proceedings of Student Mobility and ICT: Can E-LEARNING

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From Virtual Mobility to Virtual Erasmus - The European Portal of International Courses and Services Christina Brey, George Ubachs, European Association of Distance Teaching Universities (EADTU), Heerlen, The Netherlands christina.brey@eadtu.nl, george.ubachs@eadtu.nl Introduction In the political and societal discourse of the developments in higher education, students’ mobility has become increasingly important. But talking about student mobility usually means talking about physical mobility. You will immediately think about students in the beginning of their twenties packing up a suitcase and spending several months abroad. It means living and learning in a foreign country and sending postcards back home. But what about the growing number of students older, engaged in family and work life, the handicapped, less well off who cannot get a room in L’Auberge espagnole? What about the lifelong learner everyone is talking about? On the European level the current efforts to motivate and enable more students for spending time at a foreign university during their academic education are almost exclusively focused on physical mobility. This does not fit to the reality of today’s education system nor does it reflect the needs of today’s students. Several pilots have shown that virtual mobility serves as a supplement to the current forms of international student mobility considering the needs in lifelong learning. With this paper we would like to introduce the next major step taken in the field of Virtual Mobility: the conversion of Virtual Mobility to Virtual Erasmus, in terms of evolving from the pilot phase towards mainstream provision of Virtual Mobility for all universities. An important part of this is the development of the supporting infrastructure, here introduced as the European Portal of International Courses and Services (EPICS). Background The growing importance of international student mobility is embedded in the context of the changing landscape of higher education worldwide and can eventually be conceived as a result of three developments on a broader societal level. In a globalised world, people’s lives are less-and-less constrained by geographic proximity (Baumann, 2000; Stichweh, 2003). The world has become smaller and travelling as well as meeting people from foreign countries has become a regular routine for many of us. In the process of individualization, traditions and institutional regulations have eroded and in a “multiple-options society” (Gross, 1994) people can and have to make choices in all spheres of life, including their education, career and professional development (Beck, 2004). Finally, knowledge has become the major capital and creative force of today’s society. In a knowledge society knowledge has become a factor of production and labor is increasingly based on scientific skills. (Böhme, 1997; Gibbons 1995; Stehr, 1994; Weingart, 2003). Political initiatives on promoting international mobility of students go back as far as the late 1940s when the Fulbright Program was established. Since then many other national and international bodies have taken up activities in promoting international student mobility in higher education. Likely the most wellknown initiative on the European level is the Erasmus programme. Since its launch in 1987, the programme has been running for more than twenty years and has become a household name within European Academia. Until now, more than 1.7 million students have participated in the programme (1). Despite new ambitions to create a European Higher Education Area (European University Association, 2001), to endorse a fluid structure of mobility (European Commission 2006) and to make the Erasmus scheme an element of the new European Union’s Lifelong Learning Programme 2007-2013 with setting the target of doubling the current cumulative figure to three million individuals participating in Erasmus by 2012, the focus of the Erasmus programme (as well as other initiatives) was kept on physical mobility. But the statistics and more research carried out so far indicate the limits of what can be achieved through the current mechanism. Next to financial reason additional restricting factors such as being Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 176
engaged in family and/or work life, health or special needs are playing a major role for many learners as well. However, lifelong learning must be available to all, without restrictions. Virtual mobility serves as an ideal supplement, a more flexible and cheaper mobility scheme, fitting the needs of non-mobile students and lifelong learners. As a general term, virtual mobility means “the use of information and communication technologies (ICT) to obtain the same benefits as one would have with physical mobility but without the need to travel” (eLearning Europa, cited in Bijnens et al, 2006). Furthermore, virtual mobility “offers access to courses and study schemes in a foreign country and allows for communication activities with teachers and fellow students abroad via the new information and communication technologies.” (EADTU Task Force on Virtual Mobility, 2004). Such a type of mobility does not only contribute to the original vision of the Erasmus programme on a truly European scale, but also add a new flexibility and breadth to the ambition of European student mobility. Furthermore, it offers more varied modes of study which can be shorter, time specific and place independent, as well as provide more personalised and more specialised opportunities for the student. One can imagine several dimensions of mobility in its virtual concept, including the creation of virtual learning communities, virtual projects and others. From pilot phase to mainstream Within the EADTU and other European networks, several initiatives and programmes on virtual mobility are already running resp. have been finalized. To highlight a few: In the project e-move: an operational analysis of virtual mobility (2006-2007) several virtual mobility courses were developed and implemented. In addition recommendations and procedures for wide scale applications have been published. With REVE (2005-2006) a manual on virtual mobility was published, giving support to teaching staff in implementing virtual mobility. In VM-base (2006-2008) a full-fletched ‘blended’ Erasmus action was setup and supported in oder to enhance the success of the Erasmus programme. The Net-Active project (2006- 2008) initiated a European network of Master courses by intercontinental virtual mobility with Latin America. And finally CSVM (2006-2008) helped to bring distance students into online working via virtual internships and thus stimulate their employability (2). These activities have shown the profit of virtual mobility next to physical mobility. They help to overcome its obstacles and to mobilise students that are less likely or even excluded from participation in international studying. To make the best use of the knowledge and experiences gathered in the different projects and guarantee their sustainability in the course of the next two years EPICS will be developed. Its main features and key objectives, partnership and project set-up as well as target groups, impact and sustainability will be introduced in the following paragraph. EPICS - The European Portal of International Courses and Services Main features and key objectives The EPICS project’s main objective is to increase the number of student mobility throughout Europe and support the realisation of a European Higher Education Area by organising a Virtual Erasmus scheme. The idea is to have a centralized web portal showing all distance/e-learning courses available to international students. Those looking for international courses can find a selection of them on their own university’s website, provided from a central platform which is administered by the course providers. Universities will be given the possibility to offer a selection of courses made available for virtual mobility via a customized “window” to their students on EPICS. But only those international courses fitting and supplementing the offerings of that particular university will then be made accessible for their students. The student can take the available courses with the guaranteed recognition of credit points based on bi-lateral agreements amongst participating universities. As an additional option, students and universities will also be enabled to visit the full EPICS portal directly and view and select from all courses available. Thus EPICS provides a link between universities, students and courses all over Europe. Universities have the opportunity to share university courses and broaden the offerings to their students by international cooperation. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 177
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Proceedings of Student Mobility and
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Contributions listed per session We
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Teaching Part-time Students Using C
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Description of Practices of Knowled
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Remediating Summer Classes and Diag
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computing and displaying geometrica
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significant. For that reason, the f
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Apparently, ‘new learning’ work
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Delivering a Masters: from Paper to
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1 or 2 days of face to face contact
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MyDundee and the different forms of
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Unified in Learning - Separated by
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views. As the IOs staff has to coll
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discussion forums promises to yield
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Additionally to the CIS each course
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system 5.9% and Blended Learning 10
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Conclusion The survey shows that th
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Competence Based Teaching and Evalu
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knowledge but also the skills of th
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Figure 2 How could we integrate the
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One, of the most important assumpti
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The Influence of Portfolio Media on
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discussed the portfolio. The last h
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Indicators of Needs for Preparatory
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study programs. A wide choice of st
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References Dijsselbloem, J., e.a. (
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Findings So far, seventy-four stude
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Students’ Mobility, Acculturation
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Pedagogical Approaches Used For Pre
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• the teacher is a learner togeth
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learning. He pointed at the method
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Wieland, A., Brouwer, N., Kaper, W.
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The live learning lab was more than
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For the audience site, the camera s
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video/audio compression and competi
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applications for a typical presenta
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