the virtue of VirtUE

1.Role of the university - why ICT (1994) 2.VirtUE and the project ( ) 3.What have we done since? 4.What happened since ? 5.What now : VirtuE x VirtUE!

4 Role of the university (1994) Higher education and knowledge society: from exclusively diploma-oriented academic education (limited in time and target group) to demand-based lifelong learning for all, in a context of international collaboration

5 University tasks (1994) 1. initial education: educating for lifelong learning on a professional level –learning to learn –foundations for the lifelong construction of learning: basic principles/skills/attitudes 2. part-time students: dual mode university 3. research universities: training of researchers

6 University tasks (1994) 4. alumni : “diploma with a service contract” 5. industry and other sectors: (demand-based) training, learning support and knowledge transfer 6. society at large: scientific information and societal debate

7 the challenge (1994)  need for networking  need for new learning environments and tools  ICT

the virtue of VirtUE 2.VirtUE and the project ( )

9 Virtual University = ? An ICT-based university network supporting three educational functions: Virtual Campus Flexible Open and Distance Learning On-Demand Learning

10 Virtual Campus universitydirect interaction between these actorsconnection posssible

11 Virtual campus virtual Erasmus: (Humanities-project a.o.) - Human Rights and Cultural Diversity in Europe –EuroLiterature –European Environmental Law PhD-programs: (Gabriel-manual a.o.) –Chaos and complexity –Cosmology –Computer vision –Dynamic systems identification with the support of the EU (SOCRATES a.o.)

12 Open and Distance Learning Universitydirect interaction between these actorsNetworkStudy Centre

13 open and distance learning “diploma with a service contract”: -Advanced telecommunications ( ): Flemish interuniversity-inter industry course –Information Technology ( ): Flemish interuniversity-inter industry course –Pentalfa: refresher courses for medical doctors (specialists) (1998- ) Multipoint videoconferencing with web support

pentalfa

15 On-Demand Learning universitydirect interaction between these actorsnetworkcompany

16 learning on demand Network of top experts, with potential for offering learning on demand (using exchangeable modular materials): –“guided tour” State of the Art Computer Science (SOTACS 1998)

why did it evaporate? 1.Virtual Campus: not really integrated in curricula: no policy decision by universities 2.Open and distance learning: no permanent organisational structure (loose consortia) 3.Learning on demand: no business model

18 a Virtual University for Europe a Virtual University for Europe project to prepare the launch of a European Tertiary Education Network cooperation of regular /open universities and technology-telecom providers supported by TEN-TELECOM programme of DGXIII Duration:

19 network model

20 Options for deployment core university –active participation to development –investments: kECU –course production: kECU extension university –observative participation –investments 150 kECU –(course production: 150 kECU)

the virtue of VirtUE 3.What have we done since? 1) implementation of VirtUE- conclusions 2) follow-up EU projects

22 Joint Academic Network course exchange materials exchange joint courses credit transfer curriculum design

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24 Services Network technical services contents management course administration student administration information

the virtue of VirtUE 3.What have we done since? 1) implementation of VirtUE- conclusions 2) follow-up EU projects

netCAMPUS (Socrates Minerva ) Obstacles against a VirtUE: -practical: languages, credit transfer, copyrights, quality assurance…. -attitudinal:against ODL, ICT, networking…………….. Creative solutions, effective actions, pilots

project supported by EUA

the virtue of VirtUE 4.What happened since : Changes in the (academic) world: Introduction of ICT Virtual Universities eLearning and the EU Action Plan Bologna

changes : ICT 1.ICT has been massively introduced in higher education institutions (with LCMS and LMS-systems and central training and support ) 2.This has not lead to paradigm shifts on the role of the university (six tasks): ICT taken over by traditional didactics 3.This has not (always) lead to innovation in learning, and not fostered VirtUE

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changes :virtual universities -The UK e-university -The Digital University of the Netherlands -The Finnish Virtual University -………….. -The African Virtual University (ref.”The Wanderstudent 2000”, Leuven, October 2000)

changes :e-learning 1.“e-learning” was boosted in industry (part of the “e-hype”) 2. “blended learning” is taking over 3. EU eLearning action plan: “ eLearning initiative” ( ) “ eLearning programme” ( )

changes :e-learning EU eLearning action plan:eLearning is “ the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges andcollaboration”

changes :e-learning EU eLearning programme : 2.2.European Virtual Campuses: Virtual Mobility Learning support services Trans-European deployment strategies for virtual campuses

changes : Bologna 1.Several Bologna states have implemented major “BaMa” reforms in higher education 2.“Internationalisation” is a basic element in master curricula 3.New European university networks (master and PhD-level, research) are formed

5. And now VirtuE x VirtUE : Virtual Erasmus in a Virtual University for Europe

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Conclusion: VirtuE x VirtUE Virtual Erasmus: -Funding of virtual mobility student grants and joint courses (real action) -Creation of a virtual ECTS-scheme in a Virtual University for Europe: -Creation of Virtual Erasmus networks -Technical, logistic, administrative support and services by a central organisation