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									       Partnership Agreement

            UNU/Global Virtual University


                   xxx university

         To co-develop and produce modules

Global Environment al and Development Studies (GEDS)

            Agreement number: 2004 – xx

In line with the goals set out in the UN Millennium Declaration, the GVU will offer
education for our common future, taking advantage of the new opportunities provided by
information and communication technologies in distance learning and fac e to face modes
(blended education). It will also provid e enhanc ed access to scientific knowledge to
support the prudent management of the environment and help map out global, national
and regional pathways to sustainable development. The availability of these educational
and scientific resources will contribute to increasing people’s sensitivity to, and
involvement in, finding solutions for environment and development problems, develop
expertise to understand the potential and the limits of the environment, and foster ethical
awareness, values and attitudes, skills and behaviour needed. This initiative will involve
the development of online cours eware on environment al science in collaboration with a,
global network of academic institutions, working in an on-line and decentralised designed
to build on the strengths and advant ages of the partners, with a focus on serving the
needs of developing countries. We are looking to work with a net work of partner
institutions to co-develop and produce modules that will be made accessible via a learning
management system (LMS). We also envisage that the partner institutions will continue to
participat e in the GVU through the provision of expertise, collaborating on course
implementation and supervision, development and sharing of resources and benefiting
from the shared experi ence and communication with other like minded part ners.

This project is funded by the Government of Norway for an initial four year period:.

The following core partners have committed themselves to contribute and participate in
the project:

       UNU (United Nations University)
       UNEP (United Nations Environment Programme)
       AUC (A gder University College)
       GA (GRID-A rendal)

In addition to the core partners, a growing number of universities across the globe with a
key interest and expertise in environmental issues will become part ners in the near future.

         Steering committee
The project is guided by a steering committee, that presently is represented by UNU
(Unit ed Nations University), (UNEP (United Nations Environment Programme), AUC
(Agder University College), GA (GRID-A rendal) and the municipality of Arendal.

        Project leader and co-ordinator

The project is lead by a project management group (PMG) with representation from UNU,
AUC and GA and partner universities. The dayto -day responsibility rests with the Director
          Work package leaders
The GE DS course will follow a modular structure employing the use of multimedia and
learning objects. The basic approach to course development would involve one part ner
institution being named as work package leader (WPL) for one or more modules.. Each
WPL is responsible for identifying in -house subject matter experts (SMEs) at their
university, the planning, administration and running of the work package activities, and for
submitting the required products and reports in due time to GVU for implementation on the
technical LMS/CMS platform. The WPL institution nomi nates one person as their respon-
sible WPL contact. In addition, where possible SMEs should be involved in supporting
both asynchronous and synchronous communications by the learners related to the
course module.

        Partner roles in GVU.

Each part ner is responsible for performing the labour specified for each work package as
described in Appendix 1. Every partner is expected to contribute to the best of their ability
in order to com plete the outcomes and products.

Enti tlements
The partners are sharing the funds allocated to GVU from the Norwegian Government in
accordance with the budget (see Appendix 1). For the professional R & D (research and
development) work, development of learning material, organi sational system etc. in diffe-
rent parts of GV U, the partners are obliged to support one another by sharing com petence
and ideas. In cases of disagreements each partner has the right to bring their views and
complaints to the project leadership, generally the PMG.

Contact and communication
Cont act and exchanges of experiences, course material, mutual support, models and
other results are generally performed over electronic networks, normally wit hin Internet
and international standards, without the need for investment in expensive commu nication
software. The PMG decides on standards and software (including authoring tools,
collaborative tools, LMS, CMS) and necessary development of such services to the benefit
of all partners. Relevant systems for contacts between partners will be e-mail, virtual
meetings (Netmeeting), the designated web site: http://www.gvu., the project
development system http://fag.hia. no/, news conferences, all mainly based on WWW -
Meetings physical and virtual between part ners will follow the schedules laid out the
project plan, unless one or more partners call for extraordinary meetings. Such meetings
will be arranged 'virtually' on the net.

        Financial Aspects

Norwegian contribution
The Norwegian Government has granted a total of 2 Mill USD as their contribution to the
UNU operating unit GVU and 0,2 Mill US D for the development of GE DS. Additional
fundraising will be ongoing.

Transfer to partners
Funds from the GVU project will be transferred to the partner in accordance with cost
specifications in Appendix 1.
Accounting, reports
Reports of work performed, in accordance with Appendix 1, specified for each Partner and
WP, shall be submitted by each and every partner to the project leadership, at the end of
the project period.

    Outcomes / products

Intellectual Property Rights
Lectures, models, reports, tests, quizzes etc. developed as part of the project, will be
regarded as the property of UNU/GVU. Each partner may use these products in their own
research, teaching and development of e-learning activities, upon agreement wit h

Partner products
Outcomes of GVU which are the product of one or more partners, not a general UNU/ GVU
outcome, e.g. a piec e of software, a particular e-learning course, a print ed book or article,
are subject to international copy rights and patent regulations for scientific and technical
products. It is the right of the author/producer to allow others to apply or use such
Particular attention in this respect must be paid to outcomes that are or may become
products of commercial or economic interest.

Legal (copy) rights
National and international legal rights are superior to this partnership agreement an d
project contracts, as long as a particular product is not specifically exempted through
written permission for copying or application.
Partnership agreem ent, signatures

    The undersigned partners agree to the conditions and specifications of GV U laid out in this

    Director UNU/GV U,

    Signatures:                                        ...../....., 2002

    ---------------------------------------------   --------------------------------------

    Partner University GVU,

    Signatures:                                        ...../....., 2002

    ---------------------------------------------   -----------------------------------
Appendix 1 : Specification of work package.

Name of the module that shall be developed:

Description of the course:

Partners and their responsi bilities:

Specification of the output/deliverables to go to GVU for production:

                                           Description      Schedule
        Written material:
        Recorded lectures :
        Learning Objects
        Tests and quizzes:
        Lists of literature:

Cost budget for the work:


Quality control :
        Description of quality circles and review groups:


Name of the module that shall be given:

Description of the module:

Partners and their responsi bilities:

Specification of the output/deliverables to go to GVU for production:

                                          Description       Schedule


Cost budget for the work:

Quality control :

Asynchronous e-Learning is when communication between people d oes not occur
simultaneously. Some examples of asynchronous e-Learning include taking a self-paced
course, exchanging e-mail messages with a ment or, and posting messages to a
discussion group about a course topic.
The advantages of asynchronous learning are convenience, accessibility, and the fact that
it is self-paced. The disadvantage of asynchronous learning is that the student may feel
isolated or unmotivat ed without any real -time human interaction. In addition, asynchronous
e-Learning does not provide immediate feedback on a student’s performanc e, leaving
adjustments to training until after an evaluation is completed.

Authoring tool
A software application that uses a metaphor (book, or flow chart) to program online
instruction. Used by non-programmers.

The actual speed available at the time of the transmission. The more users are on a
network, the less bandwidt h available for that transmission.

Collaborative tools
Collaborative tools allow learners to work with others via e-mail, threaded discussions or
chat. In some cases, collaboration is used on team-based projects. Collaborative tools can
sometimes provide the ability to host moderated discussion groups where students and
instructors can collaborate on course-related mat erials or assignments in an
asynchronous environment. In addition, real-time synchronous chat allows learners to
communicate with their peers and instructors, emulating a physical classroom setting.

Content Management System
Cont ent Management Systems (CMS) are us ed to store and subsequently find and
retrieve large amounts of data. Content Management Systems work by indexing text,
audio clips, images, etc., within a database. In addition, CMS oft en provide version cont rol
and check in/check out capabilities. Using robust built-in search capabilities, users can
quickly find a piece of content from within a database by typing in keywords, the date the
element was created, the name of the author, or other search criteria. Cont ent
Management Systems are often used to create information portals for organizations and
can serve as the foundation for the practice of knowledge management. They can also be
used to organize documents and media assets. For example, a news paper agency may
use a content management system to provide an arc hive of every story ever written for the
paper. Likewise, they might use the CMS to provide an extensive library of photographs
that are reusable for future stories.

Di scussion forum s
Not to be confus ed with a chat application where people exchange typed messages in real
time, discussion forums allow people to communicate about various topics by posting
messages and replies to messages under the heading of a particular topic. A collection of
messages and replies about a topic is often referred to as a thre ad.

Di stance learning
Instruction provided by a human separated by place. In its most common historical form,
this refers to a broadcast of a lecture to distant locations, usually through video
E-learning is instruction that is delivered electronically, in part or wholly — via a Web
browser, such as Netscape Navigator, through the Int ernet or an intranet, or through
multimedia platforms such CD-ROM or DV D. Inc reasingly — as higher bandwidth has
become more accessible — it has been identified primarily with using the Web, or an
intranet's web, leveraging the Web's visual environment and int eractive nat ure.

Information provided to learners about the correctness of their response (different from

Instructor-led training. Provides instruction in classroom or virtual classroom under the
direction of an instructor or facilitator.

Internet-based training
Any training that can be accessed over the Internet. Usually this is done with the World
Wide Web, but e-mail correspondence courses and file transfers also fall into this

Instructional strategy
Plan of activities (with or without an instructor) to teac h content and sequenc e learning

Knowledge Management System
A Knowledge Management System is an application that collects, stores and makes
information available among individuals in an organization. This system’s primary purpose
is to capture a company’s collective knowledge and then make it simple to retrieve and re -
use. A knowledge management system can help companies avoid reinventing the wheel.
It can also enhance the exchange and dissemination of understandings within an
enterprise and can increase the level of collaboration between employees.

Learning Content Management System
A learning content management system is an environment where developers can create,
store, reuse, manage and deliver learning cont ent from a cent ral object repository, usually
a database. LCMSs generally work with content that is based on a learning object model.
These systems usually have good search capabilities, allowing developers to quickly find
the text or media needed to build training content.
Learning content management systems often strive to achieve a separation of content,
which is often tagged in XM L, from presentation. This allows many LCMSs to publish to a
wide range of formats, platforms, or devices such as print, Web, and even Wireless
Information Devices (WID) such as Palm and windows CE handhelds, all from the same
source material.

Learning Management System
A Learning Management System (LMS) is software that automates the administration of
training events. The LMS registers users, tracks courses in a catalog, and records data
from learners; it also provides reports to management. The databas e capabilities of the
LMS extend to additional functions such as company management, online assessments,
personalization and other resources. Learning management systems administer and track
both online and classroom-based learning events, as well as other training processes
(these would need to be manually entered into the system for tracking purposes ). An LMS
is typically designed for multiple publishers and providers. It usually does not include its
own authoring capabilities; instead, it focuses on managing courses created from a variety
of other sources.
Learning Object
Learning objects (LO), also called reusable learning objects, are not really a set
technology, but rather a philosophy for how content can be created and deployed.
Learning objects refer to self-contained chunks of training content that can be assembled
with other learning objects to create courses and curricula, much the same way a child’s
Lego blocks are assembled to create all types of structures. Learning objects are designed
to be used in multiple training contexts, aim to increase the flexibility of training, and make
updating courses much easier to manage. Update a part of a learning object and the
change should appear in any course using that learning object. The size of a learning
object differs based on the instructional designer, from as small as a single page of
content to as large as is required to contain an objective, presentation material, a practice
section, and an assessment.

Text, graphics, audio, video, or human element used to teach.

An integrated ―theme‖ of content – typically one component of a course or a curriculum.

Online training
An all-encompassing term that refers to any training done with a computer over a network,
including a company's intranet, the company's local area network, and the Internet.

Self-paced training
Training which is taken at a time and a pace determined by the user. Us ed historically for
text or audio/ video self study courses, the term is used by some organizations now to
include computer-based, web-based and multimedia training.

Subject Matter Expert who is an ex pert in the domain of the course. Critical component in
the success of task analysis and content gathering.

Synchronous, or live e-Learning, means that communication occurs at the same time
between individuals and information is accessed instantly. Examples of synchronous e-
Learning include real-time chat and video/audio conferencing. Synchronous e-Learning
can provide instant feedback on a student’s performance and allows the training to be
adjusted immediately if needed. The disadvant ages of synchronous e- Learning are that
the training is not self-paced, and the logistics of scheduling, time zones and student
availability need to be managed.

Technology-based training. An all-encompassing term that means anything from WBT,
CDROM, audio cassette, videotape, etc.

Virtual University / Virtual Education Institution
An institution which in involved as a direct provider of learning opportunities to st udents
and is using information and communication technologies to deliver its programmes and
courses and provide tuition support. Such institutions are also likely to be using
information and communication technologies for such other core activities as
     -   administration
     -   -materials development, production and distribution
     -   delivery and tuition
     -   career couns eling / advising, prior learning assessment and examinations.

Web-based training. ―Self-paced‖ training that is delivered using the Internet – does not
provide human element.

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