A platform or hub that facilitates the development of shared online units across Bavarian universities
A private university in which all students complete the same classes in the first two years and then a customized pathway in the next two years
An approach in which teaching staff can specialize in one of four distinct roles
A platform or hub that facilitates the development
of shared online units across Bavarian universities
Bavaria Virtual University is not an actual university but an innovative platform, launched in 2000, that 33 universities or institutions in Bavaria, Germany utilize to share online courses. In essence, professors at the member universities receive funding to develop an online course on a specific topic—an online course that other members can utilize.
To illustrate, some of these online courses may be completed by any student who is enrolled at a member university. Students can receive a degree after they complete a combination of these online courses and other classes in person. Therefore, Bavaria Virtual University diminishes the cost that each university incurs.
Some online courses may be completed by anyone, even if this person is not enrolled at a member university. These courses introduce students to university life and promotes Bavarian universities to individuals worldwide.
Further reading
A private university in which all students complete the same classes in
the first two years and then a customized pathway in the next two years
In the first two years, students complete one course—that is, one sequence of classes—at a time, each lasting 3.5 weeks. Although the courses revolve around the standard disciplines, such as life sciences, mathematics, physical sciences, social sciences, arts, humanities, and language, the teaching is distinct. For example, during one foundational course, called Cornerstone, students participate in an outdoor adventure, lasting two days, in which they solve outdoor problems, such as developing contraptions to pour a bucket of water from five meters away. The issues raised, such as how to manage frustrations, trust other people, seek assistance, and solve problems, are then discussed in subsequent classes. To facilitate discussions and debates, classes comprise 20 or fewer students.
In the next two years, students develop one significant and challenging question they want to solve, with the assistance of mentors. Students then choose specific electives, experiential learning opportunities—such as placements at various organizations around the world—and a research project to explore this question.
Further reading
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A newspaper article about Cornerstone, one of the foundational units
An approach in which teaching staff can specialize in one of four distinct roles
Teaching staff need to fulfill a range of responsibilities. They need to develop suitable courses, present the learning materials, assess students, and mentor students, such as offer career services. Most teaching staff are not granted the time to develop the skills and accrue the resources they need to fulfill these responsibilities effectively—especially if they also conduct research. The disaggregated faculty model enables staff to specialize in one of these four distinct responsibilities.
To illustrate, some of these staff become skills architects in which they learn how to identify the competencies that individuals need to thrive in the workplace and then develop courses that impart these competencies. To achieve this goal, skills architects need to
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maintain a close relationship with relevant industry advisory boards—advisors who clarify the importance of various skills, the impediments to the development of these skills, and the certifications that might needed to apply these skills
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access updated data on the vacancy rates of various jobs—from companies, such as www.burning- glass.com, government bureaus of labor statistics, Emsi, and O*NET
Similarly, specialists in assessment conduct advanced techniques to develop, pilot, evaluate, and optimize assessments. Specialists in mentoring develop the capacity to help students not only learn the content but also manage challenges outside the course.
Further reading
Mendenhall, R. W. (2003). A model and principles for effective Internet-based distance education. Brigham Young University.
