Use of Mobile Texting in Student Assessment Feedbacknadiamk
This document summarizes a project that used mobile text messaging to provide assessment feedback to students. A team at Westminster Business School developed and tested a system for sending feedback to students' mobile phones. Surveys of students on 4 modules found that students welcomed the SMS feedback but still wanted other forms of feedback as well. The pilot was successful but challenges included technical limitations, lack of message storage, and limited funding. Going forward, the university needs to provide broader support and consider advances in mobile technologies for assessment feedback.
Presentation of Svetlana Knyazeva, EDEN Fellow, UNESCO Institute of Information Technologies in Education, Russia, for the Open Education Week's fourth day webinar on "OER quality assessment " - 7 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pgemi5ksgi4k/
[EADTU-EU Online Summit] 1. Microcredentials; the Common Microcredential Fram...EADTU
This document outlines a proposal for a Common Microcredential Framework (CMF) to standardize credentials awarded for MOOCs and online short programs. It notes there is currently major variation in microcredentials like micromasters, nanodegrees, and mastertracks, leading to confusion for learners, universities, and employers. The CMF aims to lay foundations for a new standardized qualification by defining microcredentials as having 100-150 hours of workload, being leveled at bachelor's or master's, and including assessment and transcripts. The next steps include launching several "Gradeo" microcredentials on the FUN, Miriadax, and EduOpen platforms focused on topics like computer networks and digital manufacturing.
George Ubachs - Microcredentials & modularityEADTU
This document discusses short learning programmes (SLPs) and microcredentials. It defines SLPs as coherent sets of learning modules leading to a credential, and microcredentials as specific learning outcomes that are stackable. The Common Microcredential Framework (CMF) is presented as providing standardization for microcredentials. Modularization and stackability allow SLPs and microcredentials to be combined to form degrees. Recommendations include developing institutional qualification frameworks for continuing education and cooperation between institutions on standards.
This document discusses integrating student mobility into degree programs to achieve the goal of 20% of graduates having a study abroad experience by 2020. It proposes a model called MOCCA for designing degree programs with integrated mobility opportunities through defining learning outcomes for the mobility experience. Specific learning outcomes, assessment tasks like a case study and reflective diary, and assessment criteria are provided as an example of how to design a mobility module that enhances students' knowledge and cultural skills. The workload and credits for the mobility module should reflect the total effort required both during and after the international study period.
Author - Raimund Hudak,Head of Research & Labs of Duale Hochschule Baden Württemberg (DHBW), Germany.Digital technologies offer myriad access to learning. As new technologies and traditional education paradigms have collided, credentialing paradigms have also needed review. Traditionally, academic credentials and professional certifications were awarded as students emerged from education and vocational/technical programs. By 2015, global higher education institutions were considering validation of knowledge from online learning coursework in one single common, broad-based credentialing platform, and signed the Groningen Declaration to help forward this agenda.
Accreditation for online learning or Massive Open Online Coursework provides challenges for universities to accept and acknowledge learning as credited coursework; awarding credit for different types of educational coursework disrupts higher education’s traditional, formal educational processes for financial and educational accountability.
This document discusses mobility and skills development in higher education. It covers several topics:
- The importance of mobility for skills development and employability as well as lifelong learning. Mobility is a key part of the Bologna Process.
- Different types and dimensions of mobility including physical and virtual mobility of various durations for students, teachers, and staff.
- How higher education institutions can promote student mobility through curriculum organization and flexibility.
- Examples of mobility programs and projects that aim to improve skills and competencies of students and academic staff through mobility experiences.
- The relationship between mobility and skills development, and how mobility can feed into a virtuous cycle of improved skills, students, staff, and institutions.
Use of Mobile Texting in Student Assessment Feedbacknadiamk
This document summarizes a project that used mobile text messaging to provide assessment feedback to students. A team at Westminster Business School developed and tested a system for sending feedback to students' mobile phones. Surveys of students on 4 modules found that students welcomed the SMS feedback but still wanted other forms of feedback as well. The pilot was successful but challenges included technical limitations, lack of message storage, and limited funding. Going forward, the university needs to provide broader support and consider advances in mobile technologies for assessment feedback.
Presentation of Svetlana Knyazeva, EDEN Fellow, UNESCO Institute of Information Technologies in Education, Russia, for the Open Education Week's fourth day webinar on "OER quality assessment " - 7 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pgemi5ksgi4k/
[EADTU-EU Online Summit] 1. Microcredentials; the Common Microcredential Fram...EADTU
This document outlines a proposal for a Common Microcredential Framework (CMF) to standardize credentials awarded for MOOCs and online short programs. It notes there is currently major variation in microcredentials like micromasters, nanodegrees, and mastertracks, leading to confusion for learners, universities, and employers. The CMF aims to lay foundations for a new standardized qualification by defining microcredentials as having 100-150 hours of workload, being leveled at bachelor's or master's, and including assessment and transcripts. The next steps include launching several "Gradeo" microcredentials on the FUN, Miriadax, and EduOpen platforms focused on topics like computer networks and digital manufacturing.
George Ubachs - Microcredentials & modularityEADTU
This document discusses short learning programmes (SLPs) and microcredentials. It defines SLPs as coherent sets of learning modules leading to a credential, and microcredentials as specific learning outcomes that are stackable. The Common Microcredential Framework (CMF) is presented as providing standardization for microcredentials. Modularization and stackability allow SLPs and microcredentials to be combined to form degrees. Recommendations include developing institutional qualification frameworks for continuing education and cooperation between institutions on standards.
This document discusses integrating student mobility into degree programs to achieve the goal of 20% of graduates having a study abroad experience by 2020. It proposes a model called MOCCA for designing degree programs with integrated mobility opportunities through defining learning outcomes for the mobility experience. Specific learning outcomes, assessment tasks like a case study and reflective diary, and assessment criteria are provided as an example of how to design a mobility module that enhances students' knowledge and cultural skills. The workload and credits for the mobility module should reflect the total effort required both during and after the international study period.
Author - Raimund Hudak,Head of Research & Labs of Duale Hochschule Baden Württemberg (DHBW), Germany.Digital technologies offer myriad access to learning. As new technologies and traditional education paradigms have collided, credentialing paradigms have also needed review. Traditionally, academic credentials and professional certifications were awarded as students emerged from education and vocational/technical programs. By 2015, global higher education institutions were considering validation of knowledge from online learning coursework in one single common, broad-based credentialing platform, and signed the Groningen Declaration to help forward this agenda.
Accreditation for online learning or Massive Open Online Coursework provides challenges for universities to accept and acknowledge learning as credited coursework; awarding credit for different types of educational coursework disrupts higher education’s traditional, formal educational processes for financial and educational accountability.
This document discusses mobility and skills development in higher education. It covers several topics:
- The importance of mobility for skills development and employability as well as lifelong learning. Mobility is a key part of the Bologna Process.
- Different types and dimensions of mobility including physical and virtual mobility of various durations for students, teachers, and staff.
- How higher education institutions can promote student mobility through curriculum organization and flexibility.
- Examples of mobility programs and projects that aim to improve skills and competencies of students and academic staff through mobility experiences.
- The relationship between mobility and skills development, and how mobility can feed into a virtuous cycle of improved skills, students, staff, and institutions.
The CATS project aims to develop a flexible credit-based management curriculum across higher education institutions (HEIs) and further education colleges (FECs) in London to support progression from level 3 to levels 4 and higher. The £78,000 project is funded by the Department for Business, Innovation and Skills and will run from July 2012 to June 2013. Key deliverables will include articulation agreements between institutions, a flexible management curriculum offer detailing credit, progression and accreditation opportunities, and information materials for students. The project aims to enhance credit transfer and flexibility in management studies to address skills shortages in the sector.
The document discusses the design of credentials for the Open Education Resources University (OERu). The OERu aims to provide free learning opportunities worldwide using open educational resources and open textbooks. It will offer courses and programs through scalable pedagogies and volunteer student support. Anchor partners will provide assessment and credentialing on a cost-recovery basis. Recommendations include using competency frameworks, prior learning assessment, and articulation agreements between partners. Financial models suggest fees for facilitation and assessment, with open access to materials. Next steps include providing input to the inaugural OERu partner meeting in November.
MOOCs and Assessment - version for CSUed conferenceSandra Wills
The document discusses MOOCs and assessment challenges. It describes how MOOCs have disrupted traditional university education models by unbundling courses. However, assessing and granting credit for MOOC learning remains difficult. The document also outlines a five step process for obtaining low-cost, high quality bachelor's degrees through credit-by-examination and the use of open educational resources and online capstone courses.
Delivering assessment during COVID-19 at scale at the Open University, UK. St...EADTU
1) The Open University in the UK had to quickly change its assessment processes and policies in response to the COVID-19 pandemic to support over 100,000 students. This included moving exams online, cancelling final assessments, extending deadlines, and assuming special circumstances for all students from March onwards.
2) An emergency management group was formed to make decisions and ensure consistency. Key principles were maintaining standards while prioritizing student success with a "no detriment" policy. Over 100,000 student results were ratified by July.
3) Communication approaches improved over time to be more proactive. Staff workloads increased but the university maintained operations with at least 75% staffing. Lessons were learned and pandemic
Managing online tutorials at scale at the open university (staff support webi...EADTU
The Open University has been providing open and flexible education to over 2 million students worldwide since 1969. In response to increasing demand for online learning, the university has been managing tutorials and events at scale using the Adobe Connect platform. Over the past years, the university trained over 4,500 staff and hosted over 40,000 online events annually with up to 5,500 concurrent users. During the COVID-19 pandemic, the use of online rooms tripled to support remote learning and community building. Key considerations for managing online tutorials at scale include ensuring users have proper technical setups, providing training, and adapting delivery methods for different types of virtual events.
This document discusses the open and online learning model at Charles Sturt University in Australia. Some key points:
- CSU has 40,000 students, with 70% in distance education and all courses available online.
- The university aims to connect all courses with indigenous concerns and professional practice.
- CSU's learning model focuses on co-created and connected learning spaces for lectures, professional practice, and developing resources.
- The university explores open learning through MOOCs, blended courses, credit for prior learning, and open educational resources.
- CSU questions how far open learning could go, such as fully assessing and granting credit for other institutions' MOOCs and courses.
The document introduces 5 test-beds for the ROLE project, each focusing on transitions across different learning contexts. The test-beds have diverse user bases like employees, students, and lifelong learners, and purposes such as continuing education and transitions between jobs or university and work. Common goals across the test-beds are to take more learner-centric approaches, increase openness and responsiveness of learning environments, enable collaborative learning, and help with transitions across different stages of learning.
The document summarizes two studies that compare distance learning to traditional in-person learning. The first study found that achievement levels of military students who took distance courses via video were as high or higher than students who received in-person training. The second study found little to no difference in student outcomes between online and on-campus graduate programs. However, the commenter notes that face-to-face training may be better than distance learning for certain topics like military training that requires hands-on experience with equipment under guidance.
Recognition of short learning programmes policy forum - may 28 2021 by clare ...EADTU
The document discusses recognition of short learning programmes (SLPs) and microcredentials in European higher education. It provides an overview of the benefits of recognition for learners, institutions, and employers. While most partner institutions can recognize credits within their own system, recognition policies vary between countries and there is no overarching European framework. Recognition is at the discretion of individual institutions rather than governed by national policy. The document recommends that SLPs follow principles of recognition, be at EQF levels 5-8, have clear learning outcomes, and consider prior learning. Recognition of prior learning should be assessed for relevance against SLP learning outcomes.
E-SLP teaching staff stakeholder event 20 May 2021 by Tom Melai (OUNL)EADTU
More flexibility in the form of education, allowing students to choose where and when to study, was deemed the most desirable development in higher education after the pandemic. The document discusses microcredentials and short learning programmes in European higher education, which offer smaller certifiable learning units of 5-30 ECTS credits that focus on specific skills. Recognition, accreditation, and legal frameworks are challenges, but these programmes have potential if quality assurance is emphasized and connections are made to formal education. Uniform terminology and clear reporting of level and size are advised to support stackability and recognition.
E slp policy forum - institutional policies by ingrid thaler (fern uni)EADTU
The document discusses surveys conducted on short learning programs (SLPs) at partner institutions and their strategic embedding. It finds that SLPs vary significantly in size, language, entry requirements, and quality assurance practices. Recommendations are provided to standardize SLPs as 5-30 ECTS academic units integrated into the Bologna Process, develop a fast quality assurance process, dedicate European funding for SLP development, and increase their visibility through an online repository. SLPs could help maintain learner interest in higher education, challenge existing business models, and act as incubators for innovation if given proper recognition.
Enriched programmes by international collaboration and mobility - Fred Truyen...EADTU
This document discusses models for international collaboration on microcredentials and short learning programs (SLPs). It describes several pilots of SLPs run by EADTU, including on climate change, digital transformation, and online learning. Lessons from the pilots highlighted the need for clear agreements between partner institutions, suitable program size and organization, and a framework for quality assurance. The presentation goes on to provide an example of developing a joint SLP through establishing a partnership, designing a curriculum, qualifications, ecosystem, and business plan while ensuring sustainability. It stresses the importance of shared understanding and responsibilities between partners.
This document provides information about Stockton University's Master of Arts in Instructional Technology (MAIT) program, including details about the MAIT cohort program. It describes the MAIT curriculum and certification opportunities. It also outlines the benefits of the MAIT cohort program, such as customized instruction, networking opportunities, and convenient scheduling. Information is provided about applying to the MAIT program and new affordable tuition rates for off-campus cohorts. Contact information is listed for questions about the MAIT program.
A Rapporteur's Summary and opinion of the State of Digital Education, based on the proceedings of the conference of the same name held in Attard, Malta on 19th-20th January 2017.
Matt Stanfield-Jenner, Microcredentials, the story so farEADTU
- FutureLearn is an online learning platform founded in 2012 by the UK Open University that offers thousands of courses from over 240 university and industry partners.
- It has launched over 50 microcredentials since 2019, which are portfolio credentials of 150+ learning hours that aim to demonstrate career-relevant skills.
- The document discusses FutureLearn's experience with microcredentials, including key learnings around course design, partner and learner needs, and opportunities to further connect education and industry through microcredentials.
E slp policy forum dce 28 may 2021 by Päivi Kananen and Virpi Uotinen (JYU)EADTU
This document summarizes the development of a collaborative online education program called "Digitally Competent Educators" between four European universities. The program aims to develop educators' digital competences through three online modules based on the EU's Digital Competence Framework for Educators. The universities collaborated in designing a flexible, scalable curriculum using the framework, selecting a learning platform, and establishing joint administration like grading and certificates. They continue working together to evaluate and market the program annually.
Common microcredential framework discussion at European Business Forum 25 10-...EADTU
The European MOOC Consortium is developing a common microcredential framework to address the growing demand for alternative credentials from employers and learners. The framework aims to lay the foundations for a new qualification consisting of smaller units of study between 100-150 hours that develop relevant skills. These microcredentials would be recognized towards formal qualifications across different higher education systems in Europe. Challenges include gaining official European Commission recognition and increasing awareness and access among learners. Next steps include launching initial microcredentials and engaging stakeholders through an EU-funded project.
1. The document discusses dialogue with stakeholders in higher education reform in Europe. It focuses on the roles of governments, higher education institutions, industries/businesses, and students.
2. Key topics of discussion included curricula quality and relevance, student recruitment and hiring, and R&D collaborations between academia and industry.
3. The document poses ultimate questions about the current state of dialogue between stakeholders, issues that need to be addressed, and how higher education reform experts can contribute to improving competencies for the future.
Presentation of Paul Bacsich, EDEN Fellow, Matic Media Ltd and Sero Consulting Ltd, for the Open Education Week's first day webinar on "Education 2030 – Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
MOOC Platforms, Participation and Business Models: Tensions in FocusMark Brown
Presentation at annual European Association for Distance Teaching Universities (EADTU), Online, Open and Flexible Higher Education Conference, Milton Keynes, UK, 26th October, 2017.
National spanish legal education conference 2013 dual degreesLouise Taylor
Nottingham Law School has a dual degree program with Radboud University in Nijmegen that allows students to study for one year at the partner institution and earn an additional degree. This creates an international teaching culture by exchanging staff and students between the schools and encouraging international perspectives. It also fosters international research collaborations through joint funding bids and possible dual LLMs. Challenges include ensuring support for exchange students and overcoming reluctance to change, but the program promotes best practices in legal education on a global level.
Using victim personal statements to inject restorative principles into crimin...Louise Taylor
The document discusses using victim impact statements in criminal sentencing to incorporate restorative justice principles. Victim impact statements were introduced in 2001 to give victims a voice in the legal process. The EU Victims' Directive of 2012 also supports victim participation. While victim impact statements can help communicate victim harm and potentially encourage offender accountability and apology, there are concerns about unduly influencing sentences and raising unrealistic victim expectations. The document argues restorative practices can be integrated into the existing criminal system and more guidance is needed for practitioners on the restorative potential of victim impact statements.
The CATS project aims to develop a flexible credit-based management curriculum across higher education institutions (HEIs) and further education colleges (FECs) in London to support progression from level 3 to levels 4 and higher. The £78,000 project is funded by the Department for Business, Innovation and Skills and will run from July 2012 to June 2013. Key deliverables will include articulation agreements between institutions, a flexible management curriculum offer detailing credit, progression and accreditation opportunities, and information materials for students. The project aims to enhance credit transfer and flexibility in management studies to address skills shortages in the sector.
The document discusses the design of credentials for the Open Education Resources University (OERu). The OERu aims to provide free learning opportunities worldwide using open educational resources and open textbooks. It will offer courses and programs through scalable pedagogies and volunteer student support. Anchor partners will provide assessment and credentialing on a cost-recovery basis. Recommendations include using competency frameworks, prior learning assessment, and articulation agreements between partners. Financial models suggest fees for facilitation and assessment, with open access to materials. Next steps include providing input to the inaugural OERu partner meeting in November.
MOOCs and Assessment - version for CSUed conferenceSandra Wills
The document discusses MOOCs and assessment challenges. It describes how MOOCs have disrupted traditional university education models by unbundling courses. However, assessing and granting credit for MOOC learning remains difficult. The document also outlines a five step process for obtaining low-cost, high quality bachelor's degrees through credit-by-examination and the use of open educational resources and online capstone courses.
Delivering assessment during COVID-19 at scale at the Open University, UK. St...EADTU
1) The Open University in the UK had to quickly change its assessment processes and policies in response to the COVID-19 pandemic to support over 100,000 students. This included moving exams online, cancelling final assessments, extending deadlines, and assuming special circumstances for all students from March onwards.
2) An emergency management group was formed to make decisions and ensure consistency. Key principles were maintaining standards while prioritizing student success with a "no detriment" policy. Over 100,000 student results were ratified by July.
3) Communication approaches improved over time to be more proactive. Staff workloads increased but the university maintained operations with at least 75% staffing. Lessons were learned and pandemic
Managing online tutorials at scale at the open university (staff support webi...EADTU
The Open University has been providing open and flexible education to over 2 million students worldwide since 1969. In response to increasing demand for online learning, the university has been managing tutorials and events at scale using the Adobe Connect platform. Over the past years, the university trained over 4,500 staff and hosted over 40,000 online events annually with up to 5,500 concurrent users. During the COVID-19 pandemic, the use of online rooms tripled to support remote learning and community building. Key considerations for managing online tutorials at scale include ensuring users have proper technical setups, providing training, and adapting delivery methods for different types of virtual events.
This document discusses the open and online learning model at Charles Sturt University in Australia. Some key points:
- CSU has 40,000 students, with 70% in distance education and all courses available online.
- The university aims to connect all courses with indigenous concerns and professional practice.
- CSU's learning model focuses on co-created and connected learning spaces for lectures, professional practice, and developing resources.
- The university explores open learning through MOOCs, blended courses, credit for prior learning, and open educational resources.
- CSU questions how far open learning could go, such as fully assessing and granting credit for other institutions' MOOCs and courses.
The document introduces 5 test-beds for the ROLE project, each focusing on transitions across different learning contexts. The test-beds have diverse user bases like employees, students, and lifelong learners, and purposes such as continuing education and transitions between jobs or university and work. Common goals across the test-beds are to take more learner-centric approaches, increase openness and responsiveness of learning environments, enable collaborative learning, and help with transitions across different stages of learning.
The document summarizes two studies that compare distance learning to traditional in-person learning. The first study found that achievement levels of military students who took distance courses via video were as high or higher than students who received in-person training. The second study found little to no difference in student outcomes between online and on-campus graduate programs. However, the commenter notes that face-to-face training may be better than distance learning for certain topics like military training that requires hands-on experience with equipment under guidance.
Recognition of short learning programmes policy forum - may 28 2021 by clare ...EADTU
The document discusses recognition of short learning programmes (SLPs) and microcredentials in European higher education. It provides an overview of the benefits of recognition for learners, institutions, and employers. While most partner institutions can recognize credits within their own system, recognition policies vary between countries and there is no overarching European framework. Recognition is at the discretion of individual institutions rather than governed by national policy. The document recommends that SLPs follow principles of recognition, be at EQF levels 5-8, have clear learning outcomes, and consider prior learning. Recognition of prior learning should be assessed for relevance against SLP learning outcomes.
E-SLP teaching staff stakeholder event 20 May 2021 by Tom Melai (OUNL)EADTU
More flexibility in the form of education, allowing students to choose where and when to study, was deemed the most desirable development in higher education after the pandemic. The document discusses microcredentials and short learning programmes in European higher education, which offer smaller certifiable learning units of 5-30 ECTS credits that focus on specific skills. Recognition, accreditation, and legal frameworks are challenges, but these programmes have potential if quality assurance is emphasized and connections are made to formal education. Uniform terminology and clear reporting of level and size are advised to support stackability and recognition.
E slp policy forum - institutional policies by ingrid thaler (fern uni)EADTU
The document discusses surveys conducted on short learning programs (SLPs) at partner institutions and their strategic embedding. It finds that SLPs vary significantly in size, language, entry requirements, and quality assurance practices. Recommendations are provided to standardize SLPs as 5-30 ECTS academic units integrated into the Bologna Process, develop a fast quality assurance process, dedicate European funding for SLP development, and increase their visibility through an online repository. SLPs could help maintain learner interest in higher education, challenge existing business models, and act as incubators for innovation if given proper recognition.
Enriched programmes by international collaboration and mobility - Fred Truyen...EADTU
This document discusses models for international collaboration on microcredentials and short learning programs (SLPs). It describes several pilots of SLPs run by EADTU, including on climate change, digital transformation, and online learning. Lessons from the pilots highlighted the need for clear agreements between partner institutions, suitable program size and organization, and a framework for quality assurance. The presentation goes on to provide an example of developing a joint SLP through establishing a partnership, designing a curriculum, qualifications, ecosystem, and business plan while ensuring sustainability. It stresses the importance of shared understanding and responsibilities between partners.
This document provides information about Stockton University's Master of Arts in Instructional Technology (MAIT) program, including details about the MAIT cohort program. It describes the MAIT curriculum and certification opportunities. It also outlines the benefits of the MAIT cohort program, such as customized instruction, networking opportunities, and convenient scheduling. Information is provided about applying to the MAIT program and new affordable tuition rates for off-campus cohorts. Contact information is listed for questions about the MAIT program.
A Rapporteur's Summary and opinion of the State of Digital Education, based on the proceedings of the conference of the same name held in Attard, Malta on 19th-20th January 2017.
Matt Stanfield-Jenner, Microcredentials, the story so farEADTU
- FutureLearn is an online learning platform founded in 2012 by the UK Open University that offers thousands of courses from over 240 university and industry partners.
- It has launched over 50 microcredentials since 2019, which are portfolio credentials of 150+ learning hours that aim to demonstrate career-relevant skills.
- The document discusses FutureLearn's experience with microcredentials, including key learnings around course design, partner and learner needs, and opportunities to further connect education and industry through microcredentials.
E slp policy forum dce 28 may 2021 by Päivi Kananen and Virpi Uotinen (JYU)EADTU
This document summarizes the development of a collaborative online education program called "Digitally Competent Educators" between four European universities. The program aims to develop educators' digital competences through three online modules based on the EU's Digital Competence Framework for Educators. The universities collaborated in designing a flexible, scalable curriculum using the framework, selecting a learning platform, and establishing joint administration like grading and certificates. They continue working together to evaluate and market the program annually.
Common microcredential framework discussion at European Business Forum 25 10-...EADTU
The European MOOC Consortium is developing a common microcredential framework to address the growing demand for alternative credentials from employers and learners. The framework aims to lay the foundations for a new qualification consisting of smaller units of study between 100-150 hours that develop relevant skills. These microcredentials would be recognized towards formal qualifications across different higher education systems in Europe. Challenges include gaining official European Commission recognition and increasing awareness and access among learners. Next steps include launching initial microcredentials and engaging stakeholders through an EU-funded project.
1. The document discusses dialogue with stakeholders in higher education reform in Europe. It focuses on the roles of governments, higher education institutions, industries/businesses, and students.
2. Key topics of discussion included curricula quality and relevance, student recruitment and hiring, and R&D collaborations between academia and industry.
3. The document poses ultimate questions about the current state of dialogue between stakeholders, issues that need to be addressed, and how higher education reform experts can contribute to improving competencies for the future.
Presentation of Paul Bacsich, EDEN Fellow, Matic Media Ltd and Sero Consulting Ltd, for the Open Education Week's first day webinar on "Education 2030 – Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
MOOC Platforms, Participation and Business Models: Tensions in FocusMark Brown
Presentation at annual European Association for Distance Teaching Universities (EADTU), Online, Open and Flexible Higher Education Conference, Milton Keynes, UK, 26th October, 2017.
National spanish legal education conference 2013 dual degreesLouise Taylor
Nottingham Law School has a dual degree program with Radboud University in Nijmegen that allows students to study for one year at the partner institution and earn an additional degree. This creates an international teaching culture by exchanging staff and students between the schools and encouraging international perspectives. It also fosters international research collaborations through joint funding bids and possible dual LLMs. Challenges include ensuring support for exchange students and overcoming reluctance to change, but the program promotes best practices in legal education on a global level.
Using victim personal statements to inject restorative principles into crimin...Louise Taylor
The document discusses using victim impact statements in criminal sentencing to incorporate restorative justice principles. Victim impact statements were introduced in 2001 to give victims a voice in the legal process. The EU Victims' Directive of 2012 also supports victim participation. While victim impact statements can help communicate victim harm and potentially encourage offender accountability and apology, there are concerns about unduly influencing sentences and raising unrealistic victim expectations. The document argues restorative practices can be integrated into the existing criminal system and more guidance is needed for practitioners on the restorative potential of victim impact statements.
The document discusses the lack of numerical literacy skills among law students and legal professionals. It notes that numerical literacy is an important real-world skill not adequately addressed in legal education. The author proposes developing a 6-week online course (MOOC) to help law students improve their numerical literacy. The MOOC would incorporate math tuition and cognitive behavioral therapy to help overcome math anxiety and avoidance, and would be made freely available as an ongoing online resource for law schools and potentially legal professionals.
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.
Df e rr355_-_opportunities_for_moo_cs_in_schools_finalIan Koxvold
This document summarizes research on the potential uses of Massive Open Online Courses (MOOCs) in compulsory education in the UK. It finds that while MOOCs are largely unproven for school-aged learners, teachers see potential value in using MOOCs to provide supplementary support for gifted students, exam preparation, teacher professional development, and subjects with low enrollment. The document identifies specific challenges in UK education and maps potential MOOC solutions, finding support for MOOCs that report student participation to teachers.
This article originally appeared in Training & Development magazine February 2014 Vol 41 No 1, published by the Australian Institute of Training and Development.
It has been reproduced with permission from the editor.
IRJET - Investigating the Common Factor of Drop Out based on Learner’s Perspe...IRJET Journal
This document investigates the common dropout factors among learners in MOOCs in Malaysia based on learner perspectives and dropout rates. It finds that only 18% of Malaysian MOOC users complete courses and 64% have never taken a MOOC, indicating lack of awareness. Through surveys of University of Malaya students and professionals, it analyzes factors like language, time constraints, financial support and compares dropout factors to other countries. The literature review discusses MOOC background/engagement and studies on dropout rates in various countries from 2013-2019. Common dropout factors found include lack of time, support, digital/learning skills and barriers like education levels, gender, resources. The study aims to identify common dropout factors, dropout rates
This paper proposes a twelve dimensional classification schema for analyzing and designing MOOCs. The schema includes dimensions such as openness, scale, diversity, use of multimedia, communication, collaboration, learning pathways, quality assurance and certification. The paper applies the schema to analyze five example MOOCs that emphasize different pedagogical approaches such as associative, cognitive, constructive, situative and connective learning. It concludes that the schema can be used to design effective MOOCs by considering each dimension and to evaluate existing MOOCs.
The European Maturity Model for Blended Education is a framework which can help educators and institutions to take the next step in blended education.
The framework consists of 3 levels (course, programme, and institution) and for each level dimensions and indicators have been developed. This can be used to self assess the maturity of a blended course, programme or institution..
The EMBED implementation guidelines offer support for educators, course teams, instructional designers and management to mature in blended education. For each of the 21 dimensions guidelines have been written to reach the next maturity level. The guidelines include educational models, articles, research, and tools. Use them and take the next step toward mature blended education.
For more information, take a look at https://embed.eadtu.eu.
This document discusses Massive Open Online Courses (MOOCs). It begins by defining MOOCs and noting their key features, such as being open to unlimited participants, having no formal entry requirements, and offering no credits. The brief history of MOOCs is then summarized, highlighting the first MOOC in 2008. The document then covers how MOOCs work, their advantages like expanded access, and their disadvantages like lack of interaction. Different types of MOOCs are listed. In closing, the document discusses topics the author would pursue in future MOOCs, like mathematics, to enhance students' skills and understanding.
Impact of International MOOCs on College English Teaching and Our Countermeas...inventy
Research Inventy provides an outlet for research findings and reviews in areas of Engineering, Computer Science found to be relevant for national and international development, Research Inventy is an open access, peer reviewed international journal with a primary objective to provide research and applications related to Engineering. In its publications, to stimulate new research ideas and foster practical application from the research findings. The journal publishes original research of such high quality as to attract contributions from the relevant local and international communities.
This document discusses considerations for developing a Massive Open Online Course (MOOC) on emergency medical services (EMS) as part of the EMS Project in Vietnam. It identifies 9 key elements to consider: 1) course components of branding, assessment, and academic integrity, 2) choosing an appealing topic focused on EMS, 3) determining the targeted audience, 4) building a collaborative team, 5) creating a development timeline, 6) establishing learning outcomes, 7) designing communication strategies, 8) creating assessments, and 9) addressing other issues like technology, length, funding, and promotion. The goal is to develop a free online EMS course that can educate various audiences in Vietnam.
This document discusses the role of MOOCs (Massive Open Online Courses) in open and distance learning and the need to reconsider MOOCs. While MOOCs initially promised to revolutionize higher education, issues have emerged such as low completion rates and a lack of quality assurance. Moving forward, the document argues that MOOCs should focus on developing job skills, identifying revenue streams to ensure sustainability, segmenting markets to serve focused groups of users, and creating easy-to-use platforms with inter-institutional collaboration to improve the MOOC experience. Quality assurance frameworks also need to be integrated to address issues that have arisen in early implementations of MOOCs.
This document discusses new technology-leveraged models of education including MOOCs (Massive Open Online Courses), edupunks, and virtual badges. It begins by directing the reader to watch videos explaining these concepts and consider how they may impact higher education. It then provides information on MOOCs, including their history, potential benefits and limitations. It discusses business models that institutions may use with MOOCs. It also covers edupunks and do-it-yourself credentials as well as virtual badges and how they represent skills. Finally, it proposes a structure for an institution to apply these new learning models by focusing on access, quality, innovation, and completion.
This document summarizes a study that classified MOOC users into three profiles based on their levels of intrinsic motivation, extrinsic motivation, and persistence intentions:
1. Low interest users had medium-low levels of motivation and low intentions to complete courses.
2. Self-referential users were more motivated internally than externally and intended to persist in courses.
3. Highly committed users had high levels of all motivations and intentions.
The study found that highly committed users had significantly higher satisfaction, perceived quality, and intensity of their learning experiences compared to the other groups. Identifying user profiles based on pre-course motivations can help predict dropout rates and differentiate learning experiences.
Approaches to changing assessment and feedback practicejisc-elearning
This document discusses different approaches that universities have taken to changing assessment and feedback practices. It describes projects at Bath Spa University, University of Winchester, and Queen's University Belfast that took bottom-up, evidence-based approaches focusing on principles of assessment and feedback and participatory change. Manchester Metropolitan University's project took a top-down approach, building on previous initiatives. All the projects emphasized listening to stakeholders, piloting changes, and evaluating results. The main challenges identified were engaging all stakeholders, embedding changes fully, and selecting and implementing appropriate technologies to support changes.
Insights from integrating moocs into a pre service academic course Liat Eyal
This study examined integrating Massive Open Online Courses (MOOCs) into a pre-service teacher education course in Israel. 28 students participated in a blended course that included both face-to-face and online components using a MOOC. Students reported positive attitudes towards integrating MOOC learning and described benefits like acquiring new knowledge and teaching strategies. However, students also faced challenges like technological issues, language barriers, and time management. Overall, the study found that integrating MOOCs can promote lifelong learning for pre-service teachers and positively impact their development as future educators.
The document discusses the unbundling and rebundling of higher education. It begins by reviewing the history of unbundling in different industries and outlines how every aspect of higher education can now be unbundled. Unbundling involves disaggregating educational provision into separate components that can be provided by different partners. This raises questions around whose interests are served by new models and issues of inequality. The document then examines how components like curriculum, resources, roles of academics, and student support are being unbundled and rebundled in both traditional and emerging flexible pathways. It raises concerns that unbundling could negatively impact knowledge production, student experience, and working conditions unless issues of access, success, legitimacy, and
A Tale of two MOOCs, M. Cisel & M. ManoMattias Mano
This paper discusses the evolution of learning engagement patterns and learners’ profiles
across sequential iterations in two MOOCs. Both courses were relatively stable over time from
the demographic point of view, with punctual but notable variations. In both cases, registrants
who completed the course tended to decrease in proportions over time as the proportion of
bystanders increased, but they were nevertheless responsible for most of the course activity in
terms of video consumption or quiz submission. We observed that the statistical associations
between engagement in the course and learners’ demographic variables were more acute in
specific tracks, suggesting that the impact of sociocultural and socioeconomic variables on
engagement patterns strongly depends on the context of the course.
MOOCs and their impact on the transformation of higher education institutionsEADTU
This document discusses MOOCs and their potential impact on higher education from an institutional and global perspective. It provides an overview of UNED's experience with MOOCs, including that over 200,000 students have participated in UNED's MOOCs in less than two years. The document also examines both the promises and limitations of MOOCs, as well as perspectives for their future development, including the need to explore sustainable business models and demonstrate their educational effectiveness. Distance teaching universities are seen as having opportunities to take advantage of MOOCs by applying their experience with instructional design, student support, and international collaboration networks.
This document compares MOOCs and conventional EFL teaching models in colleges. It finds that while MOOCs follow some aspects of traditional teaching like registration and exams, they differ in key areas like number of students, lecture length, learning motivation, time/space, interactivity, and assessment. The document suggests optimizing the models by moving from a "push" to a "pull" approach where students take more initiative, and from independent to collaborative/interactive learning. It concludes that integrating MOOCs advantages into traditional EFL teaching could establish a hybrid model that benefits students.
Service learning has become widely used in education from K-12 through undergraduate programs. There are different types of service learning interventions that can be used, such as required service learning courses or optional additional credit courses. Research shows that service learning is most effective when it is a required part of a course, as this ensures student participation and opportunities for reflection. When service learning is required, studies have found benefits such as increased civic engagement, empathy, and academic achievement for students of all ages. Undergraduate programs may be an ideal time for service learning, as it can encourage civic engagement in young adults and help support career exploration and development of personal views. However, more research is needed to understand how the goals and types of service learning projects impact
Neil Morris is the Director of Digital Learning at the University of Leeds. The document discusses how the University of Leeds is unbundling and rebundling its higher education provision through digital technologies. It offers online courses, modules, and programs through its Digital Education Service to provide more flexible learning opportunities for both campus-based and online students. Some of its initiatives include MOOCs on FutureLearn, online credit-bearing courses, and online CPD courses developed with industry partners. The goal is to enhance student education and support multiple delivery modes through an unbundled approach.
The document discusses numerical literacy in legal education and practice. It notes a lack of numeracy skills among law students and lawyers due to math anxiety and avoidance. This can negatively impact legal reasoning and practice. The proposed solution is a 6-week online course (MOOC) aimed at law undergraduates. The MOOC would provide math tuition and cognitive behavioral therapy within a virtual legal setting to improve numerical literacy in law and address math anxiety. It would be available openly for other law schools and disciplines.
SLSA 2013 - Using vps to identify vulnerable and intimidated victimsLouise Taylor
PowerPoint slides from my conference paper delivered with Jo Boylan-Kemp at the Criminal Law and Criminal Justice stream of the SLSA Annual Conference 2013.
SLS 2013 - Enhancing mathematical literacy to promote graduate employmentLouise Taylor
The document discusses enhancing mathematical literacy among law graduates to improve employability. It notes that the challenging legal job market has increased expectations for graduates to have skills like numeracy. However, an analysis found that law school curriculums provide limited opportunities to develop mathematical literacy. To address this, the author proposes a model incorporating a first-year online module, final-year optional credit-bearing module, and employability program focused on numeracy to optimize graduates' mathematical literacy and meet employer demands.
NLS staff development 2013 - Creating academic posters for teaching and resea...Louise Taylor
This document provides guidance on creating academic posters for teaching and research. It discusses what academic posters are, their benefits for teaching and research, basics of poster design such as size and typical sections, how to create posters in PowerPoint including useful tools, advice on printing and laminating, and some recommended websites for templates and images. The overall purpose is to explain how posters can be used to simply present and promote discussion of research for both teaching and research purposes.
ALT 2013 - Enhancing Numerical Literacy to Promote Graduate EmployabilityLouise Taylor
The document discusses enhancing numerical literacy among law graduates to promote employability. It notes that the legal job market has declined, making employers more discerning. Surveys show numeracy is an expected skill. While the law degree includes some numeracy teaching, there is room to do more. Currently, only one of the degree's modules focuses on numeracy. The document proposes a model with a mandatory online module in year one, an optional credit-bearing module, and a summer numeracy school, to optimize graduates' numerical literacy. This could be implemented with minimal disruption and would better prepare students for challenges in employment.
Durham university 2013 - Using VPS to inject restorative principles into crim...Louise Taylor
The document discusses victim personal statements (VPS), which allow victims in England and Wales to outline the impact of a crime for consideration in sentencing. It explores how VPS could incorporate restorative justice principles by communicating victim harm to offenders. However, low victim participation and undue influence on sentencing are potential pitfalls. While restorative justice need not replace criminal justice, the restorative potential of VPS warrants further guidance for practitioners.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Srhe poster final with refs
1. LLM by MOOC: Breaking down barriers to LLM study.LLM by MOOC: Breaking down barriers to LLM study.
Louise Taylor (louise.taylor@ntu.ac.uk) & Simon Boyes (simon.boyes@ntu.ac.uk)Louise Taylor (louise.taylor@ntu.ac.uk) & Simon Boyes (simon.boyes@ntu.ac.uk)
Our Model:
1. Triage (Painsloo & Slade, 2014) – Under this mode the MOOC is deployed as a means of permitting the potential student the opportunity
of determining the sufficiency of their aptitude, skills-base and knowledge as a suitable candidate for undertaking an LL.M programme. In
doing so the MOOC acts as a potential recruitment tool to fee-based and other programmes (Sandeen 2013), of a variety of types.
2. Sampling – MOOC-type activity might also overcome these obstacles by offering potential students a ‘try before you buy’ opportunity
(Kirschner 2012). On this basis participants would have the opportunity to undertake a component element of a formal LL.M programme – i.e.
potentially credit bearing – as a MOOC, with not obligation, financial or otherwise unless summative assessment (and therefore credit) was
sought.
This is an advance on, and potential progression from, the ‘triage’ approach, given this is more likely to be applicable to to those more
comfortably assured of their capacity and knowledge to undertake Masters level study (Sandeen 2013), but less certain of subject matter or
workload issues. This permits a ‘low risk’ entry point to the programme where such credits can be integrated into a full programme of study.
3. LL.M by MOOC – under the third MOOC solution it is proposed that a full award bearing programme could be offered. This might
incorporate the ‘sampling’ component, with participation offered freely and the cost of assessment or credit acquisition being a separate cost
relevant only to those participants seeking accreditation (Hew & Cheung 2014)
LLM by
MOOC
SamplingTriage
DL/
Blended
LLM FT/PT
Overview:
Enrolment onto LL.M (Master of Laws)
programme has, in recent years, fallen into
decline (HEFCE, 2013a; HESA 2014). This
decline stems from a variety of factors:
•competing obligations limiting available
time and reducing flexibility to
accommodate study;
•geographical restraints, including
immigration limitations; and
•financial limitations , particularly in light of
raised level of student debt.
These factors combine and overlap with a
fourth obstacle, the awareness of potential
students as to their capacity or suitability for
such programmes of study (HEFCE 2013b).
This highlights the extent to which MOOC-
oriented solutions can be effective remedies
to address these impediments.
The model developed in this scoping project
shows three approaches to deploying
MOOC-type activity as a means of
supporting increased levels of enrolment on
LL.M programmes.
References:
HEFCE 2013a, Postgraduate Education in England and Northern Ireland,
Overview Report 2013.
HEFCE 2013b, Trends in transition from first degree to postgraduate study:
Qualifiers between 2002-03 and 2010-11
HESA 2014, Higher Education Statistics Agency Statistical First Release 197, Table
3.
Hew & Cheung 2014, ‘Students’ and instructors’ use of massive open online
courses (MOOCs): Motivations and challenges’, Educational Research Review,
Vol 12
Sandeen 2013, ‘Integrating MOOCS into Traditional Higher Education: The
Emerging MOOC 3.0 Era’, Change: The Magazine of Higher Learning, Vol 45, No
6.