1. The doctoral dissertation by Estela Daukšienė aims to conceptualize virtual mobility in higher education by analyzing its main components and their relationships.
2. Virtual mobility is defined as a way of learning, teaching, research, communication, or collaboration based on developing intercultural competence through the cooperation of higher education institutions using appropriate technologies to achieve academic goals and recognition of learning outcomes.
3. The research analyzes the main components of virtual mobility - scenarios, curriculum, technologies, and competencies - and their interrelationships, and identifies factors for successful implementation as well as obstacles such as diverse understanding and lack of recognition procedures.
4. Recommendations include defining the virtual mobility concept, increasing
Virtual mobility concept, types and success factorsEstela Dauksiene
This document discusses virtual mobility in higher education. It defines virtual mobility as collaborative communication between faculty and counterparts mediated by computers that provides the same benefits as physical mobility without travel. The document outlines types of virtual mobility activities including virtual seminars, placements, and support for physical mobility. It presents scenarios for virtual mobility courses including virtual stays abroad, virtual campuses, and joint curriculum design. Benefits discussed include improved quality, internationalization, and development of virtual competencies. Key success factors include addressing real needs, effective partnerships, engagement at all levels, and blended implementation.
This document discusses virtual mobility (VM) in higher education. It begins by outlining the key components and characteristics of VM, including international student and teacher groups collaborating across institutions using technology. Benefits are described for higher education institutions, teachers, and students, such as enhanced curriculum, professional development opportunities, and improved skills.
The document then focuses on a specific VM project called TeaCamp, which involved the development of a virtual learning module on virtual learning in higher education across six institutions. Key aspects discussed include ensuring consistent learning outcomes, dividing the curriculum content and teaching responsibilities across partner institutions, and addressing challenges in assessing international student groups with different grading systems.
This document discusses virtual mobility (VM) in higher education. It begins by outlining some key concepts and components of VM, including that VM involves international student and teacher groups collaborating across institutions using technology. The document then provides examples of VM projects, including the TeaCamp project which involved the development of a joint online module on virtual learning across multiple European universities. It discusses important aspects of designing and implementing quality VM experiences, such as ensuring consistency in learning outcomes, developing collaborative curriculum content, and addressing challenges in assessing international student groups with different grading systems.
This small publication on Virtual Mobility summarizes the main conclusions and outcomes of the VMCOLAB project. The booklet starts with defining the concept of Virtual Mobility and presenting the different types that can be distinguished. This is followed by an introduction of the VMCOLAB project and a presentation of the main support materials and services this project has developed for higher education institutions, teachers and students that want to engage in Virtual Mobility experiences. The three VMCOLAB pilot courses demonstrate the potential of Virtual Mobility for different target groups. Finally, some recommendations propose how to better integrate Virtual Mobility into educational experiences across Europe.
The publication is available in all the project languages: English, Spanish, Portuguese, Italian, German, Dutch, Romanian and Lithuanian.
Virtual mobility: an alternative for or a complement to physical mobility?Ilse Op de Beeck
This document discusses virtual mobility as an alternative or complement to physical student mobility. It defines virtual mobility as technology-supported international collaborative learning experiences. Virtual mobility can support physical exchanges through online orientation, language learning, and alumni networks. It can also internationalize courses through virtual internships, joint projects, and blended learning. Successful implementation requires consideration of technology, pedagogy, and organization. Virtual mobility is not a replacement for physical mobility but offers new ways to experience international learning.
This document discusses virtual mobility in higher education. It begins by defining virtual mobility as technology-supported international collaborative experiences in teaching and learning that provide similar benefits to physical mobility without requiring travel. The document then discusses how virtual mobility can impact higher education institutions, teachers, and students in a positive way by enhancing curriculum, developing job skills, and facilitating international collaboration and exchange of ideas. It provides examples of virtual mobility projects and modules between European universities that aim to open access to education across borders through online learning opportunities.
This document discusses virtual mobility in higher education. It defines virtual mobility as technology-supported international collaborative experiences in teaching and learning. The document outlines various virtual mobility activities that can be used, such as videoconferencing, webconferencing, and social media. It discusses how virtual mobility can facilitate or internationalize courses and programs. The benefits of virtual mobility for students include developing intercultural competencies without traveling abroad and enhancing collaboration skills through working with international peers. Examples are provided of how universities have implemented virtual mobility activities and projects.
Virtual mobility concept, types and success factorsEstela Dauksiene
This document discusses virtual mobility in higher education. It defines virtual mobility as collaborative communication between faculty and counterparts mediated by computers that provides the same benefits as physical mobility without travel. The document outlines types of virtual mobility activities including virtual seminars, placements, and support for physical mobility. It presents scenarios for virtual mobility courses including virtual stays abroad, virtual campuses, and joint curriculum design. Benefits discussed include improved quality, internationalization, and development of virtual competencies. Key success factors include addressing real needs, effective partnerships, engagement at all levels, and blended implementation.
This document discusses virtual mobility (VM) in higher education. It begins by outlining the key components and characteristics of VM, including international student and teacher groups collaborating across institutions using technology. Benefits are described for higher education institutions, teachers, and students, such as enhanced curriculum, professional development opportunities, and improved skills.
The document then focuses on a specific VM project called TeaCamp, which involved the development of a virtual learning module on virtual learning in higher education across six institutions. Key aspects discussed include ensuring consistent learning outcomes, dividing the curriculum content and teaching responsibilities across partner institutions, and addressing challenges in assessing international student groups with different grading systems.
This document discusses virtual mobility (VM) in higher education. It begins by outlining some key concepts and components of VM, including that VM involves international student and teacher groups collaborating across institutions using technology. The document then provides examples of VM projects, including the TeaCamp project which involved the development of a joint online module on virtual learning across multiple European universities. It discusses important aspects of designing and implementing quality VM experiences, such as ensuring consistency in learning outcomes, developing collaborative curriculum content, and addressing challenges in assessing international student groups with different grading systems.
This small publication on Virtual Mobility summarizes the main conclusions and outcomes of the VMCOLAB project. The booklet starts with defining the concept of Virtual Mobility and presenting the different types that can be distinguished. This is followed by an introduction of the VMCOLAB project and a presentation of the main support materials and services this project has developed for higher education institutions, teachers and students that want to engage in Virtual Mobility experiences. The three VMCOLAB pilot courses demonstrate the potential of Virtual Mobility for different target groups. Finally, some recommendations propose how to better integrate Virtual Mobility into educational experiences across Europe.
The publication is available in all the project languages: English, Spanish, Portuguese, Italian, German, Dutch, Romanian and Lithuanian.
Virtual mobility: an alternative for or a complement to physical mobility?Ilse Op de Beeck
This document discusses virtual mobility as an alternative or complement to physical student mobility. It defines virtual mobility as technology-supported international collaborative learning experiences. Virtual mobility can support physical exchanges through online orientation, language learning, and alumni networks. It can also internationalize courses through virtual internships, joint projects, and blended learning. Successful implementation requires consideration of technology, pedagogy, and organization. Virtual mobility is not a replacement for physical mobility but offers new ways to experience international learning.
This document discusses virtual mobility in higher education. It begins by defining virtual mobility as technology-supported international collaborative experiences in teaching and learning that provide similar benefits to physical mobility without requiring travel. The document then discusses how virtual mobility can impact higher education institutions, teachers, and students in a positive way by enhancing curriculum, developing job skills, and facilitating international collaboration and exchange of ideas. It provides examples of virtual mobility projects and modules between European universities that aim to open access to education across borders through online learning opportunities.
This document discusses virtual mobility in higher education. It defines virtual mobility as technology-supported international collaborative experiences in teaching and learning. The document outlines various virtual mobility activities that can be used, such as videoconferencing, webconferencing, and social media. It discusses how virtual mobility can facilitate or internationalize courses and programs. The benefits of virtual mobility for students include developing intercultural competencies without traveling abroad and enhancing collaboration skills through working with international peers. Examples are provided of how universities have implemented virtual mobility activities and projects.
This document discusses virtual mobility in international higher education. It summarizes the work of the EADTU Task Force on Virtual Mobility, which explored good practices in virtual mobility, new developments in the field, and how virtual mobility can stimulate European university networks. The task force defined virtual mobility as a set of technology-supported international collaborative experiences in teaching, training or learning. It identified three types of mobility - physical, blended, and online - and discussed how mobility can be embedded within courses, programs, and curricula. Benefits of virtual mobility include flexibility, accessibility, and opportunities to develop skills like intercultural competence. Barriers include lack of digital expertise and infrastructure. The document concludes that physical, blended and online modes
Innovative models for collaboration and student mobility in europeEADTU
This document discusses innovative models for collaboration and student mobility in Europe through virtual mobility. It provides definitions and examples of physical, blended, and online/virtual mobility. Virtual mobility is defined as international collaborative experiences facilitated by information and communication technologies. The document outlines opportunities and barriers to virtual mobility and concludes that physical, blended, and online mobility should be offered based on principles of international curriculum design to enhance quality and accessibility.
2015 g. van der perre higher education for the digitalEADTU
This document outlines discussions from a group in Flanders exploring how higher education can better utilize digital technologies. It summarizes input from experts Diana Laurillard and Pierre Dillenbourg on challenges and opportunities for blended learning. The group identified 10 discussion topics and conducted university visits. The document calls for universities to think digitally and address educational challenges through innovative technology solutions. It argues digital change is a moral duty and universities should transform into more adaptive, socially impactful institutions. The goal is not just implementing tech but designing new learning experiences and environments through blended models.
[EADTU OPEN VM WEBINAR] Presentation Eveliina PermiEADTU
Joint Curricula and Integrated Mobility: Master's Degree Programme in Comparative Social Policy presented by Eveliina Permi, Tampere University (Finland) on Thursday 18 June 2020
Open Education Models for Digital Skills in Higher EducationDiana Andone
This document discusses open education models for developing digital skills in higher education. It proposes using MOOCs and OERs in blended and flipped classroom models to help students develop 21st century skills. The author details their university's experiences integrating MOOCs, virtual mobilities programs, and OERs into courses. Students gained new digital skills in areas like autonomy, critical thinking, creativity, and analyzing information. Challenges included a lack of guidelines and support. The document envisions future higher education being more open, flexible, lifelong, and personalized through virtual libraries, AI-assisted learning, and rapid prototyping of education.
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
The document discusses connecting research, policy, and practice in e-learning. It provides a framework linking the four areas of research, policy, teacher practice, and learner experience. It then examines the history of e-learning and various technologies and pedagogical approaches. Key lessons include the need for new digital literacies and better linking research to policy and practice. The future will involve an ongoing evolution of technologies and their use in education.
This document summarizes Dr. Alan Bruce Eden's presentation on schooling and education reform given at the Open Classroom Conference in Athens. It discusses the need to question assumptions about education systems, investigate issues of power and control, and assert the transformative potential of technology. It also examines challenges like the changing nature of work due to globalization and emphasizes the importance of innovation, creativity, collaboration, and leadership in education reform.
The document outlines Greece's national strategy for developing digital schools between 2010-2015. It aims to improve digital infrastructure in schools, provide teacher training, develop educational resources, and modernize school administration systems. Specific targets include connecting all schools to broadband internet, increasing the number of computers and interactive whiteboards in schools, training over 100,000 teachers to integrate technology into lessons, and developing an online platform hosting digital textbooks and learning materials. The strategy represents a government commitment to enhancing technology use in education across Greece.
Panagiotis Zervas and Demetrios G. Sampson, Supporting the assessment of problem solving competences through inquiry-based teaching in school science education: The Inspiring Science Education tools, Webinar Slides, eTwinning Creative Classroom Group, 28 April 2015
The document summarizes the e-Learning activities at Macerata University in Italy. It discusses the university's e-Learning center called CELFI, which provides online and blended learning resources and technologies to support over 10,000 students across 17 degree programs. CELFI focuses on strategic modeling of online learning, teacher training, setting up online learning environments, and coordinating international projects. It utilizes various learning management systems and intelligent tutoring technologies to deliver a flexible, non-neutral pedagogical model centered around instruction, collaboration, and personal reflection.
Terry Anderson is Director of Canadian Institute Distance Education Research (CIDER) at Athabasca University, Canada. Olaf Zawacki-Richter is Professor of Educational Technology at Carl von Ossietzky University of Oldenburg in Germany.
This shared presentation was delivered as part of the shared keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
The document discusses accessibility in e-learning as a way to promote inclusion for students with disabilities. It notes that while technical accessibility standards exist, pedagogical accessibility is also important but less addressed. The research aims to develop guidelines for fully accessible e-learning courses through a participatory design process involving students with special education needs. This would provide a model for inclusive online course design in higher education that considers both technical and pedagogical accessibility factors.
This document summarizes the closing remarks from a conference on student-centered learning. It discusses the roles of learners, instructors, pedagogies, technology, and institutions in student-centered learning. Learners are in the driver's seat but receive guidance from instructors. Pedagogies define how learners progress while technology powers the learning process. Institutions provide the infrastructure and resources to support student-centered learning. The document highlights quotes from several conference speakers about topics like the role of students, digital tools, and challenges in implementing student-centered models.
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
The document discusses innovation in distance learning based on a study of opinions from experienced distance learning leaders around the world. It summarizes their responses to questions about the most significant innovations in distance learning from 1988-2008, factors affecting the level of innovation, and the greatest challenge facing distance learning over the next decade. The responses highlighted many technological innovations like the internet, learning management systems, and mobile learning. Non-technological innovations included shifts to more student-centered and collaborative learning models. Barriers to innovation included lack of institutional support and risk aversion. The biggest future challenge was identified as addressing language barriers.
Beyond the virtual campus: Technologies for virtual learning communitiesSu White
Abstract:
Information and communication technologies have been used formally for many years to build the infrastructure of the virtual campus. However, rich student experiences are a product of both educational and social learning - whether they aske place in the real world or virtually. Like the real world, online communities can flourish and evolve dynamically creating opportunities for social learning which will sustain the learner long after their formal programme of students has officially ended. This presentation will examine the range of different social learning opportunities available and compare the contributions of formal and informal social learning to the growth and sustainability of virtual learning communities
The document contains self-assessment responses from two universities - Vytautas Magnus University and the University of Florence - regarding their use of open educational resources and practices. At both universities, some departments and individuals are starting to use and create OER, though no formal processes exist. Visions and skills around open practices are emerging but not widely shared. While interest is growing, implementation of policies, tools, and support for open education is still limited.
This document discusses virtual mobility in international higher education. It summarizes the work of the EADTU Task Force on Virtual Mobility, which explored good practices in virtual mobility, new developments in the field, and how virtual mobility can stimulate European university networks. The task force defined virtual mobility as a set of technology-supported international collaborative experiences in teaching, training or learning. It identified three types of mobility - physical, blended, and online - and discussed how mobility can be embedded within courses, programs, and curricula. Benefits of virtual mobility include flexibility, accessibility, and opportunities to develop skills like intercultural competence. Barriers include lack of digital expertise and infrastructure. The document concludes that physical, blended and online modes
Innovative models for collaboration and student mobility in europeEADTU
This document discusses innovative models for collaboration and student mobility in Europe through virtual mobility. It provides definitions and examples of physical, blended, and online/virtual mobility. Virtual mobility is defined as international collaborative experiences facilitated by information and communication technologies. The document outlines opportunities and barriers to virtual mobility and concludes that physical, blended, and online mobility should be offered based on principles of international curriculum design to enhance quality and accessibility.
2015 g. van der perre higher education for the digitalEADTU
This document outlines discussions from a group in Flanders exploring how higher education can better utilize digital technologies. It summarizes input from experts Diana Laurillard and Pierre Dillenbourg on challenges and opportunities for blended learning. The group identified 10 discussion topics and conducted university visits. The document calls for universities to think digitally and address educational challenges through innovative technology solutions. It argues digital change is a moral duty and universities should transform into more adaptive, socially impactful institutions. The goal is not just implementing tech but designing new learning experiences and environments through blended models.
[EADTU OPEN VM WEBINAR] Presentation Eveliina PermiEADTU
Joint Curricula and Integrated Mobility: Master's Degree Programme in Comparative Social Policy presented by Eveliina Permi, Tampere University (Finland) on Thursday 18 June 2020
Open Education Models for Digital Skills in Higher EducationDiana Andone
This document discusses open education models for developing digital skills in higher education. It proposes using MOOCs and OERs in blended and flipped classroom models to help students develop 21st century skills. The author details their university's experiences integrating MOOCs, virtual mobilities programs, and OERs into courses. Students gained new digital skills in areas like autonomy, critical thinking, creativity, and analyzing information. Challenges included a lack of guidelines and support. The document envisions future higher education being more open, flexible, lifelong, and personalized through virtual libraries, AI-assisted learning, and rapid prototyping of education.
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
The document discusses connecting research, policy, and practice in e-learning. It provides a framework linking the four areas of research, policy, teacher practice, and learner experience. It then examines the history of e-learning and various technologies and pedagogical approaches. Key lessons include the need for new digital literacies and better linking research to policy and practice. The future will involve an ongoing evolution of technologies and their use in education.
This document summarizes Dr. Alan Bruce Eden's presentation on schooling and education reform given at the Open Classroom Conference in Athens. It discusses the need to question assumptions about education systems, investigate issues of power and control, and assert the transformative potential of technology. It also examines challenges like the changing nature of work due to globalization and emphasizes the importance of innovation, creativity, collaboration, and leadership in education reform.
The document outlines Greece's national strategy for developing digital schools between 2010-2015. It aims to improve digital infrastructure in schools, provide teacher training, develop educational resources, and modernize school administration systems. Specific targets include connecting all schools to broadband internet, increasing the number of computers and interactive whiteboards in schools, training over 100,000 teachers to integrate technology into lessons, and developing an online platform hosting digital textbooks and learning materials. The strategy represents a government commitment to enhancing technology use in education across Greece.
Panagiotis Zervas and Demetrios G. Sampson, Supporting the assessment of problem solving competences through inquiry-based teaching in school science education: The Inspiring Science Education tools, Webinar Slides, eTwinning Creative Classroom Group, 28 April 2015
The document summarizes the e-Learning activities at Macerata University in Italy. It discusses the university's e-Learning center called CELFI, which provides online and blended learning resources and technologies to support over 10,000 students across 17 degree programs. CELFI focuses on strategic modeling of online learning, teacher training, setting up online learning environments, and coordinating international projects. It utilizes various learning management systems and intelligent tutoring technologies to deliver a flexible, non-neutral pedagogical model centered around instruction, collaboration, and personal reflection.
Terry Anderson is Director of Canadian Institute Distance Education Research (CIDER) at Athabasca University, Canada. Olaf Zawacki-Richter is Professor of Educational Technology at Carl von Ossietzky University of Oldenburg in Germany.
This shared presentation was delivered as part of the shared keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
The document discusses accessibility in e-learning as a way to promote inclusion for students with disabilities. It notes that while technical accessibility standards exist, pedagogical accessibility is also important but less addressed. The research aims to develop guidelines for fully accessible e-learning courses through a participatory design process involving students with special education needs. This would provide a model for inclusive online course design in higher education that considers both technical and pedagogical accessibility factors.
This document summarizes the closing remarks from a conference on student-centered learning. It discusses the roles of learners, instructors, pedagogies, technology, and institutions in student-centered learning. Learners are in the driver's seat but receive guidance from instructors. Pedagogies define how learners progress while technology powers the learning process. Institutions provide the infrastructure and resources to support student-centered learning. The document highlights quotes from several conference speakers about topics like the role of students, digital tools, and challenges in implementing student-centered models.
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
The document discusses innovation in distance learning based on a study of opinions from experienced distance learning leaders around the world. It summarizes their responses to questions about the most significant innovations in distance learning from 1988-2008, factors affecting the level of innovation, and the greatest challenge facing distance learning over the next decade. The responses highlighted many technological innovations like the internet, learning management systems, and mobile learning. Non-technological innovations included shifts to more student-centered and collaborative learning models. Barriers to innovation included lack of institutional support and risk aversion. The biggest future challenge was identified as addressing language barriers.
Beyond the virtual campus: Technologies for virtual learning communitiesSu White
Abstract:
Information and communication technologies have been used formally for many years to build the infrastructure of the virtual campus. However, rich student experiences are a product of both educational and social learning - whether they aske place in the real world or virtually. Like the real world, online communities can flourish and evolve dynamically creating opportunities for social learning which will sustain the learner long after their formal programme of students has officially ended. This presentation will examine the range of different social learning opportunities available and compare the contributions of formal and informal social learning to the growth and sustainability of virtual learning communities
The document contains self-assessment responses from two universities - Vytautas Magnus University and the University of Florence - regarding their use of open educational resources and practices. At both universities, some departments and individuals are starting to use and create OER, though no formal processes exist. Visions and skills around open practices are emerging but not widely shared. While interest is growing, implementation of policies, tools, and support for open education is still limited.
UbiCamp is an Erasmus project that aims to promote virtual student mobility through online courses delivered in English. The consortium developed templates to help institutions set up virtual exchange programs. Institutions would sign Erasmus+ agreements indicating support for virtual mobility and agree to recognize virtual courses based on these agreements. Students would be selected by their home institution but enrolled at the host institution during the semester. Results would then be shared with the home institution for recognition purposes according to the signed agreements. Institutions were invited to identify courses for virtual exchange and sign bilateral agreements by April 10, 2014 to participate in the autumn 2014 semester exchange.
The document discusses a project called EU-VIP that tested innovative ways for university students to complete work placements virtually with companies. It involved partnerships between higher education institutions and small-and-medium enterprises across 8 European countries. Through "Innovation Labs", student teams tackled real business problems and opportunities for the partner companies virtually. This allowed students to gain experience working internationally and developing skills like intercultural communication, while companies received new solutions. The methodology provided benefits for all stakeholders and showed potential for standardization and expansion to other universities through the Erasmus+ program.
This document discusses the challenges of virtual mobility (VM) for institutions and practitioners. It outlines that VM is based on using information and communication technologies to obtain international learning experiences without physical travel. While VM provides opportunities for international collaboration and recognition, it also presents complex issues regarding implementation, resources, and differing institutional perspectives. Several European projects are working to address these challenges by facilitating VM processes, building competencies, developing open educational resources, and bringing professionals together to further the concept.
DisCo 2013: Danyliuk and Paschenko - Virtual Mobility of University Teaching...8th DisCo conference 2013
Globalization through the mediation of information and communication technologies influences greatly higher education (appearing transnational education, great amount of alternative providers of higher education and runaway staff mobility in virtual space). Virtual mobility attracts attention of politicians and experts in the field of education (“The Bologna Process and the European Higher Education Area” – Salamanca Convention, 2001, includes an idea of joint European approach to virtual mobility and transnational education; “Mobility for Better Learning” – Mobility strategy 2020 for the European Higher Education Area, 2011) and scientists (National Academy of Sciences of Ukraine project “International Education on the Basis of Flexible Centers of Distance Technologies and Computer-Tele-Communicational Networks”). Problem of mobility is one of the most disputable among higher education researchers in Europe. Development of virtual academic mobility transforms modern education into a social institution which could provide different educational services to humans for their lifelong learning. Modern situation demands attention to distance education development through creation of specialized informationaleducational courses and areas of e-learning, development of e-libraries and databases, support of “network lecturers” and e-courses developers. It should stimulate university staff media-educational training they could project educational environment using modern information technologies. Our task was to investigate Ukrainian academicians’ experience and e-competences necessary for participation in virtual mobility processes (sample – 710). The instruments of measurement and diagnostics were a specially constructed questionnaire and a method of self-evaluation of ecompetences necessary for effective participation in virtual academic mobility.
This document outlines the agenda for a Peer Learning Activity on virtual mobility organized by EADTU. The PLA will bring together stakeholders in international education to discuss opportunities for virtual mobility. Participants will include higher education institutions, university networks, public authorities, and agencies. The goal is to identify good practices, new developments, and recommendations to stimulate virtual mobility and European university networks. The outcome will be a report identifying the roles of stakeholders and collecting virtual mobility practices, innovations, and advice for implementing virtual mobility at multiple levels.
This document discusses innovative models for virtual mobility and student collaboration in Europe. It summarizes the work of EADTU's Task Force on Virtual Mobility, which explored good practices, new developments, and how virtual mobility can stimulate university networks. Virtual mobility can take various forms, including embedded within courses, exchange programs, or networked curricula. It provides opportunities for flexible, accessible international experiences to develop skills like intercultural competence. The document outlines examples of existing virtual mobility programs and their benefits for both students and staff.
This document discusses the increasing role of information and communication technologies (ICT) in driving lifelong learning in an era of increased mobility. It summarizes key innovations changing higher education like open educational resources (OER), MOOCs, and virtual mobility. It discusses challenges to adopting OER and potential sustainability models. It also describes a virtual mobility pilot called "TeaCamp" involving 13 teachers from 6 institutions that developed an online module on virtual learning in higher education. The document emphasizes ICT's role when responsibly and quality-integrated into curriculum, and outlines benefits of virtual mobility for students, teachers and institutions.
I-HE2020 Innovating International Higher Education by Virtual MobilityEADTU
The document discusses virtual mobility in international higher education. It defines virtual mobility and outlines three types: physical mobility, blended mobility combining online and physical, and completely online mobility. Benefits include flexibility, accessibility, and competence building for students and staff. Opportunities exist for institutions to expand offerings and internationalize curricula. Barriers include lack of digital experience and linguistic issues. The conclusion states all forms of mobility can be offered separately or combined to enrich education and develop international skills.
This document discusses the use of virtual learning environments (VLEs) in art and design education. It explores different perspectives on VLEs, from passive transmission of information to active collaboration. The document also examines three types of courseware - primary, secondary, and tertiary - and how students and staff can engage with different elements of a VLE. Barriers to VLE adoption in art and design contexts include lack of time, support, and a perception that VLEs replace in-person teaching. The document advocates for training staff in VLE skills and developing strategies to promote a cultural shift towards more extensive VLE use.
Mobility in a digital time: Virtual mobility as an alternative for or a compl...Ilse Op de Beeck
Virtual mobility involves using information and communication technologies to facilitate international collaborative experiences in teaching and learning. It provides an alternative or complement to physical student mobility. Virtual mobility activities can help prepare students for physical exchanges, enable virtual internships, or internationalize parts of courses through online collaboration between institutions. Success requires thorough planning, appropriate technologies, intercultural skills development, and support for students. Virtual mobility is not a substitute for physical mobility but offers different ways to gain international experiences.
This document summarizes the conclusions of a Peer Learning Activity on virtual mobility organized by EADTU. It discusses the stakeholders involved in the activity, including higher education institutions and organizations. It provides examples of existing virtual mobility initiatives and outlines the aims of the PLA. It then discusses basic principles of virtual mobility, opportunities for students, staff, and institutions. Finally, it presents recommendations for virtual mobility at the micro (institutional), meso (policy), and macro (network) levels.
[EADTU OPEN VM WEBINAR] Presentation Christian Stracke / Sanna Juutinen / Pan...EADTU
Virtual Mobility: A Joint Educational Product presented by Christian Stracke, Sanna Juutinen, Panu Forsman, Kate Holubinka and Cathrin Vogel on Thursday 18 June 2020
Information Literacy Development In The International Environment Of Virtual ...Empatic Project
Presentation by Dr. Monika Krakowska (PhD)
Institute of Information and Library Science
Jagiellonian Universit
Poland
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
This document discusses open education practices at the University "Ioan Slavici" of Timisoara in Romania. It defines open education and describes some key open education practices at the university, including: [1] ongoing innovation of blended courses through the integration of open educational resources (OERs) and massive open online courses (MOOCs); [2] continuing teacher training through participation in MOOCs and communities of practice; and [3] participation in open education initiatives in Romania. The benefits and challenges of integrating MOOCs into blended courses and flipped classrooms are also outlined.
The document discusses the DI4ALL project which aims to promote digital inclusion and tackle disinformation through education. It seeks to improve the key competencies of students and teachers' skills for digital inclusion. It lists the target groups, activities, and priority areas of the Erasmus+ program that funds the project. It also discusses considerations for ensuring quality in digital education, such as flexible learning, student engagement, learning outcomes assessment, and recognition of courses. Ensuring inclusion, equity, ethics and other factors are important for quality.
The document discusses different paths of integrating technology enhanced learning into university studies. It begins by outlining some of the major technological innovations in European higher education in recent decades, including open educational resources, massive open online courses, and learning analytics. It then discusses challenges around opening education through open management, transparency, participation, and embracing digital values. Finally, it provides examples of innovative scenarios that Vytautas Magnus University has implemented, such as developing open educational resources and open online courses, as well as organizing virtual mobility modules between international institutions.
This document proposes implementing a multi-disciplinary ePortfolio project across several professional schools on campus. It would support existing courses by employing ePortfolios as a teaching and learning tool for capstone projects, group collaboration, and performance assessment. EPortfolios help students make connections between ideas and people, integrate their learning over time and across courses, and represent their skills to potential employers. The proposal requests funding to pilot using existing ePortfolio structures to increase faculty capacity to utilize ePortfolios for group projects, inter-departmental collaboration, and disseminating student work. This would help students connect their learning, assess their progress toward goals, and reflect learning across disciplines, moving the university closer to its mission of helping students question critically
This document discusses international benchmarking of e-learning at Lund University in Sweden. It provides context on benchmarking and outlines several benchmarking projects Lund has conducted, including with the European Association of Distance Teaching Universities (EADTU) and the European School for Media and Management Studies (ESMU). The EADTU project used 33 e-learning benchmarks across strategic management, curriculum design, course design, delivery and student/staff support. Benchmarking provides benefits like improving quality, strengthening identity and reputation, and discovering new ideas. Emerging themes in e-learning include personalization, participation, productivity, and aspects like networking, sustainability and lifelong learning.
ReOPEN project presentation with the focus on dissemiantion, sustainability a...Estela Dauksiene
The presentation was prepared and presented by Estela Daukšienė, Vytautas Magnus University, for the Transnational cooperation activity event "Dissemination, sustainability and impact in Erasmus + Strategic partnerships" that was organized by DAAD on 16/17 May, 2018 in Bonn
Presentation on ReOpen project publicly available training material for teachers on "Designing non-formal open learning curriculum", presented in project multiplier event as a pre-conference workshop of international conference "Open professional collaboration for open Classroom" on November 9th, 2017 in Vytautas Magnus University, Kaunas
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
The document summarizes the OPENPROF project which aimed to foster open collaboration between education professionals and develop training materials on using and creating open educational resources (OER) and innovative curriculum for work-based learning. The project involved partners from 6 countries and produced 3 training materials on OER, ICT tools for OER, and curriculum design for work-based learning. It also developed 6 modules adapted for work-based learning and shared 48 OERs in different languages. The overall goal was to help educators better meet the needs of adult learners in a shifting educational landscape.
Open Collaboration in the Development of Innovative Online CurriculumEstela Dauksiene
The document discusses the OpenPROF project, which aims to foster open international collaboration among professionals to develop innovative online curriculum for work-based learning using open educational resources (OER). So far, the project has created 3 training materials on OER and developed 24 OER in English and 6 courses for work-based learning including OER available on their website. Some challenges have included the need for virtual and in-person collaboration as well as translation of materials into different languages. Requirements for teachers participating include digital skills, openness, and a willingness to collaborate and innovate.
Virtualus mobilumas - nauja galimybė mokytis svetur Estela Dauksiene
Virtualaus mobilumo galimybių pristatymas Utenos kolegijos konferencijoje "Verslumo ugdymo aspektai formaliajame ir neformaliajame švietime" 2015 m. gruodžio 8 d.
"Atviras profesinis bendradarbiavimas kuriant inovacijas" - projekto ir jo sukurtų rezultatų pristatymas tarptautinėje konferencijoje Kaune, 2015 m. lapkričio 5 d.
LieDM asociacijos paramos sistema institucijoms organizuojačioms nuotolinį mokymą. Pranešimas pristatytas tarptautinėje konferencijoje Kaune "Atviras profesinis bendradarbiavimas", 2015 m. lapkričio mėn. 5d.
VDU išbandyti virtualaus mobilumo scenarijai, virtualaus mobilumo apivrėžimai bei patarimai, kaip geriausia jį įgyvendinti. Taip pat pateikiamos nuorodos į OUVM projeto rezultatus
Presentation "Atviras profesinis bendradarbiavimas" by Estela Dauksiene is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
CC BY-SA
Atviras institucinis bendradarbiavimas kokybės gerinimuiEstela Dauksiene
Estelos Daukšienės (LieDM asociacija) pranešimas mokslinėje - praktinėje konferencijoje "Nuotolinio mokymo patirtis Šiaurės Lietuvos švietimo institucijose", 2014 m. balandžio 25d. Šiauliuose
The Revive VET project aims to develop quality assurance systems for vocational education and training (VET) and continuing vocational education and training (CVET) by reviewing practices, applying innovative ICT integration methods, and building online communities. The project has identified quality criteria for ICT integration at the institutional, curriculum, and professional skill development levels. Tools have been developed for self-assessment, case development, and peer review on these levels, and 32 cases have been developed in selected areas. The quality criteria and tools are available on the project website.
Pranešimas apie virtualų mobilumą - kas tai yra/nėra ir galimi scenarijai bei sekmės faktoriai. Pristatyta 2014m. vasario 21d. Šiaurės Lietuvos kolegijos konferencijoje, Šiauliuose.
The presentation of the use of quality assurance tool for self-assessment, case development and peer review, together with some ideas for curriculum design of TEL course. The recorded presentation of this tool is also available at http://www.youtube.com/watch?v=Xi-hAH72cn8
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Estela Dauksiene research on Virtual Mobility in Higher Education
1. Vytautas Magnus University, Faculty of Social Sciences, Department of Education Science
VIRTUAL MOBILITY IN HIGHER
EDUCATION
Doctoral Dissertation - Social Sciences, Education Science (07 S)
Estela Daukšienė
Scientific Supervisor - Prof. habil. dr. Margarita Teresevičienė
Consultant – Assoc.prof. Airina Volungevičienė
2013 - 12 - 16
2. Virtual Mobility in Higher Education
Estela Daukšienė
Virtual mobility (different authors):
“the set of ICT-supported activities that realize crossborder, 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. (2009b).
3. Virtual Mobility in Higher Education
Estela Daukšienė
Virtual mobility in higher education:
is an activity or a form of learning, research and
communication and collaboration, based on the
following characteristics:
• cooperation of at least 2 higher education institutions;
• virtual learning environment;
• collaboration of people from different background and
cultures working and studying together, creating a virtual
community;
• having a clear goal and clearly defined learning
outcomes;
• having, as its main purpose, the exchange of knowledge
and improvement of intercultural competences;
• as a result of which the participants may obtain ECTS
credits and/or its academic recognition will be assumed
by the home university...
Eds. Teresevičienė et al. (2011).
4. Virtual Mobility in Higher Education
Estela Daukšienė
Research influencing factors
• The changing concept of virtual mobility (VM)
• The lack of scientific proofs for virtual mobility
benefits and limited phenomenon awareness at
higher education institutions (HEI)
• HEI, students and teachers are not sure how to
prepare and implement VM
5. Virtual Mobility in Higher Education
Estela Daukšienė
The main research questions
• How is virtual mobility in higher education defined?
• How can teachers and institutions prepare for VM?
• How to implement VM in HE?
6. Virtual Mobility in Higher Education
Estela Daukšienė
The aim of the research was
to conceptualize virtual mobility phenomenon
in higher education, analysing its main
components and revealing their
relationships.
7. Virtual Mobility in Higher Education
Estela Daukšienė
AIM – to conceptualize virtual mobility phenomenon in
higher education, analysing its main components and
revealing their relationships.
The objectives of the research:
1. To define virtual mobility concept in higher education,
revealing its dynamic change.
2. To justify the importance of virtual mobility for higher
education institutions.
3. To analyze the main components of virtual mobility in
higher education and reveal their inter-relationships.
4. To distinguish possible VM dimensions, permeating VM
process implementation.
5. To identify and discuss the needs, obstacles for and
success factors of VM implementation.
8. Virtual Mobility in Higher Education
Estela Daukšienė
Research methodology
The research was based on the following
philosophical reasoning of:
connectivism theory:
• phenomenon complexity, links between the main
VM components, multicultural study curriculum
design
constructivism theory:
• multicultural study curriculum design and
implementation, application of technologies
9. Virtual Mobility in Higher Education
Estela Daukšienė
Research methodology: research methods
Theoretical
Scientific literature review and meta-analysis of
documents, created by VM expert groups
Empirical
Case study
– Situation analysis (desk research (5 countries) and
survey of representatives of VM implementing
institutions (53 resp.))
– Observation (VM module preparation and
implementation)
– 3 surveys of participants (29sts.; 23sts.; 13 tchs.)
– Teacher interview (5 teachers)
VM expert interview (12 experts)
10. Virtual Mobility in Higher Education
Estela Daukšienė
1. To define virtual mobility concept in higher
education, revealing its dynamic change
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
11. Virtual Mobility in Higher Education
Estela Daukšienė
1. To define virtual mobility concept in higher
education, revealing its dynamic change
• The change of VM concept and its understanding:
– joint seminars or delivery of lectures in order to
create possible collaborative models of universities;
– broadened concept and all virtual collaborative
activities embraced under the umbrella term of
“virtual campus” in the current meaning of “virtual
mobility”;
– concept specification by 10 elements.
• It is still not widely known and sometimes confused
with virtual learning, even by teachers and students
implementing it.
• VM concept and its current understanding will
presumably be refined and purified in the near future.
12. Virtual Mobility in Higher Education
Estela Daukšienė
2. To justify the importance of virtual mobility
for higher education institutions
Virtual mobility
• Fosters the quality assurance of curriculum and
programmes.
• Contributes to the internationalization and
modernization of higher education.
• Facilitates the competition of HEI and contributes to
the institutional competitiveness
• Increase the use of technology enhanced learning and
development of virtual educational institutions in
Europe and the world
13. Virtual Mobility in Higher Education
Estela Daukšienė
3. To analyze the main components of virtual
mobility in higher education...
VM
competencies
VM scenarios
(models, types,
activities, forms)
VM curriculum
(design, based on
acquired /
developed VM
competencies)
(related to VM
activity learning
outcomes ,
intercultural,
language, digital
and other
personal, social)
Technologies
(ICT) for
virtual
mobility
14. Virtual Mobility in Higher Education
Estela Daukšienė
3. To analyze the main components of virtual
mobility in higher education ...
Virtual mobility scenario composition:
Types:
• Student virtual mobility SVM)
• Teacher virtual mobility (TVM)
Models – exchange based on:
• bilateral agreements
• or multilateral agreements
15. Virtual Mobility in Higher Education
Estela Daukšienė
VM scenario composition:
Virtual mobility activities and forms
VM forms
Fully virtual mobility Part of blended mobility (virtual and
physical exchange)
VM 1. Virtual seminar 1. Virtual seminar + physical mobility
2. Virtual course + physical mobility
activities 2. Virtual course
3. Virtual
study 3. Study programme, combining
programme
physical and virtual mobility
4. Virtual
4. Virtual placement + physical
placement
mobility or virtual activities +
international placement
5. Other
virtual 5. Virtual activities, facilitating,
activities, aiming to supporting or extending exchange
support exchange
participants
16. Virtual Mobility in Higher Education
Estela Daukšienė
The complex VM case, analyzed during
empirical research:
Multi-lateral agreement – 5 countries, 6 institutions
Activity – Virtual course (module),
Forms: SVM – fully virtual; TVM – blended
17. Virtual Mobility in Higher Education
Estela Daukšienė
3. To analyze the main components of virtual
mobility in higher education and reveal their
inter-relationships
Scenarios
Curriculum
Technologies
VM
competen
cies
The inter-relations of the main virtual mobility components
18. Virtual Mobility in Higher Education
Estela Daukšienė
Virtual mobility process: 4 phases
Decision making
Curriculum
design
Implementation
Recognition
19. Virtual Mobility in Higher Education
Estela Daukšienė
4. To distinguish possible VM dimensions,
permeating VM process implementation
Institutional:
Scenarios
Administrative procedures
Mutual trust
Recognition
Decision making
Curriculum
design
Implementation
Recognition
20. Virtual Mobility in Higher Education
Estela Daukšienė
4. To distinguish possible VM dimensions,
permeating VM process implementation
Institutional
Educational
- VM curriculum design,
- learning organization,
- assessment and
-support for teachers and
students
Decision making
Curriculum
design
Implementation
Recognition
21. Virtual Mobility in Higher Education
Estela Daukšienė
4. To distinguish possible VM dimensions,
permeating VM process implementation
Institutional
Educational
Technological: different technological solutions
in the process phases
Decision making
Curriculum
design
Implementation
Recognition
22. Virtual Mobility in Higher Education
Estela Daukšienė
4. To distinguish possible VM dimensions,
permeating VM process implementation
Institutional
Educational
Multicultural:
VM
competencies
of students
and teachers
Technological
Decision making
Curriculum
design
Implementation
Recognition
23. Virtual Mobility in Higher Education
Estela Daukšienė
5. To identify and discuss the needs, obstacles
for and success factors of VM implementation
Needs:
• the development of teachers‟ and students„ skills
• modernization of the study curriculum
• quality improvement in teaching and learning
• quality improvement of services provided for
students
• better career opportunities for participants and their
enhanced employability
24. Virtual Mobility in Higher Education
Estela Daukšienė
5. To identify and discuss the needs, obstacles
for and success factors of VM implementation
Obstacles:
• Diverse understanding of virtual mobility concept in
national and international levels
• Unclear administrative and recognition procedures
of student and/or teacher VM
• Limitations, created by technological decisions
• Limited number of best pactices
• Much time for preparation
25. Virtual Mobility in Higher Education
Estela Daukšienė
5. To identify and discuss the needs, obstacles
for and success factors of VM implementation
Success factors from the institutional dimension:
• a commonly agreed framework,
• involvement of different countries,
• natural evolvement of partnership,
• engagement of the institutions‟ top management,
faculty and students, and
• the recognition of experience
26. Virtual Mobility in Higher Education
Estela Daukšienė
5. To identify and discuss the needs, obstacles
for and success factors of VM implementation
Success factors from the educational dimension:
• the use of common framework,
• dedicated time for preparation and detailed
planning,
• blended mobility of teachers while designing a
curriculum, and
• support system for students and teachers
27. Virtual Mobility in Higher Education
Estela Daukšienė
5. To identify and discuss the needs, obstacles
for and success factors of VM implementation
Success factors from the intercultural dimension:
• real cultural exchange,
• participants‟ willingness to try and to learn,
• benevolent attitude, enthusiasm, and
• efective team work
Success factors from the technological dimension:
• transparent and appropriate use of technologies,
combined with necessary trainings
28. Virtual Mobility in Higher Education
Estela Daukšienė
Recommendations for institutions in
regard to virtual mobility:
• To define the VM concept on national and
international levels.
• To increase the awareness of students, teachers and
researchers by introducing the VM concept,
possibilities and benefits.
• To prepare VM framework and documents for VM
implementation and recognition.
• To foster research on virtual mobility.
• To promote the collaboration of teachers to create
joint courses.
• To base VM curriculum design on the development
of intercultural competence
Arba Virtualaus mobilumo (fenomenas) aukštajame moksle
Prieš pristatydama disertacinį tyrimą ir jo rezultatus čia susirinkusiems noriu šiek tiek plačiau paaiškinti pačią VM sąvoką, nes jis pastaraisiais metais vis kito ir buvo skirtingai suprantama. Mariet Vriens ir kiti vm-ą apibrėžia kaip ...Tuo tarpu Petra Poulova ir kiti akcentuoja, kad tai yra ...
Analizuojant vm aukštojo mokslo kontekste reiktų paminėti, kad jam reikalingas AM institucijų bendradarbiavimas, aiškiai apibrėžti studijų tikslai ir siekiami rezultatai, tarpkultūrinės kompetencijos vystymas bei pasiektų rezultatų ar patirties pripažinimas dalyvio universitete.
(parašyto teksto neskaitysiu) Didėjantis šios tematikos mokslinių publikacijų skaičius atspindi susidomėjimą fenomenu, jo analizę, realizavimą bei atliekamus tyrimus, kurie pritraukia vis daugiau dėstytojų, studentų ir kitų suinteresuotų grupių švietimo institucijose, tačiau egzistuojančių VM praktikų kiekis yra ribotas ir nuodugnių šio fenomeno tyrimų švietimo srityje dar trūksta
Tad pagrindiniai šio disertacinio tyrimo klausimai buvo
Taigi tyrimo tikslas Buvo (yra???)
Siekiant numatyto tyrimo tikslo buvo formuluojami šie tyrimo uždaviniai
Konektyvizmo teorija, kuri pabrėžia kompetencijų kilmę iš besiformuojančių ryšių. Studijų aplinka, kurioje organizuojamas virtualus mobilumas, gali būti grindžiama George Siemens idėjomis, kad “mokymasis ir žinios slypi nuomonių įvairovėje”. Ryšių kūrimas tarp skirtingų kultūrų ir išsilavinimo dalyvių yra viena iš mokymosi VM būdu veiklų. Konektyvizmo teorija taip pat siekia integruoti chaoso, tinklaveikos ir kompleksiškumo tyrinėjimo principus. Taigi šios filosofinės nuostatos vyravo viso mokslinio darbo metu atskleidžiant VM fenomeno kompleksiškumą bei nustatant ryšius tarp pagrindinių VM komponentų aukštajame moksle.Konstruktyvizmo teorijos nuostatos akcentuotos analizuojant ir aptariant besimokančiojo pozicijas. Besikeičiančios mokymosi paradigmos įtakoje mokymasis tampa konstruojamąja individo veikla, kuri priklauso nuo kiekvieno individo mokymosi sampratos suvokimo, kur kiekvienas individas turi rasti savo mąstymo ir tikrovės suvokimo būdą. Mokantis bei studijuojant virtualiu būdu didelę įtaką mokymosi procesui turi ankstesnė besimokančiojo patirtis, kuri sukuria pridėtinę vertę visiems besimokantiesiems bei pagrindžia tai, kad mokantis virtualiu būdu besimokantysis turi būti pakankamai subrendęs ir atsakingas. Tai lėmė, kad studijų turinio, skirto realizuoti multikultūrinėje aplinkoje, planavimas, rengimas bei įgyvendinimas grindžiami derinant konektyvistinio bei konstruktyvistinio požiūrių nuostatas.
Atliekant disertacinį tyrimą viso proceso metu buvo atliekama mokslinės lietratūros analizė, sisteminimas bei metaanalizėEmpirinį tyrimą sudarė atvejo studija bei ekspertų interviu. Atvejo studijos metu buvo derinti tokie tyrimai kaip situacijos analizė, stebėjimas, dalyvių apklausos ir dėstytojų interviu. Antrasis empirinis tyrimas buvo vm įyvendinančių ekspertų interviu. Empirinių tyrimų duomenys buvo apdorojami priklausimai nuo taikytų tyrimo metodų, naudojant turinio analizę, aprašomąją statistiką, neparametrinius, kriterijus bei ataskaitų (report) rengimą ir analizę
Trumpai pristatytiu disertacinio darbo rezultatus, pagal suformuluotus tyrimo uždavinius. Pirmuoju uždaviniu siekta...Taigi atlikus mokslinės literatūros analizę šiame disertaciniame darbe virtualusis mobilumas aukštajame moksle apibrėžiamas kaip ...
Nuo pat fenomeno atsiradimo pradžios XX amžiaus paskutinį dešimtmetį VM sąvoka ir jos supratimas keitėsi. Pirma, jis buvo siejamas su bendrai organizuojamais seminarais ir dėstomomis paskaitomis, siekiant sukurti galimus universitetų bendradarbiavimo modelius. Vėliau, sąvoka buvo praplėsta ir bet kokia virtualaus bendradarviavimo veikla apibendrintai vadinta „virtualiu miesteliu“ (angl. „virtual campus“), kuri buvo apibrėžiama taip, kaip virtualus mobilumas šiandien. Galiausiai sąvoka buvo peržiūrėta siekiant ją sustruktūruoti, ir VM detalizuotas 10-čia elementų;tačiau iki šiol VM terminas nėra plačiai paplitęs ir netgi jį įgyvendinančių dėstytojų bei studentų kartais painiojamas su virtualiu mokymusi. Įvertinant VM fenomeno naujumą, VM terminas ir jo supratimas greičiausiai bus kristalizuojamas ir gryninamas artimiausioje ateityje. Šiuo tyrimu taip pat siekta prisidėti prie šio proceso.Angl - The dynamic changes in the VM concept and its understanding have been recorded since the start of VM implementation in the last decade of the 20th century. First, it was related to the joint seminars or delivery of lectures in order to create possible collaborative models of universities. Later, the concept was broadened and all virtual collaborative activities were embraced under the umbrella term of “virtual campus” in the current meaning of “virtual mobility”. Finally, the concept was revised in the attempt to provide some structure and specified by its 10 elements; however, the concept of VM is still not widely known and sometimes confused with virtual learning, even by teachers and students implementing it. Taking into account the recent emergence of the VM phenomenon, the concept and its current understanding will presumably be refined and purified in the near future. This research has also attempted to contribute to this process.
Teorinės analizės bei empirinio tyrimo situacijos analizės metu nustatyta, kad ...
Virtualaus mobilumo scenarijų sudaro tipai – t.y. Studentų vm arba dėstytojų vm. Jie gali būti derinali ir abu kartu – t.y. Gali vykti studentų ir dėstytojų vm vienu metu, tačiau nebūtinai.Yra dvišaliai arba daugiašaliai vm modeliai
Taigi, vm scenarijų sudaro tipo, modelio, formos bei veiklos pasirinkimas.Apibendrinant VM scenarijaus detalizavimą norėčiau paminėti, kad empirinio tyrimo metu analizuotas maksimaliai kompleksiškas VM atvejis, kuriame dalyvavo 6 aukštojo mokslo institucijos iš penkų šalių, VM veikla buvo – pilnai virtualus kursas; ir VM buvo derinamos abi formos –studentų vm ir dėstytojų vm tik studentų vm buvo pilnai virtualus tuo tarpu dėstytojų - mišrus (t.y. Virtualus m derintas su fiziniu mobilumu).
Ir kadangi tyrimu buvo siekta atskleisti šių pagrindinių komponentų tarpusavio ryšius, tad nustatyta, kad scenarijaus pasirinkimas yra pagrindas tolimesniam VM komponentų realizavimui, kuris apriboja studijų turinio planavimą ir rengimą. Pastarojo tikslas yra VM kompetencijų tobulinimas ir yra įgyvendinimas naudojant technologinius VM įrankius. Nustatytas tarpusavio ryšys tarp VM komponentų pagrindžia VM fenomeno kompleksiškumą.
Mokslinės literatūros analizės pasėkoje buvo pasiūlytas ir atvejo studijos metu verifikuotas 4 etapų VM procesas, kurį sudaro: 1. sprendimų priėmimo etapas, 2. studijų turinio planavimo ir rengimo etapas, 3. įgyvendinimo etapas, 4. pripažinimo etapas
4. Tyrimo uždaviniu buvo siekiama iskirti galimas, VM įgyvendinimą pagrindžiančias dimensijas. Apibendrinat VM įgyvendinimo procesą (verifikuotą atvejo studijos metu) buvo pasiūlytos VM dimensijos, kurios patikrintos VM ekspertų interviu metu. Taigi Virtualaus mobilumo dimensijos, pagrindžiančios VM įgyvendinimo procesą yra: Institucinė. Institucinę dimensiją sudaro VM scenarijai, įvairūs administraciniai sprendimai ir abipusis institucijų pasititikėjimas, lemiantis mainų pripažinimą. Ši dimensija kerta visus VM proceso etapus, susiedama sprendimų priėmimo etapą su VM patirties pripažinimu.
Edukacinė. Pagrindinis VM edukacinės dimensijos komponentas yra virtualaus mobilumo studijų turinys, apimantis tokius elementus kaip studijų rezultatai, studijų turinys ir šaltiniai ar ištekliai studijavimui VM veiklos metu, interaktyvumas ir bendravimas, vertinimo strategija bei paramos sistema. Ši dimensija taip pat apjungia VM studijų turinį su studijų organizavimu, vertinimu ir parama. Šios dimensijos pagrindinis komponentas – VM studijų turinys – labai priklauso nuo sprendimų, priimtų sprendimų priėmimo etape, yra planuojamas, rengiamas ir tobulinamas VM studijų turinio planavimo ir rengimo bei realizuojamas ir tobulinamas įgyvendinimo etape, ir sąlygoja sudijų rezultatų arba kompetencijų pripažinimą.
Technologinė. Technologinė dimensija apima įvairius technologinius sprendimus, kuriuos priima skirtingos tikslinės grupės skirtinguose VM etapuose.
Tarpkultūrinė. Tarpkultūrinė dimensija apima įvairius sprendimus, susijusius su VM kompetencijų tobulinimu. Ji jungia skirtingus elementus skirtinguose proceso etapuose ir yra susijusi su įvairiomis kompetencijomis, tobulinamomis studijuojant virtualaus mobilumo veiklose, tačiau pabrėžia tarpkultūrinės kompetencijos tobulinimo svarbą organizuojant studijas VM būdu.
5 uždaviniu siekta nustatyti ir aptarti VMįgyvendinimo poreikį, kliūtis ir sėkmės veiksnius.Empirinio tyrimo metu nustatyta, kad VM įgyvendinimo poreikį lemia “Dėstytojų ir studentų įgūdžių tobulinimo” būtinybė, siekis modernizuoti studijų turinį, Mokymo ir mokymosi kokybės skatinimas, Kokybiškesnių paslaugų studentams suteikimas, ir siekis didinti VM dalyvių įsidarbinamumo bei karjeros galimybes.
VM proceso sklandžiam įgyvendinimui trukdo :- VM sąvokos kaita ir neapibrėžtumas nacionaliniame bei instituciniame lygmenyje- VM patirties pripažinimo sprendimų iššūkiai- Parengtų administracinių dokumentų proceso įgyvendinimui stygius- Technologinių sprendimų ribotumas- Ribotas kiekis gerosios patirties VM atvejų- Ilgai trunkantis pasiruošimo laikotarpis
Pagrindiniais VM įgyvendinimo aukštajame moksle sėkmės veiksniais buvo įvardinti: institucinės dimensijos atžvilgiu – bendrai sutartas VM įgyvendinimo standartas, skirtingų šalių įtraukimas, natūraliu būdu susiformavusi partnerystė, institucijos vadovybės, fakulteto bei studento įsitraukimas bei VM pripažinimas;