Evaluation of the Swiss Virtual Campus - Schweizerische ...

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continued changes brought about by technology. Who this should be and how it is managed is a need identified by the panel, but outside their mandate to consider. 6. International comparisons The European Commission started the first systematic research on Information and Communication Technologies for Education and Training as far back as 1988 with the DELTA programme. At that time, before the advent of the Web, technology-enhanced learning (TEL) focussed on the development of complex multimedia programs, most of which were never used after the funding finished. Britain The British government also sponsored a Teaching and Learning Technology Programme in the 1990s with similar aims to those of the SVC: universities were encouraged to partner across the country and sustainability was a key concern. The programme succeeded in significantly raising the level of awareness of what multimedia technology has to offer in higher education, but very little of the courseware that the programme produced, achieved the anticipated gains in productivity and efficiency. The funders were very keen to see the results embedded; however, it could be argued that it was not just the use of the resources that should have been embedded, but the continued production of further resources and the increased use of blended learning. Although neither of these programmes could really be called successful, what they both did was lay the foundations, develop the human networks, and provide a taste of what elearning could be. Both have been followed up with subsequent funding programmes which have built on the foundations laid by the initial projects. Current funding in the UK centers on the Teaching and Learning Research Programme (TLRP). This is the United Kingdom's Economic and Social Research Council's largest investment in education research. It was initiated in 2000 and is expected to end in 2011. The programme incorporates 700 researchers in 70 projects. Germany As in Britain there have been numerous approaches in Germany to support the introduction and development of the concept of a “digital campus” and technology enhanced forms of teaching and learning. It was started by the Länder e.g. Baden-Württemberg in the 1990s and followed by nearly all other Länders like Northrhine Westphalia, Lower Saxony and so on. There also have been special programs for universities of applied sciences as with the Lübeck university of applied science and a number of partners (“Virtuelle Fachhochschule”) or with “Virtuelle 40
Hochschule Bayern” in Bavaria offering distance teaching courses supported by the single participating universities. The Länder approaches were accompanied and followed by similar programs of the federal government, partly in cooperation with the Länders. In the beginning a main focus was laid on the technology, followed by a focus on the content. In the meantime all funding agencies realized, that without the support of the technology infrastructure units and the rectors of the universities no sustainable progress was possible. Currently only a few of the Länders still fund more focused initiatives for technology enhanced learning and teaching, e.g. Lower Saxony and Baden-Württemberg. The new trend can be seen in initiatives of the federal government and some of the Länders to support excellence in teaching which will be including the use of new media. Austria In Austria the ministry was assisted by a Steering Group. The steering group selected the projects and chose among its members an evaluator for each project who had to accompany the project and visit it once a year. There was a second content development phase similar to that in Switzerland. Then came a strategic policy phase, in which the call was titled “Entwicklung und Umsetzung von e-Learning/e-Teaching-Strategien an Universitäten und Fachhochschulen” (2005). The projects were selected by a panel of foreign experts from Germany and Switzerland. These evaluators were asked to accompany the chosen projects for two years and evaluate them. The projects were invited once a year to a meeting in Vienna in which there was a demonstration of each project, an exchange between the projects, a report by the evaluator and a questionning of the project. Additionally, the Austrian ministry financed a so-called “server project” that maintained a portal for all projects and issued a monthly newsletter. In addition to the steering committee there was formed a self representation of the universities, called “Forum Neue Medien (FNM)”. The Forum was represented in the Steering Group. Now the Forum calls itself “fnm-austria”, and is an association (gemeinnütziger Verein), and the universities are its members. They have a business meeting every quarter of the year. On the whole, the Austrian projects were very successful. A certain part of their success was due to the fact that they were continuously consulted and evaluated. Another part might be due to the consultation process with external experts. Finally, the building of a strong community in fnm-austria that has been in existence for 8 or 9 years also contributes to this success. 41
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SWISS VIRTUAL CAMPUS Postfach 607,
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