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==Short Description of VCSE e-Courses==
{| cellspacing="0" cellpadding="0" border="1"
VCSE-partner: LUE
| '''Short Description of VCSE e-Courses'''
VCSE-course: Syndromes of Global Change
|-
Challenge / obstacle
|'''VCSE-partner:'''
to be faced:
|'''LUE'''
 
|-
The main challenge of designing the course was to translate an already existing blended-learning approach in an e-learning course. Thus, we had to find ways to support a highly interactive and collaborative phase of learning without meeting physically.
|'''VCSE e-course:'''
Approach/ methodology / medium used:
|'''Syndromes of Global Change'''
 
|-
 
|'''Challenge / Obstacle to be faced:'''
 
|The main challenge of designing the course was to translate an already existing blended-learning approach in an e-learning course. Thus, we had to find ways to support a highly interactive and collaborative phase of learning without meeting physically.
 
|-
 
|'''Approach/ methodology / medium used:'''
 
|The basic idea behind the course is a focus on self dependent, self-directed learning with a social-constructivist approach. The main focus is on the support of the development of key competencies relevant for sustainability. Thus the course is offering:
The basic idea behind the course is a focus on self dependent, self-directed learning with a social-constructivist approach. The main focus is on the support of the development of key competencies relevant for sustainability. Thus the course is offering:
* ''Self-Directed Learning:'' The acquisition of competencies calls for autonomous and constructive learning processes, in which knowledge is actively developed in a self-directed manner. The aim is to stimulate learning processes in which students independently construct their own knowledge base.
 
* ''Collaborative Learning:'' The acquisition of competencies takes place both as an individual and as a social act. With forms of collaborative learning, both cognitive and social-affective aspects are taken into account and an additional dimension of reflection is integrated.
Self-Directed Learning: The acquisition of competencies calls for autonomous and constructive learning processes, in which knowledge is actively developed in a self-directed manner. The aim is to stimulate learning processes in which students independently construct their own knowledge base.
* ''Problem-Oriented Learning:'' Traditional learning processes often face the problem of focusing only on factual knowledge which cannot be used for action in specific situations. A problem-oriented approach is especially suited to action-relevant procedural knowledge and skills.
Collaborative Learning: The acquisition of competencies takes place both as an individual and as a social act. With forms of collaborative learning, both cognitive and social-affective aspects are taken into account and an additional dimension of reflection is integrated.
|-
Problem-Oriented Learning: Traditional learning processes often face the problem of focusing only on factual knowledge which cannot be used for action in specific situations. A problem-oriented approach is especially suited to action-relevant procedural knowledge and skills.
|'''Achieved outcome / results:'''
 
|The Syndrome Course has been evaluated, re-designed and implemented for the winter term 07/08, during which it ran with 18 students from all 5 partner-universities. In winter term 08/09 24 students participated.
Achieved outcome / results:
|-
 
|'''Lessons learned / Recommendations for other virtual campuses:'''
The Syndrome Course has been evaluated, re-designed and implemented for the winter term 07/08, during which it ran with 18 students from all 5 partner-universities. In winter term 08/09 24 students participated.
|The evaluation of the first run showed some aspects worthy of being recommended as well as other aspects that point to the need for further improvement:
Lessons learned / Recommendations for other virtual campuses:
 
 
The evaluation of the first run showed some aspects worthy of being recommended as well as other aspects that point to the need for further improvement:
 
 The introduction phase helped to minimize the drop-out and to familiarize the students with the different tools. In a next step this should be brought further with the integration of all tools (chat!)  into the work being done on group building processes.
 Group building processes are crucial for the success of such a course. Here, a better support will be needed to encourage group building processes.
 The chance to communicate and collaborate synchronously should be further encouraged. Thus, beside the chat chat sessions, the integration of Skype conferences and whiteboard sections will be considered.
 
Food for thought / Challenges still to be met:
 
While the overall impression of the course is positive, the relatively low number of participants and the difficulties in collaboration processes will be the most important aspects to work on.


* The introduction phase helped to minimize the drop-out and to familiarize the students with the different tools. In a next step this should be brought further with the integration of all tools (chat!)  into the work being done on group building processes.
* Group building processes are crucial for the success of such a course. Here, a better support will be needed to encourage group building processes.
* The chance to communicate and collaborate synchronously should be further encouraged. Thus, beside the chat chat sessions, the integration of Skype conferences and whiteboard sections will be considered.
|-
|'''Food for thought / Challenges still to be met:'''
|While the overall impression of the course is positive, the relatively low number of participants and the difficulties in collaboration processes will be the most important aspects to work on.
|}




   
   


Short Description of VCSE e-Courses
===Short Description of VCSE e-Courses===
VCSE-partner: GRAZ
VCSE-partner: GRAZ
VCSE e-Course: Sustainable Spatial and Regional Development
VCSE e-Course: Sustainable Spatial and Regional Development
Majka
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