The European experience with MOOCs has been growing while interest in the US has declined slightly. While the US initially led the MOOC movement, Europe has increasingly developed its own MOOC platforms and initiatives through organizations like EADTU and OpenupEd. Surveys of MOOC adoption show increasing involvement by European institutions, in contrast to decreasing adoption rates in some US surveys. However, the surveys have biases depending on the types of institutions sampled. Overall, European institutions see MOOCs as a way to increase visibility and provide flexible learning opportunities, while US institutions focus more on student recruitment. Diversity is seen as a strength of the decentralized European approach to MOOCs.
Providing an overview of what's happening in Europe regarding MOOCs. Including survey results on what are the reasons to be involved in MOOCs (or decide not to invest in MOOCs)? What are the difference between US and Europe? Can we explain these differences?
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
Presentation during the “Internet of Education 2013” Conference on The role of Computer Science in the Internet of Education. Ljubljana, Slovenia, November 11-12, 2013
The OpenCourseWorld team shares its best practices in MOOC production. If you need any further information, please contact us: partner@opencourseworld.de
Providing an overview of what's happening in Europe regarding MOOCs. Including survey results on what are the reasons to be involved in MOOCs (or decide not to invest in MOOCs)? What are the difference between US and Europe? Can we explain these differences?
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
Presentation during the “Internet of Education 2013” Conference on The role of Computer Science in the Internet of Education. Ljubljana, Slovenia, November 11-12, 2013
The OpenCourseWorld team shares its best practices in MOOC production. If you need any further information, please contact us: partner@opencourseworld.de
At the intersection of open practice and institutional collaboration: eMundus...tbirdcymru
This presentation was shared at the OER15 Conference in Cardiff. It showcases the work of eMundus Project, an EU-funded project promoting open practice and institutional collaboration.
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
A short presentation on some of the key shifts we are experiencing over the past few years, their impact on how work, learn, collaborate and the future of work.
How MOOC learning reaches students through TPDVance Stevens
This presentation describes a course in teacher professional development that has been evolving gradually into a MOOC model. MOOCs enable participants to articulate and explore individual learning strategies. This differentiates master learners from those they are employed to teach. When learners must adapt to jobs that haven’t been invented yet, teachers must help learners become master learners; otherwise their ‘training’ only applies to known jobs.
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Presentation of Professor Mark Brown, EDEN Executive Committee, Director of the National Institute for Digital Learning, Ireland at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Business models for OER and MOOCs beyond monetary incentivesEADTU
Andy Lane from The Open University UK gave a presentation about the Business models for OER and MOOCs beyond monetary incentives as part of the online events by expert pool OERs & MOOCs within EMPOWER.
At the intersection of open practice and institutional collaboration: eMundus...tbirdcymru
This presentation was shared at the OER15 Conference in Cardiff. It showcases the work of eMundus Project, an EU-funded project promoting open practice and institutional collaboration.
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
A short presentation on some of the key shifts we are experiencing over the past few years, their impact on how work, learn, collaborate and the future of work.
How MOOC learning reaches students through TPDVance Stevens
This presentation describes a course in teacher professional development that has been evolving gradually into a MOOC model. MOOCs enable participants to articulate and explore individual learning strategies. This differentiates master learners from those they are employed to teach. When learners must adapt to jobs that haven’t been invented yet, teachers must help learners become master learners; otherwise their ‘training’ only applies to known jobs.
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Presentation of Professor Mark Brown, EDEN Executive Committee, Director of the National Institute for Digital Learning, Ireland at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Business models for OER and MOOCs beyond monetary incentivesEADTU
Andy Lane from The Open University UK gave a presentation about the Business models for OER and MOOCs beyond monetary incentives as part of the online events by expert pool OERs & MOOCs within EMPOWER.
Karel Kreijns & Maartje Henderikx from the Open University of the Netherlands gave a presentation about the Alternative perspectives on MOOC success as part of the online events by expert pool OERs & MOOCs within EMPOWER.
What The Psychology of Video Games Can Teach You About Product Engagement - J...Habit Summit
Dr. Jamie Madigan is an expert on the psychology of video games and seeks to popularize the knowledge of how various aspects of psychology can be used to understand why games are made the way they are and why players behave as they do.
He is the author of the book, GETTING GAMERS: THE PSYCHOLOGY OF VIDEO GAMES AND THEIR IMPACT ON THE PEOPLE WHO PLAY THEM.
Madigan also writes, podcasts, and lectures on how businesses can incorporate psychological principles into their products.
He is a frequent expert on the psychology of video games and has appeared in The Washington Post, Wired, The Atlantic, the Chicago Tribune, the BBC, The Guardian, and more.
Here at Table19, we believe that great work is only possible when clients and their agencies work together as a team. This is a presentation written by our Executive Creative Director Graham Wall, who on his first day in this industry heard the senior team he was shadowing say something he couldn’t understand: that the client had bought the wrong idea.
This set in motion a desire to understand how and why this had happened, and make sure it never happened again. This presentation details Graham’s learnings and philosophies, and shows how agencies and clients can create better work together.
Beyond the Gig Economy: How New Technologies Are Reshaping the Future of WorkThumbtack, Inc.
Thumbtack's newest economic report describes how skilled professionals are using new platforms to find new work and build their business – and their lives. Called “Beyond the Gig Economy: How New Technologies Are Reshaping the Future of Work,” this report explores how technology enables buyers and sellers of services to connect, moving the conversation beyond a one dimensional discussion of the so-called gig economy.
MOOCs for Opening Up Education
The role of Quality and Openness
Used at Masterclass MESI - 24 September 2014
Some slides used at ICDE-MESI Conference – panel 27 September 2014
Making European diversity a strength: Towards regional support centres by SCO...EADTU
Making European diversity a strength: Towards regional support centres by SCORE2020 consortium by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Presentation with statements of important aspects and dimensions of MOOC research, as presented during Internal MOOC Confertence, Capri (http://www.di-arezzo.fr/partition/partition+classique/p%C3%A9dagogie+instrumentale/partition-pour-fl%C3%BBte+traversi%C3%A8re/Louis+Drouet/25+Etudes+C%C3%A9l%C3%A8bres/LEDUC00445.html )
Including example of report of macro level Institutional MOOC strategies in Europe ( http://www.eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf )
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
Make the difference - at the UNESCO IITE Conference 2014icdeslides
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Slides used during webinar on strategies of higher education institutions on open education.
Held on 11 March 2015 during Masterclass "Towards open educational processes and practices"
http://portal.ou.nl/en/web/masterclass-ow-050216/introduction/-/wiki/Main/Programme
The characteristics of an open education, the reason to open up, the innovations having impact towards opening up and the case studies of integration of TEL in education for opening up.
Introduction to MOOCs and internationalisation (MID2017)EADTU
Internationalisation of Higher Education: Impact of online, open education and MOOCs by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Overcoming Barriers to Online Engagement through carefull design and delivery...EADTU
Empower Webinar Week. Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. EADTU
• Europe's leading institutional association in online, open and
flexible higher education, and is at the heart of the
modernisation agenda of European universities.
• EADTU is a key-partner of the European Commission for
lifelong open and flexible learning in distance higher education
3. EADTU members
11 : Number of Open and
distance teaching universities
14 Associations or consortia of
conventional universities
2 Single university
membership for associations
in development
2 Associated members
European coverage: 71%
5. OpenupEd
OpenupEd is an open, non-profit partnership on MOOCs
OpenupEd aims to contribute to opening up education to the
benefit of learners and the wider society while reflecting values
such as equity, quality and diversity.
Offering over 292 MOOCs in 14 different languages.
Another 60 MOOCs will follow shortly
With > 100 with an option to do a formal exam (ECTS credits).
Darco Jansen
6. The OpenupEd quality label:
benchmarks for MOOCs
Published in INNOQUAL
Volume 2, No 3, 2014 and Special Issue on Quality in Massive Open Online Courses
By Jon Rosewell & Darco Jansen
Used by OpenupEd partners. For example UNED
• C. Rodrigo, T. Read, M. Santamaria and A. Sánchez-Elvira (2014) "OpenupEdLabel
for MOOCs Quality Assurance: UNED COMA Initial Self-Evaluation" Proceedings of V
Congreso Internacional sobre Calidad y Accesibilidad en la Formación Virtual (CAFVIR
2014) L. Bengoechea, R. Hernández, J.R. Hilera (Eds.) Universidad Galileo
(Guatemala), pp. 551 - 555 ISBN: 978-9929-40-497-7
• Read T. and Rodrigo C. (2014) “Toward a quality model for UNED MOOCs”
eLearningPapers 2014 ISSN: 1887-1542 Vol. 37, Pages: 43-50
7. MOOC movement dominated by the US
• MOOCs: predominantly US
-where it all started as of 2011 and expanded massively
-and which houses major providers Coursera, edX, Udacity
• Response in Europe …
-some universities joined US initiatives, others started themselves
-country/language-based platforms: FutureLearn (UK),
MiríadaX, UNEDcoma (Spain), Iversity (Germany), FUN (France),
OpenMOOC, EMMA-platform, MOODle as MOOC plaform
• Governmental involvement: e.g. Opening up Slovenia, FUN, …
8. MOOCs collaboration in Europe
• EU launch (Sept 2013): Opening up Education.
• Two major goals
• Innovate teaching and learning for all through ICT
• Reshape / modernize EU education through OER (for all
educational sectors and levels)
• EU-funded projects on MOOCs (from 2014…)
9. Name Learners Courses Partners Interface Languages Courses languages Country
Coursera
10,63
Millions
886 116
Arab, Chinese,
German, English,
French, Spanish,
German, Russian,
Turkish
English, Chinese, Spanish,
Portuguese, French, Russian,
Turkish, Italian, Ukranian, German,
Vietnamese, Hebrew, Japanese,
Arabic, Greek, Persian,
Macedonian, Czech, Dutch
USA
edX unknown 381 61 English English, Chinese, Spanish USA
Future
Learn
1 Million 46 45 English English UK
iversity unknown 43 7 English, Dutch English, Dutch, Russian, Italian Germany
Miríada X
1,42
Million
10 73 Spanish, Portuguese Spanish, Portuguese Spain
Udacity unknown 54 14 English English USA
OpenupEd unknown 292 13 English
English, Italian, Russian, Spanish,
French, Arab, Portuguese, Dutch,
Irish
Europe
FUN unknown 82 31 English, French French, English France
10. Investors Continue to Back MOOC Providers
• Funding Received: $85
Million
• In 4 Rounds from 8
Investors
• Funding Rounds (4)
• $20M Nov 24, 2013
GSV Capital, Learn Capital
• $43M Jul 10, 2013
Learn Capital, International Finance
Corporation, GSV Capital, Laureate
Education, Inc., Yuri Milner, World
Bank
• $6M Jul 17, 2012
New Enterprise Associates, Kleiner
Perkins Caufield & Byers
• $16M Apr 18, 2012
Kleiner Perkins Caufield & Byers, New
Enterprise Associates
• Funding Received: $55
Million
• In 3 Rounds from 10
Investors
• Funding Rounds (3)
• $35M Sep 24, 2014
Recruit Holdings, George Zachary,
Peter Levine, CRV, Andreessen
Horowitz, Cox Enterprises, Valor
Capital Group, Bertelsmann AG, Drive
Capital
• $15M Oct 25, 2012
Steve Blank, CRV, Andreessen
Horowitz
• $5M Jan 1, 2012
CRV
• Funding Received: $48
Million
• In 4 Rounds from 15
Investors
• Funding Rounds (4)
• $32M May 8, 2014
MHS Capital, Insight Venture Partners,
Norwest Venture Partners - NVP
• $12M Dec 7, 2012
Lightbank, Insight Venture Partners,
MHS Capital, Learn Capital
• $3M Oct 12, 2011
Lightbank, 500 Startups, MHS Capital
• $1M Aug 31, 2010
Larry Braitman, Naval Ravikant, Signia
Venture Partners, Jeremy Stoppelman,
MHS Capital, Keith Rabois, Joshua
Stylman, 500 Startups, Russ Fradin,
Paul Martino, Benjamin Ling
11. Verified Certificate
/Signature Track
• Estimated revenues in 2014: $8-12 million
• Coursera shares with universities 6-15% of the total
revenue, and 20% of gross profits on its courses.
Headhunting
Specializations
Capstone Project
Employee Training
Course Sponsorships
14. Behind the surface
Is the US indeed leading the
MOOC movement?
What are the reasons to be
involved in MOOCs (or decide
not to invest in MOOCs)?
What are the difference
between US and Europe?
Can explain these differences?
15. Gaebel, M., Kupriyanova, V., Morais, R. & Colucci, E. (2014). E-learning in
European Higher Education Institutions: Results of a mapping survey
conducted in October-December 2013.
http://www.eua.be/Libraries/Publication/e-learning_survey.sflb.ashx
Allen, I.E. and Seaman. J. (2015). Grade Change: Tracking
Online Education in the United States. Babson Survey Research
Group and Quahog Research Group.
http://www.onlinelearningsurvey.com/reports/gradelevel.pdf
16. Jansen, D. & Schuwer, R.
(2015). Institutional MOOC
strategies in Europe
Status report based on a
mapping survey conducted in
October - December 2014.
EADTU – HOME project
http://www.eadtu.eu/docum
ents/Publications/OEenM/In
stitutional_MOOC_strategies
_in_Europe.pdf
17.
18. MOOC offering
• In the US the number of
institutions having a MOOC or
planning to introduce them has
decreased from 14,3% (2013)
to 13,6% (2014)
• In Europe it has increased from
about 58% in EUA study (2013)
to 71,7% (2014) in EADTU/HOME
study.
Darco Jansen
EUA statement :
“interest in MOOCs has far
from peaked in Europe”
is simply true
20. Biases in the surveys
• The US surveys (US 2013 and US 2014) are biased to the large
institutions
• The EAU study is biased in favour of institutions involved in e-
learning.
• The EU-2014 study (EADTU/HOME) is biased to those institutions
interested in MOOCs.
27. Definition MOOCs
• Proposal by EU-funded MOOCs projects:
MOOCs are online courses designed for large numbers of
participants, that can be accessed by anyone anywhere as long as
they have an internet connection, are open to everyone without
entry qualifications, and offer a full/complete course experience
online for free
• Recently validated by survey “Institutional MOOC strategies in Europe”
• Wikipedia: A massive open online course (MOOC) is an online course aimed at unlimited
participation and open access via the web. In addition to traditional course materials such as
videos, readings, and problem sets, MOOCs provide interactive user forums that help build a
community for students, professors, and teaching assistants
43. Reflections on MOOCs
• European institution more involved in MOOCs than the US
• The number of European institutions with MOOC involvement is increasing
• MOOCs are perceived as a sustainable method for offering courses in
Europe.
• In Europe the institutions are increasingly developing a positive attitude to
MOOCs and have positive experiences for the added values of MOOCs.
• Most dominant objective in all studies is to increase institutional visibility
and using MOOCs for reputation reasons.
• In the US using MOOCs for student recruitment is seen as the most
important primary objective of institutions, while in Europe it is rather to
reach new students and creating flexible learning opportunities
Darco Jansen
44.
45.
46. Institutions versus Governments
A large majority (between 65% and 80%) of institutions indicates that
many macro divers are relevant or highly relevant for their institution.
Not seen as that important are
i) new method in big business
ii) reduce the costs of HE and
iii) increasing shared services and unbundling.
Institutions expect that their governmental involvement with MOOCs
are mainly driven by
a) need for (e-)skills and jobs,
b) improving the quality of learning and
c) globalization and internationalization.
48. Reflection
The “Porto Declaration on European MOOCs”
- embracement of openness for all
- a collective European response
- strengthening of collaboration of universities across Europe.
It is essential that a cohesive and collaborative effort is adopted in
Europe to counteract the risks and to fully realise the opportunities of
open and online education (including equity, inclusion, etc.)
49. Strength of diversity versus scalability
Europe should use of the strengths of a decentralized model related to the
support of diversity. Diversity in languages, cultures, case studies and
pedagogical approaches, etc.
Diversity: the art of thinking independently together. Malcolm Forbes
It is difference of opinion that makes horse races. Mark Twain
If we cannot end now our differences, at least we can help make the world
safe for diversity. John F. Kennedy
It is the long history of humankind (and animal kind, too) those who learned
to collaborate and improvise most effectively have prevailed. Charles Darwin