www.europace.org

the virtue of VirtUEthe virtue of VirtUEthe virtue of VirtUEthe virtue of VirtUE

the virtuethe virtue ofof VirtUEVirtUE

1. Role of the university - why ICT (1994)

2. VirtUE and the project (1996-1998)

3. What have we done since?

4. What happened since ?

5. What now : VirtuE x VirtUE!

4

Role of the university (1994)Role of the university (1994)

Higher education and knowledge society:

from exclusively diploma-oriented academic education (limited in time and target group)

to demand-based lifelong learning for all, in a context of international collaboration

5

University tasks (1994)University tasks (1994)

1. initial education: educating for lifelong learning on a professional level– learning to learn– foundations for the lifelong construction of

learning:basic principles/skills/attitudes

2. part-time students: dual mode university

3. research universities: training of researchers

6

University tasks (1994)University tasks (1994)

4. alumni : “diploma with a service contract”

5. industry and other sectors: (demand-based) training, learning support and knowledge transfer

6. society at large: scientific information and societal debate

7

the challenge (1994)the challenge (1994)

need for networking need for new learning environments

and tools

ICT

the virtue of VirtUEthe virtue of VirtUE

2.VirtUE and the project (1996-1998)

9

Virtual University = ?Virtual University = ?

An ICT-based university network supporting three educational functions:

• Virtual Campus• Flexible Open and Distance Learning• On-Demand Learning

10

Virtual CampusVirtual Campus

university direct interaction between these actors connection posssible

11

Virtual campus 1994-1999Virtual campus 1994-1999

• virtual Erasmus: (Humanities-project a.o.) -Human Rights and Cultural Diversity in Europe– EuroLiterature – European Environmental Law

• PhD-programs: (Gabriel-manual a.o.)– Chaos and complexity– Cosmology – Computer vision – Dynamic systems identification

with the support of the EU (SOCRATES a.o.)

12

Open and Distance LearningOpen and Distance Learning

University direct interaction between these actors Network Study Centre

13

open and distance learningopen and distance learning

“diploma with a service contract”:

-Advanced telecommunications (1996-2001): Flemish

interuniversity-inter industry course

–Information Technology (1997-2002): Flemish

interuniversity-inter industry course

–Pentalfa: refresher courses for medical doctors (specialists) (1998- )

Multipoint videoconferencing with web support

pentalfapentalfa

15

On-Demand LearningOn-Demand Learning

university direct interaction between these actors network company

16

learning on demandlearning on demand

Network of top experts, with potential for offering learning on demand (using exchangeable modular materials):

–“guided tour” State of the Art Computer Science(SOTACS 1998)

why did it evaporate?why did it evaporate?

1. Virtual Campus: not really integrated in curricula: no policy decision by universities

2. Open and distance learning: no permanent organisational structure (loose consortia)

3. Learning on demand: no business model

18

a Virta Virtual ual UUniversity for niversity for EEuropeurope

project to prepare the launch of a European Tertiary Education Network

• cooperation of regular /open universities and technology-telecom providers

• supported by TEN-TELECOM programme of DGXIII

• Duration: 1996 - 2004

19

network modelnetwork model

20

Options for deployment Options for deployment

core university– active participation to development

– investments: 300-600 kECU

– course production: 200-300 kECU

extension university– observative participation

– investments 150 kECU

– (course production: 150 kECU)

the virtue of VirtUEthe virtue of VirtUE

3.What have we done since?

1) implementation of VirtUE-conclusions

2) follow-up EU projects

22

Joint Academic NetworkJoint Academic Network

• course exchange • materials exchange• joint courses• credit transfer• curriculum design

23

24

Services NetworkServices Network

•technical services•contents management•course administration•student administration•information

www.europace.org

www.epyc.be

the virtue of VirtUEthe virtue of VirtUE

3.What have we done since?

1) implementation of VirtUE-conclusions

2) follow-up EU projects

netCAMPUSnetCAMPUS(Socrates Minerva 2001-2002)(Socrates Minerva 2001-2002)

Obstacles against a VirtUE:Obstacles against a VirtUE:-practical: languages, credit transfer, copyrights, quality -practical: languages, credit transfer, copyrights, quality

assurance….assurance….-attitudinal:against ODL, ICT, networking……………..-attitudinal:against ODL, ICT, networking……………..

Creative solutions, effective actions, pilotsCreative solutions, effective actions, pilots

2001-2003 project supported by EUA2001-2003 project supported by EUA

http://www.cevu.org

the virtue of VirtUEthe virtue of VirtUE

4.What happened since : Changes in the (academic) world:

• Introduction of ICT• Virtual Universities• eLearning and the EU Action Plan• Bologna

changes 1998-2004: ICTchanges 1998-2004: ICT1. ICT has been massively introduced in

higher education institutions (with LCMS and LMS-systems and central training and support )

2. This has not lead to paradigm shifts on the role of the university (six tasks): ICT taken over by traditional didactics

3. This has not (always) lead to innovation in learning, and not fostered VirtUE

31

Models of Technology and Change in Higher Education

An international comparative survey on the current and future use of ICT in Higher Education

Betty Collis, Marijk van der Wende

Wim de Boer, Petra Boezerooy, Gerard Gervedink Nijhuis

The New Educational Benefits of ICT in Higher Education Rotterdam, 2 September 2002

changes 1998-2004:virtual universitieschanges 1998-2004:virtual universities

-The UK e-university

-The Digital University of the Netherlands

-The Finnish Virtual University

-…………..

-The African Virtual University

(ref.”The Wanderstudent 2000”, Leuven, October 2000)

changes 1998-2004:e-learningchanges 1998-2004:e-learning

1.“e-learning” was boosted in industry (part of the “e-hype”)

2. “blended learning” is taking over

3. EU eLearning action plan: “ eLearning initiative” (2000-2003) “ eLearning programme” (2004-2006)

changes 1998-2004:e-learningchanges 1998-2004:e-learning

EU eLearning action plan:eLearning is “ the use of new multimedia technologies

and the Internet to improve the quality of learning by facilitating access to resources and services

as well as remote exchanges andcollaboration”

changes 1998-2004:e-learningchanges 1998-2004:e-learning

EU eLearning programme 2004-2006:

2.2.European Virtual Campuses:

• Virtual Mobility

• Learning support services

• Trans-European deployment strategies for virtual campuses

changes 1998-2004: Bolognachanges 1998-2004: Bologna

1. Several Bologna states have implemented major “BaMa” reforms in higher education

2. “Internationalisation” is a basic element in master curricula

3. New European university networks (master and PhD-level, research) are formed

5. And now VirtuE x VirtUE :5. And now VirtuE x VirtUE :

Virtual Erasmus

in a

Virtual University for Europe

38

A European area…..

• Bologna: « a European Higher Education Area »

• 6th Framework Programme: “ a European Research Area ”

• The Lisbon strategy 2010:“ the most competitive knowledge based area”

• Towards “ a European Virtual Higher Education Area ”?

Conclusion: VirtuE x VirtUEConclusion: VirtuE x VirtUE

Virtual Erasmus:

-Funding of virtual mobility student grants and joint courses (real action)-Creation of a virtual ECTS-scheme

in a Virtual University for Europe:

-Creation of Virtual Erasmus networks-Technical, logistic, administrative support and services by a central organisation