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Sydow, J. (1992). Strategische Netzwerke: Evolution und Organisation. Wiesbaden: Gabler.
Sydow, J. (1992). Strategische Netzwerke: Evolution und Organisation. Wiesbaden: Gabler.
===Annex 1:===
 
 
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| '''Annex 1:''' ''Case studies on VCSE e-courses’ development''  
| '''Annex 1:''' ''Case studies on VCSE e-courses’ development''  
|}
|}


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==Short Description of VCSE e-Courses==
VCSE-partner: LUE
VCSE-course: Syndromes of Global Change
Challenge / obstacle
to be faced:


The main challenge of designing the course was to translate an already existing blended-learning approach in an e-learning course. Thus, we had to find ways to support a highly interactive and collaborative phase of learning without meeting physically.
{| cellspacing="0" cellpadding="0" border="1"
Approach/ methodology / medium used:
| '''Short Description of VCSE e-Courses'''
 
|-
 
|'''VCSE-partner:'''
 
|'''LUE'''
 
|-
 
|'''VCSE e-course:'''
 
|'''Syndromes of Global Change'''
The basic idea behind the course is a focus on self dependent, self-directed learning with a social-constructivist approach. The main focus is on the support of the development of key competencies relevant for sustainability. Thus the course is offering:
|-
 
|'''Challenge / Obstacle to be faced:'''
Self-Directed Learning: The acquisition of competencies calls for autonomous and constructive learning processes, in which knowledge is actively developed in a self-directed manner. The aim is to stimulate learning processes in which students independently construct their own knowledge base.
|The main challenge of designing the course was to translate an already existing blended-learning approach in an e-learning course. Thus, we had to find ways to support a highly interactive and collaborative phase of learning without meeting physically.
Collaborative Learning: The acquisition of competencies takes place both as an individual and as a social act. With forms of collaborative learning, both cognitive and social-affective aspects are taken into account and an additional dimension of reflection is integrated.
|-
Problem-Oriented Learning: Traditional learning processes often face the problem of focusing only on factual knowledge which cannot be used for action in specific situations. A problem-oriented approach is especially suited to action-relevant procedural knowledge and skills.
|'''Approach/ methodology / medium used:'''
 
|The basic idea behind the course is a focus on self dependent, self-directed learning with a social-constructivist approach. The main focus is on the support of the development of key competencies relevant for sustainability. Thus the course is offering:
Achieved outcome / results:
* ''Self-Directed Learning:'' The acquisition of competencies calls for autonomous and constructive learning processes, in which knowledge is actively developed in a self-directed manner. The aim is to stimulate learning processes in which students independently construct their own knowledge base.
 
* ''Collaborative Learning:'' The acquisition of competencies takes place both as an individual and as a social act. With forms of collaborative learning, both cognitive and social-affective aspects are taken into account and an additional dimension of reflection is integrated.
The Syndrome Course has been evaluated, re-designed and implemented for the winter term 07/08, during which it ran with 18 students from all 5 partner-universities. In winter term 08/09 24 students participated.
* ''Problem-Oriented Learning:'' Traditional learning processes often face the problem of focusing only on factual knowledge which cannot be used for action in specific situations. A problem-oriented approach is especially suited to action-relevant procedural knowledge and skills.
Lessons learned / Recommendations for other virtual campuses:
|-
 
|'''Achieved outcome / results:'''
 
|The Syndrome Course has been evaluated, re-designed and implemented for the winter term 07/08, during which it ran with 18 students from all 5 partner-universities. In winter term 08/09 24 students participated.
The evaluation of the first run showed some aspects worthy of being recommended as well as other aspects that point to the need for further improvement:
|-
 
|'''Lessons learned / Recommendations for other virtual campuses:'''
 The introduction phase helped to minimize the drop-out and to familiarize the students with the different tools. In a next step this should be brought further with the integration of all tools (chat!)  into the work being done on group building processes.
|The evaluation of the first run showed some aspects worthy of being recommended as well as other aspects that point to the need for further improvement:
 Group building processes are crucial for the success of such a course. Here, a better support will be needed to encourage group building processes.
 The chance to communicate and collaborate synchronously should be further encouraged. Thus, beside the chat chat sessions, the integration of Skype conferences and whiteboard sections will be considered.
 
Food for thought / Challenges still to be met:
 
While the overall impression of the course is positive, the relatively low number of participants and the difficulties in collaboration processes will be the most important aspects to work on.


* The introduction phase helped to minimize the drop-out and to familiarize the students with the different tools. In a next step this should be brought further with the integration of all tools (chat!)  into the work being done on group building processes.
* Group building processes are crucial for the success of such a course. Here, a better support will be needed to encourage group building processes.
* The chance to communicate and collaborate synchronously should be further encouraged. Thus, beside the chat chat sessions, the integration of Skype conferences and whiteboard sections will be considered.
|-
|'''Food for thought / Challenges still to be met:'''
|While the overall impression of the course is positive, the relatively low number of participants and the difficulties in collaboration processes will be the most important aspects to work on.
|}




   
   


Short Description of VCSE e-Courses
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VCSE-partner: GRAZ
| '''Short Description of VCSE e-Courses'''
VCSE e-Course: Sustainable Spatial and Regional Development
|-
Challenge / obstacle
|'''VCSE-partner:'''
to be faced:
|'''GRAZ'''
|-
|'''VCSE e-course:'''
|'''Sustainable Spatial and Regional Development'''
|-
|'''Challenge / Obstacle to be faced:'''
|Thinking of the course design, we faced five major challenges:
*1.) How to combine theoretical knowledge input with suitable and useful activities to enhance learning output.
*2.) How to design the e-course in a way that would benefit both the learners and the teachers (e.g. not too much time and effort for the final result).
*3.) How to attract and keep students motivated despite the lack of personal contact.
*4.) How to design a course for students that come from a variety of academic backgrounds and levels.
*5.) How to produce learning material that is itself sustainable and can be re-used?
|-
|'''Approach/ methodology / medium used:'''
|The '''e-course “Sustainable Spatial and Regional Development”''' was offered by the Institute of Geography at the University of Graz.


The e-course is based on a combination of three '''learning theories''' in order to enhance the learning process, namely behaviourism (“know that”), cognitivism (“know how”) and constructivism (“know-in-action”).


With these learning theories in the background, we decided to focus on a '''methodological approach''' that combines '''problem-oriented''' as well as '''task-based learning'''. Learning outcomes are higher when students get actively involved right from the start by putting the knowledge acquired through the modules into practice by means of selected activities.


Thinking of the course design, we faced five major challenges:
Taking into account that the '''participants''' have a varying level of previously acquired knowledge in the field and have '''different''' academic '''backgrounds''', the selection of the contents, structure, learning technology and activities had to be made in a a careful and thorough manner.  
1.) How to combine theoretical knowledge input with suitable and useful activities to enhance learning output.
2.) How to design the e-course in a way that would benefit both the learners and the teachers (e.g. not too much time and effort for the final result).
3.) How to attract and keep students motivated despite the lack of personal contact.
4.) How to design a course for students that come from a variety of academic backgrounds and levels.  
5.) How to produce learning material that is itself sustainable and can be re-used?
Approach/ methodology / medium used:


'''Content:''' The course aimed at helping students to acquire knowledge on sustainability issues in regional development and planning, with a focal interest on the European perspective. Apart from a general introduction to sustainability, an insight into the history of planning as well as current developments in the field were given. The main didactical tool in this respect was that of case studies, giving examples of new developments and various sustainability approaches. The overall content of the course gives a future outlook on sustainable planning.


'''Course structure:''' The course is divided into '''ten modules''', each including the following parts:
* '''Information part''' (“know-that”): Presentation of theory and practical case study examples through a ''PowerPoint'' presentation (pdf download, visual only) and a ''PowerPoint'' video (wmf file download, audio-visual, spoken by Prof. Zimmermann). Students could also view the module objectives presented by Prof. Zimmermann in a short ''Introduction video'' and finally ''self-assess'' their knowledge. 
* Task-based part (“know-how”): Practical, task-based assignments, mainly worked on individually by students and related to the contents of the module
* '''Communicative part (“know-in-action”):''' Support and exchange of ideas through communicative activities, e.g. ''forum, chat''.


'''Learning technology:''' We worked with the VCSE learning platform '''Moodle'''. This offers a variety of features and educational tools useful for virtual courses as well as appropriate for the objective of this particular e-course (e.g., resources, forum, glossary, grading function, administration block, etc.)
Apart form the online tools, we decided to use the medium of '''videos''' to make the contents more accessible to different learning types.


'''Task-based assignments:''' There were 9 activities in the context of which students had to do research and thus develop selective research skills (e.g., Case Study Research), practice their critical thinking and problem-solving skills (e.g. waterfront design) as well as enhance self-directed learning skills.


 
'''Communicative activities:''' These were achieved through a forum discussion in which students were encouraged to post and reply to comments.  
The e-course “Sustainable Spatial and Regional Development” was offered by the Institute of Geography at the University of Graz.
 
The e-course is based on a combination of three learning theories in order to enhance the learning process, namely behaviourism (“know that”), cognitivism (“know how”) and constructivism (“know-in-action”).
 
With these learning theories in the background, we decided to focus on a methodological approach that combines problem-oriented as well as task-based learning. Learning outcomes are higher when students get actively involved right from the start by putting the knowledge acquired through the modules into practice by means of selected activities.
 
Taking into account that the participants have a varying level of previously acquired knowledge in the field and have different academic backgrounds, the selection of the contents, structure, learning technology and activities had to be made in a a careful and thorough manner.
 
Content: The course aimed at helping students to acquire knowledge on sustainability issues in regional development and planning, with a focal interest on the European perspective. Apart from a general introduction to sustainability, an insight into the history of planning as well as current developments in the field were given. The main didactical tool in this respect was that of case studies, giving examples of new developments and various sustainability approaches. The overall content of the course gives a future outlook on sustainable planning.
 
Course structure: The course is divided into ten modules, each including the following parts:
• Information part (“know-that”): Presentation of theory and practical case study examples through a PowerPoint presentation (pdf download, visual only) and a PowerPoint video (wmf file download, audio-visual, spoken by Prof. Zimmermann). Students could also view the module objectives presented by Prof. Zimmermann in a short Introduction video and finally self-assess their knowledge. 
• Task-based part (“know-how”): Practical, task-based assignments, mainly worked on individually by students and related to the contents of the module
• Communicative part (“know-in-action”): Support and exchange of ideas through communicative activities, e.g. forum, chat.
 
Learning technology: We worked with the VCSE learning platform Moodle. This offers a variety of features and educational tools useful for virtual courses as well as appropriate for the objective of this particular e-course (e.g., resources, forum, glossary, grading function, administration block, etc.)
Apart form the online tools, we decided to use the medium of videos to make the contents more accessible to different learning types.
 
Task-based assignments: There were 9 activities in the context of which students had to do research and thus develop selective research skills (e.g., Case Study Research), practice their critical thinking and problem-solving skills (e.g. waterfront design) as well as enhance self-directed learning skills.
 
Communicative activities: These were achieved through a forum discussion in which students were encouraged to post and reply to comments.  
Furthermore, there was a general course forum aimed at general, administrative questions. The chat was considered to be a weekly opportunity to discuss results of assignments and ask questions related to the course as such and to its contents.  
Furthermore, there was a general course forum aimed at general, administrative questions. The chat was considered to be a weekly opportunity to discuss results of assignments and ask questions related to the course as such and to its contents.  


Assessment: This was based on the assignments within each, module as well as on two exams (middle and end of term) which consisted of 25 multiple-choice questions each, testing the students’ basic knowledge of the module’s content. Thus, both theoretical and practical issues were assessed.
'''Assessment:''' This was based on the assignments within each, module as well as on two exams (middle and end of term) which consisted of 25 multiple-choice questions each, testing the students’ basic knowledge of the module’s content. Thus, both theoretical and practical issues were assessed.
Achieved outcome / results:
|-
 
|'''Achieved outcome / results:'''
 
|
 
The achieved results were exceptionally satisfying for both students and e-tutors. 7 out of the 9 students who participated actually completed the course, with two students dropping out in the first half of the term. The overall performance of the students who completed the course was good and they got very good grades. Most of the submitted tasks showed a high level of critical thinking and corresponded to the requirements that were set in the task descriptions. The students in general showed a good level of self-directed learning, handing in the assignments within set deadlines and participating well.
The achieved results were exceptionally satisfying for both students and e-tutors. 7 out of the 9 students who participated actually completed the course, with two students dropping out in the first half of the term. The overall performance of the students who completed the course was good and they got very good grades. Most of the submitted tasks showed a high level of critical thinking and corresponded to the requirements that were set in the task descriptions. The students in general showed a good level of self-directed learning, handing in the assignments within set deadlines and participating well.
The only drawback recorded was the chat participation. It was not compulsory to take part in chat sessions and after a couple of weeks the interest in participating was not satisfying. This could also be due to the fact that the chat sessions had the form of ‘office hours’ where questions about the course could be directly discussed with Prof. Zimmermann; non-participation can be either seen negatively, as a dysfunctional aspect or positively, as an indication that there were no questions to be asked and everything worked well.
The only drawback recorded was the chat participation. It was not compulsory to take part in chat sessions and after a couple of weeks the interest in participating was not satisfying. This could also be due to the fact that the chat sessions had the form of ‘office hours’ where questions about the course could be directly discussed with Prof. Zimmermann; non-participation can be either seen negatively, as a dysfunctional aspect or positively, as an indication that there were no questions to be asked and everything worked well.
Lessons learned / Recommendations for other virtual campuses:
|-
 
|'''Lessons learned / Recommendations for other virtual campuses:'''
 
|
Despite the fact that the course concept worked well for our first run, we still have to intensify our focus on using more collaborative activities and integrating the previously acquired knowledge and inter-cultural background of the participants into the course. We have also learnt that the production of videos and other material is a very time-intensive task and requires a lot of skill on the part of the teacher; as it is hardly possible to do all that as an individual, the teacher needs the support of a team. However, the “recycling effect” of the course is very important in our opinion. The opportunity to re-use at least parts of the material produced as well as the methodological concept makes a virtual setting like this worth the effort that is put into it.  
Despite the fact that the course concept worked well for our first run, we still have to intensify our focus on using more collaborative activities and integrating the previously acquired knowledge and inter-cultural background of the participants into the course. We have also learnt that the production of videos and other material is a very time-intensive task and requires a lot of skill on the part of the teacher; as it is hardly possible to do all that as an individual, the teacher needs the support of a team. However, the “recycling effect” of the course is very important in our opinion. The opportunity to re-use at least parts of the material produced as well as the methodological concept makes a virtual setting like this worth the effort that is put into it.  


Our experience allows us to recommend the additional use of short video presentations to the other virtual campuses, as the students seem to react positively to them.   
Our experience allows us to recommend the additional use of short video presentations to the other virtual campuses, as the students seem to react positively to them.   


We have also noticed that the results of the assignments vary in success depending on the quality of the assignment descriptions. Our pre-testing of the descriptions with the students in our test course worked out very well.
We have also noticed that the results of the assignments vary in success depending on the quality of the assignment descriptions. Our pre-testing of the descriptions with the students in our test course worked out very well.
Food for thought / Challenges still to be met:
|-
 
|'''Food for thought / Challenges still to be met:'''
In overall, we are satisfied with the course outcomes as we were able to see that the original concept worked out well for our course objectives. However, we still have to face some challenges for the future running of the course, such as:  
|In overall, we are satisfied with the course outcomes as we were able to see that the original concept worked out well for our course objectives. However, we still have to face some challenges for the future running of the course, such as:  
• building in more collaborative and communicative activities  
* building in more collaborative and communicative activities  
• considering more systematically the cultural and academic backgrounds of the participants for the purpose of enhancing learning  
* considering more systematically the cultural and academic backgrounds of the participants for the purpose of enhancing learning  
• upgrading the quality of the videos (e.g., refining the quality of sound, adding tables of contents, improving the file type for download, using iPod format)  
* upgrading the quality of the videos (e.g., refining the quality of sound, adding tables of contents, improving the file type for download, using iPod format)  
 
|}




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Short Description of VCSE e-Courses
VCSE-partner: CUEC
VCSE e-Course: Multiple Approaches to Globalisation and Sustainable Development
Challenge / obstacles
to be faced:
The traditionally taught blended learning Czech course “Globalisation and Global Sustainability Issues” was extended to the fully electronic version so as to be applicable in a more diverse international environment; this change entailed a range of challenges/obstacles in terms of our having to:
• identify some general learning outcomes of real benefit to all (as we knew very little about our prospective students during the planning of the course )
• specify the course objectives so that  students with diverse academic and cultural backgrounds could identify with, thus being inspired to put real effort into their work
• define the “added value” of the course in terms of a manageable amount of knowledge and skills
• provide not only not only a theoretical focus on a certain (sustainability oriented) direction, but also “material” that would allow our students to critically weigh different perspectives (which would be extremely useful  as a basis for a productive exchange of knowledge and ideas among students with diverse backgrounds)
• find a way to contribute to the VCSE project as a whole through the common knowledge base
• provide the necessary feedback regarding those parameters and options that are “working” in the common virtual setting by means of a proper evaluation
• develop an  appropriate formal structure that would ensure continuous contact with the students (so that they do not lose orientation in the virtual work environment  but also not feel as being under constant supervision.
Approach/ methodology / medium used:




{| cellspacing="0" cellpadding="0" border="1"
| '''Short Description of VCSE e-Courses'''
|-
|'''VCSE-partner:'''
|'''CUEC'''
|-
|'''VCSE e-course:'''
|'''Multiple Approaches to Globalisation and Sustainable '''
|-
|'''Challenge / Obstacle to be faced:'''
|The traditionally taught blended learning Czech course “Globalisation and Global Sustainability Issues” was extended to the fully electronic version so as to be applicable in a more diverse international environment; this change entailed a range of challenges/obstacles in terms of our having to:
* identify some general learning outcomes of real benefit to all (as we knew very little about our prospective students during the planning of the course )
* specify the course objectives so that  students with diverse academic and cultural backgrounds could identify with, thus being inspired to put real effort into their work
* define the “added value” of the course in terms of a manageable amount of knowledge and skills
* provide not only not only a theoretical focus on a certain (sustainability oriented) direction, but also “material” that would allow our students to critically weigh different perspectives (which would be extremely useful  as a basis for a productive exchange of knowledge and ideas among students with diverse backgrounds)
* find a way to contribute to the VCSE project as a whole through the common knowledge base
* provide the necessary feedback regarding those parameters and options that are “working” in the common virtual setting by means of a proper evaluation
* develop an  appropriate formal structure that would ensure continuous contact with the students (so that they do not lose orientation in the virtual work environment  but also not feel as being under constant supervision.
|-
|'''Approach/ methodology / medium used:'''
|The multi-disciplinary e-learning course has a twofold objective: 1) to develop the students’ capacity for critical thinking in exploring the complex reality of the globalised world, as well as their ability to work in a heterogeneous environment 2) to foster the development of powerful skills, crucial for everyone in an academic environment and beyond, such as clarity in the presentation of ideas, structured argumentation and critical analysis of texts. Students choose a particular area of interest which serves as a background for the completion of specific assignments aimed to develop critical and writing skills. The learning environment supports the cooperation of students in exchanging ideas on global problems or case studies.
'''Summary of pedagogical objectives'''


The course is grounded in constructivist approaches: active learning is used to meet the pedagogical objective of developing critical thinking. At the same time, the work of the students is ultimately translated into a ‘tangible’ and practical learning-tool –a Wikipedia educational resource– that may serve as a common knowledge base and resource for future students and other members of the academic community.
'''Teaching method:'''


The multi-disciplinary e-learning course has a twofold objective: 1) to develop the students’ capacity for critical thinking in exploring the complex reality of the globalised world, as well as their ability to work in a heterogeneous environment 2) to foster the development of powerful skills, crucial for everyone in an academic environment and beyond, such as clarity in the presentation of ideas, structured argumentation and critical analysis of texts. Students choose a particular area of interest which serves as a background for the completion of specific assignments aimed to develop critical and writing skills. The learning environment supports the cooperation of students in exchanging ideas on global problems or case studies.
Summary of pedagogical objectives
The course is grounded in constructivist approaches: active learning is used to meet the pedagogical objective of developing critical thinking. At the same time, the work of the students is ultimately translated into a ‘tangible’ and practical learning-tool –a Wikipedia educational resource– that may serve as a common knowledge base and resource for future students and other members of the academic community.
Teaching method:
The course leads step by step from 1) reflecting on texts, 2) to the reconstruction of texts, 3) to the more advanced and comprehensive ability to make an original contribution to the theme of the texts, while meeting basic academic demands. In each step, skills in formal procedures of scientific writing are taught and students build a sense of confidence in coping with complex issues  
The course leads step by step from 1) reflecting on texts, 2) to the reconstruction of texts, 3) to the more advanced and comprehensive ability to make an original contribution to the theme of the texts, while meeting basic academic demands. In each step, skills in formal procedures of scientific writing are taught and students build a sense of confidence in coping with complex issues  
The teaching method involves the thorough preparation of course materials (learning materials such as course texts, the Moodle learning environment and the students’ Wiki space) and proper guidance in a sequence of simple tasks. This assistance provides the students with an opportunity to concentrate on tasks that require a “higher order of thinking” in terms of the analysis of the contents and qualities of the texts studied, which leads them to the first experience necessary for their own writing.
The teaching method involves the thorough preparation of course materials (learning materials such as course texts, the Moodle learning environment and the students’ Wiki space) and proper guidance in a sequence of simple tasks. This assistance provides the students with an opportunity to concentrate on tasks that require a “higher order of thinking” in terms of the analysis of the contents and qualities of the texts studied, which leads them to the first experience necessary for their own writing.
Technology:
The e-learning modules are based on a combination of 2 electronic environments. In the Moodle version, students receive basic instructions, they study online resources and get guidance for developing ICT competences, they communicate with teachers and other students, they deliver their assignments and receive assessment results. They are also provided with texts that are focused on problems of Globalisation from various disciplinary perspectives.
In the common Students’ Wiki Space they are required to contribute to their chosen topic through their assignments - here they are able to continuously develop and improve the text collaboratively (with the teacher and other students), see the progress in History and discuss the content.
Achieved outcome / results:


'''Technology:'''


 
The e-learning modules are based on a combination of 2 electronic environments. In the Moodle version, students receive basic instructions, they study online resources and get guidance for developing ICT competences, they communicate with teachers and other students, they deliver their assignments and receive assessment results. They are also provided with texts that are focused on problems of Globalisation from various disciplinary perspectives.
As a result, the students produce an article that is prepared so as to merit publication. During the course, students are expected to go through a peer review process which enhances their writing and publication skills. In our course, the final article produced was reviewed by experts in a given field and it was then rewritten so as to feed the requirements of some reviewed journal. It had a very up-to-date topic on Gender issues in a post-communist country (Slovenia).
In the '''common Students’''' Wiki Space they are required to contribute to their chosen topic through their assignments - here they are able to continuously develop and improve the text collaboratively (with the teacher and other students), see the progress in History and discuss the content.
Lessons learned / Recommendations for other virtual campuses:
|-
 
|'''Achieved outcome / results:'''
 
|As a result, the students produce an article that is prepared so as to merit publication. During the course, students are expected to go through a peer review process which enhances their writing and publication skills. In our course, the final article produced was reviewed by experts in a given field and it was then rewritten so as to feed the requirements of some reviewed journal. It had a very up-to-date topic on Gender issues in a post-communist country (Slovenia).
Concerning content, the virtual environment is supportive for the understanding of complex issues as it gives access to diverse resources and offers the possibility to interrelate and reflect on different information.
|-
|'''Lessons learned / Recommendations for other virtual campuses:'''
|Concerning content, the virtual environment is supportive for the understanding of complex issues as it gives access to diverse resources and offers the possibility to interrelate and reflect on different information.
Concerning the teaching method, e-learning provides an opportunity to fulfill pedagogical objectives appropriate at a university level –develop knowledge independently by researching relevant resources and working with texts and materials in a process of reflecting on and re-formulating ideas, developing and refining them by their own contribution. That is a core academic skill which often is not practiced in the context of the university curriculum.
Concerning the teaching method, e-learning provides an opportunity to fulfill pedagogical objectives appropriate at a university level –develop knowledge independently by researching relevant resources and working with texts and materials in a process of reflecting on and re-formulating ideas, developing and refining them by their own contribution. That is a core academic skill which often is not practiced in the context of the university curriculum.
The first run of the course was positively evaluated, but the workload was heavier than anticipated. Over the summer we re-developed the course to lighten the workload. One issue we faced was how to “teach” Globalisation. Introducing the issue through disciplinary perspectives to students who may be absolutely unfamiliar with most of those disciplines, and then asking them to work with this approach is too much of a challenge for them. In the future run of the course we will concentrate on a more “user friendly” approach and understanding of the different aspects of the Globalisation process (other than the one offered by disciplinary approaches) and we will also provide an opportunity to introduce personal experience with its consequences (a good starting point for students discussion and for the purpose of familiarizing the students with qualitative research). Writing skills (structure, clear argumentation, evaluation of resources, proper citation etc.) will remain a strong component of the course.  
The first run of the course was positively evaluated, but the workload was heavier than anticipated. Over the summer we re-developed the course to lighten the workload. One issue we faced was how to “teach” Globalisation. Introducing the issue through disciplinary perspectives to students who may be absolutely unfamiliar with most of those disciplines, and then asking them to work with this approach is too much of a challenge for them. In the future run of the course we will concentrate on a more “user friendly” approach and understanding of the different aspects of the Globalisation process (other than the one offered by disciplinary approaches) and we will also provide an opportunity to introduce personal experience with its consequences (a good starting point for students discussion and for the purpose of familiarizing the students with qualitative research). Writing skills (structure, clear argumentation, evaluation of resources, proper citation etc.) will remain a strong component of the course.  
The course used the Wiki strategy and students were encouraged to start building their own Wiki Space – see http://stary.czp.cuni.cz/vcsewiki/index.php/Student_area. It was a relatively easy task for them with a visible outcome so that the students feel that their work is not wasted but will serve in future runs of the course.
The course used the '''Wiki strategy and students were encouraged to start building their own Wiki Space – see http://stary.czp.cuni.cz/vcsewiki/index.php/Student_area. It was a relatively easy task for them with a visible outcome so that the students feel that their work is not wasted but will serve in future runs of the course.'''
Our proposal is to promote the building of such Wiki spaces through the other VCSE courses – thus we will create a common “knowledge base” where students will be able to share the results of the work being done in other courses.
Our proposal is to promote the building of such Wiki spaces through the other VCSE courses – thus we will create a '''common “knowledge base” '''where students will be able to share the results of the work being done in other courses.
|-
|'''Food for thought / Challenges still to be met:'''
|In the process of assessing the course as a whole, we are considering the following issues:


Food for thought / Challenges still to be met:
* Should we make the course comparable to or compatible with other VCSE courses? And if so, how?
* How do we assess students with varying backgrounds and levels of knowledge so that they are not discouraged by very mild/hard criteria?
* What level of complexity should we require in our tasks: to which detail should we explain each skill we require the students to develop though their assignments?
* '''If partners''' work collaboratively on '''a''' common Students’ Wiki Space, there will arise numerous questions such as who will guarantee quality and compatibility of texts, what will the format for the discussion among students across borders of different courses be etc.
|}


In the process of assessing the course as a whole, we are considering the following issues:


• Should we make the course comparable to or compatible with other VCSE courses? And if so, how?
{| cellspacing="0" cellpadding="0" border="1"
• How do we assess students with varying backgrounds and levels of knowledge so that they are not discouraged by very mild/hard criteria?
| '''Annex 2:''' ''VCSE Dissemination activities''
• What level of complexity should we require in our tasks: to which detail should we explain each skill we require the students to develop though their assignments?
|}
• If partners work collaboratively on a common Students’ Wiki Space, there will arise numerous questions such as who will guarantee quality and compatibility of texts, what will the format for the discussion among students across borders of different courses be etc.


Annex 2: VCSE Dissemination activities


1. Project website
'''1. Project website'''
www.vcse.eu  
http://www.vcse.eu  


2. Publications (conference proceedings, journals, books; printed and/or online)  
'''2. Publications''' (conference proceedings, journals, books; printed and/or online)  


* VCSE e-learning case study is included in the UNECE Strategy for education for SD – database of case studies developed by the Expert Group on Indicators (more information at: http://www.unece.org/env/esd/SC.EGI.htm).
* VCSE e-learning case study is included in the UNECE Strategy for education for SD – database of case studies developed by the Expert Group on Indicators (more information at: http://www.unece.org/env/esd/SC.EGI.htm).
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3. Conferences and symposiums (national, international)
'''3. Conferences and symposiums (national, international)'''


* Two parallel national Eco Forums during the “Thessaloniki International Fair (HELEXPO)”: (a) The Eco Forum (Local/regional authorities and Environment) and (b) Eco2 Forum (Business and Environment), between 7-9/09/2008 in Thessaloniki.
* Two parallel national Eco Forums during the “Thessaloniki International Fair (HELEXPO)”: (a) The Eco Forum (Local/regional authorities and Environment) and (b) Eco2 Forum (Business and Environment), between 7-9/09/2008 in Thessaloniki.
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* 6th International Conference Sustainable Development, Culture and Education, Eskisehir, Turkey (June 2008),  
* 6th International Conference Sustainable Development, Culture and Education, Eskisehir, Turkey (June 2008),  
* ECEL 2008, 7th European Conference on e-Learning, Cyprus (November 2008)
* ECEL 2008, 7th European Conference on e-Learning, Cyprus (November 2008)
'''4. Networks''' (mailings; informal ptp contacts, discussions, meetings, e-newsletter, incl. Best Practice Guidebook)
* EADTU (Task Force on Sustainable Development)
* DHO (Dutch Foundation for Sustainability in Higher Education)
* EVS-partners
* Informal professional networks
* NUN AG (North German University Network)
* AG Hochschule, UNESCO Decade
* Prague University Co-operation Agreement to Introduce and Conduct Sustainable Development and Environmental Studies (network of 5 Prague-based Universities)
* Forum for University Teachers of Environmental Education
* International Sustainable Campus Network
* Charles University – faculties and Erasmus service
* Oikos
* Regional Centres of Expertise
'''5. On-site workshops''' (also on VCSE-universities)
Nine (9) materialized already and more planned to take place during 2008-2009. As a result as the on-site demonstration workshops six highly motivated invited universities attended the VCSE CDWs and subsequently joined in or expressed their interest to join the VCSE Network. More specifically:
* Universities of Antwerp, Belgium
* University of Leuven, Belgium
* Prague Universities Agreement on Cooperation in Sustainable Development, Czech Republic
* University of Oldenburg, Germany
* University of Santiago de Compostela
* University of Bremen, Germany
* University of Potsdam, Germany
* Forum for University teachers for Sustainable Development
* Sustainable Development 2008 conference (EESD) (September 2008)
Furthermore, the future on-site demonstration workshops are due to take place at the following universities/networks:
* University of Amsterdam, Dutch Network for Higher Education and Sustainable Development (DHO), the Netherlands
* Technical University of Hamburg, Germany
* Aristotle University of Thessaloniki, Greece
* Open University of Greece, Patras, Greece
* Aegean University, Lesvos, Greece
* Technical University of Graz, Austria
[[Category:VCSE Guidebook]]
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