Presentation of Airina Volungevičienė, EDEN president, Vytautas Magnus University, Lithuania, 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/
Opening up Education: a Support Framework for Higher Education Institutions b...EduSkills OECD
This presentation was given by the Joint Research Centre – the European Commission’s in-house science service at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Author - prof. Margarita Teresevičienė, Vytautas Magnus University. The ways in which HEIs currently recognise learning outcomes achieved through Open Learning will be presented. Based on the model of six elements (Witthaus at al.,2016) discussion on possibilities to recognise open non-formal learning by HEI will be organised.
Cross national collaboration in promoting and delivering MOOCsPäivi Kananen
In the European Higher education sector, various forms of cross-national collaborations are expected and encouraged when developing quality online education. We report on the early development of collaborative practices of two European universities. As a result of the collaboration a set of MOOCs titled "The Success Factors Behind the Finnish Education" produced at the Open University of the University of Jyväskylä, Finland have been embedded into the Distance Learning Postgraduate Certificate in Education (PGCE) at Leeds Beckett University, United Kingdom. Both institutions have a strong emphasis on emerging modes of teaching and pedagogies.
Open & Distance Learning Reflections on Trends by Richard Garrett (OBHE)EduSkills OECD
This presentation was given by Richard Garrett of the Observatory on Borderless Higher Education (OBHE) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Opening up Education: a Support Framework for Higher Education Institutions b...EduSkills OECD
This presentation was given by the Joint Research Centre – the European Commission’s in-house science service at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Author - prof. Margarita Teresevičienė, Vytautas Magnus University. The ways in which HEIs currently recognise learning outcomes achieved through Open Learning will be presented. Based on the model of six elements (Witthaus at al.,2016) discussion on possibilities to recognise open non-formal learning by HEI will be organised.
Cross national collaboration in promoting and delivering MOOCsPäivi Kananen
In the European Higher education sector, various forms of cross-national collaborations are expected and encouraged when developing quality online education. We report on the early development of collaborative practices of two European universities. As a result of the collaboration a set of MOOCs titled "The Success Factors Behind the Finnish Education" produced at the Open University of the University of Jyväskylä, Finland have been embedded into the Distance Learning Postgraduate Certificate in Education (PGCE) at Leeds Beckett University, United Kingdom. Both institutions have a strong emphasis on emerging modes of teaching and pedagogies.
Open & Distance Learning Reflections on Trends by Richard Garrett (OBHE)EduSkills OECD
This presentation was given by Richard Garrett of the Observatory on Borderless Higher Education (OBHE) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
keynote presentation for EADTU conference on Thursday 11th October 2018 in Aarhus (Denmark) about the EMBED project: European Maturity Model on Blended Education
Anna-Lena Claeys-Kulik introduces European Commission's European Universities Initiative and explains its background and the current partnerships between universities in Europe.
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
In 2013, nine strategic workshops were conducted by SURF and the SIG Open Education to support Open Education policy making by Dutch HE institutions. We will report on the lessons learned.
This presentation considers the benefits of transnational education (TNE) to host countries and to TNE partners in the host country. It reviews the scale and the benefits of ‘traditional’ TNE, which is generally understood to entail a university in one country (eg, the UK) providing educational services to students in another (eg, Thailand). It argues that although this tends to be an ‘unbalanced’ partnership, nonetheless traditional TNE does provide tangible benefits to the host country in terms of technology transfer (including curriculum, pedagogy and quality assurance) and faculty development, as witnessed by the way in which the private sector in Malaysia has used TNE to develop its higher education sector. It goes on to look at emerging forms of TNE, which are more explicitly based on a genuine partnerships of equals, arguing that these new forms hold out the best prospects of building lasting partnerships.
The future of transnational education: overcoming the challenges, embracing t...University of Limerick
This presentation looks at the changing forms of transnational education, showing that ownership structures, workforces, customer bases and stakeholders are becoming increasingly multinational.
A collaborative and effective approach to quality assurance for TNE: a perspe...University of Limerick
This presentation was given as part of the 2016 UK-China Education Policy Week, organised by the British Council and the Chinese Ministry of Education in Beijing. It considers the new forms of transnational education (TNE) being developed in China under the legislation on Sino-foreign joint ventures: joint institutes and joint programmes. It argues that many of the students in these programmes are absent from the official UK statistics on TNE, which only capture students studying ‘wholly offshore’, and considers the implications of this new form of TNE for quality assurance, where the providers have to satisfy both UK and Chinese regulatory bodies.
Short panel presentation given by Rebecca Ferguson at the Community of Practice on Trinity Micro-credentials First Annual Event (Continuing Education with Micro-credentials), 24 November 2021, organised online by Trinity College Dublin.
Featured presentation at the OE Global conference of the Open Education Consortium, TU Delft, Netherlands, 25th April 2018. Focus on open education policies
keynote presentation for EADTU conference on Thursday 11th October 2018 in Aarhus (Denmark) about the EMBED project: European Maturity Model on Blended Education
Anna-Lena Claeys-Kulik introduces European Commission's European Universities Initiative and explains its background and the current partnerships between universities in Europe.
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
In 2013, nine strategic workshops were conducted by SURF and the SIG Open Education to support Open Education policy making by Dutch HE institutions. We will report on the lessons learned.
This presentation considers the benefits of transnational education (TNE) to host countries and to TNE partners in the host country. It reviews the scale and the benefits of ‘traditional’ TNE, which is generally understood to entail a university in one country (eg, the UK) providing educational services to students in another (eg, Thailand). It argues that although this tends to be an ‘unbalanced’ partnership, nonetheless traditional TNE does provide tangible benefits to the host country in terms of technology transfer (including curriculum, pedagogy and quality assurance) and faculty development, as witnessed by the way in which the private sector in Malaysia has used TNE to develop its higher education sector. It goes on to look at emerging forms of TNE, which are more explicitly based on a genuine partnerships of equals, arguing that these new forms hold out the best prospects of building lasting partnerships.
The future of transnational education: overcoming the challenges, embracing t...University of Limerick
This presentation looks at the changing forms of transnational education, showing that ownership structures, workforces, customer bases and stakeholders are becoming increasingly multinational.
A collaborative and effective approach to quality assurance for TNE: a perspe...University of Limerick
This presentation was given as part of the 2016 UK-China Education Policy Week, organised by the British Council and the Chinese Ministry of Education in Beijing. It considers the new forms of transnational education (TNE) being developed in China under the legislation on Sino-foreign joint ventures: joint institutes and joint programmes. It argues that many of the students in these programmes are absent from the official UK statistics on TNE, which only capture students studying ‘wholly offshore’, and considers the implications of this new form of TNE for quality assurance, where the providers have to satisfy both UK and Chinese regulatory bodies.
Short panel presentation given by Rebecca Ferguson at the Community of Practice on Trinity Micro-credentials First Annual Event (Continuing Education with Micro-credentials), 24 November 2021, organised online by Trinity College Dublin.
Featured presentation at the OE Global conference of the Open Education Consortium, TU Delft, Netherlands, 25th April 2018. Focus on open education policies
To Be the Global Facilitator for Inclusive, Flexible, Quality Learning and Te...icdeslides
Following up on the Qingdao declaration in the International Forum on ICT and Education 2030 Qingdao, China, July 10, 2017,Three candidate actions was suggested based on their possible impact for digital innovations in education.
Presentation of Svetlana Knyazeva, EDEN Fellow, UNESCO IITE, 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/
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.
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.
Open Education – Impact on Higher Education and Societyicdeslides
This is a background presentation for the participation in a panel at Open Science, 21-22 March 2017, Berlin, Germany: Open Education – Impact on Higher Education and Society.
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The role of EDEN organisation / Open Education in Croatia (Sandra Kucina-Softic)e-teaching.org
Slides zu folgender Veranstaltung:
https://www.e-teaching.org/community/communityevents/onlinepodium/across-the-german-borders-digital-higher-education-in-the-eu
Die Digitalisierung führt zu einer Öffnung des Lernens über die traditionellen institutionellen und nationalen Grenzen hinaus. Wie wird Lernen unter solchen Bedingungen in Zukunft aussehen?
Presentation by Sandra Kucina Softic, President of EDEN, University of Zagreb University Computing Centre, at the 2019 European Distance Learning Week's first-day webinar on "Why is digital learning relevant for curriculum transformation in Higher Education? " - 11 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/p6n1qh9zz2kf/ & https://www.youtube.com/watch?v=JQhG87aNGqQ
My presentation at ESUD CIESUD2023, 23 October 2023 on Innovation and Quality in Online Learning within the Conference theme on
Quality Distance Education, Public Policies, Governance https://esud2023.ufms.br/?page_id=719https://esud2023.ufms.br/?page_id=719
Examples of successful Open Education strategies in Higher EducationFabio Nascimbeni
The presentation introduces some successful strategies of universities that have opened up their offer, together with some reflections on how this could be done in the Mediterranean region.
Open Education Europa Tour - Malta Workshop
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For more information: http://openeducationeuropa.eu/en/blogs/oee-tour-connecting-education-pioneers-across-europe
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What does it mean to open up education? Lessons learnt and challenges raised
1.
2. • Pre-conditions established and supported by European Education policy
(Opening Up, 2013, Open Consultation groups, EU funding rules, etc.)
• “Open” as a focus point in the definition of ODL and as a tool for quality
assurance and transparency in education
• Open professional collaboration: new learning and teaching schemes (virtual
multilateral mobility), new types of assessment
• Open pedagogies, open learning offers
• Degress and forms of openness
• Recognition and certification of open learning ((open) digital credentials),
validation of open and online learning environments and solutions
• Open Science, Open access developments
What does it mean to open up education?
Lessons learnt and challenges raised
3. DELTA mandate
• EDEN continues membership as a stakeholder in High Level WG on ET2020 on
Digital Education: Learning Teaching and Assessment addressing main
“concrete issues” from ET2020 Joint report:
– Development of digital competences at all levels of learning, including non-formal
and informal
– Fostering transparency, quality assurance, validation and recognition of skills
and qualifications, through digital, online and open learning (formal, non-formal,
informal)
– Promoting the use of ICT with a view to increasing the quality and relevance of
education at all levels
– Boosting availability and quality of open and digital educational resources and
pedagogies
Through exchange of open educational practices, topics and peer learning;
analysis of trends and foresight; disseminating practices and supporting
member states in incubation and follow up on experimentation of innovations.
4. Towards Personalized Guidance
and Support for Learning
Statement No 3
Open education goes beyond the production and use of OER. It is linked to the
distributed and networked structure of knowledge in the digital age, as well as to the
collaborative, flexible and sharing nature of social networked environments
as potential learning contexts.
Each statement highlighted in the Research summary document is accompanied with the Challenges
related and Actions suggested in Summary document available at EDEN President’s blog
5. EDEN organizes the 3rd
Open Education Week in Europe
The topics discussed in March, 2018
• Challenges for quality of OER
• Grassroots of open educators at work
• Discussion on how to promote academic integrity in
online education
6. Conclusive statements of EDLW 2018
• OPEN DL topics evolve as rapid, as ever!
• OPEN DL changed mainstream education in Europe towards much
more flexible, accessible and equitable mode
• Openness made great tribute to the quality of teaching and learning
• Practices exist, impact should be better communicated
8. New focus of European OEW2019
How openness is approach in research?
What impact does openness have upon education?
What kind of openness do we (society) need?
What are the characteristics of open learning, open curriculum, open
education and open learner/ teacher?