The document summarizes the work done as part of the E-SLP project to develop guidelines for short learning programmes (SLPs) in Europe. It describes the creation of a Compendium of Good Practices that identifies successful patterns in existing SLPs. It also outlines Design Guidelines for flexible and scalable SLPs, including templates, to help develop new programmes. Both resources are meant to provide guidance on curriculum design, quality assurance, and recognition of SLPs that comply with European standards.
[SLP webinar week] Challenges and opportunities for the recognition of short ...EADTU
[SLP webinar week] Challenges and opportunities for the recognition of short learning programmes (SLPs) within the European Higher Education Area by Clare Dunn, The OUUK. Day 2, 14 October 2020
[SLP webinar week] Challenges and opportunities for the recognition of short ...EADTU
[SLP webinar week] Challenges and opportunities for the recognition of short learning programmes (SLPs) within the European Higher Education Area by Clare Dunn, The OUUK. Day 2, 14 October 2020
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As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
Bridget Middlemas, Senior Lecturer in Learning & Teaching in HE and Brian Kilpatrick, Technical Development Manager & eLearning Advisor, Roehampton University
- Identify the factors which will ensure that a similar educational development activity in their HEI is effective.
- Consider the professional development needs of a wide range of staff who enhance student learning using ICT.
- Articulate the benefits of professional development activity.
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Framing Blended learning, teaching, and educationEADTU
Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
Bridget Middlemas, Senior Lecturer in Learning & Teaching in HE and Brian Kilpatrick, Technical Development Manager & eLearning Advisor, Roehampton University
- Identify the factors which will ensure that a similar educational development activity in their HEI is effective.
- Consider the professional development needs of a wide range of staff who enhance student learning using ICT.
- Articulate the benefits of professional development activity.
The general aim of this work has been to define some guidelines and recommendations for implementation of OCW by institution in a context of student mobility. The approach taken is to determine a set of controls as part of a quality model for the implementation of OCW in virtual mobility. Therefore, this quality model would take into account some acknowledged quality aspects in eLearning, production and reuse of OERs, and at the end, the implementation of mobility programs.
The present work is an output of the project ´´Open Course Ware in the European HE context´ European project founded by the Lifelong Learning Programme of the European Union. The focus of the project is the creation of preconditions for a strong European OCW framework and as consequence a decline of obstacles to collaboration between European institutes, and therefore an increase in real student mobility.
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Mol, S.T. (2014, November). Learning Analytics: The good, the bad, the ugly. Presentation delivered as part of the UvA Faculty of Economics and Business Educational Innovation Seminar Series. University of Amsterdam, the Netherlands.
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.
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.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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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?
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.
E-SLP teaching stakholder event 20 May 2021 by Marcelo Maina
1. uoc.edu
uoc.edu
Marcelo Maina - Lourdes Guàrdia
{mmaina, lguardia}@uoc.edu
Teaching Staff Stakeholder Event - May 20, 2021
Short Learning Programmes
Compendium of good practices
and Design guidelines
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.
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)
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)”
“Curriculum Design in Higher
Education: Theory to Practice
(O’Neill, 2015)”
“JISC the Design Studio”
toolkit
Survey
➔ 22 SLPs
➔ 12 partner universities
➔ 80 items
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 - Programme structure and
sequencing - Delivery
LBB DESIGN Learning design parameters - Technical parameters
- Support and contributors.
8. 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)
9. “Compendium of good practices” - Results: SPLs correspondence with Projects Criteria
10. “Compendium of good practices” - Results: SPLs correspondence with Projects Criteria
RELATION TO DEGREE PROGRAMME
SOCIETY / MARKET DRIVEN
11. “Compendium of good practices” - Results: SPLs correspondence with Projects Criteria
12. “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
13. “Compendium of good practices” - Results: Progress needed
FLEXIBILITY / SCALABILITY
➔ Relation to full degree programme
➔ Non-stop enrollment
➔ Asynchronous
➔ Massive audience
➔ Scalability for blended learning
ALIGNMENT WITH SOCIETY / MARKET NEEDS
➔ Generalisation of society and market
evolution input
➔ More fluent and contact with
stakeholders
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
14. “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
#target audience
16. “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)
17. 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
18. “Design Guidelines for Flexible and Scalable SLPs” - STRUCTURE
Part 1
Programme Design
Part 2
Learning Building Blocks design
22. “Design Guidelines for Flexible and Scalable SLPs” - STRUCTURE
➔ Intended learning outcomes
➔ Activities
➔ Contents and resources, supporting materials
➔ Assessments
➔ Learners support
Learning Building Blocks design
23. “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)
24. “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)
25. Where to find the
Compendium of Good
Practices
and the
Guidelines for flexible
and scalable SLPs
26. Thanks to all our partners
Marcelo Maina, Lourdes Guàrdia
{mmaina, lguardia}@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). Grant agreement No 2017 - 3351 / 001 - 001
27. uoc.edu
uoc.edu
Teaching Staff Stakeholder Event - May 20, 2021
Short Learning Programmes
Compendium of good practices
and Design guidelines
Marcelo Maina - Lourdes Guàrdia
{mmaina, lguardia}@uoc.edu