The document discusses the e-SLP project aimed at establishing a framework for recognized European Short Learning Programmes (SLPs), focusing on curriculum design, quality assurance, and collaborative initiatives. It presents a compendium of good practices, with guidelines for designing flexible and scalable SLPs, while emphasizing the need for alignment with market demands and innovative teaching approaches. The project's methodology includes surveys and interviews with partner universities to assess current practices and develop templates for effective SLP implementation.

1. uoc.edu
uoc.edu
Marcelo Maina, Lourdes Guàrdia, Sandrine Albert
{mmaina, lguardia, salbert0}@uoc.edu
Short Learning Programmes
design: expanding HE horizons

2. The E-SLP project’s objective
Set up a framework for recognised and accredited European Short Learning Programmes
Empower university leadership and staff for curriculum and course design, quality assurance and
recognition for SLPs complying with the EQF
Develop guidelines for collaborative SLPs and related (virtual) mobility, enriching the content and quality of
SLPs.

3. SLP Characteristics

4. Process
Step 2
D.4.1 COMPENDIUM OF
GOOD PRACTICES Identifying
and analysing patterns of good
practices and potential
progresses in existing SLPs
Step 3
D4.2 DESIGN GUIDELINES FOR
FLEXIBLE AND SCALABLE
SLPS converting patterns of good
practices into a practical guide
with templates to design SLPs
Step 1
BENCHMARKING Establishing a
framework for innovative curricula
and courses design for SLPs
(survey and interviews)

5. uoc.edu
uoc.edu
Compendium of good practices
E-SLP

6. “Compendium of good practices” - METHODOLOGY
Presents a set of patterns of good practices in SLPs and LBBs design
as examples that inspire the development of new programmes.
Literature Review
“Quality Assessment for E-
learning: a Benchmarking
Approach (EADTU, 2007)s)”
“Curriculum Design in Higher
Education: Theory to Practice
(O’Neill, 2015)”
“JISC the Design Studio”
toolkit
Survey
➔ 22 SLPs
➔ 12 partner universities
➔ over 80 questions:
◆ Programme design
(Educational philosophy,
learning and teaching strategies,
learning interactions, technical
parameters)
◆ Learning Building Blocks
design (instructional
engineering, academic,
parameters, learners
and technical
parameters)
In-depth interviews of
the most relevant SLPs
➔ Learners’ characteristics
➔ Core educational values
➔ Delivery model (online / blended)
➔ Relation to full degree programmes
➔ Programme teaching and learning
strategies
➔ Programme Organisation and Structure
➔ Support to students and staff
➔ Programme assessment and feedback
strategies
➔ Independent certification
➔ Monitoring and evaluation

7. 2 main areas of inquiry: Programme Design and Learning Building Blocks (LBBs) Design
“Compendium of good practices” - SOURCE: SURVEY
LBB: Learning Building Block: A separate and coherent block of learning, part of a modular programme of study
PROGRAMME DESIGN
Educational philosophy - Learning and teaching
strategies - Programme structure and sequencing
LBB DESIGN Instructional engineering parameters - Technical
parameters - Support and contributors.

8. Method for selection:
“Compendium of good practices” - SOURCE: INTERVIEWS
22 SLPs surveyed
Allocation of 1 point per
project criteria (8 main
characteristics)
correspondence
SLPs with the most
points interviewed

9. Partners
➔ AGH University of Science and Technology in
Cracow (Poland)
➔ Universidade Aberta (Portugal)
➔ Open University of University of Jyväskylä
(Finland)
➔ Kaunas University of Technology (Lithuania)
➔ Università Telematica Internazionale
UNINETTUNO (Italy)
➔ Open University (UK)
➔ Universidad Nacional de Educación a Distancia -
UNED (Spain)
➔ Hellenic Open University (Greece)
➔ Open University (Netherland)
➔ Open University Calatan (UOC) Spain
➔ Anadolu university (Turkey)
“Compendium of good practices” - SOURCE: SLPs
Types of SLPs
➔ Post-master 1 year studies
➔ Preparation for the continuation of studies
in HE
➔ Additional studies programme for bachelor
students
➔ Continuous education
➔ Continuous professional development
(CPD)

10. “Compendium of good practices” - Results: SPLs correspondence with Projects Criteria

11. “Compendium of good practices” - Results: SPLs correspondence with Projects Criteria
RELATION TO DEGREE PROGRAMME
SOCIETY / MARKET DRIVEN

12. “Compendium of good practices” - Results: SPLs correspondence with Projects Criteria

13. “Compendium of good practices” - Results: Main Good Practices
INNOVATIVE TEACHING APPROACHES
➔ Role-playing
➔ Using new spaces and places
for learning
➔ Associational Brainstorming
INNOVATIVE DESIGN
➔ Integration and recognition of non-formal
learning in programme design
➔ Use of learners’ experience
➔ Real problem solving
➔ Peer assessment
➔ Continuous assessment
➔ Independent learning
CERTIFICATION
➔ Professional certification
➔ Official short programmes
certificates
➔ ECTs
ALIGNMENT WITH SOCIETY / MARKET NEEDS
➔ Continuous monitoring
➔ Surveys
➔ Yearly reviews
➔ Professional stakeholders involvement
➔ Consultation with national agencies
TARGET GROUPS
➔ Lifelong learners
FLEXIBILITY / SCALABILITY
➔ Flexible learning path
➔ None stop enrollment
➔ Adaptable to stakeholders’
changing needs
➔ Self-paced
➔ Asynchronous
➔ Massive number of learners

14. “Compendium of good practices” - Results: Progress needed
FLEXIBILITY / SCALABILITY
➔ Relation to full degree programme
➔ Non-stop enrollment
➔ Asynchronous
➔ Massive audience
➔ Scalability for blended learning SLPs
ALIGNMENT WITH SOCIETY / MARKET NEEDS
➔ Generalisation of society and market
evolution input
➔ Vulgarisation of contact with key actors
INNOVATIVE TEACHING APPROACHES
➔ Focus on active learning
➔ Authentic learning
➔ Collaborative learning
➔ Role playing / associational
brainstorming, simulations
INNOVATIVE DESIGN
➔ Alignment between assessment,
competences, learning outcomes and
activities
➔ Peer assessment
➔ Inclusion of non-formal learning
CERTIFICATION
➔ Alignment of recognition across
European countries
➔ Systematisation of consideration of EQF

15. “Compendium of good practices” - STRUCTURE
Part 1
presents the practices carried within E-SLP consortium, divided into 4 main areas of interest :
➔ target group;
➔ flexibility and scalability;
➔ accessibility
➔ and Innovation.
Part 2
provides an in depth exploration of the good practices of each SLP.
List of each SLP with analysis of characteristics that fit the project’s main 8 criteria

16. uoc.edu
uoc.edu
Design Guidelines for Flexible and Scalable SLPs
E-SLP

17. “Design Guidelines for Flexible and Scalable SLPs” - METHODOLOGY
Aim: Assist in the design and development of SLPs by providing a technical hand-on guide.
Academic Reference on
Programme Design
“Compendium of Good
Practices”
Project Deliverables
Survey on actual practices
(5 SLPs pilot) in a V2
Sources
Overview of design
practices of best fitting
examples of existing SLPs
Progress needed for SLPs
to fit the E-SLP criteria
Institutional
Policies (WP3)
SLPs Recognition
(WP5)
SLPs Concept
(WP2)

18. Noteworthy elements of the “Design Guidelines for Flexible and Scalable SLPs”
Templates in many sections
Self-assessment tool for existing
SLPs to make sure the fit the E-SLP
criteria
Stakeholders tags on each section
for easy use: Programme directors,
Management staff, Educational
staff, Lecturers and professors

19. “Design Guidelines for Flexible and Scalable SLPs” - STRUCTURE
Part 1
Programme Design
Part 2
Learning Building Blocks design

20. PROGRAMME
DESIGN
BUILDING BLOCK
BUILDING BLOCK
BUILDING BLOCK

21. “Design Guidelines for Flexible and Scalable SLPs” - STRUCTURE
➔ Needs Analysis and Educational philosophy
◆ Design brief
◆ Educational philosophy
➔ Approaches
◆ Online learning approach
◆ Blended learning approach
➔ Organisation and structure
◆ Macro Design
Aims / Personas / Topic / Sequencing / Competences / Programme Outcomes / Structure
◆ Collaborative Design
Primary design / Puzzle design
➔ Assessment strategies
➔ Relation to other programmes
➔ Quality assurance
➔ Delivery
◆ Virtual learning environment
◆ Inter-institutional collaboration
➔ Credentialisation
Programme Design

22. LEARNING
BUILDING
BLOCKS
DESIGN
BUILDING BLOCK

23. “Design Guidelines for Flexible and Scalable SLPs” - STRUCTURE
➔ Intended learning outcomes
➔ Activities
➔ Contents and resources, supporting materials
➔ Assessments
➔ Learners support
Learning Building Blocks design

24. “Design Guidelines for Flexible and Scalable SLPs” - Looking at co-design processes
Short learning Programmes can be designed
following 2 principles:
➔ primary design (each LBB is designed for
the SLP) or
➔ puzzle design (pre-existing LLBs used to
design a SLP)
The survey results on actual practices in the
project’s pilots revealed that 3 design processes
were possible:
➔ coordinated (each partner does their own design),
➔ cooperative (partners can share some steps of the
design and implementation but not all) and
➔ collaborative (all partners share the design and
implementation)

25. “Design Guidelines for Flexible and Scalable SLPs” - 10 TEMPLATES
- Assessment Template for existing SLPs (to check if your SLP fits the E-SLP project criteria
with links to relevant parts of the guidelines to make necessary changes it to match the project
criteria)
- Brief Design (to identify all main parameters that will be taken into account: constraints, means,
needs, etc.)
- Macro Design (to set the outline and aims)
- Persona Card (to draft learner type(s) for each target group)
- Competence (to identify and draft the competences to be developed)
- Correspondence (to guide a brainstorming session at beginning of the macro design process
and work on throughout the design Competences, Learning Outcomes, Activities, Assessments,
Platform and tools)
- Pilot survey (to co-design a SLP)
- Implementation (to check parameters before the implementation phase)
- Inter-institutional implementation (to check parameters before the implementation phase)
- Alignment (to check the alignment of learning outcomes, activities and assessment)

26. 2017 - SLPprojectform_14-3-2017 Masterdoc (part 2)
Emerging Perspectives on Learning, Teaching, and Technology - Michael Orey - Table 2: Similarities and differences between connectivism
and three major philosophical perspectives on learning - © 2010 Micheel Orey
Teaching Physical Education - Muska Mosston - Sara Ashworth - First Online Edition, 2008
JISC Design Studio - new teaching approaches
Quality Assurance Toolkit - Distance Higher Education Institutions and Programmes - Commonwealth of Learning, 2009
EADTU TASK FORCE SHORT LEARNING PROGRAMS FINAL REPORT - Dr. Ingrid Thaler & Prof. Dr.Theo J. Bastiaens, FernUniversität in
Hagen, Germany
Memorandum of Understanding (MOU) - Between the European open and distance teaching universities on Short Learning Programmes - the
European open and distance teaching universities, associated in EADTU
Anderson and Krathwohl – Bloom’s Taxonomy Revised - Understanding the New Version of Bloom’s Taxonomy ©Leslie Owen Wilson (2016,
2013, 2005, 2001)
Quality Assessment for E-learning: a Benchmarking Approach © 2016 EADTU / Third Edition / ISBN:978-90-79730-18-6
Teaching & Learning - Examples of Learning Activities © University of Tasmania, Australia.
From Changing Higher Education, Edited by P. Ashwin (Routledge Falmer, forthcoming) E-Learning in Higher Education – Diane Laurillard
REFERENCES

27. Where to find the
Compendium of Good
Practices
and the
Guidelines for flexible
and scalable SLPs ?

28. We wish to thanks all our partners
Marcelo Maina, Lourdes Guàrdia, Sandrine Albert
{mmaina, lguardia, salbert0}@uoc.edu
This project has received funding from the European Union's ERASMUS+ Key Action 3: Support for policy reform - European Forward-Looking Cooperation Projects (FLCPs) under grant agreement No 2017 - 3351 / 001

29. uoc.edu
uoc.edu
Short Learning Programmes
design: expanding HE horizons
Marcelo Maina, Lourdes Guàrdia, Sandrine Albert
{mmaina, lguardia, salbert0}@uoc.edu