ODL /e-learning at the University of Miskolc

1. ODL /e-learning at the University of Miskolc Maria Kocsis Baan University of Miskolc

2. CONTENT North-Hungarian Regional Distance Education Centre – history of 10 years • Collaboration with EADTU – 10 projects • Course development projects • Strength and weaknesses • Present practice and new initiatives

3. From the first steps… • PHARE ODL Network – NCPs and ODL Centres born as members of an international network – huge potential, still strong cohesion and collaboration, • Active, multi-level collaboration in that period – learning from operable models – both content development (ENVIMAN) and organisational aspects (UFI / LNE). • Jumping over some previous development stages, entering the ODL scenario the same time when e-learning nucleated.

4. Projects in collaboration with the EADTU

5. UNIMAN EADTU 10 years 30 projects Strategic partnership in ODL networking PHAREMulti-country Programme for DE & Content development e-Taster MinSE European Master in SE

6. Multilingual content development • ENVIMAN, Uniphorm • Advanced Engineering • Innovate, e2ngineering • e-Taster

7. PHARE Multi-country projects 1997-1999 Adaptation of an on-line, advanced telematic course Environmental Management accredited postgraduate course, acknowledged by FEANI and SEFI English → HU, SK, PL + content adaptation

8. Learning environment of ENVIMAN at Dipoli • First Class client software • videoconference

9. Results of ENVIMAN project • DEMO • Multilingual content, offering gradually decreasing language support, • html format, linked to an individual, self-developed portal for info-communication • Flexibility and accessability (off-line + printed versions)

10. Advanced Engineering • multi-purpose competence-course supporting • acquisition and practice of technical English, • parallel with offering highly advanced professional content in different engineering fields. • modular structure involving 10 modules, each of 30 hours for learning

11. Advanced Engineering Home-made e-learning environment High number of face-to face lessons and lectures

12. International On-Line Voc@tional Training in Surface Engineering a new methodology for building up internationally recognised vocational training programs flexible, resource based curriculum design-system testing of three different e-learning frameworks (Learning Space, Sollan and COEDU) reusability of learning objects, interoperability of platforms Innovative solution for multilingualism Edited video-lectures of top-level experts, animations, videod practicals Video-conferencing (Miskolc-Malta) INNOV@TE

13. INNOV@TE 10 partners from 6 countries Contractor: Institute of Materials, Minerals and Mining – IOM3 (UK) Professional coordination: International Federation of Heat Treatment and Surface Engineering – IFHTSE Project coordination: University of Miskolc

14. Added values in innovative methodological approach: • rapid prototyping • flexible, resource based curriculum design-system • LEGO system: wide variety of courses will be built up from more or less independent, self-standing training units – continuously widened and updated knowledge pool of resource materials, integrated into appropriate LCMS. • a new methodology for building up internationally recognised vocational training programs tailored for different target groups and meeting different training needs.

15. e2ngineering • Development and testing of multilingual e-learning materials and courses in advanced engineering subjects – Leonardo project 2004-2006 • Complex course of 12 modules in Computer Aided Engineering • Languages: HU, EN, SK, RO and PL

16. MinSE • Developing European Master in Heat Treatment and Surface Engineering • 5 universities, IFHTSE, 5 industrial partners (coordinator: Univ. of Malta) • Development of 25 modules, each of 4 credits - 7 subjects in ODL, others delivered f2f, by international team of lecturers, in 2 weeks blocks • Some of the modules may be offered as self-standing professional development courses as well.

17. Common strengths,innovative aspects • Resource based approach in coursedevelopment • Developing training materials in modular structure – reusable learning elements, as building blocks of different learning programmes – „LEGO” system: wide variety of courses may be built up from more or less independent, self-standing training units – continuously widened and updated knowledge pool of resource materials, integrated into appropriate LCMS • Multilingual delivery of the content – simultaneous language support • International networking models

18. Common weaknesses:sustainability and joint delivery Institutional stability and sustainability SHOULD guarantee the sustainability of programs and projects – but the fact in many cases is just the reverse: • projects guarantee the sustainability of institutional frameworks and their operability Institutional sustainability strongly depends on personal approach of top management – scepticism, poor level of awareness in HEIs – „we have more urgent problems…” Joint development usual, but joint delivery – never beyond the lifetime of the project !!!!

19. Present practice at the University of Miskolc COEDU since 2003 – unlimited users Interoperabilty with Moodle Faculty of Economics - 40 subjects, 1200 students, blended learning – full support from the Dean

20. Bachelor (BSc) courses in Faculty of Economics Management and Economics Entrepreneurship Human Resource Management Social management Commerce and Marketing Sales Marketing communication Finance and Accounting Finance and Banking Accounting International business International businesse European regional economic affairs

21. MSc courses • Managament • Accounting • Marketing • International Business • Environmental Studies • Small business development

22. CBVE projekt • (on the basis of) Small business develepment MSc • Students are ready to start on own business, our to take part their parents’ business • Business planning is elementar in our curriculum • Students have to collaborate with an SME and each other

23. Our MISSION • Business School instead of Theoretical Education • Developing blended learning materials (flexible, modern, provide more information) • Carrier Service is available at the faculty to help students find a working place • Team work in research or project works • Involve students all of Faculty’s research project

24. Tasks for Faculty of Economics in CBVE • General framework of pilot-run (model) • Scripting of scenarious for business planning pilot • Logistics of institutions, staff,students and externals (close connection with Chamber of Commerce and Alumni) • Technical facilities for collaboration on platform • Work package No. 4.

25. Taste our multilingual e-learning environment! 12 short, non-accredited courses in 12 languages FREE for anyone by auto-registration www.e-taster.net

26. Avoiding compatibility and accreditation problems No financial issues LANGUAGE DIVERSITY Networked models of DELIVERY Short, non-accredited but fully functional on-line courses Free of charge, for general public Multilingual platform(navigation) and multilingual content in 10-12 languages – switchable at any time! 3 different models of delivery e-Taster - focused onsustainability and multilingual delivery models

27. www.e-taster.net Auto-registration Selection of learning mode: Self-study • International (EN+) • Local language+ Tutored group • Local language+ Collaborative (EN+)

28. Multilingualism Navigation language: EN, HU, SK, PL, RO, BG, RUS and LT Multilingual content EN, HU, RO, LT, BG, PL, D, F, IT, ES, SK and RUS.Simultaneous access to all language versions, paragraph-by-paragraph System administrator may define the„master” and hidden languages

29. New projects and initiatives Tasters for all Faculties – recruitment of students CSVM – virtual mobility Hungarian e-University Network www.e-university.hu

30. Thank you for your kind attention! More info: m.kocsis.baan@uni-miskolc.hu www.emrtk.uni-miskolc.hu