Session 6: Case Studies in Virtuality and Higher Education III
Chair: Lorraine Walsh

Experimentations in Foreign Language eLearning
Joan Abarbanel
Division of Foreign Languages, Tel Aviv University, Israel

I propose to present a case study of an experimental project-in-process that is currently taking place on an inter-university level in Israel. The departments of Foreign Languages at Tel Aviv University, the University of Haifa , Hebrew University of Jerusalem and Bar-Ilan University all teach EFL as an academic tool for study, research and communication. English courses are provided for students from all the faculties and departments, and in many cases are content-based (e.g., English for students of medicine, history, law, nursing, physics, etc.).
The collaborative effort will prepare subject-specific units that would expand the breadth and depth of our advanced-level courses by utilizing the special opportunities offered by web-based learning. These units would be integrated into existing courses, as content-based modules to make language learning relevant to students’ academic goals .
In each discipline, a rich database of academic English texts and tasks will be developed. For faculty, collaboration leads to a fruitful interchange of ideas and should result in better and richer learning products. The materials can serve the needs of all participating institutions’ courses and students because the products can be implemented in a variety of ways. In addition, new communication and collaboration opportunities for students will emerge. Students from different institutions working on the same unit will be able to participate in virtual collaborative projects.
Beginning in January 2003, 12 units are to be developed over a two-year period. The teacher/developers are in charge of developing interactive tasks, selecting resources and coordinating with members of the development team from other universities. There is also an inter-university evaluation committee, made up of one representative from each institution. This committee will be responsible for reviewing all materials in order to ensure high standards and maximum suitability to the needs of all participating institutions.

Reinventing Intensive Care Nurse Education
Justin Macklin and Audrey Blenkham
Faculty of Health and Human Sciences, Thames Valley University, Ealing, London, United Kingdom

This paper is a case study of how the Faculty of Health and Human Sciences at Thames Valley University in conjunction with the English National Board for Nursing, Midwifery and Health Visiting and the Open Learning Foundation developed a distance and e-learning course (a blended approach) to prepare qualified nurses to work in intensive care units (ICU). This was (and still is) a new concept in the delivery of clinical nurse education, because traditionally nurse education has been delivered in the classroom, supported by clinical experience.
The challenge in developing this course was how to incorporate a social collaborative environment where student learning would be facilitated and distant clinical skills assessors supported. This was achieved using paper-based and online materials delivery, together with both the asynchronous and synchronous communication elements of a web-based virtual learning environment.
A fundamental concept in nurse education is the linking of theory and practice. One way the course achieves this in the online environment is through the use of 'emerging patient scenarios', where a patient’s case history is revealed in stages.
The initial pilot was conducted at two NHS Trusts. It has since been expanded both nationally and internationally, which with traditional clinical nursing courses would not have been possible.
The course was introduced in 2000 and three cohorts of students have now successfully completed the course. Each cohort has been evaluated internally, and two have been the subject of qualitative evaluative research studies. The studies showed the overall student experience to be a positive one. As expected, the flexibility afforded by the asynchronous discussion groups and paper-based materials was a significant positive factor. More surprisingly, also rated highly were the social aspects of group collaboration, peer support and interpersonal relationship development.

ICT development in the South Pacific for Distance and Flexible Learning. The Case of USPNet 2000 Upgrade at the University of the South Pacific
Ratu Marika T.T. Qalomai and T.T. Qalomai
University of the South Pacific, Fiji

University of the South Pacific (USP) at a Glance:
Established in 1968, it is one of a few regional, multi-modal Universities serving 12 member countries within the South Pacific region. USP has a coverage area of approximately 33 million square kilometers and with over 1700 graduates per annum; great pressure is on us to meet urgent human resource development needs for our island member countries.
With the geographical challenges USP is faced with, decentralization is an essential component of delivering distance education within our University. Thus the need of an effective Information Communications Technology (ICT) infrastructure to fulfil the aim and vision of being a multi-modal university.

Distance Education at USP:
This was seen as important from the beginning and great emphasis has been put on delivering Distance and Flexible Learning and Teaching and its improvements and developments for the future.
Currently, distance education is provided via three campuses and 14 University centres, some of which are expected to be, declared campuses in the near future.

What is USPNet?
It is a private educational Telecommunications VSAT system owned and operated by the USP through educational licenses from member countries. USPNet integrates all technologies; Satellite, Data (Email and Internet access), Telephony and facsimile, Video conferencing and broadcasting, Audio conferencing and various E-learning software such as Web-CT.
USPNet allows the University to support distance and flexible learning and teaching by enabling 4 video broadcast lectures at any one time. Also there can be a maximum of 2 interactive video -conferences from any remote centres to the main hub campus in Suva, Fiji at any given time.

USPNet also allows the following;

- Student Internet access, and currently research is being done for future Internet based courses.
- Intranet access, with access to online resources
- Greater student interaction; on-line platforms allowing for discussion groups, emails, chats etc.

Future Developments:
USP is still challenged in extending our services beyond our USP Centres
Various technologies have been implemented such as terrestrial data leased lines and ISDN to fulfil these. A new phase of USPNet development is currently underway, to experiment and convert our existing infrastructure to a fully IP based platform. In all, USP is keen on future developments to see that our systems are fully exploited for its maximum use and efficiency.

The Islamic Asad University: The Successful Sample of Privatization of HE in Iran
Reza Simbar
Islamic Azad University, Rasht-Iran

Higher Education in an era of emerging organizational models, being recognized as one of the principal social affairs and delicate an endeavour, can not and should not be left with government alone. In an attempt to lighten the government's responsibility to provide the nation with higher education, Islamic Azad University was established in Iran. This university has been established after Islamic Revolution. Until now approximately one million students have been graduated from it and many of them have been employed by governmental and non-governmental sectors in Iran and abroad, so it plays a significant role in Iranian economic and cultural process. The IAU has established well over 180 branches in different cities inside Iran and three branches abroad. In other words, IAU meets over %50 of Iran's higher educational needs. This paper explain more about this university and its struggles to fulfil Iranian new demands in higher education.