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VCSE Guidebook/Conclusions/Bibliography: Difference between revisions
VCSE Guidebook/Conclusions/Bibliography (view source)
Revision as of 10:41, 6 June 2009
, 10:41, 6 June 2009→Annex 1:
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*(6) To investigate the use of a web based tool that supports group dialogue mapping (as an alternative for electronic group discussion boards). | *(6) To investigate the use of a web based tool that supports group dialogue mapping (as an alternative for electronic group discussion boards). | ||
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The Moodle learning management system provided the platform (and the limitations) for the learning environment and management. The use of an open source program was representative of the philosophy of the free access characterizing the VCSE project. | The Moodle learning management system provided the platform (and the limitations) for the learning environment and management. The use of an open source program was representative of the philosophy of the free access characterizing the VCSE project. | ||
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''General'' | ''General'' | ||
The foreseen outcomes for the successful student participants were: | The foreseen outcomes for the successful student participants were: | ||
* To understand the basic concepts of sustainable development and critically evaluate the arguments for and against business sustainability; | * To understand the basic concepts of sustainable development and critically evaluate the arguments for and against business sustainability; | ||
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The result was quite ‘catchy’ since it provided attractive, alternative and integrated ways of gaining knowledge on specialized, highly demanding topics in a scientific, yet plain way. The step-structure of the material delivered allowed each student to adjust his/her approach to the depth preferred. So one could restrict oneself in reading just the basics on a topic or proceed to an in-depth wider understanding of the issues involved in it. | The result was quite ‘catchy’ since it provided attractive, alternative and integrated ways of gaining knowledge on specialized, highly demanding topics in a scientific, yet plain way. The step-structure of the material delivered allowed each student to adjust his/her approach to the depth preferred. So one could restrict oneself in reading just the basics on a topic or proceed to an in-depth wider understanding of the issues involved in it. | ||
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'''Lessons learned / Recommendations for other virtual campuses:''' | '''Lessons learned / Recommendations for other virtual campuses:''' | ||
|''General'' | |''General'' | ||
The Scientific Team of CORSUS considers that they have been rather over-optimistic in their original expectations, thus they are planning to re-design CORSUS in a more simplified manner. Even though the CORSUS educational material comprises a very extensive compilation of high quality academic reference material, most of the participating students were intimidated by the academic articles on environmental economics (including demanding statistical data and mathematics). | The Scientific Team of CORSUS considers that they have been rather over-optimistic in their original expectations, thus they are planning to re-design CORSUS in a more simplified manner. Even though the CORSUS educational material comprises a very extensive compilation of high quality academic reference material, most of the participating students were intimidated by the academic articles on environmental economics (including demanding statistical data and mathematics). | ||
''Specific'' | ''Specific'' | ||
* The application of Internet examination in specific dates. Although the learning process should not be dependent on the location of the students, they still should have to consider certain inflexibilities in the way they organize their reading programme. | * The application of Internet examination in specific dates. Although the learning process should not be dependent on the location of the students, they still should have to consider certain inflexibilities in the way they organize their reading programme. | ||
* The enrichment of the course offered with further media accessible through the Internet that can be delivered in portable devices such as i-pod or mobile phones. In the first phase, the design emphasis went on the collection of free available tools and documents and on the original writing of articles and cases for the students. In the second phase, further elaboration on the extent and quality of the content should –and will– take place. | * The enrichment of the course offered with further media accessible through the Internet that can be delivered in portable devices such as i-pod or mobile phones. In the first phase, the design emphasis went on the collection of free available tools and documents and on the original writing of articles and cases for the students. In the second phase, further elaboration on the extent and quality of the content should –and will– take place. | ||
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'''Food for thought / Challenges still to be met:''' | '''Food for thought / Challenges still to be met:''' | ||
|The main challenge of the next run of CORSUS will be to find the “golden compromise” between pure academic knowledge and appealing transferable know-how for beginners. | |||
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==Short Description of VCSE e-Courses== | ==Short Description of VCSE e-Courses== | ||