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Mediterranean Virtual University MVU

Mediterranean Virtual University MVU. Lillian Buus - research assistant – lillian@hum.aau.dk E-learning lab – ICT, learning and collaboration – Aalborg University. Agenda. Prenstation of the MVU project Aim Vision Implementation Organization The MVU course structure

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Mediterranean Virtual University MVU

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  1. Mediterranean Virtual UniversityMVU Lillian Buus - research assistant – lillian@hum.aau.dk E-learning lab – ICT, learning and collaboration – Aalborg University

  2. Agenda • Prenstation of the MVU project • Aim • Vision • Implementation • Organization • The MVU course structure • Template for designing MVU-courses • Transfer the design to Moodle • Courses designed by partners

  3. Project - Background • The establishment of a virtual university in the Mediterranean area. • 2-year EU-project under the EUMedis programme • Duration from July 2004 until August 2006 • duration so far ~ 1 year • 9 partners from around the Mediterranean – plus Denmark and Scotland

  4. Project - partners • Partners: • University of Strathclyde (Scotland) • Aalborg University (Danmark) • University of Cyprus (Cypern) • Ains Shams University (Egypten) • Jordan University of Science and Technology (Jordan) • University of Malta (Malta) • Islamic University of Gaza (Palæstina) • Birzeit University (Palæstina) • Welfare Association (Palæstina) • Sabanci University (Tyrkiet) • American University of Beirut (Libanon)

  5. Project aim • First of all develop and deliver high quality, relevant online modules which meet the requirements of industry and individuals. • Second main aim is to build a lasting international educational network where academic and technical expertise in e-learning can be exchanged between partners in Europe and the Mediterranean region

  6. Project - Vision To build a sustainable network of top institutions who collaboratively develop and deliverhigh quality online university courses

  7. Project - implementation • Development of online courses in Computer Science • ACM 2001-curriculum • Adjusted by each partner • 4 courses pr. partner (11 partners) • Until now each partner have developed 2 courses • The second round of development is to start from October 05 • SCORM compliant • Learning Objects • Portability • Granularity • Electronic platform • Moodle

  8. Project - organization Learning perspective (eLL’s role): • Workshops • ”Show and tell”-seminars • User groups • Developer • Subject specialist • Tutor • Online course • Pedagogy and design • Tutor course • Electronic platform • Moodle

  9. MVU Course structure

  10. MVU Activity structure Sub-activities/LO

  11. Structure (example) Sub-activities/LO

  12. Learning Objects SCORM packages Content Resource Learning Activities Dialog Asynchronous Synchronous Collaboration Asynchronous Synchronous Individual assignments Learning objects and activities

  13. Supportive services - Asynchronous • Video: • Video streaming servers • MPEG-4 • Text: • Moodle • Wiki • Forum • Assignments • Quizzes • Lotus Notes • Lotus Team Workplace • iGroups • WinCvs – CVS (Concurrent Versions System) (free)

  14. Supportive services - Synchronous • Audio/chat: • Yahoo messenger • Skype • Netmeeting • Text: • CWT • Chat (Moodle) • Video/chat: • Conference systems/synchronous interaction: • Centra • Netmeeting (+ file sharing, whiteboard) • Lotus Same time • Messenger • Yahoo messenger • Video streaming (online streaming)

  15. Course proforma • Syllabus

  16. Course proforma

  17. Course proforma

  18. Course proforma

  19. Course proforma • Activities • Module: Introduction to online learning

  20. Moodle • How have we tranfered this course proforma to Moodle?

  21. Courses from other partners • Sabanci • Presentation of Moodle • for teachers and course creators • Moodle – installation and more technical presentation • AUB (American University of Beirut) • Queuing Theory • Ain Shams • Two courses in CS

  22. Pedagogical considerations and perspectives • The difference between natural science and human science • Design • Pedagogy • How can POPP or PBL relate to the perspectives in Learning Objects? • The dialog and collaboration integrated as part of the LO or should it be ’parallel’? • Moodle as the pedagogical platform • How does Moodle support this pedagogy? • How can LO be integrated as part of Moodle? • And what kind of structure do you build to get the learning process and not only the learning content?

  23. More information about the project visit MVU’s website www.med-vu.org Thank you for your attention

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