Internationalisation of HE extended by a Virtual Erasmus Programme by George Ubachs (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
[EADTU-EU Summit 2018] The Changing Pedagogical Landscape 2nd ed.EADTU
This document summarizes the findings of a 2017-2018 study on the changing pedagogical landscape in higher education. The study examined policies, strategies, and practices around new modes of teaching and learning across several European countries. Key findings included that while many universities are increasing blended learning and online offerings, conventional face-to-face education remains prominent. Initiatives for new pedagogies are often bottom-up without clear connections to institutional strategies. Continuous education and open education efforts also remain fragmented with lack of coherent frameworks. The study recommends higher education institutions further embed new modes into strategic plans and scale up efforts in continuous education and open education through supportive policies and structures.
Achilles kameas, The Hellenic Open University openly supports diversity and f...EADTU
This document summarizes information from the DAISSy research group at the Hellenic Open University. It discusses the group's mission to contribute to an advanced society through technology that supports human needs. It describes the group's expertise in various topics including education, inclusion, digital skills and lifelong learning. It provides examples of projects conducted on issues like gender equality, intercultural competence, migrant integration and empowering underrepresented groups.
Jose israel reyes, the lived experiences of sw ds at the uocEADTU
The document discusses the experiences of students with disabilities (SWDs) at the Universitat Oberta de Catalunya (UOC), the first fully online university, during the COVID-19 lockdown in Spain from March to June 2020. It finds that the lockdown had both positive and negative effects on SWDs' academic performance. Positively, it increased time flexibility and support, but also stress and difficulties balancing studies with other responsibilities. SWDs developed coping strategies like new study routines and seeking university and expert support. Experiences varied depending on disability type and academic level, with those with physical/sensory/mental disabilities generally faring better than those with learning disabilities or those in later academic stages. The pandemic highlighted the
EMPOWER COVID-19 webinar week, EMBED maturity model by Wiebe Dijkstra | 6 Apr...EADTU
This document describes the European Maturity Model for Blended Education. The model aims to help higher education institutions develop and implement blended learning programs by providing a framework that covers the course, program, and institutional levels. It addresses aspects like course design, organizational support, leadership, and policy. The partnership developing the model consists of leading European universities with experience in blended learning.
This document summarizes a webinar on digital readiness in higher education following the COVID-19 pandemic. It discusses how universities quickly moved to emergency remote teaching during the first wave, but students demanded higher quality online education in the second wave. It emphasizes the need to develop high-quality digital education strategies going forward, including educating educators in digital pedagogies through continuing education programs. The DigiTeL Pro partnership will design such programs focused on synchronous hybrid learning, blended learning, online/distance learning, and institutional digital strategies based on the expertise of universities experienced in online and blended education.
1) Erasmus+ Virtual Exchange is an innovative program that allows young people to engage in intercultural experiences online through facilitated real-time dialogue.
2) The goal is to foster mutual understanding and skills development among 25,000 youth participants by 2020 through activities like thematic lecture series, online group sessions, and practice-based assignments.
3) Participants gain skills like improved ability to work in diverse environments, digital competencies, and teamwork skills, while also building meaningful international relationships.
Albert Sangra - Quality Online Education beyond the post-pandemic effectsEADTU
The document summarizes key points about online education during and beyond the COVID-19 pandemic. It discusses how emergency remote teaching was a reaction without preparation to lockdowns. Quality online education requires flexibility, personalization, interaction and collaboration. Ten tips are provided for improving online teaching and learning, such as selecting appropriate tools, organizing students, designing activities, and developing students' critical thinking. The DigiTel Pro project aims to explore educational needs during and after COVID-19 and design continuing education courses to help adapt to hybrid and online learning models.
[EADTU-EU Summit 2018] The Changing Pedagogical Landscape 2nd ed.EADTU
This document summarizes the findings of a 2017-2018 study on the changing pedagogical landscape in higher education. The study examined policies, strategies, and practices around new modes of teaching and learning across several European countries. Key findings included that while many universities are increasing blended learning and online offerings, conventional face-to-face education remains prominent. Initiatives for new pedagogies are often bottom-up without clear connections to institutional strategies. Continuous education and open education efforts also remain fragmented with lack of coherent frameworks. The study recommends higher education institutions further embed new modes into strategic plans and scale up efforts in continuous education and open education through supportive policies and structures.
Achilles kameas, The Hellenic Open University openly supports diversity and f...EADTU
This document summarizes information from the DAISSy research group at the Hellenic Open University. It discusses the group's mission to contribute to an advanced society through technology that supports human needs. It describes the group's expertise in various topics including education, inclusion, digital skills and lifelong learning. It provides examples of projects conducted on issues like gender equality, intercultural competence, migrant integration and empowering underrepresented groups.
Jose israel reyes, the lived experiences of sw ds at the uocEADTU
The document discusses the experiences of students with disabilities (SWDs) at the Universitat Oberta de Catalunya (UOC), the first fully online university, during the COVID-19 lockdown in Spain from March to June 2020. It finds that the lockdown had both positive and negative effects on SWDs' academic performance. Positively, it increased time flexibility and support, but also stress and difficulties balancing studies with other responsibilities. SWDs developed coping strategies like new study routines and seeking university and expert support. Experiences varied depending on disability type and academic level, with those with physical/sensory/mental disabilities generally faring better than those with learning disabilities or those in later academic stages. The pandemic highlighted the
EMPOWER COVID-19 webinar week, EMBED maturity model by Wiebe Dijkstra | 6 Apr...EADTU
This document describes the European Maturity Model for Blended Education. The model aims to help higher education institutions develop and implement blended learning programs by providing a framework that covers the course, program, and institutional levels. It addresses aspects like course design, organizational support, leadership, and policy. The partnership developing the model consists of leading European universities with experience in blended learning.
This document summarizes a webinar on digital readiness in higher education following the COVID-19 pandemic. It discusses how universities quickly moved to emergency remote teaching during the first wave, but students demanded higher quality online education in the second wave. It emphasizes the need to develop high-quality digital education strategies going forward, including educating educators in digital pedagogies through continuing education programs. The DigiTeL Pro partnership will design such programs focused on synchronous hybrid learning, blended learning, online/distance learning, and institutional digital strategies based on the expertise of universities experienced in online and blended education.
1) Erasmus+ Virtual Exchange is an innovative program that allows young people to engage in intercultural experiences online through facilitated real-time dialogue.
2) The goal is to foster mutual understanding and skills development among 25,000 youth participants by 2020 through activities like thematic lecture series, online group sessions, and practice-based assignments.
3) Participants gain skills like improved ability to work in diverse environments, digital competencies, and teamwork skills, while also building meaningful international relationships.
Albert Sangra - Quality Online Education beyond the post-pandemic effectsEADTU
The document summarizes key points about online education during and beyond the COVID-19 pandemic. It discusses how emergency remote teaching was a reaction without preparation to lockdowns. Quality online education requires flexibility, personalization, interaction and collaboration. Ten tips are provided for improving online teaching and learning, such as selecting appropriate tools, organizing students, designing activities, and developing students' critical thinking. The DigiTel Pro project aims to explore educational needs during and after COVID-19 and design continuing education courses to help adapt to hybrid and online learning models.
This document discusses virtual mobility in higher education. It defines virtual mobility as technology-supported international collaborative experiences in teaching and learning. The document outlines various virtual mobility activities that can be used, such as videoconferencing, webconferencing, and social media. It discusses how virtual mobility can facilitate or internationalize courses and programs. The benefits of virtual mobility for students include developing intercultural competencies without traveling abroad and enhancing collaboration skills through working with international peers. Examples are provided of how universities have implemented virtual mobility activities and projects.
I-HE 2020 Mobility in the UNA EUROPA Alliance: visioning the future while dea...EADTU
The document discusses mobility initiatives within the UNA EUROPA Alliance. It describes how the Alliance was created with a focus on innovation and mobility. It then outlines the Alliance's tasks related to developing innovative mobility formats for students and staff. Examples of formats include virtual exchanges, blended exchanges, and joint teaching activities. The document also discusses challenges presented by COVID-19 and how the Alliance turned this into an opportunity by promoting virtual mobility across partner universities during the pandemic.
DigiTeL Pro Launch Synchronous hybrid educationEADTU
This document outlines an introductory meeting for a hybrid synchronous learning course. It discusses the main objectives of increasing engagement in hybrid settings and addressing spatial and technological needs. The course consists of 6 modules that include 2 hours of contact time and 3 hours of assignments per module, covering topics such as conceptual challenges, pedagogical challenges, and effective hybrid teaching scenarios.
FDOL132 unit 4: Collaborative learning and communities with Dr Keith Smyth an...openfdol
This document provides a summary of a webinar on collaborative learning and communities for an open online course. It includes:
- An introduction and welcome from the organizers Dr. Keith Smyth and Dr. David Walker.
- Statistics on course registration and participation from various countries.
- An overview of the course units, including the current unit on collaborative learning and communities.
- A discussion on enabling cross-institutional collaboration and the challenges of aligning policies and systems between institutions.
- Examples of collaborative projects developed including a module on global dimensions in higher education.
- Consideration of issues like balancing individual and group needs in open online contexts and managing scale from small to massive open
The Oppimobiili project from 2014-2016 aimed to develop digital learning solutions and give students flexibility in designing individual learning paths. The 280,000 euro budget went towards creating virtual courses for Vantaa Vocational College, producing material for about 40 courses across 42 teachers. The project materials and courses covered vocational and general studies, as well as training for on-the-job learning periods in areas like auto repair, hairdressing, engineering, tourism, construction, and health care.
This document discusses the Opening Educational Practices in Scotland (OEPS) project, which aims to share best practices in open education across Scottish institutions. OEPS has worked with partners over three years to identify and develop exemplar open educational resources (OERs) licensed under Creative Commons to allow reuse and remixing. OEPS defines OERs as educational resources that can be retained, reused, revised, remixed and redistributed. The benefits of open educational practices and OERs highlighted include low or no cost, unlimited use, editability, and the ability to reach wide audiences and produce customized versions for specific contexts. OEPS has produced four live courses and has nine more in development in partnership with institutions.
KU Leuven practices at different levels:
- At the micro course level, courses like "The Great War and Modern Philosophy" and programs like ALPACAS.
- At the meso institute level, KU Leuven launched a learning lab call to transform courses using blended learning approaches.
- The ALPACAS program aims to establish active learning across first year programs. It will transform 4 courses per semester with formative tests. A project manager will ensure activities are aligned and study loads adjusted based on learning analytics and student evaluations.
E slp policy forum dce 28 may 2021 by Päivi Kananen and Virpi Uotinen (JYU)EADTU
This document summarizes the development of a collaborative online education program called "Digitally Competent Educators" between four European universities. The program aims to develop educators' digital competences through three online modules based on the EU's Digital Competence Framework for Educators. The universities collaborated in designing a flexible, scalable curriculum using the framework, selecting a learning platform, and establishing joint administration like grading and certificates. They continue working together to evaluate and market the program annually.
This document outlines the DigiTeL Pro project, which aims to provide professional development for digital teaching and learning across Europe. The objectives are to 1) explore educational needs within and after the COVID era, 2) exchange expertise on hybrid, blended, and online learning, and 3) design and deliver continuing education courses to support digital curriculum development. Several intellectual outputs are described, including developing courses on synchronous hybrid education, blended education, and online/distance education. The courses will be designed based on research and best practices to reinforce universities' ability to provide high-quality digital education.
Covid response digitel pro launch by George UbachsEADTU
This document discusses the impact of COVID-19 on universities and the transition to online education. It notes that in the first wave, universities quickly moved classes online through improvised emergency remote teaching. However, students began protesting, wanting "quality education" rather than just online videos. The document advocates embracing online education and sharing expertise on best practices. It proposes a new DigiTeL Pro program to provide professional development courses for educators on synchronous hybrid, blended, and online learning models based on research from leading universities. The goal is to accelerate the digital transformation of education systems across Europe.
E-SLP webinar week: lessons learned from the pilot digital competent educatorsEADTU
E-SLP webinar week: lessons learned from the pilot digital competent educators by Virpi Uotinen, Päivi Kananen, Eva Cendon, Aysun Günes, Magda Zarebski, Glória Bastos (Day 3: 15 October 2020)
E-SLP final policy forum by alessandro caforio and nicola paravati (uninettuno)EADTU
The document discusses three cases of collaboration on continuing professional development courses between UNINETTUNO University and other organizations. Case 1 involves designing an inclusive education master's program between UNINETTUNO and three other universities. Case 2 involves co-creating aviation workforce training programs between UNINETTUNO and industry partners. Case 3 involves modularizing existing university degree programs for a corporate partner to upskill mid-career workers.
28_09_2018 eMadrid seminar on MOOCs by Héctor R. Amado, Galileo UniversityeMadrid network
«Experiences from two hybrids postgraduates deegres using MOOCs. Unbundling higher education with internationalization». eMadrid seminar on «MOOCs as part of the future of digital learning» at UNED, as part of LWMOOCS Conference
Presentation of Agnieszka Czembrowska from the Polish Ministry of Science and Higher Education at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Sharing open educational practices in digital learningAngelica Risquez
This document provides an agenda for a workshop on sharing open education practices using technology in higher education (SHOUT4HE). The agenda includes spotlight presentations from various speakers on topics related to digital education, digital capabilities, and open educational practices. It also outlines an interactive activity where participants will use the SHOUT4HE recognition framework to reflect on their teaching practices with technology and share videos in small groups. The goal is to discuss approaches to teaching with technology and inspire each other's practices through an open sharing of ideas.
Teaching Training in Digital Competences. Initial experiences at UNED using N...EADTU
Teaching Training in Digital Competences. Initial experiences at UNED using NOOCs (MOOC+SLP=NOOC) by Sebastián Rubén Gómez Palomo (UNED) presented during the Maastricht Innovation In Higher Education Days 2017
Opening education to all: How to facilitate to all people (MID2017)EADTU
Opening education to all: How to facilitate to all people by Tiberio Feliz Murias (UNED) presented during the Maastricht Innovation In Higher Education Days 2017
This document discusses virtual mobility in higher education. It defines virtual mobility as technology-supported international collaborative experiences in teaching and learning. The document outlines various virtual mobility activities that can be used, such as videoconferencing, webconferencing, and social media. It discusses how virtual mobility can facilitate or internationalize courses and programs. The benefits of virtual mobility for students include developing intercultural competencies without traveling abroad and enhancing collaboration skills through working with international peers. Examples are provided of how universities have implemented virtual mobility activities and projects.
I-HE 2020 Mobility in the UNA EUROPA Alliance: visioning the future while dea...EADTU
The document discusses mobility initiatives within the UNA EUROPA Alliance. It describes how the Alliance was created with a focus on innovation and mobility. It then outlines the Alliance's tasks related to developing innovative mobility formats for students and staff. Examples of formats include virtual exchanges, blended exchanges, and joint teaching activities. The document also discusses challenges presented by COVID-19 and how the Alliance turned this into an opportunity by promoting virtual mobility across partner universities during the pandemic.
DigiTeL Pro Launch Synchronous hybrid educationEADTU
This document outlines an introductory meeting for a hybrid synchronous learning course. It discusses the main objectives of increasing engagement in hybrid settings and addressing spatial and technological needs. The course consists of 6 modules that include 2 hours of contact time and 3 hours of assignments per module, covering topics such as conceptual challenges, pedagogical challenges, and effective hybrid teaching scenarios.
FDOL132 unit 4: Collaborative learning and communities with Dr Keith Smyth an...openfdol
This document provides a summary of a webinar on collaborative learning and communities for an open online course. It includes:
- An introduction and welcome from the organizers Dr. Keith Smyth and Dr. David Walker.
- Statistics on course registration and participation from various countries.
- An overview of the course units, including the current unit on collaborative learning and communities.
- A discussion on enabling cross-institutional collaboration and the challenges of aligning policies and systems between institutions.
- Examples of collaborative projects developed including a module on global dimensions in higher education.
- Consideration of issues like balancing individual and group needs in open online contexts and managing scale from small to massive open
The Oppimobiili project from 2014-2016 aimed to develop digital learning solutions and give students flexibility in designing individual learning paths. The 280,000 euro budget went towards creating virtual courses for Vantaa Vocational College, producing material for about 40 courses across 42 teachers. The project materials and courses covered vocational and general studies, as well as training for on-the-job learning periods in areas like auto repair, hairdressing, engineering, tourism, construction, and health care.
This document discusses the Opening Educational Practices in Scotland (OEPS) project, which aims to share best practices in open education across Scottish institutions. OEPS has worked with partners over three years to identify and develop exemplar open educational resources (OERs) licensed under Creative Commons to allow reuse and remixing. OEPS defines OERs as educational resources that can be retained, reused, revised, remixed and redistributed. The benefits of open educational practices and OERs highlighted include low or no cost, unlimited use, editability, and the ability to reach wide audiences and produce customized versions for specific contexts. OEPS has produced four live courses and has nine more in development in partnership with institutions.
KU Leuven practices at different levels:
- At the micro course level, courses like "The Great War and Modern Philosophy" and programs like ALPACAS.
- At the meso institute level, KU Leuven launched a learning lab call to transform courses using blended learning approaches.
- The ALPACAS program aims to establish active learning across first year programs. It will transform 4 courses per semester with formative tests. A project manager will ensure activities are aligned and study loads adjusted based on learning analytics and student evaluations.
E slp policy forum dce 28 may 2021 by Päivi Kananen and Virpi Uotinen (JYU)EADTU
This document summarizes the development of a collaborative online education program called "Digitally Competent Educators" between four European universities. The program aims to develop educators' digital competences through three online modules based on the EU's Digital Competence Framework for Educators. The universities collaborated in designing a flexible, scalable curriculum using the framework, selecting a learning platform, and establishing joint administration like grading and certificates. They continue working together to evaluate and market the program annually.
This document outlines the DigiTeL Pro project, which aims to provide professional development for digital teaching and learning across Europe. The objectives are to 1) explore educational needs within and after the COVID era, 2) exchange expertise on hybrid, blended, and online learning, and 3) design and deliver continuing education courses to support digital curriculum development. Several intellectual outputs are described, including developing courses on synchronous hybrid education, blended education, and online/distance education. The courses will be designed based on research and best practices to reinforce universities' ability to provide high-quality digital education.
Covid response digitel pro launch by George UbachsEADTU
This document discusses the impact of COVID-19 on universities and the transition to online education. It notes that in the first wave, universities quickly moved classes online through improvised emergency remote teaching. However, students began protesting, wanting "quality education" rather than just online videos. The document advocates embracing online education and sharing expertise on best practices. It proposes a new DigiTeL Pro program to provide professional development courses for educators on synchronous hybrid, blended, and online learning models based on research from leading universities. The goal is to accelerate the digital transformation of education systems across Europe.
E-SLP webinar week: lessons learned from the pilot digital competent educatorsEADTU
E-SLP webinar week: lessons learned from the pilot digital competent educators by Virpi Uotinen, Päivi Kananen, Eva Cendon, Aysun Günes, Magda Zarebski, Glória Bastos (Day 3: 15 October 2020)
E-SLP final policy forum by alessandro caforio and nicola paravati (uninettuno)EADTU
The document discusses three cases of collaboration on continuing professional development courses between UNINETTUNO University and other organizations. Case 1 involves designing an inclusive education master's program between UNINETTUNO and three other universities. Case 2 involves co-creating aviation workforce training programs between UNINETTUNO and industry partners. Case 3 involves modularizing existing university degree programs for a corporate partner to upskill mid-career workers.
28_09_2018 eMadrid seminar on MOOCs by Héctor R. Amado, Galileo UniversityeMadrid network
«Experiences from two hybrids postgraduates deegres using MOOCs. Unbundling higher education with internationalization». eMadrid seminar on «MOOCs as part of the future of digital learning» at UNED, as part of LWMOOCS Conference
Presentation of Agnieszka Czembrowska from the Polish Ministry of Science and Higher Education at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Sharing open educational practices in digital learningAngelica Risquez
This document provides an agenda for a workshop on sharing open education practices using technology in higher education (SHOUT4HE). The agenda includes spotlight presentations from various speakers on topics related to digital education, digital capabilities, and open educational practices. It also outlines an interactive activity where participants will use the SHOUT4HE recognition framework to reflect on their teaching practices with technology and share videos in small groups. The goal is to discuss approaches to teaching with technology and inspire each other's practices through an open sharing of ideas.
Teaching Training in Digital Competences. Initial experiences at UNED using N...EADTU
Teaching Training in Digital Competences. Initial experiences at UNED using NOOCs (MOOC+SLP=NOOC) by Sebastián Rubén Gómez Palomo (UNED) presented during the Maastricht Innovation In Higher Education Days 2017
Opening education to all: How to facilitate to all people (MID2017)EADTU
Opening education to all: How to facilitate to all people by Tiberio Feliz Murias (UNED) presented during the Maastricht Innovation In Higher Education Days 2017
UDOL: Quality Frameworks for Online EducationEADTU
This document discusses quality frameworks for online education. It covers three main areas of online education provision: degree education, continuing education/professional development, and open education. It also discusses challenges in designing online courses and ensuring quality, the need for innovative pedagogies and learning design, and ensuring quality assurance frameworks can adapt to different online education approaches and innovations. National quality assurance agencies need to develop expertise in evaluating new teaching models and support innovation in online education.
How MOOCs Boost Student Mobility and Increase Cross-Institutional Programmes ...EADTU
How MOOCs Boost Student Mobility and Increase Cross-Institutional Programmes by Mark Brown (DCU) presented during the Maastricht Innovation In Higher Education Days 2017
EDELNet: International student oriented teaching and blended learning in Law ...EADTU
The document describes EDELNet, a European Distance Education in Law Network funded by the ERASMUS+ program from 2015-2018. It involves FernUniversität in Hagen, UNED, and Open Universiteit. The program includes 26 projects like summer schools, staff trainings, and materials. One project is a 5 ECTS joint summer school bachelor program delivered online and involving a week-long summer school, covering topics like legal English, intercultural communication, and case discussions. An example is the 2016 summer school in Berlin.
Learning without boundaries: Short Learning Programmes and international coll...EADTU
Learning without boundaries: Short Learning Programmes and international collaboration by Liz Marr (OUUK) presented during the Maastricht Innovation In Higher Education Days 2017
Innovative Distance Education Programs Recently Offered by Anadolu University...EADTU
Ayse Hepkul & Mehmet Firat from Anadolu Universitygave a presentation about Innovative Distance Education Programs Recently Offered by Anadolu University for Providing Identical Needs of Different Target Groups as part of the online events by expert pool Curriculum development and course design within EMPOWER.
Towards a culture of innovation and creativity in digital education (MID2017)EADTU
Towards a culture of innovation and creativity in digital education by Bram Akkermans (UM) presented during the Maastricht Innovation In Higher Education Days 2017
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
Introduction - Deans meeting collaborative programmes and mobility - George U...EADTU
This document summarizes an EADTU Deans Meeting focused on collaborative and mobility program formats. It outlines various collaborative formats including collaborative courses, blended intensive programs, and collaborative bachelor/master programs. It also discusses digital collaboration and mobility formats such as synchronous hybrid, blended, and online distance learning. The document lists examples of existing collaborative programs and discusses benefits for students, staff, and institutions. It also outlines key questions for developing collaborative programs and identifies Erasmus+ funding opportunities to support various collaboration and mobility activities among higher education 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.
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.
The document discusses Erasmus+ Virtual Exchange, a pilot project established by the European Commission in 2018. The project aims to expand the traditional Erasmus+ mobility program through virtual exchanges, engaging at least 17,000 youth by the end of 2019. Virtual exchange involves technology-enabled intercultural dialogues between people to foster deep social learning. The target audience is young people aged 18-30 in Europe and Southern Mediterranean countries. The project offers different models of virtual exchange, including courses where students from different countries collaborate online as part of their studies. It also provides training to help educators develop and implement virtual exchange programs.
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.
The European Virtual Seminar on Sustainable Development (MID2017)EADTU
The European Virtual Seminar on Sustainable Development by Joop de Kraker (OUNL) presented during the Maastricht Innovation In Higher Education Days 2017
Language professionals evolving to increase international understanding.University of Warwick
This document provides information about Erasmus+ Virtual Exchange, a pilot project established by the European Commission in 2018. The project aims to expand opportunities for intercultural learning experiences through technology-enabled dialogues between young people. Virtual exchanges allow participants to engage in meaningful cross-cultural discussions online as part of their education. The document outlines the target audiences, activities, models of virtual exchange including faculty-led courses, and training opportunities to support the development and facilitation of virtual exchanges.
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.
European university networking and the role of the e u.university hubEADTU
This document provides an overview of the OpenU project, which aims to create a European online and blended learning platform to facilitate cooperation between higher education institutions. The 3-year, €2.6 million project involves 21 partners across 10 European countries and will focus on developing educational cooperation, increasing student and staff mobility, and challenge-based learning. It will establish a single online access point for students and provide resources to support digital pedagogy and curriculum development. The project consists of 6 work packages and 4 clusters that will experiment with the online hub's functionalities to support inter-university cooperation.
Effective development and management of joint programmesPhDSofiaUniversity
This document provides an overview of effective development and management of joint programmes. It begins with defining key terms like joint programmes, double degrees, and multiple degrees. It then discusses the history and state of joint programmes, highlighting growing trends over time. The document also outlines the legal framework, common rationales for developing joint programmes, and alternative models. Data from surveys on joint programmes is presented, showing statistics on topics like perceived impacts, challenges, and student motivations. Throughout, the workshop content is structured in phases of the joint programme lifecycle from development to evaluation.
This project aims to provide professional development courses on digital teaching methods like synchronous hybrid, blended, and online learning. Led by EADTU and involving several European universities, the project will design and implement three cycles of courses on these topics over two years. The courses will help educators adapt to digital education needs arising from the pandemic and will empower students for digital learning. The project seeks to advance quality and inclusion in digital education across Europe.
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
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
1. The document discusses innovations and trends in higher education in Europe, including increased blended learning combining online and in-person education, growth in continuing education and open education through MOOCs and OERs, and more diversified educational pathways to accommodate various student needs.
2. It proposes increased collaboration between European universities on short learning programs, including recognition of credits between institutions and development of joint programs, to provide flexible options for lifelong learning.
3. A network of experts across European universities aims to accelerate adoption of new teaching and learning methods through staff training, pilot programs, and institutional innovation planning.
Mobility in a digital time: Virtual mobility as an alternative for or a compl...Ilse Op de Beeck
Virtual mobility involves using information and communication technologies to facilitate international collaborative experiences in teaching and learning. It provides an alternative or complement to physical student mobility. Virtual mobility activities can help prepare students for physical exchanges, enable virtual internships, or internationalize parts of courses through online collaboration between institutions. Success requires thorough planning, appropriate technologies, intercultural skills development, and support for students. Virtual mobility is not a substitute for physical mobility but offers different ways to gain international experiences.
This document summarizes 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.
Similar to Internationalisation of HE extended by a Virtual Erasmus Programme (MID2017) (20)
Mobility opportunities with Erasmus+ (action line KA171 & KA171) - Larissa Sl...EADTU
This document provides information about the Erasmus+ program for higher education mobility opportunities. Erasmus+ is a European subsidy program that covers education, training, youth, and sport with a budget of €26 billion for 2021-2027. It aims to promote economic growth, employment, equal opportunities, and social inclusion in Europe. The program offers students and staff the opportunity to study, train, teach, and volunteer abroad. Key actions under Erasmus+ for higher education include KA131 for mobility within Europe and KA171 for mobility outside of Europe.
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Answers about how you can do more with Walmart!"
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Internationalisation of HE extended by a Virtual Erasmus Programme (MID2017)
1. George Ubachs 131 Januari 2017
Internationalisation of HE extended
by a Virtual Erasmus Programme
MID2017, 31 January 2017
George Ubachs
Managing Director EADTU
2. What does intenational
networked education bring to HE?
Piet Henderikx, Coimbra 2
Through collaboration, HEIs can offer their
students:
• high-quality courses with a broader range of
content
• international course offers with extended
expertise
• international learning experience
• more flexible programmes
3. 3 types of mobility:
1. Individual exchange mobility: Individuals mobility
(Erasmus)
2. Networked mobility: Groups of students. Different
courses at different locations. Go and come back.
Degree from your own university. Not joined, limited
partnership.
3. Embedded or integrated mobility: Joint degree courses.
Requirement that all partners own the course, managed
by one consortium. Examinations by the consortium.
Multicampus course at different locations.
3
4. General Model
Exchange curricula
and courses
Individual
exchange mobility
Networked
curricula and
courses
Networked mobility
Integrated curricula
and courses
Structured or
embedded mobility
International
Learning
Objectives
International
Learning
Outcomes
6. Key aspects
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
7. • The NetCu Handbook and Guidelines
• The NetCu Compendium of Showcases
• The NetCu Toolbox
http://www.networkedcurricula.eu/
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9. Virtual mobility
within networked curricula
Create proximity and involvement of potentially all by
• New media, internet, social software, wiki-like software;
• Increased accessibility, interactivity, flexibility, personalisation,
• Synchronous and asynchronous solutions;
• Multi-campus education;
What is Virtual mobility?
Virtual mobility stands for a set of ICT supported activities, organized
at institutional level, that realize or facilitate international,
collaborative experiences in a context of teaching and/or learning.
VM vs. DE: university-university contracts
Pre-assessed quality and coherent to home university offerings
9
10. The concept of Virtual
Mobility offers
10
International experience
• Virtual mobility offers all students the possibility of sampling a course
from another university in another European country in order to learn or
to construct new content in an international setting and to develop
intercultural skills.
Academic enrichment
• Students will have the opportunity to open a window on a different
academic content and approach, comparative view, a different culture,
and to meet students from different countries through virtual forums and
meeting rooms.
11. Impact of VE
11
Personal
Competencies:
• obtain additional skills for international on-line cooperation anticipating
on the new working environment of international cooperation,
communication, exchange of expertise and management
• Contribute to international experience: interact with students and staff of
other cultures and in other languages
• Digital literacy: learn to work with latest educational multi media
• Enrol to several universities of interest
• Specialise and individualise student study portfolios
• More control of study programme by flexible solutions
12. Impact of VE
12
Institutional
• Academic cooperation models between universities: share staff
and expertise
• Sharing courses offers time for research and expertise building
• Academic enrichment by sharing course programs: extend
academic offerings by more than 1 university
• New forms of university cooperation between traditional and
Open universities: new and more flexible experience of learning
• Increased flexibilisation and accessibility, attracting new target
groups
13. Impact of VE
Policy level: contributing to the EU-policy lines
E&T 2020 and EU 2020
• Opening up mobility for potentially all students (non-
discriminating)
• Contributing to a more transparent offer of programs
with increased quality by course catalogue
• Not limited in time of studying: Internships combined
with Virtual Mobility or replaced by Virtual Internships
• Time and cost-effective mobility extending current
mobility schemes or new target groups
• “Green mobility”
13
14. Specific Benefits of Virtual Mobility
It can engage all students in a classroom, as there are no physical barriers for trans-border
education. More students are involved, if not all in a class.
It is flexible, as it can be applied just in time, even asynchronously, from any place and within
smaller presonalised learning spaces and communities
Multiple universities and different countries/continents can be engaged simultaneously
Students for any reason not involved in physical mobility, can be involved in virtual mobility
Part-time and employed students, mature students and students with special needs can participate
conveniently, as the learning material is conceived for independent, but supported self-study
It is very cost-effective for the student and it contributes to the “green campus”
15. VE: building a new mobility scheme in line
with the current Erasmus Programma
In the current Erasmus Programme there are four
key documents that are essential to any exchange:
1. The Course Catalogue
2. Student Application Form
3. Learning Agreement
4. Transcript of Records
5. Institutional agreement (VE additional document)
15
16. Institutional agreement
The Institutional Agreement lists the courses the institutions have agreed to
accept from another institution as part of their Virtual Exchange mobility
scheme.
Specific terms and conditions referred to in the Virtual Exchange
institutional agreement are listed in 11 paragraphs:
§1 The modules are at least 5 ECTS credits.
§2 Full recognition of the module guaranteed
§3 International collaboration will be integral part
§4 Both institutions as well as the student will sign a Learning Agreement.
§5 The examination of the module will take place in the country in which the
home institution of the Virtual Exchange student is based.
16
17. VE: Terms and
conditions (continued)
§6 Virtual Exchange students who wish to participate in face-to
face activities will have access.
§7 The examination will be done in the original language of the
module or an alternative language
§8 Quality Assurance
§9 Maximum number of students per module
§10 Fee waiver to Virtual Erasmus students.
§11 Staff mobility as part of Virtual Erasmus will include a
physical stay at the partner institution, incorporating a teaching
task.
17
18. • Overview of mobility schemes
• Erasmus mobility: achieving 20% objective by 2020
• Virtual mobility for study: addressing potentially all students, respecting fully the
Erasmus mobility framework, including joint courses/seminars and networked
curricula
• Blended mobility: blended business model; prepare and extend Physical Erasmus,
additional services new ways of working
• Virtual mobility for apprenticeships: virtually in-company tasks for students;
include in-business placements
Conclusion: adapted business models and European support for Virtual Erasmus
will give a wider an deeper breath to the Erasmus programme.
18
19. CREATING A VIRTUAL
ERASMUS PROGRAMME
a) Distance education: universities charge the regular
costs to the students; based on university – student
agreement. Therefore not a mobility scheme between
universities.
Anticipated future model:
b) Virtual Erasmus model: universities give a fee waiver
to the foreign students, except for study material and
receive funding for their additional costs; based on
university – university agreement. Formalised and fully
mainstreamed virtual Erasmus programme next to
running physical Erasmus programme.
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