What is Virtual Collaborative Learning

ERASMUS+
Prof. Dr. rer. pol. habil. Eric Schoop
What is Virtual Collaborative Learning?
Short Information about Background, Framework and Role in European Higher
Education
VALEU-X – 1st Expert Forum – Tirana – online 2020-05-12

Faculty of Business and Economics | Chair of Wirtschaftsinformatik, esp. Information Management | Prof. Schoop
VALEU-X – 1st Expert Forum – Tirana – online | What is Virtual Collaborative Learning | Prof. Dr. Eric Schoop08/06/20 2 of 24
•  Research & Teaching on Digitalisation and
its impact on
•  Learning & Teaching in
•  Higher Education
(Internationalisation)
•  Continuing Vocational Training
•  Knowledge Work in Organisations
•  E-Learning Representative of the
Faculty of Business and Economics
•  Member of numerous Accreditation and
Evaluation comittees

Research & Project Focus

Expansion of the
European Union
in 2004
Dresden, Germany
European Higher Education Area
European Union
as of 2003
Albania

Technische Universität Dresden
University of Excellence

VALEU-X Project Partners

Virtual Mobility: Bologna Roadmap &
the European Knowlege Society
Goal of the European
Higher Education
Roadmap
“... to establish a more complete
and far-reaching Europe,
in particular building upon and
strengthening it‘s intellectual,
cultural, social and scientific
and technological dimensions.“
(Bologna Declaration 1999)
1.  Academic grades easy to read & to compare
2.  Bachelor & Master programs
3.  Accumulation & transfer of credits (ECTS)
4.  Mobility of students, teachers & researchers
5.  Quality assurance / accreditation
6.  European dimension of Higher Education
10 year mission for the EU to become “the most
competitive and dynamic knowledge-based
economy in the world“ (Lisbon Council 2000)
Making a European Area of
Lifelong Learning a Reality
(EU Commission 2001)
eLearning Action Plan
(EU Commission 2001)
How do we
have to adapt
learning &
teaching
processes?

Virtual Mobility: Bologna Objectives
The European education and training system has to encourage the
personal growth of European citizens in three aspects:
1.  Skills – currently needed technical, social and personal competencies, giving an
individual a secure foundation for life and enabling him to work together in groups
with specialists from other disciplines, intelligently using existing Information and
Communication Technologies (ICT),
2.  Adaptability – the ability to learn about and adjust to new situations, while staying
independent and respecting others, and
3.  Mobility – the skills required in today’s international and multicultural society,
especially the ability to work and communicate with others across national
boundaries and by this to adapt to the challenges of a global economy.
Source: European Council (2001): The concrete future objectives of education and training systems. 14.
February 2001, Brussels, Belgium
http://register.consilium.europa.eu/pdf/en/01/st05/05980en1.pdf

Need to shift our conception about
today’s students
The shift from manufacturing work to ‘knowledge work’
The distribution of work over large geographical distances
The increasing importance of working from home
The shift from traditional vertical hierarchies to
self-managing teams
The rise of the nomadic worker which weakens the relationship
between employers and employees
“Universities: think about what jobs your students can get if they follow
your courses.“ (Coyne, 2008)
(Perez-Sabater, Montero-Fleta, MacDonald, & Garcia-
Carbonell, 2015)

From e-Learning to the digitalisation of
Higher Education: Experience of WIIM
à 1993 1994-96 ... 2001-04
Indicators &
Dashboards
2014-18
2016-20
E-Tutors/
Community
Manager
LearningAnalytics
2005-13 2013-16
VCL Internationalisation of Higher Education
Learning ProcessesLearning Content

Real Virtual
Physical Dimension
Individual
Group
Personal
Dimension
Asynchronous
Synchronous
1
2
Readings
Business Game
5
6
Individual
self organised
Learning (WBT,
eLecture)
3
4
Lectures
Group exercises
8
7
Webinar,
E-Mail
Feedback
VCL Projects
(Learning Communities)
Analog & digital learning & teaching

Didactical Framework: Bloom‘s Taxonomy
Source and details see: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

•  Virtual = online, using new
communication channels
•  Collaborative = in groups, benefitting from the
experience of others
•  Learning = gaining new knowledge
and experience
Virtual Collaborative Learning

Virtual Collaborative Learning:
A framework for virtual mobility
#28 VCL 2009:
•  Dresden GER
•  Riga LV
•  Kaunas LT

VCL Project
Process View in Details
Project Overview
•  Collaboration in the Virtual Classroom 2019

VCL – a complex learning arrangement
Concrete realisation
•  Four main design dimensions as “pivotal instruments”
to ensure quality in our VCL settings
Situative Learning
MS Teams – Collaboration
Platform
Dashboard &
Gamification
Personalized feedback &
assessment

Situative Learning
Knowledge in higher education. Adapted from (Dubs, 1995)
•  Realistic cases, working tasks and roles

Collaboration Platform
Microsoft Teams
Collaboration
platform and social
network
Group blog & forum
& ★ Ratings
File exchange
FriendshipPersonal profile
Chat
Wiki
LearningAnalytics
Analysisofuseractivitiesandinteractions
E-Tutors
Moderation
Feedback
Individual support
Participants

Social Learning Analytics

Pedagogical Support Concepts
Technical Support
•  Support in dealing with collaboration tools
(functionality, selection, technical problems)
Organizational Support
•  Supervision of the timely processing of the
task
Evaluation
•  Support of the evaluation while using an
evaluation instrument
Specialized Support
•  Clarification of content issues
•  Assistance with comprehension problems,
ambiguities, misunderstandings
•  References to literature and tips for working
techniques and methods
•  Guidance for learning tasks, hints for
processing learning tasks
•  Feedback on learning tasks and on the
method)
Personal and Group-Related Support
•  (Support in the) organization of learning
activities
•  Feedback on the learning behavior of the
individual/group
•  Support in conflicts
•  Support in case of learning problems of the
individual/group
•  Pedagogical support by qualified e-tutors (Jödicke, 2014)

Motivation for Student & E-Tutor
Participation (besides ECTS & grades)

For more details on VCL see ...
2019-12-11
Schoop, E., Clauss, A., Safavi, A. A. (2020).
A Framework to boost Virtual Exchange
through International Virtual Collaborative
Learning: The German-Iranian Example.
DAAD Conference Proceedings, (in print).
Presentation article on the web:

tinyurl.com/Virtual-exchange

Presentation Video on the web:

tinyurl.com/DAAD-VX-Video

VALEU-X is more than just a capacity building activity for us at TU Dresden
We invite all project stakeholders to join our VCL activities to foster virtual mobility –
preparing and/or substituting virtual exchange
§  Lecturers
§  Students
§  Universities‘ staff members
§  Political & social decision makers
Thank you for your audience
D-01062 Dresden
Tel: +49 (351) 463-32845
Fax: +49 (351) 463-32171
E-Mail: eric.schoop@tu-dresden.de
Skype: eschoopdd
Web: https://wiim.wiwi.tu-dresden.de
Technische Universität Dresden
Fakultät Wirtschaftswissenschaften
Professur für Wirtschaftsinformatik,
insbesondere Informationsmanagement
Faculty of Business and Economics
Chair of Wirtschaftsinformatik – Information Management

Balázs, I. E. (2005). Konzeption von Virtual Collaborative Learning Projekten: Ein Vorgehen zur systematischen
Entscheidungsfindung. Dissertation. TU Dresden.
Clauss, A., Lenk, F., & Schoop, E. (2019). Digitalisation and Internationalisation of Learning Processes in Higher Education: A
best practices report. In Proceedings of the 13th Iranian and 7th International Conference on e-Learning and e-
Teaching (ICeLeT 2018). Teheran, Iran.
Coyne, D. (2008). Employability: The Employers’ Perspective and its Implications Bologna Process Employability. Retrieved
December 15, 2017, from http://www.aic.lv/bolona/2007_09/sem07_09/Luxemb_employ/Plenary1_DavidCoyne.pdf
Davies, J. A., & Merchant, G. (2009). Web 2.0 for schools: Learning and social participation (Vol. 33). Peter Lang.
Dubs, R. (1995). Lehrerverhalten. Ein Beitrag zur Interaktion zwischen Lehrenden und Lernenden im Unterricht. Zurich: SKV.
Jödicke, C. (2014). Seminar zu Qualifizierung von E-Tutoren. Dresden.
Lenk, F. (2018). Virtual Social Learning Environments – a Cybernetic System? Towards a Decision Support System. In 2018
17th International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1–5).
https://doi.org/10.1109/ITHET.2018.8424763
Perez-Sabater, C., Montero-Fleta, B., MacDonald, P., & Garcia-Carbonell, A. (2015). Modernizing Education: The challenge of
the European project CoMoViWo. Procedia - Social and Behavioral Sciences, 197(February), 1647–1652. https://
doi.org/10.1016/j.sbspro.2015.07.214
Richter, H. (2002). Lernerfolgsüberprüfung im handlungsorientierten Unterricht der Berufsschule. BoD--Books on Demand.
Rietze, M. (2019). eCollaboration in der Hochschullehre – Bewertung mittels Learning Analytics. TU Dresden.
Shum, S. B., & Ferguson, R. (2012). Social learning analytics. Proceedings of the 2nd International Conference on Learning
Analytics and Knowledge - LAK ’12, 15, 23.
Tawileh, W. (2016). Evaluating Virtual Collaborative Learning platforms using Social Network Analysis. In Digital Information
Processing and Communications (ICDIPC), 2016 Sixth International Conference on (pp. 80–86). IEEE.
van Schaik, F. (2019). Virtual mobility in vocational education. In Alkmaar: EMEU Engineering Mobility in Europe.
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