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Over the recent years, ICT technologies have transformed the notion of learning processes, bringing them to multiple spaces and realities. The following developments impact the way a new generation of students uses study resources to gain new knowledge, skills and competences. According to the survey conducted by Task Force on the Future of MIT Education (2013), over 65% of bachelor and over 70% of master students (from 941 respondents) preferred some online components in their learning environment.

The global trends in higher education are also reflected in the partner universities: over 350 distance courses has been offered during the last academic year (Uppsala, Tartu); around 10 million euros has been invested in a strategic project to convert more courses into blended learning format (Aarhus); interdisciplinary degree programs with highly dynamic and flexible environments have been designed (RGSL) and a network of VR labs across campuses has been built to test new forms of teaching (NTNU).

The following changes present both the teaching staff and educational developers at partner universities and across Europe with new challenges related to a) smooth integration of new innovations in methods and technologies into curricula and balanced diffusion of know-how among the university staff b) diversification of multiple levels of learning spaces at a consistent and competitive degrees; c) efficiency in combining various teaching methods to address students’ skills with the changing landscape of labour market.

In this regard, the proposed interdisciplinary consortium brings together five innovation-oriented universities from the Nordic-Baltic region with expertise in blended and online teaching environments under one umbrella.

By bringing together poles of excellence in different domains of teaching, the network’s objectives are to facilitate the transfer of know-how and harmonize teaching practices among the partners. It aims to provide unified medium for developing learning spaces at multiple levels, which is currently lacking in the Nordic-Baltic context, as well as equip the teaching staff with practical knowledge.