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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.
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http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
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(section from press release www.eun.org/news/articleId=5633501)
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
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.
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
The book outlines how teachers, head teachers, and policymakers can develop and implement innovative teaching and learning scenarios and activities involving ICT adapted to a local context, and how a wide range of technologies can support this process for teachers and their national/regional communities. In addition, it shows how iTEC has developed a change management process and Future Classroom Toolkit that is being mainstreamed and scaled up through MOOCs, ambassador schemes, and train-the-trainer programmes. It also addresses the role of ‘future classroom labs’ in inspiring teachers, head teachers, and policymakers, and how the iTEC approach can engage both teachers and learners in schools across Europe.
(section from press release www.eun.org/news/articleId=5633501)
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
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Developing an online course on telecollaboration for teachers: A reflection o...Angelos Konstantinidis
Telecollaboration is flourishing yet there are still few courses in higher education that offer to in-service teachers the fundamental theoretical and practical knowledge necessary to organise and conduct a telecollaborative project in their own educational settings. This paper aims to provide a resource to teacher educators and course designers who seek to design a course on telecollaboration in higher or post-secondary education. Through reflective practice (Bolton, 2018) and adhering to the principles of educational design research (McKenney & Reeves, 2012), the process of design and development of an online master’s course for language teachers is described. The article begins by describing the context and discussing the underlying rationale and overall course aims and learning outcomes, while the syllabus and assessment tasks are reviewed next. Course evaluation throughout the years is briefly reported as well as other outcomes. The study concludes by pondering on the challenges faced.
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.
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.
3D Virtual Worlds Technologies in Education 3D Virtual Worlds Technologies in Education
Projects: VR4STEM, WOP
University Politehnicaof Bucharest
November 22, 2017 Bucharest, ROMANIA
Learning to Use Interactive Technologies for Language Teaching: Video Diarie...Shona Whyte
Presentation by Shona Whyte and Julie Alexander given 19 May 2013 at the SAES (French annual conference of university English teachers) in Dijon, France. Analysis of online support community for 9 French EFL teachers (primary, secondary, university) during iTILT project on the IWB for communicative language teaching.
Presentation of Airina Volungevičienė, EDEN president, Vytautas Magnus University, Lithuania, for the Open Education Week's first day webinar on "Education 2030 – Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
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
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
The role of EDEN organisation / Open Education in Croatia (Sandra Kucina-Softic)e-teaching.org
Slides zu folgender Veranstaltung:
https://www.e-teaching.org/community/communityevents/onlinepodium/across-the-german-borders-digital-higher-education-in-the-eu
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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.
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Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
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Reverse Pharmacology.
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Researching and Upscaling Virtual Exchange in University Education
1. RESEARCHING AND UPSCALING VIRTUAL
EXCHANGE IN UNIVERSITY EDUCATION
PILAR GARCES, JUNTA DE CASTILLA Y LEÓN, SPAIN
SAKE JAGER, UNIVERSITY OF GRONINGEN, THE NETHERLANDS
ROBERT O'DOWD, UNIVERSIDAD DE LEÓN, SPAIN
Welcome to session 2814
Thursday, 13 September: 14:00 - 15:00 Venue: Room F, Level 1, Palexpo
2. • What is Virtual Exchange?
• What are the EVOLVE and EVALUATE projects?
• How can universities and ministries of education
work together to promote and upscale Virtual
Exchange?
September 13, 2018 Slide 2
Our plan for the session:
3. FIRST OF ALL, WHAT IS ‘VIRTUAL EXCHANGE?’
WHAT DO YOU UNDERSTAND VIRTUAL EXCHANGE TO
INVOLVE?
September 13, 2018 Slide 3
4. Virtual Exchange involves…
…the engagement of groups of learners in extended periods of online
intercultural interaction and collaboration
…with partners from other cultural contexts or geographical locations
…as an integrated part of their educational programmes
…and under the guidance of educators and/or expert facilitators.
5. HAVE YOU EVER HEARD OF OTHER
TERMS FOR REFERRING TO
‘VIRTUAL EXCHANGE?’
September 13, 2018 Slide 5
6. Different names and forms of Virtual Exchange
O’Dowd, R. (2018). From telecollaboration to virtual exchange: state-of-the-art
and the role of UNICollaboration in moving forward. Journal of Virtual
Exchange, 1, 1-23. https://doi.org/10.14705/rpnet.2018.jve.1
September 13, 2018 Slide 6
7. A solid research
base:
UNICollaboration- an
academic organisation to
promote research,
training and practice:
www.unicollaboration.org
September 13, 2018 Slide 7
The growth of Virtual Exchange:
Support and recognition from
the European Commission
that Virtual Exchange is a key
educational tool:
https://europa.eu/youth/eras
musvirtual
8. VIRTUAL EXCHANGE AS A TOOL FOR
INTERNATIONALISATION
AND EDUCATIONAL INNOVATION
September 13, 2018 Slide 8
9. • Which one of you works in internationalisation?
• Which one works in educational innovation?
September 13, 2018 Slide 9
10. • Internationalisation of the curriculum
• Shift from “nearly exclusive focus on mobility for the elite
to a focus on curriculum and learning outcomes for all students, mobile or
not” (De Wit and Leask 2015, p. xi)
• Internationalisation must be integrated at task and assessment level,
requires teacher professional development
• Several projects on internationalising the curriculum, e.g. University of
Groningen (rug.nl/internationalclassroom):
To develop “Inclusive, activated learning in which we use diversity as a resource
through purposeful interaction, based on a program vision on internationalization,
aligned in a meaningful curriculum design with internationalized learning outcomes”
• Virtual Exchange not often considered as an option
September 13, 2018 Slide 10
Internationalisation and VE
De Wit, H., & Leask, B. (2015). Foreword: Internationalization, the curriculum and the disciplines. In W. Green & C. Whitsed (Eds.), Critical
perspectives on internationalising the curriculum and the disciplines: Reflective narrative accounts from Business, Education and Health (pp. ix–xv).
Dordrecht: SensePublishers.
11. • Form of eLearning based on social interaction and collaboration
• Supports development of:
• Intercultural and language competencies
• Collaboration / 21st c skills
• Digital competencies
• For both students ánd teachers
• Cross-national, cross-disciplinary perspectives on learning content
• Global issues and social problems
• Intercultural understanding and tolerance
• Potentially powerful tool for curriculum design and educational innovation
• Addresses learning outcomes, tasks, assessment
• Target for continuous professional development
September 13, 2018 Slide 11
Educational innovation and VE
12. EVOLVE
● Evidence-Validated Online Learning through
Virtual Exchange
● Erasmus+ KA3 Forward-Looking
Cooperation project
● January 2018-July 2020
● 8 Universities:
○ Groningen (coordinator)
○ León
○ Université Grenobles Alpes
○ Open University
○ Jan Dlugosz University
○ Padova
○ Warwick
○ Malmö
● 2 Virtual Exchange Providers
○ Soliya/Search for Common Ground
○ Sharing Perspectives
● 2 University Network Associations (70
universities)
○ Coimbra Group
○ SGroup
With the support of the Erasmus+ programme of the
European Union
Connect with us:
www.evolve-erasmus.eu/
evolve@rug.nl
@evolve_erasmus
13. Main objectives• Help universities to implement VE by providing online training and support
○ Online training co-laboratory: partners from each side are trained
○ Partners work together to create the outline, tasks and technology environment for the intended VE
project
○ Moodle and Mahara
○ Open Badges for educators
• Conduct research on VE at learner, educator, institution level
○ Baseline study (Sept 2018)
○ Research in context of VEs developed
○ Pedagogical approaches and competences
○ Democratic culture/intercultural competences
○ Critical digital literacies
○ Transversal skills
○ Language and disciplinary skills
• Actively promote results and engage
with policy and decision makers at university,
university network and European level
○ Coimbra Group and SGroup events
○ Academic conferences
○ High-level policy event Brussels/Strasbourg
14. Options for participation
● Comparison other VE projects
○ VE across disciplines, all regions, not specifically
teacher training or languages
○ Both partners involved, development of real VEs as
outcome
○ Broad range of competences targeted and
researched
○ Awareness and support at institution level
● Coimbra and SGroup membership
○ Focus is on Coimbra and SGroup networks
○ VE partners of Coimbra and SGroup members
are included
○ Other participants in training are welcome!
● Options for participation in EVOLVE:
○ Participate in our baseline study on use and
awareness of VE
○ Promote the project in your university and invite
colleagues from ANY discipline to join the
training to learn how to implement VE
○ Use, translate and adapt our training materials
to develop VE in your own institution
○ Participate in conferences and dissemination
events for educators, researchers and policy
and decision makers in education - or help us
organise such events
15. EVALUATE
(Evaluating and Upscaling Telecollaborative
Teacher Education)
http://www.evaluateproject.eu/)
Where does this project receive funding?
Erasmus+ KA3 (EACEA/34/2015): Priority 3
– Strengthening teacher training and
education by using the opportunities of
new technologies
Public Authorities:
Spanish Ministry For Education, Culture And Sport, Spain
La Junta De Castilla Y León, Spain
Ministry Of Education In Portugal
Ministry Of Human Capacities, Hungary
Ministry of Science, Research and the Arts Baden-
Württemberg, Germany
Universities:
Universidad de León, Spain (Lead partner)
Universitat Atonoma De Barcelona
Instituto Politécnico De Castelo Branco
Eötvös Loránd University, Hungary
Pädagogische Hochschule Heidelberg, Germany
Universita’ Degli Studi Di Padova, Italy
Open University, UK
University Network:
Compostela Group Of Universities (Spain)
September 13, 2018 Slide 15
16. European Policy Experimentation=
Research about an innovative practice + Integration into Policy
EVALUATE=
First large-scale study of the impact of Virtual Exchange on student-teachers +
First collaboration between researchers and Public Authorities to upscale its use in Initial
Teacher Education.
Research Questions:
Will telecollaboration have a positive impact on future teachers’ 1) digital-pedagogical
competence, 2) intercultural competence and 3) foreign language competence?
How did we carry out the study?
1. Engaging 1000+ students of Initial Teacher Education from institutions in Spain,
Germany, Hungary and Portugal and across Europe in Virtual Exchange projects with
international partner classes.
2. Carrying out quantitative and qualitative analysis of the development of students’
competences.
17. Why are we doing this European Policy Experiment?
1. Give student teachers first-hand experience of online collaborative learning:
In European schools “…ICT is mostly used as a remedial tool” and “…few teachers
report using ICT for communication in which students are involved, leaving untapped
the potential to connect students together” (European Education Monitor, 2015:59).
2. Provide an alternative/supplement to study abroad:
18.
19. A Training Manual & a set of Task
Sequences for the teachers to use.
An EVALUATE Moodle Platform for each VE:
http://evaluateprojectmoodle.eu/
How did we run the Virtual
Exchanges & collect the data for our
study?
20. 2 Training courses in Padova, Italy
(Round 1) & in León, Spain (Round 2) An online mentor for each Virtual Exchange
How did we run the Virtual
Exchanges & collect the data for
our study?
A certificate for all teachers
and students who
participated
21. Pre-Post Tests involving TPACK (digital
competence) and the intercultural
effectiveness scale…
Timeline of rounds 1 and 2
Our Research Process
…and triangulated with learners diaries,
student texts and interviews
22. The initial findings from the EVALUATE European
Policy Experiment confirm the following:
• The results showed that overall students developed the different elements of
Technological Pedagogical Content Knowledge as a result of participating in the
exchange.
• Students also improved their intercultural effectiveness
• Conclusively, structured Virtual Exchange showed to be effective and it is
effective consistently (i.e. over both rounds of exchanges).
• Overall students liked it and thought it was useful and would recommend it to
other students.
• Students perceived their exchanges as a valuable learning experience that they
can then pass on to their pupils when they are teachers and have their classes
collaborate with other classes.
23. Positive Results from Test / Control Groups
TPACK (Technological Pedagogical Content
Knowledge) Mishra & Koehler, 2006
Intercultural Effectiveness Scale (Portella & Chen,
2010)
September 13, 2018 Slide 23
24. Student teachers identified improvements in seven aspects of their foreign language use:
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Ability to understand
Fluency in speaking
Grammatical accuracy
Accuracy of pronunciation
Range of vocabulary
Confidence in using the foreign language
Ability to interact with foreign language speakers
Ability to use a foreign language
Has got worse No improvement Improved a little Much improved
25. POLICY MAKING AND RESEARCH:
THE PERFECT MATCH
PILAR GARCES
JUNTA DE CASTILLA Y LEÓN, SPAIN
September 13, 2018 Slide 25
26. • How research can help decision taking in policy
development.
• How research should help the design of policies.
• How politicians will benefit from research
findings.
September 13, 2018 Slide 26
Policy making and Research: the perfect
match
28. • A political initiative derived from the PISA results
a) The creation of a working group to present
a draft paper to the Ministry of Education of Spain
regarding Teacher Training Education.
b) The inclusion in the draft of a concrete
policy for the use of and training in Virtual
Exchange.
September 13, 2018 Slide 28
Castilla y León, a successful case study
29. • The findings of the project in the evaluation and
upscaling of Virtual Exchange have constituted an
improvement for the objectives aimed at by the working
group of the Ministry of Education in Castilla y León:
• Multilingualism
• Intercultural competence
• Inclusiveness
• Digital competence
September 13, 2018 Slide 29
Intercultural exchange and telecollaboration:
the asset of the EVALUATE project
30. • Researchers and politicians need to create a
common language and discourse.
• Politicians need to overcome distrust from higher
education institutions.
• Politicians and resarchers must work together
for the benefit of the welfare of society.
September 13, 2018 Slide 30
How to make ends meet?
31. Thank you!
More information:
www.evaluateproject.eu
https://www.powtoon.com/c/bMMKwMIWEfS/1/m
https://evolve-erasmus.eu/
Contacts:
Robert O'Dowd: robert.odowd@unileon.es
Sake Jager: s.jager@rug.nl
Pilar Garces: pilar.garces@jcyl.es
Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE) (582934-EPP-1-2016-2-ES-EPPKA3-PI-POLICY) is funded by Erasmus+ Key
Action 3 (EACEA No 34/2015): European policy experimentations in the fields of Education, Training and Youth led by high-level public authorities.
Evidence-Validated Online Learning through Virtual Exchange (EVOLVE) (590174-EPP-1-2017-1-NL-EPPKA3-PI-FORWARD) is funded by Erasmus+ Key
Action 3 (EACEA No 41/2016): European Forward Looking Cooperation Projects in the field of Education and Training.
The views reflected in this presentation are the authors’ alone and the commission cannot be held responsible for any use which may be made of the
information contained therein.