1. ICT as a Key Driver for Learning
in a Lifelong Mobility Era
Doc. Dr. Airina Volungevičienė
President of LieDM association
Vice President of EDEN
Director of Innovative Studies Institute at VMU
Italian IX National Congress of the eLearning Italian Society, Rome,
December 12, 2013

2. Innovations radically changing the
landscape of higher education
• Open Educational Resources
• MOOCs
• Virtual mobility

4. Open Educational Resources
Discussions (started in 2007 - …)
• Why OER is not so widely spread phenomenon?
• Why universities, teachers and students do not apply
OER immediately in their practice?
• How to facilitate the use of OER through shared
“emotional ownership” (Pawlowski, 2013)?
• What is the use for a university to focus on OER
development and re-sharing?
• What added value is for the institution when we
contribute with OER to other repositories?
• ….
UNESCO
OECD
Commonwealth of Learning
Intergovernmental organization
Jisc (UK) Researchers and
other organizations

5. Sustainability models - ideas
1.
Creative Commons (CC) is a nonprofit
organization that enables the sharing and use
of creativity and knowledge through free legal
tools.
http://creativecommons.lt/

6. 2. OER and the level of openness

7. 3. “Collective knowledge”

8. Moocs’ai

9. MOOCs by Sir John Daniel
European Innovation Forum, 2013
http://www.scoop.it/t/eif2013

10. How shall we use Moocs experience to
prepare for “Plateau of Productivity”?
(hype cycle) en.wikipedia.org

11. Moocs have put the learner into the centre of learning cycle.

12. Responsible and quality-criteria based
integration of ICT and innovation
1.
2.
3.
4.
ICT is recognised by the strategy and management
ICT infrastructure and resources are well ensured
Curriculum and didactics are well developed
Continuous professional skill development is ensured
in application of ICT
5. Support system is available and running
6. Quality assurance system is in place and running
7. Marketing and business model are well supervised

13. Virtualus mobilumas
“Mokymosi veiklos, pagrįstos informacinėmis
komunikacinėmis
technologijomis, organizuojamos instituciniame
lygmenyje, kurių pagalba yra įgyvendinamas
mokymas ar mokymasis bendradarbiaujant
tarptautinėse studentų grupėse”
European Commission Proposal for a REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL
establishing "ERASMUS FOR ALL". The Union Programme for Education, Training, Youth and Sport (2011). Brussels.
Accessed on April 10, 2013 at http://ec.europa.eu/education/erasmus-for-all/doc/legal_en.pdf

14. Virtual mobility: involved actors
• Higher education institutions (2+)
• Teachers in student VM (2+, organizing VM
academic exchange)
• Students in VM (student groups in 2+
countries)
• Teachers in VM (professional development in
2+ institutions (research, academic teaching,
socio-cultural exchange))

15. Impact upon students.
Scenario 1. Physical mobility

16. Scenario 2.
Virtual mobility (not to replace, but to enrich and enhance
physical student mobility)

17. VM impact for HE institutions
• Development and exploitation of intercultural studies
• Joint study programs, quality enhancement and expertise
sharing, transparency of professionalism and academic
processes
• Modernisation and internationalisation of curriculum
(transferrable quality standards, modular curriculum based on
learning outcomes, updating pedagogical models)
• Multi-institutional instead of bilateral collaboration
• Improvement of education attractiveness and HE
competitiveness
• Expanded areas of learning for students
• Additional transferrable skills and knowledge areas
• Teacher professional development
• Additional skills and experience for students

18. VM impact for teachers
• Personal professional development:
– Interpersonal communication, online communication,
linguistic skills, ICT competences
– teaching quality improvement, new teaching methods
applied and experimented
– new knowledge, skills and experience in multiple EU HE
institutions
• Professional networking, exchange of good practices
• International, intercultural professional activities
• Transparency and recognition of teaching and professionalism
• Career opportunities
• Research enhancement – especially in teacher VM

19. VM benefits for students
• Upgraded transferrable skills:
– Linguistic, interpersonal communication
– ICT competences
– Additional learning skills (networking, critical
thinking, intercultural knowledge and skills, quality schemes)
• Curriculum and study quality enhancement
• New learning methods suggested by various HE institutions
• Transparency of learning, individual portfolio development
• Enhanced employability
• Intercultural, international experience and expertise
• Enlarged academic areas of studies
• Support for home students and LLL groups, international study
accessibility for physically and socio-economically disadvantaged

20. TeaCamp develops
− international virtual mobility module for virtual learning
called “Virtual learning in Higher Education” (VLHE)
− the module is developed and studies organized by 13
teachers from:
1. Vytautas Magnus University (Lithuania, coordinating institution)
2. Innovation Centre of University of Oviedo (Spain)
3. Jyvaskyla University (Finland)
4. Jagellonian University (Poland)
5. University of Aveiro (Portugal)
6. Baltic Education Technology Institute (Lithuania, enterprise)

21. TeaCamp Curriculum content and teaching/ learning
scenario development (sub-modules)
TeaCamp assessment strategy
Sub-module
Culture
models (1/2)
(JYU, FI)
Collaborative
online
learning
(CC1N, ES)
Information
literacy
Learning
technologies
Learning
strategies
Assessment
strategies
Culture
models (2/2)
(JU, PL)
(BETI, LT)
(VDU, LT)
(UA, PT)
(JYU, FI)
2
2
2
2
2
1
Assignment
1
Portfolio
Moodle portfolio as a required part for international, intercultural experience record – as a learning
outcome for culture model sub-module
Weight
8,33
16,66
16,66
16,66
16,66
16,66
8,33

22. • Moodle

23. Erasmus IP school at VMU

24. VMCOLAB.EU

25. VIRTUAL4ME.VMCOLAB.EU

26. VMCOLAB pilot –
“Open Educational Resources”
Target groups
• E-learning centre staff
• Teachers and trainers
• Students
vmcolab.eu

27. Participating teacher institutions
• Coordinator - Vytautas Magnus University, Lithuania –
3 teachers + 1 video session coordinator
• Consortium
– University of Granada, Spain – 3 teachers
– EFQUEL, Belgium - 2
– K.U.Leuven, Belgium (introductory meeting)
• Invited from outside consortium
– University of Pavia, Italy – 1 teacher
– University of Jyvaskyla, Finland – 1 teacher
vmcolab.eu

28. Pilot participants - 18
• Consortium
– University of Granada, Spain - 3
– University of Porto, Portugal - 3
– Vytautas Magnus University, Lithuania (4+2 Erasmus
students)
• Invited from outside consortium
– University of Pavia, Italy - 3
– University of Florence, Italy - 2
– Trento University, Italy (representative of China) - 1
vmcolab.eu

29. vmcolab.eu

30. Session records
vmcolab.eu

31. Dissemination
•
•
•
•
•
VMCOLAB
Facebook
Twitter
isi.vdu.lt
www.vdu.lt
vmcolab.eu

32. Outcomes
• VM course (3 ECTS)
http://www.teacamp.eu/moodle2
• Learning outcomes
• Experience and lessons learnt (to be
continued with feedback results)
• Certificates (for participants and teachers)
• Feedback
• Testimonies (videos at virtual4me)
• Trusted network development
vmcolab.eu

33. Trusted networks
If you are a member of a trusted network:
-you benefit from cases and practices
-you share your way – and get early feedback
-you validate your results and get suggestions for improvements
-- you live among ideas, people and feel a social human being – we need that – and
ICT create these oportunites

34. It has always been great pleasure to
work with Italian colleagues.
Good luck to you and join us in
professional networking!
Doc. Dr. Airina Volungevičienė
President of LieDM association
Vice President of EDEN
Director of Innovative Studies Institute at VMU