UPMC) Non-member participants: • Marinke Sussenbach (TU-Delft) • Sarah Guth, Erasmus+ Virtual Exchange consortium • Barbara Moser Mercer, InZone |Université de Genève • LERU and COIMBRA are represented by some of the TF-members
  15. 15. TF-VM GOALS 16 • Achieve a common understanding of virtual mobility • Analyse positive and negative forces on further exploring virtual mobility schemes and mainstreaming • Identify ways forward and lower thresholds for virtual mobility and by stimulating innovation in education • Identify the expertise needed and ways of sharing at European level • Identify VM from university, teacher and student perspectives • Identify innovative projects related to VM • Identify the different approaches represented by good practices • Define recommendations at Macro, Meso and Micro level
  16. 16. 17
  17. 17. Universities should (Micro Level): • Benefit from the opportunities of networked and joint educational initiatives by digital education, involving multiple campuses simultaneously, e.g. in virtual seminars and think tanks, or in joint curricula in the framework of the “European universities” initiative. • Benefit from specific features of digital education which add to the quality and intensity of education, e.g. inquiry learning activities on the internet, communication with staff ad peers, learning communities , e-assessment and feedback. • Benefit from the flexibility of digital education in international education: next to synchronous, also asynchronous formats, taking into account different time zones and conflicting course tables; adaptiveness to different prior knowledge levels. • Benefit of the opportunities with regard to the granularity of digital education. Collaboration and mobility is possible for all organisational units: learning activities/modules, courses, MOOCs and short courses, degree programs (networked, joint) and for all qualification levels: foundation, bachelor, master and doctorate. • Benefit from the accessibility offered by digital modes of teaching and learning in international education. Being able to reach a larger and more divers group of students. 18 RESULTS PLA-VM
  18. 18. At institutional policy level (Meso level): • Universities should develop shared leadership with regard to the internationalisation of education within a student centred perspective. International virtual education should be part of mainstream curriculum development. • Select blended/online internationalisation pedagogies, depending on educational design, taking into account the needs for flexibility , accessibility , scalability and the quality requirements for international education. • International relations offices should develop understanding and expertise to enable support of international curriculum and course development in collaboration with teaching and learning support services • Institutional support should be given to programme coordinators and teaching staff to develop an international dimension in education, facilitating collaboration in broader networks and consortia. • Providing supporting technological infrastructural services • Organise on site staff training, bringing in external expertise and stimulate staff to experiment with blended education, online short programmes and MOOCs along their research interests. Integration of expertise related to international course design/classrooms. • Create subject area communities and share online course materials as a source for international collaboration and mobility (OER). • Define, create, share Institutional frameworks, facilitation and processes. 19 RESULTS PLA-VM
  19. 19. • University networks should develop and support the institutional leadership of their members with regard to blended/online transnational education and online/blended collaboration and mobility. • University networks should stimulate members to organise networked/joint collaborations, e.g. virtual seminars, think tanks, student exchange with MOOCs and online courses, networked programmes, joint programmes. • Governments and HEIs should adopt aligned and shared recognition schemes for online education and virtual mobility. • Online education and mobility as a key to achieve sdg4 objective of the UN • Networks/agencies/governments should create subject area/programme communities and share online course materials, taking into account their international use. 20 At national and European level (Macro Level): RESULTS PLA-VM
  20. 20. 21 At national and European level (Macro Level): • National strategies should build a framework to promote, stimulate and activate international blended/online collaboration and mobility between universities. Virtual mobility as a complement to physical mobility will support this process and intensify the international learning experience for all students. • Internationalisation policies, strategies, funding schemes for higher education at national level should strengthen the policies of the European Commission with regard to “European Universities” as alliances to enhance the quality of higher education. • National governments should support the digital dimension in international collaboration and mobility in the European Higher education Area (BFUG) by creating public archtectoral and support services. • Increasing the European identity, global citizenship with global competencies by making virtual mobility a standard provision. RESULTS PLA-VM
  21. 21. Let’s keep in touch! George Ubachs 22