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<br>
MISSION (Multi-Integrated System Support for Improved ODL Networking) is
a 2 years project developed under Socrates - MINERVA European Union Program.
The project intends to strengthen the relationship and co-operations in PHARE
ODL study center network: inside - between centers and outside -between center
and ODL institution and universities in EU.<br>
<br>
--------------------------------------------------------------------------------------------<br>
<b>Content</b><br>
About the project<br>
Editorial - The ICT Skills and Learning Preferences of Europeans<br>
ODL in Romania<br>
ODL in Lithuania<br>
ODL in France<br>
New courses<br>
News<br>
Conferences<br>
<br>
<b>Issue 1, May 2003</b><br>
<br>
Contact<br>
MISSION Web-site ( <a class="moz-txt-link-freetext" href="http://mission.pu.acad.bg/en/index.html%C2%A0">
http://mission.pu.acad.bg/en/index.html </a>
)<br>
Course catalogue of tasters (<a class="moz-txt-link-freetext" href="http://www.dec.pg.gda.pl/pro/socrates/prometheus/manager/mission/index.php">
http://www.dec.pg.gda.pl/pro/socrates/prometheus/manager/mission/index.php</a>
)<br>
Counseling service on-line (<a class="moz-txt-link-freetext" href="http://www.dec.pg.gda.pl/pro/socrates/prometheus/manager/mission/index.php">
http://www.dec.pg.gda.pl/pro/socrates/prometheus/manager/mission/index.php</a>
)<br>
Database on existing ODL staff training programmes (<a class="moz-txt-link-freetext" href="http://www.dec.pg.gda.pl/pro/socrates/prometheus/manager/mission/index.php">
http://www.dec.pg.gda.pl/pro/socrates/prometheus/manager/mission/index.php</a>
)<br>
ODL Glossary ( <a class="moz-txt-link-freetext" href="http://stoner.phys.uaic.ro/idesc/glossary/">
http://stoner.phys.uaic.ro/idesc/glossary/</a>
)<br>
HR-Development Programme for ODL Centres <br>
Newsletters <br>
<br>
Editor <br>
Diana Andone <a class="moz-txt-link-abbreviated" href="mailto:diana@mail.opendrum.utt.ro">
diana@mail.opendrum.utt.ro</a>
<br>
<br>
<b>About the project</b><br>
Mission project aims to strengthen the links between the CEE PHARE ODL Centres
- recently established by the support of the PHARE Multi-Country Programme
for Distance Education. At the same time it aims to improve the effectiveness
and long-term stability of collaboration between EuroStudy Centres (coordinated
by European Association of Distance Teaching Universities - EADTU) and PHARE
ODL Centres. As a more generic objective, it focuses on enhancing the awareness
of ODL as the most effective, innovative and flexible methodology for supporting
the European dimension of Life-Long Learning. <br>
The typical beneficiaries of the MISSION project are expected to be: HRD
policy makers and decision makers, ODL providers, course developers, ICT application
developers, management staff and academics of universities working in dual/mixed
mode education systems, staff developers and advisers, evaluators, distance
learners all over Europe. <br>
Establishing a central, multi-lingual (13 languages) WEB portal and electronic
network based on ICT (e-newsletter, discussion groups, course catalogue, staff
development and mentoring, etc.) is a core activity of the project. In addition
to the advanced electronic tools and resources that will be available for
a global audience . Specific staff development programmes for ODL Centres
and Strategic plans for the sustainability of ODL networking in Europe will
also be major outcomes<br>
Products:<br>
• Web-site <a class="moz-txt-link-freetext" href="http://mission.pu.acad.bg/en/index.html%C2%A0">
http://mission.pu.acad.bg/en/index.html </a>
<br>
• Course catalogue of tasters <a class="moz-txt-link-freetext" href="http://www.dec.pg.gda.pl/pro/socrates/prometheus/manager/mission/index.php">
http://www.dec.pg.gda.pl/pro/socrates/prometheus/manager/mission/index.php</a>
<br>
• Counseling service on-line <a class="moz-txt-link-freetext" href="http://www.dec.pg.gda.pl/pro/socrates/prometheus/manager/mission/index.php">
http://www.dec.pg.gda.pl/pro/socrates/prometheus/manager/mission/index.php</a>
<br>
• Database on existing ODL staff training programmes <a class="moz-txt-link-freetext" href="http://www.dec.pg.gda.pl/pro/socrates/prometheus/manager/mission/index.php">
http://www.dec.pg.gda.pl/pro/socrates/prometheus/manager/mission/index.php</a>
<br>
• ODL Glossary <a class="moz-txt-link-freetext" href="http://stoner.phys.uaic.ro/idesc/glossary/">
http://stoner.phys.uaic.ro/idesc/glossary/</a>
<br>
• HR-Development Programme for ODL Centres (URL link)<br>
• Newsletters - link la arhiva<br>
• Publications <br>
<br>
<b>Editorial</b><br>
<br>
The ICT Skills and Learning Preferences of Europeans<br>
<br>
Nine in ten Europeans think lifelong learning is important. But only 58%
said they are able to use a computer, and very few think on open and distance
learning to improve their skills. These are some of the results of a recent
Eurobarometer Survey describing the learning patterns of Europeans.<br>
The survey, called "Lifelong learning: a citizen’s view" , (<a class="moz-txt-link-freetext" href="http://www.cedefop.eu.int/download/current_act/4025_en.pdf%C2%A0">
http://www.cedefop.eu.int/download/current_act/4025_en.pdf </a>
was commissioned by the Directorate General Education and Culture with the
assistance of CEDEFOP <a class="moz-txt-link-freetext" href="http://www.cedefop.eu.int">
http://www.cedefop.eu.int</a>
/. It was carried out between 15 January and 28 February 2003 in the 15
Member States, Norway and Iceland, and entailed more than 18,000 face-to-face
interviews.<br>
ICT and scientific/technological skills are not high on citizen’s agenda
<br>
<br>
Almost everybody (over 90%) agrees that reading, writing and arithmetic
are the most useful skills in all areas of life. At the same time, under
half consider that using the internet (48%), foreign languages (45%) or scientific
– technological tools are important skills in personal life, although these
ICT skills are judged to be more important in working life. <br>
<br>
People think they need a broader range of skills in working life than in
personal life, and this is specially the case for using ICT skills. <br>
<br>
Some 50% of people does not feel confident on key ICT skills <br>
<br>
Almost everyone in the European Union thinks that they can read, write and
do arithmetic, but only 58% of respondents said they could use a computer
while half of them said they could not use Internet and 60% said they could
not use foreign languages. <br>
<br>
The lack of ICT skills is especially marked in Greece and Portugal with
two-thirds of respondents claiming they could not use a computer. Around
70% of respondents from Spain, Ireland and the United Kingdom said they could
not use foreign languages. On the other hand, people from Nordic countries
and Luxembourg are much more likely to think that they possess knowledge
and skills across the full range. <br>
<br>
Gender differences are more marked for felt competence in using computers
(65% of male and 52% of female respondents) and in using scientific/technological
tools and equipment (53% and 28%respectively). <br>
<br>
These results suggest that many citizens are aware there is room for knowledge
& skills development of their part. <br>
<br>
The majority of citizens think they learn best in informal settings <br>
<br>
European citizens consider that their learning experiences are most profitable
in non-formal contexts, for example doing activities at home (69%), getting
together with other people (63%), during leisure time, (51%) learning informally
on the job or in local learning centres/libraries. Formal learning settings
(such as schools, universities and colleges) as a recent and relevant learning
context were mentioned by only 17% of respondents. It is also worth noting
that distance learning channels and learning experience abroad (as part of
exchange programmes) are among the least-favoured learning settings. <br>
<br>
Few people think about open and distance learning to improve their skills
<br>
<br>
When people think about how to improve or update their professional skills,
only 12% of respondents think about open and distance learning and related
channel, and a mere 5% choose secondment or excahnge abroad. <br>
<br>
Why people consider learning in future? Social and personal reasons outweigh
work-related motives <br>
<br>
The main reasons for future learning are to achieve more personal satisfaction,
increase general knowledge (31% each), do a job better (27%) and obtain a
qualification (20%). Again, a hard kernel of 14% spontaneously reply that
they would never want to take up learning again – but not a single Danish
respondent said this, as opposed to at least 20% in Belgium, Greece, France
and Austria. <br>
<br>
Main obstacles to lifelong learning: time and money <br>
<br>
Although people recognise the personal and social benefits of learning,
they underline that lack of time due to job and family commitments is an
important obstacle. In general, money represents a major obstacle: half of
the respondents said that they would pay nothing under any circumstances.
Nevertheless, it is interesting to note that people are ready to make a financial
contribution if they judge the benefit to be an exclusively personal one.
They do not see work-related learning as only their responsibility. <br>
<br>
Individualised and flexible learning options could be effective incentives.
People mention diverse incentives, but most common are flexible working hours
(21%), individualised programmes of study and personal choice of methods of
study (20% each). This suggests that implementing lifelong learning effectively
must find ways to enable people to combine activities in ways that suit them
practically and personally. <br>
<br>
This article is inspired from the article ‘About E-learning’ at <a class="moz-txt-link-freetext" href="http://www.elearningeuropa.info/">
http://www.elearningeuropa.info/</a>
.<br>
<br>
<br>
<b>OPEN AND DISTANCE EDUCATION IN ROMANIA</b><br>
The most significant factor in the development of ODL technologies in Romania
is the PHARE Multi-country Programme for Distance Education, running in the
period 1997-1998. Within the program, a network of seven ODL Study Centres
(DESC = Distance Education Study Centres) and a National Contact Point (NCP)
at the Ministry of National Education were established. The centres were founded
in the main Romanian cities: Bucharest (2 centres), Cluj-Napoca, Iasi, Timişoara,
Sibiu, Braşov. The staff involved in the development and organization of
these centres was trained in ODL technologies, the centres received financial
support for equipment purchase and funding to develop original ODL courses.
In a final stage of the Phare programme, 70 students were trained with a
high quality ODL course, LOLA (Learning about Distance Learning). At the
same time, the European Commission financed many other ODL programmes within
the TEMPUS scheme, targeted especially to Continuous Education.<br>
<br>
Organisation<br>
In 1998, the Ministry of National Education has accredited the NCP, the
seven Phare DESCs and the DESC established later at the Babeş-Bolyai University,
and started to elaborate decisions to implement the new educational system
in Romania. The Ministry allowed the ODL educational programmes for initial
formation (faculty level), for Continuing Education, and for any kind of short
term training, establishing a number of quality rules. Many ODL programmes
have been started since 1998, but the relaxed system of quality certification
of these programmes was quite controversial.<br>
<br>
Partially, the problem was solved at the end of year 2000, by a decision
of the Romanian Government concerned with the quality of the ODL programmes
in the universities. A new Commission was created within the National Council
for Academic Evaluation and Accreditation: the Distance Education Commission.
<br>
<br>
The commission elaborated Quality Standards for Distance Education Programmes
offered by the Romanian Universities in March 2001 and, since then, all the
ODL programmes dedicated to the initial formation at the university level
were authorized only by this Commission.<br>
<br>
ODL programmes in Romania<br>
Since 2001, the mentioned ODL Commission analysed some 150 ODL complex programmes
and authorized about 70% of them. All the authorizations were given only with
an annual monitoring procedure. Recently, the concrete procedure was approved
by the Council of the Romanian National Council for Academic Evaluation and
Accreditation.<br>
We estimate that, in Romania, at the beginning of the year 2003, there were
about 50,000 students enrolled in about 100 ODL programmes organized by some
20 Universities (both State and Private Universities). Most of the ODL students
are interested in training in Economics, Law, Foreign Languages, Geography,
History, Public Relations, Communication, Journalism, Psychology, Pedagogy.<br>
The ODL programmes are in an unwelcome competition with a new educational
system which is allowed by the Romanian Law of Education, named Reduced Frequency
System (RFS). Although RFS is defined as a system derived from the ODL technology,
it allows an organisation of studies much more alike the traditional ones
than the ODL system. The National Council for Academic Evaluation and Accreditation
and the Ministry of Education and Scientific Research (new name of the Ministry
since 2001) decided that the ODL Commission should evaluate the RFS programmes
as well. New criteria have been elaborated for these programmes and the evaluation
will start in March 2003.<br>
<br>
Permanent and Continuous Education using ODL technology <br>
ODL programs are organized by Universities at graduate level, as well. Recently,
the Teacher Training National Programme was re-organized and is also allowing
the use of ODL technology. However, although ODL technology is best suited
at this level, the number of students is significantly smaller than those
mentioned in the previous section. This is mainly due to the financial aspect.
At the post-university level, the number of students is much smaller and consequently
these programmes are not financially efficient. Since all the programmes
should finance the costs from student’s taxes, the small scale ODL programmes
are not encouraged. This might not be the case though with the new teacher
training programmes which are financed by the state and promise an excellent
future.<br>
One should also mention that many ODL centres developed within the TEMPUS
and PHARE programmes have organized an association (ASTEC) that planned to
be involved in the development of high-quality ODL programmes, mainly at the
graduate level and continuing training.<br>
<br>
>From dLearning to eLearning<br>
A substantial debate within the Romanian ODL community is focused now on
the subject of the use of new IT technologies in the existing and new ODL
programmes. This could be formulated as the evolution of the ODL programmes
from the traditional distance education system (that could be named dLearning)
to ODL programmes that are using extensively the new educational technologies
based on computers linked to the Internet, known as eLearning. The ODL Commission
has recently elaborated the minimal rules for the use of eLearning in ODL
programmes. The standards and recommendations of the Commission are concentrated
on the use of electronic Learning Management Systems (LMS), but references
are also made to the Content Creation Tools (CCT), Student Management Systems
(SMS) and in a smaller degree on the Accounting Systems (AS). When using the
eLearning technology, the organisers of the ODL programmes are required to
fulfill a number of minimal criteria, such as, equal access for all the students
to the technology in the study centres, training in the new technologies both
for students and staff, proper guidance when using the facilities of a LMS.
The web-based courses should be, from the pedagogical point of view, at least
of the same quality as the printed study material, but they should include
as much as possible the facilities offered by the technology, as hypertext
and multimedia. When the student is a beneficiary of an eLearning environment
he/she should clearly see a quality improvement of the services offered by
the organizing institution.<br>
However, although there is a strong will to implement at least LMS platforms,
yet there is no clear strategy at the national level on this issue. Some universities
are developing their own LMS platforms and other are willing to use commercial
LMS, like the well known WebCT and BlackBoard.<br>
As we see it now, the future of ODL in Romania, as in all other countries,
will be more and more based on eLearning technology. The accessibility to
computers and Internet is rapidly improving, which makes this prevision more
likely. The most important obstacle will be with high probability the limited
capacity to produce high-quality eLearning materials.<br>
<br>
<br>
<b><br>
</b><b>OPEN AND DISTANCE EDUCATION IN LITHUANIA </b><br>
Lithuania has been making significant progress in its efforts to reform
its economy and society. There is a wide spread agreement that the development
of its human resources through the expansion and innovation of the education
system using information technologies is a cornerstone for further economic
and social transformation and the attainment of a primary economic policy
goal of integration into the European Union. Within this context, the upgrading
of the skills and knowledge is essential.<br>
The government and educational sector have determined that distance education
has enormous potential to meet this challenge and significant policy groundwork
has been laid for the development of an advanced and comprehensive distance
learning system.<br>
ICT in higher education in the context of life long learning is one of the
main research and development priorities in every country. The encouragement
of life long learning and the successful use of ICT in the learning process
should expand all the time if its aimed on the ground of collaboration and
dissemination of good practice.<br>
Higher education institutions should also join, stimulate and recognize
ICT based educational initiatives. Hopefully higher education institutions
will participate actively in life long learning while employing modern ICT
not only as a part of a context in various subjects/programmes but also for
the dissemination of education and teaching. Moreover, it is expected that
higher education institutions would train future researchers and experts
and act as mass training institutions.<br>
The education itself became quite an important good and new technologies
allow choosing a place for learning despite of time and pace.<br>
Besides the improved accessibility of education and training, ICT could
also improve the quality of education. Thus why it is so important that higher
education institutions would pay a huge attention to the quality while creating
ICT based education. Institutions should take more pains for the use of possibilities
provided by new technologies – not only to ensure that education would become
independent from time and place but also that the content would be provided
in such ways that stimulate students’ motivation. ICT enrich education with
new methods. We mean learning not teaching. We have in mind active, participating
learner. And as it was already mentioned, technology is for the satisfaction
of requirements that aims are accomplished. In the learning process the technologies
themselves should become an impulsive force.<br>
As new technologies have been employed in education only recently there
are not many researches analyzing how those technologies could be used for
the improvement of education quality. So it is very important that higher
education institutions would expand research activity about the use of ICT
in education. Those researches must be spread widely along with good cases
and the best practice.<br>
Traditional research universities are in the period of transition and can
create a new environment for higher education. Universities have to become
‘service universities’. The main goal of such universities is to be recognized
as providers of knowledge-based services to their regions and the whole society.
Considering the traditional teaching process in Lithuania ODL should be designed
on a basis of the present infrastructure of universities and colleges while
accumulating academic potential and evaluating real needs for ODL courses.<br>
ODL provides the possibility to organise a more flexible study process,
and this provides the possibility for students to manage their time in the
most effective way. Kaunas University of Technology (more information <a class="moz-txt-link-freetext" href="http://www.ktu.lt">
http://www.ktu.lt</a>
) is using the advanced computer technology and related opportunities while
taking part in the ODL development project, as well as initiating new projects.<br>
To create an ODL system, we need to establish:<br>
1. The system of training and professional development for organizers, lecturers,
consultants and tutors of contemporary distance education programmes.<br>
2. The system of encouragement for developing and re-establishing distance
education programmes and formal distance studies modules.<br>
3. The system of quality evaluation and quality assurance for distance education
programmes.<br>
4. The support system for the participants of distance education programmes.<br>
5. Developed computer network and other means of telecommunication adjusted
to distance education.<br>
6. Legal basis for distance education.<br>
7. Effective funding mechanism for the ODL system.<br>
KTU Rectorate, the Senate and the whole academic community pay much attention
to the implementation of these objectives.<br>
<br>
<br>
<b>OPEN AND DISTANCE EDUCATION IN FRANCE</b><br>
Paradoxically enough in a centralised country as France, there is no open
university as such but every university or institution of higher education
has its own activity with respect of the Technologies of information and communication
linked with distance education. We have to distinguish between “old” centres
of distance education which started in a correspondence way in the sixties
and new ones which appeared after a call for tender of the French government
named “digital campuses.<br>
<br>
1. Centres of distance learning.<br>
Created to supply the need of education in the different subject (humanities,
law, sciences) 27 centres located in traditional universities are organised
in a consortium named FIED ( Fédération interuniversitaire des enseignements
à distance).(<a class="moz-txt-link-abbreviated" href="http://www.telesup.univ-mrs.fr">
www.telesup.univ-mrs.fr</a>
). They share both a web radio (<a class="moz-txt-link-freetext" href="http://audiosup.net.u-paris10.fr">
http://audiosup.net.u-paris10.fr</a>
) and a T.V. on line (<a class="moz-txt-link-abbreviated" href="http://www.canal-u.education.fr">
www.canal-u.education.fr</a>
). The number of registered students is 38,000.Teachers and tutors are working
on a overtime basis paid by hours done. This is of course a very difficult
situation as the Ministry has not yet decided what would be the counterpart
in terms of services of an “on line” work. Most of the courses are paper
based or linked with audioor video cassettes but are slowly put on line <br>
<br>
2. CNED :National centre for distance education.<br>
CNED was created during the second world war for pupils who were not able
to attend classes at elementary level. After the war, it enlarged its scope
in offering college level as well as training at higher education level for
the teachers who were preparing competitive exams for a better position. Then
CNED offered courses in name of universities which wanted not to have the
task of managing the dispatching of the documents to the students. CNED entered
different digital campuses as an operator and a facilitator because of its
internal multimedia resources As such, CNED is a partner of many a campus
at higher education level. CNED has 350,000 registered students from elementary
school to university level (with 150,000 students in joint cooperation with
traditional universities) (<a class="moz-txt-link-abbreviated" href="http://www.cned.fr">
www.cned.fr</a>
)<br>
<br>
3. CNAM : National conservatory for art and handicraft.<br>
This foundation goes back to the French Revolution and was designed to save
the know-how in all handicraft and art available at the end of the French
“Ancien regime”. This institution is now offering a whole set of vocational
training for technicians to become engineers. The lectures are given outside
the working hours, at night or during week ends. There is a centre of CNAM
in each region , each being autonomous regarding its own way of teaching but
the diplomas are given by the Paris centre and are recognised as national
diplomas. CNAM is offering more and more on line courses through its own learning
content management system named “pleiade”. 80,000 adults are currently registered
in a life long learning process. (<a class="moz-txt-link-abbreviated" href="http://www.cnam.fr">
www.cnam.fr</a>
)<br>
<br>
4. Digital campuses<br>
The French government initiated a call for tender two years ago to promote
on line courses which were available within the different universities. Up
to now 67 campuses are running as described below( see the site: <a class="moz-txt-link-abbreviated" href="http://www.formasup.education.fr">
www.formasup.education.fr</a>
):<br>
Sciences and techniques : 18 projects<br>
Medicine and health : 15 projects<br>
Humanities and social sciences: 9 projects<br>
Training techniques and methodology in information and communication : 8
projects<br>
Law, economy and business administration : 8 projects<br>
Interdisciplinary : 7 projects<br>
Most of them linked a small number of universities and the CNED as a technical
facilitator. They are designed to offer on line courses ending with a diploma.
They are modularised and are credited according to the ECTS system.<br>
5. Other.<br>
Most of the institutions of higher education are linked with the government
through a contract in which a component of e-learning is visible. The commitment
of the different actors is variable and some are well ahead like the technical
university of Compiegne (<a class="moz-txt-link-abbreviated" href="http://www.utc.fr">
www.utc.fr</a>
). Others are re-organising their multimedia centres in a service offered
to the students for a personal training. It’s a sort of extension of the
old computer based training through the use of the net. Interactivity can
be both on campus or on line with tutors. A network of those centres is organised
and is named RUCA (<a class="moz-txt-link-abbreviated" href="http://www.ruca.univ-lille1.fr">
www.ruca.univ-lille1.fr</a>
)<br>
<br>
<br>
<br>
<b>New courses</b><br>
<br>
Politehnica” University of Timisoara - Timisoara Distance Education Study
Centre (link la <a class="moz-txt-link-abbreviated" href="http://www.utt.ro">
www.utt.ro</a>
) is running 2 college level degrees in “Audio-Video and Multimedia Technologies’
and “Applied Informatics” using Open and Distance Learning methodology. The
courses in Romanian are for 3 years and they count for college engineer degree.<br>
<br>
<b>News</b><br>
<br>
1. The new name of EDEN - EUROPEAN DISTANCE AND E-LEARNING NETWORK<br>
At the Annual General Meeting held at Rhodes, Greece, on 18 June 2003, a
special resolution was passed by the members that the name of the Association
be changed to EUROPEAN DISTANCE AND E-LEARNING NETWORK.<br>
The new name intends to reflect the response of EDEN to the emergence and
consolidation of eLearning and its flexible integration in the activities
of the Association. It is in the meantime also emphasizing the continuity
of experience with the professional background of open and distance learning.
The change will at the same time safeguard the existing corporate image and
identity, but also carry important message about accommodating in EDEN the
ongoing innovation. The new name is also shifting in the wording the focus
from education to learning, which is a very contemporary message, and without
the change of the well branded abbreviated name, introduce the information
and communication technology dimension.<br>
<a class="moz-txt-link-freetext" href="http://www.eden.bme.hu/">http://www.eden.bme.hu/</a>
<br>
2. EDEN New President and Executive Committee members elected at the AGM
2003<br>
In view of the expiry of his term of office in the EDEN Executive Committee,
Dr. Erwin Wagner has retired and gave over the presidency at the Annual General
Meeting on 18 June 2003.<br>
The AGM has unanimously endorsed the nomination of Ingeborg Bo as the next
President of EDEN from June 2003.<br>
As their term of office expired, the following members of the Executive
Committee completed their serving in the Board: Erwin Wagner, Universität
Hildesheim, Germany, EDEN President , Sarolta Zárda, Számalk Education Ltd.
Co., Hungary. <br>
Based on nominations for the vacancies received from members, Dr. Ulrich
Bernath from Carl von Ossietzky University of Oldenburg, Center for Distance
Education, Germany and Dr. Albert Sangra from UOC - EduLab, Internet Interdisciplinary
Institute, Spain had been elected as new members of the EDEN Executive Committee
by the AGM. <br>
<a class="moz-txt-link-freetext" href="http://www.eden.bme.hu/">http://www.eden.bme.hu/</a>
<br>
<br>
<b>Conferences</b><br>
<br>
EDEN 2003 ANNUAL CONFERENCE, 15-18 June 2003, Rodos Palace Hotel, Rhodes,
Greece<br>
THE QUALITY DIALOGUE -Integrating Quality Cultures in Flexible, Distance
and eLearning<br>
<a class="moz-txt-link-freetext" href="http://www.eden.bme.hu/contents/conferences/annual/Rhodes/rhodes0.html">
http://www.eden.bme.hu/contents/conferences/annual/Rhodes/rhodes0.html</a>
<br>
<br>
<br>
IASTED International Conference <br>
COMPUTERS AND ADVANCED TECHNOLOGY IN EDUCATION (CATE-2003)<br>
IASTED International Symposium on WEB-BASED EDUCATION (WBE-2003)<br>
June 30 - July 2, 2003, Rodos Palace Resort, Rhodes, Greece <br>
<br>
<a class="moz-txt-link-freetext" href="http://www.iasted.com/conferences/2003/greece/c402.htm">
http://www.iasted.com/conferences/2003/greece/c402.htm</a>
<br>
<br>
<br>
4-th EUROPEAN CONFERENCE ON E-COMMERCE / E-WORK / E-LEARNING / E-HEALTH
/ E-BANKING / E-BUSINESS, ON-LINE SERVICES, VIRTUAL INSTITUTES, AND THEIR
INFLUENCES ON THE ECONOMIC AND SOCIAL ENVIRONMENT<br>
E-COMM-LINE 2003, September 25-26, 2003, Bucharest, ROMANIA <br>
<br>
<a class="moz-txt-link-freetext" href="http://www.ipa.ro/">http://www.ipa.ro/</a>
<br>
<br>
<br>
ICETA-2003: 2nd "International Conference on Emerging Telecommunications
Technologies and Applications" and the 4th Conference on Virtual University,
Košice, Slovakia, 11 - 13 September 2003<br>
<br>
<a class="moz-txt-link-freetext" href="http://www.elfa.sk/ICETA-2003">http://www.elfa.sk/ICETA-2003</a>
<br>
<br>
<br>
<br>
EADTU Annual Conference Madrid “E-Bologna” progressing the European Learning
Space<br>
Madrid, 6 - 8 November 2003<br>
<br>
<a class="moz-txt-link-freetext" href="http://www.eadtu.nl">http://www.eadtu.nl</a>
<br>
<br>
<br>
European Conference on e-Learning, Glasgow, Scotland, 6 -7 November
2003<br>
<br>
<a class="moz-txt-link-freetext" href="http://www.mcil.co.uk/2p-ecel2003-home.htm">
http://www.mcil.co.uk/2p-ecel2003-home.htm</a>
<br>
<br>
<br>
Online Educa Berlin, Berlin, Germany, 3 - 5 December 2003<br>
<br>
<a class="moz-txt-link-freetext" href="http://www.online-educa.com/en/">http://www.online-educa.com/en/</a>
<br>
<br>
<br>
<br>
"Supporting the Learner in Distance Education and E-Learning"<br>
The Third EDEN Research Workshop jointly offered by EDEN - European Distance
and E-Learning Network and the Centre for Distance Education at Carl von Ossietzky
University of Oldenburg<br>
4-6 March 2004, Oldenburg, Germany<br>
<br>
<a class="moz-txt-link-freetext" href="http://www.eden.bme.hu/contents/r-net/Oldenburg/oldenburg0.html">
http://www.eden.bme.hu/contents/r-net/Oldenburg/oldenburg0.html</a>
<br>
<br>
<br>
----------------------------------------------------------------------------------------------<br>
This newsletter is edited by the team of Politehnica” University of Timisoara
- Timisoara Distance Education Study Centre (link la <a class="moz-txt-link-abbreviated" href="http://www.utt.ro">
www.utt.ro</a>
) through a MISSION Socrates - MINERVA EU Program.<br>
More news is available at our website, where you can also find archive news,
course catalogue, a glossary, and information about ODL in CEE. Go to ( <a class="moz-txt-link-freetext" href="http://mission.pu.acad.bg/en/index.html%C2%A0">
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)<br>
If you no longer wish to receive information about MISSION and ODL, please
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