EADTU conference OOFHEC2017 at the Open University, Milton Keynes UK.
The presentation talks about possibilities and challenges of using e-learning in order to facilitate access to higher education for vulnerable groups, especially refugees.
E-learning can be a very useful instrument to break down barriers and improve the life’s quality of people who don’t have any future because of war, conflicts, socioeconomic problems or humanitarian crisis. E-learning enables to study in the worst conditions, even when students are on the move, as long as the students are provided by internet connexion and a computer or an electronic device.
The UOC's experience with the scholarships programme for refugees is a good example of this.
Currently, the UOC is running a pilot scholarship programme in order to allow refugees to study and palliate the situation of those living in refugee camps. There have been two calls for applications this year: one of them was last February and the second one was in September. The UOC awards 61 scholarships in all (languages and specialization certificates).
At the first call, there were Syrian students who were living in refugee settlements in Greece but some of them were on the move during the course. In September, the University have offered specializations in the fields of nutrition, health, development cooperation, humanitarian aid, translation, marketing and quality management.
This pilot test allows us to identified some challenges and opportunities of e-learning for refugees and asylum seekers.
Challenges: Focus of action, access and recognition, language, psychosocial approach, cultural aspects, participation and motivation, connectivity and technology, virtual platform limitations, security and data protection, non segmented educational incorporation, funding sources.
Opportunities: breaking inequality and right for education, building a project of life, leaving the camps, offering useful and quality programmes, incorporating gender perspective, working with local organizations, community engagement: volunteers, online university as an integration place: mentorship, global and social student abilities and social media.
Diversified Qualitative Learning in International Higher Education towards Ac...ESD UNU-IAS
Diversified Qualitative Learning in International Higher Education towards Achieving SDGs at Sophia University
Presented by Prof. Miki Sugimura (Vice President for Global Academic Affairs, Professor of Faculty of Human Sciences, Sophia University)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
Student Community Services Learning during Pandemic EraESD UNU-IAS
Student Community Services Learning during Pandemic Era
Presented by Prof. Irfan Dwidya Prijambada (Director of Community Services, Gadjah Mada University)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
EDEN is a network that promotes digital learning and teaching across Europe. In 2018-2019, EDEN had 188 institutional members, 286 individual members, and over 1000 academics and professionals in its network. EDEN contributes by discussing important topics in digital education and fostering collaboration. It holds annual conferences and workshops. EDEN also supports open education and aims to shape EU digital education policies through its involvement in initiatives like the Digital Education Action Plan.
Connecting Classrooms is a partnership program that links schools globally through three core components: collaborative curriculum projects, an International School Award, and professional development for internationalizing education. It aims to directly engage over 2 million learners and 120,000 teachers through these programs. Additionally, it seeks to indirectly impact millions more through dissemination of resources and global events. The goal is to develop global citizens and strengthen understanding between societies by encouraging intercultural learning and collaboration between schools internationally.
Advocating against the privatization of education: the Chilean experiencePERIGlobal
This document discusses Chile's experience with privatizing education through a voucher system and increased private school participation. It summarizes key reforms from the 1980s, including decentralizing governance, deregulating teachers, introducing vouchers, and increasing private providers. The results section notes issues like asymmetric information, social segregation, and the importance of fees creating an unequal playing field. Social movements in 2006 and 2011 pushed for reclaiming the state's role and promoting social citizenship. The conclusion advocates for international advocacy using UN mechanisms to increase pressure for educational reforms in Chile.
Applying Human Rights Standards to Privatization of Education in UgandaPERIGlobal
Salima Namusobya works for the Initiative for Economic and Social Rights (ISER), a domestic NGO in Uganda which researches and advocates for the realisation of economic and social rights. ISER has been working on privatisation in education since August 2014.
In Uganda, about 80% of children attend private schools in the capital, Kampala. Across the country, private education is growing fast, including in low-income areas, where ‘low-cost’ private schools are mushrooming.
To better understand the situation, ISER conducted preliminary research in August 2014, involving interviews, a survey, literature review and statistical analysis. The aim of the research was to assess the situation against human rights principles, drawn from international law.
The results of this research have been discussed in workshops and presented in reports the African Commission on Human and People’s Rights and to the UN Committee on Economic, Social and Cultural Rights (CESCR).
In this presentation Salima presents the initial results of ISER’s research, and discuss the list of issues that the CESCR released, as well what the political and social impacts. I
Minister of National Education Lifelong Learning Directorate Generalyetiskinproje
This document outlines a project aimed at increasing lifelong learning opportunities for disadvantaged women in Turkey. The project will work to improve employability and civic skills through activities like roundtable meetings, training public educators, developing distance learning materials, an international conference, study visits, and impact assessments. The project targets women aged 25-64 with fewer opportunities and headmasters of public training centers, and has a budget of €518,660 funded by both the EU and Turkish government.
A national approach to supporting open education in higher educationNational Forum T&L
This document discusses open education and outlines the National Forum's work in Ireland to promote open educational practices. It provides background on open education concepts, defines open educational resources, and references international agreements supporting open education. The document then outlines key challenges to open education adoption and the National Forum's role in developing resources and training to build awareness and capacity for open practices in Irish higher education.
Diversified Qualitative Learning in International Higher Education towards Ac...ESD UNU-IAS
Diversified Qualitative Learning in International Higher Education towards Achieving SDGs at Sophia University
Presented by Prof. Miki Sugimura (Vice President for Global Academic Affairs, Professor of Faculty of Human Sciences, Sophia University)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
Student Community Services Learning during Pandemic EraESD UNU-IAS
Student Community Services Learning during Pandemic Era
Presented by Prof. Irfan Dwidya Prijambada (Director of Community Services, Gadjah Mada University)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
EDEN is a network that promotes digital learning and teaching across Europe. In 2018-2019, EDEN had 188 institutional members, 286 individual members, and over 1000 academics and professionals in its network. EDEN contributes by discussing important topics in digital education and fostering collaboration. It holds annual conferences and workshops. EDEN also supports open education and aims to shape EU digital education policies through its involvement in initiatives like the Digital Education Action Plan.
Connecting Classrooms is a partnership program that links schools globally through three core components: collaborative curriculum projects, an International School Award, and professional development for internationalizing education. It aims to directly engage over 2 million learners and 120,000 teachers through these programs. Additionally, it seeks to indirectly impact millions more through dissemination of resources and global events. The goal is to develop global citizens and strengthen understanding between societies by encouraging intercultural learning and collaboration between schools internationally.
Advocating against the privatization of education: the Chilean experiencePERIGlobal
This document discusses Chile's experience with privatizing education through a voucher system and increased private school participation. It summarizes key reforms from the 1980s, including decentralizing governance, deregulating teachers, introducing vouchers, and increasing private providers. The results section notes issues like asymmetric information, social segregation, and the importance of fees creating an unequal playing field. Social movements in 2006 and 2011 pushed for reclaiming the state's role and promoting social citizenship. The conclusion advocates for international advocacy using UN mechanisms to increase pressure for educational reforms in Chile.
Applying Human Rights Standards to Privatization of Education in UgandaPERIGlobal
Salima Namusobya works for the Initiative for Economic and Social Rights (ISER), a domestic NGO in Uganda which researches and advocates for the realisation of economic and social rights. ISER has been working on privatisation in education since August 2014.
In Uganda, about 80% of children attend private schools in the capital, Kampala. Across the country, private education is growing fast, including in low-income areas, where ‘low-cost’ private schools are mushrooming.
To better understand the situation, ISER conducted preliminary research in August 2014, involving interviews, a survey, literature review and statistical analysis. The aim of the research was to assess the situation against human rights principles, drawn from international law.
The results of this research have been discussed in workshops and presented in reports the African Commission on Human and People’s Rights and to the UN Committee on Economic, Social and Cultural Rights (CESCR).
In this presentation Salima presents the initial results of ISER’s research, and discuss the list of issues that the CESCR released, as well what the political and social impacts. I
Minister of National Education Lifelong Learning Directorate Generalyetiskinproje
This document outlines a project aimed at increasing lifelong learning opportunities for disadvantaged women in Turkey. The project will work to improve employability and civic skills through activities like roundtable meetings, training public educators, developing distance learning materials, an international conference, study visits, and impact assessments. The project targets women aged 25-64 with fewer opportunities and headmasters of public training centers, and has a budget of €518,660 funded by both the EU and Turkish government.
A national approach to supporting open education in higher educationNational Forum T&L
This document discusses open education and outlines the National Forum's work in Ireland to promote open educational practices. It provides background on open education concepts, defines open educational resources, and references international agreements supporting open education. The document then outlines key challenges to open education adoption and the National Forum's role in developing resources and training to build awareness and capacity for open practices in Irish higher education.
The Privatization in Education and Human Rights ProjectPERIGlobal
This presentation provides and overview of PERI's Privatisation and Human Rights Project. The project on using human rights to address privatisation in education which PERI is involved in, the approach it is piloting, and the overall framework used.
This document discusses the future of universities and lifelong learning. It notes that COVID-19 will influence economies, globalization, mobility, and education systems. Universities exist within complex ecosystems involving governments, industry, and societies. European universities will focus on developing job skills through continuing education, microcredentials, and increased cooperation within and between countries. Open universities can play a role in lifelong learning by guaranteeing access to higher education, specializing in online learning, and boosting lifelong learning opportunities through partnerships.
The Victorian Regional Dual-Sector University Partnership - Todd WalkerEduSkills OECD
The Victorian Regional Dual-Sector University Partnership is an Australian model that supports mass higher education through partnerships between the University of Ballarat and six regional TAFE Institutes in Victoria. This allows the University of Ballarat to offer bachelor's degree programs across regional Victoria through a dual-sector partnership model. The goal is to provide over 1,600 students access to degree-level programs by 2016 to build workforce skills and support regional development. Key aspects of the model include collaborative curriculum development, governance, quality control, blended learning, and capacity building between the higher education and TAFE partners.
The project aims to create an inclusive education learning community in Ukraine to support students with disabilities. It plans to develop and implement inclusive education training programs for teachers and parents across Ukraine, including remote areas. The goals are to establish a network of education professionals and parents focused on inclusive practices and form a Ukrainian consortium of universities to promote inclusive education policies. The project has held various seminars and workshops on inclusive topics. It also created textbooks and online resources to share information. Moving forward, it will develop strategies for remote learning of students with special needs during the pandemic.
Collaborating for Education and Research Forums I-VII SummaryTom Loughran
The Collaborating for Education and Research Forum has brought together K-12 teachers and university outreach professionals in Michiana for seven years, drawing an average of 150 participants annually. The Forum promotes integrated STEM education and provides opportunities for collaboration across educational institutions. Over 450 unique participants have attended, including more than 200 K-12 teachers who have also participated in other outreach events. The Forum highlights STEM programs and issues of importance to regional educators.
This document discusses inclusivity and diversity in higher education. It explores both the opportunities and tensions that inclusivity can present. Inclusivity aims to promote participation and equality of opportunity for all learners. However, there are also tensions, as higher education increasingly adopts an economic model that positions students as customers. The document examines drivers of inclusivity such as legislation, funding, and student expectations. It also discusses barriers to inclusion and how institutions can promote inclusive practices and pedagogies.
The internationalization of a higher education institution: The case of ISCAP...Anabela Mesquita
The internationalization of ISCAP/IPP began in 2004 with the creation of an International Office. Since then, student and teacher mobility has increased significantly. ISCAP/IPP has developed international joint programs and double degrees. They have also offered English language courses and some programs entirely in English. Participation in the European university network SPACE helped provide contacts and build ISCAP/IPP's international reputation. While internationalization requires resources, ISCAP/IPP has found that a strategic, inclusive approach supported by leadership can help higher education institutions integrate international activities and dimensions.
Presented in the Kominkan-CLC International Conference on ESD - Community Based Human Development for Sustainable Society - in Okayama, 9-12 October 2014. Original slides were prepared by Sunok Jo.
The document summarizes UNICEF's Global Action program, which is a three-hour simulation workshop for students in grades 5-8. In the workshop, students assume roles as village leaders and work collaboratively to make life-saving decisions on real-world issues using technology, discussion, and hands-on investigations. Accompanying teacher professional development provides background on global citizenship education and resources to support teaching and learning about the program topics throughout the school year. The goals of the program are to increase civic competence, explore humanitarian issues, deepen understanding of human rights, and provide ideas for students to take meaningful local or global action.
SJSU SLIS Journey to Excellence A Four-Year VisionJesus Lau
1. The document outlines a four-year vision for San Jose State University's School of Information to become the best international Library and Information Science school through strategic planning, team building, securing alternative funding, strengthening communication, and global outreach.
2. In year 1, the focus would be on planning, team building, and developing a re-accreditation plan. Year 2 would implement re-accreditation and support faculty development.
3. By year 4, the vision is for the school to have a global student presence through bilingual programs, a global alumni network, and leadership in LIS distance learning research through an online portal and continuing education programs.
ICDE Report: UNESCO Chairs in OER, International Meeting Krakow, Poland April...icdeslides
The UNESCO Open Educational Resources (OER) Chairs Meeting is being held within the framework of the Open Education Global Conference 2016 in Poland.
Participants in this global conference were able to hear from thought leaders in open education and had the opportunity to share ideas, practices and discuss issues important to the future of education worldwide. Sessions cover new developments in open education, research results, innovative technology, policy development and implementation, and practical solutions to challenges facing education around the world.
Living Resumes: Using ePortfolios as Narratives for Students of Color at the ...Seelio
A joint presentation between the University of Michigan Office of Academic and Multicultural Initiatives (OAMI) and Seelio about portfolios as living resumes for Campus Scholars. Presented at the 24th Annual Equity within the Classroom Conference on Apri 1, 2014.
Development and progress of internal and external QA system of the private hi...EduSkills OECD
This document summarizes the development of internal and external quality assurance systems at private higher education institutions in Kosovo between 2008 and 2011. It notes that in 2008, none of the 30 private providers were accredited, and quality assurance was a weak point. A TEMPUS project from 2010 to 2012 helped establish quality assurance offices and train staff at 10 private institutions based on European standards. Key activities included developing self-evaluation guidelines and manuals, training management and staff, and promoting quality assurance practices across institutions. The project aimed to build quality assurance capacity and foster cooperation among private higher education providers in Kosovo.
Sandra Antonović, Coordinator of a network of ESD initiatives in schools in Central and Southeast Europe, Croatia, presented an Education for sustainability project
This presentation is a case study about the Comprehensive Internationalization Strategy of St. Lawrence College in Kingston, Ontario, Canada. It provides key recommendations adapted to the institution.
This document discusses the roles of key actors like student affairs professionals, professional associations, faculty, students, and the private sector in promoting equity, access, and student success in higher education globally. It provides the missions and values of the International Association of Universities (IAU), ACPA - College Student Educators International, and the International Association of Student Affairs and Services (IASAS) and how they advocate for student learning and development through collaboration. Professional associations can assist institutions worldwide with applied research, program development, and staff training to continually improve support for students.
Key Points from the Previous Sessions and Some Inputs for the Way ForwardESD UNU-IAS
RCEs are local networks that connect formal, non-formal and informal education to sustainability issues through a multi-stakeholder approach. They help achieve SDG targets like SDG 4.7 on education for sustainable development. During the COVID-19 pandemic, RCEs responded by analyzing the local situation, digitalizing activities, and outreaching to marginalized communities. Key sectors like higher education and youth worked with RCEs on capacity building, curriculum development, and online courses. Moving forward, RCEs will explore how to ensure meaningful participation, effectively digitalize activities, strengthen policy advocacy through networking, and define the role of the RCE Global Service Centre.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Implementation of Virtual Exchange: Lessons from EVOLVE and Erasmus+ Virtual ...Sake Jager
This document summarizes a presentation on virtual exchange programs and lessons learned. It discusses what virtual exchange is, how students define it, its aims to promote intercultural understanding and skills. Specific programs like Erasmus+ Virtual Exchange and EVOLVE are introduced that provide online training and support for educators implementing virtual exchanges. Student and teacher experiences from virtual exchange projects between universities in France and Spain are positive in developing skills like intercultural competence and collaboration. The presenters aim to continue and expand such virtual exchange projects in the future.
- Virtual exchange (VE) allows students from different geographic locations to work together online on learning tasks developed by teachers. It aims to give more students an international experience as physical student mobility programs only reach a small percentage of students.
- Two initiatives discussed are the Erasmus+ Virtual Exchange program and the EVOLVE project. Erasmus+ Virtual Exchange expands Erasmus+ opportunities through virtual exchanges. EVOLVE aims to mainstream virtual exchange across disciplines in European higher education.
- Benefits of VE include giving students experiential and collaborative learning, developing transversal skills like intercultural competence, and offering opportunities for professional development for teachers.
The Privatization in Education and Human Rights ProjectPERIGlobal
This presentation provides and overview of PERI's Privatisation and Human Rights Project. The project on using human rights to address privatisation in education which PERI is involved in, the approach it is piloting, and the overall framework used.
This document discusses the future of universities and lifelong learning. It notes that COVID-19 will influence economies, globalization, mobility, and education systems. Universities exist within complex ecosystems involving governments, industry, and societies. European universities will focus on developing job skills through continuing education, microcredentials, and increased cooperation within and between countries. Open universities can play a role in lifelong learning by guaranteeing access to higher education, specializing in online learning, and boosting lifelong learning opportunities through partnerships.
The Victorian Regional Dual-Sector University Partnership - Todd WalkerEduSkills OECD
The Victorian Regional Dual-Sector University Partnership is an Australian model that supports mass higher education through partnerships between the University of Ballarat and six regional TAFE Institutes in Victoria. This allows the University of Ballarat to offer bachelor's degree programs across regional Victoria through a dual-sector partnership model. The goal is to provide over 1,600 students access to degree-level programs by 2016 to build workforce skills and support regional development. Key aspects of the model include collaborative curriculum development, governance, quality control, blended learning, and capacity building between the higher education and TAFE partners.
The project aims to create an inclusive education learning community in Ukraine to support students with disabilities. It plans to develop and implement inclusive education training programs for teachers and parents across Ukraine, including remote areas. The goals are to establish a network of education professionals and parents focused on inclusive practices and form a Ukrainian consortium of universities to promote inclusive education policies. The project has held various seminars and workshops on inclusive topics. It also created textbooks and online resources to share information. Moving forward, it will develop strategies for remote learning of students with special needs during the pandemic.
Collaborating for Education and Research Forums I-VII SummaryTom Loughran
The Collaborating for Education and Research Forum has brought together K-12 teachers and university outreach professionals in Michiana for seven years, drawing an average of 150 participants annually. The Forum promotes integrated STEM education and provides opportunities for collaboration across educational institutions. Over 450 unique participants have attended, including more than 200 K-12 teachers who have also participated in other outreach events. The Forum highlights STEM programs and issues of importance to regional educators.
This document discusses inclusivity and diversity in higher education. It explores both the opportunities and tensions that inclusivity can present. Inclusivity aims to promote participation and equality of opportunity for all learners. However, there are also tensions, as higher education increasingly adopts an economic model that positions students as customers. The document examines drivers of inclusivity such as legislation, funding, and student expectations. It also discusses barriers to inclusion and how institutions can promote inclusive practices and pedagogies.
The internationalization of a higher education institution: The case of ISCAP...Anabela Mesquita
The internationalization of ISCAP/IPP began in 2004 with the creation of an International Office. Since then, student and teacher mobility has increased significantly. ISCAP/IPP has developed international joint programs and double degrees. They have also offered English language courses and some programs entirely in English. Participation in the European university network SPACE helped provide contacts and build ISCAP/IPP's international reputation. While internationalization requires resources, ISCAP/IPP has found that a strategic, inclusive approach supported by leadership can help higher education institutions integrate international activities and dimensions.
Presented in the Kominkan-CLC International Conference on ESD - Community Based Human Development for Sustainable Society - in Okayama, 9-12 October 2014. Original slides were prepared by Sunok Jo.
The document summarizes UNICEF's Global Action program, which is a three-hour simulation workshop for students in grades 5-8. In the workshop, students assume roles as village leaders and work collaboratively to make life-saving decisions on real-world issues using technology, discussion, and hands-on investigations. Accompanying teacher professional development provides background on global citizenship education and resources to support teaching and learning about the program topics throughout the school year. The goals of the program are to increase civic competence, explore humanitarian issues, deepen understanding of human rights, and provide ideas for students to take meaningful local or global action.
SJSU SLIS Journey to Excellence A Four-Year VisionJesus Lau
1. The document outlines a four-year vision for San Jose State University's School of Information to become the best international Library and Information Science school through strategic planning, team building, securing alternative funding, strengthening communication, and global outreach.
2. In year 1, the focus would be on planning, team building, and developing a re-accreditation plan. Year 2 would implement re-accreditation and support faculty development.
3. By year 4, the vision is for the school to have a global student presence through bilingual programs, a global alumni network, and leadership in LIS distance learning research through an online portal and continuing education programs.
ICDE Report: UNESCO Chairs in OER, International Meeting Krakow, Poland April...icdeslides
The UNESCO Open Educational Resources (OER) Chairs Meeting is being held within the framework of the Open Education Global Conference 2016 in Poland.
Participants in this global conference were able to hear from thought leaders in open education and had the opportunity to share ideas, practices and discuss issues important to the future of education worldwide. Sessions cover new developments in open education, research results, innovative technology, policy development and implementation, and practical solutions to challenges facing education around the world.
Living Resumes: Using ePortfolios as Narratives for Students of Color at the ...Seelio
A joint presentation between the University of Michigan Office of Academic and Multicultural Initiatives (OAMI) and Seelio about portfolios as living resumes for Campus Scholars. Presented at the 24th Annual Equity within the Classroom Conference on Apri 1, 2014.
Development and progress of internal and external QA system of the private hi...EduSkills OECD
This document summarizes the development of internal and external quality assurance systems at private higher education institutions in Kosovo between 2008 and 2011. It notes that in 2008, none of the 30 private providers were accredited, and quality assurance was a weak point. A TEMPUS project from 2010 to 2012 helped establish quality assurance offices and train staff at 10 private institutions based on European standards. Key activities included developing self-evaluation guidelines and manuals, training management and staff, and promoting quality assurance practices across institutions. The project aimed to build quality assurance capacity and foster cooperation among private higher education providers in Kosovo.
Sandra Antonović, Coordinator of a network of ESD initiatives in schools in Central and Southeast Europe, Croatia, presented an Education for sustainability project
This presentation is a case study about the Comprehensive Internationalization Strategy of St. Lawrence College in Kingston, Ontario, Canada. It provides key recommendations adapted to the institution.
This document discusses the roles of key actors like student affairs professionals, professional associations, faculty, students, and the private sector in promoting equity, access, and student success in higher education globally. It provides the missions and values of the International Association of Universities (IAU), ACPA - College Student Educators International, and the International Association of Student Affairs and Services (IASAS) and how they advocate for student learning and development through collaboration. Professional associations can assist institutions worldwide with applied research, program development, and staff training to continually improve support for students.
Key Points from the Previous Sessions and Some Inputs for the Way ForwardESD UNU-IAS
RCEs are local networks that connect formal, non-formal and informal education to sustainability issues through a multi-stakeholder approach. They help achieve SDG targets like SDG 4.7 on education for sustainable development. During the COVID-19 pandemic, RCEs responded by analyzing the local situation, digitalizing activities, and outreaching to marginalized communities. Key sectors like higher education and youth worked with RCEs on capacity building, curriculum development, and online courses. Moving forward, RCEs will explore how to ensure meaningful participation, effectively digitalize activities, strengthen policy advocacy through networking, and define the role of the RCE Global Service Centre.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Implementation of Virtual Exchange: Lessons from EVOLVE and Erasmus+ Virtual ...Sake Jager
This document summarizes a presentation on virtual exchange programs and lessons learned. It discusses what virtual exchange is, how students define it, its aims to promote intercultural understanding and skills. Specific programs like Erasmus+ Virtual Exchange and EVOLVE are introduced that provide online training and support for educators implementing virtual exchanges. Student and teacher experiences from virtual exchange projects between universities in France and Spain are positive in developing skills like intercultural competence and collaboration. The presenters aim to continue and expand such virtual exchange projects in the future.
- Virtual exchange (VE) allows students from different geographic locations to work together online on learning tasks developed by teachers. It aims to give more students an international experience as physical student mobility programs only reach a small percentage of students.
- Two initiatives discussed are the Erasmus+ Virtual Exchange program and the EVOLVE project. Erasmus+ Virtual Exchange expands Erasmus+ opportunities through virtual exchanges. EVOLVE aims to mainstream virtual exchange across disciplines in European higher education.
- Benefits of VE include giving students experiential and collaborative learning, developing transversal skills like intercultural competence, and offering opportunities for professional development for teachers.
Universal Access to Knowledge through Quality Learningicdeslides
Plenary presentation at ICT in Education Conference, Qingdao, China 23 - 25 May 2015. Follow up of the Incheon Declaration. Education 2030: Equitable and inclusive quality education and lifelong learning for all by 2030.
Transforming lives through education.
Institutional strategies in the digital learning ageicdeslides
What issues and possible pathways for higher education institutions to consider when moving faster into the digital age? Do you want to be a forerunner in opening up education or don´t you care? Increased cooperation or more competition? Can you pay your way to quality education? MOOCing your way or will that lead you to the parking slot? Could you let your faculty lead? To change on the ground is different from changing the slides. 5 executives took their positions at EDUCA 2013.
Calling for an Educational Revolution: For the sustainable future we wanticdeslides
This speech will after a brief introduction of ICDE, give a rough picture on how South Africa is seen from the outside – through a number of indicators, then I will outline those trends that ICDE observes as important for educational development, in particular higher education, the next years. Next will be to summarize how the new SDGs address education as a priority for achieving the future we want, including indicating state of play, based on the recent Global Education Monitoring (GEM) Report by UNESCO. Quality education is a key for Education 2030 – and initiatives relevant for higher education that will be rolled out by UNESCO and ICDE will be discussed. Finally, the key messages based on this overview will be summarized:
A call for an Educational Revolution for the sustainable future we want
• Quality first: quality digital, open and flexible education
• Collaboration: on all levels, on content, courses programmes, methodologies, infrastructure, internationalisation….
• Take leadership for change: for the future we want – lead educational transformation
The role of EDEN organisation / Open Education in Croatia (Sandra Kucina-Softic)e-teaching.org
The document discusses the role and activities of the EDEN organization, an established professional network in open and distance learning with over 200 institutional members. It summarizes EDEN's core missions of supporting members through policy studies, professional development, innovative projects, annual conferences, and research. The document also provides an overview of open education initiatives in Croatia, including its strategy to ensure high-quality and accessible education through ICT and open resources. Examples of good practice from the University of Zagreb Computing Centre are described. Finally, the document outlines priorities from the EU's ET2020 working group on developing digital skills and competencies at all levels of education.
Virtual exchange (VE) allows students from different geographic locations to work together online on learning tasks. While student mobility programs like Erasmus+ aim for 20% international experience by 2020, this will still leave 80% without such opportunities. VE initiatives like Erasmus+ Virtual Exchange and EVOLVE seek to expand intercultural learning through facilitated online discussions, open online courses, and training educators in VE to give more students international experience.
An insight on the New National Education Policy 2020.Information that all the parents, students and educationalist must be aware of. Look into the
perks of education. Pay attention to the details as it is your CHILD'S education.
The document discusses a multiplier event called DI4ALL.eu that will take place in February 2024 in Vilnius, Lithuania. It is an ERASMUS+ project coordinated by Ebba Ossiannilsson from Sweden and partners from the Lithuanian College of Democracy. The event will focus on improving key competencies and skills of young people through quality improvements and digital inclusion in education. It will also improve teacher competencies in promoting digital inclusion and tackling disinformation.
This document discusses virtual exchange and intercultural learning experiences. It defines virtual exchange as technology-enabled communication between geographically separated individuals or groups, with facilitator support. Erasmus+ categorizes virtual exchanges as either large-scale multi-partner exchanges or smaller grassroots exchanges set up by educators. Benefits of virtual exchange include developing intercultural skills, global competencies, and preparing more students for mobility who otherwise may not participate in study abroad. The document provides examples of virtual exchange projects and training opportunities, and emphasizes the importance of virtual exchange for universities to internationalize their curriculum and better prepare students for an interdependent world.
Quality in online, open and flexible education - a global perspectiveicdeslides
A presentation from International Council for Open and Distance Education - ICDE at the VI Cread Andes Convention and VI Virtual Educa Ecuador Conference in Ecuador, 29 May - 1 June 2018
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.
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.
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.
I-HE2020 Students with disabilities in online education: the case of the Univ...EADTU
The document discusses students with disabilities (SWD) at the Universitat Oberta de Catalunya (UOC), the first fully online university. It notes that while the UOC was founded to promote inclusion, the number and needs of SWD have increased, straining support services. Originally, a general approach was taken but disability types are diverse, and disclosure presents challenges. Moving forward, the UOC aims to celebrate diversity, simplify disclosure, improve training, offer specialized services, establish long-term policy, and ensure personalized support for all SWD.
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.
National Education Policy 2020: Strategies and Opportunities for Higher Educa...Ramakanta Mohalik
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These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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9. ✓ E-learning as a
complement of face-to-
face university system
✓ E-learning allows to
access to quality higher
education despite
disabilities, family
responsibilities or job
✓ Social impact of E-
learning
11. Definition:
“The intentional process of
integrating an international,
intercultural or global dimension
into the purpose, functions and
delivery of post-secondary
education, in order to enhance the
quality of education and research
for all students and staff, and to
make a meaningful contribution to
society.”
Internationalisation of Higher Education. EU Directorate-General
For Internal Policies. IP/B/CULT/IC/2014-002 (July 2015)
17. Rethinking the universities’ role
✓ Universities are not a NGO.
✓ This crisis is a Human Rights matter.
✓ Avoiding a lost generation.
✓ Building shelter cities and a new welcoming culture.
✓ Beyond the humanitarian emergency: long-term
initiatives:
18. Scholarships Programme for Refugees
● Pilot test
● 2 call for applications: in February and
in September 2017
● Specializations and languages
● 61 scholarships in all
21. E-learning challenges
✓ Focus of action
✓ Access and certification
✓ Language
✓ Psychosocial approach
✓ Cultural aspects
✓ Participation and motivation
✓ Connectivity and technology
✓ Platform limitations
✓ Security and data protection
✓ Non segmented educational
incorporation
✓ Funding sources
22. E-learning opportunities
✓ Breaking inequality & Right
for Education
✓ Building projects of life
✓ Leaving the camps
✓ Offering useful and quality
programmes
✓ Incorporating gender
perspective
✓ Working with local
organisations
✓ Community engagement
✓ Online university as an
integration place:
mentorship
✓ Global and social students
abilities
✓ Social Media
