040605 Mob HvdB

Information about 040605 Mob HvdB

Published on March 21, 2008

Author: Octavio

Source: authorstream.com

Content

Virtual mobility:  Virtual mobility New steps towards increasing student’s mobility Slide2:  Erasmus / Socrates programmes Bologna process International orientation of science Student’s mobility Objectives of mobility of students:  Objectives of mobility of students Motivation of students to study abroad: to gain international experience and competence to approach other (often more specialised) study opportunities Achievements – anno 2004:  Achievements – anno 2004 - Introduction of bachelor – master programmes - Quality assurance / accreditation in discussion - Frequent use of ECTS Recognition of degrees expected to grow significantly Diploma supplement introduced - More attention for collaboration among universities - Student exchange is increasing (however slowly) Slide5:  Focus at ‘regular students’ More attention needed to: Life long learning Post experience / executive students Inadequacy of traditional methods of student’s exchange Concern Forms of mobility of students:  Forms of mobility of students Physical Mobility (PM) on-site: physical travel & stay in a country abroad for limited period takes substantial amount of time / creates additional cost student experiences face-to-face activities and meetings, teaching and the everyday life of the country social, cultural and educational enrichment European Virtual Seminar on sustainable development:  European Virtual Seminar on sustainable development Charles University in Prague (Czech Republic) COPERNICUS-Campus (Germany) Czech University of Agriculture in Prague (Czech Republic) Eszterházy Károly College (Hungary) Hochschüle Zittau-Görlitz (Germany) International Graduate School Zittau (Germany) Karkonosze College (Poland) Karlstad University (Sweden) Open Universiteit Nederland (The Netherlands) Technical University of Liberec (Czech Republic) University of Amsterdam (The Netherlands) University of Antwerp (Belgium) University of Bolognan (Italy) University of Bucharest (Rumania) University of Extremadura (Spain) University of Lüneburg (Germany) Vrije Universiteit Amsterdam (The Netherlands) Wraclow University of Agriculture (Poland) Wraclow University of Economics (Poland) Wraclow University of Technology (Poland) Didactic concept:  Didactic concept Pedagogy:  Pedagogy collaborative learning via internet international and multidisciplinary compound groups three phases in EVS course: individual: electronic learning environment and team building group: research proposal, research, group report, policy summary chat session with an EU-representative and evaluation of the course assessment and marking: group products (report and policy summary) by the expert group process (cooperation group members) by the tutor Content:  Content Overall theme: Sustainable Development in Europe Case studies Enlargement of the European Union and the agricultural policy. Case: Poland European spatial planning and policy. Case: the regions with the Mediterranean forest Dehesa Climate change and energy technology in industrial production. Case: pulp and paper industry Integrated water management. Implementation of the European Water Framework Directive. Case: Danube Nature and biodiversity conservation. Case: Rumanian forests Community:  Community student groups: international & multidisciplinary (4-6 members) tutors: coaching and assessing group process experts: assessing group products institutional coordinators: project management & formal issues Details of forms of VM:  Details of forms of VM Barriers to development of VM:  Barriers to development of VM legislation and public perception (often: no official recognition of distance learning qualifications, regarded as inferior qualifications) ECTS is not universally adopted, and is not yet implemented as an accumulation system Diploma Supplement is not universally adopted Higher fees charged for non-resident students (no Erasmus-scheme-like subsidy available for VM) foreign language skills needed in reading, writing and speaking as prerequisite Reflection on barriers of VM:  Reflection on barriers of VM Slide15:  [email protected]

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