Training material development on VM curriculum designing was lead by Vytauas Magnus University and K.U.Leuven with the involvement of other partners. E-learning centres' staff or other staff members from consortium institutions worked collaboratively online to develop training material with practical assignments and templates, as well as video or audio explanations on how to design VM curriculum and what are peculiarities in such process.
 
Training material consists of 5 Units. However, due to the nature of this collaborative space template, the co-authors decided to divide the whole training material into 5 parts on the basis of learning outcomes and the units. This part will be dedicated to Unit 1. Decision making. 
 
Here we can update the description here - let's see if we have something more to add...
 

This training material is developed for the teacher who want to preparing a virtual mobility course.
This training material is developed for Open Univerity for Virtual Mobility teachers and e-learning staff members from University of Pavia, University of Oviedo, Open University (Portugal), and Vytautas Magnus University.
However, the course is released under share - alike CC licence. This tool is used to develop an editable version of the training material and will be linked at the project portal at http://openstudies.eu/trainingmaterial/vm-curriculum-designing.
 

Unit 1. Decision making. (Airina)
 
Having successfully completed this Unit, the learners will be able to:
    
    - describe collaboration models among institutions for virtual mobility
    - define VM scenario for a selected case (OUVM case)
    - define collaboration model among teachers in VM curriculum designing and implementation (OUVM case)
    
These are the objectives of the first Unit which are presented in this resource. However, the whole training material is comprised of 5 Units with the following outcomes:
 
Unit 2. Transorming your course into a virtual mobility course (Mariet)
 
In this unit we will look at the different aspects that come into play when you transform a “traditional” course in a Virtual Mobility course. It is therefore important to define what are the specific characteristics of a virtual mobility course or, in other words, what makes it different from a traditional course.
 
Unit 3. Tools for virtual mobility (Mariet)
 
A virtual mobility course is a course that is being organized (at least partly) in a virtual learning space. This virtual learning space can be supported through any technology, from a full flex institutional learning platform to email, web and video conference systems to social media, blogs, wikis and email. In this unit we will look at the most important starting points when choosing and working with tools to support virtual mobility and we will provide a categorization of tools to help you make the best choices.
 
Unit 4. Virtual mobility organization (Estela)
 
Having successfully completed this Unit, you will be able to:

• To identify administrative procedures and participants for VM in the institution
• Prepare VM organization plan in the institution
• Assess the VM organization and plan its improvements

 
Unit 5. Quality assurance of Curriculum Design for Virtual Mobility (Margarita)
 
Having successfully completed this Unit, you will be able to:

• To identify quality characteristics in curriculum;
• To measure curriculum adaptability for virtual mobility.

 

 

Unit 1. Decision making - Assignments:
    - to analyse institutional preparedness for virtual mobility and prepare a VM scenario for an institution (idividual assignment)
    - to define scenario for VM collabiratio on teacher level in OUVM project
    
Unit 2. Transforming your course into a VM course - Assignments:
    - definition of generic learning outcomes for a VM course and peer feedback
 
Unit 3. Selection of ICT tools for VM course 
- selection on ICT tools
- prepare a short presentation with th emost improtant findings in handed in cases
 
Unit 4. VM organization
- implement check-list for VM proceedures and prepare and present VM course organization plan for your institution.
- solve most popular challenges in VM organization (case study)
 
Unit 5. Quality assurance of Curriculum designing for VM
- self=assessment of study guide and course design
 
 

Unit 1. Decision making

*Unit 1. Decision making
 
Virtual mobility (VM) is rather a new phenomenon and has been influenced by the development of technology enhanced learning (TEL). The concept "virtual mobility" consists of the words:
    - virtual - referring to "technology enhanced" and
    - mobility that means "movement"
Although from the first sight it might bit ve seeb as rekated with education, bu tas the purpose of physical mobility can ve academic experience, the same relations can be drawn here with VM.
 
Quite a series of projects have been already dedicated to create practices for VM. Having researched this phenomenon in theory and practice, European Commission has suggested the following definition of VM:
    
    "a form of formal higher education, research and communication, based on a cooperation of at least 2 higher education institutions (HEI), which includes significant virtual component through an ICT supported learning environment and virtual social communication, and has appropriate design to include collaboration between people from different backgrounds and/or cultures working and studying together, having, as its main purpose the enhancement of social communication, mutual understanding of people and the exchange of knowledge and skills, similar as in case of cooperation within the framework of physical mobility"
 
According to the European Commission, full academic recognition is given to the students for studies and courses based on agreements for the evaluation, validation and recognition of acquired competences via VM. In this context, cooperation agreements are key to ensuring sustainable mobility schemes.    
 
Quality in VM is ensured by the institutions taking part in developing and organizing the VM process. Institutions are responsible for the support units that coordinate and organize VM. All participants should be informed about the support system available, including academic, technological and cultural support. When administrative issues arise, they are usually solved at the institutional level. However, peer support can also be an effective way to find a solution.
Teachers participating in VM are responsible for the quality assurance of the academic process and curriculum. Students are mostly responsible for peer support and feedback for the institution(s) involved in VM exchange. Engaged students can make radical changes and improvements to a given curriculum, while, on the contrary, the best curriculum and VM organization can fail if students participation is very low or there is no international collaboration.
 

Challenges for HE institutions

*Challenges for HE institutions
 

Virtual mobility types and models

*Virtual mobility types and models
 
The first indicator of VM type is the intensity of technology enhanced learning, in combination between physical and virtual mobility. VM can cover a module or a course, a semester or a year, depending upon institutional agreements. Teacher mobility requirements might differ (and in fact they do) from student mobility requirements.
Another indicator of VM type is the number of parties involved. VM can be bilateral or multilateral, depending on the scenario applied. The decision on the number of parties involved is also directly related with the VM type (is it teacher or student virtual mobility), as well as with the VM scenario which is chosen for the concrete case.
Third VM classification is dependent upon the activity that is implemented in VM mode. Following this typology, VM is classified into a VM course (as part of a programme) or seminar (series), VM study programme, VM placements or VM support activities to physical exchange.
Three VM scenarios will be presented from three different EU projects: TeaCamp, UbiCamp and VMCOLAB, in order to illustrate the three complex cases with different intensity of the mobility and program, as well as different virtual mobility types.
 
TeaCamp project scenario
 
Survey on VM practices
http://www.teacamp.eu/sites/default/files/Annex_9.1_survey%20on%20virtual%20mobility%20practices.pdf
 
TeaCamp VM scenario
http://www.teacamp.eu/sites/default/files/TeaCamp_VM_scenario_V12.pdf
 
TeaCamp – recommendations for institutional regulations
http://www.teacamp.eu/sites/default/files/Annex_2_Description_of_D1_impact.pdf
 
TeaCamp – curriculum development case
http://www.teacamp.eu/sites/default/files/Annex_4_Impact%20of%20D3.%20curriculum%20content_0.pdf
 
TeaCamp Curriculum
http://www.teacamp.eu/moodle/
 
TeaCamp curriculum impact description
http://www.teacamp.eu/sites/default/files/Annex_4_Impact%20of%20D3.%20curriculum%20content.pdf
 
TeaCamp video
mms://video.innova.uniovi.es/Encycloasturias/2011/Teacamp/Teacamp.wmv
 
UbiCamp scenario
 
UbiCamp case
http://www.ubicamp.eu/
 
UbiCamp VM pilot
http://www.ubicamp.eu/pilotexperience
 
VMCOLAB scenario
 
OER pilot case
https://www.dropbox.com/s/u7nd7wapy4remqg/EDEN%20template_2014_VMCOLAB.pdf
 
OER curriculum
http://www.teacamp.eu/moodle2/
 
OER piloting results
http://www.slideshare.net/AirinaVolungeviciene/vm-oer-eden2014e1volungeviciene
 
VM Alumni testimonials
http://virtual4me.vmcolab.eu/vm-alumni-testimonials/
 
Quality assurance handbook for VM
http://www.slideshare.net/AirinaVolungeviciene/vm-quality-assurance-handbook-vdu
 
During the decision making phase, higher education institution(s) (HEI) should decide on the virtual mobility mode (bilateral or multilateral) and the target group that will aim at international exchange (student (SVM) or teacher (TVM) virtual mobility), or mixed mode. To facilitate the decision by HEIs, SVM and TVM will be described in terms of steps needed to be taken to prepare and implement VM, conditions necessary to fulfil all the steps and VM features.
 

Student virtual mobility (SVM)

*Student virtual mobility (SVM)
 

1. International student groups should be formed between/among collaborating institutions on the basis ofmutual confidence relationships for SVM virtual exchange.
2. International (bilateral or multilateral) institutionalagreements are signed for SVM implementation, following commonly agreed and accepted application forms for SVM virtual exchange and credit transfer forms based on academic certificates issued by the hosting institution.
3. The hosting institution should have the offer for SVM available in advance, which consist of curriculum designed for VM, assessment forms and academic certificate forms consistent with credit transfer and recognition forms agreed with sending institutions.
4. Students can choose a shorter or a longer virtual exchange at the hosting institution (which should be indicated in the application) independent of prior/future physical visits to the same or different institution, choosing optional or joint – title courses from the hosting institution. The virtual exchange should however last not less than within the framework of one study subject, so that the credits received at the hosting institution for study learning outcomes can be transferred and recognized on the basis of an academic certificate.
5. International relation offices receive student applications for SVM and involve study departments to host visiting students.
6. Teacher(s) at hosting institution are assigned to intercultural international groups on the basis of internal institutional regulations and curriculum offer.
7. International student groups can be formed from visiting mobility students (physical visits at university campus) andvirtual mobility students, as well as host students from the host institution.
8. Hosting institution should ensure equal access to VM curriculum for both groups of students (physically present at campus and those participating virtually) via pre-arranged ICT infrastructure.
9. In case of SVM, TVM can happen, but it is not a mandatory condition for SVM, and it largely depends on the curriculum designed for VM. It is not mandatory to have an international teaching group in the case of SVM.

 
Bilateral or multilateral SVM would differ mainly in VM student records. HEIs should keep in mind that students undertaking VM from one or several institutions can be registered only in 1 hosting institution at a time. Following this regulation, SVM should either allow flexible registration of students in terms of time scale during a VM project (short – term virtual visits, but not shorter than a semester), or SVM should be organized in longer terms to allow multilateral cooperation that lasts more than one academic semester. Then students can be registered in several institutions collaborating multilaterally on the basis of a VM multicultural exchange.
A student academic record at a host institution is an obligatory condition in order to achieve academic certificate on the basis of study records and to ensure credit transfer recognition by two or more collaborating institutions, on the basis of commonly agreed academic forms and collaboration agreements.
For this reason, in order to implement SVM and to recognize SVM outcomes, bilateral (not multilateral) institutional collaboration is recommended, especially if HEI implements SVM for the first time.
The mode of VM would not affect the same way TVM, as teachers usually have shorter term of VM and can stay in several hosting institutions during one semester.
 

Teacher virtual mobility (TVM)

*Teacher virtual mobility (TVM)
 

1. TVM should be implemented between/among collaborating institutions on the basis of mutual confidence relationships.
2. International (bilateral or multilateral) institutionalagreements are signed for TVM implementation, following commonly agreed and accepted application forms for TVM exchange and documents certifying virtual teaching and exchange by the hosting institution.
3. If TVM is implemented on the basis of bilateral agreement:
1. teachers from both institutions might organize learning on the basis of a mutually designed curriculum (based on the agreement of exchanging classes virtually either at one or both institutions)
2. the teacher from one institution might have a virtual visit to the hosting institution and organize learning within a pre-agreed study program/study subject for a shorter or longer period of time (as in an Erasmus mobility case, but without the need to travel).
4. If TVM is implemented on the basis of a multilateral agreement, multilateral international group of teachers should organize learning on the basis of mutually designed curriculum (further steps are described in curriculum designing part of this handbook). Multilateral virtual exchange of teachers should ensure TVM recognition by certifying documents from all participating institutions.
5. Teachers can apply for a shorter or a longer virtual exchange at the hosting institution (which should be indicated in the application) independent of prior/ future physical visits to the same or different institution.
6. International relation offices receive teacher applications for TVM and involve study departments to host visiting teachers.
7. Teachers at the hosting institution are assigned for VM exchange on the basis of internal institutional regulations and curriculum offer.
8. International TVM can be implemented with students from one or more institutions collaborating in VM. Students can be physically placed in one or several geographical areas and institutions, participating in virtual exchange.
9. The hosting institution should ensure equal access to TVMfor both the hosting institution student groups and others participating virtually in VM exchange via a pre-arranged ICT infrastructure.
10. In case of TVM, SVM can happen, but it is not a mandatory condition for TVM, and it largely depends upon the curriculum designed for VM.

 

1.2. Decisions affecting virtual mobility curriculum designing and implementation

*1.2. Decisions affecting virtual mobility curriculum designing and implementation
 
In order to accept complex decisions for VM implementation scenario, first, Higher education institutions should consider different VM features and decide which of them would be obligatory or mandatory for teacher or student VM.
VMCOLAB project produced a VM quality assurance handbook which is helpful for self-assessment exercise before accepting the decisions. Here it is with the first VM Decision phase VM features, their description and indication whether they are mandatory or optional for teacher and student virtual mobility:
 
Quality Assurance Handbook for Virtual Mobility
http://vmcolab.eu/publications/quality-assurance-handbook-for-virtual-mobility/
 

1.3. OUVM virtual mobility implementation scenario

*1.3. OUVM virtual mobility implementation scenario
 
Consortium universities will develop virtual mobility (VM) curriculum (modules) for a Master degree (MA) program (field - Education sciences) in a collaborative way by teachers from consortium universities.
Each partner will lead the development of at least 2 modules. In total we plan to have a MA study program in Education science composed of 10 modules.
The modules will be developed using the best experience from the partners’ universities in the field of education, ICT, management and etc. which means that the program will be interdisciplinary, covering modules from the field of education, IT, management, etc.
It will be used as a unique on-line program or splitted and used by modules. It could be implemented later by each partner individually or in cooperation with one or two partners.
As agreed in OUVM consortium meeting in Pavia, there is no need to create new modules, but rather develop already existing modules adapting them to student VM (in the English language) using online learning mode.
Curriculum developed for MA will be implemented in VM mode with Master students from consortium institutions (30 – 40 students in total participating in SVM).
 
http://openstudies.eu/content/ma-program-module-development
 
Teacher collaboration will happen during MA module development. We suggest that each institution delegates at least 1 teacher – collaborator for each Partner institution, by joining in the modules suggested by Partners in OUVM collaborative document.
The Partner institution leading module development undertakes full responsibility for final module adaptation for student VM , however, collaborating teacher(s) discuss with the leading teachers what kind of contribution is expected from collaborators (1 lecture (notes, video, assignment, etc.), or consultation and peer reviewing, etc.). This is internal collaborative process between/ among module developers.
Teacher VM option will be discussed after MA program modules will be developed. Teacher VM is not pre-planned in OUVM project, but might be established in pater project phases upon the need and exploitation ideas.
However, at the time Partner institutions are placing their offers online at collaborative document, they should be aware of the fact that student VM will have to be implemented. For this reason, the following scheme (see table 2. Planning MA program module offer for student VM) is suggested to be used for planning VM and ECTS recognition scheme.
 
There is a possibility that Partner institutions will not be able to recognise maximum number of modules due to different learning outcomes or ECTS. However, this should be planned the earliest project phase possible with direct impact to further MA modules offer.
MA module description template will be used for OUVM MA module authors and it will be a part of training material called “VM curriculum designing”.
 
Student VM organization
 
Student VM will be organized as C4 activity in Spring semester, 2016.
We suggest that all 10 MA modules are suggested as the offer for OUVM consortium institution students. Student VM organization timeline should be carefully planned and described as the process in this document, but also will be distributed as working documents for Partners to fill in the data needed, and will be embedded in training material called “VM curriculum designing”.
Consortium institutions decided to use student VM on the basis of bilateral institutional agreements. UbiCamp project consortium bilateral agreement model will be used and distributed to OUVM consortium partners. Each Partner participating in student VM should sign agreements with other Partners following this scheme:
    Table 3. Bilateral cooperation agreements for student VM should be signed with each participating institution.
    http://openstudies.eu/content/student-virtual-mobility-organization
 
We suggest that each home/ host institution indicates minimum 10 students for each other. The real student numbers will be clarified after the application and selection process.
During OUVM project, previous experience will be used from UbiCamp project and the following documents will be adapted or developed:

• Student VM application form
• Student selection criteria
• Learning agreement form (among home, hosting institutions and the student)

Check-list for procedural items for student VM to be used or included in institutional
 
 

Assignment 1.2. VM collaboration on teacher level in OUVM project

*Assignment 1.2. VM collaboration on teacher level in OUVM project
 
The aim of the assignment: having implemented this assignment, you will be able to explain the collaboration pattern of teachers in OUVM project.
You have to discuss in groups which consist of teachers from at least three Universities – how collaboration should happen in OUVM project and to agree upon the roles of collaborators in OUVM project and periods/ milestones of collaboration activities. You also should discuss the challenges that are waiting for you and to note them down.
 
The result expected
Collaboration plan for teachers in OUVM project with the following agreements reached and suggested for peer groups:
-        periods of collaboration are planned
-        roles of collaborators are described
-        challenges identified.
The result should be presented to other groups.
 

Assignment 1.3. Developing student guide for OUVM Master study program module.

*Assignment 1.3. Developing student guide for OUVM Master study program module.
 
The aim of the assignment: having implemented this assignment, you will be able to explain which teaching and learning methods will be used to reach learning outcomes of the module, when synchronous and asynchronous interaction will take place during virtual mobility, which activities and assignments will be planned for the students and which learning outcomes and curriculum topics they will correspond to.
You have to plan study process in virtual mobility mode and adapt module curriculum to VM organization and assessment, including synchronous and asynchronous interaction.
 
The result expected
 
Study guide template filled in during the training week.
The result should be presented to your peers for the feedback.
 
 

Unit 2. Transforming your course into a virtual mobility course

*Unit 2. Transforming your course into a virtual mobility course
 
In this unit we will look at the different aspects that come into play when you transform a “traditional” course in a Virtual Mobility course.
After you have finished thus unit, you will be able to:

• Define the specific characteristics of a virtual mobility course
• Identify the do’s and don’ts of desiging online international group work
• Design suitable assessment strategies for online international group work

 

2.1 Characteristics of a virtual mobility course

*2.1 Characteristics of a virtual mobility course
 
Virtual mobility can only been understood in the bigger framework ofinternationalisation. In answer to the challenges brought about by globalisation, internationalisation has become one of the key issues in present day European Higher education. Internationalisation consists of a conscious integration of an international dimension into research and teaching. One way to realize learning mobility is physical student mobility. A possible alternative and addition to physical mobility is virtual mobility.
 
Virtual mobility is about international, collaborative experiences, i.e. the accumulation of knowledge of, skills in or observation of intercultural differences and similarities gained through active participation in an ICT supported, international event. Virtual mobility therefore aims at enlarging students international or intercultural competencies, or at least enlarging their intercultural awareness.
 
We talk about international competencies to refer to a more economically inspired, sector based motivation (related to knowledge about different international systems, markets etc.). Intercultural competencies are more generic and value based. They are about effective and appropriate behaviour and communication. Gaining intercultural competencies is a long and complex process. Education can initialise, support or accelerate this process, but it is not realistic for a course to have intercultural competencies as a learning outcome. Especially when this is not at least enbedded in a broader strategy to internationalise the curriculum and/or the institution. What can be done at the level of a course, is more situated in the area of creating intercultural awareness. For most students reaching this first stage is of course already an important step.
 
The teaching methodology used to achieve this is online international group work. This type of teaching is also referred to as virtual exchange, online intercultural exchange, globally networked learning or telecollaboration. In this context they all mean more or less the same thing: the use of technology to facilitate class discussions and do collaborative course assignments across national borders or time zones. These course exchanges can be synchronous or asynchronous or involve a combination of both.
 
A virtual mobility course is therefore always a course that is being organized (at least partly) in a virtual learning space. This virtual learning space can be supported through any technology, from a full flex institutional learning platform to email, web and video conference systems to social media, blogs, wikis and email. The most important issue here is to choose the right tools for your specific context. More about the tools, you can find in unit 3.
 

Task

*Task

• Define the scope of the international dimension of your course. Will the focus be on the ‘international’ or ‘intercultural’ dimension, on ‘compentencies’ or on ‘awareness’?

 

2.2 Designing online international group work: the do’s and don’ts

*2.2 Designing online international group work: the do’s and don’ts
 
International online group work consists of  the use of technology to facilitate class discussions and do collaborative course assignments across national borders or time zones. These course exchanges can be synchronous or asynchronous or involve a combination of both.
 
CONTENT
Firstly it is important to define which content students will need to master through the online group work. Here you will also need to take the scope of the group work into account: will the focus be on the ‘international’ or ‘intercultural’ dimension?
 
GROUP SIZE
Form groups of four (max. 6) members. Groups of four offer the biggest chance on a successful learning opportunity for all group members. In bigger groups there will almost inevitably be students who do not engage fully in the tasks.
 
TASKS

• Organize the group work around a task or a sequence of tasks.
• To define (a) suitable task(s), you have to ask yourself what you want to achieve through these tasks: exchange of information, analysis and comparison or collaboration. The selection of the tools is also closely related to the choice that is made here.
• Sequence tasks from simple and guided to more complex and independent, both in terms of language and cognitive load. Information exchange tasks are most suitable to start with in a context of online international group work. These type of tasks can serve as ice-breaking activities and will help to create the social bonds that are necessary for future success of the collaboration. Allowing one to two weeks for preparatory tasks that enable students to develop a sense of mutual trust and community, as well as to feel comfortable with the technology, will lead to a more fruitful exchange.
• If the goal is to provide students with a truly intercultural experience, you will need to include at least one collaborative task. Tasks that are often most suitable here are tasks that resemble real life contexts and in which students have to look together for a solution to a cognitively authentic problem. To make sure the task requires true collaboration (and cannot be divided into separate individual tasks) there are some guidelines to follow:
• Make sure the task has a degree of inter-dependence, e.g. completion depends on knowledge, information or artefacts that only the peers have access to.
• Make sure the tasks can be split up in interdependent sub-tasks that are more or less equal in terms of volume and importance. Equal participation will ensure a feeling of ownership and will add to students’ motivation.
• Every group member needs to be individually accountable for his/her sub-task.

 
THE ISSUE OF LANGUAGE AND INTERCULTURALITY

• Which language will be used as “lingua franca”? This is an important question because it might put one set of students (native speakers) at an advantage and the other at a disadvantage. In this case you can balance this out by for instance using the communication and collaboration tools the “disadvantaged” students are used to. Language can be merely a communication tool or it can be at the centre of tasks when language acquisition is one of the goals of the group work. The role of language  (means to an end or goal) will also play a part in choice of tools.
• Not only the level of knowledge of the lingua franca will influence the communication. Different cultural backgrounds and institutional cultures will also condition the specific communication styles of the different students. This issue needs be a point of attention from in the beginning.
• Understanding intercultural communication is a bit like learning a new language and it is not uncommon that unspoken differences between collaborating students can create challenging moments when misunderstandings arise. These awkward moments are not necessarily a bad thing, as they can provide an opportunity for discussing and exploring cultural differences. It is important both for teachers and students to be prepared for intercultural communication.
• Preferably teachers can work together with somebody who guides the student in the partnering institution
• Before the intercultural learning experience starts teachers are advised to raise awareness about this issue among students e.g. by preparing readings and tasks. It is important to bring the issue explicitly to the forefront from the start.
• During the group work it will be important to spot misunderstandings in time so they can be contextualized and turned from problems into valuable learning experiences. It is important to keep bringing the issue under the student’s attention, for instance by asking them to reflect upon it on a regular basis during and after the collaborative experience.
• Reflection is closely linked with the issue of developing intercultural awareness and collaborative skills. To stimulate this in students, it is important to provoke regular reflection on their learning process. Use tools like blogging and portfolio to help students reflect and provide examples of their learning (Unit 3).

 

TASK: DESIGN ONLINE GROUP WORK STEP-BY-STEP

*TASK: DESIGN ONLINE GROUP WORK STEP-BY-STEP

• Define the specific goals of the group work
• Define the role of language
• Collect information about linguistic, cultural and institutional background of the students and about their digital literacy
• Define content and learning material
• Define tasks and timing and sequence of tasks
• Connect taks to learning material and tools
• Define how you will stimulate reflection and collect evidence of learning
• How will the process be supervised? How will conflicts be resolved?

 

2.3 Assessing online international group work

*2.3 Assessing online international group work
 
E-assessment is the use of ICT and the internet in particular for the assessment of learning, including design, delivery and/or recording of responses (JISC). Which assessment methods are most suited for your course in general is of course depending on the specific learning outcomes.
To evaluate students from a distance, the problem will most likely be how to create a controlled environment for the students during the assessment exercise. In case of written exams, the most easy thing to do is to collaborate with (teaching) staff on the spot. In case of oral exams there is the possibility to use web-conferencing. One way to address the issue of control here is to ask the student to show his/her environment via webcam and afterwards position the camera in such a way that he/she is clearly visible. Of course, it is also very useful here to have the assistance from somebody on the spot.
We focus here on the assessment of the online international group work.
 
WHAT?
A first decision to make is what will be subject of assessment. As in all group work we can make a distinction between:

• Product evaluation: the subject of assessment is the end product of the group work (presentation, paper etc.)
• Process evaluation: in this case the subject of assessment can be the task process, the group process or the development of attitudes. In case of group work in an international context, the latter will most likely be very important. Assessment will need to keep track of the development. Tools which can support this are collaborative tools that keep track of the collaboration process and/or tools which archive evidence of learning (e.g. e-portfolio or blogs, Unit 3)

Assessment of group work usually consists of a combination of product and process evaluation.  
 
WHO?
Different actors can be involved in the assessment process:

• teacher (e.g. to assess the outcome of the group work)
• peers (e.g. to assess the collaborative skills of peers)
• self  (e.g. to assess personal development in terms of intercultural awareness)

Even if other actors are involved, the teacher will always carry the end responsibility for the assessment. Peer and self-assessment need to be supported by the teacher, especially when it comes to defining and discussing the criteria for students to use. When using peer assessment in an international context, it is important to be very attentive to cultural and institutional differences. Where it might be common practice for one set of students to assess their peers, it can be a strange and uncomfortable situation for others. Preferably you discuss this beforehand with (teaching) staff from the other institution.
 
HOW?

• A thorough assessment process of course entails the formulation of clear criteria. This is even more important when you embed peer and/or self-evaluation. While teachers are used to formulate criteria for knowledge related learning outcomes, it proves to be much more difficult to formulate criteria for the assessment of social or intercultural competences. A very interesting document here is “Competences for the Telecollaboratively Effective Person”, which can be found on the UNICollaboration platform (www.uni-collaboration.eu). This document describes clear indicators for intercultural, technical, social competences and competences related to online literacy.
• Grades: Teachers can choose to contribute one group grade or individual grades for different students.  The most common practice is to combine both, where a group grade will be attributed to the task (by the teacher) and individual grades  will be used to assess the process (for instance through peer assessment).

*
TASK

• Define what will be assessed (refer to specific learning outcomes of the group work)
• Define the criteria
• Define who will be part of the assessment process
• Define how the grades will be calculated
• Communicate this clearly to the students from by the start of the group work

 
 

Resources

*Resources
 

• J. Beelen & H. Dewit (eds), Internationalisation Revisited: new Dimensions in the Internationalisation of Higher Education. 2012, available via: Amsterdam: Centrehttp://www.carem.hva.nl/publicatie/new-dimensions-in-the-internationalisation-of-higher-education/
• E. Redden, “Faculty use internet-based technologies to create global learning opportunitues,” 9 July 2014,  via: Inside Higher Ed(http://www.insidehighered.com) 
• UNICollaboration platform (http://www.uni-collaboration.eu)
• S. Guth, The COIL Institute for Globally Networked Learning in the Humanities. Final report. 30 September 2013, available via:http://coul.suny.edu  
• Suny Coil Center, Faculty Guide for Collaborative Online International Learning. Course development. Version 1.4, available via coilinfo@suny.edu
• M. Vriens & W. Van Petegem (eds), Make it work! Integrating Virtual Mobility in International Work Placements. September 2011. Publication in the framework of the EU-VIP project (www.eu-vip.eu) , available via:http://www.euvip.eu/resources/Manual_ONLINE.pdf
• TALOE project (www.taloe.up.pt ): This project aims to develop a web-based platform to help teachers and trainers decide on the e-assessment strategies to use in their online courses. 
• I. Op de Beeck, K. Bijnens & W. Van Petegem (eds), Home & Away.Coaching exchange students from a distance. A best practice manual on blended mobility, available via: http://vm-base.europace.org/attachments/Blended_mobility_manual.pdf

 
 

Unit 3. Tools for Virtual Mobility

*Unit 3. Tools for Virtual Mobility
 
A virtual mobility course is a course that is being organized (at least partly) in a virtual learning space. This virtual learning space can be supported through any technology, from a full flex institutional learning platform to email, web and video conference systems to social media, blogs, wikis and email.
After you have finished this unit, you will be able to:

• Describe the general attention points when choosing and working with VM tools
• Make the best choices for tools based on a categorization of tools.

 

3.1 Where to start from

*3.1 Where to start from
 
To create an efficient virtual learning space, it is important to choice the “right” tools. Always start from the following attention points:

• Accessibility: Choose technology that is accessible for all students involved. Start from tools that are known and easily available.
• Usability: Choose technology that is user-friendly and reliable. The stability of the internet connection of all students also plays an important role in the usability of these technologies.
• E-literacy: Preferably work with tools that are already known to the students. If this is not possible, make sure that they have the opportunity to learn how to use the technology (integrate training sessions or provide tutorials).
• Test and support: Test the tools beforehand and make sure the students know whom to turn to in case of technical difficulties. But, even after thorough testing: always have a plan B!
• Flexibility: Always be willing to learn from things that don’t go as initially planned. Organizing virtual exchange is always a technical challenge. When things go wrong, solutions often come from students. As a teacher you have to be prepared to let go control a bit and learn from students using their own tools.
• Clarity: Make general agreements about the tools that will be used and to which end they will be used. Draw up a communication protocol which defines the practical conditions for communicating and collaborating. Such a protocol can state when the different actors are available for synchronous communication, how much time can pass before messages need to be answered, which tools will be used to which end, how coaching will be organized etc. Do not forget to include here to include issues such as different time zones, if applicable.

 

3.2 A categorization of tools

*3.2 A categorization of tools
 
Which tools are most suitable in your situation depends on a lot of different factors. The most important factor here is the reason why you want to use technology (what do students need to do?). Based on their goal we can make a rough distinction between the different tools:  

• Tools for instruction (non-interactive)
• Tools for communication
• Tools for collaboration
• Tools for reflection

 
Some tools can of course be used to serve different ends at the same time. An (institutional) learning platform (Blackboard or Moodle) will combine different tools to different ends. 
 
After determining what the students need to do, the next step is to ask yourself how you want students to communicate. In all categories described above we can use synchronous and asynchronous tools.

• Synchronous tools facilitate communication in real time. The attractiveness of these tools lies in the direct contact between users, decreasing the feeling of distance between the users. Synchronous communication is of course also very important when language learning is an important goal.
• Asynchronous tools facilitate communication independent of time. Asynchronous tools tend to be more reflective, since there is time to formulate opinions and other information in a good and structured way; especially when not all students master the “lingua franca” deeply. Sometimes the use of asynchronous tools is also preferable because of practical matters: when the members of a group are located in very different time zones or in a country where bandwidth is not sufficient to support tools like video and web conferencing. Another advantage of asynchronous tools is the fact that all student communication is archived and can be used as a basis for assessment.

 
Asynchronous communication tools in general do not suffice in a online international group work. A mix of communication channels is advised. There is a need for the integration of synchronous communication with close resemblance to face-to-face communication, e.g. web conferencing or video conferencing, because it makes the communication feel more personal.
The matrix below provides descriptions of different tool categories. It focuses in first instance on the use of tools and less on the different specific tools out there (which is also a quickly changing market). The overview of concrete tools below is not exhaustive, but indicative and exemplary.
 
http://openstudies.eu/content/32-categorization-tools
 
Task

• Define which tools would be most suitable in your context. Check accessibility for all involved students.

 

Resources and tutorials

*Resources and tutorials
 
Further reading

• S. Guth, The COIL Institute for Globally Networked Learning in the Humanities. Final report. 30 September 2013, available via:http://coul.suny.edu  
• Suny Coil Center, Faculty Guide for Collaborative Online International Learning. Course development. Version 1.4, available via coilinfo@suny.edu
• M. Vriens & W. Van Petegem (eds), Make it work! Integrating Virtual Mobility in International Work Placements. September 2011. Publication in the framework of the EU-VIP project (www.eu-vip.eu) , available via:http://www.euvip.eu/resources/Manual_ONLINE.pdf

 
Online tutorials for teachers

• http://www.teachertrainingvideos.com/
• http://www.lynda.com (paying service)
• http://vimeo.com/edtechteacher

 
 

Unit 4. Virtual Mobility organization

*Unit 4. Virtual Mobility organization
 
Having successfully completed this Unit, you will be able to:

• To identify administrative procedures and participants for VM in the institution
• Prepare VM organization plan in the institution
• Assess the VM organization and plan its improvements

 

4.1 VM administrative procedures, regulations, responsible units

*4.1 VM administrative procedures, regulations, responsible units
 
There are different departments involved in VM process in different institutions; so it depends on each university, which department(s) or unit is (are) responsible for VM organization. This has to be described in University internal documents, in order each unit knows its responsibilities, when VM practices are started in the university. The first document to be agreed within the university departments if “theprocedure for virtual mobility administration”. The main ideas to be presented in the document are:

• Virtual mobility concepts, participants, and departments involved
• The procedure for VM organization for outgoing students (teachers) describing application process and requirements, enrolment at host university and recognition of credits after exchange
• The procedure for incoming students (teachers) indicating their enrolment procedure at the university data bases, and internal structures, study process organization and credit transfer procedure for VM participant home university
• Responsibilities of departments involved

 
As most of the procedures in virtual exchange are related to physical exchange organization, virtual mobility is mostly associated with International relations officers. As students don’t usually travel (if virtual mobility is not combined with physical mobility) the department or unit responsible for  virtualization or technical support (especially virtual learning environment and video-conferences) also plays an important role and is involved in the process. However as virtual mobility process is new to some universities, teachers may perform more duties in order to facilitate and support the process.
 
The examples of VM procedures at some universities are:

• Procedure for Virtual Mobility at the University of Oviedo (developed during Ubicamp project)
• UNIOVI procedure (in Spanish, in UBICAMP project)
• VMU procedure (in Lithuanian)

 

Assignment 4.1

*Assignment 4.1
 
Assignment 4.1: Aim of the assignment – analyse your institutional documents to find out if the procedure for virtual mobility is present at your institution. Analyse the procedure for virtual mobility at your institution or create the procedure for Virtual mobility, based on the suggested templates.
 

4.2 Planning VM organization

*4.2 Planning VM organization
 
The following VM process phases are referred to in this training material:

1. Decision making;
2. Curriculum design;
3. Implementation;
4. Accreditation and recognition.

 
According to a number of VM researchers (Morrone, et al., 2006; Haywood, et al., 2007; Op de Beeck, Bijnens, & Van Petegem, 2008; Vriens & Van Petegem, 2012), mobility process can be divided into 3 stages – before, during and after mobility. More explicitly it can be divided into the stages of preparation, implementation or process realization, and post mobility activities, and practice recognition.
All those types of categorization may be applied for virtual mobility, however the selection of VM division into stages is selected and detailed to explain the steps, necessary to implement for VM organization process.
 

4.2.1. VM steps to implement for teachers

*4.2.1. VM steps to implement for teachers
 
This part describes the steps to be implemented while organizing VM. The target group for this material is university teachers, so the table 1 presents steps that teachers have to implement, however as in some universities teachers may be responsible for more duties; the most important steps are mentioned, in order teachers could make sure that they were implemented in their university. The steps most often implemented by other units than teachers are presented in Italics. The involved units are defined as: International Relation Office (further IRO), Academic Relations Office (ARO), Learning support staff or Technical support staff (further LSS). Teachers here represent the faculty or department, responsible for the course, selected for virtual mobility, however in some institutions they may have more responsibilities (such as arranging the signing of bilateral agreements). There may be other units involved in the process, however this depends on the institution structure and their responsibilities, but to simplify the process the limitation to the above units was selected.
 
 

Virtual mobility organisation in steps (before mobility)

*Virtual mobility organisation in steps (before mobility)
 
Table 4.2 Virtual mobility organization in steps
http://openstudies.eu/content/virtual-mobility-organisation-steps-mobility
 

Virtual mobility organisation in steps (during and after mobility)

*Virtual mobility organisation in steps (during and after mobility)
 
Table 4.2 Virtual mobility organization in steps
http://openstudies.eu/content/virtual-mobility-organisation-steps-during-and-after-mobility
 

4.2.2 Support for VM participants

*4.2.2 Support for VM participants
 
"Creating a supportive learning environment for online learners is crucial for ensuring success, promoting persistence, and avoiding drop-out. The ideal learning environment aims to develop the learner’s independence and facilitate the learning process by providing supports that are flexible, accessible, and readily available when needed" (S.D.Moisey, J.A.Hughes, 2008, p.419).
 
The most efficient way to reduce the negative impact of factors affecting the success of technology-enhanced teaching and learning during its organization is the implementation of a support system. Planning and organization of support is an essential and exceptional teachnology enchanced teaching and learning feature that influences social, psychological, cultural and philosophical technology enhanced teaching and learning climate. (A.Volungeviciene et al., 2011)
There are two different groups of VM participants involved, so two different types of support are necessary – for students and for teachers.
 
Teacher support may be necessary for:

• didactical issues (such as defining learning outcome, developing structured content, defining assessment strategy, etc.)
• administrative issues
• technological issues (the use of technologies for course design and implementation)
• designer/multimedia application
• adaptation of resources
• course organization (tutoring)
• other activities

 
It depends on the institutional possibilities to provide all types of support; however teacher experience in online learning organization is related to the support needed. So not all kinds of supports are necessary for all teachers. The didactical support may not be necessary if a teacher has international curriculum design experience. Virtual course organization may be implemented by several teachers where one of them is leading and other(s) may be more for tutoring. It is also useful to have a national tutor if there are bigger national groups of students involved in the VM process. Administrative support may be provided in the faculty or department or International relations office. In order to avoid technological issues during the virtual exchange it is useful to organize teacher trainings to introduce them with the technologies for synchronous meetings and asynchronous activities. The course design technological support for multimedia application and adaptation of resources may be provided by the university department, responsible for online studies or technological issues for blended studies.
 
One more aspect of teacher support may be mentioned – support for teachers may be provided by course hosting institution and/or student home institution. The support that can be provided by course hosting institution may be administrative or technological. The support on tutoring may be organized at student home institution – this is a support for both, students and teacher(s).
 
Student support may be necessary for:

• pedagogical issues
• technological issues
• language and other issues

 
The pedagogical support may be provided by the teacher and(or) tutor. For larger national groups it is useful to have a national tutor that a student could address if he/she has any questions. The necessity for technological support depends a lot on the student digital competence and the information provided. It is necessary that a student gets the contacts of the person (s)he could address both at home and hosting institutions. It is also useful if the login guide and certain tool usage guides are provided for students before synchronous meetings. In order to avoid language and other issues (such as time management) in organization of virtual mobility, the selection of students needs to be organized adequately, checking the language competence necessary as well as  the motivation. There is also a need to present students with what could be expected and with the suggestions on how to learn online. The possibility to ask for help should always be open at student host and home universities.
It is always easier to learn online if you meet people before the exchange starts – meaning to organized blended mobility. However this may be not always the case. So introduction virtual meeting using video-conferencing facilities may be used for participants to meet virtually and to introduce each other. If there are several courses between the same home and host institutions (partnership) implemented in VM, it is suggested to organize joint video conferences so the students and teachers were also able to meet some people from their national background. This could facilitate student interaction between in national group to foster learning and compensate social need if it arises.
 

Assignment 4.2

*Assignment 4.2
 
Assignment 4.2: Based on the indicated steps, discuss with your international group members steps 2, 5 and 7. The expected result – student guide filled in with the points indicated in step 7.
 

4.3 Feedback on VM organization

*4.3 Feedback on VM organization
 
Every process has to be assessed in order the weak points are identified and can be improved. The feedback on virtual mobility organization may be obtained from all participants – students and teachers, however the intense, respondents and type of collecting feedback should be adapted to each virtual mobility case.
 

4.3.1. Initial feedback from students

*4.3.1. Initial feedback from students
 
First, the feedback on virtual mobility organization may be addressed at students. In order the experience fulfils the needs of learners the initial feedback survey or session may be organized, focusing on the identification of students’ expectation. The following questions may be addressed at this initial session or survey:

• Is this the first time that you participate in a virtual mobility course or seminar?
• Please, indicate 2 reasons that have pushed you to choose this OER virtual mobility course
• Please, indicate 3 main difficulties you can come across during this experience
• Please, indicate the benefits you think you can gain from this virtual mobility course
• What are the skills you think you can improve during this course?

 
The analysis of answers to the pre-mobility questions may bring some ideas for teachers what students are afraid of and what they expect, or what the reasons for participating are. However sometimes it is not possible to organize pre-mobility survey or initial meeting due to the different time that students enrol into the course. This may be the case when autumn or spring term dates are different at several institutions and students tend to be late to join the course exactly on the indicated date.
 

4.3.2. Feedback from students after virtual exchange

*4.3.2. Feedback from students after virtual exchange
 
The questions on VM organization after exchange maybe definitely addressed at students. It is suggested to start this initiative (by organizing a survey or focus group discussions or any other method possible, corresponding to the aims an possibilities) as soon as virtual exchange finishes, while the memories of the experience are fresh.
 
The following groups of questions may be addressed at the feedback collection from students after the exchange:

• Cooperation between members of international group
• Communication and collaboration methods and tools
• Learning organization methods
• Methods for feedback
• Course consistency (if several teachers were involved

 
Cooperation in international groups
The cooperation of members in international groups foster inter-country or inter-cultural exchange. The block of questions on cooperation between members of international group may be formulated the following way (they can be adapted according to the virtual mobility scenario chosen):

• How successful was the cooperation between members of international group?
• How important or true were success of cooperation influencing factors:
• There was a strong group leader
• The group work was organized on the basis of equal contribution
• Group members were not active
• I was working alone
• It was too little time for successful cooperation
• It was difficult to cooperate due to insufficient English language skills
• Group work cooperation was interfered by intercultural communication difficulties
• Cooperation was complicated due to the lack of virtual learning skills

 
Communication and collaboration methods and tools
Each virtual mobility experience is organized differently, so if the selected tools and methods for communication and collaboration were chosen adequately and what are the suggestions for the improvements and course delivery next time can be detailed from the students’ feedback. The following criteria (questions) may be useful:

• How important have the below stated communication and collaboration methods and tools been in the module:
• Email tools
• Video conference tools
• Social networking tools
• Face to face consultations with national teacher/professor
• Real time chat/skype
• Consultations in the virtual learning environment
• Discussion forums
• Reviewing lecture records
• Other tools or methods
• Were there enough tools for communication and collaboration while preparing the assignments?
• Were there enough tools for communication and collaboration for presentation of  assignments’ results?

 
Learning organization methods
The aim at addressing learning organization methods may be different. If there were several teachers delivering the course the aim may be to identify the learning organization methods used, but if there was only one teacher delivering the course, there is no need to ask about the methods used, however the importance of them for student learning may be identified. The following methods may be addressed:

• Information presentation
• Individual work
• Group work
• Interactive learning activities
• Experimentation
• Creative work
• Modelling/imitation
• Guidance
• Exploration
• Search for and analysis of new resources
• Discussions
• Practical application of knowledge
• Critical thinking development activities
• Development of skills that would enable learners to act independently in the future
• Reflection
• Other

 
Methods for feedback
The feedback for students and student-teacher interaction is the core of online course. This section also may be addressed at identification of different feedback methods used (if there were more teachers organizing the course) or the usefulness of the methods used. The questions to address about the feedback provided may be as follows:

• Learners were provided with self-assessment possibilities
• Feedback was provided individually
• Feedback was provided for groups
• It was clearly stated for learners, how and when would they get feedback on learning outcomes
• There was enough feedback provided on your assignments

 
Course consistency (if course design was performed by several teachers)
If the course was run for the first time and there were several teachers designing and delivering the course it might be useful to ask the students to assess the consistency of the course. The following criteria for the course consistency and coherency may be addressed:

• Content of the course was understandable
• The volume of activities was equally distributed during the course
• Activities were clear
• Tools were accessible when they were necessary
• Support was accessible when it was needed
• The course was connected and contributed to the aim of the course
• It was clearly stated what and when will be assessed

Other questions to be addressed in the feedback form students:

• The learning outcomes of the course
• VM competence improved
• Feeling during virtual mobility session
• If the experience changed the attitude towards virtual mobility
• If they would be willing to participate in such course in the future
• What could be improved in further delivery of the course

 
Questionnaire used in VMcolab project
 

4.3.3. Feedback from teachers after exchange

*4.3.3. Feedback from teachers after exchange
 
It depends on the type of virtual mobility scenario if the feedback from teachers could/should be collected. So all the sections recommended here should be adapted to the scenario. The following groups of questions were addressed in the multi-country course design and delivery:

• Time spent for curriculum design,
• Kind of support necessary for curriculum design
• Kind of support necessary for course delivery
• Identification of difficulties while designing a course in multi-country group of teachers
• Importance of the student collaboration
• Importance of the tools and methods for collaboration used
• What kind of competences teachers improved
• Feeling during virtual mobility session
• If the experience changed the attitude towards virtual mobility
• If they would be willing to participate in such course in the future
• What could be improved in further delivery of the course

 
Questionnaire used in TeaCamp project for feedback from teachers
 
 

References

*References
 

• Morrone, F., Keegan, H., Jandl, M., Barbuto, G., Walasek, T., Piatkowski, J., . . . Sarkasiyan, A. (2006). ESMOS Work Package 7 – Protocols Development. ESMOS – Enhancing Student Mobility through Online Support project, 116733-CP-I-2004-I-UK-MINERV A-M.
• S.D.Moisey, J.A.Hughes (2008). Supporting the online learner // Theory and Practice of Online learning p.419-439
• Haywood, D., Haywood, J., Joyce, A., Timmis, S., Tredgold, J., Pérez, I., . . . Sonveaux, N. (2007). Student Mobility in a Digital World. Final Report of the VICTORIOUS Project. Retrieved February 27, 2013, fromhttp://www.coimbra-group.eu/victorious/05_publication.htm
• Op de Beeck, I., Bijnens, K., & Van Petegem, W. (Eds.). (2008). Home & Away. Coaching exchange students from a distance. A best-practice manual on blended mobility. Heverlee Belgium: EuroPACE ivzw
• Vriens, M., & Van Petegem, W. (Eds.). (2012). Make it work! Integrating virtual mobility in international work placements. Leuven, Belgium.
• A.Volungeviciene, M.Tereseviciene, E.Dauksiene. (2011). Curriculum design for virtual mobility – significance of teacher-student interaction// Virtual mobility for Teacher sand Students in Higher Education, Research study, Kaunas, 2011.

 
 

Unit 5. Quality Assurance of Curriculum Design for Virtual Mobility

*Unit 5. Quality Assurance of Curriculum Design for Virtual Mobility
 
Having successfully completed this Unit, you will be able to:

• To identify quality characteristics in curriculum;
• To measure curriculum adaptability for virtual mobility.

Day 5 is dedicated for face to face intensive teaching staff training session and self reflection on curriculum quality issues.
 
Assignment 1 is planned as individual and group work during the training of the day.
 

5.1. Open educational resources (OER)

*5.1. Open educational resources (OER)
Most of OER users are interested that OER would be freely available, open, free of charge. Teachers are interested in that edited OER could customize for their lectures as this may significantly reduce the time required to prepare lectures. The resulting variety of materials  also stimulates students. In its simplest form, the concept of  OER describes any educational resources (including curriculum maps, course materials, textbooks, streaming videos, multimedia applications, podcasts, and any other materials that have been designed for use in teaching and learning) that are openly available for use by educators and students. 
 
OER are teaching, learning and research materials in any medium that reside in the public domain and have been released under an open license that permits access, use, repurposing, reuse and redistribution by others with no or limited restrictions (Atkins, Brown & Hammond, 2007[1]). OER are typically made freely available over the Web or the Internet. Their principle use is by teachers and educational institutions to support course development, but OER may also be used directly by students. OER include learning objects such as lecture material, references and readings, simulations, experiments and demonstrations, as well as syllabuses, curricula, and teachers’ guides (Wiley, 2006[2]).
 
OER may be classified in a variety of systems that are suggested by different scholars (Hylén, 2005[3];  Wenk, 2010[4]):

• Learning content: full courses, modules, courseware, curriculum maps, teaching notes, learning objects, exercises, collections and journals courses, references to collections and archives, textbooks, simulations and role plays, student guides, streaming videos, multimedia applications, podcasts, assessment tools and instruments, databases).

 
Tools: software to support the development, use, reuse and delivery of learning content, including searching and organization of content, content and learning management systems, content development tools, online learning communities, simulation tools, apps (including mobile apps) and hardware tools. Implementation resources: intellectual property licenses to promote open publishing of materials, design principles of best practice and localized content.
 
Removing restrictions around copying resources may reduce the cost of accessing educational materials. The principle of allowing adaptation of materials provides a possible mechanism for students becoming active participants in educational processes, who learn best by doing and creating, not by passively reading and absorbing. Content licenses that encourage activity and creation by students through re-use and adaptation of that content can make a significant contribution to creating more effective learning environments.
 
According to UNESCO published Guidelines for Open Educational Resources (OER) in Higher Education, (2011)[5], the transformative educational potential of OERs may also be maximized through different practices and procedures that their providers should incur. Peer review processes may improve the quality of learning materials. Capacity for the creation and use of OERs would increase if it was treated as part of the professional development of academic staff. Using OERs in education could increase serving the needs of particular student populations such as those with special needs and serving students in their local languages. Involving students in the selection and adaptation of OERs would engage them more actively in the learning process.
 
According  Open University (UK)[6] a qualitative  OER is:

• findable  – it can be in multiple locations;
• clearly described;
• clearly licensed (normally through Creative Commons);
• from a source you trust;
• easy to modify;
• Free standing – it does not assume knowledge of other resources;
• free of copyright content;
• being used by/recommended by people like you;
• imperfect  - it just needs to work for you.

 
Reviewing your OER. Self check
Begin by thinking about including OER in curriculum.  The table  below will help guide your reflection.
http://openstudies.eu/content/51-open-educational-resources-oer
 
[1] Atkins, D.E., Brown, J.S., & Hammond, A.L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities. Retrieved fromhttp://www.hewlett.org/uploads/files/ReviewoftheOERMovement.pdf.
[2] Wiley D., Green C., Soares L. (2012). Dramatically Bringing Down the Cost of Education with OER.www.americanprogress.org/issues/2012/02/open_education_resources.html.
[3] Hylén, J. (2005). "Open Educational Resources: Opportunities and Challenges." OECD’s Centre for Educational Research and Innovation.http://www.oecd.org/edu/ceri/37351085.pdf
[4] Wenk, B. (2010). Open educational resources (OER) inspire teaching and learning. Education Engineering (EDUCON), 2010 IEEE (pp. 435-442).
[5] UNESCO (2011). “Open Educational Resourses”. Retrieved fromhttp://www.unesco.org/new/en/communication-andinformation/access-to-knowledge/open-educational-resources/.
[6] http://www.open.edu/openlearn/education/creating-open-educational-resources/content-section-3
 

5.2. Social cultural exchange

*5.2. Social cultural exchange
 
Preparation for international virtual mobility activities requires from teachers to develop both social cultural and academic curriculum provided for exchange.  Social cultural information for virtual mobility curriculum  is an important issue.   The OER is a technology-empowered effort to create and share educational content on a international level as well as an educational opportunity to learn from others and to teach others. The example could be UB Camp project http://www.ubicamp.eu/allowing the experience of  life and culture of university abroad without having to travel.
 
 http://idea-space.eu:19001/up/dab472366e9e698ed948cada4ac7bd96.jpg 
Self reflection. What kind of social cultural information  are you going to include in curriculum using OER?
 

5.3. Learning objectives

*5.3. Learning objectives
 
Learning objectives (often called performance objectives or competencies) are brief, clear, specific statements of what learners will be able to perform at the conclusion of instruction activities. Learning  objectives  are competency based as designate exactly what students need to do, to demonstrate mastery of course material[1].
 
Reviewing learning objectives
Begin by thinking about learning objectives. The questions below will help guide your reflection. Fill review check list. How could you improve  learning objectives?
http://openstudies.eu/content/53-learning-objectives
 
[1] More readings inhttps://assessment.trinity.duke.edu/documents/learning_objectives_park.pdf
 

5.4. Learning organization methods

*5.4. Learning organization methods
 
Virtual mobility  has a lot of advantages, like accessibility of materials from home, possibility to use convenient timing for learning . However, lack of interaction and feelings of isolation could be disadvantages associated with virtual mobility course.   Social interaction among learners themselves and learners and their teacher has a huge motivating impact on the learner’s morale and achievements. Social interaction allows giving and receiving direct feedback, exchange of ideas and reflection of one’s own ideas. The design of virtual mobility activities  will involve using a combination of the expositive, application, collaboration  learning organization methods.
 
Expositive methods emphasize “absorption” of new information. Expositive methods include presentations, case studies, worked examples, demonstrations.
Application methods emphasize the active processes learners use to perform procedural and principle-based tasks and build new knowledge. 
 
Application methods include demonstration-practise method, job aids, case-based or scenario-based exercises, role play, simulations and serious games, guided research, project work.
 
Collaborative methods  emphasize the social dimension of learning and engage learners sharing knowledge and  performing tasks in a collaborative way. They include online guided discussions, collaborative work and peer tutoring. Collaboration is an effective way of enhancing meta-cognition and may and may increase learning effectiveness and  contributes to motivation of virtual learners[1].
 
Strategies for collaborative  learning activities:
1. Create transparency of expectations and purpose: Specific information about how and why the collaborative or interactive activity is included should be provided and ensuring students are familiar with the collaborative tool being used should be done at the outset.
2. Provide clear instructions: One cannot assume that students will know how (and why) to interact or collaborate to form a learning community. Clear instructions, outlines, and due dates need to be provided as the basis from which collaborative work can start. Sufficient time is needed to build relationships among students.
3. Form small groups:
In an online learning context, research indicates that smaller groups – usually three to five students – are more effective than larger groups were some students can ‘lurk in the background and not contribute.’
4. Monitor and support: The online instructor should be available to support collaborative work and to participate in the interaction from time to time, and as needed by a particular group or emerging learning community.
5. Include etiquette guidelines: It should not be assumed that students participating in an online course or learning environment will necessarily share the same understanding of etiquette and how to work together. For this reason it is important for the instructor to map out initial guidelines for interaction. The different between cooperative work (where individual students each submit their own contribution) and collaborative work (where students work together as a team to produce one product) should be explained[2].
 
Each learning activity should have the following description at virtual learning environment following this table:
    http://openstudies.eu/content/54-learning-organization-methods
    
    Reviewing learning organization methods
Begin by thinking about learning organization methods practice. The questions below will help guide your reflection.
http://openstudies.eu/content/54-learning-organization-methods
 
[1] http://www.fao.org/docrep/015/i2516e/i2516e.pdf
[2]http://www.academicpartnerships.com/sites/default/files/A%20Guide%20to%20Quality%20in%20Online%20Learning.pdf
 

5.5. Support and interactivity

*5.5. Support and interactivity
 
Support is necessary for both teachers and students.  While providing virtual mobility course at home university teachers will need organizational and pedagogical support. Peer support and information and guidance is compulsory for learners. And both teachers and learners will need some kind of technological support and resources:
 
 Firstly, there is a need to have an adequate technology infrastructure that enhance connectivity and links of various learning and pedagogical technologies together.  Secondly, there is a need to support teachers by instructing them how to use technology effectively.  Thirdly, technology in learning is needed to support the student and provide an opportunity to learn and interact with teachers and peers.
 
It is important for the virtual mobility course that teachers fully understand the process of such teaching, the structure of the changed learning environment, are aware of how to build relationships with multicultural groups of students, ways of supporting them in their self-regulated learning. 
 
As Beck (2008)[1] has implied a teacher has to find new ways to encourage students learn the material as well as develop their competencies and higher thinking skills. Students must be taught to “reproduce existing knowledge, discuss and challenge existing knowledge and to apply subject discourses to simple and complex problem solving” (p. 480). To find these new ways pedagogical support for teachers is highly important.
 
Not only the satisfaction of students has to be ensured, but, emphasize, an understanding of students’ needs is essential. Jacklin and Riche (2009)[2] in a qualitative study found that information, advice and guidance is one of the main support dimensions for the student.
 
A well designed support system for teachers and learners has the following features: facilitated information search options, technology handbooks and integration kits, TEL users and courses administration options, accessibility options of different TEL curriculum forms and devices, frequently asked questions and complaints‘ options, immediate accessibility to pedagogical and technological help, peer support, learning accessibility in different forms, investigation of learners‘ needs and expectations, building online communities of learners, and social presence in virtual learning environment.
 
Reviewing support provision methods 
Begin by thinking about support provision methods  are used for students. The questions below will help guide your reflection.
http://openstudies.eu/content/55-support-and-interactivity
 
The communication during virtual mobility course is intense and demanding. The teacher must feel good about communicating and interacting with students both in written and oral format because that is a base element in the process. There are several types of interaction in virtual learning environments (i.e. student-teacher, student-student, and student-content); however, the interactions that proves to play a major role in quality assurance in virtual mobility are student-teacher interactions. Virtual mobility learning courses should be developed to promote and facilitate healthy interactions between the learner and the instructor.
 
Reviewing interaction and communication  
The questions below will help guide your reflection. Use the following criteria as a basis for evaluating virtual mobility course curriculum.  Think  about all five sections.
http://openstudies.eu/content/55-support-and-interactivity
 
[1] Beck, S. (2008). The teacher's role and approaches in a knowledge society. Cambridge Journal of Education, 38, 465-481.
[2] Jacklin, A. & Riche, P. (2009). Reconceptualising student support: from ‘support’ to ‘supportive’. Studies in Higher Education,  34 (7), 735–749.
 

5.6. Learning result assessment and evaluation

*5.6. Learning result assessment and evaluation
 
 Assessment is a central element in the overall quality of teaching and learning in higher education. Well-designed assessment sets clear expectations, establishes a reasonable workload (one that does not push students into rote reproductive approaches to study), and provides opportunities for students to self-monitor, rehearse, practice and receive feedback. Assessment is an integral component of a coherent educational experience.
 
Principles of assessment
Assessment is a key element of curriculum design that is fundamental to the learning process. Assessment methods are of prime pedagogical importance because they largely determine how students approach their studies. Assessment should be planned and aligned with the learning outcomes within the instructional design process to enhance the quality of virtual mobility course.  Assessment can be done by the instructor, by the student, by peers, or by an external body. Virtual mobility  learning environments offer increased flexibility for assessment, and can be used to encourage the development of creativity, critical thinking and in-depth subject matter knowledge – each of which is essential for quality learning. Many different assessment techniques can be used in an online learning environment. They can be categorized broadly in terms of timing (synchronous or asynchronous). Types of assessment:

• Written assignments
• Participation in online discussions
• Essays
• Online quizzes
• Multiple choice questions to test understanding (formative) or as a test (summative)
• Collaborative assignment work
• Debates
• Experiential activities such as role play and simulation
• Learning portfolios

 
Range of assessment methods.  We all have learning style preferences.  Equally, we have preferred ways to communicate our learning.  Are students exposed to a range of assessment methods across their learning?  Do they have opportunities to practice  a new assessment method before a summative assessment? 
Assessment criteria. It is important that students are aware of the criteria against which their work will be judged.  This is part of transparency.  Are students able to use the criteria to judge their own work?  Are they involved in the formulation of assessment criteria?
 
Reviewing your assessment strategy and methods
Begin by thinking about your current assessment practice. The questions below will help guide your reflection.
http://openstudies.eu/content/56-learning-result-assessment-and-evaluation
 
The relationship between assessment practices and the overall quality of teaching and learning is often underestimated, yet assessment requirements and the clarity of assessment criteria and standards significantly influence the effectiveness of student learning. Carefully designed assessment contributes directly to the way students approach their study and therefore contributes indirectly, but powerfully, to the quality of their learning.
 
For most students, assessment requirements literally define the curriculum. Assessment is therefore a potent strategic tool for educators with which to spell out the learning that will be rewarded and to guide students into effective approaches to study. Equally, however, poorly designed assessment has the potential to hinder learning or stifle curriculum innovation.
Review your assessment strategy regularly. It can be even more productive when done in partnership with your students and colleagues.
 

5.7. Technological solutions

*5.7. Technological solutions
 
The selection and use of appropriate tools, technology and media is crucial to the success of distance learning programs (see the discussion on use of appropriate technology). Reliability of technology – a technology plan should be in place to ensure that the technology platform used is reliable for the delivery of the course/program.
 
The success of a virtual course is not so much dependent on the tool as such but more on the use of a tool which is carefully considered beforehand. It is important to note that the choice of tools and their use depend on the aims, the situation, the participants,  The tools must be as transparent as possible and the way in which a tool fits an activity is crucial ( Fuente, Fueyo,  Menéndez, 2011[1]).  Virtual mobility tools as interactive communication tools in general are often categorized into two categories:

• Synchronous tools (facilitating communication between users at the same time), e.g. chat, videoconferencing, web conferencing....)
• Asynchronous tools (facilitating communication between user independent of time), e.g. e-mail, discussion forum, e-portfolio....)

This categorization is not considered to be exhaustive but contains the main tools used in this context. It also could be classified in the following categories:

• Reflective tools: portfolio, weblog.
• Collaborative tools: wiki, blog, discussion forum.
• Communication tools: chat, e-mail, videoconferencing, webconference.
• Social networking tools: social networking based on personal web pages, media sharing, social bookmarking.
• Learning platform.

 
This classification is not closed, the use of each of the tools depends on the professor’s intention to make use of them, and this classification is for guidance. The characteristics of these categories will be explained in a more comprehensive way in the following paragraphs.
 
Reviewing technological solutions
Begin by thinking about technological solutions. The questions below will help guide your reflection.
http://openstudies.eu/content/57-technological-solutions
 
[1]http://www.teacamp.eu/sites/default/files/Teacamp_book_final_final20110606.pdf
 

Assignment 5.1. Self -assessment of study guide and course design

*Assignment 5.1. Self -assessment of study guide and course design
 
Learning aim – to analyse curriculum adaptability for virtual mobility.
You have to reflect on your own study subject curriculum  in groups which consist of teachers from at least two Universities – how collaboration should happen in OUVM project and to agree how to develop qualitative curriculum for VM.  You also should discuss the challenges that are waiting for you  during collaboration  in preparing curriculum in OUVM project  and to note them down.
 
Assignment result expected. Evaluation questionnaire for subject curriculum adaptability for  VM implementation is filled.  Possible solutions are identified based on quality assurance criteria.
 
Evaluation method and criteria.   Challenges in  curriculum adaptability  for virtual mobility identified. Feedback from the audience is received.
 
Download quality assurance questionnaire.
Important: Download file to your computer and use newest version of Adobe PDF reader to fill in questionnaire.
 
Download presentation slides.
 

Lessons learnt during collaboration of training material development using idea space:
    

1.     First, a set group of collaborators started collaborative development of this material on idea space platform to meet the needs of OUVM project.
2. The set group decided to have collaboration on two levels and two phases:

FIRST - develop training material here and leave it for state of the art with the licence to adapt and share alike
SECOND - open the version editable for idea space users to edit and share alike (retaining their first version of OER with editable version).
 
So the lesson is that collaboration on OER development is actually depending on contextual circumstances. If the group of people have a need to develop OER initially within a closer group (limited number of users) and then open it for public open access, this is a reason based and qualitative scenario that can work to maintain open collaborative idea development further on in time scale.
The reason, the context and other conditions and circumstances may result in OER development openly from the very first steps.
 

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