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patterns:management_of_cooperation_partners:adapting_the_vcl_project_to_the_institutional_needs_of_the_partners [2020/10/01 00:31] admin |
patterns:management_of_cooperation_partners:adapting_the_vcl_project_to_the_institutional_needs_of_the_partners [2022/09/19 10:08] (current) |
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| - | ==== | + | ==== Adapting the VCL project to the institutional needs of the partners ==== |
| ^**Problem** |Institutions can differ with regard to the structure of their academic year, administrative requirements on awarding course credits, or the form and the extent of courses. A VCL project, carried out with partners, has to take these differences into account.| | ^**Problem** |Institutions can differ with regard to the structure of their academic year, administrative requirements on awarding course credits, or the form and the extent of courses. A VCL project, carried out with partners, has to take these differences into account.| | ||
| ^**Framework** |Several partner institutions, | ^**Framework** |Several partner institutions, | ||
| - | ^**Solution** | \\ If several institutions cooperate, it is important to make the context explicit as soon as possible, so that the VCL project can be adapted to meet the expectations of all partners. The context can be considered on three levels: \\ \\ (1) Institution level \\ Aspects such as (a) course schedule, (b) credit assignment, and © technical aspects are derived from the institutional level. The course schedule depends on the structure of the academic year, especially usual course period, as a VCL project cannot well run during examination periods or holidays. The administrative issues connected to credit assignment for courses influence how a VCL project can be positioned in a study programme. The technical infrastructure of the institutions will influence the communication available throughout a VCL project. \\ \\ (2) Study-programme level \\ The study programme can bring further administrative demands on the (b) credit assignment as well as (d) the form or the extent of the project assignments and student outcomes. Study programmes can place their own, specific demands on courses in order to assign credits to them. These are often connected to the course assignment and outcome that the students have to deliver (e.g. a prototype may be demanded of Computer-Science students or a written exam by students of Economics). \\ \\ (3) Course level \\ The questions of (b) credit assignment and (d) student outcomes are also further influenced by detailed issues on the course level. This is especially the case if the VCL project is closely connected to an existing course (e.g. a participation in a VCL project is accepted instead of the usual lab assignment). In this case, there can be also further demands regarding the schedule (e.g. the project must be finished before the second part of the connected course starts) or (e) the content of the project tasks (e.g. students need to be able to use particular content that they have learned earlier on). \\ \\ Hence there are five areas that have to be taken into account when arranging interinstituional VCL projects: \\ \\ //(a) [[https:// | + | ^**Solution** | \\ If several institutions cooperate, it is important to make the context explicit as soon as possible, so that the VCL project can be adapted to meet the expectations of all partners. The context can be considered on three levels: \\ \\ (1) Institution level \\ Aspects such as (a) course schedule, (b) credit assignment, and © technical aspects are derived from the institutional level. The course schedule depends on the structure of the academic year, especially usual course period, as a VCL project cannot well run during examination periods or holidays. The administrative issues connected to credit assignment for courses influence how a VCL project can be positioned in a study programme. The technical infrastructure of the institutions will influence the communication available throughout a VCL project. \\ \\ (2) Study-programme level \\ The study programme can bring further administrative demands on the (b) credit assignment as well as (d) the form or the extent of the project assignments and student outcomes. Study programmes can place their own, specific demands on courses in order to assign credits to them. These are often connected to the course assignment and outcome that the students have to deliver (e.g. a prototype may be demanded of Computer-Science students or a written exam by students of Economics). \\ \\ (3) Course level \\ The questions of (b) credit assignment and (d) student outcomes are also further influenced by detailed issues on the course level. This is especially the case if the VCL project is closely connected to an existing course (e.g. a participation in a VCL project is accepted instead of the usual lab assignment). In this case, there can be also further demands regarding the schedule (e.g. the project must be finished before the second part of the connected course starts) or (e) the content of the project tasks (e.g. students need to be able to use particular content that they have learned earlier on). \\ \\ Hence there are five areas that have to be taken into account when arranging interinstituional VCL projects: \\ \\ //(a)[[:patterns: |
| - | ^**Links** | \\ [[https:// | + | ^**References** |[[:patterns: |
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