VCSE Guidebook/Enlargement of the Virtual Campus for a Sustainable Europe/Promotional framework and communication strategy/“Active” communication strategy: VCSE Central Demonstration Workshops: Difference between revisions

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VCSE Guidebook/Enlargement of the Virtual Campus for a Sustainable Europe/Promotional framework and communication strategy/“Active” communication strategy: VCSE Central Demonstration Workshops (view source)

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An “active” communication strategy refers to specific efforts to research, target and engage particular individuals and institutions. This is demanding in that the following steps are required:
An “active” communication strategy refers to specific efforts to research, target and engage particular individuals and institutions. This is demanding in that the following steps are required:


1. Extensive desk research is required to find suitable potential partners who are motivated to participate actively in the grass-roots activities of VCSE. Through experience during the project, partners evolved criteria for whom to target. The potential partners should:
* (1.) Extensive desk research is required to find suitable potential partners who are motivated to participate actively in the grass-roots activities of VCSE. Through experience during the project, partners evolved criteria for whom to target. The potential partners should:
* be actively involved in developing and/or teaching of courses in the area of environment and SD;
** be actively involved in developing and/or teaching of courses in the area of environment and SD;
* have an active interest in e-learning;
** have an active interest in e-learning;
* be keen on giving their students the opportunity of international experience through virtual mobility;
** be keen on giving their students the opportunity of international experience through virtual mobility;
* be, if not directly involved in teaching, in a strong enough position to function as an intermediary to promote the VCSE ideas in their home institution  
** be, if not directly involved in teaching, in a strong enough position to function as an intermediary to promote the VCSE ideas in their home institution  
* be willing to collaborate on a quid-pro-quo basis, without substantial external funding;
** be willing to collaborate on a quid-pro-quo basis, without substantial external funding;
* be flexible with regards to the formal arrangements needed for international collaboration in education;
** be flexible with regards to the formal arrangements needed for international collaboration in education;
* have the potential to offer e-learning courses in English-language that represent a meaningful addition to the current collection of VCSE-courses in terms of knowledge (topics) and/or competences;
** have the potential to offer e-learning courses in English-language that represent a meaningful addition to the current collection of VCSE-courses in terms of knowledge (topics) and/or competences;
* represent countries or regions not yet included in the VCSE, so as to culturally diversify VCSE.
** represent countries or regions not yet included in the VCSE, so as to culturally diversify VCSE.


2. Tailoring information to specific interests to engage the potential partner’s interest to improve the chances of their accepting an invitation to a Central Demonstration Workshop
*(2.) Tailoring information to specific interests to engage the potential partner’s interest to improve the chances of their accepting an invitation to a Central Demonstration Workshop


3. Engagement and follow-up to retain enthusiasm and encourage a commitment to the project
*(3.) Engagement and follow-up to retain enthusiasm and encourage a commitment to the project


One of the major tools for the enlargement of the VCSE was the development of Central Demonstration Workshops. These were conceived as an opportunity to bring together targeted individuals who would have an interest in the VCSE activities. The objective was to not only present the VCSE, but also give workshop participants a “hands on” experience by giving them access to the on-line courses during the workshop. The main “ingredients” of the Central Demonstration Workshops (CDW) are the following:
One of the major tools for the enlargement of the VCSE was the development of Central Demonstration Workshops. These were conceived as an opportunity to bring together targeted individuals who would have an interest in the VCSE activities. The objective was to not only present the VCSE, but also give workshop participants a “hands on” experience by giving them access to the on-line courses during the workshop. The main “ingredients” of the Central Demonstration Workshops (CDW) are the following:
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The Central Demonstration Workshop strategy for enlargement has been successful: all new VCSE members joined after their attending a CDW and receiving follow-up contact. Twenty-seven guests invited as potential partners attended the two CDWs and Final Dissemination Conference (8 additional invited-guests in the FDC), and as a result twelve have joined (or are currently under the process of joining) while another five have expressed their interest to potentially become partners. With a final event yet to come (Graz, January 2009), we can anticipate a further small increase in these numbers by the end of the project. However, the partnership acknowledges that the key to success of the VCSE does not lie in numbers but in the degree and quality of the cooperation it facilitates both among staff and students, which is what the next section addresses.
The Central Demonstration Workshop strategy for enlargement has been successful: all new VCSE members joined after their attending a CDW and receiving follow-up contact. Twenty-seven guests invited as potential partners attended the two CDWs and Final Dissemination Conference (8 additional invited-guests in the FDC), and as a result twelve have joined (or are currently under the process of joining) while another five have expressed their interest to potentially become partners. With a final event yet to come (Graz, January 2009), we can anticipate a further small increase in these numbers by the end of the project. However, the partnership acknowledges that the key to success of the VCSE does not lie in numbers but in the degree and quality of the cooperation it facilitates both among staff and students, which is what the next section addresses.
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