This document discusses innovations and challenges in technology-enhanced learning from the perspective of teachers. It summarizes research from projects focusing on virtual mobility in higher education, open educational resources, and quality assurance. Key innovations highlighted include developing virtual mobility curriculum modules through international collaboration, and training teachers to create and integrate open educational resources into their courses through open licensing and collaboration. However, challenges also exist around differences in quality assurance requirements, contact hours, and understanding of collaboration between institutions.

2. Digital skills in teaching and learning -
are we on the right track?
Innovations and challenges in technology
enhanced learning: teacher perspectives
Margarita Teresevičienė,
Vytautas Magnus University
Airina Volungevičienė,
Vytautas Magnus University

3. Contents
 Cooperation: research and reality
INNOVATIONS
 Virtual mobility in Higher education
 Open educational resoures (OER)
 Quality assurance

4. Research and Reality
• Cooperation between tertiary education
institutions and Lithuanian Association of
Distance and e-Learning (LieDM association)
lead by VMU:
– Conferences, trainings, seminars;joint
projects, research, quality assurance
– Seeks to develop synergy among national,
regional, and European initiatives and
programmes.

5. Innovations
• For Virtual Mobility;
• Innovative Curriculum Using
OER

6. Virtual Mobility in HE
• How can teachers and institutions prepare for VM?
• What are VM process phases and what decisions
need to be taken to start the VM process?
• How to design a curriculum for virtual mobility?
• What competences may be improved or
developed in VM activities?
• How to implement VM in HE?
• What learning and teaching methods, and what
technological solutions should be used?

7. Innovations suggested by ERASMUS +project
Opening Universities for Virtual Mobility
Pr. No. 2014-1-LT01-KA203-000550
• Consortium universities developed virtual
mobility (VM) curriculum (modules) for a
Master degree program in a collaborative way
by teachers from consortium universities;
• Each partner leads the development of at least
2 modules. In total - a MA study program in
Education science composed of 10 modules.

8. Innovations suggested by ERASMUS +project
Opening Universities for Virtual Mobility
Pr. No. 2014-1-LT01-KA203-000550
• The modules are developed using the best experience
from the partners’ universities in the field of education,
ICT, management and etc. which means that the
program is interdisciplinary;
• It can be used as a unique on-line program or splitted
and used by modules. It could be implemented later by
each partner individually or in cooperation with one or
two partners.

11. Challenges for study timelines and other
intercultural issues

12. Challenges and collaboration
• Different experience
• Different quality
assurance
requirements
• Different scenarios
of contact hours
• Different experience
in online learning
• Different
understanding of
collaboration
• Time/ point of view/
other challenges

13. Innovations suggested by projects (OpenProf; Re-OPEN –
Recognition of Valid and Open Learning)
Project number 2016-1-LT01-KA202-023131
• Foster open international collaboration of
professionals for innovation
• Train the staff of educational institutions
– on use, reuse, and development of open
educational resources (OER) and
– creation of innovative curriculum for work-
based learning using OER

14. Innovations suggested by projects (OpenProf; Re-OPEN –
Recognition of Valid and Open Learning
Project number 2016-1-LT01-KA202-023131
Key innovations in training of teachers and trainers, as
well as adult educators:
– open educational resource and open curriculum
development and licensing
– open collaboration, as well as
– designing curriculum for diverse target groups
including the mode of work - based learning;
– Validation of open educational resources.

15. OpenProf Project Results – 3 training
materials on
1. OER and sustainability models
• OER characteristics and types
• OER development process
• Guidance for OER use, reuse and creation
2. ICT tools to develop and adapt OER
• ICT tools for OER development
• licences for OER use, re-use and adaptation
3. Innovative curriculum designing for work - based
learning for CVET, VET and adult education
• characteristics of innovative curriculum for WB learning
• syllabus for an online course development
• learning activities for learners using OER

17. OER development and
integration into the courses
Versio
n
Developed OERs
(theory or practice/
activities)
Adapted OERs
(from partners or
internet)
(theory or practice/
activities)
Versio
n
EN 1 2 3 4 5 6 7 8
Translated into the National
language
or
into the English language
Translated into the national
language
National 1b 2b 3b 4b 5b 6b 7b 8b
48 OER in partner national and English
languages
(24 created and 24 adapted)

18. Curriculum (courses)
Moodle.liedm.ne
t

19. Requirements for teachers for
collaboration in OpenPROF
• Digital competence
• Openness for idea sharing, critics
and learning
• Benevolent attitude towards
collaboration and innovations

20. Challenges for teachers creating
and adapting OER
• Tools to be used for OER creation
• Tools to publish OER
• Requirements for OER editable version
• How much the OER should be adapted to
become a new OER?
• How open are we - should the OER be
open for commercial use?

21. Quality
assurance/ support for teachers
• Leonardo da Vinci TOI project
• REVIVE VET - Reviewing and Reviving VET
practices
Quality assurance criteria for
integration of ICT in VET and CVET

22. Quality assurance procedures
• Acreditation of formal and non-formal
courses by peer review at LieDM ,
• QA procedures at University level for
distance learning courses.

23. THANK YOU