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This deliverable focuses on the development and integration of the CHIs Self Assessment Tool initially conceived of in WP3 in Deliverable D3.2. The Self Assessment Tool (SAT) was first envisioned as an interactive resource where cultural heritage practitioners might learn how to ‘convert digital ambitions into digital strategies’ as well as gather data to evaluate their own performance. Concretely, the blueprint for the concept from WP3 would use a survey that covered specific thematic areas such as ‘Embracing Digital Trends and Participatory Culture’ and ‘Empowering IPR for the Commons’ and then based on the answers of the participants the tool would then provide participants with recommendations and enable them to see how their answers compare with the larger cultural heritage sector.

WEAVE project’s Activity 1, led by COVUNI, has been tasked with investigating the digital transformation of intangible cultural heritage (ICH). This document serves as a White Paper establishing a state of the art of current thinking and practice around the representation and transformation of ICH through digitisation. Using Europeana’s recent working definition of ‘digital transformation’ to underpin our thinking, we examine potential interconnections between digitised ICH and tangible cultural heritage (TCH), investigating how digital ICH and TCH can be better linked and presented. Further, we assess whether 3D tools and technologies might offer unique opportunities to transcend and discuss a ‘regular’ or more traditional representation of cultural heritage. Through looking at the representation and transformation of ICH digitisation, we offer the model of a digital cycle for ICH to inform the development of digital strategies that both support the core mission of cultural heritage institutions (CHIs) and are adapted to twenty-first century production modes. We highlight best practices in relation to the digital transformation of TCH, and especially ICH, in terms of more ‘bottom-up’, participatory and co-creative methodologies whereby constituent communities are empowered to take ownership for the ways in which their ICH is managed, safeguarded and (re)used. This deliverable also focuses on how ‘digital transformation’, as situated within the WEAVE framework, can encourage deeper interconnections between ICH and TCH. We offer three case studies as examples of this - the SCHEDAR project; 3D modelling from WEAVE partner, Arctur; and RomaMoMa, offered by WEAVE partner, ERIAC (European Roma Institute for Arts and Culture) - which lay the foundation for the work that WEAVE is doing in building its digital Toolkit and in aggregating content representing ICH to Europeana, especially content of at-risk intangible cultural heritage belonging to minority cultural communities. In particular, these case studies highlight the powerful socio-political potential of digital transformation of ICH in bringing hidden and lesser-known heritage and stories to light and in the wider transformation that can occur when constituent communities, in partnership with CHIs, can take ownership of the management, safeguarding and dissemination of their ICH. In addition, this deliverable looks to ethical questions moving forwards, especially as concerns the responsibilities of content providers to communities, individuals and other stakeholders, paying special attention to the issues of content selection, identification and description and including sensitive topics such as the relation to identity politics and the issues of (virtual) repatriation/restitution. For example, the ‘problem’ of diaspora communities such as the Roma offers a unique case in this now very hot topic, since there is no ‘place’ to repatriate, and hence virtual, integrated collections and ‘restitution’ is the only option. This thinking lays the foundation for WEAVE project activities moving forwards, especially through the implementation of project LabDays and capacity-building workshops that aim to bring cultural communities and CHIs into deeper, more open and egalitarian dialogue through a shared ‘brave space’ where these sensitive topics can be addressed; and, building on this, the development of the WEAVE Toolkit where the design of innovative digital tools and technologies takes account of such thinking and puts it into practice. ispartof: pages:1-28 status: Published online

This document presents digital transformation guidelines for cultural heritage institutions (CHIs). They situate digital transformation in the context of opening up GLAM collections, inspired by the work at Europeana Foundation, the Europeana Aggregators’ Forum and the Europeana Network Association. They are based on an in-depth review of the state-of-the-art in self-assessment instruments for heritage institutions, of which the inDICEs self-assessment tool is a further evolution, taken on board insights and lessons learned from the COVID-19 crisis. The proposed guidelines are centred around four themes: Digital Trends & Participatory Culture, IPR for Cultural Heritage, Strategic Skills, Collaborations and organisation growth, and Approaching Innovation and Digital Strategies. As a whole, they offer the right mix of ingredients for developing digital strategies in CHIs. These guidelines go hand-in-hand with the inDICEs Open Observatory and specifically the Self-Assessment Tool, which will enable institutions to continuously assess and adjust their activities. Additionally, an instructional Open Online Course (MOOC) will be developed to train professionals in optimal use of the tools to develop and sustain an effective digital strategy for their organisation. ispartof: Deliverable 3.2: Guidelines for CHIs Digital Transformation pages:1-50 status: Published online

Digitisation has brought about a profound transformation of the cultural sector in the past decade. Digital tools and platforms now influence all parts of the cultural value chain, from the creation of cultural content to the experience of culture and audience engagement.To support the cultural sector in Flanders in this digital transformation, in 2017 the Flemish government approved the policy vision paper 'A Flemish cultural policy in the digital age'. The ambition of this vision paper was to outline a culture-wide framework around digitisation and to initiate the development of a policy toolkit to effectively support the digital transformation in the cultural sector with a 10-year time perspective. However, until now, there is no integrated and concrete action plan for the implementation of the vision paper. This has led to a fragmentation of actions. Moreover, since its publication, the appropriateness of the vision statement as a compass for digital transformation in Flanders has also been criticized. The aim of this study was to critically examine the existing policy instruments and to explore avenues to design a more stimulating and future-oriented policy support framework for the digital transformation. ispartof: Onderzoek naar een optimaal instrumentarium in functie van de digitale transformatie van de cultuursector pages:1-117 status: Published online

In this paper we conceptualise self-assessment to monitor participatory, data-driven approaches to digital transformation (DT) in the cultural heritage (CH) sector, providing impact assessment, legal framework support and value chain development to further the reuse of cultural heritage content by creative industries as well as stakeholder communities. Digital transformation (DT) is an opportunity to innovate CH, not only to adapt its modes of operation to the networked society, but more importantly to rediscover and realign its core mission of providing access to heritage. However, a solid evidential basis is currently lacking, due to an absence of systematic data gathering and performance monitoring. To this aim, we propose an Open Observatory to collect CH DT performance data, as well as the development of a Self-Assessment tool (SAT) for Cultural Heritage professionals and the CH support sector. The SAT can be a key element for efforts by CH networks on capacity building in the sector, and allows research into best practices, combined with data monitoring. The paper aims to present a concept and demonstrator. The proposed SAT takes a novel approach in this domain, as we argue that sustainable DT should encompass indicators for impact, audience development and community engagement paired to indicators on the digital work processes, to “close the digitalisation circle”. In this interactive presentation, we invite participants at the conference to learn about and engage with our design choices through our participatory space, and test the self-assessment demonstrator as part of our validation process.

This report provides a synthetic view of the situation of national aggregation in Europe, complemented by a detailed exposition of relevant recommendations and best practices. All the analysis and conclusions presented in this report are based on a series of workshops and a survey conducted among representatives of 22 National Aggregators. Various aspects of the national aggregation landscape in Europe are investigated in this report. However, it mainly focuses on organisational and technical matters. The scope of the investigation covers: ● Mission, legal mandate and capacity building. ● Aggregation workflow with data models, quality standards and harvesting pipelines. ● Services offered by NAs to a broader community. ● Cooperation with external entities and community building practices. The key outcomes of this report are summarized in the Recommendations on national aggregation practices & policies and Summary of the survey results sections. ispartof: pages:1-92 status: Published online

This paper has been supported by the University Teacher Training Program FPU-2014 (reference number FPU14-04599) and the Temporary Research Stay Program 2016 (reference number EST16/00958) of the Ministry of Education, Culture and Sports of Spain., El presente artículo aborda la presencia de fotografía patrimonial sobre Andalucía en EuropeanaPhotography con el fin de evaluar su accesibilidad y visibilidad en el ámbito europeo. Para ello, se realizan una serie de consultas sistemáticas que se valoran con la métrica de precisión en esta plataforma promovida por la Unión Europea para garantizar la protección y accesibilidad del patrimonio y de la memoria fotográfica europea. Los resultados obtenidos permiten determinar el porcentaje de fotografía patrimonial sobre Andalucía en Europeana, analizar su contenido temático y las instituciones proveedoras de ésta, así como ofrecer una selección de recomendaciones y propuestas de optimización de la visibilidad y el acceso a colecciones de fotografía monumental, urbana, paisajística y de tipos del ámbito andaluz., This research involved the presence of the Andalusian heritage photography on EuropeanaPhotography in order to evaluate its accessibility and visibility at European level. A series of systematic search, a number of queries about this topic and the responses are evaluated by the metric of precision. This platform is promoted by the European Union to guarantee the protection and accessibility of the European heritage and photographic memory. The results allow us to determine the rate of the heritage photography on Andalusia in Europeana, analyse their subject contents and their cultural institutions, as well as to offer a small number of recommendations and proposals to optimise the access and visibility to collections of the Andalusian monumental, urban, landscape and popular characters photography., Este trabajo ha sido financiado por el Ministerio de Educación, Cultura y Deporte de España, a través del programa de ayudas de Formación de Profesorado Universitario (FPU) 2014 (nº de referencia FPU14-04599) y el programa de ayudas a la movilidad para estancias breves 2016 (nº de referencia EST16/00958).

no pagenumbers ispartof: Forum+ issue:26 pages:26-33 status: Published online

pdf: https://hal.archives-ouvertes.fr/hal-02125052/file/TRUYEN_20190425_Trust_and_Understanding_vpub_125_136.pdf hal_id: hal-02125052 hal_version: v1 ispartof: ABB: Archives et Bibliothèques de Belgique - Archief- en Bibliotheekwezen in België vol:106 pages:123-134 status: published

Having contributed about half a million early photographic images to Europeana, our public/private non-profit association Photoconsortium is now involved in making this content accessible to a wide, layered audience. Our approach is driven by content selection and curation with a view to creating strong and engaging narratives. These are presented by Europeana on a web platform dedicated to ‘thematic collections’, and hosting editorial features such as exhibitions, galleries, browse entry points and blogposts. In this paper we will discuss our efforts to develop thematic digital heritage collections on Photography and Migration, and the pitfalls we encounter in moving from concept to concrete publication. An important issue is the difficulty of searching large collections based on the currently available metadata. We therefore continuously develop strategies and methodologies to refine, enrich and develop metadata, following the requirements of story-oriented curation. no ISSN ispartof: pages:1-9 ispartof: Jornades Imatge i Recerca: Actes de totes les edicions pages:1-9 ispartof: Jornades Imatge i Recerca location:Girona, Spain date:21 Nov - 24 Nov 2018 status: Published online

ispartof: IEEE Transactions on Visualization and Computer Graphics ispartof: IEEE VIS 2018 location:Berlin date:21 Oct - 26 Oct 2018 status: published

ispartof: Interdisciplinarity in the Performing Arts: Contemporary Perspectives pages:23-40 ispartof: pages:23-40 status: published

Europeana is Europe’s main culture portal, with now about 50 million objects of Cultural Heritage, including documents, images, videos and audio recordings. It is well known by Libraries, Museums and Archives as well as scholars for its trusted content. However, it is still underused in Education. Several factors make it an ideal tool for higher education. First of all, there is the quality: the cultural heritage objects described in Europeana come directly from the source, from the current holder, and have been digitized to high standards. Second, an ever growing part of it is available for public reuse, and openly licensed, as the European Commission pushes Cultural Heritage institutions to open up their collections. Thirdly, and this might be of growing interest, it shows Europe to its full diversity, in contrast to many current educational resources such as schoolbooks. It holds records from Central and Eastern Europe as well as those of Western Europe. Last, Europeana is transforming from a portal into a platform for reuse, educational as well as commercial. It wants to offer higher quality primary source material in a way that it can be integrated in educational apps, but also in an interactive way in online learning such as MOOCs. In this talk, we will discuss two examples from Europeana Space: creative reuse of Europeana content and the Europeana Space MOOC. no ISSN ispartof: pages:698-704 ispartof: Enhancing European Higher Education “Opportunities and impact of new modes of teaching” OOFHEC2016 Proceedings pages:698-704 ispartof: OOFHEC location:Rome date:19 Oct - 21 Oct 2016 status: published

Arising from work on a Vision and Strategy Appraisal of the UKOU Library Services, and with facilitation from EADTU, a comparative study was done of four distance teaching university library services functions in terms of support to students and teaching staff: FernUniversität; Open Universiteit Nederland (library services supplied by Maastricht University); Universitat Oberta de Catalunya; and Athabasca University. All participants agreed to share conclusions with each other, with the UK Open University, and with other members of EADTU. The workshop presented at OOFHEC 2016 will begin with brief presentations on the comparative study process and overall conclusions. Other members of the Working Group who took part will give brief highlights of their institutional summary reports.

EuropeanaPhotography (http://www.europeana-photography.eu) is an EU-funded (CIP-ICT-PSP) project aiming to contribute over 430.000 high-quality early photography images to Europeana (http://www.europeana.eu). To this end, a team consisting of 19 photo agencies, museums and archives - most of them members of the newly established International Consortium for Photographic Heritage - has digitized, metadated and enriched their masterpieces from the first 100 years of photography. A travelling exhibition, “All our Yesterdays” (http://www.earlyphotography.eu), turns the digital collection that has resulted from these efforts, into a real life experience intended to be presented at museums throughout Europe. In this paper, we discuss the issues of digitizing photographic heritage. Unfolding the process of material selection, the choices made with regard to metadata structure, technical standards, digitization and rights management, we touch upon more philosophical issues involving the position and functioning of photographic heritage in memorial practice, its impact on archival procedures, the photographic image in a digital context, the photo and intellectual property rights. We hope this paper will unveil the hidden complexity of an ‘abstract’ cultural object – such as the (digital) photo - and demonstrate the need for a reconceptualization of our relation to the medium as prompted by digitization practices. ispartof: Image and Narrative vol:15 issue:4 pages:1-13 status: published

EuropeanaPhotography is a EC funded project to prepare, quality-assure and contribute above 430,000 new photographic items to Europeana. Such contribution represents the finest examples of European photography from its invention to the start of the Second World War, therefore the very beginning of photography. Content: EuropeanaPhotography is a unique consortium composed of private and public partners who are digitizing the best examples of early photography (1839 – 1939), in order to provide the related metadata and thumbnails to Europeana (over 220.000 new items added during 2013!). The partners come from all over Europe and have very different backgrounds, expertise and requirements, thus empowering each other through knowledge exchange and sharing. The achievements of Europeana Photography in the fields of photography, digitization, metadata enrichment, IPR and sustainability models are made available to the whole community of professionals and institutions in the field. The consortium includes 19 representatives from 13 Member States. They are leading private and public photographic agencies as well as public institutions and museums. Two new content providers, from Ukraine and from Cyprus, recently joined the consortium as affiliate partners, and will provide further images of theirs to Europeana. The work within the project concerns the following main activities. Digitization Metadata support and best practices through MINT Multilingual vocabulary on Early Photography IPR support and advocacy Dissemination and Training On these topics, public documents and factsheets have been produced and made available on the project’s website http://www.europeana-photography.eu and on the project’s showcase on www.digitalmeetsculture.net online magazine. The project plans a major communication campaign including a physical exhibition including a virtual exhibition, a mobile digitization studio and a video. The Europeana photography exhibition is setup as a travelling exhibition that can be combined to local initiatives. EuropeanaPhotography is currently setting up a membership-based organisation to continue its mission. Services to be provided are digitization expertise, metadata mapping support, IPR consultancy and advocacy and training. Geen ISBN of ISSN ispartof: pages:1-4 ispartof: Girona 2014 : Arxius i Indústries Culturals pages:1-4 ispartof: ICA Girona 2014 Archives & Cultural Industries location:Girona date:11 Oct - 15 Oct 2014 status: published

With this handbook, our aim is to show how students, teachers and universities throughout Europe can get the most out of OpenCourseWare to participate in new learning communities and facilitate virtual exchanges across borders. This handbook is one of the results of a European education project funded by the Lifelong Learning Programme of the European Union entitled “OpenCourseWare in the European HE context: How to make use of its full potential for virtual mobility”. More information about the project can be found at www.opencourseware.eu/background. The focus of this project is to lay the foundations for a strong European OpenCourseWare framework. A stronger framework also means closer cooperation between European institutes, which results in the mutual use of material and even joint degrees. A better functioning OpenCourseWare system will enhance quality and increase the usage of online courses while facilitating virtual mobility through increased co-operation and the removal of barriers to higher education. A virtual mobility experience can be a valid alternative for the many students who cannot travel for studies abroad for financial reasons. This handbook offers a number of resources, guidelines and scenarios to increase the use of open educational resources for student mobility in European Higher Education. In the first chapter, we define a number of frequently used terms, such as Open Educational Resources, OpenCourseWare or (Virtual) Student Mobility, and outline the context of student mobility, both physical and virtual. In the second chapter, we offer a number of scenarios for the use of OpenCourseWare both in the context of on-campus education and that of (virtual) student mobility. This handbook ends with a description of current (and future) trends in Open Education. nrpages: 24 status: published

Literature and Change in Europe (LACE) is a network of seven institutions providing a common master course on Literature. These seven partners are Rijksuniversiteit Groningen, Aarhus University, Tartu University, Lisbon University, Universidad de Granada, University of Bologna and KU Leuven. Each of the partner institutions provide a module to the course, which is followed jointly by students officially enrolled at the respective institutions, collaborating over the web. LACE involves also physical mobility by teachers and students. LACE participates in the project "OpenCourseWare in the European Higher Education Context: how to make use of its full potential for virtual mobility" and originally planned to offer the course in a standard OCW format. We planned however to gone step further and offer it as a - truly open - MOOC with OCW content under a CC-BY-SA licence. In 2013 for the first time LACE was launched as a MOOC on the Canvas.net platform, where it is followed both by the regular, registered students at the participating universities as well as MOOC subscribers. At the time of writing the course is ongoing. The course provides content using weblectures, articles, course texts and hyperlinks. Peer interaction is organised through assignments and forum discussions. Students who finish the course will receive a certificate of accomplishment. This pilot aims to explore the interaction of MOOC subscribers and the regular university students, programmes and facilities. The paper presented documents the motivations, choices and experiences in setting up the pilot. The LACE course will be finished by the time the paper will be presented at the OCWC Annual Conference in April 2014, which means that we will be able to present data on the usage of the materials in the course and hence on the learning processes our students are going through at this particular moment. Geen ISBN of ISSN ispartof: pages:1-8 ispartof: OCWC Global 2014 Proceedings pages:1-8 ispartof: OpenCourseWare Global location:Ljubljana date:23 Apr - 25 Apr 2014 status: published

Many traditional universities face the question whether to embrace MOOCs as an additional business model. Although many have an established income, from often subsidized higher education, with regular students on-campus, uncertainties on future public financing and both the interesting features of MOOCs as well as the possible competition from them are urging a rethink. Very attractive are the learning analytics made possible in online course interaction, which yields data lacking in face-to-face courses. On the other hand, the massive student response to MOOCs shows a potential in terms of visibility and the possibility to recruit talented students. At the same time, however, universities are reaping the benefits of an evolution that is almost as recent, where those universities that possess large real estate assets, have been investing in improving the physical learning environment for students. These so-called “Learning Spaces”, or “Student Centres” offer high-tech equipment in flexible and multifunctional environments, which are highly “wired” and merge seamlessly with the virtual learning environments of the universities. In some cases these facilities are complemented by complete research labs where new learning interactivity is tested. It is our conviction that universities can use this infrastructure as a complementary strength in the development of MOOCs that have a high degree of physical persistence, and maximize the interaction between presential and distance students, to the benefit of both students groups. It is, we will argue, one of the possible routes towards MOOCs that go beyond recorded lectures and lectures that go beyond unidirectional teaching. We will discuss some real examples and propose a Learning Lab Network. ispartof: pages:416-425 ispartof: The Open and Flexible Higher Education Conference 2013: "Transition to open and on-line education in European universities" pages:416-425 ispartof: EADTU location:Paris date:23 Jan - 10 Jan 2013 status: published

Our paper elaborates on the experiences, challenges and thresholds in publishing Pentalfa as an Open Online Course. In 2012 KU Leuven (Belgium) started publishing OpenCourseWare. Despite the fact that this project is in a pilot phase, some conclusions can already be drawn from the experiences of publishing OCW. By opening up its education KU Leuven tries to play the role it is expected to play in society, e.g. that of a knowledge producer and disseminator. This perspective has guided our choice of courses to include in the project: OCW KU Leuven stands for socially relevant content generating debates about important topics in society. Pentalfa, the LifeLong Learning program of the Faculty of Medicine at KU Leuven, is a series of lectures given by experts (doctors, researchers, practitioners,…) in the various fields of the domain of Medicine. Every lecture is recorded and it goes without saying that speakers need to give permission to do so. For a number of reasons this issue is more difficult to tackle than we could foresee. Another important issue is privacy of patients. It is obvious that it is not allowed to show to a broad public patients identifiable in the audiovisual materials that are recorded during consultations at a doctor’s office. This however poses some challenges when making course materials hitherto confined to the immediate clinical situation available through OCW, and requires very careful editing. The paper presented describes the way we try to deal with these issues and we conclude by formulating some ‘lessons learned’. ispartof: pages:437-445 ispartof: The Open and Flexible Higher Education Conference 2013: "Transition to open and on-line education in European universities" pages:437-445 ispartof: EADTU location:Paris date:23 Jan - 10 Jan 2013 status: published

– EuropeanaPhotography is an EU-funded digitization project that will provide Europeana with over 430.000 of the finest examples of early photography, for an impressive increase in the number of photos available in the Europeana. These photographs provide a unique insight into the evolution of European society and of the art of photography between the 19th and 20th century, which is a valuable source for research in many fields (history, economics, sociology…). EuropeanaPhotography will also enrich Europeana with materials from countries with a currently limited display, for a wider overview of European history. ispartof: pages:36-41 ispartof: Electronic Imaging & the Visual Arts pages:36-41 ispartof: EVA 2013 location:Florence date:15 May - 16 May 2013 status: published

Students' Agency in Open Courseware Perspectives of students in taking responsibility over open courseware In our research, under the umbrella of the European Open Courseware (http://opencourseware.eu) effort, we are focusing on how open courseware changes the game in higher education. New tools in the interconnected world entail new roles for any of the stakeholders in educational practice; including students. Students continue to be advanced consumers of formal education and technology. Yet open content means a shared responsibility, and presents the student with new tasks of assessing, filtering and comparing content, so as to match it optimally with their own insights and curriculum. Next to this, active contribution to online resources by students has gone unacknowledged in official courseware, for example in student editions of available courses. A more formal approach from the university could go a long way to support this naturally occurring collaborative effort and offer opportunity to each student to develop their potential as independent, critical, self-sufficient learners in a structured manner. In the community, this innovative content strategy would further promote peer learning and mobility to benefit the student population as a whole. Relevant remix and re-use of content by the primary users can generate courseware which responds to changing needs of education. However, the advantages of this intellectual crowdsourcing in the open courseware movement are apparent, but do the students' views match the ideals of this approach? Through targeted surveys, we assess whether students are aware of the challenges, willing to take up the responsibilities, and whether it fits their understanding of open courseware, education and their own roles in learning. It is important to understand their point of view if they are to take up an active role in transforming educational practice in responding to the social call of open courseware and responsibility of their own learning process. The relevance of their views can hardly be underestimated in the fast-paced, flexible lifestyle of the global village in which education plays a vital part. An overview of best practices and some in-depth case-studies of large universities willing to embrace open courseware will help to contextualize the survey results. ispartof: pages:94-98 ispartof: Online Educa Berlin Book of Abstracts pages:94-98 ispartof: Online Educa Berlin location:Berlin date:28 Nov - 30 Nov 2012 status: published

In this paper we continue our previous research on ICT skills in the higher education student population. We focus on several students’ perceived ICT skills, general computer use patterns, and perceived computer self-efficacy. The approach taken is different from the mainstream computer literacy research in not focusing on ‘Office-based’ skills, but rather on lower-level operational skills that are often taken for granted in a the higher education curriculum. On the moment of writing, our sample holds 195 students at bachelor and master level. We scored 6 dimensions within global ICT skills: File Management, Security, Technical Issues, Legal Issues, Internet and Awareness and compared this to computer self-efficacy levels. We investigated the existence of gender effects, bachelor-master effects, the impact of the chosen study subject and computer use. The results show that students in the sample rate their own ICT skills quite high, apart from the dimensions legal and technical issues. We also found that specific computer use profiles, such as identifying oneself as a 'blogger', renders good self-efficacy predictions. While the gender and study subject effects are limited, significant differences between master and bachelor students have been revealed. The findings form a basis for the continued improvement of the higher education ICT curriculum and future research. ispartof: pages:1123-1132 ispartof: INTED2012 Proceedings 6th International Technology, Education and Development Conference pages:1123-1132 ispartof: INTED location:Valencia, Spain date:5 Mar - 7 Mar 2012 status: published

The LACE (Literature and Change in Europe) partnership wants to improve the international experience of master students and staff of the participating institutions through Erasmus exchanges and the elaboration of an open curriculum in the fields of literature, film and theatre. Universities involved in this project are: Rijksuniversiteit Groningen, Aarhus University, Tartu University, Lisbon University, Universidad de Granada, University of Bologna and K.U.Leuven. In this network we are working towards a joint and double international master's degree. We want to improve the 'internationalization at home' by stimulating the number of incoming and outgoing international students and teachers in the master programs at the arts departments of the involved institutions. The partners of LACE are progressive universities, with a long-term planning. Our current ambition is to start an Erasmus Mundus to attract more foreign students. In this common cooperation and mobility program our aim is to enhance the quality and diversity in our study field. To reach that goal, we started last year with a more intense collaboration, which we want to increase year by year. It's our ambition to keep our eyes open for new input and remain a moving consortium in a moving society. An important step in this is a joint course between all partners. Starting from the academic year 2011-2012 on, the LACE partnership developed a fully virtual common course 'Changing cultures in Europe'. This course consists of 7 modules (one taught by every partner) on the broad topic of “Changing Cultures in Europe”. For the alpha version we started with pre-recorded sessions (web lectures) which are available on our website, making intense use of Moodle with interactive chat sessions and forum discussions. The first students will graduate from this experimental course by January 2012, followed by an evaluation and possible adaptation of this course. ispartof: pages:4755-4763 ispartof: INTED2012 Proceedings 6th International Technology, Education and Development Conference pages:4755-4763 ispartof: INTED location:Valencia date:5 Mar - 7 Mar 2012 status: published

The aim of this paper is to present the importance of legal and quality assurance aspects when setting distance learning networked curricula in higher education, highlighting the main steps to take and decisions to make about those aspects. This work is being developed within an Erasmus project - Networked Curricula. ispartof: pages:1-5 ispartof: EDEN 2012 Annual Conference - Open Learning Generations issue:2012 pages:1-5 ispartof: EDEN location:Porto, Portugal date:9 Jun - 10 Jun 2012 status: published

The NetCU project, funded inside the Lifelong Learning Program 2007-2013, aims to define guidelines for the design and realization of networked academic curricula based on distance or blended learning at national and international level, and to provide and suggest tools that can support the didactic activities and the management inside networked curricula. After the first year of the project a deep analysis of several case-studies of networked curricula has been carried out, providing a large amount of data that will be useful to define the guidelines. In this paper the most important results of the curricula analysis are described. ispartof: pages:42-58 ispartof: EADTU Annual Conference 2011 : Universities and regional development in an open knowledge society; pages:42-58 ispartof: EADTU Annual Conference location:Eşkisehir / Turkey date:3 Nov - 4 Nov 2011 status: published