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This strategy assists the delivery of the University Learning and Teaching Strategy by promoting eLearning as a pedagogically driven initiative to enhance those learning experiences traditionally offered by Durham. It outlines the future plans and directions of the University's flexible, electronically supported, learning opportunities for all students and staff. This strategy defines a University-wide vision for supporting and developing existing and future electronically supported Learning and Assessment opportunities (later referred in this document with a prefix of ‘e'). While this strategy's primary focus is on learning, it broadly relates to all aspects of the student experience. We consulted on our draft strategy for eLearning in January 2008, via University Learning and Teaching Committee, Graduate School Committee, Faculty Learning and Teaching Committees, Heads of House and Senior Tutors' committees and the IT Strategy working group. This strategy should be considered along with the Durham University IT vision and upon its availability the IT strategy.

The University of Bologna has always been very active in this sector with initiatives of a high educational and scientific quality, and it has set up a work commission on e-learning with the task of preparing and coordinating an organic intervention project. Initiatives: Completion and management of the electronic catalogue of the e-learning experiences set up at the University. Creation, through CITAM, of a platform (AlmaChannel) belonging to the University of Bologna for the management of e-learning activities and running of training courses Creation of a training course on the problems of e-learning addressed to lecturers, PhD students, people with a research grant, and technical personnel of the University Participation in announcements and research competitions on e-learning subjects on a regional, national and European level Funding of certain courses (Masters, First or Second Level Degree Courses, high education initiatives) to be carried out using "blended learning" o "full distance learning" techniques in order to experiment prototypes and perfect teaching-methodological models that will become assets for the entire University.

Beginning July 1, Microsoft E-Learning will be available at no charge to the university community.

e-Learning courses available to University staff The University is a member of FaTMAN (Fife and Tayside Metropolitan Area Network). The FaTMAN Management Committee has purchased, via Welsh Networking Ltd, access to a range of high-quality training materials. In total there are 255 online courses in three categories: IT Professional (e.g. Microsoft, Cisco, Oracle, A+, Network+, SQL server, Visual Basic .NET); Desktop Computing (e.g. Microsoft Office XP applications, MS Frontpage, MS Outlook, Adobe Photoshop); and Business and Professional Development Skills (e.g. Time management, project management, appraisal, managing a meeting, stress management). Courses are being made available, to members of University staff only, without charge up to 26 February 2006 in the first instance. For more information, please see:

EELU is a private non-profit University established with the Decree, No. 233, of the President of the Arab Republic of Egypt in the 16th August 2008 to provides distance education through 24-hour online learning with a vision to be a leading university providing e-learning nationally, regionally, and internationally. EELU gives educational opportunity to learners who cannot attend a campus university.

eLearning country report for HUNGARYNational correspondent who has collected qualitative and, where available, quantitative information from national sources for this document: György Lengyel, Institut of Socioligy, HUNGARYIssue: Main suppliers of adult education (excl. employers) in the countryMain suppliers of adult education courses in Hungary can be divided into two major categories. There are institutes which are part of the national educational system:universities like Corvinus University of Budapest (Budapesti Corvinus Egyetem), University of Politechnics and Economy of Budapest (Budapesti Műszaki és Gazdaságtudományi Egyetem), West-Hungarian University (Nyugat-Magyarosrzági Egyetem) business colleges like Budapest Business School (Budapesti Gazdasági Főiskola) institutes which provide post-graduate studies like The Institute of Post-graduate Legal Studies (Jogi Továbbképző Intézet), Institute of Post-Graduate Medicine Studies (Orvosi Továbbképző Intézet) folk institutes like Association of Hungarian Folk Institutes (Magyar Népfőiskolai Társaság).On the other hand there are institutions which are not part of the national educational system:County Labour Centres (Megyei Munkaügyi Központok) which provide certain professions Accredited Language Schools, Adult Educational Institute which handles mainly the education of already employed people.

The University of Worcester is fully committed to making effective use of learning technology, adding a creative dimension to learning and teaching using e-learning in a flexible, accessible and integrated manner.

Programmes at York have always been characterised by a level of flexibility in patterns of study, by a good range of combined programmes and a high degree of choice in options. These characteristics are formalised in a University-wide modular structure, which aims to: Clarify programme structures and requirements through the use of a common currency Maintain flexibility in the way students structure their programmes Provide opportunities for students to take modules outside their main department, numbers permitting A standard workload is represented by 120 credits per year, so students on three-year programmes will accumulate 360 credits, and those on four-year programmes 480 credits.

The 2009 Advanced Course in European Union Legal Practice is offered jointly by the Department of Legal Studies and Summer University of Central European University (CEU), in cooperation with the Total LawTM Team.

The opportunities for liberal education and the open university to provide education in information society skills will be increased, with special attention given to the ageing population. The competencies of adult

This website is the principal site for supporting staff involved in eLearning at the University of Manchester. The University places a high strategic importance on the growth in the provision of highly interactive online environments and to realise this aim is investing heavily in both staff and learning technologies.

E-learning is the use of the internet and new multimedia technologies to improve the quality of learning by providing access to resources and services, as well as remote exchanges and collaboration.

The Hashemite University established an e-learning center to develop e-learning infrastructure, training, course/curriculum development, and support practices.

The ETC's eTeaching Certificate program is designed to provide the essential tools and strategies for the effective design, development, and delivery of online instruction.

The program is open for faculty, administrators, staff, trainers, and others interested in teaching in the online environment, both within and external to the University of Tennessee.

Great e-learning session streamed from University of Turin (Università degli Studi di Torino)

E-Learning was introduced in the Faculty of Veterinary Medicine, University of Glasgow, when the Computer-aided Learning In Veterinary Education (CLIVE) consortium was established as a TLTP II project in 1993. Glasgow is part of the consortium and has strong links with the other UK veterinary schools.

The Learning & Teaching Development Unit (LTDU) is spear-heading the e-learning initiative at Brunel University. Since the university-wide launch of u-Link (Brunel's virtual learning environment) at the beginning of the 2007/8 academic year, we have seen the number of students using web-based technology as an integral part of their courses increase substantially.