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Vytautas Magnus University online studies


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Presentation of online and blended studies at Vytautas Magnus University. Virtual mobility (as type of online studies) characteristics and different cases implemented, together with usefull public links

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Vytautas Magnus University online studies

  1. 1. Online and blended studies at VMU. Virtual mobility as a form of online studies Estela Daukšienė, Innovative Studies Institute
  2. 2. Virtual learning environment • • Guidance at • or
  3. 3. 3 levels of online or blended studies at VMU • Guidance in online and blended learning by Innovative Studies institute •
  4. 4. Requirements for 1 level blended studies at VMU • Course description • All topics • Slides or other learning material for all topics
  5. 5. Requirements for 2 level blended studies at VMU • 50-90% of all learning materials and activities: • Course description; • Learning plan; • Lecture records or link to synchronous online meetings; • Assignments and their assessment criteria • Self-check tests or other online activities.
  6. 6. Requirements for 3 level blended/online studies at VMU • 91-100% of learning materials and learning activities: • all mentioned at level 2 just with higher interactivity and more online meetings
  7. 7. Open online studies at VMU • • Target group – society and companies • For individual or group learning online • Based on different subject areas, such as foreign languages, business and communication, humanities, social sciences, law or informatics
  8. 8. Quality assurance of courses for online studies • University online courses or open e-courses • Expert assessment of the course preparedness for online learning • Common quality assurance criteria questionnaires used • EN link to tool: criteria/revive-vet-curriculum-design-quality-
  9. 9. •
  10. 10. Virtual mobility at VMU • • • • •
  11. 11. Virtual mobility characteristics 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
  12. 12. Types of virtual mobility activities 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)
  13. 13. 2 perspectives or types of virtual mobility: Student virtual mobility And/or Teacher virtual mobility
  14. 14. Various VM scenarious – Ubicamp Student virtual mobility case • • •
  15. 15. Various VM scenarious – Ubicamp
  16. 16. Ubicamp scenario - lessons learnt • It is easier to coordinate the process if bilateral agreements are chosen instead of multilateral • It depends on a university procedure and regulations how many courses student can take and at how many universities student can be enrolled at one semester • Flexibility of a teacher is crucial as not always intercultural groups may be formed • Strong coordination of the process is essential
  17. 17. Student testimonies after VM sessions in UbiCamp • You feel like studying in different country, you can compare our study technique and theirs • It’s something international, productive, interesting, exciting … • When I participate in virtual lecture, I’m more brave to speak and to write.. I improve my English • I met new people, new lecturers and new friends… • It helped me a lot for my professional life
  18. 18. Various VM cases: OUVM, VMU master studies, TeaCamp Student and teacher virtual mobility cases • • •
  19. 19. OUVM case –
  20. 20. Student and teacher VM scenario – OUVM case success factors • It has to come from a need and organized within trusted network • Try to do this in a blended way - necessity of synchronous meetings (esp. teachers) • Everything has to be pre-planned and coordinated • Initial teacher training and support necessary • Benevolent attitude and encouragement for participants
  21. 21. Various VM scenarious – VMU master studies case Main features: • Joint course planning and delivery between 2 universities (in Lithuania and USA) for 10 years already • Students and teachers meet in classrooms and have a joint video conference each week • Students prepare group-works while collaborating online with other countries students • Teachers present the same topic from each countries perspective
  22. 22. Various VM scenarious – VMU master studies case success factors • The topic of the subject is more valuable when discussed from different countries’ perspective (i.e. Global social problems) • The course is included in the master studies programmes in both universities (although not as vm course) • Both countries see the course as “worth organizing it this way” • it comes from a need • no additional financial contributions are necessary • Strong cooperation between teachers
  23. 23. Student testimonies after VM sessions (VMU master students) • Very optimistic experience, it was a better experience than we expected • Unusual, unique experience, and very valuable • It was not just theoretical background but also a possibility to communicate with students from other cultures • In the beginning it was difficult to understand them, but I improved my English knowledge and got a broader view of the topic • In the beginning I was afraid of that but now I feel that it was very good and if somebody has this opportunity you definitely have to use it
  24. 24. Various VM scenarious – TeaCamp • It works better with bachelor program students • Each institution procedure and (country) regulations may differ and bring additional challenges • Time and semester schedule is always an issue • It’s still a project based activity
  25. 25. Various VM scenarious – TeaCamp case lessons learnt • If you aim at recognition of learning outcomes/course, you have to think about it before running a pilot • It’s compicated/ not possible to recognize a course that is delivered and participated by teachers and students from several universities • International group activities and international teacher background bring additional value to any course
  26. 26. Student testimonies after VM sessions in TeaCamp • 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, and really appreciate it • We’ve got more than we expected
  27. 27. More testimonies of the students • • – „Reflections on virtual mobility at Vytautas Magnus University (Master studies in Social work)“ (Student Jovita) • - „Reflections on virtual mobility at Vytautas Magnus University (Master studies in Social work)“ (Student Vitalija) • – „Testimony on studying at 6 HEI via virtual mobility in TeaCamp project (VMU bachelor studies in Education). Student Lina Nikitinaitė
  28. 28. VM process management requirements • Joint agreements, detailed planning and benevolent attitude • Strong coordination and cooperation • Each time different issues are faced
  29. 29. VM organization is a challenge for institution • Opens its practices for revision • Opens all departments for virtual collaboration • Requires openness from teachers and students to participate • Opens new possibilities for students, teachers and institutions
  30. 30. Innovative Studies institute • Estela Daukšienė • •
  31. 31. Thank you