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.
[EADTU OPEN VM WEBINAR] Presentation Eveliina PermiEADTU
Joint Curricula and Integrated Mobility: Master's Degree Programme in Comparative Social Policy presented by Eveliina Permi, Tampere University (Finland) on Thursday 18 June 2020
Presentation by Margarita Teresevičienė, Lithuanian Distance and eLearning (LieDM) association for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Andre Richier is Principal Administrator at the European Commission in Brussels within the Directorate General Enterprise and Industry (Key Enabling Technologies and Digital Economy Unit).
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Presentation by Montse Guitert Catasús, Director, Digital Competencies Program (psychology and science education), Universitat Oberta de Catalunya, Spain for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Presentation by Helga Dorner, Centre for Teaching and Learning at the Central European University, Hungary for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Presentation by Andreia Inamorato Dos Santos, JRC Seville, European Commission for the European Distance Learning Week's fourth day webinar on "Validation and recognition of non-formal open learning" - 10 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p4zf2rzb8gr/
Despite requirements for constant innovation in Higher Education, the application of
knowledge management constitutes a recent research field in this sector while a wide range of e-learning
tools - like open source learning management systems (LMS) - constitute a basic part of universities
infrastructures at present. As knowledge derived from direct experiences is one of the most important
sources for innovations, this paper presents two approaches for experiential knowledge production in the
Higher Education teaching-learning processes: (1) the managerial production approach and (2) the open
production approach. In accordance with these approaches, the paper also describes how Moodle and Sakai -
two of the most widely used open source LMS - support experiential knowledge production and concludes
that: (1) these LMS don’t have first class constructs to manage experiential knowledge production related
concepts; (2) experiential knowledge related constructs can be represented through existing artifacts included
in these LMS but this approach presents many limitations to support explicit connections between these
constructs and; (3) LMS can extend current capabilities of tags or similar artifacts to represent high level
meaning structures that link content from different LMS tools.
[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
Moderator: Dr. Andras Szucs, Secretary General, EDEN
Date: 9 November 2016
Recording of the webinar: https://eden-online.adobeconnect.com/p3t8iwfnwz9/
The goal of D-TRANSFORM (http://www.dtransform.eu/) is to implement a training program for leaders of European universities (presidents, vice-presidents) focusing on the major role played by digital technologies and Open Educational Resources (OER) in the necessary transformation of their institutions. The premise is that e-education (digital pedagogy and training) can become a strategic tool for European universities, enabling them to be pedagogically more effective, more cost-effective, more attractive and able to meet the needs of the professional world with regard to youth training and life-long learning.
This webinar focused on a comparative survey between Spain, France, Italy and the United Kingdom on public digital policies and Dr. Szucs presented an overview on the business models for opening up education – Sustainability of MOOCs, OER and related online education approaches in higher education in Europe. The presentation also aimed to answer the question of whether Open Educational Resources are a lever for digital transition of higher education.
An European strategy in the Age of knowledge-based society: Building New knowledge network between Traditional and Distance Teaching Universities. New Content on Internet for the Global Job Market.
[EADTU OPEN VM WEBINAR] Presentation Eveliina PermiEADTU
Joint Curricula and Integrated Mobility: Master's Degree Programme in Comparative Social Policy presented by Eveliina Permi, Tampere University (Finland) on Thursday 18 June 2020
Presentation by Margarita Teresevičienė, Lithuanian Distance and eLearning (LieDM) association for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Andre Richier is Principal Administrator at the European Commission in Brussels within the Directorate General Enterprise and Industry (Key Enabling Technologies and Digital Economy Unit).
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Presentation by Montse Guitert Catasús, Director, Digital Competencies Program (psychology and science education), Universitat Oberta de Catalunya, Spain for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Presentation by Helga Dorner, Centre for Teaching and Learning at the Central European University, Hungary for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Presentation by Andreia Inamorato Dos Santos, JRC Seville, European Commission for the European Distance Learning Week's fourth day webinar on "Validation and recognition of non-formal open learning" - 10 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p4zf2rzb8gr/
Despite requirements for constant innovation in Higher Education, the application of
knowledge management constitutes a recent research field in this sector while a wide range of e-learning
tools - like open source learning management systems (LMS) - constitute a basic part of universities
infrastructures at present. As knowledge derived from direct experiences is one of the most important
sources for innovations, this paper presents two approaches for experiential knowledge production in the
Higher Education teaching-learning processes: (1) the managerial production approach and (2) the open
production approach. In accordance with these approaches, the paper also describes how Moodle and Sakai -
two of the most widely used open source LMS - support experiential knowledge production and concludes
that: (1) these LMS don’t have first class constructs to manage experiential knowledge production related
concepts; (2) experiential knowledge related constructs can be represented through existing artifacts included
in these LMS but this approach presents many limitations to support explicit connections between these
constructs and; (3) LMS can extend current capabilities of tags or similar artifacts to represent high level
meaning structures that link content from different LMS tools.
[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
Moderator: Dr. Andras Szucs, Secretary General, EDEN
Date: 9 November 2016
Recording of the webinar: https://eden-online.adobeconnect.com/p3t8iwfnwz9/
The goal of D-TRANSFORM (http://www.dtransform.eu/) is to implement a training program for leaders of European universities (presidents, vice-presidents) focusing on the major role played by digital technologies and Open Educational Resources (OER) in the necessary transformation of their institutions. The premise is that e-education (digital pedagogy and training) can become a strategic tool for European universities, enabling them to be pedagogically more effective, more cost-effective, more attractive and able to meet the needs of the professional world with regard to youth training and life-long learning.
This webinar focused on a comparative survey between Spain, France, Italy and the United Kingdom on public digital policies and Dr. Szucs presented an overview on the business models for opening up education – Sustainability of MOOCs, OER and related online education approaches in higher education in Europe. The presentation also aimed to answer the question of whether Open Educational Resources are a lever for digital transition of higher education.
An European strategy in the Age of knowledge-based society: Building New knowledge network between Traditional and Distance Teaching Universities. New Content on Internet for the Global Job Market.
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.
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.
Overcoming Barriers to Online Engagement through carefull design and delivery...EADTU
Empower Webinar Week. Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. • European projects coordinated by EADTU (notably EPICS, NetCu, EMBED, e-SLP,
EMC-LM)
• Recent documents of the European Commission
• New initiatives in mobility
• The EADTU TASK Force Virtual Mobility (4/2018 – 4/2019)
• A Peer Learning Activity (PLA) (Maastricht, 12 December 2018)
https://bit.ly/2Mdg68F https://bit.ly/2RiDplO
3. Task Force
Virtual
Mobility
• George Ubachs (EADTU, Chair)
• Piet Henderikx (EADTU)
• Ingrid Thaler (FernUni)
• Esther Souto (UNED)
• Carme Anguera Iglesias (UOC)
• Jukka Lerkkanen (University of Jyvaskyla)
• Katrien Vanelven (KU Leuven)
• Susanne Koch (Norgesuniversitetet)
• Sabine Bottin-Rouseau (FIED-UPMC)
• Marinke Sussenbach (TU-Delft)
• Sarah Guth, Erasmus+ Virtual Exchange
consortium
• Barbara Moser Mercer, InZone |Université de
Genève
LERU and the Coimbra Group are represented by
some of the TF-members
4. Task Force
Virtual
Mobility
EADTU Task force Virtual mobility
The main task of the Task force was the exploration of:
1. Good practices within and outside the EADTU
membership of virtual mobility
• making an inventory of current good practices
concerning virtual mobility VM models
• making an inventory of cooperation models for
virtual exchange programs
2. New developments in the field of virtual
mobility
• Sharing of current institutional and curriculum-
level plans for the development of VM
• Identifying opportunities and obstacles in VM
at institutional and student level
3. How virtual mobility can stimulate European
university networks
• exploring the potential of VM within European
university networks
• generating (political) support for VM becoming
a mainstream mobility scheme
5. PLA
participants
Higher Education Institutions
• Maastricht University
• KU Leuven
• TU Delft
• Open Universiteit Nederland
• Open University UK
• Beuth Hochschule für Technik Berlin
• Sorbonne University
• Università Telematica Internazionale Uninettuno
• University of Jyväskylä/Open University
• University of Warsaw
• UOC Universitat Oberta de Catalunya
• KIT Royal Tropical Institute
University network organisations
• Coimbra Group
• Kiron Open Higher Education
• European Students Union
Public authorities
• European Commission
• Ministry of Education and Research, Norway
Agencies
• Academic Cooperation Association (ACA)
• DAAD
• Diku
7. Definition
Virtual
mobility
European
Commission
In the Erasmus+ 2019 call, virtual mobility is
defined as
“a set of activities supported by Information and
Communication Technologies, including e-
learning, that realise or facilitate international,
collaborative experiences in a context of
teaching, training or learning”.
8. Virtual mobility
within networked curricula
Create proximity and involvement of potentially all by
• New media, social software, virtual spaces, wiki-like
software;
• Increased accessibility, interactivity, flexibility,
personalisation,
• Synchronous and asynchronous solutions;
• Multi-campus education;
VM vs. DE: university-university contracts
Pre-assessed quality and coherent to home university
offerings
9. NetCu Handbook
When involved in the design of a new networked
curriculum the following aspects need consideration and
agreement
Design of the contents Shared technological platform
Co-production of contents Language of the learning contents
Management aspects (division of roles) Language of the learning environment
Administrative aspects Accreditation procedure
Financial aspects Mobility of students and professors
Complementarity of content Use of interactive tools for students and profs.
Community QA process
Technological infrastructure Involvement of stakeholders
10. Core
concept
of mobility
The core goal of any mobility is
providing an international
academic experience for
students
• related to a formal course or
curriculum
• based on a bilateral or
network/consortium
collaboration and agreement
• guaranteeing the rights of
the student
11. Basic
Principle
Education can be organised in
a face to face, online or
blended mode.
So can international education
and mobility
- Short term, long term,
intermittent
- Synchronous, asynchronous
- Multi-campus
12. Three types
of mobility
International collaboration
and mobility can be physical,
blended or completely online:
• Physical mobility with immersion
• Online/virtual mobility along
online courses and collaborative
learning activities
• Blended mobility combining both
(online supporting physical;
physical supporting online)
13. A variety of international education and mobility formats to be
based on educational design
Physical
mobility
short term - long term
synchronous
one campus or
successive campi
Blended
mobility
short term - long term -
intermittent
synchronous -
asynchronous
One campus- multi-
campus
Online mobility
supporting phyisical
mobility or physical
mobility supporting
online mobility
Online
mobility
short term - long term -
intermittent
synchronous -
asynchronous
One campus- multi-
campus
EADTU, Virtual Mobility Report
14. Mobility
and the
curriculum
• Embedded mobility within a course
• Exchange mobility for individual
students
• Networked mobility in networked
curricula and courses with mobility
windows
• Integrated mobility in joint curricula
15. International course and
curriculum design
Mobility within
a course
Distributing teaching
and learning activities
over partner
institutions
Organising flexibility
to make activities
accessible by all
Organising
international learning
communities
Selecting media and
modes of delivery
Integrating
assessment and
feedback mechanisms
Exchange
mobility
Courses are taken as
they are
Focus on Improved
accessibility of
courses for
international students
Mobility doesn’t
change the curriculum
Networked
programmes
Organised by
indiividual universities
in a network
Study arrangements
to be determined by
each single institution
Mobility windows
driving flows of
students
Agreement on the
profile and outcomes
of each mobility
window
Joint
programmes
Co-owned and co-
organised by
consortium
All study
arrangements jointly
organised: from
admissions to joint
awards
Individual study paths
in joint programme
EADTU, Virtual Mobility Report
16. Examples
of running
initiatives
in VM
Embedded mobility within a course
• Virtual Exchange based on MOOCs, TU Delft, Sorbonne
Université,…
• EVOLVE (Evidence-Validated Online Learning through Virtual
Exchange),
• Think Tank KU-Leuven-Stellenbosch
• European Virtual Seminar (EVS), OUNL
• Instructional Design for Creating Educational Media (ID4CEM;
JYU, OUNL, FernUni)
Exchange curricula and exchange mobility
• Edelnet, OUNL, Fernuni, UNED
• Global Health Education, TropEd, Bergen
• European Virtual Seminar for Sustainable Development, OUNL
Networked curricula and mobility (mobility windows)
• EUTEMPE-project: Blended Training Modules for Medical Physics
Experts
• Nordmed Computational Medicine
• UNIGE-inZone Courses Humanitarian Aid
• Virtual mobility for global citizenship, Maastricht University
Joint curricula and integrated mobility
• The Joint Master’s Programme in Comparative Social Policy and
Welfare
Related initiatives
• Erasmus+ Virtual Exchange
• OpenVM project, Beuth University of Applied Sciences Berlin
17. Erasmus +
Virtual
exchange
Pilot
Project
• Enabling youth in Europe and the Southern
Mediterranean to engage in meaningful
intercultural experiences online, as part of
their formal or nonformal education. It
defines Virtual Exchange as “technology-
enabled people-to-people dialogues
sustained over a period of time”
18. Open VM
project
The Open Virtual Mobility project addresses
mainly mobility based on non-formal and
informal education, notably the recognition of
such courses in formal education through
open credentials.
One example is the recognition of open
badges for MOOCs and OER in mobility
schemes, eventually via procedures of prior
learning.
19. Skills
involved in
Virtual
Mobility
(OpenVM)
• Intercultural skills and attitudes: gaining cultural knowledge;
understanding cultural perspectives; enhancing own cultural
identity; enhancing and demonstrating cultural understanding;
applying intercultural awareness in culturally challenging
circumstances
• Networked learning skills: learning to work and cooperate in an
international setting with the use of ICT and social platforms;
learning about dealing with complex situations; learning about
dealing with ambiguity;
• Active self-regulated learner skills: being able to self-regulate
learning process; being able to self-reflection on learning
experiences; demonstrating ownership and self-discipline in
learning;
20. Skills
involved in
Virtual
Mobility
(OpenVM)
• Autonomy-driven learning: : demonstrating self-directedness in
decision-making on own learning; demonstrating independent
learning
• Interactive and collaborative learning in authentic international
environments: enhancing teamwork skills; collaborating with peers
from different discipline; collaborating with peers within the context
of an international learning experience; Interacting with authentic
international resources in a foreign language;
• Open-mindedness: being open- minded and tolerant; demonstrating
self- confidence in interaction with peers and teaching staff;
showing willingness to improve proficiency in foreign languages
21. Opportunities for
students
• Flexibility, accessibility for potentially
all students
• Individual portfolio development
throughout the study career: more
opportunities for mobility and for
integrating an international learning
experience, a new field of study and
new ways of learning, virtual
internships
• Competence building: intercultural
competences, linguistic skills,
collaborative learning, media and
digital literacy skills, open mindedness,
team work, critical thinking,
networking
• Long-term and intermittent mobility
• Improving employability 21
22. Opportunities for
staff
• Enhancement of the quality of a
course or curriculum: content,
collaborative, active learning
• Connecting educational networking
with research networking
• Continuous professional
development, learning from
international colleagues (sharing
good practices, new methods...)
• Enhancing teaching skills and
teaching quality
• Career development
22
23. Opportunities for
institutions
• To expand the university’s academic offer in an
international context at scale,
internationalisation of the curriculum, global
teaching, transnational education,
development collaboration
• Innovative pedagogies creating an international
experience for students
• Enhancing the quality of courses and curricula
• Networking with other universities in education
and research, sharing teaching capacity
• Enhancing the attractiveness and
competitiveness of the university
• New approaches concerning alumni activities,
continuous education and lifelong learning
• Reaching out to disadvantaged groups, e.g.
migrants, refugees
23
24. Barriers
• Offerings in digital education
slow in large parts of Europe
• Lack of awareness, experience
and expertise
• Administrative issues
• Time zones and course tables
• Learner control and structure
• Linguistic barriers
• Digital maturity
24
25. Conclusions
• Education can be organized in face to face, blended
or by online modes. This is also the case for mobility
which always goes together with it. It can be short
and long term, synchronous and asynchronous. ICT
modes of teaching and learning amplify the potential
of education and the mobility related to it.
• All forms of mobility can be offered separately or in
a combination.
• None of the forms of mobility is an alternative for
replacing the other. Each form is adding to the
enrichment of education, offering students the
opportunity to learn international competences and
skills.
• The sequence of physical, blended and online
mobility will be based on principles of international
curriculum and course design
• The European Universities Initiative and the OpenU-
BLOOM hub will extend international education and
international mobility.