VCSE Guidebook/Conclusions/Bibliography: Difference between revisions

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VCSE Guidebook/Conclusions/Bibliography (view source)

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{| cellspacing="0" cellpadding="0" border="1"
{| cellspacing="0" cellpadding="0" border="1"
| Short Description of VCSE e-Courses
| '''Short Description of VCSE e-Courses'''
|-
|-
|'''VCSE-partner:'''
|'''VCSE-partner:'''
|'''OUNL'''
|'''OUNL'''
|-'''VCSE e-course:'''  
|-
|'''VCSE e-course:'''  
|'''European Virtual Seminar on Sustainable Development (EVS)'''
|'''European Virtual Seminar on Sustainable Development (EVS)'''
|-
|-
|'''Challenge / Obstacle to be faced:'''
|'''Challenge / Obstacle to be faced:'''
|In EVS, students with different national and disciplinary backgrounds work together on case studies. The ultimate challenge of the EVS is to create a dialogue on sustainable development issues in Europe among these geographically dispersed students in a learning community.  
|In EVS, students with different national and disciplinary backgrounds work together on case studies. The ultimate challenge of the EVS is to create a dialogue on sustainable development issues in Europe among these geographically dispersed students in a learning community.  
|-Approach/ methodology / medium used:
|-
|'''Approach/ methodology / medium used:'''
|The educational format for the EVS supports collaborative learning and consists of geographically dispersed student teams, their tutors and subject matter experts, a learning content that consists of topical scientific or societal problems triggering collaboration between students, and a learning process that supports collaboration between students of different nationalities and from different cultural and disciplinary backgrounds. The learning technology is based on modern ICT and the Internet, and facilitates collaboration, communication and interaction between students. The organizational model for the EVS is a bottom-up network approach with distributed responsibilities, operating without formal, top-down institutional arrangements or external funding. The institutions participating in the EVS share their expertise and invest staff time and other resources, such as server space to host the electronic learning environment. The distribution of tasks and responsibilities over the partners is differentiated, as institutions can become partners in an EVS run at three different levels.
|The educational format for the EVS supports collaborative learning and consists of geographically dispersed student teams, their tutors and subject matter experts, a learning content that consists of topical scientific or societal problems triggering collaboration between students, and a learning process that supports collaboration between students of different nationalities and from different cultural and disciplinary backgrounds. The learning technology is based on modern ICT and the Internet, and facilitates collaboration, communication and interaction between students. The organizational model for the EVS is a bottom-up network approach with distributed responsibilities, operating without formal, top-down institutional arrangements or external funding. The institutions participating in the EVS share their expertise and invest staff time and other resources, such as server space to host the electronic learning environment. The distribution of tasks and responsibilities over the partners is differentiated, as institutions can become partners in an EVS run at three different levels.
 
|-
Achieved outcome / results:
|'''Achieved outcome / results:'''
 
|In the EVS run of 2007-2008 under the umbrella of VCSE, 22 students enrolled (Open University of the Netherlands 3, University of Amsterdam 6, University of Luneburg 5, Charles University in Prague 7, and Karl-Franzens University Graz 1). However, 9 students did not start at all, and they were removed at the end of the 1st stage in EVS. From the 13 students enrolled into the next stage of EVS 4 did not complete the course or were removed by the staff before the end of EVS (3 of them from the same group, so that the group collapsed). 9 students passed for EVS (4 with mark 9; 2 with mark 7; 2 with mark 6). In this EVS run 3 student groups were compounded, from which 1 group failed. 3 different case studies were offered (Communication, Water, Decoupling) and 4 tutors were involved (Charles University Prague 2x, University of Lüneburg; Karl-Franzens University in Prague). Central coordinator is the Open University of the Netherlands. The group reflection reports delivered by the student groups provide useful and interesting information about this EVS run and give the staff some ideas for further improvement of the EVS.
 
|-
In the EVS run of 2007-2008 under the umbrella of VCSE, 22 students enrolled (Open University of the Netherlands 3, University of Amsterdam 6, University of Luneburg 5, Charles University in Prague 7, and Karl-Franzens University Graz 1). However, 9 students did not start at all, and they were removed at the end of the 1st stage in EVS. From the 13 students enrolled into the next stage of EVS 4 did not complete the course or were removed by the staff before the end of EVS (3 of them from the same group, so that the group collapsed). 9 students passed for EVS (4 with mark 9; 2 with mark 7; 2 with mark 6). In this EVS run 3 student groups were compounded, from which 1 group failed. 3 different case studies were offered (Communication, Water, Decoupling) and 4 tutors were involved (Charles University Prague 2x, University of Lüneburg; Karl-Franzens University in Prague). Central coordinator is the Open University of the Netherlands. The group reflection reports delivered by the student groups provide useful and interesting information about this EVS run and give the staff some ideas for further improvement of the EVS.
|'''Lessons learned / Recommendations for other virtual campuses:'''
 
|Strengths of the EVS course design:
Lessons learned / Recommendations for other virtual campuses:
 
 
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.
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