Structure of the project

The project is structured as follows:

  1. Identification of existing good practices through a desk research followed by a qualitative analysis on the results produced, issues encountered, obstacles identified and success elements, resulting in a report on the state of the art. This document represented the basis for all the activities planned in the following phases. A second result was represented by two extensive surveys among academics/administrators on one side and students/alumni on the other side in order to investigare current approaches and responses to the use of digital tools in joint ptogrammes that might inspire the creation of models and guidelines to embed virtual exchanges in joint programs in the current European higher education scenario.
  • Definition of Guidelines on Structures and Administrative Requirements for the partners to provide practical support to administrative as well as academic staff, set quality standards, and thus contribute to the professionalization in processes of embedding virtual and blended components in joint programs. The guidelines produced as part of this Intellectual Output will thus ensure the transferability of the best practices.
  • Definition of pedagogical tools and approaches. Two events on teaching experiences have been organized for the project partners staff, with the participation of invited researchers and/or institutions. These events facilitated the collection of testimonials for the toolbox, with the final aim of co-creating the Handbook of best practices in online teaching & learning. This Handbook provides a common language and set of case studies relevant for partner universities for future joint programs with the integration of blended and virtual formats.
  • Online community toolbox open to stakeholders interested to access and share information, guidelines, pedagogical approaches, and innovative practices related to administration and teaching of virtual exchanges. The open access toolbox also enables wider participation within the HEI community of academic faculty, administrators, and practitioners. For virtual exchanges to co-exist with traditional physical mobility, more awareness and resources are needed for those who plan and develop non-traditional mobility in HEIs.