This document provides guidance on using the EU emblem and Erasmus+ logo for beneficiaries and promoters of Erasmus+ projects. It states that beneficiaries must acknowledge EU support on materials about their funded project by using the EU emblem with specified wording. Promoters should only use the Erasmus+ logo when generally promoting the program. It includes examples of how the emblem should be used on communications and provides contact information for questions.
SCIENTIX- the community for science teachers in EuropeCornelia Melcu
The European Union funds the Scientix program through its Seventh Framework Programme to support science education across Europe. Scientix collects best practices in STEM teaching and promotes teacher training. Additional online portals like eTwinning and GoLab are tailored for students and link vocational and secondary education to help reduce early school leaving. Scientix provides resources for teaching, learning, training courses, news, projects and a community for STEM educators. To effectively enhance STEM curriculum, schools must be the primary focus of new programs. Scientix offers opportunities to tackle issues in STEM education across Europe.
Context and benefits of the VMPass initiative at Universidad Internacional de...Anne-Christin Tannhäuser
This presenation was given 26 June 2014 by my project colleagues Aurora Carrasco and Marie-Anne Le Bot, Universidad Internacional de la Rioja (UNIR), Spain.
It summarizes how the EU-funded initiative VMPass supporting the recognition of learning outcomes achieved through open learning and virtual mobility can benefit her university and relates to on-going activities.
Students take on roles as country delegates and work in groups over 14 weeks to collect economic data and create posters about their assigned countries. Their goal is to present these posters at a final international investors conference to convince investors to invest in their country. Assessments include in-class activities, short term application tasks, online quizzes and readings, with the country poster and data collection worth 15% and a final exam comprising 60% of the total grade. The course aims to help students understand the global economic environment, apply economic tools to analyze problems, and improve their learning autonomy, English skills, and performance.
oncampus integration (not only) via MOOCsAnja Lorenz
This document discusses efforts to provide integration and access to higher education for refugees in Germany through massive open online courses (MOOCs). It notes that over 1 million refugees registered in Germany in 2015 and about 30% of Syrian refugees had a university entrance qualification. Several initiatives were launched including untutored online courses through integration.oncampus.de and a tutored German pronunciation MOOC for Arabic speakers called #deu4arab that had over 2,000 learners. The document emphasizes the need for accessible platforms on mobile devices, multilingual support including Arabic, and hiring Arabic-speaking assistants to help refugees access educational opportunities.
This document provides guidance on using the EU emblem and Erasmus+ logo for beneficiaries and promoters of Erasmus+ projects. It states that beneficiaries must acknowledge EU support on materials about their funded project by using the EU emblem with specified wording. Promoters should only use the Erasmus+ logo when generally promoting the program. It includes examples of how the emblem should be used on communications and provides contact information for questions.
SCIENTIX- the community for science teachers in EuropeCornelia Melcu
The European Union funds the Scientix program through its Seventh Framework Programme to support science education across Europe. Scientix collects best practices in STEM teaching and promotes teacher training. Additional online portals like eTwinning and GoLab are tailored for students and link vocational and secondary education to help reduce early school leaving. Scientix provides resources for teaching, learning, training courses, news, projects and a community for STEM educators. To effectively enhance STEM curriculum, schools must be the primary focus of new programs. Scientix offers opportunities to tackle issues in STEM education across Europe.
Context and benefits of the VMPass initiative at Universidad Internacional de...Anne-Christin Tannhäuser
This presenation was given 26 June 2014 by my project colleagues Aurora Carrasco and Marie-Anne Le Bot, Universidad Internacional de la Rioja (UNIR), Spain.
It summarizes how the EU-funded initiative VMPass supporting the recognition of learning outcomes achieved through open learning and virtual mobility can benefit her university and relates to on-going activities.
Students take on roles as country delegates and work in groups over 14 weeks to collect economic data and create posters about their assigned countries. Their goal is to present these posters at a final international investors conference to convince investors to invest in their country. Assessments include in-class activities, short term application tasks, online quizzes and readings, with the country poster and data collection worth 15% and a final exam comprising 60% of the total grade. The course aims to help students understand the global economic environment, apply economic tools to analyze problems, and improve their learning autonomy, English skills, and performance.
oncampus integration (not only) via MOOCsAnja Lorenz
This document discusses efforts to provide integration and access to higher education for refugees in Germany through massive open online courses (MOOCs). It notes that over 1 million refugees registered in Germany in 2015 and about 30% of Syrian refugees had a university entrance qualification. Several initiatives were launched including untutored online courses through integration.oncampus.de and a tutored German pronunciation MOOC for Arabic speakers called #deu4arab that had over 2,000 learners. The document emphasizes the need for accessible platforms on mobile devices, multilingual support including Arabic, and hiring Arabic-speaking assistants to help refugees access educational opportunities.
Este taller que forma parte de la II Semana Doctoral Formación en la Sociedad del Conocimiento.
Docente: Daniel Burgos (Universidad Internacional de la Rioja)
This document provides information about Erasmus Mundus Joint Master Degrees (EMJMDs), which are highly integrated international master's programs supported by the European Commission. EMJMDs are developed and delivered by a consortium of universities from different European countries. They include mandatory study periods in at least two European countries and lead to a jointly recognized degree. The European Commission provides grants of approximately 3 million euros to support EMJMD consortium management, scholarships for top international students, and guest lecturers. Student scholarship holders receive full funding to cover tuition, travel, and living expenses for the duration of their degree program.
[EADTU OPEN VM WEBINAR] Presentation Eveliina PermiEADTU
Joint Curricula and Integrated Mobility: Master's Degree Programme in Comparative Social Policy presented by Eveliina Permi, Tampere University (Finland) on Thursday 18 June 2020
This higher education case study presentation was delivered by Rosemary Borup during the measuring employability workshop of the December 2015 Learning Networks event held in Cardiff.
Presentation of Liliana Moreira for EDEN's European Online and Distance Learning Week on 'New international mobility perspectives and challenges for the raising European Campuses' - Monday, November 2, 2020, 15:00-16:30 CET
More info:
http://www.eden-online.org/eden_conference/eodlw-2020-1/
The document discusses the Digital Curator Vocational Education Europe (DigCurV) project. It aims to support and extend vocational training for digital curators in libraries, archives, and museums across Europe. The project will identify existing training opportunities and needs, develop an initial curriculum framework, and disseminate results to promote its use within and between countries. It will also help develop an international community of practice for digital curation training.
Organizing lll opportunities and obstacles guest lectureLuís Tinoca
This document discusses opportunities and obstacles for lifelong learning (LLL) in higher education. It provides context on policy frameworks supporting LLL and defines LLL as continued education throughout adulthood, whether formal, non-formal or informal. Obstacles to LLL include lack of government investment, inadequate course offerings from higher education institutions, and competition from private providers. Successful LLL programs consider student needs, offer flexible learning models using technology, and promote collaboration. Examples provided are teacher professionalization programs, open universities and use of tools like blogs, wikis and social bookmarking to connect learners. Implications discussed are balancing transparency with privacy and how assessment culture and digital competencies present ongoing challenges to expanding LLL opportunities.
I-HE2020 Introduction to EMC & Common Microcredential FrameworkEADTU
The document discusses the Erasmus+ European MOOC Consortium Labour Market (EMC-LM) initiative, which brings together MOOC platforms, universities, and public employment services to provide continuous learning opportunities for the European labor market through MOOCs. The goals of EMC-LM are to 1) create a framework defining the roles of various stakeholders in developing and delivering MOOCs, 2) empower organizations to co-develop, co-deliver, and use MOOCs for continuous education and training, and 3) integrate MOOCs into current education and training offerings across the EU.
POERUP - policies for open(ing up) education(al) resources uptake - elevator ...Paul Bacsich
POERUP is an EU initiative focused on stimulating the uptake of open educational resources (OER) through country reports and case studies of successful OER communities. It aims to link to other EU and non-EU initiatives and support research on online learning costs, competencies, retention, accreditation, and social analytics. POERUP has six partner organizations and a budget of around €600K. One exciting recommendation is to establish an innovation fund to develop a new "European" university each year committed to low-cost online education using open content. A less exciting but important recommendation is for universities to improve accreditation of prior learning from online study and informal learning. National OER policies are being prepared with input from PO
This presentation was delivered by UK National Agency impact assessor, Steven Murray, during the measuring impact workshop of the December 2015 Learning Networks event held in Cardiff.
The document discusses strategies for widening and diversifying the German microfinance sector based on experiences in other European countries. It identifies five strategies: 1) improving microenterprise lending systems, 2) pure micro-lending with small loans, 3) self-help microfinance including group lending, 4) saving-based microfinance, and 5) multiple-service programs combining microfinance with business support services. The document proposes inviting international experts on these strategies, conducting preparatory study visits, organizing knowledge transfer workshops, and group study visits to mainstream these strategies in Germany.
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.
Este documento describe tres modelos económicos: 1) la economía de libre mercado, que depende de la propiedad privada y la competencia con mínima intervención estatal, 2) la economía planificada centralizada, donde el estado controla los factores de producción siguiendo las leyes económicas marxistas, y 3) la economía mixta, que es una propuesta intermedia que enfatiza el carácter social y mezcla la provisión privada y pública de bienes para lograr eficiencia.
This document describes the author's family and hometown in Shanxi Province, China. It discusses that the author's immediate family consists of their mother Yao, father Jianjun, and themselves. The family enjoys traveling and the document lists some attractive places to visit in the area, including Qiao's countryside, Yungang Grottoes, and the Ancient City of Ping Yao. It also briefly mentions special noodles as a food from the hometown.
Este taller que forma parte de la II Semana Doctoral Formación en la Sociedad del Conocimiento.
Docente: Daniel Burgos (Universidad Internacional de la Rioja)
This document provides information about Erasmus Mundus Joint Master Degrees (EMJMDs), which are highly integrated international master's programs supported by the European Commission. EMJMDs are developed and delivered by a consortium of universities from different European countries. They include mandatory study periods in at least two European countries and lead to a jointly recognized degree. The European Commission provides grants of approximately 3 million euros to support EMJMD consortium management, scholarships for top international students, and guest lecturers. Student scholarship holders receive full funding to cover tuition, travel, and living expenses for the duration of their degree program.
[EADTU OPEN VM WEBINAR] Presentation Eveliina PermiEADTU
Joint Curricula and Integrated Mobility: Master's Degree Programme in Comparative Social Policy presented by Eveliina Permi, Tampere University (Finland) on Thursday 18 June 2020
This higher education case study presentation was delivered by Rosemary Borup during the measuring employability workshop of the December 2015 Learning Networks event held in Cardiff.
Presentation of Liliana Moreira for EDEN's European Online and Distance Learning Week on 'New international mobility perspectives and challenges for the raising European Campuses' - Monday, November 2, 2020, 15:00-16:30 CET
More info:
http://www.eden-online.org/eden_conference/eodlw-2020-1/
The document discusses the Digital Curator Vocational Education Europe (DigCurV) project. It aims to support and extend vocational training for digital curators in libraries, archives, and museums across Europe. The project will identify existing training opportunities and needs, develop an initial curriculum framework, and disseminate results to promote its use within and between countries. It will also help develop an international community of practice for digital curation training.
Organizing lll opportunities and obstacles guest lectureLuís Tinoca
This document discusses opportunities and obstacles for lifelong learning (LLL) in higher education. It provides context on policy frameworks supporting LLL and defines LLL as continued education throughout adulthood, whether formal, non-formal or informal. Obstacles to LLL include lack of government investment, inadequate course offerings from higher education institutions, and competition from private providers. Successful LLL programs consider student needs, offer flexible learning models using technology, and promote collaboration. Examples provided are teacher professionalization programs, open universities and use of tools like blogs, wikis and social bookmarking to connect learners. Implications discussed are balancing transparency with privacy and how assessment culture and digital competencies present ongoing challenges to expanding LLL opportunities.
I-HE2020 Introduction to EMC & Common Microcredential FrameworkEADTU
The document discusses the Erasmus+ European MOOC Consortium Labour Market (EMC-LM) initiative, which brings together MOOC platforms, universities, and public employment services to provide continuous learning opportunities for the European labor market through MOOCs. The goals of EMC-LM are to 1) create a framework defining the roles of various stakeholders in developing and delivering MOOCs, 2) empower organizations to co-develop, co-deliver, and use MOOCs for continuous education and training, and 3) integrate MOOCs into current education and training offerings across the EU.
POERUP - policies for open(ing up) education(al) resources uptake - elevator ...Paul Bacsich
POERUP is an EU initiative focused on stimulating the uptake of open educational resources (OER) through country reports and case studies of successful OER communities. It aims to link to other EU and non-EU initiatives and support research on online learning costs, competencies, retention, accreditation, and social analytics. POERUP has six partner organizations and a budget of around €600K. One exciting recommendation is to establish an innovation fund to develop a new "European" university each year committed to low-cost online education using open content. A less exciting but important recommendation is for universities to improve accreditation of prior learning from online study and informal learning. National OER policies are being prepared with input from PO
This presentation was delivered by UK National Agency impact assessor, Steven Murray, during the measuring impact workshop of the December 2015 Learning Networks event held in Cardiff.
The document discusses strategies for widening and diversifying the German microfinance sector based on experiences in other European countries. It identifies five strategies: 1) improving microenterprise lending systems, 2) pure micro-lending with small loans, 3) self-help microfinance including group lending, 4) saving-based microfinance, and 5) multiple-service programs combining microfinance with business support services. The document proposes inviting international experts on these strategies, conducting preparatory study visits, organizing knowledge transfer workshops, and group study visits to mainstream these strategies in Germany.
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.
Este documento describe tres modelos económicos: 1) la economía de libre mercado, que depende de la propiedad privada y la competencia con mínima intervención estatal, 2) la economía planificada centralizada, donde el estado controla los factores de producción siguiendo las leyes económicas marxistas, y 3) la economía mixta, que es una propuesta intermedia que enfatiza el carácter social y mezcla la provisión privada y pública de bienes para lograr eficiencia.
This document describes the author's family and hometown in Shanxi Province, China. It discusses that the author's immediate family consists of their mother Yao, father Jianjun, and themselves. The family enjoys traveling and the document lists some attractive places to visit in the area, including Qiao's countryside, Yungang Grottoes, and the Ancient City of Ping Yao. It also briefly mentions special noodles as a food from the hometown.
Springwell Day Care Nursery is located in London and aims to provide high quality care and education for young children. It works in partnership with parents and promotes diversity. The nursery is guided by the Early Years Foundation Stage and supports children's development in areas like personal and social skills, physical skills, communication, literacy, and more. Parents are involved through activities like sharing skills, helping at sessions, and participating in management. The nursery is open year-round from 7:30-6:30 and cares for children ages 3 months to 5 years.
The European Virtual Seminar on Sustainable Development (MID2017)EADTU
The European Virtual Seminar on Sustainable Development by Joop de Kraker (OUNL) presented during the Maastricht Innovation In Higher Education Days 2017
Indexfokus la ribera presentación_9_claciBusinessfokus
El documento presenta los resultados de un análisis de la competitividad territorial de La Ribera de Navarra, España realizado por Enrique Díaz Moreno de Businessfokus. Se evaluó la competitividad mediante la metodología Indexfokus con la participación de 243 expertos. La competitividad general se percibe en 3.15 sobre 5. Los mayores huecos de competitividad son en I+D+i, eficiencia del mercado laboral y talento directivo. Se recomienda concentrar los esfuerzos en mejorar estos factores.
This document contains the schedule and topics for the course "Science of Living Systems" taught by Soumya De at the School of Bioscience. The course covers topics related to nucleic acids, transcription, translation, protein structure, enzymes, photosynthesis, respiration, cell structure, cell division, immune system, disease biology, recombinant DNA technology, and advances in biology. It includes two class tests and mid-semester exams. The document also provides an overview of transcription and translation processes in bacteria and eukaryotes involving RNA polymerases, promoters, ribosomes, and genetic codes. Key concepts like the central dogma, lac operon regulation, and elongation during protein synthesis are summarized.
Es la época de la construcción. Integrar la visión computacional, el habla, el lenguaje, el conocimiento y las API de búsqueda en su aplicación, en la plataforma de su elección.
Incluye inteligencia artificial fácilmente y potencia cualquier aplicación.
The document outlines Anthony Onesto's credentials in leading HR and recruiting for various startups and companies. It then proposes an "Innovation Sprint" using design thinking to help solve challenges in HR and recruiting. The sprint would involve deep research, brainstorming new ideas, prototyping a selected idea, and building a minimum viable product over 4 bursts in 6-10 weeks. The goal is to help companies take an innovative approach to HR and recruiting using new technologies and ideas.
This document discusses various leadership styles including autocratic, democratic, bureaucratic, neurocratic, paternalistic, laissez-faire, and situational leadership styles. It provides details on the key features and assumptions of each style. The autocratic style involves concentrated authority and decision-making power with the leader, while the democratic style emphasizes participation and two-way communication. Bureaucratic leadership strictly follows rules and procedures, and neurocratic leadership is highly emotional and task-oriented. Paternalistic leadership creates a family-like atmosphere, and laissez-faire leadership gives complete freedom and non-participation from the leader. Finally, situational leadership adapts the style to match the given situation.
Enabling seniors in need / Alzheimer's Disease patients to stay longer at the...Amir Fish
This document discusses enabling seniors and Alzheimer's patients to stay in their homes longer through remote care technologies. It notes that over 10 million adults care for older parents and 49% of seniors need help with daily activities. Technologies discussed could help with daily routines, health monitoring, safety, and stimulation through remote check-ins, sensors, communication tools, and assistive robots. The document proposes a pilot project using these technologies to help several families and developing an analytics platform to expand remote care.
Chronic granulomatous disease is a rare inherited disorder characterized by defects in the NADPH oxidase system, which leads to recurrent infections. It is caused by mutations affecting components of the NADPH oxidase enzyme complex, resulting in the inability of phagocytes to produce reactive oxygen species to kill certain bacteria and fungi. Patients present with recurrent infections of the lungs, skin, lymph nodes, liver or bones by catalase-positive organisms. Treatment involves lifelong antibiotic prophylaxis, with hematopoietic stem cell transplantation or gene therapy as curative options.
The document discusses various aspects of concrete mix design including:
1. Materials used in concrete like cement, aggregates, water, and admixtures.
2. Types of concrete mixes including nominal and design mixes.
3. Trial mixes are conducted to verify the design mix proportions before use.
4. Mix design is defined as determining relative proportions of ingredients to achieve desired properties economically. Factors like strength, workability, and durability must be considered.
5. Methods for concrete mix design discussed include ACI, BIS, and Road Note No. 4 methods. Proportions are adjusted based on aggregate properties and desired concrete performance.
IN THIS SUMMARY
Can heightened awareness, a focus on personal strengths, and intentional thinking create positive results? In Seeing Red Cars, author and consultant Laura Goodrich aims to prove that they can, and takes participants through a guided process that can help individuals and organizations achieve such results. Backed by Goodrich’s 15 years of consulting experience and research about how people are able to make positive changes, the Seeing Red Cars mind-set is a significant shift from business-as-usual. The Seeing Red Cars Toolkit contains 12 activities that individuals or organizations can complete, culminating in a 52-week action plan to help people achieve the success they truly desire.
SUBSCRIBE TODAY
http://www.bizsum.com/summaries/seeing-red-cars
Nine Pages You Should Optimize on Your Blog and HowLeslie Samuel
The document discusses 9 pages to optimize on a blog: 1) Homepage, 2) About Page, 3) Getting Started/Summary Page, 4) Opt-In Pages, 5) Confirmation Pages, 6) Thank You/Download Page, 7) Resource Page, 8) Sales Page, and 9) Top Posts. For each page, it provides guidance on the purpose of the page and recommendations for optimizing the page, such as including calls to action to grow an email list or promote products and services. The overarching recommendation is to clearly communicate value and provide next steps to guide visitors through the customer journey.
European university networking and the role of the e u.university hubEADTU
This document provides an overview of the OpenU project, which aims to create a European online and blended learning platform to facilitate cooperation between higher education institutions. The 3-year, €2.6 million project involves 21 partners across 10 European countries and will focus on developing educational cooperation, increasing student and staff mobility, and challenge-based learning. It will establish a single online access point for students and provide resources to support digital pedagogy and curriculum development. The project consists of 6 work packages and 4 clusters that will experiment with the online hub's functionalities to support inter-university cooperation.
Cooperation, in French universities, is organized at national level. This paper explains its advantages and presents the example of Paris universities: UNR Paris-Ile de France.
The document summarizes the mission and activities of UNA Europa, an alliance of European universities. Its key goals include (1) promoting European values and identity through international and interdisciplinary education, (2) increasing the quality, performance and competitiveness of European higher education, and (3) making the knowledge triangle of education, research and innovation a reality. UNA Europa aims to establish an integrated European university campus with innovative curricula and at least 50% student mobility. It focuses on sustainability, cultural heritage, data science and AI. Recent activities include doctoral workshops, a student congress, and successful Horizon 2020 and Erasmus+ grants for postdoctoral fellowships and an online learning hub.
OpenMed Torino Week: Spotlight on Open Education in EgyptOpenMed Project
The document discusses open education in Egypt, including its history and current state. It outlines challenges with the existing open education system, such as a lack of vision and emphasis on traditional teaching methods. The document proposes adopting a blended learning approach and establishing a national technical support center to improve quality, standardization, and access. The center would develop shared course materials to help universities launch new blended programs in a low-cost, high-quality manner. This is expected to benefit students, faculty, and universities.
This document discusses virtual mobility in international higher education. It summarizes the work of the EADTU Task Force on Virtual Mobility, which explored good practices in virtual mobility, new developments in the field, and how virtual mobility can stimulate European university networks. The task force defined virtual mobility as a set of technology-supported international collaborative experiences in teaching, training or learning. It identified three types of mobility - physical, blended, and online - and discussed how mobility can be embedded within courses, programs, and curricula. Benefits of virtual mobility include flexibility, accessibility, and opportunities to develop skills like intercultural competence. Barriers include lack of digital expertise and infrastructure. The document concludes that physical, blended and online modes
'Collaboration technology and the twenty-first century university : the experience of MADRID OPEN UNIVERSITY (Universidad a Distancia de Madrid- UDIMAwww.udima.es
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.
I-HE2020 Innovating International Higher Education by Virtual MobilityEADTU
The document discusses virtual mobility in international higher education. It defines virtual mobility and outlines three types: physical mobility, blended mobility combining online and physical, and completely online mobility. Benefits include flexibility, accessibility, and competence building for students and staff. Opportunities exist for institutions to expand offerings and internationalize curricula. Barriers include lack of digital experience and linguistic issues. The conclusion states all forms of mobility can be offered separately or combined to enrich education and develop international skills.
Innovative models for collaboration and student mobility in europeEADTU
This document discusses innovative models for collaboration and student mobility in Europe through virtual mobility. It provides definitions and examples of physical, blended, and online/virtual mobility. Virtual mobility is defined as international collaborative experiences facilitated by information and communication technologies. The document outlines opportunities and barriers to virtual mobility and concludes that physical, blended, and online mobility should be offered based on principles of international curriculum design to enhance quality and accessibility.
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.
Presentation about the STEM activities in the University of Salamanca in the STEM Working group within the Coimbra Group Annual Conference and General Assembly, held in Salamanca 30 May 2018 – 01 June 2018
E-learning in Cyprus is still developing, with most institutions offering it only as a supplement to traditional degrees. The Cyprus Productivity Centre provides additional e-learning training programs tailored to business needs. Several organizations participate in EU-funded e-learning projects. Private schools have embraced ICT more than public schools. The main institutions involved in e-learning are Intercollege, CARDET, the University of Cyprus, and the Open University of Cyprus.
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.
Virtual mobility: an alternative for or a complement to physical mobility?Ilse Op de Beeck
This document discusses virtual mobility as an alternative or complement to physical student mobility. It defines virtual mobility as technology-supported international collaborative learning experiences. Virtual mobility can support physical exchanges through online orientation, language learning, and alumni networks. It can also internationalize courses through virtual internships, joint projects, and blended learning. Successful implementation requires consideration of technology, pedagogy, and organization. Virtual mobility is not a replacement for physical mobility but offers new ways to experience international learning.
Mobility in a digital time: Virtual mobility as an alternative for or a compl...Ilse Op de Beeck
Virtual mobility involves using information and communication technologies to facilitate international collaborative experiences in teaching and learning. It provides an alternative or complement to physical student mobility. Virtual mobility activities can help prepare students for physical exchanges, enable virtual internships, or internationalize parts of courses through online collaboration between institutions. Success requires thorough planning, appropriate technologies, intercultural skills development, and support for students. Virtual mobility is not a substitute for physical mobility but offers different ways to gain international experiences.
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.
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
EFQUEL Innovation Forum
26-28 September 2012,
Granada, Spain
The EFQUEL Innovation Forum 2012 provided an opportunity to discuss future and innovative practices, research and policy developments in the various sectors of education.
http://www.qualityfoundation.org/index.php?option=com_content&view=article&id=275&Itemid=110&lang=en
To be written and added to web site
Presentation given by Paul Bacsich from Sero entitled “Results as we near the end” and provided a summary of the main outcomes of the VISCED work up to September 2012 including the policy recommendations and success factors.
In this talk we present an overview of the experience with open educational resources in UNED Abierta , the OER Programme at UNED, Spain. We analyze some lessons learned, related specially to the MOOC phenomenon, run in our case in UNED COMA.
Similar to Virtual mobility in Campus-net (MID2017) (20)
Mobility opportunities with Erasmus+ (action line KA171 & KA171) - Larissa Sl...EADTU
This document provides information about the Erasmus+ program for higher education mobility opportunities. Erasmus+ is a European subsidy program that covers education, training, youth, and sport with a budget of €26 billion for 2021-2027. It aims to promote economic growth, employment, equal opportunities, and social inclusion in Europe. The program offers students and staff the opportunity to study, train, teach, and volunteer abroad. Key actions under Erasmus+ for higher education include KA131 for mobility within Europe and KA171 for mobility outside of Europe.
Overcoming Barriers to Online Engagement through carefull design and delivery...EADTU
Empower Webinar Week. Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
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.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
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.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
1. Virtual mobility in Campus-net;
Universidad Nacional de Educación a Distancia
UNED
Sebastián Rubén Gómez Palomo
2. Virtual mobility in Campus-net;
Students have the opportunity to study in other
universities without moving, using information and
communication technologies. Virtual Campus.
Students receive the recognition of coursed
credits in their own university.
3. Virtual mobility in Campus-net;
•Started in 2011.
•Virtual Mobility Program for UG students.
•UNED CAMPUS NET.
• Fundings from the Spanish Ministry of Education.
• Campus of International Excellence (CEI).
4. Virtual mobility in Campus-net;
Preparatory Phase - Course 2011-2012.
•Initial budget € 60,000 financed by the ME.
•Partners were invited to participate, meetings were
organized and academic networks were created.
•Agreements and procedures were established.
•A scholarship program was established for materials
and Internet connection (scholarships of 150 euros).
•Once the basics of the project were established, the
first call for mobility 2012-2013 was published.
5. Virtual mobility in Campus-net;
First Call - Course 2012-2013.
1 .Participating institutions:
• UNAM - México
• OU - Netherlands
• Fern Universität Germany
• UNED - Spain
2. Established academic networks:
• Law: UNED, UNAM, OU, Fern
• Psychology: UNAM and UNED
• Education: UNAM and UNED
6. Virtual mobility in Campus-net;
First Call - Course 2012-2013.
3. Subjects offered by Academic Network
• Law 33
• Psychology 11
• Education 17
4. Students enrolled according to university of origin:
• UNED 6
• UNAM 11
• OU-NL 2
• Fern Germany 2
8. Virtual mobility in Campus-net;
First Call - Course 2012-2013.
As a general conclusion we can say that the UNED
(outgoing) students who studied at other universities
were very satisfied with the experience and the
incoming students at UNED showed different opinions,
some of them being negative.
9. Virtual mobility in Campus-net;
Second Call - Course 2013-2014.
1 .New participating institutions:
• University of Quilmes (Argentina)
•University Nettuno- ( Italia )
•Third Call - Course 2014-2015.
• Fern Universität Germany
10. Virtual mobility in Campus-net;
Course 2015-2016.
1 .Participating institutions:
• University of Quilmes (Argentina)
• OU - Netherlands
• Fern Universität Germany
•University of Hawaii
•University of Gante
11. Virtual mobility in Campus-net;
Course 2015-2016.
Established academic networks:
• Law: UNED, OU, Fern
• Psychology: UNAM and UNED
• Philology: U Hawaii, Gante and UNED
12. Virtual mobility in Campus-net;
1. The universities sign with the UNED two-year
minimum duration agreements establishing the
basic pillars of the Program, and general
commitments.
2. Annually, the offer of subjects of each institution is
renewed, as well as the number of students that will
be accepted and sent.
Conclusions after this period:
13. Virtual mobility in Campus-net;
3. Each institution establishes an internal offer to which
its students submit their applications.
4. Once the selection has been made at the institution
of origin, it will send the list to the destination,
which will communicate how the registration will
take place taking into account the different
academic periods.
Conclusions after this period:
14. Virtual mobility in Campus-net;
5. Once the course has been completed, the institution
of destination undertakes to send the corresponding
certificate to the institution of origin of the student
Conclusions after this period:
15. Virtual mobility in Campus-net;
• New partners are wellcome at UNED
•Why not set up a virtual campus eadtu
• Virtual assesment
•….
Proposals