proceedings of Student Mobility and ICT: Can E-LEARNING

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In addition to the database, the portal will also include on-line services for offering high quality guided independent learning and support in organizing mainstream offering of virtual mobility in a Virtual Erasmus scheme. The focus in creating the portal is convergence not standardization or uniformity. It will be built on the fundamental principles of autonomy and diversity and embodies the value of coordinated reforms, compatible systems and common action. Next to setting up the EPICS portal several expert groups will be formed sharing their expertise and experience on relevant issues concerning virtual mobility. Their objective will be to institutionalize procedures and provide solid recommendations to common problems. These combined activities will support European universities in making their offerings internationally available and to solve administrative issues, currently preventing them from making their courses available to international students. Partnership and Project Set-up EPICS is a two-year project which has been approved under the European Commission’s Lifelong Learning Programme/Erasmus/Virtual Campuses. It will start in November 2008. The EPICS partnership consists of 11 partners from 10 European countries: Table 1: Partnership of the EPICS-project European Association of Distance Teaching Universities (EADTU) – The Netherlands Co-ordinator EuroPACE Belgium Swedish Agency for Networks and Cooperation in Higher Education Sweden (NSHU) Open Universiteit Nederland (OUNL) The Netherlands Universidad Nacional de Educación a Distancia (UNED) Spain Open University of the United Kingdom United Kingdom Estonian Information Technology Foundation (EITF) / Tallinn Estonia University Università Telematica Internazionale UNINETTUNO (IUTU) Italy Universidade Aberta (UAb) Portugal Anandolu University (AU) Turkey Fernstudien Schweiz (FS-CH) Switzerland The partnership represents a consortium of coordinators from major Virtual Mobility projects sharing substantial expertise and experiences in this field. EPICS will benefit from this via over 40 virtual mobility courses that have been made available through the related projects, various guides and research papers, networks of experts that have been established etc.. Target Groups The EPICS-project aims at several different target groups at the university and political/societal level: The short term target groups are all universities/institutions directly or indirectly involved in the partnership. These are traditional and distance teaching universities already involved or interested in virtual mobility. They benefit from sharing expertise and experience, the extension and sustainability of their virtual mobility-projects as well as the new dynamics of broadening cooperation in this field. The participating educational institutions will have the opportunity to experiment with including international courses in their mainstream offer, by using the EPICS Portal. Next to the project consortium several stakeholders will be involved like the European Commission, the European University Association, the German Academic Exchange Service (DAAD), the European Student Union and other important organizations invited experts. The long term target groups of EPICS are the European higher education institutions in general. The development of a mainstream provision of virtual mobility courses with a portal on European Courses Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 178
and Services contributes to internationalization of European universities and widening participation. Universities benefit from increased numbers of students enrolling from other countries by improved accessibility and attractiveness. The universities further benefit from EPICS by supplementing their existing offerings with selected courses from other universities to enrich their own programmes. University staff will benefit from on-line support and services as part of the EPICS portal. On-campus as well as off-campus students benefit from easy accessible high quality European courses, enabling them to further individualize and specialize their learning portfolio. Further they can benefit from services on-line as well as inter-institutional agreements on enhancing accessibility and credit recognition to support their guided independent learning. Major activities and foreseen outcomes Epics will support the shift from project based virtual mobility to the mainstream provision of international courses. In addition universities will be supported in their efforts to organize Virtual Mobility as an integral part of their study offerings. For the technical support of the internationalisation of courses a European Portal for International Courses and Services (EPICS) will be developed. The three major fields of activity and the related outcomes are: A. Share expertise and experiences of virtual mobility-coordinators For European universities it will not always be easy to make their offerings available to international students, mainly because of administrative issues. Core topics like - barriers and opportunities of the development of Virtual Erasmus; - course availability as well as services on-line within the consortium; - aspects of accessibility and its restricting factors like student admission, fee structures, credit transfer, assessment modes etc will be further discussed and existing expertise will be shared. One of the main goals of this project is to integrate the available expertise and experience with VM to set the basis for a European Virtual Erasmus programme. The core-group will therefore present good practices of organizing virtual mobility and possibilities to overcome common obstacles like assessment on-line, enrolment, recognition of credits etc. address VM specific issues and present possible solutions. This will be partly shared material from earlier projects and partly new produced material by combined efforts. From this activity several contributions to the portal on generic information concerning virtual mobility and specific contributions in relation to online staff and student support will derive, e.g. introduction programmes for virtual mobility staff and students, an introduction to the portal, supporting multi-media tools and inter-institutional agreement forms. B. Combine and extend networks of VM and offerings of courses Experiences so far show that - like in the physical Erasmus-scheme - the dynamics to initiate virtual mobility usually comes from university staff operating in international networks. Therefore the EPICS-project aims at broadening and extending existing networks active in virtual mobility. The objective is to not only increase the number of networks but also the number of subjects covered with virtual mobility courses. So far already 12 networks are represented in EPICS covering several subjects like social and cultural sciences, marketing and sustainable development. These networks and their courses will be the starting input for EPICS. The networks will be stimulated to further broaden their partnership and increase their number of available courses for EPICS. Currently these networks already represent more than 50 courses and more than 80 partners. This serves as a basis for an immediate institutionalisation of a European virtual mobility community. This community already represents numerous participating universities involved in stimulating student mobility. The interchange of the involved networks and establishment of new networks will generate more international courses available to students. By including these courses in the university's mainstream study programmes the visibility and accessibility of international courses to students will increase and consequently their participation. C. Develop the supporting technical infrastructure EPICS Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 179
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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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• For a bridging course of this s
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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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was to apply the newly gained knowl
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Please provide an overall grade for
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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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Peer-assessment, according to Falch
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90 80 70 60 50 40 30 20 10 0 Figure
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and think“). Reliability deals wi
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knowledge but also the skills of th
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Explaining student learning prefere
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• Practice (that is, the problems
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processing strategies, metacognitiv
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0.250 0.200 0.150 0.100 0.050 0.000
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0.400 0.350 0.300 0.250 0.200 0.150
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Selecting Educational Content in m-
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Figure 2 How could we integrate the
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Applying a Fact-oriented Knowledge
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Table 2: List of definitions for su
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One, of the most important assumpti
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Inspecting the KSD in figure 2 reve
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The Influence of Portfolio Media on
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discussed the portfolio. The last h
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Count 10 8 6 4 2 1 2 3 4 5 6 7 8 9
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ased portfolio (n=177). Scoring a 6
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An E-Portfolio for Post-Graduate Co
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Evers, F. T., Rush, J. C. & Berdrow
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Indicators of Needs for Preparatory
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dependent on his/her background, ac
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study programs. A wide choice of st
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It may be presumed that the competi
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Bean, J. P. ( 1985 ). Interaction e
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Facing the Mathematics Problem, Two
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mention the problems that they enco
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gradually from the first to the las
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45% 40% 35% 30% 25% 20% 15% 10% 5%
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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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E-learning - Non-discovered Territo
Page 127 and 128: References Badania potrzeb w zakres
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Page 133 and 134: References Hinton, H., & Vanderwauv
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Page 183 and 184: Towards a Dutch Remedial Education
Page 185 and 186: Hollins, E. R. (1996). Culture in s
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Page 197 and 198: Pere, R. (1982). Ako: concepts and
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