Presentation of online and blended studies at Vytautas Magnus University. Virtual mobility (as type of online studies) characteristics and different cases implemented, together with usefull public links
MOOCs (Massive Open Online Courses) are online courses aimed at unlimited participation and open access via the web. They provide filmed lectures, readings, and problem sets. MOOCs also offer interactive user forums to support community interactions. Well-known providers include Udacity, Coursera, edX, Peer 2 Peer University, and University of the People. While MOOCs increase access to education and provide lifelong learning opportunities, they also require self-directed learning and can be chaotic with high dropout rates if students are not self-regulated.
This document discusses MOOCs (Massive Open Online Courses) at Stanford University and the Stanford Libraries. It provides an overview of MOOCs in general and their benefits of being massive, open, online, and having low or no costs. However, it also notes the high costs of creating MOOCs and that they may not be best for all learning styles. It then discusses several of Stanford's MOOC and online learning programs. Finally, it outlines how the Stanford Libraries provides copyright education to faculty around MOOCs and online courses, but is not responsible for directly clearing copyrights. The Libraries is also learning from taking MOOCs and using online systems themselves.
This document summarizes the experience of taking Massive Open Online Courses (MOOCs) through the online learning platform Coursera. It describes Coursera as an educational technology company that partners with universities to provide free online courses in various subjects. The document outlines some key aspects of Coursera courses, including that they range from basic skills to specializations, have time limits, and require strict adherence to assignment and quiz instructions. It also notes advantages like accessing world-class universities and developing skills, and disadvantages like limited enrollment and lack of in-person interaction.
This document outlines an open online course called BlendKit2012 focused on helping participants design and develop their own blended learning courses. Over 5 weeks, participants will have access to open course materials and the option to engage in webinars, discussions, and reflection activities. Those who fully participate will end with a better understanding of blended learning, a collection of reflections, connections to others, and materials to pilot their own blended course, including design documents and completed content.
The document summarizes Dorothea Lemke's experience transitioning information literacy courses at the Technical University of Munich to a webinar format. It describes two scenarios for previous webinar experiences, then outlines the university's motivation to offer webinars across its four campuses. Lemke details the webinar setup, emphasizing engagement of participants through interactive elements like polls, questions, and exercises. The summary concludes by noting over 75 webinars have been conducted, reaching over 1,100 participants, demonstrating the positive impact of adapting courses for an online format.
Making Intercultural Connections: students promoting intercultural engagement Intercultural Connections Southampton has been running for the last 2 years and aims to facilitate better intercultural relations within and beyond the University of Southampton. Working closely with students we have held a highly successful intercultural festival (Welcome to our World) at which we had events and workshops facilitated by University staff, students and local groups. Linked to this we have developed a Cultural Game workshop to raise awareness of the experience of moving cultures which includes having to learn and adapt to different ways of doing and being. Finally, we have recently launched a pilot Intercultural Impact Awards scheme through which students can gain recognition for their efforts in developing projects to promote intercultural awareness and exchange. This is being rolled out as part of our Language Opportunity Scheme, which offers students free language and intercultural communication courses. We currently offer certificates of attendance for all students participating in this scheme but hope to enhance this through the intercultural impact awards scheme through which students can earn (digital) achievement badges. We are also investigating opportunities to develop a student-led social enterprise which will use some of the outcomes of the student projects in order to support and sustain the awards programme in the future.
Open Online Courses: Responding to Design ChallengesHans Põldoja
This document summarizes a study on the pedagogical design challenges of open online courses (MOOCs). It examines three open online courses on composing educational resources, learning environments and networks, and learning analytics. The challenges explored are creating community engagement, monitoring participation and content, designing adaptive materials and activities, and providing feedback. Case studies of each course describe their design approaches to addressing these challenges through tools like blogs, forums, and video conferences. The conclusions emphasize that open online course designs must support planned learning activities with carefully selected online tools and see openness as an opportunity rather than a threat.
MOOCs (Massive Open Online Courses) are online courses aimed at unlimited participation and open access via the web. They provide filmed lectures, readings, and problem sets. MOOCs also offer interactive user forums to support community interactions. Well-known providers include Udacity, Coursera, edX, Peer 2 Peer University, and University of the People. While MOOCs increase access to education and provide lifelong learning opportunities, they also require self-directed learning and can be chaotic with high dropout rates if students are not self-regulated.
This document discusses MOOCs (Massive Open Online Courses) at Stanford University and the Stanford Libraries. It provides an overview of MOOCs in general and their benefits of being massive, open, online, and having low or no costs. However, it also notes the high costs of creating MOOCs and that they may not be best for all learning styles. It then discusses several of Stanford's MOOC and online learning programs. Finally, it outlines how the Stanford Libraries provides copyright education to faculty around MOOCs and online courses, but is not responsible for directly clearing copyrights. The Libraries is also learning from taking MOOCs and using online systems themselves.
This document summarizes the experience of taking Massive Open Online Courses (MOOCs) through the online learning platform Coursera. It describes Coursera as an educational technology company that partners with universities to provide free online courses in various subjects. The document outlines some key aspects of Coursera courses, including that they range from basic skills to specializations, have time limits, and require strict adherence to assignment and quiz instructions. It also notes advantages like accessing world-class universities and developing skills, and disadvantages like limited enrollment and lack of in-person interaction.
This document outlines an open online course called BlendKit2012 focused on helping participants design and develop their own blended learning courses. Over 5 weeks, participants will have access to open course materials and the option to engage in webinars, discussions, and reflection activities. Those who fully participate will end with a better understanding of blended learning, a collection of reflections, connections to others, and materials to pilot their own blended course, including design documents and completed content.
The document summarizes Dorothea Lemke's experience transitioning information literacy courses at the Technical University of Munich to a webinar format. It describes two scenarios for previous webinar experiences, then outlines the university's motivation to offer webinars across its four campuses. Lemke details the webinar setup, emphasizing engagement of participants through interactive elements like polls, questions, and exercises. The summary concludes by noting over 75 webinars have been conducted, reaching over 1,100 participants, demonstrating the positive impact of adapting courses for an online format.
Making Intercultural Connections: students promoting intercultural engagement Intercultural Connections Southampton has been running for the last 2 years and aims to facilitate better intercultural relations within and beyond the University of Southampton. Working closely with students we have held a highly successful intercultural festival (Welcome to our World) at which we had events and workshops facilitated by University staff, students and local groups. Linked to this we have developed a Cultural Game workshop to raise awareness of the experience of moving cultures which includes having to learn and adapt to different ways of doing and being. Finally, we have recently launched a pilot Intercultural Impact Awards scheme through which students can gain recognition for their efforts in developing projects to promote intercultural awareness and exchange. This is being rolled out as part of our Language Opportunity Scheme, which offers students free language and intercultural communication courses. We currently offer certificates of attendance for all students participating in this scheme but hope to enhance this through the intercultural impact awards scheme through which students can earn (digital) achievement badges. We are also investigating opportunities to develop a student-led social enterprise which will use some of the outcomes of the student projects in order to support and sustain the awards programme in the future.
Open Online Courses: Responding to Design ChallengesHans Põldoja
This document summarizes a study on the pedagogical design challenges of open online courses (MOOCs). It examines three open online courses on composing educational resources, learning environments and networks, and learning analytics. The challenges explored are creating community engagement, monitoring participation and content, designing adaptive materials and activities, and providing feedback. Case studies of each course describe their design approaches to addressing these challenges through tools like blogs, forums, and video conferences. The conclusions emphasize that open online course designs must support planned learning activities with carefully selected online tools and see openness as an opportunity rather than a threat.
Wikis allow for collaborative teaching and learning through sharing ideas and edits to web pages. They can be used for lesson summaries with hyperlinks, gathering ideas for policies and strategies through discussion, and collaborating on notes for topics by including links to resources. Wikis disseminate information to a wider audience and track changes made by different authors. Examples of their use include a school wiki at Court Fields School for collaborative work.
This document summarizes a conference agenda on learning opportunities in free/libre and open source software (FLOSS). It begins by comparing characteristics of traditional education versus FLOSS-based learning. Part 2 presents a case study of the "Students' Knowledge Base" wiki at Budapest University of Technology and Economics. This wiki allows students to generate and share educational resources. It has grown significantly with over 500 regular users and 890 monthly edits. The conclusion evaluates the wiki against requirements for open participatory learning environments, finding it successful due to interest from the student community. Lessons include that pre-existing interest in a field can generate participation without extra effort.
Virtual mobility concept, types and success factorsEstela Dauksiene
This document discusses virtual mobility in higher education. It defines virtual mobility as collaborative communication between faculty and counterparts mediated by computers that provides the same benefits as physical mobility without travel. The document outlines types of virtual mobility activities including virtual seminars, placements, and support for physical mobility. It presents scenarios for virtual mobility courses including virtual stays abroad, virtual campuses, and joint curriculum design. Benefits discussed include improved quality, internationalization, and development of virtual competencies. Key success factors include addressing real needs, effective partnerships, engagement at all levels, and blended implementation.
Learning and Teaching about and through ResearchDrJoolz
Presentation made on 14.1.08 at The University of Sheffield Learning and Teaching Conference. The presentation is about the new online MA in New Literacies - how it was designed and what it is intended to do.
The Virtual Learning Network (VLN) Community supports flexible, online learning without physical classroom walls. It began in the early 1990s and has grown to include over 250 schools. VLN allows students to connect with classes and learning resources 24/7 through video conferencing, online collaboration tools, and a learning management system. Benefits of VLN include maximizing teaching resources, offering more curriculum choices, and providing greater flexibility and access to experts for students.
The Virtual Learning Network (VLN) Community supports flexible, online classrooms without walls. It began in the early 1990s and has grown to include over 250 schools. VLN allows students to connect with classes 24/7 through video conferencing, online collaboration tools, and asynchronous learning resources. Benefits of VLN include maximizing teaching resources, offering more curriculum choices, and providing greater flexibility and access to experts for students.
This document discusses open educational resources (OER) strategies and best practices that contribute to success in open access initiatives in higher education. It outlines some key OER initiatives at Universidad Nacional Autónoma de México (UNAM) including All UNAM Online, which makes all of UNAM's public domain content available under an open access policy. The document emphasizes collaboration and sharing of experiences, lessons learned, and best practices to improve the quantity and quality of OER available in Spanish.
Integrating moo cs into university practiceNic Fair
This document discusses integrating MOOCs into university practice for education and research purposes. It provides examples of MOOCs created at the University of Southampton covering topics such as digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The MOOCs helped provide blended learning opportunities for students and allowed researchers to gather large datasets to inform their work. The document argues that MOOCs should be designed from the start to address pedagogical and research goals to maximize their benefits for learners, educators, and researchers.
eTwinning is an initiative of the European Commission that allows teachers and students to collaborate on projects online across Europe. It started in 2005 and now includes 33 participating countries. The key aspects of eTwinning are that it provides an online space for collaboration between schools, opportunities for continuing professional development for teachers, tools to recognize work done, and support from national and European services. Teachers can find partners, work on joint projects, and participate in professional development activities all through the eTwinning portal.
MOOCs (Massive Open Online Courses) allow participants to share readings, videos, and activities despite being far from each other. MOOCs aim to widen access to higher education for millions and enhance quality of life by contributing to the democratization of education. They increase access to courses from world-renowned institutions. The first MOOC was launched in 2008 as "Connectivism and Connective Knowledge" and used various online platforms like Facebook and Wikis to engage students. MOOCs do not limit participation and can be self-directed without formal assessments. Major MOOC providers include Coursera, edX, Udacity, Khan Academy and FutureLearn. In India, providers include
Willem van Valkenburg is the coordinator of TU Delft's Open Education team and a project leader for the EU-funded OCW in European higher education. He believes open education allows worldwide access to top-quality education and benefits both students and institutions by limiting costs while improving quality. TU Delft offers various open initiatives including OpenCourseWare containing free course materials, MOOCs on edX with tens of thousands of students, and online distance education programs. Research shows MOOCs require significant resources to produce and that student background has little influence on achievement in the courses.
Talk by Amy Woodgate at the Open Education session at the Cetis Conference 2014: Building the Digital Institution held at the University of Bolton on the 17th and 18th June 2014.
Project-based learning is a student-centered approach where students explore real-world problems. It requires communication, collaboration, critical thinking, and creativity. Students are actively engaged in hands-on learning projects to gain deeper understanding of subjects in an interdisciplinary way. Teachers provide feedback and guidance throughout the learning process.
This document discusses the challenges students face in virtual mobility courses. It notes that virtual mobility courses involve international collaboration, developing intercultural skills, and using a common language. While virtual mobility provides benefits like different perspectives and improved digital skills, students face challenges with technology use, online learning experience, cultural differences, and time scheduling across institutions. The document provides examples of student testimony praising the valuable experience and new skills gained from virtual mobility courses despite initial difficulties.
Presentation detailing research by Sarah Lambert (University of Wollongong, Australia) into the different types of Moocs, including variables, learning design and assessment. Cases are presented with personal comments on the experience of the learner. Presented at a staff forum on 12/12/12 - extra comments added to the presentation to reflect the information shared by participants on their experience of different Moocs.
Wikis allow for collaborative teaching and learning through sharing ideas and edits to web pages. They can be used for lesson summaries with hyperlinks, gathering ideas for policies and strategies through discussion, and collaborating on notes for topics by including links to resources. Wikis disseminate information to a wider audience and track changes made by different authors. Examples of their use include a school wiki at Court Fields School for collaborative work.
This document summarizes a conference agenda on learning opportunities in free/libre and open source software (FLOSS). It begins by comparing characteristics of traditional education versus FLOSS-based learning. Part 2 presents a case study of the "Students' Knowledge Base" wiki at Budapest University of Technology and Economics. This wiki allows students to generate and share educational resources. It has grown significantly with over 500 regular users and 890 monthly edits. The conclusion evaluates the wiki against requirements for open participatory learning environments, finding it successful due to interest from the student community. Lessons include that pre-existing interest in a field can generate participation without extra effort.
Virtual mobility concept, types and success factorsEstela Dauksiene
This document discusses virtual mobility in higher education. It defines virtual mobility as collaborative communication between faculty and counterparts mediated by computers that provides the same benefits as physical mobility without travel. The document outlines types of virtual mobility activities including virtual seminars, placements, and support for physical mobility. It presents scenarios for virtual mobility courses including virtual stays abroad, virtual campuses, and joint curriculum design. Benefits discussed include improved quality, internationalization, and development of virtual competencies. Key success factors include addressing real needs, effective partnerships, engagement at all levels, and blended implementation.
Learning and Teaching about and through ResearchDrJoolz
Presentation made on 14.1.08 at The University of Sheffield Learning and Teaching Conference. The presentation is about the new online MA in New Literacies - how it was designed and what it is intended to do.
The Virtual Learning Network (VLN) Community supports flexible, online learning without physical classroom walls. It began in the early 1990s and has grown to include over 250 schools. VLN allows students to connect with classes and learning resources 24/7 through video conferencing, online collaboration tools, and a learning management system. Benefits of VLN include maximizing teaching resources, offering more curriculum choices, and providing greater flexibility and access to experts for students.
The Virtual Learning Network (VLN) Community supports flexible, online classrooms without walls. It began in the early 1990s and has grown to include over 250 schools. VLN allows students to connect with classes 24/7 through video conferencing, online collaboration tools, and asynchronous learning resources. Benefits of VLN include maximizing teaching resources, offering more curriculum choices, and providing greater flexibility and access to experts for students.
This document discusses open educational resources (OER) strategies and best practices that contribute to success in open access initiatives in higher education. It outlines some key OER initiatives at Universidad Nacional Autónoma de México (UNAM) including All UNAM Online, which makes all of UNAM's public domain content available under an open access policy. The document emphasizes collaboration and sharing of experiences, lessons learned, and best practices to improve the quantity and quality of OER available in Spanish.
Integrating moo cs into university practiceNic Fair
This document discusses integrating MOOCs into university practice for education and research purposes. It provides examples of MOOCs created at the University of Southampton covering topics such as digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The MOOCs helped provide blended learning opportunities for students and allowed researchers to gather large datasets to inform their work. The document argues that MOOCs should be designed from the start to address pedagogical and research goals to maximize their benefits for learners, educators, and researchers.
eTwinning is an initiative of the European Commission that allows teachers and students to collaborate on projects online across Europe. It started in 2005 and now includes 33 participating countries. The key aspects of eTwinning are that it provides an online space for collaboration between schools, opportunities for continuing professional development for teachers, tools to recognize work done, and support from national and European services. Teachers can find partners, work on joint projects, and participate in professional development activities all through the eTwinning portal.
MOOCs (Massive Open Online Courses) allow participants to share readings, videos, and activities despite being far from each other. MOOCs aim to widen access to higher education for millions and enhance quality of life by contributing to the democratization of education. They increase access to courses from world-renowned institutions. The first MOOC was launched in 2008 as "Connectivism and Connective Knowledge" and used various online platforms like Facebook and Wikis to engage students. MOOCs do not limit participation and can be self-directed without formal assessments. Major MOOC providers include Coursera, edX, Udacity, Khan Academy and FutureLearn. In India, providers include
Willem van Valkenburg is the coordinator of TU Delft's Open Education team and a project leader for the EU-funded OCW in European higher education. He believes open education allows worldwide access to top-quality education and benefits both students and institutions by limiting costs while improving quality. TU Delft offers various open initiatives including OpenCourseWare containing free course materials, MOOCs on edX with tens of thousands of students, and online distance education programs. Research shows MOOCs require significant resources to produce and that student background has little influence on achievement in the courses.
Talk by Amy Woodgate at the Open Education session at the Cetis Conference 2014: Building the Digital Institution held at the University of Bolton on the 17th and 18th June 2014.
Project-based learning is a student-centered approach where students explore real-world problems. It requires communication, collaboration, critical thinking, and creativity. Students are actively engaged in hands-on learning projects to gain deeper understanding of subjects in an interdisciplinary way. Teachers provide feedback and guidance throughout the learning process.
This document discusses the challenges students face in virtual mobility courses. It notes that virtual mobility courses involve international collaboration, developing intercultural skills, and using a common language. While virtual mobility provides benefits like different perspectives and improved digital skills, students face challenges with technology use, online learning experience, cultural differences, and time scheduling across institutions. The document provides examples of student testimony praising the valuable experience and new skills gained from virtual mobility courses despite initial difficulties.
Presentation detailing research by Sarah Lambert (University of Wollongong, Australia) into the different types of Moocs, including variables, learning design and assessment. Cases are presented with personal comments on the experience of the learner. Presented at a staff forum on 12/12/12 - extra comments added to the presentation to reflect the information shared by participants on their experience of different Moocs.
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.
KU Leuven - Stellenbosch University Think Tank EADTU
This document outlines an extracurricular honors program between KU Leuven and Stellenbosch University called the Think Tank. It involves up to 15 students from each university working together virtually and during campus visits on an interdisciplinary research project over 10 months. Students define the research topic within a given theme and are coached by academic and administrative staff. The program aims to broaden students' knowledge across disciplines and cultures through activities like workshops, speaker sessions, and campus visits. Past themes have focused on art and science, technology and society, and urban planning. Feedback from participants highlighted the benefits of international collaboration and being challenged outside one's comfort zone. Lessons learned included adding an additional mid-term campus visit and providing clearer goals
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.
The document discusses MOOCs (Massive Open Online Courses) and potential uses of MOOCs. It provides an overview of a seminar on using MOOCs, including definitions of key MOOC concepts and categories of MOOCs. Six potential uses of MOOCs are described: as open educational resources, as part of prescribed tasks, in flipped classrooms, for bridging purposes, as wrapped courses with facilitation, and through partnerships. Examples and survey results from participants are given regarding experiences with and recommendations of MOOCs.
The VISCED project aimed to inventory and evaluate innovative ICT-enhanced learning initiatives for students aged 14-21, with a focus on virtual schools and colleges. Over its two-year period, the project published case studies, reports, and recommendations. Key outputs included a handbook with sections on virtual school models, best practices, and policy options to support virtual schools across Europe.
This document discusses virtual mobility (VM) in higher education. It begins by outlining the key components and characteristics of VM, including international student and teacher groups collaborating across institutions using technology. Benefits are described for higher education institutions, teachers, and students, such as enhanced curriculum, professional development opportunities, and improved skills.
The document then focuses on a specific VM project called TeaCamp, which involved the development of a virtual learning module on virtual learning in higher education across six institutions. Key aspects discussed include ensuring consistent learning outcomes, dividing the curriculum content and teaching responsibilities across partner institutions, and addressing challenges in assessing international student groups with different grading systems.
This document discusses virtual mobility (VM) in higher education. It begins by outlining some key concepts and components of VM, including that VM involves international student and teacher groups collaborating across institutions using technology. The document then provides examples of VM projects, including the TeaCamp project which involved the development of a joint online module on virtual learning across multiple European universities. It discusses important aspects of designing and implementing quality VM experiences, such as ensuring consistency in learning outcomes, developing collaborative curriculum content, and addressing challenges in assessing international student groups with different grading systems.
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
This document summarizes a virtual mobility exchange program on "Open Educational Resources" organized by researchers from Lithuania, Italy, and Spain. The exchange involved 18 participants from 6 European countries taking a 3 ECTS course on open educational resources. Key success factors included strong leadership and coordination, motivated participants, thorough preparation and planning, and an attractive topic. Recommendations for future virtual mobility programs include clarifying roles, preparing technical aspects, providing information to learners, and ensuring engagement through group activities.
The document discusses three summer student projects at Durham University:
1) Interactive screen experiments to enhance lab learning in physics and chemistry. Students developed experiments to help with visualization.
2) A pre-arrival website for new students to help with the transition to university through videos, discussions and information. Usage increased in the second year.
3) Plans for an online course for all incoming first years to develop study skills and support the transition to higher education. It will use videos and activities over four weeks covering topics like academic expectations, independent learning, and digital literacy.
This training program teaches facilitators the skills needed for distance learning. It is divided into 4 parts covering vital information, facilitator skills, technology tools, and issues. The audience are current adult educators without online experience. Goals are for trainees to master distance learning facilitation skills. Objectives are to teach courses successfully online. Skills taught include being visible, analytical, and a leader. Theories covered include transactional distance and multimodality. Technology tools like Facebook, YouTube, and Google Drive are discussed for student engagement and collaboration. Managing different learner types and synchronous vs asynchronous facilitation are also covered.
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
This document summarizes a presentation on challenges and opportunities related to technology in learning given at the UWS Learning and Teaching Conference. The presentation discussed how the diversity of today's students requires reimagining learning approaches away from passive, didactic styles to more active, collaborative and networked approaches. Challenges mentioned include the need for flexible scheduling and more formative feedback. The flipped classroom model was proposed as an approach to flex teaching by moving direct instruction outside of class and using class time for active learning. Creating video content for the flipped classroom using tools like Camtasia was discussed as a way to develop content once and use it for many students.
The Inter-Orthodox Center of the Church of Greece (DKEE) online courses using...mrc12
The document describes an online teacher training program developed by the Inter-Orthodox Center of the Church of Greece (DKEE). [1] It used the ADDIE model to design courses on the Moodle platform for primary and secondary teachers. [2] Surveys of teacher needs informed the design of interactive online modules and use of technologies like videoconferencing. [3] Evaluations found the courses effectively met teacher needs and improved their digital skills and teaching practices.
Skilltize at Educa 2014 Bangkok - Finnish Ecucation for EveryoneMika Martikainen
Presentation concentrates on describing how Skilltize can help to make Finnish education available for everyone. The presentation concentrates on university courses, but other courses and live tutoring are already offered on Skilltize.
[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
Similar to Vytautas Magnus University online studies (20)
ReOPEN project presentation with the focus on dissemiantion, sustainability a...Estela Dauksiene
The presentation was prepared and presented by Estela Daukšienė, Vytautas Magnus University, for the Transnational cooperation activity event "Dissemination, sustainability and impact in Erasmus + Strategic partnerships" that was organized by DAAD on 16/17 May, 2018 in Bonn
Presentation on ReOpen project publicly available training material for teachers on "Designing non-formal open learning curriculum", presented in project multiplier event as a pre-conference workshop of international conference "Open professional collaboration for open Classroom" on November 9th, 2017 in Vytautas Magnus University, Kaunas
The document summarizes the OPENPROF project which aimed to foster open collaboration between education professionals and develop training materials on using and creating open educational resources (OER) and innovative curriculum for work-based learning. The project involved partners from 6 countries and produced 3 training materials on OER, ICT tools for OER, and curriculum design for work-based learning. It also developed 6 modules adapted for work-based learning and shared 48 OERs in different languages. The overall goal was to help educators better meet the needs of adult learners in a shifting educational landscape.
Open Collaboration in the Development of Innovative Online CurriculumEstela Dauksiene
The document discusses the OpenPROF project, which aims to foster open international collaboration among professionals to develop innovative online curriculum for work-based learning using open educational resources (OER). So far, the project has created 3 training materials on OER and developed 24 OER in English and 6 courses for work-based learning including OER available on their website. Some challenges have included the need for virtual and in-person collaboration as well as translation of materials into different languages. Requirements for teachers participating include digital skills, openness, and a willingness to collaborate and innovate.
Virtualus mobilumas - nauja galimybė mokytis svetur Estela Dauksiene
Virtualaus mobilumo galimybių pristatymas Utenos kolegijos konferencijoje "Verslumo ugdymo aspektai formaliajame ir neformaliajame švietime" 2015 m. gruodžio 8 d.
"Atviras profesinis bendradarbiavimas kuriant inovacijas" - projekto ir jo sukurtų rezultatų pristatymas tarptautinėje konferencijoje Kaune, 2015 m. lapkričio 5 d.
LieDM asociacijos paramos sistema institucijoms organizuojačioms nuotolinį mokymą. Pranešimas pristatytas tarptautinėje konferencijoje Kaune "Atviras profesinis bendradarbiavimas", 2015 m. lapkričio mėn. 5d.
VDU išbandyti virtualaus mobilumo scenarijai, virtualaus mobilumo apivrėžimai bei patarimai, kaip geriausia jį įgyvendinti. Taip pat pateikiamos nuorodos į OUVM projeto rezultatus
Presentation "Atviras profesinis bendradarbiavimas" by Estela Dauksiene is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
CC BY-SA
Atviras institucinis bendradarbiavimas kokybės gerinimuiEstela Dauksiene
Estelos Daukšienės (LieDM asociacija) pranešimas mokslinėje - praktinėje konferencijoje "Nuotolinio mokymo patirtis Šiaurės Lietuvos švietimo institucijose", 2014 m. balandžio 25d. Šiauliuose
The Revive VET project aims to develop quality assurance systems for vocational education and training (VET) and continuing vocational education and training (CVET) by reviewing practices, applying innovative ICT integration methods, and building online communities. The project has identified quality criteria for ICT integration at the institutional, curriculum, and professional skill development levels. Tools have been developed for self-assessment, case development, and peer review on these levels, and 32 cases have been developed in selected areas. The quality criteria and tools are available on the project website.
UbiCamp is an Erasmus project that aims to promote virtual student mobility through online courses delivered in English. The consortium developed templates to help institutions set up virtual exchange programs. Institutions would sign Erasmus+ agreements indicating support for virtual mobility and agree to recognize virtual courses based on these agreements. Students would be selected by their home institution but enrolled at the host institution during the semester. Results would then be shared with the home institution for recognition purposes according to the signed agreements. Institutions were invited to identify courses for virtual exchange and sign bilateral agreements by April 10, 2014 to participate in the autumn 2014 semester exchange.
Pranešimas apie virtualų mobilumą - kas tai yra/nėra ir galimi scenarijai bei sekmės faktoriai. Pristatyta 2014m. vasario 21d. Šiaurės Lietuvos kolegijos konferencijoje, Šiauliuose.
Estela Dauksiene research on Virtual Mobility in Higher EducationEstela Dauksiene
1. The doctoral dissertation by Estela Daukšienė aims to conceptualize virtual mobility in higher education by analyzing its main components and their relationships.
2. Virtual mobility is defined as a way of learning, teaching, research, communication, or collaboration based on developing intercultural competence through the cooperation of higher education institutions using appropriate technologies to achieve academic goals and recognition of learning outcomes.
3. The research analyzes the main components of virtual mobility - scenarios, curriculum, technologies, and competencies - and their interrelationships, and identifies factors for successful implementation as well as obstacles such as diverse understanding and lack of recognition procedures.
4. Recommendations include defining the virtual mobility concept, increasing
The presentation of the use of quality assurance tool for self-assessment, case development and peer review, together with some ideas for curriculum design of TEL course. The recorded presentation of this tool is also available at http://www.youtube.com/watch?v=Xi-hAH72cn8
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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!
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
3. 3 levels of online or
blended studies at VMU
• Guidance in online and blended
learning by Innovative Studies
institute
• Studyonline.lt
4. Requirements for 1 level
blended studies at VMU
• Course description
• All topics
• Slides or other learning material for all
topics
5. Requirements for 2 level
blended studies at VMU
• 50-90% of all learning materials and
activities:
• Course description;
• Learning plan;
• Lecture records or link to synchronous
online meetings;
• Assignments and their assessment
criteria
• Self-check tests or other online
activities.
6. Requirements for 3 level
blended/online studies at
VMU
• 91-100% of learning materials and learning
activities:
• all mentioned at level 2 just with higher
interactivity and more online meetings
7. Open online studies at
VMU
• Openstudies.vdu.lt
• Target group – society and companies
• For individual or group learning online
• Based on different subject areas, such as
foreign languages, business and
communication, humanities, social
sciences, law or informatics
8. Quality assurance of
courses for online studies
• University online courses or open e-courses
• Expert assessment of the course preparedness for
online learning
• Common quality assurance criteria
questionnaires used
• EN link to tool:
http://www.reviveproject.eu/vet/quality-
criteria/revive-vet-curriculum-design-quality-
11. Virtual mobility characteristics
Virtual mobility in higher education is a way of
learning, teaching, research, communication, or
collaboration, based on the following characteristics:
• Development of intercultural competence;
• Cooperation of higher education institutions;
• Application of appropriate technological solutions for
teaching and learning, communication and
collaboration;
• Aimed at achieving academic goals and recognition of
the achieved learning outcomes
12. Types of virtual mobility
activities
1. Virtual seminar (series) or part of
the virtual course or virtual
course/module or Virtual study
programme
2. Virtual placement
3. Virtual support activities for
physical mobility
(before, during or after traditional
mobility)
13. 2 perspectives or types of
virtual mobility:
Student virtual mobility
And/or
Teacher virtual mobility
14. Various VM scenarious
– Ubicamp
Student virtual mobility case
• Unicamp.eu
• Openu.vdu.lt
• http://www.teacamp.eu/moodle2/
16. Ubicamp scenario - lessons learnt
• It is easier to coordinate the process if bilateral
agreements are chosen instead of multilateral
• It depends on a university procedure and regulations
how many courses student can take and at how many
universities student can be enrolled at one semester
• Flexibility of a teacher is crucial as not always
intercultural groups may be formed
• Strong coordination of the process is essential
www.ubicamp.eu
17. Student testimonies after VM sessions
in UbiCamp
• You feel like studying in different country, you can
compare our study technique and theirs
• It’s something international, productive, interesting,
exciting …
• When I participate in virtual lecture, I’m more brave
to speak and to write.. I improve my English
• I met new people, new lecturers and new friends…
• It helped me a lot for my professional life
18. Various VM cases:
OUVM,
VMU master studies,
TeaCamp
Student and teacher virtual mobility cases
• Openstudies.eu
• Teacamp.eu
• www.teacamp.eu/moodle2/
20. Student and teacher VM scenario –
OUVM case success factors
• It has to come from a need and organized within trusted
network
• Try to do this in a blended way - necessity of synchronous
meetings (esp. teachers)
• Everything has to be pre-planned and coordinated
• Initial teacher training and support necessary
• Benevolent attitude and encouragement for participants
www.openstudies.eu
21. Various VM scenarious – VMU master studies case
Main features:
• Joint course planning and delivery between 2 universities (in
Lithuania and USA) for 10 years already
• Students and teachers meet in classrooms and have a joint video
conference each week
• Students prepare group-works while collaborating online with
other countries students
• Teachers present the same topic from each countries perspective
22. Various VM scenarious – VMU master studies case
success factors
• The topic of the subject is more valuable when discussed from
different countries’ perspective (i.e. Global social problems)
• The course is included in the master studies programmes in
both universities (although not as vm course)
• Both countries see the course as “worth organizing it this way”
• it comes from a need
• no additional financial contributions are necessary
• Strong cooperation between teachers
23. Student testimonies after VM sessions (VMU
master students)
• Very optimistic experience, it was a better experience
than we expected
• Unusual, unique experience, and very valuable
• It was not just theoretical background but also a
possibility to communicate with students from other
cultures
• In the beginning it was difficult to understand them,
but I improved my English knowledge and got a
broader view of the topic
• In the beginning I was afraid of that but now I feel that
it was very good and if somebody has this opportunity
you definitely have to use it
24. Various VM scenarious – TeaCamp
• It works better with bachelor program students
• Each institution procedure and (country) regulations may
differ and bring additional challenges
• Time and semester schedule is always an issue
• It’s still a project based activity
www.teacamp.eu
25. Various VM scenarious – TeaCamp case
lessons learnt
• If you aim at recognition of learning outcomes/course,
you have to think about it before running a pilot
• It’s compicated/ not possible to recognize a course that is
delivered and participated by teachers and students from
several universities
• International group activities and international teacher
background bring additional value to any course
www.teacamp.eu
26. Student testimonies after VM sessions in
TeaCamp
• We became more open-minded for the other
cultures…
• We improved various skills and competences
• It was a chance to use knowledge practically
• We discovered new viewpoints of cultural differences
• We learned to collaborate in a virtual environment
• We learnt to better organize our study time schedule
• We had many positive feelings and a valuable
experience, and really appreciate it
• We’ve got more than we expected
27. More testimonies of the students
• http://www.ubicamp.eu/pilotexperience
• http://www.youtube.com/watch?v=ukAtoJ7GXOU –
„Reflections on virtual mobility at Vytautas Magnus
University (Master studies in Social work)“ (Student Jovita)
• http://www.youtube.com/watch?v=jppcjsvJYBk -
„Reflections on virtual mobility at Vytautas Magnus
University (Master studies in Social work)“ (Student Vitalija)
• http://www.youtube.com/watch?v=WcC-BffM5DQ –
„Testimony on studying at 6 HEI via virtual mobility in
TeaCamp project (VMU bachelor studies in Education).
Student Lina Nikitinaitė
28. VM process management
requirements
• Joint agreements, detailed
planning and benevolent attitude
• Strong coordination and
cooperation
• Each time different issues are
faced
29. VM organization is a
challenge for institution
• Opens its practices for revision
• Opens all departments for virtual
collaboration
• Requires openness from teachers and
students to participate
• Opens new possibilities for students,
teachers and institutions
Student virtual mobility implemented in Ubicamp project was the case that was most similar to physical Erasmus. The main reason to chose this scenario was the recognitions of student virtual exchange.
Ubicamp scenario embeded:
- The virtual studies of the selected course at course hosting institution with the focus on administrative procedures that enabled student enrollment at host university and recognition of a course at home institution later on
- And student sociocultural activities that provided students the possibility to get not just the subject knowledge, but also some sociocultural features