The European Maturity Model by Wiebe Dijkstra from TU Delft during the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
The european maturity model for blended learning by wiebe dijkstraEADTU
1) The document discusses the development of a European maturity model for blended education. It aims to provide a reference model for developing and implementing blended learning at the course, program, and institutional levels.
2) The maturity model will assess blended learning in terms of course design, organizational support, leadership, policies, and strategies to promote continuous innovation.
3) An international partnership of universities will collaborate on conceptualizing the model, designing monitoring instruments, and assessing institutional blended learning maturity.
Is our education well blended? By Yi-Shan Tsai from the University of Edinburgh, during the EMBED event 'Implementing the European Maturity Model for Blended Education' on 22 January 2020.
The document summarizes the mission and activities of UNA Europa, an alliance of European universities. Its key goals include (1) promoting European values and identity through international and interdisciplinary education, (2) increasing the quality, performance and competitiveness of European higher education, and (3) making the knowledge triangle of education, research and innovation a reality. UNA Europa aims to establish an integrated European university campus with innovative curricula and at least 50% student mobility. It focuses on sustainability, cultural heritage, data science and AI. Recent activities include doctoral workshops, a student congress, and successful Horizon 2020 and Erasmus+ grants for postdoctoral fellowships and an online learning hub.
Online learning platforms and universities (dec 2021) by Matt Stanfield-JennerEADTU
This document discusses microcredentials for the labor market and focuses on five areas for developing microcredentials: 1) strategy and approach, 2) planning and design, 3) discovery and enrolment, 4) learning and teaching, and 5) outcomes and impact. For each area, it provides considerations such as establishing common standards, commercial models, learner pathways, meaningful assessment, engaging pedagogies, and stackable outcomes that demonstrate learning. The overall aim is to extend approaches from digital education to create meaningful microcredential experiences that have recognizable value for learners and the labor market.
This document discusses self-directed learning (SDL) as an effective method for second language acquisition. SDL requires learners to take initiative by setting goals, exploring study materials, implementing learning methods, and evaluating outcomes. It is not a new concept. Teachers can promote SDL by helping with the transition process, setting boundaries, teaching methodology, and directing materials. SDL places more responsibility on learners compared to traditional classrooms. Challenges are inevitable in the different learning environment of SDL. However, SDL allows learners to choose their subject of interest and learn for life.
EduOpen EMC-LM empowering seminar by annamaria desantisEADTU
EduOpen is an open online learning platform created by Italian universities that offers Massive Open Online Courses (MOOCs) free of charge. Courses published on EduOpen are available to anyone who registers and are licensed under Creative Commons, allowing universities and the network to reuse teaching materials. Surveys of EduOpen users found that most were employed or working towards further education, with many working as teachers, employees, or professionals. EduOpen also partners with businesses to offer customized online learning portals, courses, and certifications to employees.
Convention policy forum recommendations by maka eradze (eduopen)EADTU
The document outlines policy recommendations to strengthen collaboration between MOOC platforms, universities, and the labor market through the use of MOOCs and microcredentials. It recommends that MOOC platforms, universities, public employment services, governments, and the European level work together on the following objectives:
1) Develop strategic plans for MOOCs and microcredentials in cooperation with stakeholders to meet the needs of flexible, scalable education and training.
2) Create consistent frameworks for awards, qualifications, and the recognition of microcredentials across institutions and borders.
3) Facilitate ongoing dialogue between all parties to continuously improve offerings and align them with needs.
The european maturity model for blended learning by wiebe dijkstraEADTU
1) The document discusses the development of a European maturity model for blended education. It aims to provide a reference model for developing and implementing blended learning at the course, program, and institutional levels.
2) The maturity model will assess blended learning in terms of course design, organizational support, leadership, policies, and strategies to promote continuous innovation.
3) An international partnership of universities will collaborate on conceptualizing the model, designing monitoring instruments, and assessing institutional blended learning maturity.
Is our education well blended? By Yi-Shan Tsai from the University of Edinburgh, during the EMBED event 'Implementing the European Maturity Model for Blended Education' on 22 January 2020.
The document summarizes the mission and activities of UNA Europa, an alliance of European universities. Its key goals include (1) promoting European values and identity through international and interdisciplinary education, (2) increasing the quality, performance and competitiveness of European higher education, and (3) making the knowledge triangle of education, research and innovation a reality. UNA Europa aims to establish an integrated European university campus with innovative curricula and at least 50% student mobility. It focuses on sustainability, cultural heritage, data science and AI. Recent activities include doctoral workshops, a student congress, and successful Horizon 2020 and Erasmus+ grants for postdoctoral fellowships and an online learning hub.
Online learning platforms and universities (dec 2021) by Matt Stanfield-JennerEADTU
This document discusses microcredentials for the labor market and focuses on five areas for developing microcredentials: 1) strategy and approach, 2) planning and design, 3) discovery and enrolment, 4) learning and teaching, and 5) outcomes and impact. For each area, it provides considerations such as establishing common standards, commercial models, learner pathways, meaningful assessment, engaging pedagogies, and stackable outcomes that demonstrate learning. The overall aim is to extend approaches from digital education to create meaningful microcredential experiences that have recognizable value for learners and the labor market.
This document discusses self-directed learning (SDL) as an effective method for second language acquisition. SDL requires learners to take initiative by setting goals, exploring study materials, implementing learning methods, and evaluating outcomes. It is not a new concept. Teachers can promote SDL by helping with the transition process, setting boundaries, teaching methodology, and directing materials. SDL places more responsibility on learners compared to traditional classrooms. Challenges are inevitable in the different learning environment of SDL. However, SDL allows learners to choose their subject of interest and learn for life.
EduOpen EMC-LM empowering seminar by annamaria desantisEADTU
EduOpen is an open online learning platform created by Italian universities that offers Massive Open Online Courses (MOOCs) free of charge. Courses published on EduOpen are available to anyone who registers and are licensed under Creative Commons, allowing universities and the network to reuse teaching materials. Surveys of EduOpen users found that most were employed or working towards further education, with many working as teachers, employees, or professionals. EduOpen also partners with businesses to offer customized online learning portals, courses, and certifications to employees.
Convention policy forum recommendations by maka eradze (eduopen)EADTU
The document outlines policy recommendations to strengthen collaboration between MOOC platforms, universities, and the labor market through the use of MOOCs and microcredentials. It recommends that MOOC platforms, universities, public employment services, governments, and the European level work together on the following objectives:
1) Develop strategic plans for MOOCs and microcredentials in cooperation with stakeholders to meet the needs of flexible, scalable education and training.
2) Create consistent frameworks for awards, qualifications, and the recognition of microcredentials across institutions and borders.
3) Facilitate ongoing dialogue between all parties to continuously improve offerings and align them with needs.
I-HE2020 European Approach to Micro-credentialsEADTU
The document discusses the European approach to micro-credentials. It notes the increased demand for online learning and alternative credentials due to COVID-19 and changing workforce needs. It advocates developing a common definition of micro-credentials and ensuring quality assurance and recognition at both the European and national levels. The document proposes next steps including publishing an expert report in late 2020, public consultations in early 2021, and a Council Recommendation by the end of 2021 to establish a framework for micro-credentials.
Emc lm intro 3rd convention by George Ubachs (EADTU)EADTU
The document discusses a final convention on European MOOCs for the labor market. It provides background on partners involved, including over 3,000 MOOCs across 400 higher education institutions in 5 languages. The convention aims to identify labor market needs for open and flexible learning opportunities. It also looks to define common grounds for collaboration between MOOC platforms, universities, and employment services in areas like developing and delivering MOOC-based programs for continuing education. Additionally, it explores the concept of microcredentials and a Common Micro-Credential Framework. The goal is to organize a sustainable dialogue around shared responsibility in education and training between these stakeholders.
Emc lm convention by alessandra biancolini (anpal)EADTU
This document discusses Italy's MyLearning & ForPlus platforms for online training managed by ANPAL. It notes the high demand for renewing lifelong learning policies and tackling skills mismatches exacerbated by COVID-19. The platforms provide free courses in labor policies, digital skills, and corporate welfare to over 168,000 citizens and operators. ANPAL supports recognizing the value of micro-credentials to address skills gaps, promote social inclusion, and support the digital transition through quality training opportunities.
This document proposes a European approach to micro-credentials for lifelong learning and employability. It defines micro-credentials and establishes standard elements and principles for their design. The objectives are to enable people to acquire skills needed for changing labor markets and support providers in enhancing transparency and flexibility of learning. Recommendations include adopting the definition and standards, developing ecosystems for micro-credentials, and using them to upskill and reskill workers and support education and training. Member states would implement measures using EU funds and the Commission would support research, tools, cooperation and monitoring progress.
Emc lm convention ocapiat presentation by irène azar (ocapiat)EADTU
This document discusses innovations in continuing education and professional development using MOOCs and micro-credentials. It summarizes OCAPIAT's current projects including CAMP'NUM, an e-learning platform; DIAG'NUM, a digital maturity self-diagnosis tool; and partnerships with FUN MOOC to offer courses. It notes the sector faces challenges in skills development for a heterogeneous workforce. Going forward, more support is needed for companies in managing digital transformation, through educational design and cultural changes. Collaboration between operators could better support the employment and training field.
EMC-LM 3rd empowering event introduction by George Ubachs, EADTUEADTU
This document discusses the European MOOCs for the Labour Market (EMC-LM) project. The key points are:
- EMC-LM aims to strengthen collaboration between higher education institutions and labor market organizations through sharing expertise on MOOCs and digital education.
- The goals are to provide more high-quality MOOCs and training opportunities to enhance skills of the European workforce and competitiveness of member states.
- EMC-LM will integrate MOOCs into current education offerings across the EU through collaboration between universities, employment services, and companies. This includes co-developing and delivering MOOCs to meet labor market needs.
EMC-LM 3rd empowering seminar by Francisco Calvache, MiriadaxEADTU
This document discusses how the digital revolution requires continuous learning and skills development for both employees and citizens. It notes that employees need to constantly upgrade their skills through upskilling and reskilling to keep up with market demands. Companies are looking for new profiles with digital skills and knowledge and need to accelerate organizational learning. Miríadax is addressing these needs through its new approach of providing upskilling and reskilling courses in digital transformation topics in-demand in the market. It has onboarded over 100 partners and 30 corporate clients and aims to improve employability through over 400 new courses. Miríadax also offers microcredentials to accredit specialized knowledge through training itineraries.
Fun EMC-LM empowering seminar 25 11-2021 by Catherine Mongenet, FUNMOOCEADTU
France Université Numérique offers over 720 MOOCs through partnerships with 140 institutions, reaching over 3 million learners and 12 million enrollments. It focuses on providing career-oriented training and skills development for the workforce. Some key initiatives include co-designing MOOCs with industry sectors to address specific skills needs, developing MOOCs dedicated to small and medium enterprises on digital transformation, and operating dedicated online training platforms for professional fields like construction. France Université Numérique also offers micro-credentials called GRADEOs partnered with companies like Oracle, as well as the first fully online master's degree on big data and artificial intelligence.
S fin lit project presentation ing 2021 03Manuel Castro
The SFinLit project is a 2-year consortium project funded by Erasmus+ that aims to develop innovative practices for digital, financial literacy and learning skills for students. Led by UNED, an 8 partner consortium including universities, schools, non-profits and financial institutions will work to create open online training tools and materials on financially sustainable development and digital competencies to address emerging challenges.
I-HE2020: University of the future, continuing education and lifelong learningEADTU
This document discusses the future of lifelong learning and the role of open universities. It notes that education is moving towards a personalized learning model supported by new technologies. Universities will focus on students' needs and competency development through flexible learning materials and assessment. Digital skills will be key for lifelong learning, and technologies like AI and blockchain can help scale learning and customize experiences. Open universities are well-positioned to offer lifelong learning by connecting research, teaching, and stakeholders to meet varied training needs over individuals' careers. The challenges will be keeping up with other education providers and maintaining relevance after the COVID-19 pandemic.
I-HE2020 Introduction to EMC & Common Microcredential FrameworkEADTU
The document discusses the Erasmus+ European MOOC Consortium Labour Market (EMC-LM) initiative, which brings together MOOC platforms, universities, and public employment services to provide continuous learning opportunities for the European labor market through MOOCs. The goals of EMC-LM are to 1) create a framework defining the roles of various stakeholders in developing and delivering MOOCs, 2) empower organizations to co-develop, co-deliver, and use MOOCs for continuous education and training, and 3) integrate MOOCs into current education and training offerings across the EU.
I-HE2020 Recognition of Prior Learning and MicrocredentialsEADTU
This document summarizes information about the recognition of prior learning and microcredentials. It discusses three scenarios for evaluating MOOCs, criteria for evaluating stand-alone e-learning, and an Erasmus+ project called e-Valuate that developed guidance on recognizing e-learning. The project produced a practitioner's guide, position paper for e-learning providers, and student's guide. It also discusses that a common microcredentials framework ensures quality and transparency without requiring special recognition procedures if it fulfills the Lisbon Recognition Convention.
2021 slp policy forum sl ps, microcredentials, modularity by george ubachs ...EADTU
This document discusses short learning programmes, microcredentials, and modularity in European higher education. It provides an overview of these topics and their relevance in lifelong learning. Specifically, it notes that short learning programmes and microcredentials can better meet learners' time horizons, motivate continued study, and recognize continuing education. The Common Microcredential Framework aims to harmonize the wide variation in certificates. Modularity supports continuing education through flexible, stacked credentials from micro-learning to degrees. National and EU policies are developing frameworks for these qualifications and lifelong learning.
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.
Maija Urponen - Developing Micro credentials in European Collaboration Una Eu...EADTU
This document discusses the development of a micro-credential in sustainability through the Una Europa collaboration between European universities. The micro-credential would provide flexible upskilling opportunities for learners and respond to labor market demands. It would augment an initial degree with knowledge and methodologies of sustainable development. An initial pilot would involve master's and doctoral students from Una Europa universities taking short-term virtual mobility courses with a common core and courses developed and offered by different partner universities. The collaboration involves academics and clusters of experts from the participating universities working on issues related to defining micro-credentials, quality assurance, recognition, access, and credit transfer between institutions.
E slp policy forum 28 may 2021 by esteban vazquez cano (uned)EADTU
The document discusses recommendations for institutional, governmental, and EU policymakers regarding microcredentials and short learning programs (SLPs). It recommends that policymakers: (1) build frameworks for recognizing continuing education qualifications, (2) foster international collaboration on common frameworks, and (3) develop strategic plans for microcredentials that are stackable to degree programs. It also provides specific recommendations at the institutional, government, and EU levels to integrate microcredentials and SLPs and develop lifelong learning.
[EADTU-EU Online Summit] 3. Concept and Role of Short Learning Programmes in ...EADTU
The document discusses short learning programmes (SLPs) in European higher education. SLPs are coherent groups of learning units that focus on specific skills and knowledge, award credit-based certification, and typically last 5-30 ECTS credits. They are designed to meet the needs of learners and employers for flexible, short-term education opportunities. However, SLPs currently face challenges with lack of uniformity, recognition between institutions, and accreditation processes. The document calls for standardizing the name, level, size and content of SLPs and stressing their stackability toward degrees to improve mobility and access across European higher education.
E-SLP final policy forum by alessandro caforio and nicola paravati (uninettuno)EADTU
The document discusses three cases of collaboration on continuing professional development courses between UNINETTUNO University and other organizations. Case 1 involves designing an inclusive education master's program between UNINETTUNO and three other universities. Case 2 involves co-creating aviation workforce training programs between UNINETTUNO and industry partners. Case 3 involves modularizing existing university degree programs for a corporate partner to upskill mid-career workers.
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.
The document discusses the European Maturity Model (eMM) for evaluating blended education programs and institutions. It introduces the eMM, which consists of dimensions to evaluate programs and institutions at the macro (government), meso (institute), and micro (course) levels. The remainder of the document provides details on each dimension of the eMM for programs and institutions. It includes topics like program design, student experience, teaching, support, professional development, and facilities. Attendees of the workshop will use the eMM to score their own programs and institutions and discuss areas for improvement.
I-HE2020 European Approach to Micro-credentialsEADTU
The document discusses the European approach to micro-credentials. It notes the increased demand for online learning and alternative credentials due to COVID-19 and changing workforce needs. It advocates developing a common definition of micro-credentials and ensuring quality assurance and recognition at both the European and national levels. The document proposes next steps including publishing an expert report in late 2020, public consultations in early 2021, and a Council Recommendation by the end of 2021 to establish a framework for micro-credentials.
Emc lm intro 3rd convention by George Ubachs (EADTU)EADTU
The document discusses a final convention on European MOOCs for the labor market. It provides background on partners involved, including over 3,000 MOOCs across 400 higher education institutions in 5 languages. The convention aims to identify labor market needs for open and flexible learning opportunities. It also looks to define common grounds for collaboration between MOOC platforms, universities, and employment services in areas like developing and delivering MOOC-based programs for continuing education. Additionally, it explores the concept of microcredentials and a Common Micro-Credential Framework. The goal is to organize a sustainable dialogue around shared responsibility in education and training between these stakeholders.
Emc lm convention by alessandra biancolini (anpal)EADTU
This document discusses Italy's MyLearning & ForPlus platforms for online training managed by ANPAL. It notes the high demand for renewing lifelong learning policies and tackling skills mismatches exacerbated by COVID-19. The platforms provide free courses in labor policies, digital skills, and corporate welfare to over 168,000 citizens and operators. ANPAL supports recognizing the value of micro-credentials to address skills gaps, promote social inclusion, and support the digital transition through quality training opportunities.
This document proposes a European approach to micro-credentials for lifelong learning and employability. It defines micro-credentials and establishes standard elements and principles for their design. The objectives are to enable people to acquire skills needed for changing labor markets and support providers in enhancing transparency and flexibility of learning. Recommendations include adopting the definition and standards, developing ecosystems for micro-credentials, and using them to upskill and reskill workers and support education and training. Member states would implement measures using EU funds and the Commission would support research, tools, cooperation and monitoring progress.
Emc lm convention ocapiat presentation by irène azar (ocapiat)EADTU
This document discusses innovations in continuing education and professional development using MOOCs and micro-credentials. It summarizes OCAPIAT's current projects including CAMP'NUM, an e-learning platform; DIAG'NUM, a digital maturity self-diagnosis tool; and partnerships with FUN MOOC to offer courses. It notes the sector faces challenges in skills development for a heterogeneous workforce. Going forward, more support is needed for companies in managing digital transformation, through educational design and cultural changes. Collaboration between operators could better support the employment and training field.
EMC-LM 3rd empowering event introduction by George Ubachs, EADTUEADTU
This document discusses the European MOOCs for the Labour Market (EMC-LM) project. The key points are:
- EMC-LM aims to strengthen collaboration between higher education institutions and labor market organizations through sharing expertise on MOOCs and digital education.
- The goals are to provide more high-quality MOOCs and training opportunities to enhance skills of the European workforce and competitiveness of member states.
- EMC-LM will integrate MOOCs into current education offerings across the EU through collaboration between universities, employment services, and companies. This includes co-developing and delivering MOOCs to meet labor market needs.
EMC-LM 3rd empowering seminar by Francisco Calvache, MiriadaxEADTU
This document discusses how the digital revolution requires continuous learning and skills development for both employees and citizens. It notes that employees need to constantly upgrade their skills through upskilling and reskilling to keep up with market demands. Companies are looking for new profiles with digital skills and knowledge and need to accelerate organizational learning. Miríadax is addressing these needs through its new approach of providing upskilling and reskilling courses in digital transformation topics in-demand in the market. It has onboarded over 100 partners and 30 corporate clients and aims to improve employability through over 400 new courses. Miríadax also offers microcredentials to accredit specialized knowledge through training itineraries.
Fun EMC-LM empowering seminar 25 11-2021 by Catherine Mongenet, FUNMOOCEADTU
France Université Numérique offers over 720 MOOCs through partnerships with 140 institutions, reaching over 3 million learners and 12 million enrollments. It focuses on providing career-oriented training and skills development for the workforce. Some key initiatives include co-designing MOOCs with industry sectors to address specific skills needs, developing MOOCs dedicated to small and medium enterprises on digital transformation, and operating dedicated online training platforms for professional fields like construction. France Université Numérique also offers micro-credentials called GRADEOs partnered with companies like Oracle, as well as the first fully online master's degree on big data and artificial intelligence.
S fin lit project presentation ing 2021 03Manuel Castro
The SFinLit project is a 2-year consortium project funded by Erasmus+ that aims to develop innovative practices for digital, financial literacy and learning skills for students. Led by UNED, an 8 partner consortium including universities, schools, non-profits and financial institutions will work to create open online training tools and materials on financially sustainable development and digital competencies to address emerging challenges.
I-HE2020: University of the future, continuing education and lifelong learningEADTU
This document discusses the future of lifelong learning and the role of open universities. It notes that education is moving towards a personalized learning model supported by new technologies. Universities will focus on students' needs and competency development through flexible learning materials and assessment. Digital skills will be key for lifelong learning, and technologies like AI and blockchain can help scale learning and customize experiences. Open universities are well-positioned to offer lifelong learning by connecting research, teaching, and stakeholders to meet varied training needs over individuals' careers. The challenges will be keeping up with other education providers and maintaining relevance after the COVID-19 pandemic.
I-HE2020 Introduction to EMC & Common Microcredential FrameworkEADTU
The document discusses the Erasmus+ European MOOC Consortium Labour Market (EMC-LM) initiative, which brings together MOOC platforms, universities, and public employment services to provide continuous learning opportunities for the European labor market through MOOCs. The goals of EMC-LM are to 1) create a framework defining the roles of various stakeholders in developing and delivering MOOCs, 2) empower organizations to co-develop, co-deliver, and use MOOCs for continuous education and training, and 3) integrate MOOCs into current education and training offerings across the EU.
I-HE2020 Recognition of Prior Learning and MicrocredentialsEADTU
This document summarizes information about the recognition of prior learning and microcredentials. It discusses three scenarios for evaluating MOOCs, criteria for evaluating stand-alone e-learning, and an Erasmus+ project called e-Valuate that developed guidance on recognizing e-learning. The project produced a practitioner's guide, position paper for e-learning providers, and student's guide. It also discusses that a common microcredentials framework ensures quality and transparency without requiring special recognition procedures if it fulfills the Lisbon Recognition Convention.
2021 slp policy forum sl ps, microcredentials, modularity by george ubachs ...EADTU
This document discusses short learning programmes, microcredentials, and modularity in European higher education. It provides an overview of these topics and their relevance in lifelong learning. Specifically, it notes that short learning programmes and microcredentials can better meet learners' time horizons, motivate continued study, and recognize continuing education. The Common Microcredential Framework aims to harmonize the wide variation in certificates. Modularity supports continuing education through flexible, stacked credentials from micro-learning to degrees. National and EU policies are developing frameworks for these qualifications and lifelong learning.
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.
Maija Urponen - Developing Micro credentials in European Collaboration Una Eu...EADTU
This document discusses the development of a micro-credential in sustainability through the Una Europa collaboration between European universities. The micro-credential would provide flexible upskilling opportunities for learners and respond to labor market demands. It would augment an initial degree with knowledge and methodologies of sustainable development. An initial pilot would involve master's and doctoral students from Una Europa universities taking short-term virtual mobility courses with a common core and courses developed and offered by different partner universities. The collaboration involves academics and clusters of experts from the participating universities working on issues related to defining micro-credentials, quality assurance, recognition, access, and credit transfer between institutions.
E slp policy forum 28 may 2021 by esteban vazquez cano (uned)EADTU
The document discusses recommendations for institutional, governmental, and EU policymakers regarding microcredentials and short learning programs (SLPs). It recommends that policymakers: (1) build frameworks for recognizing continuing education qualifications, (2) foster international collaboration on common frameworks, and (3) develop strategic plans for microcredentials that are stackable to degree programs. It also provides specific recommendations at the institutional, government, and EU levels to integrate microcredentials and SLPs and develop lifelong learning.
[EADTU-EU Online Summit] 3. Concept and Role of Short Learning Programmes in ...EADTU
The document discusses short learning programmes (SLPs) in European higher education. SLPs are coherent groups of learning units that focus on specific skills and knowledge, award credit-based certification, and typically last 5-30 ECTS credits. They are designed to meet the needs of learners and employers for flexible, short-term education opportunities. However, SLPs currently face challenges with lack of uniformity, recognition between institutions, and accreditation processes. The document calls for standardizing the name, level, size and content of SLPs and stressing their stackability toward degrees to improve mobility and access across European higher education.
E-SLP final policy forum by alessandro caforio and nicola paravati (uninettuno)EADTU
The document discusses three cases of collaboration on continuing professional development courses between UNINETTUNO University and other organizations. Case 1 involves designing an inclusive education master's program between UNINETTUNO and three other universities. Case 2 involves co-creating aviation workforce training programs between UNINETTUNO and industry partners. Case 3 involves modularizing existing university degree programs for a corporate partner to upskill mid-career workers.
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.
The document discusses the European Maturity Model (eMM) for evaluating blended education programs and institutions. It introduces the eMM, which consists of dimensions to evaluate programs and institutions at the macro (government), meso (institute), and micro (course) levels. The remainder of the document provides details on each dimension of the eMM for programs and institutions. It includes topics like program design, student experience, teaching, support, professional development, and facilities. Attendees of the workshop will use the eMM to score their own programs and institutions and discuss areas for improvement.
keynote presentation for EADTU conference on Thursday 11th October 2018 in Aarhus (Denmark) about the EMBED project: European Maturity Model on Blended Education
[EADTU-EU Online Summit] 5. Making Blended Education WorkEADTU
The document outlines a reference model for developing and implementing blended learning at higher education institutions. It proposes a 5-week course to provide professional development for higher education leaders and practitioners. The course would cover topics such as defining blended learning, examining case studies, and exploring how pedagogical beliefs influence blended learning practices.
EMPOWER COVID-19 webinar week, EMBED maturity model by Wiebe Dijkstra | 6 Apr...EADTU
This document describes the European Maturity Model for Blended Education. The model aims to help higher education institutions develop and implement blended learning programs by providing a framework that covers the course, program, and institutional levels. It addresses aspects like course design, organizational support, leadership, and policy. The partnership developing the model consists of leading European universities with experience in blended learning.
I-HE2020 Making Blended Education Work [MOOC]EADTU
This document provides information about an online course called "Innovating Higher Education" that will take place from November 16th. The 5-week course will provide a reference model for developing and implementing blended learning at higher education institutions. It aims to help policy makers, institutional leaders, learning technologists, and practitioners embrace blended learning and provide professional development. The course will cover topics like defining blended learning, examining the benefits and challenges, exploring maturity guidelines, and sharing case studies.
This document presents a European maturity model for blended learning. It defines key terms related to blended learning such as blended learning, blended teaching, and blended education. It describes blended learning at the micro (course/program), meso (institute), and macro (government/society) levels. The conceptual framework includes dimensions for evaluating blended learning courses, such as course design process, flexibility, and interaction. The goal is to help institutions and educators improve blended learning practices through a structured approach.
The document discusses online teaching and learning during and after the pandemic from the perspective of TU Delft Extension School. It provides an overview of the Extension School's mission, vision, and strategic goals to educate the world through affordable and accessible online education. It then discusses TU Delft's experience with teaching and learning during COVID, and introduces the EMBED model as a framework to evaluate and improve blended learning at the institutional, program, and course levels.
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.
The document introduces the European Maturity Model for Blended Education (EMBED) project. EMBED aims to create a reference model for developing and implementing blended learning at higher education institutions. It will provide a conceptual framework and multi-level maturity model to guide pedagogical and institutional change toward blended education. The maturity model will assess progress at the micro, meso, and macro levels to evaluate teaching/learning processes, institutional strategies, and governmental policies. The project partnership consists of leading European universities in blended learning.
[MID2018] Presentation George Ubachs during EADTU event: MID2018 in Maastrich...EADTU
This document introduces the European Maturity Model for Blended Education (EMBED) project. EMBED is a three-year EU-funded strategic partnership between six European universities that aims to develop a conceptual framework and maturity model for blended education. The maturity model will assess the degree of maturity of blended learning implementation at different levels, from teaching practices to institutional strategies and policies. The project seeks to provide guidance to support innovation in higher education through the increased adoption of blended learning approaches.
E-SLP webinar week: lessons learned from the pilot digital competent educatorsEADTU
E-SLP webinar week: lessons learned from the pilot digital competent educators by Virpi Uotinen, Päivi Kananen, Eva Cendon, Aysun Günes, Magda Zarebski, Glória Bastos (Day 3: 15 October 2020)
This document discusses the impact of online education at Delft University of Technology. It begins with an overview of TU Delft, including its degree programs and growing student population. It then covers the history of online initiatives at TU Delft dating back to 2007. A major part of the presentation focuses on TU Delft's Open and Online Education Program, which includes MOOCs, blended education and online courses. The document discusses several ways online education has impacted campus education, including increasing international enrollments, enriching students' learning experiences, enabling blended learning approaches and fostering new connections between education and research. Research in online learning at TU Delft is also summarized.
MBS Worldwide aims to expand its transnational education programs to 50% of its activity to gain a wider global recognition and remain competitive. It plans to target growth markets like BRIC countries and the Gulf through part-time and blended learning programs. Key programs include a Doctor of Business Administration and various Global MBAs. MBS Worldwide has signed partnerships with universities in Shanghai and Singapore and delivers its Global MBA through an online and workshop-based model supported by technology enhanced learning tools. Its goal is to establish MBS Worldwide as the leader in blended programs in key international markets.
Student Hand Book Rai University Online LearningRai University
Many organizations and institutions are using e-learning because it can be as effective as traditional training at a lower cost.
Download here: http://uol.raiuniversity.edu/student-support/student-hand-book/
Mobility opportunities with Erasmus+ (action line KA171 & KA171) - Larissa Sl...EADTU
This document provides information about the Erasmus+ program for higher education mobility opportunities. Erasmus+ is a European subsidy program that covers education, training, youth, and sport with a budget of €26 billion for 2021-2027. It aims to promote economic growth, employment, equal opportunities, and social inclusion in Europe. The program offers students and staff the opportunity to study, train, teach, and volunteer abroad. Key actions under Erasmus+ for higher education include KA131 for mobility within Europe and KA171 for mobility outside of Europe.
Overcoming Barriers to Online Engagement through carefull design and delivery...EADTU
Empower Webinar Week. Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
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 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
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
12. [
17CC-BY 4.0
• Teachers get paid based on hours in class
• Reducing class time is political sensitive
• Some governments are promoting blended
learning with grant programme for digital
education
16. [
21
determined by policies and conditions with regard to the organization and support of
blended learning. At the institutional level different key actors, teams, or bodies play a role in
the decision- making process. Among others, program coordinators and heads of teaching
and learning centers are involved.
INSTITUTIONAL SUPPORT
The manner in which an institution supports teachers and students’ blended learning
activities
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Limited support for blended
learning and teaching
aimed at individual
teaching staff and students
Dedicated support for
blended learning and
teaching is available for all
teachers, students and
departments.
Support for blended
learning and teaching is
part of the standard support
services of the institution.
Continuous quality
improvement is deliberately
embedded in order to
improve the support for
blended learning.
INSTITUTIONAL STRATEGY
The extent to which blended learning, teaching and education are embedded in the vision,
45. [
50CC-BY 4.0
• Self Assessment tool
▪ Excel version is almost ready
▪ Online version will come later
• Implementation guidelines
• MOOC on FutureLearn
(13 March)