29 junio 2010

Minería de Datos Estilos de Aprendizajes

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28 junio 2010

Minería de Datos Educativos

MINERÍA DE DATOS EDUCATIVOS


Hoy en día, al igual que en el resto de ámbitos de la sociedad, las tecnologías de la información y las comunicaciones han irrumpido en el ámbito educativo. Así, es posible capturar y recopilar de forma muy sencilla y con coste reducido todo tipo de información: datos administrativos de matriculaciones en colegios, institutos o universidades, expedientes académicos informatizados de los estudiantes, registro de actividad en portales educativos (plataformas de e-learning), sistemas de aprendizaje colaborativo guiados por el ordenador (computer-supported collaborative learning systems), etc.

La minería de datos educativos (Educational Data Mining, EDM) es el proceso de transformar los datos en bruto recopilados por los sistemas de enseñanza en información útil que pueda utilizarse para tomar decisiones informadas y responder preguntas de investigación [Cecily Heiner, Ryan Baker y Kalina Yacef, Proceedings of the Workshop on Educational Data Mining at the 8th International Conference on Intelligent Tutoring Systems (ITS 2006). Jhongli, Taiwan]. 

En definitiva, EDM no es sino la aplicación de la minería de datos en el ámbito de la enseñanza, con el objetivo de obtener una mejor comprensión del proceso de aprendizaje de los estudiantes y de su participación global en el proceso, orientado a la mejora de la calidad y la rentabilidad del sistema educativo.

En EDM se pueden identificar tres tipos de objetivos: objetivos pedagógicos (ayuda en el diseño de contenidos didácticos, mejoras en el rendimiento académico de los alumnos), objetivos de gestión (optimizar la organización y mantenimiento de infraestructuras educativas, áreas de interés, cursos más solicitados) y objetivos comerciales (permite realizar segmentación del mercado y facilita la captura de alumnos, especialmente importante en el caso de la enseñanza privada).

EDM es una disciplina emergente en la intersección de la minería de datos y la pedagogía. Por una parte, la pedagogía aporta el conocimiento intrínseco del proceso de aprendizaje. Por otra, la minería de datos aporta las técnicas de análisis y modelado de la información. EDM, al igual que la propia minería de datos, se trata de una tecnología que integra técnicas multidisciplinares, desde la recuperación de información de bases de datos mediante simples consultas SQL al uso de algoritmos de aprendizaje automático procedentes del ámbito de la inteligencia artificial. Entre las técnicas más empleadas en el ámbito educativo están el agrupamiento automático (clustering) y el análisis de asociaciones y patrones frecuentes en secuencias.

DAEDALUS tiene mucho que decir en este campo, por nuestros propios orígenes docentes universitarios y la amplia experiencia en proyectos de minería de datos. Si desea más información o tiene alguna necesidad específica en su organización de este tipo de tecnologías, por favor, no dude en contactar con nosotros.

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Videos

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T-Learning

T-Learning


El inminente apagón de la televisión analógica, trae una nueva visión de ver la televisión. La Televisión Digital Terrestre (TDT)abre las puertas a una nueva televisión, interactiva, personal, e ilimitada, gracias a la variedad de aplicaciones que se están desarrollando, que proporcionará al telespectador nuevos servicios, como pueden ser: la televisión a la carta, selección de idiomas, televoto, pago por visión, web TV, y muchos otros que transformarán la televisión conocida como “la caja tonta”, en un dispositivo de entretenimiento completo para todo el público.
Además, gracias al tándem que formará con Internet, el telespectador dejará de tener un papel pasivo frente al televisor, y pasará a participar más activamente a través de su mando a distancia, con lo cual no será un impedimento para las personas menos habituadas a la tecnología.
Actualmente, se está intentando llevar la tecnología al mundo de la educación. Por ejemplo, las pizarras digitales, microblogging, las miles de páginas en Internet dedicadas a la educación online, páginas que ofrecen cursos gratuitos, de pago, de temas diversos, pero no muy accesibles al público que no está familiarizado con Internet. En cambio, la TDT, a través del mando convencional, brinda una gran oportunidad a la televisión digital educativa T-Learning. Ésta se presenta como una gran novedad para los telespectadores y supondrá la unión del sector educativo, el de las telecomunicaciones, y de Internet en un mismo medio.
Los educadores dispondrán de una nueva herramienta educativa ya que esta tecnología permitirá el desarrollo de plataformas educativas interactivas dando lugar a lo que se conoce ya como T-Learning, es decir, el aprendizaje interactivo y personalizado a través de la pantalla del televisor.
Esto puede tener muchas aplicaciones, desde motivar a los niños a realizar las tareas a través de la tv, hasta acercar la tecnología al sector de la población que no esté familiarizado con ella. Así, la televisión puede dejar de ser un simple entretenimiento para convertirse en una interesante forma de aprender idiomas, profundizar en el tema de un reportaje, preparar un examen, etc. No obstante, la implantación de la TDT permitirá crear plataformas educativas al alcance de toda la población.
A continuación, se puede ver lo que será el T-Learning.

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EDM

Hoy en día, al igual que en el resto de ámbitos de la sociedad, las tecnologías de la información y las comunicaciones han irrumpido en el ámbito educativo. Así, es posible capturar y recopilar de forma muy sencilla y con coste reducido todo tipo de información: datos administrativos de matriculaciones en colegios, institutos o universidades, expedientes académicos informatizados de los estudiantes, registro de actividad en portales educativos (plataformas de e-learning), sistemas de aprendizaje colaborativo guiados por el ordenador (computer-supported collaborative learning systems), etc.

La minería de datos educativos (Educational Data Mining, EDM) es el proceso de transformar los datos en bruto recopilados por los sistemas de enseñanza en información útil que pueda utilizarse para tomar decisiones informadas y responder preguntas de investigación [Cecily Heiner, Ryan Baker y Kalina Yacef, Proceedings of the Workshop on Educational Data Mining at the 8th International Conference on Intelligent Tutoring Systems (ITS 2006). Jhongli, Taiwan]. 

En definitiva, EDM no es sino la aplicación de la minería de datos en el ámbito de la enseñanza, con el objetivo de obtener una mejor comprensión del proceso de aprendizaje de los estudiantes y de su participación global en el proceso, orientado a la mejora de la calidad y la rentabilidad del sistema educativo.

En EDM se pueden identificar tres tipos de objetivos: objetivos pedagógicos (ayuda en el diseño de contenidos didácticos, mejoras en el rendimiento académico de los alumnos), objetivos de gestión (optimizar la organización y mantenimiento de infraestructuras educativas, áreas de interés, cursos más solicitados) y objetivos comerciales (permite realizar segmentación del mercado y facilita la captura de alumnos, especialmente importante en el caso de la enseñanza privada).

EDM es una disciplina emergente en la intersección de la minería de datos y la pedagogía. Por una parte, la pedagogía aporta el conocimiento intrínseco del proceso de aprendizaje. Por otra, la minería de datos aporta las técnicas de análisis y modelado de la información. EDM, al igual que la propia minería de datos, se trata de una tecnología que integra técnicas multidisciplinares, desde la recuperación de información de bases de datos mediante simples consultas SQL al uso de algoritmos de aprendizaje automático procedentes del ámbito de la inteligencia artificial. Entre las técnicas más empleadas en el ámbito educativo están el agrupamiento automático (clustering) y el análisis de asociaciones y patrones frecuentes en secuencias.


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W3C

Guía Breve de Web Semántica

[¿Qué es?] [¿Para qué sirve?] [¿Cómo funciona?] [Ejemplos] [Más información]

¿Qué es la Web Semántica?

La Web Semántica es una Web extendida, dotada de mayor significado en la que cualquier usuario en Internet podrá encontrar respuestas a sus preguntas de forma más rápida y sencilla gracias a una información mejor definida. Al dotar a la Web de más significado y, por lo tanto, de más semántica, se pueden obtener soluciones a problemas habituales en la búsqueda de información gracias a la utilización de una infraestructura común, mediante la cual, es posible compartir, procesar y transferir información de forma sencilla. Esta Web extendida y basada en el significado, se apoya en lenguajes universales que resuelven los problemas ocasionados por una Web carente de semántica en la que, en ocasiones, el acceso a la información se convierte en una tarea difícil y frustrante.

¿Para qué sirve?

La Web ha cambiado profundamente la forma en la que nos comunicamos, hacemos negocios y realizamos nuestro trabajo. La comunicación prácticamente con todo el mundo en cualquier momento y a bajo coste es posible hoy en día. Podemos realizar transacciones económicas a través de Internet. Tenemos acceso a millones de recursos, independientemente de nuestra situación geográfica e idioma. Todos estos factores han contribuido al éxito de la Web. Sin embargo, al mismo tiempo, estos factores que han propiciado el éxito de la Web, también han originado sus principales problemas: sobrecarga de información y heterogeneidad de fuentes de información con el consiguiente problema de interoperabilidad.
La Web Semántica ayuda a resolver estos dos importantes problemas permitiendo a los usuarios delegar tareas en software. Gracias a la semántica en la Web, el software es capaz de procesar su contenido, razonar con este, combinarlo y realizar deducciones lógicas para resolver problemas cotidianos automáticamente.

¿Cómo funciona?

Supongamos que la Web tiene la capacidad de construir una base de conocimiento sobre las preferencias de los usuarios y que, a través de una combinación entre su capacidad de conocimiento y la información disponible en Internet, sea capaz de atender de forma exacta las demandas de información por parte de los usuarios en relación, por ejemplo, a reserva de hoteles, vuelos, médicos, libros, etc.
Si esto ocurriese así en la vida real, el usuario, en su intento, por ejemplo, por encontrar todos los vuelos a Praga para mañana por la mañana, obtendría unos resultados exactos sobre su búsqueda. Sin embargo la realidad es otra. La figura 1 muestra los resultados inexactos que se obtendrían con el uso de cualquier buscador actual, el cual ofrecería información variada sobre Praga pero que no tiene nada que ver con lo que realmente el usuario buscaba. El paso siguiente por parte del usuario es realizar una búsqueda manual entre esas opciones que aparecen, con la consiguiente dificultad y pérdida de tiempo. Con la incorporación de semántica a la Web los resultados de la búsqueda serían exactos. La figura 2muestra los resultados obtenidos a través de un buscador semántico. Estos resultados ofrecen al usuario la información exacta que estaba buscando. La ubicación geográfica desde la que el usuario envía su pregunta es detectada de forma automática sin necesidad de especificar el punto de partida, elementos de la oración como "mañana" adquirirían significado, convirtiéndose en un día concreto calculado en función de un "hoy". Algo semejante ocurriría con el segundo "mañana", que sería interpretado como un momento determinado del día. Todo ello a través de una Web en la que los datos pasan a ser información llena de significado. El resultado final sería la obtención de forma rápida y sencilla de todos los vuelos a Praga para mañana por la mañana.

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La Web Semántica

La Web Semántica


I. Cimientos
II. Metadatos
III. Web Semántica

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Mapas Conceptuales

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Constructivismo

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Sistemas de Información

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T-Learning: ¿una televisión educativa?

T-Learning: ¿una televisión educativa?

Mientras que el e-Learning suministra el conocimiento relacionado con el “cómo” de los temas tratados, el t-Learning se focaliza en el desarrollo de las habilidades en el “hacer” del estudiante. T-Learning,es el aprendizaje interactivo y personalizado a través de la pantalla del televisor, gracias a la evolución tecnológica que se está produciendo en la televisión, la Televisión Digital Terrestre dispone de recursos tecnológicos que permitirán que los espectadores puedan acceder, a través del mando a distancia, a diferentes servicios educativos especialmente creados para este tipo de medio. Los educadores dispondrán de una nueva herramienta educativa ya que esta tecnología permitirá el desarrollo de plataformas educativas interactivas.

Los expertos dicen que mientras que la televisión convencional sigue desempeñando un papel importante en el sector de la educación, es comúnmente usado como un medio pasivo. La mayoría de los espectadores reciben la información no como observadores, sino como los participantes.

No es simplemente una adaptación de e-learning para IDTV, pues cuenta con sus propias características distintivas, relacionadas, en gran parte, con las restricciones impuestas por el televisor, como la baja resolución de la pantalla, el hecho de que la interacción haya de llevarse a cabo a través de un mando a distancia o las bajas prestaciones de un Set-Top Box --mucho más limitadas que las de una computadora.

Igualmente importantes resultan otras particularidades que no tienen que ver con aspectos tecnológicos sino sociales: la predisposición que un alumno de t-learning presenta hacia la educación es completamente diferente a la de aquél de e-learning. Mientras que el segundo tiene una actitud activa hacia el aprendizaje, ya que ha sido él mismo quien ha decidido tomar parte en la experiencia educativa; el primero es normalmente más pasivo y habrá de ser atraído hacia ella a partir de actividades de entretenimiento que puedan resultarle interesantes.

Un nuevo concepto de educación

Partiendo de que el estudiante de t-learning tiene muy probablemente una actitud pasiva hacia la educación, ha surgido un nuevo concepto, edutainment, abogando por educación (education) y entretenimiento (entertainment) y refiriéndose a la aproximación adecuada para el desarrollo de modelos para un proceso de aprendizaje menos formal. Desde nuestro punto de vista, las experiencias de edutainment se basan en el seguimiento de un curso de naturaleza educativa formal que ha sido mejorado para que resulte más efectivo y entretenido añadiéndole contenido audiovisual relacionado.

Con este modelo, estamos suponiendo que el telespectador tiene una cierta predisposición al aprendizaje, sin embargo la creación de cursos para usuarios más pasivos que no tengan ese interés por el aprendizaje es también posible. Consiste en ofrecer al telespectador contenidos educativos relacionados con el programa que está viendo y que le permitirán profundizar en el tema sobre el que éste versa. Por ello, si decide participar en la experiencia educativa que se le ofrece, lo hará sin tener la más mínima intención previa. Hemos llamado entercation a este modo de aprendizaje, puesto que es más próximo al entretenimiento que a la educación formal.


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E-Learning, M-learning y T-learning
View more presentations from emtlearning.

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Judy Brown

Consultora de Tecnología Móvil para la Educación

El avance y la proliferación de dispositivos móviles hacen que cada vez se tomen más en cuenta como herramientas para el aprendizaje. LEARNING REVIEW entrevistó a esta consultora en tecnología móvil para saber más sobre el estado de esta tendencia en los Estados Unidos.
Learning Review: ¿Por qué no "explotó" aún la era m-Learning? ¿Qué hace falta para que esto suceda?
Judy Brown: Yo creo que el m-Learning está empezando a "explotar". Hubo algunos éxitos iniciales, pero mucho no se ha discutido abiertamente ya que las organizaciones consideraron que sus iniciativas eran una ventaja competitiva. Necesitamos más ejemplos exitosos para ilustrar el potencial de tener fácil acceso todo el tiempo, disponible en todos lados, en nuestros bolsillos o bolsos. Estamos aún descubriendo todas las posibilidades del acceso ubicuo al utilizar estos pequeños dispositivos multimedia.
Nuestra definición de m-Learning tiene mucho que ver con nuestra percepción de éxito. No es necesariamente e-Learning "liviano", como algunos esperaban originalmente. Han habido varios ejemplos de cursos exitosamente impartidos por dispositivos móviles, pero esa puede no ser su utilización cumbre. Hay mucho más potencial. Piensa en el apoyo de rendimiento, el acceso a las ayudas de empleo, el acceso a un tutor o mentor, o datos técnicos, contenidos basados en la localización.
A medida que la penetración de los smartphones (teléfonos inteligentes) y el incremento de ancho de banda y conectividad están disponibles, el uso de dispositivos móviles para el aprendizaje será una progresión natural.
LR: ¿Cómo están incorporando las universidades este tipo de aprendizaje, por un lado, las escuelas por otro, y por último, otro tipo de empresas?

JB: Un ejemplo exitoso en los EE.UU. es el de la Abilene Christian University (ACU), con su implementación de dispositivos móviles para todos los ingresantes en el primer año, el cual ha sido muy fructífero y publicitado. Ellos también pusieron muchas de sus aplicaciones a disposición de otras universidades y escuelas. Esto ha abierto el debate sobre las posibilidades en otras instituciones.

"A medida que la penetración de lossmartphones (teléfonos inteligentes) y el incremento de ancho de banda y conectividad están disponibles, el uso de dispositivos móviles para el aprendizaje será una progresión natural".
Es interesante que mientras ACU buscaba una plataforma ubicua para su campus, a su vez se estaba hablado de la prohibición de teléfonos móviles en sus aulas. El 98% de los estudiantes tenían teléfonos móviles. En lugar de prohibir estos dispositivos, decidieron adoptarlos como su solución ubicua y progresaron viendo de manera diferente las oportunidades.
El caso de las escuelas primarias y secundarias es otra historia. Se han realizado varios proyectos exitosos, pero al mismo tiempo, los dispositivos se están prohibiendo en la mayoría de la escuela. El uso de dispositivos móviles en las aulas sigue siendo visto como una interrupción en lugar de una ventaja, pero repito, se están haciendo buenos trabajos que están empezando a cambiar las opiniones.
Las empresas que ya han implementado el uso de dispositivos en su fuerza de trabajo móvil perciben fácilmente su justificación, para entregar actualizaciones, cambios, la comunicación y algo de aprendizaje. Las industrias médica y farmacéutica vienen estando a la cabeza.
La implementación de soluciones de uso de dispositivos móviles en el ámbito gubernamental es cada vez más común. Las fuerzas militares de los EE.UU. están utilizando algunos dispositivos móviles para mejorar el aprendizaje de la lengua y la cultura.

LR: ¿Cuáles son los principales beneficios de la integración (o complementariedad) de e-Learning (o Blended Learning) con m-Learning?

"Actualmente el Mobile Learning es definitivamente una elección legítima. Con la mejora de los navegadores y aplicaciones móviles, los estudiantes pueden optar por utilizar el dispositivo de su elección. Los recursos populares de e-Learning deben estar disponibles para la práctica o revisión cuando y donde sea necesario."

JB: Tanto el e-Learning como el m-Learning son parte de una infraestructura total de aprendizaje. No hay una solución única para el aprendizaje, sino una necesidad de diversas opciones para cada requerimiento específico de aprendizaje. Actualmente el Mobile Learning es definitivamente una elección legítima. Con la mejora de los navegadores y aplicaciones móviles los estudiantes pueden optar por utilizar el dispositivo de su elección. Los recursos populares de e-Learning deben estar disponibles para la práctica o revisión cuando y donde sea necesario.
LR: ¿Cuáles son los principales retos que aparecen con más frecuencia cuando una organización encara un proyecto de m-Learning?
JB: Idealmente el m-Learning debería incluirse en la planificación global del entorno de aprendizaje. Están empezando a aparecer herramientas que permiten desarrollar una sola vez, y distribuir a cualquier lugar. Hoy las consideraciones necesarias que deben hacerse durante la planificación incluyen tipos de dispositivos disponibles, tamaños de pantalla posibles, seguridad, apoyo a los usuarios, seguimiento y equidad. Las organizaciones que ya están aplicando los dispositivos móviles estándar tienen un camino mucho más fácil hacia el m-Learning.
LR: En su opinión, ¿cuáles son los próximos pasos que dará el m-Learning?
JB: El futuro potencial del aprendizaje a través de dispositivos móviles incluye el uso de sensores o biometría, para la salud y el cambio de comportamiento, el aprendizaje específico para la ubicación, y aprendizaje personalizado. Estamos comenzando a ver el uso de códigos de barras 2D para el aprendizaje y mayor uso de video streaming.
Tags: Edición Nº27

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PROYECTOS EUROPEOS BEING MOBILE: BEST PRACTICES

Proyectos Europeos - Being Mobile: Best Practice


PROYECTOS EUROPEOS

BEING MOBILE: BEST PRACTICES



In this chapter, one elaborated best-practice example and some brief descriptions of other best-practices are given for each of the categories described. Below, an overview is given of the best practice examples per category. To select these best-practice activities, the Being Mobile team searched for those activities that were or are being conducted by one of the partners. Once these were found, other Virtual Mobility activities were selected and described more shortly.
Each elaborated example will start with a short description, including the background and structure of the activity and when it took place.
Furthermore the main partners will be mentioned, the technology used, the main features of the activity (synchronous or asynchronous communication, location (in)dependent delivery, virtual or blended…), specific experiences regarding language, culture, equipment, access, assessment and ECTS, and conclusions drawn from the activity. Each description ends by offering information about available resources linked to the example.


The brief descriptions of the other examples starts again with a short summary including the date, the main features (synchronous or asynchronous communication, location (in)dependent delivery, virtual or blended …) and the technology used. Some practical information like the main participating institutions and information about further resources are given as well.

CATEGORY
BEST PRACTICE EXAMPLE
Virtual Course / Seminar (series)(Collaborative)
Cinema & Literature Course
Virtual Course / Seminar (series)
(Non-Collaborative)
Space e-learning courses
Virtual Study Programme
E-Urbs
Virtual Students placements
Kremlim
Virtual Support to Physical Exchanges
Erasmus Mundus Programme

Table 4.1. Best practice examples organised per category

1 VIRTUAL COURSE/SEMINAR (SERIES) AT A HEI


1.1 Collaborative arrangement


1.1.1 BEST PRACTICE: CINEMA & LITERATURE COURSE


DESCRIPTION
The Cinema & Literature course is an initiative of two teachers at the Catholic University of Leuven (BE) and at the University of Granada (ES). The course is taught at these two locations, by the two teachers to two groups of students (Leuven and Granada ). The course with its virtual aspects was first given in the academic year 2001-2002. Before that, it existed as a ‘normal', ex cathedra course in Leuven for about four-five years.
As a virtual course, students in Leuven and Granada follow the same syllabus, which has been made by the teacher in Leuven . For the students, the course is essentially self-study of the online material in combination with local contact hours. Discussions initiated during these local contact hours can be continued on the online discussion forums afterwards. The students are assessed on the cooperation demonstrated during the local contact hours, the online discussions and mainly a group assignment and an oral exam at the end of the year. Each group consists of 3 to 4 persons, ideally with an equal number of students from Leuven and Granada . Each group chooses a topic for the paper and works on the paper collaboratively on a virtual platform.

MAIN PARTICIPANTS
The course was essentially created through cooperation between two teachers at the universities of Leuven and Granada . In 2004, the partnership was extended to the Universidad Carlos III de Madrid. A partnership with the Université Catholique de Louvain ( Louvain-la-Neuve , Belgium ) is also being explored. Leuven takes a leading role in the coordination of the activities.

TECHNOLOGY USED
The Virtual Learning Environment (VLE) consists of the GALATEA platform, with a WIKI, discussion forums and chat. At the beginning of the course there is only a general discussion forum available. After some time, this forum is divided into smaller forums according to the topics of the groups. With the use of a WIKI, the students write a small hypertext together which becomes their final paper for the course. There are two videoconferencing sessions as well, one at the beginning of the semester to create the international student groups and one at the end of the semester for the presentation of the final papers. Besides the VLE, students and teachers also use e-mail and chat for individual correspondence.

MAIN FEATURES (SYNCHRONOUS OR ASYNCHRONOUS COMMUNICATION, LOCATION (IN)DEPENDENT DELIVERY, VIRTUAL OR BLENDED)
The communication is both synchronous (the videoconferences) and asynchronous (the discussion forums). Because of the videoconferences, this activity is location-dependent: students have to go to a classroom to follow the videoconferences. The working in groups is location independent: students need only a computer and an Internet connection.
Virtual teaching methods exist alongside traditional teaching methods which means that the activity takes a blended learning approach.

SPECIFIC EXPERIENCES (LANGUAGE, CULTURE, EQUIPMENT, ACCESS, ASSESSMENT & ECTS)
This course is characterized by multilingualism: the classes are given in the local language (Spanish in Granada and Dutch in Leuven ). The original syllabus was written in French. It was then translated into Spanish and English. The material online is also available in these three languages. Students are allowed to correspond in the language of their own choice. The group papers are also written in the language of choice.
Some cultural differences are noticeable in the way students in Leuven and Granada approach the course activities. These mainly surface in practical issues such as timing of discussions, approaches to group work and students' individual academic backgrounds. However, these differences can be overcome to offer both students and teachers involved in this course a most rewarding cultural experience.
There was no separate accreditation procedure for this virtual course, as the accreditation already existed for the ex cathedra course. It is a course of ECTS credits, in Leuven as well as in Granada .
Even though there are many jointly organized activities in this course, the teachers have not yet tried joint assessment. Each teacher assesses the students at his/her own university and is not involved in the assessment of students at the partner universities. The teachers are considering working towards joint assessment.

CONCLUSIONS DRAWN
The Cinema and Literature course is a very good example of a (semi- )virtual course based on a collaborative arrangement. Parts of the course are organized by the partner university but the assessment and awarding of credits stays at the local university. This course is built on the personal contacts that exist between the teachers. It is very important to have good contacts amongst the collaborating teachers. It is also important to keep a good mix of working methods: virtual teaching methods should exist alongside traditional teaching methods.
In that sense, this is not a virtual course, but a virtualized course. Virtual moments without contact moments are not really possible.
The teachers' experience shows that these kinds of courses are very pleasant to organize but you cannot replicate this approach for all courses. One such course per semester is enough for teachers and students. Finally, students generally need the same type of guidance in virtual as in traditional teaching, but virtual guidance takes more time. This means that the teacher usually spends more time working individually or with each group.

AVAILABLE RESOURCES
The website of the VLE is http://www.galatea.be/
Rajagopal, K, Op de Beeck, I. and Pérez, I. , REVE Report of interview with Jan Baetens and María Sánchez Montes, Cinema and Literature, AVNet, Catholic University of Leuven and University of Granada, 21.10.200 . More information on this course can be found by contacting the teachers1 of this course.

1.1.1.2 OTHER EXAMPLES

EUROPEAN VIRTUAL SEMINAR ON SUSTAINABLE DEVELOPMENT
DESCRIPTION
The European Virtual Seminar on Sustainable Development or, to use its familiar acronym, EVS, focuses on sustainable development in the context of an enlarging European Union. Multidisciplinary and international compound student groups of 4-6 members work together on a group report and a policy summary for 4 months, representing a 120 study hours. Credit points are given by each institution independently. Students communicate synchronously as well as asynchronously through a forum and a chat on the Internet. This course has been run completely virtually, as there were no physical contact points foreseen in the programme.
In 2001 a first pilot was launched with almost 60 students from 9 different institutions in 4 European countries. Based on this pilot the design was improved and more institutions got involved. In 2002 the first formal course was launched with almost 4 students from 11 different institutions in European countries. In 2003 the EVS started with 70 students from 1 institution in 10 different European countries.

PRACTICAL INFORMATION
The following institutions took part in this course: Open Universiteit Nederland (NL), Copernicus-Campus (DE), University of Amsterdam (NL), Vrije Universiteit Amsterdam (NL), University of Antwerp (BE), University of Lüneburg (DE), Karlstad University (SE), Karkonosze College (PL), Wroclaw University of Agriculture (PL), Wroclaw University of Economics (PL), Wroclaw University of Technology (PL), Charles University Prague (CZ), Czech University of Agriculture Prague (CZ), University of Bucharest (RO), University of Bologna (IT), University of Extremadura (ES).
The European Virtual Seminar is still running, more information can be found on the website: http://blackboard.ou.nl/evs/ 2

INTERNATIONAL STUDENT BUSINESS GAME
DESCRIPTION
The International Student Business Challenge is set up as a game in which student groups create fictitious companies and compete with each other on an economic market. At the local institutions, participants are divided into groups of 4-8 students to make up a virtual company (name, logo, etc.). There are up to 9 companies in a market and the simulation can be done in several markets at a time. The game has a national and an international part. In the first part, teams compete locally in fictional markets in their own institutions. The winning teams of the national games move on to the second international part.
The final event of the international competition is a videoconference session where all international teams present their company and are evaluated by an international jury consisting of instructors and local business representatives.
The game is played online through a central website. All supporting course material is also available online to the instructors in all participating institutions. Videoconferencing is also used in this course in several ways. It is used during the game to present a lecture from the coordinating institution. The instructors use videoconference for regular discussions and updates during the semester. Finally, as already mentioned, videoconferencing is also used intensively during the final event, when all international teams present their work to an international jury.
As all communication takes place through videoconferencing, it is synchronous and location dependent. This is a blended activity, because the students also cooperate face-to-face within their group.
The final event of the game is organised via videoconference.

PRACTICAL INFORMATION
The International Student Business Challenge was organized in the second semester of the academic year 200 -2006. The project partners in the International Student Business Challenge were: Katholieke Hogeschool Kempen, Geel (BE), Piramk Business School in Ikaalinen (FI), College of Management and Public Administration in Zamosc (PL), Escola Superio de Comunicação Social in Lisbon (PT), Katholieke Hogeschool Brugge/Oostende in Brugge (BE), Katholieke Hogeschool Leuven (BE), Katholieke Hogeschool Mechelen (BE) and Katholieke Hogeschool Kempen, Turnhout (BE). More information can be found on the International Student Business Challenge website: http://www.businessgames.org/3.
Rajagopal, K. and Op de Beeck, I. Report of interview with Marieke Van Beylen and Johan Smeuninx, International Student Business Challenge, AVNet, Catholic University of Leuven, 18.11.2005.
VENUS SEMINARS
DESCRIPTION
The VENUS project has set-up a virtual “Faculty of Extension” in the partner universities in terms of geography, target group and teaching methods. It achieves this by offering “international – regional” virtual seminars on various relevant topics for today's Europe which are open to all citizens. Virtual means are used to deliver the contents and to support interaction and collaboration. A virtual seminar series featuring well-known experts in various different fields is organised during the 2006-2007 academic year. Each seminar is supported by interactive preparatory and follow-up activities.
During each seminar, a number of European and other universities are connected via videoconference. Each seminar consists of a short lecture given by an expert on a particular topic, a local discussion at each of the participating sites (chaired by a local expert working in a related field) and a central debate made possible via videoconference amongst all participating sites. The seminars are also delivered through live streaming to participants around the world, with online interaction possible.
The interactive preparatory activities as well as the follow-up activities are supported by technologies such as WIKI, forum, chat, etc. The preparatory and follow-up activities are both synchronous (chat) and asynchronous (WIKI and forum). The seminars are synchronous, because they are delivered live. They are, however, made available online afterwards as well, which makes them also asynchronous.
The delivery of the seminars is both location-dependent (the seminars are delivered through videoconferences in several countries), as well as location-independent (they are also available through livestreaming).
The videoconferences of these seminars at each location are accompanied by discussions with local experts, which make this activity for those who participate in the videoconferences, a blended learning activity.

PRACTICAL INFORMATION
The VENUS seminars are being organized in the academic year 2006-2007. The participating higher education institutions and other organisations are: EuroPACE ivzw (BE), Catholic University of Leuven (BE), ATiT (BE), University of Cologne (DE), Helsinki University of Technology (FI), University of West-Hungary (HU), West-Pomeranian Business School (PL), Technical University of Kosice (SK), and Consorzio NETTUNO (IT). More information can be found at http://www.venusseminars.net and http://www.venus-project.net4
EHLEE PILOT COURSE
DESCRIPTION
The “Identities in European History” pilot course ( ECTS) finished at the end of January 2006 after three months of hard work. The course was held on an Internet-based learning platform WebCT and in local study groups. Each student had two tutors, a local and an international tutor.
All this was part of the Ehlee project: eHistory Learning Environment and Evaluation.
The communication was both synchronous and asynchronous and the delivery was both location dependent (the local study groups) and independent (students were free to access the learning platform from wherever they wanted). It was a blended learning activity: there were local student groups and an online learning platform.

PRACTICAL INFORMATION
Participants of this course were the universities of Alcalá (ES), Bologna (IT), Cork (IE), Hannover (DE), Pisa (IT), Siegen (DE), Turku (FI), Uppsala (SE), and the Finnish Virtual University of History (FI). More information can be found on http://ehlee.utu.fi/pilot.htm5

MICROWAVE TRANSISTOR POWER AMPLIFIERS COURSE
DESCRIPTION
This course is specially designed for the postgraduate students of electrical engineering at the Warsaw University of Technology. It is virtually taught by two Italian teachers from Università di Roma Tor Vergata.
All course materials and information and teacher announcements are made available on the portal site of the Centre of Distance and Open Education. It enables registration, access to mailing lists of the course participants, materials for the course and assessment information. All information is password protected, which means that only the participants of the course have access to it.
Continuous contact with teachers is supported by e-mail and chats. Two videoconferences are also organised to give the Polish students the opportunity to ask questions to their Italian teachers. Therefore, the communication is both synchronous (videoconference, chat) and asynchronous (e-mail). The delivery is both location dependent (the videoconferences) and independent (students are free to access the learning platform from wherever they wanted).
It is a blended learning activity: Alongside the virtual contact with the Italian teachers, there are also face-to-face contact opportunities, e.g. during the final assessment.

PRACTICAL INFORMATION
The Microwave Transistor Power Amplifiers course was first given in the academic year 2003 - 2004. The course is a result of cooperation between Università di Roma Tor Vergata (IT) and Warsaw University of Technology (PL). More information about this course can be found on the following websites or by contacting teaching staff6 at the partner institutions.
EIT – WUT: http://www.elka.pw.edu.pl (in Polish)
OPEN GI SYSTEMS COURSE
DESCRIPTION
The Open GI System course develops theoretical and practical professional competencies in the field of Open Geographic Information Systems (Open GI Systems). It is an e-learning course provided by the Faculty of Geoinformatics in Szekesfehervar ( University of West Hungary ). There is a course team at the provider university in Szekesfehervar made up of tutors, e-learning specialists, and organisational staff. The students from partner universities from different countries join the course individually via their own institution and all students follow the same syllabus made by UNIPHORM project partners.
The course is fully online without any face-to-face elements except for the Erasmus students at the University of West-Hungary. The tutor meets the students regularly in virtual form using forums, chats and videoconference tools. These virtual meetings are not lectures in a traditional way but open discussion sessions between students and the tutor on a topic announced in advance. The students can also interact with each other virtually through online communication and collaboration tools on their own initiative. The students submit all tasks virtually and the submission of exercise and final paper (essay) is a compulsory condition before final assessment. The final assessment is a videoconference session, where the students present the topic chosen for the essay to the course tutors.
The course does not run at specific times during the year, but can be followed at the student's own convenience, making it very flexible. This means that exchange students can start the course before they go on exchange and continue it while abroad.
This course is completely virtual with both synchronous and asynchronous communication. The course can followed be anywhere, therefore making it location-independent.

PRACTICAL INFORMATION
The course originates in the UNPHORM project (1998-1999), when it was part of an accredited education programme UNIGIS. It has existed as an individual course with an agreement on credit transfer between the partner universities since then and is continuously being adapted to include newer forms of communication and collaboration technologies. More information can be found on the websites or by contacting the teachers23: http://www.geo.info.hu/en/;http://www.vgeo.hu/7

1.1.2 NON-COLLABORATIVE ARRANGEMENT

1.1.2.1 BEST PRACTICE: SPACE E-LEARNING COURSES

DESCRIPTION
The SPACE network has developed 3 e-learning courses in the field of European studies: the Space e-learning courses contain 10 obligatory online/ blended learning lessons. The European Studies: Intercultural Communication course has in addition 21 optional lessons. It addresses how to do business in 2 European countries focusing on: oral communication, written communication, negotiation, and values in each country. The SPACE e-learning courses have been running since 2000.

MAIN PARTICIPANTS
The partners are the SPACE institutions and associated members of the network. SPACE was created in 1989 through the active co-operation between higher education institutes in European countries ( Spain , France , Germany , Ireland , and Belgium ). Since then, the SPACE network has been steadily growing to more than 60 members, with a representation in 2 countries all over Europe .

TECHNOLOGY USED
The SPACE Dokeos system is the technological platform for the courses. It is an alternative conference system with elaborated facilities like mailing and forum function. Guest lecturers from the SPACE network can, for example, be involved using videoconferencing. For the development of the courses almost all the communication was by e-mail and through the discussion forum set up for ICC on Dokeos.

MAIN FEATURES (SYNCHRONOUS OR ASYNCHRONOUS COMMUNICATION, LOCATION (IN)DEPENDENT DELIVERY, VIRTUAL OR BLENDED ...)
Communication is mainly asynchronous (e-mailing and forum), but at times also synchronous (videoconferencing). This means that most of the content delivery is location independent, through the Dokeos platform, which can be accessed everywhere. The videoconferences, however, are location dependent. These courses are almost completely virtual.

AVAILABLE RESOURCES
The SPACE Dokeos platform http://space.hogent.be (access only for members). Websites: http://www.space-eu.info andhttp://users.skynet.be/space.8

 

1.1.2.2 OTHER EXAMPLES

LIVIUS PILOT MODULES
DESCRIPTION
In the framework of the Livius project (Learning in Virtual Integrated University System, 2002), the courses “Signal Theory” and “Programming Techniques”, belonging to the common curriculum designed for the degrees of telecommunication engineering and computer engineering were videotaped and broadcast to the partners in four different languages9.
Different technologies were used for this course: videolessons were broadcast on two NETTUNO satellite channels, there was a technological didactic platform on the Internet, a chat system with both video and audio was set up, a common forum and video conferencing were all used for communication.
There was both synchronous (videoconferences, videolessons) and asynchronous (forum) communication. This activity was mainly location-independent: most lessons could be followed by TV and PC, and the activity was totally virtual: The tutors guided their learners using chat and forum.

PRACTICAL INFORMATION
The following institutions took part in this activity: Consorzio NETTUNO (IT), Cambridge Universities (UK), CNED Centre National pour l'Enseignement à Distance (FR), Université Franco-Italienne (FR), Institut National des Science Appliquée de Toulouse (FR), Eutelsat (FR), Groupe CyBEL- Strategy and Knowledge Management (FR), Giunti Ricerca (IT), Getronics (IT), Universitad Oberta de Catalunya (ES), Universitad de Barcelona (ES), National technical university of Athens (NTUA) (GR), National Centre for Scientific Research NCSR “Democritos” (GR).

VIRTUAL SEMINAR SERIES OF THE “WORLD CLASS FACULTY”
DESCRIPTION
The “World Class Faculty” (social policy, green chemistry, china…) from the Worldwide Universities Network (WUN), offers a series of seminars. The recordings of these events and the associated material is made available to help internationalise the curriculum in the partner institutions and to ensure that students located anywhere can access learning materials from world class faculty despite the constraints of time and geography. The virtual seminars began in 2003 and have been in operation since then. The activity is location independent and totally virtual.

PRACTICAL INFORMATION
The Worldwide University Network is an international alliance of 16 research-led higher-education institutions of high standing who have created a worldwide research and education partnership to generate significant advances in knowledge and understanding. The following institutions took part: Universities of Bergen (NO), Bristol (UK), California (USA), Illinois (USA), Leeds (UK), Manchester (UK), Nanjing (CN), Oslo (NO), Pennsylvania (USA), Sheffield (UK), Southampton (UK), Utrecht (NL), Washington (USA), Wisconsin (USA), york ( UK ), Zeijang (CN)10.

SEARCHING FOR SCIENTIFIC INFORMATION
DESCRIPTION
The “Searching for Scientific Information” course was developed at the library of the Helsinki University of Technology. The aim of this course is to acquaint students with the most important scientific information sources within their field, to help them select and search efficiently for both printed as well as electronic information and to make students aware of information evaluation methods. The library's seven information specialists act as tutors for the course. All these tutors have their own area of expertise. The average size of a group tutored by one information specialist is about 10-20 students.
In 200 - 2006, the course has been transferred and adapted to the local situation of Catholic University of Leuven. Library staff at this university has been working on adapting the course material to the specific resources available at Catholic University of Leuven.
The study material is completely online: The lecture slides as well as all the information related to the course are available on the course website. E-mail is the communication tool used by students to return assignments and ask questions, and for the tutor to give instructions, feedback and support. A virtual learning environment has been tested for these purposes, but the organisers of this course feel that e-mail is a better medium because of the shortness of the course and its easy accessibility and ease of use.
To work through the course does not require a visit to the physical library, but students are welcomed to do so, for example, some hours are reserved in the library for answering the students' questions face to face. This means that the communication for this activity is mainly asynchronous and the course material delivery is location-independent, but students can choose for face-to-face contacts. In other words, they have a choice between a totally virtual or a blended learning activity.

PRACTICAL INFORMATION
This course has been developed at the Helsinki University of Technology's library for over 20 years. In 1994, it was possible for students to access the course completely online for the first time. In 2006, the course was transferred and adapted to the local situation in Catholic University of Leuven. More information can be found on the websites or by contacting the library staff11 at either university:

NET-TRAINERS
DESCRIPTION
Net-Trainers is an Online Distance Learning Course which aims to equip tutors/trainers with the skills to teach online using online technologies. The course is delivered simultaneously in nine different countries, and the course contents have been adapted to recognise the educational context and culture of each individual country. The Net-Trainers course (160 hours) is delivered entirely online and contains modules. The course assessment is also online.
The pedagogical methodology makes use of online individual and collaborative work, mostly using web-based content and asynchronous communication technologies. The average learning time requested is 6 to 10 hours a week. Participants may choose to work 2 hours every day during the week or 1 day a week or even 2 days every two weeks. Participants and their tutors agree on work schedules, feedback response times and deadlines for assignments.
If the training provider has the capacity, trainees can have professional placements for certain time periods in their Net-Trainers training path, to test their new competencies in a real life environment.

PRACTICAL INFORMATION
The following institutions are participating in this course: Center for Vocational Training, Pernik (BG), University of West Bohemia (CZ), Monnet Gruppen (DK), ID3 Association (FR), Université de Toulouse 1 (FR), Tele-akademie of Furtwangen University (DE), University Macerata (IT), Polish Virtual University, Lulin (PL), University of Valencia (ES), South yorkshire Further Education Colleges (UK). Net-Trainers were developed as a Leonardo da Vinci II programme project, funded by the European Commission and is still running:

2.2 VIRTUAL PROGRAMME (AT A HEI)

2.2.1 BEST-PRACTICE: E-URBS

DESCRIPTION
Starting in 2006, E-Urbs is a European Master course on Comparative Urban Studies worth 60 ECTS. Its extensive online teaching and tutoring – together with an intensive summer school each year in Urbino – aims to provide an innovative and truly international learning environment in Europe . E-Urbs is based on the extensive experience of nine European prestigious universities who provide a deep knowledge of the main theories in the field of urban studies. Its multidisciplinary and international character, emphasized by its comparative approach and a specific training opportunity in the field, helps students develop the ability to interpret and understand urban changes and to analyse appropriate strategies and policies to address metropolitan problems.
The main objective of E-Urbs is to create a “virtual international campus” arrangement for the study of urban issues. Thanks to this kind of organisation, it is possible to take advantage of the experience and competence of the most well-known scholars in the field at an international level, whilst at the same time offering the opportunity to develop a comparative approach in the study of distant and different urban realities and policies.

MAIN PARTICIPANTS
University of Urbino (IT), University of Amsterdam (NL), University of Barcelona (ES), University of Berlin Humboldt (DE), University of Milan Bicocca (IT), University of Birmingham (UK), University of Copenhagen (DK), Catholic University of Leuven (BE), Polish Academy of Sciences (PL).

TECHNOLOGY USED
Traditional ICT distance learning techniques are complemented with new visual and heuristic approaches.

MAIN FEATURES (SYNCHRONOUS OR ASYNCHRONOUS COMMUNICATION, LOCATION (IN)DEPENDENT DELIVERY, VIRTUAL OR BLENDED ...)
E-Urbs has developed an integrated blended mode learning system, based on the integration of virtual and physical mobility and the use of ICT, supporting new methods of interaction. The blended approach complements online teaching with face-to-face teaching. This allows students and professors to meet face-to-face and to increase the efficiency of the learning process in the subsequent online interactions.
A first summer course in Urbino, organised in the month of August is followed by online courses.

SPECIFIC EXPERIENCES (LANGUAGE, CULTURE, EQUIPMENT, ACCESS, ASSESSMENT & ECTS)
Because this activity has just begun, there are no specific experiences to report yet.
ConClusions dRawn Because this activity has just begun, no conclusions can be drawn just yet.

AVAILABLE RESOURCES

2.2.2 OTHER EXAMPLES

MASTER PROGRAMME IN DEVELOPMENT MANAGEMENT
DESCRIPTION
“Development Management” is the first masters programme to be launched under the Global Environment and Development Studies (GEDS). The Master Programme in Development Management is a four semester study programme, worth 120 credits. On-line learning (e-learning) forms the basic teaching method for the study programme. This implies that a substantial part of teaching, instruction, tuition and supervision will take place on the Internet. As the underlying pedagogy takes a social constructivist approach, group work, discussions and joint assignments are important, implying that an active participation among the students is essential. The beginning of each year will start with a face-to-face session of two weeks where students, professors and tutors will meet.

PRACTICAL INFORMATION
GEDS will be implemented by a network of universities from the South and the North coordinated by the United Nations University/Global Virtual University (UNU/GVU). It is expected that some of the courses in the master programme in development management will be given by UNU, UNEP and/or other partners in the GEDS network.

2.3 VIRTUAL STUDENT PLACEMENT

2.3.1 BEST PRACTICE: KREMLIN

DESCRIPTION
The KREMLIN learning activity was one of 4 virtual cross-border internship activities conducted in the INTERN project (see next chapter). For this specific activity that took place from January 2002 until May 2002, several Danish students had a virtual internship in French company Kremlin, Inc. This company is a leading manufacturer of finishing equipment and offers a complete range of products and accessories for the extrusion and spraying of paints, varnishes and other coatings. As part of a strategic review of their activities in Scandinavia, Kremlin approached the “Institut de Formation Internationale” (IFI) in Rouen , France , to ask for help in carrying out a market research study in Denmark . IFI in turn enlisted the help of the Tietgen Business School in Denmark .
The activity consisted of two phases, of which only the first phase can be considered as an example of virtual internship. In this first phase, students from the Tietgen Business School developed and managed field research, and presented a comprehensive report in English. The final presentation of the report was done via videoconference, for three senior executives from Kremlin. During this first phase, the Danish students went on a business visit to Kremlin, Inc. and IFI in France . During the lifetime of the project, Kremlin Inc. had direct contact with both student groups.

MAIN PARTICIPANTS
Institut de Formation Internationale (IFI), ESC-Rouen (FR), Tietgen Business College (DK), Kremlin, Inc. (French Company) (FR)

TECHNOLOGY USED
Various communication channels were used: two videoconferences 4 were set-up and carried out between IFI and Tietgen. E-mail was the main communication tool between the students and Kremlin. Fax was used to gather information from the companies questioned in the market research. For market research recruitment, any additional communication with Kremlin and any communication between the 2 coordinators of each student group, telephone was used.

MAIN FEATURES (SYNCHRONOUS OR ASYNCHRONOUS COMMUNICATION, LOCATION (IN)DEPENDENT DELIVERY, VIRTUAL OR BLENDED ...)
The communication was both synchronous (videoconferences, telephone) as well as asynchronous (e-mail). The delivery of the material was both location dependent (videoconferences) as well as location independent (e-mail, telephone, fax). As the students also visited the company physically, this was a blended activity with both face-to-face and virtual elements.
SPECIFIC EXPERIENCES (LANGUAGE, CULTURE, EQUIPMENT, ACCESS, ASSESSMENT & ECTS)
The language used to communicate was English. No specific operational issues were experienced. Also cultural differences did not seem to surface: the Danish students learned how to react in a French business culture. As to equipment and logistics, a workplace with facilities such as Internet, e-mail, fax and phone was to the students. One of the major technology aspects to consider is the sound and image quality of the videoconferencing equipment. Students who participated were awarded 10 ECTS.

CONCLUSIONS DRAWN
The evaluation of this activity based on questionnaires showed that the students gained new knowledge, not only in the subject area but also in cross-cultural understanding, language skills and the use of ICT.
With regard to the set-up, the students recommended working in small groups of maximum 10 participants supported by a teacher when needed. Studetns should have access to a workplace with facilities such as Internet, e-mail, fax and phone.
The students really appreciated meeting each other early in the process and visiting the company together. Furthermore, specific objectives and responsibilities of students need to be clarified with the company. It is also of great importance to obtain company commitment to honour appointments, promised information etc. The level of IT skills of all the participants should be checked, and if necessary, additional training should be given.12

AVAILABLE RESOURCES
Best Practice Handbook: Virtual Internship, Real Experience in a Virtual world (available at the Being Mobile website www.being-mobile.net).

2.3.2 OTHER EXAMPLES

In the best practice handbook developed in the framework of the INTERN project (see next chapter) other examples have been elaborated. This handbook can be found on the Being Mobile website (www.being-mobile.net).

3.4 VIRTUAL SUPPORT TO PHYSICAL EXCHANGE

3.4.1 BEST PRACTICE: ERASMUS MUNDUS PROGRAMME (REVE)


DESCRIPTION
The Erasmus Mundus Programme, defined as a ‘co-operation and mobility programme in the field of higher education', is an initiative of the European Commission to encourage active collaboration in teaching between European universities. The Erasmus Mundus page on the website of European Union cites: “the programme is intended to strengthen European co-operation and international links in higher
education by supporting high-quality European Masters Courses, by enabling students and visiting scholars from around the world to engage in postgraduate study at European universities, as well as by encouraging the outgoing mobility of European students and scholars towards third countries.”
Erasmus Mundus Masters Programmes are organised jointly by at least 3 European HEI's located in at least three different European countries. These programmes are particularly targeted at students outside of Europe, in Asia, Africa, Oceania and America . More than 0 Masters courses have now been selected under Action I of the Erasmus Mundus Programme.
Physical mobility is a key factor in these Master's programmes. Students need to spend part of the study period in two different participating universities. This physical mobility can be complemented with Virtual Mobility activities during the study period. One particular Virtual Mobility activity that supports the physical mobility in this international Master's programme is the use of user-friendly communication tools for the selection of students. Students accepted in Erasmus Mundus programme receive substantial grants from the European Commission during their studies. The organisers of the programmes are therefore obliged to select the best students for their programme. To get a better picture of the capabilities of potential students, traditional paper-based selection has been complemented with virtual communication.
Other Virtual Mobility activities that can complement the physical mobility in Erasmus Mundus programmes include virtual seminars, guided independent work on Master's dissertations and virtual communities set up around individual programmes. main participants.
The ideas and experiments described here were conducted at the Catholic University of Leuven for the Erasmus Mundus Master's programmes organised at this university. These programmes were the Erasmus Mundus Master in Adapted Physical Activity29, the Erasmus Mundus Master in Nanoscience and Nanotechnology30 and the Erasmus Mundus Master in Bio-ethics.31

TECHNOLOGY USED
In the Erasmus Mundus Master in Adapted Physical Activity32, the coordinators have chosen for a two-tier selection procedure. The first phase is based on a traditional paper application. The second phase includes a virtual selection interview for reserved candidates using FlashMeeting33, a webconferencing tool developed by the Open University UK.

MAIN FEATURES (SYNCHRONOUS OR ASYNCHRONOUS COMMUNICATION, LOCATION (IN)DEPENDENT DELIVERY, VIRTUAL OR BLENDED ...)
The selection procedure includes both synchronous as well as asynchronous communication. The first phase with paper-based application is partly electronic, through e-mail or a secured website, i.e. asynchronous. The second phase is synchronous through the webconferencing interviews.

SPECIFIC EXPERIENCES (LANGUAGE, CULTURE, EQUIPMENT, ACCESS, ASSESSMENT & ECTS)
On the whole, the experiences for students and teachers have been good. Some students did have reservations about participating in an online selection interview, but these reservations were often due to technological issues. The technology was generally easy-to-use. There were some minor problems due to low bandwidth in especially the
African countries, but they could be overcome.

CONCLUSIONS DRAWN
The teachers and staff members that took part in this pilot selection procedure were very satisfied with the results. The introduction of webconference-based selection answered a growing need with the programme organisers who were increasingly confronted with the shortcomings of paper-based selection. Especially the assessment of students' language skills played a key role in choosing this methodology.
More Virtual Mobility activities were conducted to complement these Erasmus Mundus Programmes include a virtual lecture series (of type 1), distance guidance on independent work on Master's dissertation and the set-up of virtual communities.

AVAILABLE RESOURCES
Rajagopal, K., W. Van Petegem and S. Verjans (2006). A Need for Virtual Mobility in Mainstream Education: Case Study of the Erasmus Mundus Programmes at the Catholic University of Leuven , Belgium . EDEN 2006 Annual Conference: e-Competences for life, employment and innovation. A. Szucs and I. Bø (Eds.). Vienna University of Technology, Austria, European and E-learning Network. 14-17 June 2006, pp. 284-289.

1Prof. Jan Baetens at the Catholic University Leuven (http://www.kuleuven.be), Prof. Domingo Sanchez-Mesa at the Universidad Carlos III de Madrid (http://www.uc3m.es/) and Prof. Maria Sánchez Montes at the University of Granada (http://www.ugr.es)
2Contact person: Ron Cörvers at the Open University of the Netherlands (http:// www.ou.nl/ )
3Marieke Van Beylen and Johan Smeuninx at Katholieke Hoge- Hogeschool Kempen (http://www.khk.be)
4Contact person: Bieke Schreurs and Helena Bijnens at EuroPACE ivzw ( http://www.europace.org)
5Mail to ehlee@utu.fi for more information
6Prof. Bogdan Galwas or Ms. Elzbieta Piwowarska at the Warsaw University of Technology (http://www.pw.edu.pl/english/)
7Prof. Béla Márkus and Ms. Veronika Bleyerova at the University of West-Hungary (http://www.geo.info.hu/en/)
8Contact person: Greta Vandeborne at SPACE ivzw (http://www.space-eu.info)
9Background information about the Livius project can be found in “Going the Distance with e-Learning”, by Maria Amata Garito: http://e-mentor.edu.pl/_xml/ wydania/3/37.pdf and in the “Report on the project scientific value and validity”http://www.ub.es/grintie/GRINTIE/Library/LIVIUS_D1 .pdf
10Contact person: Arve Aleksandersen at the University of Oslo (http://www.uio.no)
11Irma Pasanen at the Helsinki University of Technology (http://www.tkk.fi/English/) and Linda Stoop at the Catholic University Leuven (http://www.kuleuven.be)
1228 Contact person: Regitze Kristensen at Tietgen Business College (http://www.tietgen. dk)

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entrada de RICHARD JORGE MIRANDA ABARCA @ junio 28, 2010