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Collaborative Learning Hub for Virtual Mobility Skills

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Presentation about the Erasmus+ strategic partnership Open Virtual Mobility http://www.openvirtualmobility.eu at HCI International, Las Vegas (USA): http://2018.hci.international/

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Collaborative Learning Hub for Virtual Mobility Skills

  1. 1. Disclaimer: The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant no. 2017-1-DE01-KA203-003494. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources. Las Vegas (USA), 19 July 2018 Ilona Buchem, Beuth University of Applied Sciences Berlin Designing the Virtual Mobility Learning Hub for Higher Education in Europe Designing a Collaborative Learning Hub for Virtual Mobility Skills @openVM_erasmus #openvirtualmobility  
  2. 2. Mobility in European HE Academic international mobility has been considered an important part of higher education in Europe as it enhances: • personal development • respect for diversity • intercultural skills • linguistic pluralism • employability • cooperation • innovation Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0
  3. 3. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 European Higher Education Area 48 countries For all these countries, the main goal is to increase staff and student mobility and to facilitate employability. * www.ehea.info/pid34249/members.html "To become a member of the EHEA, countries have to be party to the European Cultural Convention and to declare their willingness to pursue and implement the objectives of the Bologna Process in their own systems of higher education.” Read more: https://eacea.ec.europa.eu/national-policies/eurydice/content/european-higher-education-area-2018-bologna-process-implementation-report_en European Qualifications Framework (EQF) European Credit Transfer System (ECTS) 20% physical mobility benchmark
  4. 4. European Higher Education Area Read more: https://eacea.ec.europa.eu/national-policies/eurydice/content/european-higher-education-area-2018-bologna-process-implementation-report_en Mobility windows represent a period of time reserved for international student mobility that is embedded into the curriculum. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0
  5. 5. Statistical data show that relatively limited numbers of students, teachers and staff in HE are mobile in proportion to the EHEA population. Some key obstacles include: • Organisation of study programs and information about mobility • Credits gained during enrolment abroad not always fully recognised • Financing of the mobility period, lack of funding, portability of grants and loans • Low socio-economic background, disabilities, family and parental obligations, • Administrative burden, e. g. temporary replacement of teachers/staff Obstacles to mobility Read more: https://eacea.ec.europa.eu/national-policies/eurydice/content/european-higher-education-area-2018-bologna-process-implementation-report_en Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0
  6. 6. Virtual mobility creates accessible, flexible and cost-effective solutions for all types of curricula, especially collaborative curricula. Essential elements of virtual mobility are: • institutional agreement • catalogue of online courses • student application form • learning agreement • transcript of records Ubachs, G., & Henderikx, P. (2018). EADTU Mobility Matrix, (pp. 26). Maastricht, NL: EADTU. Virtual mobility Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0
  7. 7. online seminars online study programs virtual internships online labs online communities online modules Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 Forms of virtual mobility online teams online lectures
  8. 8. (2017 - 2020)
  9. 9. Project objectives: 1. Enhance the uptake of Virtual Mobility by improving VM skills of educators and students. 2. Create a collaborative Learning Hub for achievement, assessment and recognition of VM skills. 3. Develop a set of innovative tools and methods to enhance learning and collaboration to enhance VM skills. Designing a Collaborative Learning Hub for Virtual Mobility Skills Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0
  10. 10. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0
  11. 11. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 User Experience Design based on Garrett’s model Visual design Information design Interaction design Specifications Objectives Visual design: look and feel aligned with project CD (e. g. logo, colours and graphic elements), visual cues for orientation Information design: focused on the key virtual mobility skill clusters (skill development, e-assessment and recognition) Interaction design: meaningful gamification to enhance collaborative learning and integration with personal goals Specifications: definition of use cases, modular setup to create courses using components like lego blocks Objectives: based on OpenEdu Framework > open: access, content, pedagogy, recognition, collaboration, research Garrett, J.: The Elements of User Experience (2002). User-Centered Design for the Web. New Riders Publishing, Thousand Oaks, USA.
  12. 12. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 User Experience Design based on Garrett’s model Visual design Information design Interaction design Specifications Objectives Visual design: look and feel aligned with project CD (e. g. logo, colours and graphic elements), visual cues for orientation Information design: focused on the key virtual mobility skill clusters (skill development, e-assessment and recognition) Interaction design: meaningful gamification to enhance collaborative learning and integration with personal goals Specifications: definition of use cases, modular setup to create courses using components like lego blocks Objectives: based on OpenEdu Framework > open: access, content, pedagogy, recognition, collaboration, research Based on: Garrett, J.: The Elements of User Experience (2002). User-Centered Design for the Web. New Riders Publishing, Thousand Oaks, USA.
  13. 13. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 OpenEdu Framework of the European Commission Link: http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101436/jrc101436.pdf 6 core dimensions represent what is included and 4 transversal dimensions indicate how to achieve it The design approach is based on the OpenEdu Framework and makes use of proposed descriptors for each dimension
  14. 14. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 User Experience Design based on Garrett’s model Visual design Information design Interaction design Specifications Objectives Visual design: look and feel aligned with project CD (e. g. logo, colours and graphic elements), visual cues for orientation Information design: focused on the key virtual mobility skill clusters (skill development, e-assessment and recognition) Interaction design: meaningful gamification to enhance collaborative learning and integration with personal goals Specifications: definition of use cases, modular setup to create courses using components like lego blocks Objectives: based on OpenEdu Framework > open: access, content, pedagogy, recognition, collaboration, research Based on: Garrett, J.: The Elements of User Experience (2002). User-Centered Design for the Web. New Riders Publishing, Thousand Oaks, USA.
  15. 15. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 Student from a partner institution scenario VM Learning • Skills validation • E-assessment • VM OER • VM MOOC • VM Badges VM Market • Matching tool • Learning groups • Learning tools • New content • New courses
  16. 16. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 Teacher from a partner institution scenario VM Learning • Skills validation • E-assessment • VM OER • VM MOOC • VM Badges VM Market • Matching tool • Learning groups • Learning tools • New content • New courses VM LH Public • OER • Projects
  17. 17. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 User Experience Design based on Garrett’s model Visual design Information design Interaction design Specifications Objectives Visual design: look and feel aligned with project CD (e. g. logo, colours and graphic elements), visual cues for orientation Information design: focused on the key virtual mobility skill clusters (skill development, e-assessment and recognition) Interaction design: meaningful gamification to enhance collaborative learning and integration with personal goals Specifications: definition of use cases, modular setup to create courses using components like lego blocks Objectives: based on OpenEdu Framework > open: access, content, pedagogy, recognition, collaboration, research Based on: Garrett, J.: The Elements of User Experience (2002). User-Centered Design for the Web. New Riders Publishing, Thousand Oaks, USA.
  18. 18. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 Meaningful Gamification based on Universal Design for Learning Meaningful gamification aims to enhance learner autonomy and to help integrate learning activities with personal goals through meaningful choices (Nicholson, 2012). Universal Design for Learning focuses on designing for diverse needs and interests (Rose & Meyer, 2002). Key strategies of UDL-based meaningful gamification are: • allowing different paths to achieve goals and to make a meaningful connections (the "why" of learning) • presenting content in different ways (the “what” of learning), • providing different activities for the learner (the "how" of learning)
  19. 19. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 Meaningful Gamification Research 2018 Meaningful gamification research in the Open Virtual Mobility project has been conducted in 2018 with project partners: • research design and items > list of gamification features • 1st online survey (n =13) > MoSCoW method to prioritise features • data analysis > a shortlist of key gamification features • 2nd online survey (n = 10) > assessing MUST & SHOULD features • data analysis > allocation of features project outputs (leaders) • report > meaningful gamification design guidelines
  20. 20. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 Meaningful Gamification - MUST & SHOULD features WHY of learning Multiple options for learner engagement • GOALS: Learner can see desired outcomes/skills (e. g. open badges) • ENGAGEMENT: Learners are engaged by storytelling (e.g. student journey) • ENGAGEMENT: Learners have multiple entry points for learning process • ENGAGEMENT: Learners receive cues to draw attention to critical concepts • ENGAGEMENT: Learners receive prompts to activate prior knowledge WHAT of learning Multiple options for information representation • CONTENT: Learners can choose content in different languages • CONTENT: Learners can create own content • PROGRESS: Learners receive awards for sub-goals and final goals • PROGRESS: Learners can compare their progress with others ASSESSMENT: Learners can choose types of assessment • ASSESSMENT: Learners can choose types of evidence for VM skills HOW of learning Multiple options for expression and action • ACTIVITIES: Learners can create own content • ACTIVITIES: Learners are offered challenges • FEEDBACK: Learners are offered different types of feedback • FEEDBACK: Learners can express and see emotions • COLLABORATION: Learners can build teams and choose to work together • COLLABORATION: Learners can use interactive tools like chats, forums Results based on two online surveys in 2018 with project partners total of n = 23
  21. 21. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 User Experience Design based on Garrett’s model Visual design Information design Interaction design Specifications Objectives Visual design: look and feel aligned with project CD (e. g. logo, colours and graphic elements), visual cues for orientation Information design: focused on the key virtual mobility skill clusters (skill development, e-assessment and recognition) Interaction design: meaningful gamification to enhance collaborative learning and integration with personal goals Specifications: definition of use cases, modular setup to create courses using components like lego blocks Objectives: based on OpenEdu Framework > open: access, content, pedagogy, recognition, collaboration, research Based on: Garrett, J.: The Elements of User Experience (2002). User-Centered Design for the Web. New Riders Publishing, Thousand Oaks, USA.
  22. 22. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 8 skill clusters based on the assessment of over 100 statements: 1. Intercultural skills 2. Collaborative learning skills 3. Digital and media skills 4. Networked learning skills 5. Virtual mobility knowledge 6. Open mindedness 7. Autonomy-driven learning 8. Self-regulated learning Virtual Mobility Skills - results of Group Concept Mapping (GCM)
  23. 23. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 Virtual Mobility Skills represented by Open Badges (digital credentials)
  24. 24. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 Experience API (xAPI) and Learning Record Store (LRS) Co-/Design OER (H5P interactive content) MOOC Activities (collaboration, solo) E-Assessment (evidence-/test-based) LRS xAPI xAPI xAPI LRS LRS xAPI xAPI xAPI
  25. 25. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 Open 
 Badges Competency 
 Directory Competency 
 Frameworks Semantic competency directory to reference skills in open badges
  26. 26. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 Referencing skills in open badges to competency frameworks
  27. 27. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 Check our prototype on Github: https://github.com/openbadgenetwork Competency directory prototype on Github
  28. 28. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 User Experience Design based on Garrett’s model Visual design Information design Interaction design Specifications Objectives Visual design: look and feel aligned with project CD (e. g. logo, colours and graphic elements), visual cues Information design: focused on the key virtual mobility skill clusters (skill development, e-assessment and recognition) Interaction design: meaningful gamification to enhance collaborative learning and integration with personal goals Specifications: definition of use cases, modular setup to create courses using components like lego blocks Objectives: based on OpenEdu Framework > open: access, content, pedagogy, recognition, collaboration, research Based on: Garrett, J.: The Elements of User Experience (2002). User-Centered Design for the Web. New Riders Publishing, Thousand Oaks, USA.
  29. 29. OpenVM Learning Hub hub.openvirtualmobility.eu Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 open source
  30. 30. OpenVM Learning Hub hub.openvirtualmobility.eu Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0
  31. 31. For more information please visit: www.openvirtualmobility.eu Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0
  32. 32. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 Connect with us! Thank you! Project website: http://www.openvirtualmobility.eu/ Learning Hub: https://hub.openvirtualmobility.eu/ Twitter: https://twitter.com/openVM_erasmus TWITTER FEED: #OPENVIRTUALMOBILITY
  33. 33. Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0 References Garrett, J.: The Elements of User Experience: User-Centered Design for the Web. New Riders Publishing Thousand Oaks, CA, USA (2002). Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz, J.: Opening up Education: A Support Framework for Higher Education Institutions. JRC Science for Policy Report, JRC Homepage (2016). Retrieved from http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101436/ jrc101436.pdf Hruska, M.: Integrating xAPI into a Learning Ecosystem Using Moodle LMS. eThink (2017). Retrieved from http://ethinkeducation.com/integrating-xapi-into-a-learningecosystem-using- moodle-lms Nicholson, S.: A user-centered theoretical framework for meaningful gamification. Paper Presented at Games+Learning+Society 8.0, (2012a). Retrieved from http://scottnicholson.com/pubs/ meaningfulframework.pdf Rose, D., Meyer, A.: Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: ASCD, (2002).

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