The NewM Framework

Direct download link for the NewM Framework as a tool to guide higher education teachers and curriculum designers in developing New Mobility concepts using New Media Technology to create New Mind-sets.

The goal of the concept phase is a detailed plan, not only for education but also for the curricular and administrative processes around it. To reduce unnecessary workload, it is important to decide at an early stage whether a mere virtual or blended approach will be realised, as this has a significant impact on the subsequent activities.

Teacher
The whole activity cannot be accomplished without appropriate teachers. However, motivation alone is not enough. Once the form of collaboration has been determined, it must be carefully examined whether the selected teachers have the appropriate resources (competences, time, free workload, etc.) and are compatible from a collaborative point of view.
The choice of the academic module should also not be made carelessly. The NewM activity is not meant to be an end in itself, but rather to generate added value for at least some of the groups involved.

Administration
For administrative purposes, it is essential to clarify at an early stage whether an existing element of the curriculum can function as a platform for the NewM activity or whether an additional elective has to be provided and is feasible at all.
The possibilities for technical and administrative collaboration must be clarified as soon as possible. In order to ensure trouble-free teaching, a suitable virtual and, if necessary, physical environment must be identified. In addition to the technical conditions, the legal background (regulations on data protection, credit transfer, etc.) is also crucial. Since these aspects have a significant impact on the options within the teaching design, they must be guaranteed early on.

Students
In general, the activity should be designed to be attractive for the targeted audience. If the activity is not mandatory, this is even more important, as sufficient participation from all involved partners contributes significantly to the teaching and learning experience. Furthermore, it has to be assessed whether the additional opportunities and experiences compensate for the additional effort that a NewM activity entails. Therefore, the choice between virtual mobility (easy to access, limited added value) and blended mobility (more difficult access, higher added value) is also key.

The output of the compose phase is not only a educational unit that is functional in itself, but one that generates additional value by exploiting the opportunities of the virtual or blended scenario. This surplus must be at the centre of the development process in order to compensate for the additional effort that participation in a NewM activity creates.

Teacher
While composing the educational scenario, teachers have to meet not only the conventional requirements but also additional NewM criteria. In order to create a meaningfull NewM activity, the inherent potentials (cultural exchange, acquisition of digital competences, practical working environment, etc.) have to be actively exploited, but also the accompanying difficulties (technological gab, dificult organisation, social distance, etc.) have to be actively taken into account.

Administration
Two essential administrative components must be organised in advance for a NewM activity. In any case, the platform for the virtual component must be prepared and filled with content. This environment must be functional and stable and comply with the teaching requirements of the course. It is particularly important to ensure that all relevant teachers and students gain access.
Naturally, in the case of blended mobility, the physical on-site component must also be organised. In addition to the preparation of teaching facilities and materials, this also includes support in terms of travel and accommodation for the visiting participants.

Students
With regards to the students, the attractiveness and the added value of the NewM activity are at the core of the composition phase. This also supports the recruitment process. Apart from that, the recruitment process must be taken seriously in order to ensure sufficient participants from all sides. Many success factors need to be taken into account, including adequate preparation time and quality information materials and opportunities. In order to avoid students dropping out during the course of the module, appropriate expectation management with open and clear communication is necessary.

After all the preparation, the goal of the conduct phase is a positive teaching and learning experience that does not only aim at conveying the usual content. Instead, the additional purpose of the virtual elements is to simulate and thus compensate for the absent physical components or, in the case of blended mobility, to stimulate the physical components.

Teacher
For teachers, this means securing a trinity of teaching, communication and collaboration that transcends cultural and geographical boundaries. It is important to note that the automatisms of the traditional physical student mobility do not operate to the same extent in an virtual setting. Especially the interaction among students but also with the teacher must be proactively stimulated in order to achieve comparable effects. Interactive, collaborative and problem-based education can make an invaluable contribution in this respect.
At the same time, the media capabilities of the virtual environment should be exploited to ensure a learning environment that remains accessible even for the complex and diverse audience in an international programme.

Administration
At this point, the administrative and technical support takes on a rather passive role and has to provide ongoing and sustainable support to ensure that learning progress is not negatively affected by technical or organisational problems. Lecturers in particular must be able to trigger appropriate support at short notice.

Students
The perspective of the students indicates that the virtual learning components require an environment that is at least as positive and productive as in an on-site scenario. In the case of both virtual mobility and blended mobility, there is an increased necessity for moderation and coaching. In the blended scenario, special care must be devoted to the transition between virtual and physical components, to ensure a seamless transition.

Even in the final conclude phase, it is important to address the specific NewM conditions. Reflection and evaluation must be adapted accordingly and an awareness of the added value must be created. Finally, a cross-institutional and cross-border conclusion must be ensured.

Teacher
The final task of the involved teachers is to ensure that the module is closed in a way that incorporates the particular virtual and blended elements. This also applies to the assessment and grading of student performance and should be openly discussed and processed with the students.
As the field of virtual and blended mobility is still a rather new field and provides plenty room for experimentation and innovation, it is important to evaluate the experiences made also from the perspective of the teachers in order to be able to draw sustainable conclusions for future interactions.

Administration
There are two main administrative actions required to complete the Newm activity. At first, the smooth transmission and registration of the grades and points earned by the students must be ensured and conducted. Transparency is essential and open communication with students is crucial to avoid unnecessary confusion and anxiety.
The second responsibility involves both student data protection and the deactivation of external access to internal platforms when they are no longer required. The legal framework conditions of both the sending and the hosting university must be considered here.

Students
For the students, the completion of the learning unit should not only be about grades and points. To ensure a sustainable impact on the students, they must be guided to reflect on the experiences they have made and analyse their own behaviour. Extensive discussions, reflection reports and additional mentoring measures can serve as a platform for this purpose.