International education
EMPOWER offers
At the course level, online international classrooms/seminars can be to organised, engaging all students in a class with new learning opportunities for own students and students in the partner institutions.
Finally, development cooperation programmes can be specifically enhanced by online education and partnerships. Topics include new approaches to international/collaborative course and curriculum development and (blended/on line) mobility; new types of international partnerships; adapted learning environments, tools; international education formats (digital seminars, classrooms, learning communities; think tanks, etc.).
At the institutional level, specific topics are: institutional strategies concerning online international programmes and related mobility; organisational support for new types of partnerships involving collaborative courses/ curricula and flexible courses/curricula; the involvement of OERs and MOOCs to enrich curricula and to reach large scale effects.
Moreover, aspects of funding, quality assurance, certification and accreditation are to be dealt with.
Repository
Peer Learning Activity on Virtual Mobility
12-13 December 2018
On 12 and 13 December 2018, the EADTU Peer Learning Activity (PLA) on Virtual Mobility took place in Maastricht. In this interactive event stakeholder representatives from universities, public authorities, agencies and networking organisations were brought together to reflect on the opportunities offered by virtual mobility.
The PLA focussed on identification of the roles of the different stakeholders and the collection of:
Good practices of virtual mobility:
- New developments in the field of virtual mobility
- How virtual mobility can stimulate European university networks
- Recommendations at Macro, Meso and Microlevel
Setting the framework for Virtual Mobility
Examples of good practices and innovative pedagogies of international collaboration and virtual mobility:
Closing remarks and next steps:
Innovating Education in new modes of teaching and learning webinar week:
20 & 21 November 2018
Current trends in distance education point to changing patterns in business models and in learning design, these were clearly interconnected, and the solutions reside in both high level and low-level decisions. The higher-level decisions are related to personalised learning, practical subjects, shorter programme cycles, partnerships for face-to-face sessions and technologies for seamless learning. The lower level decisions imply the design of learning environments and the implementation of learner support strategies. So, this talk will explore the processes and suitable technologies for learning design, including the design and application of digital media in teaching and learning, and a critical analysis of the benefits of technologies in education. By José Bidarra, Universidade Aberta
I'm pretty sure all distance educators like the concept of students learning collaboratively. But nothing's straightforward in ODL and it's worth asking some questions:
- Why do we like collaborative learning? Is it to improve learning, overcome isolation or to save money?
- What's the best way to help students get together? - forums, mentoring, 'study dating'?
- Do students really like it? Or do some find it unhelpful and even threatening?
- What are the potential pitfalls? Group assessment? Internet harassment?
- Most importantly! - does it work?
By Ormond Simpson, University of London
With blended learning having become “the new normal” (Dziuban, Graham, Moskal, Norberg, & Sicilia, 2018), even traditional on-campus universities work on creating new learning designs to meet their students’ needs for flexibility, mostly concerning work/life/study balance and opportunities for lifelong learning. Implementing such programs comes with a set of challenges in the realms of pedagogy, technology, and management, however. In this webinar, I will introduce the first blended learning bachelor program at the University of Graz in Austria. Focusing on some challenges faced and lessons learned, I will offer insight into the process of implementation that could be used for future projects in blended learning, particularly in other “brick-and-mortar” higher education institutions. By Simone Adams, University of Graz
Beyond success and dropout
This study first aimed to identify critical instances that characterise common student paths and deviations that lead to certification, interruption of studies or dropout in blended-learning. We then crossed the path types and degrees of completion with available student characteristics to infer various student profiles. Using time and credits required to graduate to identify path deviations may provide insights on early warning signs of potential dropout and lead to seeing dropout, not only as an academic failure but also as possible fulfilment of learning goals independent of certification, particularly. These results will allow us to understand various paths and goals students follow in higher-education blended-learning study programs that particularly attract non-traditional students, to propose guidelines for designing curricula that are more open and flexible in their delivery while maintaining support for learning progression to achieve program learning outcomes. (Kalliopi Benetos, Université de Genève)
EMPOWER
EMPOWER is carried out with the support of the European Commission, Dg EAC, under the Erasmus+ Programme, however, sole responsibility for this website lies with the EADTU and the Commission is not responsible for any use that may be made of the information contained therein.