The virtual mobility process is based on a 5 stage model described as follows: 

1. Decision making: During the decision making phase, VET institution(s) or (HEI) should decide on the virtual mobility mode (bilateral or multilateral) and the target group. The specification of the activity to be implemented within the VM.

2. Curriculum design : Curriculum design for VM should be adapted to the chosen VM mode: TVM(teacher virtual mobility), SVM(student virtual mobility), TVM + SVM, bilateral vs. multilateral. Curriculum design scenarios will differ according to each mode. However, the main elements which will differ in each case will be based on joint decisions (joint titles/learning outcomes, joint choice of study subjects, joint schedule, joint student groups, joint numbers of students in groups, etc.). case, teachers from two or more HEIs participate in VM curriculum design and should decide:

·        which learning outcomes will be shared between/ among participating teachers

·        how many credits will these learning outcomes correspond to

·        how many students can build international student groups

·        how international student groups will be built

·        how teachers will share schedule time to organize VM within one/more than one study subject

·        which learning methods will be used in VM (active learning, group work, etc.)

·        how many activities and learning resources should be distributed consistently among study subject milestones (weeks, months)

·        how synchronous and asynchronous communication will be ensured between teachers and among students

·        what assessment methods and criteria will be used

·        bilateral/ multilateral teacher – designed curriculum should be peer reviewed before SVM

·        which and how many institutions participate in VM curriculum designing (for multilateral TVM only)

·        how technical support will be provided for teachers

·        which technical infrastructure will be used and how teachers will be identified there as users of the technical infrastructure

3. VM organization and communication: Before the start of a VM process, a self-check for preparedness is necessary, i.e. whether the above detailed phases are implemented and whether the institution is ready to start the process.

VM organization and communication phase can be divided into two steps:

(1) preparation for virtual mobility organization, and

(2) course/program delivery.

Step 1 covers marketing of the VM offer, identification of VM participants, planning the schedule and first interaction/virtual meeting date.

Step 2 covers participants’ registration, as well as communication and support systems’ identification and application.

Appropriate technological solutions have to be chosen already during the curriculum design phase, however, additional technologies.

4. Assessment and Feedback: There are several different aspects of this VM process phase to be discussed – evaluation of learning outcomes that is very related with the assessment strategy of curriculum designed, assessment of VM course/ program, and feedback possibilities.

5. Certification and Recognition: All the students and teachers who have participated in a VM exchange should receive certification and recognition for their professional and academic activities. In order to achieve that, they should be within the academic records at the hosting HEI.

As already described in the Decision phase, institutional agreements, student/teacher application forms for VM and their record in the list of a host institution ensure credit transfer and recognition of VM exchange after it. Multilateral student VM is the most complex scenario in this case, as student records in multiple institutions should be taken special attention and care, and might require very good planning and administration.




Ostatnia modyfikacja: środa, 30 listopada 2022, 10:06