National virtual courses arranged by the network are open to students who havecommunication as their major or minor subject or who are exchange students at amember university. Enrolled students incorporate the network courses into their degreesin the home university. Other students can apply for Flexible Study Rights at a memberuniversity.Courses arranged by the network do not constitute study modules in any subject. A virtualcourse is intended as an online alternative to a course offered as contact teaching or as anadditional option for students whose own university does not offer that particular course.Students should find out in advance about credit transfer, unless the degree requirementsin their subject specifically mention the equivalence <strong>and</strong> accreditation of network courses.In 2004 the network arranged 13 virtual courses in Finnish, one in Swedish <strong>and</strong> threein English. Enrolment on the courses given in English was open to exchange studentsstudying communication at one of the networked universities. From 2001 to 2004, a totalof 1700 credits were awarded for the Web-based courses (the equivalent of about 3100credits in the European Credit Transfer System).<strong>Region</strong>al networksA good example of a regional network is the Eastern Finl<strong>and</strong> Virtual University Network(EFVU). It started as a three-year project (2001-2003) on Ministry of Education funding.It is a partnership between the University of Joensuu, which co-ordinates the project, theUniversity of Kuopio <strong>and</strong> the Lappeenranta University of Technology. The objective wasto diversify university-level <strong>education</strong> <strong>and</strong> to increase study options in eastern Finl<strong>and</strong> bymeans of an information network <strong>and</strong> thereby to contribute to regional development.The Eastern Finl<strong>and</strong> Virtual University Network produces Web-based courses, conductsresearch <strong>and</strong> development, trains university staff <strong>and</strong> improves <strong>education</strong>al technology.As part of the Finnish Virtual University, it contributes to the national development ofuniversity <strong>education</strong>. The EFVU has a staff of ten, based in the three universities. Inaddition to staff, many other experts participate in the planning <strong>and</strong> realisation of variouscourses <strong>and</strong> other projects.The foremost aim of the network is to run a research network <strong>and</strong> develop virtual coursesin eastern Finl<strong>and</strong>. In 2004 the EFVU published a bulletin describing its research onvirtual <strong>learning</strong> <strong>and</strong> announcing its establishment on a permanent basis. The bulletinlooks at virtual teaching <strong>and</strong> <strong>learning</strong> from both teachers’ <strong>and</strong> students’ viewpoint <strong>and</strong> interms of Web-course production <strong>and</strong> its costs.In the current performance agreement (2004–2006), the Ministry of Education <strong>and</strong> theUniversity of Joensuu agreed that €300,000 would be allocated in 2004 for the EasternFinl<strong>and</strong> Virtual University. As the co-ordinator, the University of Joensuu is responsiblefor the financial management of the network.SERVICE UNITThe FVU Service Unit implements the strategy adopted by the Consortium Assembly <strong>and</strong>the aims set in the Consortium Agreement <strong>and</strong> executes tasks assigned by the ConsortiumAssembly. The Service Unit will operate as a project organisation at the HelsinkiUniversity of Technology until the end of 2006. Its future operations will be determinedon a new strategy to be adopted by the Consortium during 2005.112
The foremost task for the Service Unit is to support university ICT co-operation. Thisincludes defining joint university st<strong>and</strong>ards, harmonising practices in electronic serviceaccess <strong>and</strong> ICT, <strong>and</strong> drafting st<strong>and</strong>ardisation agreements together with the parties to theFVU agreement. It is also important to communicate FVU activities to, <strong>and</strong> maintaincontacts with, players relevant to the further development of these activities. Sincethe FVU portal was completed in late 2004, the Service Unit has been responsible formaintaining <strong>and</strong> developing the FVU portal <strong>and</strong> the services it offers.The Service Unit has a Director, who is responsible for planning <strong>and</strong> developing itsoperations <strong>and</strong> for unit-level contracts. There are also two Development Managers, oneof whom is responsible for planning, developing <strong>and</strong> implementing electronic studentadministration systems <strong>and</strong> quality assurance projects. The other develops the FVUportal, takes care of its administration, the data archive <strong>and</strong> st<strong>and</strong>ardisation projects.In addition, the Service Unit has a Head of Media Communications, an Education Coordinator,a Project Officer <strong>and</strong> two part-time secretaries.EXPERIENCES OF THE FVUThe Finnish Virtual University, a partnership of all the universities in Finl<strong>and</strong>, was anew departure in the Finnish university sector. The fact that universities have a verylarge amount of autonomy in Finl<strong>and</strong> <strong>and</strong> see themselves as rivals made this an excitingbut also a problematical project. To a large extent, the virtual activities began as theuniversities’ own internal ICT development projects, which included teachers’ in-servicetraining <strong>and</strong> networked teaching trials. Some networks had earlier operated withinparticular disciplines <strong>and</strong> subsequently enlarged <strong>and</strong> further developed their provisionwith the advent of the Virtual University. In addition to these disciplinary networks, thereemerged a number of other structures to support the development of ICT-based <strong>and</strong>,above all, Web-based teaching in universities. These include IT-Peda, which has a serviceto help all the universities to draft <strong>and</strong> realise an ICT strategy for <strong>education</strong>. It has a toolcalled OSKAR for assessing knowledge <strong>and</strong> skills needed to use ICT in teaching. IT-Peda has also devised a tool called ARVO for assessing the usability, pedagogic usability,graphical design, accessibility <strong>and</strong> technical realisation of virtual courses. All the servicesare available in the FVU portal <strong>and</strong> can be accessed by all, including persons external touniversities <strong>and</strong> the FVU.Overall, both universities <strong>and</strong> individual teachers recognise that the Virtual Universityhas generated a great deal of new knowledge <strong>and</strong> enthusiasm, as well as boosting cooperationamongst the universities. The number of credits awarded in the FVU hasnearly doubled from one year to another. One reason naturally is that the supply ofcourses has been growing very rapidly. The Flexible Study Rights Agreement, whichtook effect in autumn 2004, will probably further accelerate the growth. The Ministryof Education will undertake an evaluation of the academic networks in the FVU duringthe spring of 2005.The virtual provision has mainly been targeted to undergraduate <strong>and</strong> postgraduatestudents, but both the <strong>education</strong> provision <strong>and</strong> other services have also been used byopen university students. Most of them want to improve either their general knowledgeor their foundation skills with a view to university studies. Others pursue intermediateor advanced studies in a subject with a view to improving their labour market value. Onthe other h<strong>and</strong>, the Finnish open university system offers virtual courses that can also betaken by undergraduate students.113
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PERSPECTIVES ONDISTANCE EDUCATIONLi
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The Commonwealth of Learning (COL)
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ACKNOWLEDGEMENTSIn addition to the
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These are some of the issues that a
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What are the trends and issues in l
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of policy implications relating to
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evince important differences that c
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inequitable regulations governing t
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associations and groups of countrie
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THE CONTRIBUTORChristopher McIntosh
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INTRODUCTIONIn his 1996 report to U
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Lastly, our analysis of the situati
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diploma or similar certificates of
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force of the undertaking. Here agai
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RELEVANT INTERNET SITESUNESCO Task
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Notes1. This phrasing has been used
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goals (Daniel, 1996). Lifelong lear
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eported that group activity had red
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NEW AREAS FOR DISTANCE EDUCATION:WO
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targets systematically for the use
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Rausch, A.S. (2003). A case study o
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correspondence teaching systems tha
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significant differences between syn
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In distance flexible- and blended-e
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STATE-FUNDED DUAL-MODE SYSTEMS ATUN
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Table 4.2: Fundable elements in dis
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sciences in 21 countries of the reg
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How a system is funded depends in p
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Litto, Fredric M. (2004). Digital l
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CHAPTER 5LIFELONG LEARNING IN THE A
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education, which was initiated by C
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So the virtual classroom acted as a
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