Programme - The Online, Open and Flexible Higher Education

Programme
EADTU Annual Conference 2010
Strategies and business models for Lifelong Learning
Hosted by Universitäre Fernstudien Schweiz
Zermatt, Switzerland 27-29 september 2010
Core Programme Committee
Carlos Reis
Piet Henderikx
Marc Bors
Stéphane Pannatier
George Ubachs
Kees-Jan van Dorp
EADTU/Universidade Aberta Lisbao
EADTU/KU Leuven
Universitäre Fernstudien Schweiz
Universitäre Fernstudien Schweiz
EADTU
EADTU
Portugal
The Netherlands
Switzerland
Switzerland
The Netherlands
The Netherlands
Programme Committee
Dr. Franz Palank
Mr. Noël Vercruysse
Dr. Frits Pannekoek
Mr. Raymond Duchesne
Prof. Panos Razis
Mr. Jan Lojda
Mr. Jǿrgen Bang
Ms. Fanny Aguirre de Morreira
Ms. Sirje Virkus
Prof. Dr.-Ing. Helmut Hoyer Prof. Harry Coccossis
Mr. Tibor Döri
Dr. Maria Kocsis Baan
Prof. Hagit Messer-Yaron
Prof. Maria Garito
Prof. Dr. Ilmars Slaidins
Dr. Danguole Rutkauskiene
Prof. Dr.Ir. Fred Mulder
Dr. Andrzej Wodecki
Prof. Jan Kusiak
Prof. Natalia Tikhomirova Dr. Mikulás Huba
Ms. Imma Tubella Casadevall
Prof. Dr. Teresa Aguado Odina
Prof. Dr. Nuvit Oktay
Mr. Will Swann
Prof. Colin Harrison
Mr. John Dickens
Ms. Sarah Frame
Johannes Kepler Universität Linz
Department of Education
Athabasca University
Téluq, l’Université à distance
de l’UQAM
Open University of Cyprus
Czech Association of the Distance
Teaching Universities (CADUV)
Danish Association of Open Universities (DAOU)
Universidad Técnica Particular
de Loja
Tallinn University
FernUniversität in Hagen
Hellenic Open University
Hungarian National Council of
Distance Teaching
University of Miskolc
Open University of Israel
Uninettuno – International
Telematic University
Riga Technical University
Kaunas University of Technology
Open Universiteit Nederland
Polski Uniwersytet Wirtualny
AGH – University of Science and
Technology
Moscow State University of
Economics (MESI)
Slovak University of Technology
Universitat Oberta de Catalunya
(UOC)
UNED – Universidad Nacional de
Educación a Distancia
Anadolu University
The Open University
Open Learning Foundation (OLF)
University of London
University of East London
Austria
Belgium
Canada
Canada
Local organising Committee
Stéphane Pannatier
Angelique Roemgens
Universitäre Fernstudien Schweiz
EADTU
Switzerland
The Netherlands
Cyprus
Czech Republic
Denmark
Equador
Estonia
Germany
Greece
Hungary
Hungary
Israel
Italy
Latvia
Lithuania
The Neterlands
Poland
Poland
Russia
Slovakia
Spain
Spain
Turkey
United Kingdom
United Kingdom
United Kingdom
United Kingdom
Venue
The EADTU Annual Conference 2010 is organized in the Grand Hotel Zermatterhof.
Grand Hotel Zermatterhof
Bahnhofstrasse 55
CH-3920 Zermatt
Phone +41 27 966 66 00
Fax +41 27 966 66 99
Welcome
Carlos Reis
This year the EADTU Annual Conference will be hosted by Fernstudien Schweiz and held in Zermatt, Switzerland, from the 27th
to the 29th September. In the breathtaking surroundings of the
Swiss Alps, at the foot of the Matterhorn, EADTU gathers its
members, together with political representatives and education
promotion agencies, inviting them to bring to Zermatt the outcome
of their reflection and work proposals which will sustain the further
development of distance learning in Europe and the world.
At a moment when the sense of social responsibility of the universities intersects with the demands brought about by the 21st century
society, the challenges that distance teaching is facing are ever more
exciting. I would briefly remind you of some of those challenges:
the political accountability of higher education institutions, the legitimisation of informal
learning, the strengthening of lifelong learning, the consolidation of students’ mobility and
transnational validation of academic accreditations, the evolution of distance teaching tools
and languages, the development of open educational resources, and quality assurance in
higher education.
The topics put forward to be debated at the Zermatt conference clearly reflect these and
even other scopes of analysis. In the name of EADTU, together with the Fernstudien Schweiz,
I would like to stress two things: this will surely be a conference ‘at great height’, and it will
contribute towards making distance teaching and higher education factors of enrichment for
people and of improvement for the organisations.
Marc Bors
It is a great honour for the Distance Learning University Switzerland to
hold this year’s EADTU Annual Conference in Zermatt. This conference
was made possible thanks to the valuable cooperation of many
personnel and the political support which the e-learning project is
subject to here in the Swiss canton of Wallis.
The meeting venue Zermatt isn’t just picturesque, it is also a signal:
regarding the field of e-learning we are dependent on the exchange
of experience with our more advanced neighbours. The possibility to
meet here in Zermatt is thus a stimulus to push ahead with e-learning
in Switzerland.
First steps have been taken by the Distance Learning University Switzerland in the nineteen
nineties but there are still lots of peaks left to climb. The wonderful mountains around Zermatt
should thus remind us of the fact that there is still plenty of hard yet rewarding work to do.
In this sense I wish you an arduous and wonderful conference.
3
Strategies and business models for Lifelong Learning
The main theme of this conference is ‘Strategies and business models for lifelong learning’. In
view of the Eurostat-figures published in September 2010 , lifelong learning is an urgent issue
on the agenda of both universities and governments. Eurostat defines lifelong learning as education and training received within four weeks preceding the survey by persons aged 25 to 64.
It corresponds to either formal education received in schools, colleges and universities or to
non-formal education and training which covers short courses followed for job or private reasons. It excludes informal learning, such as self-learning through the use of printed material,
visiting libraries etc. In 2009, 9,3% of the EU-27 population participated in LLL, compared with
8,3% in 2003. The difference with some other continents (US, Japan) is significantly large and
the Eurostat-figure is far below the Europe 2020 benchmark of a 15% participation. Furthermore, significant differences are found between member states. The highest shares are found
in Denmark (31,6%), Sweden (22,2%), Finland (22,1%), the UK (20,1%) and the Netherlands
(17,0%), and the lowest in Bulgaria (1,4%), Romania (1,5%) and Hungary (2,7%). Buts also low
figures appear in Belgium (9,3%) Germany (7,8%), Ireland (6,3%), Spain (10,4%), France (6%),
Italy (6%), Portugal (6,5%), Estonia (10,5). This is insufficient for the knowledge society Europe
is aspiring to.
From a university perspective, especially in the Nordic countries, LLL is embedded in university
strategies close to their mission. They developed adequate business models and an educational culture for it. This is not the case in most of the European countries. One might conclude
that there is simply a lack of expertise in the field of LLL in large parts of Europe. This expertise
is well developed in the in the Northern part of Europe and in the open and distance teaching
universities. This will lead to different speeds in knowledge dissemination and hence in innovation between European countries and regions!
This conference contributes to this expertise, based on real life experiences and studies, often
supported by the European Commission, that is more aware of the dramatic situation than
national governments. It does focus on university strategy and business models, formal and
informal learning and their relationship, open educational resources, learning for employability
and entrepreneurship, teaching and learning through networked curricula in order to enrich
programmes and the experience of students, virtual mobility extending the physical teaching
and learning space, virtual campuses and quality assurance in lifelong learning on line or at a
distance.
Networked education
At the Prague Higher Education Summit in 2001 to “Ministers called upon the higher education
sector to step up the development of modules, courses and curricula ‘offered in partnership by
institutions from different countries’ (EUA 2002). While the focus here was on joint degrees,
also a broader range of networked curricula in (international) partnerships can lead to better
teaching and learning with a wider content and a better understanding of the subject in a
richer environment. This includes shared bachelor or master spaces, where a small number of
institutions seek collaboration in order to diversify their curricula with complementary courses,
offer joint courses by team teaching, organise joint seminars or learning communities, cooperate in collaborative projects or and master thesis work, give mutual access to wider networks
and internships. Curricula of different institutions can share students and staff and can pool
resources like courseware, learning environments, etc. It is clear that approaches of open and
flexible learning and the use of ICT play an important role in enhancing these spaces.
Also should be taken into account that all students should benefit from international collaboration during their academic education, including students who are not participating in a long
term exchange and lifelong learners. They need schemes that are flexible in time and space
with strong international, multiple scope and multicultural components and virtual mobility
paths, enhancing their competences. Networked education is focusing on international cooperation and mobility, combining both the physical and virtual spaces which nowadays are constituting any teaching and learning environment in higher education. The objective is always that
curricula are optimized and all students get better opportunities.
4
Quality Assurance and e-learning
E-learning has become mainstream provision in higher education and an essential element for
lifelong learning and borderless education. However, quality in e-learning is not yet integral
part of most quality assurance systems of universities and QA agencies. For the quality level of
universities and in the interest of the students this should receive immediate attention and be
adopted by the existing channels for HE quality systems.
Not as a separate system but a fully integrated e-learning assessment process within the national framework. To this end, there is a need for methodological development within universities
and quality assurance agencies. This can be supported by the expertise created in the recently
developed e-learning quality assessment tools. This specific expertise and responsibility for QA
in e-learning lies in first instance within the universities. Therefore, at the same time, there is a
need for increased cooperation between universities and QA-agencies and among themselves.
This conference will offer a platform for several examples of university approaches on QA
in e-learning and announces further cooperation between universities and QA-agencies in
this field.
University strategies and business models for Lifelong Learning
Lifelong Learning (LLL) is about developing structures for continuing education that can fit
the realities of professional life and help to complete and renew the knowledge that people
acquire during their careers. It is about all those phrases we use in speeches like ‘unlocking the
knowledge of universities’ and ‘making university education responsive to the needs of business’. Although LLL is as a concept broadly supported and strongly recognised by universities,
governments and the EU, it is still in the starting phase of actually being implemented. LLL is
not yet organised sufficiently at most universities which can easily be explained when looking
at their principle task and target groups. In general universities are bound to their conventional
business models focussing on research and innovation and educational programming in the
BA/MA structure. This is the right strategy for the target group of traditional students. Entering
the field of the LLL-student means developing new strategies and business models and consequently entering a partly unknown area. This explains for the bigger part the hesitation of
most universities to take the next step in organising LLL.
In this conference we would like to bring universities together on this topic and give the floor
to several breakthrough experiments and showcases to inspire and inform universities to
develop the right strategies and business models themselves. For that purpose, examples of
formal, non-formal and informal learning will be addressed to give the full picture on possible
strategies.
Virtual Mobility
In the political and societal discourse of the developments in higher education, students’
(and teachers’) mobility has become increasingly important in an internationalizing university
context. But talking about student mobility usually means talking about physical mobility. In
the year 2008-2009 more students than ever participated in the physical mobility programme
of Erasmus. Although a very successful and highly valued programme, physical mobility has its
limitations:
– Physical mobility can never fulfil the promise of international mobility for the vast majority
of students. Only a minority of students benefits.
– Physical mobility excludes a group of less mobile students
– Physical mobility is a rich experience but expensive for society, the university and
the student.
5
ICT supported innovative measures like virtual mobility (VM) models are needed to increase
the number of students in mobility schemes. Not only does this involve potentially all students
at all stages in life and circumstances that would normally prevent participation, VM also offers
skills and key competencies for international employability by the use of ICT supported participation with a multilingual approach. Already, virtual internships show the possibility of on-line
employment in an international context. Also, the virtual mobility programmes are forming
a direct extension to the existing physical university cooperation models. In the conference,
several initiatives on virtual mobility will be highlighted as well as established networks in this
field will be presented, including a key-note on the EPICS for Virtual Erasmus programme.
Open Educational Resources
The last years EADTU has taken the lead in the promotion of Open Educational Resources
(OER) among Open and Distance teaching Universities (ODL). Open Educational Resources
(OER) are teaching, learning, and research resources within the public domain or which are
released under an intellectual property license that permits their free use or re-purposing by
others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used
to support access to knowledge. For several years now, the European Association of Distance
Teaching Universities (EADTU) has been working on OER strategies in lifelong open and flexible
learning by means of the EADTU taskforce on Multilingual Open Resources for Independent
Learning. To sustain the process of adopting OER among ODL institutions, and to avoid slow
movers from developing an innovation gap, a new European initiative is consolidated by
EADTU. This new European initiative is meant to additionally stimulate institutions to reach a
tipping point, by enabling them to continue learning from fast movers. The new initiative has
been approved under the lifelong learning programme, within the strand Erasmus. ‘Innovative
OER in European Higher Education’ (see http://www.eadtu.nl/oerhe/) now includes 11 European partners, and enables partners to follow the innovation cycle as regards the successive
phases of awareness raising, strategy building, institutional frameworks, pedagogic models,
business models, and pilot experiments. The initiative valorises all partners’ practices to date
and disseminates the successes. The framework for all this activity is the creation of the European Area of Higher Education (Bologna Declaration), the national and European policies with
regard to lifelong learning, the development of competencies for the European citizen and the
innovation of e-learning and teaching by the use of ICT.
Employability and entrepreneurship
Whereas traditional universities commence strategies on serving the lifelong learner, open
and distance teaching universities learn that sole education delivery without acts of innovation
and entrepreneurship is draining. To be ready for the next decade, universities must search
to create added value and accordingly innovate their business models. Open and distance
teaching universities in particular, are assessed on their potential to innovate beyond flexible
education: generating new modes of academic and commercial entrepreneurship including
the launch of new generation (networked) business incubation. It is evident that universities
cannot do without creativity and innovation: it is the engine of (long-term) prosperity not only
for universities, but for enterprises, economy and society as a whole. This strand accordingly
has the core objective to identify, develop and review new opportunities for enhancement of
employability and entrepreneurship opportunities by means of different modalities. Innovative approaches for addressing, developing, extending and expanding learners’ professional
skills will be showcased. Modernisation of Europe’s universities is a core condition for success
of the Lisbon strategy: it is a condition for the wider move towards an increasingly global and
knowledge-based economy. Universities have an enormous potential which they should put to
work to effectively underpin Europe ’s drive for more creativity, entrepreneurship, growth and
more jobs. In the past, EADTU launched two consecutive European projects in this area: Cross
Border Virtual Mobility (dealing with remote internships and work placements), and Cross
Border Virtual Entrepreneurship (dealing with the training of students’ entrepreneurial skills
so as to promote self-employment). Now it is ready to launch its latest flagship: Border Virtual
Incubator (CBVI).
6
Programme
Monday, 27 September 2010
12.00 - 14.00 Registration
14.00 - 16.30 Opening session, chaired by Marc Bors, Rector Universitäre Fernstudien Schweiz
Welcome by Carlos Reis, President EADTU and Rector Universidade Aberta
Marc Bors, Rektor Universitäre Fernstudien Schweiz, Switzerland
Networked Distance Education at Fernstudien Schweiz
Fernstudien Schweiz is providing distance higher education in Switzerland since 1992. Partially
it is cooperating with French and Canadian universities for double or joint degree provisions.
It is organising also degree programmes in its own right. The objectives, strategies and collaborative models of Fernstudien Schweiz will be explained.
Claude Roch, State counsellor of the Valais Government, head of the
Department of Education, Culture and Sport
Accessibility and Flexibility in Swiss Higher Education
Switzerland is a federal state. It will be clarified how higher education is organised with the
Cantons and what measures are taken to make higher education more accessible and more
flexible for lifelong learners.
Carlos Reis, President EADTU and Rector Universidade Aberta
Presidential address on the State of Distance Higher Education 2010 in Europe
Every year, the President of EADTU describes the state of distance higher education and online
teaching and learning in Europe. Actual issues and challenges are dealt with as well as with
activities which members and EADTU have organised recently. At the end of the Conference a
Message is read by the President resuming the conference conclusions. This is Carlos Reis’ first
Presidential Address.
Prof. Deming Zhang, President Shanghai TV University
Open Education: an overpass to Lifelong Education
Prof. Zhang Deming will illustrate the lifelong learning strategies and business models adopted
by the Shanghai Television University, one of the largest institutions in the world. Shanghai
Television University has been presented with the prestigious UNESCO King Harmad Prize in
recognition of its vast contributions to the application of information and communication
technology in education. He will explain about the outreach of the open university to Chinese
students and to businesses and communities. He will reflect on cooperation with other open
universities in the world and on future developments in open and distance education.
Break
Opening session, chaired by Carlos Reis (President EADTU and
Rector Universidade Aberta)
Maruja Gutierrez-Diaz, European Commission
New Developments in European Lifelong Learning Policies
The Lifelong Learning Programme of the European Commission is supporting international
cooperation in the European Higher Education Area, also in the perspective of Europe 2020.
EADTU and the members participate in most actions of this Programme, that is to be renewed
from 2013. EADTU participates in the preparation of this new phase by concrete proposals and
projects. New European policies are presented and discussed.
7
Panel presentation Martin Watkinson (Open University), Luís Tinoca
(Universidade Aberta) and Jørgen Bang (DAOU)
Presentation of breakthrough Showcases and the Guide for organising Lifelong Learning
in European Universities
This panel will discuss different strategies and business models for lifelong learning in
European Higher Education which were explored in a two years’ European project. This year,
they were discussed with stakeholders (university associations, staff, students, unions,
companies, etc.). Initiatives of informal learning (e.g. open educational resources), open
and flexible learning (e.g. degree programmes) and tailor-made courses are all contributing
essentially to lifelong learning in Europe.
Panel presentation Janerik Lundquist (Linköping University), George Ubachs
(EADTU) and Patricia de Smet (European Commission)
Innovation and Upscaling of the Erasmus Mobility Programme. Launch of the European
Portal of International Courses and Services (EPICS)
The European Portal for Courses and Services on line (EPICS) will be launched, which is a
search engine for online courses as well as an instrument to organise virtual mobility. The
latter covers the exchange of students on line as well as virtual seminars, projects and other
learning communities in a two-site or multi-site environment. Virtual mobility will give new
breadth to the Erasmus Mobility Programme by up scaling and innovating it with ICT based
and blended solutions for rich mobility.
16.30 - 17.00Coffee break
17.00 - 19.00 Parallel sessions: see opposite page
20.00 - 23.00 Sponsored Gala dinner at Grand Hotel Zermatterhof
8
Parallel sessions Monday, 27 September 2010, 17.00 - 19.00
ACADEMIC
OPEN EDUCATIONAL
RESOURCES
LIFELONG LEARNING
Chair: Gordon Wilson
Chair: Robert Schuwer
Chair: Jørgen Bang
Chair: Maria Koscis-Baan
Chair: Luis Tinoca
Expanding citizen and
practitioner engagement
with the climate change
challenge through collaborative Masters curriculum, open educational
resources, e-learning
communities and virtual
mobility.
Visual mapping approaches for considering the
strategic rationale for
the implementation of
OER in higher education
institutions.
A. Lane,
Open University,
United Kingdom
Flexible teaching and
learning: perspectives and
practices in the Indian
context.
G.S. Dangayach, Malaviya
National Institute
of Technology, India
Experimental lifelong
learning environments
for societal entrepreneurship.
E. Wallin, City Conversity
AB, Sweden
Towards a strategy
for lifelong learning:
experiences from
the K.U.Leuven.
J. de Gruyter/
W. van Petegem,
K. U. Leuven, Belgium
G. Wilson,
Open University,
United Kingdom
Maintaining open
educational resources in
the repository network
edu-sharing
B. Krämer,
FernUni in Hagen,
Germany
Global learning environment for lifelong learners.
N.V. Tikhomirova/
A.G. Gritsenko/
E.N. Tsarkov,
MESI, Russia
MESI’s modeL of blending
education in Tver region:
results and perspectives.
I. Tretyakova/
T. Logutenkova,
MESI, Russia
University strategies for
lifelong learning in higher
education. The UNED
case.
I. Gil-Jaurena,
UNED, Spain
Promises and obstacles of
OER in higher education
– results from a delphi
study in German-speaking
countries.
M. Deimann/T. Bastiaens, FernUni in Hagen,
Germany
Impact of socio-cultural
environments on refinement of distance education: a study in global
perspective.
S. Rajpal/A. Bhardwaj/
K. Choudhary/S. Singh
MNIT Jaipur, India
On modeling a knowledge
monitoring system.
S.V. Vardanyan/
N.A. Ajabyan,
MESI, Russia
Lifelong learning
philosophy and practice:
the case of MESI.
I. Smirnova,
MESI, Russia
Twinning learning design
and business model
innovation as a strategy
for sustainable learning
support of working professionals.
M. Bitter-Rijpkema/
F. de Langen,
Open Universiteit,
The Netherlands
Formal, non formal and
informal learning at
UNINETTUNO: a lifelong
learning strategy in a
multicultural context.
M.A. Garito/R. Sepe,
Uninettuno, Italy
COOPERATION
EMPLOYABILITY AND
ENTREPRENEURSHIP
Dedicated Workshop by
the Lech-e Project Group
P. Pérez,
Open Universiteit,
The Netherlands
D. Abbott, University of
Derby, United Kingdom
P. Willems, K.U. Leuven,
Belgium
Openness in higher
education. How to set
institutional repository
of OER.
J. Kusiak/K. Grodecka/
J. Markovic,
AGH-University of
Science and Technology,
Poland
9
UNIVERSITY STRATEGIES & BUSINESS
MODELS FOR LIFELONG LEARNING
Tuesday, 28 September 2010
09.15 - 11.15 Parallel sessions: see below on this page
11.30 - 16.30 High-level social networking event at the Gornergrat (Observatory), including lunch
17.00 - 19.00 Parallel sessions: see opposite page
20.30 - 22.30 Conference Dinner at Grand Hotel Zermatterhof
Parallel sessions Tuesday, 28 September, 9.15-11.15
ACADEMIC
COOPERATION
OPEN EDUCATIONAL
RESOURCES
LIFELONG LEARNING
VIRTUAL MOBILITY &
ICT
VIRTUAL ERASMUS
Chair: Beatriz Malik
Chair: Andy Lane
Chair: Martin Watkinson
Chair: Janerik Lundquist
Chair: Tim Read
Cooperation between a
distance teaching university and an on-campus
university: the creation of
dual-mode university.
L. Bertrand,
Teluq, Canada
What do teachers in
higher education expect
from OER?
K. van den Driesche/
R. Schuwer,
Open Universiteit,
The Netherlands
Relationship between
self-regulation and the
flexibility of learning
environments.
P. Bergamin,
IFeL, Switzerland
Virtual mobility as a
support for the mobile
student of tomorrow.
M. Achten/M. Vriens/
I. op de Beeck/W. van
Petegem,
EuroPACE, Belgium
Teachers and tutors’
training to use ICT
enhanced learning.
D. Rutkauskiene/I. Huet/
D. Gudoniene/
D. Casanova,
Kauno Technologijos
Universitetas, Lithuania
Brick-and-mortar universities cooperate in Online
Teaching – the expierence
of the Bavarian Virtual
University.”
P. Rühl, The Bavarian
Virtual University,
Germany
Optimizing usability in
open educational
resources – Challenges
ahead.
R. Groner/
E. Siegenthaler,
IFeL, Switzerland
ELLEIEC: Enhancing
lifelong learning for the
electrical and information
engineering community.
H. Yahoui,
Université de Lyon I,
France
EU-VIP: EnterpriseUniversity Virtual
Placements.
J. de Gruyter,
K. U. Leuven, Belgium
AVIP-PRO: oral training
and evaluation tool for
e-learning in the UNED.
T. Read and others,
UNED, Spain
Incorporating Virtual
Mobility into DILL Master
Programme.
S. Virkus/A. Lepik,
Tallinn University, Estonia
Development of business
models of open education
based on new intellect
technologies.
N.V. Tikhomirova/
N. Komleva,
MESI, Russia
Establishing and maintaining a partnership with
service users and carers
in providing the BA (Hons)
Social Work; a nationwide approach within a
distance learning model.
J. Billingham,
The Open University in
Wales, Wales
VIRQUAL-Network for
integrating Virtual
Mobility and European
Qualification Framework
in HE and CE Institutions
R. Falcao/A. Soeiro,
Universidade do Porto,
Portugal
The WebCam exam:
assessment innovations
for lifelong learning.
P. Walker, Kryterion,
United Kingdom
10
Virtual Mobility at
UNINETTUNO.
M.A. Garito/R. Sepe,
Uninettuno, Italy
Parallel sessions Tuesday, 28 September, 17.00-19.00
ACADEMIC
COOPERATION
quality
assurance
LIFELONG LEARNING
Chair: Ingrid Thaler
Chair: Sirje Virkus
Chair: Lydia Montandon
Chair: George Ubachs
Chair: Fred de Vries
An example of transnational academic
cooperation between
Europe and Latin-America.
B. Malik/T. Aguado,
UNED, Spain
Designing model courses
for a process of e-learning
optimization.
A. Hediger/J. Sadiki,
IFeL, Switzerland
DEDICATED EU4ALL
WORKSHOP
DEDICATED EPICS
WORKSHOP
EL-Gate, bridging research
across Latin-America and
Europe.
R. Navarrete-Poretti/
F. Fedele/I. Mascitti,
Università degli Studi
‘Guglielmo Marconi’,
Italy
A benchmarking exercise for quality blended
learning. A challenge for
European universities in the
21st century.
V.E. Comba/E. Ossiannilsson and others,
ESMU, Belgium
How to promote the adoption of an open framework
to make lifelong learning
accessible to all?
L. Montandon/M. Arjona,
Atos Origin SAE, Spain
Virtual Erasmus and the
European Portal of
International Courses
and Services.
G. Ubachs,
EADTU, The Netherlands
Electronic reading devices
in distance learning.
E. Siegenthaler/
R. Groner,
IFeL, Switzerland
ELBEP Project: Multinational and National Approaches towards Language
E-Learning.
T. Logutenkova,
MESI, Russia
Practice as you preach:
PROSE online diagnostics
management in e-learning.
A. Vyt, Arteveldehogeschool University College,
Belgium
Evaluation and quality in a
European project. The case
of added value of teaching
in a virtual world.
T. Murias/S. Santoveña,
UNED, Spain
11
VIRTUAL MOBILITY &
ICT
VIRTUAL ERASMUS
Can virtual learning spaces
in higher education provide
authentic places for open
and lifelong learning? A
South African perspective.
T. Park/A. van der Merwe,
Stellenbosch University,
South Africa
Mobile learning for
innovation in Open and
Distance Learning
T. Lee,
Korea National Open
University, Korea
Mobile learning in virtual
acceleration; augmented
reality in fieldwork
F. de Vries,
Open Universiteit,
The Netherlands
Wednesday, 29 September 2010
09.00 - 11.00 Parallel sessions
Parallel sessions Wednesday, 29 September, 9.00-11.00
quality
assurance
LIFELONG LEARNING
ICT
Chair: Ebba Ossiannilsson
Chair: Luis Tinoca
Chair: Danguole Rutkauskiene
E-learning in Indian knowledge
society: quality issues.
A. Kumar,
Malaviya National Institute of
Technology, India
The practice learning opportunity:
Learning for whom?
J. Davies,
OUUK, United Kingdom
Learning tools or learning infrastructures? Implications of Web
2.0 technologies for the sustainability of learning spaces.
U. Hedestig/M. Soderstrom,
Umea University,
Sweden
International benchmarking
of e-learning at Lund university –
aims and results.
E. Ossiannilsson/L. Landgren,
Lund University, Sweden
Distance teaching universities as
hub for promoting and offering
lifelong learning among masses:
a roadmap.
P. Kumar Misra,
M.J.P. Rohilkhand University,
India
Open up the university: business
model for a ‘Whenever – Wherever’ Multimedia Study Service.
E. Katzlinger/U. Windischbauer,
JKU Linz, Austria
Application of the European
quality criteria in Russian
Federation.
N.V. Tikhomirova/
A.G. Gritsenko/E.N. Tsarkov,
MESI, Russia
Evaluation of the education policy
of enrichment activities curriculum
schools 1st Cycle of Basic Education of the Municipality of Oeiras.
M. Antunes,
Universidade Técnica de Lisboa,
Portugal
Teaching tutoring intelligent
agents to customise lifelong
learning pathways.
T.F. Murias/S.F. Ricoy,
UNED, Spain
Pre- and post Bologna ESP Roles
in European higher education.
A case study in Portugal.
A. Donat Trindade,
Technical University Lisbon,
Portugal
How to design, create and use
an e-learning webmail system
in a virtual university?
I. Manresa,
UOC, Spain
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11.00 - 11.30 Coffee break
11.30 - 13.00 Plenary session, chaired by Helmut Hoyer (Rector FernUni in Hagen)
Panel presentation
Panellists: Kees-Jan van Dorp (Research Director EADTU), Fred Truyen (Professor at the
KU Leuven) and Jaap van Marle (Dean of the Faculty of Cultural Sciences Open Universiteit)
Open Educational Resources for Widening Participation, Multi-campus Education
and Internationalisation
Europe is taking open educational resources into a new generation of high quality courses
for independent learning (OpenLearn, OpenER, MORIL). The OER-HE new project shows the
innovative potential of open educational resources for widening participation, multi-campus
education and international teaching in higher education. Preliminary results are shown.
Panel presentation ‘Networked Education’
Panellists: Piet Henderikx (Secretary General EADTU), Danguole Rutkauskiene
(Kaunas University of Technology), Teresa Aguado Odina (UNED),
Paquita Pérez (Open Universiteit)
Networked Online and Distance Degree Programmes: Concepts and Practices
Networked degree programmes and courses at all levels of higher education will enrich the
educational opportunities for all students and will enable higher education institutions to
provide high quality programmes in shared degree spaces. Examples of good practice are
given.
Llorenç Valverde, UOC
The Catalan Network for Online Learning and Distance Education:
Educational and Technological Framework
In Catalunia, all universities are linked with a (mainly free source) network where pedagogy
and technology go hand in hand. It is developed by UOC and is serving the development of the
Catalan region. Llorenç Valverde, as Vice-rector of Technology at UOC, will elaborate on the
opportunities created by this network.
Hanne Smidt, EUA
Lifelong Learning Policies in Europe and How to Make them happen
EUA was the driving force for the European Charter on Lifelong Learning in Higher Education.
Also, it embraces the institutional diversity discussion in European higher education in recent
projects. On the other hand, barriers for a breakthrough in Lifelong Learning exist in European
universities. What are these barriers and how can they be removed?
13.00 - 13.05 Carlos Reis, President EADTU and Rector Universidade Aberta
Message of Zermatt
13.05 - 13.30 Closing panel (in a flexible and interactive format of a multiple interview)
Led by Brian Holmes (European Commission)
Panellists: Alan Tait (Pro Vice Chancellor Curriculum and Awards Open University),
Maria Amato Garito (Uninettuno), Fred Mulder (Open Universiteit)
Reflecting on the Message of Zermatt
After each annual conference, EADTU is resuming the results in a Message to all stakeholders:
universities, governments, social partners, the European Commission. This message on university strategies and business models for lifelong learning will be discussed by a panel of such
stakeholders.
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Keynote speakers
Jørgen Bang
In 1969 Jørgen Bang joined the Art Faculty at Aarhus
University. He worked at the Department of Scandinavian
Studies until 1986, when he moved to the newly established Department of Information and Media Science.
Between 1988-1992 he was Subdean to the Arts Faculty.
From1993-98 and again from 2004-2006 he was head of
the Department of Information and Media Studies. He
has written several books and articles on literature and
mass communication with special focus on the problems
of reception analysis. During the last ten years his research has focused on the use of educational technology
in distance education. He has published several articles
in the field. Since 1988 Jørgen Bang has represented
Denmark on the EADTU board and between 2002 and
2006 he was president of EADTU.
Marc Bors
Marc Bors. Dr. iur. (Zurich) was born in Walenstadt/
St. Gallen. He studied law and history in Zurich, Paris and
Berlin and occupies himself with legal history, Roman
law and civil law (mainly focussing on personal rights and
data protection law). He was an associate at the Max
Planck Institute for European legal history and lecturer at
the Johann Wolfgang Goethe-University Frankfurt a.M.
In 2003 he was nominated as associate professor at the
faculty of law of the University of Fribourg and is a full
professor since 2008. As from 2005 he lectures at the
Distance Learning University of Switzerland and was
appointed the management of the Bachelor of Law
program in 2008.
Kees-Jan van Dorp
Dr. C.A. (Kees-Jan) van Dorp is Research Director at the
European Association of Distance Teaching Universities
(EADTU). Van Dorp has years of expertise and experience
in management of European (and U.S.-funded) projects
and programmes in the area of: i) Course mobility, virtual
student and staff mobility, ii) Employability, placements
and entrepreneurship, iii) Open and accessible educational resources, and iv) Platforms and taskforces of the
sort. Van Dorp acts as (research) advisory for EADTU’s
executive committee, general board, rectors’ conference,
and associations’ conference. Van Dorp has written
more than 70 national and international publications,
is expertee for applied research projects and tenders,
conference addresses, chairing, peer reviewing and
presentations on European and global platforms. Van
Dorp has not only managed, or participated in, various
European funded projects such as those in FP6, Socrates
Minerva, Erasmus, Leonardo da Vinci, KA4 Multilateral,
Jean Monet, but also many nationally funded (publicprivate) initiatives.
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Maruja Gutierrez-Diaz
Maruja Gutierrez-Diaz has degrees in architecture and in
urban planning from the School of Architecture, Madrid,
1971), and later, at the University of Edinburgh, became
a specialist in the use of GIS and ICT for planning. She
was Head of the Centre for Information and Documentation of the Madrid Regional Government until 1988,
when she joined the European Commission as a specialist
in new technologies. In 2000, she became in charge of
policy development in the field of ICT for education and
training, and of the eLearning initiative; as from 2006, her
‘portfolio’ extended to creativity and innovation.
Piet Henderikx
Piet Henderikx (°1947) graduated in Psychology and
Educational Sciences at the University of Leuven, Belgium
(1970). He acted as advisor for educational policy at
Christian Labour Movement in Belgium (1969-1973).
From 1973 till 1986 he was engaged in research and development in the field of higher education at K.U.Leuven.
He acted as special advisor for university and research
policy in the Cabinet of the Minister of Education (19861988). He has been director of the network for distance
higher education network in Flanders (1988-1996). Since
1996, he is Secretary General of the European Association of Distance Teaching Universities (EADTU), Chief
Executive Officer of the European Open University Network (EOUN) and he returned to K.U.Leuven as executive
advisor for European policy and international relations.
Also, he has been counsellor for several governments
and universities with regard to the integration of on
line and distance learning in higher education, issues of
open educational resources, international mobility and
co-operation, open educational resources and quality
assurance and accreditation. More recently, he has been
involved in the design and implementaion of several joint
degree programmes and Erasmus Mundus programmes
at the master and doctoral level for K.U.Leuven.
Brian Holmes
Brian Holmes is Head of Department at the Executive
Agency established by the European Commission to
manage the Community’s programmes in education,
training, culture and media. He is responsible for the
units dealing with the actions under the Lifelong Learning
Programme managed by the Agency, including Eurydice.
He is involved with European policy for innovation and
lifelong learning, supported by ICT, with DG Education
and Culture. He is a Chartered Engineer and has an MBA
from a Paris business school. He is currently undertaking
a PhD on technology enhanced learning with the University of Lancaster in the UK, where he is researching online
communities for teachers’ competence development and
the impact of social issues (follow his research blog at
http://holmesbrian.blogspot.com).
Janerik Lundquist
Professor Janerik Lundquist joined the Linköping University, faculty of engineering, in 1970 where he is still
employed. His scientific field is production economics
and over the years he has been both director of studies
and head of department. During ten years he was head
of School of Industrial Engineering and during eight years
he was responsible for establishing a new school and new
engineering programmes at campus Norrköping. He has
been Managing director for U-LINK, the distance education unit at Linköping University. From 1993-2002 he
was acting president of SADE – the Swedish Association
for Distance Education. From 2003 to 2009 he chaired
the International Committee within NSHU – the Swedish
Agency for Networks and Cooperation in Higher Education. He has also been a member of the EADTU Board
from 1993-2008 and during the last four years member
of its executive committee.
Jaap van Marle
Since 2001 professor Jaap van Marle is dean of the
Faculty of Cultural Sciences of the Open Universiteit
Nederland. As such he has a broad expertise in the field
of distance teaching and lifelong learning. Before 2001
professor van Marle had worked at the faculties of arts of
Amsterdam University, of Amsterdam VU University and
of the Royal Netherlands Academy of Sciences and Arts.
Carlos Reis
Carlos Reis is rector of Universidade Aberta (Portugal)
since May 2006. He graduated in Romance Philology, in
1974, got his Ph.D, in Portuguese Literature, in 1983.
He is a full professor of University of Coimbra since 1990.
As a visiting professor, he taught in several foreign
universities, namely University of Salamanca, University of Wisconsin-Madison (Tinker Visiting Professor),
University of Santiago de Compostela and University
of Massachusetts-Dartmouth (Endowed Chair Professor). He participated in the foundation of Universidade
Aberta. Between 1998 and 2002 he was the director of
the National Library of Portugal. Between 1999-01 he was
president of the International Association of Lusitanists.
Since January 2010 he is the president of EADTU.
Claude Roch
Since 2001, Claude Roch is a state counsellor of the
Valais Governement. He is head of the Department of
Education, Culture and Sport. For more information
about Claude Roch, please visit his website.
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Hanne Smidt
Hanne Smidt has been a Senior Adviser at EUA since 2002
and has been involved in a wide range of projects that
EUA has undertaken: Quality Culture, Joint Master,
Doctoral Programmes, Creativity and the Master study.
She was one of the authors of the study on financing of
university-based research and of Trends V. The development of the Lifelong Learning agenda and the ‘European
universities charter on lifelong learning’ for EUA has been
a core issue for her and she has, in this context, contributed to the Bologna Handbook with an article: ‘Do
European universities have a strategy for lifelong learning?’ She was the General Rapporteur at the EUA Rotterdam Conference ‘Inclusive and Responsive Universities’,
2008 and is currently involved in Trends 2010. She has
now started an independent higher education consultancy in Sweden.
Patricia de Smet
Patricia De Smet is principal administrator at the European Commission in the Higher education, Erasmus unit
of the Directorate General Education and Culture (DG
EAC). Her main areas of responsibilities include actions
related to the management of the Erasmus programme
(2007-2013) and more policy oriented work linked to
the preparation of the post-2013 programme and to the
updated strategic framework for European cooperation
in education and training (ET 2020). Under Erasmus,
one of her key priorities is to develop closer cooperation
between Higher education institutions and the world of
work which goes along with a successful start of the new
actions in this domain. In relation with e-learning, she is
following the contribution of ‘virtual campus’ projects
funded under the centralised actions of Erasmus. This
also means better exploiting synergies between the EU
Higher Education policies and the Erasmus programme
e.g. ‘exploiting’ and disseminating results of Erasmus
centralised projects. This also involves looking to the
potential contribution of ‘virtual mobility’ to the future
programme.
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She started her career in the private sector as an auditor
for Deloitte, which gave her the opportunity to have an
insight in many enterprises. She acquired additional
expertise in the private sector as an IT project manager
for Bull and as an internal consultant for a large multinational company.
Inside the European Commission, she had responsibilities
in various areas before joining DG EAC and was Head
of sector of the Business Cooperation network in the
current DG Enterprise. In DG EAC, she was involved in
the eLearning programme. She has a business background and holds a masters degree in commercial
engineering from the Catholic University of Louvain.
Alan Tait
Alan Tait is Pro-Vice Chancellor for Curriculum and
Qualifications at the Open University UK and was
formerly Dean of the Faculty of Education and Language
Studies. He is Professor of Distance Education and
Development and has a long record of professional
practice, publication and the support of professional
development in distance and e-learning. He is Editor in
Chief of the European Journal of Distance and E Learning,
was from 1989-1998 Editor of Open Learning, and was
President of the European Distance and E-Learning Network (EDEN) from 2007-2010. He has worked widely in
developing countries for international organisations such
as UNESCO, the EC and the Commonwealth of Learning.
Recent most cited publications include ‘What are Open
Universities for?’ in Open Learning (2008), ‘Leadership
Development for Distance and E Learning’ (2007)in the
International Handbook of Distance Education, and
‘Planning Student Support for Open and Distance
Learning’ in Open Learning (2000).
Luís Tinoca
Luís Tinoca is an Assistant Professor at Universidade
Aberta’s Department of Education and Distance
Teaching, with experience in the development of online,
graduate and undergraduate courses, as well as an active
researcher in the areas of competence-based learning
assessment and group work collaboration in online
environments. Since 2009, he is also the President of
Universidade Aberta’s Pedagogical Council. He is currently involved in research projects from the European
Association of Distance Teaching Universities, a member
of the Education Research Center, and a collaborator of
the Distance Education Laboratory. He earned his Ph.D. in
Science Education from the University of Texas at Austin
in 2004. For more information: http://sites.google.com/
site/luistinoca/.
Fred Truyen
Fred Truyen is an associate professor at the Katholieke
Universiteit Leuven (Belgium) and is responsible for the
Computer Support Department of the Faculty of Arts.
He teaches Information Science to students in History,
Arts, Archaeology and Area Studies. At the Institute for
Cultural Studies, he is in charge of the Maerlant Centre, which specialises in ICT consultancy in the Cultural
Heritage sector. Research is focused on publishing for the
World-Wide-Web, in particular E-Learning solutions. Fred
Truyen is coordinator ICT for the Group Humanities and
Social Sciences.
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George Ubachs
George Ubachs is Managing Director of EADTU. He is
responsible for the development and support of EADTU
policies and execution of its goals in distance learning.
He is manager of several educational co-operation networks and the E-xcellence, EPICS for Virtual Erasmus and
the USBM project. Before joining EADTU in 2002, George
Ubachs has been working on various European projects
in the public and private sector (MAECON/EAM Consultants) in the field of regional economic development and
social improvement. He coordinated several European
education related projects and was coordinator of the
European Network of E2C-Europe (Cities for Second
Chance Schools). George Ubachs graduated at the State
University of Leiden and Erasmus University Rotterdam
on Public Administration with specialisation in European
Integration.
Llorenç Valverde
Llorenç Valverde is the Vice-rector of Technology at the
Open University of Catalunya (UOC) and also a tenured
Computer Science and Artificial Intelligence full professor
at the University of the Balearic Islands (UIB) since 1989.
Professor Valverde has conducted extensive research in
Artificial Intelligence, some of it during his stays at the
University of California at Berkeley and some other other
universities and research centers. He is a member of the
Editorial Committee of several scientific publications in
the field.Professor Valverde has been the Head of the
Computer Science Department at the UIB from 1995
to 2004. He has also been the technical director of the
digital edition of the journal Diari de Balears (1998) and,
during 2005, he was the executive director of FOBSIC, a
Foundation dedicated to the Obervation and monitoring
the IKS in Catalunya. He actively collaborates with several
media, has a weekly column on technology issues on a
newspaper and has published three books on the subject.
At the Open University of Catalunya (UOC), he leads several teams in the design and development of e-learning
technologies as well as being responsible for setting the
direction and leading all technology resources at the
University.
Martin Watkinson
Martin Watkinson is Director of Strategy at the Open University (UK). He has worked for the Open University since
1977 in a variety of management roles. He was appointed
Director of Planning in 1999 and Director of Strategy in
2006. Martin Watkinson has a particular interest in public
policy and higher education, the financing of higher education, and the cost-effectiveness of distance education.
Deming Zhang
Professor Deming Zhang, received his BA Degree in
Chinese Language and Literature from Fudan University,
is currently President of Shanghai TV University/Shanghai
Open University, Head of Shanghai Education TV Station.
He also served as Chair Holder/Coordinator of UNESCO
Chair/Network in ODL for East Asia, Council Member of
Chinese Reportage Association, Executive Vice President
of the Association of China Education TV, and Managing
Director of the Association of Journalists in Shanghai. He
was the Founding Chairman of Global Mega-University
Network, Executive Council Member of Asian Association
of Open Universities (AAOU) and once bestowed the title
of ‘National Distinguished Educator’.
Prof. Zhang has published several books including The
Art of Reportage, The Questions for Reportage, and The
Collection of Zhang Demings Reportage, and more than
100 papers, such as My View on the Research of Distance
Education, Research on the development of Distance
Education based on the concept of Great Education, etc.
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In addition, he is editor or co-editor of 3 paper collections. In recent years, he has led and participated in many
National or Municipal projects and won 3 big prizes, such
as the 2nd prize of National Scientific and Technological
Progress for Science around Us(popular science TV program), the 2nd prize of National Teaching Achievement
in Higher Education for the research project The Reform
and Construction of Modern Personnel Training Model
through Open and Distance Education at Shanghai TV
University, as well as the 3rd Prize of the 8th Shanghai
Municipal Educational Strategy Consultation for The Study
on Theory and Practice of Industrial Operation in Shanghai Distance Education Group.
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The Gornergat, with its sunny viewing platform (at an altitude
of 3,089 m above sea level) is a great location. The panorama
is considered to be one of the most beautiful of the world.
Taking the train from Zermatt, several stops can be used to
explore the area.
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