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 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.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
Video Systems in Education for Open and Distance LearningGytis Cibulskis
Presentation made in seminar "Digital International Collaboration in Education" organised in connection to the Nordplus programme committee meeting in Tampere, May 26, 2016.
The presentation reflects on systematic and continuous quality schemes in large-scale, online learning environments.
It also focus on the experiences with quality barometers and other quality enhancement tools and services at NKI Nettstudier –Scandinavia’s largest online education provider.
The presentation focuses on the opportunities to provide online education that combines individual freedom with meaningful cooperation. Online students often seek individual flexibility and freedom. At the same time, many need or prefer cooperation and social unity . These aims are difficult to combine, so the presentation discusses online education tools and services that support both individual freedom and cooperation. The presentation also elucidates the opportunities and challenges with transparency in online learning environments and provides examples and experiences from Universidade Aberta in Portugal and NKI Nettstudier in Norway.
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.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
Video Systems in Education for Open and Distance LearningGytis Cibulskis
Presentation made in seminar "Digital International Collaboration in Education" organised in connection to the Nordplus programme committee meeting in Tampere, May 26, 2016.
The presentation reflects on systematic and continuous quality schemes in large-scale, online learning environments.
It also focus on the experiences with quality barometers and other quality enhancement tools and services at NKI Nettstudier –Scandinavia’s largest online education provider.
The presentation focuses on the opportunities to provide online education that combines individual freedom with meaningful cooperation. Online students often seek individual flexibility and freedom. At the same time, many need or prefer cooperation and social unity . These aims are difficult to combine, so the presentation discusses online education tools and services that support both individual freedom and cooperation. The presentation also elucidates the opportunities and challenges with transparency in online learning environments and provides examples and experiences from Universidade Aberta in Portugal and NKI Nettstudier in Norway.
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.
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
Intercultural exchange while staying in the classroom: the VMCOLAB project by Bas Bergervoet (KU Leuven)
Presented at UniCollaboration Conference “Telecollaboration in University Foreign Language Education”
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
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.
Main findings from the “Compendium of Case Studies and Interviews with Experts about Open Education Practices and Resources” (by Katherine Wimpenny and Daniel Villar-Onrubia, Coventry University, UK)
Intent Project Experience, UniCollaboration platform and International placement by Francesca Helm (University of Padova)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
Our mission in the Inspiring Science Education team is to provide digital resources and opportunities for teachers to help them make science education more attractive and relevant to students’ lives. Through the Inspiring Science Education website and the activities organised by the partners, teachers can help students make their own scientific discoveries, witness and understand natural and scientific phenomena and access the latest, interactive tools and digital resources from within their classrooms.
Read more: http://www.inspiringscience.eu/
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
1. ICT as a Key Driver for Learning
in a Lifelong Mobility Era
Doc. Dr. Airina Volungevičienė
President of LieDM association
Vice President of EDEN
Director of Innovative Studies Institute at VMU
Italian IX National Congress of the eLearning Italian Society, Rome,
December 12, 2013
4. Open Educational Resources
Discussions (started in 2007 - …)
• Why OER is not so widely spread phenomenon?
• Why universities, teachers and students do not apply
OER immediately in their practice?
• How to facilitate the use of OER through shared
“emotional ownership” (Pawlowski, 2013)?
• What is the use for a university to focus on OER
development and re-sharing?
• What added value is for the institution when we
contribute with OER to other repositories?
• ….
UNESCO
OECD
Commonwealth of Learning
Intergovernmental organization
Jisc (UK) Researchers and
other organizations
5. Sustainability models - ideas
1.
Creative Commons (CC) is a nonprofit
organization that enables the sharing and use
of creativity and knowledge through free legal
tools.
http://creativecommons.lt/
9. MOOCs by Sir John Daniel
European Innovation Forum, 2013
http://www.scoop.it/t/eif2013
10. How shall we use Moocs experience to
prepare for “Plateau of Productivity”?
(hype cycle) en.wikipedia.org
11. Moocs have put the learner into the centre of learning cycle.
12. Responsible and quality-criteria based
integration of ICT and innovation
1.
2.
3.
4.
ICT is recognised by the strategy and management
ICT infrastructure and resources are well ensured
Curriculum and didactics are well developed
Continuous professional skill development is ensured
in application of ICT
5. Support system is available and running
6. Quality assurance system is in place and running
7. Marketing and business model are well supervised
13. Virtualus mobilumas
“Mokymosi veiklos, pagrįstos informacinėmis
komunikacinėmis
technologijomis, organizuojamos instituciniame
lygmenyje, kurių pagalba yra įgyvendinamas
mokymas ar mokymasis bendradarbiaujant
tarptautinėse studentų grupėse”
European Commission Proposal for a REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL
establishing "ERASMUS FOR ALL". The Union Programme for Education, Training, Youth and Sport (2011). Brussels.
Accessed on April 10, 2013 at http://ec.europa.eu/education/erasmus-for-all/doc/legal_en.pdf
14. 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))
17. 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
18. 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
19. 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
20. TeaCamp develops
− 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)
21. TeaCamp Curriculum content and teaching/ learning
scenario development (sub-modules)
TeaCamp assessment strategy
Sub-module
Culture
models (1/2)
(JYU, FI)
Collaborative
online
learning
(CC1N, ES)
Information
literacy
Learning
technologies
Learning
strategies
Assessment
strategies
Culture
models (2/2)
(JU, PL)
(BETI, LT)
(VDU, LT)
(UA, PT)
(JYU, FI)
2
2
2
2
2
1
Assignment
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
26. VMCOLAB pilot –
“Open Educational Resources”
Target groups
• E-learning centre staff
• Teachers and trainers
• Students
vmcolab.eu
27. Participating teacher institutions
• Coordinator - Vytautas Magnus University, Lithuania –
3 teachers + 1 video session coordinator
• Consortium
– University of Granada, Spain – 3 teachers
– EFQUEL, Belgium - 2
– K.U.Leuven, Belgium (introductory meeting)
• Invited from outside consortium
– University of Pavia, Italy – 1 teacher
– University of Jyvaskyla, Finland – 1 teacher
vmcolab.eu
28. Pilot participants - 18
• Consortium
– University of Granada, Spain - 3
– University of Porto, Portugal - 3
– Vytautas Magnus University, Lithuania (4+2 Erasmus
students)
• Invited from outside consortium
– University of Pavia, Italy - 3
– University of Florence, Italy - 2
– Trento University, Italy (representative of China) - 1
vmcolab.eu
32. Outcomes
• VM course (3 ECTS)
http://www.teacamp.eu/moodle2
• Learning outcomes
• Experience and lessons learnt (to be
continued with feedback results)
• Certificates (for participants and teachers)
• Feedback
• Testimonies (videos at virtual4me)
• Trusted network development
vmcolab.eu
33. Trusted networks
If you are a member of a trusted network:
-you benefit from cases and practices
-you share your way – and get early feedback
-you validate your results and get suggestions for improvements
-- you live among ideas, people and feel a social human being – we need that – and
ICT create these oportunites
34. It has always been great pleasure to
work with Italian colleagues.
Good luck to you and join us in
professional networking!
Doc. Dr. Airina Volungevičienė
President of LieDM association
Vice President of EDEN
Director of Innovative Studies Institute at VMU
Editor's Notes
Skaitmeninės technologijos radikaliai keičia mokslo ir studijų bei švietimo peizažą. Atviro mokymosi formos formaliose studijose ir švietime, keliančios iššūkius atviro mokymosi pripažinimui ir tradiciniems AM vadybos ir lyderystės modeliamsPadarė didžiulį poveikį mokslo ir studijų bei švietimo institucijoms, ir dar kelia nepamatuojamą ir sunkiai suvokiamą poveikį dėstytojams, studentams, leidykloms, bibliotekoms ir kitiems susijusiems socialiniams dalininkams.
MOOCs’ų kampanija turėjo didžiausią impulsą studijų kaitai – iš tradicinių į nuotolines, įvertinant:Learning analyticsadapted learningPersonalisationradical education and learning methodologies MOOCs for educational change is anopportunity in the pedagogical level: opportunity for lifelong learning; new interactions and rolesbetween learners, teachers, technology;permeability between previously isolated sectors;spectrum of formal and non‐formal learning opportunities In this sense, MOOCs represent anincubator for educational research
.
We would lose much more than we can measure – we would lose our professional life, as it changed and integrated with social life – that’s true!