Blending Virtual Campuses Managing Differences through Web 2.0 Experiences in Transnational Cooperation Projects

2010 ◽  
pp. 215-234
Author(s):  
Yuri Kazepov ◽  
Giovanni Torris
Keyword(s):  
Web 2.0 ◽  
Effective Teaching ◽  
Learning Strategies ◽  
Ad Hoc ◽  
Added Value ◽  
Institutional Setting ◽  
Technical Content ◽  
Pros And Cons ◽  
Different Dimensions ◽  
The Way

Starting from the increasingly widespread need to develop effective teaching in complex transnational settings, this chapter presents an innovative blended model with Web 2.0 collaborative learning strategies built in. The model balances pedagogical, technical and content related issues into an ad hoc institutionally designed 60 ECTS (European Credit Transfer System) curriculum of the European Masters in Comparative Urban Studies (E-Urbs). The chapter aims at disentangling the different dimensions involved in the curriculum delivery, highlighting the pros and cons of all dimensions of the model adopted. In doing so the chapter is divided into three sections. The first section addresses the challenges that effective teaching in complex transnational settings has to face, in particular it highlights the crucial need of managing differences. In the E-Urbs project we had 24 students from 14 countries, 5 continents, 6 disciplinary backgrounds, 32 scholars from 9 partner institutions in 8 countries. The second section deals with the way in which challenges and differences have been addressed and describes the dimensions of the blended model the authors adopted, arguing that a sound virtual campus arrangement should address the pedagogical, technical and content related dimensions in a balanced way considering the institutional setting within which they are embedded. The third section addresses the way in which the blended approach has been enriched through a Web 2.0 perspective, promoting p2p (peer-to-peer) collaboration in the generation of knowledge. The main argument is that an increasingly fluid society generates and treats information differently and learning agencies should not only acknowledge these differences but should address them with balanced learning models which take advantage of the new 2.0 paradigms. The authors argue that the result of a balanced blended Web 2.0 approach helps to transform the challenges into a resource for each of the stakeholders involved (e.g., students, scholars, partners, institutions) providing an added value in each dimension of the learning process (pedagogical, technical, content related and institutional).

Blending Virtual Campuses Managing Differences Through Web 2.0 Experiences in Transnational Cooperation Projects

2011 ◽  
pp. 1642-1661
Author(s):  
Yuri Kazepov ◽  
Giovanni Torrisi
Keyword(s):  
Web 2.0 ◽  
Effective Teaching ◽  
Learning Strategies ◽  
Ad Hoc ◽  
Added Value ◽  
Institutional Setting ◽  
Technical Content ◽  
Pros And Cons ◽  
Different Dimensions ◽  
The Way

Starting from the increasingly widespread need to develop effective teaching in complex transnational settings, this chapter presents an innovative blended model with Web 2.0 collaborative learning strategies built in. The model balances pedagogical, technical and content related issues into an ad hoc institutionally designed 60 ECTS (European Credit Transfer System) curriculum of the European Masters in Comparative Urban Studies (E-Urbs). The chapter aims at disentangling the different dimensions involved in the curriculum delivery, highlighting the pros and cons of all dimensions of the model adopted. In doing so the chapter is divided into three sections. The first section addresses the challenges that effective teaching in complex transnational settings has to face, in particular it highlights the crucial need of managing differences. In the E-Urbs project we had 24 students from 14 countries, 5 continents, 6 disciplinary backgrounds, 32 scholars from 9 partner institutions in 8 countries. The second section deals with the way in which challenges and differences have been addressed and describes the dimensions of the blended model the authors adopted, arguing that a sound virtual campus arrangement should address the pedagogical, technical and content related dimensions in a balanced way considering the institutional setting within which they are embedded. The third section addresses the way in which the blended approach has been enriched through a Web 2.0 perspective, promoting p2p (peer-to-peer) collaboration in the generation of knowledge. The main argument is that an increasingly fluid society generates and treats information differently and learning agencies should not only acknowledge these differences but should address them with balanced learning models which take advantage of the new 2.0 paradigms. The authors argue that the result of a balanced blended Web 2.0 approach helps to transform the challenges into a resource for each of the stakeholders involved (e.g., students, scholars, partners, institutions) providing an added value in each dimension of the learning process (pedagogical, technical, content related and institutional).

Blending Virtual Campuses Managing Differences through Web 2.0 Experiences in Transnational Cooperation Projects

2011 ◽  
pp. 1913-1932
Author(s):  
Yuri Kazepov ◽  
Giovanni Torris
Keyword(s):  
Web 2.0 ◽  
Effective Teaching ◽  
Learning Strategies ◽  
Ad Hoc ◽  
Added Value ◽  
Institutional Setting ◽  
Technical Content ◽  
Pros And Cons ◽  
Different Dimensions ◽  
The Way

Starting from the increasingly widespread need to develop effective teaching in complex transnational settings, this chapter presents an innovative blended model with Web 2.0 collaborative learning strategies built in. The model balances pedagogical, technical and content related issues into an ad hoc institutionally designed 60 ECTS (European Credit Transfer System) curriculum of the European Masters in Comparative Urban Studies (E-Urbs). The chapter aims at disentangling the different dimensions involved in the curriculum delivery, highlighting the pros and cons of all dimensions of the model adopted. In doing so the chapter is divided into three sections. The first section addresses the challenges that effective teaching in complex transnational settings has to face, in particular it highlights the crucial need of managing differences. In the E-Urbs project we had 24 students from 14 countries, 5 continents, 6 disciplinary backgrounds, 32 scholars from 9 partner institutions in 8 countries. The second section deals with the way in which challenges and differences have been addressed and describes the dimensions of the blended model the authors adopted, arguing that a sound virtual campus arrangement should address the pedagogical, technical and content related dimensions in a balanced way considering the institutional setting within which they are embedded. The third section addresses the way in which the blended approach has been enriched through a Web 2.0 perspective, promoting p2p (peer-to-peer) collaboration in the generation of knowledge. The main argument is that an increasingly fluid society generates and treats information differently and learning agencies should not only acknowledge these differences but should address them with balanced learning models which take advantage of the new 2.0 paradigms. The authors argue that the result of a balanced blended Web 2.0 approach helps to transform the challenges into a resource for each of the stakeholders involved (e.g., students, scholars, partners, institutions) providing an added value in each dimension of the learning process (pedagogical, technical, content related and institutional).

Revisiting the risk of undesired appeal in investment treaty arbitration: is deference to the tribunal’s award still less likely in the ICSID context?

2021 ◽  
Author(s):  
Alexander J Marcopoulos
Keyword(s):  
Ad Hoc ◽  
De Novo ◽  
Case Law ◽  
Court Decisions ◽  
Investment Treaty ◽  
Investment Treaty Arbitration ◽  
The Way

Abstract Although they are generally not subject to appeal the way court decisions typically are, investor-State arbitration awards can be reviewed—and potentially set aside—in a number of ways and on various bases. In this respect, investor-State arbitration under the auspices of ICSID is notable in that it provides a self-contained system for the review of arbitral awards by ICSID-appointed ad hoc committees. In the period 2000–2010, this feature of the ICSID system attracted criticism as ad hoc committees appeared to be overreaching in their review of arbitral awards, exercising less deference to the tribunal’s decisions than what would be expected given the narrow bases for setting aside an award under the ICSID Convention. This article revisits the issue 10 years later, exploring whether ICSID practice has evolved in these areas and whether there remains a greater risk of unexpected de novo review by ICSID ad hoc committees. Looking at recent ICSID annulment decisions as well as the case law of arbitration-friendly jurisdictions, the article concludes that although the ICSID ad hoc committees have recently shown more restraint, they continue to interfere more with the tribunal’s reasoning and decisions than many courts exercising the same function.

scholarly journals Current Developments and Best Practice in Open and Distance Learning

2000 ◽  
Vol 1 (1) ◽  
Author(s):  
Armando Rocha Trinidade ◽  
Hermano Carmo ◽  
José Bidarra
Keyword(s):  
Learning Strategies ◽  
Best Practice ◽  
Intrinsic Value ◽  
Good Practice ◽  
Poor Quality ◽  
Technical Content ◽  
Support Mechanisms ◽  
The Many ◽  
Absolute Concept ◽  
Near Future

Through the many documents regularly emitted by those dedicated to this activity, it is comparatively easy to describe factual developments in the field of open and distance education in different places in the world. However, it is much more difficult to produce judgements of value about their quality. Quality is a subjective rather than an absolute concept and may be examined from different analytical perspectives: consumers' satisfaction level, intrinsic value of scientific and technical content of learning materials, soundness of learning strategies, efficiency of organisation and procedures, adequate use of advanced technologies, reliability of student support mechanisms, etc. These parameters should be put into the context of specific objectives, nature of target populations and availability of different kinds of resources. In a specific geographic, social, economic and cultural situation a given set of solutions might be judged as adequate and deserving the qualification of "good practice", while in a different context it could be considered of rather poor quality. The selection of examples in this article is the sole responsibility of the authors: neither should the chosen cases be considered as clearly better than any other one, nor missing cases be interpreted as lack of appreciation or a negative judgement. Finally, the authors are aware of the risks of interpreting trends and trying to extrapolate them into the near future: readers should use their own judgement in accepting (or forcefully rejecting) these projections.

Visualising global currents of international students between 1999 and 2018

2021 ◽  
pp. 0308518X2110551
Author(s):  
Hengyu Gu ◽  
Zhibin Xu ◽  
Jiansong Zheng ◽  
Tiyan Shen
Keyword(s):  
International Students ◽  
Student Mobility ◽  
Chord Diagram ◽  
Global Circulation ◽  
Pros And Cons ◽  
Research Gap ◽  
Catch Up ◽  
Migration Flows ◽  
The Way

The flows of international students are like the currents of the oceans, not only affecting the individuals adrift in them but the global circulation of policy, economics and academics as a whole, bearing pros and cons for each country or region along the way. To date, there has not been a detailed and elaborate description of the fluxes of international students over decades. In light of the research gap, the article utilises the chord diagram to draw threads between each pair of origin and destination of international students in the last 20 years and divides the periods into four main phases. With each phase exhibiting its specific features, we have tentatively concluded that the global student mobility structure has evolved from Arterial (1999–2003), Breakthrough (2004–2008) to Catch-Up (2009–2013), and lastly, Diversification (2014–2018). Corresponding reasons underpinning each change of the migration flows are also discussed briefly in the article.

scholarly journals Flying Ad Hoc Networks: A New Domain for Network Communications

Sensors ◽  
2018 ◽  
Vol 18 (10) ◽  
pp. 3571 ◽  
Author(s):  
Antonio Guillen-Perez ◽  
Maria-Dolores Cano
Keyword(s):  
Ad Hoc Networks ◽  
Vehicular Ad Hoc Networks ◽  
Ad Hoc ◽  
Added Value ◽  
Research Activities ◽  
Communication Links ◽  
Communication Devices ◽  
Hoc Networks ◽  
5 Ghz ◽  
The Impact

The advent of flying ad hoc networks (FANETs) has opened an opportunity to create new added-value services. Even though it is clear that these networks share common features with its predecessors, e.g., with mobile ad hoc networks and with vehicular ad hoc networks, there are several unique characteristics that make FANETs different. These distinctive features impose a series of guidelines to be considered for its successful deployment. Particularly, the use of FANETs for telecommunication services presents demanding challenges in terms of quality of service, energy efficiency, scalability, and adaptability. The proper use of models in research activities will undoubtedly assist to solve those challenges. Therefore, in this paper, we review mobility, positioning, and propagation models proposed for FANETs in the related scientific literature. A common limitation that affects these three topics is the lack of studies evaluating the influence that the unmanned aerial vehicles (UAV) may have in the on-board/embedded communication devices, usually just assuming isotropic or omnidirectional radiation patterns. For this reason, we also investigate in this work the radiation pattern of an 802.11 n/ac (WiFi) device embedded in a UAV working on both the 2.4 and 5 GHz bands. Our findings show that the impact of the UAV is not negligible, representing up to a 10 dB drop for some angles of the communication links.

scholarly journals Blogfolio. Aprendiendo a través de la evaluación

2016 ◽  
Vol 19 (3) ◽  
pp. 25
Author(s):  
María Luisa Belmonte Almagro ◽  
Maria Paz García Sanz ◽  
Begoña Galián Nicolás
Keyword(s):  
Web 2.0 ◽  
Ad Hoc ◽  
Trabajo Colaborativo

<p>Una de las herramientas más innovadoras utilizadas en la web 2.0 es el denominado blogfolio. Con el fin de determinar las ventajas y limitaciones de dicha herramienta en el ámbito educativo, en esta investigación, de carácter evaluativo, se ha querido conocer la opinión de un grupo de estudiantes del Grado en Educación Infantil de la Universidad de Murcia, sobre un blogfolio que los mismos estaban utilizando durante el transcurso de una de las asignaturas. Para ello, se ha empleado un cuestionario <em>ad hoc</em>, validado mediante el procedimiento interjueces. Los resultados indican que, en general, el blogfolio es adecuado como instrumento para el aprendizaje y la evaluación de los estudiantes, así como para fomentar el trabajo colaborativo entre los mismos. Si bien se han hallado diferencias significativas en lo que respecta a la percepción que tienen los alumnos y alumnas sobre la utilización del portafolios en función del grupo al que éstos pertenecen, no ha sido así considerando el conocimiento previo que los estudiantes tenían sobre los blogs, ni en función de que hubiesen creado antes otros blogs, ni tampoco según hiciesen seguimiento o no de algún blog.</p>

scholarly journals Efectos en la competencia digital tras la aplicación de un programa de competencias ocupacionales

2015 ◽  
Vol 7 (2) ◽  
pp. 73 ◽  
Author(s):  
Judit García Martín ◽  
Jesús Nicasio García-Sánchez ◽  
María Lourdes Álvarez-Fernández ◽  
Héctor Díez-Caso
Keyword(s):  
Web 2.0 ◽  
Ad Hoc ◽  
Educación Superior ◽  
Educacion Superior ◽  
Estudiantes Universitarios ◽  
Competencia Digital

En la actualidad, las tecnologías de la información y la comunicación (TIC) y las herramientas de la web 2.0 están muy presentes en la Educación Superior. Por ello, en este estudio se analiza el grado de competencia digital que poseen 286 estudiantes universitarios, tras la aplicación de un programa de competencias ocupacionales, a través de la aplicación de un cuestionario ad hoc online. Para ello, se realizan dos análisis, uno factorial con el que se delimitan los factores y otro multivariado con el que se examina la existencia o no de diferencias estadísticamente significativas en relación a variables diversas. Por una parte, los resultados del análisis factorial corroboran la existencia de dos factores que son complementarios. Y por otra, los resultados multivariados sugieren que los estudiantes poseen unas creencias verídicas sobre su nivel de competencia digital. A la luz de estos resultados, se discuten y valoran las implicaciones.

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