MyUniversity is an e-participation project that aims to involve university members and stakeholders in higher education decision making through an online platform. The platform will be developed and tested by universities in Bulgaria, Lithuania, Spain, Slovakia, and Sweden. It will provide interactive tools based on Web 2.0 technologies to facilitate participation in policy issues. The project expects to engage stakeholders, influence university decision processes, and potentially expand participation to more universities across Europe.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Hi...Samuel Martins
University of Porto Intervention
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies”
The Use of ICT for the Assessment of Key CompetencesDaniel Dufourt
Christine Redecker (2013)The Use of ICT for the Assessment of Key Competences . European Commission, Joint Research Centre, Institute for Prospective Technological Studies
ISSN 1831-9424 (online)
doi:10.2791/87007
Luxembourg: Publications Office of the European Union, 2013
Executive sumary : main findings on the Industrial internship :
• Focused to MSc students.
• The content should be quite specialized from the technical point of view
• Duration of the internship according to the level of the candidate (from 3 to 1 year)
• Type of immersion: industry and/or research centre
• Mobility is welcome at all levels (from professional to post-doc)
Presentation of the VMCOLAB Institutional Awareness Kit by Samuel Martins (University of Porto).
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.
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Hi...Samuel Martins
University of Porto Intervention
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies”
The Use of ICT for the Assessment of Key CompetencesDaniel Dufourt
Christine Redecker (2013)The Use of ICT for the Assessment of Key Competences . European Commission, Joint Research Centre, Institute for Prospective Technological Studies
ISSN 1831-9424 (online)
doi:10.2791/87007
Luxembourg: Publications Office of the European Union, 2013
Executive sumary : main findings on the Industrial internship :
• Focused to MSc students.
• The content should be quite specialized from the technical point of view
• Duration of the internship according to the level of the candidate (from 3 to 1 year)
• Type of immersion: industry and/or research centre
• Mobility is welcome at all levels (from professional to post-doc)
Presentation of the VMCOLAB Institutional Awareness Kit by Samuel Martins (University of Porto).
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.
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
MAGHRENOV deliverable 2.1: Roadmap of an EU-MPC entrepreneurial education pro...Maghrenov
Executive Summary : this report is a practical approach to plan the development of educational programs intended to create a new generation of game changers in the Maghreb Partner Countries (MPC)
Executive Summary
The main findings are summarized below.
for the MSc program are:
• Preferred candidates: engineers (chemical, electrical, energy, mechanical)
• Selection based essentially on a personal interview (touch or Skype-like) and the English level
• Duration: preferred 2 years (120 ECTS)
• Mobility should be mandatory
• Content of the syllabus: tech transversal, innovation and management
• Vision of the MSc, more oriented to the professional side vs the research side
• Optimal number of students in the classroom: between 10 and 20
Fostering solar technology in the Mediterranean area - Context AnalysisFOSTEr in MED
All the areas covered by FOSTEr in MED are characterised by the growth of electricity consumption, with a peak in summertime. In all partner countries, the increasing price of electricity causes the need to evaluate alternative energy sources but the context analysis showed that PV technologies are not diffused in MENA countries, where they are considered expensive compared to the price of electricity provided by national grids, while the Italian and Spanish context is considerably different.
FOSTEr in MED (FOstering Solar TEchnology in the MEDiterranean area) is an ENPI CBC MED strategic project to promote the adoption of Photovotaic (PV) and Building Integrated PV (BIPV) technologies in the the project partner countries: Egypt, Italy, Jordan, Lebanon, Spain, Tunisia. As a preliminary
step, a Context Analysis has been performed within the Work Package 4 (WP4) to understand drivers and hinders to the diffusion of these technologies in the partner countries urban environment.
MAGHRENOV deliverable 3.8 Investments opportunities report on research infras...Maghrenov
This document is part of the Work Package 3’s deliverables of MAGHRENOV Project named “Knowledge and infrastructures for innovation”. It aims to to assess the situation in the Euro-Mediterranean region, to address efficiently the challenges and to identify the opportunities for future investment and development of a research and innovation space.
Approaches to supporting Open Educational Resource projectsR. John Robertson
R. John Robertson1, Sheila MacNeill1, Phil Barker2, Lorna Campbell1 and Li Yuan3
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University, 3Institute for Cybernetic Education, University of Bolton
This paper examines CETIS experience of supporting a nationwide programme to release Open Educational Resources (the JISC Higher Education Academy UKOER Pilot Programme ). We consider how our model of support could inform others and be adapted to encourage sustainable technical support networks for Open Course Ware initiatives. As a national initiative involving universities throughout the UK, the UKOER programme involved a diverse range of OER providers, including individual educators, discipline-based consortia and institutions. Given this diversity it was recognised from the outset that no single technical solution would fit all projects, and therefore no specific tools, descriptive standards, exchange or dissemination mechanisms were mandated (apart from a requirement that the resources produced be represented in a national repository of learning materials ). In supporting this programme we have had to address diverse approaches and communities and it is likely that any similar pan-institutional initiative for supporting the release of OERs would face similar challenges.
Our approach to programme support has sought to move from the detail of specific support issues towards underlying support principles; thereby anticipating other issues and promoting good practice.
Our method has been: to provoke conversation through technical presentations and discussion opportunities at meetings or through blog posts; to investigate the technical choices made by individual projects through technical review conversations and record summary details of these conversations publicly online through an interface supporting searching and browsing; and to respond to issues arising from these calls or from project blogs.
In considering how this approach could be used more widely we will look at the challenges of working openly, the organisational overhead of this approach, its adaptability, and the role we think it has played in supporting the management and dissemination of OERs for this programme.
MAGHRENOV deliverable 3.4: Catalogue of evaluated competenceMaghrenov
A Competence Mapping is a strategic exercise that intends to map against identified priorities the existing competencies of players in a specific domain.
In MAGHRENOV, the intention is to deploy the Competence Mapping methodology in order to characterize the regional innovation competencies in the fields of Renewable Energy and Energy Efficiency. Similar to the KIC InnoEnergy methodology, the objective is to characterize these competencies against Maghrenov’s identified priorities, as contained in Maghrenov’s Strategy and Roadmap and to identify best players and competencies in these priorities. To date, Maghrenov Roadmaps cover 47 priorities in Renewable Energies, and 78 priorities in Energy Efficiency, for a total scope of 125 priorities overall.
Approaches to supporting Open Educational Resource projectsR. John Robertson
Approaches to supporting Open Educational Resource projects, OCWC2010 Hanoi, May 5-7 2010.
R. John Robertson1, Sheila MacNeill1, Phil Barker2, Lorna Campbell1 and Li Yuan3
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University, 3Institute for Cybernetic Education, University of Bolton
MAGHRENOV deliverable 2.1: Roadmap of an EU-MPC entrepreneurial education pro...Maghrenov
Executive Summary : this report is a practical approach to plan the development of educational programs intended to create a new generation of game changers in the Maghreb Partner Countries (MPC)
Executive Summary
The main findings are summarized below.
for the MSc program are:
• Preferred candidates: engineers (chemical, electrical, energy, mechanical)
• Selection based essentially on a personal interview (touch or Skype-like) and the English level
• Duration: preferred 2 years (120 ECTS)
• Mobility should be mandatory
• Content of the syllabus: tech transversal, innovation and management
• Vision of the MSc, more oriented to the professional side vs the research side
• Optimal number of students in the classroom: between 10 and 20
Fostering solar technology in the Mediterranean area - Context AnalysisFOSTEr in MED
All the areas covered by FOSTEr in MED are characterised by the growth of electricity consumption, with a peak in summertime. In all partner countries, the increasing price of electricity causes the need to evaluate alternative energy sources but the context analysis showed that PV technologies are not diffused in MENA countries, where they are considered expensive compared to the price of electricity provided by national grids, while the Italian and Spanish context is considerably different.
FOSTEr in MED (FOstering Solar TEchnology in the MEDiterranean area) is an ENPI CBC MED strategic project to promote the adoption of Photovotaic (PV) and Building Integrated PV (BIPV) technologies in the the project partner countries: Egypt, Italy, Jordan, Lebanon, Spain, Tunisia. As a preliminary
step, a Context Analysis has been performed within the Work Package 4 (WP4) to understand drivers and hinders to the diffusion of these technologies in the partner countries urban environment.
MAGHRENOV deliverable 3.8 Investments opportunities report on research infras...Maghrenov
This document is part of the Work Package 3’s deliverables of MAGHRENOV Project named “Knowledge and infrastructures for innovation”. It aims to to assess the situation in the Euro-Mediterranean region, to address efficiently the challenges and to identify the opportunities for future investment and development of a research and innovation space.
Approaches to supporting Open Educational Resource projectsR. John Robertson
R. John Robertson1, Sheila MacNeill1, Phil Barker2, Lorna Campbell1 and Li Yuan3
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University, 3Institute for Cybernetic Education, University of Bolton
This paper examines CETIS experience of supporting a nationwide programme to release Open Educational Resources (the JISC Higher Education Academy UKOER Pilot Programme ). We consider how our model of support could inform others and be adapted to encourage sustainable technical support networks for Open Course Ware initiatives. As a national initiative involving universities throughout the UK, the UKOER programme involved a diverse range of OER providers, including individual educators, discipline-based consortia and institutions. Given this diversity it was recognised from the outset that no single technical solution would fit all projects, and therefore no specific tools, descriptive standards, exchange or dissemination mechanisms were mandated (apart from a requirement that the resources produced be represented in a national repository of learning materials ). In supporting this programme we have had to address diverse approaches and communities and it is likely that any similar pan-institutional initiative for supporting the release of OERs would face similar challenges.
Our approach to programme support has sought to move from the detail of specific support issues towards underlying support principles; thereby anticipating other issues and promoting good practice.
Our method has been: to provoke conversation through technical presentations and discussion opportunities at meetings or through blog posts; to investigate the technical choices made by individual projects through technical review conversations and record summary details of these conversations publicly online through an interface supporting searching and browsing; and to respond to issues arising from these calls or from project blogs.
In considering how this approach could be used more widely we will look at the challenges of working openly, the organisational overhead of this approach, its adaptability, and the role we think it has played in supporting the management and dissemination of OERs for this programme.
MAGHRENOV deliverable 3.4: Catalogue of evaluated competenceMaghrenov
A Competence Mapping is a strategic exercise that intends to map against identified priorities the existing competencies of players in a specific domain.
In MAGHRENOV, the intention is to deploy the Competence Mapping methodology in order to characterize the regional innovation competencies in the fields of Renewable Energy and Energy Efficiency. Similar to the KIC InnoEnergy methodology, the objective is to characterize these competencies against Maghrenov’s identified priorities, as contained in Maghrenov’s Strategy and Roadmap and to identify best players and competencies in these priorities. To date, Maghrenov Roadmaps cover 47 priorities in Renewable Energies, and 78 priorities in Energy Efficiency, for a total scope of 125 priorities overall.
Approaches to supporting Open Educational Resource projectsR. John Robertson
Approaches to supporting Open Educational Resource projects, OCWC2010 Hanoi, May 5-7 2010.
R. John Robertson1, Sheila MacNeill1, Phil Barker2, Lorna Campbell1 and Li Yuan3
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University, 3Institute for Cybernetic Education, University of Bolton
On the basis of the senior experience with innovation projects with SMEs in the transport and maritime sector, I can coach and support companies to improve the company's innovation capability.
Usability Engineering in eParticipationePractice.eu
Authors: Scherer Sabrina, Evika Karamagioli, manuela titorencu, Johanna Schepers, Maria A. Wimmer, Vasilis Koulolias.
The project VoicE establishes an Internet platform with the objective to promote the dialogue between citizens from Baden Württemberg, Germany and Valencia, Spain and policy makers from the European Parliament, the Assembly of Regions as well as from other EU institutions and regional assemblies.
This is the 2nd MyUniversity project Press Release in English. The press release has the title “A further step for EU Higher Education: Official launch of eParticipation University portals” and announces the official launch of nine eParticipation University portals and presents the relevant urls in the English language.
The Disability Office of the Spanish National University for Distance Learning (UNED) manages an online community for students with disabilities. The purpose is to offer an interactive student community where information on projects, approaches, methods, accomplishments, and proposals can be exchanged...
Press release - 01/06/2011: Five Catalan Universities take their turn in launching their eParticipation portals, EN [the English version was sent out by Gov2u in EU level]
MyUniversity project created the final promotional Poster, which is dedicated to the project's Super Portal and the new Universities that have joined it in order to discuss issues that are related to Higher Education. Students, staff and professionals in the field use this e-participation platform to have their voices heard and help make a change!
Article presenting the MyUniversity project and the launch of UdL portal published in the local newspaper of Lleida region Bon dia on the 31st of January, 2012.
Article presenting the MyUniversity project and the launch of UdL portal published in the local newspaper of Lleida region Segre on the 31st of January, 2012.
Article presenting the MyUniversity project and the launch of UdL portal published in the local newspaper of Lleida region La Mañana on the 31st of January, 2012.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Chapter 3 - Islamic Banking Products and Services.pptx
EN - MyUniversity Factsheet
1. At a Glance
Project: MyUniversity - Decision making for a united higher
education
Project coordinator: GFI NV, BELGIUM
One of the key aspects towards the creation of Participating partners: Gov2u (Greece), Scytl Secure Electronic
a uni ed European Higher Education Area is Voting S.A.(Spain), Centre de Supercoputació de Catalunya
the close cooperation and interaction between (Spain), Slovak University of Agriculture in Nitra (Slovakia),
Rey Juan Carlos University (Spain), Stockholm University
governments, higher education institutions, stu-
(Sweden), University of Presov in Presov (Slovakia), Interna-
dents, sta , employers and quality assurance tional Business School Bulgaria, University of National and
agencies. To facilitate this process, MyUniversity World Economy (Bulgaria), University of León (Spain), Univer-
was conceived as an innovative project that aims sity of Vilnius (Lithuania), Slovak University of Technogy in
to involve all university members and stakehold- Bratislava (Slovakia).
ers in the higher education decision process, Participating universities in the trials: Polytechnic University of Catalo-
through a transparent and extremely user nia (Spain), Autonomous University of Barcelona (Spain), University of
Barcelona (Spain), University of Girona (Spain), University of Lleida
friendly e-Participation platform. e partici- (Spain)
pant universities form Bulgaria, Lithuania,
Spain, Slovakia and Sweden will be able, Duration: 30 months
through the use of this platform after specialized Total Cost: €2.30m
training, to engage their members and stake-
holders on multiple issues to get their feedback, EU Contribution: €1.15m
both locally and at European level. Programme: e Information and Communication Tecnologies
Policy Support Programme of the Competitiveness and Innova-
tion Framework Programme (CIP-ICT PSP-2009-3bis)
ICT PSP Programme website:
SPECIFIC OBJECTIVES http://ec.europa.eu/information_society/activities/ict_psp
MyUniversity will increase the direct participation of Area: eme 3: ICT for government and governance, Objective
university members and stakeholders in the higher 3.5: e-Participation, empower and involve citizens in transparent
education decision making process, by providing them decision-making in the EU
with a centralized point where policy issues are sum- Contract type: Pilot Type B
marized and clearly explained. is information will
Project reference: 256216
allow university members and stakeholders to under-
stand the impact of the policy and then use the interac-
tive e-Participation tools to provide their contributions INNOVATIVE APPROACH
on the subject. e project provides a new dimension that
many other e-Participation projects lack and that is a
MyUniversity will create an advanced e-Participation transparent and seamless way of converting
platform that o ers several di erent interactive tools National/Regional level debates and interrelations to
based on Web2.0 technology, allowing university European level ones
members and stakeholders to easily participate in the e universities do not have to worry about
policy-making process of the higher education area. hosting the platform and can dedicate all their e orts
e platform will also leverage the success of social to what is really important, e-Participation
networks such as Facebook, by advertising its content e project has been conceived and directed at
on them in order to “hook” new users. a speci c environment where real participation can be
fostered and take place
2. TECHNICAL SOLUTION
e project will develop, test and validate a plat-
form that will be based on the integration and
Speci c features of the system such as its security,
customization of two Web 2.0 Open Source tech-
privacy, inclusiveness, interoperability, and com-
nologies (Demos@Work and Gov2DemoSS) and
pliance to di erent standards are serious concerns
an optional cryptographic solution for secure
within the project.
e-consultations (Pnyx). All three existing platforms
have been developed as part of extensive R&D
e end-users universities will trial the platform
projects and have been used in several settings. Two
during 20 months among all university stake-
of these platforms have been co-funded by the
holders at both national/regional levels.
European Union and the third was funded
privately. e result of this customization and inte-
gration will be a platform that can be installed and
EXPECTED RESULTS
run on the same centralized severs and that is com-
• 9 different e-Participation tools available
posed of a super portal and a portal for each of the
to the universities
end-user universities.
• At least 10 decision making processes per
university a ected by the collaborative input of
EU SUPER
PORTAL members and stakeholders
• An average of 50% of all the universities
decision making process opened to members and
stakeholders on the e-Participation platform for
their contribution
v• An average number of 12 e-Participation
initiatives per university and year
• An average number of 5 subjects being
discussed per university and year
• An average participation rate of 15% per
process (compared to university population)
University • At least 5 cross-border participation
e-Participation Portals processes created
• 2 Bologna Working Group reports influ-
enced either directly or indirectly
e super EU level portal will include content from
• Extend the use of MyUniversity to 10
all the university e-Participation portals in addition
new universities as external trial users
to its own independent Participation tools and will
provide links to these portals. e super portal will
be the main point of access for users, but the CONSORTIUM
university e-Participation portals can also be e Consortium has demonstrated experience in
accessed from their own independent URLs, so the delivery of e-Participation solutions and a
users that want to access their own university’s diverse range of skills at its disposal, due to the
portal can do it without having to go through the fact that it is composed of a large IT corporation,
super portal each time. an SME, an NGO with wide experience in
e-Participation projects and individual universi-
In addition to the participation initiated by the ties (the end-users of MyUniversity) arrayed
universities themselves, MyUniversity’s super EU across 7 di erent EU member states.
level portal will also be o ered to the Bologna
Working Groups for launching studies and inter-
acting with the spectrum of Higher Education Project website: www.myuniversity-project.eu
CONTACT INFORMATION
stakeholders directly at an EU level.
Project Coordinator
GFI NV, BELGIUM
Tel. +32(0)16 38 11 11
Fax. +32(0)16 38 11 00
E-mail: info.myuniversity@gfi.be