 So, hello everyone, welcome to the today's session. I will share my presentation now, just give me a sec, okay. So hello everyone, welcome to the session, to the series of webinar titled International Training Program on Medical Training and Education in Digital Era, Perspective and Challenges. The project is in the frame of the European Project Child of Central Asia. My name is Sandra Kucina and I'm Eden President and I'm going to be the moderator of today's session. The project itself, Child CA project, as you can see, is to support modernization and internalization in the postgraduate training in universities of Central Asia, in the fields of pediatrics, pediatric surgery and child neuropsychiatry. More about the project you will hear from today's speakers. Just let me briefly tell you a few words about the Eden. I'm very happy that we are celebrating three decades of serving modernization in education in Europe this year and that we are co-organizing this series of webinars together with the project Child Central Asia because our aim is to share knowledge and improve understanding amongst professionals in distance, any learning across the whole of Europe and beyond. And still we have time, if you are open for that, to participate at the Eden conference which is going to be in June this year, virtually in Madrid. So if you look at our web pages you will find all necessary information. So let's go back to the session today. The title of first webinar is Developing Teaching and Learning Opportunities and Facilities in Children Care. And the goal of this present webinar today is to introduce a course based on five meetings, this one including with aim to help participating high education institutions in the Central Asia to build interconnected multi-directional environment to promote interaction between teachers and students also from distant resources and to help update some educational methodologies. So more about that you will hear today from our speakers. And I'm very happy to announce today's speakers. First we have Jan Batista Parigi, pediatric surgeon from Department of Clinical and Surgical Sciences, President of Committee for International Cooperation at the University of Pavia. Then we have Jacek Urbaniak, head of the eLearning Center of Jagiellonian University, co-founder of the Association for Academic eLearning in Poland. Tomaso Minerva from the Department of Surgery, Medicine and Dentistry, coordinator and director of EDU Nova from University of Modena, Reggio Amiglia, president of EDU Open and of Italian eLearning Society, Stefano Govoni, professor emeritus of pharmacology, former rector's delegate for teaching and learning activities from University of Pavia, and my dear colleague Elena Calderola from the University of Pavia eLearning Center. She's directing there and she's also an executive committee member. So with this short introduction, I want to give the floor to my speakers to give you more details about this project and aim of this series of webinars. So I'll stop sharing my slides and I'm giving the word to Jan Batista to give a brief introduction about the project and to give the opening of the session. So Jan Batista, please. Thank you very much, Sandra. I will share also my screen. Therefore, well, first of all, good morning to everybody. I'm very glad to see so many people joining us in this, let's say, adventure which started some years ago. Actually, it started in an international conference in Tashkent in 2015 about pediatrics. And during the conference, this slide was presented dealing with the infant mortality in the various in the three specific countries involved in the project, Kazakhstan, Tajikistan and Uzbekistan, versus the same mortality in Poland, Germany and Italy, two per thousand in our countries, six per thousand in Kazakhstan, 17 and 20 per thousand. Therefore, wide space for improvement. While discussing during this meeting, we realized that one possible cause could be the fact that postgraduate medical training in Europe, according to European curricula, is five to six years, while in Central Asia curricula is two to three years. Therefore, we said together, why can't we build up a capacity building in higher education, Erasmus Plus project to the same, formally, technically, I quote, to support the modernization, professionalization and internationalization of postgraduate training in Kazakhstan, Uzbekistan, Tajikistan, higher education institution in the fields of pediatrics, pediatric surgery and child in Europe secretary. We presented the project to the European Commission and actually it was approved for three years period that luckily has been postponed to four years because of the pandemic. It was funded with a short, a bit short than one million euro with these three countries and with these partners, the European, Pavia, Yagelonian and Dulm, now Freiburg, eight partners in three in Kazakhstan, three in Tajikistan and two in Uzbekistan, you can see the different universities and a good deal of associated partners. Among them, Eden, the ministries of higher education and science of Kazakhstan and Uzbekistan. Now we are dealing to join also the ministry of Tajikistan. All the project was organized in many working packages. These are who's who within the different working packages among the different universities. As Sandra kindly said, you can find all the details, all the working packages into our website. The two most important for today's and these course meetings are the working package for that is the training of academic staff involved in the new integrated curriculum, pediatric care, specifically speaking about how to arrange the new ways apart from what is the pandemic, but which are the new ways we have to utilize ICT, ICT technology to change the way by which we are giving our lectures. More, still more specifically the working package six that is in charge at the Jagiellonian University in Kraków, Poland is this one, specifically introduction of ICT technologies as a tool for interactive education in learning and continuing education. We already keep the one ICT classroom in all of the involved universities, apart from Uzbekistan still some problems over there. We are going on training the technical staff in this management, but now we have to start training the teachers, teaching the teachers in how to use these new ICT tools and possibly also to prepare a guideline document within these activities. Therefore, the scope, the final goal of these webinars are exactly dealing with this kind of problem. What I want to emphasize as a last message is that all people that will follow fully the webinars will be awarded an open badge. For those of you not deep into this system, open badge is a digital certificate of disciplinary knowledge dealing with the soft skills that someone has acquired. There are some technical specifications. What is important that the open badge that will be awarded will be issued jointly by Eden and our universities and this open badge, it is internationally recognized and therefore we'll be able to leave to our attendees this kind of certification just testifying their involvement in this kind of activity that will be absolutely important for not only our partners, but also for all the other people wishing to follow the things. This morning, actually before this meeting, I had a meeting with eight universities in the field of genetics and having the possibility of utilizing all the ICT technology for interactive teaching among six different countries, it is absolutely fundamental and is the future of the medical teaching. Thanks a lot for your attention. Thank you for the introduction to the session about the project. Just one question, it is my curiosity because you have started in 2019 when we had, let's say, normal time. Now do you think that you had to make some changes regarding the pandemic and the use of digital technologies in the project? Did you have to modify some working packages because of that? Actually, I must say we were forecasting the future because having some teachers in Europe, Italy, Poland, Germany, the students in Central Asia, we had to go on with this kind of teaching, online teaching well before the pandemic. The pandemic somewhat forced us and if I can say so, it helped the fact before the pandemic having a meeting via Zoom, etc. Now, each one of us knows very well what is a Zoom or a GoToMeeting or a team or whatsoever. I reached my record one day with seven different meetings in the same day and therefore I can say that the pandemic somewhat facilitated this kind of approach because now each one knows exactly what does it mean, wave a lecture given online and so on. And therefore we hadn't to change much. I will say we were forecasting what happened actually. This is the something good comes out of pandemic actually something. Well, don't put the balance in between what is worse and what is good, but something good just to give a bit of curiosity. When I sneeze, what do you tell me? Well, maybe you have the feeling. After sneezing, we say bless you or in Italian salute or salute or whatsoever. Why should you wish me health while sneezing? It seems crazy. This is a custom that was introduced 1348 during the Black Plug. In the Black Plug 1348, sneezing was either a trivial physiological act or the sign, sorry, guy, you have four days and in four days you'll be died. Therefore, now, today, after six and a half centuries, we are still living the effects of a pandemic seven centuries old. This pandemic will live. His forecast is passing, et cetera, et cetera, for the next don't know centuries, but for sure, many, many decades or years. And therefore, this will be another something that the pandemic put into our lives, into our way of being teachers, et cetera, et cetera, et cetera. Good. Thank you. Thank you. Interesting. I have learned something now. Okay, let's move on. Please, if you have any questions for the speakers, you can put them in the question and answer part. We will answer the questions as we are going through the session. You can also put them into the chat, but if it's better, it's better if you are putting them into question and answer. So let me now announce the second speaker, Jacek Urbaniek, who will give us some introduction into the topic of e-learning role and perspectives in high education institution. So, Jacek, please, floor is yours. First of all, I would like to say good afternoon to everybody, because as far as I know, just now it is 3 p.m. in Central Asia. Yes? So good afternoon. And I would like to ask you to remember about the date, the 27th of May. Yes? And the time is the same, 9 a.m. Greenwich meantime, so 3 p.m. in your countries. Yes? And I can assure you that the next webinar will be both interesting and fruitful. Yes? That's a kind of joke, but not only a joke. And the topic, the main theme of this next webinar is medical faculties and digital education. Yes? So this tension between digital education and medical faculties. Yes? And the first speaker will be the vice dean of the Faculty of Medicine of the Jagiellonian University in Krakow, Poland. Yes? That's Przemko Kwinta. Yeah? Why? I will try to explain why I decided to ask him. Because generally, not only at pedagogical faculties, the system of learning and teaching is lecture-centered education. But on the other hand, we in Poland, but I guess also in your countries, have some problems with the attendance of students at lectures. There is really a kind of a crisis of lecturing in a traditional form, I mean in a lecture hall, stationery, etc. And just now, there is a tendency, it started in the States, to change the whole system of education at medical faculties. So no more lecture-centered education. And everything is around based on lectures. Why? For example, Przemko Kwinta and the main dean complained to me that students, even if they attend lectures and then go to the hospital for clinical classes, they forgot everything. And you know, doctors must start once more and say once more all these theoretical issues. And it was actually really quite a large project at the Faculty of Medicine at my university, Kraków University, you know, to switch from traditional lecturing into, you know, courses on the e-learning platform. Can you imagine that it was almost in two years, almost 60 courses, yes? So these modules of particular courses all together, it is 360, something like that. And it was, you know, all professors had to learn all techniques needed to do so, etc. And it was actually done just before the pandemic. So the whole, you know, project ended just before the pandemic. And all lectures were on the e-learning platform. So that's interesting, I guess, for you, the whole process. It is not easy, actually, how to organize such a shift from traditional into digital lecturing. Moreover, still, lectures were on the e-learning platform at the Faculty of Medicine at the Jagiellonian University. But the pandemic, it was a terrible, you know, event. And all other activities had to be, you know, moved into the virtual sphere, yes? So just we see, you know, how it works, yes? Generally, the main tendency, not only at the medical faculty, but also at different faculties, at my university, but also at other European universities, you know, it was the tendency to use synchronous activities, yes? Like using MS Teams, Zoom, we are just now using the Zoom software Webex, Big Blue Button, etc. And also it was done in such a way at the Faculty of Medicine. But there were bad sides of this attitude. And perhaps Professor Przenko-Quinta will, you know, point it out some, you know, disadvantages of these synchronous activities. So that's the first topic during webinar number two, yes? Then the next speaker will be Dr. Johannes Miller from the University of Kyln. Why? Because Cologne University is much involved in education, joint education with different universities. So it is not an easy process, especially as far as curricula, you know, programs of studies, syllabuses, etc. All that, you know, staff is concerned. And actually, you know, I think it would be useful for all of us, including me, to know how it is done at Cologne University in Germany, especially that they have also experienced with such, you know, activity with one of the Faculty of Medicine in Cameroon, in Africa, yes? So I ask Johannes to, you know, focus more on this particular issue. So that's the second speaker during webinar number two. The main problem as, I'm sorry, the main problem as we see is, you know, the dilemma whether to choose synchronous activities or asynchronous activities. So before the pandemic, generally, the, you know, asynchronous activities were dominant because learning platforms were dominant. Yes. But after or during the pandemic, synchronous activities just now overwhelmed, you know, the vast majority of education. So generally, meetings with students. So a professor is sitting, sharing a screen, presenting a PDF presentation. Students are sitting or not without cameras and microphones. In other way, cameras and microphones are switched off. And a professor is talking to a black hole, actually. Quite often, there is difficult to get an answer, yes? Any response, any interactivity from students who formally are present in this asynchronous activity. I had classes with, you know, PhD students quite recently. And I also experienced this talking to the black hole. And I participated in the last, the so-called President's Forum of the International Council for Open and Distance Education. And there were complaints that, you know, it is too much synchronous activities and not asynchronous activities. I remember the director, vice-director actually, of the university in Azerbaijan in Baku said that online learning, it is not mimicking traditional learning, traditional teaching, yes? And very often using synchronous activities, we simply, you know, mimic traditional education. So the third topic will be how to make both synchronous and asynchronous activities interactive. How to, you know, involve students for action during these classes. And this will be done by my colleagues, Boiltec Pudło and Andrzej Filipe. And actually, we trained teachers at my university how to make, you know, synchronous classes interactive. And it is an enormous interest among teachers because everybody discovers the same problem, how to, you know, facilitate interactivity during classes. And last but not least, because this is my topic, you know, it will be about the E-assessment, yes? And actually, we organized a webinar on E-assessment within the Coimbra Group universities. And actually, I was one of the organizers. So I try to sum up all these conclusions of the webinar, but also just now and later on, on the 27th of May, I will show some hard statistical data. For example, just now I have only one slide with data. At the top, we have, you know, the grades, the results of online test examinations during the summer session. So this is June and July last year at my university. And the numbers are, you know, sorry, are large. So more than 3,000 students, you know, passed the exam, monitored online test examinations. So teachers, professors, examiners could observe students via software like Zoom, yes? Or MS Teams or WebEx, Big Blue Button, etc. And I was surprised, but the results of those exams were similar. So despite the way of the examination, so both monitored test examinations and non-monitor, the results were the same at the top. You see the diagrams, yes? But at the bottom, that's the next examination session. So this winter session, January and February, and just now much better results are for those non-monitored examination. So it can suggest that after half a year, students learn how to cheat. You know, that's a joke, but only to some extent. And this will be the fourth and the last, you know, part of the presentation during the next webinar. And then I really count on a discussion, both in written form or orally if it is possible. And also we can answer questions in Russian. I will try to do that, yes? So thank you for listening to me, yes? Okay, bye-bye. Thank you, Jacek. Can you just please, the last slide put on this, as a print presenting slide, because now the numbers are small and participants cannot see them. So if you can do it, just so that people can see the last slide with numbers. Okay, perhaps, yes, or I can, okay, well, it may not, it's too small, yes? Yes, the presentation should be in the presentation mode, so it's on a screen. Yeah, I know that. I didn't do that, yes. Okay, it's time. So I see I have some troubles just now. So I will send the link to the data, yes? I suppose you will have all the presentations available at the project web, I suppose, as well as the recording of the session. So maybe participants can find that later. The main idea is that the results of monitor online test examinations were much, worse than not monitor during the last session, yeah? And this is important, you know, from the point of view of sociologists. So there's an essential difference, yes? And how about the numbers? So more than 400, actually 4,600 students, you know, passed these monitored examinations and almost 24,000 students non-monitored examinations. So the probe, the sample is quite, you know, significant, yes? And the results are, you know, reliable, yeah? Okay. Good. Thank you. We can open here the big discussion related to the how students felt on the education suddenly, fully online, how teacher felt, do we need monitored exams or should we move to the formative assessment and in that way, skip the possibility of monitoring and exams. So this is a very, very huge topic, but we have to go on. And our next presenter is Stefano Gavoni, who is going to talk, no, sorry, Tomasso is the first, I'm sorry. Tomasso is the first, he's going to talk about continuing education and practice as a tool to keep update health professionals. So Tomasso, do you have a presentation or just a presentation? And I'm starting to share it. Okay. Yeah. Do you see my presentation? Yes, it's good. Fine, thanks. Okay, first of all, I like to thank Sandra and Delena for the invitation to participate in this webinar cycle. Also, if I'm not involved in the child CA project, but in this short presentation, I will outline the topics we will addressing in the webinar scheduled on July 22nd at this same time at 11 a.m. Central European Time or 9 a.m. UTC Universal Time of Greenwich. So the topic of today's presentation is related to continuing education in a medical environment as a tool to update health care professionals. And this topic will be discussed in the July 22nd webinar, also together with digital tools and methodologies for training. But let me summarize a bit the training process of an health care professional and the training process of a health care professional, a doctor and a technician includes the first phase of institutional training, earning a degree and MD and PhD specialization and so on, before starting working, before starting the profession. But the continuous evolution of medical knowledge and practice involves a process of constant updating and also realignment of knowledge as kids. This continues updating process follow two parallel but closely interconnected paths, the daily professional practice and continuous education, the continuing education. The goal is to update skills and knowledge and to acquire new skills and knowledge. But a process of updating and continuing education cannot be an impromptu process. It must be guided by expert instructional designer with specific skills and for training in the medical field and at the present and even more so in the future with solid skills in digital education, in its methods and in its tools. These will be the topics discussed and deepened in the webinar on the July 22nd. Introducing four case studies. The four case studies are four different approaches and they can be used as a four different framework in four different cases. The first is the labor project. It's an open education project in medicine. The second is the GIC project. It's a project of instant online education for the management of emergency and in particular for the management of crisis in the case of the COVID pandemic. Then a master in medical humanities for the training of new professionals and finally the degree course in digital education that builds training experts in the context of healthcare. Few words on each of them. The labor project is a project issued by the Miliaromania region that offers open and free courses to both professionals and citizens. Certified courses are offered to professionals with the release of an open bridge at the end of the course, as Jean-Baptiste said before. While general courses to promote literacy are offered to citizens. It's really open to both communities, professionals and citizens. The GIC course instead is a very interesting experience. It was an urgent need imposed by the COVID pandemic. During the decade phases of the pandemic spread, there was a great shortage of professionals able to operate in intensive care units and departments. The GIC pathway built as an instant education as prepared doctors specialized in not intensive care such as general pediatrics, dermatologists, oftalmologists and so on to operate in intensive care to support specialized teams. In this way, we were able to increase the number of people involved in intensive care and also to give some breath to the people in the first line of the pandemic. It was a joint project of the four universities of Miliaromania, the University of Modern Regimiglia, the Almamata University of Bologna, the University of Parma and the University of Ferrara. Then the third case involving new professionals is the master in medical humanities. It's a cross between medical sciences and humanities. The underlying principle of this master is that clinical practice must consider the human aspects of relationships, communication, narration, ethics and also cultures. The goal of the master's program is precisely to integrate medical and clinical skills with the humanities. It's a way to build a new kind of professional in the medical field. Finally, the degree program in digital education is an undergraduate degree program. It's the goal to set educational experts with specific skills in the education of health care professionals, as Iacic suggested before. They will be specialized people with skills to design and lead paths of continuous updating of knowledge and skills in the medical field, but with a strong background in digital education, digital methodologies, in digital tools and so on. At the end of my very brief presentation, I will give an appointment on July 22 at 11 a.m. to explore together these four topics. Thanks for your attention. Thank you, Tomasso. Very important topic because definitely medical people, whether they are professionals or teachers, definitely need upskilling and risk-killing, especially in the education part, as the classroom today is not the only option for teaching and learning. As I also have a daughter who is studying medicine, she has been doing everything online since the beginning of this academic year. I told her just recently that I hope she will not finish the medicine by being only online student, that she will have eventually some practice before becoming the medicine doctor. Now the situation in Croatia is improving and she has started to have the practical part, but the ways of presenting the courses and the topics has definitely changed with this pandemic, but maybe they can take this pandemic as a kind of opportunity to see how we can enhance and improve the quality of education as such. Well, I think everyone has noted the date for the next webinar and is very much looking for the session. The next topic now we are going to have presented. This is what I have already started describing with updating teachers and learners to innovative interaction. I think it's very important issue and Stefano, please, Florez, yours, let us know what are the plans within the project. Okay, thank you. I'm really happy to be here and good afternoon to everybody in Asia and good morning to the other people in the other parts of our world. I think the presentation now is on as a full screen and my title today is Updating Teacher and Learners to Innovative Interactions and the context as anticipated also by the other speakers is that today we are providing a kind of general reference frame for what will be in depth webinars. I took an approach a little bit different from the previous speaker, so I have not described in detail what I will coordinate on July the 1st, however, just while we were speaking I added this slide to describe it, otherwise that was something of lacking. The intention for July 1st is to show that from my side to provide the details on how to train the teacher and the Pavia experience and the other goal is to show that a distance teaching can go beyond just the teaching with a formal lesson but can also transfer experience and for that I ask it to Maria Grazia Cusella who introduced them is following the anatomy table here how through the anatomy major you can exercise, do anatomic exercise on a virtual platform. I ask it to Professor Bastianelli from PISA to show how distance demonstrations can be useful in surgical disciplines and Stefano Perbini against from Pavia what can be a clinical simulation on a dummy. So these are kind of practical experience that can be transferred also at distance and that would be the topic exactly the topic of the July 1st. But let me comment on the topic I had to deal with today and why teacher updating is needed. Obviously there are some technological aspects as also Urban already anticipated and here are depicted by using this image of a robot offering a coffee. There are applications Kahut, Mentimeter, Ansel Garden and all the platforms to communicate, Zoom, Google Meet, We Meet and so on. There are smart boards that Elena introduced here in Pavia, they are not really so immediate to use. So teachers are needed some technical updating but what I do think is more important is the appropriate pedagogy and content organization because a distance teaching is not just recording a classroom teaching and then broadcasting or putting it on a repository. It needs different tools and it needs a different pedagogy and this is the updating needed by the teachers. It is also a change of mind from the ipsed exit which is the old-fashioned way of thinking of academic teaching. I say this so you have not to discuss, just take it. And in addition, no need to improve teaching abilities, no need to learn how to teach, no need to include teaching abilities among the personal goals for academic career. This is really old-fashioned and today the development of the teaching abilities through systemic target detection, teaching learning centers, faculty development programs are actively organized by several universities in the world. And students also have a central role in this process. It is a transition from a teacher-centered learning to a student-centered learning and the teacher becomes a leader, should lead and orient the group and this needs skills that should be developed are not really yet acquired by all the teachers and if possible also some adaptation of the learning species that will have a better interaction between the teacher and the students being all together instead one against the others. Students also should be trained to a proactive relationship with the teacher. At least this in Italy is not easy to raise questions from the students and you need to really to stimulate them repeatedly in order to get questions. What can we do? At the beginning explore your possibilities, looking at what are the local facilities in your university and define your need both as a teacher and as a student. So maps of the learning needs and of the perception of didactic innovation can be collected and in the university through for example questionnaires so there are validated questionnaires for this. Mapping and promoting the didactic experimentations is also important. Who is already doing experimentation and if not how as a university governance we can promote these experimentation practices or as an european program like the one added by John Batista. Money and human resources obviously you need some money but you need proper planning because without proper planning the technology can be expensive. With proper planning you can program in time the development or your own university. On the other side not implementing technology today it will cost more and this will be human costs because teachers and students will be left behind and no country can afford this. I also introduced the pandemics as the previous speakers and this has been a really dramatic event but it's there and we cannot go back so the point is what can we learn from this experience and I think that this global crisis has been an extraordinary time for learning how resilient we are as educational systems as teachers as students as families not all of us but in general the society had a rather a human good response we were able to react in the field of education what did we learn two main points first pedagogical adaptations are pivotal because you should change from traditional lecturing in personal models that do not fit this situation second pandemic has recalibrated the times of many human activities but within the teaching activity it has recalibrated the time between teaching engaging the students and administrative tasks the pandemic as I liked the need for flexibility and underscored has led to the concept that the youth should spend more time for student-teacher interactions and for people interested this is the reference was published in February 18 this year so can be fun this this is my last slide and is a famous sentence from a pedagogue saying whoever teaches learns in the act of teaching and whoever learns teaches in the act of learning so this is pushing us to strongly reinforce and promote the relationship between teachers and learners and I think that this is one of the lesson that is can be applied not only on at the distance teaching but also in blended teaching and in presence teaching so it's something a change of mind that we should apply to our teaching and this has to be within the programs of a dating teaching activities thank you thank you Stefano very good points yes we need to move from teacher center to the student center this is what we already started with Bologna process many years ago but somehow didn't find it I would say too much pressing to to move to make this shift finally we had to we are now forced to do it and in this process definitely the pedagogical part the methodology is very important to find the new ways the difference weights how to approach students how to engage them to make them active and motivated participants so we are very much looking forward to the sessions a session you will lead in in July and for the last speaker we now come to the Elena who will talk about virtual mobility fostering and strengthening the international cooperation and mobility and after that we will start with discussion so Elena please floor is yours thank you very much Sandra thank you very much for your coming for your chairing for organizing this webinar and thank you very much for to Jambatista for having involved me in in this so precious international activities and so precious project devolved to Central Asia people and friends and I am here just to present you another point of view another topic that in my mind is so relevant and so important jointly with the other points of view just discussed from my colleagues and so I want to share my presentation here okay so I will talk about a topic maybe can be considered a bit different and a bit far from interest from so close interest regarding ICT and education which mobility why which mobility here the first title was to foster and strengthening international cooperation and mobility so the idea is from the previous presentation was to go in depth with the skill or a skill education ICT now we are just about to shift the interest and the focus or on another topic why I have just retried this slide 2011 done together with my friend Jacek Urbaniak in Krakow Yerilonia University here present as a speaker in in this event and for the first time in Krakow we talk about which mobility support and development in the field of Tikamp project together with Irina Vorunziovicene and the idea was to analyze this problem why because the Bologna process a very very important and pivotal and paramount process in Europe regarding education higher education institution education said that the mobility of staff students and graduates is one of the core elements and this core element is creating opportunities for personal growth developing international cooperation between individual and institution and enhancing the quality of higher education research and giving substance to the European dimension so the idea is that education is not at all a process of isolation inside each of the state of Europe but education just is something like joining state joining the education meet people and how can we work in order to meet people in 2007 we talk about mobility of stuff mobility of stuff and in the left of the slide you see the higher education priorities so education as for sure a social dimension there is a something about lifelong lifelong learning and tomaso talk about this topic for sure the employability student-centered learning what stefano in his presentation talked about as one of a very important focus a very important goal of education research and innovation international openness data collection mobility multi-dimensional transparency tours and others so this is the general frame of why to foster mobility but the idea and the wishes in 2009 of european moronia process was that in 2020 at least 20% of those graduating in the european area education area should have had a study or training period abroad unfortunately it is really so difficult to reach this goal to increase mobility for a lot of reason um first of all for um problem in funding and first of all because not all the students want to undertake such kind of um experience due to a series of motivation a series of reasons so it is very very difficult to increase mobility physical mobility between universities and this was the general picture in 2009 but now we are in 2021 and we are living with coronavirus effects so we are facing unprecedented obstacles and these unprecedented obstacles have to be faced with process of creativity and innovation so there is a new idea and we changed a bit our mind when we think about mobility so uh reading a very interesting document from the university of bolonia i uh read these sentences really very very interesting because mobility will have to be adapted and reorganized to meet the needs of a future that we have discovered to be uncertain under the coronavirus effect for example transforming mobility into connectivity i think this is a very precious concept a very precious insightful vision for us because if you think about that mobility is something like i would like to be like this kind of joke mobility you should think about mobility like something about machinery uh i come from one point to another point and i come back another people from one point to another point and then come back like just a movement from machinery matters but here we have to think about under coronavirus effect and under an uncertain future to join us like uh organic tissue and like an organic tissue we have to think about to be connected like just connectivity this is a sentence by you and a declaration a very interesting new initiatives from a european commission that is the university alliance from european universities and the european university are transnational alliances that will become the universities of the universities of the future promoting european values and identity and revolutionizing the quality and competitiveness of european higher education so we are creating as europe an interesting like just an organic tissue in order to join european universities with this kind of alliances and if you think of that uh what concerning mobility and joining people and meet people and to create a transnational culture becomes the more and more and more an important concept these are the framework how we change with the coronavirus so while the mobility of the past was to move people in a certain percentage with physical mobility and maybe a bit score a bit percentage of people with virtual mobility now we can add some more important concept the mobility of the future it has to be sustainable inclusive and virtual sustainable because we learned a lesson as stefano said from the pandemic effect and we learned some lesson from the fact that coronavirus is only the first enemy but we have a so powerful enemies that is the climate change so we have to think about sustainable new model sustainable model of life and like the pope francesco also says we will save if we will be able to save all together with an inclusive society so for this reason using the technologies in a sharp way that is in this fact to use the virtual mode in order to meet people and be able to build intercultural new way of work together will be really the model of the future which will be the possible models to do that and here we are again in a sort of theoretical models we could we able to create full virtual mobility experience that is the first in which we move student in a sustainable way in an inclusive way using the advanced tools that technology is offering us or as a second mobile model we could create models in which we can create joint teaching units that co-create together courses or or action plans or or action to educate online joint programs from different universities like for example the university alliances in europe or as a third model we could create blended intensive program in which we will be able to mix some phases of a virtual mobility with some phases of physical mobility in the university talking taking together different universities from europe of course coming from different tradition that is out of europe in africa in asia or other part of the world the blended intensive program is just now at the running way because for example in in italy and specifically in pavia we are discussing how to transform about 10 15 normal courses with a minimum of three ects european credit transfer system from in-presence traditional course in blended intensive program with at least three universities participating able to transform an in-presence course in a course to be attended by student from three different university partially coming physically and partial partial attending by virtual system so coming to which will be the specific and specific and relevant elements of virtual mobility some definition is very very important virtual mobility has to be intended as an activity of learning teaching research communication and collaboration so you can understand it is not just a matter of create some resources and put them online and this is virtual mobility no virtual mobility affect how we learn how we teach how we do research in learning and teaching how we communicate with people with people different from us and how we will be able to collaborate with them so you can understand that virtual mobility is just a so rich concept concept that really can enrich participation and the people who will participate in such kind of experience and how to develop this how to implement this and which are the the relevant elements of this first the development of intercultural competence this is really a main effect of the virtual mobility this is not only to learn a concept of biology or learn a concept of mathematics with students coming from different universities but first of all is a matter of develop an intercultural competence because people from different cultures can stay together and learn together and share together what they will learn and teach as a second point the cooperation of higher education institution and so you can understand that from the point of view of learning and teaching putting on the table different universities that co-create and cooperate in order to establish models of virtual mobility can really be a great goal for the higher education of the future third application of appropriate technological solution from learning and teaching now you can understand that also under the pushing of the coronavirus we had a lot of possibilities technological possibilities to use these marvelous tools to stay together in a synchronous or synchronous mode it is just a way now in order to be rational and to create models and methodologies and tools to do this but we have really so powerful tools given us by technology and the enhancement of technology for all of this is aimed at achieving academic goals and recognition so this is not just fun okay this is for fun because for me it's funny because you can understand but it is not just this it is that at the end of this process we have the academic goal to recognize this experience and achieve learning outcomes so the idea is that a student will have on his CV exam and path recognized by his home university but also examine path recognizing by host university in europe or somewhere so the idea is to have a concrete result at the end of this process of virtual mobility finally we are just quite at the end of the presentation this is a standard roadmap that we will present to the university into the institution interested to establish model of virtual mobility first strategy and management the idea is that at a strategic level and organization level the university has to be present second to put on the table valuable infrastructure technological infrastructure in order to build this third how to design the curriculum available for this kind of experience because as Stefano said it is not just the same thing to think a curriculum for the presence or to think curriculum for virtual mobility it is different so the idea is how to design such kind of curriculum for this experience we need to another time for i want to to be linked to Stefano we need to organize staff training for teacher and academic we need to support this system we need to check quality assurance and we need to work with marketing business and communication action in order to foster this system so i am now at my final slide i i know that maybe my topic is quite a theoretical topic over the more maybe more practical and maybe more useful topic from my colleagues but the idea to look at internationalization looking about looking and looking it through the idea that meeting people in an organized system of virtual mobility this process will really enrich the culture of each of us in the webinar number five we will discuss about these topics how to create initiatives of virtual mobility how to realize it how to look at them under theoretical aspect how to foster event of intercultural richness and how to present best practices uh just happen in the in the past so the title of the webinar to be held on 23 september at the same time of the other will be and each word here as a precise meaning collaborative online trusted relationship so we are talking about relation between people teaching teachers and students and institutions so collaborative online trusted because there is an agreement trusted relationship for multicultural exchange in this webinar's very very relevant scholar will will present uh their uh idea and above all experience irina volunge vicene from without asmania's university lituania past president of edin a fellow of edin and now president of edin europe bin van petten former um chair of the e-learning task force at the quimbra group uh executive committee former um members of the edin and now a fellow and director of the um of the review euro deal l euro distance learning francesca elm past president past chair of the education innovation uh quimbra group working group and the member of the university of padova in italy francesca will be focused more on intercultural exchange so uh i really hope that this uh topic will interest you and will help you to create a context of internationalization ict use for internationalization and how to foster your richness as people in order to better improve your education together with people coming from all the parts of the world thank you very much thank you elena uh very important topic definitely you have very well presented it so uh today webinar was actually a teaser for all of you to listen to the uh topics defined in more uh comprehensive and wide away in uh in future webinars if you have more questions you can ask them now some of the questions which have been asking has has been already answered uh uh in question and answer session or in the chat all the presentations will be available at the project website as well as recording and recording will be also available at the edin website so definitely uh you will find it uh there uh as this is the project i'm certain this is the presentations are in open access uh we are creative commons license so uh definitely you can use it if there are any questions i don't see them uh now at the moment but maybe before we close uh the this today webinar uh so the next one is going to be on the may 25th uh so please put this into your calendar already maybe for the last uh i would okay i see jacek has has uh raised uh for the word jacek you want to add something yeah yeah because the next webinar is mine in invertees comma webinar on the 27th of may yeah and i would like to ask you to send me some suggestions or questions concerning uh you know this webinar i put my email address in the chat and your suggestions and questions could be both in english or in russian and so i hope on your you know reply and some contacts with us yes so i ask all these presenters to focus on specific issues etc and perhaps if sandra doesn't mind perhaps you could put in the chat uh the name of some software you used to facilitate to foster interactivity professor gavoni mentioned uh you know a mentor cohood and answer garden as far as i remember yes we know all the three uh you know tools at my university perhaps you at your universities use such a tool so please simply the name of the tool it also will be more will help us to prepare the next webinar there is a question from professor maria freddy in uh italy okay yes uh i see this in in uh in in uh chat um well uh just before i give the word uh to others um i see that there are some i would say uh maybe let me misunderstanding in uh how these sessions uh or training uh uh will be going on so uh maybe jan batista can you just briefly say uh these webinars this this is the education part uh which is going on or there will be some uh other possibilities to to pass uh all these topics we will leave the webinars of course organized as a standard for hidden in one and half hour of presentation roughly one and hour of presentation immediately after and these will be the recorded webinars immediately after and also during the presentation of the webinar via the question and answer section that in these will be able to interact during the presentation immediately after the presentation we will open the discussion and the discussion will go on something like we did today actually because today we have the presentation but we had many questions and answers some of them have been already answered uh i don't know now if it's technically possible but we'll do it in the next webinars to open also to the attendees not only to the experts the possibility of uh uh speaking directly and presenting directly uh their opinion and so on and so on for example now we have this enormous question posed by professor maria freddy uh how to cascade all these great ideas to the local level this is difficult of course this is all of us we are academics and we know that unfortunately academia is very much attached to the old ways we changed a lot i took part in some lectures in in some african universities in which there was a still idea of lecture reading and if you have someone in front of you starting reading that today we will discuss about this one and this one and what my presentation is good morning bye bye bye after five minutes all the audience is fully asleep for sure i guess that a theoretical presentation it is important but this is not the way the way is to involve ourselves first and colleagues into one experience like that of today today i i cannot say i go back home because i'm at home but i come back to my experience as a teacher asking myself how tomorrow may i change my way of teaching how can i invite one colleague or some colleagues to share this experience and i guess this is the way by which sharing experience directly because it's not possible to explain how to do something i'm very very fond of going mountaineering i can speak with you present you some pictures etc but the only way will be to invite you to came with me to walk together into my mountains and therefore either you'll kill me attend of the walk or you'll start doing what's going on but i think that professor govoni is our expert on this field please step on yes yes what i wanted to say to professor maria fredi is that actually in pavia we are doing something we founded the media group which is a faculty development program that started beginning this year and back when i still was the delegate for teaching activity but the question is very important how to realize whatever is presented in your own university i think that we are bringing in our webinars some direct experience and we are creating a network of people that can be reached to which ask how did you do in your university can you help me and Elena when she ended the presentation just said i will help you too i think that i speaking for myself but everybody in this panel will do the same i will help you that can be our message to all the listeners so right to us in my presentation i put my maid and i think that you can have the maid of all the presenters thank you stephano just to give me a second so definitely you can find more information on the project where website where you can find the emails and contacts definitely the issue of collaboration and networking is something we have to cherish because this enables us to get the information from the others to take what's the best from the others and adapt to our needs so definitely no there's no solution one size fits all but solutions which can be something which will enable you to provide your own experience and own solution yes like your final words and then we are concluding just a microphone the mic i would like to add what to add something to what professor gavoni said it's really extremely difficult to translate general idea into practice you know concrete classes at the level of department but actually one of the method is to show case study or good practice yes and you know i think the perhaps you agree with me that the idea of the webinars is not to be mentored you know saying something ex-cathedra but to show some experience we actually have at pavia university at the agelonian university at edin and say dear participants perhaps it is interesting for you perhaps this could inspire you and this is you know the the attempt to translate general idea into you know practice yes sandra perhaps that's the best way yeah yeah thank you thank you i think you have summarized very well what was what is the aim so now we have come to 19 minutes of the webinar the to finish the session i invite you all to join us in the two-week time on may 27th as jacek said please if you have any ideas for this topic which will be on so magic medical faculties in digital education send him emails with your questions so they can present better the ideas and the experience that they have so thank you all of you for being with us today i wish to thank all the speakers and to presenters so see you in two weeks time at 11 am central eastern time thank you again bye thank you very much bye bye bye bye to everybody we started a beautiful adventure let's go on with that it is true thank you jump at least and thank you to all bye bye to all