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Mariet Vriens, AVNet K.U.Leuven (Belgium) EDULEARN 2010 5 & 6 July 2010 virtual presentation. Virtual Mobility - an alternative or complement to physical mobility. Who are we? . AVNet : Audiovisual and New Educational Technologies and Networking - PowerPoint PPT Presentation
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Virtual Mobility as an alternative or complement to physical mobility
Virtual Mobility - an alternative or complement to physical mobilityMariet Vriens, AVNet K.U.Leuven (Belgium)
EDULEARN 20105 & 6 July 2010 virtual presentation
1Who are we? AVNet: Audiovisual and New Educational Technologies and NetworkingCentral service of the K.U.Leuven (BE)
EuroPACE: A European non-profit association of universities, educational organizations and their networks
Both very active in exploring Virtual Mobility through several EC-supported projects and other initiatives2Projects on Virtual Mobility
We would like to present in this paper the most recent European projects on Virtual Mobility in which EuroPACE ivzw and/or AVNet-K.U.Leuven play important part as coordinator or core member3What is virtual mobility? Virtual Mobility stands for 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
elearningeuropa.info
Virtual Mobility is a form of learning which consists of virtual components through an ICT supported learning environment that includes cross-border collaboration with people from different backgrounds and cultures working and studying together, having, as its main purpose, the enhancement of intercultural understanding and the exchange of knowledge.
Being Mobile Manual
Def 1: VM should copy physical mobility as much as possibleDef 2: VM is a collaborative learning method, focusing on interculturality and knowledge exchange4New accentsVirtual Mobility is a set of ICT supported activities that realize international collaborative experiences in a context of teaching and/or learning
These different definitions show that virtual mobility, as a relatively new concept, is still a concept under development. Based on our experiences in past and recent projects, we would like to re-think certain elements of the previously quoted definitions. Our basic assumption is that virtual mobility is something that is in essence different from physical mobility, although it can be used perfectly as a complement to or alternative for physical mobility. 5Activities in a context of teaching and learning ...teaching and /or learning and all the activities that enable this (administrative, organizational, logistical)
these activities can take place in fully virtual or blended learning environment
There is a clear and explicit link with teaching and/or learning i.e. videoconferencing for business purposes is not part of this definition
Blended: as a complement to physical mobility6Internationalcross-border activities between educational institutions from different countries. Such activities are subsequently intercultural by nature
What is intercultural?7CollaborativeVirtual Mobility activities enable collaborative learning, i.e. learning from and with each other
Relation to interculturality8ExperiencesVirtual Mobility is about the knowledge of, skills in or observation of international differences/similarities gained through participation in an ICT supported, international event.
Types of virtual mobilityvirtual course or seminarVENUS: model for virtual seminars and summer schoolsREVE: typology of different possible virtual courses
virtual study programmeEPICS: full Virtual Erasmus programme MOVINTER: internationalization of curricula
virtual work placementEU-VIP: models for fully virtual and ICT supported internships
virtual support activities to physical exchangeVM-BASE: exploration of the e-coaching conceptMove-IT: disseminate VM-BASE
In the Being Mobile manual four main types of virtual mobility are identified
10Key IssuesToolsSynchronous and asynchronous Typology: reflective, non-interactive, collaborative, communication an social networking tools
PedagogyStudent-centred and active learningCollaborative learningThe human factor
PlanningHigh level of organisation, planning, timing
Learning through or with support of new technologies, asks for a student-centred and active learning model in which students gradually take upon more responsibility with respect to the learning path and the role of the teacher becomes more and more that of a guide on the side (e-coach).Methods for collaborative learning (i.e. learning with and from each other) are very suitable to use in the framework of Virtual Mobility activities. These methods can also be used to help avoid isolation. As with regular teaching, social integration plays an important role in distance learning. Collaborative cross-border learning will also stimulate the development of intercultural skills, which we have identified as one of the key elements of virtual mobility. In a lot of practical examples developed and tested in the different projects, virtual activities have been combined with facetoface experiences. The human factor always stands out as being one of the most important aspects and the success of activities often depended on whether or not the presence of a coach could be felt. Research has shown that face-to-face contact at some point or on some level is beneficial to the success of the activities, because it builds feelings of responsibility and trust. An important issue in case of fully virtual activities, is that new methods need to be found to realize this by using new technologies.
11Key IssuesLocalisationTo allow students on different locations to participate on equal termsLanguage and culture
Accreditation and creditsMore flexible curricula require new approaches to validating and accrediting learning
Legal agreements and educational policiesNeed for comprehensive frameworks
Virtual Mobility initiatives involve different (educational) institutions, each one with its own cultural background, language, pedagogy etc. The task of dealing with the issue of how to adapt to the cultural backgrounds involved is a complex one. This issue is referred to as the localisation'. The aim of localisation is to allow students from different locations to participate on equal term in the same activities. The challenge lies in the fact to create a learning environment which allows for differences and at the same time makes a coherent learning experience possible. Two issues related strongly to localisation are language and culture
12The next phaseThe integration of Virtual Mobility in mainstream educational activities
Stimulate development of new competences at individual and organisational level
13more [email protected]