Swiss Virtual Campus - case study

The Swiss Virtual Campus (Campus Virtuale Svizzera, Campus Virtuel Suisse, Virtueller Campus Schweiz, ABBREV: SVC) promotes learning over the Internet at the Swiss Institutions of Higher Education (Universities, Universities of Applied Sciences, and Swiss Federal Institutes of Technology). Students are no longer tied to a programme of lectures with set times and locations; they can acquire knowledge whenever and wherever they choose.

Subject specialists as well as experts on education and didactic methods ensure high course quality outside the framework of conventional lectures. Multilingual modules and cooperation between institutions of higher education take account of the special conditions in Switzerland. Competence Centres are set up to support project development.

At the moment there are 82 courses online, covering a wide spectrum of disciplines. Another 30 from the 4th and last series are in preparation.

The SCV web site is at http://www.swissvirtualcampus.ch/

The Impulse Programme - initial goals

The Swiss Virtual Campus programme is part of a process aimed at promoting the information society in Switzerland as well as enabling education - in particular higher education - to take advantage of the opportunities now available through new information and communication technology.

In this respect the programme hopes to provide students with virtual mobility that will enable them to play an active role in learning processes and follow high-quality courses on their computer monitors.

The principal concrete aim of the programme is to develop teaching modules that will be used through the Internet in several regular study programs of the Swiss universities.

Consolidation Programme

The Swiss Virtual Campus project is now in the phase of the 2004-2007 Consolidation Programme. This isfinanced by project-linked contributions in accordance with the Universities Promotion Law. The Swiss Federal Institutes of Technology and the universities of applied science are participating in the programme using their own funds.

At its meeting of 16 October 2003, the Swiss University Conference (SUC) approved the "2004-2007 Implementation Plan", which lays down the organizational and financial framework of the Consolidation Programme for the new financial period. Basically, the Consolidation Programme reaffirms the aims of the Impulse Program. A certain number of adjustments have been made to take account of the experience gained so far, and to position the Program better within the context of ongoing trends in higher education. They concern project finance and development, as well as program organization. The Consolidation Program involves four main financial aspects:

1. Competence, service and production centres in each university
2. Use and maintenance of projects developed
3. New course development
4. Services for universities and coordination.

Since 2004, operational programme management and the coordination office have been overseen by the Rectors' Conference of the Swiss Universities (CRUS). Competence, service and production centres at each university receive financial support. The SVC Commission was wound up at the end of 2003.

Project Maintenance Support

The Swiss Virtual Campus Consolidation Programme (2004-2007) gives funding for the use and maintenance of courses of recognised quality (see document below “Execution Plan”). The Competence-, Service- and Production Centres (CCSP) will be responsible for the maintenance funds, in close collaboration with the project leader and partners. Maintenance measures must be coordinated and agreed on between the project leader and the CCSP.

Evaluation

Evaluation of SVC is being carried out by Professor Robin Mason of the UK Open University. This phase starts with a meeting in April 2008 and continues with interviews of key officials and stakeholders in June 2008. An evaluation report will be produced by Autumn 2008.

Institution

The present

• (1) Provide a general description of the institution in its current state, putting the e-learning into context.

SVC is nowadays in Standby. No head and coordination exist at the moment. The local center are continuing to do virtual campus.

• (2) What is the institution's annual budget?

Des 44 millions de francs de contributions fédérales alloués au CVS (fonds de l‘OFES, de l‘OFFT et du Conseil EPF réunis), 37 millions ont été affectés à l‘encouragement de projet du CVS. Ces montants ont été complétés par les „matching funds“ exigés des responsables de projet, atteignant un volume de financement similaire. On peut ainsi admettre que le volume total maximal des projets CVS oscillait entre 70 et 75 millions de francs.

• (3) How many students does the institution have (a) in total? (b) as full-time equivalents?
• (4) How many staff does the institution have (a) in total? (b) as full-time equivalents?
• (5) What is the institution's "business model"? (a) public (b) private (c) consortium (d) national programme. If (c) or (d) above, list the other partners (or the members) and for each briefly describe its role.
• (6) What percentage of the institution's students are based outside the home country?
• (7) Describe the institution's approach to virtual mobility.
• (8) Describe how the institution manages its "brand" (a) in general and (b) in respect of any e-learning aspects.

The past

• (9) Give a narrative description of the institution's history since its foundation, concentrating on key dates, recent years and any e-learning issues.

• Impulse federal programme 2000–2003

Le 8 octobre 1999, le Parlement a approuvé le Message présenté par le Conseil fédéral relatif à l’encouragement de la formation, de la recherche et de la technologie pour les années 2000 - 2003 (Message FRT 2000-2003) et ainsi accepté le crédit demandé dans le même temps en faveur d’un programme fédéral échelonné sur quatre ans et s’intitulant „Encouragement des nouvelles technologies de l’information et de la communication (NTIC) dans une perspective d’élaboration d’un „Campus Virtuel Suisse“ 3 .

The federal programme “Swiss Virtual Campus” (SVC) was launched in October 1999 as part of an overall process of promoting the “Swiss information society” in general and, in particular, the use of the new information and communication technologies (ICT) in higher education.

Over a period of 4 years (2000 - 2003) and with a sum of approximately SFr. 44 million in federal funds, the SVC programme subsidised projects for the development of virtual teaching and/or learning courses (e-learning courses) by Swiss Universities, Universities of Applied Science and the Federal Institutes of Technology. In order to receive support projects had to be developed by the cooperation of at least three academic partners and had to focus on innovations in tertiary teaching “in that they involve complete courses that can be followed independently via the Internet”.

In January 2003 the Swiss University Conference (SUC) commissioned an overall evaluation of the SVC programme. This summative evaluation was intended to analyze the implementation processes, the outputs and the (potential) impacts of the SVC programme, considering the objectives set for the programme as well as the context of the programme.

goal: 50 e-learning projects must be developed 2004 : half of the projects were developed. Ces cinquante projets du programme ont été sélectionnés et lancés en deux temps. Vingt-huit projets ont été démarrés lors de la première série, dans le courant de l’été 2000, et dans la deuxième série du début de l’année 2001, vingt-deux autres projets ont été autorisés.

Tableau n°1: Projets CVS par domaine de connaissances Domaine de connaissances Nombre de projets

• Sciences de l’art et sciences humaines 7 projets
• Sciences naturelles / Sciences de la vie 9 projets
• Ingénierie, mathématiques, informatique 9 projets
• Economie d’entreprise et gestion financière 6 projets
• Sciences économiques et droit 4 projets
• Médecine 11 projets
• Support éducationnel 4 projets

• consolidation programme 2004-2007

External environment

• (10) What is the institution's funding from government as a percentage of annual income?

Pour l’élaboration du „Campus Virtuel Suisse“ (CVS), la somme de 30 millions de francs a été allouée pour les années 2000 à 2003, ces subventions devant être complétées par des contributions des Hautes écoles („matching funds“) à hauteur de 50% en règle générale.

Comme les subventions fédérales (rentrant dans le budget de l’OFES) sont réservées à l’encouragement de projets des universités cantonales, conformément à la loi sur l’aide aux universités (LAU), les écoles polytechniques fédérales (EPF) et les Hautes Ecoles spécialisées (HES) ont dû chercher elles-mêmes leur financement nécessaire à une participation au programme. L’Office fédéral de la formation professionnelle et de la technologie (OFFT) auquel incombe la responsabilité des HES a affecté 12 millions de francs au programme CVS, qui proviennent du crédit en faveur des Hautes Ecoles Spécialisées, tandis que le Conseil des écoles polytechniques fédérales CEPF a alloué la somme de 2 millions de francs aux projets des EPF. La dotation comparativement faible des EPF pour leur participation au programme CVS s’explique en priorité par le lancement presque simultané d’initiatives, dans le même domaine, qui avaient bénéficié de fonds considérables (telles que programme-cadre „ETH World“ ou „New Learning Technologies“ NLT).

Les contributions fédérales, d’un montant total à fr. 44 millions (contributions de l’OFES, l’OFFT et du CEPF additionnées), versées dans le cadre du Campus Virtuel ont permis d’encourager cinquante projets des Hautes écoles depuis le lancement du CVS, chaque projet étant développé par au moins trois partenaires académiques, conformément aux critères d’encouragement du CVS. Le programme d’impulsion CVS de 2000 à 2003 a pris fin en décembre 2003 pour être remplacé par le programme de consolidation CVS (2004 - 2007).

• (11) 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.

Le programme CVS est institutionnalisé à l’intérieur d’un cadre légal bien déterminé, la Loi fédérale sur l’aide aux universités (LAU) telle que révisée et adoptée au Parlement en octobre 1999. La LAU traduit elle-même une modification du paysage des Hautes écoles suisses marquée par un souhait plus fort de collaboration interinstitutionnelle et, en même temps, de mise en concurrence de ces institutions. Elle forme le cadre de référence à l’intérieur duquel prend forme le programme CVS et influence de manière significative son orientation et son implémentation.

• (12) Describe the legal status of the institution.
• (13) List the language(s) that the institution uses for instruction with the percentage of students studying in each. (Bilingual study can also be included.)

Language used in SVC are:

• English
• French
• German

• (14) 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.
• (15) 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.
• (16) Describe the approach to credit transfer with other similar institutions.

Pour terminer cette vue d’ensemble de l’état de réalisation et de mise en oeuvre des projets CVS, il nous reste à décrire l’intégration des cours de e-learning développées dans d’éventuels systèmes de points de crédit. Selon les rapports de projet analysés, les produits e-learning de vingt-quatre projets CVS sont mis en oeuvre dans le cadre d’un système de points de crédit (ECTS). Celui-ci peut se présenter sous deux formes: Soit les points ECTS récompensent le fait même que les modules ou cours de e-learning ont été traités ou suivis avec succès, le cas échéant avec en complément un examen à passer en mode présentiel; soit les modules ou séquences de e-learning sont intégrés en complément à l’enseignement présentiel, en parallèle de ce dernier, et ponctuellement à titre substitutif, dans le cadre de leçons (présentielles) dotées de points ECTS. Dans ce cas, les étudiants ne doivent pas seulement fournir la preuve qu’ils ont traité les parties de e-learning, mais doivent également attester d’autres résultats pour obtenir des points ECTS. Le reporting de projet ne permet pas de déterminer exactement la forme la plus fréquente d’attribution de points ECTS pour récompenser les produits élaborés dans le cadre du CVS. Toutefois, en ce qui concerne l’intégration de ces produits dans des systèmes de crédit, il apparaît que la possibilité est offerte aux partenaires participants d’octroyer un nombre variable de crédits à une offre d’e-learning donnée d’après l’importance et le rôle de cette dernière dans un cursus particulier.

• (17) 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).
• (18) List the main international partners of the institution, in the order of strategic importance, with priority given to collaborations involving e-learning.

Strategy

(Do not include annual plans.)

• (19) Describe or provide a document describing the current institutional strategy.
• (20) Describe or provide a document describing the current learning and teaching strategy.
• (21) Describe or provide a document describing the current e-learning strategy.

Do not include or refer to annual plans except as necessary to provide budgetary information.

• (22) 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.
• (23) Give the percentage of the institutional budget that e-learning represents. Comment on how it is measured including the assumptions made, whether it is appropriate and any trends.
• (24) 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.

Structure

• (25) Describe the institutional structure, preferably supplying an organogram.

Impulse programme:

La Conférence Universitaire Suisse (CUS) a été chargée de la mise en oeuvre du programme CVS. Elle était soumise à une obligation de compte rendu envers l’Office fédéral de l’éducation et de la science (OFES) en ce qui concerne l’affection des ressources. La CUS a mis sur pied un Comité de pilotage du CVS responsable de la 3 Conseil fédéral (1998b) : Message relatif à l’encouragement de la formation, de la recherche et de la töchnologie pendant les années 2000 à 2003, p. 35, chiffre 141.23 4 Ibidem Campus Virtuel Suisse: rapport final sur l’évaluation 3 réalisation opérationnelle du programme, de même qu’un service de coordination du CVS, tandis que la Commission du CVS, qui avait déjà été active dans le processus de préparation du CVS, était compétente en matière de l’établissement d’un lien entre celui-ci et les Hautes écoles.

Organization SVC Consolidation Program

In accordance with the Federal Council’s message, the Swiss Virtual Campus is to be run by the existing Swiss University Conference and taken over by the new SUC when it commences operations.

Two bodies were set up to prepare and implement the entire Programme: the SVC Commission and the SVC Steering Committee. The creation of two supervisory bodies ensures that there is close contact with universities, which is essential for the success of the Programme, and that the proposals submitted are given an impartial assessment by recognised specialists. Click here for the structure of the Swiss Virtual Campus shown in a separate window.

The main responsibilities of the institutions are as follows:

• Swiss University Conference (SUC)

Under the agreement between the Swiss government and the university cantons on collaboration in the university field, the SUC provides project-linked funds (Art. 6 Para. 1 Item b) and thus assumes responsibility for the Programme. It approves the Implementation Plan and appoints the members of the Steering Committee and its chair upon the proposal of the CRUS.

• Rector's Conference of the Swiss Universities (CRUS)

The development of online courses and their integration with university curricula are eminently academic areas. Together with the opportunity to strengthen the engagement of the rectorates at the local level through the creation of competence centres, it was deemed appropriate that the operational implementation of the SVC Programme at the national level should also come under the rectorates. This approach was approved by the CRUS, to which the operational implementation was entrusted as of 1 January 2004. The programme coordination office (administration) will be attached to the CRUS for administrative purposes, in the same way as it is now under the SUC. In addition, the CRUS ensures the link between the rectorates and the Programme, a function hitherto handled by the SVC Commission, which was wound up at the end of 2003.

• SVC Steering Committee

The Steering Committee is responsible for implementing the Programme. Its brief is as follows:

• • to carry out the Implementation Plan for 2004-2007
  • to define the qualitative criteria for project selection
  • to organize submissions for projects
  • to evaluate and select drafts and project applications for universities, and propose finance plans for them
  • to evaluate drafts and project applications for universities of applied sciences and forward them to the OPET
  • to monitor and support projects during their development phase
  • to define the mandates to support the Programme and the development of projects; it can decide to place mandates up to an amount of 50,000 francs per contract
  • to submit reports
  • to inform the public

The Steering Committee consists of 10 members, including the chair and two foreign experts. The State Secretariat for Education and Research SER (former Federal Office for Education and Science FOES), OPET, CRUS und SUC each delegate a permanent observer. Guests may be invited to take part in meetings.

The Committee may set up technical groups. It submits its financial proposals to the CRUS for the attention of the SUC.

• Coordination of the SVC Program

The main task of the SVC coordination office (administration) is to assist the Steering Committee in the performance of its duties and in securing the link with and between university competence centres. Its other tasks include:

responsibility for all matters pertaining to programme organization drafting of qualitative and financial reports budget preparation following up mandates and projects in cooperation with the Steering Committee Event organization.

• State Secretariat for Education and Research SER ( former Federal Office for Education and Science FOES)

The SER is responsible for credit management, auditing and reporting, and issues guidelines for this purpose.

• Federal Office for Professional Education and Technology (OPET) The OPET promotes the introduction of eLearning at the Universities of Applied Sciences. The OPET is also represented in the Steering Committee SVC.

• (26) Classify the e-learning support model as (a) hub (b) distributed (c) hub and spokes (d) complicated (e) non-existent. Comment on the choice.
• (27) Describe in more detail the structure for the e-learning operation and how it maps into the institutional structure.
• (28) 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.

Learning and Teaching processes

This has a focus on learning and teaching with other aspects viewed from this perspective.

Learning and teaching design and delivery

• (29) Describe how choice of pedagogies and technologies is made for a typical programme that is envisaged to include significant e-learning.
• (30) Describe what scope staff have at delivery stage to refine or in some cases override design decisions made earlier.

Learning and teaching development

This includes materials and IPR.

• (31) 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).
• (32) Of all e-learning content sourced from outside the institution, what fraction is OER? Use a scale of 1-5 with a comment.
• (33) 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.
• (34) 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).
• (35) What is the role of student-generated content in the institution's programmes? Use a scale of 1-5 with a comment.

Learning and teaching evaluation and quality

• (36) Describe the quality procedures (a) in general terms and (b) with respect to e-learning.
• (37) Describe the approach to evaluation of programmes (a) in general terms and (b) where such programmes have significant e-learning components.

• Evaluation of the impulse programme (2000-2003)

Au début du mois de janvier 2003, la Conférence Universitaire Suisse (CUS) a donné mandat au Centre de formation continue de l’Université de Berne (KWB) d’évaluer le programme d’impulsion „Campus Virtuel Suisse“ (CVS). Pour l’exécution de ce mandat, le KWB a travaillé en coopération avec l’Observatoire Science, Politique et Société (OSPS) de l’EPF de Lausanne, tout en assumant la responsabilité du projet.

A set of questions were used to structure the evaluation which took place over a period of sixteen months:

• What are the visions, the goals and objectives of the SVC programme according to its principal stakeholders? What are its expected effects and impacts?

• How do different stakeholders assess the relevance and coherence of the programme? How well do the objectives of the SVC reflect the structural and strategic needs and interests of the institutions concerned?

• What promotion strategies were adopted? What kind of projects were promoted?

• How are the implementation and management of the programme to be judged? What procedures and rules governed the realisation processes of the SVC and its projects? How well did they function?

• What are the most significant results, effects and impacts of the SVC programme? How well has the SVC programme met its objectives?

• How are SVC project results used? How well are they integrated in the curricula of participating institutions?

To address these evaluation questions the following methods and procedures have been applied:

• Analysis of SVC documents and online materials, as for example, SVC execution plan, calls for proposals series 1 and 2, project proposals, project reports, reports on e-site visits, websites of SVC and its projects etc.;

• Semi-structured interviews with 48 key persons and stakeholders of SVC (members of the SVC Steering Committee, the SVC Commission, representatives of the SUC, the federal offices concerned and of participating institutions);

• E-mail questionnaire to project leaders and coordinators (response rate: 50%);

• Review of the 2003 project reporting (24 intermediary and 13 final reports);

• Review of the 15 project submissions for maintenance support.

Meta Learning and Teaching processes

Communications

• (38) Describe how the institution communicates good practice in e-learning within itself, focussing on communications across internal boundaries.
• (39) Describe how the institution communicates its good practice in e-learning to organisations outside.
• (40) Describe how the institution communicates good practice in e-learning from outside organisations into its own organisation.
• (41) Describe recent occasions on which institutional leaders or managers have made presentations with significant reference to e-learning.

Value for money

• (42) Describe the annual planning procedure (a) in general and (b) how it handles e-learning aspects.
• (43) Describe the decision-making process for a typical academic programme, with particular reference to how e-learning aspects are handled.
• (44) Describe the decision-making process for a typical large IT project such as selection and installation of a new VLE.
• (45) Describe the approach to budget management with particular reference to the staff versus non-staff issues in budgeting for e-learning.
• (46) 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.

Staff

Teachers, lecturers, trainers and equivalent support roles

• (47) 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.
• (48) 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.
• (49) Describe the extent to which staff attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment.
• (50) Describe the way that the institution rewards and recognises staff with competence in e-learning, in (a) monetary and (b) non-monetary terms.

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.

• (51) Describe the approach to development of e-learning-related skills among (a) managers and (b) leaders.
• (52) 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.
• (53) 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.
• (54) 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).

Students

• (55) 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.
• (56) 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.
• (57) Describe the extent to which student attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment.
• (58) Describe the extent to which students understand the demands on them placed by e-learning systems (e.g. for assignment handling).
• (59) Describe the current approach to handling student plagiarism, both prevention strategies and detection strategies.
• (60) 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.

Technology

(61) 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

Plate-forme nationale (WebCT Vista) auprès de SWITCH: Comme une bonne partie des projets CVS est destinée au WebCT, une plate-forme nationale WebCT Vista a été créée auprès de SWITCH sur mandat du CVS. Celle-ci compte mille „seats“ dans un premier temps, disponibles pour les projets CVS correspondants. En fonction des résultats de cette première plate-forme, une sera, possiblement, ouverte.

• email or bulletin boards
• automated assessment
• Web 2.0 tools especially blogs, wikis and social networks oriented to the institution
• e-portfolios
• laptops - and comment on student ownership issues
• audio or video podcasting or streaming - and comment on student ownership issues
• mobile devices (not laptops) - and comment on student ownership issues

And finally:

• Provide a description of any other technologies with significant use in the institution.

Futures

A la demande du président du Comité de pilotage du Campus Virtuel Suisse (CVS), nous vous transmettons quelques informations sur la situation et l'état actuel de la négotiation concernant la réalisation d'un "service national de plateforme":

Le Comité de pilotage du CVS a soumis à la Conférence Générale (Conférence des Recteurs des Universités Suisses CRUS, Conférence Suisse des Hautes Écoles Spécialisées CSHES, Conférence Suisse des Recteurs des Hautes Écoles Pédagogiques CSHEP) la proposition qu'un service national de plateforme soit offert par SWITCH à partir de janvier 2008. Il est prévu que la plateforme WebCT Vista et une plateforme en logiciel libre soient hébergées. Une répartition du financement entre des contributions fédérales fixes et des frais d' exploitation variables en fonction du nombre d'utilisateurs doit permettre une utilisation peu onéreuse de l'offre. La CRUS, la CSHES et la CSHEP plaident pour la mise en place d'un service national de plateforme à partir de 2007 et recommandent à SWITCH de négocier avec le Comité de Pilotage du CVS pour réaliser l'hébergement et l'opérationnalisation des plateformes correspondantes. Le Comité de pilotage du CVS dispose de licences auprès de WebCT Vista jusqu'à la fin 2007 et négocie pour le moment avec SWITCH pour l'acquisition de licences à vie. Les négociations doivent être conclues entre WebCT, SWITCH et le Secrétariat d’Etat à l'éducation et à la recherche SER. La Conférence universitaire suisse CUS doit approuver formellement la décision. Nous espérons qu'une décision sera encore possible cette année. La fusion de WebCT et de Blackboard a peu d'influence sur le service de plateforme à court et à moyen terme. A long terme, une modification concernant les produits software est possible.

• (62) Describe the expected changes as they relate to e-learning within the institution's current strategic horizon (from the institution's strategy documents).
• (63) Describe any changes further downstream that the institution is now considering or concerned about.
• (64) Describe how the institution handles the foresight aspects of its operation with regard to e-learning.
• (65) Describe how the institution handles advanced development oriented to e-learning (e.g. by a "sandbox" lab, innovation centre, etc).
• (66) Describe how the institution analyses and takes into account present and future markets for its offerings.
• (67) Describe how the institution analyses and takes into account present and future competitor suppliers for its offerings.
• (68) 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).

References and reports

Add what you can.

Evaluation report of the impulse programme (2000-2003) - french version

http://www.virtualcampus.ch/docs/evaluation/Impulsprogramm_fr_total.pdf

Evaluation report of the consolidation programme (2004-2007) - French, German and English version

http://www.cus.ch/wDeutsch/publikationen/SVC/SVC-Evaluationsbericht-2004-07-online.pdf

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SVC- Lessons learned - impulse programme

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