Isabel Perez

Slide1: 

  Modelling Advice and Support Services to Integrate the Virtual component in Higher Education Isabel Pérez, Universidad de Granada

Introduction: 

Basis and objectives of the project The anticipated results and development of the project The MASSIVE peer review model Intermediate conclusions Introduction

Iniciatives: 

The Lisbon Strategy an eLearning in Higher Education The Bologna process and the promotion of quality Integration of ICT in European Universities not homogenous Iniciatives

Progress in eLearning : 

Progress in eLearning In most universities the result has been a transference of traditional pedagogy into the computer environment Only a minor number of universities use ICT to design programmes based on a new methodology

Slide5: 

6 Areas

Project Partners : 

UNIVERSIDAD DE GRANADA (ES)– PROJECT COORDINATOR UNIVERSIDAD DE BARCELONA (ES) FIM NEW LEARNING (DE) BUDAPEST MÜSZAKI GAZDASÁGTUDOMÁNYI EGYETM (HU) UNIVERSITY OF BERGEN (NO) MALTS - UNIVERSITY OF EDINBURGH (UK) EUROPACE (BE) SCIENTER ESPAÑA (ES) SCIENTER (IT) SOCIEDAD DIGITAL DE AUTORES Y EDITORES, SGAE (ES) TAVISTOCK INSTITUTE (UK) Project Partners

MASSIVE Approach : 

Objetive: to design a model of mutual support services for European traditional Universities to successfully implement the virtual component of teaching Strategy: “peer review” MASSIVE Approach

Anticipated Results : 

Desk research reports in the 6 areas proposed. Criteria and tools to identify good practices. Comparative report on strategies, services and transferable elements Peer review methodology to assess the implementation of eLearning Anticipated Results

Peer Review : 

Widely used to introduce new techniques and to improve the educational offer by integrating correctives among colleagues It allows the involved institutions to take part in a dialogue between both sides as colleagues do The institution goes through a process of reflection upon their weaknesses and strengths Peer Review

Peer Review : 

Collaborative: improving relations between peers Open: sharing the results without any restrictive or secret statements Multidimensional y triangular: incorporating a set of data using a wide range of sources Ethical: it does not endanger the relations between the institution and their students Formative: it implies an element of continuous improvement process Peer Review

Development and results: 

Research in depth of the 6 areas Recommendations to develop the case of studies Methodological handbook as a supporting tool to implement the peer review process Development and results

Slide12: 

Peer review process

Peer review process : 

Assessing the services and models of the universities taking part in the pilot. Non-commercial consultancy service proposed: Peer review process

Pilot Experiences Aim: 

To provide a methodological framework for the developed tools, as a non-commercial service that allows the comparison of the integration of ICT in the 6 proposed areas Pilot Experiences Aim

Peer Review Process: 

Documents and data collection: Documents, files, reports, etc. Interviews (face to face, telephone, focus group, etc.) Observation (users, platforms, etc.) Peer review team: Work package leader 2 visiting partners 1 host partner Peer Review Process

Partial conclusions: 

Essential topic: University strategies to integrate ICT in education Intellectual property rights are related to the areas of University Libraries and Design of online courses The indicators identified in the area of IPR not very clear The areas of Training and teachers’ support and Students’ support are closely related The need of flexibility in applying methodology & tools Partial conclusions

Slide17: 

http://www.massive-project.org/