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UNIVERSAL - Universal exchange for Pan-European Higher Education

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V.Framework program is funded R&D program by the Commission ... Moderator: encourages discussion on discussion lists, asks and answers course related questions ... – PowerPoint PPT presentation

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Title: UNIVERSAL - Universal exchange for Pan-European Higher Education


1
UNIVERSAL - Universal exchange for Pan-European
Higher Education
  • Borka Jerman-Blažic
  • Laboratory for Open Systems and Networks
  • Institut Jožef Stefan and Faculty of Economics
  • University of Ljubljana - SLOVENIA

2
Where is Slovenia
3
UNIVERSAL is a project from the V. Framework
Program
  • V.Framework program is funded RD program by the
    Commission of the European Union
  • The program last four years, from 1998 to 2002
  • It has several subprograms, UNIVERSAL belongs to
    the program Information Society Technologies or
    IST

URL http//WWW.IST-UNIVERSAL.ORG
4

http//www.cordis.lu/5fp/
Total initiative budget 3 600 M
Support activities Take up measures Shared
cost RD

Project clusters
Key action 1 18 Key action 3
16
Key action 2
15

Testbeds
Key action4 38 Essential Technologies and
Infrastructure

4Research networking
Future
and emerging technologies 9
Activities Integrated Key
Actions Complementary

Initiatives
5
UNIVERSAL CONZORTIUM
  • Bureau for International Research and Technology
    Co-operation (Austria)
  • Wirtschaftsuniversität Wien (Austria)
  • Institut National des Télécommunications (France)
  • University of Lancaster (UK)
  • NCSR Demokritos (Greece)
  • Hellenic Open University (Greece )
  • Iceland Telecom (Iceland)
  • Universidad Politecnica de Madrid (Spain)
  • Hautes Etudes Commerciales (France)
  • Helsinki University of Technology (Finland)
  • Warsaw University of Technology (Poland)
  • Infonova (Austria )
  • Aachen University of Technology (Germany)
  • Université Libre de Bruxelles (Belgium)
  • T-Nova Deutsche Telekom Innovationsgesellschaft
    mgH (Germany )
  • Institut Jozef Stefan (Slovenia)
  • Eidgenossische Technische Hochschule Zürich
    (Swizerland)

The Universal project unites leading European
Business and Engineering schools as well as
research centers and high-tech companies with
the vision of creating a pan-European exchange
for on-line educational content.
6
UNIVERSAL partners are from
DE,UK,GR,BE, AT,FI,IS,FR ES,PL,US and SI
7
UNIVERSAL MAIN CONCEPT connect consumers and
suppliers of learning resources through a
brokerage and delivery platform
The content providers - suppliers HEI - Higher
Education Institutions alliances of HEI other
content brokers, such as commercial consortia The
customers - consumers HEI faculty HEI staff the
individual user without enrollment in a HEI
8
The major goals
  • The goals is to put together the consumers and
    suppliers in a common platform and in addition to
    that...
  • Universal aims to become the reference platform
    throughout Europe, attracting the best
    educational content from the best institutions
  • Universal intends to provide a brokerage platform
    which can be adapted to the needs of
  • degree-granting consortia such as the Cems Master
  • academic educational content providers
  • rival educational content brokers
  • large corporations federating educational content
    from their world-wide sites
  • Universal aims to become a key player in the
    E-education market, allowing European initiatives
    to co-operate with North American projects
  • Universal aims to provide richer content through
    the use of remotely-sourced course units and
    enabling
  • Easier co-accreditation of courses by allied HEI
    in Europe

9
Interactions transferred to a
business model
  • Basic interactions transferred to a business
    model
  • Content requestor
  • Content provider

Delivery Profile Engine
Contract Engine
Course Profile Engine
10
The design of the business model is a product of
the business process in education
Course Deliverers
Course Consumers
11
Main properties of the business model
  • Universal is focused mainly on a B2B approach
    the users of the brokerage platform are mainly
    HEI, not end-users
  • Nevertheless, the platform allow access, in a
    second phase, for individual users, acting not
    only as catalogue browsers, but also as potential
    customers, without any link to an existing HEI
  • This evolution takes into account the evolution
    of the E-education market during the length of
    the project and the growing orientation towards
    the individual citizen of European Union
    initiatives enabling life-lomg learning resulting
    in
  • Business-2-Business Platform of UNIVERSAL
    wheregt Content requestors are primarily
    Course deliverers (i.e. Instructors in HEI)
  • Business-2-Consumer Platform of UNIVERSAL
    wheregt Content requestors are primarily
    Course consumers (i.e. Learners)

12
What is new - The
innovation in UNIVERSAL
  • The key innovation service vs technology
  • the brokerage of educational content between
    Higher Education Institutions (HEI)
  • the brokerage implies
  • a market
  • with providers
  • with consumers
  • within a legal and contractual environment
  • the technology applied is merely a means to
    provide
  • a brokerage engine
  • interfaces with delivery engines

13
The type of Learning Resources regarding
delivery mode
  • Live learning resources are referred to as
    learning resources, which are delivered in a
    synchronous.
  • Packaged learning resources are used in an
    asynchronous mode. Packaged courses are also
    referred to as canned courses. The term
    packaged does not imply that a packaged
    learning resource is used for self-directed
    learning (i.e. learning without the help of an
    instructor).

14
Types of Learning Resourcesregarding
granularity of the content
  • Course is defined as a set of lessons and/or
    modules contributing to one learning goal and
    lasting not longer than one semester (term).
  • Module is part of a course and comprises of
    lessons contributing to one learning goal.
  • Lesson is part of a course or a module. Lesson
    is also referred to as course unit.
  • Fragment is the smallest learning resource. A
    lesson can comprise of multiple fragments.

Provision of granularity of learning resource -
is an adaptation to the market
15
Example - Learning resource with different
granularity
16
Data Model - Learning Resources - building
the catalogue
IEEE standard on Learning Object Meta Data
17
UNIVERSALGeneral platform architecture
Current level of activities
18
Administrative issues in UNIVERSAL
  • Platform host grants access rights, maintains
    user profiles, supervises billing process
  • Multimedia service providers support the
    delivery process in complex settings
  • Roles derived from the business model (e.g.
    advertising manager, etc.)
  • Provision of legal framework
  • Provision of security - encryption, data
    integrity and authentication

19
The legal framework - administration engine
  • UNIVERSAL provides full IPR and ownership
  • The legal framework for IPR provides
  • contract between the HEI and the brokerage
    platform
  • contract between the brokerage platform and the
    delivery engines
  • contract between the HEI and their customers
  • contract between the brokerage platform and the
    individual customer

20
ASSESSMENT is a part of the delivery system
21
Assessment of the usabilityIdentifying the
multiple user roles in UNIVERSAL
  • Course instructors responsible for course
    delivery process
  • Teaching assistant supports delivery process
  • Coach assigned person, serve as motivator
  • Moderator encourages discussion on discussion
    lists, asks and answers course related questions
  • Lecturer contributes to the course by holding
    lectures
  • Students in classes (--gt student record
    available) - other involved, Students with
    individual interests
  • External students with some kind of link to the
    HE institution (e.g. Alumni, livelong learners)
  • External, independent learners

22
Platform components in the assessment service
23
ASSESSMENT OF THE USABILITY AND EVALUATION in
terms of
  • Success rate in each courseware analysed by
    cohort of entry, as well as major demographics.
  • Attendance (live courses) and exam pass rates.
  • Correlation between entrance qualifications and
    subsequent course success.
  • Distribution of number of assignments submitted
    by module and programme.
  • Correlation between assignment submission rate
    and success rates for each module/programme on a
    cohort basis.

24
Assessment in terms of Grade Distribution
Profile    Distribution of grades awarded for
modules within a programme and for the major
demographics such as study centre, region, gender
and previous qualifications.    Distribution of
grades awarded by assessors on the same
module/programme, for moderation purpose.
25
Monitoring procedures and assessment
  •    With respect to students in identifying the
    most and least successful aspect of courseware.
  •    With respect to external relevant information
    regarding
  •                             i.     Courseware
    offered by similar open systems.
  •                             ii.     Pass rates
    of other organisations.
  •                            iii.    New
    developments in distance teaching
  •                            iv.    New
    developments in non-formal adult education.
  •    With respect to the extent and nature of
    public awareness of programme/units offered by
    the system.
  •    With respect to student feedback on study
    habits and intentions i.e. those who study on
    their pace, those who are temporarily resting and
    those who do not intend to continue.
  •    With respect to general course issues such as
    workload, level of difficulty, whether the
    material is motivating, etc.

26
Communication Systems Department
  • Provision of course specific assessment
  • in terms of
  • - Course aims
  • - Contents
  • - Level
  • - Length
  • - Pace
  • - Workload
  • - Presentation and media utilisation
  • - Quality of access etc.
  •  

27
CONCLUSION
  • Universal is still in development
  • Specifications and implementation of the platform
    finished
  • First entries (35) in the catalogue data base of
    learning resources
  • Live trials planning finished - to begin in March
    2001, packaged trials - on going
  • First review in front of CEC reviewers in April
    next year
  • Home page http//universal.infonova.at and
    http//www.ist-universal.org
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