The document discusses a final convention on European MOOCs for the labor market. It provides background on partners involved, including over 3,000 MOOCs across 400 higher education institutions in 5 languages. The convention aims to identify labor market needs for open and flexible learning opportunities. It also looks to define common grounds for collaboration between MOOC platforms, universities, and employment services in areas like developing and delivering MOOC-based programs for continuing education. Additionally, it explores the concept of microcredentials and a Common Micro-Credential Framework. The goal is to organize a sustainable dialogue around shared responsibility in education and training between these stakeholders.
MOOCs for employability, innovation and entrepreneurshipEADTU
Presentation on MOOCs for employability, innovation and entrepreneurship by Rebecca Ferguson during the Peer Learning Activity, MOOCs for the labour market.
MOOCs for employability, innovation and entrepreneurshipEADTU
Presentation on MOOCs for employability, innovation and entrepreneurship by Rebecca Ferguson during the Peer Learning Activity, MOOCs for the labour market.
Presentation by Ferenc Tátrai PhD – EDEN European Distance and e-Learning Network, at the MicroHE Expert Panel Workshop, 10 June 2020
More info: https://www.eden-online.org/microhe-expert-panel-workshop/
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Presentation 2
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
Presentation 3
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
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”.
6. CC-BY-SA 4.0 6
Icon
made
by
Icon
from
www.flaticon.com
All contributing to society’s requirement
of learning for our lifespan (LLL) with the
purpose of “improving our knowledge,
skills and competences, within personal,
civic, social or employment-related
perspectives”.
https://ec.europa.eu/eurostat/statistics-explained/index.php/Glossary:Lifelong_learning
7. To support continuing education we need more
flexible, shorter programmes
The size and value of short programmes make it attractive for learners
to specialise, upskill or reskill in higher education.
More flexible offerings needed, putting flexibilisation and
modularisation in higher education high on the agenda.
Current systems however offer two options for following higher
education: an accredited (part-time) programme or
a non-accredited module or course.
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8. CEPD as a
public good
Continuing education and
professional development should
become a fully fledged area of
higher education provision and
funded as a public good (in
combination with institutional
business models);
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9. Three academic areas of
provision
Degree education
Continuing
education and
professional
development
Open
education
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10. In EMC-LM we created a structure and dialogue, defining the role of
MOOC platforms, universities, employment services and
companies/sectors in organizing MOOCs and digital continuing
education and training.
We empower universities, employment services and companies in (co-
)developing, (co-)delivering and using MOOCs for CE, CPD/CVT in order
to integrate MOOCs and digital education and training in current
offerings EU-wide
12. Common Microcredential
Framework
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EMC developed CMF in response to the question: how to
harmonize the current wide variation of certificates offered in
higher education, which lead to confusion and challenges
related to recognition?
13. Demand for a more
standardised credential
There is great variation
within credentials and
between them. Employers
need a common standard
to support lifelong
learning
15. ESLP Focus Groups May 2021 CC-BY-SA 4.0 15
Value of MOOCs and microcredentials
are determined by:
• Quality
• Recognition
• Relevance (personal – companies)
16. The microcredential adds a quality mark
(from the Dutch Acceleration Plan HE)
• Third parties (labour market, institutions, etc.) can be sure that this person
actually masters the knowledge or skills associated with the
microcredentials.
• The achievement of these learning outcomes is traceable and verifiable.
• The recognized value of microcredentials gives professionals more control over
their own development and develop a path by combining various programmes
and institutions.
• Be assured that learning outcomes achieved will also be recognised
elsewhere, so that the opportunities to build on already acquired knowledge,
skills and attitudes also open up.
• The size and value of microcredentials make it attractive to specialise,
upskill or retrain in higher education. (Professionals often need specific
training or retraining. Not necessarily to a full degree)
16
17. CC-BY-SA 4.0 17
• Suitable for continuing education and professional development:
shorter learning paths with restricted and structured workload;
• From micro-learning units (4-8hrs) to coherent CMF microcredentials
(4-6 ECTS) and micro-degrees (20-40 ECTS);
• Possibility of stackability to bachelor and master degrees;
• Possibility to adapted rapidly the labour market; responsive
• Facilitating international collaboration and mobility.
Modularity
18. From learning unit to degree programme Volume (ECTS) Level Award
Learning unit/micro-learning Less than 1 ECTS Undergraduate
EQF level 5, 6
Postgraduate
EQF level 7,8
a badge/proof of attendance (can be part
of a course or stackable to a course)
A single course
A microcredential course
A single MOOC with credits
Number
of ECTS credits
awarded to the
course
Undergraduate
EQF level 5, 6
Postgraduate
EQF level 7,8
ECTS course credits (stackable to
a programme)
CMF- microcredential programme
MOOC pathway
4-6 ECTS Undergraduate
EQF level 5, 6
Postgraduate
EQF level 7,8
microcredential
gradeo
(stackable in a microcredential programme
or a degree programme)
Microcredential programme
Microdegree programme
MOOC-based programme
20-40 ECTS Undergraduate
EQF level 5, 6
Postgraduate
EQF level 7,8
undergraduate/postgraduatcertificate
Microdegree, specialisation certificate
expert certificate, certified,
professional programme, focus diploma,
Diploma(stackable to degree programme
Degree programme (bachelor/master/docto
rate)
180 ECTS
60-90-120 ECTS
240 (180) ECTS
Undergraduate
EQF level 5, 6
Postgraduate
EQF level 7,8
short cycle graduate
bachelor/master degree
doctorate degree
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19. Position paper EMC-LM stakeholder
messages
The position paper reflects the state of the art of MOOCs and online
learning in each of the stakeholder organizations.
It is completed by a message of the respective stakeholders to the
convention on their role regarding the future development of MOOCs
and digital learning opportunities for the labour market.
20. Goal of the final convention
Is to present:
• Identify labour market needs related to open and flexible learning
opportunities
• Common grounds for collaborations between European MOOC
platforms, universities and labour market organisations:
• Current European MOOC offerings for the labour market
• Co-development and co-delivery of MOOC-based programmes
• Explore the concept and use of microcredentials and the Common
Micro-Credential Framework
• Organising a sustainable dialogue between MOOC platforms,
universities and the labour market. Defining a shared responsibility
in education and training.
Editor's Notes
which saw the involvement of the main European MOOC platforms: FutureLearn, FUN, Miríadax, EduOpen and the MOOC portal OpenupEd
CMF makes use of Bologna tools such as the European Qualifications Framework (EQF), the European Credit Transfer and Accumulation System (ECTS) and the Diploma Supplement (DS) to provide a base for mutual trust and recognition by promoting transparency and offering common language across institutions and beyond. Courses described and designed in accordance to CMF respect the following criteria (see Figure 1):
have a total workload 100 - 150 hours (4-6 ECTS);
are levelled at Level 6 (bachelor) to 7 (Master) of the EQF/NQF, with options for level 5 (in combination with ECTS);
provide assessment enabling the award of academic credit, either following successful completion of the course or RLP;
operate a reliable method of ID verification at the point of assessment;
provide a transcript (DS) setting out the learning outcomes for a course, hours of study required, EQF level, and number of credit points earned.