VCSE Guidebook/Conclusions/Bibliography: Difference between revisions

Sydow, J. (1992). Strategische Netzwerke: Evolution und Organisation. Wiesbaden: Gabler.

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| '''Annex 1:''' ''Case studies on VCSE e-courses’ development''  

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|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 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.  

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* 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).

* 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.

* 6th International Conference Sustainable Development, Culture and Education, Eskisehir, Turkey (June 2008),  

* ECEL 2008, 7th European Conference on e-Learning, Cyprus (November 2008)