Virtual mobility experience can be carried out through the use of a series of online courses (OERs and MOOCs) made available through a Moodle platform dedicated to the students involved. In case of VET course a simulation experience through Virtual Reality can be developed as part of VM experience. VR places learners in an immersive environment that allows them to interact with the environment in a safe way. This technology is very useful in training as it provides a safe environment without the need for large infrastructures. The biggest advantage of using Virtual Reality for training is that it only requires Virtual Reality equipment and a computer. The simulators for training are characterised by realistic 3D graphics so that the user finds similarities between the Virtual Reality and the real machinery, thus facilitating adaptation to the use of the real machine. By recording the user’s movements, the examiner or trainer has greater control of the student’s attention and behaviour, response times, types of response to normal or risky situations. This type of application allows to train workers in what will be their workplace, even before the lines are available from the design drawings and modes of operation

Technologies that can simulate reality, such as augmented reality (AR) or mixed reality (MR) and ,virtual reality (VR), are redefining the interface between educators, learners and machines. They can be combined with situated and constructivist learning approaches. AR, MR and VR are increasingly popular in the education sector and are particularly useful for some VET courses, for example in tourism, healthcare, engineering or architectural design, automotive.

In a virtual mobility setting, technology has a tremendous role in successfully implementing a course / learning activity, the adequate tools being selected according to the course / activity characteristics and development. The educational process takes place through a virtual learning environment ensured by each university, starting from Custom Built Learning Platform, open-source platforms (Moodle, edX, ILIAS), cloud-based platforms (Microsoft Teams), in addition with video conferencing tools. For online activities, different tools for synchronous and asynchronous communication and spaces for collaboration are employed.

Steps to be followed: 

To create an efficient virtual learning space, it is important to choice the “right” tools. Always start from the following attention points:

  • Accessibility: Choose technology that is accessible for all students involved. Start from tools that are known and easily available.
  • Usability: Choose technology that is user-friendly and reliable. The stability of the internet connection of all students also plays an important role in the usability of these technologies.
  • E-literacy: Preferably work with tools that are already known to the students. If this is not possible, make sure that they have the opportunity to learn how to use the technology (integrate training sessions or provide tutorials).
  • Test and support: Test the tools beforehand and make sure the students know whom to turn to in case of technical difficulties. But, even after thorough testing: always have a plan B!
  • Flexibility: Always be willing to learn from things that don’t go as initially planned. Organizing virtual exchange is always a technical challenge. When things go wrong, solutions often come from students. As a teacher you have to be prepared to let go control a bit and learn from students using their own tools.
  • Clarity: Make general agreements about the tools that will be used and to which end they will be used. Draw up a communication protocol which defines the practical conditions for communicating and collaborating. Such a protocol can state when the different actors are available for synchronous communication, how much time can pass before messages need to be answered, which tools will be used to which end, how coaching will be organized etc. Do not forget to include here to include issues such as different time zones, if applicable.

A categorization of tools

Which tools are most suitable in your situation depends on a lot of different factors. The most important factor here is the reason why you want to use technology (what do students need to do?). Based on their goal we can make a rough distinction between the different tools:  

  • Tools for instruction (non-interactive)
  • Tools for communication
  • Tools for collaboration
  • Tools for reflection

Some tools can of course be used to serve different ends at the same time. An (institutional) learning platform (Blackboard or Moodle) will combine different tools to different ends. 

After determining what the students need to do, the next step is to ask yourself how you want students to communicate. In all categories described above we can use synchronous and asynchronous tools.

  • Synchronous tools facilitate communication in real time. The attractiveness of these tools lies in the direct contact between users, decreasing the feeling of distance between the users. Synchronous communication is of course also very important when language learning is an important goal.
  • Asynchronous tools facilitate communication independent of time. Asynchronous tools tend to be more reflective, since there is time to formulate opinions and other information in a good and structured way; especially when not all students master the “lingua franca” deeply. Sometimes the use of asynchronous tools is also preferable because of practical matters: when the members of a group are located in very different time zones or in a country where bandwidth is not sufficient to support tools like video and web conferencing. Another advantage of asynchronous tools is the fact that all student communication is archived and can be used as a basis for assessment.

Asynchronous communication tools in general do not suffice in a online international group work. A mix of communication channels is advised. There is a need for the integration of synchronous communication with close resemblance to face-to-face communication, e.g. web conferencing or video conferencing, because it makes the communication feel more personal.

The matrix below provides descriptions of different tool categories. The overview of concrete tools below is not exhaustive, but indicative and exemplary.

Synchronous

Asynchronous

Instruction

Tools to support a once-only online instruction , for instance via web or video conference

Tools to provide instruction which is accessible anytime, anywhere.

Examples of web conferencing tools:  Skype, Adobe Connect, Microsoft Lync, Google Hangout

Example: instructional videos, accessible via an online platform

Communication

Tools to support online synchronous communication. Most often these tools would be web or video conferencing tools.

Video conferencing is mostly used for shared lectures and live discussions between larger groups. Web conferencing is mostly used for 1on1 communication or communication between small groups.

Chat is also  an option but is generally used less.

Using synchronous communication setups that resemble F2F situations as much as possible has proven to be beneficial to the success of the collaboration.

Tools to support online asynchronous communication.

 

Allthough it is allready an “ancient” tool, email-use is still very widespread and effective.

Students like to use social networking platforms for a more informal coordination of their joint work. To complete academic tasks they seem to prefer more “official” tools in a LMS.

The use of social networking tools can contribute to establish feelings of trust and familiarity between the international group members

Examples: Skype, Adobe Connect, Lync, Google Hangout, chat, Teams

Examples: email, discussion fora, facebook

Collaboration

Collaborative tools are tools which allow students to work together on a product (a paper, a presentation etc.). Some of the tools will also keep track of the collaborative process (e.g. a wiki). These tools are particularly of interest when you want to assess not only the product but also everybody’s contribution to this process. 

Examples: wiki technology, Google docs, Sharepoint, Dropbox

Reflection

Reflection is closely linked with assessment and the issue of developing intercultural awareness and collaborative skills. To stimulate this in students, it is important to provoke regular reflection on their learning process. Use tools like blogging and portfolio to help students reflect and provide examples of their learning.

Tools: Blogger, wordpress


Last modified: Tuesday, 7 March 2023, 11:39 AM