Virtual Education Wiki - User contributions [en]

Ziezon

2012-04-13T15:15:53Z

SallyReynolds:

Ziezon is a [[ministry service]] located in [[Netherlands]]. This is a network of teachers, consultants, advisers and others who work with sick children in their homes. It is supported by the Dutch Ministry of education.

The Ziezon web site is at <http://www.ziezon.nl>.

[[Category:Netherlands]]

[[VISCED]]

Ziezon

2012-04-13T15:15:40Z

SallyReynolds:

Ziezon

2012-04-13T15:15:22Z

SallyReynolds: short entry for Ziezon

Bednet

2012-04-13T15:05:54Z

SallyReynolds: /* Example for Europe? */

''Bednet'' is a regional project in [[Flanders]], [[Belgium]], in which 6 to 18 year old children who are suffering from long term and chronic diseases can follow lessons and interact with their class through videoconferencing (from home or the hospital). Using computers and specially selected peropherals, connected through broadband internet and a dedicated interface, the Bednet system enables learners to take partiin classes and their mainstream school activities.

Bednet's aim is to create a child-friendly environment where a long-term ill child can resume his/her lessons in the classroom from home or from the hospital as well as stay in touch with their teachers and class mates.

The technology which Bednet uses emerged from the [[ASCIT]] project which ran from 2005 to 2007 and which investigated the best means of technically supporting Bednet's target users. The system that was developed in this project is still in use today.

In 2007 the first children were able to try out the new Bednet system with their class. In the first complete school year for Bednet, 2007-2008, a total of 39 children were coached. In the year 2008 - 2009, Bednet catered for 75 childrem. In 2009 - 2010 the numbers rose to over 100 and in 2010 - 2011, 160 chldren were being supported by bednet.In the past school year, 2011 - 2012 this number has stabilised at about 160.

Bednet is not a virtual school in itself, it offers a service to ensure sick children are still able to stay in direct contact with their school which is considered to have not only significant pedagogical value but also and important social value.

Approximately 90% of the children supported by Bednet are abale to go on to the next year of their education along with their classmates.

Legally speaking, Bednet is a non-profit organisation or in Dutch: 'vereniging zonder winstoogmerk' (vzw). The main office of Bednet vzw is located in Leuven, Belgium. Bednet is funded 50% by the Flemish Ministry of Education and 50% by other sources including sponsorship form public agencies, provae donors and fundraising.

The Bednet website is http://www.bednet.be

== The Bednet system==
Bednet is a tailor-made system with a personal approach: when a child with a long term or chronic disease is registered at Bednet, a regional Bednet employee prepares the procedure for this student together with his school, the hospital school, his/her parents and, if applicable, a charity involved. Belgacom, one of the Belgian internet providers, installs a broadband internet connection in the child’s home and in the classroom free of charge for the duration of the course. Bednet also provides a helpdesk for child and class.

The child is linked to his class via the Internet. A Bednet set consists of 2 laptops (one with the child, one in the classroom), two webcams, two scanner-printers and a photo camera focusing on the blackboard. Whenever the teacher places a document onto the scanner in the classroom, the same document will be printed at the child’s home after a short time, and vice versa. The sounds and images from the webcam allow the child to follow the school’s lessons in real time. If he has a question or an answer to an asked question he can let the class know by giving them a sound or light signal. This way the ill child is able to follow the lessons as they are happening. After school the system can be used to give out homework and tasks or to hand them in. The child can sit tests and exams under supervision of the teacher at the same time as or at a different time than the other children. All these possibilities enormously increase his chances to succeed. But also the psychological impact is important because the child is visible again in the classroom and takes part in the social life of the class.

The Bednet employee also builds a regional network to enlarge the impact of the project for all persons involved (children, parents, school groups, pedagogical advisory organisations, [http://www.ond.vlaanderen.be/clb/ CLBs] (centres for student counselling), hospitals, patients’ organisations, …).

==Example for Europe?==
Bednet is carrying out pioneering work in this field and is working on a structural solution for all children with long term diseases. Since the Bednet system is focusing on simple and user-friendly technology and the physical limitations of ill children and those in rehabilitation, it can easily be adapted to all languages and to different target groups (such as patients in home care, seniors).

The current challenge is an enlargement of scale. With the support of the Flemish government, Bednet has been able to take on an additional number of employees and now employs a total of 12 people, several of whom are part-time. However Bednet is currently reviewing its practices in order to provide as cost-efficient and effective a service as possible and it has intention is to gradually scale its services to be able to supporta total of 500 children eventually.

While Bednet is aware of several similar initiatives in the Netherlands like [[Ziezon]], there appear to be no similar services active in other parts of the world. Some work on telepresence robots in South Korea and USA is related.

==Partners==
Besides the appreciated support by the Flemish government and the provinces of Antwerp and East-Flanders, Bednet is also supported by Belgacom, GDF-Suez, PC Solidarity, Kom op tegen Kanker en the Koning Boudewijnstichting. On the IT level, Bednet cooperates with Develop-IT and Androme.

----
> [[Flanders]]
 
> [[Belgium]]
 
> [[VISCED]]

[[Category:Belgium|Bednet]]
[[Category:Flanders|Bednet]]
[[Category:Exemplar schools|Bednet]]
[[Category: Virtual schools in Europe]]
[[Category:VISCED]]

Bednet

2012-04-13T15:05:37Z

SallyReynolds: /* Example for Europe? */

''Bednet'' is a regional project in [[Flanders]], [[Belgium]], in which 6 to 18 year old children who are suffering from long term and chronic diseases can follow lessons and interact with their class through videoconferencing (from home or the hospital). Using computers and specially selected peropherals, connected through broadband internet and a dedicated interface, the Bednet system enables learners to take partiin classes and their mainstream school activities.

Bednet's aim is to create a child-friendly environment where a long-term ill child can resume his/her lessons in the classroom from home or from the hospital as well as stay in touch with their teachers and class mates.

The technology which Bednet uses emerged from the [[ASCIT]] project which ran from 2005 to 2007 and which investigated the best means of technically supporting Bednet's target users. The system that was developed in this project is still in use today.

In 2007 the first children were able to try out the new Bednet system with their class. In the first complete school year for Bednet, 2007-2008, a total of 39 children were coached. In the year 2008 - 2009, Bednet catered for 75 childrem. In 2009 - 2010 the numbers rose to over 100 and in 2010 - 2011, 160 chldren were being supported by bednet.In the past school year, 2011 - 2012 this number has stabilised at about 160.

Bednet is not a virtual school in itself, it offers a service to ensure sick children are still able to stay in direct contact with their school which is considered to have not only significant pedagogical value but also and important social value.

Approximately 90% of the children supported by Bednet are abale to go on to the next year of their education along with their classmates.

Legally speaking, Bednet is a non-profit organisation or in Dutch: 'vereniging zonder winstoogmerk' (vzw). The main office of Bednet vzw is located in Leuven, Belgium. Bednet is funded 50% by the Flemish Ministry of Education and 50% by other sources including sponsorship form public agencies, provae donors and fundraising.

The Bednet website is http://www.bednet.be

== The Bednet system==
Bednet is a tailor-made system with a personal approach: when a child with a long term or chronic disease is registered at Bednet, a regional Bednet employee prepares the procedure for this student together with his school, the hospital school, his/her parents and, if applicable, a charity involved. Belgacom, one of the Belgian internet providers, installs a broadband internet connection in the child’s home and in the classroom free of charge for the duration of the course. Bednet also provides a helpdesk for child and class.

The child is linked to his class via the Internet. A Bednet set consists of 2 laptops (one with the child, one in the classroom), two webcams, two scanner-printers and a photo camera focusing on the blackboard. Whenever the teacher places a document onto the scanner in the classroom, the same document will be printed at the child’s home after a short time, and vice versa. The sounds and images from the webcam allow the child to follow the school’s lessons in real time. If he has a question or an answer to an asked question he can let the class know by giving them a sound or light signal. This way the ill child is able to follow the lessons as they are happening. After school the system can be used to give out homework and tasks or to hand them in. The child can sit tests and exams under supervision of the teacher at the same time as or at a different time than the other children. All these possibilities enormously increase his chances to succeed. But also the psychological impact is important because the child is visible again in the classroom and takes part in the social life of the class.

The Bednet employee also builds a regional network to enlarge the impact of the project for all persons involved (children, parents, school groups, pedagogical advisory organisations, [http://www.ond.vlaanderen.be/clb/ CLBs] (centres for student counselling), hospitals, patients’ organisations, …).

==Example for Europe?==
Bednet is carrying out pioneering work in this field and is working on a structural solution for all children with long term diseases. Since the Bednet system is focusing on simple and user-friendly technology and the physical limitations of ill children and those in rehabilitation, it can easily be adapted to all languages and to different target groups (such as patients in home care, seniors).

The current challenge is an enlargement of scale. With the support of the Flemish government, Bednet has been able to take on an additional number of employees and now employs a total of 12 people, several of whom are part-time. However Bednet is currently reviewing its practices in order to provide as cost-efficient and effective a service as possible and it has intention is to gradually scale its services to be able to supporta total of 500 children eventually.

While Bednet is aware of several similar initiatives in the Netherlands like Ziezon[[Ziezon]], there appear to be no similar services active in other parts of the world. Some work on telepresence robots in South Korea and USA is related.

==Partners==
Besides the appreciated support by the Flemish government and the provinces of Antwerp and East-Flanders, Bednet is also supported by Belgacom, GDF-Suez, PC Solidarity, Kom op tegen Kanker en the Koning Boudewijnstichting. On the IT level, Bednet cooperates with Develop-IT and Androme.

----
> [[Flanders]]
 
> [[Belgium]]
 
> [[VISCED]]

[[Category:Belgium|Bednet]]
[[Category:Flanders|Bednet]]
[[Category:Exemplar schools|Bednet]]
[[Category: Virtual schools in Europe]]
[[Category:VISCED]]

Bednet

2012-04-13T15:03:50Z

SallyReynolds: update status

''Bednet'' is a regional project in [[Flanders]], [[Belgium]], in which 6 to 18 year old children who are suffering from long term and chronic diseases can follow lessons and interact with their class through videoconferencing (from home or the hospital). Using computers and specially selected peropherals, connected through broadband internet and a dedicated interface, the Bednet system enables learners to take partiin classes and their mainstream school activities.

Bednet's aim is to create a child-friendly environment where a long-term ill child can resume his/her lessons in the classroom from home or from the hospital as well as stay in touch with their teachers and class mates.

The technology which Bednet uses emerged from the [[ASCIT]] project which ran from 2005 to 2007 and which investigated the best means of technically supporting Bednet's target users. The system that was developed in this project is still in use today.

In 2007 the first children were able to try out the new Bednet system with their class. In the first complete school year for Bednet, 2007-2008, a total of 39 children were coached. In the year 2008 - 2009, Bednet catered for 75 childrem. In 2009 - 2010 the numbers rose to over 100 and in 2010 - 2011, 160 chldren were being supported by bednet.In the past school year, 2011 - 2012 this number has stabilised at about 160.

Bednet is not a virtual school in itself, it offers a service to ensure sick children are still able to stay in direct contact with their school which is considered to have not only significant pedagogical value but also and important social value.

Approximately 90% of the children supported by Bednet are abale to go on to the next year of their education along with their classmates.

Legally speaking, Bednet is a non-profit organisation or in Dutch: 'vereniging zonder winstoogmerk' (vzw). The main office of Bednet vzw is located in Leuven, Belgium. Bednet is funded 50% by the Flemish Ministry of Education and 50% by other sources including sponsorship form public agencies, provae donors and fundraising.

The Bednet website is http://www.bednet.be

== The Bednet system==
Bednet is a tailor-made system with a personal approach: when a child with a long term or chronic disease is registered at Bednet, a regional Bednet employee prepares the procedure for this student together with his school, the hospital school, his/her parents and, if applicable, a charity involved. Belgacom, one of the Belgian internet providers, installs a broadband internet connection in the child’s home and in the classroom free of charge for the duration of the course. Bednet also provides a helpdesk for child and class.

The child is linked to his class via the Internet. A Bednet set consists of 2 laptops (one with the child, one in the classroom), two webcams, two scanner-printers and a photo camera focusing on the blackboard. Whenever the teacher places a document onto the scanner in the classroom, the same document will be printed at the child’s home after a short time, and vice versa. The sounds and images from the webcam allow the child to follow the school’s lessons in real time. If he has a question or an answer to an asked question he can let the class know by giving them a sound or light signal. This way the ill child is able to follow the lessons as they are happening. After school the system can be used to give out homework and tasks or to hand them in. The child can sit tests and exams under supervision of the teacher at the same time as or at a different time than the other children. All these possibilities enormously increase his chances to succeed. But also the psychological impact is important because the child is visible again in the classroom and takes part in the social life of the class.

The Bednet employee also builds a regional network to enlarge the impact of the project for all persons involved (children, parents, school groups, pedagogical advisory organisations, [http://www.ond.vlaanderen.be/clb/ CLBs] (centres for student counselling), hospitals, patients’ organisations, …).

==Example for Europe?==
Bednet is carrying out pioneering work in this field and is working on a structural solution for all children with long term diseases. Since the Bednet system is focusing on simple and user-friendly technology and the physical limitations of ill children and those in rehabilitation, it can easily be adapted to all languages and to different target groups (such as patients in home care, seniors).

The current challenge is an enlargement of scale. With the support of the Flemish government, Bednet has been able to take on an additional number of employees and now employs a total of 12 people, several of whom are part-time. However Bednet is currently reviewing its practices in order to provide as cost-efficient and effective a service as possible and it has intention is to gradually scale its services to be able to supporta total of 500 children eventually.

While Bednet is aware of several similar initiatives in the Netherlands like Stichting Digibeter, there appear to be no similar services active in other parts of the world. Some work on telepresence robots in South Korea and USA is related.

==Partners==
Besides the appreciated support by the Flemish government and the provinces of Antwerp and East-Flanders, Bednet is also supported by Belgacom, GDF-Suez, PC Solidarity, Kom op tegen Kanker en the Koning Boudewijnstichting. On the IT level, Bednet cooperates with Develop-IT and Androme.

----
> [[Flanders]]
 
> [[Belgium]]
 
> [[VISCED]]

[[Category:Belgium|Bednet]]
[[Category:Flanders|Bednet]]
[[Category:Exemplar schools|Bednet]]
[[Category: Virtual schools in Europe]]
[[Category:VISCED]]

Bednet

2012-04-13T14:57:13Z

SallyReynolds:

''Bednet'' is a regional project in [[Flanders]], [[Belgium]], in which 6 to 18 year old children who are suffering from long term and chronic diseases can follow lessons and interact with their class through videoconferencing (from home or the hospital). Using computers and specially selected peropherals, connected through broadband internet and a dedicated interface, the Bednet system enables learners to take partiin classes and their mainstream school activities.

Bednet's aim is to create a child-friendly environment where a long-term ill child can resume his/her lessons in the classroom from home or from the hospital as well as stay in touch with their teachers and class mates.

The technology which Bednet uses emerged from the [[ASCIT]] project which ran from 2005 to 2007 and which investigated the best means of technically supporting Bednet's target users. The system that was developed in this project is still in use today.

In 2007 the first children were able to try out the new Bednet system with their class. In the first complete school year for Bednet, 2007-2008, a total of 39 children were coached. In the year 2008 - 2009, Bednet catered for 75 childrem. In 2009 - 2010 the numbers rose to over 100 and in 2010 - 2011, 160 chldren were being supported by bednet.In the past school year, 2011 - 2012 this number has stabilised at about 160.

Bednet is not a virtual school in itself, it offers a service to ensure sick children are still able to stay in direct contact with their school which is considered to have not only significant pedagogical value but also and important social value.

Approximately 90% of the children supported by Bednet are abale to go on to the next year of their education along with their classmates.

Legally speaking, Bednet is a non-profit organisation or in Dutch: 'vereniging zonder winstoogmerk' (vzw). The main office of Bednet vzw is located in Leuven, Belgium. Bednet is funded 50% by the Flemish Ministry of Education and 50% by other sources including sponsorship form public agencies, provae donors and fundraising.

The Bednet website is http://www.bednet.be

== The Bednet system==
Bednet is a tailor-made system with a personal approach: when a child with a long term or chronic disease is registered at Bednet, a regional Bednet employee prepares the procedure for this student together with his school, the hospital school, his/her parents and, if applicable, a charity involved. Belgacom, one of the Belgian internet providers, installs a broadband internet connection in the child’s home and in the classroom free of charge for the duration of the course. Bednet also provides a helpdesk for child and class.

The child is linked to his class via the Internet. A Bednet set consists of 2 laptops (one with the child, one in the classroom), two webcams, two scanner-printers and a photo camera focusing on the blackboard. Whenever the teacher places a document onto the scanner in the classroom, the same document will be printed at the child’s home after a short time, and vice versa. The sounds and images from the webcam allow the child to follow the school’s lessons in real time. If he has a question or an answer to an asked question he can let the class know by giving them a sound or light signal. This way the ill child is able to follow the lessons as they are happening. After school the system can be used to give out homework and tasks or to hand them in. The child can sit tests and exams under supervision of the teacher at the same time as or at a different time than the other children. All these possibilities enormously increase his chances to succeed. But also the psychological impact is important because the child is visible again in the classroom and takes part in the social life of the class.

The Bednet employee also builds a regional network to enlarge the impact of the project for all persons involved (children, parents, school groups, pedagogical advisory organisations, [http://www.ond.vlaanderen.be/clb/ CLBs] (centres for student counselling), hospitals, patients’ organisations, …).

==Example for Europe?==
Bednet is carrying out pioneers’ work in this field and is working on a structural solution for all children with long term diseases. Since the Bednet system is focusing on simple and user-friendly technology and the physical limitations of ill children and those in rehabilitation, it can easily be adapted to all languages and to different target groups (such as patients in home care, seniors).

The current challenge is an enlargement of scale. With the support of the Flemish government, Bednet wants to take on an additional number of employees. Bednet is expecting an increase to 100 to 150 children for the school year 2009-2010. The intention is to increase the number of children gradually to 500 over a few years, starting in 2010-2011. The services and scale depend on the availability of personnel and hardware.

==Partners==
Besides the appreciated support by the Flemish government and the provinces of Antwerp and East-Flanders, Bednet is also supported by Belgacom, GDF-Suez, PC Solidarity, Kom op tegen Kanker en the Koning Boudewijnstichting. On the IT level, Bednet cooperates with Develop-IT and Androme.

----
> [[Flanders]]
 
> [[Belgium]]
 
> [[VISCED]]

[[Category:Belgium|Bednet]]
[[Category:Flanders|Bednet]]
[[Category:Exemplar schools|Bednet]]
[[Category: Virtual schools in Europe]]
[[Category:VISCED]]

Bednet

2012-04-13T14:57:00Z

SallyReynolds: progress of children using the Bednet service

''Bednet'' is a regional project in [[Flanders]], [[Belgium]], in which 6 to 18 year old children who are suffering from long term and chronic diseases can follow lessons and interact with their class through videoconferencing (from home or the hospital). Using computers and specially selected peropherals, connected through broadband internet and a dedicated interface, the Bednet system enables learners to take partiin classes and their mainstream school activities.

Bednet's aim is to create a child-friendly environment where a long-term ill child can resume his/her lessons in the classroom from home or from the hospital as well as stay in touch with their teachers and class mates.

The technology which Bednet uses emerged from the [[ASCIT]] project which ran from 2005 to 2007 and which investigated the best means of technically supporting Bednet's target users. The system that was developed in this project is still in use today.

In 2007 the first children were able to try out the new Bednet system with their class. In the first complete school year for Bednet, 2007-2008, a total of 39 children were coached. In the year 2008 - 2009, Bednet catered for 75 childrem. In 2009 - 2010 the numbers rose to over 100 and in 2010 - 2011, 160 chldren were being supported by bednet.In the past school year, 2011 - 2012 this number has stabilised at about 160.

Bednet is not a virtual school in itself, it offers a service to ensure sick children are still able to stay in direct contact with their school which is considered to have not only significant pedagogical value but also and important social value.

Approximately 90% of the children supported by Bednet are abale to go on to the next year of their eductaion along with their classmates.

Legally speaking, Bednet is a non-profit organisation or in Dutch: 'vereniging zonder winstoogmerk' (vzw). The main office of Bednet vzw is located in Leuven, Belgium. Bednet is funded 50% by the Flemish Ministry of Education and 50% by other sources including sponsorship form public agencies, provae donors and fundraising.

The Bednet website is http://www.bednet.be

== The Bednet system==
Bednet is a tailor-made system with a personal approach: when a child with a long term or chronic disease is registered at Bednet, a regional Bednet employee prepares the procedure for this student together with his school, the hospital school, his/her parents and, if applicable, a charity involved. Belgacom, one of the Belgian internet providers, installs a broadband internet connection in the child’s home and in the classroom free of charge for the duration of the course. Bednet also provides a helpdesk for child and class.

The child is linked to his class via the Internet. A Bednet set consists of 2 laptops (one with the child, one in the classroom), two webcams, two scanner-printers and a photo camera focusing on the blackboard. Whenever the teacher places a document onto the scanner in the classroom, the same document will be printed at the child’s home after a short time, and vice versa. The sounds and images from the webcam allow the child to follow the school’s lessons in real time. If he has a question or an answer to an asked question he can let the class know by giving them a sound or light signal. This way the ill child is able to follow the lessons as they are happening. After school the system can be used to give out homework and tasks or to hand them in. The child can sit tests and exams under supervision of the teacher at the same time as or at a different time than the other children. All these possibilities enormously increase his chances to succeed. But also the psychological impact is important because the child is visible again in the classroom and takes part in the social life of the class.

The Bednet employee also builds a regional network to enlarge the impact of the project for all persons involved (children, parents, school groups, pedagogical advisory organisations, [http://www.ond.vlaanderen.be/clb/ CLBs] (centres for student counselling), hospitals, patients’ organisations, …).

==Example for Europe?==
Bednet is carrying out pioneers’ work in this field and is working on a structural solution for all children with long term diseases. Since the Bednet system is focusing on simple and user-friendly technology and the physical limitations of ill children and those in rehabilitation, it can easily be adapted to all languages and to different target groups (such as patients in home care, seniors).

The current challenge is an enlargement of scale. With the support of the Flemish government, Bednet wants to take on an additional number of employees. Bednet is expecting an increase to 100 to 150 children for the school year 2009-2010. The intention is to increase the number of children gradually to 500 over a few years, starting in 2010-2011. The services and scale depend on the availability of personnel and hardware.

==Partners==
Besides the appreciated support by the Flemish government and the provinces of Antwerp and East-Flanders, Bednet is also supported by Belgacom, GDF-Suez, PC Solidarity, Kom op tegen Kanker en the Koning Boudewijnstichting. On the IT level, Bednet cooperates with Develop-IT and Androme.

----
> [[Flanders]]
 
> [[Belgium]]
 
> [[VISCED]]

[[Category:Belgium|Bednet]]
[[Category:Flanders|Bednet]]
[[Category:Exemplar schools|Bednet]]
[[Category: Virtual schools in Europe]]
[[Category:VISCED]]

Bednet

2012-04-13T14:55:29Z

SallyReynolds: update figures and legal status

''Bednet'' is a regional project in [[Flanders]], [[Belgium]], in which 6 to 18 year old children who are suffering from long term and chronic diseases can follow lessons and interact with their class through videoconferencing (from home or the hospital). Using computers and specially selected peropherals, connected through broadband internet and a dedicated interface, the Bednet system enables learners to take partiin classes and their mainstream school activities.

Bednet's aim is to create a child-friendly environment where a long-term ill child can resume his/her lessons in the classroom from home or from the hospital as well as stay in touch with their teachers and class mates.

The technology which Bednet uses emerged from the [[ASCIT]] project which ran from 2005 to 2007 and which investigated the best means of technically supporting Bednet's target users. The system that was developed in this project is still in use today.

In 2007 the first children were able to try out the new Bednet system with their class. In the first complete school year for Bednet, 2007-2008, a total of 39 children were coached. In the year 2008 - 2009, Bednet catered for 75 childrem. In 2009 - 2010 the numbers rose to over 100 and in 2010 - 2011, 160 chldren were being supported by bednet.In the past school year, 2011 - 2012 this number has stabilised at about 160.

Bednet is not a virtual school in itself, it offers a service to ensure sick children are still able to stay in direct contact with their school which is considered to have not only significant pedagogical value but also and important social value.

Legally speaking, Bednet is a non-profit organisation or in Dutch: 'vereniging zonder winstoogmerk' (vzw). The main office of Bednet vzw is located in Leuven, Belgium. Bednet is funded 50% by the Flemish Ministry of Education and 50% by other sources including sponsorship form public agencies, provae donors and fundraising.

The Bednet website is http://www.bednet.be

== The Bednet system==
Bednet is a tailor-made system with a personal approach: when a child with a long term or chronic disease is registered at Bednet, a regional Bednet employee prepares the procedure for this student together with his school, the hospital school, his/her parents and, if applicable, a charity involved. Belgacom, one of the Belgian internet providers, installs a broadband internet connection in the child’s home and in the classroom free of charge for the duration of the course. Bednet also provides a helpdesk for child and class.

The child is linked to his class via the Internet. A Bednet set consists of 2 laptops (one with the child, one in the classroom), two webcams, two scanner-printers and a photo camera focusing on the blackboard. Whenever the teacher places a document onto the scanner in the classroom, the same document will be printed at the child’s home after a short time, and vice versa. The sounds and images from the webcam allow the child to follow the school’s lessons in real time. If he has a question or an answer to an asked question he can let the class know by giving them a sound or light signal. This way the ill child is able to follow the lessons as they are happening. After school the system can be used to give out homework and tasks or to hand them in. The child can sit tests and exams under supervision of the teacher at the same time as or at a different time than the other children. All these possibilities enormously increase his chances to succeed. But also the psychological impact is important because the child is visible again in the classroom and takes part in the social life of the class.

The Bednet employee also builds a regional network to enlarge the impact of the project for all persons involved (children, parents, school groups, pedagogical advisory organisations, [http://www.ond.vlaanderen.be/clb/ CLBs] (centres for student counselling), hospitals, patients’ organisations, …).

==Example for Europe?==
Bednet is carrying out pioneers’ work in this field and is working on a structural solution for all children with long term diseases. Since the Bednet system is focusing on simple and user-friendly technology and the physical limitations of ill children and those in rehabilitation, it can easily be adapted to all languages and to different target groups (such as patients in home care, seniors).

The current challenge is an enlargement of scale. With the support of the Flemish government, Bednet wants to take on an additional number of employees. Bednet is expecting an increase to 100 to 150 children for the school year 2009-2010. The intention is to increase the number of children gradually to 500 over a few years, starting in 2010-2011. The services and scale depend on the availability of personnel and hardware.

==Partners==
Besides the appreciated support by the Flemish government and the provinces of Antwerp and East-Flanders, Bednet is also supported by Belgacom, GDF-Suez, PC Solidarity, Kom op tegen Kanker en the Koning Boudewijnstichting. On the IT level, Bednet cooperates with Develop-IT and Androme.

----
> [[Flanders]]
 
> [[Belgium]]
 
> [[VISCED]]

[[Category:Belgium|Bednet]]
[[Category:Flanders|Bednet]]
[[Category:Exemplar schools|Bednet]]
[[Category: Virtual schools in Europe]]
[[Category:VISCED]]

Bednet

2012-04-13T14:48:41Z

SallyReynolds: clarify link between ASCIT and Bednet

''Bednet'' is a regional project in [[Flanders]], [[Belgium]], in which 6 to 18 year old children who are suffering from long term and chronic diseases can follow lessons and interact with their class through videoconferencing (from home or the hospital). Using computers and specially selected peropherals, connected through broadband internet and a dedicated interface, the Bednet system enables learners to take partiin classes and their mainstream school activities.

Bednet's aim is to create a child-friendly environment where a long-term ill child can resume his/her lessons in the classroom from home or from the hospital as well as stay in touch with their teachers and class mates.

The technology which Bednet uses emerged from the [[ASCIT]] project which ran from 2005 to 2007 and which investigated the best means of technically supporting Bednet's target users. The system that was developed in this project is still in use today.

In 2007 the first children were able to try out the new Bednet system with their class. In the first complete school year for Bednet, 2007-2008, a total of 39 children were coached. In the past school year, the preliminary count went up to 77 children. The Flemish government already assigned a project coordinator, working means and IT-support to the project.

During the past years, Bednet with its partners has been working on a simple and user-friendly system, and has been offering a service which has shown its use for children and teachers.

Legally speaking, Bednet is a non-profit organisation or in Dutch: 'vereniging zonder winstoogmerk' (vzw). The main office of Bednet vzw is located in Leuven, Belgium.

The Bednet website is http://www.bednet.be

== The Bednet system==
Bednet is a tailor-made system with a personal approach: when a child with a long term or chronic disease is registered at Bednet, a regional Bednet employee prepares the procedure for this student together with his school, the hospital school, his/her parents and, if applicable, a charity involved. Belgacom, one of the Belgian internet providers, installs a broadband internet connection in the child’s home and in the classroom free of charge for the duration of the course. Bednet also provides a helpdesk for child and class.

The child is linked to his class via the Internet. A Bednet set consists of 2 laptops (one with the child, one in the classroom), two webcams, two scanner-printers and a photo camera focusing on the blackboard. Whenever the teacher places a document onto the scanner in the classroom, the same document will be printed at the child’s home after a short time, and vice versa. The sounds and images from the webcam allow the child to follow the school’s lessons in real time. If he has a question or an answer to an asked question he can let the class know by giving them a sound or light signal. This way the ill child is able to follow the lessons as they are happening. After school the system can be used to give out homework and tasks or to hand them in. The child can sit tests and exams under supervision of the teacher at the same time as or at a different time than the other children. All these possibilities enormously increase his chances to succeed. But also the psychological impact is important because the child is visible again in the classroom and takes part in the social life of the class.

The Bednet employee also builds a regional network to enlarge the impact of the project for all persons involved (children, parents, school groups, pedagogical advisory organisations, [http://www.ond.vlaanderen.be/clb/ CLBs] (centres for student counselling), hospitals, patients’ organisations, …).

==Example for Europe?==
Bednet is carrying out pioneers’ work in this field and is working on a structural solution for all children with long term diseases. Since the Bednet system is focusing on simple and user-friendly technology and the physical limitations of ill children and those in rehabilitation, it can easily be adapted to all languages and to different target groups (such as patients in home care, seniors).

The current challenge is an enlargement of scale. With the support of the Flemish government, Bednet wants to take on an additional number of employees. Bednet is expecting an increase to 100 to 150 children for the school year 2009-2010. The intention is to increase the number of children gradually to 500 over a few years, starting in 2010-2011. The services and scale depend on the availability of personnel and hardware.

==Partners==
Besides the appreciated support by the Flemish government and the provinces of Antwerp and East-Flanders, Bednet is also supported by Belgacom, GDF-Suez, PC Solidarity, Kom op tegen Kanker en the Koning Boudewijnstichting. On the IT level, Bednet cooperates with Develop-IT and Androme.

----
> [[Flanders]]
 
> [[Belgium]]
 
> [[VISCED]]

[[Category:Belgium|Bednet]]
[[Category:Flanders|Bednet]]
[[Category:Exemplar schools|Bednet]]
[[Category: Virtual schools in Europe]]
[[Category:VISCED]]

Bednet

2012-04-13T14:46:10Z

SallyReynolds: elabortaion of core description

''Bednet'' is a regional project in [[Flanders]], [[Belgium]], in which 6 to 18 year old children who are suffering from long term and chronic diseases can follow lessons and interact with their class through videoconferencing (from home or the hospital). Using computers and specially selected peropherals, connected through broadband internet and a dedicated interface, the Bednet system enables learners to take partiin classes and their mainstream school activities.

Bednet's aim is to create a child-friendly environment where a long-term ill child can resume his/her lessons in the classroom from home or from the hospital as well as stay in touch with their teachers and class mates.

Bednet works further on the [[ASCIT]] project which ran from 2005 to 2007. In 2007 the first children were able to try out the new Bednet system with their class. In the first complete school year for Bednet, 2007-2008, a total of 39 children were coached. In the past school year, the preliminary count went up to 77 children. The Flemish government already assigned a project coordinator, working means and IT-support to the project.

During the past years, Bednet with its partners has been working on a simple and user-friendly system, and has been offering a service which has shown its use for children and teachers.

Legally speaking, Bednet is a non-profit organisation or in Dutch: 'vereniging zonder winstoogmerk' (vzw). The main office of Bednet vzw is located in Leuven, Belgium.

The Bednet website is http://www.bednet.be

== The Bednet system==
Bednet is a tailor-made system with a personal approach: when a child with a long term or chronic disease is registered at Bednet, a regional Bednet employee prepares the procedure for this student together with his school, the hospital school, his/her parents and, if applicable, a charity involved. Belgacom, one of the Belgian internet providers, installs a broadband internet connection in the child’s home and in the classroom free of charge for the duration of the course. Bednet also provides a helpdesk for child and class.

The child is linked to his class via the Internet. A Bednet set consists of 2 laptops (one with the child, one in the classroom), two webcams, two scanner-printers and a photo camera focusing on the blackboard. Whenever the teacher places a document onto the scanner in the classroom, the same document will be printed at the child’s home after a short time, and vice versa. The sounds and images from the webcam allow the child to follow the school’s lessons in real time. If he has a question or an answer to an asked question he can let the class know by giving them a sound or light signal. This way the ill child is able to follow the lessons as they are happening. After school the system can be used to give out homework and tasks or to hand them in. The child can sit tests and exams under supervision of the teacher at the same time as or at a different time than the other children. All these possibilities enormously increase his chances to succeed. But also the psychological impact is important because the child is visible again in the classroom and takes part in the social life of the class.

The Bednet employee also builds a regional network to enlarge the impact of the project for all persons involved (children, parents, school groups, pedagogical advisory organisations, [http://www.ond.vlaanderen.be/clb/ CLBs] (centres for student counselling), hospitals, patients’ organisations, …).

==Example for Europe?==
Bednet is carrying out pioneers’ work in this field and is working on a structural solution for all children with long term diseases. Since the Bednet system is focusing on simple and user-friendly technology and the physical limitations of ill children and those in rehabilitation, it can easily be adapted to all languages and to different target groups (such as patients in home care, seniors).

The current challenge is an enlargement of scale. With the support of the Flemish government, Bednet wants to take on an additional number of employees. Bednet is expecting an increase to 100 to 150 children for the school year 2009-2010. The intention is to increase the number of children gradually to 500 over a few years, starting in 2010-2011. The services and scale depend on the availability of personnel and hardware.

==Partners==
Besides the appreciated support by the Flemish government and the provinces of Antwerp and East-Flanders, Bednet is also supported by Belgacom, GDF-Suez, PC Solidarity, Kom op tegen Kanker en the Koning Boudewijnstichting. On the IT level, Bednet cooperates with Develop-IT and Androme.

----
> [[Flanders]]
 
> [[Belgium]]
 
> [[VISCED]]

[[Category:Belgium|Bednet]]
[[Category:Flanders|Bednet]]
[[Category:Exemplar schools|Bednet]]
[[Category: Virtual schools in Europe]]
[[Category:VISCED]]

Bednet

2012-04-13T14:43:50Z

SallyReynolds: /* The Bednet system */

''Bednet'' is a regional project in [[Flanders]], [[Belgium]], in which 6 to 18 year old children who are suffering from long term and chronic diseases can follow lessons and interact with their class through videoconferencing (from home or the hospital).

Bednet's aim is to create a child-friendly environment where a long-term ill child can resume his/her lessons in the classroom from home or from the hospital as well as stay in touch with their teachers and class mates.

Bednet works further on the [[ASCIT]] project which ran from 2005 to 2007. In 2007 the first children were able to try out the new Bednet system with their class. In the first complete school year for Bednet, 2007-2008, a total of 39 children were coached. In the past school year, the preliminary count went up to 77 children. The Flemish government already assigned a project coordinator, working means and IT-support to the project.

During the past years, Bednet with its partners has been working on a simple and user-friendly system, and has been offering a service which has shown its use for children and teachers.

Legally speaking, Bednet is a non-profit organisation or in Dutch: 'vereniging zonder winstoogmerk' (vzw). The main office of Bednet vzw is located in Leuven, Belgium.

The Bednet website is http://www.bednet.be

== The Bednet system==
Bednet is a tailor-made system with a personal approach: when a child with a long term or chronic disease is registered at Bednet, a regional Bednet employee prepares the procedure for this student together with his school, the hospital school, his/her parents and, if applicable, a charity involved. Belgacom, one of the Belgian internet providers, installs a broadband internet connection in the child’s home and in the classroom free of charge for the duration of the course. Bednet also provides a helpdesk for child and class.

The child is linked to his class via the Internet. A Bednet set consists of 2 laptops (one with the child, one in the classroom), two webcams, two scanner-printers and a photo camera focusing on the blackboard. Whenever the teacher places a document onto the scanner in the classroom, the same document will be printed at the child’s home after a short time, and vice versa. The sounds and images from the webcam allow the child to follow the school’s lessons in real time. If he has a question or an answer to an asked question he can let the class know by giving them a sound or light signal. This way the ill child is able to follow the lessons as they are happening. After school the system can be used to give out homework and tasks or to hand them in. The child can sit tests and exams under supervision of the teacher at the same time as or at a different time than the other children. All these possibilities enormously increase his chances to succeed. But also the psychological impact is important because the child is visible again in the classroom and takes part in the social life of the class.

The Bednet employee also builds a regional network to enlarge the impact of the project for all persons involved (children, parents, school groups, pedagogical advisory organisations, [http://www.ond.vlaanderen.be/clb/ CLBs] (centres for student counselling), hospitals, patients’ organisations, …).

==Example for Europe?==
Bednet is carrying out pioneers’ work in this field and is working on a structural solution for all children with long term diseases. Since the Bednet system is focusing on simple and user-friendly technology and the physical limitations of ill children and those in rehabilitation, it can easily be adapted to all languages and to different target groups (such as patients in home care, seniors).

The current challenge is an enlargement of scale. With the support of the Flemish government, Bednet wants to take on an additional number of employees. Bednet is expecting an increase to 100 to 150 children for the school year 2009-2010. The intention is to increase the number of children gradually to 500 over a few years, starting in 2010-2011. The services and scale depend on the availability of personnel and hardware.

==Partners==
Besides the appreciated support by the Flemish government and the provinces of Antwerp and East-Flanders, Bednet is also supported by Belgacom, GDF-Suez, PC Solidarity, Kom op tegen Kanker en the Koning Boudewijnstichting. On the IT level, Bednet cooperates with Develop-IT and Androme.

----
> [[Flanders]]
 
> [[Belgium]]
 
> [[VISCED]]

[[Category:Belgium|Bednet]]
[[Category:Flanders|Bednet]]
[[Category:Exemplar schools|Bednet]]
[[Category: Virtual schools in Europe]]
[[Category:VISCED]]

IScoil

2012-02-22T10:11:12Z

SallyReynolds: added more information to iScoil page

The ''iScoil'' is a [[virtual school]] located in [[Ireland]].

iScoil began in 2009 and emerged from a collaboration with NotSchool UK. Before launching as iScoil, it operated for 2 years as NotSchool Ireland.

iScoil has been developed for students between the ages of 12 and 16 who have disengaged from the school system. Students include school phobics, students suffering from depression and behavioural problems and students from disadvantaged backgrounds. Funded by the Presentation Sisters, iScoil currently caters for 50 learners located in five clusters around the country - Dublin, East Coast, Longford, Limerick and Galway. It does not at this time receive any funding from the Dept of Education or other government agencies although this is being actively sought. Referrals to iScoil generally come through government agencies of some sort.

iScoil is based on blended learning where students receive both online tutoring and face-to-face workshops. The students are assigned a mentor who identifies the student's interests, facilitates their learning and helps them to work towards a FETAC accreditation. The students are not bound by a class timetable but can participate throughout the day and at their own pace as the server is open from 9.00 a.m. to 8.00 p.m.

iScoil is an online learning community offering an alternative path to further education and employment.Current studies estimate that as many as eight hundred young people in Ireland do not transfer from primary to post-primary school each year. iScoil students generally progress on to either YouthReach programmes or FAS or other training options or alternatively continue their eduction in a traditional school.

Online learning is based on a moodle based service which offers various modes of learning content. Most of this is asynchronous although some instant messaging is used and other synchronous means are being investigated. Students also meet on occasion in small groups for face-to-face group work.

iScoil is based on the premise that significant numbers of students are not progressing successfully through the current mainstream system.

Within this context iScoil aims to:

* Engage young people in learning
* Build confidence and self esteem
* Offer Accreditation opportunities
* Support progression to further education and employment

iScoil operates with 4 full time staff and about 8 part-time teachers. Teachers are either mentors who work with groups of up to 6 students or subject specialists who devise the learning pathway and curriculum for individual students.

The Virtual School Name web site is at <http://www.iscoil.ie>.

> [[Ireland]]

> [[Europe]]

> [[Virtual schools]]

[[Category:Ireland|Iscoil]]

[[Category:Virtual schools in Ireland|Iscoil]]
[[Category:Europe|Iscoil]]
[[Category:Virtual schools in Europe|Iscoil]]

[[Category:VISCED]]

IScoil

2011-09-23T07:43:56Z

SallyReynolds: changes to iScoil entry

The ''iScoil'' is a [[virtual school]] located in [[Ireland]].

iScoil has been developed for students between the ages of 12 and 16 who have disengaged from the school system. Funded by the Presentation Sisters, iScoil currently caters for 50 learners located in five clusters around the country - Dublin, East Coast, Longford, Limerick and Galway.

iScoil is based on blended learning where students receive both online tutoring and face-to-face workshops. The students are assigned a mentor who identifies the student's interests, facilitates their learning and helps them to work towards a FETAC accreditation. The students are not bound by a class timetable but can participate throughout the day and at their own pace as the server is open from 9.00 a.m. to 8.00 p.m.

iScoil is an online learning community offering an alternative path to further education and employment.Current studies estimate that as many as eight hundred young people in Ireland do not transfer from primary to post-primary school each year.

Significant numbers of students are not progressing successfully through the current mainstream system.

Within this context iScoil aims to:

* Engage young people in learning
* Build confidence and self esteem
* Offer Accreditation opportunities
* Support progression to further education and employment

The Virtual School Name web site is at <http://www.iscoil.ie>.

> [[Ireland]]

> [[Europe]]

> [[Virtual schools]]

[[Category:Ireland|iscoil]]

[[Category:Europe|iscoil]]

[[Category:VISCED]]

Brisbane School of Distance Education

2011-09-23T07:07:22Z

SallyReynolds: first insert of information about BSDE

The ''Brisbane School of Distance Education'' ('''BSDE''') is a [[school]] located in Queensland, [[Australia]].

Brisbane School of Distance Education (BSDE) was initially designed to provide education to isolated families in Queensland, is now leading the innovative delivery of world class curriculum using global technologies.

BSDE is organised into Junior, Middle and Senior sub-schools, it is a state school which has approximately 1500 full time equivalent students. BSDE provides curriculum from Prep to Year 12 and enrols students under 'limited choice' and 'by choice' categories. Currently BSDE has approximately 80 Aboriginal and/or Torres Strait Islander students.

BSDE provides schooling by various modes, including:
• scheduled telephone lessons,
• net meetings,
• blackboard,
• virtual schooling,
• face to face tutorials in school,
• mini schools and
• home visits by teachers and support staff.

According to their website, the mission of BSDE is to “value every child as an individual and strive to provide a flexible curriculum to meet their needs. BSDE has focused on specialised training of staff to deliver quality learning programs in an active e-learning environment for students located in Queensland, indeed, around the world.”

The Virtual School Name web site is at <http://brisbanesde.eq.edu.au>.

> [[Australia]]

> [[Australasia]]

> [[Virtual schools]]

*[[Category:Virtual schools]]

*[[Category:Virtual schools in Australia]]

*[[Category:Virtual schools in Australasia]]

----

[[Category:Australia|brisbane]]

[[Category:Australasia|brisbane]]

[[Category:VISCED]]

Resources

2009-10-27T12:15:49Z

SallyReynolds: /* Papers people have found */ Sally added paper by Albert Sangra

== Experts in the field of Virtual campuses ==

[[Advisory Committee]]

[[Experts]]

== Book Recommendations ==

* Latchem, C. and Jung, I. (2010) Distance and blended learning in Asia London: Routledge, especially Chapter 5: New providers and new markets

*

== Series of reports on eLearning initiatives ==

These include:

* [[The e-University Compendium]] - a collection of 23 reports and some annexes, dating from summer 2004
* [[Megatrends in e-Learning Provision]] - a series of books from the [http://nettskolen.nki.no/in_english/megatrends/index.html Megatrends] Project, 2005-2007
* [[The Development of Virtual Education: A global perspective ]] A study of current trends in the virtual delivery of education, conducted with funding provided by the Department for International Development, London, UK, by [[COL]]

== Individual reports on eLearning initiatives==

* [[Blended learning at the macro level – the experience of the Bavarian Virtual University]]
* [[Lessons to be learned from the failure of the UK e-University]]
* [[Offshore education in the wider context of internationalisation and ICT: experiences and examples from Dutch higher education]]
* The Business of Borderless Education
* [[Using Distance Education for Skills Development]]
* [[Towards a Virtual Campus Observatory for Latin America]] (Extract)
* [[Trainer’s and Professional’s Guide to Quality in Open and Distance Learning]]
* [[Studies in the Context of the E-learning Initiative: Virtual Models of European Universities]]
* [[Survey of Virtual Campus and Virtual University Activities in Europe]]
* [[The Virtual University. Models and Messages. Lessons from Case Studies]]
* [[The Finnish Virtual University. Lessons and Knowledge Exchange Opportunities to Inform Pan-Canadian Plans]]
* [[Cooperation Models for National e-Learning Development in Estonia (example of the Estonian e-Learning Development Centre)]]

== elearning Project outputs ==
* [[MASSIVE - Modelling Advice and Support Services to Integrate the Virtual Component in Higher Education]]
* [[UNIQUe - European University Quality in eLearning]]
* [[E-xcellence - Benchmarking tool for Quality Assessment in e-learning]]
* [[BEING MOBILE - Disseminating Virtual Mobility for Students and Teachers]]
* [[E-LERU - A Virtual Campus for European Universities]]
* [[cEVU - a Collaborative European Virtual University]]
* [[BENVIC - Benchmarking of Virtual Campuses]]
* [[E-MOVE - An operational conception of virtual mobility]]
* [[E.A.S.Y - European Agency for EASY access to Virtual Campus]]
* [[UNIVe - Creating a Network-based e-University Model for the Small Countries in the Context of e-Learning in Europe]]
*[[Promoting Best Practice in Virtual Campuses| PBP-VC - Promoting Best Practice in Virtual Campuses]] Powerpoint Presentation, project outputs, book
*[[fnm-austria ]](Forum Neue Medien in der Lehre österreichischer Universitäten und Fachhochschulen)
# [[Eenovate]]

== Other WIKIs of relevance ==
The following wikis on related topics may be of interest to the audience interested in the Re.ViCa wiki.

(Unless stated otherwise, all wikis use the same [http://www.mediawiki.org/wiki/MediaWiki MediaWiki] software that is used by Re.ViCa.)

# The [http://edutechwiki.unige.ch/en/Main_Page EduTech wiki] run by the [http://www.unige.ch/ University of Geneva] has a large number of definitions of useful terms and concepts in e-learning.
# The [http://oerwiki.iiep-unesco.org/index.php?title=Main_Page OER wiki] run by the [http://www.unesco.org/iiep/ International Institute for Educational Planning] (IIEP) in UNESCO has useful coverage of concepts and projects in the area of Open Educational Resources.
# The [http://elatewiki.org/index.php/Main_Page ELATE wiki] is a US wiki of good practices in e-learning
# The [http://wiki.cetis.ac.uk/CETIS_Wiki CETIS wiki] is a a wiki of resources to do with interoperability and standards for e-learning, run by a programme of JISC
# The [http://www.sloan-c-wiki.org/wiki/index.php?title=Main_Page Sloan-C wiki] is full of useful Effective Practices and articles (mostly from [http://www.sloan-c.org/publications/jaln/ JALN])
# The [http://www.simteach.com/wiki/index.php?title=Main_Page SimTeach] wiki covers education in Multi-User Virtual Environments - see also its interesting "subwiki" on [http://www.simteach.com/wiki/index.php?title=Second_Life_Education_Wiki Second Life] (thanks to [http://www.downes.ca/news/OLDaily.htm Stephen Downes's blog] for this information)
# The [http://elearning.heacademy.ac.uk/wiki/index.php/Main_Page Higher Education Academy Benchmarking and Pathfinder wiki] has many articles of relevance to the UK e-learning situation.
# [http://en.wikipedia.org/wiki/Main_Page Wikipedia] itself contains many articles on e-learning topics.
# The [http://www.utdc.vuw.ac.nz/emmWiki/index.php/Main_Page eMM wiki] run by Dr [[Stephen Marshall]] of the Victoria University of Wellington (New Zealand) is the repository for the evolving e-Maturity Model ([[eMM]]) methodology for benchmarking e-learning.
# Although it is a web site and blog but not actually a wiki it is worth mentioning the new EU reports on [http://www.nettskolen.com/in_english/megatrends/index.html Megatrends in e-learning provision] which include mini case studies on the [[University of Leicester]], [[University of Ulster]], [[Staffordshire University]] and [[Manchester Metropolitan University]] as well as of course the [[Open University]] and several non-UK providers.
# [http://www.wikieducator.org/Main_Page WikiEducator] is a community resource supported by the [[Commonwealth of Learning]] (COL) for the development of free educational content. Some descriptions of institutions and initiatives relevant to Re.ViCa are available, or are being developed.

In addition to these, it is known that various agencies and associations including [http://connect.educause.edu/ EDUCAUSE] are experimenting with wikis.

== Papers people have found ==
* [http://www.educause.edu/library/EQM09212 Challenges in Setting up Cross-Institutional Virtual Campuses] - Educause Quaterly, Vol. 32(2), 2009. Written by [[Pierre-Yves Burgi]]
* [http://www.cet.uct.ac.za/projects#PHEA PHEA Educational Technology Initiative] - Reports on ICTs in Higher Education in: Egypt , Ghana, Kenya, Mozambique, Nigeria, South Africa, Tanzania, Uganda. Obtained by [[Paul Bacsich]]
*Link to summary and review of thesis [http://www.tonybates.ca/2009/02/28/review-of-sangra-a-2008-the-integration-of-information-and-communication-technologies-in-the-university-models-problems-and-challenges] written by [[Albert Sangra]] Morer from the Open University Catalonia (UOC) which is based on an analysis of the integration of e-learning at 4 Spanish universities and an Italian one.
* [http://www.cairn.info/revue-distances-et-savoirs-2006-1-p-23.htm L’université virtuelle britannique / The British Virtual University] (FR but with English summary). Found by [[Paul Bacsich]]
* [http://www.fondazionecrui.it/elue/E-LUE%202006%20ingl.pdf University towards e-learning: a focus on Finland, France and Italy]: The ELUE project (E-Learning and University Education)'s aim is to photograph the diffusion of e-learning in the university world in Finland, France and Italy. This volume presents the results of a joint survey carried out by the Conference of Italian University Rectors (CRUI), the Conference des Presidents d’Université Française (CPU), and the Finnish Virtual University (FVU) on the universities of their respective countries. PDF, 149 pages. Found by [[Widad Benhabiles]].

* [http://www.fondazionecrui.it/elue/documents.htm A Comparison of the National Reports of the First Stage], by the ELUE project (E-Learning and University Education). Found by [[Widad Benhabiles]].

* [[Image:Karran_TandPohjonen_J2000a.pdf]]: Responding to the Vision of the Information Society: First Steps Towards a National Virtual University. A Policy Discussion Paper by [[Terence Karran]] and Juha Pohjonen, Finland, 2005 (PDF, 124 pages, English) ISBN 951-42-5587-9 - suggested by Terence Karran

* [[Image:Mexico_ANUIESPlan2001.pdf]]: Masterplan of Higher Education: Open and Distance Education. Development strategy], Mexico, 2001 (PDF, 118 pages, in Spanish) - suggested by Terence Karran

* [[Image:Karran_eMexico_UNESCO2005.pdf]]: E-MEXICO - BUILDING ON SUCCESS, FOR SUCCESS, by Terence Karran, Mexico, 2005 (PDF, 4 pages, in English) - suggested by Terence Karran

* GLOBAL EDUCATION DIGEST 2006 Comparing Education Statistics Across the World - see http://www.estatisticas.gpeari.mctes.pt/archive/doc/globaleducationdigest2006unesco.pdf - found by Paul on 08/08/08

* The eLearning industry and market in Europe - Lot 1: Appendix to Synthesis Report by Jane Massy - see http://ec.europa.eu/education/archive/elearning/doc/studies/market_annex1a_en.pdf - found by Paul on 12/08/08

* THE USE OF DISTANCE EDUCATION AND INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHER EDUCATION: TRENDS, POLICY AND STRATEGY CONSIDERATIONS - see http://unesdoc.unesco.org/images/0013/001334/133486e.pdf - found by Paul on 12/08/08

* Quality in E-Learning" report (91 pages) - see http://www.hsv.se/download/18.8f0e4c9119e2b4a60c800028057/0811R.pdf - found by Paul's friends around 10/09/08

* UKeU and Sweden's Net University - a Comparative Study by Michael Christie, Chalmers, and Ramon Garrote Jurado, University College of Borås. See: http://www.nshu.se/english/download/7496/ukeu_and_swedens_net_university_2007_mchristie_rgarrote.pdf. Found by Ulla 22/09/08.

* The Fostering of Innovative Elearning Strategies in European Higher Education, by James Aczel, [[Pascale Hardy]] et al (2006). From the InnoUniLearning project. See http://kn.open.ac.uk/public/document.cfm?docid=8515 for [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=9533 Word] and [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=9534 PowerPoint] versions. '''Well worth reading as background to our work'''. Added by Paul 23/10/08.

* Identifying Innovation in Higher Education eLearning Strategies by James Aczel, [[Pascale Hardy]], Olivier Cotinat, Helen Iggulden, László Komáromi, Katherine Maillet, Sara Medina, Andreas Meiszner, Eva Obermueller, Mark Spinoglio, Karen Staniland (2006). From the InnoUniLearning project. See http://kn.open.ac.uk/public/document.cfm?docid=8940 for the abstract of the [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=10170 PDF file]. Added by Paul 23/10/08 (Rather similar to the previous paper.)

* [http://www.emdel.org/docs/Emdel_rapport_web.pdf “Emdel: a Model for Valorization of eLearning in a Knowledge Society” (PDF)], 138 pages, 2005, edited by Ellen Gard added by Nikki 26/11/2008

* [http://ec.europa.eu/education/archive/elearning/doc/studies/virtual_annex_f_en.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities (lot 1)(PDF)], 200 pages, 2003,Final Report to the EU Commission, DG Education & Culture, Annex F '''Country profiles''' added by Nikki 26/11/2008

* [[http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities ]](], 228 pages, 2004,Final Report to the EU Commission, DG Education & Culture, Annex F '''Country profiles''' added by Bieke

* [[http://ec.europa.eu/education/programmes/elearning/doc/studies/market_annex1_en.pdf The eLearning industry and market
in Europe]] added by Bieke on 05/01/2009

== Research on the use of ICT in education in developing countries ==

*[[infoDEV]] Information for development program publications about the use of ICT in education in Africa and the Carribean are availabe at: http://www.infodev.org/en/TopicPublications.4.html

*[[UNESCO Bangkok]], has a very elaborated website on the use of ICT in education. YOu can search per theme. http://www.unescobkk.org/education/ict/themes/. They also have a special focus on the use of ICT in hiegher education. http://www.unescobkk.org/en/education/ict/ict-in-education-projects/higher-education/ We also refer to the metasurvey on the use of ICT in education in Asia and the Pacific : http://www.unescobkk.org/fileadmin/user_upload/ict/e-books/metasurvey/metasurvey.pdf

*[[UNESCO World Conference on Higher Education]] One of the themes was ICT in education and the opportunities ICT provide to strive to reach education for all. The background report focuses particularly on the implications of ICTs for developing countries and is avialble at http://unesdoc.unesco.org/images/0018/001832/183207e.pdf

* The business of higher education: a study of public-private partnerships in South Africa Door Mahlubi Mabizela

== Interesting Networks ==

* [[BALTECH]] & the [[Baltic Sea University of Science and Technology]]
* [[Baltic Sea Network]]
* [[Coimbra Group]] - [[Belgium]]
* [[EADTU]] - [[Netherlands]]
* [[EDEN]] - [[UK]]
* [[Edineb]] - [[Netherlands]]
* [[EUNITE]] - [[Belgium]]
* [[EURASHE]] - [[Belgium]]
* [[EuroPACE ivzw]] - [[Belgium]]
* [[EUA]] - [[Belgium]]
* [[JISC]] - [[United Kingdom]]
* [[LERU]] - [[Belgium]]
* [[MENON]] - [[Belgium]]
* [[SEFI]] - [[Belgium]]
* [[SPACE]] - [[Belgium]]
* [[SURF]] - [[Netherlands]]
* [[USDLA]] - [[USA]]

== European Research projects on Virtual Campuses and Virtual Mobility ==
# [[MegaTrends]], [[Hungary]]
# [[Agency for Easy Access to Virtual Campus]] ([[E.A.S.Y.]])
# [[Modelling Advice and Support Services to Integrate Virtual Component in Higher Education]] ([[MASSIVE]])
# [[REal Virtual Erasmus]] ([[REVE]])
# [[Virtual and E-mobility for Networking Universities in Society]] ([[VENUS]])
# [[Analysing and Reporting the Implementation of Electronic Learning in Europe]] ([[ARIEL]])
# [[An Operational Conception of Virtual Mobility]] ([[E-move]])
# [[Collaborative European Virtual University]] ([[cEVU]])
# [[Developing a European e-learning Observation System]] ([[DELOS]])
# [[European Mobility through Virtual Education]] ([[EUROMOVE]])
# [[European Observatory of Emergent e-Learning]] ([[DELPHI]])
# [[Learning in a Virtual Integrated University]] ([[LIVIUS]])
# [[Learning Interoperability Framework for Europe]] ([[LIFE]])
# [[Mobility, Assessment, Selection, Technology and E-Learning Research]] ([[MASTER]])
# [[Model for a European Networked University for e-Learning]] ([[MENU]])
# [[Citizen E]]
# [[Eenovate]]
# [[Economic filtering of knowledge]] ([[FILTER]])
# [[European Small and medium entreprise E-learning Network]] ([[ESEN]])
# [[Horizontal E-Learning Integrated Observation System]] ([[HELIOS]])
# [[InnoUniLearning]]
# [[Observatory on Rights Management for e-Learning in Europe]] ([[OrmeE]]), a.k.a. [[e-copyright]]
# [[Open e-Learning Content Observatory Services]] ([[OLCOS]])
# [[Reti Sociali e Promozione Della Costruzione di Conoscenze in Contesti Elearning]]
# [[Unive]]
# [[VIrtual Curricula ThrOugh Reliable InterOperating University Systems]] ([[VICTORIOUS]])
# [[FLOSSCom]]
# [[Improving Continuing Education and Training through e-learning]] ([[ICETEL]])
# [[Systematization, Valorisation and Dissemination of e-Learning]]
# [[Enhancing Virtual Mobility to foster institutional cooperation and internationalisation of curricula]] ([[Movinter]])

== European research projects on Quality in eLearning ==
# [[E-xcellence - creating a standard of excellence for e-learning]]
# [[E-quality in e-learning research Laboratoire]] ([[EQUEL]]
# [[European Quality Observatory]] ([[EQO]])
# [[European Research Network for ICT in Schools of Tomorrow]] ([[eRNIST]])
# [[Quality Assessment of Digital Educational Materials]] ([[QUADEM]])
# [[Framework for e-learning Contents Evaluation]] ([[Fe-ConE]])
# [[Improving quality of e-learning in universities]] ([[ELUE]])
# [[La qualité de l'eLearning]] ([[QUAL-E-LEARNING]])
# [[Supporting Excellence in eLearning]] ([[SEEL]])
# [[Sustainable Environment for the Evaluation of Quality in eLearning]] ([[SEEQUEL]])
# [[TRIANGLE]]
# [[European University Quality in eLearning]] ([[UNIQUe]])

== Virtual Community for teachers and trainers ==
# [[A European Lifelong Learning System on ICT in Education for Pioneer Teachers]] ([[ULEARN]])
# [[BAZAAR]]
# [[e-Learning Network for Teacher Training]] ([[eLene-TT]])
# [[eTTnet]]
# [[Training of trainers network for e-learning]] ([[e-Ttnet]])
# [[English for Specific Purposes: Therapeutic Professions]] ([[ESP-T]])
# [[SSIS Veneto]] ([[SSIS]])

== Interesting Networks ==

* [[BALTECH]] & the [[Baltic Sea University of Science and Technology]]
* [[Baltic Sea Network]]
* [[Coimbra Group]] - [[Belgium]]
* [[EADTU]] - [[Netherlands]]
* [[EDEN]] - [[UK]]
* [[Edineb]] - [[Netherlands]]
* [[EUNITE]] - [[Belgium]]
* [[EURASHE]] - [[Belgium]]
* [[EuroPACE ivzw]] - [[Belgium]]
* [[EUA]] - [[Belgium]]
* [[JISC]] - [[United Kingdom]]
* [[LERU]] - [[Belgium]]
* [[MENON]] - [[Belgium]]
* [[SEFI]] - [[Belgium]]
* [[SPACE]] - [[Belgium]]
* [[SURF]] - [[Netherlands]]
* [[USDLA]] - [[USA]]

== Other Resources ==
* [[E-learning Progress at Ain-Shams University]], The [[Mediterranean Virtual University]] Project: a list of virtual universities per region.

* [[Bibliography_of_benchmarking]]
----
> [[Main Page]]

Universidad de Oviedo

2009-10-05T16:11:34Z

SallyReynolds:

{{stub}}
The '' University of Oviedo '' ('''Universidad de Oviedo ''', UNIOVI) supports...


The institution’s main office is in Oviedo, [[Spain]]. Other campuses...



The University of Oviedo web site is at http://www.uniovi.es .







----
> [[Spain]]

> [[Programmes]]

[[Category: Spain]]
[[Category:Universities]]
[[Category:Colleges]]
[[Category: University colleges]]

Universidad Carlos III Madrid

2009-10-05T16:10:30Z

SallyReynolds:

{{stub}}
The ''University Carlos III of Madrid'' ('''Universidad Carlos III Madrid ''', UC3M) supports...


The institution’s main office is in Madrid, [[Spain]]. Other campuses...



The University Carlos III web site is at http://www.uc3m.es .







----
> [[Spain]]

> [[Programmes]]

[[Category: Spain]]
[[Category:Universities]]
[[Category:Colleges]]
[[Category: University colleges]]

Universitat Pompeu Fabra

2009-10-05T16:09:39Z

SallyReynolds:

{{stub}}
The ''Pompeu Fabra University'' ('''Universidad Pompeu Fabra ''', UPF) supports...


The institution’s main office is in Barcelona, [[Spain]]. Other campuses...



The ''Pompeu Fabra University'' web site is at http://www.UPF.edu .







----
> [[Spain]]

> [[Programmes]]

[[Category: Spain]]
[[Category:Universities]]
[[Category:Colleges]]
[[Category: University colleges]]

University College London

2009-10-05T15:55:55Z

SallyReynolds:

{{stub}}
The '' University College London ( UCL) supports...


The institution’s main office is in London, [[UK]]. Other campuses...



The University College London web site is at http://www.UCL.ac.uk







----
> [[UK]]

> [[Programmes]]

[[Category: UK]]
[[Category:Universities]]
[[Category:Colleges]]
[[Category: University colleges]]

University of London

2009-10-05T15:55:10Z

SallyReynolds:

{{stub}}
The '' University of London'' ( UoL) supports...


The institution’s main office is in London, [[UK]]. Other campuses...



The University of London web site is at http://www.lon.ac.uk







----
> [[UK]]

> [[Programmes]]

[[Category: UK]]
[[Category:Universities]]
[[Category:Colleges]]
[[Category: University colleges]]

University of Portsmouth

2009-10-05T15:54:41Z

SallyReynolds:

{{stub}}
The '' University of Portsmouth” supports...


The institution’s main office is in , [[UK]]. Other campuses...



The University of Portsmouth web site is at http://www.port.ac.uk







----
> [[UK]]

> [[Programmes]]

[[Category: UK]]
[[Category:Universities]]
[[Category:Colleges]]
[[Category: University colleges]]

Heriot-Watt University

2009-10-05T15:53:42Z

SallyReynolds:

{{stub}}
The '' Heriot-Watt University'' (HW) supports...


The institution’s main office is in Edinburgh, [[UK]]. Other campuses...



The Heriot-Watt University web site is at http://www.hw.ac.uk







----
> [[UK]]

> [[Programmes]]

[[Category: UK]]
[[Category:Universities]]
[[Category:Colleges]]
[[Category: University colleges]]

Heriot-Watt University

2009-10-05T15:53:25Z

SallyReynolds:

{{stub}}
The '' Heriot-Watt University'' (HW) supports...


The institution’s main office is in Edingburgh, [[UK]]. Other campuses...



The Heriot-Watt University web site is at http://www.hw.ac.uk







----
> [[UK]]

> [[Programmes]]

[[Category: UK]]
[[Category:Universities]]
[[Category:Colleges]]
[[Category: University colleges]]

University of Glamorgan

2009-10-05T15:52:58Z

SallyReynolds:

{{stub}}
The '' University of Glamorgan'' supports...


The institution’s main office is in Pontypridd, [[UK]]. Other campuses...



The Heriot-Watt University web site is at http://www.glam.ac.uk







----
> [[UK]]

> [[Programmes]]

[[Category: UK]]
[[Category:Universities]]
[[Category:Colleges]]
[[Category: University colleges]]

Resources

2009-08-26T11:59:19Z

SallyReynolds: /* Interesting Networks */

== Experts in the field of Virtual campuses ==

[[Advisory Committee]]

[[Experts]]

== Series of reports on eLearning initiatives ==

These include:

* [[The e-University Compendium]] - a collection of 23 reports and some annexes, dating from summer 2004
* [[Megatrends in e-Learning Provision]] - a series of books from the [http://nettskolen.nki.no/in_english/megatrends/index.html Megatrends] Project, 2005-2007
* [[The Development of Virtual Education: A global perspective ]] A study of current trends in the virtual delivery of education, conducted with funding provided by the Department for International Development, London, UK, by [[COL]]

== Individual reports on eLearning initiatives==

* [[Blended learning at the macro level – the experience of the Bavarian Virtual University]]
* [[Lessons to be learned from the failure of the UK e-University]]
* [[Offshore education in the wider context of internationalisation and ICT: experiences and examples from Dutch higher education]]
* The Business of Borderless Education
* [[Using Distance Education for Skills Development]]
* [[Towards a Virtual Campus Observatory for Latin America]] (Extract)
* [[Trainer’s and Professional’s Guide to Quality in Open and Distance Learning]]
* [[Studies in the Context of the E-learning Initiative: Virtual Models of European Universities]]
* [[Survey of Virtual Campus and Virtual University Activities in Europe]]
* [[The Virtual University. Models and Messages. Lessons from Case Studies]]
* [[The Finnish Virtual University. Lessons and Knowledge Exchange Opportunities to Inform Pan-Canadian Plans]]
* [[Cooperation Models for National e-Learning Development in Estonia (example of the Estonian e-Learning Development Centre)]]

== elearning Project outputs ==
* [[MASSIVE - Modelling Advice and Support Services to Integrate the Virtual Component in Higher Education]]
* [[UNIQUe - European University Quality in eLearning]]
* [[E-xcellence - Benchmarking tool for Quality Assessment in e-learning]]
* [[BEING MOBILE - Disseminating Virtual Mobility for Students and Teachers]]
* [[E-LERU - A Virtual Campus for European Universities]]
* [[cEVU - a Collaborative European Virtual University]]
* [[BENVIC - Benchmarking of Virtual Campuses]]
* [[E-MOVE - An operational conception of virtual mobility]]
* [[E.A.S.Y - European Agency for EASY access to Virtual Campus]]
* [[UNIVe - Creating a Network-based e-University Model for the Small Countries in the Context of e-Learning in Europe]]
*[[Promoting Best Practice in Virtual Campuses| PBP-VC - Promoting Best Practice in Virtual Campuses]] Powerpoint Presentation, project outputs, book
*[[fnm-austria ]](Forum Neue Medien in der Lehre österreichischer Universitäten und Fachhochschulen)
# [[Eenovate]]

== Other WIKIs of relevance ==
The following wikis on related topics may be of interest to the audience interested in the Re.ViCa wiki.

(Unless stated otherwise, all wikis use the same [http://www.mediawiki.org/wiki/MediaWiki MediaWiki] software that is used by Re.ViCa.)

# The [http://edutechwiki.unige.ch/en/Main_Page EduTech wiki] run by the [http://www.unige.ch/ University of Geneva] has a large number of definitions of useful terms and concepts in e-learning.
# The [http://oerwiki.iiep-unesco.org/index.php?title=Main_Page OER wiki] run by the [http://www.unesco.org/iiep/ International Institute for Educational Planning] (IIEP) in UNESCO has useful coverage of concepts and projects in the area of Open Educational Resources.
# The [http://elatewiki.org/index.php/Main_Page ELATE wiki] is a US wiki of good practices in e-learning
# The [http://wiki.cetis.ac.uk/CETIS_Wiki CETIS wiki] is a a wiki of resources to do with interoperability and standards for e-learning, run by a programme of JISC
# The [http://www.sloan-c-wiki.org/wiki/index.php?title=Main_Page Sloan-C wiki] is full of useful Effective Practices and articles (mostly from [http://www.sloan-c.org/publications/jaln/ JALN])
# The [http://www.simteach.com/wiki/index.php?title=Main_Page SimTeach] wiki covers education in Multi-User Virtual Environments - see also its interesting "subwiki" on [http://www.simteach.com/wiki/index.php?title=Second_Life_Education_Wiki Second Life] (thanks to [http://www.downes.ca/news/OLDaily.htm Stephen Downes's blog] for this information)
# The [http://elearning.heacademy.ac.uk/wiki/index.php/Main_Page Higher Education Academy Benchmarking and Pathfinder wiki] has many articles of relevance to the UK e-learning situation.
# [http://en.wikipedia.org/wiki/Main_Page Wikipedia] itself contains many articles on e-learning topics.
# The [http://www.utdc.vuw.ac.nz/emmWiki/index.php/Main_Page eMM wiki] run by Dr [[Stephen Marshall]] of the Victoria University of Wellington (New Zealand) is the repository for the evolving e-Maturity Model ([[eMM]]) methodology for benchmarking e-learning.
# Although it is a web site and blog but not actually a wiki it is worth mentioning the new EU reports on [http://www.nettskolen.com/in_english/megatrends/index.html Megatrends in e-learning provision] which include mini case studies on the [[University of Leicester]], [[University of Ulster]], [[Staffordshire University]] and [[Manchester Metropolitan University]] as well as of course the [[Open University]] and several non-UK providers.
# [http://www.wikieducator.org/Main_Page WikiEducator] is a community resource supported by the [[Commonwealth of Learning]] (COL) for the development of free educational content. Some descriptions of institutions and initiatives relevant to Re.ViCa are available, or are being developed.

In addition to these, it is known that various agencies and associations including [http://connect.educause.edu/ EDUCAUSE] are experimenting with wikis.

== Papers people have found ==
* [http://www.educause.edu/library/EQM09212 Challenges in Setting up Cross-Institutional Virtual Campuses] - Educause Quaterly, Vol. 32(2), 2009. Written by [[Pierre-Yves Burgi]]
* [http://www.cet.uct.ac.za/projects#PHEA PHEA Educational Technology Initiative] - Reports on ICTs in Higher Education in: Egypt , Ghana, Kenya, Mozambique, Nigeria, South Africa, Tanzania, Uganda. Obtained by [[Paul Bacsich]]
* [http://www.cairn.info/revue-distances-et-savoirs-2006-1-p-23.htm L’université virtuelle britannique / The British Virtual University] (FR but with English summary). Found by [[Paul Bacsich]]
* [http://www.fondazionecrui.it/elue/E-LUE%202006%20ingl.pdf University towards e-learning: a focus on Finland, France and Italy]: The ELUE project (E-Learning and University Education)'s aim is to photograph the diffusion of e-learning in the university world in Finland, France and Italy. This volume presents the results of a joint survey carried out by the Conference of Italian University Rectors (CRUI), the Conference des Presidents d’Université Française (CPU), and the Finnish Virtual University (FVU) on the universities of their respective countries. PDF, 149 pages. Found by [[Widad Benhabiles]].

* [http://www.fondazionecrui.it/elue/documents.htm A Comparison of the National Reports of the First Stage], by the ELUE project (E-Learning and University Education). Found by [[Widad Benhabiles]].

* [[Image:Karran_TandPohjonen_J2000a.pdf]]: Responding to the Vision of the Information Society: First Steps Towards a National Virtual University. A Policy Discussion Paper by [[Terence Karran]] and Juha Pohjonen, Finland, 2005 (PDF, 124 pages, English) ISBN 951-42-5587-9 - suggested by Terence Karran

* [[Image:Mexico_ANUIESPlan2001.pdf]]: Masterplan of Higher Education: Open and Distance Education. Development strategy], Mexico, 2001 (PDF, 118 pages, in Spanish) - suggested by Terence Karran

* [[Image:Karran_eMexico_UNESCO2005.pdf]]: E-MEXICO - BUILDING ON SUCCESS, FOR SUCCESS, by Terence Karran, Mexico, 2005 (PDF, 4 pages, in English) - suggested by Terence Karran

* GLOBAL EDUCATION DIGEST 2006 Comparing Education Statistics Across the World - see http://www.estatisticas.gpeari.mctes.pt/archive/doc/globaleducationdigest2006unesco.pdf - found by Paul on 08/08/08

* The eLearning industry and market in Europe - Lot 1: Appendix to Synthesis Report by Jane Massy - see http://ec.europa.eu/education/archive/elearning/doc/studies/market_annex1a_en.pdf - found by Paul on 12/08/08

* THE USE OF DISTANCE EDUCATION AND INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHER EDUCATION: TRENDS, POLICY AND STRATEGY CONSIDERATIONS - see http://unesdoc.unesco.org/images/0013/001334/133486e.pdf - found by Paul on 12/08/08

* Quality in E-Learning" report (91 pages) - see http://www.hsv.se/download/18.8f0e4c9119e2b4a60c800028057/0811R.pdf - found by Paul's friends around 10/09/08

* UKeU and Sweden's Net University - a Comparative Study by Michael Christie, Chalmers, and Ramon Garrote Jurado, University College of Borås. See: http://www.nshu.se/english/download/7496/ukeu_and_swedens_net_university_2007_mchristie_rgarrote.pdf. Found by Ulla 22/09/08.

* The Fostering of Innovative Elearning Strategies in European Higher Education, by James Aczel, [[Pascale Hardy]] et al (2006). From the InnoUniLearning project. See http://kn.open.ac.uk/public/document.cfm?docid=8515 for [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=9533 Word] and [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=9534 PowerPoint] versions. '''Well worth reading as background to our work'''. Added by Paul 23/10/08.

* Identifying Innovation in Higher Education eLearning Strategies by James Aczel, [[Pascale Hardy]], Olivier Cotinat, Helen Iggulden, László Komáromi, Katherine Maillet, Sara Medina, Andreas Meiszner, Eva Obermueller, Mark Spinoglio, Karen Staniland (2006). From the InnoUniLearning project. See http://kn.open.ac.uk/public/document.cfm?docid=8940 for the abstract of the [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=10170 PDF file]. Added by Paul 23/10/08 (Rather similar to the previous paper.)

* [http://www.emdel.org/docs/Emdel_rapport_web.pdf “Emdel: a Model for Valorization of eLearning in a Knowledge Society” (PDF)], 138 pages, 2005, edited by Ellen Gard added by Nikki 26/11/2008

* [http://ec.europa.eu/education/archive/elearning/doc/studies/virtual_annex_f_en.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities (lot 1)(PDF)], 200 pages, 2003,Final Report to the EU Commission, DG Education & Culture, Annex F '''Country profiles''' added by Nikki 26/11/2008

* [[http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities ]](], 228 pages, 2004,Final Report to the EU Commission, DG Education & Culture, Annex F '''Country profiles''' added by Bieke

* [[http://ec.europa.eu/education/programmes/elearning/doc/studies/market_annex1_en.pdf The eLearning industry and market
in Europe]] added by Bieke on 05/01/2009

== Research on the use of ICT in education in developing countries ==

*[[infoDEV]] Information for development program publications about the use of ICT in education in Africa and the Carribean are availabe at: http://www.infodev.org/en/TopicPublications.4.html

*[[UNESCO Bangkok]], has a very elaborated website on the use of ICT in education. YOu can search per theme. http://www.unescobkk.org/education/ict/themes/. They also have a special focus on the use of ICT in hiegher education. http://www.unescobkk.org/en/education/ict/ict-in-education-projects/higher-education/ We also refer to the metasurvey on the use of ICT in education in Asia and the Pacific : http://www.unescobkk.org/fileadmin/user_upload/ict/e-books/metasurvey/metasurvey.pdf

*[[UNESCO World Conference on Higher Education]] One of the themes was ICT in education and the opportunities ICT provide to strive to reach education for all. The background report focuses particularly on the implications of ICTs for developing countries and is avialble at http://unesdoc.unesco.org/images/0018/001832/183207e.pdf

== Interesting Networks ==

* [[BALTECH]] & the [[Baltic Sea University of Science and Technology]]
* [[Baltic Sea Network]]
* [[Coimbra Group]] - [[Belgium]]
* [[EADTU]] - [[Netherlands]]
* [[EDEN]] - [[UK]]
* [[Edineb]] - [[Netherlands]]
* [[EUNITE]] - [[Belgium]]
* [[EURASHE]] - [[Belgium]]
* [[EuroPACE ivzw]] - [[Belgium]]
* [[EUA]] - [[Belgium]]
* [[JISC]] - [[United Kingdom]]
* [[LERU]] - [[Belgium]]
* [[MENON]] - [[Belgium]]
* [[SEFI]] - [[Belgium]]
* [[SPACE]] - [[Belgium]]
* [[SURF]] - [[Netherlands]]
* [[USDLA]] - [[USA]]

== European Research projects on Virtual Campuses and Virtual Mobility ==
# [[Agency for Easy Access to Virtual Campus]] ([[E.A.S.Y.]])
# [[Modelling Advice and Support Services to Integrate Virtual Component in Higher Education]] ([[MASSIVE]])
# [[REal Virtual Erasmus]] ([[REVE]])
# [[Virtual and E-mobility for Networking Universities in Society]] ([[VENUS]])
# [[Analysing and Reporting the Implementation of Electronic Learning in Europe]] ([[ARIEL]])
# [[An Operational Conception of Virtual Mobility]] ([[E-move]])
# [[Collaborative European Virtual University]] ([[cEVU]])
# [[Developing a European e-learning Observation System]] ([[DELOS]])
# [[European Mobility through Virtual Education]] ([[EUROMOVE]])
# [[European Observatory of Emergent e-Learning]] ([[DELPHI]])
# [[Learning in a Virtual Integrated University]] ([[LIVIUS]])
# [[Learning Interoperability Framework for Europe]] ([[LIFE]])
# [[Mobility, Assessment, Selection, Technology and E-Learning Research]] ([[MASTER]])
# [[Model for a European Networked University for e-Learning]] ([[MENU]])
# [[Citizen E]]
# [[Eenovate]]
# [[Economic filtering of knowledge]] ([[FILTER]])
# [[European Small and medium entreprise E-learning Network]] ([[ESEN]])
# [[Horizontal E-Learning Integrated Observation System]] ([[HELIOS]])
# [[InnoUniLearning]]
# [[Observatory on Rights Management for e-Learning in Europe]] ([[OrmeE]]), a.k.a. [[e-copyright]]
# [[Open e-Learning Content Observatory Services]] ([[OLCOS]])
# [[Reti Sociali e Promozione Della Costruzione di Conoscenze in Contesti Elearning]]
# [[Unive]]
# [[VIrtual Curricula ThrOugh Reliable InterOperating University Systems]] ([[VICTORIOUS]])
# [[FLOSSCom]]
# [[Improving Continuing Education and Training through e-learning]] ([[ICETEL]])
# [[Systematization, Valorisation and Dissemination of e-Learning]]
# [[Enhancing Virtual Mobility to foster institutional cooperation and internationalisation of curricula]] ([[Movinter]])

== European research projects on Quality in eLearning ==
# [[E-xcellence - creating a standard of excellence for e-learning]]
# [[E-quality in e-learning research Laboratoire]] ([[EQUEL]]
# [[European Quality Observatory]] ([[EQO]])
# [[European Research Network for ICT in Schools of Tomorrow]] ([[eRNIST]])
# [[Quality Assessment of Digital Educational Materials]] ([[QUADEM]])
# [[Framework for e-learning Contents Evaluation]] ([[Fe-ConE]])
# [[Improving quality of e-learning in universities]] ([[ELUE]])
# [[La qualité de l'eLearning]] ([[QUAL-E-LEARNING]])
# [[Supporting Excellence in eLearning]] ([[SEEL]])
# [[Sustainable Environment for the Evaluation of Quality in eLearning]] ([[SEEQUEL]])
# [[TRIANGLE]]
# [[European University Quality in eLearning]] ([[UNIQUe]])

== Virtual Community for teachers and trainers ==
# [[A European Lifelong Learning System on ICT in Education for Pioneer Teachers]] ([[ULEARN]])
# [[BAZAAR]]
# [[e-Learning Network for Teacher Training]] ([[eLene-TT]])
# [[eTTnet]]
# [[Training of trainers network for e-learning]] ([[e-Ttnet]])
# [[English for Specific Purposes: Therapeutic Professions]] ([[ESP-T]])
# [[SSIS Veneto]] ([[SSIS]])

== Interesting Networks ==

* [[BALTECH]] & the [[Baltic Sea University of Science and Technology]]
* [[Baltic Sea Network]]
* [[Coimbra Group]] - [[Belgium]]
* [[EADTU]] - [[Netherlands]]
* [[EDEN]] - [[UK]]
* [[Edineb]] - [[Netherlands]]
* [[EUNITE]] - [[Belgium]]
* [[EURASHE]] - [[Belgium]]
* [[EuroPACE ivzw]] - [[Belgium]]
* [[EUA]] - [[Belgium]]
* [[JISC]] - [[United Kingdom]]
* [[LERU]] - [[Belgium]]
* [[MENON]] - [[Belgium]]
* [[SEFI]] - [[Belgium]]
* [[SPACE]] - [[Belgium]]
* [[SURF]] - [[Netherlands]]
* [[USDLA]] - [[USA]]

== Other Resources ==
* [[E-learning Progress at Ain-Shams University]], The [[Mediterranean Virtual University]] Project: a list of virtual universities per region.

* [[Bibliography_of_benchmarking]]
----
> [[Main Page]]

Resources

2009-08-26T11:58:08Z

SallyReynolds: /* Interesting Networks */

== Experts in the field of Virtual campuses ==

[[Advisory Committee]]

[[Experts]]

== Series of reports on eLearning initiatives ==

These include:

* [[The e-University Compendium]] - a collection of 23 reports and some annexes, dating from summer 2004
* [[Megatrends in e-Learning Provision]] - a series of books from the [http://nettskolen.nki.no/in_english/megatrends/index.html Megatrends] Project, 2005-2007
* [[The Development of Virtual Education: A global perspective ]] A study of current trends in the virtual delivery of education, conducted with funding provided by the Department for International Development, London, UK, by [[COL]]

== Individual reports on eLearning initiatives==

* [[Blended learning at the macro level – the experience of the Bavarian Virtual University]]
* [[Lessons to be learned from the failure of the UK e-University]]
* [[Offshore education in the wider context of internationalisation and ICT: experiences and examples from Dutch higher education]]
* The Business of Borderless Education
* [[Using Distance Education for Skills Development]]
* [[Towards a Virtual Campus Observatory for Latin America]] (Extract)
* [[Trainer’s and Professional’s Guide to Quality in Open and Distance Learning]]
* [[Studies in the Context of the E-learning Initiative: Virtual Models of European Universities]]
* [[Survey of Virtual Campus and Virtual University Activities in Europe]]
* [[The Virtual University. Models and Messages. Lessons from Case Studies]]
* [[The Finnish Virtual University. Lessons and Knowledge Exchange Opportunities to Inform Pan-Canadian Plans]]
* [[Cooperation Models for National e-Learning Development in Estonia (example of the Estonian e-Learning Development Centre)]]

== elearning Project outputs ==
* [[MASSIVE - Modelling Advice and Support Services to Integrate the Virtual Component in Higher Education]]
* [[UNIQUe - European University Quality in eLearning]]
* [[E-xcellence - Benchmarking tool for Quality Assessment in e-learning]]
* [[BEING MOBILE - Disseminating Virtual Mobility for Students and Teachers]]
* [[E-LERU - A Virtual Campus for European Universities]]
* [[cEVU - a Collaborative European Virtual University]]
* [[BENVIC - Benchmarking of Virtual Campuses]]
* [[E-MOVE - An operational conception of virtual mobility]]
* [[E.A.S.Y - European Agency for EASY access to Virtual Campus]]
* [[UNIVe - Creating a Network-based e-University Model for the Small Countries in the Context of e-Learning in Europe]]
*[[Promoting Best Practice in Virtual Campuses| PBP-VC - Promoting Best Practice in Virtual Campuses]] Powerpoint Presentation, project outputs, book
*[[fnm-austria ]](Forum Neue Medien in der Lehre österreichischer Universitäten und Fachhochschulen)
# [[Eenovate]]

== Other WIKIs of relevance ==
The following wikis on related topics may be of interest to the audience interested in the Re.ViCa wiki.

(Unless stated otherwise, all wikis use the same [http://www.mediawiki.org/wiki/MediaWiki MediaWiki] software that is used by Re.ViCa.)

# The [http://edutechwiki.unige.ch/en/Main_Page EduTech wiki] run by the [http://www.unige.ch/ University of Geneva] has a large number of definitions of useful terms and concepts in e-learning.
# The [http://oerwiki.iiep-unesco.org/index.php?title=Main_Page OER wiki] run by the [http://www.unesco.org/iiep/ International Institute for Educational Planning] (IIEP) in UNESCO has useful coverage of concepts and projects in the area of Open Educational Resources.
# The [http://elatewiki.org/index.php/Main_Page ELATE wiki] is a US wiki of good practices in e-learning
# The [http://wiki.cetis.ac.uk/CETIS_Wiki CETIS wiki] is a a wiki of resources to do with interoperability and standards for e-learning, run by a programme of JISC
# The [http://www.sloan-c-wiki.org/wiki/index.php?title=Main_Page Sloan-C wiki] is full of useful Effective Practices and articles (mostly from [http://www.sloan-c.org/publications/jaln/ JALN])
# The [http://www.simteach.com/wiki/index.php?title=Main_Page SimTeach] wiki covers education in Multi-User Virtual Environments - see also its interesting "subwiki" on [http://www.simteach.com/wiki/index.php?title=Second_Life_Education_Wiki Second Life] (thanks to [http://www.downes.ca/news/OLDaily.htm Stephen Downes's blog] for this information)
# The [http://elearning.heacademy.ac.uk/wiki/index.php/Main_Page Higher Education Academy Benchmarking and Pathfinder wiki] has many articles of relevance to the UK e-learning situation.
# [http://en.wikipedia.org/wiki/Main_Page Wikipedia] itself contains many articles on e-learning topics.
# The [http://www.utdc.vuw.ac.nz/emmWiki/index.php/Main_Page eMM wiki] run by Dr [[Stephen Marshall]] of the Victoria University of Wellington (New Zealand) is the repository for the evolving e-Maturity Model ([[eMM]]) methodology for benchmarking e-learning.
# Although it is a web site and blog but not actually a wiki it is worth mentioning the new EU reports on [http://www.nettskolen.com/in_english/megatrends/index.html Megatrends in e-learning provision] which include mini case studies on the [[University of Leicester]], [[University of Ulster]], [[Staffordshire University]] and [[Manchester Metropolitan University]] as well as of course the [[Open University]] and several non-UK providers.
# [http://www.wikieducator.org/Main_Page WikiEducator] is a community resource supported by the [[Commonwealth of Learning]] (COL) for the development of free educational content. Some descriptions of institutions and initiatives relevant to Re.ViCa are available, or are being developed.

In addition to these, it is known that various agencies and associations including [http://connect.educause.edu/ EDUCAUSE] are experimenting with wikis.

== Papers people have found ==
* [http://www.educause.edu/library/EQM09212 Challenges in Setting up Cross-Institutional Virtual Campuses] - Educause Quaterly, Vol. 32(2), 2009. Written by [[Pierre-Yves Burgi]]
* [http://www.cet.uct.ac.za/projects#PHEA PHEA Educational Technology Initiative] - Reports on ICTs in Higher Education in: Egypt , Ghana, Kenya, Mozambique, Nigeria, South Africa, Tanzania, Uganda. Obtained by [[Paul Bacsich]]
* [http://www.cairn.info/revue-distances-et-savoirs-2006-1-p-23.htm L’université virtuelle britannique / The British Virtual University] (FR but with English summary). Found by [[Paul Bacsich]]
* [http://www.fondazionecrui.it/elue/E-LUE%202006%20ingl.pdf University towards e-learning: a focus on Finland, France and Italy]: The ELUE project (E-Learning and University Education)'s aim is to photograph the diffusion of e-learning in the university world in Finland, France and Italy. This volume presents the results of a joint survey carried out by the Conference of Italian University Rectors (CRUI), the Conference des Presidents d’Université Française (CPU), and the Finnish Virtual University (FVU) on the universities of their respective countries. PDF, 149 pages. Found by [[Widad Benhabiles]].

* [http://www.fondazionecrui.it/elue/documents.htm A Comparison of the National Reports of the First Stage], by the ELUE project (E-Learning and University Education). Found by [[Widad Benhabiles]].

* [[Image:Karran_TandPohjonen_J2000a.pdf]]: Responding to the Vision of the Information Society: First Steps Towards a National Virtual University. A Policy Discussion Paper by [[Terence Karran]] and Juha Pohjonen, Finland, 2005 (PDF, 124 pages, English) ISBN 951-42-5587-9 - suggested by Terence Karran

* [[Image:Mexico_ANUIESPlan2001.pdf]]: Masterplan of Higher Education: Open and Distance Education. Development strategy], Mexico, 2001 (PDF, 118 pages, in Spanish) - suggested by Terence Karran

* [[Image:Karran_eMexico_UNESCO2005.pdf]]: E-MEXICO - BUILDING ON SUCCESS, FOR SUCCESS, by Terence Karran, Mexico, 2005 (PDF, 4 pages, in English) - suggested by Terence Karran

* GLOBAL EDUCATION DIGEST 2006 Comparing Education Statistics Across the World - see http://www.estatisticas.gpeari.mctes.pt/archive/doc/globaleducationdigest2006unesco.pdf - found by Paul on 08/08/08

* The eLearning industry and market in Europe - Lot 1: Appendix to Synthesis Report by Jane Massy - see http://ec.europa.eu/education/archive/elearning/doc/studies/market_annex1a_en.pdf - found by Paul on 12/08/08

* THE USE OF DISTANCE EDUCATION AND INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHER EDUCATION: TRENDS, POLICY AND STRATEGY CONSIDERATIONS - see http://unesdoc.unesco.org/images/0013/001334/133486e.pdf - found by Paul on 12/08/08

* Quality in E-Learning" report (91 pages) - see http://www.hsv.se/download/18.8f0e4c9119e2b4a60c800028057/0811R.pdf - found by Paul's friends around 10/09/08

* UKeU and Sweden's Net University - a Comparative Study by Michael Christie, Chalmers, and Ramon Garrote Jurado, University College of Borås. See: http://www.nshu.se/english/download/7496/ukeu_and_swedens_net_university_2007_mchristie_rgarrote.pdf. Found by Ulla 22/09/08.

* The Fostering of Innovative Elearning Strategies in European Higher Education, by James Aczel, [[Pascale Hardy]] et al (2006). From the InnoUniLearning project. See http://kn.open.ac.uk/public/document.cfm?docid=8515 for [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=9533 Word] and [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=9534 PowerPoint] versions. '''Well worth reading as background to our work'''. Added by Paul 23/10/08.

* Identifying Innovation in Higher Education eLearning Strategies by James Aczel, [[Pascale Hardy]], Olivier Cotinat, Helen Iggulden, László Komáromi, Katherine Maillet, Sara Medina, Andreas Meiszner, Eva Obermueller, Mark Spinoglio, Karen Staniland (2006). From the InnoUniLearning project. See http://kn.open.ac.uk/public/document.cfm?docid=8940 for the abstract of the [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=10170 PDF file]. Added by Paul 23/10/08 (Rather similar to the previous paper.)

* [http://www.emdel.org/docs/Emdel_rapport_web.pdf “Emdel: a Model for Valorization of eLearning in a Knowledge Society” (PDF)], 138 pages, 2005, edited by Ellen Gard added by Nikki 26/11/2008

* [http://ec.europa.eu/education/archive/elearning/doc/studies/virtual_annex_f_en.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities (lot 1)(PDF)], 200 pages, 2003,Final Report to the EU Commission, DG Education & Culture, Annex F '''Country profiles''' added by Nikki 26/11/2008

* [[http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities ]](], 228 pages, 2004,Final Report to the EU Commission, DG Education & Culture, Annex F '''Country profiles''' added by Bieke

* [[http://ec.europa.eu/education/programmes/elearning/doc/studies/market_annex1_en.pdf The eLearning industry and market
in Europe]] added by Bieke on 05/01/2009

== Research on the use of ICT in education in developing countries ==

*[[infoDEV]] Information for development program publications about the use of ICT in education in Africa and the Carribean are availabe at: http://www.infodev.org/en/TopicPublications.4.html

*[[UNESCO Bangkok]], has a very elaborated website on the use of ICT in education. YOu can search per theme. http://www.unescobkk.org/education/ict/themes/. They also have a special focus on the use of ICT in hiegher education. http://www.unescobkk.org/en/education/ict/ict-in-education-projects/higher-education/ We also refer to the metasurvey on the use of ICT in education in Asia and the Pacific : http://www.unescobkk.org/fileadmin/user_upload/ict/e-books/metasurvey/metasurvey.pdf

*[[UNESCO World Conference on Higher Education]] One of the themes was ICT in education and the opportunities ICT provide to strive to reach education for all. The background report focuses particularly on the implications of ICTs for developing countries and is avialble at http://unesdoc.unesco.org/images/0018/001832/183207e.pdf

== Interesting Networks ==

* [[BALTECH]] & the [[Baltic Sea University of Science and Technology]]
* [[Baltic Sea Network]]
* [[Coimbra Group]] - [[Belgium]]
* [[EADTU]] - [[Netherlands]]
* [[EDEN]] - [[UK]]
* [[Edineb]] - [[Netherlands]]
* [[EUNITE]] - [[Belgium]]
* [[EURASHE]] - [[Belgium]]
* [[EuroPACE ivzw]] - [[Belgium]]
* [[EUA]] - [[Belgium]]
* [[JISC]] - [[United Kingdom]]
* [[LERU]] - [[Belgium]]
* [[MENON]] - [[Belgium]]
* [[SEFI]] - [[Belgium]]
* [[SPACE]] - [[Belgium]]
* [[SURF]] - [[Netherlands]]

== European Research projects on Virtual Campuses and Virtual Mobility ==
# [[Agency for Easy Access to Virtual Campus]] ([[E.A.S.Y.]])
# [[Modelling Advice and Support Services to Integrate Virtual Component in Higher Education]] ([[MASSIVE]])
# [[REal Virtual Erasmus]] ([[REVE]])
# [[Virtual and E-mobility for Networking Universities in Society]] ([[VENUS]])
# [[Analysing and Reporting the Implementation of Electronic Learning in Europe]] ([[ARIEL]])
# [[An Operational Conception of Virtual Mobility]] ([[E-move]])
# [[Collaborative European Virtual University]] ([[cEVU]])
# [[Developing a European e-learning Observation System]] ([[DELOS]])
# [[European Mobility through Virtual Education]] ([[EUROMOVE]])
# [[European Observatory of Emergent e-Learning]] ([[DELPHI]])
# [[Learning in a Virtual Integrated University]] ([[LIVIUS]])
# [[Learning Interoperability Framework for Europe]] ([[LIFE]])
# [[Mobility, Assessment, Selection, Technology and E-Learning Research]] ([[MASTER]])
# [[Model for a European Networked University for e-Learning]] ([[MENU]])
# [[Citizen E]]
# [[Eenovate]]
# [[Economic filtering of knowledge]] ([[FILTER]])
# [[European Small and medium entreprise E-learning Network]] ([[ESEN]])
# [[Horizontal E-Learning Integrated Observation System]] ([[HELIOS]])
# [[InnoUniLearning]]
# [[Observatory on Rights Management for e-Learning in Europe]] ([[OrmeE]]), a.k.a. [[e-copyright]]
# [[Open e-Learning Content Observatory Services]] ([[OLCOS]])
# [[Reti Sociali e Promozione Della Costruzione di Conoscenze in Contesti Elearning]]
# [[Unive]]
# [[VIrtual Curricula ThrOugh Reliable InterOperating University Systems]] ([[VICTORIOUS]])
# [[FLOSSCom]]
# [[Improving Continuing Education and Training through e-learning]] ([[ICETEL]])
# [[Systematization, Valorisation and Dissemination of e-Learning]]
# [[Enhancing Virtual Mobility to foster institutional cooperation and internationalisation of curricula]] ([[Movinter]])

== European research projects on Quality in eLearning ==
# [[E-xcellence - creating a standard of excellence for e-learning]]
# [[E-quality in e-learning research Laboratoire]] ([[EQUEL]]
# [[European Quality Observatory]] ([[EQO]])
# [[European Research Network for ICT in Schools of Tomorrow]] ([[eRNIST]])
# [[Quality Assessment of Digital Educational Materials]] ([[QUADEM]])
# [[Framework for e-learning Contents Evaluation]] ([[Fe-ConE]])
# [[Improving quality of e-learning in universities]] ([[ELUE]])
# [[La qualité de l'eLearning]] ([[QUAL-E-LEARNING]])
# [[Supporting Excellence in eLearning]] ([[SEEL]])
# [[Sustainable Environment for the Evaluation of Quality in eLearning]] ([[SEEQUEL]])
# [[TRIANGLE]]
# [[European University Quality in eLearning]] ([[UNIQUe]])

== Virtual Community for teachers and trainers ==
# [[A European Lifelong Learning System on ICT in Education for Pioneer Teachers]] ([[ULEARN]])
# [[BAZAAR]]
# [[e-Learning Network for Teacher Training]] ([[eLene-TT]])
# [[eTTnet]]
# [[Training of trainers network for e-learning]] ([[e-Ttnet]])
# [[English for Specific Purposes: Therapeutic Professions]] ([[ESP-T]])
# [[SSIS Veneto]] ([[SSIS]])

== Interesting Networks ==

* [[BALTECH]] & the [[Baltic Sea University of Science and Technology]]
* [[Baltic Sea Network]]
* [[Coimbra Group]] - [[Belgium]]
* [[EADTU]] - [[Netherlands]]
* [[EDEN]] - [[UK]]
* [[Edineb]] - [[Netherlands]]
* [[EUNITE]] - [[Belgium]]
* [[EURASHE]] - [[Belgium]]
* [[EuroPACE ivzw]] - [[Belgium]]
* [[EUA]] - [[Belgium]]
* [[JISC]] - [[United Kingdom]]
* [[LERU]] - [[Belgium]]
* [[MENON]] - [[Belgium]]
* [[SEFI]] - [[Belgium]]
* [[SPACE]] - [[Belgium]]
* [[SURF]] - [[Netherlands]]
* [[USDLA]] - [[USA]]

== Other Resources ==
* [[E-learning Progress at Ain-Shams University]], The [[Mediterranean Virtual University]] Project: a list of virtual universities per region.

* [[Bibliography_of_benchmarking]]
----
> [[Main Page]]

Resources

2009-08-26T11:57:23Z

SallyReynolds: /* Interesting Networks */ addition USDLA

== Experts in the field of Virtual campuses ==

[[Advisory Committee]]

[[Experts]]

== Series of reports on eLearning initiatives ==

These include:

* [[The e-University Compendium]] - a collection of 23 reports and some annexes, dating from summer 2004
* [[Megatrends in e-Learning Provision]] - a series of books from the [http://nettskolen.nki.no/in_english/megatrends/index.html Megatrends] Project, 2005-2007
* [[The Development of Virtual Education: A global perspective ]] A study of current trends in the virtual delivery of education, conducted with funding provided by the Department for International Development, London, UK, by [[COL]]

== Individual reports on eLearning initiatives==

* [[Blended learning at the macro level – the experience of the Bavarian Virtual University]]
* [[Lessons to be learned from the failure of the UK e-University]]
* [[Offshore education in the wider context of internationalisation and ICT: experiences and examples from Dutch higher education]]
* The Business of Borderless Education
* [[Using Distance Education for Skills Development]]
* [[Towards a Virtual Campus Observatory for Latin America]] (Extract)
* [[Trainer’s and Professional’s Guide to Quality in Open and Distance Learning]]
* [[Studies in the Context of the E-learning Initiative: Virtual Models of European Universities]]
* [[Survey of Virtual Campus and Virtual University Activities in Europe]]
* [[The Virtual University. Models and Messages. Lessons from Case Studies]]
* [[The Finnish Virtual University. Lessons and Knowledge Exchange Opportunities to Inform Pan-Canadian Plans]]
* [[Cooperation Models for National e-Learning Development in Estonia (example of the Estonian e-Learning Development Centre)]]

== elearning Project outputs ==
* [[MASSIVE - Modelling Advice and Support Services to Integrate the Virtual Component in Higher Education]]
* [[UNIQUe - European University Quality in eLearning]]
* [[E-xcellence - Benchmarking tool for Quality Assessment in e-learning]]
* [[BEING MOBILE - Disseminating Virtual Mobility for Students and Teachers]]
* [[E-LERU - A Virtual Campus for European Universities]]
* [[cEVU - a Collaborative European Virtual University]]
* [[BENVIC - Benchmarking of Virtual Campuses]]
* [[E-MOVE - An operational conception of virtual mobility]]
* [[E.A.S.Y - European Agency for EASY access to Virtual Campus]]
* [[UNIVe - Creating a Network-based e-University Model for the Small Countries in the Context of e-Learning in Europe]]
*[[Promoting Best Practice in Virtual Campuses| PBP-VC - Promoting Best Practice in Virtual Campuses]] Powerpoint Presentation, project outputs, book
*[[fnm-austria ]](Forum Neue Medien in der Lehre österreichischer Universitäten und Fachhochschulen)
# [[Eenovate]]

== Other WIKIs of relevance ==
The following wikis on related topics may be of interest to the audience interested in the Re.ViCa wiki.

(Unless stated otherwise, all wikis use the same [http://www.mediawiki.org/wiki/MediaWiki MediaWiki] software that is used by Re.ViCa.)

# The [http://edutechwiki.unige.ch/en/Main_Page EduTech wiki] run by the [http://www.unige.ch/ University of Geneva] has a large number of definitions of useful terms and concepts in e-learning.
# The [http://oerwiki.iiep-unesco.org/index.php?title=Main_Page OER wiki] run by the [http://www.unesco.org/iiep/ International Institute for Educational Planning] (IIEP) in UNESCO has useful coverage of concepts and projects in the area of Open Educational Resources.
# The [http://elatewiki.org/index.php/Main_Page ELATE wiki] is a US wiki of good practices in e-learning
# The [http://wiki.cetis.ac.uk/CETIS_Wiki CETIS wiki] is a a wiki of resources to do with interoperability and standards for e-learning, run by a programme of JISC
# The [http://www.sloan-c-wiki.org/wiki/index.php?title=Main_Page Sloan-C wiki] is full of useful Effective Practices and articles (mostly from [http://www.sloan-c.org/publications/jaln/ JALN])
# The [http://www.simteach.com/wiki/index.php?title=Main_Page SimTeach] wiki covers education in Multi-User Virtual Environments - see also its interesting "subwiki" on [http://www.simteach.com/wiki/index.php?title=Second_Life_Education_Wiki Second Life] (thanks to [http://www.downes.ca/news/OLDaily.htm Stephen Downes's blog] for this information)
# The [http://elearning.heacademy.ac.uk/wiki/index.php/Main_Page Higher Education Academy Benchmarking and Pathfinder wiki] has many articles of relevance to the UK e-learning situation.
# [http://en.wikipedia.org/wiki/Main_Page Wikipedia] itself contains many articles on e-learning topics.
# The [http://www.utdc.vuw.ac.nz/emmWiki/index.php/Main_Page eMM wiki] run by Dr [[Stephen Marshall]] of the Victoria University of Wellington (New Zealand) is the repository for the evolving e-Maturity Model ([[eMM]]) methodology for benchmarking e-learning.
# Although it is a web site and blog but not actually a wiki it is worth mentioning the new EU reports on [http://www.nettskolen.com/in_english/megatrends/index.html Megatrends in e-learning provision] which include mini case studies on the [[University of Leicester]], [[University of Ulster]], [[Staffordshire University]] and [[Manchester Metropolitan University]] as well as of course the [[Open University]] and several non-UK providers.
# [http://www.wikieducator.org/Main_Page WikiEducator] is a community resource supported by the [[Commonwealth of Learning]] (COL) for the development of free educational content. Some descriptions of institutions and initiatives relevant to Re.ViCa are available, or are being developed.

In addition to these, it is known that various agencies and associations including [http://connect.educause.edu/ EDUCAUSE] are experimenting with wikis.

== Papers people have found ==
* [http://www.educause.edu/library/EQM09212 Challenges in Setting up Cross-Institutional Virtual Campuses] - Educause Quaterly, Vol. 32(2), 2009. Written by [[Pierre-Yves Burgi]]
* [http://www.cet.uct.ac.za/projects#PHEA PHEA Educational Technology Initiative] - Reports on ICTs in Higher Education in: Egypt , Ghana, Kenya, Mozambique, Nigeria, South Africa, Tanzania, Uganda. Obtained by [[Paul Bacsich]]
* [http://www.cairn.info/revue-distances-et-savoirs-2006-1-p-23.htm L’université virtuelle britannique / The British Virtual University] (FR but with English summary). Found by [[Paul Bacsich]]
* [http://www.fondazionecrui.it/elue/E-LUE%202006%20ingl.pdf University towards e-learning: a focus on Finland, France and Italy]: The ELUE project (E-Learning and University Education)'s aim is to photograph the diffusion of e-learning in the university world in Finland, France and Italy. This volume presents the results of a joint survey carried out by the Conference of Italian University Rectors (CRUI), the Conference des Presidents d’Université Française (CPU), and the Finnish Virtual University (FVU) on the universities of their respective countries. PDF, 149 pages. Found by [[Widad Benhabiles]].

* [http://www.fondazionecrui.it/elue/documents.htm A Comparison of the National Reports of the First Stage], by the ELUE project (E-Learning and University Education). Found by [[Widad Benhabiles]].

* [[Image:Karran_TandPohjonen_J2000a.pdf]]: Responding to the Vision of the Information Society: First Steps Towards a National Virtual University. A Policy Discussion Paper by [[Terence Karran]] and Juha Pohjonen, Finland, 2005 (PDF, 124 pages, English) ISBN 951-42-5587-9 - suggested by Terence Karran

* [[Image:Mexico_ANUIESPlan2001.pdf]]: Masterplan of Higher Education: Open and Distance Education. Development strategy], Mexico, 2001 (PDF, 118 pages, in Spanish) - suggested by Terence Karran

* [[Image:Karran_eMexico_UNESCO2005.pdf]]: E-MEXICO - BUILDING ON SUCCESS, FOR SUCCESS, by Terence Karran, Mexico, 2005 (PDF, 4 pages, in English) - suggested by Terence Karran

* GLOBAL EDUCATION DIGEST 2006 Comparing Education Statistics Across the World - see http://www.estatisticas.gpeari.mctes.pt/archive/doc/globaleducationdigest2006unesco.pdf - found by Paul on 08/08/08

* The eLearning industry and market in Europe - Lot 1: Appendix to Synthesis Report by Jane Massy - see http://ec.europa.eu/education/archive/elearning/doc/studies/market_annex1a_en.pdf - found by Paul on 12/08/08

* THE USE OF DISTANCE EDUCATION AND INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHER EDUCATION: TRENDS, POLICY AND STRATEGY CONSIDERATIONS - see http://unesdoc.unesco.org/images/0013/001334/133486e.pdf - found by Paul on 12/08/08

* Quality in E-Learning" report (91 pages) - see http://www.hsv.se/download/18.8f0e4c9119e2b4a60c800028057/0811R.pdf - found by Paul's friends around 10/09/08

* UKeU and Sweden's Net University - a Comparative Study by Michael Christie, Chalmers, and Ramon Garrote Jurado, University College of Borås. See: http://www.nshu.se/english/download/7496/ukeu_and_swedens_net_university_2007_mchristie_rgarrote.pdf. Found by Ulla 22/09/08.

* The Fostering of Innovative Elearning Strategies in European Higher Education, by James Aczel, [[Pascale Hardy]] et al (2006). From the InnoUniLearning project. See http://kn.open.ac.uk/public/document.cfm?docid=8515 for [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=9533 Word] and [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=9534 PowerPoint] versions. '''Well worth reading as background to our work'''. Added by Paul 23/10/08.

* Identifying Innovation in Higher Education eLearning Strategies by James Aczel, [[Pascale Hardy]], Olivier Cotinat, Helen Iggulden, László Komáromi, Katherine Maillet, Sara Medina, Andreas Meiszner, Eva Obermueller, Mark Spinoglio, Karen Staniland (2006). From the InnoUniLearning project. See http://kn.open.ac.uk/public/document.cfm?docid=8940 for the abstract of the [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=10170 PDF file]. Added by Paul 23/10/08 (Rather similar to the previous paper.)

* [http://www.emdel.org/docs/Emdel_rapport_web.pdf “Emdel: a Model for Valorization of eLearning in a Knowledge Society” (PDF)], 138 pages, 2005, edited by Ellen Gard added by Nikki 26/11/2008

* [http://ec.europa.eu/education/archive/elearning/doc/studies/virtual_annex_f_en.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities (lot 1)(PDF)], 200 pages, 2003,Final Report to the EU Commission, DG Education & Culture, Annex F '''Country profiles''' added by Nikki 26/11/2008

* [[http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities ]](], 228 pages, 2004,Final Report to the EU Commission, DG Education & Culture, Annex F '''Country profiles''' added by Bieke

* [[http://ec.europa.eu/education/programmes/elearning/doc/studies/market_annex1_en.pdf The eLearning industry and market
in Europe]] added by Bieke on 05/01/2009

== Research on the use of ICT in education in developing countries ==

*[[infoDEV]] Information for development program publications about the use of ICT in education in Africa and the Carribean are availabe at: http://www.infodev.org/en/TopicPublications.4.html

*[[UNESCO Bangkok]], has a very elaborated website on the use of ICT in education. YOu can search per theme. http://www.unescobkk.org/education/ict/themes/. They also have a special focus on the use of ICT in hiegher education. http://www.unescobkk.org/en/education/ict/ict-in-education-projects/higher-education/ We also refer to the metasurvey on the use of ICT in education in Asia and the Pacific : http://www.unescobkk.org/fileadmin/user_upload/ict/e-books/metasurvey/metasurvey.pdf

*[[UNESCO World Conference on Higher Education]] One of the themes was ICT in education and the opportunities ICT provide to strive to reach education for all. The background report focuses particularly on the implications of ICTs for developing countries and is avialble at http://unesdoc.unesco.org/images/0018/001832/183207e.pdf

== Interesting Networks ==

* [[BALTECH]] & the [[Baltic Sea University of Science and Technology]]
* [[Baltic Sea Network]]
* [[Coimbra Group]] - [[Belgium]]
* [[EADTU]] - [[Netherlands]]
* [[EDEN]] - [[UK]]
* [[Edineb]] - [[Netherlands]]
* [[EUNITE]] - [[Belgium]]
* [[EURASHE]] - [[Belgium]]
* [[EuroPACE ivzw]] - [[Belgium]]
* [[EUA]] - [[Belgium]]
* [[JISC]] - [[United Kingdom]]
* [[LERU]] - [[Belgium]]
* [[MENON]] - [[Belgium]]
* [[SEFI]] - [[Belgium]]
* [[SPACE]] - [[Belgium]]
* [[SURF]] - [[Netherlands]]
* [[infoDEV]] - [[USA]] provides an interesting list of ICT in education initiatives and supportive organisations at: http://www.infodev.org/en/Publication.347.html

== European Research projects on Virtual Campuses and Virtual Mobility ==
# [[Agency for Easy Access to Virtual Campus]] ([[E.A.S.Y.]])
# [[Modelling Advice and Support Services to Integrate Virtual Component in Higher Education]] ([[MASSIVE]])
# [[REal Virtual Erasmus]] ([[REVE]])
# [[Virtual and E-mobility for Networking Universities in Society]] ([[VENUS]])
# [[Analysing and Reporting the Implementation of Electronic Learning in Europe]] ([[ARIEL]])
# [[An Operational Conception of Virtual Mobility]] ([[E-move]])
# [[Collaborative European Virtual University]] ([[cEVU]])
# [[Developing a European e-learning Observation System]] ([[DELOS]])
# [[European Mobility through Virtual Education]] ([[EUROMOVE]])
# [[European Observatory of Emergent e-Learning]] ([[DELPHI]])
# [[Learning in a Virtual Integrated University]] ([[LIVIUS]])
# [[Learning Interoperability Framework for Europe]] ([[LIFE]])
# [[Mobility, Assessment, Selection, Technology and E-Learning Research]] ([[MASTER]])
# [[Model for a European Networked University for e-Learning]] ([[MENU]])
# [[Citizen E]]
# [[Eenovate]]
# [[Economic filtering of knowledge]] ([[FILTER]])
# [[European Small and medium entreprise E-learning Network]] ([[ESEN]])
# [[Horizontal E-Learning Integrated Observation System]] ([[HELIOS]])
# [[InnoUniLearning]]
# [[Observatory on Rights Management for e-Learning in Europe]] ([[OrmeE]]), a.k.a. [[e-copyright]]
# [[Open e-Learning Content Observatory Services]] ([[OLCOS]])
# [[Reti Sociali e Promozione Della Costruzione di Conoscenze in Contesti Elearning]]
# [[Unive]]
# [[VIrtual Curricula ThrOugh Reliable InterOperating University Systems]] ([[VICTORIOUS]])
# [[FLOSSCom]]
# [[Improving Continuing Education and Training through e-learning]] ([[ICETEL]])
# [[Systematization, Valorisation and Dissemination of e-Learning]]
# [[Enhancing Virtual Mobility to foster institutional cooperation and internationalisation of curricula]] ([[Movinter]])

== European research projects on Quality in eLearning ==
# [[E-xcellence - creating a standard of excellence for e-learning]]
# [[E-quality in e-learning research Laboratoire]] ([[EQUEL]]
# [[European Quality Observatory]] ([[EQO]])
# [[European Research Network for ICT in Schools of Tomorrow]] ([[eRNIST]])
# [[Quality Assessment of Digital Educational Materials]] ([[QUADEM]])
# [[Framework for e-learning Contents Evaluation]] ([[Fe-ConE]])
# [[Improving quality of e-learning in universities]] ([[ELUE]])
# [[La qualité de l'eLearning]] ([[QUAL-E-LEARNING]])
# [[Supporting Excellence in eLearning]] ([[SEEL]])
# [[Sustainable Environment for the Evaluation of Quality in eLearning]] ([[SEEQUEL]])
# [[TRIANGLE]]
# [[European University Quality in eLearning]] ([[UNIQUe]])

== Virtual Community for teachers and trainers ==
# [[A European Lifelong Learning System on ICT in Education for Pioneer Teachers]] ([[ULEARN]])
# [[BAZAAR]]
# [[e-Learning Network for Teacher Training]] ([[eLene-TT]])
# [[eTTnet]]
# [[Training of trainers network for e-learning]] ([[e-Ttnet]])
# [[English for Specific Purposes: Therapeutic Professions]] ([[ESP-T]])
# [[SSIS Veneto]] ([[SSIS]])

== Interesting Networks ==

* [[BALTECH]] & the [[Baltic Sea University of Science and Technology]]
* [[Baltic Sea Network]]
* [[Coimbra Group]] - [[Belgium]]
* [[EADTU]] - [[Netherlands]]
* [[EDEN]] - [[UK]]
* [[Edineb]] - [[Netherlands]]
* [[EUNITE]] - [[Belgium]]
* [[EURASHE]] - [[Belgium]]
* [[EuroPACE ivzw]] - [[Belgium]]
* [[EUA]] - [[Belgium]]
* [[JISC]] - [[United Kingdom]]
* [[LERU]] - [[Belgium]]
* [[MENON]] - [[Belgium]]
* [[SEFI]] - [[Belgium]]
* [[SPACE]] - [[Belgium]]
* [[SURF]] - [[Netherlands]]
* [[USDLA]] - [[USA]]

== Other Resources ==
* [[E-learning Progress at Ain-Shams University]], The [[Mediterranean Virtual University]] Project: a list of virtual universities per region.

* [[Bibliography_of_benchmarking]]
----
> [[Main Page]]

University of the West Indies

2009-08-19T12:28:52Z

SallyReynolds: updated information about UWIDEC

{{stub}}
The ''University of the West Indies'' (UWI) is an autonomous regional institution supported by and serving 16 English-speaking countries and territories in the Caribbean. The aim of the university is to help 'unlock the potential for economic and cultural growth' in the West Indies.

UWI has campuses in Barbados, Jamaica and Trinidad, and 12 learning centres in the other contributing countries (known as the Open Campus). The university has a total enrolment of over 39,000 students.

The '''University of the West Indies Distance Education Centre''' (DEC, or UWIDEC) was established in 1996 to expand the university’s initiatives in distance education and works with faculties on all three campuses to develop and deliver distance-learning programmes. There are DE centres located in each country that supports UWI.

DEC offers various certificates and diplomas, and degrees at both the undergraduate and postgraduate levels. According to 2006-07 promotional materials on the UWI web site, printed matter remains a focal point of DEC content delivery, though courses may also be supported by CD-ROM, asynchronous email/web discussion, and face-to-face or teleconference tutorials. The UWIDEC offers a full undergraduate degree in business management, a certificate in Gender and Development Studies and a certificate in egovernance at its thirty-one (31) centres located throughout the English-speaking Caribbean. Traditionally, these programmes have been offered using a combination of synchronous (real time) and asynchronous (delayed time) interaction. The synchronous interaction has been
facilitated through the audioconferencing system of the UWIDEC and face-to-face tutorials, while print materials and some computer-based activities and resources comprise the asynchronous elements.

One of the goals of the institution has been to make greater use of asynchronous technologies to widen access to education in the region. In 2004, a formal decision was taken for UWIDEC to adopt a blended approach to delivery, which would facilitate more efficient use of information and communication technologies (ICTs) in the delivery of teaching and learning. This information was provided by Dianne Thurab-Nkhosi, Editor,
University of the West Indies, Distance Education Centre in her paper "The Successes and Challenges of Blended Learning at UWIDEC: ICT innovations widening access to higher education" which provides a case study outlining the “blended learning approach” adopted by UWIDEC [http://www.carisnet.org/docs/case_uwidec.pdf UWIDEC Case Study]

See also the School of Continuing Studies, http://www.uwi.edu/opencampus/scs/ (formerly known as the Department of Extra-Mural Studies).

The University of the West Indies web site is at http://www.uwi.edu/

The UWI distance learning centre is at http://www.dec.uwi.edu/

== More details ==
In 1983, UWI began offering distance education courses via an audio teleconferencing system, later known as Enterprise-UWIDITE.

The University was originally instituted as an independent external college of the University of London, [[UK]].

The 16 UWI member states are: Anguilla, Antigua and Barbuda, The Bahamas, Barbados, Belize, the British Virgin Islands, the Cayman Islands, Dominica, Grenada, Jamaica, Montserrat, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, Trinidad and Tobago, and Turks and Caicos.

----
> [[Programmes]]

[[Category:Caribbean]]
[[Category:Universities]]
[[Category:Consortia]]
[[Category:International initiatives]]

Experts

2009-07-30T13:58:20Z

SallyReynolds: adapting reference to *

This list contains names of people who are generally agreed to be experts in the topic of 'Virtual Campus' in various parts of the world. This may have been achieved through having senior positions in relevant organisations, by carrying out extensive research in the field, by publishing reports and other publications relevant to the topic of Virtual Campus or by providing regular high-level consultancy in the field.

See also [[People]] and [[Advisory Committee| International Advisory Committee (IAC)]]

Those indicated by an * are members of the Re.ViCa [[Advisory Committee| International Advisory Committee (IAC)]]

'''Editors!''' Names of individuals should be added in their "firstname surname" form, without titles (such as Professor, Dr, Mr, Mrs etc). Variants and common misspellings should be entered as redirect pages to the correct name. If accents exist like for [[Grégory Lucas]] they should be added but with natural flattenings (i.e. without accents) such as [[Gregory Lucas]].

== Experts and authors ==

# [[Terry Anderson]] (Prof.), [[Athabasca University]]
# [[Antti Auer]] (Dr.), Head of Development Services, [http://www.jyu.fi/en/ University of Jyväskylä], Information Management Services ([[Finland]])
# Ari-Matti Auvinen, Managing Director of [http://www.hci.fi/website_en.nsf/CompanyFrameset?OpenFrameset HCI Productions]
# [[Sebastiano Bagnara]] (Prof.), [http://www.architettura.uniss.it/ University of Sassari-Alghero], Italy, Chair of Cognitive Psychology at the Department of Architecture and Urban Planning
# [[Keith Baker]] (Prof.), formerly at the University of Reading
# [[Peter Bates]], consultant
# * [[Tony Bates]], formerly at the [[University of British Columbia]]. Now an independent consultant of [http://www.tonybates.ca Tony Bates Associates Ltd.] ([[Canada]])
# * [[Peter Baumgartner]], [http://www.donau-uni.ac.at/en/ University of Krems], ([[Austria]])
# [[Eric Beerkens]], author
# [[Svava Bjarnason]], [[World Bank]] and formerly Director of [[OBHE]]
# [[Harvey Blustain]], author
# [[Petra Boezerooy]], author
# * [[Annemie Boonen]], [[ELIG| eLIG]] and [[EuroPACE ivzw|EuroPACE ivzw]] ([[Belgium]])
# [[Jonathan Bouffler]], [[Anglia Ruskin University]]
# [[Sara Frank Bristow]], author, expert, and team member - formerly at [[UKeU]]
# [[Sandy Britain]], author
# [[Mark Brown]], [[Massey University]]
# [[William Buller]], author
# Houcine Chebli, [http://www.uvt.rnu.tn/uvt/en/ Virtual University of Tunisia] ([[Tunisia]])
# [[Betty Collis]] (Prof.), author and formerly at the [[University of Twente]] ([[The Netherlands]])
# [[Thomas Connolly]] (Prof.), University of the West of Scotland
# [[Bas Cordewener]] [[SURF| SURF Foundation]] ([[The Netherlands]])
# [[John Daniel]] (Sir), President of [[Commonwealth of Learning]], formerly at [[UNESCO]] and [[UKOU]] ([[Canada]])
# [[Jonathan Darby]], author and expert at [[UKOU]], formerly at [[UKeU]]
# [[Derrick de Kerckhove]], Director of the McLuhan Program in Culture and Technology, [[University of Toronto]] ([[Canada]])
# [[Yanlai Deng]], author and formerly at [[UKeU]]
# * [[Christian Depover]], [http://www.umh.ac.be/ Université de Mons], UTE ([[Belgium]])
# * [[Jim Devine]], Director of the [http://www.iadt.ie/en Dunlaoghaire Institute Art/Design/Technology] ([[Ireland]])
# * [[Bakary Diallo]] (Dr.), [http://www.avu.org/ African Virtual University] ([[Kenya]])
# * [[Claudio Dondi]] (Dr.), [[SCIENTER]] ([[Italy]])
# * [[Tom Dousma]], Platform manager ICT and Education at [[SURF]] ([[The Netherlands]])
# [[Jan Elen]] [[K.U.Leuven]] ([[Belgium]])
# [[John Fielden]], consultant including to [[OBHE]]
# [[Sarah Frame]], [[University of East London]]
# [[Maria Amata Garito]], [[Uninettuno| UNINETTUNO]] ([[Italy]])
# [[Lawrence Hamburg]], Assistant Director e-learning at the [[Higher Education Academy]] ([[UK]])
# [[Pascale Hardy]], expert in mobile learning, formerly at [[UKOU]]
# [[Jeff Haywood]], Vice-Principal, [[University of Edinburgh]] ([[UK]])
# [[Wilfried Hendricks]] (Prof. Dr.), IBI - [http://www.tu-berlin.de/en Technische Universität Berlin] ([[Germany]])
# Dr [[Richard Hezel]], Hezel Associates, [[US]]
# * [[Carl Holmberg]] (Dr.), Secretary General of the [http://icde.org International Council for Open and Distant (ICDE)], ([[Norway]])
# [[Áine Hyland]] (Prof.), formerly Vice-President of University College Cork ([[Ireland]])
# * [[Terence Karran]], [http://www.lincoln.ac.uk Lincoln University], formerly at University of Guadalajara ([[Mexico]])
# * [[Thierry Karsenti]], Chair of Research on Technology in Education at the [http://www.umontreal.ca/english Université de Montréal] ([[Canada]])
# * [[Nikitas Kastis]] (Dr.), [http://www.menon.org/ MENON Network] & [http://www.lrf.gr/ Lambrakis Research Foundation] ([[Greece]])
# [[Denise Kirkpatrick]] (Prof.), Pro-Vice Chancellor at [[UKOU| Open University UK]], formerly in [[Australia]]
# Paul Kirschner, [http://www.uu.nl/uupublish/homeuu/homeenglish/1757main.html University of Utrecht] ([[The Netherlands]])
# [[Roger King]], formerly Vice-Chancellor of the University of Lincoln
# Piet Kommers, [[University of Twente]] ([[The Netherlands]])
# [[Rob Koper]] (Prof.), [[OUNL| Open University of The Netherlands]] ([[The Netherlands]])
# * [[Walter Kugemann]] (Dr.), [http://www.ilinet.org/ Institute for Innovation in Learning] ([http://www.fim.uni-erlangen.de/en/ FIM-NewLearning]), [http://www.uni-erlangen.org/ University of Erlangen-Nuremberg] ([[Germany]])
# Ms. [[Tae Rim Lee]] (Mrs.), [[KNOU| Korea National Open University]] ([[South Korea]])
# [[Paul Lefrere]], [[UKOU]] and formerly Executive Director e-Learning at Microsoft ([[UK]])
# [[Helen Lentell]], [[University of Leicester]]
# * [[Fred Litto]] (Prof.), [http://www.abed.org.br/ ABED] and formerly Director of School of the Future, University of Sao Paulo ([[Brazil]])
# Pierre-Jean Loiret, [http://www.auf.org/ Agence universitaire de la Francophonie] ([[Canada]])
# [[Etelberto Lopes da Costa]] (Dr.), SAPO, ([[Portugal]])
# Joost Lowyck, [[K.U.Leuven]] ([[Belgium]])
# Kay Mac Keogh (Dr.), Senior Lecturer - eLearning, Dublin City University [http://www.dcu.ie/info/staff_member.php?id_no=1130]
# Jyri Manninen (Dr.), Research Director for the [http://www.helsinki.fi/university/ University of Helsinki], [http://www.helsinki.fi/palmenia/english/ Palmenia] ([[Finland]])
# [[Stephen Marshall]] (Dr.), Benchmarking expert ([[eMM]])
# [[Robin Mason]] (Prof.), [[UKOU]] and also evaluator of Swiss Virtual Campus ([[UK]])
# Herman Maurer, [http://www.kfunigraz.ac.at/E/ University of Graz] ([[Austria]])
# [[Terry Mayes]] (Prof.), head of the evaluation and support team for e-learning to UK [[Higher Education Academy]] and formerly at Glasgow Caledonian University
# [[Jef Moonen]] (Prof.), formerly at [[University of Twente]] ([[The Netherlands]])
# [[Fred Mulder]], Rector of [[OUNL| Open University of the Netherlands]] ([[The Netherlands]])
# [[Clive Mulholland]], [[University of Glamorgan]] and formerly Director of University of Ulster [[Campus One]] ([[UK]])
# [[Martin Oliver]], Institute of Education and [[Higher Education Academy]]
# * [[Morten Flate Paulsen]], Professor of Online Education, Director of Development at [[NKI Distance Education]] ([[Norway]])
# * [[Francesc Pedró]], Senior Analyst for the [http://www.oecd.org/document/30/0,3343,en_2649_35845581_35684766_1_1_1_1,00.html Centre for Educational Research and Innovation] of the ([[OECD]]), ([[France]])
# [[Daniel Peraya]], [[TECFA]], [http://www.unige.ch/international/index_en.html University of Geneva] ([[Switzerland]])
# [[Geoff Peters]] (Prof.), [[Open University]] (UK)
# [[Jim Petch]], former Head of Distributed Learning at [http://www.manchester.ac.uk/ Manchester University] ([[UK]])
# Otto Peters, Professor Emeritus of Distance-Education Methodology at the [[FernUniversität in Hagen]] ([[Germany]])
# [[Vanessa Pittard]], Director of Research at [[Becta]], ([[UK]])
# Juha Pohjonen, Development Manager at the [http://www.oulu.fi/english/ University of Oulu],[http://www.kotu.oulu.fi/avoin/opiskelijapalvelut/introduction.htm Open University] ([[Finland]])
# [[David Porter]], BC Campus at the [[Simon Fraser University]], [[Canada]]
# * [[Garry Putland]], General Manager - Business Development at [http://www.educationau.edu.au education.au] & [http://www.edna.edu.au/edna/ Education Network Australia (edna)] ([[Australia]])
# [[Malcolm Read]], Executive Secretary of [[JISC]] ([[UK]])
# * [[Vitor Rocio]] (Dr.), [http://www.uoc.edu/portal/english/ Open University of Catalonia] ([[Spain]])
# [[Caitriona Ryan]], [[Higher Education Authority]] ([[Ireland]])
# [[Yoni Ryan]], Monash University ([[Australia]])
# * [[Gilly Salmon]] (Prof.), [[University of Leicester]] ([[UK]])
# * [[Albert Sangra]], Director Educational Innovation and Methodology, Director of Edu Lab [http://www.uoc.edu/portal/english/ Open University of Catalonia] ([[Spain]])
# [[Niall Sclater]], [[UKOU]], ([[UK]])
# [[Peter Scott]], Director of [[KMI| Knowledge Media Institute (KMi)]] at [[UKOU]] ([[UK]])
# Rolf Schulmeister, [http://www.uni-hamburg.de/index_e.html University of Hamburg] ([[Germany]])
# [[Ramesh Sharma]] (Dr.), [http://www.ignou.ac.in/ Indira Gandhi National Open University] ([[India]])
# Talal Sheik, [[Syrian Virtual University]] ([[Syria]])
# [[Mark Stansfield]] (Dr.), University of the West of Scotland
# Richard Straub, Secretary General of [[ELIG| eLIG]] ([[Belgium]])
# Josef Strobl, [http://www.uni-salzburg.at/portal/page?_pageid=142,127090&_dad=portal&_schema=PORTAL], [http://www.uni-salzburg.at Salzburg University],[[Austria]] Head of Z_GIS
# [[Gordon Suddaby]], [[Massey University]] and President of [[ACODE]]
# * [[András Szûcs]], Secretary General of [[EDEN]]
# * [[Ene Tammeoru]], Head of Estonian e-Learning Development Centre, Estonian Information Technology Foundation Estonian e-Learning Development Centre
# [[George Ubachs]], [[EADTU]]
# * [[Martin Valcke]], [http://www.ugent.be/en/ Ghent University] ([[Belgium]])
# [[Jef Van den Branden]], [[K.U.Leuven]], ([[Belgium]])
# Michiel van Geloven, [[Digital University]] ([[The Netherlands]])
# * [[Herman J. van der Merwe]] (Prof.), [http://www.tut.ac.za Tshwane University of Technology], [[South Africa]]
# Tapio Varis (Prof.), Professor of Vocational Education, with particular reference to Global Learning Environments and UNESCO Chair in global e-learning with applications to multiple domains [http://www.uta.fi/english/ University of Tampere], Faculty of Education ([[Finland]])
# [[Steven Verjans]] (Dr.), [[OUNL]], ([[The Netherlands]])
# *[[Martine Vidal]], [[CNED]], France
# [[David Vincent]] (Prof.), [[Open University]], [[UK]]
# [[Erwin B. Wagner]] (Dr.), [http://www.uni-hildesheim.de/en University of Hildesheim] and [[EDEN]] ([[Germany]])
# Jacques Wallet, [http://www.univ-rouen.fr/ Université de Rouen], [http://www.sciencedu.org/ Campus numérique FORSE] ([[France]])
# [[Gerry White]], the former Chief Executive Officer of [[education.au]] limited, [[Australia]].
# * [[Wojciech Zielinski]], Secretary of [http://www.sea.edu.pl/tasksgoals.php The Association of Academic E-learning in Poland] formerly at [http://www.wshe.lodz.pl/index.php?j=eng Academy of Humanities and Economics in Lodz], [http://www.puw.pl/english/ Polish Virtual University] ([[Poland]])
----
> [[People]]
 
>> [[Main Page]]

Experts

2009-07-30T13:57:05Z

SallyReynolds: added explanation of the *

This list contains names of people who are generally agreed to be experts in the topic of 'Virtual Campus' in various parts of the world. This may have been achieved through having senior positions in relevant organisations, by carrying out extensive research in the field, by publishing reports and other publications relevant to the topic of Virtual Campus or by providing regular high-level consultancy in the field.

See also [[People]] and [[Advisory Committee| International Advisory Committee (IAC)]]

Those indicated by an * are members of the Re.ViCa International Advisory Committee (IAC)

'''Editors!''' Names of individuals should be added in their "firstname surname" form, without titles (such as Professor, Dr, Mr, Mrs etc). Variants and common misspellings should be entered as redirect pages to the correct name. If accents exist like for [[Grégory Lucas]] they should be added but with natural flattenings (i.e. without accents) such as [[Gregory Lucas]].

== Experts and authors ==

# [[Terry Anderson]] (Prof.), [[Athabasca University]]
# [[Antti Auer]] (Dr.), Head of Development Services, [http://www.jyu.fi/en/ University of Jyväskylä], Information Management Services ([[Finland]])
# Ari-Matti Auvinen, Managing Director of [http://www.hci.fi/website_en.nsf/CompanyFrameset?OpenFrameset HCI Productions]
# [[Sebastiano Bagnara]] (Prof.), [http://www.architettura.uniss.it/ University of Sassari-Alghero], Italy, Chair of Cognitive Psychology at the Department of Architecture and Urban Planning
# [[Keith Baker]] (Prof.), formerly at the University of Reading
# [[Peter Bates]], consultant
# * [[Tony Bates]], formerly at the [[University of British Columbia]]. Now an independent consultant of [http://www.tonybates.ca Tony Bates Associates Ltd.] ([[Canada]])
# * [[Peter Baumgartner]], [http://www.donau-uni.ac.at/en/ University of Krems], ([[Austria]])
# [[Eric Beerkens]], author
# [[Svava Bjarnason]], [[World Bank]] and formerly Director of [[OBHE]]
# [[Harvey Blustain]], author
# [[Petra Boezerooy]], author
# * [[Annemie Boonen]], [[ELIG| eLIG]] and [[EuroPACE ivzw|EuroPACE ivzw]] ([[Belgium]])
# [[Jonathan Bouffler]], [[Anglia Ruskin University]]
# [[Sara Frank Bristow]], author, expert, and team member - formerly at [[UKeU]]
# [[Sandy Britain]], author
# [[Mark Brown]], [[Massey University]]
# [[William Buller]], author
# Houcine Chebli, [http://www.uvt.rnu.tn/uvt/en/ Virtual University of Tunisia] ([[Tunisia]])
# [[Betty Collis]] (Prof.), author and formerly at the [[University of Twente]] ([[The Netherlands]])
# [[Thomas Connolly]] (Prof.), University of the West of Scotland
# [[Bas Cordewener]] [[SURF| SURF Foundation]] ([[The Netherlands]])
# [[John Daniel]] (Sir), President of [[Commonwealth of Learning]], formerly at [[UNESCO]] and [[UKOU]] ([[Canada]])
# [[Jonathan Darby]], author and expert at [[UKOU]], formerly at [[UKeU]]
# [[Derrick de Kerckhove]], Director of the McLuhan Program in Culture and Technology, [[University of Toronto]] ([[Canada]])
# [[Yanlai Deng]], author and formerly at [[UKeU]]
# * [[Christian Depover]], [http://www.umh.ac.be/ Université de Mons], UTE ([[Belgium]])
# * [[Jim Devine]], Director of the [http://www.iadt.ie/en Dunlaoghaire Institute Art/Design/Technology] ([[Ireland]])
# * [[Bakary Diallo]] (Dr.), [http://www.avu.org/ African Virtual University] ([[Kenya]])
# * [[Claudio Dondi]] (Dr.), [[SCIENTER]] ([[Italy]])
# * [[Tom Dousma]], Platform manager ICT and Education at [[SURF]] ([[The Netherlands]])
# [[Jan Elen]] [[K.U.Leuven]] ([[Belgium]])
# [[John Fielden]], consultant including to [[OBHE]]
# [[Sarah Frame]], [[University of East London]]
# [[Maria Amata Garito]], [[Uninettuno| UNINETTUNO]] ([[Italy]])
# [[Lawrence Hamburg]], Assistant Director e-learning at the [[Higher Education Academy]] ([[UK]])
# [[Pascale Hardy]], expert in mobile learning, formerly at [[UKOU]]
# [[Jeff Haywood]], Vice-Principal, [[University of Edinburgh]] ([[UK]])
# [[Wilfried Hendricks]] (Prof. Dr.), IBI - [http://www.tu-berlin.de/en Technische Universität Berlin] ([[Germany]])
# Dr [[Richard Hezel]], Hezel Associates, [[US]]
# * [[Carl Holmberg]] (Dr.), Secretary General of the [http://icde.org International Council for Open and Distant (ICDE)], ([[Norway]])
# [[Áine Hyland]] (Prof.), formerly Vice-President of University College Cork ([[Ireland]])
# * [[Terence Karran]], [http://www.lincoln.ac.uk Lincoln University], formerly at University of Guadalajara ([[Mexico]])
# * [[Thierry Karsenti]], Chair of Research on Technology in Education at the [http://www.umontreal.ca/english Université de Montréal] ([[Canada]])
# * [[Nikitas Kastis]] (Dr.), [http://www.menon.org/ MENON Network] & [http://www.lrf.gr/ Lambrakis Research Foundation] ([[Greece]])
# [[Denise Kirkpatrick]] (Prof.), Pro-Vice Chancellor at [[UKOU| Open University UK]], formerly in [[Australia]]
# Paul Kirschner, [http://www.uu.nl/uupublish/homeuu/homeenglish/1757main.html University of Utrecht] ([[The Netherlands]])
# [[Roger King]], formerly Vice-Chancellor of the University of Lincoln
# Piet Kommers, [[University of Twente]] ([[The Netherlands]])
# [[Rob Koper]] (Prof.), [[OUNL| Open University of The Netherlands]] ([[The Netherlands]])
# * [[Walter Kugemann]] (Dr.), [http://www.ilinet.org/ Institute for Innovation in Learning] ([http://www.fim.uni-erlangen.de/en/ FIM-NewLearning]), [http://www.uni-erlangen.org/ University of Erlangen-Nuremberg] ([[Germany]])
# Ms. [[Tae Rim Lee]] (Mrs.), [[KNOU| Korea National Open University]] ([[South Korea]])
# [[Paul Lefrere]], [[UKOU]] and formerly Executive Director e-Learning at Microsoft ([[UK]])
# [[Helen Lentell]], [[University of Leicester]]
# * [[Fred Litto]] (Prof.), [http://www.abed.org.br/ ABED] and formerly Director of School of the Future, University of Sao Paulo ([[Brazil]])
# Pierre-Jean Loiret, [http://www.auf.org/ Agence universitaire de la Francophonie] ([[Canada]])
# [[Etelberto Lopes da Costa]] (Dr.), SAPO, ([[Portugal]])
# Joost Lowyck, [[K.U.Leuven]] ([[Belgium]])
# Kay Mac Keogh (Dr.), Senior Lecturer - eLearning, Dublin City University [http://www.dcu.ie/info/staff_member.php?id_no=1130]
# Jyri Manninen (Dr.), Research Director for the [http://www.helsinki.fi/university/ University of Helsinki], [http://www.helsinki.fi/palmenia/english/ Palmenia] ([[Finland]])
# [[Stephen Marshall]] (Dr.), Benchmarking expert ([[eMM]])
# [[Robin Mason]] (Prof.), [[UKOU]] and also evaluator of Swiss Virtual Campus ([[UK]])
# Herman Maurer, [http://www.kfunigraz.ac.at/E/ University of Graz] ([[Austria]])
# [[Terry Mayes]] (Prof.), head of the evaluation and support team for e-learning to UK [[Higher Education Academy]] and formerly at Glasgow Caledonian University
# [[Jef Moonen]] (Prof.), formerly at [[University of Twente]] ([[The Netherlands]])
# [[Fred Mulder]], Rector of [[OUNL| Open University of the Netherlands]] ([[The Netherlands]])
# [[Clive Mulholland]], [[University of Glamorgan]] and formerly Director of University of Ulster [[Campus One]] ([[UK]])
# [[Martin Oliver]], Institute of Education and [[Higher Education Academy]]
# * [[Morten Flate Paulsen]], Professor of Online Education, Director of Development at [[NKI Distance Education]] ([[Norway]])
# * [[Francesc Pedró]], Senior Analyst for the [http://www.oecd.org/document/30/0,3343,en_2649_35845581_35684766_1_1_1_1,00.html Centre for Educational Research and Innovation] of the ([[OECD]]), ([[France]])
# [[Daniel Peraya]], [[TECFA]], [http://www.unige.ch/international/index_en.html University of Geneva] ([[Switzerland]])
# [[Geoff Peters]] (Prof.), [[Open University]] (UK)
# [[Jim Petch]], former Head of Distributed Learning at [http://www.manchester.ac.uk/ Manchester University] ([[UK]])
# Otto Peters, Professor Emeritus of Distance-Education Methodology at the [[FernUniversität in Hagen]] ([[Germany]])
# [[Vanessa Pittard]], Director of Research at [[Becta]], ([[UK]])
# Juha Pohjonen, Development Manager at the [http://www.oulu.fi/english/ University of Oulu],[http://www.kotu.oulu.fi/avoin/opiskelijapalvelut/introduction.htm Open University] ([[Finland]])
# [[David Porter]], BC Campus at the [[Simon Fraser University]], [[Canada]]
# * [[Garry Putland]], General Manager - Business Development at [http://www.educationau.edu.au education.au] & [http://www.edna.edu.au/edna/ Education Network Australia (edna)] ([[Australia]])
# [[Malcolm Read]], Executive Secretary of [[JISC]] ([[UK]])
# * [[Vitor Rocio]] (Dr.), [http://www.uoc.edu/portal/english/ Open University of Catalonia] ([[Spain]])
# [[Caitriona Ryan]], [[Higher Education Authority]] ([[Ireland]])
# [[Yoni Ryan]], Monash University ([[Australia]])
# * [[Gilly Salmon]] (Prof.), [[University of Leicester]] ([[UK]])
# * [[Albert Sangra]], Director Educational Innovation and Methodology, Director of Edu Lab [http://www.uoc.edu/portal/english/ Open University of Catalonia] ([[Spain]])
# [[Niall Sclater]], [[UKOU]], ([[UK]])
# [[Peter Scott]], Director of [[KMI| Knowledge Media Institute (KMi)]] at [[UKOU]] ([[UK]])
# Rolf Schulmeister, [http://www.uni-hamburg.de/index_e.html University of Hamburg] ([[Germany]])
# [[Ramesh Sharma]] (Dr.), [http://www.ignou.ac.in/ Indira Gandhi National Open University] ([[India]])
# Talal Sheik, [[Syrian Virtual University]] ([[Syria]])
# [[Mark Stansfield]] (Dr.), University of the West of Scotland
# Richard Straub, Secretary General of [[ELIG| eLIG]] ([[Belgium]])
# Josef Strobl, [http://www.uni-salzburg.at/portal/page?_pageid=142,127090&_dad=portal&_schema=PORTAL], [http://www.uni-salzburg.at Salzburg University],[[Austria]] Head of Z_GIS
# [[Gordon Suddaby]], [[Massey University]] and President of [[ACODE]]
# * [[András Szûcs]], Secretary General of [[EDEN]]
# * [[Ene Tammeoru]], Head of Estonian e-Learning Development Centre, Estonian Information Technology Foundation Estonian e-Learning Development Centre
# [[George Ubachs]], [[EADTU]]
# * [[Martin Valcke]], [http://www.ugent.be/en/ Ghent University] ([[Belgium]])
# [[Jef Van den Branden]], [[K.U.Leuven]], ([[Belgium]])
# Michiel van Geloven, [[Digital University]] ([[The Netherlands]])
# * [[Herman J. van der Merwe]] (Prof.), [http://www.tut.ac.za Tshwane University of Technology], [[South Africa]]
# Tapio Varis (Prof.), Professor of Vocational Education, with particular reference to Global Learning Environments and UNESCO Chair in global e-learning with applications to multiple domains [http://www.uta.fi/english/ University of Tampere], Faculty of Education ([[Finland]])
# [[Steven Verjans]] (Dr.), [[OUNL]], ([[The Netherlands]])
# *[[Martine Vidal]], [[CNED]], France
# [[David Vincent]] (Prof.), [[Open University]], [[UK]]
# [[Erwin B. Wagner]] (Dr.), [http://www.uni-hildesheim.de/en University of Hildesheim] and [[EDEN]] ([[Germany]])
# Jacques Wallet, [http://www.univ-rouen.fr/ Université de Rouen], [http://www.sciencedu.org/ Campus numérique FORSE] ([[France]])
# [[Gerry White]], the former Chief Executive Officer of [[education.au]] limited, [[Australia]].
# * [[Wojciech Zielinski]], Secretary of [http://www.sea.edu.pl/tasksgoals.php The Association of Academic E-learning in Poland] formerly at [http://www.wshe.lodz.pl/index.php?j=eng Academy of Humanities and Economics in Lodz], [http://www.puw.pl/english/ Polish Virtual University] ([[Poland]])
----
> [[People]]
 
>> [[Main Page]]

Experts

2009-07-30T09:36:03Z

SallyReynolds: updated intro text to make it relevant to current situation, previous text dates back to early days of project

This list contains names of people who are generally agreed to be experts in the topic of 'Virtual Campus' in various parts of the world. This may have been achieved through having senior positions in relevant organisations, by carrying out extensive research in the field, by publishing reports and other publications relevant to the topic of Virtual Campus or by providing regular high-level consultancy in the field.

See also [[People]] and [[Advisory Committee| International Advisory Committee (IAC)]]

'''Editors!''' Names of individuals should be added in their "firstname surname" form, without titles (such as Professor, Dr, Mr, Mrs etc). Variants and common misspellings should be entered as redirect pages to the correct name. If accents exist like for [[Grégory Lucas]] they should be added but with natural flattenings (i.e. without accents) such as [[Gregory Lucas]].

== Experts and authors ==

# [[Terry Anderson]] (Prof.), [[Athabasca University]]
# [[Antti Auer]] (Dr.), Head of Development Services, [http://www.jyu.fi/en/ University of Jyväskylä], Information Management Services ([[Finland]])
# Ari-Matti Auvinen, Managing Director of [http://www.hci.fi/website_en.nsf/CompanyFrameset?OpenFrameset HCI Productions]
# [[Sebastiano Bagnara]] (Prof.), [http://www.architettura.uniss.it/ University of Sassari-Alghero], Italy, Chair of Cognitive Psychology at the Department of Architecture and Urban Planning
# [[Keith Baker]] (Prof.), formerly at the University of Reading
# [[Peter Bates]], consultant
# * [[Tony Bates]], formerly at the [[University of British Columbia]]. Now an independent consultant of [http://www.tonybates.ca Tony Bates Associates Ltd.] ([[Canada]])
# * [[Peter Baumgartner]], [http://www.donau-uni.ac.at/en/ University of Krems], ([[Austria]])
# [[Eric Beerkens]], author
# [[Svava Bjarnason]], [[World Bank]] and formerly Director of [[OBHE]]
# [[Harvey Blustain]], author
# [[Petra Boezerooy]], author
# * [[Annemie Boonen]], [[ELIG| eLIG]] and [[EuroPACE ivzw|EuroPACE ivzw]] ([[Belgium]])
# [[Jonathan Bouffler]], [[Anglia Ruskin University]]
# [[Sara Frank Bristow]], author, expert, and team member - formerly at [[UKeU]]
# [[Sandy Britain]], author
# [[Mark Brown]], [[Massey University]]
# [[William Buller]], author
# Houcine Chebli, [http://www.uvt.rnu.tn/uvt/en/ Virtual University of Tunisia] ([[Tunisia]])
# [[Betty Collis]] (Prof.), author and formerly at the [[University of Twente]] ([[The Netherlands]])
# [[Thomas Connolly]] (Prof.), University of the West of Scotland
# [[Bas Cordewener]] [[SURF| SURF Foundation]] ([[The Netherlands]])
# [[John Daniel]] (Sir), President of [[Commonwealth of Learning]], formerly at [[UNESCO]] and [[UKOU]] ([[Canada]])
# [[Jonathan Darby]], author and expert at [[UKOU]], formerly at [[UKeU]]
# [[Derrick de Kerckhove]], Director of the McLuhan Program in Culture and Technology, [[University of Toronto]] ([[Canada]])
# [[Yanlai Deng]], author and formerly at [[UKeU]]
# * [[Christian Depover]], [http://www.umh.ac.be/ Université de Mons], UTE ([[Belgium]])
# * [[Jim Devine]], Director of the [http://www.iadt.ie/en Dunlaoghaire Institute Art/Design/Technology] ([[Ireland]])
# * [[Bakary Diallo]] (Dr.), [http://www.avu.org/ African Virtual University] ([[Kenya]])
# * [[Claudio Dondi]] (Dr.), [[SCIENTER]] ([[Italy]])
# * [[Tom Dousma]], Platform manager ICT and Education at [[SURF]] ([[The Netherlands]])
# [[Jan Elen]] [[K.U.Leuven]] ([[Belgium]])
# [[John Fielden]], consultant including to [[OBHE]]
# [[Sarah Frame]], [[University of East London]]
# [[Maria Amata Garito]], [[Uninettuno| UNINETTUNO]] ([[Italy]])
# [[Lawrence Hamburg]], Assistant Director e-learning at the [[Higher Education Academy]] ([[UK]])
# [[Pascale Hardy]], expert in mobile learning, formerly at [[UKOU]]
# [[Jeff Haywood]], Vice-Principal, [[University of Edinburgh]] ([[UK]])
# [[Wilfried Hendricks]] (Prof. Dr.), IBI - [http://www.tu-berlin.de/en Technische Universität Berlin] ([[Germany]])
# Dr [[Richard Hezel]], Hezel Associates, [[US]]
# * [[Carl Holmberg]] (Dr.), Secretary General of the [http://icde.org International Council for Open and Distant (ICDE)], ([[Norway]])
# [[Áine Hyland]] (Prof.), formerly Vice-President of University College Cork ([[Ireland]])
# * [[Terence Karran]], [http://www.lincoln.ac.uk Lincoln University], formerly at University of Guadalajara ([[Mexico]])
# * [[Thierry Karsenti]], Chair of Research on Technology in Education at the [http://www.umontreal.ca/english Université de Montréal] ([[Canada]])
# * [[Nikitas Kastis]] (Dr.), [http://www.menon.org/ MENON Network] & [http://www.lrf.gr/ Lambrakis Research Foundation] ([[Greece]])
# [[Denise Kirkpatrick]] (Prof.), Pro-Vice Chancellor at [[UKOU| Open University UK]], formerly in [[Australia]]
# Paul Kirschner, [http://www.uu.nl/uupublish/homeuu/homeenglish/1757main.html University of Utrecht] ([[The Netherlands]])
# [[Roger King]], formerly Vice-Chancellor of the University of Lincoln
# Piet Kommers, [[University of Twente]] ([[The Netherlands]])
# [[Rob Koper]] (Prof.), [[OUNL| Open University of The Netherlands]] ([[The Netherlands]])
# * [[Walter Kugemann]] (Dr.), [http://www.ilinet.org/ Institute for Innovation in Learning] ([http://www.fim.uni-erlangen.de/en/ FIM-NewLearning]), [http://www.uni-erlangen.org/ University of Erlangen-Nuremberg] ([[Germany]])
# Ms. [[Tae Rim Lee]] (Mrs.), [[KNOU| Korea National Open University]] ([[South Korea]])
# [[Paul Lefrere]], [[UKOU]] and formerly Executive Director e-Learning at Microsoft ([[UK]])
# [[Helen Lentell]], [[University of Leicester]]
# * [[Fred Litto]] (Prof.), [http://www.abed.org.br/ ABED] and formerly Director of School of the Future, University of Sao Paulo ([[Brazil]])
# Pierre-Jean Loiret, [http://www.auf.org/ Agence universitaire de la Francophonie] ([[Canada]])
# [[Etelberto Lopes da Costa]] (Dr.), SAPO, ([[Portugal]])
# Joost Lowyck, [[K.U.Leuven]] ([[Belgium]])
# Kay Mac Keogh (Dr.), Senior Lecturer - eLearning, Dublin City University [http://www.dcu.ie/info/staff_member.php?id_no=1130]
# Jyri Manninen (Dr.), Research Director for the [http://www.helsinki.fi/university/ University of Helsinki], [http://www.helsinki.fi/palmenia/english/ Palmenia] ([[Finland]])
# [[Stephen Marshall]] (Dr.), Benchmarking expert ([[eMM]])
# [[Robin Mason]] (Prof.), [[UKOU]] and also evaluator of Swiss Virtual Campus ([[UK]])
# Herman Maurer, [http://www.kfunigraz.ac.at/E/ University of Graz] ([[Austria]])
# [[Terry Mayes]] (Prof.), head of the evaluation and support team for e-learning to UK [[Higher Education Academy]] and formerly at Glasgow Caledonian University
# [[Jef Moonen]] (Prof.), formerly at [[University of Twente]] ([[The Netherlands]])
# [[Fred Mulder]], Rector of [[OUNL| Open University of the Netherlands]] ([[The Netherlands]])
# [[Clive Mulholland]], [[University of Glamorgan]] and formerly Director of University of Ulster [[Campus One]] ([[UK]])
# [[Martin Oliver]], Institute of Education and [[Higher Education Academy]]
# * [[Morten Flate Paulsen]], Professor of Online Education, Director of Development at [[NKI Distance Education]] ([[Norway]])
# * [[Francesc Pedró]], Senior Analyst for the [http://www.oecd.org/document/30/0,3343,en_2649_35845581_35684766_1_1_1_1,00.html Centre for Educational Research and Innovation] of the ([[OECD]]), ([[France]])
# [[Daniel Peraya]], [[TECFA]], [http://www.unige.ch/international/index_en.html University of Geneva] ([[Switzerland]])
# [[Geoff Peters]] (Prof.), [[Open University]] (UK)
# [[Jim Petch]], former Head of Distributed Learning at [http://www.manchester.ac.uk/ Manchester University] ([[UK]])
# Otto Peters, Professor Emeritus of Distance-Education Methodology at the [[FernUniversität in Hagen]] ([[Germany]])
# [[Vanessa Pittard]], Director of Research at [[Becta]], ([[UK]])
# Juha Pohjonen, Development Manager at the [http://www.oulu.fi/english/ University of Oulu],[http://www.kotu.oulu.fi/avoin/opiskelijapalvelut/introduction.htm Open University] ([[Finland]])
# [[David Porter]], BC Campus at the [[Simon Fraser University]], [[Canada]]
# * [[Garry Putland]], General Manager - Business Development at [http://www.educationau.edu.au education.au] & [http://www.edna.edu.au/edna/ Education Network Australia (edna)] ([[Australia]])
# [[Malcolm Read]], Executive Secretary of [[JISC]] ([[UK]])
# * [[Vitor Rocio]] (Dr.), [http://www.uoc.edu/portal/english/ Open University of Catalonia] ([[Spain]])
# [[Caitriona Ryan]], [[Higher Education Authority]] ([[Ireland]])
# [[Yoni Ryan]], Monash University ([[Australia]])
# * [[Gilly Salmon]] (Prof.), [[University of Leicester]] ([[UK]])
# * [[Albert Sangra]], Director Educational Innovation and Methodology, Director of Edu Lab [http://www.uoc.edu/portal/english/ Open University of Catalonia] ([[Spain]])
# [[Niall Sclater]], [[UKOU]], ([[UK]])
# [[Peter Scott]], Director of [[KMI| Knowledge Media Institute (KMi)]] at [[UKOU]] ([[UK]])
# Rolf Schulmeister, [http://www.uni-hamburg.de/index_e.html University of Hamburg] ([[Germany]])
# [[Ramesh Sharma]] (Dr.), [http://www.ignou.ac.in/ Indira Gandhi National Open University] ([[India]])
# Talal Sheik, [[Syrian Virtual University]] ([[Syria]])
# [[Mark Stansfield]] (Dr.), University of the West of Scotland
# Richard Straub, Secretary General of [[ELIG| eLIG]] ([[Belgium]])
# Josef Strobl, [http://www.uni-salzburg.at/portal/page?_pageid=142,127090&_dad=portal&_schema=PORTAL], [http://www.uni-salzburg.at Salzburg University],[[Austria]] Head of Z_GIS
# [[Gordon Suddaby]], [[Massey University]] and President of [[ACODE]]
# * [[András Szûcs]], Secretary General of [[EDEN]]
# * [[Ene Tammeoru]], Head of Estonian e-Learning Development Centre, Estonian Information Technology Foundation Estonian e-Learning Development Centre
# [[George Ubachs]], [[EADTU]]
# * [[Martin Valcke]], [http://www.ugent.be/en/ Ghent University] ([[Belgium]])
# [[Jef Van den Branden]], [[K.U.Leuven]], ([[Belgium]])
# Michiel van Geloven, [[Digital University]] ([[The Netherlands]])
# * [[Herman J. van der Merwe]] (Prof.), [http://www.tut.ac.za Tshwane University of Technology], [[South Africa]]
# Tapio Varis (Prof.), Professor of Vocational Education, with particular reference to Global Learning Environments and UNESCO Chair in global e-learning with applications to multiple domains [http://www.uta.fi/english/ University of Tampere], Faculty of Education ([[Finland]])
# [[Steven Verjans]] (Dr.), [[OUNL]], ([[The Netherlands]])
# *[[Martine Vidal]], [[CNED]], France
# [[David Vincent]] (Prof.), [[Open University]], [[UK]]
# [[Erwin B. Wagner]] (Dr.), [http://www.uni-hildesheim.de/en University of Hildesheim] and [[EDEN]] ([[Germany]])
# Jacques Wallet, [http://www.univ-rouen.fr/ Université de Rouen], [http://www.sciencedu.org/ Campus numérique FORSE] ([[France]])
# [[Gerry White]], the former Chief Executive Officer of [[education.au]] limited, [[Australia]].
# * [[Wojciech Zielinski]], Secretary of [http://www.sea.edu.pl/tasksgoals.php The Association of Academic E-learning in Poland] formerly at [http://www.wshe.lodz.pl/index.php?j=eng Academy of Humanities and Economics in Lodz], [http://www.puw.pl/english/ Polish Virtual University] ([[Poland]])
----
> [[People]]
 
>> [[Main Page]]

Resources

2009-07-30T09:20:29Z

SallyReynolds: /* Research on the use of ICT in education in development countries */

== Experts in the field of Virtual campuses ==

[[Advisory Committee]]

[[Experts]]

== Series of reports on eLearning initiatives ==

These include:

* [[The e-University Compendium]] - a collection of 23 reports and some annexes, dating from summer 2004
* [[Megatrends in e-Learning Provision]] - a series of books from the [http://nettskolen.nki.no/in_english/megatrends/index.html Megatrends] Project, 2005-2007

== Individual reports on eLearning initiatives==

* [[Blended learning at the macro level – the experience of the Bavarian Virtual University]]
* [[Lessons to be learned from the failure of the UK e-University]]
* [[Offshore education in the wider context of internationalisation and ICT: experiences and examples from Dutch higher education]]
* The Business of Borderless Education
* [[Using Distance Education for Skills Development]]
* [[Towards a Virtual Campus Observatory for Latin America]] (Extract)
* [[Trainer’s and Professional’s Guide to Quality in Open and Distance Learning]]
* [[Studies in the Context of the E-learning Initiative: Virtual Models of European Universities]]
* [[Survey of Virtual Campus and Virtual University Activities in Europe]]
* [[The Virtual University. Models and Messages. Lessons from Case Studies]]
* [[The Finnish Virtual University. Lessons and Knowledge Exchange Opportunities to Inform Pan-Canadian Plans]]
* [[Cooperation Models for National e-Learning Development in Estonia (example of the Estonian e-Learning Development Centre)]]

== elearning Project outputs ==
* [[MASSIVE - Modelling Advice and Support Services to Integrate the Virtual Component in Higher Education]]
* [[UNIQUe - European University Quality in eLearning]]
* [[E-xcellence - Benchmarking tool for Quality Assessment in e-learning]]
* [[BEING MOBILE - Disseminating Virtual Mobility for Students and Teachers]]
* [[E-LERU - A Virtual Campus for European Universities]]
* [[cEVU - a Collaborative European Virtual University]]
* [[BENVIC - Benchmarking of Virtual Campuses]]
* [[E-MOVE - An operational conception of virtual mobility]]
* [[E.A.S.Y - European Agency for EASY access to Virtual Campus]]
* [[UNIVe - Creating a Network-based e-University Model for the Small Countries in the Context of e-Learning in Europe]]
*[[Promoting Best Practice in Virtual Campuses| PBP-VC - Promoting Best Practice in Virtual Campuses]] Powerpoint Presentation, project outputs, book
*[[fnm-austria ]](Forum Neue Medien in der Lehre österreichischer Universitäten und Fachhochschulen)
# [[Eenovate]]

== Other WIKIs of relevance ==
The following wikis on related topics may be of interest to the audience interested in the Re.ViCa wiki.

(Unless stated otherwise, all wikis use the same [http://www.mediawiki.org/wiki/MediaWiki MediaWiki] software that is used by Re.ViCa.)

# The [http://edutechwiki.unige.ch/en/Main_Page EduTech wiki] run by the [http://www.unige.ch/ University of Geneva] has a large number of definitions of useful terms and concepts in e-learning.
# The [http://oerwiki.iiep-unesco.org/index.php?title=Main_Page OER wiki] run by the [http://www.unesco.org/iiep/ International Institute for Educational Planning] (IIEP) in UNESCO has useful coverage of concepts and projects in the area of Open Educational Resources.
# The [http://elatewiki.org/index.php/Main_Page ELATE wiki] is a US wiki of good practices in e-learning
# The [http://wiki.cetis.ac.uk/CETIS_Wiki CETIS wiki] is a a wiki of resources to do with interoperability and standards for e-learning, run by a programme of JISC
# The [http://www.sloan-c-wiki.org/wiki/index.php?title=Main_Page Sloan-C wiki] is full of useful Effective Practices and articles (mostly from [http://www.sloan-c.org/publications/jaln/ JALN])
# The [http://www.simteach.com/wiki/index.php?title=Main_Page SimTeach] wiki covers education in Multi-User Virtual Environments - see also its interesting "subwiki" on [http://www.simteach.com/wiki/index.php?title=Second_Life_Education_Wiki Second Life] (thanks to [http://www.downes.ca/news/OLDaily.htm Stephen Downes's blog] for this information)
# The [http://elearning.heacademy.ac.uk/wiki/index.php/Main_Page Higher Education Academy Benchmarking and Pathfinder wiki] has many articles of relevance to the UK e-learning situation.
# [http://en.wikipedia.org/wiki/Main_Page Wikipedia] itself contains many articles on e-learning topics.
# The [http://www.utdc.vuw.ac.nz/emmWiki/index.php/Main_Page eMM wiki] run by Dr [[Stephen Marshall]] of the Victoria University of Wellington (New Zealand) is the repository for the evolving e-Maturity Model ([[eMM]]) methodology for benchmarking e-learning.
# Although it is a web site and blog but not actually a wiki it is worth mentioning the new EU reports on [http://www.nettskolen.com/in_english/megatrends/index.html Megatrends in e-learning provision] which include mini case studies on the [[University of Leicester]], [[University of Ulster]], [[Staffordshire University]] and [[Manchester Metropolitan University]] as well as of course the [[Open University]] and several non-UK providers.
# [http://www.wikieducator.org/Main_Page WikiEducator] is a community resource supported by the [[Commonwealth of Learning]] (COL) for the development of free educational content. Some descriptions of institutions and initiatives relevant to Re.ViCa are available, or are being developed.

In addition to these, it is known that various agencies and associations including [http://connect.educause.edu/ EDUCAUSE] are experimenting with wikis.

== Papers people have found ==

* [http://www.cet.uct.ac.za/projects#PHEA PHEA Educational Technology Initiative] - Reports on ICTs in Higher Education in: Egypt , Ghana, Kenya, Mozambique, Nigeria, South Africa, Tanzania, Uganda. Obtained by [[Paul Bacsich]]
* [http://www.cairn.info/revue-distances-et-savoirs-2006-1-p-23.htm L’université virtuelle britannique / The British Virtual University] (FR but with English summary). Found by [[Paul Bacsich]]
* [http://www.fondazionecrui.it/elue/E-LUE%202006%20ingl.pdf University towards e-learning: a focus on Finland, France and Italy]: The ELUE project (E-Learning and University Education)'s aim is to photograph the diffusion of e-learning in the university world in Finland, France and Italy. This volume presents the results of a joint survey carried out by the Conference of Italian University Rectors (CRUI), the Conference des Presidents d’Université Française (CPU), and the Finnish Virtual University (FVU) on the universities of their respective countries. PDF, 149 pages. Found by [[Widad Benhabiles]].

* [http://www.fondazionecrui.it/elue/documents.htm A Comparison of the National Reports of the First Stage], by the ELUE project (E-Learning and University Education). Found by [[Widad Benhabiles]].

* [[Image:Karran_TandPohjonen_J2000a.pdf]]: Responding to the Vision of the Information Society: First Steps Towards a National Virtual University. A Policy Discussion Paper by [[Terence Karran]] and Juha Pohjonen, Finland, 2005 (PDF, 124 pages, English) ISBN 951-42-5587-9 - suggested by Terence Karran

* [[Image:Mexico_ANUIESPlan2001.pdf]]: Masterplan of Higher Education: Open and Distance Education. Development strategy], Mexico, 2001 (PDF, 118 pages, in Spanish) - suggested by Terence Karran

* [[Image:Karran_eMexico_UNESCO2005.pdf]]: E-MEXICO - BUILDING ON SUCCESS, FOR SUCCESS, by Terence Karran, Mexico, 2005 (PDF, 4 pages, in English) - suggested by Terence Karran

* GLOBAL EDUCATION DIGEST 2006 Comparing Education Statistics Across the World - see http://www.estatisticas.gpeari.mctes.pt/archive/doc/globaleducationdigest2006unesco.pdf - found by Paul on 08/08/08

* The eLearning industry and market in Europe - Lot 1: Appendix to Synthesis Report by Jane Massy - see http://ec.europa.eu/education/archive/elearning/doc/studies/market_annex1a_en.pdf - found by Paul on 12/08/08

* THE USE OF DISTANCE EDUCATION AND INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHER EDUCATION: TRENDS, POLICY AND STRATEGY CONSIDERATIONS - see http://unesdoc.unesco.org/images/0013/001334/133486e.pdf - found by Paul on 12/08/08

* Quality in E-Learning" report (91 pages) - see http://www.hsv.se/download/18.8f0e4c9119e2b4a60c800028057/0811R.pdf - found by Paul's friends around 10/09/08

* UKeU and Sweden's Net University - a Comparative Study by Michael Christie, Chalmers, and Ramon Garrote Jurado, University College of Borås. See: http://www.nshu.se/english/download/7496/ukeu_and_swedens_net_university_2007_mchristie_rgarrote.pdf. Found by Ulla 22/09/08.

* The Fostering of Innovative Elearning Strategies in European Higher Education, by James Aczel, [[Pascale Hardy]] et al (2006). From the InnoUniLearning project. See http://kn.open.ac.uk/public/document.cfm?docid=8515 for [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=9533 Word] and [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=9534 PowerPoint] versions. '''Well worth reading as background to our work'''. Added by Paul 23/10/08.

* Identifying Innovation in Higher Education eLearning Strategies by James Aczel, [[Pascale Hardy]], Olivier Cotinat, Helen Iggulden, László Komáromi, Katherine Maillet, Sara Medina, Andreas Meiszner, Eva Obermueller, Mark Spinoglio, Karen Staniland (2006). From the InnoUniLearning project. See http://kn.open.ac.uk/public/document.cfm?docid=8940 for the abstract of the [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=10170 PDF file]. Added by Paul 23/10/08 (Rather similar to the previous paper.)

* [http://www.emdel.org/docs/Emdel_rapport_web.pdf “Emdel: a Model for Valorization of eLearning in a Knowledge Society” (PDF)], 138 pages, 2005, edited by Ellen Gard added by Nikki 26/11/2008

* [http://ec.europa.eu/education/archive/elearning/doc/studies/virtual_annex_f_en.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities (lot 1)(PDF)], 200 pages, 2003,Final Report to the EU Commission, DG Education & Culture, Annex F '''Country profiles''' added by Nikki 26/11/2008

* [[http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities ]](], 228 pages, 2004,Final Report to the EU Commission, DG Education & Culture, Annex F '''Country profiles''' added by Bieke

* [[http://ec.europa.eu/education/programmes/elearning/doc/studies/market_annex1_en.pdf The eLearning industry and market
in Europe]] added by Bieke on 05/01/2009

== Research on the use of ICT in education in developing countries ==

*[[infoDEV]] Information for development program publications about the use of ICT in education in Africa and the Carribean are availabe at: http://www.infodev.org/en/TopicPublications.4.html

*[[UNESCO Bangkok]], has a very elaborated website on the use of ICT in education. YOu can search per theme. http://www.unescobkk.org/education/ict/themes/. They also have a special focus on the use of ICT in hiegher education. http://www.unescobkk.org/en/education/ict/ict-in-education-projects/higher-education/ We also refer to the metasurvey on the use of ICT in education in Asia and the Pacific : http://www.unescobkk.org/fileadmin/user_upload/ict/e-books/metasurvey/metasurvey.pdf

*[[UNESCO World Conference on Higher Education]] One of the themes was ICT in education and the opportunities ICT provide to strive to reach education for all. The background report focuses particularly on the implications of ICTs for developing countries and is avialble at http://unesdoc.unesco.org/images/0018/001832/183207e.pdf

== Interesting Networks ==

* [[BALTECH]] & the [[Baltic Sea University of Science and Technology]]
* [[Baltic Sea Network]]
* [[Coimbra Group]] - [[Belgium]]
* [[EADTU]] - [[Netherlands]]
* [[EDEN]] - [[UK]]
* [[Edineb]] - [[Netherlands]]
* [[EUNITE]] - [[Belgium]]
* [[EURASHE]] - [[Belgium]]
* [[EuroPACE ivzw]] - [[Belgium]]
* [[EUA]] - [[Belgium]]
* [[JISC]] - [[United Kingdom]]
* [[LERU]] - [[Belgium]]
* [[MENON]] - [[Belgium]]
* [[SEFI]] - [[Belgium]]
* [[SPACE]] - [[Belgium]]
* [[SURF]] - [[Netherlands]]

== European Research projects on Virtual Campuses and Virtual Mobility ==
# [[Agency for Easy Access to Virtual Campus]] ([[E.A.S.Y.]])
# [[Modelling Advice and Support Services to Integrate Virtual Component in Higher Education]] ([[MASSIVE]])
# [[REal Virtual Erasmus]] ([[REVE]])
# [[Virtual and E-mobility for Networking Universities in Society]] ([[VENUS]])
# [[Analysing and Reporting the Implementation of Electronic Learning in Europe]] ([[ARIEL]])
# [[An Operational Conception of Virtual Mobility]] ([[E-move]])
# [[Collaborative European Virtual University]] ([[cEVU]])
# [[Developing a European e-learning Observation System]] ([[DELOS]])
# [[European Mobility through Virtual Education]] ([[EUROMOVE]])
# [[European Observatory of Emergent e-Learning]] ([[DELPHI]])
# [[Learning in a Virtual Integrated University]] ([[LIVIUS]])
# [[Learning Interoperability Framework for Europe]] ([[LIFE]])
# [[Mobility, Assessment, Selection, Technology and E-Learning Research]] ([[MASTER]])
# [[Model for a European Networked University for e-Learning]] ([[MENU]])
# [[Citizen E]]
# [[Eenovate]]
# [[Economic filtering of knowledge]] ([[FILTER]])
# [[European Small and medium entreprise E-learning Network]] ([[ESEN]])
# [[Horizontal E-Learning Integrated Observation System]] ([[HELIOS]])
# [[InnoUniLearning]]
# [[Observatory on Rights Management for e-Learning in Europe]] ([[OrmeE]]), a.k.a. [[e-copyright]]
# [[Open e-Learning Content Observatory Services]] ([[OLCOS]])
# [[Reti Sociali e Promozione Della Costruzione di Conoscenze in Contesti Elearning]]
# [[Unive]]
# [[VIrtual Curricula ThrOugh Reliable InterOperating University Systems]] ([[VICTORIOUS]])
# [[FLOSSCom]]
# [[Improving Continuing Education and Training through e-learning]] ([[ICETEL]])
# [[Systematization, Valorisation and Dissemination of e-Learning]]
# [[Enhancing Virtual Mobility to foster institutional cooperation and internationalisation of curricula]] ([[Movinter]])

== European research projects on Quality in eLearning ==
# [[E-xcellence - creating a standard of excellence for e-learning]]
# [[E-quality in e-learning research Laboratoire]] ([[EQUEL]]
# [[European Quality Observatory]] ([[EQO]])
# [[European Research Network for ICT in Schools of Tomorrow]] ([[eRNIST]])
# [[Quality Assessment of Digital Educational Materials]] ([[QUADEM]])
# [[Framework for e-learning Contents Evaluation]] ([[Fe-ConE]])
# [[Improving quality of e-learning in universities]] ([[ELUE]])
# [[La qualité de l'eLearning]] ([[QUAL-E-LEARNING]])
# [[Supporting Excellence in eLearning]] ([[SEEL]])
# [[Sustainable Environment for the Evaluation of Quality in eLearning]] ([[SEEQUEL]])
# [[TRIANGLE]]
# [[European University Quality in eLearning]] ([[UNIQUe]])

== Virtual Community for teachers and trainers ==
# [[A European Lifelong Learning System on ICT in Education for Pioneer Teachers]] ([[ULEARN]])
# [[BAZAAR]]
# [[e-Learning Network for Teacher Training]] ([[eLene-TT]])
# [[eTTnet]]
# [[Training of trainers network for e-learning]] ([[e-Ttnet]])
# [[English for Specific Purposes: Therapeutic Professions]] ([[ESP-T]])
# [[SSIS Veneto]] ([[SSIS]])

== Interesting Networks ==

* [[BALTECH]] & the [[Baltic Sea University of Science and Technology]]
* [[Baltic Sea Network]]
* [[Coimbra Group]] - [[Belgium]]
* [[EADTU]] - [[Netherlands]]
* [[EDEN]] - [[UK]]
* [[Edineb]] - [[Netherlands]]
* [[EUNITE]] - [[Belgium]]
* [[EURASHE]] - [[Belgium]]
* [[EuroPACE ivzw]] - [[Belgium]]
* [[EUA]] - [[Belgium]]
* [[JISC]] - [[United Kingdom]]
* [[LERU]] - [[Belgium]]
* [[MENON]] - [[Belgium]]
* [[SEFI]] - [[Belgium]]
* [[SPACE]] - [[Belgium]]
* [[SURF]] - [[Netherlands]]

== Other Resources ==
* [[E-learning Progress at Ain-Shams University]], The [[Mediterranean Virtual University]] Project: a list of virtual universities per region.

* [[Bibliography_of_benchmarking]]
----
> [[Main Page]]

Resources

2009-07-30T09:19:09Z

SallyReynolds: /* Individual reports on ealrning initiatives */

== Experts in the field of Virtual campuses ==

[[Advisory Committee]]

[[Experts]]

== Series of reports on eLearning initiatives ==

These include:

* [[The e-University Compendium]] - a collection of 23 reports and some annexes, dating from summer 2004
* [[Megatrends in e-Learning Provision]] - a series of books from the [http://nettskolen.nki.no/in_english/megatrends/index.html Megatrends] Project, 2005-2007

== Individual reports on eLearning initiatives==

* [[Blended learning at the macro level – the experience of the Bavarian Virtual University]]
* [[Lessons to be learned from the failure of the UK e-University]]
* [[Offshore education in the wider context of internationalisation and ICT: experiences and examples from Dutch higher education]]
* The Business of Borderless Education
* [[Using Distance Education for Skills Development]]
* [[Towards a Virtual Campus Observatory for Latin America]] (Extract)
* [[Trainer’s and Professional’s Guide to Quality in Open and Distance Learning]]
* [[Studies in the Context of the E-learning Initiative: Virtual Models of European Universities]]
* [[Survey of Virtual Campus and Virtual University Activities in Europe]]
* [[The Virtual University. Models and Messages. Lessons from Case Studies]]
* [[The Finnish Virtual University. Lessons and Knowledge Exchange Opportunities to Inform Pan-Canadian Plans]]
* [[Cooperation Models for National e-Learning Development in Estonia (example of the Estonian e-Learning Development Centre)]]

== elearning Project outputs ==
* [[MASSIVE - Modelling Advice and Support Services to Integrate the Virtual Component in Higher Education]]
* [[UNIQUe - European University Quality in eLearning]]
* [[E-xcellence - Benchmarking tool for Quality Assessment in e-learning]]
* [[BEING MOBILE - Disseminating Virtual Mobility for Students and Teachers]]
* [[E-LERU - A Virtual Campus for European Universities]]
* [[cEVU - a Collaborative European Virtual University]]
* [[BENVIC - Benchmarking of Virtual Campuses]]
* [[E-MOVE - An operational conception of virtual mobility]]
* [[E.A.S.Y - European Agency for EASY access to Virtual Campus]]
* [[UNIVe - Creating a Network-based e-University Model for the Small Countries in the Context of e-Learning in Europe]]
*[[Promoting Best Practice in Virtual Campuses| PBP-VC - Promoting Best Practice in Virtual Campuses]] Powerpoint Presentation, project outputs, book
*[[fnm-austria ]](Forum Neue Medien in der Lehre österreichischer Universitäten und Fachhochschulen)
# [[Eenovate]]

== Other WIKIs of relevance ==
The following wikis on related topics may be of interest to the audience interested in the Re.ViCa wiki.

(Unless stated otherwise, all wikis use the same [http://www.mediawiki.org/wiki/MediaWiki MediaWiki] software that is used by Re.ViCa.)

# The [http://edutechwiki.unige.ch/en/Main_Page EduTech wiki] run by the [http://www.unige.ch/ University of Geneva] has a large number of definitions of useful terms and concepts in e-learning.
# The [http://oerwiki.iiep-unesco.org/index.php?title=Main_Page OER wiki] run by the [http://www.unesco.org/iiep/ International Institute for Educational Planning] (IIEP) in UNESCO has useful coverage of concepts and projects in the area of Open Educational Resources.
# The [http://elatewiki.org/index.php/Main_Page ELATE wiki] is a US wiki of good practices in e-learning
# The [http://wiki.cetis.ac.uk/CETIS_Wiki CETIS wiki] is a a wiki of resources to do with interoperability and standards for e-learning, run by a programme of JISC
# The [http://www.sloan-c-wiki.org/wiki/index.php?title=Main_Page Sloan-C wiki] is full of useful Effective Practices and articles (mostly from [http://www.sloan-c.org/publications/jaln/ JALN])
# The [http://www.simteach.com/wiki/index.php?title=Main_Page SimTeach] wiki covers education in Multi-User Virtual Environments - see also its interesting "subwiki" on [http://www.simteach.com/wiki/index.php?title=Second_Life_Education_Wiki Second Life] (thanks to [http://www.downes.ca/news/OLDaily.htm Stephen Downes's blog] for this information)
# The [http://elearning.heacademy.ac.uk/wiki/index.php/Main_Page Higher Education Academy Benchmarking and Pathfinder wiki] has many articles of relevance to the UK e-learning situation.
# [http://en.wikipedia.org/wiki/Main_Page Wikipedia] itself contains many articles on e-learning topics.
# The [http://www.utdc.vuw.ac.nz/emmWiki/index.php/Main_Page eMM wiki] run by Dr [[Stephen Marshall]] of the Victoria University of Wellington (New Zealand) is the repository for the evolving e-Maturity Model ([[eMM]]) methodology for benchmarking e-learning.
# Although it is a web site and blog but not actually a wiki it is worth mentioning the new EU reports on [http://www.nettskolen.com/in_english/megatrends/index.html Megatrends in e-learning provision] which include mini case studies on the [[University of Leicester]], [[University of Ulster]], [[Staffordshire University]] and [[Manchester Metropolitan University]] as well as of course the [[Open University]] and several non-UK providers.
# [http://www.wikieducator.org/Main_Page WikiEducator] is a community resource supported by the [[Commonwealth of Learning]] (COL) for the development of free educational content. Some descriptions of institutions and initiatives relevant to Re.ViCa are available, or are being developed.

In addition to these, it is known that various agencies and associations including [http://connect.educause.edu/ EDUCAUSE] are experimenting with wikis.

== Papers people have found ==

* [http://www.cet.uct.ac.za/projects#PHEA PHEA Educational Technology Initiative] - Reports on ICTs in Higher Education in: Egypt , Ghana, Kenya, Mozambique, Nigeria, South Africa, Tanzania, Uganda. Obtained by [[Paul Bacsich]]
* [http://www.cairn.info/revue-distances-et-savoirs-2006-1-p-23.htm L’université virtuelle britannique / The British Virtual University] (FR but with English summary). Found by [[Paul Bacsich]]
* [http://www.fondazionecrui.it/elue/E-LUE%202006%20ingl.pdf University towards e-learning: a focus on Finland, France and Italy]: The ELUE project (E-Learning and University Education)'s aim is to photograph the diffusion of e-learning in the university world in Finland, France and Italy. This volume presents the results of a joint survey carried out by the Conference of Italian University Rectors (CRUI), the Conference des Presidents d’Université Française (CPU), and the Finnish Virtual University (FVU) on the universities of their respective countries. PDF, 149 pages. Found by [[Widad Benhabiles]].

* [http://www.fondazionecrui.it/elue/documents.htm A Comparison of the National Reports of the First Stage], by the ELUE project (E-Learning and University Education). Found by [[Widad Benhabiles]].

* [[Image:Karran_TandPohjonen_J2000a.pdf]]: Responding to the Vision of the Information Society: First Steps Towards a National Virtual University. A Policy Discussion Paper by [[Terence Karran]] and Juha Pohjonen, Finland, 2005 (PDF, 124 pages, English) ISBN 951-42-5587-9 - suggested by Terence Karran

* [[Image:Mexico_ANUIESPlan2001.pdf]]: Masterplan of Higher Education: Open and Distance Education. Development strategy], Mexico, 2001 (PDF, 118 pages, in Spanish) - suggested by Terence Karran

* [[Image:Karran_eMexico_UNESCO2005.pdf]]: E-MEXICO - BUILDING ON SUCCESS, FOR SUCCESS, by Terence Karran, Mexico, 2005 (PDF, 4 pages, in English) - suggested by Terence Karran

* GLOBAL EDUCATION DIGEST 2006 Comparing Education Statistics Across the World - see http://www.estatisticas.gpeari.mctes.pt/archive/doc/globaleducationdigest2006unesco.pdf - found by Paul on 08/08/08

* The eLearning industry and market in Europe - Lot 1: Appendix to Synthesis Report by Jane Massy - see http://ec.europa.eu/education/archive/elearning/doc/studies/market_annex1a_en.pdf - found by Paul on 12/08/08

* THE USE OF DISTANCE EDUCATION AND INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHER EDUCATION: TRENDS, POLICY AND STRATEGY CONSIDERATIONS - see http://unesdoc.unesco.org/images/0013/001334/133486e.pdf - found by Paul on 12/08/08

* Quality in E-Learning" report (91 pages) - see http://www.hsv.se/download/18.8f0e4c9119e2b4a60c800028057/0811R.pdf - found by Paul's friends around 10/09/08

* UKeU and Sweden's Net University - a Comparative Study by Michael Christie, Chalmers, and Ramon Garrote Jurado, University College of Borås. See: http://www.nshu.se/english/download/7496/ukeu_and_swedens_net_university_2007_mchristie_rgarrote.pdf. Found by Ulla 22/09/08.

* The Fostering of Innovative Elearning Strategies in European Higher Education, by James Aczel, [[Pascale Hardy]] et al (2006). From the InnoUniLearning project. See http://kn.open.ac.uk/public/document.cfm?docid=8515 for [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=9533 Word] and [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=9534 PowerPoint] versions. '''Well worth reading as background to our work'''. Added by Paul 23/10/08.

* Identifying Innovation in Higher Education eLearning Strategies by James Aczel, [[Pascale Hardy]], Olivier Cotinat, Helen Iggulden, László Komáromi, Katherine Maillet, Sara Medina, Andreas Meiszner, Eva Obermueller, Mark Spinoglio, Karen Staniland (2006). From the InnoUniLearning project. See http://kn.open.ac.uk/public/document.cfm?docid=8940 for the abstract of the [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=10170 PDF file]. Added by Paul 23/10/08 (Rather similar to the previous paper.)

* [http://www.emdel.org/docs/Emdel_rapport_web.pdf “Emdel: a Model for Valorization of eLearning in a Knowledge Society” (PDF)], 138 pages, 2005, edited by Ellen Gard added by Nikki 26/11/2008

* [http://ec.europa.eu/education/archive/elearning/doc/studies/virtual_annex_f_en.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities (lot 1)(PDF)], 200 pages, 2003,Final Report to the EU Commission, DG Education & Culture, Annex F '''Country profiles''' added by Nikki 26/11/2008

* [[http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities ]](], 228 pages, 2004,Final Report to the EU Commission, DG Education & Culture, Annex F '''Country profiles''' added by Bieke

* [[http://ec.europa.eu/education/programmes/elearning/doc/studies/market_annex1_en.pdf The eLearning industry and market
in Europe]] added by Bieke on 05/01/2009

== Research on the use of ICT in education in development countries ==

*[[infoDEV]] Information for development program publications about the use of ICT in education in Africa and the Carribean are availabe at: http://www.infodev.org/en/TopicPublications.4.html

*[[UNESCO Bangkok]], has a very elaborated website on the use of ICT in education. YOu can search per theme. http://www.unescobkk.org/education/ict/themes/. They also have a special focus on the use of ICT in hiegher education. http://www.unescobkk.org/en/education/ict/ict-in-education-projects/higher-education/ We also refer to the metasurvey on the use of ICT in education in Asia and the Pacific : http://www.unescobkk.org/fileadmin/user_upload/ict/e-books/metasurvey/metasurvey.pdf

*[[UNESCO World Conference on Higher Education]] One of the themes was ICT in education and the opportunities ICT provide to strive to reach education for all. The background report focuses particularly on the implications of ICTs for developing countries and is avialble at http://unesdoc.unesco.org/images/0018/001832/183207e.pdf

== Interesting Networks ==

* [[BALTECH]] & the [[Baltic Sea University of Science and Technology]]
* [[Baltic Sea Network]]
* [[Coimbra Group]] - [[Belgium]]
* [[EADTU]] - [[Netherlands]]
* [[EDEN]] - [[UK]]
* [[Edineb]] - [[Netherlands]]
* [[EUNITE]] - [[Belgium]]
* [[EURASHE]] - [[Belgium]]
* [[EuroPACE ivzw]] - [[Belgium]]
* [[EUA]] - [[Belgium]]
* [[JISC]] - [[United Kingdom]]
* [[LERU]] - [[Belgium]]
* [[MENON]] - [[Belgium]]
* [[SEFI]] - [[Belgium]]
* [[SPACE]] - [[Belgium]]
* [[SURF]] - [[Netherlands]]

== European Research projects on Virtual Campuses and Virtual Mobility ==
# [[Agency for Easy Access to Virtual Campus]] ([[E.A.S.Y.]])
# [[Modelling Advice and Support Services to Integrate Virtual Component in Higher Education]] ([[MASSIVE]])
# [[REal Virtual Erasmus]] ([[REVE]])
# [[Virtual and E-mobility for Networking Universities in Society]] ([[VENUS]])
# [[Analysing and Reporting the Implementation of Electronic Learning in Europe]] ([[ARIEL]])
# [[An Operational Conception of Virtual Mobility]] ([[E-move]])
# [[Collaborative European Virtual University]] ([[cEVU]])
# [[Developing a European e-learning Observation System]] ([[DELOS]])
# [[European Mobility through Virtual Education]] ([[EUROMOVE]])
# [[European Observatory of Emergent e-Learning]] ([[DELPHI]])
# [[Learning in a Virtual Integrated University]] ([[LIVIUS]])
# [[Learning Interoperability Framework for Europe]] ([[LIFE]])
# [[Mobility, Assessment, Selection, Technology and E-Learning Research]] ([[MASTER]])
# [[Model for a European Networked University for e-Learning]] ([[MENU]])
# [[Citizen E]]
# [[Eenovate]]
# [[Economic filtering of knowledge]] ([[FILTER]])
# [[European Small and medium entreprise E-learning Network]] ([[ESEN]])
# [[Horizontal E-Learning Integrated Observation System]] ([[HELIOS]])
# [[InnoUniLearning]]
# [[Observatory on Rights Management for e-Learning in Europe]] ([[OrmeE]]), a.k.a. [[e-copyright]]
# [[Open e-Learning Content Observatory Services]] ([[OLCOS]])
# [[Reti Sociali e Promozione Della Costruzione di Conoscenze in Contesti Elearning]]
# [[Unive]]
# [[VIrtual Curricula ThrOugh Reliable InterOperating University Systems]] ([[VICTORIOUS]])
# [[FLOSSCom]]
# [[Improving Continuing Education and Training through e-learning]] ([[ICETEL]])
# [[Systematization, Valorisation and Dissemination of e-Learning]]
# [[Enhancing Virtual Mobility to foster institutional cooperation and internationalisation of curricula]] ([[Movinter]])

== European research projects on Quality in eLearning ==
# [[E-xcellence - creating a standard of excellence for e-learning]]
# [[E-quality in e-learning research Laboratoire]] ([[EQUEL]]
# [[European Quality Observatory]] ([[EQO]])
# [[European Research Network for ICT in Schools of Tomorrow]] ([[eRNIST]])
# [[Quality Assessment of Digital Educational Materials]] ([[QUADEM]])
# [[Framework for e-learning Contents Evaluation]] ([[Fe-ConE]])
# [[Improving quality of e-learning in universities]] ([[ELUE]])
# [[La qualité de l'eLearning]] ([[QUAL-E-LEARNING]])
# [[Supporting Excellence in eLearning]] ([[SEEL]])
# [[Sustainable Environment for the Evaluation of Quality in eLearning]] ([[SEEQUEL]])
# [[TRIANGLE]]
# [[European University Quality in eLearning]] ([[UNIQUe]])

== Virtual Community for teachers and trainers ==
# [[A European Lifelong Learning System on ICT in Education for Pioneer Teachers]] ([[ULEARN]])
# [[BAZAAR]]
# [[e-Learning Network for Teacher Training]] ([[eLene-TT]])
# [[eTTnet]]
# [[Training of trainers network for e-learning]] ([[e-Ttnet]])
# [[English for Specific Purposes: Therapeutic Professions]] ([[ESP-T]])
# [[SSIS Veneto]] ([[SSIS]])

== Interesting Networks ==

* [[BALTECH]] & the [[Baltic Sea University of Science and Technology]]
* [[Baltic Sea Network]]
* [[Coimbra Group]] - [[Belgium]]
* [[EADTU]] - [[Netherlands]]
* [[EDEN]] - [[UK]]
* [[Edineb]] - [[Netherlands]]
* [[EUNITE]] - [[Belgium]]
* [[EURASHE]] - [[Belgium]]
* [[EuroPACE ivzw]] - [[Belgium]]
* [[EUA]] - [[Belgium]]
* [[JISC]] - [[United Kingdom]]
* [[LERU]] - [[Belgium]]
* [[MENON]] - [[Belgium]]
* [[SEFI]] - [[Belgium]]
* [[SPACE]] - [[Belgium]]
* [[SURF]] - [[Netherlands]]

== Other Resources ==
* [[E-learning Progress at Ain-Shams University]], The [[Mediterranean Virtual University]] Project: a list of virtual universities per region.

* [[Bibliography_of_benchmarking]]
----
> [[Main Page]]

Resources

2009-07-30T09:18:38Z

SallyReynolds: /* Series of reports on elearning initiatives */

== Experts in the field of Virtual campuses ==

[[Advisory Committee]]

[[Experts]]

== Series of reports on eLearning initiatives ==

These include:

* [[The e-University Compendium]] - a collection of 23 reports and some annexes, dating from summer 2004
* [[Megatrends in e-Learning Provision]] - a series of books from the [http://nettskolen.nki.no/in_english/megatrends/index.html Megatrends] Project, 2005-2007

== Individual reports on ealrning initiatives==

* [[Blended learning at the macro level – the experience of the Bavarian Virtual University]]
* [[Lessons to be learned from the failure of the UK e-University]]
* [[Offshore education in the wider context of internationalisation and ICT: experiences and examples from Dutch higher education]]
* The Business of Borderless Education
* [[Using Distance Education for Skills Development]]
* [[Towards a Virtual Campus Observatory for Latin America]] (Extract)
* [[Trainer’s and Professional’s Guide to Quality in Open and Distance Learning]]
* [[Studies in the Context of the E-learning Initiative: Virtual Models of European Universities]]
* [[Survey of Virtual Campus and Virtual University Activities in Europe]]
* [[The Virtual University. Models and Messages. Lessons from Case Studies]]
* [[The Finnish Virtual University. Lessons and Knowledge Exchange Opportunities to Inform Pan-Canadian Plans]]
* [[Cooperation Models for National e-Learning Development in Estonia (example of the Estonian e-Learning Development Centre)]]

== elearning Project outputs ==
* [[MASSIVE - Modelling Advice and Support Services to Integrate the Virtual Component in Higher Education]]
* [[UNIQUe - European University Quality in eLearning]]
* [[E-xcellence - Benchmarking tool for Quality Assessment in e-learning]]
* [[BEING MOBILE - Disseminating Virtual Mobility for Students and Teachers]]
* [[E-LERU - A Virtual Campus for European Universities]]
* [[cEVU - a Collaborative European Virtual University]]
* [[BENVIC - Benchmarking of Virtual Campuses]]
* [[E-MOVE - An operational conception of virtual mobility]]
* [[E.A.S.Y - European Agency for EASY access to Virtual Campus]]
* [[UNIVe - Creating a Network-based e-University Model for the Small Countries in the Context of e-Learning in Europe]]
*[[Promoting Best Practice in Virtual Campuses| PBP-VC - Promoting Best Practice in Virtual Campuses]] Powerpoint Presentation, project outputs, book
*[[fnm-austria ]](Forum Neue Medien in der Lehre österreichischer Universitäten und Fachhochschulen)
# [[Eenovate]]

== Other WIKIs of relevance ==
The following wikis on related topics may be of interest to the audience interested in the Re.ViCa wiki.

(Unless stated otherwise, all wikis use the same [http://www.mediawiki.org/wiki/MediaWiki MediaWiki] software that is used by Re.ViCa.)

# The [http://edutechwiki.unige.ch/en/Main_Page EduTech wiki] run by the [http://www.unige.ch/ University of Geneva] has a large number of definitions of useful terms and concepts in e-learning.
# The [http://oerwiki.iiep-unesco.org/index.php?title=Main_Page OER wiki] run by the [http://www.unesco.org/iiep/ International Institute for Educational Planning] (IIEP) in UNESCO has useful coverage of concepts and projects in the area of Open Educational Resources.
# The [http://elatewiki.org/index.php/Main_Page ELATE wiki] is a US wiki of good practices in e-learning
# The [http://wiki.cetis.ac.uk/CETIS_Wiki CETIS wiki] is a a wiki of resources to do with interoperability and standards for e-learning, run by a programme of JISC
# The [http://www.sloan-c-wiki.org/wiki/index.php?title=Main_Page Sloan-C wiki] is full of useful Effective Practices and articles (mostly from [http://www.sloan-c.org/publications/jaln/ JALN])
# The [http://www.simteach.com/wiki/index.php?title=Main_Page SimTeach] wiki covers education in Multi-User Virtual Environments - see also its interesting "subwiki" on [http://www.simteach.com/wiki/index.php?title=Second_Life_Education_Wiki Second Life] (thanks to [http://www.downes.ca/news/OLDaily.htm Stephen Downes's blog] for this information)
# The [http://elearning.heacademy.ac.uk/wiki/index.php/Main_Page Higher Education Academy Benchmarking and Pathfinder wiki] has many articles of relevance to the UK e-learning situation.
# [http://en.wikipedia.org/wiki/Main_Page Wikipedia] itself contains many articles on e-learning topics.
# The [http://www.utdc.vuw.ac.nz/emmWiki/index.php/Main_Page eMM wiki] run by Dr [[Stephen Marshall]] of the Victoria University of Wellington (New Zealand) is the repository for the evolving e-Maturity Model ([[eMM]]) methodology for benchmarking e-learning.
# Although it is a web site and blog but not actually a wiki it is worth mentioning the new EU reports on [http://www.nettskolen.com/in_english/megatrends/index.html Megatrends in e-learning provision] which include mini case studies on the [[University of Leicester]], [[University of Ulster]], [[Staffordshire University]] and [[Manchester Metropolitan University]] as well as of course the [[Open University]] and several non-UK providers.
# [http://www.wikieducator.org/Main_Page WikiEducator] is a community resource supported by the [[Commonwealth of Learning]] (COL) for the development of free educational content. Some descriptions of institutions and initiatives relevant to Re.ViCa are available, or are being developed.

In addition to these, it is known that various agencies and associations including [http://connect.educause.edu/ EDUCAUSE] are experimenting with wikis.

== Papers people have found ==

* [http://www.cet.uct.ac.za/projects#PHEA PHEA Educational Technology Initiative] - Reports on ICTs in Higher Education in: Egypt , Ghana, Kenya, Mozambique, Nigeria, South Africa, Tanzania, Uganda. Obtained by [[Paul Bacsich]]
* [http://www.cairn.info/revue-distances-et-savoirs-2006-1-p-23.htm L’université virtuelle britannique / The British Virtual University] (FR but with English summary). Found by [[Paul Bacsich]]
* [http://www.fondazionecrui.it/elue/E-LUE%202006%20ingl.pdf University towards e-learning: a focus on Finland, France and Italy]: The ELUE project (E-Learning and University Education)'s aim is to photograph the diffusion of e-learning in the university world in Finland, France and Italy. This volume presents the results of a joint survey carried out by the Conference of Italian University Rectors (CRUI), the Conference des Presidents d’Université Française (CPU), and the Finnish Virtual University (FVU) on the universities of their respective countries. PDF, 149 pages. Found by [[Widad Benhabiles]].

* [http://www.fondazionecrui.it/elue/documents.htm A Comparison of the National Reports of the First Stage], by the ELUE project (E-Learning and University Education). Found by [[Widad Benhabiles]].

* [[Image:Karran_TandPohjonen_J2000a.pdf]]: Responding to the Vision of the Information Society: First Steps Towards a National Virtual University. A Policy Discussion Paper by [[Terence Karran]] and Juha Pohjonen, Finland, 2005 (PDF, 124 pages, English) ISBN 951-42-5587-9 - suggested by Terence Karran

* [[Image:Mexico_ANUIESPlan2001.pdf]]: Masterplan of Higher Education: Open and Distance Education. Development strategy], Mexico, 2001 (PDF, 118 pages, in Spanish) - suggested by Terence Karran

* [[Image:Karran_eMexico_UNESCO2005.pdf]]: E-MEXICO - BUILDING ON SUCCESS, FOR SUCCESS, by Terence Karran, Mexico, 2005 (PDF, 4 pages, in English) - suggested by Terence Karran

* GLOBAL EDUCATION DIGEST 2006 Comparing Education Statistics Across the World - see http://www.estatisticas.gpeari.mctes.pt/archive/doc/globaleducationdigest2006unesco.pdf - found by Paul on 08/08/08

* The eLearning industry and market in Europe - Lot 1: Appendix to Synthesis Report by Jane Massy - see http://ec.europa.eu/education/archive/elearning/doc/studies/market_annex1a_en.pdf - found by Paul on 12/08/08

* THE USE OF DISTANCE EDUCATION AND INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHER EDUCATION: TRENDS, POLICY AND STRATEGY CONSIDERATIONS - see http://unesdoc.unesco.org/images/0013/001334/133486e.pdf - found by Paul on 12/08/08

* Quality in E-Learning" report (91 pages) - see http://www.hsv.se/download/18.8f0e4c9119e2b4a60c800028057/0811R.pdf - found by Paul's friends around 10/09/08

* UKeU and Sweden's Net University - a Comparative Study by Michael Christie, Chalmers, and Ramon Garrote Jurado, University College of Borås. See: http://www.nshu.se/english/download/7496/ukeu_and_swedens_net_university_2007_mchristie_rgarrote.pdf. Found by Ulla 22/09/08.

* The Fostering of Innovative Elearning Strategies in European Higher Education, by James Aczel, [[Pascale Hardy]] et al (2006). From the InnoUniLearning project. See http://kn.open.ac.uk/public/document.cfm?docid=8515 for [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=9533 Word] and [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=9534 PowerPoint] versions. '''Well worth reading as background to our work'''. Added by Paul 23/10/08.

* Identifying Innovation in Higher Education eLearning Strategies by James Aczel, [[Pascale Hardy]], Olivier Cotinat, Helen Iggulden, László Komáromi, Katherine Maillet, Sara Medina, Andreas Meiszner, Eva Obermueller, Mark Spinoglio, Karen Staniland (2006). From the InnoUniLearning project. See http://kn.open.ac.uk/public/document.cfm?docid=8940 for the abstract of the [http://kn.open.ac.uk/public/getfile.cfm?documentfileid=10170 PDF file]. Added by Paul 23/10/08 (Rather similar to the previous paper.)

* [http://www.emdel.org/docs/Emdel_rapport_web.pdf “Emdel: a Model for Valorization of eLearning in a Knowledge Society” (PDF)], 138 pages, 2005, edited by Ellen Gard added by Nikki 26/11/2008

* [http://ec.europa.eu/education/archive/elearning/doc/studies/virtual_annex_f_en.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities (lot 1)(PDF)], 200 pages, 2003,Final Report to the EU Commission, DG Education & Culture, Annex F '''Country profiles''' added by Nikki 26/11/2008

* [[http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities ]](], 228 pages, 2004,Final Report to the EU Commission, DG Education & Culture, Annex F '''Country profiles''' added by Bieke

* [[http://ec.europa.eu/education/programmes/elearning/doc/studies/market_annex1_en.pdf The eLearning industry and market
in Europe]] added by Bieke on 05/01/2009

== Research on the use of ICT in education in development countries ==

*[[infoDEV]] Information for development program publications about the use of ICT in education in Africa and the Carribean are availabe at: http://www.infodev.org/en/TopicPublications.4.html

*[[UNESCO Bangkok]], has a very elaborated website on the use of ICT in education. YOu can search per theme. http://www.unescobkk.org/education/ict/themes/. They also have a special focus on the use of ICT in hiegher education. http://www.unescobkk.org/en/education/ict/ict-in-education-projects/higher-education/ We also refer to the metasurvey on the use of ICT in education in Asia and the Pacific : http://www.unescobkk.org/fileadmin/user_upload/ict/e-books/metasurvey/metasurvey.pdf

*[[UNESCO World Conference on Higher Education]] One of the themes was ICT in education and the opportunities ICT provide to strive to reach education for all. The background report focuses particularly on the implications of ICTs for developing countries and is avialble at http://unesdoc.unesco.org/images/0018/001832/183207e.pdf

== Interesting Networks ==

* [[BALTECH]] & the [[Baltic Sea University of Science and Technology]]
* [[Baltic Sea Network]]
* [[Coimbra Group]] - [[Belgium]]
* [[EADTU]] - [[Netherlands]]
* [[EDEN]] - [[UK]]
* [[Edineb]] - [[Netherlands]]
* [[EUNITE]] - [[Belgium]]
* [[EURASHE]] - [[Belgium]]
* [[EuroPACE ivzw]] - [[Belgium]]
* [[EUA]] - [[Belgium]]
* [[JISC]] - [[United Kingdom]]
* [[LERU]] - [[Belgium]]
* [[MENON]] - [[Belgium]]
* [[SEFI]] - [[Belgium]]
* [[SPACE]] - [[Belgium]]
* [[SURF]] - [[Netherlands]]

== European Research projects on Virtual Campuses and Virtual Mobility ==
# [[Agency for Easy Access to Virtual Campus]] ([[E.A.S.Y.]])
# [[Modelling Advice and Support Services to Integrate Virtual Component in Higher Education]] ([[MASSIVE]])
# [[REal Virtual Erasmus]] ([[REVE]])
# [[Virtual and E-mobility for Networking Universities in Society]] ([[VENUS]])
# [[Analysing and Reporting the Implementation of Electronic Learning in Europe]] ([[ARIEL]])
# [[An Operational Conception of Virtual Mobility]] ([[E-move]])
# [[Collaborative European Virtual University]] ([[cEVU]])
# [[Developing a European e-learning Observation System]] ([[DELOS]])
# [[European Mobility through Virtual Education]] ([[EUROMOVE]])
# [[European Observatory of Emergent e-Learning]] ([[DELPHI]])
# [[Learning in a Virtual Integrated University]] ([[LIVIUS]])
# [[Learning Interoperability Framework for Europe]] ([[LIFE]])
# [[Mobility, Assessment, Selection, Technology and E-Learning Research]] ([[MASTER]])
# [[Model for a European Networked University for e-Learning]] ([[MENU]])
# [[Citizen E]]
# [[Eenovate]]
# [[Economic filtering of knowledge]] ([[FILTER]])
# [[European Small and medium entreprise E-learning Network]] ([[ESEN]])
# [[Horizontal E-Learning Integrated Observation System]] ([[HELIOS]])
# [[InnoUniLearning]]
# [[Observatory on Rights Management for e-Learning in Europe]] ([[OrmeE]]), a.k.a. [[e-copyright]]
# [[Open e-Learning Content Observatory Services]] ([[OLCOS]])
# [[Reti Sociali e Promozione Della Costruzione di Conoscenze in Contesti Elearning]]
# [[Unive]]
# [[VIrtual Curricula ThrOugh Reliable InterOperating University Systems]] ([[VICTORIOUS]])
# [[FLOSSCom]]
# [[Improving Continuing Education and Training through e-learning]] ([[ICETEL]])
# [[Systematization, Valorisation and Dissemination of e-Learning]]
# [[Enhancing Virtual Mobility to foster institutional cooperation and internationalisation of curricula]] ([[Movinter]])

== European research projects on Quality in eLearning ==
# [[E-xcellence - creating a standard of excellence for e-learning]]
# [[E-quality in e-learning research Laboratoire]] ([[EQUEL]]
# [[European Quality Observatory]] ([[EQO]])
# [[European Research Network for ICT in Schools of Tomorrow]] ([[eRNIST]])
# [[Quality Assessment of Digital Educational Materials]] ([[QUADEM]])
# [[Framework for e-learning Contents Evaluation]] ([[Fe-ConE]])
# [[Improving quality of e-learning in universities]] ([[ELUE]])
# [[La qualité de l'eLearning]] ([[QUAL-E-LEARNING]])
# [[Supporting Excellence in eLearning]] ([[SEEL]])
# [[Sustainable Environment for the Evaluation of Quality in eLearning]] ([[SEEQUEL]])
# [[TRIANGLE]]
# [[European University Quality in eLearning]] ([[UNIQUe]])

== Virtual Community for teachers and trainers ==
# [[A European Lifelong Learning System on ICT in Education for Pioneer Teachers]] ([[ULEARN]])
# [[BAZAAR]]
# [[e-Learning Network for Teacher Training]] ([[eLene-TT]])
# [[eTTnet]]
# [[Training of trainers network for e-learning]] ([[e-Ttnet]])
# [[English for Specific Purposes: Therapeutic Professions]] ([[ESP-T]])
# [[SSIS Veneto]] ([[SSIS]])

== Interesting Networks ==

* [[BALTECH]] & the [[Baltic Sea University of Science and Technology]]
* [[Baltic Sea Network]]
* [[Coimbra Group]] - [[Belgium]]
* [[EADTU]] - [[Netherlands]]
* [[EDEN]] - [[UK]]
* [[Edineb]] - [[Netherlands]]
* [[EUNITE]] - [[Belgium]]
* [[EURASHE]] - [[Belgium]]
* [[EuroPACE ivzw]] - [[Belgium]]
* [[EUA]] - [[Belgium]]
* [[JISC]] - [[United Kingdom]]
* [[LERU]] - [[Belgium]]
* [[MENON]] - [[Belgium]]
* [[SEFI]] - [[Belgium]]
* [[SPACE]] - [[Belgium]]
* [[SURF]] - [[Netherlands]]

== Other Resources ==
* [[E-learning Progress at Ain-Shams University]], The [[Mediterranean Virtual University]] Project: a list of virtual universities per region.

* [[Bibliography_of_benchmarking]]
----
> [[Main Page]]

Mathy Vanbuel

2009-06-04T07:25:47Z

SallyReynolds: updating cv

Mathy Vanbuel has many years of experience in the production of educational multimedia and the development of technology solutions in the domain of education, training and culture. As a cinematographer, director and head of educational multimedia production of the [[AVNET]] and later as a director/senior consultant with [http://www.ecotec.com/ Ecotec Research and Consulting, Brussels] he was involved as coordinator or partner in numerous research projects within the European Commission Research Frameworks.

Since 1999 he is managing co-director of [[ATiT]], a Belgian SME involved in the integration of appropriate technologies to support teaching and learning in projects worldwide. Within ATiT, he is managing the production of educational multimedia materials and the design and building of ICT-based solutions for training, teaching and learning.

Mathy is Visiting Lecturer eLearning at [http://cmd.khlim.be/ KHLIM] in the InterFaculty (Maastricht). He also works regularly as an expert, consultant and evaluator in the areas of education and ICT for various institutions worldwide: World Bank, UNESCO, DFID, European Commission, European Space Agency, Parliament of Flanders (Commission Digital Flanders) among others, on the implementation and evaluation of education and training. His expertise is most importantly in the domain of education technologies and eLearning (including game based learning), appropriate use of (multi)media in education, and finally in project management and Research & Technology Development methodology.

Mathy is co-founder and chairperson of the judging committee of the [http://www.medea-awards.com/ MEDEA Awards (Media in Education)].

----
> [[People]]

Sally Reynolds

2009-06-04T07:15:54Z

SallyReynolds: updating cv

Sally Reynolds has a background in remedial linguistics and has also worked for several years in radio and television in Ireland as a manager, researcher, presenter and producer for local stations and the national radio and television service (RTE). From the early 90's onwards, she became increasingly involved in the field of technology enhanced learning and worked for [http://www.ucd.ie/itservices/mediaservices/index.html University College Dublin], the [[European Association of Distance Teaching Universities]] in Heerlen, [[EuroPACE]] and the [[Katholieke Universiteit Leuven]]. Her work during this time was largely related to the management of European projects which included European R&D projects funded under the R&D Framework Programmes as well as projects funded by the EC's [[Lifelong Learning Programme]] and the [http://telecom.esa.int/telecom/www/language/index.cfm?flanguageid=5 European Space Agency].
In 1999, she set up the independent company [[ATiT]], where she is now joint Managing Director.

Sally leads several projects for ATiT in the area of audio-visual production, research and project management as well as training and consultancy services which are aimed at various clients including the European Commission, the European Space Agency and the World Bank as well as corporate clients. Sally has designed and led a number of training initiatives and is an experienced workshop facilitator in the area of technology enhanced learning including media selection, video production, use of videoconferencing, streaming, costing multimedia production and managing collaborative spaces. She has managed cross-border pilot projects in the area of technology enhanced learning in the school, higher education and in-company training sectors and is an experienced evaluator and researcher. She also works as an evaluator for the European Commission and has evaluated and reviewed projects in FP5, FP6 and FP7. She is also an accomplished author in this field having several publications to her credit largely aimed at users of ICT in education and training.

Particular recent projects where Sally has played a leading management role include the following:
* Management of the series of [http://www.womensdialogue.org/index.html Virtual Dialogues] on the Topic of Women in Leadership January – March 2009 which used a mix of videoconferencing, streaming and web site support to facilitate a series of dialogues amongst women leaders worldwide and interested audiences of politicians, local activists, students and academics.
* Management of the Web-Sat DVB S2 Development project funded partially by the European Space Agency in 2007-2008.
* Management of the training provided in Indonesia in the context of the BERMUTU Launch in 2007 to staff and participating centres in the [http://www.gdln.org/ GDLN] network along with the training and videoconferencing facilities providers which are part of the Universities network managed by the Indonesian Ministry of Education.
* Sally has also been the conference programme manager for the annual [http://www.online-educa.com/ Online Educa Berlin] eLearning conference since 1995 and continues to support the organisers of the conference in agenda design, selection and management for this event and the [http://www.elearning-africa.com/index.php eLearning Africa] conference.

----
> [[People]]

Hibernia College

2008-10-31T10:53:37Z

SallyReynolds: /* Strategy */ addtion of 'no'

[[Image:Hibernia logo.jpg|right|frame|Logo of Hibernia College ]]
''Hibernia College'' is an international provider of online programmes at undergraduate and graduate level. It is based in Dublin, [[Ireland]] and accredited by the Irish Government's qualifications awarding body for third-level educational and training institutions outside the (public) university sector, [[HETAC]], (the [[Higher Education and Training Awards Council]]).

Hibernia College provides all of its courses with a substantial online component, using state of the art technology for both synchronous and asynchronous course delivery. Hibernia College offers a blended learning format that combines the many advantages of interactive, multimedia-rich online content with the proven qualities of face-to-face tuition through periodic on-site sessions. The college has designed, developed and implemented a system, which it claims is "at the leading edge of international educational delivery". This technology infrastructure allows for increased student-tutor contact and encourages and supports self-directed learning in a way that is not possible using conventional modes of delivery.

Its web site is at http://www.hiberniacollege.net

Programmes include:

* [http://www.hiberniacollege.net/LinkClick.aspx?link=63&tabid=36 Higher Diploma in Primary Education]
* [http://www.hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine]
* [http://www.hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTeach, online initial teacher]

== Partnerships and Collaborations ==
('''sourced from''' http://www.hiberniacollege.net/Home/About/Overview/tabid/116/Default.aspx)

Through strategic collaborations and partnerships with global leaders in technology development and curriculum design Hibernia College has placed itself at the forefront of innovative online education for those wishing to pursue formal qualifications while continuing to work.

In addition Hibernia College has collaborated with [http://www.pfizer.com Pfizer Inc.], [[Canterbury Christ Church University]], UK and the [http://www.nuim.ie/National University of Ireland], Maynooth to offer accredited online postgraduate courses in pharmaceutical medicine, post-primary teacher education and hospitality management respectively.

Hibernia College also is one of the founding members of the Global Learning Consortium at [http://web.mit.edu/ MIT]. The Global Learning Consortium invited a select number of countries to participate in the international development of e-learning opportunities. Hibernia College was selected as the sole representative from Ireland because of its leadership role in this arena. Membership of this consortium affords Hibernia College an exclusive relationship with some of the world's leading e-learning think tanks including Professor Dick Larson at MIT.

== Reports and case studies ==
=== The present===

Hibernia College is a fully online accredited private Higher Education institution in Ireland that was set up in 2000 as the first such venture of its kind in the country. It began taking in students in 2002. It describes itself as being “''...an international, third-level, online College offering accredited, niche-focused educational programmes designed to address the growing demand for flexible, cost-effective, lifelong learning that is not restricted by location or time. ''”

Hibernia’s programme offers are organised in two distinct schools, [http://www.hiberniacollege.net/SchoolofEducation/tabid/54/Default.aspx The School of Education] and [http://www.hiberniacollege.net/SchoolofManagement/tabid/55/Default.aspx The School of Management].

Students enrol at certain set times and then move through the course as a separate and unique cadre of learners defined by the time when they began the specific course.

Hibernia College is currently expanding its course offer and for the moment offers the following: (* indicates there is a full description of each course available which includes the modules each contains, the course structure and work-load , the price for each and the next date for inscription is given online, links are given for each on the Hibernia College web site)

'''The School of Management'''
* Master of Science (MSc) in Financial Management and Control – Online* http://www.hiberniacollege.net/SchoolofManagement/MScFinancialManagementControl/tabid/187/Default.aspx
* Master of Science (MSc) in Pharmaceutical Medicine – Online* http://www.hiberniacollege.net/SchoolofManagement/MScPharmaceuticalMedicine/tabid/85/Default.aspx

'''The School of Education'''
* Higher Diploma in Arts in Primary Education (HDAP) * http://www.hiberniacollege.net/SchoolofEducation/HDAPE/tabid/63/Default.aspx
* Online Teacher Education for Teachers of Maths, Physics & Chemistry at Second Level (iTEACH) – online curse offered in collaboration between Hibernia and Canterbury Christ Church University in the UK * http://www.hiberniacollege.net/SchoolofEducation/iTeach/tabid/133/Default.aspx
* Summer Courses – a series of summer courses for primary school teachers, in 2008 19 of these were offered http://www.hiberniacollege.net/SchoolofEducation/SummerCourses/tabid/158/Default.aspx and http://summercourses.hiberniacollege.net

'''''What is the institution's annual budget? '''''

The annual turnover of Hibernia College was approximately €5.5 to €6 million for 2007.

'''''How many students does the institution have in total? '''''

At the moment, Hibernia College has about 1500 students registered on the MSc, iTeach and HDAP programmes. The numbers of people taking these courses continues to grow and in addition, Hibernia College is launching a new course in February 2009, the MSc in Financial Management & Control – Online. It is difficult to classify these students as either full or part-time. These courses represent about 20 hrs study on the part of each student each week and in very many cases, they are taken by the student in addition to full time employment.

Numbers for the summer courses are not included as these are by their nature short courses each of which represent about 20 hours of study. In 2008, about 4500 people – all in Ireland - took one or more of these summer courses.

'''''How many staff does the institution have as full-time equivalents? '''''

The total number of full time staff of Hibernia College is 60. They are located on two sites, the head office located in central Dublin and a second site in Westport, Co. Mayo. In addition to the full time staff, Hibernia also employs approximately 300 academic staff on a part-time basis. Academic staff are managed through the College’s two schools and are responsible for the creation and delivery of the various programmes offered by Hibernia College. All courses have a full time director, called the programme director who is responsible for the overall planning and management of the course.

'''''What is the institution's "business model"? '''''

The business model adopted by Hibernia is a self-sustaining one, i.e. all costs associated with running the programmes offered are met through revenues from course fees. Hibernia College receives no outside funding from government and is run as a private educational institution. It is established as a limited company under Irish law with a Board of Directors and publicly filed annual accounts.

'''''What percentage of the institution's students are based outside the home country? '''''

This depends largely on the programme. For the HDAP programme, practically all students are based in Ireland and those taking part in the summer courses are exclusively Irish. The [http://hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTEACH course] is different with about 300 students based in the UK. For the [http://hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine], the majority of students are based in Ireland although there some non-Irish scattered in 24 different countries.

Bursaries are available for some students in some of the courses. For example, the iTEACH programme is funded by the UK [http://www.tda.gov.uk/ Government’s Training and Development (TDA) Agency] and so participants on the course are fully funded by the TDA. Teachers taking the [http://summercourses.hiberniacollege.net/ summer courses] are also entitled to extra personal vacation days from the Dept. of Education in lieu of their participation.

'''''Describe the institution's approach to virtual mobility '''''

Hibernia College takes a blended learning approach, their educational programmes for example mix face-to-face teaching practice with online study within a specified and explicit framework of study. The idea of virtual mobility is core to their ethos and practice and so they can be described as having a fully supportive approach to virtual mobility.

'''''Describe how the institution manages its "brand" (a) in general and (b) in respect of any e-learning aspects '''''

Hibernia promotes its online image as a key factor in its branding and is busy carving out a unique niche for itself in Ireland based on the online aspect. As well as this emphasis upon eLearning or online learning in their description of who they are, they also place a great deal of emphasis upon their ties with relevant bodies and their accredited status. Each of their courses is linked to significant and relevant institutions, as follows;
* [http://hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine]: accredited by both [http://www.hetac.ie/HETAC (Higher Education Training and Awards Council)] and IFAPP (Council for Education in Pharmaceutical Medicine of the International Federation of Associations of Pharmaceutical Physicians.
* MSc in Financial Management and Control – this new programme is accredited by both [http://www.hetac.ie/ HETAC] and [http://www.cimaglobal.com/ CIMA, the Chartered Institute of Management Accountants]. In addition the programme offers credits towards [http://www.cii.co.uk/ CII (Chartered Insurance Institute) qualifications].
*[http://hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTEACH]: recognised and funded by UK Government’s Training and Development (TDA) Agency
* [http://hiberniacollege.net/LinkClick.aspx?link=63&tabid=36 Higher Diploma in Arts in Primary Education] accredited by [http://www.hetac.ie/ HETAC] and recognised by the [http://www.education.ie Dept of Education in Ireland].

===The past ===
'''''Give a narrative description of the institution's history since its foundation, concentrating on key dates, recent years and any e-learning issues'''''

Hibernia was set up in 2000 as Ireland’s first private online college. It began taking in students in 2002 and has continued to grow since then. It has always focused on strategic collaborations and partnerships and defines the accreditation of [http://www.hetac.ie/ HETAC] as being a significant milestone in its development as HETAC is the government agency responsible for accrediting third-level education in Ireland and awards qualifications at all levels of higher education and training up to PhD level. [http://www.hetac.ie/ HETAC] awards are recognised and respected worldwide. In addition, Hibernia College has collaborated with [http://www.pfizer.com Pfizer Inc.], [http://www.canterbury.ac.uk/ Canterbury Christ Church University], UK and the [http://www.nuim.ie/ National University of Ireland, Maynooth] to offer accredited online postgraduate courses in pharmaceutical medicine, post-primary teacher education and hospitality management respectively. It has also established a relationship with Harvard University in the US who offer one of the modules in the new [http://hiberniacollege.net/LinkClick.aspx?link=187&tabid=36 MSc in Financial Management] entitled "Leadership in Financial Management".

Given its unique position in the education sector in Ireland, Hibernia has invested considerable resources in building up its reputation and now after 8 years of existence is considered to be a realistic and reasonable quality-driven alternative for students in Ireland and abroad, particularly those in full time employment who are looking for an online course offer.

One of the key drivers of its success has been the success of the [http://www.hiberniacollege.net/SchoolofEducation/HDAPE/tabid/63/Default.aspx HDAPE programme]. This needs to be seen in the context of Irish primary education where there was a heritage of non-qualified teachers in the primary sector still teaching without any formal qualifications. These teachers, many of them highly skilled and experienced, had been working in primary schools for many years and so while they were recognised as teachers and paid a salary by the [http://www.education.ie Dept of Education in Ireland], they were not able to progress in their careers – with the related impact on their salaries – due to their lack of qualification. Many of these people were unable to take the time off and to have the resources to study full time at one of the traditional teacher training colleges, and so the HDAPE programme offered them for the first time an online option with which they could pursue their career. Many of them have now successfully completed the HDAPE programme and they serve as key ambassadors for the College.

[[Image:Students_hibernia.jpg|center|frame|Graph showing previous student numbers for Hibernia College and projected figures]]

==External environment==
'''''What is the institution's funding from government as a percentage of annual income? '''''

Hibernia College receive no funding from the Irish Government apart from occasional small project related grants which do not affect the overall business model of the college.

'''''Describe the way that funding is provided for institutions in the institution's country, or state that it is the same as for other institutions in the country'''''

Funding for all Irish higher education institutions is managed by the [http://www.hea.ie/ Higher Education Authority (HEA)]. The HEA manages and disburses recurrent funds to the universities, institutes of technology and other designated colleges including: [http://www.mic.ul.ie/ Mary Immaculate College Limerick], [http://www.spd.dcu.ie St. Patrick’s College Drumcondra], [http://www.ncad.ie/ National College of Art and Design], [http://www.materdei.ie/ Mater Dei Institute of Education], [http://www.stangelas.com/ St. Angela’s College Sligo], the [http://www.ria.ie/ Royal Irish Academy] and the [http://www.rcsi.ie/ Royal College of Surgeons in Ireland].

The [http://www.hea.ie/ Higher Education Authority] is the statutory planning and policy development body for higher education and research in Ireland. The HEA has wide advisory powers throughout the whole of the third-level education sector. In addition, it is the funding authority for the universities, institutes of technology and a number of designated higher education institutions.
The Principal Functions of the HEA are:
* To further the development of higher education.
* To maintain a continuous review of the demand and need for higher education.
* To assist in the coordination of state investment in higher education and to prepare proposals for such investment.
* To allocate among universities, institutes of technology and the designated institutions the grants voted by the [http://www.oireachtas.ie/ViewDoc.asp?fn=/home.asp Oireachtas (the Irish Government)].
* To promote the attainment of equality of opportunity in higher education and democratisation of higher education.

The majority of students entering Higher Education Institutions funded by the Higher Education Authority secure a place on a course by applying through the Central Applications Office (CAO), the number of full-time students in Ireland in 2006/2007 was: 84263 and for part-time: 16456. Figures for 07/08 are not yet available.

Funding for HE institutions is managed by HEA under one of the following;
# '''Recurrent funding''': These recurrent funds include core recurrent grants, grants in respect of the “Free Fees” Scheme, funding in respect of increased student intake, supplementary funding requirements, and other miscellaneous initiatives that may require funding.
# '''Physical Development''': The Physical Development Section is responsible for the capital funding allocated to universities, institutes of technology and other designated institutions that are funded from the Higher Education Authority's capital grant. Types of projects overseen by the section include; construction of new buildings, refurbishment, infrastructure development and property acquisition. Its work also includes evaluating proposals from higher education institutions seeking funding for approved projects, the setting of project budgets and the monitoring of project progress and expenditure.
# '''European Funding''': The Higher Education Authority (HEA) is the National Agency (NA) for the EU Lifelong Learning Programme: Erasmus. In this capacity, the NA allocates funding to the participating higher education institutions for the support of students and staff on mobility activities.
# '''Access Funding''': under the auspices of the National Office for Equity of Access to Higher Education which has assumed responsibility for the management and administration of the three funding programmes under the Third Level Access funding. These include: Fund for Students with a Disability, the Student Assistance Fund and the Millennium Partnership Fund.

'''''Describe the legal status of the institution'''''

Hibernia College is established as a limited company (Ltd.) under Irish law. This means that it has shareholders with limited liability and its shares may not be offered to the general public, unlike those of public limited companies. "Limited by shares" means that the company has shareholders, and that the liability of the shareholders to creditors of the company is limited to the capital originally invested, i.e. the nominal value of the shares and any premium paid in return for the issue of the shares by the company. A shareholder's personal assets are thereby protected in the event of the company's insolvency, but money invested in the company will be lost.

'''''List the language(s) that the institution uses for instruction with the percentage of students studying in each. (Bilingual study can also be included.) '''''

Hibernia College works essentially in English although part of what it provides in the School of Education also has the necessary level of Irish study elements required under Irish educational policy – estimated informally to represent about 10% of its teaching activities.

'''''Describe any specific cultural issues that affect the institution's students or state that that it is the same as for other institutions in the country. Mention any features relevant to e-learning'''''

Given its position as the first private online college to operate in Ireland, Hibernia College faced quite some opposition and suspicion, particularly in its early years. This included questions raised in the [http://www.oireachtas.ie Dáil] - the Irish parliament about the quality of its teaching and – in particular – the extent to which a private online college could provide the necessary teaching practice required to train fully qualified primary school teachers.

This also included some negative media attention, particularly in 2005 when the college recorded poor trading figures. Certain elements of Irish society including the unions also expressed concerns about the approach and business model employed, e.g. Labour Youth stated on the web site in 2004 that it “firmly believes that online education in Ireland is still in its infancy and that all those involved in it should take due care to ensure that it meets the highest standards and seeks to better the individual and society. To ensure that this is achieved Labour Youth is lobbying the government to cap the number of students taking the course in Hibernia at the current numbers. We are also calling for the Department of Education and Science to undertake a complete Quality Assurance Assessment of all online courses offered by Hibernia and other such education providers to ensure the course meets the highest standards in teacher education.”

However, there is some evidence that this situation has now evolved somewhat, and Hibernia College is now taking its place in the Irish educational context as a respected and quality –driven niche provider of online courseware, particular in the area of teacher education. The announcement that the Director, [http://www.hiberniacollege.net/Home/About/People/tabid/106/Default.aspx Dr. Séan Rowland], has been shortlisted in Ernst and Young’s well known entrepreneur of the year competition for 2008 is an indication of this change.

'''''Describe the external quality assurance and/or accreditation regime affecting the institution, or state that it is the same as for other institutions in the country. Mention any features relevant to e-learning'''''

Hibernia College is accredited by HETAC as previously described which is the same body that accredits all HE activities n Ireland. The first accreditation by HETAC took place in 2002 and a further quality assessment was carried out in 2004.

'''''Describe the approach to credit transfer with other similar institutions'''''

Not really applicable although as the Hibernia awards are accredited by HETAC, this means they are automatically part of the ECTS system in operation Europe-wide. Therefore students with Hibernia awards can use these awards to gain access to other courses which recognise ECTS.

'''''List the main associations that the institution is a member of, with a note as to the relevance of each to e-learning (if any) '''''

Hibernia College also is one of the founding members of the Global Learning Consortium at MIT. The Global Learning Consortium invited a select number of countries to participate in the international development of e-learning opportunities.

'''''List the main international partners of the institution, in the order of strategic importance, with priority given to collaborations involving e-learning'''''

As mentioned previously, Hibernia College considers their relationship with certain key partners to be vital in the realisation of their courses. They also collaborate in the realisation with Canterbury Christ Church University, UK of the iTEACH course - this partnership is expected to expand shortly to take in a further 5 UK universities. They have also collaborated the [http://www.nuim.ie/ National University of Ireland, Maynooth].

==Strategy==

'''''Describe or provide a document describing the current institutional strategy'''''

::

Here is a brief summary of Hibernia College’s operationalised current strategy as provided in September 2008

Strategy
Strategic Actions

A. CLEAR AND FOCUSED STRATEGY
*Action 1: Test our activity against our agreed action points.

B. EFFICIENT OPERATIONS
*Action 2: Regularly appraise routine operations to search for efficiencies.
*Action 3: Invest in technology to improve efficiency (e.g. SIS)

C. STRONG REVENUES
*Action 4: Increase revenue from existing products & customers (inc. TDA, CCCU, Pfizer, HDip)
*Action 5: Ensure early revenue generation on pipeline business. (MFMC, MATL)
*Action 6: Develop new products for existing/new markets
*Action 7: Pursue government funding and grants

D. QUALITY BRAND
*Action 8: Implement marketing & PR plan to include business press coverage and research
*Action 9: Develop website, grow traffic, increase rankings
*Action 10: Continue to lobby & inform politicians and stakeholders

E. SKILLED WORKFORCE
*Action 11: Ensure operations are adequately resourced & staffed
*Action 12: Motivate staff through objective assessment, training and incentives (focus on middle mgt team)

'''''Describe or provide a document describing the current learning and teaching strategy'''''

Hibernia College has recently outlined its [http://www.virtualschoolsandcolleges.eu/index.php/Image:Teaching_Strategy_Hibernia.pdf learning and teaching strategy] specifically with respect to the new MSc in Financial Management which provides a good overview of the broad learning and teaching strategy it normally applies to all its courses.

The approach taken by Hibernia is for a blended approach. The HDAPE which is in many cases their market leader promises an average of 50% F2F – largely in the form of teaching placements and 50% online. This is of key importance to Hibernia as they did come under some fire earlier in their existence for not having or not appearing to have enough F2F elements which was considered particularly important in the training of primary school teachers. This course consists of 14 week school placements as well as F2F weekend meetings for tutorials amongst those taking part in the course. Students also have a 3 week placement in the Gaeltacht to improve their Irish language skills where necessary.

'''''Describe or provide a document describing the current e-learning strategy'''''

Given Hibernia's status as an online provider, so no seperate strategy is given in relation to eLearning.

'''''What is the percentage of students (a) taking courses wholly or largely delivered by e-learning (b) taking courses where the amount of institutionally supplied/guided e-learning is "significant" (i.e. has an impact on staff or students) and (c) taking courses where the where the amount of institutionally supplied/guided e-learning is insignificant? In each case comment on the answer'''''

As this is an online college, albeit one that takes a blended approach, all students have a very significant element of eLearning in the courses they take.

'''''Give the percentage of the institutional budget that e-learning represents'''''

100%

'''''Comment on how it is measured including the assumptions made, whether it is appropriate and any trends'''''

As Hibernia College is essentially an online college, all budgetary expenditure is linked to eLearning in one way or another and it is not possible to separate out the specific aspects that are linked to eLearning.

'''''Categorise the role (if any) of external funding in fostering the development of e-learning as (a) not relevant, (b) useful, or (c) essential. Comment on the choice'''''

Hibernia does not receive any external funding as such, it enters partnerships where certain roles are shared amongst partners, with Canterbury Christ Church University for example, however information about the cost implications in terms of the iTEACH course are not available and remain subject to the private contracts existing between Hibernia College and Canterbury Christ Church University.

==Structure==
'''''Describe the institutional structure, preferably supplying an organogram'''''

The following organogram porvides an overview of Hibernia's institutional structure.

[[Image:Organogram hibernia.jpg|center|frame|200px|Organogram Hibernia College]]

The structure of Hibernia College from a teaching and learning point of view is based on the two schools mentioned already, the School of Management and the School of Education.

'''''Classify the e-learning support model as (a) hub (b) distributed (c) hub and spokes (d) complicated (e) non-existent. Comment on the choice'''''

Online support for eLearning is provided from the central office in Dublin and the secondary office in Westport. The College also works through its network of tutors around the country who sometimes set up F2F tutorial meetings with students, depending on the course and structure.

'''''Describe in more detail the structure for the e-learning operation and how it maps into the institutional structure'''''

As Hibenia operates as an online college, the structure for the eLearning operation is indistinguishable from the institutional structure.

'''''Describe the committees that oversee e-learning (including the rank and role of the Chair in each relevant committee) and their relationship to the organisational structure'''''

eLearning is overseen by the Chief Knowledge Officer in collaboration with the head of the relevant school.

==Learning and Teaching processes==

===Learning and teaching design and delivery===
'''''Describe how choice of pedagogies and technologies is made for a typical programme that is envisaged to include significant e-learning'''''

The actual mix of pedagogies and technologies depends on the specific programme but follows the overall strategy and approach taken by Hibernia College, see earlier section for a description of this. In broad terms, most of the courses are based on a weekly amount of week that the student does, this includes 2 or 3 hours of recorded lectures, with interactive elements - on demand content, one hours live virtual class in the week after – and online tutorial, then asynchronous tasks, blog or discussion forum and then private study time reading etc. Programmes are modular based. Students usually enrol at set times during the year – on average twice a year and then pass through the course as a cohort.

'''''Describe what scope staff have at delivery stage to refine or in some cases override design decisions made earlier'''''

===Learning and teaching development===

'''''How much e-learning content is sourced from outside the institution? Use a scale of 1-5 with a comment (an exact percentage is useful). '''''

Practically all content for Hibernia College programmes is created by part-time academics working for Hibernia College. The only main exception to this are the materials developed for the iTEACH programme with Canterbury Christ Church University. Therefore this should be rated at 4.

'''''Of all e-learning content sourced from outside the institution, what fraction is OER? Use a scale of 1-5 with a comment. '''''

None

'''''When staff in the institution develop content, is the content (a) owned by them and licensed to the institution, (b) owned by the institution but with some licensing back to staff, (c) owned by the institution but with no licensing back to staff, (d) unclear or disputed IPR position? Whatever option is chosen, provide a narrative describing the situation in more detail. '''''

Hibernia College employs about 300 faculty on a part-time basis and they are used to either create the courseware used or to teach on a specific programme. In terms of the content created, the actual materials used belong exclusively to Hibernia College although the intellectual ownership of the ideas etc remains with the academics. Hibernia has a standard contract they use for the creation of content in this way.

'''''When content is sourced for a programme within the institution, how much is sourced from other departments within the institution? Use a scale of 1-5 with a comment (an exact percentage is useful). '''''

Not relevant as the entire college works on an online basis.

'''''What is the role of student-generated content in the institution's programmes? Use a scale of 1-5 with a comment. '''''

This would score 1 – the only user generated content that does emerge are the lesson plans which are produced by trainee teachers in the Education programmes which are then used as exemplars for other students.

===Learning and teaching evaluation and quality===
'''''Describe the quality procedures (a) in general terms and (b) with respect to e-learning. '''''

The quality of Hibernia College’s programmes is measured every 5 years by HETAC. The last time this took place was in 2004 and HETAC brought in external reviewers to manage this process so Hibernia expects they will do the same again in 2009. Obviously as Hibernia is essentially an online college there are few distinctions made between the general procedures and those pertaining to eLearning.

'''''Describe the approach to evaluation of programmes (a) in general terms and (b) where such programmes have significant e-learning components. '''''

Hibernia carries out its own internal research activities and uses these to assess individual programmes. This includes particular attention to the use of ICT amongst target students and the level of ICT related skills amongst its academics. Hibernia provides training to both newcomer students to familiarise them with the tools and facilities used by Hibernia as well as running training courses for its academics.

==Meta Learning and Teaching processes==
===Communications===
'''''Describe how the institution communicates good practice in e-learning within itself, focussing on communications across internal boundaries. '''''

Hibernia College tries to keep abreast with developments in eLearning and is actively engaged in networks like the Sloan-C consortium http://www.sloan-c.org/. They publish online articles on related subjects intended for their own staff and they run training and induction courses for new academic staff in the tools and methodologies employed by Hibernia.

'''''Describe how the institution communicates its good practice in e-learning to organisations outside. '''''

This is key to Hibernia’s image, they promote the value of eLearning and hence Hibernia College, they stress the following:

'''Time: ''' One of the key benefits of online study is that the students can access course material whenever it is convenient for them. Podcasts and downloadable lectures mean that students are no longer constricted by a conventional timetable of lectures.

'''Location: '''Neither are students restricted by their physical location. With an internet connection they can attend live online tutorials, participate in dedicated discussion forums or download course material and notes regardless of where they are. This saving on the time and cost of travelling to and from lectures makes online study particularly suitable for those with busy lifestyles and those do not live within easy commuting distance of conventional centres of education.

'''Communication: '''Another key advantage of online study is that it encourages and enables students to collaborate and communicate with their fellow students as well as their tutors. The innovative use of live online tutorials, discussion forums and email ensures that all members of the Hibernia College community are constantly in touch with each other.

'''Flexibility: ''' One of the key objectives of Hibernia College is to make education available to as wide an audience as possible. To achieve this goal the college developed its unique Higher Education Learning Management System (HELMS). This technology infrastructure allows for increased student-tutor contact and encourages and supports self-directed learning in a way that is not possible using conventional modes of delivery. The end result for the student is an “anytime anywhere” educational experience ideal for those who do not have the time to spend travelling to and from lectures at set times and locations.

'''''Describe how the institution communicates good practice in e-learning from outside organisations into its own organisation. '''''

See above

'''''Describe recent occasions on which institutional leaders or managers have made presentations with significant reference to e-learning. '''''

Hibernia Staff have done so in the past and have participated in events like those run by Sloan C and EDEN although they describe themselves as not having enough time to do a great deal of research at the present time. They do see research as playing a more important role in their future strategy.

===Value for money ===
'''''Describe the annual planning procedure (a) in general and (b) how it handles e-learning aspects.'''''

This is part of the process undertaken by the company board and senior staff and no information about how it is formally undertaken is available at this time.

'''''Describe the decision-making process for a typical academic programme, with particular reference to how e-learning aspects are handled. '''''

Part of the internal discussions that take place in Hibernia College.

'''''Describe the decision-making process for a typical large IT project such as selection and installation of a new VLE. '''''

It is difficult to identify a separate decision-making process for large projects due to the size and scope of Hibernia, as such a project would come under the overall responsibility of the existing staff. The installation f a new VLE for example, would be part of the work of the Chief Knowledge Officer who set up the HELMS system used in Hibernia and so not subject to a separate formalised or explicit decision-making process.

'''''Describe the approach to budget management with particular reference to the staff versus non-staff issues in budgeting for e-learning. '''''

No information about this specific aspect available.

'''''Describe the procedures in the institution for assigning or negotiating teaching workload to/with staff, taking account of non-traditional styles of teaching as well as classroom teaching and taking specific account of e-learning. '''''

This is negotiated by the head of the relevant school and largely on an individual basis depending on the responsibilities and role of the individual academic.

==Staff==
===Teachers, lecturers, trainers and equivalent support roles===
'''''Describe the approach to development of e-learning technical and pedagogic skills among staff, taking account of the different needs of different categories of staff. Set this within the context of staff development generally. '''''

Hibernia College selects its faculty from amongst teaching staff in other colleges in Ireland and the UK. They strive to select leading academics and then provide them with training in online teaching. Academics are paid for the work they do on a pro rata basis. Staff induction and development for these academic staff is specific to developing and monitoring their skills in online teaching which Hibernia College carries out on a formal basis – this is normally a 2 week online training course.

'''''Describe (a) the current level of staff competence in e-learning and (b) the expected level of staff competence in five years time. In each case use a 1-5 scale with a comment. '''''

All academic staff is trained in the delivery of Hibernia courseware using the tools and facilities proscribed by the College, so it is reasonable to score this at 5.

'''''Describe the extent to which staff attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

As all teaching staff is committed to the practices of Hibernia in respect to eLearning it is also correct to ascribe a score of 5 to this category.

'''''Describe the way that the institution rewards and recognises staff with competence in e-learning, in (a) monetary and (b) non-monetary terms. '''''

Staff are paid for their delivery of courseware in a pro-rata basis and also for their tutoring and teaching work on the basis of the hours worked. As all are by default competent in eLearning related skills and competencies, this question is not really relevant. For many academics, the salary they earn for their work from Hibernia College is seen as a supplementary income to their other teaching or research work in the universities and colleges where they are employed – often on a full time basis.

===Management and leadership ===

This subsection concerns leaders (Rectors, Vice-Chancellors, etc) and academic and support service managers (Deans, Directors, etc). These do not need to have specific knowledge of e-learning details but must have the necessary strategic, management, costing and foresight capability to preside over decisions on key e-learning issues such as procurement of a new VLE, development of a new distance learning programme, rebalancing the library and its staff more towards web 2.0 and less to books, etc. This will require appropriate manager and leader training.

'''''Describe the approach to development of e-learning-related skills among (a) managers and (b) leaders. '''''

As there are a relatively small number of staff involved, there are no formalised procedures in place to help develop e-learning related skills amongst managers and leaders. Each of the core relevant senior staff in Hibernia College are already committed and experienced in online learning.

'''''Describe the current level of (a) management and (b) leadership competence in e-learning related skills appropriate to their levels. In each case use a 1-5 scale with a comment. '''''

As Hibernia is an online college, it is not unreasonable to score this at 5.

'''''Describe the extent to which (a) management and (b) leadership attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

As Hibernia is an online college, it is not unreasonable to score this at 5.

'''''Give details of the job description of the most senior manager/leader in the organisation who spends a significant portion of his/her time on e-learning matters (e.g. the Director of E-Learning).'''''

As Hibernia is an online college, there are no separate and distinct senior staff dedicated to eLearning, as they are all dedicated to eLearning.
See organogram for jobs and roles

==Students ==
'''''Describe the approach to development of e-learning skills among students, taking account of the different needs of different categories of students. Set this within the context of students' more general information literacy and communication skills. '''''

As students taking part in Hibernia College courses already know that the courses are essentially using a blended approach, a certain amount of self-selection can be expected, i.e. only those comfortable with the idea of online learning will apply. Based on the conversations going on in some of the online communities linked to Hibernia it is clear that they are at least on the surface ready and prepared to use the tools and facilities that Hibernia requires. In addition, a 2 week induction course for all students at the start of a new programme of study is used to familiarise students with the specific tools used by Hibernia.

'''''Describe (a) the current level of student competence in e-learning on entry to the institution and (b) the expected level of student competence on graduation from the institution. In each case use a 1-5 scale with a comment. '''''

Based on internal analysis carried out by Hibernia into the level of IT skills amongst new students, there is clear evidence that the level of skills is increasing year on year. Anecdotal evidence would suggest this to be in the order of 3 - 4 on a scale of 1-5.

The College also prides itself on the fact that as well as the actual course content, Hibernia students also gain significant experience and know-how in online working and other activities which adds to their overall level of skills. Anecdotal evidence would suggest this to be in the order of 4 - 5 on a scale of 1-5.

'''''Describe the extent to which student attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

Given the nature of study at Hibernia, this is estimated as being in the order of 4 – 5.

'''''Describe the extent to which students understand the demands on them placed by e-learning systems (e.g. for assignment handling). '''''

Difficult to assess without more in-depth analysis.

'''''Describe the current approach to handling student plagiarism, both prevention strategies and detection strategies. '''''

Hibernia College has a [http://www.virtualschoolsandcolleges.eu/index.php/Image:Hibernia_Plagiarism.pdf stated and explicit approach to plagiarism].

'''''Describe the current (i.e. at last survey) level of student satisfaction with the e-learning aspects of their courses. Use a 1-5 scale with a comment. '''''

Hibernia do not carry out systematic student surveys, however their level of student attrition is quite low which would indicate a high level of student satisfaction, e.g. on the HDAPE course this is 2%, while in the MSc in Pharmaceutical Medicine this is 20%. Therefore we estimate the level of student satisfaction to be between 4 and 5.

==Technology ==
'''''For each of the following technologies relevant to e-learning describe how much it is used on a scale of 1-5 and add a comment if appropriate. '''''

'''VLE and/or content repository '''

: Hibernia loads most of its content online – in its own customised VLE called the Higher Education Learning Management System (HELMS). This is a system adopted from an open source system. Students are divided into different tutor groups in the LMS – each supporting about 25 students. The platform also supports social networking and other networking functionality to facilitate private messaging, etc.

'''email or bulletin boards '''
: They use the VLE for all communications and so don’t use an external pathway like email unless in certain admin related situations.

'''automated assessment'''
: This is not really part of what Hibernia offer apart from some limited use of multiple choice questionnaires on one or two courses. Exams are carried out on an ‘open book’ basis, exams are posted online at a certain time and on a specific date, students then have a certain amount of time to complete their exam and post it back. No additional checking for authentication, etc is foreseen at this time. Their overall approach to assessment is one of continuous assessment.

'''Web 2.0 tools especially blogs, wikis and social networks oriented to the institution '''
: Blogs used a lot especially in learning diaries used for teaching practice which are built around reflective practice, instituted with course – reflect on experience, that go towards the portfolio of evidence created by each student which is used to check they are meeting certain standards.

'''e-portfolios '''
: see above

'''laptops - and comment on student ownership issues'''
: Students have to have access to a networked computer. Requirements are listed as follows:

: The computer hardware required to access Hibernia College services consists of a personal computer, equipped with a modem and a sound card.
:: Minimum Specifications
::: *Windows 9x, NT 4 (SP4), 2000 Professional, Vista or XP (WARNING - Interwise is not compatible with Microsoft Windows ME, Windows 95 or with Apple Macintosh computers)
::: *233 MHz processor
::: *64 MB RAM
::: *Microsoft Internet Explorer 5.0 or later
::: *Monitor: 800 X 600 resolution & high colour (16 bit) display definition
::: *TCP/IP intranet access or modem Internet access
::: *Headset or microphone and earphones
::: *Microsoft JVM if using the Java Participant

:: Additional Recommended Specifications
::: *330 MHz processor or faster
::: *128 MB RAM or higher
::: *100 MB or more set aside for event materials (this setting is configurable)
::: *Internet access = 64Kb

: Students access all Hibernia College services via the Internet. To access the Internet students require an Internet Service Provider (ISP) account.

: All Hibernia College web enabled services run in standard browsers (i.e. Internet Explorer 5+ and Navigator Netscape 6+) both of which are freely available. In addition, a number of browser plug-ins will be required. For example the Macromedia Flash and Shockwave plug-ins and the Adobe Acrobat pdf file reader. All such plug-ins are also freely available on the internet.

: Students are expected to have access to the Microsoft Office suite of products for their own use in preparing continuous assessments. Students are also required to be equipped with an email address and be fully conversant in the use of web-based mail services or a desktop mail service such as Outlook Express.

'''audio or video podcasting or streaming - and comment on student ownership issues '''
: Hibernia uses both audio and video in its courseware and students should have the facilities to access both.

'''mobile devices (not laptops) - and comment on student ownership issues '''
:not specifically mentioned.

'''And finally: '''

'''Provide a description of any other technologies with significant use in the institution. '''
:Hibernia also uses Interwise for synchronous teaching, this is a proprietal communication tool that allows for audio and video as well as a shared desktop and whiteboard. Interwise is quite similar to Illuminate.

:As part of their online offer, Hibernia also has a dedicated set of library resources and external websites, where students can access an array on online peer reviewed journal articles, fully online e-books, newspaper articles and other resources.

==Futures==
'''''Describe the expected changes as they relate to e-learning within the institution's current strategic horizon (from the institution's strategy documents). '''''

While nothing specific is mentioned in relation to future developments specific to eLearning, it is clear that Hibernia College is now in a strong position and describes itself as have reached a turning point about 18 months ago when the college’s prospects seem to have become more positive after the challenges of the first 5 years. At the moment, they have quite a few new projects and programmes, the new MSc in Financial Management in particular is viewed very positively within the college’s senior staff. The fact that this programme can contribute significantly towards professional accreditation is seen as a key point. This is increasingly seen as a cornerstone in the expansion of Hibernia’s activities, collaboration with a key organisation - in this case CIMA, the Chartered Institute of Management Accountants.
Hibernia also count on the fact that eLearning is becoming more and more mainstream and this in turn means that students and employers view courses delivered online as being of high quality.

'''''Describe any changes further downstream that the institution is now considering or concerned about. '''''

The current downturn in the economy is not seen as having a particularly negative impact on Hibernia’ operations, indeed, it is believed that this may in fact make careers in teaching – often seen as being very stable – more attractive to students so heightening the attractiveness of Hibernia’s educational offer.

'''''Describe how the institution handles the foresight aspects of its operation with regard to e-learning. '''''
'''''Describe how the institution handles advanced development oriented to e-learning (e.g. by a "sandbox" lab, innovation centre, etc). '''''

Staff keep abreast of developments through conferences, journals, news items and the usual channels of information used in any professional sector.

'''''Describe how the institution analyses and takes into account present and future markets for its offerings. '''''

No specific strategies mentioned.

'''''Describe how the institution analyses and takes into account present and future competitor suppliers for its offerings. '''''

No specific strategies mentioned.

'''''Describe how the institution analyses and takes into account the views of other stakeholders, including but not restricted to employers, local authorities and the social partners (unions). '''''

No specific strategies mentioned.

==References and reports ==
# Official homepage of Hibernia College, http://www.hiberniacollege.net

----
> [[Programmes]]

[[Category:Ireland]]
[[Category:Private providers]]
[[Category:MELIs]]
[[Category:Case studies]]
[[Category:Case study for ATiT]]
[[Category:Institutional reports|Hibernia]]

Hibernia College

2008-10-31T10:45:38Z

SallyReynolds: /* The present */ grammar point

[[Image:Hibernia logo.jpg|right|frame|Logo of Hibernia College ]]
''Hibernia College'' is an international provider of online programmes at undergraduate and graduate level. It is based in Dublin, [[Ireland]] and accredited by the Irish Government's qualifications awarding body for third-level educational and training institutions outside the (public) university sector, [[HETAC]], (the [[Higher Education and Training Awards Council]]).

Hibernia College provides all of its courses with a substantial online component, using state of the art technology for both synchronous and asynchronous course delivery. Hibernia College offers a blended learning format that combines the many advantages of interactive, multimedia-rich online content with the proven qualities of face-to-face tuition through periodic on-site sessions. The college has designed, developed and implemented a system, which it claims is "at the leading edge of international educational delivery". This technology infrastructure allows for increased student-tutor contact and encourages and supports self-directed learning in a way that is not possible using conventional modes of delivery.

Its web site is at http://www.hiberniacollege.net

Programmes include:

* [http://www.hiberniacollege.net/LinkClick.aspx?link=63&tabid=36 Higher Diploma in Primary Education]
* [http://www.hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine]
* [http://www.hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTeach, online initial teacher]

== Partnerships and Collaborations ==
('''sourced from''' http://www.hiberniacollege.net/Home/About/Overview/tabid/116/Default.aspx)

Through strategic collaborations and partnerships with global leaders in technology development and curriculum design Hibernia College has placed itself at the forefront of innovative online education for those wishing to pursue formal qualifications while continuing to work.

In addition Hibernia College has collaborated with [http://www.pfizer.com Pfizer Inc.], [[Canterbury Christ Church University]], UK and the [http://www.nuim.ie/National University of Ireland], Maynooth to offer accredited online postgraduate courses in pharmaceutical medicine, post-primary teacher education and hospitality management respectively.

Hibernia College also is one of the founding members of the Global Learning Consortium at [http://web.mit.edu/ MIT]. The Global Learning Consortium invited a select number of countries to participate in the international development of e-learning opportunities. Hibernia College was selected as the sole representative from Ireland because of its leadership role in this arena. Membership of this consortium affords Hibernia College an exclusive relationship with some of the world's leading e-learning think tanks including Professor Dick Larson at MIT.

== Reports and case studies ==
=== The present===

Hibernia College is a fully online accredited private Higher Education institution in Ireland that was set up in 2000 as the first such venture of its kind in the country. It began taking in students in 2002. It describes itself as being “''...an international, third-level, online College offering accredited, niche-focused educational programmes designed to address the growing demand for flexible, cost-effective, lifelong learning that is not restricted by location or time. ''”

Hibernia’s programme offers are organised in two distinct schools, [http://www.hiberniacollege.net/SchoolofEducation/tabid/54/Default.aspx The School of Education] and [http://www.hiberniacollege.net/SchoolofManagement/tabid/55/Default.aspx The School of Management].

Students enrol at certain set times and then move through the course as a separate and unique cadre of learners defined by the time when they began the specific course.

Hibernia College is currently expanding its course offer and for the moment offers the following: (* indicates there is a full description of each course available which includes the modules each contains, the course structure and work-load , the price for each and the next date for inscription is given online, links are given for each on the Hibernia College web site)

'''The School of Management'''
* Master of Science (MSc) in Financial Management and Control – Online* http://www.hiberniacollege.net/SchoolofManagement/MScFinancialManagementControl/tabid/187/Default.aspx
* Master of Science (MSc) in Pharmaceutical Medicine – Online* http://www.hiberniacollege.net/SchoolofManagement/MScPharmaceuticalMedicine/tabid/85/Default.aspx

'''The School of Education'''
* Higher Diploma in Arts in Primary Education (HDAP) * http://www.hiberniacollege.net/SchoolofEducation/HDAPE/tabid/63/Default.aspx
* Online Teacher Education for Teachers of Maths, Physics & Chemistry at Second Level (iTEACH) – online curse offered in collaboration between Hibernia and Canterbury Christ Church University in the UK * http://www.hiberniacollege.net/SchoolofEducation/iTeach/tabid/133/Default.aspx
* Summer Courses – a series of summer courses for primary school teachers, in 2008 19 of these were offered http://www.hiberniacollege.net/SchoolofEducation/SummerCourses/tabid/158/Default.aspx and http://summercourses.hiberniacollege.net

'''''What is the institution's annual budget? '''''

The annual turnover of Hibernia College was approximately €5.5 to €6 million for 2007.

'''''How many students does the institution have in total? '''''

At the moment, Hibernia College has about 1500 students registered on the MSc, iTeach and HDAP programmes. The numbers of people taking these courses continues to grow and in addition, Hibernia College is launching a new course in February 2009, the MSc in Financial Management & Control – Online. It is difficult to classify these students as either full or part-time. These courses represent about 20 hrs study on the part of each student each week and in very many cases, they are taken by the student in addition to full time employment.

Numbers for the summer courses are not included as these are by their nature short courses each of which represent about 20 hours of study. In 2008, about 4500 people – all in Ireland - took one or more of these summer courses.

'''''How many staff does the institution have as full-time equivalents? '''''

The total number of full time staff of Hibernia College is 60. They are located on two sites, the head office located in central Dublin and a second site in Westport, Co. Mayo. In addition to the full time staff, Hibernia also employs approximately 300 academic staff on a part-time basis. Academic staff are managed through the College’s two schools and are responsible for the creation and delivery of the various programmes offered by Hibernia College. All courses have a full time director, called the programme director who is responsible for the overall planning and management of the course.

'''''What is the institution's "business model"? '''''

The business model adopted by Hibernia is a self-sustaining one, i.e. all costs associated with running the programmes offered are met through revenues from course fees. Hibernia College receives no outside funding from government and is run as a private educational institution. It is established as a limited company under Irish law with a Board of Directors and publicly filed annual accounts.

'''''What percentage of the institution's students are based outside the home country? '''''

This depends largely on the programme. For the HDAP programme, practically all students are based in Ireland and those taking part in the summer courses are exclusively Irish. The [http://hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTEACH course] is different with about 300 students based in the UK. For the [http://hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine], the majority of students are based in Ireland although there some non-Irish scattered in 24 different countries.

Bursaries are available for some students in some of the courses. For example, the iTEACH programme is funded by the UK [http://www.tda.gov.uk/ Government’s Training and Development (TDA) Agency] and so participants on the course are fully funded by the TDA. Teachers taking the [http://summercourses.hiberniacollege.net/ summer courses] are also entitled to extra personal vacation days from the Dept. of Education in lieu of their participation.

'''''Describe the institution's approach to virtual mobility '''''

Hibernia College takes a blended learning approach, their educational programmes for example mix face-to-face teaching practice with online study within a specified and explicit framework of study. The idea of virtual mobility is core to their ethos and practice and so they can be described as having a fully supportive approach to virtual mobility.

'''''Describe how the institution manages its "brand" (a) in general and (b) in respect of any e-learning aspects '''''

Hibernia promotes its online image as a key factor in its branding and is busy carving out a unique niche for itself in Ireland based on the online aspect. As well as this emphasis upon eLearning or online learning in their description of who they are, they also place a great deal of emphasis upon their ties with relevant bodies and their accredited status. Each of their courses is linked to significant and relevant institutions, as follows;
* [http://hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine]: accredited by both [http://www.hetac.ie/HETAC (Higher Education Training and Awards Council)] and IFAPP (Council for Education in Pharmaceutical Medicine of the International Federation of Associations of Pharmaceutical Physicians.
* MSc in Financial Management and Control – this new programme is accredited by both [http://www.hetac.ie/ HETAC] and [http://www.cimaglobal.com/ CIMA, the Chartered Institute of Management Accountants]. In addition the programme offers credits towards [http://www.cii.co.uk/ CII (Chartered Insurance Institute) qualifications].
*[http://hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTEACH]: recognised and funded by UK Government’s Training and Development (TDA) Agency
* [http://hiberniacollege.net/LinkClick.aspx?link=63&tabid=36 Higher Diploma in Arts in Primary Education] accredited by [http://www.hetac.ie/ HETAC] and recognised by the [http://www.education.ie Dept of Education in Ireland].

===The past ===
'''''Give a narrative description of the institution's history since its foundation, concentrating on key dates, recent years and any e-learning issues'''''

Hibernia was set up in 2000 as Ireland’s first private online college. It began taking in students in 2002 and has continued to grow since then. It has always focused on strategic collaborations and partnerships and defines the accreditation of [http://www.hetac.ie/ HETAC] as being a significant milestone in its development as HETAC is the government agency responsible for accrediting third-level education in Ireland and awards qualifications at all levels of higher education and training up to PhD level. [http://www.hetac.ie/ HETAC] awards are recognised and respected worldwide. In addition, Hibernia College has collaborated with [http://www.pfizer.com Pfizer Inc.], [http://www.canterbury.ac.uk/ Canterbury Christ Church University], UK and the [http://www.nuim.ie/ National University of Ireland, Maynooth] to offer accredited online postgraduate courses in pharmaceutical medicine, post-primary teacher education and hospitality management respectively. It has also established a relationship with Harvard University in the US who offer one of the modules in the new [http://hiberniacollege.net/LinkClick.aspx?link=187&tabid=36 MSc in Financial Management] entitled "Leadership in Financial Management".

Given its unique position in the education sector in Ireland, Hibernia has invested considerable resources in building up its reputation and now after 8 years of existence is considered to be a realistic and reasonable quality-driven alternative for students in Ireland and abroad, particularly those in full time employment who are looking for an online course offer.

One of the key drivers of its success has been the success of the [http://www.hiberniacollege.net/SchoolofEducation/HDAPE/tabid/63/Default.aspx HDAPE programme]. This needs to be seen in the context of Irish primary education where there was a heritage of non-qualified teachers in the primary sector still teaching without any formal qualifications. These teachers, many of them highly skilled and experienced, had been working in primary schools for many years and so while they were recognised as teachers and paid a salary by the [http://www.education.ie Dept of Education in Ireland], they were not able to progress in their careers – with the related impact on their salaries – due to their lack of qualification. Many of these people were unable to take the time off and to have the resources to study full time at one of the traditional teacher training colleges, and so the HDAPE programme offered them for the first time an online option with which they could pursue their career. Many of them have now successfully completed the HDAPE programme and they serve as key ambassadors for the College.

[[Image:Students_hibernia.jpg|center|frame|Graph showing previous student numbers for Hibernia College and projected figures]]

==External environment==
'''''What is the institution's funding from government as a percentage of annual income? '''''

Hibernia College receive no funding from the Irish Government apart from occasional small project related grants which do not affect the overall business model of the college.

'''''Describe the way that funding is provided for institutions in the institution's country, or state that it is the same as for other institutions in the country'''''

Funding for all Irish higher education institutions is managed by the [http://www.hea.ie/ Higher Education Authority (HEA)]. The HEA manages and disburses recurrent funds to the universities, institutes of technology and other designated colleges including: [http://www.mic.ul.ie/ Mary Immaculate College Limerick], [http://www.spd.dcu.ie St. Patrick’s College Drumcondra], [http://www.ncad.ie/ National College of Art and Design], [http://www.materdei.ie/ Mater Dei Institute of Education], [http://www.stangelas.com/ St. Angela’s College Sligo], the [http://www.ria.ie/ Royal Irish Academy] and the [http://www.rcsi.ie/ Royal College of Surgeons in Ireland].

The [http://www.hea.ie/ Higher Education Authority] is the statutory planning and policy development body for higher education and research in Ireland. The HEA has wide advisory powers throughout the whole of the third-level education sector. In addition, it is the funding authority for the universities, institutes of technology and a number of designated higher education institutions.
The Principal Functions of the HEA are:
* To further the development of higher education.
* To maintain a continuous review of the demand and need for higher education.
* To assist in the coordination of state investment in higher education and to prepare proposals for such investment.
* To allocate among universities, institutes of technology and the designated institutions the grants voted by the [http://www.oireachtas.ie/ViewDoc.asp?fn=/home.asp Oireachtas (the Irish Government)].
* To promote the attainment of equality of opportunity in higher education and democratisation of higher education.

The majority of students entering Higher Education Institutions funded by the Higher Education Authority secure a place on a course by applying through the Central Applications Office (CAO), the number of full-time students in Ireland in 2006/2007 was: 84263 and for part-time: 16456. Figures for 07/08 are not yet available.

Funding for HE institutions is managed by HEA under one of the following;
# '''Recurrent funding''': These recurrent funds include core recurrent grants, grants in respect of the “Free Fees” Scheme, funding in respect of increased student intake, supplementary funding requirements, and other miscellaneous initiatives that may require funding.
# '''Physical Development''': The Physical Development Section is responsible for the capital funding allocated to universities, institutes of technology and other designated institutions that are funded from the Higher Education Authority's capital grant. Types of projects overseen by the section include; construction of new buildings, refurbishment, infrastructure development and property acquisition. Its work also includes evaluating proposals from higher education institutions seeking funding for approved projects, the setting of project budgets and the monitoring of project progress and expenditure.
# '''European Funding''': The Higher Education Authority (HEA) is the National Agency (NA) for the EU Lifelong Learning Programme: Erasmus. In this capacity, the NA allocates funding to the participating higher education institutions for the support of students and staff on mobility activities.
# '''Access Funding''': under the auspices of the National Office for Equity of Access to Higher Education which has assumed responsibility for the management and administration of the three funding programmes under the Third Level Access funding. These include: Fund for Students with a Disability, the Student Assistance Fund and the Millennium Partnership Fund.

'''''Describe the legal status of the institution'''''

Hibernia College is established as a limited company (Ltd.) under Irish law. This means that it has shareholders with limited liability and its shares may not be offered to the general public, unlike those of public limited companies. "Limited by shares" means that the company has shareholders, and that the liability of the shareholders to creditors of the company is limited to the capital originally invested, i.e. the nominal value of the shares and any premium paid in return for the issue of the shares by the company. A shareholder's personal assets are thereby protected in the event of the company's insolvency, but money invested in the company will be lost.

'''''List the language(s) that the institution uses for instruction with the percentage of students studying in each. (Bilingual study can also be included.) '''''

Hibernia College works essentially in English although part of what it provides in the School of Education also has the necessary level of Irish study elements required under Irish educational policy – estimated informally to represent about 10% of its teaching activities.

'''''Describe any specific cultural issues that affect the institution's students or state that that it is the same as for other institutions in the country. Mention any features relevant to e-learning'''''

Given its position as the first private online college to operate in Ireland, Hibernia College faced quite some opposition and suspicion, particularly in its early years. This included questions raised in the [http://www.oireachtas.ie Dáil] - the Irish parliament about the quality of its teaching and – in particular – the extent to which a private online college could provide the necessary teaching practice required to train fully qualified primary school teachers.

This also included some negative media attention, particularly in 2005 when the college recorded poor trading figures. Certain elements of Irish society including the unions also expressed concerns about the approach and business model employed, e.g. Labour Youth stated on the web site in 2004 that it “firmly believes that online education in Ireland is still in its infancy and that all those involved in it should take due care to ensure that it meets the highest standards and seeks to better the individual and society. To ensure that this is achieved Labour Youth is lobbying the government to cap the number of students taking the course in Hibernia at the current numbers. We are also calling for the Department of Education and Science to undertake a complete Quality Assurance Assessment of all online courses offered by Hibernia and other such education providers to ensure the course meets the highest standards in teacher education.”

However, there is some evidence that this situation has now evolved somewhat, and Hibernia College is now taking its place in the Irish educational context as a respected and quality –driven niche provider of online courseware, particular in the area of teacher education. The announcement that the Director, [http://www.hiberniacollege.net/Home/About/People/tabid/106/Default.aspx Dr. Séan Rowland], has been shortlisted in Ernst and Young’s well known entrepreneur of the year competition for 2008 is an indication of this change.

'''''Describe the external quality assurance and/or accreditation regime affecting the institution, or state that it is the same as for other institutions in the country. Mention any features relevant to e-learning'''''

Hibernia College is accredited by HETAC as previously described which is the same body that accredits all HE activities n Ireland. The first accreditation by HETAC took place in 2002 and a further quality assessment was carried out in 2004.

'''''Describe the approach to credit transfer with other similar institutions'''''

Not really applicable although as the Hibernia awards are accredited by HETAC, this means they are automatically part of the ECTS system in operation Europe-wide. Therefore students with Hibernia awards can use these awards to gain access to other courses which recognise ECTS.

'''''List the main associations that the institution is a member of, with a note as to the relevance of each to e-learning (if any) '''''

Hibernia College also is one of the founding members of the Global Learning Consortium at MIT. The Global Learning Consortium invited a select number of countries to participate in the international development of e-learning opportunities.

'''''List the main international partners of the institution, in the order of strategic importance, with priority given to collaborations involving e-learning'''''

As mentioned previously, Hibernia College considers their relationship with certain key partners to be vital in the realisation of their courses. They also collaborate in the realisation with Canterbury Christ Church University, UK of the iTEACH course - this partnership is expected to expand shortly to take in a further 5 UK universities. They have also collaborated the [http://www.nuim.ie/ National University of Ireland, Maynooth].

==Strategy==

'''''Describe or provide a document describing the current institutional strategy'''''

::

Here is a brief summary of Hibernia College’s operationalised current strategy as provided in September 2008

Strategy
Strategic Actions

A. CLEAR AND FOCUSED STRATEGY
*Action 1: Test our activity against our agreed action points.

B. EFFICIENT OPERATIONS
*Action 2: Regularly appraise routine operations to search for efficiencies.
*Action 3: Invest in technology to improve efficiency (e.g. SIS)

C. STRONG REVENUES
*Action 4: Increase revenue from existing products & customers (inc. TDA, CCCU, Pfizer, HDip)
*Action 5: Ensure early revenue generation on pipeline business. (MFMC, MATL)
*Action 6: Develop new products for existing/new markets
*Action 7: Pursue government funding and grants

D. QUALITY BRAND
*Action 8: Implement marketing & PR plan to include business press coverage and research
*Action 9: Develop website, grow traffic, increase rankings
*Action 10: Continue to lobby & inform politicians and stakeholders

E. SKILLED WORKFORCE
*Action 11: Ensure operations are adequately resourced & staffed
*Action 12: Motivate staff through objective assessment, training and incentives (focus on middle mgt team)

'''''Describe or provide a document describing the current learning and teaching strategy'''''

Hibernia College has recently outlined its [http://www.virtualschoolsandcolleges.eu/index.php/Image:Teaching_Strategy_Hibernia.pdf learning and teaching strategy] specifically with respect to the new MSc in Financial Management which provides a good overview of the broad learning and teaching strategy it normally applies to all its courses.

The approach taken by Hibernia is for a blended approach. The HDAPE which is in many cases their market leader promises an average of 50% F2F – largely in the form of teaching placements and 50% online. This is of key importance to Hibernia as they did come under some fire earlier in their existence for not having or not appearing to have enough F2F elements which was considered particularly important in the training of primary school teachers. This course consists of 14 week school placements as well as F2F weekend meetings for tutorials amongst those taking part in the course. Students also have a 3 week placement in the Gaeltacht to improve their Irish language skills where necessary.

'''''Describe or provide a document describing the current e-learning strategy'''''

Given Hibernia's status as an online provider, so seperate strategy is given in relation to eLearning.

'''''What is the percentage of students (a) taking courses wholly or largely delivered by e-learning (b) taking courses where the amount of institutionally supplied/guided e-learning is "significant" (i.e. has an impact on staff or students) and (c) taking courses where the where the amount of institutionally supplied/guided e-learning is insignificant? In each case comment on the answer'''''

As this is an online college, albeit one that takes a blended approach, all students have a very significant element of eLearning in the courses they take.

'''''Give the percentage of the institutional budget that e-learning represents'''''

100%

'''''Comment on how it is measured including the assumptions made, whether it is appropriate and any trends'''''

As Hibernia College is essentially an online college, all budgetary expenditure is linked to eLearning in one way or another and it is not possible to separate out the specific aspects that are linked to eLearning.

'''''Categorise the role (if any) of external funding in fostering the development of e-learning as (a) not relevant, (b) useful, or (c) essential. Comment on the choice'''''

Hibernia does not receive any external funding as such, it enters partnerships where certain roles are shared amongst partners, with Canterbury Christ Church University for example, however information about the cost implications in terms of the iTEACH course are not available and remain subject to the private contracts existing between Hibernia College and Canterbury Christ Church University.

==Structure==
'''''Describe the institutional structure, preferably supplying an organogram'''''

The following organogram porvides an overview of Hibernia's institutional structure.

[[Image:Organogram hibernia.jpg|center|frame|200px|Organogram Hibernia College]]

The structure of Hibernia College from a teaching and learning point of view is based on the two schools mentioned already, the School of Management and the School of Education.

'''''Classify the e-learning support model as (a) hub (b) distributed (c) hub and spokes (d) complicated (e) non-existent. Comment on the choice'''''

Online support for eLearning is provided from the central office in Dublin and the secondary office in Westport. The College also works through its network of tutors around the country who sometimes set up F2F tutorial meetings with students, depending on the course and structure.

'''''Describe in more detail the structure for the e-learning operation and how it maps into the institutional structure'''''

As Hibenia operates as an online college, the structure for the eLearning operation is indistinguishable from the institutional structure.

'''''Describe the committees that oversee e-learning (including the rank and role of the Chair in each relevant committee) and their relationship to the organisational structure'''''

eLearning is overseen by the Chief Knowledge Officer in collaboration with the head of the relevant school.

==Learning and Teaching processes==

===Learning and teaching design and delivery===
'''''Describe how choice of pedagogies and technologies is made for a typical programme that is envisaged to include significant e-learning'''''

The actual mix of pedagogies and technologies depends on the specific programme but follows the overall strategy and approach taken by Hibernia College, see earlier section for a description of this. In broad terms, most of the courses are based on a weekly amount of week that the student does, this includes 2 or 3 hours of recorded lectures, with interactive elements - on demand content, one hours live virtual class in the week after – and online tutorial, then asynchronous tasks, blog or discussion forum and then private study time reading etc. Programmes are modular based. Students usually enrol at set times during the year – on average twice a year and then pass through the course as a cohort.

'''''Describe what scope staff have at delivery stage to refine or in some cases override design decisions made earlier'''''

===Learning and teaching development===

'''''How much e-learning content is sourced from outside the institution? Use a scale of 1-5 with a comment (an exact percentage is useful). '''''

Practically all content for Hibernia College programmes is created by part-time academics working for Hibernia College. The only main exception to this are the materials developed for the iTEACH programme with Canterbury Christ Church University. Therefore this should be rated at 4.

'''''Of all e-learning content sourced from outside the institution, what fraction is OER? Use a scale of 1-5 with a comment. '''''

None

'''''When staff in the institution develop content, is the content (a) owned by them and licensed to the institution, (b) owned by the institution but with some licensing back to staff, (c) owned by the institution but with no licensing back to staff, (d) unclear or disputed IPR position? Whatever option is chosen, provide a narrative describing the situation in more detail. '''''

Hibernia College employs about 300 faculty on a part-time basis and they are used to either create the courseware used or to teach on a specific programme. In terms of the content created, the actual materials used belong exclusively to Hibernia College although the intellectual ownership of the ideas etc remains with the academics. Hibernia has a standard contract they use for the creation of content in this way.

'''''When content is sourced for a programme within the institution, how much is sourced from other departments within the institution? Use a scale of 1-5 with a comment (an exact percentage is useful). '''''

Not relevant as the entire college works on an online basis.

'''''What is the role of student-generated content in the institution's programmes? Use a scale of 1-5 with a comment. '''''

This would score 1 – the only user generated content that does emerge are the lesson plans which are produced by trainee teachers in the Education programmes which are then used as exemplars for other students.

===Learning and teaching evaluation and quality===
'''''Describe the quality procedures (a) in general terms and (b) with respect to e-learning. '''''

The quality of Hibernia College’s programmes is measured every 5 years by HETAC. The last time this took place was in 2004 and HETAC brought in external reviewers to manage this process so Hibernia expects they will do the same again in 2009. Obviously as Hibernia is essentially an online college there are few distinctions made between the general procedures and those pertaining to eLearning.

'''''Describe the approach to evaluation of programmes (a) in general terms and (b) where such programmes have significant e-learning components. '''''

Hibernia carries out its own internal research activities and uses these to assess individual programmes. This includes particular attention to the use of ICT amongst target students and the level of ICT related skills amongst its academics. Hibernia provides training to both newcomer students to familiarise them with the tools and facilities used by Hibernia as well as running training courses for its academics.

==Meta Learning and Teaching processes==
===Communications===
'''''Describe how the institution communicates good practice in e-learning within itself, focussing on communications across internal boundaries. '''''

Hibernia College tries to keep abreast with developments in eLearning and is actively engaged in networks like the Sloan-C consortium http://www.sloan-c.org/. They publish online articles on related subjects intended for their own staff and they run training and induction courses for new academic staff in the tools and methodologies employed by Hibernia.

'''''Describe how the institution communicates its good practice in e-learning to organisations outside. '''''

This is key to Hibernia’s image, they promote the value of eLearning and hence Hibernia College, they stress the following:

'''Time: ''' One of the key benefits of online study is that the students can access course material whenever it is convenient for them. Podcasts and downloadable lectures mean that students are no longer constricted by a conventional timetable of lectures.

'''Location: '''Neither are students restricted by their physical location. With an internet connection they can attend live online tutorials, participate in dedicated discussion forums or download course material and notes regardless of where they are. This saving on the time and cost of travelling to and from lectures makes online study particularly suitable for those with busy lifestyles and those do not live within easy commuting distance of conventional centres of education.

'''Communication: '''Another key advantage of online study is that it encourages and enables students to collaborate and communicate with their fellow students as well as their tutors. The innovative use of live online tutorials, discussion forums and email ensures that all members of the Hibernia College community are constantly in touch with each other.

'''Flexibility: ''' One of the key objectives of Hibernia College is to make education available to as wide an audience as possible. To achieve this goal the college developed its unique Higher Education Learning Management System (HELMS). This technology infrastructure allows for increased student-tutor contact and encourages and supports self-directed learning in a way that is not possible using conventional modes of delivery. The end result for the student is an “anytime anywhere” educational experience ideal for those who do not have the time to spend travelling to and from lectures at set times and locations.

'''''Describe how the institution communicates good practice in e-learning from outside organisations into its own organisation. '''''

See above

'''''Describe recent occasions on which institutional leaders or managers have made presentations with significant reference to e-learning. '''''

Hibernia Staff have done so in the past and have participated in events like those run by Sloan C and EDEN although they describe themselves as not having enough time to do a great deal of research at the present time. They do see research as playing a more important role in their future strategy.

===Value for money ===
'''''Describe the annual planning procedure (a) in general and (b) how it handles e-learning aspects.'''''

This is part of the process undertaken by the company board and senior staff and no information about how it is formally undertaken is available at this time.

'''''Describe the decision-making process for a typical academic programme, with particular reference to how e-learning aspects are handled. '''''

Part of the internal discussions that take place in Hibernia College.

'''''Describe the decision-making process for a typical large IT project such as selection and installation of a new VLE. '''''

It is difficult to identify a separate decision-making process for large projects due to the size and scope of Hibernia, as such a project would come under the overall responsibility of the existing staff. The installation f a new VLE for example, would be part of the work of the Chief Knowledge Officer who set up the HELMS system used in Hibernia and so not subject to a separate formalised or explicit decision-making process.

'''''Describe the approach to budget management with particular reference to the staff versus non-staff issues in budgeting for e-learning. '''''

No information about this specific aspect available.

'''''Describe the procedures in the institution for assigning or negotiating teaching workload to/with staff, taking account of non-traditional styles of teaching as well as classroom teaching and taking specific account of e-learning. '''''

This is negotiated by the head of the relevant school and largely on an individual basis depending on the responsibilities and role of the individual academic.

==Staff==
===Teachers, lecturers, trainers and equivalent support roles===
'''''Describe the approach to development of e-learning technical and pedagogic skills among staff, taking account of the different needs of different categories of staff. Set this within the context of staff development generally. '''''

Hibernia College selects its faculty from amongst teaching staff in other colleges in Ireland and the UK. They strive to select leading academics and then provide them with training in online teaching. Academics are paid for the work they do on a pro rata basis. Staff induction and development for these academic staff is specific to developing and monitoring their skills in online teaching which Hibernia College carries out on a formal basis – this is normally a 2 week online training course.

'''''Describe (a) the current level of staff competence in e-learning and (b) the expected level of staff competence in five years time. In each case use a 1-5 scale with a comment. '''''

All academic staff is trained in the delivery of Hibernia courseware using the tools and facilities proscribed by the College, so it is reasonable to score this at 5.

'''''Describe the extent to which staff attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

As all teaching staff is committed to the practices of Hibernia in respect to eLearning it is also correct to ascribe a score of 5 to this category.

'''''Describe the way that the institution rewards and recognises staff with competence in e-learning, in (a) monetary and (b) non-monetary terms. '''''

Staff are paid for their delivery of courseware in a pro-rata basis and also for their tutoring and teaching work on the basis of the hours worked. As all are by default competent in eLearning related skills and competencies, this question is not really relevant. For many academics, the salary they earn for their work from Hibernia College is seen as a supplementary income to their other teaching or research work in the universities and colleges where they are employed – often on a full time basis.

===Management and leadership ===

This subsection concerns leaders (Rectors, Vice-Chancellors, etc) and academic and support service managers (Deans, Directors, etc). These do not need to have specific knowledge of e-learning details but must have the necessary strategic, management, costing and foresight capability to preside over decisions on key e-learning issues such as procurement of a new VLE, development of a new distance learning programme, rebalancing the library and its staff more towards web 2.0 and less to books, etc. This will require appropriate manager and leader training.

'''''Describe the approach to development of e-learning-related skills among (a) managers and (b) leaders. '''''

As there are a relatively small number of staff involved, there are no formalised procedures in place to help develop e-learning related skills amongst managers and leaders. Each of the core relevant senior staff in Hibernia College are already committed and experienced in online learning.

'''''Describe the current level of (a) management and (b) leadership competence in e-learning related skills appropriate to their levels. In each case use a 1-5 scale with a comment. '''''

As Hibernia is an online college, it is not unreasonable to score this at 5.

'''''Describe the extent to which (a) management and (b) leadership attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

As Hibernia is an online college, it is not unreasonable to score this at 5.

'''''Give details of the job description of the most senior manager/leader in the organisation who spends a significant portion of his/her time on e-learning matters (e.g. the Director of E-Learning).'''''

As Hibernia is an online college, there are no separate and distinct senior staff dedicated to eLearning, as they are all dedicated to eLearning.
See organogram for jobs and roles

==Students ==
'''''Describe the approach to development of e-learning skills among students, taking account of the different needs of different categories of students. Set this within the context of students' more general information literacy and communication skills. '''''

As students taking part in Hibernia College courses already know that the courses are essentially using a blended approach, a certain amount of self-selection can be expected, i.e. only those comfortable with the idea of online learning will apply. Based on the conversations going on in some of the online communities linked to Hibernia it is clear that they are at least on the surface ready and prepared to use the tools and facilities that Hibernia requires. In addition, a 2 week induction course for all students at the start of a new programme of study is used to familiarise students with the specific tools used by Hibernia.

'''''Describe (a) the current level of student competence in e-learning on entry to the institution and (b) the expected level of student competence on graduation from the institution. In each case use a 1-5 scale with a comment. '''''

Based on internal analysis carried out by Hibernia into the level of IT skills amongst new students, there is clear evidence that the level of skills is increasing year on year. Anecdotal evidence would suggest this to be in the order of 3 - 4 on a scale of 1-5.

The College also prides itself on the fact that as well as the actual course content, Hibernia students also gain significant experience and know-how in online working and other activities which adds to their overall level of skills. Anecdotal evidence would suggest this to be in the order of 4 - 5 on a scale of 1-5.

'''''Describe the extent to which student attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

Given the nature of study at Hibernia, this is estimated as being in the order of 4 – 5.

'''''Describe the extent to which students understand the demands on them placed by e-learning systems (e.g. for assignment handling). '''''

Difficult to assess without more in-depth analysis.

'''''Describe the current approach to handling student plagiarism, both prevention strategies and detection strategies. '''''

Hibernia College has a [http://www.virtualschoolsandcolleges.eu/index.php/Image:Hibernia_Plagiarism.pdf stated and explicit approach to plagiarism].

'''''Describe the current (i.e. at last survey) level of student satisfaction with the e-learning aspects of their courses. Use a 1-5 scale with a comment. '''''

Hibernia do not carry out systematic student surveys, however their level of student attrition is quite low which would indicate a high level of student satisfaction, e.g. on the HDAPE course this is 2%, while in the MSc in Pharmaceutical Medicine this is 20%. Therefore we estimate the level of student satisfaction to be between 4 and 5.

==Technology ==
'''''For each of the following technologies relevant to e-learning describe how much it is used on a scale of 1-5 and add a comment if appropriate. '''''

'''VLE and/or content repository '''

: Hibernia loads most of its content online – in its own customised VLE called the Higher Education Learning Management System (HELMS). This is a system adopted from an open source system. Students are divided into different tutor groups in the LMS – each supporting about 25 students. The platform also supports social networking and other networking functionality to facilitate private messaging, etc.

'''email or bulletin boards '''
: They use the VLE for all communications and so don’t use an external pathway like email unless in certain admin related situations.

'''automated assessment'''
: This is not really part of what Hibernia offer apart from some limited use of multiple choice questionnaires on one or two courses. Exams are carried out on an ‘open book’ basis, exams are posted online at a certain time and on a specific date, students then have a certain amount of time to complete their exam and post it back. No additional checking for authentication, etc is foreseen at this time. Their overall approach to assessment is one of continuous assessment.

'''Web 2.0 tools especially blogs, wikis and social networks oriented to the institution '''
: Blogs used a lot especially in learning diaries used for teaching practice which are built around reflective practice, instituted with course – reflect on experience, that go towards the portfolio of evidence created by each student which is used to check they are meeting certain standards.

'''e-portfolios '''
: see above

'''laptops - and comment on student ownership issues'''
: Students have to have access to a networked computer. Requirements are listed as follows:

: The computer hardware required to access Hibernia College services consists of a personal computer, equipped with a modem and a sound card.
:: Minimum Specifications
::: *Windows 9x, NT 4 (SP4), 2000 Professional, Vista or XP (WARNING - Interwise is not compatible with Microsoft Windows ME, Windows 95 or with Apple Macintosh computers)
::: *233 MHz processor
::: *64 MB RAM
::: *Microsoft Internet Explorer 5.0 or later
::: *Monitor: 800 X 600 resolution & high colour (16 bit) display definition
::: *TCP/IP intranet access or modem Internet access
::: *Headset or microphone and earphones
::: *Microsoft JVM if using the Java Participant

:: Additional Recommended Specifications
::: *330 MHz processor or faster
::: *128 MB RAM or higher
::: *100 MB or more set aside for event materials (this setting is configurable)
::: *Internet access = 64Kb

: Students access all Hibernia College services via the Internet. To access the Internet students require an Internet Service Provider (ISP) account.

: All Hibernia College web enabled services run in standard browsers (i.e. Internet Explorer 5+ and Navigator Netscape 6+) both of which are freely available. In addition, a number of browser plug-ins will be required. For example the Macromedia Flash and Shockwave plug-ins and the Adobe Acrobat pdf file reader. All such plug-ins are also freely available on the internet.

: Students are expected to have access to the Microsoft Office suite of products for their own use in preparing continuous assessments. Students are also required to be equipped with an email address and be fully conversant in the use of web-based mail services or a desktop mail service such as Outlook Express.

'''audio or video podcasting or streaming - and comment on student ownership issues '''
: Hibernia uses both audio and video in its courseware and students should have the facilities to access both.

'''mobile devices (not laptops) - and comment on student ownership issues '''
:not specifically mentioned.

'''And finally: '''

'''Provide a description of any other technologies with significant use in the institution. '''
:Hibernia also uses Interwise for synchronous teaching, this is a proprietal communication tool that allows for audio and video as well as a shared desktop and whiteboard. Interwise is quite similar to Illuminate.

:As part of their online offer, Hibernia also has a dedicated set of library resources and external websites, where students can access an array on online peer reviewed journal articles, fully online e-books, newspaper articles and other resources.

==Futures==
'''''Describe the expected changes as they relate to e-learning within the institution's current strategic horizon (from the institution's strategy documents). '''''

While nothing specific is mentioned in relation to future developments specific to eLearning, it is clear that Hibernia College is now in a strong position and describes itself as have reached a turning point about 18 months ago when the college’s prospects seem to have become more positive after the challenges of the first 5 years. At the moment, they have quite a few new projects and programmes, the new MSc in Financial Management in particular is viewed very positively within the college’s senior staff. The fact that this programme can contribute significantly towards professional accreditation is seen as a key point. This is increasingly seen as a cornerstone in the expansion of Hibernia’s activities, collaboration with a key organisation - in this case CIMA, the Chartered Institute of Management Accountants.
Hibernia also count on the fact that eLearning is becoming more and more mainstream and this in turn means that students and employers view courses delivered online as being of high quality.

'''''Describe any changes further downstream that the institution is now considering or concerned about. '''''

The current downturn in the economy is not seen as having a particularly negative impact on Hibernia’ operations, indeed, it is believed that this may in fact make careers in teaching – often seen as being very stable – more attractive to students so heightening the attractiveness of Hibernia’s educational offer.

'''''Describe how the institution handles the foresight aspects of its operation with regard to e-learning. '''''
'''''Describe how the institution handles advanced development oriented to e-learning (e.g. by a "sandbox" lab, innovation centre, etc). '''''

Staff keep abreast of developments through conferences, journals, news items and the usual channels of information used in any professional sector.

'''''Describe how the institution analyses and takes into account present and future markets for its offerings. '''''

No specific strategies mentioned.

'''''Describe how the institution analyses and takes into account present and future competitor suppliers for its offerings. '''''

No specific strategies mentioned.

'''''Describe how the institution analyses and takes into account the views of other stakeholders, including but not restricted to employers, local authorities and the social partners (unions). '''''

No specific strategies mentioned.

==References and reports ==
# Official homepage of Hibernia College, http://www.hiberniacollege.net

----
> [[Programmes]]

[[Category:Ireland]]
[[Category:Private providers]]
[[Category:MELIs]]
[[Category:Case studies]]
[[Category:Case study for ATiT]]
[[Category:Institutional reports|Hibernia]]

Virtual Initiatives in Denmark

2008-10-27T12:51:37Z

SallyReynolds: /* References */

== Introduction ==

Currently in Denmark, the term 'Virtual Campus' has fallen somewhat out of use and does not exist as an easily recognisable or identifiable term referring to any institution or particular practice. Several initiatives have been launched in the past including the [[Danish Virtual University]] and the term 'open' is used now far more to imply the use of technology to support a greater access to higher education. Furthermore several different government ministeries have an interest in making university education more accessible and they each have different strategies and approaches, no centralised co-ordination amongst these programmes seems to exist. One significant player is the National IT and Telecom Agency which is run by [http://en.itst.dk The Ministry of Science Technology and Innovation] This agency has a national programme for e-learning for universities and research institutions. They provide seed money for specific courses and try to also encourage institutional management to become involved. 50% funding to support the development of open courseware is available from this agency not only to universities, but also to SMEs and other types of organisation.Approximately half of those applying are funded and demand for this seed funding is increasing.

===The Danish Virtual University and Continuing Education at Danish Universities - A Virtual Approach (in Danish)===

The [http://eng.uvm.dk/news/dvuni.htm Danish Virtual University (DVUNI)] was conceived in 2000 as Denmark's response to the e-education boom in the late 1990s. The project, however, was never completed and was quietly wound up following a series of strategic failures. Following a re-think, the new Danish portal for professional development called '[http://www.unev.dk/default.aspx Continuing Education at Danish Universities - A Virtual Approach]' was launched in November 2003. The portal was established by the 12 Danish universities and encompasses all the institutions' professional development courses. The initiative is part of wider attempts to establish a closer co-operation between industry and universities, and the idea has been well received by Danish companies. The portal includes traditional campus-based courses as well as online provision (with a mix of programmes in Danish and English). In July 2004 the portal had almost 1,600 courses and 130 programmes leading to a formal qualification.

'''Source''': [http://www.obhe.ac.uk/resources/key_resource_sept_2004_national_virtual_universities The Observatory on Borderless Higher Education - Key Issue, September 2004: National Virtual Universities]

'''Update''': this database about Danish universities, vocational training is not updated since 1.1.2007.

=== UddannelsesGuiden – The “Education Guide”===
This is the Danish portal on learning opportunities and professions. UddannelsesGuiden has been developed in connection with the Danish guidance reform and was launched 1 August 2004. The Ministry of Education owns and finances the portal. Schultz Information is responsible for the development and running of the portal. Schultz Information delivers the contents and a sub-contractor, Krak, is responsible for portal infrastructure and technical support.

The main aim of the portal is to provide accurate and up-to-date information about learning opportunities, professions and labour market issues. UddannelsesGuiden applies a lifelong learning perspective and provides education and career information for anybody who needs it – be they children, young people, or adults; citizens in general or guidance practitioners.

'''Source''': [http://www.ug.dk UddannelsesGuiden / the Education Guide]

== Virtual Programmes, Projects, ... ==

{| border="1" width="100%"
|-
| style="background:#f0f0f0;"|''' [http://www.dtu.dk Technical University of Denmark]'''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www.dtu.dk/English/About_DTU/Facts_and_figures/Innovation.aspx 6,183] students (2006)
| style="background:#f0f0f0;"| blended learning, LMS, part-time studies
|-
| colspan="4"| Danish name: [http://www.dtu.dk Danmarks Tekniske Universitet]. About the part-time study: "You design your own curriculum in cooperation with a relevant scientific employee at one of the DTU Departments". This HEI also has a term "[http://www.dtu.dk/English/education/Open%20University.aspx Open University]" for several courses. It also has a [portalen.dtu.dk Portal] for its students. Of e-learning the site states: "eLearning is a diffuse subject that we aim at getting structured campus wide by establishing a IT infrastructure for DTU together with the mail IT-department. Our part is the open source system components." The Technical University of Denmark includes “[http://www.risoe.dtu.dk/Research/sustainable_energy/wind_energy/projects/virtuel_galathea.aspx?sc_lang=en VirtuelGalathea 3 e-learning]”: The purpose of VirtuelGalathea3 e-learning is to offer a solid technical-based teaching materials to ensure Danish students web-based online access to the many exciting findings and results from Galathea 3 project for use in the teaching of subjects physics, chemistry, mathematics, biology, nature-geographic history and level-divided for classes in primary school and secondary schools.

|-
| style="background:#f0f0f0;"|'''[http://www.cbs.dk Copenhagen Business School] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www.cbs.dk/om_cbs 15,791] students
| style="background:#f0f0f0;"| e-learning
|-
| colspan="4"| Danish name: [http://www.cbs.dk Handelshøjskolen]. The project "Theory of science and methodology on the internet" managed by Copenhagen Business School has received a promise of financial support.

The Ministry of Science, Technology and Innovation has allocated funds of DKK 7.5m – "the university funds" - as a part of a new strategy: "The national strategy for ICT-supported learning". The funds are distributed by the Danish IT and Telecom Agency on behalf of the Ministry.
The purpose of the funds is to support e-learning at Danish universities. The intention is to create projects with a view to improving the quality of teaching and strengthen the overall business goals for the universities.

The aim of "Theory of science and methodology on the internet" is to develop a web-based e-learning course in theory of science and methodology. The course is aimed at students doing project work in the first year of their bachelor's programmes. The course is offered at the study programmes BA in Information Management, BSc in Business, Language and Culture, and BSc in Business Administration and Philosophy. The idea is to expand and offer the course to even more study programmes in the long run. Versions in both Danish and English are therefore in preparation. The budgetary framework for this project is DKK 400,000.

Source: [http://uk.cbs.dk/nyheder_presse/nyheder/2008/august/tilsagn_om_stoette_til_e_laeringsprojekt News article 27/08/2008]

|-
| style="background:#f0f0f0;"|'''[http://www.sdu.dk/?sc_lang=en University of Southern Denmark] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www1.itu.dk/sw75556.asp 1,500 (PDF)] students
| style="background:#f0f0f0;"| blended learning
|-
| colspan="4"| Danish name: [http://www.sdu.dk/ Syddansk Universitet]. "The Southern Denmark University enables part time courses, but the course language is only in Danish. Example: “The [http://www.sdu.dk/Om_SDU/Institutter_centre/C_Mellemoest/Uddannelse/Aaben.aspx Centre for Contemporary Middle East Studies] offers and contributes to a series of studies in the graduate programme (daytime) as well as part time programmes at both open university and master's level.”

This HEI uses the [https://e-learn.sdu.dk the Blackboard e-Education platform] as this [http://investor.blackboard.com/phoenix.zhtml?c=177018&p=irol-newsArticle&ID=595146&highlight= article] on Blackboard’s own web site mentions: “Southern Denmark University Adopts the Blackboard Learning System and Blackboard Content System”.

The SDU site also links to the [http://www.sdu.dk/student/studportal.html Student portal]"

|-
| style="background:#f0f0f0;"|'''[http://www.ruc.dk Roskilde University Center]'''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www.ruc.dk/ruc_en/about/ About Roskilde University 8,000] students
| style="background:#f0f0f0;"| part-time studies, blended learning
|-
| colspan="4"| Danish name: [http://www.ruc.dk Roskilde Universitetscenter (RUC)]. This HEI also presented a paper at the CAL'07 Conference in Dublin, March 26-28, 2007 in which RUC [http://rudar.ruc.dk/handle/1800/2368 analysed two cases of blended learning on campus in the light of diffusion theory and Causal Layered Analysis (PDF).] This shows us [http://rudar.ruc.dk/bitstream/1800/2368/1/shjj_cal07.pdf 2 types of lessons], of which the blended learning lesson takes up 8 class sessions instead of a 3-week workshop. It is supported by [http://sakaiproject.org/portal/site/sakai-home/page SAKAI CLE], a free and open source Courseware Management System. The blended learning type lesson makes use of notice board, syllabus, roster and readings, presentations, lecture notes, assignments, calendar, chat, discussion forum, wiki, … A [http://www.youtube.com/watch?v=aQKSs_F-YsA YouTube video about the use of SAKAI in the Roskilde University is also available]

In the public minutes of one of the [http://www.ruc.dk/ruc/internesider/Referater/bestyrelse/Bilag/bi2007/bilag52007/ board meetings, on 19th October 2007], we can read “Faculty and students must learn to use sophisticated blended learning. They must use web-based projects, implement net-based exams, enable digital teaching and disseminate research, teaching and student-produced materials for the students and the public by means of digital media.”
Within the framework of the Open University Act, Roskilde University provides opportunities for part-time education in the Basic Studies Programme for the Humanities, Mathematics, Philosophy and Theory of Science, Psychology, Adult Education and Communication as well as a number of master's programmes. Source: [http://www.ruc.dk/ruc_en/studying/structure/]
Interesting but on the subject of accessibility instead of e-learning, this RUC developed a [http://www.ruc.dk/ruc/sitemap/oplaesning/ tool which reads the web texts out loud]

Students of RUC can use STADS on-line student services to register for examinations and see what examinations they have passed or registered for.

|-
| style="background:#f0f0f0;"|'''[http://www.au.dk/en University of Aarhus] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| blended learning with LMS
|-
| colspan="4"| Danish name: [http://www.au.dk/en Aarhus Universitet]. This HEI has a sub site dedicated to e-learning in which [https://aula.au.dk/ AULA] is explained: ""AULA is Aarhus Universitets e-learning platform”. You can see a visual representation of a registration in this [http://www.au.dk/e-learning/aula/support/vejledninger/demo/aula_registration demo]. Furthermore, manuals for [http://www.au.dk/e-learning/aula/support/vejledninger/vejled/manual_teachers teachers] and [http://www.au.dk/e-learning/aula/support/vejledninger/vejled/manual_students students] are accessible in English under the [http://www.au.dk/e-learning/aula/support/vejledninger Support for AULA page]

Aarhus University is also building a media archive, where teachers and researchers can publish video, audio and multimedia materials for primary teaching. This includes podcasting.

Source: [http://www.au.dk/e-learning/enhed/praesent E-learning units]

The University of Aarhus conducts [http://www.au.dk/en/52-08.htm flexible part-time Master’s degree programmes] pursuant to the regulations contained in the Danish Act on further education for adults (“VFV-loven”) and the Executive Order on further education for adults (“VFV-bekendtgørelsen”).

|-
| style="background:#f0f0f0;"|'''[http://www.ku.dk/english University of Copenhagen]'''
| style="background:#f0f0f0;"| Type: universities

| style="background:#f0f0f0;"| [http://www.ku.dk/english/introduction/ 37,000] students
| style="background:#f0f0f0;"| blended learning, SIS, part-time studies
|-
| colspan="4"| Danish name: [http://www.ku.dk/ Københavns Universitet]. This HEI offers blended learning, for instance in the “Forest & Landscape” course (Blended learning combining e-learning and class-room discussions) and the “Participatory Forest Management - 310017” course (internet-based teaching modules integrating literature studies and exercises and supported by on-line discussions in which students are expected to participate. In addition, a number of presentations, analyses and discussions of selected topics and cases as well as e-learning support will be offered as classroom sessions.)

The faculties of Veterinary Sciences and Agricultural Sciences have particularly strong and well know open course offers.

The University of Copenhagen also offers students a portal called [http://www2.adm.ku.dk/portal/frontpage/default.asp?p_sprog_kode=en punkt ku] for personal e-mail, group discussions, course descriptions, course registration and Absalon, the portal that hosts the homepages of the different courses.Besides this, there’s also a [http://sis.ku.dk Study Information System (SIS)]

|-
| style="background:#f0f0f0;"|'''[http://www.itu.dk IT-University of Copenhagen] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www1.itu.dk/sw90125.asp 1,500] students
| style="background:#f0f0f0;"| distance education, part-time studies, e-learning
|-
| colspan="4"| Danish name: [http://www.itu.dk IT-Universitetet i København]. This HEI offers net-based learning or “Netbaseret undervisning” as listed on its [http://mit.itu.dk/ucs/cb_www/index.sml?lang=en online course list] such as IT Project Management, IT Strategy and Basic Graphic Design.

There’s also the ITU's study portal called [https://mit.itu.dk My.IT] in which students can view their administrative data such as enrolments, ECTS credit points, examination marks and more.

|-
| style="background:#f0f0f0;"|'''[http://www.aau.dk Aalborg University (AAU)]'''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| blended learning and distance studies
|-
| colspan="4"| Danish name: [http://www.aau.dk Aalborg Universitet].Considered by many to be a forerunner in the area of open learning, this HEI offers several part-time Master's Programmes in English listed under "Continuing Education". The teaching on each semester consists of four to six times seminars of 2-3 days’ duration, distance education, self study and project work in groups.

|-
| style="background:#f0f0f0;"|''' [http://www.ucn.dk University College of Northern Denmark]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ucn.dk/UCN/Welcome_to_UCN.aspx 6,000] students
| style="background:#f0f0f0;"| blended learning, intranet.
|-
| colspan="4"| Danish name: [http://www.ucn.dk Professionshøjskolen University College Nordjylland]. E-learning is mentioned: [http://ucn.dk/LP-modellen/eL%C3%A6ring_forside/Om_e-l%C3%A6ring.aspx Om e-læring] page.

The UCN was merged out of the University College of Health, which has an [http://erfyaalsrv02.udd.sembsc.dk/C1256CD500425B49/?login intranet] for all, and three e-learning courses for staff and educators: “The LP model is a pedagogical analysis used as a practical tool for development and improvement of the school learning environment.” Its [http://www.lp-modellen.dk/lp-modellen/eL%C3%A6ring_forside.aspx e-learning] homepage links to [http://ucn.dk/LP-modellen/eL%C3%A6ring_forside/Om_e-l%C3%A6ring.aspx About e-learning] which directs to a Danish [http://ucn.dk/Admin/Public/DWSDownload.aspx?File=%2fFiles%2fFiler%2fLPmodellen%2felearning%2fE-laeringsmanual.pdf e-learning manual (PDF – 6 pages)] in which the different elements of these three e-learning courses are explained.

This site mentions e-learning in a [http://erfyaalsrv02.udd.sembsc.dk/scvua/files.nsf/sysOakFil/Administration%C2%A4Oplaeg%20e-learning.pdf/$File/Opl%C3%A6g%20e-learning.pdf Powerpoint called “E-learning ”] in which blended learning is a possibility to obtain a degree in 3,5 years of 210 ECTS credits. Besides the face2face meetings the virtual teaching / learning is through the [http://elearn.cvusonderjylland.dk BlackBoard platform].

|-
| style="background:#f0f0f0;"|'''[http://www.ihk.dk Copenhagen University College of Engineering]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ihk.dk/forside-collage-2/ihk/international 2,300] students
| style="background:#f0f0f0;"| LMS (CampusNet)
|-
| colspan="4"| Danish name: [http://www.ihk.dk Ingeniørhøjskolen i København]. Copenhagen University College of Engineering

Part-time students (also referred to as Open University students) are students who pay to follow one or more of the courses at Copenhagen University College of Engineering. These students can only be admitted if there are vacant slots at the course. It is not possible to complete a full education as a part-time student, as large individual projects are not offered to part-time students. Source: [http://ihk.dk/international/student-handbook/1-students/ Different types of students]

This HEI has [http://ihk.dk/om-ihk/it-afdelingen/campusnet/campusnet/ CampusNet].

|-
| style="background:#f0f0f0;"|'''[http://www.ucc.dk University College Copenhagen]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| ? studies
|-
| colspan="4"| Danish name: [http://www.ucc.dk Professionshøjskolen København].

|-
| style="background:#f0f0f0;"|''' [http://www.iha.dk Engineering College of Aarhus]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://www.iha.dk/About-IHA-88.aspx 1,500] students
| style="background:#f0f0f0;"| support via LMS
|-
| colspan="4"| Danish name: [http://www.iha.dk Ingeniørhøjskolen i Århus]. "The terms E-learning, blended or distance learning are not discussed on the [http://www.iha.dk/Teaching-Methods-157.aspx Teaching Methods page] but e-learning is mentioned once on the site: “In the future we will focus on the institutions that provide us with the largest potential regarding development and exchange. Furthermore, we will develop a close, committed cooperation with a smaller group on international industry-related projects, study programmes, e-learning and longer periods of teacher exchange, including post-educational courses.” Source: [http://www.iha.dk/Default.aspx?ID=756 Mission, Vision and Strategies] below the title “Under Cooperation within Development”.

IHA has its own LMS called[https://auth-cn.iha.dk/iha/index.jsp CampusNet]:
CampusNet is a web based interactive communication tool. It offers staff and students at the Engineering College of Aarhus easy and flexible access to extensive information relevant for the studies, and the possibility to exchange information and documents mutually, e.g. within the course or the department.
Information contained in CampusNet originates from many different sources (students, teachers, administration) but are made accessible through one central website. Each user at the Engineering College is assigned specific rights assuring a personified user interface.
* Each student will find information on his or her study, on courses attended, material or messages from the teacher, lists of other students, possible cancellations and much more.
* The teacher can find information on students, submit messages and publish teaching material for the students, set up conferences for discussions, link to any other website and much more.

Source: [https://www.campusnet.iha.dk/xml/help/frontside_about_uk.htm About CampusNet]"

|-
| style="background:#f0f0f0;"|'''[http://www.ucl.dk University College Lillebaelt]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://www.ucl.dk/content/dk/servicemenu/international 7,000] students
| style="background:#f0f0f0;"| part-time studies, intranet
|-
| colspan="4"| This HEI offers part-time education as it mentions that 500 part time students are enrolled in campus in Jelling.
If offers employees an [http://intranet.uclillebaelt.dk/ intranet]

|-
| style="background:#f0f0f0;"|'''[http://www.ucvest.dk Jutland University College]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://www.ucvest.dk/page23.aspx 3,000] students
| style="background:#f0f0f0;"| e-learning
|-
| colspan="4"| Danish name: [http://www.ucvest.dk Professionshøjskolen University College Vest]. UCJ is part in VIA University College - a major regional university college of professional bachelor education in Mid-Jutland. VIA University College is a collaborative venture between the Mid-West Centre for Higher Education, the Vita Centre for Higher Education, University College Vitus Bering Denmark, the Alpha Centre for Higher Education and UCJ.

UCJ forms a part of four national knowledge centres including the National Knowledge Centre for e-Learning. Source: [http://www.jcvu.dk/files/billeder/JCVU/Folder_UK.jpg Brochure in English]
The Knowledge Center of e-learning is rooted in @ Ventures, the founder of e-learning at Aarhus Købmandsskole. The center is a collaboration between several vocational academies, CDE vita, CDE Copenhagen and JCVU.

JCVU has its own local coordinator for this Center: Lars Kjeldsen Peter Beck, head of Knowledge for IT, media and learning.
This HEI uses an [http://www.ucvest.dk/page229.aspx intranet] from before the merger.

|-
| style="background:#f0f0f0;"|'''[http://www.ucsj.dk University College Sealand] '''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ucsj.dk/content/dk/udenfor_menu/university_college_sealand 6,000] students
| style="background:#f0f0f0;"| blended learning, LMS support (Skolekom)
|-
| colspan="4"| University College Sealand is a recent merger of CVU South and CVU Zealand. This HEI has an [http://ucsj.dk/content/dk/kom_pa_intranettet UCSJ Intranet] for the administrators and educators but a system for the students isn’t clearly mentioned on the site. UCSJ provides [http://ucsj.dk/content/dk/e-laring e-learning] throughout the bachelor programmes and several courses (Pedagogy, Teaching, Nurses, Nutrition and Health courses) with contact days limited to 2 to 4 per month. “Here you'll find opportunities to take your education in these disciplines partially over the Internet.” “So you will encounter words such as network-based education, remote study / distance learning, flexible education, virtual learning, e-learning, etc.

For the e-learning communication /LMS students use [http://translate.google.com/translate?u=http%3A%2F%2Fucsj.dk%2Fcontent%2Fdk%2Fuddannelse%2Fsygeplejerske%2Fslagelse%2Fny_studerende%2Fskolekom&hl=nl&ie=UTF-8&sl=da&tl= Skolekom] FirstClass, which was developed by [http://www.uni-c.dk/produkter/kommunikation/skolekom/index.html UNI-C]. You can see a Danish [ftp://ftp.sektornet.dk/sektornet/skolekom/SKvejl/User/SkoleKomBegyndervejledningFC8.pdf Skolekom manual (PDF)] here.

|-
| style="background:#f0f0f0;"|''' [http://ucsyd.dk University College South (UC South)]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ucsyd.dk/internationalt/english 3,600] students
| style="background:#f0f0f0;"| blended learning and distance studies
|-
| colspan="4"| Danish name: [http://ucsyd.dk University College Syd]. This HEI states “All (Bachelor Study) programmes consist of theoretical studies and periods of practice. [http://ucsyd.dk/internationalt/english/study-programmes-and-activities/ Most of the studies are equally offered as blended learning, e.g. a mix of distance learning and seminars]. Language of instruction: Danish.

This HEI offers [http://ucsyd.dk/uddannelser/netbaserede-uddannelser/ net-based learning for three courses], in which students can “mainly” work from home: they’re expected to attend eight two-day seminars a year. This distance learning is supported by [http://ucsyd.dk/om-uc-syd/studentersite Blackboard].

|-
| style="background:#f0f0f0;"|''' [http://www.bawest.dk/ Business Academy West] '''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| 850 students
| style="background:#f0f0f0;"| part-time studies
|-
| colspan="4"| Danish name: [http://www.bawest.dk/ Erhvervsakademi Vest]. At the moment the academy has 550 full time students and 300 part time students.

|-
| style="background:#f0f0f0;"|'''[http://www.aabc.dk Aarhus Business College] '''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| part-time studies
|-
| colspan="4"| Danish name: [http://www.aabc.dk Erhvervsakademiet]. University College Sealand is a recent merger of CVU South and CVU Zealand.
This HEI has an [http://ucsj.dk/content/dk/kom_pa_intranettet UCSJ Intranet] for the administrators and educators but a system for the students isn’t clearly mentioned on the site. UCSJ provides [http://ucsj.dk/content/dk/e-laring e-learning] throughout the bachelor programmes and several courses (Pedagogy, Teaching, Nurses, Nutrition and Health courses) with contact days limited to 2 to 4 per month. “Here you'll find opportunities to take your education in these disciplines partially over the Internet.” “So you will encounter words such as network-based education, remote study / distance learning, flexible education, virtual learning, e-learning, etc.”

For the e-learning communication /LMS students use [http://translate.google.com/translate?u=http%3A%2F%2Fucsj.dk%2Fcontent%2Fdk%2Fuddannelse%2Fsygeplejerske%2Fslagelse%2Fny_studerende%2Fskolekom&hl=nl&ie=UTF-8&sl=da&tl= Skolekom] FirstClass, which was developed by [http://www.uni-c.dk/produkter/kommunikation/skolekom/index.html UNI-C]. You can see a Danish [ftp://ftp.sektornet.dk/sektornet/skolekom/SKvejl/User/SkoleKomBegyndervejledningFC8.pdf Skolekom manual (PDF)] here.

|-
| style="background:#f0f0f0;"|'''[http://www.ots.dk Odense Technical College and the Academy of Professional Higher Education]'''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| ?
|-
| colspan="4"| Danish name: [http://www.ots.dk Odense Tekniske Skole]. This HEI is a partner in a Leonardo da Vinci project "Building e-learning": The aim of the project is to assist the implementation of ICT as a basic tool for the modernization and the adaption of the knowledge-based training systems for lower qualified workers in the construction sector. Development and implementation of a technological simulation program for initial vocational training on the occupation "bricklayer", based on e-learning, are envisaged.

|-
| style="background:#f0f0f0;"|'''[http://www.stea.dk Erhvervsakademi Storstrøm]'''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"|
|-
| colspan="4"| This HEI is divided into CEUS, EUC Lolland and IMMA. CEUS School of Business is a University College and part of Handelshøjskolecentret. The EUC Lolland site mentions e-learning in the rector's welcome but not further.

|-
| style="background:#f0f0f0;"|'''[http://www.eam.dk Academy of Professional Higher Education, Midjutland]'''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| part-time studies
|-
| colspan="4"| Danish name: [http://www.eam.dk Erhvervsakademi Midtjylland (EAM)]. EAM also offers a part-time academy programme for adults pursuing careers while having jobs. Lessons are held after ordinary business hours. This programme is governmentally and internationally approved and awards ECTS points.

|-
| colspan=“3” style="background:#f0f0f0;"|'''[http://www.ell.auc.dk Virtual Learning Environments and Learning Methods (the ViLL project)'''
| style="background:#f0f0f0;"| inactive? Site isn't working
|-
| colspan="4"| The goal of the ViLL project is to create a centre in North Denmark for research, development and knowledge within e-learning, which is open to users from the entire region. The project is based on the active research in learning processes and IKT that is carried out at the University of Aalborg and is thriving on a good collaboration with enterprises and institutions, local, national and international. [http://www.detdigitalenordjylland.dk/en/info__background/projects/education/virtual_learning_environments_and_learning_methods_the_vill_project.htm Source]

|-
| style="background:#f0f0f0;"|'''[http://www.journalisthojskolen.dk Journalisthøjskolen] '''
| style="background:#f0f0f0;"| Type: specialised college
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| DJH Medianet
|-
| colspan="4"| This HEI is the result of a merger between Den Grafiske Højskole og Danmarks Journalisthøjskole. The Danish School of Journalism developed Medianet, an open source CMS-system developed at The Danish School of Journalism. The system is used for e-learning, webpublishing and knowledge sharing. Derfor er systemet, der hedder DJH Medianet, baseret på en række gennemprøvede open source-komponenter, som har gjort det muligt at håndtere brugere på tværs af Windows, Mac og Unix. Therefore, the system, called DJH Medianet, based on a number of proven open-source components that have made it possible to manage users across Windows, Mac and Unix. With the merger and new web site Medianet's status is now unknown.

|-
| style="background:#f0f0f0;"|''' [http://www.ninuuk.gl/ Greenland Business College] '''
| style="background:#f0f0f0;"| Type: ?
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| type studies
|-
| colspan="4"| Danish name: [http://www.ninuuk.gl/ Grønlands Handelsskole]
"Greenland Business College wants to be the natural centre for the formation of competences and knowledge sharing within the commercial area, information technologies, management, supervision, innovation and e-learning." [http://www.ninuuk.gl/UserFiles/File/Informationsmateriale/Greenland%20Business%20College.pdf part of "Greenland Business College's mission]

Homepage states: "Handelsskolen is a partner in E-Forum, a project for the development of E-learning offer to business in Greenland. Handelsskolen using preliminary E-forum for entrepreneurs and students at the basic 'Supervisor training'."

|}

== References ==

#[http://www.obhe.ac.uk/cgi-bin/keyresource.pl?resid=25 The Observatory on Borderless Higher Education - Key Issue, September 2004: National Virtual Universities]
#[http://www.ug.dk UddannelsesGuiden / the Education Guide]
#[http://www.hezel.com/globalreport/ Hezel Associates: Global E-learning Opportunities for U.S. Higher Education]: "[http://www.virtualschoolsandcolleges.eu/index.php/Image:HezelAssociates_Denmark.pdf View a free country study - Denmark]" (PDF uploaded on this wiki)
#[http://www.itst.dk/e-laering-og-it-faerdigheder/publikationer/national-strategi-for-ikt-stottet-lering/national-strategi-for-ikt-stottet-lering National Strategy for ICT-enabled learning in Danish]

Virtual Initiatives in Denmark

2008-10-27T12:49:02Z

SallyReynolds: /* Virtual Programmes, Projects, ... */ addition to the description of Uni Copenhagen

Virtual Initiatives in Denmark

2008-10-27T12:44:43Z

SallyReynolds: /* Virtual Programmes, Projects, ... */ adjusted description of Aalborg

== Introduction ==

Currently in Denmark, the term 'Virtual Campus' has fallen somewhat out of use and does not exist as an easily recognisable or identifiable term referring to any institution or particular practice. Several initiatives have been launched in the past including the [[Danish Virtual University]] and the term 'open' is used now far more to imply the use of technology to support a greater access to higher education. Furthermore several different government ministeries have an interest in making university education more accessible and they each have different strategies and approaches, no centralised co-ordination amongst these programmes seems to exist. One significant player is the National IT and Telecom Agency which is run by [http://en.itst.dk The Ministry of Science Technology and Innovation] This agency has a national programme for e-learning for universities and research institutions. They provide seed money for specific courses and try to also encourage institutional management to become involved. 50% funding to support the development of open courseware is available from this agency not only to universities, but also to SMEs and other types of organisation.Approximately half of those applying are funded and demand for this seed funding is increasing.

===The Danish Virtual University and Continuing Education at Danish Universities - A Virtual Approach (in Danish)===

The [http://eng.uvm.dk/news/dvuni.htm Danish Virtual University (DVUNI)] was conceived in 2000 as Denmark's response to the e-education boom in the late 1990s. The project, however, was never completed and was quietly wound up following a series of strategic failures. Following a re-think, the new Danish portal for professional development called '[http://www.unev.dk/default.aspx Continuing Education at Danish Universities - A Virtual Approach]' was launched in November 2003. The portal was established by the 12 Danish universities and encompasses all the institutions' professional development courses. The initiative is part of wider attempts to establish a closer co-operation between industry and universities, and the idea has been well received by Danish companies. The portal includes traditional campus-based courses as well as online provision (with a mix of programmes in Danish and English). In July 2004 the portal had almost 1,600 courses and 130 programmes leading to a formal qualification.

'''Source''': [http://www.obhe.ac.uk/resources/key_resource_sept_2004_national_virtual_universities The Observatory on Borderless Higher Education - Key Issue, September 2004: National Virtual Universities]

'''Update''': this database about Danish universities, vocational training is not updated since 1.1.2007.

=== UddannelsesGuiden – The “Education Guide”===
This is the Danish portal on learning opportunities and professions. UddannelsesGuiden has been developed in connection with the Danish guidance reform and was launched 1 August 2004. The Ministry of Education owns and finances the portal. Schultz Information is responsible for the development and running of the portal. Schultz Information delivers the contents and a sub-contractor, Krak, is responsible for portal infrastructure and technical support.

The main aim of the portal is to provide accurate and up-to-date information about learning opportunities, professions and labour market issues. UddannelsesGuiden applies a lifelong learning perspective and provides education and career information for anybody who needs it – be they children, young people, or adults; citizens in general or guidance practitioners.

'''Source''': [http://www.ug.dk UddannelsesGuiden / the Education Guide]

== Virtual Programmes, Projects, ... ==

{| border="1" width="100%"
|-
| style="background:#f0f0f0;"|''' [http://www.dtu.dk Technical University of Denmark]'''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www.dtu.dk/English/About_DTU/Facts_and_figures/Innovation.aspx 6,183] students (2006)
| style="background:#f0f0f0;"| blended learning, LMS, part-time studies
|-
| colspan="4"| Danish name: [http://www.dtu.dk Danmarks Tekniske Universitet]. About the part-time study: "You design your own curriculum in cooperation with a relevant scientific employee at one of the DTU Departments". This HEI also has a term "[http://www.dtu.dk/English/education/Open%20University.aspx Open University]" for several courses. It also has a [portalen.dtu.dk Portal] for its students. Of e-learning the site states: "eLearning is a diffuse subject that we aim at getting structured campus wide by establishing a IT infrastructure for DTU together with the mail IT-department. Our part is the open source system components." The Technical University of Denmark includes “[http://www.risoe.dtu.dk/Research/sustainable_energy/wind_energy/projects/virtuel_galathea.aspx?sc_lang=en VirtuelGalathea 3 e-learning]”: The purpose of VirtuelGalathea3 e-learning is to offer a solid technical-based teaching materials to ensure Danish students web-based online access to the many exciting findings and results from Galathea 3 project for use in the teaching of subjects physics, chemistry, mathematics, biology, nature-geographic history and level-divided for classes in primary school and secondary schools.

|-
| style="background:#f0f0f0;"|'''[http://www.cbs.dk Copenhagen Business School] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www.cbs.dk/om_cbs 15,791] students
| style="background:#f0f0f0;"| e-learning
|-
| colspan="4"| Danish name: [http://www.cbs.dk Handelshøjskolen]. The project "Theory of science and methodology on the internet" managed by Copenhagen Business School has received a promise of financial support.

The Ministry of Science, Technology and Innovation has allocated funds of DKK 7.5m – "the university funds" - as a part of a new strategy: "The national strategy for ICT-supported learning". The funds are distributed by the Danish IT and Telecom Agency on behalf of the Ministry.
The purpose of the funds is to support e-learning at Danish universities. The intention is to create projects with a view to improving the quality of teaching and strengthen the overall business goals for the universities.

The aim of "Theory of science and methodology on the internet" is to develop a web-based e-learning course in theory of science and methodology. The course is aimed at students doing project work in the first year of their bachelor's programmes. The course is offered at the study programmes BA in Information Management, BSc in Business, Language and Culture, and BSc in Business Administration and Philosophy. The idea is to expand and offer the course to even more study programmes in the long run. Versions in both Danish and English are therefore in preparation. The budgetary framework for this project is DKK 400,000.

Source: [http://uk.cbs.dk/nyheder_presse/nyheder/2008/august/tilsagn_om_stoette_til_e_laeringsprojekt News article 27/08/2008]

|-
| style="background:#f0f0f0;"|'''[http://www.sdu.dk/?sc_lang=en University of Southern Denmark] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www1.itu.dk/sw75556.asp 1,500 (PDF)] students
| style="background:#f0f0f0;"| blended learning
|-
| colspan="4"| Danish name: [http://www.sdu.dk/ Syddansk Universitet]. "The Southern Denmark University enables part time courses, but the course language is only in Danish. Example: “The [http://www.sdu.dk/Om_SDU/Institutter_centre/C_Mellemoest/Uddannelse/Aaben.aspx Centre for Contemporary Middle East Studies] offers and contributes to a series of studies in the graduate programme (daytime) as well as part time programmes at both open university and master's level.”

This HEI uses the [https://e-learn.sdu.dk the Blackboard e-Education platform] as this [http://investor.blackboard.com/phoenix.zhtml?c=177018&p=irol-newsArticle&ID=595146&highlight= article] on Blackboard’s own web site mentions: “Southern Denmark University Adopts the Blackboard Learning System and Blackboard Content System”.

The SDU site also links to the [http://www.sdu.dk/student/studportal.html Student portal]"

|-
| style="background:#f0f0f0;"|'''[http://www.ruc.dk Roskilde University Center]'''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www.ruc.dk/ruc_en/about/ About Roskilde University 8,000] students
| style="background:#f0f0f0;"| part-time studies, blended learning
|-
| colspan="4"| Danish name: [http://www.ruc.dk Roskilde Universitetscenter (RUC)]. This HEI also presented a paper at the CAL'07 Conference in Dublin, March 26-28, 2007 in which RUC [http://rudar.ruc.dk/handle/1800/2368 analysed two cases of blended learning on campus in the light of diffusion theory and Causal Layered Analysis (PDF).] This shows us [http://rudar.ruc.dk/bitstream/1800/2368/1/shjj_cal07.pdf 2 types of lessons], of which the blended learning lesson takes up 8 class sessions instead of a 3-week workshop. It is supported by [http://sakaiproject.org/portal/site/sakai-home/page SAKAI CLE], a free and open source Courseware Management System. The blended learning type lesson makes use of notice board, syllabus, roster and readings, presentations, lecture notes, assignments, calendar, chat, discussion forum, wiki, … A [http://www.youtube.com/watch?v=aQKSs_F-YsA YouTube video about the use of SAKAI in the Roskilde University is also available]

In the public minutes of one of the [http://www.ruc.dk/ruc/internesider/Referater/bestyrelse/Bilag/bi2007/bilag52007/ board meetings, on 19th October 2007], we can read “Faculty and students must learn to use sophisticated blended learning. They must use web-based projects, implement net-based exams, enable digital teaching and disseminate research, teaching and student-produced materials for the students and the public by means of digital media.”
Within the framework of the Open University Act, Roskilde University provides opportunities for part-time education in the Basic Studies Programme for the Humanities, Mathematics, Philosophy and Theory of Science, Psychology, Adult Education and Communication as well as a number of master's programmes. Source: [http://www.ruc.dk/ruc_en/studying/structure/]
Interesting but on the subject of accessibility instead of e-learning, this RUC developed a [http://www.ruc.dk/ruc/sitemap/oplaesning/ tool which reads the web texts out loud]

Students of RUC can use STADS on-line student services to register for examinations and see what examinations they have passed or registered for.

|-
| style="background:#f0f0f0;"|'''[http://www.au.dk/en University of Aarhus] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| blended learning with LMS
|-
| colspan="4"| Danish name: [http://www.au.dk/en Aarhus Universitet]. This HEI has a sub site dedicated to e-learning in which [https://aula.au.dk/ AULA] is explained: ""AULA is Aarhus Universitets e-learning platform”. You can see a visual representation of a registration in this [http://www.au.dk/e-learning/aula/support/vejledninger/demo/aula_registration demo]. Furthermore, manuals for [http://www.au.dk/e-learning/aula/support/vejledninger/vejled/manual_teachers teachers] and [http://www.au.dk/e-learning/aula/support/vejledninger/vejled/manual_students students] are accessible in English under the [http://www.au.dk/e-learning/aula/support/vejledninger Support for AULA page]

Aarhus University is also building a media archive, where teachers and researchers can publish video, audio and multimedia materials for primary teaching. This includes podcasting.

Source: [http://www.au.dk/e-learning/enhed/praesent E-learning units]

The University of Aarhus conducts [http://www.au.dk/en/52-08.htm flexible part-time Master’s degree programmes] pursuant to the regulations contained in the Danish Act on further education for adults (“VFV-loven”) and the Executive Order on further education for adults (“VFV-bekendtgørelsen”).

|-
| style="background:#f0f0f0;"|'''[http://www.ku.dk/english University of Copenhagen]'''
| style="background:#f0f0f0;"| Type: universities

| style="background:#f0f0f0;"| [http://www.ku.dk/english/introduction/ 37,000] students
| style="background:#f0f0f0;"| blended learning, SIS, part-time studies
|-
| colspan="4"| Danish name: [http://www.ku.dk/ Københavns Universitet]. This HEI offers blended learning, for instance in the “Forest & Landscape” course (Blended learning combining e-learning and class-room discussions) and the “Participatory Forest Management - 310017” course (internet-based teaching modules integrating literature studies and exercises and supported by on-line discussions in which students are expected to participate. In addition, a number of presentations, analyses and discussions of selected topics and cases as well as e-learning support will be offered as classroom sessions.)

The University of Copenhagen also offers students a portal called [http://www2.adm.ku.dk/portal/frontpage/default.asp?p_sprog_kode=en punkt ku] for personal e-mail, group discussions, course descriptions, course registration and Absalon, the portal that hosts the homepages of the different courses.Besides this, there’s also a [http://sis.ku.dk Study Information System (SIS)]

|-
| style="background:#f0f0f0;"|'''[http://www.itu.dk IT-University of Copenhagen] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www1.itu.dk/sw90125.asp 1,500] students
| style="background:#f0f0f0;"| distance education, part-time studies, e-learning
|-
| colspan="4"| Danish name: [http://www.itu.dk IT-Universitetet i København]. This HEI offers net-based learning or “Netbaseret undervisning” as listed on its [http://mit.itu.dk/ucs/cb_www/index.sml?lang=en online course list] such as IT Project Management, IT Strategy and Basic Graphic Design.

There’s also the ITU's study portal called [https://mit.itu.dk My.IT] in which students can view their administrative data such as enrolments, ECTS credit points, examination marks and more.

|-
| style="background:#f0f0f0;"|'''[http://www.aau.dk Aalborg University (AAU)]'''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| blended learning and distance studies
|-
| colspan="4"| Danish name: [http://www.aau.dk Aalborg Universitet].Considered by many to be a forerunner in the area of open learning, this HEI offers several part-time Master's Programmes in English listed under "Continuing Education". The teaching on each semester consists of four to six times seminars of 2-3 days’ duration, distance education, self study and project work in groups.

|-
| style="background:#f0f0f0;"|''' [http://www.ucn.dk University College of Northern Denmark]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ucn.dk/UCN/Welcome_to_UCN.aspx 6,000] students
| style="background:#f0f0f0;"| blended learning, intranet.
|-
| colspan="4"| Danish name: [http://www.ucn.dk Professionshøjskolen University College Nordjylland]. E-learning is mentioned: [http://ucn.dk/LP-modellen/eL%C3%A6ring_forside/Om_e-l%C3%A6ring.aspx Om e-læring] page.

The UCN was merged out of the University College of Health, which has an [http://erfyaalsrv02.udd.sembsc.dk/C1256CD500425B49/?login intranet] for all, and three e-learning courses for staff and educators: “The LP model is a pedagogical analysis used as a practical tool for development and improvement of the school learning environment.” Its [http://www.lp-modellen.dk/lp-modellen/eL%C3%A6ring_forside.aspx e-learning] homepage links to [http://ucn.dk/LP-modellen/eL%C3%A6ring_forside/Om_e-l%C3%A6ring.aspx About e-learning] which directs to a Danish [http://ucn.dk/Admin/Public/DWSDownload.aspx?File=%2fFiles%2fFiler%2fLPmodellen%2felearning%2fE-laeringsmanual.pdf e-learning manual (PDF – 6 pages)] in which the different elements of these three e-learning courses are explained.

This site mentions e-learning in a [http://erfyaalsrv02.udd.sembsc.dk/scvua/files.nsf/sysOakFil/Administration%C2%A4Oplaeg%20e-learning.pdf/$File/Opl%C3%A6g%20e-learning.pdf Powerpoint called “E-learning ”] in which blended learning is a possibility to obtain a degree in 3,5 years of 210 ECTS credits. Besides the face2face meetings the virtual teaching / learning is through the [http://elearn.cvusonderjylland.dk BlackBoard platform].

|-
| style="background:#f0f0f0;"|'''[http://www.ihk.dk Copenhagen University College of Engineering]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ihk.dk/forside-collage-2/ihk/international 2,300] students
| style="background:#f0f0f0;"| LMS (CampusNet)
|-
| colspan="4"| Danish name: [http://www.ihk.dk Ingeniørhøjskolen i København]. Copenhagen University College of Engineering

Part-time students (also referred to as Open University students) are students who pay to follow one or more of the courses at Copenhagen University College of Engineering. These students can only be admitted if there are vacant slots at the course. It is not possible to complete a full education as a part-time student, as large individual projects are not offered to part-time students. Source: [http://ihk.dk/international/student-handbook/1-students/ Different types of students]

This HEI has [http://ihk.dk/om-ihk/it-afdelingen/campusnet/campusnet/ CampusNet].

|-
| style="background:#f0f0f0;"|'''[http://www.ucc.dk University College Copenhagen]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| ? studies
|-
| colspan="4"| Danish name: [http://www.ucc.dk Professionshøjskolen København].

|-
| style="background:#f0f0f0;"|''' [http://www.iha.dk Engineering College of Aarhus]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://www.iha.dk/About-IHA-88.aspx 1,500] students
| style="background:#f0f0f0;"| support via LMS
|-
| colspan="4"| Danish name: [http://www.iha.dk Ingeniørhøjskolen i Århus]. "The terms E-learning, blended or distance learning are not discussed on the [http://www.iha.dk/Teaching-Methods-157.aspx Teaching Methods page] but e-learning is mentioned once on the site: “In the future we will focus on the institutions that provide us with the largest potential regarding development and exchange. Furthermore, we will develop a close, committed cooperation with a smaller group on international industry-related projects, study programmes, e-learning and longer periods of teacher exchange, including post-educational courses.” Source: [http://www.iha.dk/Default.aspx?ID=756 Mission, Vision and Strategies] below the title “Under Cooperation within Development”.

IHA has its own LMS called[https://auth-cn.iha.dk/iha/index.jsp CampusNet]:
CampusNet is a web based interactive communication tool. It offers staff and students at the Engineering College of Aarhus easy and flexible access to extensive information relevant for the studies, and the possibility to exchange information and documents mutually, e.g. within the course or the department.
Information contained in CampusNet originates from many different sources (students, teachers, administration) but are made accessible through one central website. Each user at the Engineering College is assigned specific rights assuring a personified user interface.
* Each student will find information on his or her study, on courses attended, material or messages from the teacher, lists of other students, possible cancellations and much more.
* The teacher can find information on students, submit messages and publish teaching material for the students, set up conferences for discussions, link to any other website and much more.

Source: [https://www.campusnet.iha.dk/xml/help/frontside_about_uk.htm About CampusNet]"

|-
| style="background:#f0f0f0;"|'''[http://www.ucl.dk University College Lillebaelt]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://www.ucl.dk/content/dk/servicemenu/international 7,000] students
| style="background:#f0f0f0;"| part-time studies, intranet
|-
| colspan="4"| This HEI offers part-time education as it mentions that 500 part time students are enrolled in campus in Jelling.
If offers employees an [http://intranet.uclillebaelt.dk/ intranet]

|-
| style="background:#f0f0f0;"|'''[http://www.ucvest.dk Jutland University College]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://www.ucvest.dk/page23.aspx 3,000] students
| style="background:#f0f0f0;"| e-learning
|-
| colspan="4"| Danish name: [http://www.ucvest.dk Professionshøjskolen University College Vest]. UCJ is part in VIA University College - a major regional university college of professional bachelor education in Mid-Jutland. VIA University College is a collaborative venture between the Mid-West Centre for Higher Education, the Vita Centre for Higher Education, University College Vitus Bering Denmark, the Alpha Centre for Higher Education and UCJ.

UCJ forms a part of four national knowledge centres including the National Knowledge Centre for e-Learning. Source: [http://www.jcvu.dk/files/billeder/JCVU/Folder_UK.jpg Brochure in English]
The Knowledge Center of e-learning is rooted in @ Ventures, the founder of e-learning at Aarhus Købmandsskole. The center is a collaboration between several vocational academies, CDE vita, CDE Copenhagen and JCVU.

JCVU has its own local coordinator for this Center: Lars Kjeldsen Peter Beck, head of Knowledge for IT, media and learning.
This HEI uses an [http://www.ucvest.dk/page229.aspx intranet] from before the merger.

|-
| style="background:#f0f0f0;"|'''[http://www.ucsj.dk University College Sealand] '''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ucsj.dk/content/dk/udenfor_menu/university_college_sealand 6,000] students
| style="background:#f0f0f0;"| blended learning, LMS support (Skolekom)
|-
| colspan="4"| University College Sealand is a recent merger of CVU South and CVU Zealand. This HEI has an [http://ucsj.dk/content/dk/kom_pa_intranettet UCSJ Intranet] for the administrators and educators but a system for the students isn’t clearly mentioned on the site. UCSJ provides [http://ucsj.dk/content/dk/e-laring e-learning] throughout the bachelor programmes and several courses (Pedagogy, Teaching, Nurses, Nutrition and Health courses) with contact days limited to 2 to 4 per month. “Here you'll find opportunities to take your education in these disciplines partially over the Internet.” “So you will encounter words such as network-based education, remote study / distance learning, flexible education, virtual learning, e-learning, etc.

For the e-learning communication /LMS students use [http://translate.google.com/translate?u=http%3A%2F%2Fucsj.dk%2Fcontent%2Fdk%2Fuddannelse%2Fsygeplejerske%2Fslagelse%2Fny_studerende%2Fskolekom&hl=nl&ie=UTF-8&sl=da&tl= Skolekom] FirstClass, which was developed by [http://www.uni-c.dk/produkter/kommunikation/skolekom/index.html UNI-C]. You can see a Danish [ftp://ftp.sektornet.dk/sektornet/skolekom/SKvejl/User/SkoleKomBegyndervejledningFC8.pdf Skolekom manual (PDF)] here.

|-
| style="background:#f0f0f0;"|''' [http://ucsyd.dk University College South (UC South)]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ucsyd.dk/internationalt/english 3,600] students
| style="background:#f0f0f0;"| blended learning and distance studies
|-
| colspan="4"| Danish name: [http://ucsyd.dk University College Syd]. This HEI states “All (Bachelor Study) programmes consist of theoretical studies and periods of practice. [http://ucsyd.dk/internationalt/english/study-programmes-and-activities/ Most of the studies are equally offered as blended learning, e.g. a mix of distance learning and seminars]. Language of instruction: Danish.

This HEI offers [http://ucsyd.dk/uddannelser/netbaserede-uddannelser/ net-based learning for three courses], in which students can “mainly” work from home: they’re expected to attend eight two-day seminars a year. This distance learning is supported by [http://ucsyd.dk/om-uc-syd/studentersite Blackboard].

|-
| style="background:#f0f0f0;"|''' [http://www.bawest.dk/ Business Academy West] '''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| 850 students
| style="background:#f0f0f0;"| part-time studies
|-
| colspan="4"| Danish name: [http://www.bawest.dk/ Erhvervsakademi Vest]. At the moment the academy has 550 full time students and 300 part time students.

|-
| style="background:#f0f0f0;"|'''[http://www.aabc.dk Aarhus Business College] '''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| part-time studies
|-
| colspan="4"| Danish name: [http://www.aabc.dk Erhvervsakademiet]. University College Sealand is a recent merger of CVU South and CVU Zealand.
This HEI has an [http://ucsj.dk/content/dk/kom_pa_intranettet UCSJ Intranet] for the administrators and educators but a system for the students isn’t clearly mentioned on the site. UCSJ provides [http://ucsj.dk/content/dk/e-laring e-learning] throughout the bachelor programmes and several courses (Pedagogy, Teaching, Nurses, Nutrition and Health courses) with contact days limited to 2 to 4 per month. “Here you'll find opportunities to take your education in these disciplines partially over the Internet.” “So you will encounter words such as network-based education, remote study / distance learning, flexible education, virtual learning, e-learning, etc.”

For the e-learning communication /LMS students use [http://translate.google.com/translate?u=http%3A%2F%2Fucsj.dk%2Fcontent%2Fdk%2Fuddannelse%2Fsygeplejerske%2Fslagelse%2Fny_studerende%2Fskolekom&hl=nl&ie=UTF-8&sl=da&tl= Skolekom] FirstClass, which was developed by [http://www.uni-c.dk/produkter/kommunikation/skolekom/index.html UNI-C]. You can see a Danish [ftp://ftp.sektornet.dk/sektornet/skolekom/SKvejl/User/SkoleKomBegyndervejledningFC8.pdf Skolekom manual (PDF)] here.

|-
| style="background:#f0f0f0;"|'''[http://www.ots.dk Odense Technical College and the Academy of Professional Higher Education]'''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| ?
|-
| colspan="4"| Danish name: [http://www.ots.dk Odense Tekniske Skole]. This HEI is a partner in a Leonardo da Vinci project "Building e-learning": The aim of the project is to assist the implementation of ICT as a basic tool for the modernization and the adaption of the knowledge-based training systems for lower qualified workers in the construction sector. Development and implementation of a technological simulation program for initial vocational training on the occupation "bricklayer", based on e-learning, are envisaged.

|-
| style="background:#f0f0f0;"|'''[http://www.stea.dk Erhvervsakademi Storstrøm]'''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"|
|-
| colspan="4"| This HEI is divided into CEUS, EUC Lolland and IMMA. CEUS School of Business is a University College and part of Handelshøjskolecentret. The EUC Lolland site mentions e-learning in the rector's welcome but not further.

|-
| style="background:#f0f0f0;"|'''[http://www.eam.dk Academy of Professional Higher Education, Midjutland]'''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| part-time studies
|-
| colspan="4"| Danish name: [http://www.eam.dk Erhvervsakademi Midtjylland (EAM)]. EAM also offers a part-time academy programme for adults pursuing careers while having jobs. Lessons are held after ordinary business hours. This programme is governmentally and internationally approved and awards ECTS points.

|-
| colspan=“3” style="background:#f0f0f0;"|'''[http://www.ell.auc.dk Virtual Learning Environments and Learning Methods (the ViLL project)'''
| style="background:#f0f0f0;"| inactive? Site isn't working
|-
| colspan="4"| The goal of the ViLL project is to create a centre in North Denmark for research, development and knowledge within e-learning, which is open to users from the entire region. The project is based on the active research in learning processes and IKT that is carried out at the University of Aalborg and is thriving on a good collaboration with enterprises and institutions, local, national and international. [http://www.detdigitalenordjylland.dk/en/info__background/projects/education/virtual_learning_environments_and_learning_methods_the_vill_project.htm Source]

|-
| style="background:#f0f0f0;"|'''[http://www.journalisthojskolen.dk Journalisthøjskolen] '''
| style="background:#f0f0f0;"| Type: specialised college
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| DJH Medianet
|-
| colspan="4"| This HEI is the result of a merger between Den Grafiske Højskole og Danmarks Journalisthøjskole. The Danish School of Journalism developed Medianet, an open source CMS-system developed at The Danish School of Journalism. The system is used for e-learning, webpublishing and knowledge sharing. Derfor er systemet, der hedder DJH Medianet, baseret på en række gennemprøvede open source-komponenter, som har gjort det muligt at håndtere brugere på tværs af Windows, Mac og Unix. Therefore, the system, called DJH Medianet, based on a number of proven open-source components that have made it possible to manage users across Windows, Mac and Unix. With the merger and new web site Medianet's status is now unknown.

|-
| style="background:#f0f0f0;"|''' [http://www.ninuuk.gl/ Greenland Business College] '''
| style="background:#f0f0f0;"| Type: ?
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| type studies
|-
| colspan="4"| Danish name: [http://www.ninuuk.gl/ Grønlands Handelsskole]
"Greenland Business College wants to be the natural centre for the formation of competences and knowledge sharing within the commercial area, information technologies, management, supervision, innovation and e-learning." [http://www.ninuuk.gl/UserFiles/File/Informationsmateriale/Greenland%20Business%20College.pdf part of "Greenland Business College's mission]

Homepage states: "Handelsskolen is a partner in E-Forum, a project for the development of E-learning offer to business in Greenland. Handelsskolen using preliminary E-forum for entrepreneurs and students at the basic 'Supervisor training'."

|}

== References ==

#[http://www.obhe.ac.uk/cgi-bin/keyresource.pl?resid=25 The Observatory on Borderless Higher Education - Key Issue, September 2004: National Virtual Universities]
#[http://www.ug.dk UddannelsesGuiden / the Education Guide]
#[http://www.hezel.com/globalreport/ Hezel Associates: Global E-learning Opportunities for U.S. Higher Education]: "[http://www.virtualschoolsandcolleges.eu/index.php/Image:HezelAssociates_Denmark.pdf View a free country study - Denmark]" (PDF uploaded on this wiki)

Virtual Initiatives in Denmark

2008-10-27T12:41:31Z

SallyReynolds: /* Introduction */

== Introduction ==

Currently in Denmark, the term 'Virtual Campus' has fallen somewhat out of use and does not exist as an easily recognisable or identifiable term referring to any institution or particular practice. Several initiatives have been launched in the past including the [[Danish Virtual University]] and the term 'open' is used now far more to imply the use of technology to support a greater access to higher education. Furthermore several different government ministeries have an interest in making university education more accessible and they each have different strategies and approaches, no centralised co-ordination amongst these programmes seems to exist. One significant player is the National IT and Telecom Agency which is run by [http://en.itst.dk The Ministry of Science Technology and Innovation] This agency has a national programme for e-learning for universities and research institutions. They provide seed money for specific courses and try to also encourage institutional management to become involved. 50% funding to support the development of open courseware is available from this agency not only to universities, but also to SMEs and other types of organisation.Approximately half of those applying are funded and demand for this seed funding is increasing.

===The Danish Virtual University and Continuing Education at Danish Universities - A Virtual Approach (in Danish)===

The [http://eng.uvm.dk/news/dvuni.htm Danish Virtual University (DVUNI)] was conceived in 2000 as Denmark's response to the e-education boom in the late 1990s. The project, however, was never completed and was quietly wound up following a series of strategic failures. Following a re-think, the new Danish portal for professional development called '[http://www.unev.dk/default.aspx Continuing Education at Danish Universities - A Virtual Approach]' was launched in November 2003. The portal was established by the 12 Danish universities and encompasses all the institutions' professional development courses. The initiative is part of wider attempts to establish a closer co-operation between industry and universities, and the idea has been well received by Danish companies. The portal includes traditional campus-based courses as well as online provision (with a mix of programmes in Danish and English). In July 2004 the portal had almost 1,600 courses and 130 programmes leading to a formal qualification.

'''Source''': [http://www.obhe.ac.uk/resources/key_resource_sept_2004_national_virtual_universities The Observatory on Borderless Higher Education - Key Issue, September 2004: National Virtual Universities]

'''Update''': this database about Danish universities, vocational training is not updated since 1.1.2007.

=== UddannelsesGuiden – The “Education Guide”===
This is the Danish portal on learning opportunities and professions. UddannelsesGuiden has been developed in connection with the Danish guidance reform and was launched 1 August 2004. The Ministry of Education owns and finances the portal. Schultz Information is responsible for the development and running of the portal. Schultz Information delivers the contents and a sub-contractor, Krak, is responsible for portal infrastructure and technical support.

The main aim of the portal is to provide accurate and up-to-date information about learning opportunities, professions and labour market issues. UddannelsesGuiden applies a lifelong learning perspective and provides education and career information for anybody who needs it – be they children, young people, or adults; citizens in general or guidance practitioners.

'''Source''': [http://www.ug.dk UddannelsesGuiden / the Education Guide]

== Virtual Programmes, Projects, ... ==

{| border="1" width="100%"
|-
| style="background:#f0f0f0;"|''' [http://www.dtu.dk Technical University of Denmark]'''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www.dtu.dk/English/About_DTU/Facts_and_figures/Innovation.aspx 6,183] students (2006)
| style="background:#f0f0f0;"| blended learning, LMS, part-time studies
|-
| colspan="4"| Danish name: [http://www.dtu.dk Danmarks Tekniske Universitet]. About the part-time study: "You design your own curriculum in cooperation with a relevant scientific employee at one of the DTU Departments". This HEI also has a term "[http://www.dtu.dk/English/education/Open%20University.aspx Open University]" for several courses. It also has a [portalen.dtu.dk Portal] for its students. Of e-learning the site states: "eLearning is a diffuse subject that we aim at getting structured campus wide by establishing a IT infrastructure for DTU together with the mail IT-department. Our part is the open source system components." The Technical University of Denmark includes “[http://www.risoe.dtu.dk/Research/sustainable_energy/wind_energy/projects/virtuel_galathea.aspx?sc_lang=en VirtuelGalathea 3 e-learning]”: The purpose of VirtuelGalathea3 e-learning is to offer a solid technical-based teaching materials to ensure Danish students web-based online access to the many exciting findings and results from Galathea 3 project for use in the teaching of subjects physics, chemistry, mathematics, biology, nature-geographic history and level-divided for classes in primary school and secondary schools.

|-
| style="background:#f0f0f0;"|'''[http://www.cbs.dk Copenhagen Business School] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www.cbs.dk/om_cbs 15,791] students
| style="background:#f0f0f0;"| e-learning
|-
| colspan="4"| Danish name: [http://www.cbs.dk Handelshøjskolen]. The project "Theory of science and methodology on the internet" managed by Copenhagen Business School has received a promise of financial support.

The Ministry of Science, Technology and Innovation has allocated funds of DKK 7.5m – "the university funds" - as a part of a new strategy: "The national strategy for ICT-supported learning". The funds are distributed by the Danish IT and Telecom Agency on behalf of the Ministry.
The purpose of the funds is to support e-learning at Danish universities. The intention is to create projects with a view to improving the quality of teaching and strengthen the overall business goals for the universities.

The aim of "Theory of science and methodology on the internet" is to develop a web-based e-learning course in theory of science and methodology. The course is aimed at students doing project work in the first year of their bachelor's programmes. The course is offered at the study programmes BA in Information Management, BSc in Business, Language and Culture, and BSc in Business Administration and Philosophy. The idea is to expand and offer the course to even more study programmes in the long run. Versions in both Danish and English are therefore in preparation. The budgetary framework for this project is DKK 400,000.

Source: [http://uk.cbs.dk/nyheder_presse/nyheder/2008/august/tilsagn_om_stoette_til_e_laeringsprojekt News article 27/08/2008]

|-
| style="background:#f0f0f0;"|'''[http://www.sdu.dk/?sc_lang=en University of Southern Denmark] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www1.itu.dk/sw75556.asp 1,500 (PDF)] students
| style="background:#f0f0f0;"| blended learning
|-
| colspan="4"| Danish name: [http://www.sdu.dk/ Syddansk Universitet]. "The Southern Denmark University enables part time courses, but the course language is only in Danish. Example: “The [http://www.sdu.dk/Om_SDU/Institutter_centre/C_Mellemoest/Uddannelse/Aaben.aspx Centre for Contemporary Middle East Studies] offers and contributes to a series of studies in the graduate programme (daytime) as well as part time programmes at both open university and master's level.”

This HEI uses the [https://e-learn.sdu.dk the Blackboard e-Education platform] as this [http://investor.blackboard.com/phoenix.zhtml?c=177018&p=irol-newsArticle&ID=595146&highlight= article] on Blackboard’s own web site mentions: “Southern Denmark University Adopts the Blackboard Learning System and Blackboard Content System”.

The SDU site also links to the [http://www.sdu.dk/student/studportal.html Student portal]"

|-
| style="background:#f0f0f0;"|'''[http://www.ruc.dk Roskilde University Center]'''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www.ruc.dk/ruc_en/about/ About Roskilde University 8,000] students
| style="background:#f0f0f0;"| part-time studies, blended learning
|-
| colspan="4"| Danish name: [http://www.ruc.dk Roskilde Universitetscenter (RUC)]. This HEI also presented a paper at the CAL'07 Conference in Dublin, March 26-28, 2007 in which RUC [http://rudar.ruc.dk/handle/1800/2368 analysed two cases of blended learning on campus in the light of diffusion theory and Causal Layered Analysis (PDF).] This shows us [http://rudar.ruc.dk/bitstream/1800/2368/1/shjj_cal07.pdf 2 types of lessons], of which the blended learning lesson takes up 8 class sessions instead of a 3-week workshop. It is supported by [http://sakaiproject.org/portal/site/sakai-home/page SAKAI CLE], a free and open source Courseware Management System. The blended learning type lesson makes use of notice board, syllabus, roster and readings, presentations, lecture notes, assignments, calendar, chat, discussion forum, wiki, … A [http://www.youtube.com/watch?v=aQKSs_F-YsA YouTube video about the use of SAKAI in the Roskilde University is also available]

In the public minutes of one of the [http://www.ruc.dk/ruc/internesider/Referater/bestyrelse/Bilag/bi2007/bilag52007/ board meetings, on 19th October 2007], we can read “Faculty and students must learn to use sophisticated blended learning. They must use web-based projects, implement net-based exams, enable digital teaching and disseminate research, teaching and student-produced materials for the students and the public by means of digital media.”
Within the framework of the Open University Act, Roskilde University provides opportunities for part-time education in the Basic Studies Programme for the Humanities, Mathematics, Philosophy and Theory of Science, Psychology, Adult Education and Communication as well as a number of master's programmes. Source: [http://www.ruc.dk/ruc_en/studying/structure/]
Interesting but on the subject of accessibility instead of e-learning, this RUC developed a [http://www.ruc.dk/ruc/sitemap/oplaesning/ tool which reads the web texts out loud]

Students of RUC can use STADS on-line student services to register for examinations and see what examinations they have passed or registered for.

|-
| style="background:#f0f0f0;"|'''[http://www.au.dk/en University of Aarhus] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| blended learning with LMS
|-
| colspan="4"| Danish name: [http://www.au.dk/en Aarhus Universitet]. This HEI has a sub site dedicated to e-learning in which [https://aula.au.dk/ AULA] is explained: ""AULA is Aarhus Universitets e-learning platform”. You can see a visual representation of a registration in this [http://www.au.dk/e-learning/aula/support/vejledninger/demo/aula_registration demo]. Furthermore, manuals for [http://www.au.dk/e-learning/aula/support/vejledninger/vejled/manual_teachers teachers] and [http://www.au.dk/e-learning/aula/support/vejledninger/vejled/manual_students students] are accessible in English under the [http://www.au.dk/e-learning/aula/support/vejledninger Support for AULA page]

Aarhus University is also building a media archive, where teachers and researchers can publish video, audio and multimedia materials for primary teaching. This includes podcasting.

Source: [http://www.au.dk/e-learning/enhed/praesent E-learning units]

The University of Aarhus conducts [http://www.au.dk/en/52-08.htm flexible part-time Master’s degree programmes] pursuant to the regulations contained in the Danish Act on further education for adults (“VFV-loven”) and the Executive Order on further education for adults (“VFV-bekendtgørelsen”).

|-
| style="background:#f0f0f0;"|'''[http://www.ku.dk/english University of Copenhagen]'''
| style="background:#f0f0f0;"| Type: universities

| style="background:#f0f0f0;"| [http://www.ku.dk/english/introduction/ 37,000] students
| style="background:#f0f0f0;"| blended learning, SIS, part-time studies
|-
| colspan="4"| Danish name: [http://www.ku.dk/ Københavns Universitet]. This HEI offers blended learning, for instance in the “Forest & Landscape” course (Blended learning combining e-learning and class-room discussions) and the “Participatory Forest Management - 310017” course (internet-based teaching modules integrating literature studies and exercises and supported by on-line discussions in which students are expected to participate. In addition, a number of presentations, analyses and discussions of selected topics and cases as well as e-learning support will be offered as classroom sessions.)

The University of Copenhagen also offers students a portal called [http://www2.adm.ku.dk/portal/frontpage/default.asp?p_sprog_kode=en punkt ku] for personal e-mail, group discussions, course descriptions, course registration and Absalon, the portal that hosts the homepages of the different courses.Besides this, there’s also a [http://sis.ku.dk Study Information System (SIS)]

|-
| style="background:#f0f0f0;"|'''[http://www.itu.dk IT-University of Copenhagen] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www1.itu.dk/sw90125.asp 1,500] students
| style="background:#f0f0f0;"| distance education, part-time studies, e-learning
|-
| colspan="4"| Danish name: [http://www.itu.dk IT-Universitetet i København]. This HEI offers net-based learning or “Netbaseret undervisning” as listed on its [http://mit.itu.dk/ucs/cb_www/index.sml?lang=en online course list] such as IT Project Management, IT Strategy and Basic Graphic Design.

There’s also the ITU's study portal called [https://mit.itu.dk My.IT] in which students can view their administrative data such as enrolments, ECTS credit points, examination marks and more.

|-
| style="background:#f0f0f0;"|'''[http://www.aau.dk Aalborg University (AAU)]'''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| blended learning and distance studies
|-
| colspan="4"| Danish name: [http://www.aau.dk Aalborg Universitet].This HEI offers several part-time Master's Programmes in English listed under "Continuing Education". The teaching on each semester consists of four to six times seminars of 2-3 days’ duration, distance education, self study and project work in groups.

|-
| style="background:#f0f0f0;"|''' [http://www.ucn.dk University College of Northern Denmark]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ucn.dk/UCN/Welcome_to_UCN.aspx 6,000] students
| style="background:#f0f0f0;"| blended learning, intranet.
|-
| colspan="4"| Danish name: [http://www.ucn.dk Professionshøjskolen University College Nordjylland]. E-learning is mentioned: [http://ucn.dk/LP-modellen/eL%C3%A6ring_forside/Om_e-l%C3%A6ring.aspx Om e-læring] page.

The UCN was merged out of the University College of Health, which has an [http://erfyaalsrv02.udd.sembsc.dk/C1256CD500425B49/?login intranet] for all, and three e-learning courses for staff and educators: “The LP model is a pedagogical analysis used as a practical tool for development and improvement of the school learning environment.” Its [http://www.lp-modellen.dk/lp-modellen/eL%C3%A6ring_forside.aspx e-learning] homepage links to [http://ucn.dk/LP-modellen/eL%C3%A6ring_forside/Om_e-l%C3%A6ring.aspx About e-learning] which directs to a Danish [http://ucn.dk/Admin/Public/DWSDownload.aspx?File=%2fFiles%2fFiler%2fLPmodellen%2felearning%2fE-laeringsmanual.pdf e-learning manual (PDF – 6 pages)] in which the different elements of these three e-learning courses are explained.

This site mentions e-learning in a [http://erfyaalsrv02.udd.sembsc.dk/scvua/files.nsf/sysOakFil/Administration%C2%A4Oplaeg%20e-learning.pdf/$File/Opl%C3%A6g%20e-learning.pdf Powerpoint called “E-learning ”] in which blended learning is a possibility to obtain a degree in 3,5 years of 210 ECTS credits. Besides the face2face meetings the virtual teaching / learning is through the [http://elearn.cvusonderjylland.dk BlackBoard platform].

|-
| style="background:#f0f0f0;"|'''[http://www.ihk.dk Copenhagen University College of Engineering]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ihk.dk/forside-collage-2/ihk/international 2,300] students
| style="background:#f0f0f0;"| LMS (CampusNet)
|-
| colspan="4"| Danish name: [http://www.ihk.dk Ingeniørhøjskolen i København]. Copenhagen University College of Engineering

Part-time students (also referred to as Open University students) are students who pay to follow one or more of the courses at Copenhagen University College of Engineering. These students can only be admitted if there are vacant slots at the course. It is not possible to complete a full education as a part-time student, as large individual projects are not offered to part-time students. Source: [http://ihk.dk/international/student-handbook/1-students/ Different types of students]

This HEI has [http://ihk.dk/om-ihk/it-afdelingen/campusnet/campusnet/ CampusNet].

|-
| style="background:#f0f0f0;"|'''[http://www.ucc.dk University College Copenhagen]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| ? studies
|-
| colspan="4"| Danish name: [http://www.ucc.dk Professionshøjskolen København].

|-
| style="background:#f0f0f0;"|''' [http://www.iha.dk Engineering College of Aarhus]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://www.iha.dk/About-IHA-88.aspx 1,500] students
| style="background:#f0f0f0;"| support via LMS
|-
| colspan="4"| Danish name: [http://www.iha.dk Ingeniørhøjskolen i Århus]. "The terms E-learning, blended or distance learning are not discussed on the [http://www.iha.dk/Teaching-Methods-157.aspx Teaching Methods page] but e-learning is mentioned once on the site: “In the future we will focus on the institutions that provide us with the largest potential regarding development and exchange. Furthermore, we will develop a close, committed cooperation with a smaller group on international industry-related projects, study programmes, e-learning and longer periods of teacher exchange, including post-educational courses.” Source: [http://www.iha.dk/Default.aspx?ID=756 Mission, Vision and Strategies] below the title “Under Cooperation within Development”.

IHA has its own LMS called[https://auth-cn.iha.dk/iha/index.jsp CampusNet]:
CampusNet is a web based interactive communication tool. It offers staff and students at the Engineering College of Aarhus easy and flexible access to extensive information relevant for the studies, and the possibility to exchange information and documents mutually, e.g. within the course or the department.
Information contained in CampusNet originates from many different sources (students, teachers, administration) but are made accessible through one central website. Each user at the Engineering College is assigned specific rights assuring a personified user interface.
* Each student will find information on his or her study, on courses attended, material or messages from the teacher, lists of other students, possible cancellations and much more.
* The teacher can find information on students, submit messages and publish teaching material for the students, set up conferences for discussions, link to any other website and much more.

Source: [https://www.campusnet.iha.dk/xml/help/frontside_about_uk.htm About CampusNet]"

|-
| style="background:#f0f0f0;"|'''[http://www.ucl.dk University College Lillebaelt]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://www.ucl.dk/content/dk/servicemenu/international 7,000] students
| style="background:#f0f0f0;"| part-time studies, intranet
|-
| colspan="4"| This HEI offers part-time education as it mentions that 500 part time students are enrolled in campus in Jelling.
If offers employees an [http://intranet.uclillebaelt.dk/ intranet]

|-
| style="background:#f0f0f0;"|'''[http://www.ucvest.dk Jutland University College]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://www.ucvest.dk/page23.aspx 3,000] students
| style="background:#f0f0f0;"| e-learning
|-
| colspan="4"| Danish name: [http://www.ucvest.dk Professionshøjskolen University College Vest]. UCJ is part in VIA University College - a major regional university college of professional bachelor education in Mid-Jutland. VIA University College is a collaborative venture between the Mid-West Centre for Higher Education, the Vita Centre for Higher Education, University College Vitus Bering Denmark, the Alpha Centre for Higher Education and UCJ.

UCJ forms a part of four national knowledge centres including the National Knowledge Centre for e-Learning. Source: [http://www.jcvu.dk/files/billeder/JCVU/Folder_UK.jpg Brochure in English]
The Knowledge Center of e-learning is rooted in @ Ventures, the founder of e-learning at Aarhus Købmandsskole. The center is a collaboration between several vocational academies, CDE vita, CDE Copenhagen and JCVU.

JCVU has its own local coordinator for this Center: Lars Kjeldsen Peter Beck, head of Knowledge for IT, media and learning.
This HEI uses an [http://www.ucvest.dk/page229.aspx intranet] from before the merger.

|-
| style="background:#f0f0f0;"|'''[http://www.ucsj.dk University College Sealand] '''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ucsj.dk/content/dk/udenfor_menu/university_college_sealand 6,000] students
| style="background:#f0f0f0;"| blended learning, LMS support (Skolekom)
|-
| colspan="4"| University College Sealand is a recent merger of CVU South and CVU Zealand. This HEI has an [http://ucsj.dk/content/dk/kom_pa_intranettet UCSJ Intranet] for the administrators and educators but a system for the students isn’t clearly mentioned on the site. UCSJ provides [http://ucsj.dk/content/dk/e-laring e-learning] throughout the bachelor programmes and several courses (Pedagogy, Teaching, Nurses, Nutrition and Health courses) with contact days limited to 2 to 4 per month. “Here you'll find opportunities to take your education in these disciplines partially over the Internet.” “So you will encounter words such as network-based education, remote study / distance learning, flexible education, virtual learning, e-learning, etc.

For the e-learning communication /LMS students use [http://translate.google.com/translate?u=http%3A%2F%2Fucsj.dk%2Fcontent%2Fdk%2Fuddannelse%2Fsygeplejerske%2Fslagelse%2Fny_studerende%2Fskolekom&hl=nl&ie=UTF-8&sl=da&tl= Skolekom] FirstClass, which was developed by [http://www.uni-c.dk/produkter/kommunikation/skolekom/index.html UNI-C]. You can see a Danish [ftp://ftp.sektornet.dk/sektornet/skolekom/SKvejl/User/SkoleKomBegyndervejledningFC8.pdf Skolekom manual (PDF)] here.

|-
| style="background:#f0f0f0;"|''' [http://ucsyd.dk University College South (UC South)]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ucsyd.dk/internationalt/english 3,600] students
| style="background:#f0f0f0;"| blended learning and distance studies
|-
| colspan="4"| Danish name: [http://ucsyd.dk University College Syd]. This HEI states “All (Bachelor Study) programmes consist of theoretical studies and periods of practice. [http://ucsyd.dk/internationalt/english/study-programmes-and-activities/ Most of the studies are equally offered as blended learning, e.g. a mix of distance learning and seminars]. Language of instruction: Danish.

This HEI offers [http://ucsyd.dk/uddannelser/netbaserede-uddannelser/ net-based learning for three courses], in which students can “mainly” work from home: they’re expected to attend eight two-day seminars a year. This distance learning is supported by [http://ucsyd.dk/om-uc-syd/studentersite Blackboard].

|-
| style="background:#f0f0f0;"|''' [http://www.bawest.dk/ Business Academy West] '''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| 850 students
| style="background:#f0f0f0;"| part-time studies
|-
| colspan="4"| Danish name: [http://www.bawest.dk/ Erhvervsakademi Vest]. At the moment the academy has 550 full time students and 300 part time students.

|-
| style="background:#f0f0f0;"|'''[http://www.aabc.dk Aarhus Business College] '''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| part-time studies
|-
| colspan="4"| Danish name: [http://www.aabc.dk Erhvervsakademiet]. University College Sealand is a recent merger of CVU South and CVU Zealand.
This HEI has an [http://ucsj.dk/content/dk/kom_pa_intranettet UCSJ Intranet] for the administrators and educators but a system for the students isn’t clearly mentioned on the site. UCSJ provides [http://ucsj.dk/content/dk/e-laring e-learning] throughout the bachelor programmes and several courses (Pedagogy, Teaching, Nurses, Nutrition and Health courses) with contact days limited to 2 to 4 per month. “Here you'll find opportunities to take your education in these disciplines partially over the Internet.” “So you will encounter words such as network-based education, remote study / distance learning, flexible education, virtual learning, e-learning, etc.”

For the e-learning communication /LMS students use [http://translate.google.com/translate?u=http%3A%2F%2Fucsj.dk%2Fcontent%2Fdk%2Fuddannelse%2Fsygeplejerske%2Fslagelse%2Fny_studerende%2Fskolekom&hl=nl&ie=UTF-8&sl=da&tl= Skolekom] FirstClass, which was developed by [http://www.uni-c.dk/produkter/kommunikation/skolekom/index.html UNI-C]. You can see a Danish [ftp://ftp.sektornet.dk/sektornet/skolekom/SKvejl/User/SkoleKomBegyndervejledningFC8.pdf Skolekom manual (PDF)] here.

|-
| style="background:#f0f0f0;"|'''[http://www.ots.dk Odense Technical College and the Academy of Professional Higher Education]'''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| ?
|-
| colspan="4"| Danish name: [http://www.ots.dk Odense Tekniske Skole]. This HEI is a partner in a Leonardo da Vinci project "Building e-learning": The aim of the project is to assist the implementation of ICT as a basic tool for the modernization and the adaption of the knowledge-based training systems for lower qualified workers in the construction sector. Development and implementation of a technological simulation program for initial vocational training on the occupation "bricklayer", based on e-learning, are envisaged.

|-
| style="background:#f0f0f0;"|'''[http://www.stea.dk Erhvervsakademi Storstrøm]'''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"|
|-
| colspan="4"| This HEI is divided into CEUS, EUC Lolland and IMMA. CEUS School of Business is a University College and part of Handelshøjskolecentret. The EUC Lolland site mentions e-learning in the rector's welcome but not further.

|-
| style="background:#f0f0f0;"|'''[http://www.eam.dk Academy of Professional Higher Education, Midjutland]'''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| part-time studies
|-
| colspan="4"| Danish name: [http://www.eam.dk Erhvervsakademi Midtjylland (EAM)]. EAM also offers a part-time academy programme for adults pursuing careers while having jobs. Lessons are held after ordinary business hours. This programme is governmentally and internationally approved and awards ECTS points.

|-
| colspan=“3” style="background:#f0f0f0;"|'''[http://www.ell.auc.dk Virtual Learning Environments and Learning Methods (the ViLL project)'''
| style="background:#f0f0f0;"| inactive? Site isn't working
|-
| colspan="4"| The goal of the ViLL project is to create a centre in North Denmark for research, development and knowledge within e-learning, which is open to users from the entire region. The project is based on the active research in learning processes and IKT that is carried out at the University of Aalborg and is thriving on a good collaboration with enterprises and institutions, local, national and international. [http://www.detdigitalenordjylland.dk/en/info__background/projects/education/virtual_learning_environments_and_learning_methods_the_vill_project.htm Source]

|-
| style="background:#f0f0f0;"|'''[http://www.journalisthojskolen.dk Journalisthøjskolen] '''
| style="background:#f0f0f0;"| Type: specialised college
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| DJH Medianet
|-
| colspan="4"| This HEI is the result of a merger between Den Grafiske Højskole og Danmarks Journalisthøjskole. The Danish School of Journalism developed Medianet, an open source CMS-system developed at The Danish School of Journalism. The system is used for e-learning, webpublishing and knowledge sharing. Derfor er systemet, der hedder DJH Medianet, baseret på en række gennemprøvede open source-komponenter, som har gjort det muligt at håndtere brugere på tværs af Windows, Mac og Unix. Therefore, the system, called DJH Medianet, based on a number of proven open-source components that have made it possible to manage users across Windows, Mac and Unix. With the merger and new web site Medianet's status is now unknown.

|-
| style="background:#f0f0f0;"|''' [http://www.ninuuk.gl/ Greenland Business College] '''
| style="background:#f0f0f0;"| Type: ?
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| type studies
|-
| colspan="4"| Danish name: [http://www.ninuuk.gl/ Grønlands Handelsskole]
"Greenland Business College wants to be the natural centre for the formation of competences and knowledge sharing within the commercial area, information technologies, management, supervision, innovation and e-learning." [http://www.ninuuk.gl/UserFiles/File/Informationsmateriale/Greenland%20Business%20College.pdf part of "Greenland Business College's mission]

Homepage states: "Handelsskolen is a partner in E-Forum, a project for the development of E-learning offer to business in Greenland. Handelsskolen using preliminary E-forum for entrepreneurs and students at the basic 'Supervisor training'."

|}

== References ==

#[http://www.obhe.ac.uk/cgi-bin/keyresource.pl?resid=25 The Observatory on Borderless Higher Education - Key Issue, September 2004: National Virtual Universities]
#[http://www.ug.dk UddannelsesGuiden / the Education Guide]
#[http://www.hezel.com/globalreport/ Hezel Associates: Global E-learning Opportunities for U.S. Higher Education]: "[http://www.virtualschoolsandcolleges.eu/index.php/Image:HezelAssociates_Denmark.pdf View a free country study - Denmark]" (PDF uploaded on this wiki)

Virtual Initiatives in Denmark

2008-10-27T12:39:49Z

SallyReynolds: /* The Danish Virtual University and Continuing Education at Danish Universities - A Virtual Approach (in Danish) */ addition of introduction paragraph

== Introduction ==

Currently in Denmark, the term 'Virtual Campus' has fallen somewhat out of use and does not exist as an easily recognisable or identifiable term referring to any institution or particular practice. Several initiatives have been launched in the past including the [[Danish Virtual University]and the term 'open' is used now far more to imply the use of technology to support a greater access to higher eductaion. Furthermore several different government ministeries have an interest in making university education more accessible and they each have different strategies and approaches, no centralised co-ordination amongst these programmes seems to exist. One significant player is the National IT and Telecom Agency which is run by [http://en.itst.dk The Ministry of Science Technology and Innovation] This agency has a national programme for e-learning for universities and research institutions. They provide seed money for specific courses and try to also encourage institutional management to become involved. 50% funding to support the development of open courseware is available from this agency not only to universities, but also to SMEs and other types of organisation.Approximately half of those applying are funded and demand for this seed funding is increasing.

===The Danish Virtual University and Continuing Education at Danish Universities - A Virtual Approach (in Danish)===

The [http://eng.uvm.dk/news/dvuni.htm Danish Virtual University (DVUNI)] was conceived in 2000 as Denmark's response to the e-education boom in the late 1990s. The project, however, was never completed and was quietly wound up following a series of strategic failures. Following a re-think, the new Danish portal for professional development called '[http://www.unev.dk/default.aspx Continuing Education at Danish Universities - A Virtual Approach]' was launched in November 2003. The portal was established by the 12 Danish universities and encompasses all the institutions' professional development courses. The initiative is part of wider attempts to establish a closer co-operation between industry and universities, and the idea has been well received by Danish companies. The portal includes traditional campus-based courses as well as online provision (with a mix of programmes in Danish and English). In July 2004 the portal had almost 1,600 courses and 130 programmes leading to a formal qualification.

'''Source''': [http://www.obhe.ac.uk/resources/key_resource_sept_2004_national_virtual_universities The Observatory on Borderless Higher Education - Key Issue, September 2004: National Virtual Universities]

'''Update''': this database about Danish universities, vocational training is not updated since 1.1.2007.

=== UddannelsesGuiden – The “Education Guide”===
This is the Danish portal on learning opportunities and professions. UddannelsesGuiden has been developed in connection with the Danish guidance reform and was launched 1 August 2004. The Ministry of Education owns and finances the portal. Schultz Information is responsible for the development and running of the portal. Schultz Information delivers the contents and a sub-contractor, Krak, is responsible for portal infrastructure and technical support.

The main aim of the portal is to provide accurate and up-to-date information about learning opportunities, professions and labour market issues. UddannelsesGuiden applies a lifelong learning perspective and provides education and career information for anybody who needs it – be they children, young people, or adults; citizens in general or guidance practitioners.

'''Source''': [http://www.ug.dk UddannelsesGuiden / the Education Guide]

== Virtual Programmes, Projects, ... ==

{| border="1" width="100%"
|-
| style="background:#f0f0f0;"|''' [http://www.dtu.dk Technical University of Denmark]'''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www.dtu.dk/English/About_DTU/Facts_and_figures/Innovation.aspx 6,183] students (2006)
| style="background:#f0f0f0;"| blended learning, LMS, part-time studies
|-
| colspan="4"| Danish name: [http://www.dtu.dk Danmarks Tekniske Universitet]. About the part-time study: "You design your own curriculum in cooperation with a relevant scientific employee at one of the DTU Departments". This HEI also has a term "[http://www.dtu.dk/English/education/Open%20University.aspx Open University]" for several courses. It also has a [portalen.dtu.dk Portal] for its students. Of e-learning the site states: "eLearning is a diffuse subject that we aim at getting structured campus wide by establishing a IT infrastructure for DTU together with the mail IT-department. Our part is the open source system components." The Technical University of Denmark includes “[http://www.risoe.dtu.dk/Research/sustainable_energy/wind_energy/projects/virtuel_galathea.aspx?sc_lang=en VirtuelGalathea 3 e-learning]”: The purpose of VirtuelGalathea3 e-learning is to offer a solid technical-based teaching materials to ensure Danish students web-based online access to the many exciting findings and results from Galathea 3 project for use in the teaching of subjects physics, chemistry, mathematics, biology, nature-geographic history and level-divided for classes in primary school and secondary schools.

|-
| style="background:#f0f0f0;"|'''[http://www.cbs.dk Copenhagen Business School] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www.cbs.dk/om_cbs 15,791] students
| style="background:#f0f0f0;"| e-learning
|-
| colspan="4"| Danish name: [http://www.cbs.dk Handelshøjskolen]. The project "Theory of science and methodology on the internet" managed by Copenhagen Business School has received a promise of financial support.

The Ministry of Science, Technology and Innovation has allocated funds of DKK 7.5m – "the university funds" - as a part of a new strategy: "The national strategy for ICT-supported learning". The funds are distributed by the Danish IT and Telecom Agency on behalf of the Ministry.
The purpose of the funds is to support e-learning at Danish universities. The intention is to create projects with a view to improving the quality of teaching and strengthen the overall business goals for the universities.

The aim of "Theory of science and methodology on the internet" is to develop a web-based e-learning course in theory of science and methodology. The course is aimed at students doing project work in the first year of their bachelor's programmes. The course is offered at the study programmes BA in Information Management, BSc in Business, Language and Culture, and BSc in Business Administration and Philosophy. The idea is to expand and offer the course to even more study programmes in the long run. Versions in both Danish and English are therefore in preparation. The budgetary framework for this project is DKK 400,000.

Source: [http://uk.cbs.dk/nyheder_presse/nyheder/2008/august/tilsagn_om_stoette_til_e_laeringsprojekt News article 27/08/2008]

|-
| style="background:#f0f0f0;"|'''[http://www.sdu.dk/?sc_lang=en University of Southern Denmark] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www1.itu.dk/sw75556.asp 1,500 (PDF)] students
| style="background:#f0f0f0;"| blended learning
|-
| colspan="4"| Danish name: [http://www.sdu.dk/ Syddansk Universitet]. "The Southern Denmark University enables part time courses, but the course language is only in Danish. Example: “The [http://www.sdu.dk/Om_SDU/Institutter_centre/C_Mellemoest/Uddannelse/Aaben.aspx Centre for Contemporary Middle East Studies] offers and contributes to a series of studies in the graduate programme (daytime) as well as part time programmes at both open university and master's level.”

This HEI uses the [https://e-learn.sdu.dk the Blackboard e-Education platform] as this [http://investor.blackboard.com/phoenix.zhtml?c=177018&p=irol-newsArticle&ID=595146&highlight= article] on Blackboard’s own web site mentions: “Southern Denmark University Adopts the Blackboard Learning System and Blackboard Content System”.

The SDU site also links to the [http://www.sdu.dk/student/studportal.html Student portal]"

|-
| style="background:#f0f0f0;"|'''[http://www.ruc.dk Roskilde University Center]'''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www.ruc.dk/ruc_en/about/ About Roskilde University 8,000] students
| style="background:#f0f0f0;"| part-time studies, blended learning
|-
| colspan="4"| Danish name: [http://www.ruc.dk Roskilde Universitetscenter (RUC)]. This HEI also presented a paper at the CAL'07 Conference in Dublin, March 26-28, 2007 in which RUC [http://rudar.ruc.dk/handle/1800/2368 analysed two cases of blended learning on campus in the light of diffusion theory and Causal Layered Analysis (PDF).] This shows us [http://rudar.ruc.dk/bitstream/1800/2368/1/shjj_cal07.pdf 2 types of lessons], of which the blended learning lesson takes up 8 class sessions instead of a 3-week workshop. It is supported by [http://sakaiproject.org/portal/site/sakai-home/page SAKAI CLE], a free and open source Courseware Management System. The blended learning type lesson makes use of notice board, syllabus, roster and readings, presentations, lecture notes, assignments, calendar, chat, discussion forum, wiki, … A [http://www.youtube.com/watch?v=aQKSs_F-YsA YouTube video about the use of SAKAI in the Roskilde University is also available]

In the public minutes of one of the [http://www.ruc.dk/ruc/internesider/Referater/bestyrelse/Bilag/bi2007/bilag52007/ board meetings, on 19th October 2007], we can read “Faculty and students must learn to use sophisticated blended learning. They must use web-based projects, implement net-based exams, enable digital teaching and disseminate research, teaching and student-produced materials for the students and the public by means of digital media.”
Within the framework of the Open University Act, Roskilde University provides opportunities for part-time education in the Basic Studies Programme for the Humanities, Mathematics, Philosophy and Theory of Science, Psychology, Adult Education and Communication as well as a number of master's programmes. Source: [http://www.ruc.dk/ruc_en/studying/structure/]
Interesting but on the subject of accessibility instead of e-learning, this RUC developed a [http://www.ruc.dk/ruc/sitemap/oplaesning/ tool which reads the web texts out loud]

Students of RUC can use STADS on-line student services to register for examinations and see what examinations they have passed or registered for.

|-
| style="background:#f0f0f0;"|'''[http://www.au.dk/en University of Aarhus] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| blended learning with LMS
|-
| colspan="4"| Danish name: [http://www.au.dk/en Aarhus Universitet]. This HEI has a sub site dedicated to e-learning in which [https://aula.au.dk/ AULA] is explained: ""AULA is Aarhus Universitets e-learning platform”. You can see a visual representation of a registration in this [http://www.au.dk/e-learning/aula/support/vejledninger/demo/aula_registration demo]. Furthermore, manuals for [http://www.au.dk/e-learning/aula/support/vejledninger/vejled/manual_teachers teachers] and [http://www.au.dk/e-learning/aula/support/vejledninger/vejled/manual_students students] are accessible in English under the [http://www.au.dk/e-learning/aula/support/vejledninger Support for AULA page]

Aarhus University is also building a media archive, where teachers and researchers can publish video, audio and multimedia materials for primary teaching. This includes podcasting.

Source: [http://www.au.dk/e-learning/enhed/praesent E-learning units]

The University of Aarhus conducts [http://www.au.dk/en/52-08.htm flexible part-time Master’s degree programmes] pursuant to the regulations contained in the Danish Act on further education for adults (“VFV-loven”) and the Executive Order on further education for adults (“VFV-bekendtgørelsen”).

|-
| style="background:#f0f0f0;"|'''[http://www.ku.dk/english University of Copenhagen]'''
| style="background:#f0f0f0;"| Type: universities

| style="background:#f0f0f0;"| [http://www.ku.dk/english/introduction/ 37,000] students
| style="background:#f0f0f0;"| blended learning, SIS, part-time studies
|-
| colspan="4"| Danish name: [http://www.ku.dk/ Københavns Universitet]. This HEI offers blended learning, for instance in the “Forest & Landscape” course (Blended learning combining e-learning and class-room discussions) and the “Participatory Forest Management - 310017” course (internet-based teaching modules integrating literature studies and exercises and supported by on-line discussions in which students are expected to participate. In addition, a number of presentations, analyses and discussions of selected topics and cases as well as e-learning support will be offered as classroom sessions.)

The University of Copenhagen also offers students a portal called [http://www2.adm.ku.dk/portal/frontpage/default.asp?p_sprog_kode=en punkt ku] for personal e-mail, group discussions, course descriptions, course registration and Absalon, the portal that hosts the homepages of the different courses.Besides this, there’s also a [http://sis.ku.dk Study Information System (SIS)]

|-
| style="background:#f0f0f0;"|'''[http://www.itu.dk IT-University of Copenhagen] '''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| [http://www1.itu.dk/sw90125.asp 1,500] students
| style="background:#f0f0f0;"| distance education, part-time studies, e-learning
|-
| colspan="4"| Danish name: [http://www.itu.dk IT-Universitetet i København]. This HEI offers net-based learning or “Netbaseret undervisning” as listed on its [http://mit.itu.dk/ucs/cb_www/index.sml?lang=en online course list] such as IT Project Management, IT Strategy and Basic Graphic Design.

There’s also the ITU's study portal called [https://mit.itu.dk My.IT] in which students can view their administrative data such as enrolments, ECTS credit points, examination marks and more.

|-
| style="background:#f0f0f0;"|'''[http://www.aau.dk Aalborg University (AAU)]'''
| style="background:#f0f0f0;"| Type: universities
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| blended learning and distance studies
|-
| colspan="4"| Danish name: [http://www.aau.dk Aalborg Universitet].This HEI offers several part-time Master's Programmes in English listed under "Continuing Education". The teaching on each semester consists of four to six times seminars of 2-3 days’ duration, distance education, self study and project work in groups.

|-
| style="background:#f0f0f0;"|''' [http://www.ucn.dk University College of Northern Denmark]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ucn.dk/UCN/Welcome_to_UCN.aspx 6,000] students
| style="background:#f0f0f0;"| blended learning, intranet.
|-
| colspan="4"| Danish name: [http://www.ucn.dk Professionshøjskolen University College Nordjylland]. E-learning is mentioned: [http://ucn.dk/LP-modellen/eL%C3%A6ring_forside/Om_e-l%C3%A6ring.aspx Om e-læring] page.

The UCN was merged out of the University College of Health, which has an [http://erfyaalsrv02.udd.sembsc.dk/C1256CD500425B49/?login intranet] for all, and three e-learning courses for staff and educators: “The LP model is a pedagogical analysis used as a practical tool for development and improvement of the school learning environment.” Its [http://www.lp-modellen.dk/lp-modellen/eL%C3%A6ring_forside.aspx e-learning] homepage links to [http://ucn.dk/LP-modellen/eL%C3%A6ring_forside/Om_e-l%C3%A6ring.aspx About e-learning] which directs to a Danish [http://ucn.dk/Admin/Public/DWSDownload.aspx?File=%2fFiles%2fFiler%2fLPmodellen%2felearning%2fE-laeringsmanual.pdf e-learning manual (PDF – 6 pages)] in which the different elements of these three e-learning courses are explained.

This site mentions e-learning in a [http://erfyaalsrv02.udd.sembsc.dk/scvua/files.nsf/sysOakFil/Administration%C2%A4Oplaeg%20e-learning.pdf/$File/Opl%C3%A6g%20e-learning.pdf Powerpoint called “E-learning ”] in which blended learning is a possibility to obtain a degree in 3,5 years of 210 ECTS credits. Besides the face2face meetings the virtual teaching / learning is through the [http://elearn.cvusonderjylland.dk BlackBoard platform].

|-
| style="background:#f0f0f0;"|'''[http://www.ihk.dk Copenhagen University College of Engineering]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ihk.dk/forside-collage-2/ihk/international 2,300] students
| style="background:#f0f0f0;"| LMS (CampusNet)
|-
| colspan="4"| Danish name: [http://www.ihk.dk Ingeniørhøjskolen i København]. Copenhagen University College of Engineering

Part-time students (also referred to as Open University students) are students who pay to follow one or more of the courses at Copenhagen University College of Engineering. These students can only be admitted if there are vacant slots at the course. It is not possible to complete a full education as a part-time student, as large individual projects are not offered to part-time students. Source: [http://ihk.dk/international/student-handbook/1-students/ Different types of students]

This HEI has [http://ihk.dk/om-ihk/it-afdelingen/campusnet/campusnet/ CampusNet].

|-
| style="background:#f0f0f0;"|'''[http://www.ucc.dk University College Copenhagen]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| ? studies
|-
| colspan="4"| Danish name: [http://www.ucc.dk Professionshøjskolen København].

|-
| style="background:#f0f0f0;"|''' [http://www.iha.dk Engineering College of Aarhus]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://www.iha.dk/About-IHA-88.aspx 1,500] students
| style="background:#f0f0f0;"| support via LMS
|-
| colspan="4"| Danish name: [http://www.iha.dk Ingeniørhøjskolen i Århus]. "The terms E-learning, blended or distance learning are not discussed on the [http://www.iha.dk/Teaching-Methods-157.aspx Teaching Methods page] but e-learning is mentioned once on the site: “In the future we will focus on the institutions that provide us with the largest potential regarding development and exchange. Furthermore, we will develop a close, committed cooperation with a smaller group on international industry-related projects, study programmes, e-learning and longer periods of teacher exchange, including post-educational courses.” Source: [http://www.iha.dk/Default.aspx?ID=756 Mission, Vision and Strategies] below the title “Under Cooperation within Development”.

IHA has its own LMS called[https://auth-cn.iha.dk/iha/index.jsp CampusNet]:
CampusNet is a web based interactive communication tool. It offers staff and students at the Engineering College of Aarhus easy and flexible access to extensive information relevant for the studies, and the possibility to exchange information and documents mutually, e.g. within the course or the department.
Information contained in CampusNet originates from many different sources (students, teachers, administration) but are made accessible through one central website. Each user at the Engineering College is assigned specific rights assuring a personified user interface.
* Each student will find information on his or her study, on courses attended, material or messages from the teacher, lists of other students, possible cancellations and much more.
* The teacher can find information on students, submit messages and publish teaching material for the students, set up conferences for discussions, link to any other website and much more.

Source: [https://www.campusnet.iha.dk/xml/help/frontside_about_uk.htm About CampusNet]"

|-
| style="background:#f0f0f0;"|'''[http://www.ucl.dk University College Lillebaelt]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://www.ucl.dk/content/dk/servicemenu/international 7,000] students
| style="background:#f0f0f0;"| part-time studies, intranet
|-
| colspan="4"| This HEI offers part-time education as it mentions that 500 part time students are enrolled in campus in Jelling.
If offers employees an [http://intranet.uclillebaelt.dk/ intranet]

|-
| style="background:#f0f0f0;"|'''[http://www.ucvest.dk Jutland University College]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://www.ucvest.dk/page23.aspx 3,000] students
| style="background:#f0f0f0;"| e-learning
|-
| colspan="4"| Danish name: [http://www.ucvest.dk Professionshøjskolen University College Vest]. UCJ is part in VIA University College - a major regional university college of professional bachelor education in Mid-Jutland. VIA University College is a collaborative venture between the Mid-West Centre for Higher Education, the Vita Centre for Higher Education, University College Vitus Bering Denmark, the Alpha Centre for Higher Education and UCJ.

UCJ forms a part of four national knowledge centres including the National Knowledge Centre for e-Learning. Source: [http://www.jcvu.dk/files/billeder/JCVU/Folder_UK.jpg Brochure in English]
The Knowledge Center of e-learning is rooted in @ Ventures, the founder of e-learning at Aarhus Købmandsskole. The center is a collaboration between several vocational academies, CDE vita, CDE Copenhagen and JCVU.

JCVU has its own local coordinator for this Center: Lars Kjeldsen Peter Beck, head of Knowledge for IT, media and learning.
This HEI uses an [http://www.ucvest.dk/page229.aspx intranet] from before the merger.

|-
| style="background:#f0f0f0;"|'''[http://www.ucsj.dk University College Sealand] '''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ucsj.dk/content/dk/udenfor_menu/university_college_sealand 6,000] students
| style="background:#f0f0f0;"| blended learning, LMS support (Skolekom)
|-
| colspan="4"| University College Sealand is a recent merger of CVU South and CVU Zealand. This HEI has an [http://ucsj.dk/content/dk/kom_pa_intranettet UCSJ Intranet] for the administrators and educators but a system for the students isn’t clearly mentioned on the site. UCSJ provides [http://ucsj.dk/content/dk/e-laring e-learning] throughout the bachelor programmes and several courses (Pedagogy, Teaching, Nurses, Nutrition and Health courses) with contact days limited to 2 to 4 per month. “Here you'll find opportunities to take your education in these disciplines partially over the Internet.” “So you will encounter words such as network-based education, remote study / distance learning, flexible education, virtual learning, e-learning, etc.

For the e-learning communication /LMS students use [http://translate.google.com/translate?u=http%3A%2F%2Fucsj.dk%2Fcontent%2Fdk%2Fuddannelse%2Fsygeplejerske%2Fslagelse%2Fny_studerende%2Fskolekom&hl=nl&ie=UTF-8&sl=da&tl= Skolekom] FirstClass, which was developed by [http://www.uni-c.dk/produkter/kommunikation/skolekom/index.html UNI-C]. You can see a Danish [ftp://ftp.sektornet.dk/sektornet/skolekom/SKvejl/User/SkoleKomBegyndervejledningFC8.pdf Skolekom manual (PDF)] here.

|-
| style="background:#f0f0f0;"|''' [http://ucsyd.dk University College South (UC South)]'''
| style="background:#f0f0f0;"| Type: university colleges
| style="background:#f0f0f0;"| [http://ucsyd.dk/internationalt/english 3,600] students
| style="background:#f0f0f0;"| blended learning and distance studies
|-
| colspan="4"| Danish name: [http://ucsyd.dk University College Syd]. This HEI states “All (Bachelor Study) programmes consist of theoretical studies and periods of practice. [http://ucsyd.dk/internationalt/english/study-programmes-and-activities/ Most of the studies are equally offered as blended learning, e.g. a mix of distance learning and seminars]. Language of instruction: Danish.

This HEI offers [http://ucsyd.dk/uddannelser/netbaserede-uddannelser/ net-based learning for three courses], in which students can “mainly” work from home: they’re expected to attend eight two-day seminars a year. This distance learning is supported by [http://ucsyd.dk/om-uc-syd/studentersite Blackboard].

|-
| style="background:#f0f0f0;"|''' [http://www.bawest.dk/ Business Academy West] '''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| 850 students
| style="background:#f0f0f0;"| part-time studies
|-
| colspan="4"| Danish name: [http://www.bawest.dk/ Erhvervsakademi Vest]. At the moment the academy has 550 full time students and 300 part time students.

|-
| style="background:#f0f0f0;"|'''[http://www.aabc.dk Aarhus Business College] '''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| part-time studies
|-
| colspan="4"| Danish name: [http://www.aabc.dk Erhvervsakademiet]. University College Sealand is a recent merger of CVU South and CVU Zealand.
This HEI has an [http://ucsj.dk/content/dk/kom_pa_intranettet UCSJ Intranet] for the administrators and educators but a system for the students isn’t clearly mentioned on the site. UCSJ provides [http://ucsj.dk/content/dk/e-laring e-learning] throughout the bachelor programmes and several courses (Pedagogy, Teaching, Nurses, Nutrition and Health courses) with contact days limited to 2 to 4 per month. “Here you'll find opportunities to take your education in these disciplines partially over the Internet.” “So you will encounter words such as network-based education, remote study / distance learning, flexible education, virtual learning, e-learning, etc.”

For the e-learning communication /LMS students use [http://translate.google.com/translate?u=http%3A%2F%2Fucsj.dk%2Fcontent%2Fdk%2Fuddannelse%2Fsygeplejerske%2Fslagelse%2Fny_studerende%2Fskolekom&hl=nl&ie=UTF-8&sl=da&tl= Skolekom] FirstClass, which was developed by [http://www.uni-c.dk/produkter/kommunikation/skolekom/index.html UNI-C]. You can see a Danish [ftp://ftp.sektornet.dk/sektornet/skolekom/SKvejl/User/SkoleKomBegyndervejledningFC8.pdf Skolekom manual (PDF)] here.

|-
| style="background:#f0f0f0;"|'''[http://www.ots.dk Odense Technical College and the Academy of Professional Higher Education]'''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| ?
|-
| colspan="4"| Danish name: [http://www.ots.dk Odense Tekniske Skole]. This HEI is a partner in a Leonardo da Vinci project "Building e-learning": The aim of the project is to assist the implementation of ICT as a basic tool for the modernization and the adaption of the knowledge-based training systems for lower qualified workers in the construction sector. Development and implementation of a technological simulation program for initial vocational training on the occupation "bricklayer", based on e-learning, are envisaged.

|-
| style="background:#f0f0f0;"|'''[http://www.stea.dk Erhvervsakademi Storstrøm]'''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"|
|-
| colspan="4"| This HEI is divided into CEUS, EUC Lolland and IMMA. CEUS School of Business is a University College and part of Handelshøjskolecentret. The EUC Lolland site mentions e-learning in the rector's welcome but not further.

|-
| style="background:#f0f0f0;"|'''[http://www.eam.dk Academy of Professional Higher Education, Midjutland]'''
| style="background:#f0f0f0;"| Type: Academies of Professional Higher Education
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| part-time studies
|-
| colspan="4"| Danish name: [http://www.eam.dk Erhvervsakademi Midtjylland (EAM)]. EAM also offers a part-time academy programme for adults pursuing careers while having jobs. Lessons are held after ordinary business hours. This programme is governmentally and internationally approved and awards ECTS points.

|-
| colspan=“3” style="background:#f0f0f0;"|'''[http://www.ell.auc.dk Virtual Learning Environments and Learning Methods (the ViLL project)'''
| style="background:#f0f0f0;"| inactive? Site isn't working
|-
| colspan="4"| The goal of the ViLL project is to create a centre in North Denmark for research, development and knowledge within e-learning, which is open to users from the entire region. The project is based on the active research in learning processes and IKT that is carried out at the University of Aalborg and is thriving on a good collaboration with enterprises and institutions, local, national and international. [http://www.detdigitalenordjylland.dk/en/info__background/projects/education/virtual_learning_environments_and_learning_methods_the_vill_project.htm Source]

|-
| style="background:#f0f0f0;"|'''[http://www.journalisthojskolen.dk Journalisthøjskolen] '''
| style="background:#f0f0f0;"| Type: specialised college
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| DJH Medianet
|-
| colspan="4"| This HEI is the result of a merger between Den Grafiske Højskole og Danmarks Journalisthøjskole. The Danish School of Journalism developed Medianet, an open source CMS-system developed at The Danish School of Journalism. The system is used for e-learning, webpublishing and knowledge sharing. Derfor er systemet, der hedder DJH Medianet, baseret på en række gennemprøvede open source-komponenter, som har gjort det muligt at håndtere brugere på tværs af Windows, Mac og Unix. Therefore, the system, called DJH Medianet, based on a number of proven open-source components that have made it possible to manage users across Windows, Mac and Unix. With the merger and new web site Medianet's status is now unknown.

|-
| style="background:#f0f0f0;"|''' [http://www.ninuuk.gl/ Greenland Business College] '''
| style="background:#f0f0f0;"| Type: ?
| style="background:#f0f0f0;"| ? students
| style="background:#f0f0f0;"| type studies
|-
| colspan="4"| Danish name: [http://www.ninuuk.gl/ Grønlands Handelsskole]
"Greenland Business College wants to be the natural centre for the formation of competences and knowledge sharing within the commercial area, information technologies, management, supervision, innovation and e-learning." [http://www.ninuuk.gl/UserFiles/File/Informationsmateriale/Greenland%20Business%20College.pdf part of "Greenland Business College's mission]

Homepage states: "Handelsskolen is a partner in E-Forum, a project for the development of E-learning offer to business in Greenland. Handelsskolen using preliminary E-forum for entrepreneurs and students at the basic 'Supervisor training'."

|}

== References ==

#[http://www.obhe.ac.uk/cgi-bin/keyresource.pl?resid=25 The Observatory on Borderless Higher Education - Key Issue, September 2004: National Virtual Universities]
#[http://www.ug.dk UddannelsesGuiden / the Education Guide]
#[http://www.hezel.com/globalreport/ Hezel Associates: Global E-learning Opportunities for U.S. Higher Education]: "[http://www.virtualschoolsandcolleges.eu/index.php/Image:HezelAssociates_Denmark.pdf View a free country study - Denmark]" (PDF uploaded on this wiki)

Belgium

2008-10-13T11:47:07Z

SallyReynolds: /* Country education system */

===Partners situated in Belgium: ===
* [[AVNET_-_K.U.Leuven| AVNet - K.U.Leuven]]
* [[EUROPACE| EuroPACE]]
* [[ATiT| Audiovisual Technologies, Informatics and Telecommunications bvba (ATiT)]]

Note: One of the universities in Belgium is [[K.U.Leuven]].

== Country in a nutshell ==
Belgium is a federal state in Europe with a constitutional monarchy, founded in 1830. Its capital is Brussels and it has a population of 10 511 382 people in a total area of 30 528 km². Belgium is a double federation of:
[[Image:268px-Belgium_provinces_regions_striped.png|frame|right|Source: Original png on: http://en.wikipedia.org/wiki/Image:Belgium_provinces_regions_striped.png]]

*3 Communities which are responsible for the person-related issues such as '''education''', welfare, public health and culture:
**    the Dutch-speaking Community / Vlaamse Gemeenschap: [http://www.flanders.be Government], [http://www.vlaamsparlement.be/vp/engels.html Ministry and Parliamant]
**    the French-speaking Community / Communauté Française: [http://www.gcf.be/ Government], [http://www.cfwb.be/ Ministry] and [http://www.pcf.be Parliamant]
**   the German-speaking Community / Deutschsprachige Gemeinschaft: [http://www.dglive.be Ministry] and [http://www.dgparlament.be/ Parliament]

*3 Regions which are responsible for the territorial issues such as economy, infrastructure, agriculture, environment and employment
**   [http://www.flanders.be the Flemish Region]
**    [http://www.wallonie.be/ the Walloon Region]
**   [http://www.bruxelles.irisnet.be/ the Brussels-Capital Region] (officially bilingual)

*There are four language areas:
**   the Dutch area: the provinces in Flanders: [http://www.antwerpen.be/ Antwerp], [http://www.limburg.be/ Limburg], [http://www.vlaamsbrabant.be/ Flemish Brabant], [http://www.west-vlaanderen.be West Flanders], [http://www.oost-vlaanderen.be East Flanders]
**   the French area: the provinces in Wallonia: [http://www.hainaut.be Hainaut], [http://www.brabantwallon.be/ Walloon Brabant], [http://www.namur.be Namur], [http://www.province.luxembourg.be/ Luxembourg], [http://www.liege.be Liège]
**   the German area: the 9 municipalities of the “East Cantons” / [http://en.wikipedia.org/wiki/Eupen-Malm%C3%A9dy Eupen-Malmedy]
**   the bilingual area in [http://www.brucity.be/ Brussels-Capital] with 19 municipalities

== Country education policy ==
The Belgian Constitution stipulates that everyone has the right to education and therefore established compulsory education. Belgium also provides that access to education is free of charge up to the end of secondary education.

Education policy in currently in the hands of the 3 communities.

Two groups organise the educational structure: the public sector (the communes, provinces and communities) and the private sector. In the public sector there are 3 educational networks:
* '''community schools''' (neutral on religious, philosophical or ideological convictions)
* '''subsidised publicly run schools''' (organized by communes and provinces)
* '''subsidised privately run schools''': denominational schools and schools which are not affiliated to a particular religion: the Freinet schools, Montessori schools or Steiner schools, which adopt particular educational methods and are also known as ‘method schools’.

Education that is organised for and by the government (community education and municipal and provincial education) is known as publicly run education. Recognised education organised on private initiative is called privately run education.

A small number of schools in Flanders are not recognised by the government. These are the so-called private schools, which are not financed or subsidised by the government.

== Country education system ==

{|
|-
! A simplified chart of the educational levels in Flanders
! A detailed chart of the educational levels in Flanders
|-
| [[Image:Belgium education-levels Nutshell.gif]]
| [[Image:Belgium education-levels Katho.gif]]
|-
|align="center"| Adapted from a PDF "[http://www.ond.vlaanderen.be/publicaties/?nr=120 The Flemish educational landscape in a nutshell]"
|align="center"| Adapted from a PDF "[http://www.katho.be/international/doc_algemeen/Chart%20Flemish%20Education.pdf Chart Flemish Education]"
|}

== Higher education ==
Higher education in Belgium is organized by the two main communities, the Flemish Community and the French Community. German speakers typically enroll in institutions in the French Community or in Germany.

In tertiary education / higher education, the '''academic year''' starts between 1 September and 1 October. The academic year ends on the day before the start of the next academic year.

The student enrols in one or more autonomous course components. He/she chooses for the already existing educational programme of '''60 credits per academic year''' or for a flexible combination of course components (= less than 60 credits per academic year).

The educational provision in Flemish tertiary education is laid down in the [http://www.highereducation.be Higher education register] that contains all the accredited higher education programmes in Flanders. See http://www.highereducation.be for a list of all recognised institutions.

An '''association''' is inter-institutional co-operation between one university and one or more colleges of higher education. Associations facilitate improved interaction between education and research in the academic bachelor courses and the master courses provided at colleges of higher education.

There are five associations in Flanders:

* the [http://associatie.kuleuven.be/eng/ K.U.Leuven Association]
* the [http://www.augent.be/page.aspx/944 Ghent University Association]
* the [http://www.virtuelecampus.be/main.aspx?c=.ENGLISH&n=40800 Antwerp University Association]
* the [http://www.vub.ac.be/english/infoabout/associatie/index.html Brussels university association]
* the [http://www.auhl.be/ universiteit - hogescholen Limburg association]

'''Continuing education in Flanders'''

# Part-time education in the arts (DKO)
:Part-time education in the arts is aimed at the artistic education of children and adults and, in doing so, at providing a contribution to their personal development.

# Adult education
:In Flanders there are several publicly funded education, training and developmental provision schemes for adults. Within part-time adult education, 3 different actors can be distinguished:
::a '''continuing education (OSP)''': with more than 250,000 course participants, continuing education is the most important pillar in adult education. Continuing education is provided in centres for adult education which are recognised and funded by the authorities.

::b '''supervised individual study (BIS'''): BIS has discontinued. It is however published in our research list.

::c '''adult basic education''': the 29 centres for basic adult education try to provide a broad and varied range of basic education programmes: languages, mathematics, social orientation, ICT, introduction in French and English and stimulation and student counselling activities.

:In contrast with continuing education and BIS, courses in basic education are free of charge.

# Lifelong learning
: On 31 March 2003, the Training and Alignment Information Service /Dienst Informatie Vorming en Afstemming (DIVA) was launched. DIVA co-ordinates the educational provision for adults in Flanders. DIVA facilitates the co-operation between the policy fields Education and Training, Employment, Culture and Economy. DIVA’s partners are the educational networks, [http://vdab.be/ Flemish Employment and Vocational Training Agency (VDAB)], [http://www.syntravlaanderen.be/Syntravlaanderen/IndexTwoCol.aspx Flemish Institute for the Self-Employed (VIZO)] and [http://www.socius.be/ Support Centre for Socio-cultural Work (Socius)]. These partners represent respectively adult education (including further higher education, OSP, basic education, BIS and DKO), the training courses set up by [http://vdab.be/ VDAB], by [http://www.syntra.be Syntra] and socio-cultural adult work. An awareness-raising campaign was launched: http://www.wordwatjewil.be (“Become what you want”)

'''Higher Education in Flanders and Wallonia'''

Structure based on: [http://en.wikipedia.org/wiki/List_of_universities_in_Belgium Wikipedia's page on list of universities in Belgium].

In Flanders distinctions are made between:
* Universities: abbreviated as FL Uni
* (University) Colleges (“Hogescholen”): abbreviated as FL Col
* Registered institutes of higher education: abbreviated as RHEI

The Colleges, which issue professional bachelor and master degrees, are recognised by the Flemish government. Finally, the Flemish government has recognised a number of "registered" institutes of higher education, which mostly issue specialised degrees or provide education mainly in a foreign language. A list of all recognised universities, colleges, and institutes is maintained by the Flemish government in the [http://www.highereducation.be/home Higher Education in Flanders Register].

In Wallonia distinctions are made between:
* Universities: abbreviate as WL Uni
* Colleges (“Hautes Ecoles”): abbreviate as WL Col
* Arts colleges: abbreviate as WL A.Col
* Institutes of architecture: abbreviate as WL I.Arch

A list of all recognised institutes can be found in the [http://www.enseignement.be/index.php?page=23836&navi=91 list of all recognised institutes is maintained in the Annuaire de l'enseignement supérieur]

HEIs of the German-speaking Community are indicated as a "DG" in the first column.

{| border="1" cellpadding="2" class="wikitable sortable"
| align="center" style="background:#f0f0f0;"|'''FL uni'''
| align="center" style="background:#f0f0f0;"|'''English name / web pages'''
| align="center" style="background:#f0f0f0;"|'''Original language / web pages''''''
| align="center" style="background:#f0f0f0;"|'''City'''
| align="center" style="background:#f0f0f0;"|'''students'''
|-
| FL Uni||[http://www.ua.ac.be/main.aspx?c=.ENGLISH University of Antwerp]||[http://www.ua.ac.be Universiteit Antwerpen]||Antwerp||[http://www.ua.ac.be/main.aspx?c=.ENGLISH&n=25878 11,000]
|-
| FL Uni ||[http://www.hubrussel.be/smartsite.dws?ch=IEE&id=11451 Hogeschool-Universiteit Brussel]||[http://www.hubrussel.be Hogeschool-Universiteit Brussel]||Brussels||[http://www.hubrussel.be/eCache/IEE/13/216.html 7,000] (full-time)
|-
| FL Uni ||[http://www.vub.ac.be/english Vrije Universiteit Brussel]||[http://www.vub.ac.be/ Vrije Universiteit Brussel]||Brussels||[http://www.vub.ac.be/english/home/factsandfigures.html 9,157]
|-
| FL Uni ||[http://www.ugent.be/en Ghent University]||[http://www.ugent.be/ Universiteit Gent]||Ghent||[http://www.ugent.be/en 30,000]
|-
| FL Uni ||[http://www.uhasselt.be/english/Default.asp Hasselt University ]||[http://www.uhasselt.be/ Universiteit Hasselt]||Hasselt||[http://www.uhasselt.be/english/Default.asp 2,219]
|-
| FL Uni ||[http://www.kuleuven.be/english/ Katholieke Universiteit Leuven]||[http://www.kuleuven.be Katholieke Universiteit Leuven]||Leuven||[http://www.kuleuven.be/about/figures.html#students 30,442] (2005-06)
|-
| FL Col||[http://www.hzs.be/html_EN/start.htm Antwerp Maritime Academy]||[http://www.hzs.be/ Hogere Zeevaartschool]||Antwerp||
|-
| FL Col ||||[http://www.artesis.be/ Artesis] (Hogeschool Antwerpen)||Antwerp||
|-
| FL Col ||[http://www.kdg.be/main.aspx?c=*KDGENGL Karel de Grote-Hogeschool Antwerp]||[http://www.kdg.be/ Karel de Grote-Hogeschool]||Antwerp||[http://www.kdg.be/main.aspx?c=*KDGENGL 7,250]
|-
| FL Col ||[http://www.lessius-ho.be/english/ Lessius]||[http://www.lessius-ho.be Lessius]||Antwerp||
|-
| FL Col ||||[http://www.plantijn.be/ Plantijn-Hogeschool (van de Provincie Antwerpen)]||Antwerp||
|-
| FL Col ||||[http://www.khbo.be/ Katholieke Hogeschool Brugge-Oostende]||Bruges-Ostend||
|-
| FL Col ||[http://www.erasmushogeschool.be/en/english Erasmushogeschool Brussel]||[http://www.erasmushogeschool.be/ Erasmushogeschool Brussel]||Brussels||
|-
| FL Col ||[http://www4.sintlukas.be/www/base.jsp?pid=3669E9C4AFE5663CC125707D002E8B4B Sint-Lukas Brussels University College of Art and Design]||[http://www.sintlukas.be Hogeschool Sint-Lukas Brussel]||Brussels||[http://www4.sintlukas.be/www/base.jsp?pid=3669E9C4AFE5663CC125707D002E8B4B Sint-750]
|-
| FL Col ||[http://www.wenk.be/index.php?option=com_content&view=article&id=27&Itemid=35 University College for Sciences and Arts]||[http://www.wenk.be/ Hogeschool voor Wetenschap en Kunst]||Brussels||
|-
| FL Col ||[http://www.khk.be/khk04/eng/ KH Kempen University College]||[http://www.khk.be Katholieke Hogeschool Kempen]||Geel||[http://www.khk.be/khk04/eng/ 6,200]
|-
| FL Col ||[http://www.arteveldehs.be/emc.asp?pageId=1857 University College Arteveldehogeschool]||[http://www.arteveldehs.be/ Arteveldehogeschool]||Ghent||[http://www.arteveldehs.be/emc.asp?pageId=2437 8,600]
|-
| FL Col ||[http://english.hogent.be/ University College Ghent]||[http://www.hogent.be/ Hogeschool Gent]||Ghent|| [http://english.hogent.be/identity_kit/factsfigures/ 15,000]
|-
| FL Col ||[http://www.kahosl.be/site/index.php?p=/en/page/system:index/kaho/ Catholic University College Ghent]||[http://www.kahosl.be/ Katholieke Hogeschool Sint-Lieven]||Ghent||[http://www.kahosl.be/site/index.php?p=/en/page/11/welcome-to-kaho-sintlieven/ 5,000]
|-
| FL Col ||[http://www.khlim.be/eCache/DEF/1/349.html Katholieke Hogeschool Limburg]]||[http://www.khlim.be/ Katholieke Hogeschool Limburg]||Hasselt||[http://www.khlim.be/eCache/DEF/65.html 5,500]
|-
| FL Col ||[http://cms.phl.be/smartsite.dws?id=2122 PHL University College]||[http://cms.phl.be/ Provinciale Hogeschool Limburg]||Hasselt||
|-
| FL Col ||[http://www.xios.be/portal/alias__Rainbow/lang__nl-BE/tabID__3423/DesktopDefault.aspx XIOS University College Limburg]||[http://www.xios.be/ XIOS Hogeschool Limburg]||Hasselt||[http://www.xios.be/portal/alias__Rainbow/lang__nl-BE/tabID__3460/DesktopDefault.aspx 3,000]
|-
| FL Col ||[http://www.howest.be/Default.aspx?target=howest&lan=nl&item=316 University College West Flanders (HOWEST)]||[http://www.howest.be/ Hogeschool West-Vlaanderen]||Kortrijk-Bruges-Ostend||[http://www.howest.be/Default.aspx?target=howest&lan=nl&item=316 4,500]
|-
| FL Col ||[http://www.katho.be/international/ Katholieke Hogeschool Zuid-West-Vlaanderen]||[http://www.katho.be/ Katholieke Hogeschool Zuid-West-Vlaanderen]||Kortrijk||[http://www.katho.be/international/in_short.asp 7,000]
|-
| FL Col ||[http://www.groept.be/www/?set-lang=en Group T-International University College Leuven]||[http://www.groept.be/ Groep T - Internationale Hogeschool Leuven]||Leuven||[http://www.groept.be/www/over_groep_t/ 5,000]
|-
| FL Col ||||[http://www.khleuven.be/ Katholieke Hogeschool Leuven]||Leuven||
|-
| FL Col ||[http://www.khm.be/ENGLISH/2510/default.aspx?_vs=0_N Mechelen University College]||[http://www.khm.be/ Katholieke Hogeschool Mechelen]||Mechelen||[http://www.khm.be/Mechelen_University_College/2582/default.aspx?_vs=0_N 4,400]
|-
| FL RHEI||[http://www.fbs.ac Flanders Business School]||||Antwerp||
|-
| FL RHEI||[http://www.itg.be/itg/GeneralSite/Generalpage.asp?L=E Institute of Tropical Medicine Antwerp]||[http://www.itg.be/itg/GeneralSite/Generalpage.asp?L=N Instituut voor Tropische Geneeskunde]||Antwerp||[http://www.itg.be/itg/GeneralSite/generalpage.asp?wpid=45&miid=17&RND=182174504 250]
|-
| FL RHEI||[http://www.coleurop.be/ College of Europe]||||Bruges/Warsaw||[http://www.coleurop.be/template.asp?pagename=introduction 300 in Bruges]
|-
| FL RHEI||||[http://www.protestafac.ac.be Faculteit voor Protestantse Godgeleerdheid Brussel]||Brussels||
|-
| FL RHEI||[http://www.vesalius.edu/ Vesalius College]||||Brussels||
|-
| FL RHEI||[http://www.bib.be/ Evangelical Theological Faculty (ETF)]||[http://www.bib.be/ Evangelische Theologische Faculteit]||Heverlee||[http://www.bib.be/ 200 full-time and part-time]
|-
| FL RHEI||[http://www.vlerick.be/en/home.html Vlerick Leuven Gent Management School]||[http://www.vlerick.be/nl/home.html Vlerick Leuven Gent Management School]||Leuven-Ghent||
|-
| FL RHEI||[http://www.ctsem.edu/ Continental Theological Seminary]||||Sint-Pieters-Leeuw||
|-
| WL Uni||[http://www.ulb.ac.be/homepage_uk.html Université Libre de Bruxelles]||[http://www.ulb.ac.be/homepage.html Université Libre de Bruxelles]||Brussels||[http://www.ulb.ac.be/docs/ulb-prestige/ulb-cfuk.html#N107CF 20,241] (2006-07)
|-
| WL Uni||[http://www.ulg.ac.be University of Liège]||[http://www.ulg.ac.be Université de Liège]||Liège||[http://www.ulg.ac.be/cms/a_16261/key-figures 7,000]
|-
| WL Uni||[http://www.uclouvain.be/en-index.html Université catholique de Louvain]||[http://www.uclouvain.be/ Université catholique de Louvain]||Louvain-la-Neuve||[http://www.uclouvain.be/6209.html 21,000]
|-
| WL Uni||[http://www.fsagx.ac.be/fac/en/default.asp Faculté Universitaire des Sciences Agronomiques de Gembloux]||[http://www.fsagx.ac.be/ Faculté Universitaire des Sciences Agronomiques de Gembloux]||Gembloux||[http://www.fsagx.ac.be/fac/en/presgene/presgene.asp 1,000]
|-
| WL Uni||[http://www.fpms.ac.be/FPMsHome/en/Accueil Faculté Polytechnique de Mons]||[http://www.fpms.ac.be Faculté Polytechnique de Mons]||Mons|| [http://www.fpms.ac.be/FPMsHome/en/Institution/RectorWelcome.htm 1,200]
|-
| WL Uni||||[http://www.umh.ac.be/ Université de Mons-Hainaut]||Mons||[http://www.umh.ac.be/mot.html 3,500]
|-
| WL Col||||Haute Ecole Francisco Ferrer de la Ville de Bruxelles||||
|-
| WL Col||||Haute Ecole Galilee||||
|-
| WL Col||||Haute Ecole de la Communaute Francaise Paul-Henri Spaak||||
|-
| WL Col||||Haute Ecole Lucia de Brouckere||||
|-
| WL Col||||Haute Ecole "groupe I.C.H.E.C. - I.S.C. Saint-Louis - I.S.F.S.C."||||
|-
| WL Col||||Haute Ecole de Bruxelles||||
|-
| WL Col||||Haute Ecole libre de bruxelles ilya prigogine - H.E.L.B.||||
|-
| WL Col||||Haute Ecole Leonard de Vinci||||
|-
| WL Col||||Haute Ecole E.P.H.E.C||||
|-
| WL Col||||Haute Ecole de la Ville de Liege||||
|-
| WL Col||||Haute Ecole Mosane D’enseignement Superieur - Hemes||||
|-
| WL Col||||Haute Ecole I.S.E.L.L.||||
|-
| WL Col||||Haute Ecole Charlemagne||||
|-
| FL Col||||Haute École de la Province de Liège||||
|-
| WL Col||||Haute Ecole d’Enseignement Superieur de Namur - I.E.S.N.||||
|-
| WL Col||||Haute Ecole de la Province de Namur||||
|-
| WL Col||||Haute Ecole Albert Jacquard||||
|-
| WL Col||||Haute Ecole Namuroise Catholique - H.E.N.A.C.||||
|-
| WL Col||||Haute Ecole Provinciale de Charleroi - Universite du Travail||||
|-
| WL Col||||Haute Ecole Catholique Charleroi - Europe||||
|-
| WL Col||||Haute Ecole de la Communaute Francaise du Luxembourg Schuman||||
|-
| WL Col||||Haute Ecole Provinciale Mons - Borinage - Centre||||
|-
| WL Col||||Haute Ecole Roi Baudouin||||
|-
| WL Col||||Haute Ecole de la Communaute Francaise du Hainaut||||
|-
| WL Col||||Haute Ecole Libre du Hainaut Occidental - H.E.L.H.O.||||
|-
| WL Col||||Haute Ecole Provinciale du Hainaut Occidental - H.E.P.H.O.||||
|-
| WL Col||||Haute Ecole Blaise Pascal - H.E.B.P.||||
|-
| WL A.Col||||Institut National Superieur des Arts du Spectacle et Techniques de Diffusion||||
|-
| WL A.Col||||[http://www.arba-esa.be/fr/accueil.php Académie Royale des Beaux-Arts de la ville de Bruxelles]||Brussels||
|-
| WL A.Col||||Ecole Nationale Superieure des Arts Visuels de la Cambre||||
|-
| WL A.Col||||[http://www.conservatoire.be/ Conservatoire Royal de Musique de Bruxelles]||||
|-
| WL A.Col||||[http://www.st-luc.be/ Institut Saint-Luc]||Brussels / Liège / Tournai||
|-
| WL A.Col||||Institut Superieur Libre des Arts Plastiques Ecole de Recherche Graphique - E.R.G.||||
|-
| WL A.Col||||Ecole Superieure des Arts du Cirque||||
|-
| WL A.Col||||Etablissement Communal d’Enseignement Superieur Artistique "le 75"||||
|-
| WL A.Col||||Institut des Arts de Diffusion||||
|-
| WL A.Col||||Ecole Superieure des Arts de la Ville de Liege||||
|-
| WL A.Col||||Conservatoire Royal de Musique de Liege||||
|-
| WL A.Col||||Ecole Superieure des Arts Saint-Luc||||
|-
| WL A.Col||||Institut Superieur de Musique Et de Pedagogie - I.M.E.P.||||
|-
| WL A.Col||||Conservatoire Royal de Musique de Mons||||
|-
| WL A.Col||||Ecole Superieure des Arts Plastiques Et Visuels de la Communaute Francaise - Carre des Arts||||
|-
| WL A.Col||||Academie des Beaux-Arts de la Ville de Tournai||||
|-
| WL A.Col||||Ecole Superieure des Arts Institut Saint-Luc||||
|-
| WL I.Arch||||Institut Supérieur d’Architecture Intercommunal - I.S.A.I.||||
|-
| WL I.Arch||||Institut Supérieur d’Architecture de la Communaute Francaise I.S.A. - La Cambre||||
|-
| WL I.Arch||||Institut Supérieur d’Architecture Saint-Luc Bruxelles||||
|-
| WL I.Arch||||Institut Supérieur d’Architecture Saint-Luc Wallonie||||
|-
| DG Col||||[http://www.ahs-dg.be Autonome Hochschule in der Deutschsprachigen Gemeinschaft]||Eupen||
|-
|}

== Higher education reform ==

=== The Bologna Process ===
'''Flanders'''

The higher education reform Act of 4 April 2003 thoroughly changed tertiary education in Flanders. The Act contains three major lines of action: the introduction of the bachelor-master structure, interinstitutional co-operation between a university and one or more colleges of higher education and the accreditation of training programmes.

* The colleges of higher education and universities are gradually introducing the '''bachelor-master structure''' from the 2004 - 2005 academic year onwards.
* Higher professional education only offers bachelor courses and is only provided at colleges
of higher education.
* Academic education consists of bachelor courses and master courses. Academic education is provided at universities and at colleges of higher education operating within the framework of an association.

'''Wallonia'''

Also in the French Community the bachelor-master structure was introduced in recent years.

The French Community distinguishes between universities (offering bachelor, master and doctoral courses) and higher education outside the universities (offering only bachelor courses): colleges (Hautes Ecoles), arts colleges, and institutes of architecture.

== Administration and finance ==

== Quality assurance ==

== Country's HEIs in the information society ==

=== Towards the information society ===

=== Information society strategy ===

== Virtual initiatives in HE==
In the following table we would like to highlight three initiatives that we consider to be important virtual learning opportunities in Belgium

'''Table 1'''
{| border="1" cellpadding="2" class="wikitable sortable" style="font-size:11px;"
|-valign="top" style="background: #ECE5B6;"
!width=""|'''Nr'''
!width=""|'''Name'''
!width=""|'''Institution'''
!width=""|'''City'''
!width=""|'''Type'''
|-valign="top"
|1. || [http://www.bis.vlaanderen.be BIS Online] || Begeleid Individueel Studeren (BIS) – Ministry of Education || Brussels || Distance learning. Inactive now.
|-valign="top"
|2. || [http://www.openuniversiteit.be/ Open Universiteit Vlaanderen] (subdivision of OUNL) || Coördinatiebureau Vlaanderen in the University of Ghent / [http://www.ou.nl/eCache/DEF/46.html OUNL] || Ghent || Distance learning
|-valign="top"
|3. || [http://toledo.kuleuven.be/index_en.php?fullPage=1 Toledo] || the [http://www.kuleuven.be/kuleuven/ K.U.Leuven Association] || Leuven || VLE, LMS, [http://toledo.kuleuven.be/documents/student_guide_2007_2008.pdf Student manual (PDF)]
|}

Furthermore, it is also interesting to see how a 'traditional university' as the Katholieke Universiteit Leuven ([[K.U.Leuven]]) in Belgium progressively organizes its educational support from a [[multicampus]] perspective.

== Related wiki pages ==

For more examples visit this page: [[Belgium Research]] or view our WORD document with detailed information for most of our examples.

Furthermore, for corporate e-learning there's the [http://www.be-odl.org Belgian network for Open & Distance learning (BE-ODL)].

== References ==
# [http://en.wikipedia.org/wiki/Belgium Wikipage on Belgium]
# [http://en.wikipedia.org/wiki/Communities%2C_regions_and_language_areas_of_Belgium Wikipage on the communities, regions and language areas of Belgium]
# [http://www.belgium.be/nl/Leren/onderwijs/hoger_onderwijs/ Information about Higher Education on Belgium.be]
# [http://www.ond.vlaanderen.be/ The web site for the ministry of Education and Formation]
# [http://www.ond.vlaanderen.be/publicaties/eDocs/pdf/120.pdf “EDUCATION IN FLANDERS - The Flemish educational landscape in a nutshell”], PDF
# [http://en.wikipedia.org/wiki/List_of_universities_in_Belgium Wikipedia’s page on Belgium Universities and Colleges]
# [http://www.highereducation.be/home Higher Education in Flanders Register]
# [http://www.studyinflanders.be/ Study in Flanders]

----
> [[Countries]]

[[Category:Europe]]
[[Category:European Union]]

Hibernia College

2008-10-08T12:24:22Z

SallyReynolds: /* References and reports */

''Hibernia College'' is an international provider of online programmes at undergraduate and graduate level. It is based in Dublin, [[Ireland]] and accredited by the Irish Government's qualifications awarding body for third-level educational and training institutions outside the (public) university sector, [[HETAC]], (the [[Higher Education and Training Awards Council]]).

Hibernia College provides all of its courses with a substantial online component, using state of the art technology for both synchronous and asynchronous course delivery. Hibernia College offers a blended learning format that combines the many advantages of interactive, multimedia-rich online content with the proven qualities of face-to-face tuition through periodic on-site sessions. The college has designed, developed and implemented a system, which it claims is "at the leading edge of international educational delivery". This technology infrastructure allows for increased student-tutor contact and encourages and supports self-directed learning in a way that is not possible using conventional modes of delivery.

Its web site is at http://www.hiberniacollege.net

Programmes include:

* [http://www.hiberniacollege.net/LinkClick.aspx?link=63&tabid=36 Higher Diploma in Primary Education]
* [http://www.hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine]
* [http://www.hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTeach, online initial teacher]

== Partnerships and Collaborations ==
('''sourced from''' http://www.hiberniacollege.net/Home/About/Overview/tabid/116/Default.aspx)

Through strategic collaborations and partnerships with global leaders in technology development and curriculum design Hibernia College has placed itself at the forefront of innovative online education for those wishing to pursue formal qualifications while continuing to work.

In addition Hibernia College has collaborated with [http://www.pfizer.com Pfizer Inc.], [[Canterbury Christ Church University]], UK and the [http://www.nuim.ie/National University of Ireland], Maynooth to offer accredited online postgraduate courses in pharmaceutical medicine, post-primary teacher education and hospitality management respectively.

Hibernia College also is one of the founding members of the Global Learning Consortium at [http://web.mit.edu/ MIT]. The Global Learning Consortium invited a select number of countries to participate in the international development of e-learning opportunities. Hibernia College was selected as the sole representative from Ireland because of its leadership role in this arena. Membership of this consortium affords Hibernia College an exclusive relationship with some of the world's leading e-learning think tanks including Professor Dick Larson at MIT.

== Reports and case studies ==
=== The present===

Hibernia College is a fully online accredited private Higher Education institution in Ireland that was set up in 2000 as the first such venture of its kind in the country. It began taking in students in 2002. It describes itself as being “''...an international, third-level, online College offering accredited, niche-focused educational programmes designed to address the growing demand for flexible, cost-effective, lifelong learning that is not restricted by location or time. ''”

Hibernia’s programme offers are organised in two distinct schools, [http://www.hiberniacollege.net/SchoolofEducation/tabid/54/Default.aspx The School of Education] and [http://www.hiberniacollege.net/SchoolofManagement/tabid/55/Default.aspx The School of Management].

Students enrol at certain set times and then move through the course as a separate and unique cadre of learners defined by the time when they began the specific course.

Hibernia College is currently expanding its course offer and for the moment offers the following: (* indicates there is a full description of each course available which includes the modules each contains, the course structure and work-load , the price for each and the next date for inscription is given online, links are given for each on the Hibernia College web site)

'''The School of Management'''
* Master of Science (MSc) in Financial Management and Control – Online* http://www.hiberniacollege.net/SchoolofManagement/MScFinancialManagementControl/tabid/187/Default.aspx
* Master of Science (MSc) in Pharmaceutical Medicine – Online* http://www.hiberniacollege.net/SchoolofManagement/MScPharmaceuticalMedicine/tabid/85/Default.aspx

'''The School of Education'''
* Higher Diploma in Arts in Primary Education (HDAP) * http://www.hiberniacollege.net/SchoolofEducation/HDAPE/tabid/63/Default.aspx
* Online Teacher Education for Teachers of Maths, Physics & Chemistry at Second Level (iTEACH) – online curse offered in collaboration between Hibernia and Canterbury Christ Church University in the UK * http://www.hiberniacollege.net/SchoolofEducation/iTeach/tabid/133/Default.aspx
* Summer Courses – a series of summer courses for primary school teachers, in 2008 19 of these were offered http://www.hiberniacollege.net/SchoolofEducation/SummerCourses/tabid/158/Default.aspx and http://summercourses.hiberniacollege.net

'''''What is the institution's annual budget? '''''

The annual turnover of Hibernia College is approximately €5.5 to €6 million for 2007.

'''''How many students does the institution have in total? '''''

At the moment, Hibernia College has about 1500 students registered on the MSc, iTeach and HDAP programmes. The numbers of people taking these courses continues to grow and in addition, Hibernia College is launching a new course in February 2009, the MSc in Financial Management & Control – Online. It is difficult to classify these students as either full or part-time. These courses represent about 20 hrs study on the part of each student each week and in very many cases, they are taken by the student in addition to full time employment.

Numbers for the summer courses are not included as these are by their nature short courses each of which represent about 20 hours of study. In 2008, about 4500 people – all in Ireland - took one or more of these summer courses.

'''''How many staff does the institution have as full-time equivalents? '''''

The total number of full time staff of Hibernia College is 60. They are located on two sites, the head office located in central Dublin and a second site in Westport, Co. Mayo. In addition to the full time staff, Hibernia also employs approximately 300 academic staff on a part-time basis. Academic staff are managed through the College’s two schools and are responsible for the creation and delivery of the various programmes offered by Hibernia College. All courses have a full time director, called the programme director who is responsible for the overall planning and management of the course.

'''''What is the institution's "business model"? '''''

The business model adopted by Hibernia is a self-sustaining one, i.e. all costs associated with running the programmes offered are met through revenues from course fees. Hibernia College receives no outside funding from government and is run as a private educational institution. It is established as a limited company under Irish law with a Board of Directors and publicly filed annual accounts.

'''''What percentage of the institution's students are based outside the home country? '''''

This depends largely on the programme. For the HDAP programme, practically all students are based in Ireland and those taking part in the summer courses are exclusively Irish. The [http://hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTEACH course] is different with about 300 students based in the UK. For the [http://hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine], the majority of students are based in Ireland although there some non-Irish scattered in 24 different countries.

Bursaries are available for some students in some of the courses. For example, the iTEACH programme is funded by the UK [http://www.tda.gov.uk/ Government’s Training and Development (TDA) Agency] and so participants on the course are fully funded by the TDA. Teachers taking the [http://summercourses.hiberniacollege.net/ summer courses] are also entitled to extra personal vacation days from the Dept. of Education in lieu of their participation.

'''''Describe the institution's approach to virtual mobility '''''

Hibernia College takes a blended learning approach, their educational programmes for example mix face-to-face teaching practice with online study within a specified and explicit framework of study. The idea of virtual mobility is core to their ethos and practice and so they can be described as having a fully supportive approach to virtual mobility.

'''''Describe how the institution manages its "brand" (a) in general and (b) in respect of any e-learning aspects '''''

Hibernia promotes its online image as a key factor in its branding and is busy carving out a unique niche for itself in Ireland based on the online aspect. As well as this emphasis upon eLearning or online learning in their description of who they are, they also place a great deal of emphasis upon their ties with relevant bodies and their accredited status. Each of their courses is linked to significant and relevant institutions, as follows;
* [http://hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine]: accredited by both [http://www.hetac.ie/HETAC (Higher Education Training and Awards Council)] and IFAPP (Council for Education in Pharmaceutical Medicine of the International Federation of Associations of Pharmaceutical Physicians.
* MSc in Financial Management and Control – this new programme is accredited by both [http://www.hetac.ie/ HETAC] and [http://www.cimaglobal.com/ CIMA, the Chartered Institute of Management Accountants]. In addition the programme offers credits towards [http://www.cii.co.uk/ CII (Chartered Insurance Institute) qualifications].
*[http://hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTEACH]: recognised and funded by UK Government’s Training and Development (TDA) Agency
* [http://hiberniacollege.net/LinkClick.aspx?link=63&tabid=36 Higher Diploma in Arts in Primary Education] accredited by [http://www.hetac.ie/ HETAC] and recognised by the [http://www.education.ie Dept of Education in Ireland].

===The past ===
'''''Give a narrative description of the institution's history since its foundation, concentrating on key dates, recent years and any e-learning issues'''''

Hibernia was set up in 2000 as Ireland’s first private online college. It began taking in students in 2002 and has continued to grow since then. It has always focused on strategic collaborations and partnerships and defines the accreditation of [http://www.hetac.ie/ HETAC] as being a significant milestone in its development as HETAC is the government agency responsible for accrediting third-level education in Ireland and awards qualifications at all levels of higher education and training up to PhD level. [http://www.hetac.ie/ HETAC] awards are recognised and respected worldwide. In addition, Hibernia College has collaborated with [http://www.pfizer.com Pfizer Inc.], [http://www.canterbury.ac.uk/ Canterbury Christ Church University], UK and the [http://www.nuim.ie/ National University of Ireland, Maynooth] to offer accredited online postgraduate courses in pharmaceutical medicine, post-primary teacher education and hospitality management respectively. It has also established a relationship with Harvard University in the US who offer one of the modules in the new [http://hiberniacollege.net/LinkClick.aspx?link=187&tabid=36 MSc in Financial Management] entitled "Leadership in Financial Management".

Given its unique position in the education sector in Ireland, Hibernia has invested considerable resources in building up its reputation and now after 8 years of existence is considered to be a realistic and reasonable quality-driven alternative for students in Ireland and abroad, particularly those in full time employment who are looking for an online course offer.

One of the key drivers of its success has been the success of the [http://www.hiberniacollege.net/SchoolofEducation/HDAPE/tabid/63/Default.aspx HDAPE programme]. This needs to be seen in the context of Irish primary education where there was a heritage of non-qualified teachers in the primary sector still teaching without any formal qualifications. These teachers, many of them highly skilled and experienced, had been working in primary schools for many years and so while they were recognised as teachers and paid a salary by the [http://www.education.ie Dept of Education in Ireland], they were not able to progress in their careers – with the related impact on their salaries – due to their lack of qualification. Many of these people were unable to take the time off and to have the resources to study full time at one of the traditional teacher training colleges, and so the HDAPE programme offered them for the first time an online option with which they could pursue their career. Many of them have now successfully completed the HDAPE programme and they serve as key ambassadors for the College.

[[Image:Students_hibernia.jpg|center|frame|Graph showing previous student numbers for Hibernia College and projected figures]]

==External environment==
'''''What is the institution's funding from government as a percentage of annual income? '''''

Hibernia College receive no funding from the Irish Government apart from occasional small project related grants which do not affect the overall business model of the college.

'''''Describe the way that funding is provided for institutions in the institution's country, or state that it is the same as for other institutions in the country'''''

Funding for all Irish higher education institutions is managed by the [http://www.hea.ie/ Higher Education Authority (HEA)]. The HEA manages and disburses recurrent funds to the universities, institutes of technology and other designated colleges including: [http://www.mic.ul.ie/ Mary Immaculate College Limerick], [http://www.spd.dcu.ie St. Patrick’s College Drumcondra], [http://www.ncad.ie/ National College of Art and Design], [http://www.materdei.ie/ Mater Dei Institute of Education], [http://www.stangelas.com/ St. Angela’s College Sligo], the [http://www.ria.ie/ Royal Irish Academy] and the [http://www.rcsi.ie/ Royal College of Surgeons in Ireland].

The [http://www.hea.ie/ Higher Education Authority] is the statutory planning and policy development body for higher education and research in Ireland. The HEA has wide advisory powers throughout the whole of the third-level education sector. In addition, it is the funding authority for the universities, institutes of technology and a number of designated higher education institutions.
The Principal Functions of the HEA are:
* To further the development of higher education.
* To maintain a continuous review of the demand and need for higher education.
* To assist in the coordination of state investment in higher education and to prepare proposals for such investment.
* To allocate among universities, institutes of technology and the designated institutions the grants voted by the [http://www.oireachtas.ie/ViewDoc.asp?fn=/home.asp Oireachtas (the Irish Government)].
* To promote the attainment of equality of opportunity in higher education and democratisation of higher education.

The majority of students entering Higher Education Institutions funded by the Higher Education Authority secure a place on a course by applying through the Central Applications Office (CAO), the number of full-time students in Ireland in 2006/2007 was: 84263 and for part-time: 16456. Figures for 07/08 are not yet available.

Funding for HE institutions is managed by HEA under one of the following;
# '''Recurrent funding''': These recurrent funds include core recurrent grants, grants in respect of the “Free Fees” Scheme, funding in respect of increased student intake, supplementary funding requirements, and other miscellaneous initiatives that may require funding.
# '''Physical Development''': The Physical Development Section is responsible for the capital funding allocated to universities, institutes of technology and other designated institutions that are funded from the Higher Education Authority's capital grant. Types of projects overseen by the section include; construction of new buildings, refurbishment, infrastructure development and property acquisition. Its work also includes evaluating proposals from higher education institutions seeking funding for approved projects, the setting of project budgets and the monitoring of project progress and expenditure.
# '''European Funding''': The Higher Education Authority (HEA) is the National Agency (NA) for the EU Lifelong Learning Programme: Erasmus. In this capacity, the NA allocates funding to the participating higher education institutions for the support of students and staff on mobility activities.
# '''Access Funding''': under the auspices of the National Office for Equity of Access to Higher Education which has assumed responsibility for the management and administration of the three funding programmes under the Third Level Access funding. These include: Fund for Students with a Disability, the Student Assistance Fund and the Millennium Partnership Fund.

'''''Describe the legal status of the institution'''''

Hibernia College is established as a limited company (Ltd.) under Irish law. This means that it has shareholders with limited liability and its shares may not be offered to the general public, unlike those of public limited companies. "Limited by shares" means that the company has shareholders, and that the liability of the shareholders to creditors of the company is limited to the capital originally invested, i.e. the nominal value of the shares and any premium paid in return for the issue of the shares by the company. A shareholder's personal assets are thereby protected in the event of the company's insolvency, but money invested in the company will be lost.

'''''List the language(s) that the institution uses for instruction with the percentage of students studying in each. (Bilingual study can also be included.) '''''

Hibernia College works essentially in English although part of what it provides in the School of Education also has the necessary level of Irish study elements required under Irish educational policy – estimated informally to represent about 10% of its teaching activities.

'''''Describe any specific cultural issues that affect the institution's students or state that that it is the same as for other institutions in the country. Mention any features relevant to e-learning'''''

Given its position as the first private online college to operate in Ireland, Hibernia College faced quite some opposition and suspicion, particularly in its early years. This included questions raised in the [http://www.oireachtas.ie Dáil] - the Irish parliament about the quality of its teaching and – in particular – the extent to which a private online college could provide the necessary teaching practice required to train fully qualified primary school teachers.

This also included some negative media attention, particularly in 2005 when the college recorded poor trading figures. Certain elements of Irish society including the unions also expressed concerns about the approach and business model employed, e.g. Labour Youth stated on the web site in 2004 that it “firmly believes that online education in Ireland is still in its infancy and that all those involved in it should take due care to ensure that it meets the highest standards and seeks to better the individual and society. To ensure that this is achieved Labour Youth is lobbying the government to cap the number of students taking the course in Hibernia at the current numbers. We are also calling for the Department of Education and Science to undertake a complete Quality Assurance Assessment of all online courses offered by Hibernia and other such education providers to ensure the course meets the highest standards in teacher education.”

However, there is some evidence that this situation has now evolved somewhat, and Hibernia College is now taking its place in the Irish educational context as a respected and quality –driven niche provider of online courseware, particular in the area of teacher education. The announcement that the Director, [http://www.hiberniacollege.net/Home/About/People/tabid/106/Default.aspx Dr. Séan Rowland], has been shortlisted in Ernst and Young’s well known entrepreneur of the year competition for 2008 is an indication of this change.

'''''Describe the external quality assurance and/or accreditation regime affecting the institution, or state that it is the same as for other institutions in the country. Mention any features relevant to e-learning'''''

Hibernia College is accredited by HETAC as previously described which is the same body that accredits all HE activities n Ireland. The first accreditation by HETAC took place in 2002 and a further quality assessment was carried out in 2004.

'''''Describe the approach to credit transfer with other similar institutions'''''

Not really applicable although as the Hibernia awards are accredited by HETAC, this means they are automatically part of the ECTS system in operation Europe-wide. Therefore students with Hibernia awards can use these awards to gain access to other courses which recognise ECTS.

'''''List the main associations that the institution is a member of, with a note as to the relevance of each to e-learning (if any) '''''

Hibernia College also is one of the founding members of the Global Learning Consortium at MIT. The Global Learning Consortium invited a select number of countries to participate in the international development of e-learning opportunities.

'''''List the main international partners of the institution, in the order of strategic importance, with priority given to collaborations involving e-learning'''''

As mentioned previously, Hibernia College considers their relationship with certain key partners to be vital in the realisation of their courses. They also collaborate in the realisation with Canterbury Christ Church University, UK of the iTEACH course - this partnership is expected to expand shortly to take in a further 5 UK universities. They have also collaborated the [http://www.nuim.ie/ National University of Ireland, Maynooth].

==Strategy==

'''''Describe or provide a document describing the current institutional strategy'''''

::

Here is a brief summary of Hibernia College’s operationalised current strategy as provided in September 2008

Strategy
Strategic Actions

A. CLEAR AND FOCUSED STRATEGY
*Action 1: Test our activity against our agreed action points.

B. EFFICIENT OPERATIONS
*Action 2: Regularly appraise routine operations to search for efficiencies.
*Action 3: Invest in technology to improve efficiency (e.g. SIS)

C. STRONG REVENUES
*Action 4: Increase revenue from existing products & customers (inc. TDA, CCCU, Pfizer, HDip)
*Action 5: Ensure early revenue generation on pipeline business. (MFMC, MATL)
*Action 6: Develop new products for existing/new markets
*Action 7: Pursue government funding and grants

D. QUALITY BRAND
*Action 8: Implement marketing & PR plan to include business press coverage and research
*Action 9: Develop website, grow traffic, increase rankings
*Action 10: Continue to lobby & inform politicians and stakeholders

E. SKILLED WORKFORCE
*Action 11: Ensure operations are adequately resourced & staffed
*Action 12: Motivate staff through objective assessment, training and incentives (focus on middle mgt team)

'''''Describe or provide a document describing the current learning and teaching strategy'''''

Hibernia College has recently outlined its [http://www.virtualschoolsandcolleges.eu/index.php/Image:Teaching_Strategy_Hibernia.pdf learning and teaching strategy] specifically with respect to the new MSc in Financial Management which provides a good overview of the broad learning and teaching strategy it normally applies to all its courses.

The approach taken by Hibernia is for a blended approach. The HDAPE which is in many cases their market leader promises an average of 50% F2F – largely in the form of teaching placements and 50% online. This is of key importance to Hibernia as they did come under some fire earlier in their existence for not having or not appearing to have enough F2F elements which was considered particularly important in the training of primary school teachers. This course consists of 14 week school placements as well as F2F weekend meetings for tutorials amongst those taking part in the course. Students also have a 3 week placement in the Gaeltacht to improve their Irish language skills where necessary.

'''''Describe or provide a document describing the current e-learning strategy'''''

Given Hibernia's status as an online provider, so seperate strategy is given in relation to eLearning.

'''''What is the percentage of students (a) taking courses wholly or largely delivered by e-learning (b) taking courses where the amount of institutionally supplied/guided e-learning is "significant" (i.e. has an impact on staff or students) and (c) taking courses where the where the amount of institutionally supplied/guided e-learning is insignificant? In each case comment on the answer'''''

As this is an online college, albeit one that takes a blended approach, all students have a very significant element of eLearning in the courses they take.

'''''Give the percentage of the institutional budget that e-learning represents'''''

100%

'''''Comment on how it is measured including the assumptions made, whether it is appropriate and any trends'''''

As Hibernia College is essentially an online college, all budgetary expenditure is linked to eLearning in one way or another and it is not possible to separate out the specific aspects that are linked to eLearning.

'''''Categorise the role (if any) of external funding in fostering the development of e-learning as (a) not relevant, (b) useful, or (c) essential. Comment on the choice'''''

Hibernia does not receive any external funding as such, it enters partnerships where certain roles are shared amongst partners, with Canterbury Christ Church University for example, however information about the cost implications in terms of the iTEACH course are not available and remain subject to the private contracts existing between Hibernia College and Canterbury Christ Church University.

==Structure==
'''''Describe the institutional structure, preferably supplying an organogram'''''

The following organogram porvides an overview of Hibernia's institutional structure.

[[Image:Organogram hibernia.jpg|center|frame|200px|Organogram Hibernia College]]

The structure of Hibernia College from a teaching and learning point of view is based on the two schools mentioned already, the School of Management and the School of Education.

'''''Classify the e-learning support model as (a) hub (b) distributed (c) hub and spokes (d) complicated (e) non-existent. Comment on the choice'''''

Online support for eLearning is provided from the central office in Dublin and the secondary office in Westport. The College also works through its network of tutors around the country who sometimes set up F2F tutorial meetings with students, depending on the course and structure.

'''''Describe in more detail the structure for the e-learning operation and how it maps into the institutional structure'''''

As Hibenia operates as an online college, the structure for the eLearning operation is indistinguishable from the institutional structure.

'''''Describe the committees that oversee e-learning (including the rank and role of the Chair in each relevant committee) and their relationship to the organisational structure'''''

eLearning is overseen by the Chief Knowledge Officer in collaboration with the head of the relevant school.

==Learning and Teaching processes==

===Learning and teaching design and delivery===
'''''Describe how choice of pedagogies and technologies is made for a typical programme that is envisaged to include significant e-learning'''''

The actual mix of pedagogies and technologies depends on the specific programme but follows the overall strategy and approach taken by Hibernia College, see earlier section for a description of this. In broad terms, most of the courses are based on a weekly amount of week that the student does, this includes 2 or 3 hours of recorded lectures, with interactive elements - on demand content, one hours live virtual class in the week after – and online tutorial, then asynchronous tasks, blog or discussion forum and then private study time reading etc. Programmes are modular based. Students usually enrol at set times during the year – on average twice a year and then pass through the course as a cohort.

'''''Describe what scope staff have at delivery stage to refine or in some cases override design decisions made earlier'''''

===Learning and teaching development===

'''''How much e-learning content is sourced from outside the institution? Use a scale of 1-5 with a comment (an exact percentage is useful). '''''

Practically all content for Hibernia College programmes is created by part-time academics working for Hibernia College. The only main exception to this are the materials developed for the iTEACH programme with Canterbury Christ Church University. Therefore this should be rated at 4.

'''''Of all e-learning content sourced from outside the institution, what fraction is OER? Use a scale of 1-5 with a comment. '''''

None

'''''When staff in the institution develop content, is the content (a) owned by them and licensed to the institution, (b) owned by the institution but with some licensing back to staff, (c) owned by the institution but with no licensing back to staff, (d) unclear or disputed IPR position? Whatever option is chosen, provide a narrative describing the situation in more detail. '''''

Hibernia College employs about 300 faculty on a part-time basis and they are used to either create the courseware used or to teach on a specific programme. In terms of the content created, the actual materials used belong exclusively to Hibernia College although the intellectual ownership of the ideas etc remains with the academics. Hibernia has a standard contract they use for the creation of content in this way.

'''''When content is sourced for a programme within the institution, how much is sourced from other departments within the institution? Use a scale of 1-5 with a comment (an exact percentage is useful). '''''

Not relevant as the entire college works on an online basis.

'''''What is the role of student-generated content in the institution's programmes? Use a scale of 1-5 with a comment. '''''

This would score 1 – the only user generated content that does emerge are the lesson plans which are produced by trainee teachers in the Education programmes which are then used as exemplars for other students.

===Learning and teaching evaluation and quality===
'''''Describe the quality procedures (a) in general terms and (b) with respect to e-learning. '''''

The quality of Hibernia College’s programmes is measured every 5 years by HETAC. The last time this took place was in 2004 and HETAC brought in external reviewers to manage this process so Hibernia expects they will do the same again in 2009. Obviously as Hibernia is essentially an online college there are few distinctions made between the general procedures and those pertaining to eLearning.

'''''Describe the approach to evaluation of programmes (a) in general terms and (b) where such programmes have significant e-learning components. '''''

Hibernia carries out its own internal research activities and uses these to assess individual programmes. This includes particular attention to the use of ICT amongst target students and the level of ICT related skills amongst its academics. Hibernia provides training to both newcomer students to familiarise them with the tools and facilities used by Hibernia as well as running training courses for its academics.

==Meta Learning and Teaching processes==
===Communications===
'''''Describe how the institution communicates good practice in e-learning within itself, focussing on communications across internal boundaries. '''''

Hibernia College tries to keep abreast with developments in eLearning and is actively engaged in networks like the Sloan-C consortium http://www.sloan-c.org/. They publish online articles on related subjects intended for their own staff and they run training and induction courses for new academic staff in the tools and methodologies employed by Hibernia.

'''''Describe how the institution communicates its good practice in e-learning to organisations outside. '''''

This is key to Hibernia’s image, they promote the value of eLearning and hence Hibernia College, they stress the following:

'''Time: ''' One of the key benefits of online study is that the students can access course material whenever it is convenient for them. Podcasts and downloadable lectures mean that students are no longer constricted by a conventional timetable of lectures.

'''Location: '''Neither are students restricted by their physical location. With an internet connection they can attend live online tutorials, participate in dedicated discussion forums or download course material and notes regardless of where they are. This saving on the time and cost of travelling to and from lectures makes online study particularly suitable for those with busy lifestyles and those do not live within easy commuting distance of conventional centres of education.

'''Communication: '''Another key advantage of online study is that it encourages and enables students to collaborate and communicate with their fellow students as well as their tutors. The innovative use of live online tutorials, discussion forums and email ensures that all members of the Hibernia College community are constantly in touch with each other.

'''Flexibility: ''' One of the key objectives of Hibernia College is to make education available to as wide an audience as possible. To achieve this goal the college developed its unique Higher Education Learning Management System (HELMS). This technology infrastructure allows for increased student-tutor contact and encourages and supports self-directed learning in a way that is not possible using conventional modes of delivery. The end result for the student is an “anytime anywhere” educational experience ideal for those who do not have the time to spend travelling to and from lectures at set times and locations.

'''''Describe how the institution communicates good practice in e-learning from outside organisations into its own organisation. '''''

See above

'''''Describe recent occasions on which institutional leaders or managers have made presentations with significant reference to e-learning. '''''

Hibernia Staff have done so in the past and have participated in events like those run by Sloan C and EDEN although they describe themselves as not having enough time to do a great deal of research at the present time. They do see research as playing a more important role in their future strategy.

===Value for money ===
'''''Describe the annual planning procedure (a) in general and (b) how it handles e-learning aspects.'''''

This is part of the process undertaken by the company board and senior staff and no information about how it is formally undertaken is available at this time.

'''''Describe the decision-making process for a typical academic programme, with particular reference to how e-learning aspects are handled. '''''

Part of the internal discussions that take place in Hibernia College.

'''''Describe the decision-making process for a typical large IT project such as selection and installation of a new VLE. '''''

It is difficult to identify a separate decision-making process for large projects due to the size and scope of Hibernia, as such a project would come under the overall responsibility of the existing staff. The installation f a new VLE for example, would be part of the work of the Chief Knowledge Officer who set up the HELMS system used in Hibernia and so not subject to a separate formalised or explicit decision-making process.

'''''Describe the approach to budget management with particular reference to the staff versus non-staff issues in budgeting for e-learning. '''''

No information about this specific aspect available.

'''''Describe the procedures in the institution for assigning or negotiating teaching workload to/with staff, taking account of non-traditional styles of teaching as well as classroom teaching and taking specific account of e-learning. '''''

This is negotiated by the head of the relevant school and largely on an individual basis depending on the responsibilities and role of the individual academic.

==Staff==
===Teachers, lecturers, trainers and equivalent support roles===
'''''Describe the approach to development of e-learning technical and pedagogic skills among staff, taking account of the different needs of different categories of staff. Set this within the context of staff development generally. '''''

Hibernia College selects its faculty from amongst teaching staff in other colleges in Ireland and the UK. They strive to select leading academics and then provide them with training in online teaching. Academics are paid for the work they do on a pro rata basis. Staff induction and development for these academic staff is specific to developing and monitoring their skills in online teaching which Hibernia College carries out on a formal basis – this is normally a 2 week online training course.

'''''Describe (a) the current level of staff competence in e-learning and (b) the expected level of staff competence in five years time. In each case use a 1-5 scale with a comment. '''''

All academic staff is trained in the delivery of Hibernia courseware using the tools and facilities proscribed by the College, so it is reasonable to score this at 5.

'''''Describe the extent to which staff attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

As all teaching staff is committed to the practices of Hibernia in respect to eLearning it is also correct to ascribe a score of 5 to this category.

'''''Describe the way that the institution rewards and recognises staff with competence in e-learning, in (a) monetary and (b) non-monetary terms. '''''

Staff are paid for their delivery of courseware in a pro-rata basis and also for their tutoring and teaching work on the basis of the hours worked. As all are by default competent in eLearning related skills and competencies, this question is not really relevant. For many academics, the salary they earn for their work from Hibernia College is seen as a supplementary income to their other teaching or research work in the universities and colleges where they are employed – often on a full time basis.

===Management and leadership ===

This subsection concerns leaders (Rectors, Vice-Chancellors, etc) and academic and support service managers (Deans, Directors, etc). These do not need to have specific knowledge of e-learning details but must have the necessary strategic, management, costing and foresight capability to preside over decisions on key e-learning issues such as procurement of a new VLE, development of a new distance learning programme, rebalancing the library and its staff more towards web 2.0 and less to books, etc. This will require appropriate manager and leader training.

'''''Describe the approach to development of e-learning-related skills among (a) managers and (b) leaders. '''''

As there are a relatively small number of staff involved, there are no formalised procedures in place to help develop e-learning related skills amongst managers and leaders. Each of the core relevant senior staff in Hibernia College are already committed and experienced in online learning.

'''''Describe the current level of (a) management and (b) leadership competence in e-learning related skills appropriate to their levels. In each case use a 1-5 scale with a comment. '''''

As Hibernia is an online college, it is not unreasonable to score this at 5.

'''''Describe the extent to which (a) management and (b) leadership attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

As Hibernia is an online college, it is not unreasonable to score this at 5.

'''''Give details of the job description of the most senior manager/leader in the organisation who spends a significant portion of his/her time on e-learning matters (e.g. the Director of E-Learning).'''''

As Hibernia is an online college, there are no separate and distinct senior staff dedicated to eLearning, as they are all dedicated to eLearning.
See organogram for jobs and roles

==Students ==
'''''Describe the approach to development of e-learning skills among students, taking account of the different needs of different categories of students. Set this within the context of students' more general information literacy and communication skills. '''''

As students taking part in Hibernia College courses already know that the courses are essentially using a blended approach, a certain amount of self-selection can be expected, i.e. only those comfortable with the idea of online learning will apply. Based on the conversations going on in some of the online communities linked to Hibernia it is clear that they are at least on the surface ready and prepared to use the tools and facilities that Hibernia requires. In addition, a 2 week induction course for all students at the start of a new programme of study is used to familiarise students with the specific tools used by Hibernia.

'''''Describe (a) the current level of student competence in e-learning on entry to the institution and (b) the expected level of student competence on graduation from the institution. In each case use a 1-5 scale with a comment. '''''

Based on internal analysis carried out by Hibernia into the level of IT skills amongst new students, there is clear evidence that the level of skills is increasing year on year. Anecdotal evidence would suggest this to be in the order of 3 - 4 on a scale of 1-5.

The College also prides itself on the fact that as well as the actual course content, Hibernia students also gain significant experience and know-how in online working and other activities which adds to their overall level of skills. Anecdotal evidence would suggest this to be in the order of 4 - 5 on a scale of 1-5.

'''''Describe the extent to which student attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

Given the nature of study at Hibernia, this is estimated as being in the order of 4 – 5.

'''''Describe the extent to which students understand the demands on them placed by e-learning systems (e.g. for assignment handling). '''''

Difficult to assess without more in-depth analysis.

'''''Describe the current approach to handling student plagiarism, both prevention strategies and detection strategies. '''''

Hibernia College has a [http://www.virtualschoolsandcolleges.eu/index.php/Image:Hibernia_Plagiarism.pdf stated and explicit approach to plagiarism].

'''''Describe the current (i.e. at last survey) level of student satisfaction with the e-learning aspects of their courses. Use a 1-5 scale with a comment. '''''

Hibernia do not carry out systematic student surveys, however their level of student attrition is quite low which would indicate a high level of student satisfaction, e.g. on the HDAPE course this is 2%, while in the MSc in Pharmaceutical Medicine this is 20%. Therefore we estimate the level of student satisfaction to be between 4 and 5.

==Technology ==
'''''For each of the following technologies relevant to e-learning describe how much it is used on a scale of 1-5 and add a comment if appropriate. '''''

'''VLE and/or content repository '''

: Hibernia loads most of its content online – in its own customised VLE called the Higher Education Learning Management System (HELMS). This is a system adopted from an open source system. Students are divided into different tutor groups in the LMS – each supporting about 25 students. The platform also supports social networking and other networking functionality to facilitate private messaging, etc.

'''email or bulletin boards '''
: They use the VLE for all communications and so don’t use an external pathway like email unless in certain admin related situations.

'''automated assessment'''
: This is not really part of what Hibernia offer apart from some limited use of multiple choice questionnaires on one or two courses. Exams are carried out on an ‘open book’ basis, exams are posted online at a certain time and on a specific date, students then have a certain amount of time to complete their exam and post it back. No additional checking for authentication, etc is foreseen at this time. Their overall approach to assessment is one of continuous assessment.

'''Web 2.0 tools especially blogs, wikis and social networks oriented to the institution '''
: Blogs used a lot especially in learning diaries used for teaching practice which are built around reflective practice, instituted with course – reflect on experience, that go towards the portfolio of evidence created by each student which is used to check they are meeting certain standards.

'''e-portfolios '''
: see above

'''laptops - and comment on student ownership issues'''
: Students have to have access to a networked computer. Requirements are listed as follows:

: The computer hardware required to access Hibernia College services consists of a personal computer, equipped with a modem and a sound card.
:: Minimum Specifications
::: *Windows 9x, NT 4 (SP4), 2000 Professional, Vista or XP (WARNING - Interwise is not compatible with Microsoft Windows ME, Windows 95 or with Apple Macintosh computers)
::: *233 MHz processor
::: *64 MB RAM
::: *Microsoft Internet Explorer 5.0 or later
::: *Monitor: 800 X 600 resolution & high colour (16 bit) display definition
::: *TCP/IP intranet access or modem Internet access
::: *Headset or microphone and earphones
::: *Microsoft JVM if using the Java Participant

:: Additional Recommended Specifications
::: *330 MHz processor or faster
::: *128 MB RAM or higher
::: *100 MB or more set aside for event materials (this setting is configurable)
::: *Internet access = 64Kb

: Students access all Hibernia College services via the Internet. To access the Internet students require an Internet Service Provider (ISP) account.

: All Hibernia College web enabled services run in standard browsers (i.e. Internet Explorer 5+ and Navigator Netscape 6+) both of which are freely available. In addition, a number of browser plug-ins will be required. For example the Macromedia Flash and Shockwave plug-ins and the Adobe Acrobat pdf file reader. All such plug-ins are also freely available on the internet.

: Students are expected to have access to the Microsoft Office suite of products for their own use in preparing continuous assessments. Students are also required to be equipped with an email address and be fully conversant in the use of web-based mail services or a desktop mail service such as Outlook Express.

'''audio or video podcasting or streaming - and comment on student ownership issues '''
: Hibernia uses both audio and video in its courseware and students should have the facilities to access both.

'''mobile devices (not laptops) - and comment on student ownership issues '''
:not specifically mentioned.

'''And finally: '''

'''Provide a description of any other technologies with significant use in the institution. '''
:Hibernia also uses Interwise for synchronous teaching, this is a proprietal communication tool that allows for audio and video as well as a shared desktop and whiteboard. Interwise is quite similar to Illuminate.

:As part of their online offer, Hibernia also has a dedicated set of library resources and external websites, where students can access an array on online peer reviewed journal articles, fully online e-books, newspaper articles and other resources.

==Futures==
'''''Describe the expected changes as they relate to e-learning within the institution's current strategic horizon (from the institution's strategy documents). '''''

While nothing specific is mentioned in relation to future developments specific to eLearning, it is clear that Hibernia College is now in a strong position and describes itself as have reached a turning point about 18 months ago when the college’s prospects seem to have become more positive after the challenges of the first 5 years. At the moment, they have quite a few new projects and programmes, the new MSc in Financial Management in particular is viewed very positively within the college’s senior staff. The fact that this programme can contribute significantly towards professional accreditation is seen as a key point. This is increasingly seen as a cornerstone in the expansion of Hibernia’s activities, collaboration with a key organisation - in this case CIMA, the Chartered Institute of Management Accountants.
Hibernia also count on the fact that eLearning is becoming more and more mainstream and this in turn means that students and employers view courses delivered online as being of high quality.

'''''Describe any changes further downstream that the institution is now considering or concerned about. '''''

The current downturn in the economy is not seen as having a particularly negative impact on Hibernia’ operations, indeed, it is believed that this may in fact make careers in teaching – often seen as being very stable – more attractive to students so heightening the attractiveness of Hibernia’s educational offer.

'''''Describe how the institution handles the foresight aspects of its operation with regard to e-learning. '''''
'''''Describe how the institution handles advanced development oriented to e-learning (e.g. by a "sandbox" lab, innovation centre, etc). '''''

Staff keep abreast of developments through conferences, journals, news items and the usual channels of information used in any professional sector.

'''''Describe how the institution analyses and takes into account present and future markets for its offerings. '''''

No specific strategies mentioned.

'''''Describe how the institution analyses and takes into account present and future competitor suppliers for its offerings. '''''

No specific strategies mentioned.

'''''Describe how the institution analyses and takes into account the views of other stakeholders, including but not restricted to employers, local authorities and the social partners (unions). '''''

No specific strategies mentioned.

==References and reports ==
# Official homepage of Hibernia College, http://www.hiberniacollege.net

----
> [[Programmes]]

[[Category:Ireland]]
[[Category:Private providers]]
[[Category:MELIs]]
[[Category:Case studies]]
[[Category:Case study for ATiT]]

Hibernia College

2008-10-08T12:22:43Z

SallyReynolds: /* Students */

''Hibernia College'' is an international provider of online programmes at undergraduate and graduate level. It is based in Dublin, [[Ireland]] and accredited by the Irish Government's qualifications awarding body for third-level educational and training institutions outside the (public) university sector, [[HETAC]], (the [[Higher Education and Training Awards Council]]).

Hibernia College provides all of its courses with a substantial online component, using state of the art technology for both synchronous and asynchronous course delivery. Hibernia College offers a blended learning format that combines the many advantages of interactive, multimedia-rich online content with the proven qualities of face-to-face tuition through periodic on-site sessions. The college has designed, developed and implemented a system, which it claims is "at the leading edge of international educational delivery". This technology infrastructure allows for increased student-tutor contact and encourages and supports self-directed learning in a way that is not possible using conventional modes of delivery.

Its web site is at http://www.hiberniacollege.net

Programmes include:

* [http://www.hiberniacollege.net/LinkClick.aspx?link=63&tabid=36 Higher Diploma in Primary Education]
* [http://www.hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine]
* [http://www.hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTeach, online initial teacher]

== Partnerships and Collaborations ==
('''sourced from''' http://www.hiberniacollege.net/Home/About/Overview/tabid/116/Default.aspx)

Through strategic collaborations and partnerships with global leaders in technology development and curriculum design Hibernia College has placed itself at the forefront of innovative online education for those wishing to pursue formal qualifications while continuing to work.

In addition Hibernia College has collaborated with [http://www.pfizer.com Pfizer Inc.], [[Canterbury Christ Church University]], UK and the [http://www.nuim.ie/National University of Ireland], Maynooth to offer accredited online postgraduate courses in pharmaceutical medicine, post-primary teacher education and hospitality management respectively.

Hibernia College also is one of the founding members of the Global Learning Consortium at [http://web.mit.edu/ MIT]. The Global Learning Consortium invited a select number of countries to participate in the international development of e-learning opportunities. Hibernia College was selected as the sole representative from Ireland because of its leadership role in this arena. Membership of this consortium affords Hibernia College an exclusive relationship with some of the world's leading e-learning think tanks including Professor Dick Larson at MIT.

== Reports and case studies ==
=== The present===

Hibernia College is a fully online accredited private Higher Education institution in Ireland that was set up in 2000 as the first such venture of its kind in the country. It began taking in students in 2002. It describes itself as being “''...an international, third-level, online College offering accredited, niche-focused educational programmes designed to address the growing demand for flexible, cost-effective, lifelong learning that is not restricted by location or time. ''”

Hibernia’s programme offers are organised in two distinct schools, [http://www.hiberniacollege.net/SchoolofEducation/tabid/54/Default.aspx The School of Education] and [http://www.hiberniacollege.net/SchoolofManagement/tabid/55/Default.aspx The School of Management].

Students enrol at certain set times and then move through the course as a separate and unique cadre of learners defined by the time when they began the specific course.

Hibernia College is currently expanding its course offer and for the moment offers the following: (* indicates there is a full description of each course available which includes the modules each contains, the course structure and work-load , the price for each and the next date for inscription is given online, links are given for each on the Hibernia College web site)

'''The School of Management'''
* Master of Science (MSc) in Financial Management and Control – Online* http://www.hiberniacollege.net/SchoolofManagement/MScFinancialManagementControl/tabid/187/Default.aspx
* Master of Science (MSc) in Pharmaceutical Medicine – Online* http://www.hiberniacollege.net/SchoolofManagement/MScPharmaceuticalMedicine/tabid/85/Default.aspx

'''The School of Education'''
* Higher Diploma in Arts in Primary Education (HDAP) * http://www.hiberniacollege.net/SchoolofEducation/HDAPE/tabid/63/Default.aspx
* Online Teacher Education for Teachers of Maths, Physics & Chemistry at Second Level (iTEACH) – online curse offered in collaboration between Hibernia and Canterbury Christ Church University in the UK * http://www.hiberniacollege.net/SchoolofEducation/iTeach/tabid/133/Default.aspx
* Summer Courses – a series of summer courses for primary school teachers, in 2008 19 of these were offered http://www.hiberniacollege.net/SchoolofEducation/SummerCourses/tabid/158/Default.aspx and http://summercourses.hiberniacollege.net

'''''What is the institution's annual budget? '''''

The annual turnover of Hibernia College is approximately €5.5 to €6 million for 2007.

'''''How many students does the institution have in total? '''''

At the moment, Hibernia College has about 1500 students registered on the MSc, iTeach and HDAP programmes. The numbers of people taking these courses continues to grow and in addition, Hibernia College is launching a new course in February 2009, the MSc in Financial Management & Control – Online. It is difficult to classify these students as either full or part-time. These courses represent about 20 hrs study on the part of each student each week and in very many cases, they are taken by the student in addition to full time employment.

Numbers for the summer courses are not included as these are by their nature short courses each of which represent about 20 hours of study. In 2008, about 4500 people – all in Ireland - took one or more of these summer courses.

'''''How many staff does the institution have as full-time equivalents? '''''

The total number of full time staff of Hibernia College is 60. They are located on two sites, the head office located in central Dublin and a second site in Westport, Co. Mayo. In addition to the full time staff, Hibernia also employs approximately 300 academic staff on a part-time basis. Academic staff are managed through the College’s two schools and are responsible for the creation and delivery of the various programmes offered by Hibernia College. All courses have a full time director, called the programme director who is responsible for the overall planning and management of the course.

'''''What is the institution's "business model"? '''''

The business model adopted by Hibernia is a self-sustaining one, i.e. all costs associated with running the programmes offered are met through revenues from course fees. Hibernia College receives no outside funding from government and is run as a private educational institution. It is established as a limited company under Irish law with a Board of Directors and publicly filed annual accounts.

'''''What percentage of the institution's students are based outside the home country? '''''

This depends largely on the programme. For the HDAP programme, practically all students are based in Ireland and those taking part in the summer courses are exclusively Irish. The [http://hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTEACH course] is different with about 300 students based in the UK. For the [http://hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine], the majority of students are based in Ireland although there some non-Irish scattered in 24 different countries.

Bursaries are available for some students in some of the courses. For example, the iTEACH programme is funded by the UK [http://www.tda.gov.uk/ Government’s Training and Development (TDA) Agency] and so participants on the course are fully funded by the TDA. Teachers taking the [http://summercourses.hiberniacollege.net/ summer courses] are also entitled to extra personal vacation days from the Dept. of Education in lieu of their participation.

'''''Describe the institution's approach to virtual mobility '''''

Hibernia College takes a blended learning approach, their educational programmes for example mix face-to-face teaching practice with online study within a specified and explicit framework of study. The idea of virtual mobility is core to their ethos and practice and so they can be described as having a fully supportive approach to virtual mobility.

'''''Describe how the institution manages its "brand" (a) in general and (b) in respect of any e-learning aspects '''''

Hibernia promotes its online image as a key factor in its branding and is busy carving out a unique niche for itself in Ireland based on the online aspect. As well as this emphasis upon eLearning or online learning in their description of who they are, they also place a great deal of emphasis upon their ties with relevant bodies and their accredited status. Each of their courses is linked to significant and relevant institutions, as follows;
* [http://hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine]: accredited by both [http://www.hetac.ie/HETAC (Higher Education Training and Awards Council)] and IFAPP (Council for Education in Pharmaceutical Medicine of the International Federation of Associations of Pharmaceutical Physicians.
* MSc in Financial Management and Control – this new programme is accredited by both [http://www.hetac.ie/ HETAC] and [http://www.cimaglobal.com/ CIMA, the Chartered Institute of Management Accountants]. In addition the programme offers credits towards [http://www.cii.co.uk/ CII (Chartered Insurance Institute) qualifications].
*[http://hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTEACH]: recognised and funded by UK Government’s Training and Development (TDA) Agency
* [http://hiberniacollege.net/LinkClick.aspx?link=63&tabid=36 Higher Diploma in Arts in Primary Education] accredited by [http://www.hetac.ie/ HETAC] and recognised by the [http://www.education.ie Dept of Education in Ireland].

===The past ===
'''''Give a narrative description of the institution's history since its foundation, concentrating on key dates, recent years and any e-learning issues'''''

Hibernia was set up in 2000 as Ireland’s first private online college. It began taking in students in 2002 and has continued to grow since then. It has always focused on strategic collaborations and partnerships and defines the accreditation of [http://www.hetac.ie/ HETAC] as being a significant milestone in its development as HETAC is the government agency responsible for accrediting third-level education in Ireland and awards qualifications at all levels of higher education and training up to PhD level. [http://www.hetac.ie/ HETAC] awards are recognised and respected worldwide. In addition, Hibernia College has collaborated with [http://www.pfizer.com Pfizer Inc.], [http://www.canterbury.ac.uk/ Canterbury Christ Church University], UK and the [http://www.nuim.ie/ National University of Ireland, Maynooth] to offer accredited online postgraduate courses in pharmaceutical medicine, post-primary teacher education and hospitality management respectively. It has also established a relationship with Harvard University in the US who offer one of the modules in the new [http://hiberniacollege.net/LinkClick.aspx?link=187&tabid=36 MSc in Financial Management] entitled "Leadership in Financial Management".

Given its unique position in the education sector in Ireland, Hibernia has invested considerable resources in building up its reputation and now after 8 years of existence is considered to be a realistic and reasonable quality-driven alternative for students in Ireland and abroad, particularly those in full time employment who are looking for an online course offer.

One of the key drivers of its success has been the success of the [http://www.hiberniacollege.net/SchoolofEducation/HDAPE/tabid/63/Default.aspx HDAPE programme]. This needs to be seen in the context of Irish primary education where there was a heritage of non-qualified teachers in the primary sector still teaching without any formal qualifications. These teachers, many of them highly skilled and experienced, had been working in primary schools for many years and so while they were recognised as teachers and paid a salary by the [http://www.education.ie Dept of Education in Ireland], they were not able to progress in their careers – with the related impact on their salaries – due to their lack of qualification. Many of these people were unable to take the time off and to have the resources to study full time at one of the traditional teacher training colleges, and so the HDAPE programme offered them for the first time an online option with which they could pursue their career. Many of them have now successfully completed the HDAPE programme and they serve as key ambassadors for the College.

[[Image:Students_hibernia.jpg|center|frame|Graph showing previous student numbers for Hibernia College and projected figures]]

==External environment==
'''''What is the institution's funding from government as a percentage of annual income? '''''

Hibernia College receive no funding from the Irish Government apart from occasional small project related grants which do not affect the overall business model of the college.

'''''Describe the way that funding is provided for institutions in the institution's country, or state that it is the same as for other institutions in the country'''''

Funding for all Irish higher education institutions is managed by the [http://www.hea.ie/ Higher Education Authority (HEA)]. The HEA manages and disburses recurrent funds to the universities, institutes of technology and other designated colleges including: [http://www.mic.ul.ie/ Mary Immaculate College Limerick], [http://www.spd.dcu.ie St. Patrick’s College Drumcondra], [http://www.ncad.ie/ National College of Art and Design], [http://www.materdei.ie/ Mater Dei Institute of Education], [http://www.stangelas.com/ St. Angela’s College Sligo], the [http://www.ria.ie/ Royal Irish Academy] and the [http://www.rcsi.ie/ Royal College of Surgeons in Ireland].

The [http://www.hea.ie/ Higher Education Authority] is the statutory planning and policy development body for higher education and research in Ireland. The HEA has wide advisory powers throughout the whole of the third-level education sector. In addition, it is the funding authority for the universities, institutes of technology and a number of designated higher education institutions.
The Principal Functions of the HEA are:
* To further the development of higher education.
* To maintain a continuous review of the demand and need for higher education.
* To assist in the coordination of state investment in higher education and to prepare proposals for such investment.
* To allocate among universities, institutes of technology and the designated institutions the grants voted by the [http://www.oireachtas.ie/ViewDoc.asp?fn=/home.asp Oireachtas (the Irish Government)].
* To promote the attainment of equality of opportunity in higher education and democratisation of higher education.

The majority of students entering Higher Education Institutions funded by the Higher Education Authority secure a place on a course by applying through the Central Applications Office (CAO), the number of full-time students in Ireland in 2006/2007 was: 84263 and for part-time: 16456. Figures for 07/08 are not yet available.

Funding for HE institutions is managed by HEA under one of the following;
# '''Recurrent funding''': These recurrent funds include core recurrent grants, grants in respect of the “Free Fees” Scheme, funding in respect of increased student intake, supplementary funding requirements, and other miscellaneous initiatives that may require funding.
# '''Physical Development''': The Physical Development Section is responsible for the capital funding allocated to universities, institutes of technology and other designated institutions that are funded from the Higher Education Authority's capital grant. Types of projects overseen by the section include; construction of new buildings, refurbishment, infrastructure development and property acquisition. Its work also includes evaluating proposals from higher education institutions seeking funding for approved projects, the setting of project budgets and the monitoring of project progress and expenditure.
# '''European Funding''': The Higher Education Authority (HEA) is the National Agency (NA) for the EU Lifelong Learning Programme: Erasmus. In this capacity, the NA allocates funding to the participating higher education institutions for the support of students and staff on mobility activities.
# '''Access Funding''': under the auspices of the National Office for Equity of Access to Higher Education which has assumed responsibility for the management and administration of the three funding programmes under the Third Level Access funding. These include: Fund for Students with a Disability, the Student Assistance Fund and the Millennium Partnership Fund.

'''''Describe the legal status of the institution'''''

Hibernia College is established as a limited company (Ltd.) under Irish law. This means that it has shareholders with limited liability and its shares may not be offered to the general public, unlike those of public limited companies. "Limited by shares" means that the company has shareholders, and that the liability of the shareholders to creditors of the company is limited to the capital originally invested, i.e. the nominal value of the shares and any premium paid in return for the issue of the shares by the company. A shareholder's personal assets are thereby protected in the event of the company's insolvency, but money invested in the company will be lost.

'''''List the language(s) that the institution uses for instruction with the percentage of students studying in each. (Bilingual study can also be included.) '''''

Hibernia College works essentially in English although part of what it provides in the School of Education also has the necessary level of Irish study elements required under Irish educational policy – estimated informally to represent about 10% of its teaching activities.

'''''Describe any specific cultural issues that affect the institution's students or state that that it is the same as for other institutions in the country. Mention any features relevant to e-learning'''''

Given its position as the first private online college to operate in Ireland, Hibernia College faced quite some opposition and suspicion, particularly in its early years. This included questions raised in the [http://www.oireachtas.ie Dáil] - the Irish parliament about the quality of its teaching and – in particular – the extent to which a private online college could provide the necessary teaching practice required to train fully qualified primary school teachers.

This also included some negative media attention, particularly in 2005 when the college recorded poor trading figures. Certain elements of Irish society including the unions also expressed concerns about the approach and business model employed, e.g. Labour Youth stated on the web site in 2004 that it “firmly believes that online education in Ireland is still in its infancy and that all those involved in it should take due care to ensure that it meets the highest standards and seeks to better the individual and society. To ensure that this is achieved Labour Youth is lobbying the government to cap the number of students taking the course in Hibernia at the current numbers. We are also calling for the Department of Education and Science to undertake a complete Quality Assurance Assessment of all online courses offered by Hibernia and other such education providers to ensure the course meets the highest standards in teacher education.”

However, there is some evidence that this situation has now evolved somewhat, and Hibernia College is now taking its place in the Irish educational context as a respected and quality –driven niche provider of online courseware, particular in the area of teacher education. The announcement that the Director, [http://www.hiberniacollege.net/Home/About/People/tabid/106/Default.aspx Dr. Séan Rowland], has been shortlisted in Ernst and Young’s well known entrepreneur of the year competition for 2008 is an indication of this change.

'''''Describe the external quality assurance and/or accreditation regime affecting the institution, or state that it is the same as for other institutions in the country. Mention any features relevant to e-learning'''''

Hibernia College is accredited by HETAC as previously described which is the same body that accredits all HE activities n Ireland. The first accreditation by HETAC took place in 2002 and a further quality assessment was carried out in 2004.

'''''Describe the approach to credit transfer with other similar institutions'''''

Not really applicable although as the Hibernia awards are accredited by HETAC, this means they are automatically part of the ECTS system in operation Europe-wide. Therefore students with Hibernia awards can use these awards to gain access to other courses which recognise ECTS.

'''''List the main associations that the institution is a member of, with a note as to the relevance of each to e-learning (if any) '''''

Hibernia College also is one of the founding members of the Global Learning Consortium at MIT. The Global Learning Consortium invited a select number of countries to participate in the international development of e-learning opportunities.

'''''List the main international partners of the institution, in the order of strategic importance, with priority given to collaborations involving e-learning'''''

As mentioned previously, Hibernia College considers their relationship with certain key partners to be vital in the realisation of their courses. They also collaborate in the realisation with Canterbury Christ Church University, UK of the iTEACH course - this partnership is expected to expand shortly to take in a further 5 UK universities. They have also collaborated the [http://www.nuim.ie/ National University of Ireland, Maynooth].

==Strategy==

'''''Describe or provide a document describing the current institutional strategy'''''

::

Here is a brief summary of Hibernia College’s operationalised current strategy as provided in September 2008

Strategy
Strategic Actions

A. CLEAR AND FOCUSED STRATEGY
*Action 1: Test our activity against our agreed action points.

B. EFFICIENT OPERATIONS
*Action 2: Regularly appraise routine operations to search for efficiencies.
*Action 3: Invest in technology to improve efficiency (e.g. SIS)

C. STRONG REVENUES
*Action 4: Increase revenue from existing products & customers (inc. TDA, CCCU, Pfizer, HDip)
*Action 5: Ensure early revenue generation on pipeline business. (MFMC, MATL)
*Action 6: Develop new products for existing/new markets
*Action 7: Pursue government funding and grants

D. QUALITY BRAND
*Action 8: Implement marketing & PR plan to include business press coverage and research
*Action 9: Develop website, grow traffic, increase rankings
*Action 10: Continue to lobby & inform politicians and stakeholders

E. SKILLED WORKFORCE
*Action 11: Ensure operations are adequately resourced & staffed
*Action 12: Motivate staff through objective assessment, training and incentives (focus on middle mgt team)

'''''Describe or provide a document describing the current learning and teaching strategy'''''

Hibernia College has recently outlined its [http://www.virtualschoolsandcolleges.eu/index.php/Image:Teaching_Strategy_Hibernia.pdf learning and teaching strategy] specifically with respect to the new MSc in Financial Management which provides a good overview of the broad learning and teaching strategy it normally applies to all its courses.

The approach taken by Hibernia is for a blended approach. The HDAPE which is in many cases their market leader promises an average of 50% F2F – largely in the form of teaching placements and 50% online. This is of key importance to Hibernia as they did come under some fire earlier in their existence for not having or not appearing to have enough F2F elements which was considered particularly important in the training of primary school teachers. This course consists of 14 week school placements as well as F2F weekend meetings for tutorials amongst those taking part in the course. Students also have a 3 week placement in the Gaeltacht to improve their Irish language skills where necessary.

'''''Describe or provide a document describing the current e-learning strategy'''''

Given Hibernia's status as an online provider, so seperate strategy is given in relation to eLearning.

'''''What is the percentage of students (a) taking courses wholly or largely delivered by e-learning (b) taking courses where the amount of institutionally supplied/guided e-learning is "significant" (i.e. has an impact on staff or students) and (c) taking courses where the where the amount of institutionally supplied/guided e-learning is insignificant? In each case comment on the answer'''''

As this is an online college, albeit one that takes a blended approach, all students have a very significant element of eLearning in the courses they take.

'''''Give the percentage of the institutional budget that e-learning represents'''''

100%

'''''Comment on how it is measured including the assumptions made, whether it is appropriate and any trends'''''

As Hibernia College is essentially an online college, all budgetary expenditure is linked to eLearning in one way or another and it is not possible to separate out the specific aspects that are linked to eLearning.

'''''Categorise the role (if any) of external funding in fostering the development of e-learning as (a) not relevant, (b) useful, or (c) essential. Comment on the choice'''''

Hibernia does not receive any external funding as such, it enters partnerships where certain roles are shared amongst partners, with Canterbury Christ Church University for example, however information about the cost implications in terms of the iTEACH course are not available and remain subject to the private contracts existing between Hibernia College and Canterbury Christ Church University.

==Structure==
'''''Describe the institutional structure, preferably supplying an organogram'''''

The following organogram porvides an overview of Hibernia's institutional structure.

[[Image:Organogram hibernia.jpg|center|frame|200px|Organogram Hibernia College]]

The structure of Hibernia College from a teaching and learning point of view is based on the two schools mentioned already, the School of Management and the School of Education.

'''''Classify the e-learning support model as (a) hub (b) distributed (c) hub and spokes (d) complicated (e) non-existent. Comment on the choice'''''

Online support for eLearning is provided from the central office in Dublin and the secondary office in Westport. The College also works through its network of tutors around the country who sometimes set up F2F tutorial meetings with students, depending on the course and structure.

'''''Describe in more detail the structure for the e-learning operation and how it maps into the institutional structure'''''

As Hibenia operates as an online college, the structure for the eLearning operation is indistinguishable from the institutional structure.

'''''Describe the committees that oversee e-learning (including the rank and role of the Chair in each relevant committee) and their relationship to the organisational structure'''''

eLearning is overseen by the Chief Knowledge Officer in collaboration with the head of the relevant school.

==Learning and Teaching processes==

===Learning and teaching design and delivery===
'''''Describe how choice of pedagogies and technologies is made for a typical programme that is envisaged to include significant e-learning'''''

The actual mix of pedagogies and technologies depends on the specific programme but follows the overall strategy and approach taken by Hibernia College, see earlier section for a description of this. In broad terms, most of the courses are based on a weekly amount of week that the student does, this includes 2 or 3 hours of recorded lectures, with interactive elements - on demand content, one hours live virtual class in the week after – and online tutorial, then asynchronous tasks, blog or discussion forum and then private study time reading etc. Programmes are modular based. Students usually enrol at set times during the year – on average twice a year and then pass through the course as a cohort.

'''''Describe what scope staff have at delivery stage to refine or in some cases override design decisions made earlier'''''

===Learning and teaching development===

'''''How much e-learning content is sourced from outside the institution? Use a scale of 1-5 with a comment (an exact percentage is useful). '''''

Practically all content for Hibernia College programmes is created by part-time academics working for Hibernia College. The only main exception to this are the materials developed for the iTEACH programme with Canterbury Christ Church University. Therefore this should be rated at 4.

'''''Of all e-learning content sourced from outside the institution, what fraction is OER? Use a scale of 1-5 with a comment. '''''

None

'''''When staff in the institution develop content, is the content (a) owned by them and licensed to the institution, (b) owned by the institution but with some licensing back to staff, (c) owned by the institution but with no licensing back to staff, (d) unclear or disputed IPR position? Whatever option is chosen, provide a narrative describing the situation in more detail. '''''

Hibernia College employs about 300 faculty on a part-time basis and they are used to either create the courseware used or to teach on a specific programme. In terms of the content created, the actual materials used belong exclusively to Hibernia College although the intellectual ownership of the ideas etc remains with the academics. Hibernia has a standard contract they use for the creation of content in this way.

'''''When content is sourced for a programme within the institution, how much is sourced from other departments within the institution? Use a scale of 1-5 with a comment (an exact percentage is useful). '''''

Not relevant as the entire college works on an online basis.

'''''What is the role of student-generated content in the institution's programmes? Use a scale of 1-5 with a comment. '''''

This would score 1 – the only user generated content that does emerge are the lesson plans which are produced by trainee teachers in the Education programmes which are then used as exemplars for other students.

===Learning and teaching evaluation and quality===
'''''Describe the quality procedures (a) in general terms and (b) with respect to e-learning. '''''

The quality of Hibernia College’s programmes is measured every 5 years by HETAC. The last time this took place was in 2004 and HETAC brought in external reviewers to manage this process so Hibernia expects they will do the same again in 2009. Obviously as Hibernia is essentially an online college there are few distinctions made between the general procedures and those pertaining to eLearning.

'''''Describe the approach to evaluation of programmes (a) in general terms and (b) where such programmes have significant e-learning components. '''''

Hibernia carries out its own internal research activities and uses these to assess individual programmes. This includes particular attention to the use of ICT amongst target students and the level of ICT related skills amongst its academics. Hibernia provides training to both newcomer students to familiarise them with the tools and facilities used by Hibernia as well as running training courses for its academics.

==Meta Learning and Teaching processes==
===Communications===
'''''Describe how the institution communicates good practice in e-learning within itself, focussing on communications across internal boundaries. '''''

Hibernia College tries to keep abreast with developments in eLearning and is actively engaged in networks like the Sloan-C consortium http://www.sloan-c.org/. They publish online articles on related subjects intended for their own staff and they run training and induction courses for new academic staff in the tools and methodologies employed by Hibernia.

'''''Describe how the institution communicates its good practice in e-learning to organisations outside. '''''

This is key to Hibernia’s image, they promote the value of eLearning and hence Hibernia College, they stress the following:

'''Time: ''' One of the key benefits of online study is that the students can access course material whenever it is convenient for them. Podcasts and downloadable lectures mean that students are no longer constricted by a conventional timetable of lectures.

'''Location: '''Neither are students restricted by their physical location. With an internet connection they can attend live online tutorials, participate in dedicated discussion forums or download course material and notes regardless of where they are. This saving on the time and cost of travelling to and from lectures makes online study particularly suitable for those with busy lifestyles and those do not live within easy commuting distance of conventional centres of education.

'''Communication: '''Another key advantage of online study is that it encourages and enables students to collaborate and communicate with their fellow students as well as their tutors. The innovative use of live online tutorials, discussion forums and email ensures that all members of the Hibernia College community are constantly in touch with each other.

'''Flexibility: ''' One of the key objectives of Hibernia College is to make education available to as wide an audience as possible. To achieve this goal the college developed its unique Higher Education Learning Management System (HELMS). This technology infrastructure allows for increased student-tutor contact and encourages and supports self-directed learning in a way that is not possible using conventional modes of delivery. The end result for the student is an “anytime anywhere” educational experience ideal for those who do not have the time to spend travelling to and from lectures at set times and locations.

'''''Describe how the institution communicates good practice in e-learning from outside organisations into its own organisation. '''''

See above

'''''Describe recent occasions on which institutional leaders or managers have made presentations with significant reference to e-learning. '''''

Hibernia Staff have done so in the past and have participated in events like those run by Sloan C and EDEN although they describe themselves as not having enough time to do a great deal of research at the present time. They do see research as playing a more important role in their future strategy.

===Value for money ===
'''''Describe the annual planning procedure (a) in general and (b) how it handles e-learning aspects.'''''

This is part of the process undertaken by the company board and senior staff and no information about how it is formally undertaken is available at this time.

'''''Describe the decision-making process for a typical academic programme, with particular reference to how e-learning aspects are handled. '''''

Part of the internal discussions that take place in Hibernia College.

'''''Describe the decision-making process for a typical large IT project such as selection and installation of a new VLE. '''''

It is difficult to identify a separate decision-making process for large projects due to the size and scope of Hibernia, as such a project would come under the overall responsibility of the existing staff. The installation f a new VLE for example, would be part of the work of the Chief Knowledge Officer who set up the HELMS system used in Hibernia and so not subject to a separate formalised or explicit decision-making process.

'''''Describe the approach to budget management with particular reference to the staff versus non-staff issues in budgeting for e-learning. '''''

No information about this specific aspect available.

'''''Describe the procedures in the institution for assigning or negotiating teaching workload to/with staff, taking account of non-traditional styles of teaching as well as classroom teaching and taking specific account of e-learning. '''''

This is negotiated by the head of the relevant school and largely on an individual basis depending on the responsibilities and role of the individual academic.

==Staff==
===Teachers, lecturers, trainers and equivalent support roles===
'''''Describe the approach to development of e-learning technical and pedagogic skills among staff, taking account of the different needs of different categories of staff. Set this within the context of staff development generally. '''''

Hibernia College selects its faculty from amongst teaching staff in other colleges in Ireland and the UK. They strive to select leading academics and then provide them with training in online teaching. Academics are paid for the work they do on a pro rata basis. Staff induction and development for these academic staff is specific to developing and monitoring their skills in online teaching which Hibernia College carries out on a formal basis – this is normally a 2 week online training course.

'''''Describe (a) the current level of staff competence in e-learning and (b) the expected level of staff competence in five years time. In each case use a 1-5 scale with a comment. '''''

All academic staff is trained in the delivery of Hibernia courseware using the tools and facilities proscribed by the College, so it is reasonable to score this at 5.

'''''Describe the extent to which staff attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

As all teaching staff is committed to the practices of Hibernia in respect to eLearning it is also correct to ascribe a score of 5 to this category.

'''''Describe the way that the institution rewards and recognises staff with competence in e-learning, in (a) monetary and (b) non-monetary terms. '''''

Staff are paid for their delivery of courseware in a pro-rata basis and also for their tutoring and teaching work on the basis of the hours worked. As all are by default competent in eLearning related skills and competencies, this question is not really relevant. For many academics, the salary they earn for their work from Hibernia College is seen as a supplementary income to their other teaching or research work in the universities and colleges where they are employed – often on a full time basis.

===Management and leadership ===

This subsection concerns leaders (Rectors, Vice-Chancellors, etc) and academic and support service managers (Deans, Directors, etc). These do not need to have specific knowledge of e-learning details but must have the necessary strategic, management, costing and foresight capability to preside over decisions on key e-learning issues such as procurement of a new VLE, development of a new distance learning programme, rebalancing the library and its staff more towards web 2.0 and less to books, etc. This will require appropriate manager and leader training.

'''''Describe the approach to development of e-learning-related skills among (a) managers and (b) leaders. '''''

As there are a relatively small number of staff involved, there are no formalised procedures in place to help develop e-learning related skills amongst managers and leaders. Each of the core relevant senior staff in Hibernia College are already committed and experienced in online learning.

'''''Describe the current level of (a) management and (b) leadership competence in e-learning related skills appropriate to their levels. In each case use a 1-5 scale with a comment. '''''

As Hibernia is an online college, it is not unreasonable to score this at 5.

'''''Describe the extent to which (a) management and (b) leadership attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

As Hibernia is an online college, it is not unreasonable to score this at 5.

'''''Give details of the job description of the most senior manager/leader in the organisation who spends a significant portion of his/her time on e-learning matters (e.g. the Director of E-Learning).'''''

As Hibernia is an online college, there are no separate and distinct senior staff dedicated to eLearning, as they are all dedicated to eLearning.
See organogram for jobs and roles

==Students ==
'''''Describe the approach to development of e-learning skills among students, taking account of the different needs of different categories of students. Set this within the context of students' more general information literacy and communication skills. '''''

As students taking part in Hibernia College courses already know that the courses are essentially using a blended approach, a certain amount of self-selection can be expected, i.e. only those comfortable with the idea of online learning will apply. Based on the conversations going on in some of the online communities linked to Hibernia it is clear that they are at least on the surface ready and prepared to use the tools and facilities that Hibernia requires. In addition, a 2 week induction course for all students at the start of a new programme of study is used to familiarise students with the specific tools used by Hibernia.

'''''Describe (a) the current level of student competence in e-learning on entry to the institution and (b) the expected level of student competence on graduation from the institution. In each case use a 1-5 scale with a comment. '''''

Based on internal analysis carried out by Hibernia into the level of IT skills amongst new students, there is clear evidence that the level of skills is increasing year on year. Anecdotal evidence would suggest this to be in the order of 3 - 4 on a scale of 1-5.

The College also prides itself on the fact that as well as the actual course content, Hibernia students also gain significant experience and know-how in online working and other activities which adds to their overall level of skills. Anecdotal evidence would suggest this to be in the order of 4 - 5 on a scale of 1-5.

'''''Describe the extent to which student attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

Given the nature of study at Hibernia, this is estimated as being in the order of 4 – 5.

'''''Describe the extent to which students understand the demands on them placed by e-learning systems (e.g. for assignment handling). '''''

Difficult to assess without more in-depth analysis.

'''''Describe the current approach to handling student plagiarism, both prevention strategies and detection strategies. '''''

Hibernia College has a [http://www.virtualschoolsandcolleges.eu/index.php/Image:Hibernia_Plagiarism.pdf stated and explicit approach to plagiarism].

'''''Describe the current (i.e. at last survey) level of student satisfaction with the e-learning aspects of their courses. Use a 1-5 scale with a comment. '''''

Hibernia do not carry out systematic student surveys, however their level of student attrition is quite low which would indicate a high level of student satisfaction, e.g. on the HDAPE course this is 2%, while in the MSc in Pharmaceutical Medicine this is 20%. Therefore we estimate the level of student satisfaction to be between 4 and 5.

==Technology ==
'''''For each of the following technologies relevant to e-learning describe how much it is used on a scale of 1-5 and add a comment if appropriate. '''''

'''VLE and/or content repository '''

: Hibernia loads most of its content online – in its own customised VLE called the Higher Education Learning Management System (HELMS). This is a system adopted from an open source system. Students are divided into different tutor groups in the LMS – each supporting about 25 students. The platform also supports social networking and other networking functionality to facilitate private messaging, etc.

'''email or bulletin boards '''
: They use the VLE for all communications and so don’t use an external pathway like email unless in certain admin related situations.

'''automated assessment'''
: This is not really part of what Hibernia offer apart from some limited use of multiple choice questionnaires on one or two courses. Exams are carried out on an ‘open book’ basis, exams are posted online at a certain time and on a specific date, students then have a certain amount of time to complete their exam and post it back. No additional checking for authentication, etc is foreseen at this time. Their overall approach to assessment is one of continuous assessment.

'''Web 2.0 tools especially blogs, wikis and social networks oriented to the institution '''
: Blogs used a lot especially in learning diaries used for teaching practice which are built around reflective practice, instituted with course – reflect on experience, that go towards the portfolio of evidence created by each student which is used to check they are meeting certain standards.

'''e-portfolios '''
: see above

'''laptops - and comment on student ownership issues'''
: Students have to have access to a networked computer. Requirements are listed as follows:

: The computer hardware required to access Hibernia College services consists of a personal computer, equipped with a modem and a sound card.
:: Minimum Specifications
::: *Windows 9x, NT 4 (SP4), 2000 Professional, Vista or XP (WARNING - Interwise is not compatible with Microsoft Windows ME, Windows 95 or with Apple Macintosh computers)
::: *233 MHz processor
::: *64 MB RAM
::: *Microsoft Internet Explorer 5.0 or later
::: *Monitor: 800 X 600 resolution & high colour (16 bit) display definition
::: *TCP/IP intranet access or modem Internet access
::: *Headset or microphone and earphones
::: *Microsoft JVM if using the Java Participant

:: Additional Recommended Specifications
::: *330 MHz processor or faster
::: *128 MB RAM or higher
::: *100 MB or more set aside for event materials (this setting is configurable)
::: *Internet access = 64Kb

: Students access all Hibernia College services via the Internet. To access the Internet students require an Internet Service Provider (ISP) account.

: All Hibernia College web enabled services run in standard browsers (i.e. Internet Explorer 5+ and Navigator Netscape 6+) both of which are freely available. In addition, a number of browser plug-ins will be required. For example the Macromedia Flash and Shockwave plug-ins and the Adobe Acrobat pdf file reader. All such plug-ins are also freely available on the internet.

: Students are expected to have access to the Microsoft Office suite of products for their own use in preparing continuous assessments. Students are also required to be equipped with an email address and be fully conversant in the use of web-based mail services or a desktop mail service such as Outlook Express.

'''audio or video podcasting or streaming - and comment on student ownership issues '''
: Hibernia uses both audio and video in its courseware and students should have the facilities to access both.

'''mobile devices (not laptops) - and comment on student ownership issues '''
:not specifically mentioned.

'''And finally: '''

'''Provide a description of any other technologies with significant use in the institution. '''
:Hibernia also uses Interwise for synchronous teaching, this is a proprietal communication tool that allows for audio and video as well as a shared desktop and whiteboard. Interwise is quite similar to Illuminate.

:As part of their online offer, Hibernia also has a dedicated set of library resources and external websites, where students can access an array on online peer reviewed journal articles, fully online e-books, newspaper articles and other resources.

==Futures==
'''''Describe the expected changes as they relate to e-learning within the institution's current strategic horizon (from the institution's strategy documents). '''''

While nothing specific is mentioned in relation to future developments specific to eLearning, it is clear that Hibernia College is now in a strong position and describes itself as have reached a turning point about 18 months ago when the college’s prospects seem to have become more positive after the challenges of the first 5 years. At the moment, they have quite a few new projects and programmes, the new MSc in Financial Management in particular is viewed very positively within the college’s senior staff. The fact that this programme can contribute significantly towards professional accreditation is seen as a key point. This is increasingly seen as a cornerstone in the expansion of Hibernia’s activities, collaboration with a key organisation - in this case CIMA, the Chartered Institute of Management Accountants.
Hibernia also count on the fact that eLearning is becoming more and more mainstream and this in turn means that students and employers view courses delivered online as being of high quality.

'''''Describe any changes further downstream that the institution is now considering or concerned about. '''''

The current downturn in the economy is not seen as having a particularly negative impact on Hibernia’ operations, indeed, it is believed that this may in fact make careers in teaching – often seen as being very stable – more attractive to students so heightening the attractiveness of Hibernia’s educational offer.

'''''Describe how the institution handles the foresight aspects of its operation with regard to e-learning. '''''
'''''Describe how the institution handles advanced development oriented to e-learning (e.g. by a "sandbox" lab, innovation centre, etc). '''''

Staff keep abreast of developments through conferences, journals, news items and the usual channels of information used in any professional sector.

'''''Describe how the institution analyses and takes into account present and future markets for its offerings. '''''

No specific strategies mentioned.

'''''Describe how the institution analyses and takes into account present and future competitor suppliers for its offerings. '''''

No specific strategies mentioned.

'''''Describe how the institution analyses and takes into account the views of other stakeholders, including but not restricted to employers, local authorities and the social partners (unions). '''''

No specific strategies mentioned.

==References and reports ==
# Official homepage of Hibernia College, http://www.hiberniacollege.net

:: Awaiting further documents

----
> [[Programmes]]

[[Category:Ireland]]
[[Category:Private providers]]
[[Category:MELIs]]
[[Category:Case studies]]
[[Category:Case study for ATiT]]

Hibernia College

2008-10-08T12:21:44Z

SallyReynolds: /* Management and leadership */

''Hibernia College'' is an international provider of online programmes at undergraduate and graduate level. It is based in Dublin, [[Ireland]] and accredited by the Irish Government's qualifications awarding body for third-level educational and training institutions outside the (public) university sector, [[HETAC]], (the [[Higher Education and Training Awards Council]]).

Hibernia College provides all of its courses with a substantial online component, using state of the art technology for both synchronous and asynchronous course delivery. Hibernia College offers a blended learning format that combines the many advantages of interactive, multimedia-rich online content with the proven qualities of face-to-face tuition through periodic on-site sessions. The college has designed, developed and implemented a system, which it claims is "at the leading edge of international educational delivery". This technology infrastructure allows for increased student-tutor contact and encourages and supports self-directed learning in a way that is not possible using conventional modes of delivery.

Its web site is at http://www.hiberniacollege.net

Programmes include:

* [http://www.hiberniacollege.net/LinkClick.aspx?link=63&tabid=36 Higher Diploma in Primary Education]
* [http://www.hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine]
* [http://www.hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTeach, online initial teacher]

== Partnerships and Collaborations ==
('''sourced from''' http://www.hiberniacollege.net/Home/About/Overview/tabid/116/Default.aspx)

Through strategic collaborations and partnerships with global leaders in technology development and curriculum design Hibernia College has placed itself at the forefront of innovative online education for those wishing to pursue formal qualifications while continuing to work.

In addition Hibernia College has collaborated with [http://www.pfizer.com Pfizer Inc.], [[Canterbury Christ Church University]], UK and the [http://www.nuim.ie/National University of Ireland], Maynooth to offer accredited online postgraduate courses in pharmaceutical medicine, post-primary teacher education and hospitality management respectively.

Hibernia College also is one of the founding members of the Global Learning Consortium at [http://web.mit.edu/ MIT]. The Global Learning Consortium invited a select number of countries to participate in the international development of e-learning opportunities. Hibernia College was selected as the sole representative from Ireland because of its leadership role in this arena. Membership of this consortium affords Hibernia College an exclusive relationship with some of the world's leading e-learning think tanks including Professor Dick Larson at MIT.

== Reports and case studies ==
=== The present===

Hibernia College is a fully online accredited private Higher Education institution in Ireland that was set up in 2000 as the first such venture of its kind in the country. It began taking in students in 2002. It describes itself as being “''...an international, third-level, online College offering accredited, niche-focused educational programmes designed to address the growing demand for flexible, cost-effective, lifelong learning that is not restricted by location or time. ''”

Hibernia’s programme offers are organised in two distinct schools, [http://www.hiberniacollege.net/SchoolofEducation/tabid/54/Default.aspx The School of Education] and [http://www.hiberniacollege.net/SchoolofManagement/tabid/55/Default.aspx The School of Management].

Students enrol at certain set times and then move through the course as a separate and unique cadre of learners defined by the time when they began the specific course.

Hibernia College is currently expanding its course offer and for the moment offers the following: (* indicates there is a full description of each course available which includes the modules each contains, the course structure and work-load , the price for each and the next date for inscription is given online, links are given for each on the Hibernia College web site)

'''The School of Management'''
* Master of Science (MSc) in Financial Management and Control – Online* http://www.hiberniacollege.net/SchoolofManagement/MScFinancialManagementControl/tabid/187/Default.aspx
* Master of Science (MSc) in Pharmaceutical Medicine – Online* http://www.hiberniacollege.net/SchoolofManagement/MScPharmaceuticalMedicine/tabid/85/Default.aspx

'''The School of Education'''
* Higher Diploma in Arts in Primary Education (HDAP) * http://www.hiberniacollege.net/SchoolofEducation/HDAPE/tabid/63/Default.aspx
* Online Teacher Education for Teachers of Maths, Physics & Chemistry at Second Level (iTEACH) – online curse offered in collaboration between Hibernia and Canterbury Christ Church University in the UK * http://www.hiberniacollege.net/SchoolofEducation/iTeach/tabid/133/Default.aspx
* Summer Courses – a series of summer courses for primary school teachers, in 2008 19 of these were offered http://www.hiberniacollege.net/SchoolofEducation/SummerCourses/tabid/158/Default.aspx and http://summercourses.hiberniacollege.net

'''''What is the institution's annual budget? '''''

The annual turnover of Hibernia College is approximately €5.5 to €6 million for 2007.

'''''How many students does the institution have in total? '''''

At the moment, Hibernia College has about 1500 students registered on the MSc, iTeach and HDAP programmes. The numbers of people taking these courses continues to grow and in addition, Hibernia College is launching a new course in February 2009, the MSc in Financial Management & Control – Online. It is difficult to classify these students as either full or part-time. These courses represent about 20 hrs study on the part of each student each week and in very many cases, they are taken by the student in addition to full time employment.

Numbers for the summer courses are not included as these are by their nature short courses each of which represent about 20 hours of study. In 2008, about 4500 people – all in Ireland - took one or more of these summer courses.

'''''How many staff does the institution have as full-time equivalents? '''''

The total number of full time staff of Hibernia College is 60. They are located on two sites, the head office located in central Dublin and a second site in Westport, Co. Mayo. In addition to the full time staff, Hibernia also employs approximately 300 academic staff on a part-time basis. Academic staff are managed through the College’s two schools and are responsible for the creation and delivery of the various programmes offered by Hibernia College. All courses have a full time director, called the programme director who is responsible for the overall planning and management of the course.

'''''What is the institution's "business model"? '''''

The business model adopted by Hibernia is a self-sustaining one, i.e. all costs associated with running the programmes offered are met through revenues from course fees. Hibernia College receives no outside funding from government and is run as a private educational institution. It is established as a limited company under Irish law with a Board of Directors and publicly filed annual accounts.

'''''What percentage of the institution's students are based outside the home country? '''''

This depends largely on the programme. For the HDAP programme, practically all students are based in Ireland and those taking part in the summer courses are exclusively Irish. The [http://hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTEACH course] is different with about 300 students based in the UK. For the [http://hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine], the majority of students are based in Ireland although there some non-Irish scattered in 24 different countries.

Bursaries are available for some students in some of the courses. For example, the iTEACH programme is funded by the UK [http://www.tda.gov.uk/ Government’s Training and Development (TDA) Agency] and so participants on the course are fully funded by the TDA. Teachers taking the [http://summercourses.hiberniacollege.net/ summer courses] are also entitled to extra personal vacation days from the Dept. of Education in lieu of their participation.

'''''Describe the institution's approach to virtual mobility '''''

Hibernia College takes a blended learning approach, their educational programmes for example mix face-to-face teaching practice with online study within a specified and explicit framework of study. The idea of virtual mobility is core to their ethos and practice and so they can be described as having a fully supportive approach to virtual mobility.

'''''Describe how the institution manages its "brand" (a) in general and (b) in respect of any e-learning aspects '''''

Hibernia promotes its online image as a key factor in its branding and is busy carving out a unique niche for itself in Ireland based on the online aspect. As well as this emphasis upon eLearning or online learning in their description of who they are, they also place a great deal of emphasis upon their ties with relevant bodies and their accredited status. Each of their courses is linked to significant and relevant institutions, as follows;
* [http://hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine]: accredited by both [http://www.hetac.ie/HETAC (Higher Education Training and Awards Council)] and IFAPP (Council for Education in Pharmaceutical Medicine of the International Federation of Associations of Pharmaceutical Physicians.
* MSc in Financial Management and Control – this new programme is accredited by both [http://www.hetac.ie/ HETAC] and [http://www.cimaglobal.com/ CIMA, the Chartered Institute of Management Accountants]. In addition the programme offers credits towards [http://www.cii.co.uk/ CII (Chartered Insurance Institute) qualifications].
*[http://hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTEACH]: recognised and funded by UK Government’s Training and Development (TDA) Agency
* [http://hiberniacollege.net/LinkClick.aspx?link=63&tabid=36 Higher Diploma in Arts in Primary Education] accredited by [http://www.hetac.ie/ HETAC] and recognised by the [http://www.education.ie Dept of Education in Ireland].

===The past ===
'''''Give a narrative description of the institution's history since its foundation, concentrating on key dates, recent years and any e-learning issues'''''

Hibernia was set up in 2000 as Ireland’s first private online college. It began taking in students in 2002 and has continued to grow since then. It has always focused on strategic collaborations and partnerships and defines the accreditation of [http://www.hetac.ie/ HETAC] as being a significant milestone in its development as HETAC is the government agency responsible for accrediting third-level education in Ireland and awards qualifications at all levels of higher education and training up to PhD level. [http://www.hetac.ie/ HETAC] awards are recognised and respected worldwide. In addition, Hibernia College has collaborated with [http://www.pfizer.com Pfizer Inc.], [http://www.canterbury.ac.uk/ Canterbury Christ Church University], UK and the [http://www.nuim.ie/ National University of Ireland, Maynooth] to offer accredited online postgraduate courses in pharmaceutical medicine, post-primary teacher education and hospitality management respectively. It has also established a relationship with Harvard University in the US who offer one of the modules in the new [http://hiberniacollege.net/LinkClick.aspx?link=187&tabid=36 MSc in Financial Management] entitled "Leadership in Financial Management".

Given its unique position in the education sector in Ireland, Hibernia has invested considerable resources in building up its reputation and now after 8 years of existence is considered to be a realistic and reasonable quality-driven alternative for students in Ireland and abroad, particularly those in full time employment who are looking for an online course offer.

One of the key drivers of its success has been the success of the [http://www.hiberniacollege.net/SchoolofEducation/HDAPE/tabid/63/Default.aspx HDAPE programme]. This needs to be seen in the context of Irish primary education where there was a heritage of non-qualified teachers in the primary sector still teaching without any formal qualifications. These teachers, many of them highly skilled and experienced, had been working in primary schools for many years and so while they were recognised as teachers and paid a salary by the [http://www.education.ie Dept of Education in Ireland], they were not able to progress in their careers – with the related impact on their salaries – due to their lack of qualification. Many of these people were unable to take the time off and to have the resources to study full time at one of the traditional teacher training colleges, and so the HDAPE programme offered them for the first time an online option with which they could pursue their career. Many of them have now successfully completed the HDAPE programme and they serve as key ambassadors for the College.

[[Image:Students_hibernia.jpg|center|frame|Graph showing previous student numbers for Hibernia College and projected figures]]

==External environment==
'''''What is the institution's funding from government as a percentage of annual income? '''''

Hibernia College receive no funding from the Irish Government apart from occasional small project related grants which do not affect the overall business model of the college.

'''''Describe the way that funding is provided for institutions in the institution's country, or state that it is the same as for other institutions in the country'''''

Funding for all Irish higher education institutions is managed by the [http://www.hea.ie/ Higher Education Authority (HEA)]. The HEA manages and disburses recurrent funds to the universities, institutes of technology and other designated colleges including: [http://www.mic.ul.ie/ Mary Immaculate College Limerick], [http://www.spd.dcu.ie St. Patrick’s College Drumcondra], [http://www.ncad.ie/ National College of Art and Design], [http://www.materdei.ie/ Mater Dei Institute of Education], [http://www.stangelas.com/ St. Angela’s College Sligo], the [http://www.ria.ie/ Royal Irish Academy] and the [http://www.rcsi.ie/ Royal College of Surgeons in Ireland].

The [http://www.hea.ie/ Higher Education Authority] is the statutory planning and policy development body for higher education and research in Ireland. The HEA has wide advisory powers throughout the whole of the third-level education sector. In addition, it is the funding authority for the universities, institutes of technology and a number of designated higher education institutions.
The Principal Functions of the HEA are:
* To further the development of higher education.
* To maintain a continuous review of the demand and need for higher education.
* To assist in the coordination of state investment in higher education and to prepare proposals for such investment.
* To allocate among universities, institutes of technology and the designated institutions the grants voted by the [http://www.oireachtas.ie/ViewDoc.asp?fn=/home.asp Oireachtas (the Irish Government)].
* To promote the attainment of equality of opportunity in higher education and democratisation of higher education.

The majority of students entering Higher Education Institutions funded by the Higher Education Authority secure a place on a course by applying through the Central Applications Office (CAO), the number of full-time students in Ireland in 2006/2007 was: 84263 and for part-time: 16456. Figures for 07/08 are not yet available.

Funding for HE institutions is managed by HEA under one of the following;
# '''Recurrent funding''': These recurrent funds include core recurrent grants, grants in respect of the “Free Fees” Scheme, funding in respect of increased student intake, supplementary funding requirements, and other miscellaneous initiatives that may require funding.
# '''Physical Development''': The Physical Development Section is responsible for the capital funding allocated to universities, institutes of technology and other designated institutions that are funded from the Higher Education Authority's capital grant. Types of projects overseen by the section include; construction of new buildings, refurbishment, infrastructure development and property acquisition. Its work also includes evaluating proposals from higher education institutions seeking funding for approved projects, the setting of project budgets and the monitoring of project progress and expenditure.
# '''European Funding''': The Higher Education Authority (HEA) is the National Agency (NA) for the EU Lifelong Learning Programme: Erasmus. In this capacity, the NA allocates funding to the participating higher education institutions for the support of students and staff on mobility activities.
# '''Access Funding''': under the auspices of the National Office for Equity of Access to Higher Education which has assumed responsibility for the management and administration of the three funding programmes under the Third Level Access funding. These include: Fund for Students with a Disability, the Student Assistance Fund and the Millennium Partnership Fund.

'''''Describe the legal status of the institution'''''

Hibernia College is established as a limited company (Ltd.) under Irish law. This means that it has shareholders with limited liability and its shares may not be offered to the general public, unlike those of public limited companies. "Limited by shares" means that the company has shareholders, and that the liability of the shareholders to creditors of the company is limited to the capital originally invested, i.e. the nominal value of the shares and any premium paid in return for the issue of the shares by the company. A shareholder's personal assets are thereby protected in the event of the company's insolvency, but money invested in the company will be lost.

'''''List the language(s) that the institution uses for instruction with the percentage of students studying in each. (Bilingual study can also be included.) '''''

Hibernia College works essentially in English although part of what it provides in the School of Education also has the necessary level of Irish study elements required under Irish educational policy – estimated informally to represent about 10% of its teaching activities.

'''''Describe any specific cultural issues that affect the institution's students or state that that it is the same as for other institutions in the country. Mention any features relevant to e-learning'''''

Given its position as the first private online college to operate in Ireland, Hibernia College faced quite some opposition and suspicion, particularly in its early years. This included questions raised in the [http://www.oireachtas.ie Dáil] - the Irish parliament about the quality of its teaching and – in particular – the extent to which a private online college could provide the necessary teaching practice required to train fully qualified primary school teachers.

This also included some negative media attention, particularly in 2005 when the college recorded poor trading figures. Certain elements of Irish society including the unions also expressed concerns about the approach and business model employed, e.g. Labour Youth stated on the web site in 2004 that it “firmly believes that online education in Ireland is still in its infancy and that all those involved in it should take due care to ensure that it meets the highest standards and seeks to better the individual and society. To ensure that this is achieved Labour Youth is lobbying the government to cap the number of students taking the course in Hibernia at the current numbers. We are also calling for the Department of Education and Science to undertake a complete Quality Assurance Assessment of all online courses offered by Hibernia and other such education providers to ensure the course meets the highest standards in teacher education.”

However, there is some evidence that this situation has now evolved somewhat, and Hibernia College is now taking its place in the Irish educational context as a respected and quality –driven niche provider of online courseware, particular in the area of teacher education. The announcement that the Director, [http://www.hiberniacollege.net/Home/About/People/tabid/106/Default.aspx Dr. Séan Rowland], has been shortlisted in Ernst and Young’s well known entrepreneur of the year competition for 2008 is an indication of this change.

'''''Describe the external quality assurance and/or accreditation regime affecting the institution, or state that it is the same as for other institutions in the country. Mention any features relevant to e-learning'''''

Hibernia College is accredited by HETAC as previously described which is the same body that accredits all HE activities n Ireland. The first accreditation by HETAC took place in 2002 and a further quality assessment was carried out in 2004.

'''''Describe the approach to credit transfer with other similar institutions'''''

Not really applicable although as the Hibernia awards are accredited by HETAC, this means they are automatically part of the ECTS system in operation Europe-wide. Therefore students with Hibernia awards can use these awards to gain access to other courses which recognise ECTS.

'''''List the main associations that the institution is a member of, with a note as to the relevance of each to e-learning (if any) '''''

Hibernia College also is one of the founding members of the Global Learning Consortium at MIT. The Global Learning Consortium invited a select number of countries to participate in the international development of e-learning opportunities.

'''''List the main international partners of the institution, in the order of strategic importance, with priority given to collaborations involving e-learning'''''

As mentioned previously, Hibernia College considers their relationship with certain key partners to be vital in the realisation of their courses. They also collaborate in the realisation with Canterbury Christ Church University, UK of the iTEACH course - this partnership is expected to expand shortly to take in a further 5 UK universities. They have also collaborated the [http://www.nuim.ie/ National University of Ireland, Maynooth].

==Strategy==

'''''Describe or provide a document describing the current institutional strategy'''''

::

Here is a brief summary of Hibernia College’s operationalised current strategy as provided in September 2008

Strategy
Strategic Actions

A. CLEAR AND FOCUSED STRATEGY
*Action 1: Test our activity against our agreed action points.

B. EFFICIENT OPERATIONS
*Action 2: Regularly appraise routine operations to search for efficiencies.
*Action 3: Invest in technology to improve efficiency (e.g. SIS)

C. STRONG REVENUES
*Action 4: Increase revenue from existing products & customers (inc. TDA, CCCU, Pfizer, HDip)
*Action 5: Ensure early revenue generation on pipeline business. (MFMC, MATL)
*Action 6: Develop new products for existing/new markets
*Action 7: Pursue government funding and grants

D. QUALITY BRAND
*Action 8: Implement marketing & PR plan to include business press coverage and research
*Action 9: Develop website, grow traffic, increase rankings
*Action 10: Continue to lobby & inform politicians and stakeholders

E. SKILLED WORKFORCE
*Action 11: Ensure operations are adequately resourced & staffed
*Action 12: Motivate staff through objective assessment, training and incentives (focus on middle mgt team)

'''''Describe or provide a document describing the current learning and teaching strategy'''''

Hibernia College has recently outlined its [http://www.virtualschoolsandcolleges.eu/index.php/Image:Teaching_Strategy_Hibernia.pdf learning and teaching strategy] specifically with respect to the new MSc in Financial Management which provides a good overview of the broad learning and teaching strategy it normally applies to all its courses.

The approach taken by Hibernia is for a blended approach. The HDAPE which is in many cases their market leader promises an average of 50% F2F – largely in the form of teaching placements and 50% online. This is of key importance to Hibernia as they did come under some fire earlier in their existence for not having or not appearing to have enough F2F elements which was considered particularly important in the training of primary school teachers. This course consists of 14 week school placements as well as F2F weekend meetings for tutorials amongst those taking part in the course. Students also have a 3 week placement in the Gaeltacht to improve their Irish language skills where necessary.

'''''Describe or provide a document describing the current e-learning strategy'''''

Given Hibernia's status as an online provider, so seperate strategy is given in relation to eLearning.

'''''What is the percentage of students (a) taking courses wholly or largely delivered by e-learning (b) taking courses where the amount of institutionally supplied/guided e-learning is "significant" (i.e. has an impact on staff or students) and (c) taking courses where the where the amount of institutionally supplied/guided e-learning is insignificant? In each case comment on the answer'''''

As this is an online college, albeit one that takes a blended approach, all students have a very significant element of eLearning in the courses they take.

'''''Give the percentage of the institutional budget that e-learning represents'''''

100%

'''''Comment on how it is measured including the assumptions made, whether it is appropriate and any trends'''''

As Hibernia College is essentially an online college, all budgetary expenditure is linked to eLearning in one way or another and it is not possible to separate out the specific aspects that are linked to eLearning.

'''''Categorise the role (if any) of external funding in fostering the development of e-learning as (a) not relevant, (b) useful, or (c) essential. Comment on the choice'''''

Hibernia does not receive any external funding as such, it enters partnerships where certain roles are shared amongst partners, with Canterbury Christ Church University for example, however information about the cost implications in terms of the iTEACH course are not available and remain subject to the private contracts existing between Hibernia College and Canterbury Christ Church University.

==Structure==
'''''Describe the institutional structure, preferably supplying an organogram'''''

The following organogram porvides an overview of Hibernia's institutional structure.

[[Image:Organogram hibernia.jpg|center|frame|200px|Organogram Hibernia College]]

The structure of Hibernia College from a teaching and learning point of view is based on the two schools mentioned already, the School of Management and the School of Education.

'''''Classify the e-learning support model as (a) hub (b) distributed (c) hub and spokes (d) complicated (e) non-existent. Comment on the choice'''''

Online support for eLearning is provided from the central office in Dublin and the secondary office in Westport. The College also works through its network of tutors around the country who sometimes set up F2F tutorial meetings with students, depending on the course and structure.

'''''Describe in more detail the structure for the e-learning operation and how it maps into the institutional structure'''''

As Hibenia operates as an online college, the structure for the eLearning operation is indistinguishable from the institutional structure.

'''''Describe the committees that oversee e-learning (including the rank and role of the Chair in each relevant committee) and their relationship to the organisational structure'''''

eLearning is overseen by the Chief Knowledge Officer in collaboration with the head of the relevant school.

==Learning and Teaching processes==

===Learning and teaching design and delivery===
'''''Describe how choice of pedagogies and technologies is made for a typical programme that is envisaged to include significant e-learning'''''

The actual mix of pedagogies and technologies depends on the specific programme but follows the overall strategy and approach taken by Hibernia College, see earlier section for a description of this. In broad terms, most of the courses are based on a weekly amount of week that the student does, this includes 2 or 3 hours of recorded lectures, with interactive elements - on demand content, one hours live virtual class in the week after – and online tutorial, then asynchronous tasks, blog or discussion forum and then private study time reading etc. Programmes are modular based. Students usually enrol at set times during the year – on average twice a year and then pass through the course as a cohort.

'''''Describe what scope staff have at delivery stage to refine or in some cases override design decisions made earlier'''''

===Learning and teaching development===

'''''How much e-learning content is sourced from outside the institution? Use a scale of 1-5 with a comment (an exact percentage is useful). '''''

Practically all content for Hibernia College programmes is created by part-time academics working for Hibernia College. The only main exception to this are the materials developed for the iTEACH programme with Canterbury Christ Church University. Therefore this should be rated at 4.

'''''Of all e-learning content sourced from outside the institution, what fraction is OER? Use a scale of 1-5 with a comment. '''''

None

'''''When staff in the institution develop content, is the content (a) owned by them and licensed to the institution, (b) owned by the institution but with some licensing back to staff, (c) owned by the institution but with no licensing back to staff, (d) unclear or disputed IPR position? Whatever option is chosen, provide a narrative describing the situation in more detail. '''''

Hibernia College employs about 300 faculty on a part-time basis and they are used to either create the courseware used or to teach on a specific programme. In terms of the content created, the actual materials used belong exclusively to Hibernia College although the intellectual ownership of the ideas etc remains with the academics. Hibernia has a standard contract they use for the creation of content in this way.

'''''When content is sourced for a programme within the institution, how much is sourced from other departments within the institution? Use a scale of 1-5 with a comment (an exact percentage is useful). '''''

Not relevant as the entire college works on an online basis.

'''''What is the role of student-generated content in the institution's programmes? Use a scale of 1-5 with a comment. '''''

This would score 1 – the only user generated content that does emerge are the lesson plans which are produced by trainee teachers in the Education programmes which are then used as exemplars for other students.

===Learning and teaching evaluation and quality===
'''''Describe the quality procedures (a) in general terms and (b) with respect to e-learning. '''''

The quality of Hibernia College’s programmes is measured every 5 years by HETAC. The last time this took place was in 2004 and HETAC brought in external reviewers to manage this process so Hibernia expects they will do the same again in 2009. Obviously as Hibernia is essentially an online college there are few distinctions made between the general procedures and those pertaining to eLearning.

'''''Describe the approach to evaluation of programmes (a) in general terms and (b) where such programmes have significant e-learning components. '''''

Hibernia carries out its own internal research activities and uses these to assess individual programmes. This includes particular attention to the use of ICT amongst target students and the level of ICT related skills amongst its academics. Hibernia provides training to both newcomer students to familiarise them with the tools and facilities used by Hibernia as well as running training courses for its academics.

==Meta Learning and Teaching processes==
===Communications===
'''''Describe how the institution communicates good practice in e-learning within itself, focussing on communications across internal boundaries. '''''

Hibernia College tries to keep abreast with developments in eLearning and is actively engaged in networks like the Sloan-C consortium http://www.sloan-c.org/. They publish online articles on related subjects intended for their own staff and they run training and induction courses for new academic staff in the tools and methodologies employed by Hibernia.

'''''Describe how the institution communicates its good practice in e-learning to organisations outside. '''''

This is key to Hibernia’s image, they promote the value of eLearning and hence Hibernia College, they stress the following:

'''Time: ''' One of the key benefits of online study is that the students can access course material whenever it is convenient for them. Podcasts and downloadable lectures mean that students are no longer constricted by a conventional timetable of lectures.

'''Location: '''Neither are students restricted by their physical location. With an internet connection they can attend live online tutorials, participate in dedicated discussion forums or download course material and notes regardless of where they are. This saving on the time and cost of travelling to and from lectures makes online study particularly suitable for those with busy lifestyles and those do not live within easy commuting distance of conventional centres of education.

'''Communication: '''Another key advantage of online study is that it encourages and enables students to collaborate and communicate with their fellow students as well as their tutors. The innovative use of live online tutorials, discussion forums and email ensures that all members of the Hibernia College community are constantly in touch with each other.

'''Flexibility: ''' One of the key objectives of Hibernia College is to make education available to as wide an audience as possible. To achieve this goal the college developed its unique Higher Education Learning Management System (HELMS). This technology infrastructure allows for increased student-tutor contact and encourages and supports self-directed learning in a way that is not possible using conventional modes of delivery. The end result for the student is an “anytime anywhere” educational experience ideal for those who do not have the time to spend travelling to and from lectures at set times and locations.

'''''Describe how the institution communicates good practice in e-learning from outside organisations into its own organisation. '''''

See above

'''''Describe recent occasions on which institutional leaders or managers have made presentations with significant reference to e-learning. '''''

Hibernia Staff have done so in the past and have participated in events like those run by Sloan C and EDEN although they describe themselves as not having enough time to do a great deal of research at the present time. They do see research as playing a more important role in their future strategy.

===Value for money ===
'''''Describe the annual planning procedure (a) in general and (b) how it handles e-learning aspects.'''''

This is part of the process undertaken by the company board and senior staff and no information about how it is formally undertaken is available at this time.

'''''Describe the decision-making process for a typical academic programme, with particular reference to how e-learning aspects are handled. '''''

Part of the internal discussions that take place in Hibernia College.

'''''Describe the decision-making process for a typical large IT project such as selection and installation of a new VLE. '''''

It is difficult to identify a separate decision-making process for large projects due to the size and scope of Hibernia, as such a project would come under the overall responsibility of the existing staff. The installation f a new VLE for example, would be part of the work of the Chief Knowledge Officer who set up the HELMS system used in Hibernia and so not subject to a separate formalised or explicit decision-making process.

'''''Describe the approach to budget management with particular reference to the staff versus non-staff issues in budgeting for e-learning. '''''

No information about this specific aspect available.

'''''Describe the procedures in the institution for assigning or negotiating teaching workload to/with staff, taking account of non-traditional styles of teaching as well as classroom teaching and taking specific account of e-learning. '''''

This is negotiated by the head of the relevant school and largely on an individual basis depending on the responsibilities and role of the individual academic.

==Staff==
===Teachers, lecturers, trainers and equivalent support roles===
'''''Describe the approach to development of e-learning technical and pedagogic skills among staff, taking account of the different needs of different categories of staff. Set this within the context of staff development generally. '''''

Hibernia College selects its faculty from amongst teaching staff in other colleges in Ireland and the UK. They strive to select leading academics and then provide them with training in online teaching. Academics are paid for the work they do on a pro rata basis. Staff induction and development for these academic staff is specific to developing and monitoring their skills in online teaching which Hibernia College carries out on a formal basis – this is normally a 2 week online training course.

'''''Describe (a) the current level of staff competence in e-learning and (b) the expected level of staff competence in five years time. In each case use a 1-5 scale with a comment. '''''

All academic staff is trained in the delivery of Hibernia courseware using the tools and facilities proscribed by the College, so it is reasonable to score this at 5.

'''''Describe the extent to which staff attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

As all teaching staff is committed to the practices of Hibernia in respect to eLearning it is also correct to ascribe a score of 5 to this category.

'''''Describe the way that the institution rewards and recognises staff with competence in e-learning, in (a) monetary and (b) non-monetary terms. '''''

Staff are paid for their delivery of courseware in a pro-rata basis and also for their tutoring and teaching work on the basis of the hours worked. As all are by default competent in eLearning related skills and competencies, this question is not really relevant. For many academics, the salary they earn for their work from Hibernia College is seen as a supplementary income to their other teaching or research work in the universities and colleges where they are employed – often on a full time basis.

===Management and leadership ===

This subsection concerns leaders (Rectors, Vice-Chancellors, etc) and academic and support service managers (Deans, Directors, etc). These do not need to have specific knowledge of e-learning details but must have the necessary strategic, management, costing and foresight capability to preside over decisions on key e-learning issues such as procurement of a new VLE, development of a new distance learning programme, rebalancing the library and its staff more towards web 2.0 and less to books, etc. This will require appropriate manager and leader training.

'''''Describe the approach to development of e-learning-related skills among (a) managers and (b) leaders. '''''

As there are a relatively small number of staff involved, there are no formalised procedures in place to help develop e-learning related skills amongst managers and leaders. Each of the core relevant senior staff in Hibernia College are already committed and experienced in online learning.

'''''Describe the current level of (a) management and (b) leadership competence in e-learning related skills appropriate to their levels. In each case use a 1-5 scale with a comment. '''''

As Hibernia is an online college, it is not unreasonable to score this at 5.

'''''Describe the extent to which (a) management and (b) leadership attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

As Hibernia is an online college, it is not unreasonable to score this at 5.

'''''Give details of the job description of the most senior manager/leader in the organisation who spends a significant portion of his/her time on e-learning matters (e.g. the Director of E-Learning).'''''

As Hibernia is an online college, there are no separate and distinct senior staff dedicated to eLearning, as they are all dedicated to eLearning.
See organogram for jobs and roles

==Students ==
'''''Describe the approach to development of e-learning skills among students, taking account of the different needs of different categories of students. Set this within the context of students' more general information literacy and communication skills. '''''

As students taking part in Hibernia College courses already know that the courses are essentially using a blended approach, a certain amount of self-selection can be expected, i.e. only those comfortable with the idea of online learning will apply. Based on the conversations going on in some of the online communities linked to Hibernia it is clear that they are at least on the surface ready and prepared to use the tools and facilities that Hibernia requires. In addition, a 2 week induction course for all students at the start of a new programme of study is used to familiarise students with the specific tools used by Hibernia.

'''''Describe (a) the current level of student competence in e-learning on entry to the institution and (b) the expected level of student competence on graduation from the institution. In each case use a 1-5 scale with a comment. '''''

Based on internal analysis carried out by Hibernia into the level of IT skills amongst new students, there is clear evidence that the level of skills is increasing year on year. Anecdotal evidence would suggest this to be in the order of 3 - 4 on a scale of 1-5.

The College also prides itself on the fact that as well as the actual course content, Hibernia students also gain significant experience and know-how in online working and other activities which adds to their overall level of skills. Anecdotal evidence would suggest this to be in the order of 4 - 5 on a scale of 1-5.

'''''Describe the extent to which student attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

Given the nature of study at Hibernia, this is estimated as being in the order of 4 – 5.

'''''Describe the extent to which students understand the demands on them placed by e-learning systems (e.g. for assignment handling). '''''

Difficult to assess without more in-depth analysis.

'''''Describe the current approach to handling student plagiarism, both prevention strategies and detection strategies. '''''

Hibernia College has a [http://www.virtualschoolsandcolleges.eu/index.php/Image:Hibernia_Plagiarism.pdf stated and explicit approach to plagiarism].

'''''Describe the current (i.e. at last survey) level of student satisfaction with the e-learning aspects of their courses. Use a 1-5 scale with a comment. '''''

Hibernia do not carry out systematic students surveys, however their level of student attrition is quite low which would indicate a high level of student satisfaction, e.g. on the HDAPE course this is 2%, while in the MSc in Pharmaceutical Medicine this is 20%. Therefore we estimate the level of student satisfaction to be between 4 and 5.

==Technology ==
'''''For each of the following technologies relevant to e-learning describe how much it is used on a scale of 1-5 and add a comment if appropriate. '''''

'''VLE and/or content repository '''

: Hibernia loads most of its content online – in its own customised VLE called the Higher Education Learning Management System (HELMS). This is a system adopted from an open source system. Students are divided into different tutor groups in the LMS – each supporting about 25 students. The platform also supports social networking and other networking functionality to facilitate private messaging, etc.

'''email or bulletin boards '''
: They use the VLE for all communications and so don’t use an external pathway like email unless in certain admin related situations.

'''automated assessment'''
: This is not really part of what Hibernia offer apart from some limited use of multiple choice questionnaires on one or two courses. Exams are carried out on an ‘open book’ basis, exams are posted online at a certain time and on a specific date, students then have a certain amount of time to complete their exam and post it back. No additional checking for authentication, etc is foreseen at this time. Their overall approach to assessment is one of continuous assessment.

'''Web 2.0 tools especially blogs, wikis and social networks oriented to the institution '''
: Blogs used a lot especially in learning diaries used for teaching practice which are built around reflective practice, instituted with course – reflect on experience, that go towards the portfolio of evidence created by each student which is used to check they are meeting certain standards.

'''e-portfolios '''
: see above

'''laptops - and comment on student ownership issues'''
: Students have to have access to a networked computer. Requirements are listed as follows:

: The computer hardware required to access Hibernia College services consists of a personal computer, equipped with a modem and a sound card.
:: Minimum Specifications
::: *Windows 9x, NT 4 (SP4), 2000 Professional, Vista or XP (WARNING - Interwise is not compatible with Microsoft Windows ME, Windows 95 or with Apple Macintosh computers)
::: *233 MHz processor
::: *64 MB RAM
::: *Microsoft Internet Explorer 5.0 or later
::: *Monitor: 800 X 600 resolution & high colour (16 bit) display definition
::: *TCP/IP intranet access or modem Internet access
::: *Headset or microphone and earphones
::: *Microsoft JVM if using the Java Participant

:: Additional Recommended Specifications
::: *330 MHz processor or faster
::: *128 MB RAM or higher
::: *100 MB or more set aside for event materials (this setting is configurable)
::: *Internet access = 64Kb

: Students access all Hibernia College services via the Internet. To access the Internet students require an Internet Service Provider (ISP) account.

: All Hibernia College web enabled services run in standard browsers (i.e. Internet Explorer 5+ and Navigator Netscape 6+) both of which are freely available. In addition, a number of browser plug-ins will be required. For example the Macromedia Flash and Shockwave plug-ins and the Adobe Acrobat pdf file reader. All such plug-ins are also freely available on the internet.

: Students are expected to have access to the Microsoft Office suite of products for their own use in preparing continuous assessments. Students are also required to be equipped with an email address and be fully conversant in the use of web-based mail services or a desktop mail service such as Outlook Express.

'''audio or video podcasting or streaming - and comment on student ownership issues '''
: Hibernia uses both audio and video in its courseware and students should have the facilities to access both.

'''mobile devices (not laptops) - and comment on student ownership issues '''
:not specifically mentioned.

'''And finally: '''

'''Provide a description of any other technologies with significant use in the institution. '''
:Hibernia also uses Interwise for synchronous teaching, this is a proprietal communication tool that allows for audio and video as well as a shared desktop and whiteboard. Interwise is quite similar to Illuminate.

:As part of their online offer, Hibernia also has a dedicated set of library resources and external websites, where students can access an array on online peer reviewed journal articles, fully online e-books, newspaper articles and other resources.

==Futures==
'''''Describe the expected changes as they relate to e-learning within the institution's current strategic horizon (from the institution's strategy documents). '''''

While nothing specific is mentioned in relation to future developments specific to eLearning, it is clear that Hibernia College is now in a strong position and describes itself as have reached a turning point about 18 months ago when the college’s prospects seem to have become more positive after the challenges of the first 5 years. At the moment, they have quite a few new projects and programmes, the new MSc in Financial Management in particular is viewed very positively within the college’s senior staff. The fact that this programme can contribute significantly towards professional accreditation is seen as a key point. This is increasingly seen as a cornerstone in the expansion of Hibernia’s activities, collaboration with a key organisation - in this case CIMA, the Chartered Institute of Management Accountants.
Hibernia also count on the fact that eLearning is becoming more and more mainstream and this in turn means that students and employers view courses delivered online as being of high quality.

'''''Describe any changes further downstream that the institution is now considering or concerned about. '''''

The current downturn in the economy is not seen as having a particularly negative impact on Hibernia’ operations, indeed, it is believed that this may in fact make careers in teaching – often seen as being very stable – more attractive to students so heightening the attractiveness of Hibernia’s educational offer.

'''''Describe how the institution handles the foresight aspects of its operation with regard to e-learning. '''''
'''''Describe how the institution handles advanced development oriented to e-learning (e.g. by a "sandbox" lab, innovation centre, etc). '''''

Staff keep abreast of developments through conferences, journals, news items and the usual channels of information used in any professional sector.

'''''Describe how the institution analyses and takes into account present and future markets for its offerings. '''''

No specific strategies mentioned.

'''''Describe how the institution analyses and takes into account present and future competitor suppliers for its offerings. '''''

No specific strategies mentioned.

'''''Describe how the institution analyses and takes into account the views of other stakeholders, including but not restricted to employers, local authorities and the social partners (unions). '''''

No specific strategies mentioned.

==References and reports ==
# Official homepage of Hibernia College, http://www.hiberniacollege.net

:: Awaiting further documents

----
> [[Programmes]]

[[Category:Ireland]]
[[Category:Private providers]]
[[Category:MELIs]]
[[Category:Case studies]]
[[Category:Case study for ATiT]]

Hibernia College

2008-10-08T12:19:42Z

SallyReynolds: /* Communications */

''Hibernia College'' is an international provider of online programmes at undergraduate and graduate level. It is based in Dublin, [[Ireland]] and accredited by the Irish Government's qualifications awarding body for third-level educational and training institutions outside the (public) university sector, [[HETAC]], (the [[Higher Education and Training Awards Council]]).

Hibernia College provides all of its courses with a substantial online component, using state of the art technology for both synchronous and asynchronous course delivery. Hibernia College offers a blended learning format that combines the many advantages of interactive, multimedia-rich online content with the proven qualities of face-to-face tuition through periodic on-site sessions. The college has designed, developed and implemented a system, which it claims is "at the leading edge of international educational delivery". This technology infrastructure allows for increased student-tutor contact and encourages and supports self-directed learning in a way that is not possible using conventional modes of delivery.

Its web site is at http://www.hiberniacollege.net

Programmes include:

* [http://www.hiberniacollege.net/LinkClick.aspx?link=63&tabid=36 Higher Diploma in Primary Education]
* [http://www.hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine]
* [http://www.hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTeach, online initial teacher]

== Partnerships and Collaborations ==
('''sourced from''' http://www.hiberniacollege.net/Home/About/Overview/tabid/116/Default.aspx)

Through strategic collaborations and partnerships with global leaders in technology development and curriculum design Hibernia College has placed itself at the forefront of innovative online education for those wishing to pursue formal qualifications while continuing to work.

In addition Hibernia College has collaborated with [http://www.pfizer.com Pfizer Inc.], [[Canterbury Christ Church University]], UK and the [http://www.nuim.ie/National University of Ireland], Maynooth to offer accredited online postgraduate courses in pharmaceutical medicine, post-primary teacher education and hospitality management respectively.

Hibernia College also is one of the founding members of the Global Learning Consortium at [http://web.mit.edu/ MIT]. The Global Learning Consortium invited a select number of countries to participate in the international development of e-learning opportunities. Hibernia College was selected as the sole representative from Ireland because of its leadership role in this arena. Membership of this consortium affords Hibernia College an exclusive relationship with some of the world's leading e-learning think tanks including Professor Dick Larson at MIT.

== Reports and case studies ==
=== The present===

Hibernia College is a fully online accredited private Higher Education institution in Ireland that was set up in 2000 as the first such venture of its kind in the country. It began taking in students in 2002. It describes itself as being “''...an international, third-level, online College offering accredited, niche-focused educational programmes designed to address the growing demand for flexible, cost-effective, lifelong learning that is not restricted by location or time. ''”

Hibernia’s programme offers are organised in two distinct schools, [http://www.hiberniacollege.net/SchoolofEducation/tabid/54/Default.aspx The School of Education] and [http://www.hiberniacollege.net/SchoolofManagement/tabid/55/Default.aspx The School of Management].

Students enrol at certain set times and then move through the course as a separate and unique cadre of learners defined by the time when they began the specific course.

Hibernia College is currently expanding its course offer and for the moment offers the following: (* indicates there is a full description of each course available which includes the modules each contains, the course structure and work-load , the price for each and the next date for inscription is given online, links are given for each on the Hibernia College web site)

'''The School of Management'''
* Master of Science (MSc) in Financial Management and Control – Online* http://www.hiberniacollege.net/SchoolofManagement/MScFinancialManagementControl/tabid/187/Default.aspx
* Master of Science (MSc) in Pharmaceutical Medicine – Online* http://www.hiberniacollege.net/SchoolofManagement/MScPharmaceuticalMedicine/tabid/85/Default.aspx

'''The School of Education'''
* Higher Diploma in Arts in Primary Education (HDAP) * http://www.hiberniacollege.net/SchoolofEducation/HDAPE/tabid/63/Default.aspx
* Online Teacher Education for Teachers of Maths, Physics & Chemistry at Second Level (iTEACH) – online curse offered in collaboration between Hibernia and Canterbury Christ Church University in the UK * http://www.hiberniacollege.net/SchoolofEducation/iTeach/tabid/133/Default.aspx
* Summer Courses – a series of summer courses for primary school teachers, in 2008 19 of these were offered http://www.hiberniacollege.net/SchoolofEducation/SummerCourses/tabid/158/Default.aspx and http://summercourses.hiberniacollege.net

'''''What is the institution's annual budget? '''''

The annual turnover of Hibernia College is approximately €5.5 to €6 million for 2007.

'''''How many students does the institution have in total? '''''

At the moment, Hibernia College has about 1500 students registered on the MSc, iTeach and HDAP programmes. The numbers of people taking these courses continues to grow and in addition, Hibernia College is launching a new course in February 2009, the MSc in Financial Management & Control – Online. It is difficult to classify these students as either full or part-time. These courses represent about 20 hrs study on the part of each student each week and in very many cases, they are taken by the student in addition to full time employment.

Numbers for the summer courses are not included as these are by their nature short courses each of which represent about 20 hours of study. In 2008, about 4500 people – all in Ireland - took one or more of these summer courses.

'''''How many staff does the institution have as full-time equivalents? '''''

The total number of full time staff of Hibernia College is 60. They are located on two sites, the head office located in central Dublin and a second site in Westport, Co. Mayo. In addition to the full time staff, Hibernia also employs approximately 300 academic staff on a part-time basis. Academic staff are managed through the College’s two schools and are responsible for the creation and delivery of the various programmes offered by Hibernia College. All courses have a full time director, called the programme director who is responsible for the overall planning and management of the course.

'''''What is the institution's "business model"? '''''

The business model adopted by Hibernia is a self-sustaining one, i.e. all costs associated with running the programmes offered are met through revenues from course fees. Hibernia College receives no outside funding from government and is run as a private educational institution. It is established as a limited company under Irish law with a Board of Directors and publicly filed annual accounts.

'''''What percentage of the institution's students are based outside the home country? '''''

This depends largely on the programme. For the HDAP programme, practically all students are based in Ireland and those taking part in the summer courses are exclusively Irish. The [http://hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTEACH course] is different with about 300 students based in the UK. For the [http://hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine], the majority of students are based in Ireland although there some non-Irish scattered in 24 different countries.

Bursaries are available for some students in some of the courses. For example, the iTEACH programme is funded by the UK [http://www.tda.gov.uk/ Government’s Training and Development (TDA) Agency] and so participants on the course are fully funded by the TDA. Teachers taking the [http://summercourses.hiberniacollege.net/ summer courses] are also entitled to extra personal vacation days from the Dept. of Education in lieu of their participation.

'''''Describe the institution's approach to virtual mobility '''''

Hibernia College takes a blended learning approach, their educational programmes for example mix face-to-face teaching practice with online study within a specified and explicit framework of study. The idea of virtual mobility is core to their ethos and practice and so they can be described as having a fully supportive approach to virtual mobility.

'''''Describe how the institution manages its "brand" (a) in general and (b) in respect of any e-learning aspects '''''

Hibernia promotes its online image as a key factor in its branding and is busy carving out a unique niche for itself in Ireland based on the online aspect. As well as this emphasis upon eLearning or online learning in their description of who they are, they also place a great deal of emphasis upon their ties with relevant bodies and their accredited status. Each of their courses is linked to significant and relevant institutions, as follows;
* [http://hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine]: accredited by both [http://www.hetac.ie/HETAC (Higher Education Training and Awards Council)] and IFAPP (Council for Education in Pharmaceutical Medicine of the International Federation of Associations of Pharmaceutical Physicians.
* MSc in Financial Management and Control – this new programme is accredited by both [http://www.hetac.ie/ HETAC] and [http://www.cimaglobal.com/ CIMA, the Chartered Institute of Management Accountants]. In addition the programme offers credits towards [http://www.cii.co.uk/ CII (Chartered Insurance Institute) qualifications].
*[http://hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTEACH]: recognised and funded by UK Government’s Training and Development (TDA) Agency
* [http://hiberniacollege.net/LinkClick.aspx?link=63&tabid=36 Higher Diploma in Arts in Primary Education] accredited by [http://www.hetac.ie/ HETAC] and recognised by the [http://www.education.ie Dept of Education in Ireland].

===The past ===
'''''Give a narrative description of the institution's history since its foundation, concentrating on key dates, recent years and any e-learning issues'''''

Hibernia was set up in 2000 as Ireland’s first private online college. It began taking in students in 2002 and has continued to grow since then. It has always focused on strategic collaborations and partnerships and defines the accreditation of [http://www.hetac.ie/ HETAC] as being a significant milestone in its development as HETAC is the government agency responsible for accrediting third-level education in Ireland and awards qualifications at all levels of higher education and training up to PhD level. [http://www.hetac.ie/ HETAC] awards are recognised and respected worldwide. In addition, Hibernia College has collaborated with [http://www.pfizer.com Pfizer Inc.], [http://www.canterbury.ac.uk/ Canterbury Christ Church University], UK and the [http://www.nuim.ie/ National University of Ireland, Maynooth] to offer accredited online postgraduate courses in pharmaceutical medicine, post-primary teacher education and hospitality management respectively. It has also established a relationship with Harvard University in the US who offer one of the modules in the new [http://hiberniacollege.net/LinkClick.aspx?link=187&tabid=36 MSc in Financial Management] entitled "Leadership in Financial Management".

Given its unique position in the education sector in Ireland, Hibernia has invested considerable resources in building up its reputation and now after 8 years of existence is considered to be a realistic and reasonable quality-driven alternative for students in Ireland and abroad, particularly those in full time employment who are looking for an online course offer.

One of the key drivers of its success has been the success of the [http://www.hiberniacollege.net/SchoolofEducation/HDAPE/tabid/63/Default.aspx HDAPE programme]. This needs to be seen in the context of Irish primary education where there was a heritage of non-qualified teachers in the primary sector still teaching without any formal qualifications. These teachers, many of them highly skilled and experienced, had been working in primary schools for many years and so while they were recognised as teachers and paid a salary by the [http://www.education.ie Dept of Education in Ireland], they were not able to progress in their careers – with the related impact on their salaries – due to their lack of qualification. Many of these people were unable to take the time off and to have the resources to study full time at one of the traditional teacher training colleges, and so the HDAPE programme offered them for the first time an online option with which they could pursue their career. Many of them have now successfully completed the HDAPE programme and they serve as key ambassadors for the College.

[[Image:Students_hibernia.jpg|center|frame|Graph showing previous student numbers for Hibernia College and projected figures]]

==External environment==
'''''What is the institution's funding from government as a percentage of annual income? '''''

Hibernia College receive no funding from the Irish Government apart from occasional small project related grants which do not affect the overall business model of the college.

'''''Describe the way that funding is provided for institutions in the institution's country, or state that it is the same as for other institutions in the country'''''

Funding for all Irish higher education institutions is managed by the [http://www.hea.ie/ Higher Education Authority (HEA)]. The HEA manages and disburses recurrent funds to the universities, institutes of technology and other designated colleges including: [http://www.mic.ul.ie/ Mary Immaculate College Limerick], [http://www.spd.dcu.ie St. Patrick’s College Drumcondra], [http://www.ncad.ie/ National College of Art and Design], [http://www.materdei.ie/ Mater Dei Institute of Education], [http://www.stangelas.com/ St. Angela’s College Sligo], the [http://www.ria.ie/ Royal Irish Academy] and the [http://www.rcsi.ie/ Royal College of Surgeons in Ireland].

The [http://www.hea.ie/ Higher Education Authority] is the statutory planning and policy development body for higher education and research in Ireland. The HEA has wide advisory powers throughout the whole of the third-level education sector. In addition, it is the funding authority for the universities, institutes of technology and a number of designated higher education institutions.
The Principal Functions of the HEA are:
* To further the development of higher education.
* To maintain a continuous review of the demand and need for higher education.
* To assist in the coordination of state investment in higher education and to prepare proposals for such investment.
* To allocate among universities, institutes of technology and the designated institutions the grants voted by the [http://www.oireachtas.ie/ViewDoc.asp?fn=/home.asp Oireachtas (the Irish Government)].
* To promote the attainment of equality of opportunity in higher education and democratisation of higher education.

The majority of students entering Higher Education Institutions funded by the Higher Education Authority secure a place on a course by applying through the Central Applications Office (CAO), the number of full-time students in Ireland in 2006/2007 was: 84263 and for part-time: 16456. Figures for 07/08 are not yet available.

Funding for HE institutions is managed by HEA under one of the following;
# '''Recurrent funding''': These recurrent funds include core recurrent grants, grants in respect of the “Free Fees” Scheme, funding in respect of increased student intake, supplementary funding requirements, and other miscellaneous initiatives that may require funding.
# '''Physical Development''': The Physical Development Section is responsible for the capital funding allocated to universities, institutes of technology and other designated institutions that are funded from the Higher Education Authority's capital grant. Types of projects overseen by the section include; construction of new buildings, refurbishment, infrastructure development and property acquisition. Its work also includes evaluating proposals from higher education institutions seeking funding for approved projects, the setting of project budgets and the monitoring of project progress and expenditure.
# '''European Funding''': The Higher Education Authority (HEA) is the National Agency (NA) for the EU Lifelong Learning Programme: Erasmus. In this capacity, the NA allocates funding to the participating higher education institutions for the support of students and staff on mobility activities.
# '''Access Funding''': under the auspices of the National Office for Equity of Access to Higher Education which has assumed responsibility for the management and administration of the three funding programmes under the Third Level Access funding. These include: Fund for Students with a Disability, the Student Assistance Fund and the Millennium Partnership Fund.

'''''Describe the legal status of the institution'''''

Hibernia College is established as a limited company (Ltd.) under Irish law. This means that it has shareholders with limited liability and its shares may not be offered to the general public, unlike those of public limited companies. "Limited by shares" means that the company has shareholders, and that the liability of the shareholders to creditors of the company is limited to the capital originally invested, i.e. the nominal value of the shares and any premium paid in return for the issue of the shares by the company. A shareholder's personal assets are thereby protected in the event of the company's insolvency, but money invested in the company will be lost.

'''''List the language(s) that the institution uses for instruction with the percentage of students studying in each. (Bilingual study can also be included.) '''''

Hibernia College works essentially in English although part of what it provides in the School of Education also has the necessary level of Irish study elements required under Irish educational policy – estimated informally to represent about 10% of its teaching activities.

'''''Describe any specific cultural issues that affect the institution's students or state that that it is the same as for other institutions in the country. Mention any features relevant to e-learning'''''

Given its position as the first private online college to operate in Ireland, Hibernia College faced quite some opposition and suspicion, particularly in its early years. This included questions raised in the [http://www.oireachtas.ie Dáil] - the Irish parliament about the quality of its teaching and – in particular – the extent to which a private online college could provide the necessary teaching practice required to train fully qualified primary school teachers.

This also included some negative media attention, particularly in 2005 when the college recorded poor trading figures. Certain elements of Irish society including the unions also expressed concerns about the approach and business model employed, e.g. Labour Youth stated on the web site in 2004 that it “firmly believes that online education in Ireland is still in its infancy and that all those involved in it should take due care to ensure that it meets the highest standards and seeks to better the individual and society. To ensure that this is achieved Labour Youth is lobbying the government to cap the number of students taking the course in Hibernia at the current numbers. We are also calling for the Department of Education and Science to undertake a complete Quality Assurance Assessment of all online courses offered by Hibernia and other such education providers to ensure the course meets the highest standards in teacher education.”

However, there is some evidence that this situation has now evolved somewhat, and Hibernia College is now taking its place in the Irish educational context as a respected and quality –driven niche provider of online courseware, particular in the area of teacher education. The announcement that the Director, [http://www.hiberniacollege.net/Home/About/People/tabid/106/Default.aspx Dr. Séan Rowland], has been shortlisted in Ernst and Young’s well known entrepreneur of the year competition for 2008 is an indication of this change.

'''''Describe the external quality assurance and/or accreditation regime affecting the institution, or state that it is the same as for other institutions in the country. Mention any features relevant to e-learning'''''

Hibernia College is accredited by HETAC as previously described which is the same body that accredits all HE activities n Ireland. The first accreditation by HETAC took place in 2002 and a further quality assessment was carried out in 2004.

'''''Describe the approach to credit transfer with other similar institutions'''''

Not really applicable although as the Hibernia awards are accredited by HETAC, this means they are automatically part of the ECTS system in operation Europe-wide. Therefore students with Hibernia awards can use these awards to gain access to other courses which recognise ECTS.

'''''List the main associations that the institution is a member of, with a note as to the relevance of each to e-learning (if any) '''''

Hibernia College also is one of the founding members of the Global Learning Consortium at MIT. The Global Learning Consortium invited a select number of countries to participate in the international development of e-learning opportunities.

'''''List the main international partners of the institution, in the order of strategic importance, with priority given to collaborations involving e-learning'''''

As mentioned previously, Hibernia College considers their relationship with certain key partners to be vital in the realisation of their courses. They also collaborate in the realisation with Canterbury Christ Church University, UK of the iTEACH course - this partnership is expected to expand shortly to take in a further 5 UK universities. They have also collaborated the [http://www.nuim.ie/ National University of Ireland, Maynooth].

==Strategy==

'''''Describe or provide a document describing the current institutional strategy'''''

::

Here is a brief summary of Hibernia College’s operationalised current strategy as provided in September 2008

Strategy
Strategic Actions

A. CLEAR AND FOCUSED STRATEGY
*Action 1: Test our activity against our agreed action points.

B. EFFICIENT OPERATIONS
*Action 2: Regularly appraise routine operations to search for efficiencies.
*Action 3: Invest in technology to improve efficiency (e.g. SIS)

C. STRONG REVENUES
*Action 4: Increase revenue from existing products & customers (inc. TDA, CCCU, Pfizer, HDip)
*Action 5: Ensure early revenue generation on pipeline business. (MFMC, MATL)
*Action 6: Develop new products for existing/new markets
*Action 7: Pursue government funding and grants

D. QUALITY BRAND
*Action 8: Implement marketing & PR plan to include business press coverage and research
*Action 9: Develop website, grow traffic, increase rankings
*Action 10: Continue to lobby & inform politicians and stakeholders

E. SKILLED WORKFORCE
*Action 11: Ensure operations are adequately resourced & staffed
*Action 12: Motivate staff through objective assessment, training and incentives (focus on middle mgt team)

'''''Describe or provide a document describing the current learning and teaching strategy'''''

Hibernia College has recently outlined its [http://www.virtualschoolsandcolleges.eu/index.php/Image:Teaching_Strategy_Hibernia.pdf learning and teaching strategy] specifically with respect to the new MSc in Financial Management which provides a good overview of the broad learning and teaching strategy it normally applies to all its courses.

The approach taken by Hibernia is for a blended approach. The HDAPE which is in many cases their market leader promises an average of 50% F2F – largely in the form of teaching placements and 50% online. This is of key importance to Hibernia as they did come under some fire earlier in their existence for not having or not appearing to have enough F2F elements which was considered particularly important in the training of primary school teachers. This course consists of 14 week school placements as well as F2F weekend meetings for tutorials amongst those taking part in the course. Students also have a 3 week placement in the Gaeltacht to improve their Irish language skills where necessary.

'''''Describe or provide a document describing the current e-learning strategy'''''

Given Hibernia's status as an online provider, so seperate strategy is given in relation to eLearning.

'''''What is the percentage of students (a) taking courses wholly or largely delivered by e-learning (b) taking courses where the amount of institutionally supplied/guided e-learning is "significant" (i.e. has an impact on staff or students) and (c) taking courses where the where the amount of institutionally supplied/guided e-learning is insignificant? In each case comment on the answer'''''

As this is an online college, albeit one that takes a blended approach, all students have a very significant element of eLearning in the courses they take.

'''''Give the percentage of the institutional budget that e-learning represents'''''

100%

'''''Comment on how it is measured including the assumptions made, whether it is appropriate and any trends'''''

As Hibernia College is essentially an online college, all budgetary expenditure is linked to eLearning in one way or another and it is not possible to separate out the specific aspects that are linked to eLearning.

'''''Categorise the role (if any) of external funding in fostering the development of e-learning as (a) not relevant, (b) useful, or (c) essential. Comment on the choice'''''

Hibernia does not receive any external funding as such, it enters partnerships where certain roles are shared amongst partners, with Canterbury Christ Church University for example, however information about the cost implications in terms of the iTEACH course are not available and remain subject to the private contracts existing between Hibernia College and Canterbury Christ Church University.

==Structure==
'''''Describe the institutional structure, preferably supplying an organogram'''''

The following organogram porvides an overview of Hibernia's institutional structure.

[[Image:Organogram hibernia.jpg|center|frame|200px|Organogram Hibernia College]]

The structure of Hibernia College from a teaching and learning point of view is based on the two schools mentioned already, the School of Management and the School of Education.

'''''Classify the e-learning support model as (a) hub (b) distributed (c) hub and spokes (d) complicated (e) non-existent. Comment on the choice'''''

Online support for eLearning is provided from the central office in Dublin and the secondary office in Westport. The College also works through its network of tutors around the country who sometimes set up F2F tutorial meetings with students, depending on the course and structure.

'''''Describe in more detail the structure for the e-learning operation and how it maps into the institutional structure'''''

As Hibenia operates as an online college, the structure for the eLearning operation is indistinguishable from the institutional structure.

'''''Describe the committees that oversee e-learning (including the rank and role of the Chair in each relevant committee) and their relationship to the organisational structure'''''

eLearning is overseen by the Chief Knowledge Officer in collaboration with the head of the relevant school.

==Learning and Teaching processes==

===Learning and teaching design and delivery===
'''''Describe how choice of pedagogies and technologies is made for a typical programme that is envisaged to include significant e-learning'''''

The actual mix of pedagogies and technologies depends on the specific programme but follows the overall strategy and approach taken by Hibernia College, see earlier section for a description of this. In broad terms, most of the courses are based on a weekly amount of week that the student does, this includes 2 or 3 hours of recorded lectures, with interactive elements - on demand content, one hours live virtual class in the week after – and online tutorial, then asynchronous tasks, blog or discussion forum and then private study time reading etc. Programmes are modular based. Students usually enrol at set times during the year – on average twice a year and then pass through the course as a cohort.

'''''Describe what scope staff have at delivery stage to refine or in some cases override design decisions made earlier'''''

===Learning and teaching development===

'''''How much e-learning content is sourced from outside the institution? Use a scale of 1-5 with a comment (an exact percentage is useful). '''''

Practically all content for Hibernia College programmes is created by part-time academics working for Hibernia College. The only main exception to this are the materials developed for the iTEACH programme with Canterbury Christ Church University. Therefore this should be rated at 4.

'''''Of all e-learning content sourced from outside the institution, what fraction is OER? Use a scale of 1-5 with a comment. '''''

None

'''''When staff in the institution develop content, is the content (a) owned by them and licensed to the institution, (b) owned by the institution but with some licensing back to staff, (c) owned by the institution but with no licensing back to staff, (d) unclear or disputed IPR position? Whatever option is chosen, provide a narrative describing the situation in more detail. '''''

Hibernia College employs about 300 faculty on a part-time basis and they are used to either create the courseware used or to teach on a specific programme. In terms of the content created, the actual materials used belong exclusively to Hibernia College although the intellectual ownership of the ideas etc remains with the academics. Hibernia has a standard contract they use for the creation of content in this way.

'''''When content is sourced for a programme within the institution, how much is sourced from other departments within the institution? Use a scale of 1-5 with a comment (an exact percentage is useful). '''''

Not relevant as the entire college works on an online basis.

'''''What is the role of student-generated content in the institution's programmes? Use a scale of 1-5 with a comment. '''''

This would score 1 – the only user generated content that does emerge are the lesson plans which are produced by trainee teachers in the Education programmes which are then used as exemplars for other students.

===Learning and teaching evaluation and quality===
'''''Describe the quality procedures (a) in general terms and (b) with respect to e-learning. '''''

The quality of Hibernia College’s programmes is measured every 5 years by HETAC. The last time this took place was in 2004 and HETAC brought in external reviewers to manage this process so Hibernia expects they will do the same again in 2009. Obviously as Hibernia is essentially an online college there are few distinctions made between the general procedures and those pertaining to eLearning.

'''''Describe the approach to evaluation of programmes (a) in general terms and (b) where such programmes have significant e-learning components. '''''

Hibernia carries out its own internal research activities and uses these to assess individual programmes. This includes particular attention to the use of ICT amongst target students and the level of ICT related skills amongst its academics. Hibernia provides training to both newcomer students to familiarise them with the tools and facilities used by Hibernia as well as running training courses for its academics.

==Meta Learning and Teaching processes==
===Communications===
'''''Describe how the institution communicates good practice in e-learning within itself, focussing on communications across internal boundaries. '''''

Hibernia College tries to keep abreast with developments in eLearning and is actively engaged in networks like the Sloan-C consortium http://www.sloan-c.org/. They publish online articles on related subjects intended for their own staff and they run training and induction courses for new academic staff in the tools and methodologies employed by Hibernia.

'''''Describe how the institution communicates its good practice in e-learning to organisations outside. '''''

This is key to Hibernia’s image, they promote the value of eLearning and hence Hibernia College, they stress the following:

'''Time: ''' One of the key benefits of online study is that the students can access course material whenever it is convenient for them. Podcasts and downloadable lectures mean that students are no longer constricted by a conventional timetable of lectures.

'''Location: '''Neither are students restricted by their physical location. With an internet connection they can attend live online tutorials, participate in dedicated discussion forums or download course material and notes regardless of where they are. This saving on the time and cost of travelling to and from lectures makes online study particularly suitable for those with busy lifestyles and those do not live within easy commuting distance of conventional centres of education.

'''Communication: '''Another key advantage of online study is that it encourages and enables students to collaborate and communicate with their fellow students as well as their tutors. The innovative use of live online tutorials, discussion forums and email ensures that all members of the Hibernia College community are constantly in touch with each other.

'''Flexibility: ''' One of the key objectives of Hibernia College is to make education available to as wide an audience as possible. To achieve this goal the college developed its unique Higher Education Learning Management System (HELMS). This technology infrastructure allows for increased student-tutor contact and encourages and supports self-directed learning in a way that is not possible using conventional modes of delivery. The end result for the student is an “anytime anywhere” educational experience ideal for those who do not have the time to spend travelling to and from lectures at set times and locations.

'''''Describe how the institution communicates good practice in e-learning from outside organisations into its own organisation. '''''

See above

'''''Describe recent occasions on which institutional leaders or managers have made presentations with significant reference to e-learning. '''''

Hibernia Staff have done so in the past and have participated in events like those run by Sloan C and EDEN although they describe themselves as not having enough time to do a great deal of research at the present time. They do see research as playing a more important role in their future strategy.

===Value for money ===
'''''Describe the annual planning procedure (a) in general and (b) how it handles e-learning aspects.'''''

This is part of the process undertaken by the company board and senior staff and no information about how it is formally undertaken is available at this time.

'''''Describe the decision-making process for a typical academic programme, with particular reference to how e-learning aspects are handled. '''''

Part of the internal discussions that take place in Hibernia College.

'''''Describe the decision-making process for a typical large IT project such as selection and installation of a new VLE. '''''

It is difficult to identify a separate decision-making process for large projects due to the size and scope of Hibernia, as such a project would come under the overall responsibility of the existing staff. The installation f a new VLE for example, would be part of the work of the Chief Knowledge Officer who set up the HELMS system used in Hibernia and so not subject to a separate formalised or explicit decision-making process.

'''''Describe the approach to budget management with particular reference to the staff versus non-staff issues in budgeting for e-learning. '''''

No information about this specific aspect available.

'''''Describe the procedures in the institution for assigning or negotiating teaching workload to/with staff, taking account of non-traditional styles of teaching as well as classroom teaching and taking specific account of e-learning. '''''

This is negotiated by the head of the relevant school and largely on an individual basis depending on the responsibilities and role of the individual academic.

==Staff==
===Teachers, lecturers, trainers and equivalent support roles===
'''''Describe the approach to development of e-learning technical and pedagogic skills among staff, taking account of the different needs of different categories of staff. Set this within the context of staff development generally. '''''

Hibernia College selects its faculty from amongst teaching staff in other colleges in Ireland and the UK. They strive to select leading academics and then provide them with training in online teaching. Academics are paid for the work they do on a pro rata basis. Staff induction and development for these academic staff is specific to developing and monitoring their skills in online teaching which Hibernia College carries out on a formal basis – this is normally a 2 week online training course.

'''''Describe (a) the current level of staff competence in e-learning and (b) the expected level of staff competence in five years time. In each case use a 1-5 scale with a comment. '''''

All academic staff is trained in the delivery of Hibernia courseware using the tools and facilities proscribed by the College, so it is reasonable to score this at 5.

'''''Describe the extent to which staff attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

As all teaching staff is committed to the practices of Hibernia in respect to eLearning it is also correct to ascribe a score of 5 to this category.

'''''Describe the way that the institution rewards and recognises staff with competence in e-learning, in (a) monetary and (b) non-monetary terms. '''''

Staff are paid for their delivery of courseware in a pro-rata basis and also for their tutoring and teaching work on the basis of the hours worked. As all are by default competent in eLearning related skills and competencies, this question is not really relevant. For many academics, the salary they earn for their work from Hibernia College is seen as a supplementary income to their other teaching or research work in the universities and colleges where they are employed – often on a full time basis.

===Management and leadership ===

This subsection concerns leaders (Rectors, Vice-Chancellors, etc) and academic and support service managers (Deans, Directors, etc). These do not need to have specific knowledge of e-learning details but must have the necessary strategic, management, costing and foresight capability to preside over decisions on key e-learning issues such as procurement of a new VLE, development of a new distance learning programme, rebalancing the library and its staff more towards web 2.0 and less to books, etc. This will require appropriate manager and leader training.

'''''Describe the approach to development of e-learning-related skills among (a) managers and (b) leaders. '''''

As there are a relatively small number of staff involved, there are no formalised procedures in place to help develop e-learning related skills amongst managers and leaders. Each of the core relevant senior staff in Hibernia College are already committed and experienced in online learning.

'''''Describe the current level of (a) management and (b) leadership competence in e-learning related skills appropriate to their levels. In each case use a 1-5 scale with a comment. '''''

As Hibernia is an online college, it is not unreasonable to score this at 5.

'''''Describe the extent to which (a) management and (b) leadership attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

As Hibernia is an online college, it is not unreasonable to score this at 5.

'''''Give details of the job description of the most senior manager/leader in the organisation who spends a significant portion of his/her time on e-learning matters (e.g. the Director of E-Learning).'''''

As Hibernia is an online college, there are no separate and distinct senior staff dedicated to eLearning, as they are all dedicated to eLearning.
:: See organogram for jobs and roles

==Students ==
'''''Describe the approach to development of e-learning skills among students, taking account of the different needs of different categories of students. Set this within the context of students' more general information literacy and communication skills. '''''

As students taking part in Hibernia College courses already know that the courses are essentially using a blended approach, a certain amount of self-selection can be expected, i.e. only those comfortable with the idea of online learning will apply. Based on the conversations going on in some of the online communities linked to Hibernia it is clear that they are at least on the surface ready and prepared to use the tools and facilities that Hibernia requires. In addition, a 2 week induction course for all students at the start of a new programme of study is used to familiarise students with the specific tools used by Hibernia.

'''''Describe (a) the current level of student competence in e-learning on entry to the institution and (b) the expected level of student competence on graduation from the institution. In each case use a 1-5 scale with a comment. '''''

Based on internal analysis carried out by Hibernia into the level of IT skills amongst new students, there is clear evidence that the level of skills is increasing year on year. Anecdotal evidence would suggest this to be in the order of 3 - 4 on a scale of 1-5.

The College also prides itself on the fact that as well as the actual course content, Hibernia students also gain significant experience and know-how in online working and other activities which adds to their overall level of skills. Anecdotal evidence would suggest this to be in the order of 4 - 5 on a scale of 1-5.

'''''Describe the extent to which student attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

Given the nature of study at Hibernia, this is estimated as being in the order of 4 – 5.

'''''Describe the extent to which students understand the demands on them placed by e-learning systems (e.g. for assignment handling). '''''

Difficult to assess without more in-depth analysis.

'''''Describe the current approach to handling student plagiarism, both prevention strategies and detection strategies. '''''

Hibernia College has a [http://www.virtualschoolsandcolleges.eu/index.php/Image:Hibernia_Plagiarism.pdf stated and explicit approach to plagiarism].

'''''Describe the current (i.e. at last survey) level of student satisfaction with the e-learning aspects of their courses. Use a 1-5 scale with a comment. '''''

Hibernia do not carry out systematic students surveys, however their level of student attrition is quite low which would indicate a high level of student satisfaction, e.g. on the HDAPE course this is 2%, while in the MSc in Pharmaceutical Medicine this is 20%. Therefore we estimate the level of student satisfaction to be between 4 and 5.

==Technology ==
'''''For each of the following technologies relevant to e-learning describe how much it is used on a scale of 1-5 and add a comment if appropriate. '''''

'''VLE and/or content repository '''

: Hibernia loads most of its content online – in its own customised VLE called the Higher Education Learning Management System (HELMS). This is a system adopted from an open source system. Students are divided into different tutor groups in the LMS – each supporting about 25 students. The platform also supports social networking and other networking functionality to facilitate private messaging, etc.

'''email or bulletin boards '''
: They use the VLE for all communications and so don’t use an external pathway like email unless in certain admin related situations.

'''automated assessment'''
: This is not really part of what Hibernia offer apart from some limited use of multiple choice questionnaires on one or two courses. Exams are carried out on an ‘open book’ basis, exams are posted online at a certain time and on a specific date, students then have a certain amount of time to complete their exam and post it back. No additional checking for authentication, etc is foreseen at this time. Their overall approach to assessment is one of continuous assessment.

'''Web 2.0 tools especially blogs, wikis and social networks oriented to the institution '''
: Blogs used a lot especially in learning diaries used for teaching practice which are built around reflective practice, instituted with course – reflect on experience, that go towards the portfolio of evidence created by each student which is used to check they are meeting certain standards.

'''e-portfolios '''
: see above

'''laptops - and comment on student ownership issues'''
: Students have to have access to a networked computer. Requirements are listed as follows:

: The computer hardware required to access Hibernia College services consists of a personal computer, equipped with a modem and a sound card.
:: Minimum Specifications
::: *Windows 9x, NT 4 (SP4), 2000 Professional, Vista or XP (WARNING - Interwise is not compatible with Microsoft Windows ME, Windows 95 or with Apple Macintosh computers)
::: *233 MHz processor
::: *64 MB RAM
::: *Microsoft Internet Explorer 5.0 or later
::: *Monitor: 800 X 600 resolution & high colour (16 bit) display definition
::: *TCP/IP intranet access or modem Internet access
::: *Headset or microphone and earphones
::: *Microsoft JVM if using the Java Participant

:: Additional Recommended Specifications
::: *330 MHz processor or faster
::: *128 MB RAM or higher
::: *100 MB or more set aside for event materials (this setting is configurable)
::: *Internet access = 64Kb

: Students access all Hibernia College services via the Internet. To access the Internet students require an Internet Service Provider (ISP) account.

: All Hibernia College web enabled services run in standard browsers (i.e. Internet Explorer 5+ and Navigator Netscape 6+) both of which are freely available. In addition, a number of browser plug-ins will be required. For example the Macromedia Flash and Shockwave plug-ins and the Adobe Acrobat pdf file reader. All such plug-ins are also freely available on the internet.

: Students are expected to have access to the Microsoft Office suite of products for their own use in preparing continuous assessments. Students are also required to be equipped with an email address and be fully conversant in the use of web-based mail services or a desktop mail service such as Outlook Express.

'''audio or video podcasting or streaming - and comment on student ownership issues '''
: Hibernia uses both audio and video in its courseware and students should have the facilities to access both.

'''mobile devices (not laptops) - and comment on student ownership issues '''
:not specifically mentioned.

'''And finally: '''

'''Provide a description of any other technologies with significant use in the institution. '''
:Hibernia also uses Interwise for synchronous teaching, this is a proprietal communication tool that allows for audio and video as well as a shared desktop and whiteboard. Interwise is quite similar to Illuminate.

:As part of their online offer, Hibernia also has a dedicated set of library resources and external websites, where students can access an array on online peer reviewed journal articles, fully online e-books, newspaper articles and other resources.

==Futures==
'''''Describe the expected changes as they relate to e-learning within the institution's current strategic horizon (from the institution's strategy documents). '''''

While nothing specific is mentioned in relation to future developments specific to eLearning, it is clear that Hibernia College is now in a strong position and describes itself as have reached a turning point about 18 months ago when the college’s prospects seem to have become more positive after the challenges of the first 5 years. At the moment, they have quite a few new projects and programmes, the new MSc in Financial Management in particular is viewed very positively within the college’s senior staff. The fact that this programme can contribute significantly towards professional accreditation is seen as a key point. This is increasingly seen as a cornerstone in the expansion of Hibernia’s activities, collaboration with a key organisation - in this case CIMA, the Chartered Institute of Management Accountants.
Hibernia also count on the fact that eLearning is becoming more and more mainstream and this in turn means that students and employers view courses delivered online as being of high quality.

'''''Describe any changes further downstream that the institution is now considering or concerned about. '''''

The current downturn in the economy is not seen as having a particularly negative impact on Hibernia’ operations, indeed, it is believed that this may in fact make careers in teaching – often seen as being very stable – more attractive to students so heightening the attractiveness of Hibernia’s educational offer.

'''''Describe how the institution handles the foresight aspects of its operation with regard to e-learning. '''''
'''''Describe how the institution handles advanced development oriented to e-learning (e.g. by a "sandbox" lab, innovation centre, etc). '''''

Staff keep abreast of developments through conferences, journals, news items and the usual channels of information used in any professional sector.

'''''Describe how the institution analyses and takes into account present and future markets for its offerings. '''''

No specific strategies mentioned.

'''''Describe how the institution analyses and takes into account present and future competitor suppliers for its offerings. '''''

No specific strategies mentioned.

'''''Describe how the institution analyses and takes into account the views of other stakeholders, including but not restricted to employers, local authorities and the social partners (unions). '''''

No specific strategies mentioned.

==References and reports ==
# Official homepage of Hibernia College, http://www.hiberniacollege.net

:: Awaiting further documents

----
> [[Programmes]]

[[Category:Ireland]]
[[Category:Private providers]]
[[Category:MELIs]]
[[Category:Case studies]]
[[Category:Case study for ATiT]]

Hibernia College

2008-10-08T12:17:00Z

SallyReynolds: /* Learning and teaching development */

''Hibernia College'' is an international provider of online programmes at undergraduate and graduate level. It is based in Dublin, [[Ireland]] and accredited by the Irish Government's qualifications awarding body for third-level educational and training institutions outside the (public) university sector, [[HETAC]], (the [[Higher Education and Training Awards Council]]).

Hibernia College provides all of its courses with a substantial online component, using state of the art technology for both synchronous and asynchronous course delivery. Hibernia College offers a blended learning format that combines the many advantages of interactive, multimedia-rich online content with the proven qualities of face-to-face tuition through periodic on-site sessions. The college has designed, developed and implemented a system, which it claims is "at the leading edge of international educational delivery". This technology infrastructure allows for increased student-tutor contact and encourages and supports self-directed learning in a way that is not possible using conventional modes of delivery.

Its web site is at http://www.hiberniacollege.net

Programmes include:

* [http://www.hiberniacollege.net/LinkClick.aspx?link=63&tabid=36 Higher Diploma in Primary Education]
* [http://www.hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine]
* [http://www.hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTeach, online initial teacher]

== Partnerships and Collaborations ==
('''sourced from''' http://www.hiberniacollege.net/Home/About/Overview/tabid/116/Default.aspx)

Through strategic collaborations and partnerships with global leaders in technology development and curriculum design Hibernia College has placed itself at the forefront of innovative online education for those wishing to pursue formal qualifications while continuing to work.

In addition Hibernia College has collaborated with [http://www.pfizer.com Pfizer Inc.], [[Canterbury Christ Church University]], UK and the [http://www.nuim.ie/National University of Ireland], Maynooth to offer accredited online postgraduate courses in pharmaceutical medicine, post-primary teacher education and hospitality management respectively.

Hibernia College also is one of the founding members of the Global Learning Consortium at [http://web.mit.edu/ MIT]. The Global Learning Consortium invited a select number of countries to participate in the international development of e-learning opportunities. Hibernia College was selected as the sole representative from Ireland because of its leadership role in this arena. Membership of this consortium affords Hibernia College an exclusive relationship with some of the world's leading e-learning think tanks including Professor Dick Larson at MIT.

== Reports and case studies ==
=== The present===

Hibernia College is a fully online accredited private Higher Education institution in Ireland that was set up in 2000 as the first such venture of its kind in the country. It began taking in students in 2002. It describes itself as being “''...an international, third-level, online College offering accredited, niche-focused educational programmes designed to address the growing demand for flexible, cost-effective, lifelong learning that is not restricted by location or time. ''”

Hibernia’s programme offers are organised in two distinct schools, [http://www.hiberniacollege.net/SchoolofEducation/tabid/54/Default.aspx The School of Education] and [http://www.hiberniacollege.net/SchoolofManagement/tabid/55/Default.aspx The School of Management].

Students enrol at certain set times and then move through the course as a separate and unique cadre of learners defined by the time when they began the specific course.

Hibernia College is currently expanding its course offer and for the moment offers the following: (* indicates there is a full description of each course available which includes the modules each contains, the course structure and work-load , the price for each and the next date for inscription is given online, links are given for each on the Hibernia College web site)

'''The School of Management'''
* Master of Science (MSc) in Financial Management and Control – Online* http://www.hiberniacollege.net/SchoolofManagement/MScFinancialManagementControl/tabid/187/Default.aspx
* Master of Science (MSc) in Pharmaceutical Medicine – Online* http://www.hiberniacollege.net/SchoolofManagement/MScPharmaceuticalMedicine/tabid/85/Default.aspx

'''The School of Education'''
* Higher Diploma in Arts in Primary Education (HDAP) * http://www.hiberniacollege.net/SchoolofEducation/HDAPE/tabid/63/Default.aspx
* Online Teacher Education for Teachers of Maths, Physics & Chemistry at Second Level (iTEACH) – online curse offered in collaboration between Hibernia and Canterbury Christ Church University in the UK * http://www.hiberniacollege.net/SchoolofEducation/iTeach/tabid/133/Default.aspx
* Summer Courses – a series of summer courses for primary school teachers, in 2008 19 of these were offered http://www.hiberniacollege.net/SchoolofEducation/SummerCourses/tabid/158/Default.aspx and http://summercourses.hiberniacollege.net

'''''What is the institution's annual budget? '''''

The annual turnover of Hibernia College is approximately €5.5 to €6 million for 2007.

'''''How many students does the institution have in total? '''''

At the moment, Hibernia College has about 1500 students registered on the MSc, iTeach and HDAP programmes. The numbers of people taking these courses continues to grow and in addition, Hibernia College is launching a new course in February 2009, the MSc in Financial Management & Control – Online. It is difficult to classify these students as either full or part-time. These courses represent about 20 hrs study on the part of each student each week and in very many cases, they are taken by the student in addition to full time employment.

Numbers for the summer courses are not included as these are by their nature short courses each of which represent about 20 hours of study. In 2008, about 4500 people – all in Ireland - took one or more of these summer courses.

'''''How many staff does the institution have as full-time equivalents? '''''

The total number of full time staff of Hibernia College is 60. They are located on two sites, the head office located in central Dublin and a second site in Westport, Co. Mayo. In addition to the full time staff, Hibernia also employs approximately 300 academic staff on a part-time basis. Academic staff are managed through the College’s two schools and are responsible for the creation and delivery of the various programmes offered by Hibernia College. All courses have a full time director, called the programme director who is responsible for the overall planning and management of the course.

'''''What is the institution's "business model"? '''''

The business model adopted by Hibernia is a self-sustaining one, i.e. all costs associated with running the programmes offered are met through revenues from course fees. Hibernia College receives no outside funding from government and is run as a private educational institution. It is established as a limited company under Irish law with a Board of Directors and publicly filed annual accounts.

'''''What percentage of the institution's students are based outside the home country? '''''

This depends largely on the programme. For the HDAP programme, practically all students are based in Ireland and those taking part in the summer courses are exclusively Irish. The [http://hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTEACH course] is different with about 300 students based in the UK. For the [http://hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine], the majority of students are based in Ireland although there some non-Irish scattered in 24 different countries.

Bursaries are available for some students in some of the courses. For example, the iTEACH programme is funded by the UK [http://www.tda.gov.uk/ Government’s Training and Development (TDA) Agency] and so participants on the course are fully funded by the TDA. Teachers taking the [http://summercourses.hiberniacollege.net/ summer courses] are also entitled to extra personal vacation days from the Dept. of Education in lieu of their participation.

'''''Describe the institution's approach to virtual mobility '''''

Hibernia College takes a blended learning approach, their educational programmes for example mix face-to-face teaching practice with online study within a specified and explicit framework of study. The idea of virtual mobility is core to their ethos and practice and so they can be described as having a fully supportive approach to virtual mobility.

'''''Describe how the institution manages its "brand" (a) in general and (b) in respect of any e-learning aspects '''''

Hibernia promotes its online image as a key factor in its branding and is busy carving out a unique niche for itself in Ireland based on the online aspect. As well as this emphasis upon eLearning or online learning in their description of who they are, they also place a great deal of emphasis upon their ties with relevant bodies and their accredited status. Each of their courses is linked to significant and relevant institutions, as follows;
* [http://hiberniacollege.net/LinkClick.aspx?link=85&tabid=36 MSc in Pharmaceutical Medicine]: accredited by both [http://www.hetac.ie/HETAC (Higher Education Training and Awards Council)] and IFAPP (Council for Education in Pharmaceutical Medicine of the International Federation of Associations of Pharmaceutical Physicians.
* MSc in Financial Management and Control – this new programme is accredited by both [http://www.hetac.ie/ HETAC] and [http://www.cimaglobal.com/ CIMA, the Chartered Institute of Management Accountants]. In addition the programme offers credits towards [http://www.cii.co.uk/ CII (Chartered Insurance Institute) qualifications].
*[http://hiberniacollege.net/LinkClick.aspx?link=133&tabid=208 iTEACH]: recognised and funded by UK Government’s Training and Development (TDA) Agency
* [http://hiberniacollege.net/LinkClick.aspx?link=63&tabid=36 Higher Diploma in Arts in Primary Education] accredited by [http://www.hetac.ie/ HETAC] and recognised by the [http://www.education.ie Dept of Education in Ireland].

===The past ===
'''''Give a narrative description of the institution's history since its foundation, concentrating on key dates, recent years and any e-learning issues'''''

Hibernia was set up in 2000 as Ireland’s first private online college. It began taking in students in 2002 and has continued to grow since then. It has always focused on strategic collaborations and partnerships and defines the accreditation of [http://www.hetac.ie/ HETAC] as being a significant milestone in its development as HETAC is the government agency responsible for accrediting third-level education in Ireland and awards qualifications at all levels of higher education and training up to PhD level. [http://www.hetac.ie/ HETAC] awards are recognised and respected worldwide. In addition, Hibernia College has collaborated with [http://www.pfizer.com Pfizer Inc.], [http://www.canterbury.ac.uk/ Canterbury Christ Church University], UK and the [http://www.nuim.ie/ National University of Ireland, Maynooth] to offer accredited online postgraduate courses in pharmaceutical medicine, post-primary teacher education and hospitality management respectively. It has also established a relationship with Harvard University in the US who offer one of the modules in the new [http://hiberniacollege.net/LinkClick.aspx?link=187&tabid=36 MSc in Financial Management] entitled "Leadership in Financial Management".

Given its unique position in the education sector in Ireland, Hibernia has invested considerable resources in building up its reputation and now after 8 years of existence is considered to be a realistic and reasonable quality-driven alternative for students in Ireland and abroad, particularly those in full time employment who are looking for an online course offer.

One of the key drivers of its success has been the success of the [http://www.hiberniacollege.net/SchoolofEducation/HDAPE/tabid/63/Default.aspx HDAPE programme]. This needs to be seen in the context of Irish primary education where there was a heritage of non-qualified teachers in the primary sector still teaching without any formal qualifications. These teachers, many of them highly skilled and experienced, had been working in primary schools for many years and so while they were recognised as teachers and paid a salary by the [http://www.education.ie Dept of Education in Ireland], they were not able to progress in their careers – with the related impact on their salaries – due to their lack of qualification. Many of these people were unable to take the time off and to have the resources to study full time at one of the traditional teacher training colleges, and so the HDAPE programme offered them for the first time an online option with which they could pursue their career. Many of them have now successfully completed the HDAPE programme and they serve as key ambassadors for the College.

[[Image:Students_hibernia.jpg|center|frame|Graph showing previous student numbers for Hibernia College and projected figures]]

==External environment==
'''''What is the institution's funding from government as a percentage of annual income? '''''

Hibernia College receive no funding from the Irish Government apart from occasional small project related grants which do not affect the overall business model of the college.

'''''Describe the way that funding is provided for institutions in the institution's country, or state that it is the same as for other institutions in the country'''''

Funding for all Irish higher education institutions is managed by the [http://www.hea.ie/ Higher Education Authority (HEA)]. The HEA manages and disburses recurrent funds to the universities, institutes of technology and other designated colleges including: [http://www.mic.ul.ie/ Mary Immaculate College Limerick], [http://www.spd.dcu.ie St. Patrick’s College Drumcondra], [http://www.ncad.ie/ National College of Art and Design], [http://www.materdei.ie/ Mater Dei Institute of Education], [http://www.stangelas.com/ St. Angela’s College Sligo], the [http://www.ria.ie/ Royal Irish Academy] and the [http://www.rcsi.ie/ Royal College of Surgeons in Ireland].

The [http://www.hea.ie/ Higher Education Authority] is the statutory planning and policy development body for higher education and research in Ireland. The HEA has wide advisory powers throughout the whole of the third-level education sector. In addition, it is the funding authority for the universities, institutes of technology and a number of designated higher education institutions.
The Principal Functions of the HEA are:
* To further the development of higher education.
* To maintain a continuous review of the demand and need for higher education.
* To assist in the coordination of state investment in higher education and to prepare proposals for such investment.
* To allocate among universities, institutes of technology and the designated institutions the grants voted by the [http://www.oireachtas.ie/ViewDoc.asp?fn=/home.asp Oireachtas (the Irish Government)].
* To promote the attainment of equality of opportunity in higher education and democratisation of higher education.

The majority of students entering Higher Education Institutions funded by the Higher Education Authority secure a place on a course by applying through the Central Applications Office (CAO), the number of full-time students in Ireland in 2006/2007 was: 84263 and for part-time: 16456. Figures for 07/08 are not yet available.

Funding for HE institutions is managed by HEA under one of the following;
# '''Recurrent funding''': These recurrent funds include core recurrent grants, grants in respect of the “Free Fees” Scheme, funding in respect of increased student intake, supplementary funding requirements, and other miscellaneous initiatives that may require funding.
# '''Physical Development''': The Physical Development Section is responsible for the capital funding allocated to universities, institutes of technology and other designated institutions that are funded from the Higher Education Authority's capital grant. Types of projects overseen by the section include; construction of new buildings, refurbishment, infrastructure development and property acquisition. Its work also includes evaluating proposals from higher education institutions seeking funding for approved projects, the setting of project budgets and the monitoring of project progress and expenditure.
# '''European Funding''': The Higher Education Authority (HEA) is the National Agency (NA) for the EU Lifelong Learning Programme: Erasmus. In this capacity, the NA allocates funding to the participating higher education institutions for the support of students and staff on mobility activities.
# '''Access Funding''': under the auspices of the National Office for Equity of Access to Higher Education which has assumed responsibility for the management and administration of the three funding programmes under the Third Level Access funding. These include: Fund for Students with a Disability, the Student Assistance Fund and the Millennium Partnership Fund.

'''''Describe the legal status of the institution'''''

Hibernia College is established as a limited company (Ltd.) under Irish law. This means that it has shareholders with limited liability and its shares may not be offered to the general public, unlike those of public limited companies. "Limited by shares" means that the company has shareholders, and that the liability of the shareholders to creditors of the company is limited to the capital originally invested, i.e. the nominal value of the shares and any premium paid in return for the issue of the shares by the company. A shareholder's personal assets are thereby protected in the event of the company's insolvency, but money invested in the company will be lost.

'''''List the language(s) that the institution uses for instruction with the percentage of students studying in each. (Bilingual study can also be included.) '''''

Hibernia College works essentially in English although part of what it provides in the School of Education also has the necessary level of Irish study elements required under Irish educational policy – estimated informally to represent about 10% of its teaching activities.

'''''Describe any specific cultural issues that affect the institution's students or state that that it is the same as for other institutions in the country. Mention any features relevant to e-learning'''''

Given its position as the first private online college to operate in Ireland, Hibernia College faced quite some opposition and suspicion, particularly in its early years. This included questions raised in the [http://www.oireachtas.ie Dáil] - the Irish parliament about the quality of its teaching and – in particular – the extent to which a private online college could provide the necessary teaching practice required to train fully qualified primary school teachers.

This also included some negative media attention, particularly in 2005 when the college recorded poor trading figures. Certain elements of Irish society including the unions also expressed concerns about the approach and business model employed, e.g. Labour Youth stated on the web site in 2004 that it “firmly believes that online education in Ireland is still in its infancy and that all those involved in it should take due care to ensure that it meets the highest standards and seeks to better the individual and society. To ensure that this is achieved Labour Youth is lobbying the government to cap the number of students taking the course in Hibernia at the current numbers. We are also calling for the Department of Education and Science to undertake a complete Quality Assurance Assessment of all online courses offered by Hibernia and other such education providers to ensure the course meets the highest standards in teacher education.”

However, there is some evidence that this situation has now evolved somewhat, and Hibernia College is now taking its place in the Irish educational context as a respected and quality –driven niche provider of online courseware, particular in the area of teacher education. The announcement that the Director, [http://www.hiberniacollege.net/Home/About/People/tabid/106/Default.aspx Dr. Séan Rowland], has been shortlisted in Ernst and Young’s well known entrepreneur of the year competition for 2008 is an indication of this change.

'''''Describe the external quality assurance and/or accreditation regime affecting the institution, or state that it is the same as for other institutions in the country. Mention any features relevant to e-learning'''''

Hibernia College is accredited by HETAC as previously described which is the same body that accredits all HE activities n Ireland. The first accreditation by HETAC took place in 2002 and a further quality assessment was carried out in 2004.

'''''Describe the approach to credit transfer with other similar institutions'''''

Not really applicable although as the Hibernia awards are accredited by HETAC, this means they are automatically part of the ECTS system in operation Europe-wide. Therefore students with Hibernia awards can use these awards to gain access to other courses which recognise ECTS.

'''''List the main associations that the institution is a member of, with a note as to the relevance of each to e-learning (if any) '''''

Hibernia College also is one of the founding members of the Global Learning Consortium at MIT. The Global Learning Consortium invited a select number of countries to participate in the international development of e-learning opportunities.

'''''List the main international partners of the institution, in the order of strategic importance, with priority given to collaborations involving e-learning'''''

As mentioned previously, Hibernia College considers their relationship with certain key partners to be vital in the realisation of their courses. They also collaborate in the realisation with Canterbury Christ Church University, UK of the iTEACH course - this partnership is expected to expand shortly to take in a further 5 UK universities. They have also collaborated the [http://www.nuim.ie/ National University of Ireland, Maynooth].

==Strategy==

'''''Describe or provide a document describing the current institutional strategy'''''

::

Here is a brief summary of Hibernia College’s operationalised current strategy as provided in September 2008

Strategy
Strategic Actions

A. CLEAR AND FOCUSED STRATEGY
*Action 1: Test our activity against our agreed action points.

B. EFFICIENT OPERATIONS
*Action 2: Regularly appraise routine operations to search for efficiencies.
*Action 3: Invest in technology to improve efficiency (e.g. SIS)

C. STRONG REVENUES
*Action 4: Increase revenue from existing products & customers (inc. TDA, CCCU, Pfizer, HDip)
*Action 5: Ensure early revenue generation on pipeline business. (MFMC, MATL)
*Action 6: Develop new products for existing/new markets
*Action 7: Pursue government funding and grants

D. QUALITY BRAND
*Action 8: Implement marketing & PR plan to include business press coverage and research
*Action 9: Develop website, grow traffic, increase rankings
*Action 10: Continue to lobby & inform politicians and stakeholders

E. SKILLED WORKFORCE
*Action 11: Ensure operations are adequately resourced & staffed
*Action 12: Motivate staff through objective assessment, training and incentives (focus on middle mgt team)

'''''Describe or provide a document describing the current learning and teaching strategy'''''

Hibernia College has recently outlined its [http://www.virtualschoolsandcolleges.eu/index.php/Image:Teaching_Strategy_Hibernia.pdf learning and teaching strategy] specifically with respect to the new MSc in Financial Management which provides a good overview of the broad learning and teaching strategy it normally applies to all its courses.

The approach taken by Hibernia is for a blended approach. The HDAPE which is in many cases their market leader promises an average of 50% F2F – largely in the form of teaching placements and 50% online. This is of key importance to Hibernia as they did come under some fire earlier in their existence for not having or not appearing to have enough F2F elements which was considered particularly important in the training of primary school teachers. This course consists of 14 week school placements as well as F2F weekend meetings for tutorials amongst those taking part in the course. Students also have a 3 week placement in the Gaeltacht to improve their Irish language skills where necessary.

'''''Describe or provide a document describing the current e-learning strategy'''''

Given Hibernia's status as an online provider, so seperate strategy is given in relation to eLearning.

'''''What is the percentage of students (a) taking courses wholly or largely delivered by e-learning (b) taking courses where the amount of institutionally supplied/guided e-learning is "significant" (i.e. has an impact on staff or students) and (c) taking courses where the where the amount of institutionally supplied/guided e-learning is insignificant? In each case comment on the answer'''''

As this is an online college, albeit one that takes a blended approach, all students have a very significant element of eLearning in the courses they take.

'''''Give the percentage of the institutional budget that e-learning represents'''''

100%

'''''Comment on how it is measured including the assumptions made, whether it is appropriate and any trends'''''

As Hibernia College is essentially an online college, all budgetary expenditure is linked to eLearning in one way or another and it is not possible to separate out the specific aspects that are linked to eLearning.

'''''Categorise the role (if any) of external funding in fostering the development of e-learning as (a) not relevant, (b) useful, or (c) essential. Comment on the choice'''''

Hibernia does not receive any external funding as such, it enters partnerships where certain roles are shared amongst partners, with Canterbury Christ Church University for example, however information about the cost implications in terms of the iTEACH course are not available and remain subject to the private contracts existing between Hibernia College and Canterbury Christ Church University.

==Structure==
'''''Describe the institutional structure, preferably supplying an organogram'''''

The following organogram porvides an overview of Hibernia's institutional structure.

[[Image:Organogram hibernia.jpg|center|frame|200px|Organogram Hibernia College]]

The structure of Hibernia College from a teaching and learning point of view is based on the two schools mentioned already, the School of Management and the School of Education.

'''''Classify the e-learning support model as (a) hub (b) distributed (c) hub and spokes (d) complicated (e) non-existent. Comment on the choice'''''

Online support for eLearning is provided from the central office in Dublin and the secondary office in Westport. The College also works through its network of tutors around the country who sometimes set up F2F tutorial meetings with students, depending on the course and structure.

'''''Describe in more detail the structure for the e-learning operation and how it maps into the institutional structure'''''

As Hibenia operates as an online college, the structure for the eLearning operation is indistinguishable from the institutional structure.

'''''Describe the committees that oversee e-learning (including the rank and role of the Chair in each relevant committee) and their relationship to the organisational structure'''''

eLearning is overseen by the Chief Knowledge Officer in collaboration with the head of the relevant school.

==Learning and Teaching processes==

===Learning and teaching design and delivery===
'''''Describe how choice of pedagogies and technologies is made for a typical programme that is envisaged to include significant e-learning'''''

The actual mix of pedagogies and technologies depends on the specific programme but follows the overall strategy and approach taken by Hibernia College, see earlier section for a description of this. In broad terms, most of the courses are based on a weekly amount of week that the student does, this includes 2 or 3 hours of recorded lectures, with interactive elements - on demand content, one hours live virtual class in the week after – and online tutorial, then asynchronous tasks, blog or discussion forum and then private study time reading etc. Programmes are modular based. Students usually enrol at set times during the year – on average twice a year and then pass through the course as a cohort.

'''''Describe what scope staff have at delivery stage to refine or in some cases override design decisions made earlier'''''

===Learning and teaching development===

'''''How much e-learning content is sourced from outside the institution? Use a scale of 1-5 with a comment (an exact percentage is useful). '''''

Practically all content for Hibernia College programmes is created by part-time academics working for Hibernia College. The only main exception to this are the materials developed for the iTEACH programme with Canterbury Christ Church University. Therefore this should be rated at 4.

'''''Of all e-learning content sourced from outside the institution, what fraction is OER? Use a scale of 1-5 with a comment. '''''

None

'''''When staff in the institution develop content, is the content (a) owned by them and licensed to the institution, (b) owned by the institution but with some licensing back to staff, (c) owned by the institution but with no licensing back to staff, (d) unclear or disputed IPR position? Whatever option is chosen, provide a narrative describing the situation in more detail. '''''

Hibernia College employs about 300 faculty on a part-time basis and they are used to either create the courseware used or to teach on a specific programme. In terms of the content created, the actual materials used belong exclusively to Hibernia College although the intellectual ownership of the ideas etc remains with the academics. Hibernia has a standard contract they use for the creation of content in this way.

'''''When content is sourced for a programme within the institution, how much is sourced from other departments within the institution? Use a scale of 1-5 with a comment (an exact percentage is useful). '''''

Not relevant as the entire college works on an online basis.

'''''What is the role of student-generated content in the institution's programmes? Use a scale of 1-5 with a comment. '''''

This would score 1 – the only user generated content that does emerge are the lesson plans which are produced by trainee teachers in the Education programmes which are then used as exemplars for other students.

===Learning and teaching evaluation and quality===
'''''Describe the quality procedures (a) in general terms and (b) with respect to e-learning. '''''

The quality of Hibernia College’s programmes is measured every 5 years by HETAC. The last time this took place was in 2004 and HETAC brought in external reviewers to manage this process so Hibernia expects they will do the same again in 2009. Obviously as Hibernia is essentially an online college there are few distinctions made between the general procedures and those pertaining to eLearning.

'''''Describe the approach to evaluation of programmes (a) in general terms and (b) where such programmes have significant e-learning components. '''''

Hibernia carries out its own internal research activities and uses these to assess individual programmes. This includes particular attention to the use of ICT amongst target students and the level of ICT related skills amongst its academics. Hibernia provides training to both newcomer students to familiarise them with the tools and facilities used by Hibernia as well as running training courses for its academics.

==Meta Learning and Teaching processes==
===Communications===
'''''Describe how the institution communicates good practice in e-learning within itself, focussing on communications across internal boundaries. '''''

Hibernia College tries to keep abreast with developments in eLearning and is actively engaged in networks like the Sloan-C consortium http://www.sloan-c.org/. They publish online articles on related subjects presumable intended for their own staff and they run training and induction courses for new academic staff in the tools and methodologies employed by Hibernia.

'''''Describe how the institution communicates its good practice in e-learning to organisations outside. '''''

This is key to Hibernia’s image, they promote the value of eLearning and hence Hibernia College, they stress the following:

'''Time: ''' One of the key benefits of online study is that the students can access course material whenever it is convenient for them. Podcasts and downloadable lectures mean that students are no longer constricted by a conventional timetable of lectures.

'''Location: '''Neither are students restricted by their physical location. With an internet connection they can attend live online tutorials, participate in dedicated discussion forums or download course material and notes regardless of where they are. This saving on the time and cost of travelling to and from lectures makes online study particularly suitable for those with busy lifestyles and those do not live within easy commuting distance of conventional centres of education.

'''Communication: '''Another key advantage of online study is that it encourages and enables students to collaborate and communicate with their fellow students as well as their tutors. The innovative use of live online tutorials, discussion forums and email ensures that all members of the Hibernia College community are constantly in touch with each other.

'''Flexibility: ''' One of the key objectives of Hibernia College is to make education available to as wide an audience as possible. To achieve this goal the college developed its unique Higher Education Learning Management System (HELMS). This technology infrastructure allows for increased student-tutor contact and encourages and supports self-directed learning in a way that is not possible using conventional modes of delivery. The end result for the student is an “anytime anywhere” educational experience ideal for those who do not have the time to spend travelling to and from lectures at set times and locations.

'''''Describe how the institution communicates good practice in e-learning from outside organisations into its own organisation. '''''

See above

'''''Describe recent occasions on which institutional leaders or managers have made presentations with significant reference to e-learning. '''''

Hibernia Staff have done so in the past and have participated in events like those run by Sloan C and EDEN although they describe themselves as not having enough time to do a great deal of research at the present time. They do see research as playing a more important role in their future strategy.

===Value for money ===
'''''Describe the annual planning procedure (a) in general and (b) how it handles e-learning aspects.'''''

This is part of the process undertaken by the company board and senior staff and no information about how it is formally undertaken is available at this time.

'''''Describe the decision-making process for a typical academic programme, with particular reference to how e-learning aspects are handled. '''''

Part of the internal discussions that take place in Hibernia College.

'''''Describe the decision-making process for a typical large IT project such as selection and installation of a new VLE. '''''

It is difficult to identify a separate decision-making process for large projects due to the size and scope of Hibernia, as such a project would come under the overall responsibility of the existing staff. The installation f a new VLE for example, would be part of the work of the Chief Knowledge Officer who set up the HELMS system used in Hibernia and so not subject to a separate formalised or explicit decision-making process.

'''''Describe the approach to budget management with particular reference to the staff versus non-staff issues in budgeting for e-learning. '''''

No information about this specific aspect available.

'''''Describe the procedures in the institution for assigning or negotiating teaching workload to/with staff, taking account of non-traditional styles of teaching as well as classroom teaching and taking specific account of e-learning. '''''

This is negotiated by the head of the relevant school and largely on an individual basis depending on the responsibilities and role of the individual academic.

==Staff==
===Teachers, lecturers, trainers and equivalent support roles===
'''''Describe the approach to development of e-learning technical and pedagogic skills among staff, taking account of the different needs of different categories of staff. Set this within the context of staff development generally. '''''

Hibernia College selects its faculty from amongst teaching staff in other colleges in Ireland and the UK. They strive to select leading academics and then provide them with training in online teaching. Academics are paid for the work they do on a pro rata basis. Staff induction and development for these academic staff is specific to developing and monitoring their skills in online teaching which Hibernia College carries out on a formal basis – this is normally a 2 week online training course.

'''''Describe (a) the current level of staff competence in e-learning and (b) the expected level of staff competence in five years time. In each case use a 1-5 scale with a comment. '''''

All academic staff is trained in the delivery of Hibernia courseware using the tools and facilities proscribed by the College, so it is reasonable to score this at 5.

'''''Describe the extent to which staff attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

As all teaching staff is committed to the practices of Hibernia in respect to eLearning it is also correct to ascribe a score of 5 to this category.

'''''Describe the way that the institution rewards and recognises staff with competence in e-learning, in (a) monetary and (b) non-monetary terms. '''''

Staff are paid for their delivery of courseware in a pro-rata basis and also for their tutoring and teaching work on the basis of the hours worked. As all are by default competent in eLearning related skills and competencies, this question is not really relevant. For many academics, the salary they earn for their work from Hibernia College is seen as a supplementary income to their other teaching or research work in the universities and colleges where they are employed – often on a full time basis.

===Management and leadership ===

This subsection concerns leaders (Rectors, Vice-Chancellors, etc) and academic and support service managers (Deans, Directors, etc). These do not need to have specific knowledge of e-learning details but must have the necessary strategic, management, costing and foresight capability to preside over decisions on key e-learning issues such as procurement of a new VLE, development of a new distance learning programme, rebalancing the library and its staff more towards web 2.0 and less to books, etc. This will require appropriate manager and leader training.

'''''Describe the approach to development of e-learning-related skills among (a) managers and (b) leaders. '''''

As there are a relatively small number of staff involved, there are no formalised procedures in place to help develop e-learning related skills amongst managers and leaders. Each of the core relevant senior staff in Hibernia College are already committed and experienced in online learning.

'''''Describe the current level of (a) management and (b) leadership competence in e-learning related skills appropriate to their levels. In each case use a 1-5 scale with a comment. '''''

As Hibernia is an online college, it is not unreasonable to score this at 5.

'''''Describe the extent to which (a) management and (b) leadership attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

As Hibernia is an online college, it is not unreasonable to score this at 5.

'''''Give details of the job description of the most senior manager/leader in the organisation who spends a significant portion of his/her time on e-learning matters (e.g. the Director of E-Learning).'''''

As Hibernia is an online college, there are no separate and distinct senior staff dedicated to eLearning, as they are all dedicated to eLearning.
:: See organogram for jobs and roles

==Students ==
'''''Describe the approach to development of e-learning skills among students, taking account of the different needs of different categories of students. Set this within the context of students' more general information literacy and communication skills. '''''

As students taking part in Hibernia College courses already know that the courses are essentially using a blended approach, a certain amount of self-selection can be expected, i.e. only those comfortable with the idea of online learning will apply. Based on the conversations going on in some of the online communities linked to Hibernia it is clear that they are at least on the surface ready and prepared to use the tools and facilities that Hibernia requires. In addition, a 2 week induction course for all students at the start of a new programme of study is used to familiarise students with the specific tools used by Hibernia.

'''''Describe (a) the current level of student competence in e-learning on entry to the institution and (b) the expected level of student competence on graduation from the institution. In each case use a 1-5 scale with a comment. '''''

Based on internal analysis carried out by Hibernia into the level of IT skills amongst new students, there is clear evidence that the level of skills is increasing year on year. Anecdotal evidence would suggest this to be in the order of 3 - 4 on a scale of 1-5.

The College also prides itself on the fact that as well as the actual course content, Hibernia students also gain significant experience and know-how in online working and other activities which adds to their overall level of skills. Anecdotal evidence would suggest this to be in the order of 4 - 5 on a scale of 1-5.

'''''Describe the extent to which student attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment. '''''

Given the nature of study at Hibernia, this is estimated as being in the order of 4 – 5.

'''''Describe the extent to which students understand the demands on them placed by e-learning systems (e.g. for assignment handling). '''''

Difficult to assess without more in-depth analysis.

'''''Describe the current approach to handling student plagiarism, both prevention strategies and detection strategies. '''''

Hibernia College has a [http://www.virtualschoolsandcolleges.eu/index.php/Image:Hibernia_Plagiarism.pdf stated and explicit approach to plagiarism].

'''''Describe the current (i.e. at last survey) level of student satisfaction with the e-learning aspects of their courses. Use a 1-5 scale with a comment. '''''

Hibernia do not carry out systematic students surveys, however their level of student attrition is quite low which would indicate a high level of student satisfaction, e.g. on the HDAPE course this is 2%, while in the MSc in Pharmaceutical Medicine this is 20%. Therefore we estimate the level of student satisfaction to be between 4 and 5.

==Technology ==
'''''For each of the following technologies relevant to e-learning describe how much it is used on a scale of 1-5 and add a comment if appropriate. '''''

'''VLE and/or content repository '''

: Hibernia loads most of its content online – in its own customised VLE called the Higher Education Learning Management System (HELMS). This is a system adopted from an open source system. Students are divided into different tutor groups in the LMS – each supporting about 25 students. The platform also supports social networking and other networking functionality to facilitate private messaging, etc.

'''email or bulletin boards '''
: They use the VLE for all communications and so don’t use an external pathway like email unless in certain admin related situations.

'''automated assessment'''
: This is not really part of what Hibernia offer apart from some limited use of multiple choice questionnaires on one or two courses. Exams are carried out on an ‘open book’ basis, exams are posted online at a certain time and on a specific date, students then have a certain amount of time to complete their exam and post it back. No additional checking for authentication, etc is foreseen at this time. Their overall approach to assessment is one of continuous assessment.

'''Web 2.0 tools especially blogs, wikis and social networks oriented to the institution '''
: Blogs used a lot especially in learning diaries used for teaching practice which are built around reflective practice, instituted with course – reflect on experience, that go towards the portfolio of evidence created by each student which is used to check they are meeting certain standards.

'''e-portfolios '''
: see above

'''laptops - and comment on student ownership issues'''
: Students have to have access to a networked computer. Requirements are listed as follows:

: The computer hardware required to access Hibernia College services consists of a personal computer, equipped with a modem and a sound card.
:: Minimum Specifications
::: *Windows 9x, NT 4 (SP4), 2000 Professional, Vista or XP (WARNING - Interwise is not compatible with Microsoft Windows ME, Windows 95 or with Apple Macintosh computers)
::: *233 MHz processor
::: *64 MB RAM
::: *Microsoft Internet Explorer 5.0 or later
::: *Monitor: 800 X 600 resolution & high colour (16 bit) display definition
::: *TCP/IP intranet access or modem Internet access
::: *Headset or microphone and earphones
::: *Microsoft JVM if using the Java Participant

:: Additional Recommended Specifications
::: *330 MHz processor or faster
::: *128 MB RAM or higher
::: *100 MB or more set aside for event materials (this setting is configurable)
::: *Internet access = 64Kb

: Students access all Hibernia College services via the Internet. To access the Internet students require an Internet Service Provider (ISP) account.

: All Hibernia College web enabled services run in standard browsers (i.e. Internet Explorer 5+ and Navigator Netscape 6+) both of which are freely available. In addition, a number of browser plug-ins will be required. For example the Macromedia Flash and Shockwave plug-ins and the Adobe Acrobat pdf file reader. All such plug-ins are also freely available on the internet.

: Students are expected to have access to the Microsoft Office suite of products for their own use in preparing continuous assessments. Students are also required to be equipped with an email address and be fully conversant in the use of web-based mail services or a desktop mail service such as Outlook Express.

'''audio or video podcasting or streaming - and comment on student ownership issues '''
: Hibernia uses both audio and video in its courseware and students should have the facilities to access both.

'''mobile devices (not laptops) - and comment on student ownership issues '''
:not specifically mentioned.

'''And finally: '''

'''Provide a description of any other technologies with significant use in the institution. '''
:Hibernia also uses Interwise for synchronous teaching, this is a proprietal communication tool that allows for audio and video as well as a shared desktop and whiteboard. Interwise is quite similar to Illuminate.

:As part of their online offer, Hibernia also has a dedicated set of library resources and external websites, where students can access an array on online peer reviewed journal articles, fully online e-books, newspaper articles and other resources.

==Futures==
'''''Describe the expected changes as they relate to e-learning within the institution's current strategic horizon (from the institution's strategy documents). '''''

While nothing specific is mentioned in relation to future developments specific to eLearning, it is clear that Hibernia College is now in a strong position and describes itself as have reached a turning point about 18 months ago when the college’s prospects seem to have become more positive after the challenges of the first 5 years. At the moment, they have quite a few new projects and programmes, the new MSc in Financial Management in particular is viewed very positively within the college’s senior staff. The fact that this programme can contribute significantly towards professional accreditation is seen as a key point. This is increasingly seen as a cornerstone in the expansion of Hibernia’s activities, collaboration with a key organisation - in this case CIMA, the Chartered Institute of Management Accountants.
Hibernia also count on the fact that eLearning is becoming more and more mainstream and this in turn means that students and employers view courses delivered online as being of high quality.

'''''Describe any changes further downstream that the institution is now considering or concerned about. '''''

The current downturn in the economy is not seen as having a particularly negative impact on Hibernia’ operations, indeed, it is believed that this may in fact make careers in teaching – often seen as being very stable – more attractive to students so heightening the attractiveness of Hibernia’s educational offer.

'''''Describe how the institution handles the foresight aspects of its operation with regard to e-learning. '''''
'''''Describe how the institution handles advanced development oriented to e-learning (e.g. by a "sandbox" lab, innovation centre, etc). '''''

Staff keep abreast of developments through conferences, journals, news items and the usual channels of information used in any professional sector.

'''''Describe how the institution analyses and takes into account present and future markets for its offerings. '''''

No specific strategies mentioned.

'''''Describe how the institution analyses and takes into account present and future competitor suppliers for its offerings. '''''

No specific strategies mentioned.

'''''Describe how the institution analyses and takes into account the views of other stakeholders, including but not restricted to employers, local authorities and the social partners (unions). '''''

No specific strategies mentioned.

==References and reports ==
# Official homepage of Hibernia College, http://www.hiberniacollege.net

:: Awaiting further documents

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> [[Programmes]]

[[Category:Ireland]]
[[Category:Private providers]]
[[Category:MELIs]]
[[Category:Case studies]]
[[Category:Case study for ATiT]]