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 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.
Estela Dauksiene research on Virtual Mobility in Higher EducationEstela Dauksiene
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
This document summarizes a virtual mobility exchange program on "Open Educational Resources" organized by researchers from Lithuania, Italy, and Spain. The exchange involved 18 participants from 6 European countries taking a 3 ECTS course on open educational resources. Key success factors included strong leadership and coordination, motivated participants, thorough preparation and planning, and an attractive topic. Recommendations for future virtual mobility programs include clarifying roles, preparing technical aspects, providing information to learners, and ensuring engagement through group activities.
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.
Bridging the digital divide: academic skills and digital literacies to suppor...RichardM_Walker
This presentation reflects on recent developments in the adoption of technology enhanced learning (TEL) tools within the UK higher education sector - in particular the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support a flexible and personalised learning experience - engaging them in collaborative knowledge creation activities and developing their learning as producers of ‘content’ (Generation ‘C’). Drawing on the most recent sector-wide research (Jisc, 2017; UCISA 2018), this paper discusses the impact of these technological developments on academic practice – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum.
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 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.
Estela Dauksiene research on Virtual Mobility in Higher EducationEstela Dauksiene
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
This document summarizes a virtual mobility exchange program on "Open Educational Resources" organized by researchers from Lithuania, Italy, and Spain. The exchange involved 18 participants from 6 European countries taking a 3 ECTS course on open educational resources. Key success factors included strong leadership and coordination, motivated participants, thorough preparation and planning, and an attractive topic. Recommendations for future virtual mobility programs include clarifying roles, preparing technical aspects, providing information to learners, and ensuring engagement through group activities.
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.
Bridging the digital divide: academic skills and digital literacies to suppor...RichardM_Walker
This presentation reflects on recent developments in the adoption of technology enhanced learning (TEL) tools within the UK higher education sector - in particular the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support a flexible and personalised learning experience - engaging them in collaborative knowledge creation activities and developing their learning as producers of ‘content’ (Generation ‘C’). Drawing on the most recent sector-wide research (Jisc, 2017; UCISA 2018), this paper discusses the impact of these technological developments on academic practice – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum.
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.
Response to presentations of the MOOC for Web Skills workshop at EC-TEL 2014 http://openeducationeuropa.eu/en/MOOCsworkshop by Carlos Delgado Kloos and Davinia Hernández-Leo
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.
The characteristics of an open education, the reason to open up, the innovations having impact towards opening up and the case studies of integration of TEL in education for opening up.
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.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
This document summarizes Ingeborg Bø's presentation on quality assurance in distance education. Some of the main points discussed include:
- The importance of quality being ensured through a quality culture that focuses on continuous improvement and dialogue between institutions and accreditation bodies.
- Models of quality assurance including the UNIQUE certification model and Norway's NADE guidelines that are regulated by law and require institutions to have a quality assurance system.
- The need to move from an inspection approach to quality assurance to one focused on inspiration and developing a culture where student needs are central to quality and technology benefits learning.
This document provides an overview of a session on embedding blended learning at GCU London. The session aims to support staff in developing effective blended learning approaches and engage students through technology. It includes discussions of experiences with blended learning, principles of design, and practical tools and techniques. Attendees will consider current practice, share experiences, and identify ways to enhance student learning through blending online and classroom activities.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Open Educational Resources, relation with FLOSS; a pilot program for Romanian teachers about using OER and new technologies in education
Presentation at eLiberatica, Brasov, Romania - 2007
Citations: http://scholar.google.com/scholar?q=%22Open+Educational+Resources+and+FLOSS%22+holotescu&btnG=&hl=en&as_sdt=0%2C5
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The document discusses future trends in education through 2030 based on research conducted by the Joint Research Centre (JRC) Institute for Prospective Technological Studies. It identifies 12 key areas of change for education that were rated based on importance and feasibility by experts. These include more personalized and flexible learning, a stronger focus on job-related skills, and lifelong learning shifting to various settings. The research also looked at how roles may change for teachers, institutions, and assessment. Technologies like MOOCs and open educational resources are explored as drivers of these changes to learning. Overall, the document presents a vision of more learner-centered education that is more globally connected and makes greater use of technology and informal learning opportunities.
The document discusses the Chinese Top Level Courses Project, which aims to produce high-quality open courses at universities in China. It is a selective and competitive project that identifies exemplary courses at the campus, provincial, and national levels. Selected courses receive financial support to develop online materials and are required to make the course available online for five years. The goals are to encourage full professors to teach undergraduate courses, promote innovative teaching methods using technology, and establish model courses for other professors. A multi-level evaluation process is used to select courses based on criteria like the teaching team, content, instructional design, and student evaluations.
Teacher networks diffusing innovation -the case of eTwinning Riina Vuorikari
Dr. Riina Vuorikari presented on the eTwinning program, a European Commission initiative to encourage collaboration between teachers and schools across Europe. eTwinning provides an online platform and professional development opportunities for teachers to conduct cross-border school projects using ICT. Research has shown that teacher networks formed through programs like eTwinning can spread pedagogical innovation as teachers share ideas and lessons. When groups of teachers from the same school participate, it has led to the formation of "professional learning communities" with benefits for both teacher development and student learning.
The document discusses implementing an online Foundations of Technology (FOT) course for alternative education students. It provides details on:
1) 35 students enrolled in the FOT course through alternative programs, with instructors facilitating an online version;
2) The course being developed using various web 2.0 tools to encourage engagement, collaboration, and skills aligned with curriculum standards;
3) A wiki being used as the online platform to encourage communication, self-reflection, and collaboration between students.
Este documento presenta los horarios y eventos culturales en Saucepolis entre el 10 y 16 de Mayo. Incluye obras de teatro en el Teatro Principal como "La Vida Por Delante" protagonizada por Concha Velasco. También detalla actividades en museos como la recreación de la Batalla de Zaragoza del siglo 18 y la exposición fotográfica "Vivir...Sentir...Palestina" en el Centro de Historia de Zaragoza. Por último, proporciona el pronóstico del tiempo para la semana.
Response to presentations of the MOOC for Web Skills workshop at EC-TEL 2014 http://openeducationeuropa.eu/en/MOOCsworkshop by Carlos Delgado Kloos and Davinia Hernández-Leo
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.
The characteristics of an open education, the reason to open up, the innovations having impact towards opening up and the case studies of integration of TEL in education for opening up.
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.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
This document summarizes Ingeborg Bø's presentation on quality assurance in distance education. Some of the main points discussed include:
- The importance of quality being ensured through a quality culture that focuses on continuous improvement and dialogue between institutions and accreditation bodies.
- Models of quality assurance including the UNIQUE certification model and Norway's NADE guidelines that are regulated by law and require institutions to have a quality assurance system.
- The need to move from an inspection approach to quality assurance to one focused on inspiration and developing a culture where student needs are central to quality and technology benefits learning.
This document provides an overview of a session on embedding blended learning at GCU London. The session aims to support staff in developing effective blended learning approaches and engage students through technology. It includes discussions of experiences with blended learning, principles of design, and practical tools and techniques. Attendees will consider current practice, share experiences, and identify ways to enhance student learning through blending online and classroom activities.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Open Educational Resources, relation with FLOSS; a pilot program for Romanian teachers about using OER and new technologies in education
Presentation at eLiberatica, Brasov, Romania - 2007
Citations: http://scholar.google.com/scholar?q=%22Open+Educational+Resources+and+FLOSS%22+holotescu&btnG=&hl=en&as_sdt=0%2C5
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The document discusses future trends in education through 2030 based on research conducted by the Joint Research Centre (JRC) Institute for Prospective Technological Studies. It identifies 12 key areas of change for education that were rated based on importance and feasibility by experts. These include more personalized and flexible learning, a stronger focus on job-related skills, and lifelong learning shifting to various settings. The research also looked at how roles may change for teachers, institutions, and assessment. Technologies like MOOCs and open educational resources are explored as drivers of these changes to learning. Overall, the document presents a vision of more learner-centered education that is more globally connected and makes greater use of technology and informal learning opportunities.
The document discusses the Chinese Top Level Courses Project, which aims to produce high-quality open courses at universities in China. It is a selective and competitive project that identifies exemplary courses at the campus, provincial, and national levels. Selected courses receive financial support to develop online materials and are required to make the course available online for five years. The goals are to encourage full professors to teach undergraduate courses, promote innovative teaching methods using technology, and establish model courses for other professors. A multi-level evaluation process is used to select courses based on criteria like the teaching team, content, instructional design, and student evaluations.
Teacher networks diffusing innovation -the case of eTwinning Riina Vuorikari
Dr. Riina Vuorikari presented on the eTwinning program, a European Commission initiative to encourage collaboration between teachers and schools across Europe. eTwinning provides an online platform and professional development opportunities for teachers to conduct cross-border school projects using ICT. Research has shown that teacher networks formed through programs like eTwinning can spread pedagogical innovation as teachers share ideas and lessons. When groups of teachers from the same school participate, it has led to the formation of "professional learning communities" with benefits for both teacher development and student learning.
The document discusses implementing an online Foundations of Technology (FOT) course for alternative education students. It provides details on:
1) 35 students enrolled in the FOT course through alternative programs, with instructors facilitating an online version;
2) The course being developed using various web 2.0 tools to encourage engagement, collaboration, and skills aligned with curriculum standards;
3) A wiki being used as the online platform to encourage communication, self-reflection, and collaboration between students.
Este documento presenta los horarios y eventos culturales en Saucepolis entre el 10 y 16 de Mayo. Incluye obras de teatro en el Teatro Principal como "La Vida Por Delante" protagonizada por Concha Velasco. También detalla actividades en museos como la recreación de la Batalla de Zaragoza del siglo 18 y la exposición fotográfica "Vivir...Sentir...Palestina" en el Centro de Historia de Zaragoza. Por último, proporciona el pronóstico del tiempo para la semana.
The document discusses strategies for IND filing success with a focus on chemistry, manufacturing, and controls (CMC) information. It provides an overview of the level of CMC detail required for IND applications in different clinical development stages from Phase 1 to Phase 3. The level of detail increases as development progresses and must be sufficient to ensure patient safety. Sponsors are advised to interact with FDA to discuss CMC issues and protocols to facilitate approval of marketing applications.
Este documento lista estatuas localizadas em várias cidades ao redor do mundo, incluindo Rio de Janeiro, Praga, Oslo, Los Angeles, Paris, Berlim e outras cidades na Rússia, Eslováquia, Itália, Austrália, Armênia, Reino Unido, Taiwan, Ucrânia, Bielorrússia, Holanda e Estados Unidos.
"Sadly, for many job seekers, what pops up on Google are a few random things (like your membership in the company softball league), your LinkedIn profile, and not much else. Sometimes there is a Twitter feed but frequently it was started years earlier and has been abandoned or it's only updated a few times a month. Today's marketing and PR is about content creation. Your personal brand is also about content creation.
"
This document contains a collection of photographs from the Getty Images archive spanning from the 1930s to 2005. The photos depict famous historical figures like Mahatma Gandhi, Albert Einstein, and Winston Churchill as well as celebrities from music, film, sports and other fields like Bob Marley, Marlene Dietrich, Pele, and Michael Jackson. The diverse range of over 50 black and white and color images offer a glimpse into people and events from the past.
PLAY to win the product development race. SERIOUSLY (Donna Denio and Dieter R...ProductCamp Boston
Ever wonder why the product development cycle is so long?
Lego® Serious Play® is an innovative, collaborative communication tool that uses visual models – in the form of Lego® brick constructions – to create a universal language that allows people from vastly different backgrounds to immediately understand each other.
Imagine a meeting where users, the product development team and the marketing team sit around the same table, designing together. You can prototype, get feedback and develop a marketing strategy the very same day.
Experience how Lego Serious Play can dramatically shorten your critical path and time to market.
"Playing and Teaching with Interactive Fiction" by Sherry Jones (April 12, 2015)Sherry Jones
April 12, 2015 - This is my Game Studies presentation for the Metagame Book Club titled: "Playing and Teaching with Interactive Fiction."
Interested in joining fellow educators to learn more about gaming in education? Access the free book club here:
Metagame Book Club
http://bit.ly/metagamebookclub
Este documento es el programa semanal del periódico Saucepolis News del 25 de febrero al 3 de marzo de 2013. Incluye información sobre una recreación histórica de la guerra de la independencia española, un concierto de la banda cordobesa Los Aslanticos, y una adaptación teatral de la película de Woody Allen "Maridos y mujeres". También proporciona los horarios de varios sitios de interés de Zaragoza como museos y catedrales, así como la previsión del tiempo para la semana.
President Barack Obama delivered the State of the Union address on January 20th, 2015. Here are a few of the highlights as he covered issues including the economy, the wage gap, hiring veterans and climate change.
1. Multivariate analyses can examine responses that are jointly encoded in multiple voxels, unlike univariate analyses which look at individual voxels.
2. Multivariate approaches can utilize hidden quantities such as coupling strengths between neural signals that cannot be observed with univariate methods.
3. Classification models aim to predict a categorical variable from features, while regression predicts a continuous variable. Multivariate models consider responses across multiple voxels.
The document provides instructions for the process of calling the roll at the beginning of a film or video shoot. It describes the steps taken by the assistant director, sound mixer, camera operator, and clapper/loader. These include putting the set on a light and bell, rolling sound or video, slating the scene and take number, recording room tone, marking the clapstick, and calling action. The goal is to synchronize footage and audio while providing scene identification for editing.
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 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 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.
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.
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.
Opening teaching and learning through OER and OEP - presentation at "The Belt and Road' International Community for OER at Open Education Learning week. Smart Learning Institute of Beijing Normal University
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 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.
The Inter-Orthodox Center of the Church of Greece (DKEE) online courses using...mrc12
The document describes an online teacher training program developed by the Inter-Orthodox Center of the Church of Greece (DKEE). [1] It used the ADDIE model to design courses on the Moodle platform for primary and secondary teachers. [2] Surveys of teacher needs informed the design of interactive online modules and use of technologies like videoconferencing. [3] Evaluations found the courses effectively met teacher needs and improved their digital skills and teaching practices.
The document summarizes the challenges and lessons learned from an Erasmus program that facilitated virtual mobility among higher education academic staff across Europe. Key challenges included: 1) Reaching agreement on consistent learning outcomes across institutions. 2) Ensuring recognition and certification of student learning. 3) Measuring diverse student achievements across cultures and contexts. Barriers to overcome include a lack of regulations and inter-institutional agreements for recognizing virtual mobility outcomes. Lessons indicate recognition will remain difficult without institutional support for virtual learning and changes to traditional assessment methods.
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.
Digital Transformation Strategies at organizational level for universitiesDiana Andone
Presentation as keynote speaker by Dr. Diana Andone at the CONFERENCE DIGITALIZATION OF UNIVERSITIES on April 12, 2023
ONLINE https://university-conf.com/Digitalization_of_universities/ . With the topic Digital Transformation Strategies at organizational level for universities, the presentation included the European University Association report on Strategy and Organisational Culture (2022) adn teh Politehnica University of Timisoara experience.
A presentation made at the 4th COIL conference at SUNY, New York on 6-7 June 2012. The presentation about the European INTENT project was part of a joint session about online exchanges in education: The Expanding Globally Networked Landscape: Soliya, iEARN and INTENT
http://coil.suny.edu
[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
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 discusses a research project on using learning analytics (LA) to enhance teacher decision making. The project is funded by the European Social Fund. It investigates how LA can be applied as a metacognitive tool to support reflective teaching practices. Interviews with experts in the field revealed that for LA to be effective, administrators, teachers, and students must all be actively involved. Teachers can use LA to recognize student behavior patterns, plan curriculum, and make real-time adjustments based on data. But LA only provides data - teachers must reflect on the data to improve teaching and learning.
The President's report summarizes EDEN's activities in 2017-2018. Key points include:
- Membership grew to 185 institutional members and 293 individual members
- Conferences in Jönköping and Athens attracted hundreds of participants both in-person and online
- Webinars and virtual events generated thousands of views and signups
- The European Journal of Open, Distance and E-Learning published 28 articles
- Social media presence expanded through Twitter and other platforms
- Projects are exploring digital credentials and recognition of non-formal learning.
1. The ReOPEN project aims to increase collaboration between vocational education institutions, universities, and companies through developing open online courses for continuing professional development (CPD).
2. Over 1200 teachers and trainers, as well as employers and education providers, were reached through dissemination events about ReOPEN's solutions for recognizing open learning.
3. Teachers gained skills in developing validated open online CPD courses for companies and introduced these courses to over 1000 potential learners through dissemination channels.
EDEN is a professional network for open, distance, and e-learning with over 185 institutional members and 293 individual members. In 2017, EDEN hosted:
- An annual conference in Jönköping with 200 attendees and 480 online viewers.
- Two Open Classroom conferences with 120 and 162 attendees respectively.
- Numerous webinars and virtual events generating over 900 signups and thousands of views.
EDEN also publishes the European Journal of Open, Distance and E-Learning and is active on social media where their most popular tweet received 31 participants. Going forward, EDEN aims to support the digital transformation of education through experimentation, recognition of online learning, and developing teachers' digital skills
ReOPEN project aims and objectives, along with the results are presented for target users: education providers, VET, HE and adult learning teachers and trainers, as well as IT specialists.
The document discusses innovations in technology enhanced learning (TEL) and their integration into higher education institutions. It describes how Vytautas Magnus University in Lithuania has integrated various TEL innovations over time, including establishing an Innovative Studies Institute and adopting an open-source learning management system called Moodle. The university now offers many online and blended programs and sees about 85% of its courses using the Moodle platform, which supports international students from over 130 countries.
This document discusses the challenges that teachers face with innovations in education. It notes that innovations like digitalization and online learning develop quickly, making it difficult for education organizations to allow enough time for experimentation. Teachers are challenged to constantly learn new skills and adapt to changes. The document proposes that the EDEN network establish an open professional collaboration approach to provide mutual support for teachers undergoing transformations in their competencies and roles. This would help teachers meet the challenges of innovations in education.
This document provides information about the EDEN Oldenburg RW9 conference taking place from October 4-6, 2016 in Oldenburg, Germany. It discusses some of the key topics and innovations in open, distance, and e-learning that will be addressed at the conference, including self-learning vs tutored learning, learning design, virtual internationalization, MOOCs, and learning analytics. The document emphasizes that the conference will look at how to shape the future of open and distance learning based on past research best practices over the past 12 years since the last conference in Oldenburg in 2004.
Integration of Open Communities and Education Networks in TEL CurriculumAirina Volungeviciene
1. The document discusses the integration of open communities and education networks into technology enhanced learning (TEL) curriculum.
2. It notes that online learning has become mainstream, society is increasingly networked, and education institutions face challenges in diversifying their student bodies and sustainability models.
3. A key recommendation is that education organizations need to open up their organization, methods, and services and integrate TEL curriculum in a way that embeds online networks and open professional collaboration.
The document discusses the history and concepts of open educational resources (OER) and open education. It notes that MIT was the first university to make many course materials openly available online in 2001. Open education aims to improve access to knowledge worldwide using open frameworks and 21st century technology. OER are defined as teaching and learning resources that can be freely used and modified under open licenses. The challenges and benefits of open and closed educational models are debated.
1. The document discusses the history and concepts of technology-enhanced learning (TEL) and e-learning.
2. It traces the origins of TEL to programmed learning and teaching machines developed by B.F. Skinner in the 1920s and their growth through computer-based learning programs in the 1960s and internet-based learning in the 1990s.
3. The document also characterizes different types of TEL and e-learning, emphasizing that TEL can occur in various formats including online, blended, and asynchronous learning using different technologies.
The document discusses the history and concepts of technology-enhanced learning (TEL). It notes that TEL began in the 1920s with B.F. Skinner's teaching machines. In the 1950s and 1960s, Skinner developed the theory of programmed instruction which was implemented using teaching machines and computers. The document outlines several key developments in e-learning from the 1960s onward, including the use of computers to deliver course content and early online distance learning programs. It describes different aspects of characterizing and defining e-learning approaches.
1. Virtual mobility – challenges
for institutions and
practitioners
Airina Volungevičienė
Vytautas Magnus University
2013, Vytautas Magnus University, Kaunas
2. Learning outcome – Day 2
• Ability to describe virtual mobility designing process
Result:
- Joint title curriculum planned for VM implementation
3. Physical Erasmus mobility
What is it?
(audience brain storm)
http://www.text2mindmap.com/NDsJ2Z
What if mobility were virtual? What should we think
about before it happens?
http://text2mindmap.com/DoWeCU
4. The concept of VM
(Group work)
What can we find about virtual mobility concept?
5. Concept of VM (Group work findings)
Author Characteristics Year, references
Helena Bijnens, et al.+1 Physical mobility without the need to travel
ICT
European cooperation in Education
through virtual mobility – best
practice manual, 2006
HE, compliments PHM (Erasmus)
ICT
Wikipedia
Wende Internationalisation abroad 1998
Tholin Physical transportation F2F v.s.
Traveling in virtual spaces
2005
Effective networking Humanities project
Van Debunt-Kokhuis Collaborative communication
T&L mediated by a computer
T&L takes place across national boarders
1996
Dauksiene E. Alternative or compliment to PHM 2010
TeaCamp At least two institutions, clear LOs 2011
Vriens et al. Alternative or additional to PHM
Set ot ICT supported activities
2009
Dondi C. Joint international curricula- programs
Open access to cultural study experience
Valorized bilingual competences
VMCOLAB
Kellorman PHM, VM and areal mobility
Autonomy, (higher in VM)
availability, tools (devices), personal,
co-presence, time, space,
non-verbal behaviour
Journal of transport geography
2011
6. Virtual mobility: involved actors
• Higher education institutions (2+)
• Teachers in student VM (2+, organizing VM
academic exchange)
• Students in VM (student groups in 2+ countries)
• Teachers in VM (professional development in 2+
institutions (research, academic teaching, socio-
cultural exchange))
9. VM impact for HE institutions
• Development and exploitation of intercultural studies
• Joint study programs, quality enhancement and expertise
sharing, transparency of professionalism and academic
processes
• Modernisation and internationalisation of curriculum
(transferrable quality standards, modular curriculum based
on learning outcomes, updating pedagogical models)
• Multi-institutional instead of bilateral collaboration
• Improvement of education attractiveness and HE
competitiveness
• Expanded areas of learning for students
• Additional transferrable skills and knowledge areas
• Teacher professional development
• Additional skills and experience for students
All benefits listed directly support HE institution modernisation!
10. VM impact for teachers
• Personal professional development:
– Interpersonal communication, online communication,
linguistic skills, ICT competences
– teaching quality improvement, new teaching methods
applied and experimented
– new knowledge, skills and experience in multiple EU HE
institutions
• Professional networking, exchange of good
practices
• International, intercultural professional activities
• Transparency and recognition of teaching and
professionalism
• Career opportunities
• Research enhancement – especially in teacher VM
11. VM benefits for students
• Upgraded transferrable skills:
– Linguistic, interpersonal communication
– ICT competences
– Additional learning skills (networking, critical thinking,
intercultural knowledge and skills, quality schemes)
• Curriculum and study quality enhancement
• New learning methods suggested by various HE institutions
• Transparency of learning, individual portfolio development
• Enhanced employability
• Intercultural, international experience and expertise
• Enlarged academic areas of studies
• Support for home students and LLL groups, international
study accessibility for physically and socio-economically
disadvantaged
12. • http://www.youtube.com/watch?v=ukAtoJ7GXOU –
„Reflections on virtual mobility at Vytautas Magnus
University (Master studies in Social work)“ No. 1
(Student Jovita)
•
• http://www.youtube.com/watch?v=jppcjsvJYBk -
„Reflections on virtual mobility at Vytautas Magnus
University (Master studies in Social work)“ No. 2
(Student Vitalija)
•
• http://www.youtube.com/watch?v=WcC-BffM5DQ –
„Testimony on studying at 6 HEI via virtual mobility
in TeaCamp project (Vytautas Magnus University
bachelor studies in Education). Student Lina
Nikitinaitė
13. The purpose of virtual mobility
Why do we need that?
Brain storm
16. VM components (by MOVINTER)
1. International student groups - students from different countries who mainly study in their
local (chosen) university with their fellow students and without going abroad to study for long
periods of time; for those students, VM is a way to internationalise.
2. Interactivity & Communication between students and teachers of different countries
through ICT – interaction an communication among groups of students/teachers based in
different countries to discuss diversity depending on national/local/contextual elements.
3. International teaching groups - cooperation in designing, implementing, course
programme evaluation.
4. Multicultural exchange (as a key objective to produce added value) - the multicultural
[intercultural, see further on] component constitutes an integral part of the concept of Virtual
Mobility and justifies the contribution from different countries.
5. Use of appropriate technological solutions - choices that support the different types of
Virtual Mobility.
6. Joint choice of the subject to be studied through VM - in practically any subject in which
comparisons from different national contexts may enhance the value of curricula and prepare
students for an international social, economic and professional environment.
7. Joint curricula design - which adds value in terms of reciprocity and mutual benefits
between the HEIs in the different countries.
8. Joint production of learning resources - or any activity easing communication, learning
and the intercultural exchange (reflective tools, non-interactive tools, collaborative
tools, communication tools, social networking tools).
9. Joint titles - wherever possible, based on a long term confidence relationship.
10. Mutual confidence relationship - the originating vision stresses that the choice of subjects
and the design of the learning experience should reflect the advantages of a multi/inter-
cultural approach.
17. VM - PHASES
1. Decision making
2. Curriculum designing
3. VM organization and communication
4. Assessment and Feedback
5. Certification and Recognition
GROUPS
• Top managers
• Teachers
• Stakeholders (employers)
• Students
22. TeaCamp
− international virtual mobility module for virtual
learning called “Virtual learning in Higher
Education” (VLHE)
− the module is developed and studies organized by
13 teachers from:
1. Vytautas Magnus University (Lithuania, coordinating
institution)
2. Innovation Centre of University of Oviedo (Spain)
3. Jyvaskyla University (Finland)
4. Jagellonian University (Poland)
5. University of Aveiro (Portugal)
6. Baltic Education Technology Institute (Lithuania,
enterprise)
23. 1. Consistency in learning outcomes
All partners – 6 institutions - reached the agreement on the following
learning outcomes:
1. apply the knowledge of culture models to solve problems caused
by cultural difference in Virtual Mobility
2. explain the skills needed to facilitate and manage collaborative
online learning.
3. describe different technological resources for collaborative online
learning.
4. analyze and evaluate information;
5. synthesize and create information;
6. define the technologies and standards used in distance
education;
7. apply learning management systems based on these standards;
8. compare learning styles and learning strategies
9. identify and apply online resources in order to implement
learning strategies virtually
10. design assessment strategies for virtual learning
11. use tools to support scenarios of virtual learning
24. TeaCamp Curriculum content and teaching/ learning
scenario development (sub-modules)
Sub-module Culture
models (1/2)
(JYU, FI)
Collaborative
online
learning
(CC1N, ES)
Information
literacy
(JU, PL)
Learning
technologies
(BETI, LT)
Learning
strategies
(VDU, LT)
Assessment
strategies
(UA, PT)
Culture
models (2/2)
(JYU, FI)
Assignment 1 2 2 2 2 2 1
Portfolio Moodle portfolio as a required part for international, intercultural experience record – as a learning
outcome for culture model sub-module
Weight 8,33 16,66 16,66 16,66 16,66 16,66 8,33
TeaCamp assessment strategy
26. Assessment challenges: 2. Assignment measurement
for international student groups
• Each assignment assessment is described in terms of
formative evaluation
• Assignments are designed on the basis of skills and
competences, as well as learning outcomes and specific
learning objectives described in each sub – module
• Formative feedback tools, students portfolio, surveys and
quizzes, group work and tasks are used for international
student groups
• Students demonstrate learning outcome achievement by
implementation of practical tasks
27. Assessment challenges: 3. Final LO achievement
measurement in the context of different grading
system and different practice in application of ECTS
• Moodle networking service is implemented to
access TeaCamp international Moodle
• Each assignment weights 8,33 % in the final
assessment grade
• After each student submits the assignments, the
final performance is monitored using Portfolio
tool
• Students use portfolio tool to import their
assignments and to export them to their
institutional Moodle servers
28. Assessment challenges: 4. Grade calculation for each HEI so that it
is compatible with the national institutional regulation
Comparative Erasmus assessment tables are used for this
purpose:
42. LLP-LdV-TOI-2008-LT-0022
Specific
objective(s)
To be able to:
• Select...
• Describe...
• Draw...
Steps to achieve
specific objectives
1) Go and find...
2) Open... and write about...
3) Use.... and present...
4) …
Expected output/
indicators
A blog entry …
A drawing...
A math task solved...
Evaluation criteria …………………
..............
.............
45. Evaluation Objects (Leclercq, 2005)
1. Assessment whose object is the PROCESS vs PRODUCT
2. Assessment relating to RESULTS or APPROACHES
3. SINGLE- or MULTI-dimensional assessments
4. Scope of assessment: INDIVIDUAL vs INSTITUTIONAL
5. PERSONAL vs GROUP assessment
6. PRIVATE vs PUBLIC assessment
7. Assessment focus : ALLO vs - AUTO-CENTRIC
8. Assessment performance : AUTONOMOUS vs ASSISTED
9. Assessment by PEER or EXPERTS
10. Assessment periodicity: CONTINUOUS vs INTERMITTENT
11. Assessment occasion(s): SINGLE vs REPEATED
12. DEFINITIVE vs IMPROVABLE performance
47. NORMATIVE vs CRITERION-
BASED (Leclercq, 2005)
• Normative : results of person X in terms of position in the
results of a group, the latter being used as a standard or
benchmark
• criterion-based : takes absolute, fixed references into account
as target values. For example, the minimum score will be fixed
here, regardless of the percentage of those who achieve it
48. Facet Dimension
W
H
Y
?
Reference Criteria based Normative
Result Summative Diagnostic
Purpose Grade determining Formative
W
H
A
T
Focused on Process Outcomes
Dimension Uni Multi
W
H
O
?
Target Individual Group
Adressees Private
Public
Operator Allo (peer/expert)
Auto
H
O
W
?
Periodicity Intermitent Continual/Repeat
Openess of marks to review Final Improvable
Source Objective Subjective
Procedure Standardized Adaptive
Involvement Internal External
Contract Imposed Negociated
Reference points / scale Mobile Fixed
Visibility of criteria Disclosed Hidden
Professional realism Contextualised Non contxt
49. Learning contract (?)
• learning contract – indicating the main parameters of
learning process and progress, including learning outcomes
(learning results are compared with the learning outcomes,
and evaluation conclusions are based on the comparison of the
two), learning strategy (flexible or restricted, upon the
agreement of learning process participants and contract
parties), conditional restraints (organizational restraints,
such as time, place and other regulations), interventions of
learning process participants (roles and responsibilities,
degrees of freedom and independence, type of interaction and
request for interactions);
50. LLP-LdV-TOI-2008-LT-0022
Portfolio
• Public and presentation files (to present best work in order to
provide evidence of learner competences; to increase learner’s
self-evaluation abilities; to contribute with responsibility –
managing tools for the learner, to raise self-awareness, etc.
• Intermediate and construction files (to highlight learning
process and progress, to enable diagnosis of problematic
issues, to enable learners to measure self-cognition, to
establish links with curriculum, and to illustrate progress and
achievements).