Training material development on VM curriculum designing was lead by VMU and KUL with the involvement of other partners. E-learning centres' staff or other staff members from consortium institutions worked collaboratively online to develop training material with practical assignments and templates, as well as video or audio explanations on how to design VM curriculum and what are peculiarities in such process.
1.1. Virtual mobility implementation scenarios
VM types and models
The first indicator of VM type is the intensity of technology enhanced learning, in combination between physical and virtual mobility. VM can cover a module or a course, a semester or a year, depending upon institutional agreements. Teacher mobility requirements might differ (and in fact they do) from student mobility requirements.
Another indicator of VM type is the number of parties involved. VM can be bilateral or multilateral, depending on the scenario applied. The decision on the number of parties involved is also directly related with the VM type (is it teacher or student virtual mobility), as well as with the VM scenario which is chosen for the concrete case.
Third VM classification is dependent upon the activity that is implemented in VM mode. Following this typology, VM is classified into a VM course (as part of a programme) or seminar (series), VM study programme, VM placements or VM support activities to physical exchange.
Three VM scenarios will be presented from three different EU projects: TeaCamp, UbiCamp and VMCOLAB, in order to illustrate the three complex cases with different intensity of the mobility and program, as well as different virtual mobility types.