Making European diversity a strength: Towards regional support centres by SCORE2020 consortium by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Presentation of discussion panel during EMOOCs2016 conference on latest survey HOME project compared to other research. Several independent studies have been conducted about why institutions are investing in MOOCs and open education. During this discussion session, the results of some recent studies are presented. The data suggest significant differences between US and Europe and even between European countries. This difference will be discussed and in addition the possible implications for a (collective) European answer.
Anna Maria Tammaro, Getaneh Alemu - Using Europeanafor learning & teaching: E...EUmoocs
One of the challenges of every educational experience is developing meaningful understanding while stimulating interest. Combining online learning content with multimedia resources can be a solution for educators.
This webinar explores the potential of Open Educational Resources (OER) for educational purposes focusing on how to ease access and re-use Europeana Content on EMMA, and adapt the different collections to improve learning and teaching.
Come to this webinar and see how to boost the impact of your MOOC in EMMA, the pan-European learning environment that offers MOOCs in a variety of languages and disciplines, choosing among 50 million quality digital resources from Europeana, Europe’s digital repository for cultural heritage.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Michael Gaebel (European University Association, EUA, Belgium). Michael Gaebel is the Head of the Higher Education Policy Unit, which focuses on the Bologna Process, lifelong learning, internationalisation and global dialogue. When he first joined the EUA in 2006, he was in charge of developing EUA’s international strategy and global exchange and cooperation. Mr. Gaebel is in charge of the EUA’s task force on MOOCs. The EUA represents and supports over 860 higher education institutions in 47 countries, providing them with a unique forum to cooperate and keep abreast of the latest trends in higher education and research policies.
The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situat...Kolds
By Pierre Dillenbourg (École Polytechnique Fédérale de Lausanne, EPFL, Switzerland). Pierre Dillenbourg is academic director of EPFL’s Center for Digital Education and head of the Computer-Human Interaction for Learning & Instruction Lab. He is lead organizer of EPFL’s European MOOC Summit (6-7 June 2013; see slides below), and one of the world’s leading thinkers about the nature of MOOCs and learning analytics. He started his research on learning technologies in 1984, and conducts research on MOOCs, computer-supported collaborative learning & work, learning technologies, and human-computer interaction.
EUROPORTFOLIO: a European Network of Eportfolio Experts and Practitionersolio...EPNET-Europortfolio
The Europortfolio project aims to establish a European network of eportfolio experts and practitioners from education, training, employment, and lifelong learning to address the fragmentation of eportfolio initiatives, technologies, actors, and information. The network will define an eportfolio framework, transfer knowledge between initiatives, contribute to eportfolio policies, raise awareness among educators and employers, and develop a sustainable online community portal for sharing resources and practices. This will benefit eportfolio experts through collaboration and research partnerships, practitioners by providing tools and lessons learned, and policymakers with evidence and frameworks to inform policies. The consortium is led by the University of Zagreb and includes partners from France, the UK, Poland, Austria, Denmark, Spain, and the US.
Presentation of discussion panel during EMOOCs2016 conference on latest survey HOME project compared to other research. Several independent studies have been conducted about why institutions are investing in MOOCs and open education. During this discussion session, the results of some recent studies are presented. The data suggest significant differences between US and Europe and even between European countries. This difference will be discussed and in addition the possible implications for a (collective) European answer.
Anna Maria Tammaro, Getaneh Alemu - Using Europeanafor learning & teaching: E...EUmoocs
One of the challenges of every educational experience is developing meaningful understanding while stimulating interest. Combining online learning content with multimedia resources can be a solution for educators.
This webinar explores the potential of Open Educational Resources (OER) for educational purposes focusing on how to ease access and re-use Europeana Content on EMMA, and adapt the different collections to improve learning and teaching.
Come to this webinar and see how to boost the impact of your MOOC in EMMA, the pan-European learning environment that offers MOOCs in a variety of languages and disciplines, choosing among 50 million quality digital resources from Europeana, Europe’s digital repository for cultural heritage.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Michael Gaebel (European University Association, EUA, Belgium). Michael Gaebel is the Head of the Higher Education Policy Unit, which focuses on the Bologna Process, lifelong learning, internationalisation and global dialogue. When he first joined the EUA in 2006, he was in charge of developing EUA’s international strategy and global exchange and cooperation. Mr. Gaebel is in charge of the EUA’s task force on MOOCs. The EUA represents and supports over 860 higher education institutions in 47 countries, providing them with a unique forum to cooperate and keep abreast of the latest trends in higher education and research policies.
The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situat...Kolds
By Pierre Dillenbourg (École Polytechnique Fédérale de Lausanne, EPFL, Switzerland). Pierre Dillenbourg is academic director of EPFL’s Center for Digital Education and head of the Computer-Human Interaction for Learning & Instruction Lab. He is lead organizer of EPFL’s European MOOC Summit (6-7 June 2013; see slides below), and one of the world’s leading thinkers about the nature of MOOCs and learning analytics. He started his research on learning technologies in 1984, and conducts research on MOOCs, computer-supported collaborative learning & work, learning technologies, and human-computer interaction.
EUROPORTFOLIO: a European Network of Eportfolio Experts and Practitionersolio...EPNET-Europortfolio
The Europortfolio project aims to establish a European network of eportfolio experts and practitioners from education, training, employment, and lifelong learning to address the fragmentation of eportfolio initiatives, technologies, actors, and information. The network will define an eportfolio framework, transfer knowledge between initiatives, contribute to eportfolio policies, raise awareness among educators and employers, and develop a sustainable online community portal for sharing resources and practices. This will benefit eportfolio experts through collaboration and research partnerships, practitioners by providing tools and lessons learned, and policymakers with evidence and frameworks to inform policies. The consortium is led by the University of Zagreb and includes partners from France, the UK, Poland, Austria, Denmark, Spain, and the US.
Disruptor, Saviour, or Distractor: MOOCs and their role in higher educationKolds
Keynote lecture by George Siemens at the European MOOCs in Global Context Workshop (19-20 June 2013 @ UW-Madison) http://globalhighered.wordpress.com/2013/06/17/european-moocs-in-global-context-workshop-19-20-june-2013-uw-madison/
European mooc strategies: strength in diversityEADTU
European MOOC strategies show strength in diversity. While the US initially dominated the MOOC movement, the response in Europe has been fragmented with many country- and language-specific platforms emerging. However, European involvement in MOOCs is increasing, with more universities offering them. Diversity across platforms, languages, approaches and objectives helps address different needs. Coordination is needed to leverage this diversity and ensure inclusive, equitable access to open education through collaborative MOOC strategies across Europe.
Janet Strivens 2014 - Learning design and 'ePortfolio practicesePortfolios Australia
The European Union has funded a three-year project called Europortfolio Network of ePortfolio Experts and Practitioners 2013-1015. EPNET is envisaged as establishing a European-wide community of practice and repository of information.This short presentation will describe the project, its aims, partners and key outputs.
OPENNESS: A challenge for Education, an opportunity for teachers! Let's work ...Maria Perifanou
My presentation about "Open Education" and Open Education Europa portal at the UIB 2015 Summer School!!
The Universitat de les Illes Balears (UIB) offered this summer a course about ICT trends in Education. The course will took place in the Spanish island of Ibiza during the week of 7-11 September 2015.
Future teachers had the possibility to explore the context of Open Education and the Open Education Europa Portal participating actively in a series of online activities.
http://openeducationeuropa.eu/en/blogs/openness-challenge-education-opportunity-teachers-lets-work-together
Exploring new challenges in TELL: LangMOOC and Open Education EuropaMaria Perifanou
This is the presentation that I did as invited speaker at the Elearning panel at the 28th Foreign Language Education conference in Thessaloniki on 27th and 28th August 2015 organised by the Panhellenic Federation of Language School Owners.
Intent Project Experience, UniCollaboration platform and International placement by Francesca Helm (University of Padova)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
Massive Open Online Courses (MOOCs) for Language Learning and CommunicationCarmen Holotescu
This document summarizes a workshop on integrating Massive Open Online Courses (MOOCs) into university language and communication courses. It defines MOOCs and Open Educational Resources (OERs), discusses major MOOC platforms, and provides examples of integrating MOOCs into blended courses at the University Politehnica Timisoara. The document outlines benefits like exposing students to high-quality online materials and global learning communities, and challenges like requiring new teaching skills in course design and facilitation of online learning.
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.
Massive Open Online Courses (MOOCs) for Professional Development. MOOC Initia...Carmen Holotescu
This document discusses integrating Massive Open Online Courses (MOOCs) into university courses for professional development. It provides an overview of MOOC platforms and initiatives in Romania. Specifically, it describes several Romanian MOOC projects including UniCampus, UniBuc Virtual, and courses developed by various universities. It also outlines scenarios for blending MOOCs into courses, such as using MOOCs to enlarge course topics or support student projects. Benefits include exposing students to high-quality online materials and global learning communities, while challenges involve complex course design and evaluating distributed student activities.
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
The document discusses the use of MOOCs for professional development in library and information science (LIS). It describes a connectivist MOOC called #hyperlibMOOC that was created for LIS professionals. The MOOC had over 300 registered students and incorporated lectures, readings, assignments and peer interaction through blogs and discussion forums. A survey of students found that most felt successful in the course and that it provided opportunities for networking, learning new concepts and renewing their professional outlook. The document concludes that MOOCs can engage and educate LIS professionals in new ways and that libraries may take on roles as creators, instructors and guides within MOOCs.
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
Cooperation, in French universities, is organized at national level. This paper explains its advantages and presents the example of Paris universities: UNR Paris-Ile de France.
The document summarizes the response of EADTU - EU Online Summit to the COVID-19 pandemic which has forced 90% of the world's student population into school closures. Their response included launching an emergency remote teaching portal in March 2020 which provides short resources in Spanish on key aspects of remote education. The portal includes 22 webinars with over 1,400 registrations for each of the first 6 webinars and 700-1,300 participants. Looking ahead, online learning will be more important and universities must collaborate to help education systems leverage digital learning opportunities.
Towards a crowd sourced open education strategy for employment in europeEADTU
1) The document proposes creating a "MOOCAgora", a virtual marketplace where educational institutions, industries, and governments can collaborate to develop "qualification-focused MOOCs (qMOOCs)" to address skills gaps in Europe.
2) It recommends that qMOOCs incorporate problem-based learning, communities of practice, and 3D virtual environments to promote deep and experiential learning.
3) The MOOCAgora would accelerate the production of high-quality, employment-focused MOOCs through a crowd-sourced model of open innovation and multi-partner development.
Darco Jansen gave a presentation on 20 May 2016 about HE institutions strategies on Open Eduaction at International Conference on Smart Learning Ecosystems and Regional Development. Based on several surveys he demonstrated that Europe is strongly involved in MOOCs and Open education compared to the US. Darco elaborated on the role of regional support centers for Open education in stimulating smart learning ecosystems and smart cities. The development of these support center is presently stimulated by the SCORE2020 project.
Strategies for international online continuing education and MOOCs (MID2017)EADTU
Strategies for international online continuing education and MOOCs by Jan Henk van der Werff (TU Delft) presented during the Maastricht Innovation In Higher Education Days 2017
Disruptor, Saviour, or Distractor: MOOCs and their role in higher educationKolds
Keynote lecture by George Siemens at the European MOOCs in Global Context Workshop (19-20 June 2013 @ UW-Madison) http://globalhighered.wordpress.com/2013/06/17/european-moocs-in-global-context-workshop-19-20-june-2013-uw-madison/
European mooc strategies: strength in diversityEADTU
European MOOC strategies show strength in diversity. While the US initially dominated the MOOC movement, the response in Europe has been fragmented with many country- and language-specific platforms emerging. However, European involvement in MOOCs is increasing, with more universities offering them. Diversity across platforms, languages, approaches and objectives helps address different needs. Coordination is needed to leverage this diversity and ensure inclusive, equitable access to open education through collaborative MOOC strategies across Europe.
Janet Strivens 2014 - Learning design and 'ePortfolio practicesePortfolios Australia
The European Union has funded a three-year project called Europortfolio Network of ePortfolio Experts and Practitioners 2013-1015. EPNET is envisaged as establishing a European-wide community of practice and repository of information.This short presentation will describe the project, its aims, partners and key outputs.
OPENNESS: A challenge for Education, an opportunity for teachers! Let's work ...Maria Perifanou
My presentation about "Open Education" and Open Education Europa portal at the UIB 2015 Summer School!!
The Universitat de les Illes Balears (UIB) offered this summer a course about ICT trends in Education. The course will took place in the Spanish island of Ibiza during the week of 7-11 September 2015.
Future teachers had the possibility to explore the context of Open Education and the Open Education Europa Portal participating actively in a series of online activities.
http://openeducationeuropa.eu/en/blogs/openness-challenge-education-opportunity-teachers-lets-work-together
Exploring new challenges in TELL: LangMOOC and Open Education EuropaMaria Perifanou
This is the presentation that I did as invited speaker at the Elearning panel at the 28th Foreign Language Education conference in Thessaloniki on 27th and 28th August 2015 organised by the Panhellenic Federation of Language School Owners.
Intent Project Experience, UniCollaboration platform and International placement by Francesca Helm (University of Padova)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
Massive Open Online Courses (MOOCs) for Language Learning and CommunicationCarmen Holotescu
This document summarizes a workshop on integrating Massive Open Online Courses (MOOCs) into university language and communication courses. It defines MOOCs and Open Educational Resources (OERs), discusses major MOOC platforms, and provides examples of integrating MOOCs into blended courses at the University Politehnica Timisoara. The document outlines benefits like exposing students to high-quality online materials and global learning communities, and challenges like requiring new teaching skills in course design and facilitation of online learning.
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.
Massive Open Online Courses (MOOCs) for Professional Development. MOOC Initia...Carmen Holotescu
This document discusses integrating Massive Open Online Courses (MOOCs) into university courses for professional development. It provides an overview of MOOC platforms and initiatives in Romania. Specifically, it describes several Romanian MOOC projects including UniCampus, UniBuc Virtual, and courses developed by various universities. It also outlines scenarios for blending MOOCs into courses, such as using MOOCs to enlarge course topics or support student projects. Benefits include exposing students to high-quality online materials and global learning communities, while challenges involve complex course design and evaluating distributed student activities.
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
The document discusses the use of MOOCs for professional development in library and information science (LIS). It describes a connectivist MOOC called #hyperlibMOOC that was created for LIS professionals. The MOOC had over 300 registered students and incorporated lectures, readings, assignments and peer interaction through blogs and discussion forums. A survey of students found that most felt successful in the course and that it provided opportunities for networking, learning new concepts and renewing their professional outlook. The document concludes that MOOCs can engage and educate LIS professionals in new ways and that libraries may take on roles as creators, instructors and guides within MOOCs.
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
Cooperation, in French universities, is organized at national level. This paper explains its advantages and presents the example of Paris universities: UNR Paris-Ile de France.
The document summarizes the response of EADTU - EU Online Summit to the COVID-19 pandemic which has forced 90% of the world's student population into school closures. Their response included launching an emergency remote teaching portal in March 2020 which provides short resources in Spanish on key aspects of remote education. The portal includes 22 webinars with over 1,400 registrations for each of the first 6 webinars and 700-1,300 participants. Looking ahead, online learning will be more important and universities must collaborate to help education systems leverage digital learning opportunities.
Towards a crowd sourced open education strategy for employment in europeEADTU
1) The document proposes creating a "MOOCAgora", a virtual marketplace where educational institutions, industries, and governments can collaborate to develop "qualification-focused MOOCs (qMOOCs)" to address skills gaps in Europe.
2) It recommends that qMOOCs incorporate problem-based learning, communities of practice, and 3D virtual environments to promote deep and experiential learning.
3) The MOOCAgora would accelerate the production of high-quality, employment-focused MOOCs through a crowd-sourced model of open innovation and multi-partner development.
Darco Jansen gave a presentation on 20 May 2016 about HE institutions strategies on Open Eduaction at International Conference on Smart Learning Ecosystems and Regional Development. Based on several surveys he demonstrated that Europe is strongly involved in MOOCs and Open education compared to the US. Darco elaborated on the role of regional support centers for Open education in stimulating smart learning ecosystems and smart cities. The development of these support center is presently stimulated by the SCORE2020 project.
Strategies for international online continuing education and MOOCs (MID2017)EADTU
Strategies for international online continuing education and MOOCs by Jan Henk van der Werff (TU Delft) presented during the Maastricht Innovation In Higher Education Days 2017
Mainstreaming of open online and flexible learningEADTU
This document discusses the mainstreaming of open, online, and flexible learning through MOOCs from an institutional perspective. It addresses three key topics: 1) How the rapid uptake of MOOCs has changed the higher education landscape and led institutions to mainstream online learning. 2) Whether MOOCs are truly disruptive or a continuation of open/online learning legacies. 3) What institutions can expect from scaling up open education through MOOCs, including identifying sustainability models and applying innovations responsibly based on quality standards. The document advocates for institutions to thoughtfully integrate technologies like MOOCs based on existing research and practices to maintain quality while meeting new student and societal needs through open education.
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).
This document discusses how the landscape of distance learning and open education has changed over time. It traces the evolution from private correspondence colleges to the rise of open universities as powerful actors pushing innovation. More recently, the landscape has become more distributed and decentralized as dual-mode institutions, MOOCs, and technology-enhanced learning have proliferated on campus as well. The boundaries between distance and campus-based education have blurred as digital technologies have become ubiquitous and learning has become decentered. Open universities now must rethink their role and niche in this changing landscape of technology-enhanced learning.
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.
Knowledge Resources into the Learning Community EADTU
Gema Santos-Hermosa from UOC gave a presentation about Knowledge Resources into the Learning Community (Higher Education teachers & learners) as part of the online events by expert pool Knowledge Resources within EMPOWER.
European academia needs to become more agile to address emerging societal needs through online education. Online programs allow training needs in small and medium enterprises to be detected early and resources to be rapidly aggregated to answer emerging societal needs. However, online education faces challenges in maintaining the value of credits and ensuring high-quality online assessment at scale. Proctoring thousands of online tests and grading assignments manually is difficult to do with quality.
Innovative Distance Education Programs Recently Offered by Anadolu University...EADTU
Ayse Hepkul & Mehmet Firat from Anadolu Universitygave a presentation about Innovative Distance Education Programs Recently Offered by Anadolu University for Providing Identical Needs of Different Target Groups as part of the online events by expert pool Curriculum development and course design within EMPOWER.
1. MOOCs and online learning platforms are addressing challenges in higher education by providing more affordable and flexible education opportunities.
2. Trends like technology, internationalization, financial crises, employability, and lifelong learning are impacting universities and driving change.
3. MOOCs allow universities to develop new credentials and programs to serve learners across their careers, from students to professionals seeking continuing education.
Learning without boundaries: Short Learning Programmes and international coll...EADTU
Learning without boundaries: Short Learning Programmes and international collaboration by Liz Marr (OUUK) presented during the Maastricht Innovation In Higher Education Days 2017
Educational design and innovative pedagogies for open and online teaching and...EADTU
1. The document discusses various emerging pedagogical innovations in open and online teaching and learning, including MOOCs, badges, learning analytics, seamless learning, crowd learning, and more.
2. It notes that these innovations are not independent of each other and instead fit together into new disruptive forms of education that transcend traditional boundaries.
3. The document provides examples and potential issues or considerations for several of the innovations, such as the need for support structures in MOOCs and privacy concerns regarding location-based learning.
Opening education to all: How to facilitate to all people (MID2017)EADTU
Opening education to all: How to facilitate to all people by Tiberio Feliz Murias (UNED) presented during the Maastricht Innovation In Higher Education Days 2017
How MOOCs Boost Student Mobility and Increase Cross-Institutional Programmes ...EADTU
How MOOCs Boost Student Mobility and Increase Cross-Institutional Programmes by Mark Brown (DCU) presented during the Maastricht Innovation In Higher Education Days 2017
Towards a culture of innovation and creativity in digital education (MID2017)EADTU
Towards a culture of innovation and creativity in digital education by Bram Akkermans (UM) presented during the Maastricht Innovation In Higher Education Days 2017
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.
European mooc strategies: strength in diversity?EADTU
European MOOC strategies show strength in diversity, with a fragmented but growing response to the US-dominated MOOC movement. While the US sees a decline in institutions offering MOOCs, Europe has seen an increase from 58% to 71.7% from 2013-2014. European initiatives include country-specific platforms and governmental support of open education. The EU aims to innovate teaching through open educational resources and modernize education. Surveys show European institutions are more involved in MOOCs and see benefits like reputation and flexibility, while US institutions focus on recruitment. Europe must embrace openness for all and strengthen collaboration to realize opportunities while countering risks like lack of equity and inclusion. Diversity, if coordinated pro
MOOCs for Opening Up Education
The role of Quality and Openness
Used at Masterclass MESI - 24 September 2014
Some slides used at ICDE-MESI Conference – panel 27 September 2014
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 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.
Massive Open Online Courses (MOOCs) for Language Learning and CommunicationGabriela Grosseck
This workshop discusses integrating Massive Open Online Courses (MOOCs) into university language and communication courses. It begins with an overview of MOOCs and how they relate to Open Educational Resources (OERs). Examples of major MOOC platforms like Coursera, edX, and FutureLearn are provided. The document then outlines scenarios for incorporating MOOCs into courses, such as having students participate in MOOCs to supplement course material. Benefits include exposing students to high-quality online content and global learning communities, while challenges involve increased workload for designing blended courses. Examples from the University Politehnica Timisoara demonstrate blending MOOCs into existing courses.
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
Emc launch presentation to eadtu conference 2017 - oofhec2017EADTU
The European MOOC Consortium (EMC) aims to strengthen the credibility and uptake of MOOCs in European higher education through several goals: 1) increasing awareness and use of digital education and MOOCs within universities; 2) influencing educational policy; 3) promoting MOOCs to employers and workers for skills development and career changes; 4) strengthening continuing education through MOOC recognition; 5) collaborating between partners to expand course offerings; and 6) conducting joint research on MOOCs in Europe. The EMC represents over 250 higher education institutions and companies and offers almost 1,000 MOOCs.
Introduction to MOOCs and internationalisation (MID2017)EADTU
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.
Sanna-Katja Parikka - Digital education and university alliancesEADTU
The document discusses the Una Europa university alliance and its efforts in digital education. It provides an overview of the alliance which includes 8 European universities. It describes the focus areas and types of courses being developed through pilot programs. It also discusses the flexible support services provided to academics, including specialist clusters and an "ABC Course Design Method" workshop. Finally, it discusses challenges around designing open online courses that provide credits and solutions being tested through Una Europa pilots.
The document discusses the MOOC landscape in Europe. It notes that while MOOCs originated in the US, European universities have responded by either joining US initiatives or starting their own, country-specific platforms. The only pan-European MOOC initiative to date is OpenupEd, launched in 2013. The EU has also supported MOOC innovation and development through projects aimed at modernizing education and making open educational resources available across sectors and levels through technology. The document raises the main question of what opportunities and threats MOOCs pose for higher education in Europe.
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.
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.
Slides used during webinar on strategies of higher education institutions on open education.
Held on 11 March 2015 during Masterclass "Towards open educational processes and practices"
http://portal.ou.nl/en/web/masterclass-ow-050216/introduction/-/wiki/Main/Programme
An international collaboration in the design experience of a MOOC series. MOOCs for Teachers, the partnership and the design choices made by the team, involving international experts
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5. Definition MOOCs
• 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_O
pen_Online_Courses.pdf (adopted by many EU MOOC projects)
14. MOOC Platform
• The hardware and software needed to
publish and run a MOOC. A MOOC
platform can be runned by the institution
itself or outsourced to service providers
21. MOOC provider
• Institution that creates and publishes a
MOOC. In many cases, these are HEIs,
but MOOCs are also offered by various
agencies, social enterprises or
organisations
22. MOOC involvement HEIs
• How many HEIs are involved in MOOCs?
• Does this differ between regions and
countries?
27. Why is Europe so much more involved in MOOCS?
Darco Jansen
28. Source: ONLINE REPORT CARDTRACKING ONLINE EDUCATION IN THE UNITED STATES
http://www.slideshare.net/yvespunie/ipts-opensurvey-final-55974682
29.
30. MOOC offering in Europe
• European institutions are more involved in MOOCs than the US
• Is Eastern Europe going to be involved significantly as well?
• In Czech Republic 66% is planning a MOOC
• In Poland 24%
• Large US and EU differences:
• ECTS framework
• Difference between higher educational systems.
Continental European related to state funding - most institutions
have equal resources
Market-based US model has mixed private-public funding and
provision with large differences between HEIs.
• What are the main motives at institutional level to be involved (or
not) in MOOCs?
Darco Jansen
31. MOOCs in Europe
• Are most MOOCs in Coursera provided by
European HEIs?
• Are most partners of Coursera European
MOOCs?
32. MOOCs in Europe
• Are most MOOCs in Coursera provided by
European HEIs?
• Are most partners of Coursera European
MOOCs?
33. Diversity as a strength?
“When I see the cultural diversity that exists today, I feel that we must
defend it, and we need Europe, because otherwise we are going to live
in a society with a single model, the Anglo-American model.”
Jean-Pierre Raffarin
“Diversity: the art of thinking independently together.”
Malcolm Forbes
“It is difference of opinion that makes horse races.”
Mark Twain
34. Decentralised model for MOOC platforms (ECO, OpenupEd)
Central platform supporting many languages (EMMA)
Translation / language services (EMMA)
Developing additional pedagogical&didactical approaches (e.g., sMOOC)
Quality label for MOOCS embracing diversity in approaches (OpenupEd)
Training teachers and others in developing MOOCs (ECO)
Questionnaire for MOOC participants including intention, motivation,
impact (MOOCKnowlegde)
Benchmarking institutional and governmental MOOC strategies (HOME)
Building on expert networks (HOME)
Regional support centres for open education and MOOCs (SCORE2020)
Removing barriers to learning both at the entry into learning and along
the learning path
Focusing on inclusion, social mobility, equity
35. MOOC movement
• MOOCs: predominantly US
-where it all started as of 2011 and expanded massively
-and which houses major providers Coursera, edX, Udacity
• Response in Europe is fragmented
- some universities joined US initiatives, others started themselves
- country/language-based platforms: FutureLearn (UK),
MiríadaX, UNEDcoma (Spain), Iversity (Germany), FUN (France),
OpenMOOC, OpenClassroom, EMMA-platform, MOODle, ...
• Governmental involvement: e.g. Opening up Slovenia, FUN, …
36. Europe must “seize this moment”
The “Porto Declaration on European MOOCs”
- embracement of openness for all
- a collective European response
- strengthening of collaboration of universities across Europe.
It is essential that a cohesive and collaborative effort is adopted in
Europe to counteract the risks and to fully realise the opportunities of
open and online education (including equity, inclusion, etc.)
37. Innovative pedagogies
Learning design
informed by
analytics
Flipped
classroom
Dynamic
assessment
Personal inquiry
learning
Learning
through
storytelling
Treshold
concepts
Digital
scholarship
Learning from
gaming
MOOCs
Massive open
social learning
sMOOCs OER - OEPs
38. New formats degree programs
Exchange mobility
(Erasmus)
Blended/online mobility
(Virtual Erasmus)
Intensive programmes,
summer schools;
blended/online
discussion groups, think
tanks, seminars and
webinars
Networked curricula and
double degrees
Joint curricula and joint
degrees
Joint PhD degrees
International
apprenticeships
Collaborative projects
Micro-masters
nano-degrees
short learning programs
39. Three areas of provision
Degree education
Continuous
education /
CPD
Open
education
InternationalNational
40. Follow-up research – survey 2016
• Support structures for (European) HEIs in their MOOC development and
uptake Especially for those HEISs that cannot join the big (commercial)
MOOC players because of their exclusive policies.
• Policies and experiences in the re-use of existing MOOCs
• Preferable scenarios (both institutional and cross-institutional) to exploit
MOOCs
• The potential use of MOOCs to migrants and those (potentially) left
behind, including available MOOCs that might be of interest for refugees
(e.g. by topics)
41. Using diversity as a strength!
Many European platforms and many MOOC service providers
Developing a ‘framework’ for cohesive and collaborative effort
Pro-active coordination for diverse MOOCs services for all
Embrace different solutions – objectives – target groups – pedagogical
approaches – languages – etc.