Partnership Agreement between: UNU/Global Virtual University and xxx university To co-develop and produce modules Global Environment al and Development Studies (GEDS) Agreement number: 2004 – xx Background 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. Partners 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 of UNU/GVU. 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. Responsibilities 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. unu.edu, the project development system http://fag.hia. no/, news conferences, all mainly based on WWW - services. 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 UNU/GV U. 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 products. 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 document. Director UNU/GV U, Signatures: ...../....., 2002 --------------------------------------------- -------------------------------------- Partner University GVU, Signatures: ...../....., 2002 --------------------------------------------- ----------------------------------- Appendix 1 : Specification of work package. Development 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 Presentations: Tests and quizzes: Lists of literature: Other: Cost budget for the work: Payments: Quality control : Description of quality circles and review groups: ---------------------------------------- Operation 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 Lecture Assist Assess Other: Cost budget for the work: Payments: Quality control : Terminology Asynchronous 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. Bandwidth 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 presentations. E-learning 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. Feedback Information provided to learners about the correctness of their response (different from remediation). ILT 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 category. Instructional strategy Plan of activities (with or without an instructor) to teac h content and sequenc e learning experience. 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. Media Text, graphics, audio, video, or human element used to teach. Module 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. SME 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 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. TBT 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. WBT Web-based training. ―Self-paced‖ training that is delivered using the Internet – does not provide human element.
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