Paper 1 - Revision history

132.176.36.122: /* '''Supporting Lifelong Learning: Open University of the Netherlands''' */

2008-04-02T10:03:36Z

'''Supporting Lifelong Learning: Open University of the Netherlands'''

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	university also applies LEX, The Learning Experience, in this context,		university also applies LEX, The Learning Experience, in this context,
	which enables interactive learning events.		which enables interactive learning events.

			Traditionally the OUNL seeks to be an institution that is strongly anchored in the Dutch higher education system, but through its educational, research and innovation activities, it became ‘overnight’ a pioneer and expert in E-learning. Nowadays it still tries to be also an leader in educational innovation (although the international competition is growing). The most important category of innovation focuses specifically on the use of innovative learning methods. Thanks to it’s fine reputation, the OUNL got an other (extra) task from Dutch Government that is ‘helping to address the shortage of teachers within primary and secondary schools in the Netherlands’. Therefore the Ruud de Moor Centre for the professionalization of teachers was established. This centre develops products that help raise the quality level of teachers, right on their job. Information- and Communication Technology again, plays an important role here.

	=='''Virtual Campus as an opportunity for the internationalization of the Universities and the intercultural dialogue. A concrete experience: the International Telematic University UNINETTUNO'''==		=='''Virtual Campus as an opportunity for the internationalization of the Universities and the intercultural dialogue. A concrete experience: the International Telematic University UNINETTUNO'''==

193.224.99.230: /* '''Virtual Campuses: a precious support for educational institutions in Geographic Information Systems and Science''' */

2008-04-01T11:46:21Z

'''Virtual Campuses: a precious support for educational institutions in Geographic Information Systems and Science'''

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	'''Definition: what are GIS nowadays?'''		'''Definition: what are GIS nowadays?'''

	Before to go into detail it seems useful to define what do we mean by GIS. The term Geographic Information Systems (GIS) in the strictest sense refers to any information system capable of integrating, storing, editing, analyzing, sharing, and displaying geographically referenced information. In a more generic sense, GIS ~~are tools~~ that ~~allow~~ users to create interactive queries, analyze the spatial ~~information~~, edit data, maps, and present the results of all these operations.		Before to go into detail it seems useful to define what do we mean by GIS. The term Geographic Information Systems (GIS) in the strictest sense refers to any information system capable of integrating, storing, editing, analyzing, sharing, and displaying geographically referenced information. In a more generic sense, GIS is a tool that allows users to create interactive queries, analyze the spatial data, edit data, maps, and present the results of all these operations as spatial information.
	But GIS has come to mean, variously, an industry, a product, a technology, and a science.		But GIS has come to mean, variously, an industry, a product, a service, a technology and a science.
	Usually students in GIS degree and GIS certificate programs are taught about science, ~~products~~ and ~~technology~~.		Usually students in GIS degree and GIS certificate programs are taught about science, spatial thinking, spatial information management, technical issues, algorithms and applications.
	The list of disciplines in which geographic information technology and science can be used is very wide~~. Scientific~~ investigations, resource management, asset management, environmental impact assessment, urban planning, cartography, criminology, history, sales, marketing, and logistics are some current examples.		The list of disciplines in which geographic information technology and science can be used is very wide: scientific investigations, resource management, asset management, environmental impact assessment, urban planning, cartography, criminology, history, sales, marketing, and logistics are some current examples.

	'''Understanding the environment in GIS'''		'''Understanding the environment in GIS'''
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	'''Realization, examples of virtual Campuses in GIS field'''		'''Realization, examples of virtual Campuses in GIS field'''

			UNIGIS

			UNIGIS is an example of fully blended format.
			UNIGIS is a worldwide network of universities cooperating in the design and delivery of distance learning in Geographical Information Systems and Science. The UNIGIS program was founded in 1990 and currently includes sites in ten countries. Members of the UNIGIS network offer postgraduate Certificate, Diploma and Masters courses in GIS by open and distance learning. Core course resources are adapted translated and supplemented with additional materials to support the needs of local students. Members of the UNIGIS network also work together in research and curriculum development activities related to GIS education. The courses are in continuous development and are currently offered in English, Czech, German, Hungarian, Portuguese and Spanish. UNIGIS is the largest and best-established e-learning GIS program in the World. Each year it enrolls more than 400 students world-wide. It have over 3.000 UNIGIS alumni in more than 40 countries.

	OLLO		OLLO

	OLLO, is an example of virtual campus, fully fletched, lead by 1 institute.		OLLO, is an example of virtual campus, fully fletched, lead by one institute.
	The OLLO project was running from 1995 to 1998 in Hungary.		The OLLO project was running from 1995 to 1998 in Hungary.
	The main objective of the OLLO TEMPUS project was the development of open learning materials and course infrastructure in Land Information Management within the ~~Székesfehérvár College~~ of ~~Surveying and Land Management (CSLM)~~. The materials were developed for professional and postgraduate level. For the staff of Land Offices and Surveying/GIS companies distance learning offers a particularly flexible and effective way of training, eliminating most of the barriers, providing much better accessibility than traditional education.		The main objective of the OLLO TEMPUS project was the development of open learning materials and course infrastructure in Land Information Management within Hungary for hungarian land office workers (130 offices) by the Faculty of geo-informatics in Székesfehervar. The materials were developed for professional and postgraduate level. For the staff of Land Offices and Surveying/GIS companies distance learning offers a particularly flexible and effective way of training, eliminating most of the barriers, providing much better accessibility than traditional education.


	~~UNIGIS~~

	~~UNIGIS is an example of fully blended format.~~
	UNIGIS is a worldwide network of universities cooperating in the design and delivery of distance learning in Geographical Information Systems and Science. The UNIGIS program was founded in 1990 and currently includes sites in ten countries. Members of the UNIGIS network offer postgraduate Certificate, Diploma and Masters courses in GIS by open and distance learning. Core course resources are adapted translated and supplemented with additional materials to support the needs of local students. Members of the UNIGIS network also work together in research and curriculum development activities related to GIS education. The courses are in continuous development and are currently offered in English, Czech, German, Hungarian, Portuguese and Spanish. UNIGIS is the largest and best-established e-learning GIS program in the World. Each year it enrolls more than 400 students world-wide. It have over 3.000 UNIGIS alumni in more than 40 countries.

Anna-Kaarina: /* '''Future trends: Reviewing Virtual Campuses To Enhance Their Future''' */

2008-04-01T07:08:21Z

'''Future trends: Reviewing Virtual Campuses To Enhance Their Future'''

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	All results and information gathered during the project (manual, desktop research results, outcomes of the workshops, etc.) will be collected on the project wiki. It will be a platform where both experts, policy makers, providers, sponsors and key actors can meet and stimulate dialogue.		All results and information gathered during the project (manual, desktop research results, outcomes of the workshops, etc.) will be collected on the project wiki. It will be a platform where both experts, policy makers, providers, sponsors and key actors can meet and stimulate dialogue.

	As such, Re.ViCa’s added value lies not in the creation of a new Virtual Campus but in the foundations it will lay for all future or current initiatives which can learn from past and current initiatives. It will provide trustworthy research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature for all ongoing and future initiatives. It will help to make the most out of the knowledge gained by each initiative, to foresee hidden traps and to find ways of incorporating successful features of the initiative in the university structure itself, should the Virtual Campus in its original form have to be discontinued. Its aim is to avoid a situation whereby every new Virtual Campus proponent has to start from the beginning, and will provide them instead with a validated and comprehensive view of the Virtual Campus landscape in Europe as evidenced in the last decade. ~~Replicable solutions~~ for establishing virtual campuses will be promoted.		As such, Re.ViCa’s added value lies not in the creation of a new Virtual Campus but in the foundations it will lay for all future or current initiatives which can learn from past and current initiatives. It will provide trustworthy research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature for all ongoing and future initiatives. It will help to make the most out of the knowledge gained by each initiative, to foresee hidden traps and to find ways of incorporating successful features of the initiative in the university structure itself, should the Virtual Campus in its original form have to be discontinued. Its aim is to avoid a situation whereby every new Virtual Campus proponent has to start from the beginning, and will provide them instead with a validated and comprehensive view of the Virtual Campus landscape in Europe as evidenced in the last decade. Roadmaps for establishing virtual campuses will be promoted. ''Anna-Kaarina: replicable sounds for me too strong, maybe some of the failures are caused by replicating and not taking into account the local or environmental factors.''

	Exchange of information, expert validation and sharing of good-practice beyond the partnership about Virtual Campuses is the key objective of this project. Re.ViCa aims to look at the past of Virtual Campus initiatives to enhance their future.		Exchange of information, expert validation and sharing of good-practice beyond the partnership about Virtual Campuses is the key objective of this project. Re.ViCa aims to look at the past of Virtual Campus initiatives to enhance their future.

Anna-Kaarina at 06:59, 1 April 2008

2008-04-01T06:59:53Z

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	• European Networking and Learning for the Future. The EuroPACE approach (EuroPACE publication).		• European Networking and Learning for the Future. The EuroPACE approach (EuroPACE publication).

	Striking to see in all those reports and publications is the gradual shift from stand-alone virtual initiatives towards integration of virtual components into traditional universities. Indeed, through these experiences, we notice a shift of concepts: from the "well-defined" clear, 100% online Virtual Campus to Virtual Mobility, whereby the more traditional universities open their borders, collaborate supra/intra institutionally and often (inter)nationally, and/or involve non-traditional students through e-learning. Actually, there is no strict definition of Virtual Campus or Virtual Mobility anymore. Every campus becomes a Virtual Campus, and every mobility has now some form of Virtual Mobility included - “blended models” gain more and more interest and attention. Therefor, we would like to introduce the following definition for a Virtual Campus: “a large-scale change initiative at a university or consortium of universities delivering a substantially increased amount of technology-enhanced learning with as part of its aim the delivery of courses to groups of learners spending all or a substantial part of their time off the campus.”		Striking to see in all those reports and publications is the gradual shift from stand-alone virtual initiatives towards integration of virtual components into traditional universities. Indeed, through these experiences, we notice a shift of concepts: from the "well-defined" clear, 100% online Virtual Campus to Virtual Mobility, whereby the more traditional universities open their borders, collaborate supra/intra institutionally and often (inter)nationally, and/or involve non-traditional students through e-learning. Actually, there is no strict definition of Virtual Campus or Virtual Mobility anymore. Every campus becomes a Virtual Campus, and every mobility has now some form of Virtual Mobility included - “blended models” gain more and more interest and attention. Therefor, we would like to introduce the following definition for a Virtual Campus: “a large-scale change initiative at a university or consortium of universities delivering a substantially increased amount of technology-enhanced learning with as part of its aim the delivery of courses to groups of learners spending all or a substantial part of their time off the campus.” We are fully aware that this definition does not include the elements of the research environment, even though the integration of the learning and working environments (learning, research, working processes) of the whole community of a university as well as its external partners might be the very likely future scenario. We focus in this paper on learning aspects.

	In this context, several kind of models or scenarios could thus be thought of, differing from each other by the level of collaboration between institutions and to what extent virtual components are added:		In this context, several kind of models or scenarios could thus be thought of, differing from each other by the level of collaboration between institutions and to what extent virtual components are added:
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	The Re.ViCa project is making an inventory and a systematic and critical review of cross-institutional Virtual Campus initiatives of the past decade within higher education at European, national and regional levels. The aim is to develop a useable definition of the concept of Virtual Campus and to suggest a categorisation which applies the theory and respects the differences between the initiatives. It will also draw up a historical overview of the evolution of the concept of the Virtual Campus and the societal context with which it is so closely linked. Following from the historical overview is also an inventory of European, national and regional initiatives of the past decade. Currently existing and operational Virtual Campuses, but also the legacy and impact of those Virtual Campus initiatives that have closed down or become dormant, will be looked at.		The Re.ViCa project is making an inventory and a systematic and critical review of cross-institutional Virtual Campus initiatives of the past decade within higher education at European, national and regional levels. The aim is to develop a useable definition of the concept of Virtual Campus and to suggest a categorisation which applies the theory and respects the differences between the initiatives. It will also draw up a historical overview of the evolution of the concept of the Virtual Campus and the societal context with which it is so closely linked. Following from the historical overview is also an inventory of European, national and regional initiatives of the past decade. Currently existing and operational Virtual Campuses, but also the legacy and impact of those Virtual Campus initiatives that have closed down or become dormant, will be looked at.
	Distinction is made between 'major', 'notable', and 'failed' e-learning initiatives.		Distinction is made between 'major', 'notable', and 'failed' e-learning initiatives.

			''Anna-Kaarina: please be careful with this MELI list, current list is organisational not functional, and I am not sure whether the success stories really meet all these aspects! The list does not take into account e.g. the learners view at all. I would merely describe that re.vica is searching for the definisions.... which is there in the article aldeady. ''

	A major e-learning initiative (MELI) is defined as follows:		A major e-learning initiative (MELI) is defined as follows:

Anna-Kaarina at 06:28, 1 April 2008

2008-04-01T06:28:05Z

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	='''REVIEWING AND REDEFINING VIRTUAL CAMPUSES: FROM A “FULLY-FLETCHED” VIRTUAL CAMPUS TO A BLENDED MODEL'''=		='''REVIEWING AND REDEFINING VIRTUAL CAMPUSES: FROM A “FULLY-FLETCHED” VIRTUAL CAMPUS TO A BLENDED MODEL'''=

	''Helena Bijnens, EuroPACE ivzw, Belgium, Johannes De Gruyter, AVNet – K.U.Leuven, Belgium, Ilse Op de Beeck, EuroPACE ivzw, Belgium, Paul Bacsich, Matic Media Ltd., UK, Sally Reynolds, ATiT, Belgium, Wim Van Petegem, AVNet – K.U.Leuven, Belgium, Theo Bastiaens, Fernuniversität in Hagen, Germany and Open University of the Netherlands, Netherlands''		''Helena Bijnens, EuroPACE ivzw, Belgium, Johannes De Gruyter, AVNet – K.U.Leuven, Belgium, Ilse Op de Beeck, EuroPACE ivzw, Belgium, Paul Bacsich, Matic Media Ltd., UK, Sally Reynolds, ATiT, Belgium, Wim Van Petegem, AVNet – K.U.Leuven, Belgium, Theo Bastiaens, Fernuniversität in Hagen, Germany and Open University of the Netherlands, Netherlands, Anna-Kaarina Kairamo, Lifelong Learning Institute Dipoli - TKK, Finland''

Anna-Kaarina at 06:26, 1 April 2008

2008-04-01T06:26:36Z

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	Ultimately, multicampus education is also about a range of virtual support activities with regard to real, physical mobility. A large range of actions can be mentioned here. At the early, preparatory phase of a physical student (or staff) exchange, multicampus support can be given through the set up of community websites for future exchange students where they can meet current students who help them find housing, give them information etc. Within the Association K.U.Leuven such a platform is being created and tested for new foreign students to find a ‘(virtual) buddy’ . There is also the opportunity for teaching staff to meet the interested new students online, for a language ‘pre-selection’ or just a first get-together. This has been tested as a pilot in the REVE project for the Erasmus Mundus Master in Adapted Physical Activity(Rajagopal et. al., 2006; Bijnens H. et. al., 2006). After the exchange, the aforementioned communities can continue to live on as a virtual alumni platform; or students could be examined at a distance through virtual mobility (video communication).		Ultimately, multicampus education is also about a range of virtual support activities with regard to real, physical mobility. A large range of actions can be mentioned here. At the early, preparatory phase of a physical student (or staff) exchange, multicampus support can be given through the set up of community websites for future exchange students where they can meet current students who help them find housing, give them information etc. Within the Association K.U.Leuven such a platform is being created and tested for new foreign students to find a ‘(virtual) buddy’ . There is also the opportunity for teaching staff to meet the interested new students online, for a language ‘pre-selection’ or just a first get-together. This has been tested as a pilot in the REVE project for the Erasmus Mundus Master in Adapted Physical Activity(Rajagopal et. al., 2006; Bijnens H. et. al., 2006). After the exchange, the aforementioned communities can continue to live on as a virtual alumni platform; or students could be examined at a distance through virtual mobility (video communication).

	=='''Open University of the Netherlands ~~– more than a distance teaching university~~'''==		=='''Supporting Lifelong Learning: Open University of the Netherlands'''==

	In the Netherlands an example can be found of a traditional distance teaching university that changed her vision and broadened her tasks towards lifelong learning. Although the Open University of the Netherlands still develops, provides and promotes higher distance education for Dutch speaking countries it addresses more and more the wide-ranging learning needs of people during their course of life, plus the need to achieve a considerable increase of the knowledge level of the community at large. Adding value to the community is an important goal. In their own opinion keywords are flexibility and innovation. They try to provide well-grounded distance education at an academic level. Students are offered new learning tools that they require for self-study. Course		A common understanding of the multiple purposes of higher education is emerging. Rapid and continuing changes of the social and technological context of adults already working have influenced the growing emphasis on lifelong learning. The rationale for lifelong learning is often associated with the demands of a knowledge society that requires individuals to gain new skills and update existing ones. The term lifelong learning (LLL) began making appearances in the educational professional and policy discussion during 1970s. The notion of lifelong learning has evolved e.g. by way of continuing education and Universities of the so-called Third Age which values learning for its own sake and personal fulfilment through learning.

			The ways in which universities are opening their campuses to local citizens are manifold and diverse. Many universities have launched initiatives aimed at opening up to the wider community and adapting to the changing needs of their students and citizens at large. In the Trends V report published recently by the European University Association, this point is emphasised; "Institutions need to develop their capacity to respond strategically to the lifelong learning agenda, taking advantage of the opportunities provided by the structural changes and tools that have been developed through the Bologna process."

			In the Netherlands an interesting example can be found of a traditional distance teaching university that changed her vision and broadened her tasks towards lifelong learning. Although the Open University of the Netherlands still develops, provides and promotes higher distance education for Dutch speaking countries it addresses more and more the wide-ranging learning needs of people during their course of life, plus the need to achieve a considerable increase of the knowledge level of the community at large. Adding value to the community is an important goal. In their own opinion keywords are flexibility and innovation. They try to provide well-grounded distance education at an academic level. Students are offered new learning tools that they require for self-study. Course
	offerings become more and more personal and flexible and have to make learning effective and interesting. This ambitions make research & development at their own campus an important activity. Their academic programmes exist of cultural		offerings become more and more personal and flexible and have to make learning effective and interesting. This ambitions make research & development at their own campus an important activity. Their academic programmes exist of cultural
	studies, management, physics of the environment, psychology, law, education and computer science. Students who do not want to follow a complete programme can choose from nearly 300 courses. On a commercial basis the university also offers open enrolment programmes and in-company and customized training programmes, often in		studies, management, physics of the environment, psychology, law, education and computer science. Students who do not want to follow a complete programme can choose from nearly 300 courses. On a commercial basis the university also offers open enrolment programmes and in-company and customized training programmes, often in
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	(written by UNINETTUNO - 600 to 1000 words)		(written by UNINETTUNO - 600 to 1000 words)

	=='''Virtual Campus for supporting lifelong learning'''==		''=='''Virtual Campus for supporting lifelong learning'''==
	(written by TKK)		Anna-Kaarina: I suggest to leave this out as it ovelaps with OUNL case, I added some text in the beginning of OUNL case about LLL.
			(written by TKK)''

	=='''Virtual Campuses: a precious support for educational institutions in Geographic Information Systems and Science'''==		=='''Virtual Campuses: a precious support for educational institutions in Geographic Information Systems and Science'''==
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	11. EUROPEAN COMMISSION (2008) Lifelong Learning Programme. General Call for Proposals 2008-2010 Part 1 - Strategic Priorities http://ec.europa.eu/education/programmes/llp/call08/prior_en.pdf. p.15.		11. EUROPEAN COMMISSION (2008) Lifelong Learning Programme. General Call for Proposals 2008-2010 Part 1 - Strategic Priorities http://ec.europa.eu/education/programmes/llp/call08/prior_en.pdf. p.15.

			GEORGE, R., McCAUSLAND, H., WACHE D. and DOSKATCH, I. (2001). Preparing students for a flexible society: An institutional strategy for developing lifelong learning. In L. Richardson and J. Lidstone (Eds), Flexible Learning for a Flexible Society, 294-305. Proceedings of ASET-HERDSA 2000 Conference, Toowoomba, Qld, 2-5 July 2000. ASET and HERDSA. http://www.aset.org.au/confs/aset-herdsa2000/procs/george2.html

	12. HAAKE, J.M., LUKOSCH, S., RAJAGOPAL, K., VAN PETEGEM, W. (2006) Models for Implementing Virtual Studies Abroad. Proceedings of the EDEN 2006 Annual Conference. Vienna, June 14-17, 2006, p. 273-278.		12. HAAKE, J.M., LUKOSCH, S., RAJAGOPAL, K., VAN PETEGEM, W. (2006) Models for Implementing Virtual Studies Abroad. Proceedings of the EDEN 2006 Annual Conference. Vienna, June 14-17, 2006, p. 273-278.

WimVanPetegem: /* '''Background on virtualization in higher education''' */

2008-03-28T15:04:20Z

'''Background on virtualization in higher education'''

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	=='''Background on ~~virtualization~~ in higher education'''==		=='''Background on Virtual Campus and Virtual Mobility in higher education'''==

	Throughout the last decade, numerous initiatives have been set up to experiment with the establishment of Virtual Campuses and Virtual Mobility activities. Virtual Campuses have appeared in various forms and structures and also to varying degrees of success: Finnish Virtual University, Swiss Virtual Campus, FernUniversität in Hagen, Open University of Catalonia, African Virtual University, etc. But what is actually a Virtual Campus or a Virtual University? And what do we mean by Virtual Mobility? And how 'virtual' is this campus or this mobility?		Throughout the last decade, numerous initiatives have been set up to experiment with the establishment of Virtual Campuses and Virtual Mobility activities. Virtual Campuses have appeared in various forms and structures and also to varying degrees of success: Finnish Virtual University, Swiss Virtual Campus, FernUniversität in Hagen, Open University of Catalonia, African Virtual University, etc. But what is actually a Virtual Campus or a Virtual University? And what do we mean by Virtual Mobility? And how 'virtual' is this campus or this mobility?

WimVanPetegem: /* '''Background: Virtual Campus, Virtual University, Virtual Mobility''' */

2008-03-28T15:03:43Z

'''Background: Virtual Campus, Virtual University, Virtual Mobility'''

Show changes

WimVanPetegem: /* '''Background: Virtual Campus, Virtual University, Virtual Mobility''' */

2008-03-28T12:53:48Z

'''Background: Virtual Campus, Virtual University, Virtual Mobility'''

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	• Multiple campuses of one university collaborate in course provision by technology: the teacher teaches in one campus for local and distant student group (through for example videoconferencing).		• Multiple campuses of one university collaborate in course provision by technology: the teacher teaches in one campus for local and distant student group (through for example videoconferencing).




	=='''K.U.Leuven: From A Traditional To A Multicampus University.'''==		=='''K.U.Leuven: From A Traditional To A Multicampus University.'''==

WimVanPetegem at 12:45, 28 March 2008

2008-03-28T12:45:05Z

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	All in all, there seems to be a common feeling a redefinition of the “Virtual Campus” concept is necessary. This will be done in the Re.ViCa project (see below) but without losing sight of the justification in terms of Erasmus aims.		All in all, there seems to be a common feeling a redefinition of the “Virtual Campus” concept is necessary. This will be done in the Re.ViCa project (see below) but without losing sight of the justification in terms of Erasmus aims.

	~~=='''Redefining The Virtual Campus Concept'''==~~

	~~(EuroPACE/Leuven will elaborate more on this issue)~~


	Examples of Virtual Campus initiatives in the past are manifold. To name a few: Finnish Virtual University, Swiss Virtual Campus, FernUniversität in Hagen, African Virtual University, etc. Furthermore, several eLearning, Minerva and other projects supported by the European Commission have dealt with integrating virtual components into traditional universities. Results have been published in for example:		Examples of Virtual Campus initiatives in the past are manifold. To name a few: Finnish Virtual University, Swiss Virtual Campus, FernUniversität in Hagen, African Virtual University, etc. Furthermore, several eLearning, Minerva and other projects supported by the European Commission have dealt with integrating virtual components into traditional universities. Results have been published in for example: