Opening Learning Horizons: eLearning Papers Special Edition 2012

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Opening Learning Horizons
Discovering the Potential of Co-Creation,
Games and Open Learning

Diffusion and Adoption of OER
Virtual Mobility: The Value of Inter-Cultural Exchange
The Language Campus: Role-Play in an eLearning Environment

Typologies of Learning Design and the Introduction of a “LD-Type 2” Case Example

Scaffolding Student Learning Designers with Social Media

Using Patterns to Design Technology-Enhanced Learning Scenarios
Fostering Open Educational Practices

AVATAR – The Course: Recommendations for Using 3D Virtual Environments
for Teaching

Creating Invitational Online Learning Environments Using Art-Based Learning
Interventions

Serious Games and Formal and Informal Learning

Ready, Get Set and GO! ELT Blogathon 2011

Credits

eLearning
Papers
www.elearningpapers.eu

Special edition 2012

Mission Statement
eLearning Papers aims to make innovative ideas and practices in the field of learning more visible
by highlighting different perspectives involving the use of technology.

eLearning Papers
eLearning Papers is an online journal highlighting the latest trends in the area, published five
times a year, and offering an executive summary of each article, translated in 21 languages.
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and resources and act as a European platform for cooperation and dissemination of good and
innovative practice in the use of multimedia technologies and the internet for improving the
quality of learning.

eLearning Papers Special Edition 2012 edited by:

ISBN: 84-8294-664-1
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Design: Mar Nieto

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eLearning
Papers

Special edition Credits Contents Editorial Board Guidelines for submissions Editorial

Contents

eLearning
Papers

Special edition 2012

Contents
Editorial....................................................................................................................6

In-depth....................................................................................................................7
Diffusion and Adoption of OER............................................................................................ 8

Virtual Mobility: The Value of Inter-Cultural Exchange...................................................... 19

The Language Campus: Role-Play in an eLearning Environment .................................. 30

Typologies of Learning Design and the Introduction of a “LD-Type 2”
Case Example....................................................................................................................... 42

Scaffolding Student Learning Designers with Social Media............................................ 54
Using Patterns to Design Technology-Enhanced Learning Scenarios ............................ 61

From the field.........................................................................................................75

Fostering Open Educational Practices............................................................................... 76

AVATAR – The Course: Recommendations for
Using 3D Virtual Environments for Teaching..................................................................... 80

Creating Invitational Online Learning Environments Using
Art-Based Learning Interventions...................................................................................... 89

Serious Games and Formal and Informal Learning.......................................................... 93

Ready, Get Set and GO! ELT Blogathon 2011.................................................................. 104

eLearning
Papers


Editorial Board [ +]

Tapio Koskinen, Head of New Solutions, Jean Underwood, Professor of Psychology
Aalto University Professional Development Nottingham Trent University, UK
(Aalto PRO). Aalto. Finland [ +] United Kingdom [ +]

Lieve Van den Brande, Senior Jos Beishuizen, Professor of educational
Policy Officer, European Commission. science and Director of the Centre for
Belgium [ +] Educational Training, Assessment and Research
VU University Amsterdam.Netherlands [ +]
 
Pierre-Antoine Ullmo, Founder and Director. Matty Smith, Programme Director
P.A.U. Education. European Learning Industry Group (ELIG)
Spain [ +] United Kingdom [ +]

Lluís Tarín, Strategic and Leadership Advisor Nicolas Balacheff, Kaleidoscope Scientifi c
Jesuites Education Manager; Senior Scientist at CNRS (National
Spain [ +] Scientifi c Research Center), France [ +]

Antonio Bartolomé, Audiovisual Communication Ulf-Daniel Ehlers, Director of the European
Professor. University of Barcelona Foundation for Quality in E-Learning
Spain [ +] University of Duisburg-Essen
Germany [ +]
Claire Bélisle, CNRS Research Engineer, France Wojciech Zielinski, Chairman of the Board
LIRE (University Lyon 2 CNRS) of MakoLab Ltd; Member of the Board of
[ +] Association of Academic E-learning,
Poland [ +]

Peer-reviewers [ +]

Anabela Mesquita. Higher Education. ISCAP Portugal
. Giuliano Vivanet. Higher Education. Università degli Studi di
Avgoustos Tsinakos. Higher Education. TEI KAVALAS. Greece Cagliari. Italy
Axel Schwarz. Administrative. Germany Guillaume Durin. Higher Education. Jean Moulin Lyon 3
University (France). France
Bulent Cavas. Higher Education. Dokuz Eylul University. Turkey
Lucilla Crosta. eLearning specialist. Kelidon Association
Carlos Morales. Executive or managerial. Sistema Universitario
Ana G. Méndez. Outside Europe Nuno Garcia. Higher Education. Universidade Lusófona de
Humanidades e Tecnologias. Portugal
Chris Douce. Higher Education. Open University. United
Kingdom Pedro Maya Álvarez. Executive or managerial. Divulgación
Dinámica S.L.Spain
Claudia Panico. Higher Education. Università Gabriele
D’ nnunzio Chieti. Italy
A Santiago Palacios. Higher Education. Universidad del País
Vasco. Spain
Evangelos Marinos. Higher Education. Athens Medical School.
Greece Paula Peres. Higher Education. PAOL. Portugal
Emmanuel Bellengier. Executive or managerial. UI Learning. Alfredo Soeiro. Portugal
France

Chief Editor
Jimena Márquez, P.A.U. Education
[ +]

eLearning
Papers


Guidelines
for submissions

In-depth From the field
In-Depth articles are full-length texts that discuss current From the field articles are synopses of current practices
findings from research or long-term studies. They should or studies taking place within Europe or beyond. They
have the following characteristics: should have the following characteristics:

− cademic focus: Articles must be original, scientifically
A − Brief communications: These articles should summarise
accurate and informative, reporting on new experiencies and practices in education, innovation and
developments and recently concluded projects. technology with a focus on the applied methodologies
and impact evaluation.
− n good form editorially: Successful articles are clear and
I
precise. They should develop their argument coherently − n good form editorially: Successful articles are clear and
I
and present a unity of thought. precise, they should concisely communicate the key
points of the practice being discussed.
− ength: Articles should range from 4,000 to 6,000
L
words. − Length: Should not exceed 1,200 words.

All article submissions should be in DOC format and must include the following:

− anguage: Both articles and
L In-Depth summaries should not captions for each image and indicate
summaries must be in English. exceed 200 words. From the field where they should be placed in the
Authors are responsible for ensuring summaries should not exceed 50 text.
the correct use of English in their words.
texts, and translations should be − eferences: References must
R
revised before submission. Please − ey words: Authors should include
K be accurately cited following
note that the journal gives strong up to 5 relevant key words. international standards, please
preference to articles that are consult the online guidelines
− onclusions: Special importance
C for more details: http://www.
correctly translated in a legible is given to the representation of
manner. elearningpapers.eu/elearning_
the conclusions. Articles must go papers/instructions_for_writers
− itle: Must effectively and creatively
T beyond telling about a research
communicate the content of the process and its methodology and − uthor profile: Author name,
A
article and may include a subtitle. provide an analysis of the findings. institution, position and email
Conclusions should be clearly stated address must accompany each
− ummary: This is not an executive
S both in the summary and at the end submission. For multiple authors,
summary but rather should of the article. please specify the relationship of
communicate the key points and authors (ie, if a work is co-authored,
conclusions of the article to a large − Images: Please send high-resolution if there is a principal author, etc.)
audience. It should be written in JPEG files of all images you wish to
an attractive and accessible manner. include in the article. Please include

Authors are encouraged to consult the website for the most recent call for papers:

eLearning
Papers


Editorial
Discovering the Potential wide spectrum of game-based learning, an e-journal. Although the complete
from schools to informal learning and version of the new e-journal is available
of Co-Creation, Games and language learning. Learning design is only in English, we will continue to
Open Learning addressed by three in-depth articles, provide summaries of all the published
In 2011, eLearning Papers has while the potential of virtual mobility articles and editorials in 21 European
continued to support researchers and in higher education is explored in languages at www.elearningpapers.eu.
practitioners in the ongoing dialog another. Blogathlon 2011 presents a case
about the role of ICT in education. study of language learning and another The introduction of the new digital
Over the last year, eLearning Papers case study looks into the potential of format does not mean that we have
advanced its mission to focus on the art-based learning interventions in completely abandoned the printed
following key issues: open educational eLearning. special issues. However, we believe
resources, virtual learning environments, in moving in bytes instead of atoms,
and creative classrooms. The challenges eLearning Papers continues in its effort whenever possible.
and possibilities presented by this to improve the journal’s readability and
The Special Issue 2012 marks
field of study are a constant source of access. A new category of published
the beginning of the sixth year
inspiration for this journal. We want articles was introduced in the beginning
of eLearning Papers. The active
to thank all our 2011 contributors for of the year. The From the field
community of readers, authors and
sharing their work and enriching the section includes synopses of current
individuals who have invested their
debate. practices or case studies in education,
time and effort as guest editors and peer
innovation and technology, with a
Some of the most popular eLearning reviewers has made the success of our
focus on the applied methodologies
Papers saw daylight last year. Thematic journal possible. Together we can make
and impact evaluation. In addition to
issues on Open Learning, Game Based the world a bit better.
more extensive in-depth articles, this
Learning and Learning Design attracted new category has proven its popularity
high numbers of exceptionally good, among our readers and authors. Pierre-Antoine Ullmo
quality contributions. The six In-depth www.elearningpapers.eu
articles and five From the field articles Member of the Editorial Board
Furthermore, the last issue of 2011
Founder and Director of
bring together selected contributions introduced a new publication format P.A.U. Education [ +]
from last year, representing the ‘best in the same look and feel that had
of the best’ of eLearning Papers from been tested in print a year earlier. A
2011. Two of the articles cover three Tapio Koskinen
tablet friendly version of eLearning
case studies of OER use in institutional Papers special editions can now be Director of the Editorial Board
contexts. Three articles address the downloaded, browsed and enjoyed as Design and Innovation Initiative,
Secretary General, Aalto University [ +]

eLearning
Papers


In-depthFostering analysis and discussion
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8 eLearningPapers

Diffusion and Adoption
In-depth

of OER [ ]
Authors
Cornelis Adrianus (Kees-Jan) van Dorp
Former Research Director. European Association of Distance Teaching Universities
secretariat@eadtu.eu [ +]

Andy Lane
Director. OpenLearn, Open University
a.b.lane@open.ac.uk [ +]

1. Introduction
This paper provides insight into how to improve the diffusion
Summary

In this paper, the diffusion and adoption
of OER through (formal) institutional networks. It does so by
of Open Educational Resources (OER),
examining two cases: (1) MORIL – the Multilingual Open
Resources for Independent Learning task force, a Network through (formal) institutional networks,
of Practice that acted as a space for sharing and developing is analysed. An obvious way to start,
institutional OER strategies, and (2) TESSA – The Teacher is with an understanding as to what
Education in Sub Saharan Africa programme, an RD initiative OER actually are. OER are defined
for OER and course design guidance for teachers and teacher- as ‘teaching, learning, and research
educators working in Sub-Saharan African countries. The paper resources that reside in the public
reflects on institutional development practices regarding the domain or have been released under an
dimensions and models of collaboration and innovation within intellectual property license that permits
communities and networks of practice. A frame of reference is their free use or re-purposing by others.
used, which aids the analysis of the OER diffusion and adoption Open educational resources include
processes in each case. full courses, course materials, modules,
textbooks, streaming videos, tests,
software, and any other tools, materials,
or techniques used to support access to
knowledge’ [1], and are being created
Tags
and used throughout the world through
Open educational resources, the utilisation of digital technologies
diffusion, adoption, OER competence, and open licences. In many cases, it
has been major institutions such as the
communities of practice Massachusetts Institute of Technology
(MIT) that have been at the forefront of
publishing OER, but equally, there are a
growing number of individuals who are
experimenting with the creation and
use of OER. However, the total number
of institutions creating and using OER
are still small compared to all those
who could be involved; and, inevitably
adopters have been attempting to
collaborate in an area which is based on
the philosophy of sharing (see http://
www.ocwconsortium.org).

Languages
cz da de bg et el es fr it lv lt hu nl pl pt ro sk sl fi sv

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Equally, while the sharing of OER has
been the original focus of everyone
involved, it is increasingly recognised
that it is more about open educational
practices and how openness is
influencing the way institutions teach
and students learn (see [2], for a review
of open educational practices and
resources). As an innovation themselves
and as a prompt for further innovation,
it is necessary to look at what features
might support the successful diffusion
of this innovation amongst institutions
rather than individuals. To do so, we first
review some of the literature relating to
diffusion and adoption of innovations,
as well as literature on communities and
networks of practice. We then review
Figure 1: Five phases in the adoption of innovations [3].
and reflect on two contrasting studies
where institutional networks have been
critical to innovation diffusion and
adoption. of time among members belonging find out more information about
to the same social system. In Roger’s the innovation. In the Persuasion
Diffusion of Innovations model [3], Phase, the individual (or institution)
1.1 Diffusion and adoption five phases in the adoption process are is interested in the innovation and
of OER: a frame of distinguished: Knowledge, Persuasion, actively seeks information/detail about
reference Decision, Implementation, and the innovation. In the Decision Phase,
Confirmation (Figure 1). the individual takes the concept of the
This section introduces a frame of
innovation and weighs the advantages/
reference, by which to discuss the Let us now get into the mechanics disadvantages of using the innovation
analysis of OER diffusion and adoption. of the five phases. In the Knowledge and decides whether to adopt or reject
Diffusion of an innovation can be Phase, the individual (or institution) the innovation. Due to the more closed
regarded as a process, an adoption is first exposed to an innovation but or less open nature of this phase Rogers
process ([3], [4], [5], and [6]). This lacks information about the innovation. notes that it is the most difficult stage
process takes place through a series of During this phase of the process the to acquire empirical evidence. In the
communication channels over a period individual has not been inspired to Implementation Phase, the individual

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Imagine an organisation commencing
from a zero state, from which it moves
to develop competence in OER. When
it is able to develop OER competence
among only a small quantum of learners
(even be it high competence), it will
only manage what we call a ‘Silent
representation’. The organisational
leverage is rather insignificant and the
strategic underpinning is negligible.
An OER ambition can however
be successfully underpinned if the
development of OER competence is
widely adopted by learners throughout
an organisation. In the case of such a
Figure 2: Based on the framework of Hamel and Prahalad [7]: The road to OER success collective learning ambition, with a
through collective ambition and competence. clear strategic intent, the organisation
is likely to move from ‘Silent
representation’ towards ‘Successful
(or institution) employs the innovation collective learning is needed according strategic exploitation’. Organisations
to a varying degree depending on to Hamel and Prahalad [7]. They relate may also cherish very high level
the situation. During this Phase the the strategic intent of an organisation OER ambitions, whereas the ‘actual’
individual determines the usefulness i.e., the collective ambition, to the OER development of competence
of the innovation and may search for development of core competences and remains largely underdeveloped. In
further information about it. In the indicate that when an organisation is such situations, the collective learning
Confirmation Phase, the individual not yet successful in an area, but wants ambition remains a rather utopic
(or institution) finalises their decision to move ahead, an investment is first of scenario, and as such, the organisation is
to continue using the innovation and all made in strengthening the collective out of touch with reality.
may use the innovation to its fullest ambition, followed successively by
potential. In addition to this model the development of the necessary 1.2 Communities and
of adoption, any strategic success of competences. Figure 2 depicts the
an institution strongly depends on relation between the collective OER networks of practice
the appropriate organisation of its ambition and the development of There has been a growing interest in
collective ambition and the presence necessary OER competence. recent years in Communities of Practice
of core competences. For building and (CoP) and Networks of Practice
developing new core competences, (NoP) in connection with informal

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knowledge gathering, notably in the Aspects What does it mean
fields of education and both knowledge
management and innovation within Members come together because they are engaged
organisations, but also in fields such as in actions whose meaning they negotiate with one
Mutual engagement
healthcare and computer science [8]. another. They develop shared practices and are linked
Although the idea of communities of through their mutual engagement in such activities.
practice has been around for many
Members work together, explicitly or implicitly, to
years, it was first made explicit by
Joint enterprise achieve a negotiated common goal, which may or may
Lave and Wenger in their work on not be officially defined.
apprenticeship and situated learning
[9]. Around the same time the notion A common history and culture is generated over time by
of networks of practice originated shared practices, stories, tools, concepts and repeated
in the work of Brown and Duguid Shared repertoire
interactions. Writing, routines, rituals, ways of doing
[10], who applied the term to the things and so on, become a common repository.
relations among groups of people with
looser connections than expected in Table 1: Three aspects of Communities of Practice
a CoP. Lave and Wenger [9] define
a community of practice as “a set
of relations among persons, activity periphery. Communities of practice of practice may sit. Podolny and Page
and world, over time and in relation are repositories of explicit or formal [12] define networks as “any collection
with other tangential communities knowledge as well as the less tangible of actors that pursue repeated enduring
of practice” (p. 98). In simple terms, tacit, informal knowledge, and hold the exchange relations with one another
communities of practice are groups of key to any form of change process [10]. and, at the same time, lack a legitimate
people who share a common pursuit, They are inherently stable and it is this organisational authority to arbitrate and
activity or concern. Members do not stability that allows learning within and resolve disputes that may arise during
necessarily work together, but form a around the community to take place. the exchange” (p. 59). Social network
common identity and understanding Wenger [11] identifies three aspects theory views relationships in terms
through their common interests of communities of practice that work of nodes (individual actors) and ties
and interactions. Many different together and that may either hinder or (the relationships between actors) and
communities of practice exist and enhance learning (Table 1): views the attributes of the individual
we may all be members of several, actors as less important than their
for example, through our work or There has been a growing academic relationships (or ties) with other actors
hobbies. They are often informal and interest in what happens beyond [13]. This is distinct from theories about
self-managed. For some communities communities of practice, in the communities of practice, which focus
of practice we may be a core member, informal or formal organisational on an individual’s competences and
whereas for others we may sit on the networks within which a community practices. Many networks are viewed

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as having a structure whereby at the of potential innovation adopters is organisation of both the European
core are those members who are closely thus subjected to social influence. open and distance learning universities
tied to each other and at the periphery Through interactions with other and of the national consortia of higher
are members who have more ties to potential adopters, opinions on new education institutions active in the field
core members than to each other. technologies are formed and shaped. of distance education and e-learning
The concept of networks of practice Therefore, much more is involved than and as such its members have shared
is distinctive in that it recognises simple information transmission in the practices and goals that are often
that there may be people beyond an adoption of an innovation; it involves distinctive and different to campus
organisation within which an individual revisions of judgements, discussions based universities. As an institutional
is situated, who share their practice or in a wider practice related or socio- network it is the main voice of the
may influence that practice through economic system, and an individual’s community for open and distance
their own practices. receptivity to influence. higher education and e-learning in
Europe. EADTU aims to promote the
However, like CoPs, members often progress of open and distance education
participate in several networks of 2 Case study 1: MORIL and e-learning and its position in
practice [14]. Networks of practice In this section the results of the first Europe and in the world, through
have the same features as communities study are presented: MORIL. The start- active support to the institutional
of practice (their subset) but may up phase, adoption phase and extended development of its members and to the
have weaker ties. What binds the adoption phase are described, along European wide co-operation between
network together is shared practice, with the experiences gained. Following, them in strategic areas. The framework
and extensive shared practice leads the analysis of the case is presented and for all this activity is the creation of the
to extensive shared know-how important conclusions are drawn. European Area of Higher Education
([10], [15], and [14]), although some (Bologna Declaration), the national
of that knowhow may come from and European policies with regard to
exchanges with others outside the 2.1 Introduction
lifelong learning, the development of
network. Whilst not usually applied The European Association of Distance competencies for the European citizen
to relationships between organisations Teaching Universities (EADTU) has and the innovation of e-learning and
there is no reason why a group of been working on OER strategies in teaching by the use of ICT.
institutions cannot come together lifelong open and flexible learning
as a network of practice if they have through an EADTU taskforce on
shared practices and possibly joint or Multilingual Open Resources for 2.2 MORIL in start-up phase
mutual goals. In relation to innovation, Independent Learning (MORIL – The action to place OER on the
Deroian [16] drawing on the work see http://moril.eadtu.nl/) and the agenda of the Board, Rectors’ and
of others, argues that individuals (and European project ‘Innovative OER in Executive meetings of the EADTU
potentially institutions) are embedded European Higher Education (OER- came from the Open Universiteit
in a relational network and the opinion HE)’. EADTU is the representative Nederland, in an attempt to learn from

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The Open University in the UK, which and Flora Hewlett Foundation. The came, however, that the bid to the
was an early adopter of OER [17]. initial OER taskforce was renamed William and Flora Hewlett Foundation
Preparatory work and discussions as to MORIL in accordance with the name would not be accepted in its current
what this would imply for universities of the proposal which was submitted form. A renewed (second) proposal
commenced. Simultaneously, the to the William and Flora Hewlett was submitted, which focused more on
partner universities individually started Foundation. Through the MORIL the valorisation of the lessons learned
consultations with experts such as grant, momentum could be created and their dissemination towards other
those at The Open University. These within the participating institutions universities and networks inside and
experiences were fed back into joint and the exchange of ideas about outside Europe. This proposal was
network meetings. The taskforce on institutional strategies for OER could accepted by the William and Flora
OER was an attempt to learn from be sustained. Additionally, a conceptual Hewlett Foundation and enabled
the early adopters, obtain insight in model with learning modules in three EADTU to organise a series of Best-
the pros and cons of OER, and gain tracks was devised: (1) access to fully Practice seminars related to OER
experience with ways of working, open courses, (2) access to additional strategy implementation, OER strategy
sharing, and partnering. The primary services like competence assessments development and OER capacity
objective of the taskforce was to extend and access to learning communities, building. EADTU (also) obtained
the commitment base to OER at the and (3) access to formal tutoring, organisational and financial support
partner institutions through dedicated examinations and certification. The from both the European Commission
individuals, who would then be able to grant by the William and Flora Hewlett and UNESCO for this approach.
make preparations for the establishment Foundation was used as a planning
of a broader consortium. Firstly, grant, to (also) try to obtain a second • The first seminar i.e., the strategy
aiming at the consolidation of the (larger) grant, which could help implementation seminar, took place
taskforce, some significant subjects and implement the three-track concept on 27-28 May 2008 at The Open
perspectives were discussed in depth. across the MORIL Consortium, and University (UK) in Milton Keynes,
Secondly, having received commitment which would foresee funding for all and was intended for high-end
from the partners, activities to participating partners and stretch the representatives of the Open Universities.
design a roadmap for the future, initiative beyond its start-up scope. To Integral cases by The Open University
commenced, including a lot of effort in write the new proposal, a core group i.e., the case of OpenLearn (http://
dissemination and awareness raising. of the taskforce was delegated to do www.open.ac.uk/openlearn) and the
the essential work. Meetings took place Open Universiteit Nederland (the
in Brussels, Milton Keynes, Hagen, case of OpenER – see http://www.
2.3 MORIL in adoption phase opener.ou.nl/), were discussed, dealing
Heerlen, and in Leuven. While awaiting
The partner universities only really the outcome of the second bid to the with issues like: strategy, sustainability,
entered the adoption process of OER William and Flora Hewlett Foundation, technology, IP, curriculum, academic
when the taskforce initiative received all universities simultaneously continued participation, quality, and organisational
financial support from the William their own local OER activities. News structures. In addition, various

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institutional approaches of open and and to the 2009 World Conference The new OER HE project enables
distance teaching universities were on Higher Education, organised by partners to follow different phases
assessed, using Compendium software UNESCO (Paris, July 2009). within the innovation cycle as regards:
based mediation and force field analysis awareness raising, strategy building,
[18]. institutional frameworks, pedagogic
2.4 Lowards extended adoption
models, business models, and pilot
• The second seminar i.e., the strategy Innovations such as OER are valuable experiments. The project valorises
development seminar, was held on for the mass of individual learners, yet all partners’ practices to date and
28-29 October 2008 in Leuven. It to date have resisted diffusion in many disseminates the successes. The project
aimed to facilitate knowledge transfer educational institutions. To sustain also delivers a manual on how to deal
between regular universities and open the process of adopting OER, and to with OER development.
and distance teaching universities avoid slow movers from developing an
as far as OER (best) practices were innovation gap, a new European project
concerned. It succeeded in its mission has been formulated by EADTU. This 2.5 Case analysis
by presentation of institutes leading in new European initiative is meant to and conclusion
OER throughout Europe, including additionally stimulate institutions to Almost every open and distance
panel discussions with representatives reach a tipping point, by enabling them teaching university participated in
of universities and the European to continue learning from fast movers. EADTU taskforce meetings and
Commission. The seminar lived up The new project has been approved gatherings. Mostly all were starting
to the expectations of both regular under the Lifelong Learning Programme at the beginning of the innovation
universities and representatives of (LLP), within the strand Erasmus. The cycle. However, it was the authority of
university associations. project ‘Innovative OER in European key people and their ability to spread
Higher Education’ (see http://www. information about OER within the
• The third seminar was held on 12-
eadtu.nl/oerhe/) now includes 11 own institution that often played a
13 March 2009, at the UNESCO
European partners. The project is significant role in adoption. From
Headquarters in Paris. It was headed by
organised into five study work packages: OpenLearn it was learned that OER
the Director of UNESCO’s Division of
Higher Education. The objective was 1. idening participation i.e., best-
w could be made functional in the context
to explore the potential of OER for practices; of university strategies. OER at the
improving the provision of education 2. ulti campus i.e., education
m OU UK had been lifted to the level of
in Africa, Arab States, Asia, the Pacific, associations; university policy [19]. With OpenLearn
and Latin America, incorporating the 3. nternationalisation i.e., team-based
i being part of policy, other departments
development of relationships with development; were stimulated to become involved
regional and global networks. The 4. evelopment of instruments for
d as well, making the spread of OER
seminar had also been organised to quality in OER; skills and competences throughout the
provide input to the ICDE/EADTU 5. evelopment of a European course
d university far easier. The involvement
Conference (Maastricht, June 2009) portal. of university Board members in the

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acceptance and adoption of OER was must be in place for at least five 3. Case study 2: TESSA
crucial in this process. Those members years. Within MORIL, intermediate
In this section the results of the second
which participated in EADTU changes in top management have
study are presented: TESSA. First,
meetings but had little scope to reset the process of adoption within
an introduction is given on TESSA,
influence university policy on their institutions, several times. The ability
followed by a description of the design
own, may have experienced success of a university to scale up the merits
and dynamics of TESSA. The section
in exploiting OER on the local of successful innovations apparently
ends with the case analysis and the
departmental level, but experienced has a lot to do with authoritative
drawing of conclusions.
great difficulties in scaling up merits persons and governance. As noted for
to the university as a whole. However, MORIL, some taskforce participants
3.1 Introduction
all participating members of the had direct relations to the university
MORIL taskforce did express a certain Board and/or were themselves This case study is heavily based upon
passion and willingness to make it an Board members or Rectors. Others the account in Wolfenden [20] and
institutional success, as well. acted as representatives or were staff related publications. Over the last four
members from departments within years The Open University in the
In reference to the innovation the university. The composition of the UK has been involved in an audience
adoption model of Rogers, we taskforce, which was not homogeneous specific OER programme; the Teacher
conclude that some institutions had but rather heterogeneous, made a Education in Sub Saharan Africa
problems, especially in the persuasion future assessment of the impact of (TESSA) initiative (see http://www.
phase. The person(s) that needed to OER on institutions, difficult. tessafrica.net/). TESSA is a consortium
persuade the university Board often of institutions concerned with the
did not stand in direct relation to that At this moment, only a few distance collaborative production of original
Board, causing an acceptance barrier. teaching universities have incorporated OER to support teacher development.
With high-level involvement from the OER in their institutional strategy. The major funding for the TESSA
first phase onward, such a problem As a result, some universities remain initiative has come from the Allan
was notably smaller. Turning to the climbing the ladder. However, the and Nesta Ferguson Charitable Trust
theory of collective ambition and the processes of MORIL do seem to have and the William and Flora Hewlett
development of core competences in created a nascent Network of Practice Foundation.
the case of OER, the bottleneck with where the opportunities to interact
many institutions is the mobilisation of and share information and knowledge TESSA has five distinct characteristics.
the collective ambition, whereby many has sustained the consideration of First, it is a global consortium, including
OER projects remain local and do not OER as an innovation throughout organisations like the BBC World
reach top management. Because of this, EADTU and also into other networks. Service Trust and the Commonwealth
there has been little opportunity for Because of this, in 2010, the EADTU of Learning, as well as the South
core competencies to be developed. launched an extended adoption African Institute for Distance Education
According to Hamel and Prahalad [7], phase, co-funded by the European (SAIDE), but focussed on the needs
top management must be involved Commission, intended to safeguard of teacher education in nine African
in developing a robust programme slow movers from an upcoming countries. TESSA is a consortium of 18
for institutional competencies, and innovation gap. national and international organisations

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including 13 institutions in Sub- often materials in each course originate in understanding ways of integrating
Saharan Africa, who are using the from only one or two authors. Fourth, the materials into what have been
TESSA materials in a variety of teacher the TESSA initiative is creatively termed ‘learning pathways’. TESSA
education programmes (for further exploring the use of OER audio development teams are actively
details see TESSA in Use). Second, as content. Both different formats – drama, exploring issues of reuse and
an OER initiative it is unique in being interviews, features – and modes of interoperability. Colleagues across the
audience specific to teachers. delivery including radio, CD and use partner institutions have not been seen
of mobile phones. Lastly, significant as consumers of imported educational
Third, in TESSA the user, the teacher- time and resources is being put into material but rather as collaborators in
educator, has been at the centre of the the implementation and use of the content production, distribution and
initiative. The vast majority of the OER resources, an aspect given insufficient utilisation. Awareness of the current
have been created collaboratively by attention in many OER initiatives [1]. situation in these institutions together
teacher-educators from across Africa with likely short and medium term
(over 100 authors have been involved). contexts for exploitation has been at the
The developments of both materials 3.2. TESSA design
centre of TESSA OER development.
and the portal have involved extensive and dynamics
consultation with potential user groups In TESSA the project design has The dynamics of the TESSA
building on local knowledge, materials allowed the consortium to look in consortium can be represented
and approaches. In contrast, most detail at issues such as adoption of the by Figure 3. All eighteen partner
OER projects transfer materials from resources for different environments institutions contribute to the strategic
existing courses to an open platform; and how best ‘users’ can be supported direction of the initiative through
regular workshops, meetings and
electronic discussions. Each partner
institution is represented on the ‘Partner
Advisory Council’ (PAC), the key
governance forum for TESSA activity.
Support for PAC is provided by a
group of academics and administrators
from The Open University, UK.
Working in a consortium across several
countries inevitably brings challenges of
coordination and communication; these
are vastly increased by the unreliable
and uneven infrastructure found in
much of sub-Saharan Africa. Regular
workshops in different locations
across the region have been pivotal
in maintaining momentum, building
Figure 3: TESSA organisational structure [20]. relationships and shared understandings.

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Work around the four areas of activity – The Open University in the UK. structure and governance arrangements
- research, technological development Many of the participants were aware for the consortium, working variously
(the TESSA portal), curriculum (TESSA of OER but The Open University across a number of activities, has
study units) and take up - is determined played a big role in persuading partners been important in developing both
in detail by a smaller working group that OER were a necessary part of the communities and networks of practice
for each area. Different partners input initiative (when the programme first amongst the partners, which is also
to different areas of activity. Some, such started, OER did not feature strongly being carried over in some cases to
as the BBC World Service Trust, have at all) and as described in the case, the the work of individual partners in
been involved almost exclusively with decision to adopt OER became central particular countries. In fact, while
only one sphere of activity, in this case to successful implementation of creating EADTU is a long established network
production of curriculum materials. and sharing resources for teacher compared to that created specifically
Other partners have contributed to education. In fact, the whole process of and more recently for TESSA, the
several strands of activity, represented by educational resource creation and use very openness of OER and associated
the links on the represented diagram. was a major innovation for most of the open educational practices means that
All thirteen institutions in Sub-Saharan partners and it was the open licensing people are more likely to be aware
Africa involved in teacher education and judicious use of technologies of them, can more readily find out
have contributed to activity around alongside workshops and meetings more information and see examples
implementing use of the OER in designed to share information and of adoption by others (including the
courses and programmes. Central to this knowledge about these practices that reasons for doing so) and how they
model is the multi-directional interplay helped develop the core competencies have implemented the innovation [21].
between the concurrent different within the organisations once the At the same time, the common goal or
strands of activity. The structure and collective ambition was achieved. joint enterprise, represented by distance
nature of the curriculum, for example, Equally, the collective ambition within teaching or teacher education in the
has been informed by planned contexts and between the partners was aided by two cases, moves the relationship on
for use (take up), by the forms of the fact that the consortium aim was from one of just cooperation to greater
technology available for distribution the creation of the common resources collaboration amongst the members
(technical) and by research activity and shared understanding of educational of the institutional network. So, while
within the project. The latter has practices that then enabled different these were formal networks for the
included fieldwork exploring the lives partners to go on and use the OER common purpose, the openness also
of female primary school teachers living for a variety of other purposes. This enabled aspects of informality between
and working in rural or semi-rural areas has led to extended adoption of OER members in sharing information about
in Ghana, Nigeria, South Africa, Kenya and extended practices amongst some innovations.
and Sudan. of these partners without the need
for additional external grant funding.
However, it has to be acknowledged,
3.3 Case analysis and conclusion
just as with the EADTU network,
As with the MORIL project, the external grant funding can be critical
TESSA network of practice started with in maintaining the momentum of
a desire to share the knowledge and adoption and sustaining the network
experiences of an early OER adopter of practice. It is also the case that the

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References
In-depth

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Achievements, Challenges, and New Opportunities, Report to The William and Flora Hewlett Foundation, accessed August
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eser, G. (2007). Open Educational Practices and Resources: OLCOS Roadmap 2012, 150 pp., accessed August 17 2010
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from http://www.olcos.org/english/roadmap/

Rogers, E.M. (1962). Diffusion of Innovations, New York: Free Press.

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Rogers, E.M. (1995). Diffusion of Innovations (4th ed.), New York: Free Press.

Rogers, E.M. (2003). Diffusion of Innovations (5th ed.), New York: Free Press.

Hamel, G. and Prahalad, C.K. (1994). Competing for the Future, Boston, MA: Harvard Business School Press.

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rown J.S. and Duguid P (2001). Knowledge and Organization: A Social-Practice Perspective,
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Wenger, E. (1998). Communities of Practice, Learning, Meaning, and Identity, Cambridge University Press, New York.

Podolny, J.M., Page, K.L. (1998). Network Forms of Organization, Annual Review of Sociology 24, pp. 57-76.

helan, E. (2007). Exploring Knowledge Exchange in Electronic Networks of Practice,
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Journal of Information Technology 22, pp. 5-12.

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Deroian, F (2002). Formation of Social Networks and Diffusion of Innovations, Research Policy 31, pp. 835-846.
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Resources, Open Learning, Vol. 24(1), pp. 57-65.

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Collaborative Sensemaking, International Journal of Technology, Knowledge and Society, 6(6), pp. 165-186.

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Virtual Mobility: The Value of
In-depth

Inter-Cultural Exchange [ ]
Authors
Rosana Montes. rosana@ugr.es [ +]
Miguel Gea. mgea@ugr.es [ +]
Dpt. Lenguajes y Sistemas Informáticos E.T.S.I.
Informatica y de Telecomunicación University of Granada
Claudio Dondi. cdondi@scienter.org [ +]
Tania Salandin. tsalandin@scienter.org [ +]
SCIENTER

1. Introduction
Virtual Mobility makes European and worldwide available
Summary

According to the “Trends in Global
to those who are not able to benefit from existing, physical,
Higher Education: Tracking an
international exchange programmes, and therefore benefits a
Academic Revolution” report –
wider community. In this paper, we reformulate the concept
prepared for the 2009 UNESCO
of Virtual Mobility and introduce the Movinter Modelling
World Conference of Higher Education
Framework, which supports HEIs in designing and implementing
– major trends in higher education
an integrated use of Virtual Mobility to enhance the
are: massification in higher education;
internationalisation of study experiences.
globalization and internationalization;
The paper closes with recommendations on how to extract distance education and new applications
the potential of Virtual Mobility in the next decade. We must for information and communication
continue to question why Virtual Mobility is important, and technologies (ICTs); the privatization
pay attention to the unexploited potential of this idea, in order of higher education; the global flow of
to: (1) democratise access to an international, transdisciplinary talent (globalization has exacerbated
and multicultural study experience, now available only to a the worldwide movement of highly
relatively small minority of students, thereby contributing to educated people); the academic
social cohesion; (2) produce stable collaboration among teaching profession at a crossroads for the student
and research teams, and their institutions, building on recognised experience; research universities and the
complementarities and specialisations through networking “world-class” phenomenon; financing
activities; (3) make the practice of joint titles, at various academic higher education; quality assurance
levels (undergraduate, master and doctoral programs) and with and university-industry linkages. To
diverse modalities (master classes, single subjects, seminars and cope with these major trends and to
workshops) a reality, even before a full institutional recognition strengthen and enhance international
of academic titles from other countries are in place; and (4) link cooperation – by encouraging diversity,
European universities/HEIs to each other and to universities/HEIs pursuing equity, relevance and quality –
in other parts of the world. HEIs can rely on VIRTUAL mobility
(VM), one of the most valuable and, at
the same time, underestimated tool.
Tags
higher education, virtual mobility,
internationalisation, cultural exchange,
equal access

Languages
cz da de bg et el es fr it lv lt hu nl pl pt ro sk sl fi sv

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Mobility is a key issue in our phones, laptops, GPS navigators, Section 2 focuses on VM as a key
society. The benefits of the Erasmus etc.). Technology allows us to create issue in formal training. Section 3
Programme is widely known and the new models of communication and introduces the Modelling Framework,
attractiveness of European Higher collaboration, that also require new aimed to support HEIs in designing
Education Institutions (HEIs) to HEIs models of learning (Bessenyei, 2007) and implementing an integrated use of
of other parts of the world is mainly and tools for adapting traditional VM to enhance internationalisation
build by long term commitment to methods to new scenarios based on of study experiences, curricula and
institutional cooperation in research digital citizens. The use of information academic titles. Section 4 deals with
and teaching, that also minimises and communications technologies the Stakeholders community of leading
the concerns about the brain drain (ICT) should be explored to practitioners, policy and decision
impact of mobility of individual internationalise curricula and learning makers, and researchers interested in
students. Virtual and physical mobility experiences by means of VM. Because the implementation and integration of
provide an enrichment to the regular of the importance of VM, several VM; it also introduces the VM services
educational environment of higher educational initiatives have been the Movinter Consortium is presently
education institutions. Teachers conducted in different countries in working at. Finally, Section 5 highlights
and students benefit linguistically, recent years (Op de Beeck, 2006), main pending issues and trends.
culturally and educationally from largely independent of one another,
the experience of other European emerging virtual higher education 2. The right term for Virtual
countries and their (academic) initiatives at regional and national
fields of study. Although physical, or level which tend to “reinvent the
Mobility
traditional, mobility is considered the wheel” over and over again. Virtual Mobility has pedagogical
preferred approach by Latin American advantages and enriches the more
students to study internationally, VM Building on the above background traditional learning activities. The
is the most significant alternative to the Movinter Project (Erasmus learning process can be improved
it as it allows to overcome serious Mundus Programme – Action 4) (Gea, through interactive and collaborative
economic and social constraints to 2010) aims to contribute to increase learning. It integrates students in a
study abroad. cooperation and structural link among collaborative learning environment
HEIs of Europe and Latin America while keeping the benefits of a
Technology is related with knowledge through an in-depth exploration of structured presence in a university
sharing and networking in the new the potential of ICT – and particularly campus. Furthermore,VM creates
space of global communication in a VM – to internationalise curricula exchange opportunities for those
form of social-computing (Arroyo, in a balanced and mutual benefit students unable to participate in
2008). We can benefit of technology- approach, aware of the significance of traditional Erasmus exchanges. It is
aware places (WIFI, 3G connectivity, local cultures and of the need to value almost affordable to the whole student
fibre channel, Bluetooth) under existing excellence of research and community in Europe, Africa, Asia
richer and richer devices (mobile education in all parts of the world. and America, rather than to a small

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