Collaborative Learning Hub for Virtual Mobility Skills

Disclaimer: The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant
no. 2017-1-DE01-KA203-003494. Neither the European Commission nor the project's national funding agency DAAD are responsible for the
content or liable for any losses or damage resulting of the use of these resources.
Las Vegas (USA), 19 July 2018

Ilona Buchem, Beuth University of Applied Sciences Berlin
Designing the Virtual Mobility Learning
Hub for Higher Education in Europe
Designing a Collaborative Learning Hub for Virtual Mobility Skills
@openVM_erasmus

#openvirtualmobility

Mobility in European HE
Academic international mobility has been considered an
important part of higher education in Europe as it enhances:
• personal development
• respect for diversity
• intercultural skills
• linguistic pluralism
• employability
• cooperation
• innovation
Ilona Buchem | Open Virtual Mobility | www.openvirtualmobility.eu | @openVM_erasmus | CC BY-SA 4.0

European Higher Education Area
48 countries
For all these countries, the main goal is to increase staﬀ
and student mobility and to facilitate employability.
* www.ehea.info/pid34249/members.html
"To become a member of the EHEA, countries have to be party to the European Cultural Convention and to declare their
willingness to pursue and implement the objectives of the Bologna Process in their own systems of higher education.”
Read more: https://eacea.ec.europa.eu/national-policies/eurydice/content/european-higher-education-area-2018-bologna-process-implementation-report_en
European Qualiﬁcations
Framework (EQF)
European Credit Transfer
System (ECTS)
20% physical mobility
benchmark

European Higher Education Area
Mobility windows represent a period of time reserved for

international student mobility that is embedded into the curriculum.

Statistical data show that relatively limited numbers of students, teachers
and staff in HE are mobile in proportion to the EHEA population. Some
key obstacles include:
• Organisation of study programs and information about mobility
• Credits gained during enrolment abroad not always fully recognised
• Financing of the mobility period, lack of funding, portability of grants and loans
• Low socio-economic background, disabilities, family and parental obligations,
• Administrative burden, e. g. temporary replacement of teachers/staff
Obstacles to mobility

Virtual mobility creates accessible, flexible and cost-effective
solutions for all types of curricula, especially collaborative
curricula. Essential elements of virtual mobility are:
• institutional agreement
• catalogue of online courses
• student application form
• learning agreement
• transcript of records
Ubachs, G., & Henderikx, P. (2018). EADTU Mobility Matrix, (pp. 26). Maastricht, NL: EADTU.
Virtual mobility

online seminars
online study programs
virtual internships
online labs
online communities
online modules
Forms of virtual mobility
online teams
online lectures

Project objectives:
1. Enhance the uptake of Virtual Mobility by improving VM skills
of educators and students.

2. Create a collaborative Learning Hub for achievement,
assessment and recognition of VM skills.

3. Develop a set of innovative tools and methods to enhance
learning and collaboration to enhance VM skills.
Designing a Collaborative Learning Hub for Virtual Mobility Skills

User Experience Design based on Garrett’s model
Visual design
Information design
Interaction design
Specifications
Objectives
Visual design: look and feel aligned with project CD (e. g. logo,
colours and graphic elements), visual cues for orientation
Information design: focused on the key virtual mobility skill
clusters (skill development, e-assessment and recognition)
Interaction design: meaningful gamification to enhance
collaborative learning and integration with personal goals
Specifications: definition of use cases, modular setup to
create courses using components like lego blocks
Objectives: based on OpenEdu Framework > open: access,
content, pedagogy, recognition, collaboration, research
Garrett, J.: The Elements of User Experience (2002). User-Centered Design for the Web. New Riders Publishing, Thousand Oaks, USA.

Visual design
Information design
Interaction design
Speciﬁcations
Objectives
Visual design: look and feel aligned with project CD (e. g. logo,
colours and graphic elements), visual cues for orientation
Based on: Garrett, J.: The Elements of User Experience (2002). User-Centered Design for the Web. New Riders Publishing, Thousand Oaks, USA.

OpenEdu Framework of the European Commission
Link: http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101436/jrc101436.pdf
6 core dimensions

represent

what is included

and 4 transversal

dimensions indicate

how to achieve it
The design approach

is based on the

OpenEdu Framework

and makes use of

proposed descriptors

for each dimension

Student from a partner institution scenario
VM Learning

• Skills validation

• E-assessment

• VM OER

• VM MOOC

• VM Badges
VM Market

• Matching tool

• Learning groups

• Learning tools

• New content

• New courses

Teacher from a partner institution scenario
VM Learning

• Skills validation

• E-assessment

• VM OER

• VM MOOC

• VM Badges
VM Market

• Matching tool

• Learning groups

• Learning tools

• New content

• New courses
VM LH Public

• OER

• Projects

Meaningful Gamification based on Universal Design for Learning
Meaningful gamification aims to enhance learner autonomy and
to help integrate learning activities with personal goals through
meaningful choices (Nicholson, 2012).

Universal Design for Learning focuses on designing for diverse
needs and interests (Rose & Meyer, 2002).

Key strategies of UDL-based meaningful gamification are:

• allowing different paths to achieve goals and to make a
meaningful connections (the "why" of learning)

• presenting content in different ways (the “what” of learning),

• providing different activities for the learner (the "how" of learning)

Meaningful Gamification Research 2018
Meaningful gamification research in the Open Virtual Mobility
project has been conducted in 2018 with project partners:

• research design and items > list of gamification features

• 1st online survey (n =13) > MoSCoW method to prioritise features

• data analysis > a shortlist of key gamification features

• 2nd online survey (n = 10) > assessing MUST & SHOULD features

• data analysis > allocation of features project outputs (leaders)

• report > meaningful gamification design guidelines

Meaningful Gamiﬁcation - MUST & SHOULD features
WHY of learning
Multiple options for learner engagement

• GOALS: Learner can see desired outcomes/skills (e. g. open badges)

• ENGAGEMENT: Learners are engaged by storytelling (e.g. student journey)

• ENGAGEMENT: Learners have multiple entry points for learning process

• ENGAGEMENT: Learners receive cues to draw attention to critical concepts

• ENGAGEMENT: Learners receive prompts to activate prior knowledge
WHAT of learning
Multiple options for information representation

• CONTENT: Learners can choose content in different languages

• CONTENT: Learners can create own content

• PROGRESS: Learners receive awards for sub-goals and final goals

• PROGRESS: Learners can compare their progress with others
ASSESSMENT: Learners can choose types of assessment

• ASSESSMENT: Learners can choose types of evidence for VM skills
HOW of learning
Multiple options for expression and action

• ACTIVITIES: Learners can create own content

• ACTIVITIES: Learners are offered challenges

• FEEDBACK: Learners are offered different types of feedback

• FEEDBACK: Learners can express and see emotions

• COLLABORATION: Learners can build teams and choose to work together

• COLLABORATION: Learners can use interactive tools like chats, forums
Results based on

two online surveys in 2018

with project partners

total of n = 23

8 skill clusters based on the assessment of over 100 statements:
1. Intercultural skills
2. Collaborative learning skills
3. Digital and media skills
4. Networked learning skills
5. Virtual mobility knowledge
6. Open mindedness
7. Autonomy-driven learning
8. Self-regulated learning
Virtual Mobility Skills - results of Group Concept Mapping (GCM)

Virtual Mobility Skills represented by Open Badges (digital credentials)

Experience API (xAPI) and Learning Record Store (LRS)
Co-/Design OER
(H5P interactive content)
MOOC Activities
(collaboration, solo)
E-Assessment
(evidence-/test-based)
LRS
xAPI xAPI xAPI
LRS LRS
xAPI xAPI xAPI

Open  
Badges
Competency  
Directory
Competency  
Frameworks
Semantic competency directory to reference skills in open badges

Referencing skills in open badges to competency frameworks

Check our prototype on Github:
https://github.com/openbadgenetwork
Competency directory prototype on Github

Visual design
Information design
Interaction design
Speciﬁcations
Objectives
Visual design: look and feel aligned with project CD (e. g.
logo, colours and graphic elements), visual cues
Based on: Garrett, J.: The Elements of User Experience (2002). User-Centered Design for the Web. New Riders Publishing, Thousand Oaks, USA.

OpenVM Learning Hub

hub.openvirtualmobility.eu
open source

OpenVM Learning Hub

hub.openvirtualmobility.eu

For more information please visit:

www.openvirtualmobility.eu

Connect with us!
Thank you!

Project website: http://www.openvirtualmobility.eu/

Learning Hub: https://hub.openvirtualmobility.eu/

Twitter: https://twitter.com/openVM_erasmus
TWITTER FEED: #OPENVIRTUALMOBILITY

References
Garrett, J.: The Elements of User Experience: User-Centered Design for the Web.

New Riders Publishing Thousand Oaks, CA, USA (2002).

Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz, J.: Opening up Education: A Support
Framework for Higher Education Institutions. JRC Science for Policy Report, JRC Homepage
(2016). Retrieved from http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101436/
jrc101436.pdf

Hruska, M.: Integrating xAPI into a Learning Ecosystem Using Moodle LMS. eThink

(2017). Retrieved from http://ethinkeducation.com/integrating-xapi-into-a-learningecosystem-using-
moodle-lms

Nicholson, S.: A user-centered theoretical framework for meaningful gamiﬁcation. Paper Presented
at Games+Learning+Society 8.0, (2012a). Retrieved from http://scottnicholson.com/pubs/
meaningfulframework.pdf

Rose, D., Meyer, A.: Teaching Every Student in the Digital Age: Universal Design for Learning.
Alexandria, VA: ASCD, (2002).

Collaborative Learning Hub for Virtual Mobility Skills

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Collaborative Learning Hub for Virtual Mobility Skills