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.
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.
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/
The document discusses recognition of learning via MOOCs in Europe. It summarizes two European Commission initiatives: the 2013 Communication on opening up education, and a 2012 Council recommendation on recognition of non-formal learning. It then describes two JRC studies: OpenEdu, which developed a framework for open education, and OpenCred, which analyzed assessment and recognition practices for MOOC-based learning across Europe. OpenCred proposed a "traffic light model" and recommendations to help institutions and member states provide recognition of non-formal learning from MOOCs.
The project aims to establish a collaborative network of European and Israeli institutions with experience using virtual worlds for education. The network will share best practices for developing online courses in virtual platforms and create a framework for good practice implementation. Partners will evaluate the impact of established practices across different learner levels and contexts. The goals are to share experiences, evaluate the good practice framework, and disseminate the results more widely.
Making European diversity a strength: Towards regional support centres by SCO...EADTU
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
The document summarizes Morten Flate Paulsen's work on the Megatrends Project studying online education in Europe. It analyzed 26 successful megaproviders of online education that have over 5,000 course enrollments annually and identified 10 initiatives that did not meet their goals. Key findings included that historical, technical, course, management, economic, and additional factors contribute to robust and sustainable online education. Recommendations focused on these factors to help initiatives achieve long-term success. The project provided insight into what works and what pitfalls to avoid in developing online education.
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.
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.
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/
The document discusses recognition of learning via MOOCs in Europe. It summarizes two European Commission initiatives: the 2013 Communication on opening up education, and a 2012 Council recommendation on recognition of non-formal learning. It then describes two JRC studies: OpenEdu, which developed a framework for open education, and OpenCred, which analyzed assessment and recognition practices for MOOC-based learning across Europe. OpenCred proposed a "traffic light model" and recommendations to help institutions and member states provide recognition of non-formal learning from MOOCs.
The project aims to establish a collaborative network of European and Israeli institutions with experience using virtual worlds for education. The network will share best practices for developing online courses in virtual platforms and create a framework for good practice implementation. Partners will evaluate the impact of established practices across different learner levels and contexts. The goals are to share experiences, evaluate the good practice framework, and disseminate the results more widely.
Making European diversity a strength: Towards regional support centres by SCO...EADTU
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
The document summarizes Morten Flate Paulsen's work on the Megatrends Project studying online education in Europe. It analyzed 26 successful megaproviders of online education that have over 5,000 course enrollments annually and identified 10 initiatives that did not meet their goals. Key findings included that historical, technical, course, management, economic, and additional factors contribute to robust and sustainable online education. Recommendations focused on these factors to help initiatives achieve long-term success. The project provided insight into what works and what pitfalls to avoid in developing online education.
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/
Rosanna de Rosa, from UNINA, presented the philosophy and challenges behind the EMMA EU project and MOOC platform developed with the idea of accommodating diversity through multilingualism. Darco Jansen, from EADTU (European Association of Distance Teaching Universities), talked about Europe’s response to MOOC opportunities. His presentation highlighted the main difference with U.S. and discussed the consequences for didactical and pedagogical approaches regarding the different contexts.
This document discusses innovations and challenges in technology-enhanced learning from the perspective of teachers. It summarizes research from projects focusing on virtual mobility in higher education, open educational resources, and quality assurance. Key innovations highlighted include developing virtual mobility curriculum modules through international collaboration, and training teachers to create and integrate open educational resources into their courses through open licensing and collaboration. However, challenges also exist around differences in quality assurance requirements, contact hours, and understanding of collaboration between institutions.
Presentation by Montse Guitert Catasús, Director, Digital Competencies Program (psychology and science education), Universitat Oberta de Catalunya, Spain for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Emma is an exciting multilingual learning experience that provides services to support MOOCs across Europe, including translation, transcription, hosting, and learning analytics. Its objectives are to ensure advanced services for newcomers, create a pan-European brand, and provide multilingual access to European MOOCs. Emma offers personalized learning paths and supports diversity in pedagogical approaches and cross-cultural learning. It collects learning data to analyze interactions, profiles, expectations, and evaluations to help improve the user experience.
Presentation by Helga Dorner, Centre for Teaching and Learning at the Central European University, Hungary for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
E-learning in Spain has grown but still lags behind some EU averages. Reports from 2004-2010 analyzed e-learning practices in Spain and identified advantages like flexibility but also challenges like lack of computer skills and high dropout rates. Tutoring is seen as key to success. While e-learning is used more in large companies and public administration, a national standard was introduced in 2008 to define and promote quality e-learning practices.
European university networking and the role of the e u.university hubEADTU
This document provides an overview of the OpenU project, which aims to create a European online and blended learning platform to facilitate cooperation between higher education institutions. The 3-year, €2.6 million project involves 21 partners across 10 European countries and will focus on developing educational cooperation, increasing student and staff mobility, and challenge-based learning. It will establish a single online access point for students and provide resources to support digital pedagogy and curriculum development. The project consists of 6 work packages and 4 clusters that will experiment with the online hub's functionalities to support inter-university cooperation.
The document summarizes the D-TRANSFORM initiative, which aims to implement training programs for European university leaders on how digital resources like OERs and MOOCs can transform university strategies. It received 1 million Euros from ERASMUS+ and involves partners from several European countries. The agenda includes developing guidelines, case studies, and recommendations. A leadership school will be held in Barcelona in 2016 and Paris in 2017, and a MOOC on the strategic role of digital resources will launch in 2017. The initiative also examines public digital policies in different European countries and discusses business models for open education approaches and their sustainability.
The document discusses ICT for education in Europe and the new EU2020 strategy. It provides examples of studies and projects funded under the Lifelong Learning Programme 2007-2013 related to ICT and education. It also looks ahead to challenges for future projects to focus on innovative pedagogical approaches using social networking and bridging formal and informal learning.
Moderator: Antonella Poce, Network of Academics and Professionals (NAP) Steering Committee member and Associate Professor in Experimental Pedagogy at the University Roma Tre – Department of Education
Date: 7 December 2016
Recording of the webinar: https://eden-online.adobeconnect.com/p4hcaplald5/
This document describes the Digitally Competent European Schools (DICES) project which involves four secondary schools from Belgium, Spain, France and Czech Republic. The project aims to analyze each school's current digital situation using tools like SELFIE and TET-SAT in order to develop action plans to improve digital competencies of students and teachers. Specific goals include implementing European digital frameworks in each school, increasing European dimension through cultural exchanges, and supporting teacher professional development. The project seeks to achieve an eTwinning quality seal for participating schools by 2022.
This document summarizes an experience with innovative teaching using the Emma and Federica MOOC platforms. It finds that Emma provides advanced translation and transcription services to make MOOCs available in multiple languages. Learning data is collected from student interactions and used to generate profiles. Emma allows for interactive features like virtual classrooms and annotation tools. The document concludes that new business models for MOOCs will change higher education institutions' social roles in knowledge and innovation.
Presentation by Diana Andone, Director of the eLearning Center at the Politehnica University of Timisoara, Romania for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
The document discusses the Digital Curator Vocational Education Europe (DigCurV) project. It aims to support and extend vocational training for digital curators in libraries, archives, and museums across Europe. The project will identify existing training opportunities and needs, develop an initial curriculum framework, and disseminate results to promote its use within and between countries. It will also help develop an international community of practice for digital curation training.
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.
STEM careers and skills of the future - Anastasiya Boiko, European SchoolnetBrussels, Belgium
Anastasiya Boiko, European Schoolnet, presented STEM careers and skills of the future at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Despite requirements for constant innovation in Higher Education, the application of
knowledge management constitutes a recent research field in this sector while a wide range of e-learning
tools - like open source learning management systems (LMS) - constitute a basic part of universities
infrastructures at present. As knowledge derived from direct experiences is one of the most important
sources for innovations, this paper presents two approaches for experiential knowledge production in the
Higher Education teaching-learning processes: (1) the managerial production approach and (2) the open
production approach. In accordance with these approaches, the paper also describes how Moodle and Sakai -
two of the most widely used open source LMS - support experiential knowledge production and concludes
that: (1) these LMS don’t have first class constructs to manage experiential knowledge production related
concepts; (2) experiential knowledge related constructs can be represented through existing artifacts included
in these LMS but this approach presents many limitations to support explicit connections between these
constructs and; (3) LMS can extend current capabilities of tags or similar artifacts to represent high level
meaning structures that link content from different LMS tools.
Opening Up Education with OER and MOOCsoeropenuped
This document discusses opening up education through open educational resources (OER) and massive open online courses (MOOCs). It notes that while conventional higher education systems have existed for centuries, open and distance learning, OER, and MOOCs represent more innovative and emerging approaches that are gaining prominence. The document outlines the launch of OpenupEd, a pan-European initiative to provide high-quality MOOCs across institutions. It argues that embracing open approaches like OER and MOOCs can help institutions adapt to changing environments and remain relevant by opening up education.
This document discusses open education and the OpenupEd MOOCs initiative. It begins by introducing Fred Mulder and his role with EADTU's OpenupEd initiative. It then provides background on open education concepts like open courseware, open educational resources, and MOOCs. The document outlines the OpenupEd initiative launched in 2013, which provides high-quality MOOCs across Europe in multiple languages with a focus on learner-centeredness, independent learning, and recognition options. It provides statistics on usage and details the benefits and requirements for institutions to partner with OpenupEd. The conclusion discusses the potential for OpenupEd to grow its course offerings and partners internationally.
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/
Rosanna de Rosa, from UNINA, presented the philosophy and challenges behind the EMMA EU project and MOOC platform developed with the idea of accommodating diversity through multilingualism. Darco Jansen, from EADTU (European Association of Distance Teaching Universities), talked about Europe’s response to MOOC opportunities. His presentation highlighted the main difference with U.S. and discussed the consequences for didactical and pedagogical approaches regarding the different contexts.
This document discusses innovations and challenges in technology-enhanced learning from the perspective of teachers. It summarizes research from projects focusing on virtual mobility in higher education, open educational resources, and quality assurance. Key innovations highlighted include developing virtual mobility curriculum modules through international collaboration, and training teachers to create and integrate open educational resources into their courses through open licensing and collaboration. However, challenges also exist around differences in quality assurance requirements, contact hours, and understanding of collaboration between institutions.
Presentation by Montse Guitert Catasús, Director, Digital Competencies Program (psychology and science education), Universitat Oberta de Catalunya, Spain for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Emma is an exciting multilingual learning experience that provides services to support MOOCs across Europe, including translation, transcription, hosting, and learning analytics. Its objectives are to ensure advanced services for newcomers, create a pan-European brand, and provide multilingual access to European MOOCs. Emma offers personalized learning paths and supports diversity in pedagogical approaches and cross-cultural learning. It collects learning data to analyze interactions, profiles, expectations, and evaluations to help improve the user experience.
Presentation by Helga Dorner, Centre for Teaching and Learning at the Central European University, Hungary for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
E-learning in Spain has grown but still lags behind some EU averages. Reports from 2004-2010 analyzed e-learning practices in Spain and identified advantages like flexibility but also challenges like lack of computer skills and high dropout rates. Tutoring is seen as key to success. While e-learning is used more in large companies and public administration, a national standard was introduced in 2008 to define and promote quality e-learning practices.
European university networking and the role of the e u.university hubEADTU
This document provides an overview of the OpenU project, which aims to create a European online and blended learning platform to facilitate cooperation between higher education institutions. The 3-year, €2.6 million project involves 21 partners across 10 European countries and will focus on developing educational cooperation, increasing student and staff mobility, and challenge-based learning. It will establish a single online access point for students and provide resources to support digital pedagogy and curriculum development. The project consists of 6 work packages and 4 clusters that will experiment with the online hub's functionalities to support inter-university cooperation.
The document summarizes the D-TRANSFORM initiative, which aims to implement training programs for European university leaders on how digital resources like OERs and MOOCs can transform university strategies. It received 1 million Euros from ERASMUS+ and involves partners from several European countries. The agenda includes developing guidelines, case studies, and recommendations. A leadership school will be held in Barcelona in 2016 and Paris in 2017, and a MOOC on the strategic role of digital resources will launch in 2017. The initiative also examines public digital policies in different European countries and discusses business models for open education approaches and their sustainability.
The document discusses ICT for education in Europe and the new EU2020 strategy. It provides examples of studies and projects funded under the Lifelong Learning Programme 2007-2013 related to ICT and education. It also looks ahead to challenges for future projects to focus on innovative pedagogical approaches using social networking and bridging formal and informal learning.
Moderator: Antonella Poce, Network of Academics and Professionals (NAP) Steering Committee member and Associate Professor in Experimental Pedagogy at the University Roma Tre – Department of Education
Date: 7 December 2016
Recording of the webinar: https://eden-online.adobeconnect.com/p4hcaplald5/
This document describes the Digitally Competent European Schools (DICES) project which involves four secondary schools from Belgium, Spain, France and Czech Republic. The project aims to analyze each school's current digital situation using tools like SELFIE and TET-SAT in order to develop action plans to improve digital competencies of students and teachers. Specific goals include implementing European digital frameworks in each school, increasing European dimension through cultural exchanges, and supporting teacher professional development. The project seeks to achieve an eTwinning quality seal for participating schools by 2022.
This document summarizes an experience with innovative teaching using the Emma and Federica MOOC platforms. It finds that Emma provides advanced translation and transcription services to make MOOCs available in multiple languages. Learning data is collected from student interactions and used to generate profiles. Emma allows for interactive features like virtual classrooms and annotation tools. The document concludes that new business models for MOOCs will change higher education institutions' social roles in knowledge and innovation.
Presentation by Diana Andone, Director of the eLearning Center at the Politehnica University of Timisoara, Romania for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
The document discusses the Digital Curator Vocational Education Europe (DigCurV) project. It aims to support and extend vocational training for digital curators in libraries, archives, and museums across Europe. The project will identify existing training opportunities and needs, develop an initial curriculum framework, and disseminate results to promote its use within and between countries. It will also help develop an international community of practice for digital curation training.
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.
STEM careers and skills of the future - Anastasiya Boiko, European SchoolnetBrussels, Belgium
Anastasiya Boiko, European Schoolnet, presented STEM careers and skills of the future at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Despite requirements for constant innovation in Higher Education, the application of
knowledge management constitutes a recent research field in this sector while a wide range of e-learning
tools - like open source learning management systems (LMS) - constitute a basic part of universities
infrastructures at present. As knowledge derived from direct experiences is one of the most important
sources for innovations, this paper presents two approaches for experiential knowledge production in the
Higher Education teaching-learning processes: (1) the managerial production approach and (2) the open
production approach. In accordance with these approaches, the paper also describes how Moodle and Sakai -
two of the most widely used open source LMS - support experiential knowledge production and concludes
that: (1) these LMS don’t have first class constructs to manage experiential knowledge production related
concepts; (2) experiential knowledge related constructs can be represented through existing artifacts included
in these LMS but this approach presents many limitations to support explicit connections between these
constructs and; (3) LMS can extend current capabilities of tags or similar artifacts to represent high level
meaning structures that link content from different LMS tools.
Opening Up Education with OER and MOOCsoeropenuped
This document discusses opening up education through open educational resources (OER) and massive open online courses (MOOCs). It notes that while conventional higher education systems have existed for centuries, open and distance learning, OER, and MOOCs represent more innovative and emerging approaches that are gaining prominence. The document outlines the launch of OpenupEd, a pan-European initiative to provide high-quality MOOCs across institutions. It argues that embracing open approaches like OER and MOOCs can help institutions adapt to changing environments and remain relevant by opening up education.
This document discusses open education and the OpenupEd MOOCs initiative. It begins by introducing Fred Mulder and his role with EADTU's OpenupEd initiative. It then provides background on open education concepts like open courseware, open educational resources, and MOOCs. The document outlines the OpenupEd initiative launched in 2013, which provides high-quality MOOCs across Europe in multiple languages with a focus on learner-centeredness, independent learning, and recognition options. It provides statistics on usage and details the benefits and requirements for institutions to partner with OpenupEd. The conclusion discusses the potential for OpenupEd to grow its course offerings and partners internationally.
OpenEducation 2030 keynote at EADTU ParisYves Punie
The document discusses potential scenarios for open education in 2030 based on foresight work done by the Institute for Prospective Technological Studies. Four main scenarios for higher education in 2030 are presented based on two key tensions: the learning context (guided vs self-guided) and learning goals (externally set vs learner initiated). The scenarios include the Guided Journey, Guided Discovery, Self-Guided Journey, and Self-Guided Discovery. Each scenario outlines the potential key roles of higher education institutions and differences in where, when, what, and how learning would take place.
This document discusses open education and proposes a 5COE model to characterize different approaches. It describes open education as having 5 components: open educational resources (OER), open learning services (OLS), open teaching efforts (OTE), openness to learners' needs (OLN), and openness to employability and capabilities development (OEC). The document proposes using this 5COE model to map different educational approaches and provide "fingerprints" to characterize institutions. It also discusses the OpenupEd initiative, a new pan-European MOOCs partnership launched with support from the European Commission to promote open education across Europe according to values of equity, quality, and diversity.
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.
141023 EADTU Keynote Open Education 2030Yves Punie
This document provides an overview of open education trends presented in a keynote by Yves Punie at the 2014 EADTU Conference. It discusses the history and understanding of open education, current trends like MOOCs and learning analytics, and the results of an IPTS foresight study on open education in 2030 including tensions around guidance, goals, and certification. The document also outlines further IPTS research on the supply and demand sides of open education including case studies and building a knowledge base on European MOOC learners.
The OpenCred study investigates recognition of non-formal open learning in the EU. It identifies models for recognizing open learning and learners' perceptions. The study team includes researchers from the University of Leicester and the JRC. The study finds that robust assessment is key to recognition but can reduce openness if it is costly or limited to enrolled students. It also finds that open learning is currently recognized through partial qualifications rather than full credentials.
"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/
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
This document provides an overview of the MOOCKnowledge study being conducted by JRC-IPTS and other partners. The study aims to better understand MOOC learners in Europe through a large-scale survey of learners from different European MOOCs. The survey will collect data at three time points - before, immediately after, and one year after course completion - to understand learner demographics, motivations, experiences, and long-term impacts. Preliminary results from an initial pilot survey of over 1700 learners across 6 MOOCs show distributions of gender, age, education level, and employment status. The findings will help inform evidence-based policy on open education in Europe.
EADL conference: Towards National stratgies for OER? The Dutch landscape, Fre...Fred de Vries
National strategies are needed to mainstream open educational resources (OER) in institutions. While many promising OER initiatives exist, few countries have adequate national strategies. For open universities, adopting a "split-component" course model where some materials are openly licensed as OER while other services have fees could help with sustainability. The Netherlands' €8 million national Wikiwijs program from 2009-2013 aimed to mainstream OER across all education sectors. National strategies are a wise investment that can improve quality through collaborative content development while increasing access and lowering costs through free online materials. Open universities exploring business models where some learning opportunities and services have fees while maintaining OER could fulfill responsibilities for education quality, access, and efficiency.
Make the difference: ICDE Featured session at the Annual Online Learning Cons...icdeslides
While education is more popular than ever, huge gaps have to be tackled to achieve quality education for all, Trends and cases in different parts of the world will be highlighted. What is the impact of Open Education Resources, OER, and ODE? And how ICDE can contribute to a future oriented, collaborative platform for global educational achievements? MOOCs is discussed as a possible enabler for a new pedagogy.
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.
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 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.Sahara, taking part in the global knowledge revolution.
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.
ICDE Report: UNESCO Chairs in OER, International Meeting Krakow, Poland April...icdeslides
The UNESCO Open Educational Resources (OER) Chairs Meeting is being held within the framework of the Open Education Global Conference 2016 in Poland.
Participants in this global conference were able to hear from thought leaders in open education and had the opportunity to share ideas, practices and discuss issues important to the future of education worldwide. Sessions cover new developments in open education, research results, innovative technology, policy development and implementation, and practical solutions to challenges facing education around the world.
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
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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.
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
Similar to Session 2: "Supra-national Strategies" Panel of Associations and Networks (European MOOC Summit, EPFL, June 2013) (20)
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This document provides data and analysis on global trends in tertiary education enrollment rates. Some key findings include:
- The global tertiary enrollment rate increased from 18% in 1999 to 27% in 2009. Eastern Europe had the highest rates over 50%. Sub-Saharan Africa had the lowest rates around 4%.
- Countries with the lowest enrollment rates were mostly in Sub-Saharan Africa, with rates under 5%. The highest rates over 80% were in select European countries.
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The document discusses international trends in higher education funding structures. It notes three key trends: 1) massification of higher education systems with more students attending university; 2) a shift from public to private sources of funding for higher education; and 3) a focus on quality assurance and the role of universities in serving society and the economy. Tables and charts show data on tertiary education across various countries, including attainment rates, proportions of international students, public and private spending, and tuition charges. The document concludes by comparing the public funding structures of higher education in the US, England, and Canada.
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Associations, Networks, Alliances etc.: Making Sense of the Emerging Global H...Kolds
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2. Rankings impact higher education institutions, students, faculty, government policy and academic decision-making by incentivizing certain types of behavior and resource allocation.
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10. Opening up Education in the
EU and OpenupEd MOOCs
Fred Mulder
Chair EADTU Taskforce on Open Education
UNESCO Chair in OER at OUNL
(former Rector OUNL 2000 – 2010)
1
European MOOC
Stakeholder Summit
6-7 June 2013
@EPFL, Lausanne
11. Page 2
About Open …
Open Education
! Open Learning (1971 OU-UK; other OUs)
! Open CourseWare (2001: MIT)
! Open Educational Resources (2002: UNESCO)
! Open Education (2008: Cape Town Declaration)
! Massive Open Online Courses (2011: xMOOCs / 2008:
cMOOCs)
Opening up Education (2012: EU)
Would need a
dedicated presentation
2
12. Page 3
Open(ing up) Education (OuE)
seems a subtle change but is pretty relevant …
OuE underlines the dynamics and the process
(there is no fixed model for education over time)
OuE can adequately accommodate diversity
(there is no single ideal model for education)
brings in nuance and offers an umbrella for:
> Open Educationalists, MOOCers, and other devotees <
> Elite Universities, Open Universities, and the wider variety <
> Educational Institutes from primary through university level <
> Learners with their diversity in needs and circumstances <
3
13. Page 4
European Union …
with ‘Opening up Education’ is preparing
JIT for a breakthrough move
is in an effective position with its tools:
policy guidance, EU regulation, EU funding schemes, exchange
of good practices, innovative pilots, …
can inspire, mobilize, facilitate, and support EU countries and
educational institutes in their OuE endeavours
can harmonize, create synergies, underline diversity (when
appropriate) among EU countries and educational institutes
can add value in the global educational market
4
14. Page 5
EU: ‘Opening up Education’
Perspective of OuE?
Successor of the remarkably successful ‘Bologna’ for HE,
an innovation where top-down and bottom-up merged,
with a shared feeling of momentum and a clear goal:
contribute to mobility, quality, and harmonization
----------------------------------------------------------------------------------------------------------------
‘Opening up Education’, significant for all educational sectors,
an innovation where top-down and bottom-up are merging,
with an upcoming feeling of momentum and a clear goal:
contribute to accessibility, quality, efficiency, and innovation
5
Joint Initiative of
> Education and Culture <
> Digital Agenda <
15. Page 6
EU: ‘Opening up Education’
To be launched after Summer 2013
Fully exploit the potential of OER and ICT …
… for futureproof Education, Skills, and Jobs
------------------------------------------
> Learning & Teaching >
> Content <
> Infrastructures <
------------------------------------------
Substantial budget for 2014-2020
(Part of Erasmus for All, Horizon 2020)
6
YES, also about MOOCs
BUT is much broader
Solid & Mature(d)
16. Page 7
Going pan-European …
with OpenupEd MOOCs
MOOCs: predominantly US
where it all started as of 2011
and … expanded massively (Coursera, Udacity, edX)
some EU universities have joint US initiatives
new launches in UK, Australia, Germany, Spain
TIME for a European initiative!
nice umbrella: the EC launch Opening up Education
that s why OpenupEd is our name
first pan-European MOOCs initiative
7
17. Page 8
OpenupEd MOOCs
Launched April 25
Joint press release EADTU & European Commission
European values: Equity, Quality, and Diversity
> Learner at the Centre <
> High-quality Learning Materials <
> Self-study Model <
> Diversity in Language and in Culture <
In Tradition of acclaimed Open Universities model:
EADTU initiative (thought about the term MOUCs)
8
18. Page 9
OpenupEd partnership (EADTU)
At the launch, from the EU:
France, Italy, Lithuania, the Netherlands,
Portugal, Slovakia, Spain, the UK
Outside the EU, from:
Russia, Turkey, Israel
Planning to join, from:
Cyprus, Denmark, Estonia, France,
Greece, Poland (2x), Slovenia, Spain
Open to other potential partners
9
19. Page 10
OpenupEd courses
Around 60 at the start
Wide variety in subjects and level
12 Languages
Scheduled or self-paced
20 to 200 hours of study
Recognition options
10
20. Page 11
OpenupEd common features
Openness to learners
Digital openness
Learner-centred approach
Independent learning
Media-supported interaction
Recognition options
Quality focus
Spectrum of diversity
Not meant to be a strict order
but rather to give general guidance
11
21. Page 12
OpenupEd: some stats
For April (≥ 25) and May:
5.5 million hits
65.000 unique visitors
6600 newsletter registrations
Top-5 April: Portugal, Spain, Germany, Bulgaria, Greece
Top-5 May: Portugal, Spain, Italy, Bulgaria, US
Top-5 June: Spain, Portugal, Netherlands, US, Italy
12
22. Page 13
OpenupEd, a decentralized model
Institutions themselves are leading
OpenupEd central communication portal,
a referatory to the institutional platforms
Driven by service to learners & society
(rather than by revenue)
Positioned in the public domain (not-for-profit)
(rather than the private sector)
BUT … commonality in our eight features
13
23. Page 14
OpenupEd: benefits for partners
Strong and distinctive quality brand
Collective exposure beyond national borders
Visibility and marketing potential
Opportunity to join cross-national projects with external funding
Opportunity to engage with the expertise and experience in the
OpenupEd partnership: (i) development of MOOCs (ii) operate
on a partner’s platform (iii) institutional evaluation & monitoring
Annual state-of-the-art meeting (part of EADTU Conference)
Explore further extension of ‘opening up education’ at institution
14
24. Page 15
OpenupEd: six conditions to join
1 Position in national HE structure including QA & Accreditation
2 Institutional endeavour with evidence of QA for the MOOCs
3 Endorsement of the eight common features and
evidence of how these are applied to the MOOCs;
crucial are ‘openness to learners’ & ‘digital openness’
4 E-xcellence MOOC label required at entry & periodical renewal
5 The MOOC operation must be evaluated and monitored;
data and results must be shared within OpenupEd partnership
6 Payment of a moderate annual fee
15
25. This is just a start
of an exciting expedition …
www.openuped.eu
16
THANK YOU!
fred.mulder@ou.nl
27. MOOCs – EUA response
! Need for more information among our membership
! Task Force: Monitoring – updates – possibly events
! Stimulating debate at the EUA Council
! a catalyst for debate
! more focus on learning and teaching
! massification, quality, flexibilisation,, internationalisation
! technical possibilities, OER, delivery modes …
! probes the concept of the university (unique, sustainable,
knowledge creation, research based learning, etc).
28. To be … or to not to be … or to change …?
What could possible changes through MOOCs mean for
! universities?
! will it put (some of) them out of business?
! concentration, new types of institutions, hierachy?
! Public funding - privatisation/ commoditisation of HE -
partnerships?
! Multinational knowledge & learning providers?
! ‘costs to cut in the public sector and dollars to be made in the
private sector’
! Degrees, competences, credentials?
! Learning & learning culture?
! Higher education staff – professors?
…3…
29. What can we do with the MOOCs?
! quality of learning and teaching
! online / blended learning
! learning methods
! assessment – testing
! flexibilisation of learning
! learning content
! internationalisation
! European learning offer
! Joint provision with partners around the globe?
! collaboration – learning & research
! University, non-university partner
! E.g. response to learning needs and challenges in a region, a city
! European approach(es)?
! meaningful education” – Alex Usher
31. 1991##|##2013!!!!!EUCEN:!Over%twenty%years%commi0ed%to%LLL%–%www.eucen.eu#
• EUCEN is an association (not-for-profit) based on Belgian law
– founded 1991
• Currently more than 191 members (institutional membership)
from 36 countries including 16 national ULLL Networks
• Mission: the promotion and advancement of LLL within HE
institutions in Europe and elsewhere; to foster universities’
influence in the development of LLL knowledge and policies
throughout Europe
EUCEN as Association
32. 1991##|##2013!!!!!EUCEN:!Over%twenty%years%commi0ed%to%LLL%–%www.eucen.eu#
• Support EUCEN members and finding solutions for
developing a MOOC strategy for ULLL
• Developing provisions (research) supporting quality
assurance of MOOC in ULLL
• Working with other players to promote the use of MOOC in
ULLL
• Participate in debates and events in all levels to share
experiences and research with MOOC
• Disseminate among members and stakeholders (regions,
stakeholders, …) the evolution of MOOC in ULLL
MOOC´s Actions
34. European UNiversities Information Systems
IS managers in European HE&R institutions
• 130 Universities from 29 countries
• Different languages & cultures. English is the common
language
• Each country often centered on itself.
• Strong national associations: strategy, professional
development, …
• Need of an organization to exchange
European MOOC Summit, EPFL, June 2013 Yves Epelboin, UPMC-Sorbonne Universités
35. Main activities
• Annual congresses since 1995
• Task forces:
• E-Learning Task force
• RS3G group (middleware: SIS…)
• MIS group (National software providers, BIS…)
• Bencheit (Benchmarking)
• Rectors conferences about every 3 years:
• 69-80 rectors and pro rectors from European universities
• See www.eunis.org
European MOOC Summit, EPFL, June 2013 Yves Epelboin, UPMC-Sorbonne Universités
36. MOOCS
EUNIS has a keen interest in these developments but remains skeptical
about the fact that much current MOOC activity is US-centric with its
roots firmly in the commercial sector that is currently underwriting much
of the development activity. There are also contrasting pedagogic models
being labeled under the same banner. Europe needs to analyze the lessons
learned from these developments and look at how best to apply them to
improve the educational experience in a diverse range of educational
contexts. EUNIS sees opportunities to improve pedagogic practice by
incorporating more online learning (especially effectively designed peer
interactions) in traditional courses. There are also some opportunities for
widening participation bearing in mind the digital literacies (and indeed
cultural attitudes to learning) required by students before they can
become effective learners in this type of context.
European MOOC Summit, EPFL, June 2013 Yves Epelboin, UPMC-Sorbonne Universités