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Estela Dauksiene "Virtual mobility - innovative learning approach"

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what is virtual mobility, different scenarios implemented and lessons learnt, virtual mobility curriculum design tips

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Estela Dauksiene "Virtual mobility - innovative learning approach"

  1. 1. Virtual Mobility as Innovative Teaching and Learning Approach Estela Daukšienė, Vytautas Magnus University (VMU) Kaunas, Lithuania
  2. 2. • What is virtual mobility? • Different virtual mobility cases VMU has experience in • Virtual mobility curriculum design • Virtual mobility implementation issues The focus of the presentation
  3. 3. • “the set of ICT-supported activities that realize cross-border, collaborative experiences in a context of teaching and/or learning” Vriens, M., Van Petegem, W., Op de Beeck, I., & Achten, M. (2010) • “it is the way of collaboration among people from different backgrounds and cultures, working and studying together where crossing borders in not a necessity any more” Poulova, P., Černa, M., & Svobodova, L. (2009). Virtual mobility
  4. 4. Physical mobility vs virtual mobility Pavia university, Italy VMU, Lithuania In physical mobility or exchange
  5. 5. Physical mobility vs virtual mobility Aveiro universitety, Portugal Pavia university, Italy VMU, Lithuania In virtual mobility
  6. 6. Virtual mobility in higher education is a way of learning, teaching, research, communication, or collaboration, based on the following characteristics: • Development of intercultural competence; • Cooperation of higher education institutions; • Application of appropriate technological solutions for teaching and learning, communication and collaboration; • Aimed at achieving academic goals and recognition of the achieved learning outcomes Virtual mobility
  7. 7. 1. Virtual seminar (series) or part of the virtual course or virtual course/module or Virtual study programme 2. Virtual placement 3. Virtual support activities for physical mobility (before, during or after traditional mobility) Types of virtual mobility activities
  8. 8. • Student virtual mobility • Teacher virtual mobility 2 perspectives or types of VM
  9. 9. Feature Virtual mobility (course) Distance learning (course) Main aim Learning and teaching in multicultural environment Learning in selected place, in own pace, time and preferred way International student groups For cooperation and intercultural competence development Not required International teaching groups Must be present at TVM Not required Multicultural exchange Intercultural or multicultural depend on no. of participating countries Not required Use of IT Must be present Must be present Distance learning vs. virtual mobility
  10. 10. VM benefits for institutions • enhances the quality of courses and curricula • contributes to the internationalization and modernization of HE: open, international, recognizable; attracts foreign students • enhance sound competition between institutions • enables and fosters multi-institutional collaboration between institutions
  11. 11. Main benefits of vm for students and teachers • Different forms of learning and methods of delivery • Different cultures + different perspectives = wider approach • Experience and improvement of virtual mobility competences – Linguistical/language – Cultural/intercultural – ICT – Educational/LO related – Personal and social • More career opportunities...
  12. 12. Various VM scenarious – Ubicamp www.ubicamp.eu
  13. 13. • Based on bilateral agreements • Recognition of ECTS credits and virtual mobility at student home institution(via TOR as in ph. mobility, indicating VM in diploma) • Motivation of the participants • Thorough preparation, coordination and planning of the pilot Success factors - Ubicamp
  14. 14. Various VM scenarious – VMcolab www.vmcolab.eu
  15. 15. • There was a strong leadership and coordination that enabled the organization and successful finalization of the pilot (learners’ PoV) • Motivation of the participants: there were real challenges for student groups which had some passive students (lurkers), however groups managed to focus on the task, were highly motivated and dedicated (organizers’ PoV) • Thorough preparation, coordination and planning of the pilot, coherent information for the participants (organizer’s PoV) • Attractive topic was selected (learners’ PoV) • Prior experience and dedicated collaborators who communicated, participated and supported the pilot from the very beginning till the end (organizers’ PoV) Success factors - VMCOLAB
  16. 16. Various VM scenarious - TeaCamp Teacamp.eu
  17. 17. • We became more open-minded for the other cultures… • We improved various skills and competences • It was a chance to use knowledge practically • We discovered new viewpoints of cultural differences • We learned to collaborate in a virtual environment • We learnt to better organize our study time schedule • We had many positive feelings and a valuable experience Student testimonies after VM sessions in TeaCamp
  18. 18. Various VM scenarious - Mevel mevel-eu.net/
  19. 19. • Created learning content was interested and rated as good, but • Workers didn’t like attending synchronous meetings and doing the tasks • Suggested tools (moodle and google hangouts) were not typical for learners and were rarely used Mevel - VM in metal sector with trainers(teachers) and workers (learners)
  20. 20. VMU USA university Joint course delivery for 9 years Various VM scenarios – VMU case
  21. 21. The selected topic – global social problems: More different students – more perspectives – more and different global problems analyzed • “the chosen subject has to be interesting to be seen from different countries perspectives” Main additional value
  22. 22. Various VM scenarious – OUVM www.ubicamp.eu openstudies.eu
  23. 23. In order VM is successful • It has to come from a need and organized within trusted network • Try to do this in a blended way - necessity of synchronous meetings • Everything has to be pre-planned and coordinated • Initial teacher training and support necessary • Benevolent attitude and encouragement for participants
  24. 24. • OUVM project results - 3 training materials: – On curriculum design – On open educational technologies and – On creative commons licenses or licencing All available at openstudies.eu/trainingmaterial/all Virtual mobility curriculum design
  25. 25. Unit 1 • Decision making Unit 2 • Transforming your course into vm course Unit 3 •Tools for virtual mobility Unit 4 •VM organization Unit 5. •QA of curriculum design for VM Virtual mobility curriculum designing
  26. 26. • International group collaboration activities • Intercultural competence development • Common (English) language • Virtually accessible learning content (VLE) • Use of technology for communication and collaboration Characteristics of a virtual mobility course
  27. 27. • Synchronous/asynchronous or both • Group size: min. 4 - max. 6 • Learning content – international/intercultural • Number or tasks – 1-3: aim? – Exchange of information – Analysis and comparison – Collaboration (intercultural experience) Designing online international group work: the do’s and don’ts
  28. 28. Additional value in virtual mobility: • “the chosen subject has to be interesting to be seen from different countries perspectives” • Please reflect - what topics could be most efficient in the subject you teach? Innovative way of learning
  29. 29. TVM SVM Institutional • Teacher training • Language • Costs and benefits • Workload • Socio-cultural exchange • Adaptation of the academic resources• Legal framework • Knowledge of the tools (synchronous & asynchronous) • Adaptation of the administrative resources • Academic recognition • Quality • Master classes • Cultural identity • Credit recognition • Legal framework • Blended Mobility • Virtual mobility recognition Barriers and problems for teacher VM (TVM) and student virtual mobility (SVM) by Juan Fuente and Menendez Ferreira (2011) Virtual mobility implementation issues
  30. 30. TVM SVM Institutional • Teacher training • Language • Costs and benefits • Workload • Socio-cultural exchange • Adaptation of the academic resources• Legal framework • Knowledge of the tools (synchronous & asynchronous) • Adaptation of the administrative resources • Academic recognition • Quality • Master classes • Cultural identity • Credit recognition • Legal framework • Blended Mobility • Virtual mobility recognition Issues still in 2015 Virtual mobility implementation issues
  31. 31. • Mainstream of virtual mobility • Offer of virtual mobility courses • Socio-cultural content • Teacher virtual mobility Virtual mobility implementation issues
  32. 32. • Vriens, M., Van Petegem, W., Op de Beeck, I., & Achten, M. (2010, July 5-7). Virtual mobility as an alternative or complement to physical mobility. Retrieved from Abstract submitted for EDULEARN conference in Barcelona, Spain: http://move-it.europace.org/kfm/uploads/Edulearn_Move- IT_VM.pdf • Poulova, P., Černa, M., & Svobodova, L. (2009). University Network – Efficiency of Virtual Mobility. Proceedings of the 5th WSEAS/IASME International Conference on EDUCATIONAL TECHNOLOGIES (EDUTE' 09), (pp. 87-92). • Juan Fuente, A. A., & Menendez Ferreira, R. (2011). TeaCamp Scenario and Barriers. WP7: TeaCamp Exploitation, TeaCamp project: www.teacamp.eu References
  33. 33. • Let’s open universities for student and teacher virtual mobility Contacts: Estela Dauksiene e.dauksiene@isi.vdu.lt www.openstudies.eu

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