VCSE Guidebook/Conclusions/Bibliography: Difference between revisions
VCSE Guidebook/Conclusions/Bibliography (view source)
Revision as of 10:23, 6 June 2009
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|'''Lessons learned / Recommendations for other virtual campuses:''' | |'''Lessons learned / Recommendations for other virtual campuses:''' | ||
|Strengths of the EVS course design: | |Strengths of the EVS course design: | ||
c. The overall aim to foster a dialogue between geographically dispersed heterogeneous student teams on sustainability issues in Europe, triggering collaboration between students in an international context, and the need of cooperation between universities, as well as the use of modern ICT and the Internet. | *c. The overall aim to foster a dialogue between geographically dispersed heterogeneous student teams on sustainability issues in Europe, triggering collaboration between students in an international context, and the need of cooperation between universities, as well as the use of modern ICT and the Internet. | ||
d. Corner-stones for the organizational model of the EVS are the principles of subsidiarity and interdependency. | *d. Corner-stones for the organizational model of the EVS are the principles of subsidiarity and interdependency. | ||
e. The EVS is well-structured into different stages, with clear tasks, roles and deadlines. | *e. The EVS is well-structured into different stages, with clear tasks, roles and deadlines. | ||
f. Commitment of staff involved, gathering from each EVS run more experience and skills in e-learning in an international context. | *f. Commitment of staff involved, gathering from each EVS run more experience and skills in e-learning in an international context. | ||
Weaknesses of the EVS course design: | Weaknesses of the EVS course design: | ||
g. The learning process of the EVS is highly dependent on the quality of individual students and their collaboration. | *g. The learning process of the EVS is highly dependent on the quality of individual students and their collaboration. | ||
h. The EVS course is not integrated into the educational program of all participating universities (which may have negative effects in terms of institutional commitment, credit points for students, attracting students, etc.). | *h. The EVS course is not integrated into the educational program of all participating universities (which may have negative effects in terms of institutional commitment, credit points for students, attracting students, etc.). | ||
i. Despite a clear list of requirements for the participation of students in the EVS, experience has shown that the experience has shown that that sometimes students are enrolled but do not even start following the course. | *i. Despite a clear list of requirements for the participation of students in the EVS, experience has shown that the experience has shown that that sometimes students are enrolled but do not even start following the course. | ||
j. The EVS learning platform ‘Blackboard’ does not support the social dimension of group processes, and lacks a tool for the mapping of group dialogue. | *j. The EVS learning platform ‘Blackboard’ does not support the social dimension of group processes, and lacks a tool for the mapping of group dialogue. | ||
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Food for thought / Challenges still to be met: | |'''Food for thought / Challenges still to be met:''' | ||
Improvements to realize: | Improvements to realize: | ||
(3) More partner universities (and students) from different European countries to strengthen the international dimension of EVS. | (3) More partner universities (and students) from different European countries to strengthen the international dimension of EVS. | ||