Introduction on MOOCs, their European dimension and ECO project

•Download as PPTX, PDF•

0 likes•326 views

Presentation by Darco Jansen (EADTU) in the context of ECO webinar on Sustainable business models for MOOCs: the need for cross-institutional cooperation, 28 September 2016

Education

Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Darco Jansen,
EADTU

Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning

Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
MOOCs (Massive Open Online Courses)
• EU-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
http://www.openuped.eu/images/docs/Definition_Massive_Open_Online_Courses.pdf
• 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

Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
MOOCs and Open Education
• Open Education: an approach to education that seeks to remove all
unnecessary barriers to learning, while aiming to provide students
with a reasonable chance of success in an education and training
system centred on their specific needs and located in multiple arenas
of learning.

Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
MOOCs and Open Education
• Open = for free + ….
• Open source software / OER : free and open license
• Open universities : an open-door academic policy, i.e. no entry
requirements and they are ”open” to all students.
• Open access(ibility); freedom of time, pace and place; open
programming; open to people.

Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
MOOC offering HEIs
• In the US the number of institutions having a MOOC or planning to
(max 15%) is significant lower than in Europe and Canada (>40%)
• Even after correction for bias in response (IPTS-study)
• EUA (2013): about 58% of the European institution is having a MOOC
or planning to introduce them
• EADTU/HOME (2014): about 71% of the institutions has a MOOC or is
planning to develop one
• JRC-IPTS (2015): about 41% of the institutions has a MOOC or is
planning to develop one
• EADTU/HOME (2015): about 68% of the institutions has a MOOC or is
planning to develop one

Thank you!!!
Darco.Jansen@eadtu.eu
Coordinator
Partner

The document discusses using MOOCs and open education to internationalize higher education. It outlines the SCORE2020 project which aims to support regional expertise centers for developing and using MOOCs. The project will exchange expertise between partner countries like Norway, France, and the Netherlands to develop a common approach. The document then discusses how MOOCs, open educational resources, and open educational practices can provide innovative formats for degree education, continuous education, and open education on an international scale. Barriers to learning should be removed to provide students opportunities for success through open education.

Iste ib-marriage2015 revision

Sean Thomas Moroney M.Ed.

1. The document discusses learning standards for educational technology application, specifically the ISTE standards released in 1998 and 2007 to provide guidelines for effective technology use in education. 2. It compares the ISTE standards which focus on creativity, communication, research, critical thinking, and digital citizenship to the International Baccalaureate's principles of investigating, creating, communicating, collaborating, organizing, and reflectivity to become responsible world citizens. 3. A table shows shifting trends in delivering educational technology from 1989 to the present, moving from technology as a specialist field taught in computer labs to being embedded across all subjects with ubiquitous access and use of technology.

Flexibility and cooperation in distance education

Torstein Rekkedal

ECO Using MOOCs for Social Inclusion an Equity by Darco Jansen

EADTU

Open Ed policy in Higher Ed

Martin Weller

This document discusses various open policies in higher education and beyond. It outlines open educational resource (OER) policies at the institutional level like the Open University's OpenLearn platform, and at the regional level like 11 US states collaborating to create openly licensed K-12 textbooks. It also discusses open access policies driving the steady growth of open access mandates. Indirect policies around areas like IT, rewards/tenure, and university rankings can also influence open practices. The document argues that open policies have the potential to create sustainable OER, establish critical mass, encourage innovation, and recognize open impacts, but require champions, evidence, funding, and addressing specific problems to be successful.

Mlearning In the UK - 2009

geoff stead

The document discusses mobile learning trends in the UK and identifies several key points. It explores who the mobile learners are, such as students at various levels, employees, those in healthcare, and those with low literacy skills. It also examines challenges like determining the best devices for learning and attracting new learners. Additionally, it promotes services from Tribal's Digital Learning Studio to help organizations implement mobile learning solutions.

1. Introduction and scope - Darco Jansen (EADTU) - Presentation

Tiberio Feliz Murias

Framework for categorizing digital learning materials

Robert Schuwer

1. The document discusses why open educational resources (OER) are better suited than digital rights management (DRM) or digital licenses for iPad education. 2. DRM and digital licenses overly restrict what users can do with content by prohibiting activities like copying, highlighting, and sharing. They also expire and require subscriptions. 3. In contrast, OER allows users full rights over materials and can be freely copied, modified, and shared without restrictions or subscriptions. This open approach better supports the goals of education over commercial control of content.

Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...

Verbeken Stephanie

George Veletsianos: Emerging Academic Practices in Open Online Learning Envi...

Alexandra M. Pickett

The growing need for an educated workforce, changing student demographics, opportunities presented by new technologies, and increases in the cost of attending post-graduate educational institutions have led many educators, policymakers, and businesspeople to seek more affordable models of educating large numbers of students, such as open textbooks and Massive Open Online Courses (MOOCs). An uncertain job market, expanding opportunities to interact with diverse audiences in online settings, and the potential of online networks to increase citations and impact have also led many academics to engage in open scholarship and make use of such online social networks as Twitter and Academia.edu. Common to both these developments is an increasing advocacy for and engagement with open practices in teaching, learning, and scholarship. In this talk, I will describe a number of emerging online practices and share results from my research into these practices.

The Battle for Open

Martin Weller

1. The document discusses the battle for openness in education, with openness having won in some areas but the future direction still up for grabs. 2. It outlines the history and growth of open access, open educational resources, MOOCs, and open scholarship. While these have seen successes, issues around sustainability, commercialization, and impact remain. 3. The future of openness depends on who controls the narrative. Proponents of openness must beware of those who co-opt open principles for commercial gain or disruption rather than innovation. Ownership over the direction of openness is important for all in higher education.

19 sept leuven-moo-cs-opening up education and openuped

Darco Jansen (darco.jansen@eadtu.eu)

Effective Strategies for Large Government OER Projects

Una Daly

Presenters: Una Daly, Community College Outreach Manager at Open Courseware Consortium, Tom Caswell, Western Governor's University, Mrs. Frances Ferreira, Education Specialist for Open Schooling Initiative at Commonwealth of Learning. Summary: The unanimous adoption of the 2012 Paris OER Declaration at the UNESCO World Open Educational Resources (OER) Congress heralds a profound change to how publicly funded educational resources may be openly licensed and shared in the coming years. A small number of large-scale publicly funded OER projects are in process, many more are anticipated worldwide, and effective strategies for managing this policy shift are needed. In this session we will examine two case studies to learn which strategies are currently being used to support publicly funded OER projects, and discuss what support will be needed to ensure the success of future large OER projects as more governments adopt open policies to require publicly funded resources be openly licensed resources. Case Study 1: The U.S. Department of Labor (DOL) created the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program to encourage community colleges to create open education and vocational programs for unemployed workers. It represents one effort to introduce open policies into publicly funded projects by requiring that all materials created or modified with grant / public funds carry a Creative Commons Attribution 3.0 license to guarantee the resources can be reused, revised, remixed and redistributed. Recognizing the need for grantees to fully understand these requirements, a private foundation is providing support for an OPEN Consortium (http://open4us.org) to provide consulting and direct technical assistance on open licensing, leveraging existing OER, universal design, accessibility, meta-data tagging, learning analytics, and developing open courseware. The TAConnecT program is another support mechanism that matches grantees with organizations that have expertise in many areas including faculty development of OER, measuring learning outcomes, developmental adult education, career workforce education, and open eLearning platforms. Case Study 2: The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to encourage the development and sharing of open learning / distance education knowledge, resources and technologies. COL has a decade-long history of helping developing nations improve access to quality education and training and the Open Schooling Initiative in Sub-Saharan Africa represents a multi-country project to use OER and technology to implement universal access to secondary school education. Using professional development workshops, educators and policymakers have received training on development and operation of open schools. Topics have included OER development, instructional design, radio broadcasting, learner suppor

Re-conceptualizing MOOC Success

International Federation for Information Technologies in Travel and Tourism (IFITT)

This document summarizes a presentation on re-conceptualizing measures of success for massive open online courses (MOOCs). It discusses the original vision of MOOCs to provide accessible education for all, as well as traditional and proposed new metrics for measuring MOOC success. These include metrics that capture student demand (e.g. demographics, engagement) and MOOC supply (e.g. number offered, languages, partnerships). It proposes that future research examine the role of engagement and goal setting in MOOC learning. The presentation concludes that intrinsic motivation for knowledge, rather than certificates, is the key driver for MOOCs and their evolution.

Innovation with Open Educational Resources: The State of the Art

Robert Farrow

M ot ivate project overview - meeting 240311

Matt Smith

MOtIvATE is a project using mobile messaging and community education to support GCSE students' retention. Funded by JISC, the project aims to use SMS messaging to support, scaffold, and refer students to additional resources and information. The project team includes Matt Smith, Pam Hales, Aled Pugh, Neil Price, Michelle Seabourne, and Lyndsey Hill. Tutors will be provided up to 100 hours of support during the life of the project to participate. Feedback from tutors and learners will be gathered through surveys, audio, video and SMS to evaluate the benefits and barriers of the project.

Open licenses.

Alek Tarkowski

Aspects of Open

Martin Weller

Bridging the gap: OER for increasing access, openness and performance

Ramesh C. Sharma

Using live mobile polling (Poll Everywhere) to engage students in information...

IL Group (CILIP Information Literacy Group)

Newcastle Libraries have been piloting information literacy sessions for sixth form students using live mobile polling to engage students. Mobile polling allows students to anonymously share their opinions and knowledge using their mobile devices or online. This encourages participation, creativity, and provides instant feedback. The libraries adapted British Library resources and introduced Poll Everywhere, which displays responses in real-time as word clouds, charts or text for discussion. Mobile polling reduces embarrassment and includes students without the latest technology. It also effectively evaluates students' learning from the sessions.

EU4ALL presentation at OER-HE workshop 2011

lmontandon

Show & TEL Ethics & Technology-Enhanced Learning

Robert Farrow

A journey through OEP

Martin Weller

This document discusses the author's personal journey through open educational practices (OEP) over the past few decades. It begins by exploring definitions of OEP, from a primary focus on open educational resources to broader conceptualizations inclusive of open content, tools, and learning processes. The author then outlines their experiences with OEP at the Open University, from early open education models to modern developments like MOOCs, open research, open access publishing, and open pedagogy. These experiences are analyzed through frameworks like a continuum of openness and a citation network mapping the areas of OEP. Finally, the author argues that OEP can act as an innovation driver, promote social justice, and provides a flexible toolkit to open education and learning

Open education as anti-disruption

Martin Weller

1. The document discusses openness as an alternative model to disruption in higher education. It argues that open practice is not about disrupting higher education, but providing an alternative cooperative model. 2. It outlines Martin Weller's personal journey with open education, tracing the evolution of open universities, online learning, open educational resources, open educational practices, MOOCs, and more. 3. Open education is presented as a model that emphasizes cooperation, focuses on problems, is learner-centric, supports educators, and promotes social justice - providing a better fit for education than the disruptive narrative.

Open Educational Resources and Libraries

CEMCA

This document discusses open educational resources (OER) and the role of libraries and librarians in promoting OER. It defines OER and outlines their history from early initiatives like MIT OpenCourseware. It describes how OER allow knowledge to be shared and reused freely through open licensing. The document recommends that governments, institutions, teachers support OER through policies, infrastructure, capacity building, and research. It explains how librarians can evaluate, manage, curate, and create OER materials to make them discoverable and help promote their use.

Tel state of the art presentation narration

Eric Kluijfhout

This document discusses the evolution of technology-enabled learning through 5 generations: from correspondence courses to personalized ubiquitous learning. It describes how technology is being implemented in higher education, from substitution to transformation of traditional teaching models. While many trends point to networked lifelong learning, the document notes the challenges faced by higher education institutions in Ethiopia due to its technology-challenged environment and need for improved national and regional connectivity infrastructure.

Open education 2030

EADTU

Yves Punie gave a keynote address at the EADTU 2014 conference about open education trends to 2030. He discussed how open education has evolved from open universities and distance learning to incorporate open educational resources, MOOCs, and new approaches to teaching and learning. Punie summarized research from the Institute for Prospective Technological Studies on drivers of open education, including the rise of online and blended learning. Their foresight work involved developing visions of open education in 2030 around tensions between guided vs self-guided learning. Further research will examine open education from the supply and demand side through surveys, case studies, and analyzing impacts on labor markets and learning outcomes.

Rebooting MOOC research

Darco Jansen (darco.jansen@eadtu.eu)

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 )

THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...

Dr. Anjaiah Mothukuri

1. The document discusses Massive Open Online Courses (MOOCs), a recent development in distance education. 2. MOOCs are online courses that are open to unlimited participation through the internet. They provide video lectures, readings, and interactive forums to support student learning and community. 3. Prestigious universities have begun offering free MOOCs through platforms like Coursera and Udacity to expand access to education and potentially disrupt traditional higher education models. India has also launched its own MOOC platform called SWAYAM.

What's hot

Why OER for iPad education

Art + Design: elearning lab design for social change

Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...

Verbeken Stephanie

George Veletsianos: Emerging Academic Practices in Open Online Learning Envi...

Alexandra M. Pickett

The Battle for Open

Martin Weller

19 sept leuven-moo-cs-opening up education and openuped

Darco Jansen (darco.jansen@eadtu.eu)

Effective Strategies for Large Government OER Projects

Una Daly

Re-conceptualizing MOOC Success

International Federation for Information Technologies in Travel and Tourism (IFITT)

Innovation with Open Educational Resources: The State of the Art

Robert Farrow

M ot ivate project overview - meeting 240311

Matt Smith

Open licenses.

Alek Tarkowski

Aspects of Open

Martin Weller

Bridging the gap: OER for increasing access, openness and performance

Ramesh C. Sharma

Using live mobile polling (Poll Everywhere) to engage students in information...

IL Group (CILIP Information Literacy Group)

EU4ALL presentation at OER-HE workshop 2011

lmontandon

Show & TEL Ethics & Technology-Enhanced Learning

Robert Farrow

A journey through OEP

Martin Weller

Open education as anti-disruption

Martin Weller

Open Educational Resources and Libraries

CEMCA

Tel state of the art presentation narration

Eric Kluijfhout

Open education 2030

EADTU

What's hot (20)

Why OER for iPad education

Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...

George Veletsianos: Emerging Academic Practices in Open Online Learning Envi...

The Battle for Open

19 sept leuven-moo-cs-opening up education and openuped

Effective Strategies for Large Government OER Projects

Re-conceptualizing MOOC Success

Innovation with Open Educational Resources: The State of the Art

M ot ivate project overview - meeting 240311

Open licenses.

Aspects of Open

Bridging the gap: OER for increasing access, openness and performance

Using live mobile polling (Poll Everywhere) to engage students in information...

EU4ALL presentation at OER-HE workshop 2011

Show & TEL Ethics & Technology-Enhanced Learning

A journey through OEP

Open education as anti-disruption

Open Educational Resources and Libraries

Tel state of the art presentation narration

Open education 2030

Similar to Introduction on MOOCs, their European dimension and ECO project

Rebooting MOOC research

Darco Jansen (darco.jansen@eadtu.eu)

THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...

Dr. Anjaiah Mothukuri

Moo cs for opening up education quality_openness

Darco Jansen (darco.jansen@eadtu.eu)

MOOC Eco project (EU)

Adeline Bossu

The ECO project aimed to demonstrate the potential of open educational resources and MOOCs to widen access to education through an innovative approach. It involved 22 partners across 6 European countries and created a unified portal and federated platform for 16 MOOC pilots and one MOOC on creating MOOCs. The project emphasized social and connectivist pedagogies, inclusion, accessibility, and continuous improvement over its three years. Evaluation found high overall user satisfaction, that most learners completed over half the courses, and positive feedback on resources, support, and interactions.

4 extensive mooc movement - european track

Darco Jansen (darco.jansen@eadtu.eu)

Accessibility and MOOCs: an adaptive model for developing services for people...

Francisco Iniesto

This document summarizes Francisco Iniesto's doctoral research on developing accessible MOOCs for people with special needs. It discusses the benefits of ICT and eLearning for accessibility, reviews literature on assessing MOOC accessibility and existing frameworks, and presents data on accessibility from various open universities. The document proposes a model for personalized MOOC recommendations based on accessibility analyses and preferences. It also summarizes case studies evaluating the holistic accessibility of past and current MOOCs based on automatic and manual tools.

ECO presentation (english)

Adeline Bossu

The ECO project aims to demonstrate the potential of open educational resources and MOOCs through a European partnership. The project will create an open learning platform to provide online courses and resources and help teachers create their own materials. It involves 22 partners across 6 countries and seeks to improve access to education through innovative technologies. The project will design pedagogical models, develop technical platforms, run pilot MOOCs and courses, and evaluate results to continuously improve the learning experience for users.

Q4 LESSON 2 MOOC.pptx

DIOMEDISPOLLESCAS

MOOC stands for Massive Open Online Course. It refers to a type of online course that is designed to be accessible to a large number of participants over the internet. MOOCs are typically offered by universities, educational institutions, or online learning platforms. They provide open access to educational resources, such as video lectures, readings, quizzes, and discussion forums, allowing learners from around the world to engage in self-paced or structured learning on a variety of subjects. MOOCs are often free or available at a significantly lower cost compared to traditional classroom-based courses, making education more accessible to a wider audience.

Make the difference - at the UNESCO IITE Conference 2014

icdeslides

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.

The Future of Education: An Interconnected Global Lifelong Learning Ecosystem

Eduniversal

Global Trends in Online Learning

icdeslides

Global online learning is steadily increasing worldwide. MOOCs initially took the world by storm but have since opened up opportunities for massive innovation in education. While MOOCs are initially open in terms of free enrollment, most course content is not openly licensed. Governments are implementing strategies to promote digital learning and the application of information technologies. Online and campus-based learning are converging into blended models. Technological advances will continue to remove barriers to access while new understandings of learning and the brain will shape new pedagogical approaches. We are still in the early stages of these developments.

MOOCs and the european experience

EADTU

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.

THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...

Dr. Anjaiah Mothukuri

This document provides an overview of Massive Open Online Courses (MOOCs) globally and within India. It discusses the history and development of MOOCs, including early MOOC platforms in the US starting in 2011. It then describes various MOOC providers around the world, such as Coursera, edX, and Udacity. For India specifically, it outlines the national SWAYAM initiative launched in 2016 which hosts MOOCs across various academic levels. SWAYAM aims to provide high-quality online education to learners across India.

Mz mandhlazi 201241723

University Of Johannesburg

MOOCs (Massive Open Online Courses) are online courses aimed at unlimited participation and open access via the web. They provide interactive forums and communities for students, professors, and TAs. MOOCs have developed out of distance education and allow anyone with internet access to take online courses for free. They provide opportunities for learning, teaching creativity, and connecting a global community of scholars. However, MOOCs also present challenges around student interaction, assessment, and accommodating different learning styles.

Global trends in online education. Threats and Opportunities.

icdeslides

Online learning trends. Global. About ICDE, International Council for Open and Distance Education. The Big Picture. Online and distance education is steadily increasing all over the world.The growth in higher education is massive. The change is dramatic. MOOCs are peaking. Numbers of MOOCs. Innovation in Education. Example from US online 2014. Example from ECAR 2013. Analysis of driving forces. Analysis of Opportunities. The small text, which you should read.

MOOCs and the european experience

Darco Jansen (darco.jansen@eadtu.eu)

The European experience with MOOCs has been growing but differs from the US in several ways. While the US initially dominated the MOOC movement in 2011, European universities have increasingly developed their own MOOC initiatives and platforms in recent years. Surveys show that the percentage of European institutions involved with MOOCs has risen from 58% in 2013 to over 70% in 2014. However, biases exist in how surveys define and measure MOOC involvement between institutions and countries. While increasing visibility and reputation remain top objectives for European institutions, approaches emphasize diversity over scalability and view MOOCs as a way to provide flexible learning opportunities rather than student recruitment. Governments in Europe see MOOCs as a means to skills development

Opening up the road to knowledge

icdeslides

MOOC Tales and Trends

Mairéad Nic Giolla Mhichíl

MOOC Tales & Trends discusses the definition and history of MOOCs, including various MOOC platforms, trends in the number of learners and characteristics of typical MOOC learners. It also summarizes research on MOOCs and discusses strategies for European universities engaging with MOOCs, including DCU's ventures into MOOC development. Key challenges and opportunities discussed include ensuring quality, facilitating language learning through MOOCs, and integrating social aspects into the MOOC experience.

Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...

CITE

CITERS2014 - Learning without Limits? http://citers2014.cite.hku.hk/program-overview/keynote-belawati/ 13 June 2014 (Friday) 14:00 – 14:50 Keynote 2: Open Education, Open Educational Resources and MOOCs Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE)) Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)

Open learning in higher education an institutional approach

Brian 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.

Similar to Introduction on MOOCs, their European dimension and ECO project (20)

Rebooting MOOC research

THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...

Moo cs for opening up education quality_openness

MOOC Eco project (EU)

4 extensive mooc movement - european track

Accessibility and MOOCs: an adaptive model for developing services for people...

ECO presentation (english)

Q4 LESSON 2 MOOC.pptx

Make the difference - at the UNESCO IITE Conference 2014

The Future of Education: An Interconnected Global Lifelong Learning Ecosystem

Global Trends in Online Learning

MOOCs and the european experience

THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...

Mz mandhlazi 201241723

Global trends in online education. Threats and Opportunities.

MOOCs and the european experience

Opening up the road to knowledge

MOOC Tales and Trends

Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...

Open learning in higher education an institutional approach

More from EADTU

Communication and Marketing at Bifröst - Helga Guðrún Jónasdóttir

EADTU

UNINETTUNO Plus+ Mobility - Asiye Yimamu

EADTU

Retention and Student Services at Open Universiteit – Nanda Boers

EADTU

Workshop AI use for Staff - Caroline Berger-Konen, Bettina Ötvös, Silke Wrede

EADTU

Marketing and communications at JYUOpen – Anni Karhunen

EADTU

Communications and Public Relations at theFernUniversitätin Hagen

EADTU

Internationalisation at the FernUniversität

EADTU

General Introduction on the FernUniversität in Hagen.pptx

EADTU

Retention and Student Services at UniDistance - Céline Pellissier

EADTU

Retention and Student Services at Téluq - Annie Breton and Francois Ouelette

EADTU

Results of the EADTU Task Force on Retention and Student Services - George Ub...

EADTU

e-Sealing at EADTU by Kamakshi Rajagopal

EADTU

Transparency, Recognition and the role of eSealing - Ildiko Mazar and Koen No...

EADTU

Retention in Open and Distance Education - Andre BIederbeck

EADTU

Towards Personalised Education - Roland Ettema and Zuzanna Glogowska

EADTU

Personalisation of Education by AI and Big Data - Lourdes Guàrdia

EADTU

Student and staff mental wellbeing- Kate Lister.pptx

EADTU

ENCORE Workshop Webinar 26 February 2024

EADTU

Mobility opportunities with Erasmus+ (action line KA171 & KA171) - Larissa Sl...

EADTU

This document provides information about the Erasmus+ program for higher education mobility opportunities. Erasmus+ is a European subsidy program that covers education, training, youth, and sport with a budget of €26 billion for 2021-2027. It aims to promote economic growth, employment, equal opportunities, and social inclusion in Europe. The program offers students and staff the opportunity to study, train, teach, and volunteer abroad. Key actions under Erasmus+ for higher education include KA131 for mobility within Europe and KA171 for mobility outside of Europe.

Overcoming Barriers to Online Engagement through carefull design and delivery...

EADTU

More from EADTU (20)

Communication and Marketing at Bifröst - Helga Guðrún Jónasdóttir

UNINETTUNO Plus+ Mobility - Asiye Yimamu

Retention and Student Services at Open Universiteit – Nanda Boers

Workshop AI use for Staff - Caroline Berger-Konen, Bettina Ötvös, Silke Wrede

Marketing and communications at JYUOpen – Anni Karhunen

Communications and Public Relations at theFernUniversitätin Hagen

Internationalisation at the FernUniversität

General Introduction on the FernUniversität in Hagen.pptx

Retention and Student Services at UniDistance - Céline Pellissier

Retention and Student Services at Téluq - Annie Breton and Francois Ouelette

Results of the EADTU Task Force on Retention and Student Services - George Ub...

e-Sealing at EADTU by Kamakshi Rajagopal

Transparency, Recognition and the role of eSealing - Ildiko Mazar and Koen No...

Retention in Open and Distance Education - Andre BIederbeck

Towards Personalised Education - Roland Ettema and Zuzanna Glogowska

Personalisation of Education by AI and Big Data - Lourdes Guàrdia

Student and staff mental wellbeing- Kate Lister.pptx

ENCORE Workshop Webinar 26 February 2024

Mobility opportunities with Erasmus+ (action line KA171 & KA171) - Larissa Sl...

Overcoming Barriers to Online Engagement through carefull design and delivery...

Recently uploaded

Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...

Leena Ghag-Sakpal

BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...

Nguyen Thanh Tu Collection

Gender and Mental Health - Counselling and Family Therapy Applications and In...

PsychoTech Services

Temple of Asclepius in Thrace. Excavation results

Krassimira Luka

Leveraging Generative AI to Drive Nonprofit Innovation

TechSoup

Walmart Business+ and Spark Good for Nonprofits.pdf

TechSoup

"Learn about all the ways Walmart supports nonprofit organizations. You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money. The webinar may also give some examples on how nonprofits can best leverage Walmart Business+. The event will cover the following:: Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping. Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders. Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates. Answers about how you can do more with Walmart!"

How to deliver Powerpoint Presentations.pptx

HajraNaeem15

IGCSE Biology Chapter 14- Reproduction in Plants.pdf

Amin Marwan

Wound healing PPT

Jyoti Chand

This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications. A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function. Healing is the body’s response to injury in an attempt to restore normal structure and functions. Healing can occur in two ways: Regeneration and Repair There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc. Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.

UGC NET Exam Paper 1- Unit 1:Teaching Aptitude

S. Raj Kumar

B. Ed Syllabus for babasaheb ambedkar education university.pdf

BoudhayanBhattachari

clinical examination of hip joint (1).pdf

Priyankaranawat4

Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum

MJDuyan

(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬 𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬: - Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology. 𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫: -Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.

The History of Stoke Newington Street Names

History of Stoke Newington

Pengantar Penggunaan Flutter - Dart programming language1.pptx

Fajar Baskoro

Hindi varnamala | hindi alphabet PPT.pdf

Dr. Mulla Adam Ali

हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com

BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...

Nguyen Thanh Tu Collection

spot a liar (Haiqa 146).pptx Technical writhing and presentation skills

haiqairshad

Mule event processing models | MuleSoft Mysore Meetup #47

MysoreMuleSoftMeetup

Mule event processing models | MuleSoft Mysore Meetup #47 Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/ Agenda ● What is event processing in MuleSoft? ● Types of event processing models in Mule 4 ● Distinction between the reactive, parallel, blocking & non-blocking processing For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N Speaker:- Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/ Organizers:- Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/ Giridhar Meka - https://www.linkedin.com/in/giridharmeka Priya Shaw - https://www.linkedin.com/in/priya-shaw

คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1

สมใจ จันสุกสี

Recently uploaded (20)

Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...

BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...

Gender and Mental Health - Counselling and Family Therapy Applications and In...

Temple of Asclepius in Thrace. Excavation results

Leveraging Generative AI to Drive Nonprofit Innovation

Walmart Business+ and Spark Good for Nonprofits.pdf

How to deliver Powerpoint Presentations.pptx

IGCSE Biology Chapter 14- Reproduction in Plants.pdf

Wound healing PPT

UGC NET Exam Paper 1- Unit 1:Teaching Aptitude

B. Ed Syllabus for babasaheb ambedkar education university.pdf

clinical examination of hip joint (1).pdf

Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum

The History of Stoke Newington Street Names

Pengantar Penggunaan Flutter - Dart programming language1.pptx

Hindi varnamala | hindi alphabet PPT.pdf

BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...

spot a liar (Haiqa 146).pptx Technical writhing and presentation skills

Mule event processing models | MuleSoft Mysore Meetup #47

คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1

Introduction on MOOCs, their European dimension and ECO project

1. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning Darco Jansen, EADTU

2. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning

3. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning

4. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning

5. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning

7. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning MOOCs (Massive Open Online Courses) • EU-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 http://www.openuped.eu/images/docs/Definition_Massive_Open_Online_Courses.pdf • 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

8. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning MOOCs and Open Education • Open Education: an approach to education that seeks to remove all unnecessary barriers to learning, while aiming to provide students with a reasonable chance of success in an education and training system centred on their specific needs and located in multiple arenas of learning.

9. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning MOOCs and Open Education • Open = for free + …. • Open source software / OER : free and open license • Open universities : an open-door academic policy, i.e. no entry requirements and they are ”open” to all students. • Open access(ibility); freedom of time, pace and place; open programming; open to people.

10. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning

11. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning MOOC offering HEIs • In the US the number of institutions having a MOOC or planning to (max 15%) is significant lower than in Europe and Canada (>40%) • Even after correction for bias in response (IPTS-study) • EUA (2013): about 58% of the European institution is having a MOOC or planning to introduce them • EADTU/HOME (2014): about 71% of the institutions has a MOOC or is planning to develop one • JRC-IPTS (2015): about 41% of the institutions has a MOOC or is planning to develop one • EADTU/HOME (2015): about 68% of the institutions has a MOOC or is planning to develop one

12. Thank you!!! Darco.Jansen@eadtu.eu Coordinator Partner

Introduction on MOOCs, their European dimension and ECO project

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Introduction on MOOCs, their European dimension and ECO project

Similar to Introduction on MOOCs, their European dimension and ECO project (20)

More from EADTU

More from EADTU (20)

Recently uploaded

Recently uploaded (20)

Introduction on MOOCs, their European dimension and ECO project