Virtual Campuses
IV Jornadas Internacionales de Campus Virtuales
Si la innovación ha sido una constante en la vida de los servicios de nuestras universidades, los especiales momentos que atravesamos no deben ser un obstáculo para que siga siendo un elemento que guie la práctica de todos los profesionales que los conforman.
Por ello, consideramos que la celebración de estas jornadas cobra una especial significación y puede constituir, no solo un espacio de intercambio, sino también de unión en la búsqueda de soluciones que permitan mantener los estándares de calidad, pese a la merma de recursos que nos afecta de manera generalizada.
Interview with Yuri Kazepov, Project coordinator of the E-URBS Project (2005)
After the eLearning Programme closed down the EACEA Agency interviewed the coordinators of some of the projects that were funded by this programme. You can read here the answers given by Yuri Kazepov, coordinator of E-URBS - European Master in Comparative Urban Studies
How did the project improve possibilities for e-learning?
With the E-URBS project we created a 60 ECTS Master on Comparative Urban Studies that was developed and implemented by all partner universities in a unified curriculum. In the project, e-learning was one of the important means to overcome distance and unifying the overall teaching activities. In the project we balanced this technical aspect with institutional, pedagogical and content-related aspects. The fact that an important part of the teaching activity took place online through E-learning eased the inclusion of many students from all over the world. Whilst most of the students were from Europe, there were quite a lot of students from Cameroon, Ghana, India, United States, Argentina and Canada. In total 24 students from 15 countries.
In your training and professional experience, what has facilitated access to the new technologies for education? What has created a barrier? And what are the problems you have faced?
In general terms I think that the main barriers in implementing innovative solutions in an international context of higher education are given by established routines and institutional barriers. The first pertains to individuals the second to institutions. The latter, despite the ongoing Bologna process, not always provide the best environment for designing an international curriculum in a joint and collaborative way. On the contrary interdisciplinary and creative thinking, problem solving oriented minds help overcoming these difficulties. Providing a rich interactive environment helps as well. In the project we did that by providing a frame to deal with differences (cultural, disciplinary, age, gender, ... ), fostering co-opetitive attitudes, i.e. rewarding both cooperation and competition in breaking down disciplinary boundaries. This approach constituted one of the strengths of the project and is still being used in our university in Urbino (Italy) in some courses. Our e-learning platform allowed the students from different disciplines to work together on a question, to share ideas in brainstorming settings and to collaborate across nationalities and disciplines to draft short essays, test answers, etc.
What impact has the eLearning programme and project had on the lives of beneficiaries/target groups?
We balanced face-to-face and online teaching in a way that students developed a sense of belonging and become a truly international learning community of practice. The cohort of students of the project founded an alumni network, which is still active and connected worldwide, also on Facebook. Virtual and physical mobility provided them with access to high quality training at international level through a cost effective solution. Methodological classes from Dutch scholars, debates on governance with Danish and Spanish colleagues, classes on changing housing markets by British scholars, etc. all this enhanced transversal, multidisciplinary thinking raising their international profile, not only conveying content, but also cognitive frames to understand and interpret content. The project and the solutions we found taught us that the technical element is very important, but that it has to be in a dynamic balance with the overall pedagogical approach, the underlying institutional arrangements and the content’s design.
What were the impacts of the project for the educational or wider community in the project countries and in EU policy?
Having an impact on EU policy was not our target, even though we surely contributed to speed up the implementation of the Bologna process in the universities involved in our project. Nevertheless, an interesting policy related impact of our E-Urbs project emerged at the regional level in Italy. The project became the knowledge base for starting a project on e-democracy and aiming at a wide consultation in the Marche region. The new project – “Participatory e-democracy practices in the Marche region” – involved young people in an e-discussion over the new framework law on youth policies, reaching nearly 1000 young people in an innovative way.
What was your experience of working with partners in other European countries?
The experience was extremely positive for many reasons. On the one side they helped solving all the bureaucratic problems which were emerging in the attempt to develop the joint curriculum. On the other side, being internationally renowned experts in their own discipline, they provided the ground for a really trans-national and trans-disciplinary high level teaching. This exposed the students to an extremely rich and stimulating environment raising their international profile and conveying contents and worldviews which would have been difficult to get elsewhere.
How was the sustainability of the project ensured?
This kind of projects is extremely costly and complex to be implemented, in particular with nine partners from very different countries. From this point of view its sustainability is not always very easy. We kept the curriculum alive for one additional year. Currently we are in stand-by situation as the university reform in Italy is taking much energy. We envisage a new edition with a smaller number of partners and some little external funding.
How could the project results be transferable?
The model is easily transferable and might be adapted to many disciplines as soon as the institutional support is provided.
What are the most important lessons you have learnt? What are therefore your key messages (max 3) for the future use of ICT in learning?
The main lesson we learned is that when we use ICT in learning processes, we should always embed it in a broader perspective. In particular, if we want to unfold all potential ICT has, we have to balance it, paying adequate attention to institutional aspects (which ease international agreements), to the need to adopt specific pedagogical approaches and to a specific design of content. This lesson brings about many other lessons, ranging from the need to think transversally, across disciplines and countries, etc. to the need of fostering open mindedness. In fact, innovation is not just having the most advanced ICT device. It is also related to its use in innovative processes. The whole web 2.0 “revolution” clearly warn us from detaching product-innovation from process-innovation. They should go hand in hand supporting and enriching each other.
Access the DOSSIER: eLearning programme 2000 - 2006: The Legacy to learn more about the eLearning programme
Interview with Ulf-Daniel Ehlers, Project coordinator of the TRIANGLE Project (2004)
After the eLearning Programme closed down the EACEA Agency interviewed the coordinators of some of the projects that were funded by this programme. You can read here the answers given by Ulf-Daniel Ehlers, project coordinator of TRIANGLE
How did the project improve possibilities for eLearning?
The project has been on quality for eLearning and as an outcome a European level organization, European Foundation for Quality in E-Learning (EFQUEL) has been established. This organization offers access to the information on quality and e-learning for European organizations, networks and institutions and it is a forum for discussion and exchange of good practices and experiences.
What was your experience of working with partners in other European countries? How did the inter-European scope enrich the project?
There are several aspects: Firstly, project itself was a composition of 3 prior projects, so a combined project in which members of 3 different consortiums came together. It was challenging to bring together different networks and organization in one project, but this challenge turned out to be the success of the project, since the question of quality can only be solved through a comprehensive and multistakeholder environment - which was exactly provided through the diverse nature of the consortium. Lastly, project outcomes such as policy papers on e-learning stated the importance of a comprehensive multistakeholder approach to quality which stressed inclusion and builds on dialogue, as well as products working out the necessary competences to develop quality.
What were the impacts of the project for the educational or wider community in project countries and in EU policy?
The project had policy effects on several levels; Policy and regulatory bodies decide joining to our network as a result of their direct interest and also they contribute to the quality development in e-learning. Besides that EU Networks working on e-learning and distance learning have relations with EFQUEL as associate partners or they are partners. These memberships and partnerships provide an indirect effect on EU policy as those organizations are clusters that are involved in EU policy making.
How was the sustainability of the project ensured?
The most important decision was to establish the Foundation, not only after the project had been over but already from day 1 of the project on. The project ensured the success and sustainability, because a complex organisation like the Foundation needs time to develop and the project proved to be a good host for the young organisation which by the end of the project had already achieved a certain degree of majority.
In what ways were the dissemination activities successful?
As there were 3 networks working together for one project, there have been many opportunities for dissemination of the project. Through large scale of partners who are experts in EU field, the Project was present in many major/minor European events. For instance, there were already 40 organizations involved in the project as future members of EFQUEL.
What are the most important lessons you have learnt? What are therefore your key messages (max 3) for the future use of ICT in learning?
The use of ICT in education and training should focus on innovation and ask the question how ICT can be used to do things differently and with better quality – and not just how to reproduce educational offers in the same way as they have been done without ICT.
Access the DOSSIER: eLearning programme 2000 - 2006: The Legacy to learn more about the eLearning programme
Interview with Jose Pessanha. European Commission - DG Education and Culture
Going back to the past and recalling the specific atmosphere of those years, what were the challenges that you wanted to address through the eLearning programme?
The overall objective of the eLearning programme was to "support and develop further the effective use of ICT in European education and training systems", which should constitute a crucial factor of "their adaptation to the needs of the knowledge society in a lifelong learning context". Under this framework, the programme addressed essentially the contribution of ICT in lifelong learning through the promotion of digital literacy, in particular for those with poor or no access to the technologies, the promotion of virtual mobility in higher education, the support to a Europe wide school networking scheme, including the training of teachers, and the dissemination, promotion and transfer of good and innovative practices of ICT use in education and training.
As underlying dimensions we can mention the contribution of ICT to strengthen social cohesion, to enhance the European dimension in education and to support the development of innovative teaching methods.
What do you think was particularly successful about the programme?
Although the programme was in general quite successful and cost-effective, I would put a very special emphasis on eTwinning, which is still a major ongoing European initiative in the field of school networking, supporting the exchange of innovative teaching methods and contributing to students' virtual mobility and teachers' professional development.The programme also successfully enhanced the European dimension in education and promoted co-operation between stakeholders in e-learning, for example in the fields of quality and open resources.
What are the most important lessons learnt?
The design and successful implementation of eTwinning, including the effectiveness of its funding model, demonstrates the potential of ICT to support innovative learning experiences, which would not be possible otherwise. It also shows the importance of integrating ICT in a coherent pedagogical project addressing clear needs and with the allocation of appropriate content and technical resources.
What are in your view the main challenges for the future of ICT in learning?
In my opinion the main challenge now is the full integration of ICT in education and training, both as a learning aid and a subject, implying the rethinking of organisation, curricula, teacher training and school infrastructure.
A particular effort should also be put in ensuring access to all, which would contribute to create the conditions favourable to increase participation in lifelong learning.
Access the DOSSIER: eLearning programme 2000 - 2006: The Legacy to learn more about the eLearning programmeReviewing (traces of) European Virtual Campuses
The purpose of this 2 year project is to make an inventory and systematic review of cross-institutional Virtual Campus initiatives of the past decade within higher education at European, national and regional levels.
Re.ViCA aims
- to make an inventory and to carry out a systematic review of cross-institutional Virtual Campus initiatives of the past decade within higher education at European, national and regional levels.
- to look not only at currently operational Virtual Campuses, but also at the legacy and impact within higher education generally of those Virtual Campus initiatives that have ceased activities.
- to identify relevant parameters and success factors for evaluating and comparing Virtual Campuses.
- to organise in-depth discussions to incorporate the input of different interest groups: including Virtual Campus management bodies, relevant networks, students, policy makers and a range of experts at a global as well as European level.
- to compare European cases to selected non-European initiatives
- to formulate a set of action points that can be applied to ensure the realisation of successful European Virtual Campus initiatives.
Results of Re.ViCa include
- a global benchmark overview,
- knowledge sharing through the organisation of discussion sessions at carefully chosen events and meetings with experts and policy makers
- a manual with guidelines, best practices, recommendations
Extracted from: EuroPACE
Project Updates:
Launch Re.ViCa wiki: the largest repository on Virtual Campuses and notable elearning initiatives!
Visit our wiki and You will find a list of more than 300 interesting Programmes, all of which have been categorised. Country reports, describing the educational context and ways in which decision-makers in these countries have taken steps to address changes brought about due to the emergence of the Information Society. We have collected and described relevant research projects, outputs, and publications, and provide a list of experts in the field of Virtual Campuses. Please visit and contribute, and become a member of our international group of experts.
New handbook: “Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide” which provides a comprehensive and useful appraisal of Virtual Campuses worldwide.
This practical handbook provides a summary of key initiatives, market leaders and large-scale providers in the different regions of the world presented on a broad region by region basis and refers to more than 300 different institutions, organisations or networks from about 80 countries and reviews many of the factors and issues that can influence Virtual Campuses particularly those in Europe.
The handbook also deals with benchmarking and Critical Success Factors and provides a detailed description of the work undertaken by the research team in arriving at the final set of 17 Critical Success Factors relevant to success of e‐learning in all types of Virtual Campuses along with a list of 14 Key Success Factors ‐ these are Critical Success Factors relevant to success of e‐learning in one or more subsets (categories) of Virtual Campuses, such as private for‐profit providers, consortia, etc.
Paul Bacsich, Director of Research, says “The Handbook documents the immense spread, and to many, unexpectedly wide spread, of tertiary level e-learning across the countries of the world, both developed and not so developed. It will be very useful to many different kinds of readers including policy-makers in ministries, and the analysts who advise them, who will find it vital as they wrestle with the issue of whether to specifically foster and support e-learning or whether e-learning can now be left to some or all of their institutions - the answers are and will be different in different countries. It will also be of significant interest to institutional leaders and their senior management teams, quality agencies who are already actively considering the issue of whether e-learning demands a specific quality regime, communities of researchers in open universities and in distance education as well as practitioners, so often isolated, who will learn that they are not alone - that many others across the world face similar dilemmas and challenges in how best to use e-learning to improve the quality and availability of their courses.
While the Handbook offers no one "magic bullet" for the challenge of making better use of teaching resources (but see the Critical Success Factors for some suggestions), it clearly demonstrates that it is not necessarily the most developed countries or the best-funded and most prestigious institutions that have made the most effective use of e-learning - which should make many people think deeply about their customary practices and beliefs about IT and its role in teaching”.The main editors are Bieke Schreurs, Ilse Op de Beeck, Paul Bacsich, Sally Reynolds, Sara Frank Bristow and Theo Bastiaens.
This handbook is available as a free download, the print version can be ordered from: ilse.opdebeeck@avnet.kuleuven.be (a payment for postage costs may be requested).