The document discusses a decentralized model for the exchange of e-courses between Coimbra Group universities. This model involves no central structure or extra central e-learning platform. Participation is optional for Coimbra Group universities and open to other universities. This proposal could help achieve the goals of the Bologna Process by fostering international openness and mobility through virtual mobility. Some perspectives on virtual mobility include using existing technological infrastructures, conducting pilot projects, fostering intercultural exchange, and addressing issues like ECTS recognition and quality of courses.

1. Virtual mobility support
E - L EARNING T ASK F ORCE
and development
ACADEMIC NETWORK EXPERIENCE
Elena Caldirola - University of Pavia
Jacek Urbaniec - Krakow Jagiellonian University
STHESCA – Science, Technology, Higher Education and Society in the Conceptual Age
Krakow, Poland – July 5-7-2011

2. E-Learning Task Force Mission
Statement
• To support the Coimbra Group rectors and senior university staff in the
development of strategies for effective use of ICT in education.
• To co-ordinate the creation of central information sources on current projects
Association of long and developments in Coimbra Group universities in the area of e-learning and
established make that available to the Coimbra Group universities and their staff.
European • To make contact with (senior) staff in Coimbra Group universities with
multidisciplinary responsibility for the area of e-learning and create networks for sharing
universities of high information and for collaboration
international • To disseminate good practice in e-learning through electronic and traditional
standard mechanisms.
• To work with groups and agencies with related missions and objectives to
improve the interchange of information in the area of e-learning and to make
this readily available to Coimbra Group universities.
• To stimulate and interact with other Task Forces of the Coimbra Group.
• To gain project funding, through the Coimbra Group Office, from EU and
other sources to support the activities of the Task Force.

3. Scenario
B P
OLOGNA ROCESS
Higher Education
Priorities
• "Mobility of staff, students and
social dimension graduates is one of the core elements
lifelong learning of the Bologna Process, creating
employability
student-centred
opportunities for personal growth,
learning developing international cooperation
education, research
and innovation
between individuals and institutions,
international openness enhancing the quality of higher
mobility education and research, and giving
data collection
multidimensional
substance to the European dimension“.
transparency tools;
funding
Ministers responsible for Higher Education in the countries participating in
the Bologna Process, London Communiqué, May 2007

4. Scenario
B P
OLOGNA ROCESS
Higher Education
Priorities We call upon each country to
social dimension increase mobility, to ensure its high
lifelong learning
employability quality and to diversify its types and
student-centred
learning scope. In 2020, at least 20% of those
education, research
and innovation
graduating in the European Higher
international openness
mobility
Education Area should have had a
data collection study or training period abroad.
multidimensional
transparency tools; (2009 – Ministers in charge of Higher Education in the countries participating
funding in the Bologna Process)

5. Exchange of e-courses
D ECENTRALIZED MODEL
between CG universities
education, research
and innovation
 N O CENTRAL employability
STRUCTURE
data collection multidimensional
 NO EXTRA CENTRAL
funding transparency tools
E- PLATFORM
lifelong learning
 NO CENTRAL CRITERIA
FOR E- L ACTIVITIES student-centred international openness
 O PTIONAL learning
PARTICIPATION OF CG mobility
UNIVERSITIES
social dimension
 O PEN TO OTHER
U NIVERSITIES

6. Exchange of e-courses
D ECENTRALIZED MODEL
between CG universities
education, research
and innovation
 N O CENTRAL
STRUCTURE
A useful proposal for
employability
data collection multidimensional
 NO
 NO
EXTRA CENTRAL
E- PLATFORM
CENTRAL CRITERIA
achieving goals of the
funding
lifelong learning
transparency tools
international openness
FOR E- L ACTIVITIES student-centred
 O PTIONAL
PARTICIPATION OF
UNIVERSITIES
CG Bologna Process
learning
mobility
social dimension
 O PEN TO OTHER
U NIVERSITIES
Statements

7. Exchange of e-courses
D ECENTRALIZED MODEL
between CG universities
education, research
and innovation
 N O CENTRAL
STRUCTURE
A useful proposal for
employability
data collection multidimensional
 NO
 NO
EXTRA CENTRAL
E- PLATFORM
CENTRAL CRITERIA
achieving goals of the
funding
lifelong learning
transparency tools
international openness
FOR E- L ACTIVITIES student-centred
 O PTIONAL
PARTICIPATION OF
UNIVERSITIES
CG Bologna Process
learning
mobility
social dimension
 O PEN TO OTHER
U NIVERSITIES
Statements

8. Perspectives
Technological infrastructures Second choice in respect of
physical mobility
Pilot projects and
experimentation Motivation
(Being Mobile, REVE, Victorious, E- (Students/Teacher)
Move, ecc.)
Resources
Foster inter-cultural exchange ECTS recognition
Digital learning literacies Examination
[BOLOGNA process] Administrative process
Quality of the VM course
- LLL program
- Employability Pedagogical models
- Social dimension of HE