1. The document discusses innovations and trends in higher education in Europe, including increased blended learning combining online and in-person education, growth in continuing education and open education through MOOCs and OERs, and more diversified educational pathways to accommodate various student needs.
2. It proposes increased collaboration between European universities on short learning programs, including recognition of credits between institutions and development of joint programs, to provide flexible options for lifelong learning.
3. A network of experts across European universities aims to accelerate adoption of new teaching and learning methods through staff training, pilot programs, and institutional innovation planning.
A presentation sharing the findings from our 2020 student digital experience insights surveys together with an overview of our new questions for the 2020-21 surveys of students, teaching and professional services staff and researchers.
The session will offer opportunities for colleagues to share their experiences of how students are adapting to the changes bought about by the pandemic.
By Ruth Drysdale, senior consultant - data and digital capability, Jisc and Sarah Knight, head of data and digital capability, Jisc
Our research goes back to first principles about what good assessment and feedback looks like at this point in the 21st century.
Prof David Nicol, who developed the widely used REAP (re-engineering assessment practice) principles, will join us to discuss how his current thinking is evolving.
We will discuss David’s findings in the context of our landscape review and look at how this group may help take the work forward.
Presentiation by Prof David Nicol, Research professor: teaching excellence initiative, Adam Smith business school, University of Glasgow
A presentation sharing the findings from our 2020 student digital experience insights surveys together with an overview of our new questions for the 2020-21 surveys of students, teaching and professional services staff and researchers.
The session will offer opportunities for colleagues to share their experiences of how students are adapting to the changes bought about by the pandemic.
By Ruth Drysdale, senior consultant - data and digital capability, Jisc and Sarah Knight, head of data and digital capability, Jisc
Our research goes back to first principles about what good assessment and feedback looks like at this point in the 21st century.
Prof David Nicol, who developed the widely used REAP (re-engineering assessment practice) principles, will join us to discuss how his current thinking is evolving.
We will discuss David’s findings in the context of our landscape review and look at how this group may help take the work forward.
Presentiation by Prof David Nicol, Research professor: teaching excellence initiative, Adam Smith business school, University of Glasgow
Redesigning assessment and feedback - landscape review and areas for developmentJisc
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work.
A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
Student digital wellbeing survey interim results - August 2021David Biggins
The interim findings of a survey of 92 students in Higher Education on the subject of digital wellbeing. The survey asks about confidence in using learning resources, internet access, accessing study materials online, how much control students should have over the technology they use and whether institutions are doing enough to support students.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.
The Motivate-ing project continued recording data from the JISC SWaNI Motivate Project to include full academic year findings, and created a guide to the use of SMS and other messaging services in teaching & learning.This workshops aims to share and evaluate the findings, resources and guides developed.
Jisc conference 2012
An introductory presentation to Compass Education and Its Compass School initiative, including the Compass and ISIS Accelerator Tools for brining sustainability education into a school culture and system.
Makerspaces for Education & Training: Future implications Riina Vuorikari
Exploring three unique aspects of makerspaces (Interdisciplinarity; Authentic real-world problems; Flexible learning arrangements) and how they could be best taken advantage in education and training in the future. Input to the Creative Campus online workshop of the Creative FLIP Learning Labs program. Report: https://europa.eu/!xG98yQ
Enhancing teaching and learning through FE. BIS have funded JISC Advance to manage 32 projects throughout 2012-13 focussing on four key areas:Innovative uses of technology, Improving the learner experience, Improving efficiencies and Making better use of existing resources.This session looks at the progress two of the projects have made, and how to get involved in using the outputs.
Jisc conference 2012
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
Slides from ISD Digital Roadshow @IOE 29th June 2016, 'Digital capabilities'Moira Wright
Slide presentation from ISD Digital Roadshow @ IOE
Diana Laurillard, Professor of Learning with Digital Technologies in the London Knowledge Lab at UCL IOE
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.
The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.
Digital wellbeing to institutional compassion: A co-created journey? David Biggins
The presentation to the ALT 2021 Conference. The presentation investigates the student wellbeing aspect of the Digital Learning Maturity Model (DLMM) and explores how much involvement students have in their digital learning environment and whether higher levels of co-creation and involvement, coupled with institutional and staff developments, can benefit student wellbeing.
Redesigning assessment and feedback - landscape review and areas for developmentJisc
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work.
A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
Student digital wellbeing survey interim results - August 2021David Biggins
The interim findings of a survey of 92 students in Higher Education on the subject of digital wellbeing. The survey asks about confidence in using learning resources, internet access, accessing study materials online, how much control students should have over the technology they use and whether institutions are doing enough to support students.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.
The Motivate-ing project continued recording data from the JISC SWaNI Motivate Project to include full academic year findings, and created a guide to the use of SMS and other messaging services in teaching & learning.This workshops aims to share and evaluate the findings, resources and guides developed.
Jisc conference 2012
An introductory presentation to Compass Education and Its Compass School initiative, including the Compass and ISIS Accelerator Tools for brining sustainability education into a school culture and system.
Makerspaces for Education & Training: Future implications Riina Vuorikari
Exploring three unique aspects of makerspaces (Interdisciplinarity; Authentic real-world problems; Flexible learning arrangements) and how they could be best taken advantage in education and training in the future. Input to the Creative Campus online workshop of the Creative FLIP Learning Labs program. Report: https://europa.eu/!xG98yQ
Enhancing teaching and learning through FE. BIS have funded JISC Advance to manage 32 projects throughout 2012-13 focussing on four key areas:Innovative uses of technology, Improving the learner experience, Improving efficiencies and Making better use of existing resources.This session looks at the progress two of the projects have made, and how to get involved in using the outputs.
Jisc conference 2012
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
Slides from ISD Digital Roadshow @IOE 29th June 2016, 'Digital capabilities'Moira Wright
Slide presentation from ISD Digital Roadshow @ IOE
Diana Laurillard, Professor of Learning with Digital Technologies in the London Knowledge Lab at UCL IOE
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.
The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.
Digital wellbeing to institutional compassion: A co-created journey? David Biggins
The presentation to the ALT 2021 Conference. The presentation investigates the student wellbeing aspect of the Digital Learning Maturity Model (DLMM) and explores how much involvement students have in their digital learning environment and whether higher levels of co-creation and involvement, coupled with institutional and staff developments, can benefit student wellbeing.
ECO MOOC offering at decentralised MOOC level: services on pedagogical approa...EADTU
Presentation by Divina Frau-Meigs (U Paris 3-Sorbonne) in the context of ECO webinar on Sustainable business models for MOOCs: the need for cross-institutional cooperation, 28 September 2016
Blended Learning: Key to Skills, Content, and Language Learning SuccessEADTU
Eric Brewster from Johannes Kepler University Linz gave a presentation about Blended Learning: Key to Skills, Content, and Language Learning Success as part of the online events by expert pool Curriculum development & Course design within EMPOWER.
Promotion of social inclusion and intercultural values through ECO decentrali...EADTU
Presentation by Angela Benavides Barahona (UNED) in the context of ECO webinars on Sustainable business models for MOOCs: the need for cross-institutional cooperation, 28 September 2016
Presentation by Vicente Montiel Molina (Tabarca Consulting)
in the context of ECO webinars on Sustainable business models for MOOCs: the need for cross-institutional cooperation, 28 September 2016
Presentation by Darco Jansen (EADTU) on the role of quality, teacher-communities and complete courses as part of LangOER Conference "Open education: Promoting diversity for European languages" http://langoer.eun.org/conference-2016
Innovative Student Support Solutions for Large GroupsEADTU
Ángeles Sánchez-Elvira Paniagua from Universidad Nacional de Educación a Distancia gave a presentation about Innovative Student Support Solutions for Large Groups as part of the online events by expert pool Student Support within EMPOWER
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.
Student dropout in distance education - how many, who, when, what are the co...EADTU
Ormond Simpson (former OUUK) gave a presentation about student dropout in distance education as part of the online events by expert pool Student Support within EMPOWER.
Governmental and Institutional strategies to support new ways of teaching and...EADTU
The presentation includes strategies at governmental and institutional level for the uptake of new modes of teaching and learning. It includes recommendations by the EU published Changing Pedagogical Landscape study and the EMPOWER programme by EADTU.
Based on contributions by Jeff Haywood (University of Edinburg, George Ubachs(EADTU) and Piet Henderikx (EADTU).
Opening teaching and learning through OER and OEP - presentation at "The Belt and Road' International Community for OER at Open Education Learning week. Smart Learning Institute of Beijing Normal University
The European MOOC Consortium (EMC) launches a Common Microcredential Framewor...eraser Juan José Calderón
The European MOOC Consortium (EMC) launches a Common Microcredential Framework (CMF) to create portable credentials for lifelong learners . #CMF @FunMooc @FutureLearn @miriadax @EduopenNetwork @OpenupEd
New modes of learning and teaching in higher education Luciano Sathler
High Level Group on the Modernisation of Higher Education. Report to the European Commission. Disponível em http://ec.europa.eu/education/library/reports/modernisation-universities_en.pdf. Reproduction is authorised provided the source is acknowledged
Um exemplo de trabalho que o Brasil deveria seguir!
Haywoood, jeff changing pedagogical landscapesnewsroom-euvz
Despite the shift to student-centred learning and developments and opportunities in technology-enhanced education, the majority of European HEI has made little progress in adapting course offers accordingly.
Presentation of Svetlana Knyazeva, EDEN Fellow, UNESCO IITE, for the Open Education Week's first day webinar on "Education 2030 – Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
The following is a presentation on how MOOCs could be incorporated into Community Engagement (CE) at the University of South Africa. Presenter: Denzil Chetty
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.
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.
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”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
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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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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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.
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
2015 a. oskamp message hagen
1. 1
The online, open and flexible higher education conference 2015
“Transforming higher education in the 21st century; innovating
pathways to learning and continuous professional education”
Hagen Message, 1 November 2015
EADTU and its members contribute to European objectives like:
- widening access to higher education, especially by open and flexible education
- regional innovation by tailor-made solutions for enterprises and professional
development
- open education initiatives
- international collaboration and mobility
At a moment, when strategic decisions are to be taken on Higher education in Europe, EADTU adds a
new dimension to the European Higher Education Area.
1. The changing pedagogical landscape
New modes of teaching and learning, based on ICT and new media, will change the landscape of
higher education in three areas of provision:
- Bachelor and master degree studies change from face to face education to blended
learning, combining traditional teaching formats with e-learning. With blended learning,
higher education institutions expect to enhance the quality and effectiveness of
education and to deal better with increasing student numbers. Degree education should
be innovated by extending and strengthening the classroom with a virtual environment.
- Continuing education and continuing professional development (CPD) are important to
transfer and valorise scientific knowledge for innovation in enterprises and for regional
development. The internet creates flexibility, by which students can learn anytime from
anywhere in the region or in the world, fit to the needs of students combining study and
a professional life.
- Open education brings courses to the public domain as is the case with OERs (course
content) and MOOCs (a complete learning experience). Online education has created the
possibility of large-scale open education. Open education (OER, MOOCs) is important to
as a service to society and to share knowledge with citizens as an emancipatory activity.
2. 2
These are the main pillars for the next developments in higher education. By online provisions,
the areas of continuing education, continuous professional development and open education will
expand drastically.
All belong to the mission of 21th century universities. Higher education institutions will profile
themselves in degree education, continuing education and open education.
At the system level, governments should stimulate and accelerate a balanced development in
these three areas.
As a follow-up of the Changing Pedagogical Landscape study, EADTU will extend the study to
other countries and report qualitative trend studies very two years.
2. Short learning programmes
As announced already on the Summit 2015 with the European Commission, EADTU has
prepared a Memorandum of Understanding between the European open and distance teaching
universities, confirming their intent to promote short learning programmes (SLP) in their
educational provisions and to collaborate on the development and delivery of SLP’s.
SLP’s respond to the needs for flexible higher education in Europe, especially with regard to the
area of continuous education and continuous professional development. Flexible education is
the only way forward to meet sustainably the EU 2020 objectives and to improve skills and
employability all over Europe.
Open and distance teaching universities will collaborate with regard to SLP’s, aiming at:
- the mutual recognition of modules or courses, leading to exemptions when students
register for SLP’s or for degree programmes at one of the collaborating universities;
- the development of joint SLP-programmes with a joint award, certificate or diploma
with integrated mobility between partner universities. Ultimately,
- SLP’s can also be (alternative) tracks in joint bachelor or master programmes.
SLP’s can also contain work-based learning or internships involving university-business
collaboration.
3. Diversified educational pathways
Educational pathways have become more diversified. Apart from the direct path from school to
university and employment, personal biographies are becoming increasingly varied, switching
between employment and studies or simultaneously working and learning part-time. Modern
university systems are dealing with students, completing a (short) degree in computer science or
3. 3
economics at the age of 33 after vocational training and ten years of working experience; 17-years
old secondary school pupils engaged in studies of mathematics parallel to school; a 62-year old
student who – although chronically ill – completes two degree programmes and doctoral studies in
eight year; the student engaged in street work in India who simultaneously studies at an open
university in Europe; the bank clerk without Abitur or equivalent who completes his bachelor degree
and subsequently his master degree in business administration and economics.
Students combining work and/or family obligations with studying is subject to other general
conditions than traditional students, which requires universities to put in place a different
organisational structure to offer them guidance and follow-up. Only new modes of teaching and
learning can be integrated in such worlds of working and living.
The diversity of demands for education requires diversity of learning opportunities- with adequate
structures.
Universities will increasingly deal with the recognition/accreditation of achievements, knowledge and
skills acquired outside the university.
4. MOOCs and OpenupEd
MOOCs are courses designed for large numbers of participants, which can be accessed by
participants from anywhere in the world as long as an internet connection is available to them.
MOOCs are open to everyone without formal entry qualifications, and offer a full/complete
course experience online for free. MOOCs contribute to core the mission of universities, sharing
education with all citizens by open accessibility (open education), transferring and valorising
innovative knowledge to enterprises, and formally or informally integrating MOOCs as an
enriching learning experience in blended degree education.
Hence, key objectives of institutions and governments concerning MOOCs are:
- Academic knowledge sharing with citizens in society at large:
- Knowledge transfer and valorisation for innovative enterprises:
- MOOCS to enrich the learning experience in degree programmes,
Although MOOCs mainly have been conceived as a form of open education (the first objective),
from an educational policy perspective these three objectives are important.
Business models for MOOCs differ according to these areas,
MOOCs were originally conceived as open courses for use in the US and worldwide, in one
language only: massive means worldwide for people who read English. But, language frontiers
are hindering a thorough reach-out of MOOCs to many European regions.
Hence, in European countries the development, delivery and usage of MOOCs should be
stimulated by:
4. 4
- Supporting the development of MOOCs in universities in each country, using innovative
models of learning design
- Organising the delivery of MOOCs, through national platforms where needed,
- Activating the national and regional use of MOOCs in open education, flexible continuing
education and CPD and in degree education.
Activating the usage of MOOCs by participants is a necessary condition for the future success of
MOOCs-provisions. This requires that professional networks, regional development
organisations, cities as well as civil society organisations close to the citizens are involved,
bridging the gap between MOOCs and users of MOOCs in different contexts.
Currently, these issues are discussed in the OpenupEd.
5. EMPOWERing universities
The EMPOWER programme of EADTU is capitalizing on the assets of EADTU members with
regard to new modes of teaching and learning. As suggested by the European Commission, the
principal objective is to accelerate the implementation of new modes of teaching and learning
in higher education institutions European-wide. The experience of EADTU members will benefit
the entire tertiary education system in European countries.
Today, EADTU can report that we have installed twelve expert groups, consisting of more than 80
niche experts across the membership:
• Institutional policies and frameworks for online teaching and learning
• Student-centered online/blended curriculum and course development and design
• Knowledge resources, e-libraries, knowledge networks
• Student support and guidance online (incl. learning communities/networks)
• ICT support, learning environment and educational support services
• Assessment (incl. learning analytics), examinations, certification
• On campus online/blended teaching and learning
• Open and flexible distance education (incl. strategies, organisation, business models,
marketing)
• Education and training on demand (incl. CPD, university-business collaboration, non-
degree courses)
• Transnational education (incl. collaborative curricula and mobility)
• OERs and MOOCs (incl. educational design and their use)
• Governmental policies (incl. funding, incentives, quality assurance and accreditation)
These expert groups will collaborate with research and innovation groups in the membership,
e.g. the Welten Institute in the Netherlands, the Institute of Educational Technology in the UK,
5. 5
the National Institute for Digital Learning in Ireland and the e/Learn Centre in Spain. Some
expert groups will seek cooperation with other specific centres of expertise in universities across
Europe.
Also, this year preparations take place in universities for pilot actions with regard to setting up
staff training and management seminars, led by the institutions concerned. The EMPOWER
expert groups deliver additional niche expertise in situ, according to a prior needs analysis.
Consequently, the institutions concerned prepare an innovation plan for their institution. In a
later stage, the implementation of this plan will be evaluated by a small assessment team.
The EMPOWER expert pools will also operate as academic groups, exchanging innovative
practice and preparing joint publications as well as course material.
EMPOWER is operating as a direct response to the new priorities of the European Commission
for Europe 2020, which will be discussed later this year by the Council of Ministers, notably
contributing to the achievement of benchmarks related to:
- the sustainable investment, performance and efficiency of higher education systems;
- the support of teaching staff by professional development
- open and innovative education and training
- inclusive education, equality and non-discrimination.
6. Actions for refugees
Hundreds of thousands of refugees arrive in Europe or stay in camps in neighbourhood
countries. Figures about their educational background are unknown. The future of refugees is
unsure, but surely it will have an impact on the future of our societies. Education is a vehicle to
mutual understanding, shared citizenship and social emancipation. Access to higher education
is primordial for an enhanced insertion in society, especially for social mobility and employment.
Refugees should be reached where they are, also in refugee/asylum centres, etc., irrespective of
their personal future (either they stay in the EU or they return to their home country). In both
cases, there is a tremendous added social, economical and political value.
Higher education institutions are challenged to provide accessible and flexible educational
provisions for refugees, fit to the refugees' needs and living conditions, at different levels and
areas:
- higher education/university degree courses at a distance/online for refugees, who have the
competences to enter these courses
6. 6
- short learning programmes (SLP's) at the university level on Europe (history, policy, politics,
sociology, economics, social policies) and on subjects which increase the employability of
refugee students (business, health care, teacher training).
- language courses (EU languages)
- continuing professional development in some areas, especially where
there is a need of qualifications
- open education for free (e.g. MOOCs)
Besides degree programmes, members are prepared to organise short learning programmes
leading to awards (1-5 ECTS), certificates (6 to 14 ECTS) and diplomas (15 ECTS or more). All
members are used to provide education for large student numbers. Some of the members have
experience with partnerships in developing countries or with higher education in precarious
environments with little facilities (a.o. printed material, mobile learning). EADTU has
coordinated a large number of European projects (EAC) concerning distance education
provisions, quality assurance, OER, MOOCs, networked curricula, mobility, entrepreneurship,
innovation, etc.. EADTU is prepared to mobilize its members for large scale actions of the EC.
This also corresponds with the mission of open and distance teaching universities.
The Open University (OU) already teams up with The British Council to deliver academic
programmes to displaced Syrian refugees who have temporarily settled in Jordan and Lebanon.
English, French and German language skills will be taught in classrooms by the British Council to
approximately 3000 Syrians and disadvantaged Jordanian students, with around 300 of the
highest achieving students progressing to Open University accredited online degree courses.
There will also be opportunities for at least 400 students who have completed a language course
to continue their studies by taking a short online course on the OU’s social learning platform,
FutureLearn. While not accredited, these free short courses provide learners with knowledge
and skills that will help them to earn a living or find a job when they return to Syria.
The European Commission should take a cross-sectoral initiative (DG's NEAR, EAC, EPL, MARKT,
DEV, etc), embracing a pragmatic step by step approach (not waiting until all DG's are on board,
starting with willing universities). The general approach should not be fragmented but cohesive
and aim at a long-term, large-scale policy. However, it should start in a very short term to keep
the momentum (there is need now). Initiatives should respond to the direct needs of refugees
and focus on:
- the delivery side ( bringing courses to refugee students, printed or online facilities, learning
communities, assessment facilities,...). The European Commission should support large-scale and
long term strategies.
- the students' side (awareness raising, reduced fees, ICT equipment, local organisation or study
centres in refugee/asylum centres).
7. 7
EADTU members will make and inventory of relevant courses and programmes, Apart from
their involvement in national initiatives, they are open to cooperation with the European
Commission on short and long term action plans. EADTU members develop and deliver state of
the art distance/online education courses in all EU languages, some of them also in Arabic. Many
of the members organise MOOCs (English, French, Spanish, Italian, Portuguese, Turkish, etc.).
They have also experience in integrating migrant student categories in the university.
7. Research and innovation
The EADTU membership hosts the most advanced educational research and innovation centres in
Europe, e.g. In the UK, Spain, the Netherlands, Germany and other member states. It is strategically
important that these institutes join forces in order to develop synergies.
Of course, collaboration exists today, driven by individual researchers.
With the respective institutes, we have to evaluate what can be done more structurally with regard
to:
- Collaboration in mission-related R&I, i.e. in the field of online, open and flexible education.
This is mainly educational research (e.g. learning design), but eventually also sociological,
economical and policy research.
- Collaboration through joint international graduate schools in these fields (example: the
graduate school for OER research)
- Other instruments for collaboration like staff exchange (Erasmus+, strand one; Marie Curie
actions); joint research programmes (Marie Curie), joint doctoral programmes (Marie Curie).,
European R&I projects (Horizon 2020)
Specific attention should be given to part time (distance) PhD students (who might bring in their
professional context)
Collaboration should strengthen the (1) (national) research agenda of the participating members; (2)
synergies and new approaches in the field; (3) an international experience for all PhD students and
researchers involved; (4) an increased number of international projects, publications and (joint,
double) doctorates.
EADTU will publish the educational research programmes and an inventory of publications and PhD
theses on its website.