[EMC-LM 2nd convention] Emc micro credentials by Matthew Hodges, MiradaxEADTU
The document discusses the European MOOC Consortium's ambitions to establish a common microcredential framework (CMF). The CMF would provide credentials for online courses between 100-150 hours at levels 5-7 of the European Qualifications Framework. It would include assessment, verification of identity, and transcripts documenting learning outcomes and credits earned. The goal is to address needs of employers and learners for smaller, stackable credentials and facilitate collaboration across European higher education systems. Achieving these goals requires engaging universities, employment organizations, companies, and other stakeholders. The European Commission also aims to support quality, transparency and adoption of microcredentials across the EU through its new framework.
[EMC-LM 2nd convention] EMC presentation by Juliette ChauveauEADTU
This document discusses formation initiatives in the French agri-food sector. It begins by introducing ANIA, the National Food and Drink Federation, which represents over 16,000 French food companies. It then discusses the formation challenges facing the sector, including recruitment difficulties, an aging workforce, and the need to adapt training to changing consumer habits and new technologies. Several European projects are highlighted that aim to develop new digital training tools and work-oriented formation methods. These include creating an e-learning platform and developing virtual reality training modules. The conclusion notes that lifelong learning must be made effective and attractive for workers through innovative tools and formats.
Introduction to Peer Learning Activity: MOOCs for the labour marketEADTU
This document discusses the European MOOCs for the Labour Market (EMC-LM) knowledge alliance, which brings together MOOC platforms, universities, public employment services, and companies. The alliance aims to establish structural collaboration between these stakeholders to develop MOOC-based programs and courses to meet the learning needs of the European labor market. It also seeks to analyze the position of MOOCs in the labor market and create a framework defining each stakeholder's role in organizing MOOCs and digital continuous education. Key goals are empowering universities and labor market organizations to co-develop MOOCs for continuing education and professional development across Europe.
[EMC-LM 2nd convention] Emc presentation FutureLearn by Mark WallaceEADTU
FutureLearn offers a variety of online courses from short courses to longer microcredentials and professional certificates. They are partnering with universities and industries to validate these courses by offering academic credit or endorsements. This helps learners gain skills recognized by employers and provides a pathway for further education. FutureLearn works with validation partners like Coventry University who provide oversight of teaching, learning, and assessment to ensure quality and offer credit for some courses. The partnerships aim to combine industry expertise with academic rigor to provide compelling education opportunities for learners.
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 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 2nd convention] Emc micro credentials by Matthew Hodges, MiradaxEADTU
The document discusses the European MOOC Consortium's ambitions to establish a common microcredential framework (CMF). The CMF would provide credentials for online courses between 100-150 hours at levels 5-7 of the European Qualifications Framework. It would include assessment, verification of identity, and transcripts documenting learning outcomes and credits earned. The goal is to address needs of employers and learners for smaller, stackable credentials and facilitate collaboration across European higher education systems. Achieving these goals requires engaging universities, employment organizations, companies, and other stakeholders. The European Commission also aims to support quality, transparency and adoption of microcredentials across the EU through its new framework.
[EMC-LM 2nd convention] EMC presentation by Juliette ChauveauEADTU
This document discusses formation initiatives in the French agri-food sector. It begins by introducing ANIA, the National Food and Drink Federation, which represents over 16,000 French food companies. It then discusses the formation challenges facing the sector, including recruitment difficulties, an aging workforce, and the need to adapt training to changing consumer habits and new technologies. Several European projects are highlighted that aim to develop new digital training tools and work-oriented formation methods. These include creating an e-learning platform and developing virtual reality training modules. The conclusion notes that lifelong learning must be made effective and attractive for workers through innovative tools and formats.
Introduction to Peer Learning Activity: MOOCs for the labour marketEADTU
This document discusses the European MOOCs for the Labour Market (EMC-LM) knowledge alliance, which brings together MOOC platforms, universities, public employment services, and companies. The alliance aims to establish structural collaboration between these stakeholders to develop MOOC-based programs and courses to meet the learning needs of the European labor market. It also seeks to analyze the position of MOOCs in the labor market and create a framework defining each stakeholder's role in organizing MOOCs and digital continuous education. Key goals are empowering universities and labor market organizations to co-develop MOOCs for continuing education and professional development across Europe.
[EMC-LM 2nd convention] Emc presentation FutureLearn by Mark WallaceEADTU
FutureLearn offers a variety of online courses from short courses to longer microcredentials and professional certificates. They are partnering with universities and industries to validate these courses by offering academic credit or endorsements. This helps learners gain skills recognized by employers and provides a pathway for further education. FutureLearn works with validation partners like Coventry University who provide oversight of teaching, learning, and assessment to ensure quality and offer credit for some courses. The partnerships aim to combine industry expertise with academic rigor to provide compelling education opportunities for learners.
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 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 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.
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.
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.
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 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.
Building Digital Teaching and Learning Capabilities in GMIT IT Sligo and LYIT...carinaginty
This document summarizes the activities of the Connacht Ulster Alliance (CUA) iNOTE project from 2019-2022, which is aimed at building digital teaching and learning capabilities across 8 institutions. It discusses the following key steps:
1) Conducting a digital capabilities audit and needs analysis in 2019.
2) Developing an online digital education platform and certificate program with courses in digital teaching and learning.
3) Creating an online digital resources directory and knowledge platform.
4) Delivering webinar and workshop series on digital skills that had over 5,500 registrations.
5) Establishing a network of digital champions at the institutions to support digital skills development.
The CIGN project aims to bring together higher education, employment, and training within the cross-media design and production sector. It involves partner institutions from several European countries developing new online and blended learning courses and materials to address skills gaps identified in the industry. The project will produce new courses and programs for teaching staff and enable a sustainable network for professional development. Recent EU policies have focused on identifying evolving skills needs in dynamic sectors like media design to improve matching labor supply and demand, though implementation of policies remains a challenge.
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.
The Le@d3.0 Academy project aims to establish a long-lasting knowledge alliance between academia and industry to spread the use of social learning and open educational resources for developing soft leadership skills crucial for the digital age job market. The project will identify new soft leadership skills and improve them using innovative training programs delivered on a virtual learning platform. Nine partners from seven European countries will work together on the international Le@d3.0 Academy, involving trainers, students, and managers.
Ecovem project presentation ing 2021 03Manuel Castro
The document summarizes the European Centre of Vocational Excellence in Microelectronics (ECoVEM) project, which aims to improve vocational education and training in microelectronics. The project will create a cooperation platform between vocational schools and industry stakeholders. It will develop new vocational education curricula and short courses for qualifications levels 3 to 8, to be tested with 900 trainees. The project seeks to make vocational education more responsive to labor market needs and raise its attractiveness through initiatives like summer camps and skills competitions. It is a consortium of 21 organizations across Europe working on objectives like developing governance plans and addressing social inclusion in the sector.
FITT!: the project idea and main activities (EN) - Tiziano Barone, Veneto LavoroVeneto Lavoro
The document discusses the FITT! project in Italy, which aims to improve the quality and attractiveness of apprenticeships. The project analyzed apprenticeships in the Veneto region and designed a new "dual" model based on the German system. This model includes framework training plans, standards for trainers, and communication tools. The model was tested and tools like framework plans are now being implemented nationally. Project results are also being shared with other Italian and European stakeholders to mainstream the new approach to apprenticeships.
Developing quality in the new apprenticeship for vocational qualifications in...Veneto Lavoro
FITT! final conference, 16th March Bruxelles
Workshop 2: Institution promoting quality apprenticeship in Europe: how can FITT! be transferred and mainstreamed? Inputs from stakeholders and institutions from Italy and Europe
Values in University Education: From Practice Into Policy: Declan KirraneThe Royal Irish Academy
On Monday 10 June at 1pm the Royal Irish Academy Social Sciences committee organised a half day seminar. The event explored shifting principles, aims and values in higher education, such as academic freedom, impact, peer review and open innovation, against the backdrop of current economic challenges. Speakers considered the effective 're-visioning' of education and the values–open and hidden–at play. Contributions included a look at higher education in Ireland, the UK and mainland Europe.
More details:
https://www.ria.ie/about/our-work/committees/committees-for-the-humanities-and-social-sciences/social-sciences-committtee/news.aspx
The document proposes policy recommendations to promote open educational resources (OER) adoption across the European Union. It summarizes draft recommendations in 10 areas for higher education and vocational education. The recommendations aim to reduce barriers for new education providers and programs, increase quality assurance standards, move towards competence-based rather than time-based assessment, improve recognition of prior learning, mandate open licensing of publicly funded content, and increase research on OER benefits. The proposals are part of the POERUP project funded by the EU to develop policies supporting broader OER use.
The European Alliance for Apprenticeship - Norbert Schobel, European Commissi...Veneto Lavoro
The document discusses the European Alliance for Apprenticeships (EAfA), a multi-stakeholder platform that aims to strengthen the quality, supply and image of apprenticeships across Europe. It provides updates on the EAfA's activities and roadmap for 2017, which includes plans to host several events and launch initiatives focused on apprenticeship quality, mobility, and support. Key figures highlighted include 524,500 new apprenticeship opportunities and 390,000 apprenticeships under the Youth Guarantee program. The Erasmus+ action plan also aims to support long-term apprenticeship mobility programs.
The European MOOC Consortium (EMC) launches a Common Microcredential Framewor...eraser Juan José Calderón
The European MOOC Consortium (EMC) launches a Common Microcredential Framework (CMF) to create portable credentials for lifelong learners . #CMF @FunMooc @FutureLearn @miriadax @EduopenNetwork @OpenupEd
The document discusses the proposed Erasmus for All 2014-2020 program, which would consolidate several existing EU education, training, youth, and sport programs into one. It aims to contribute to the Europe 2020 strategy's objectives on education and employment. Key goals include improving skills relevant to the labor market and society, increasing quality and innovation in education institutions, promoting a European lifelong learning area, and strengthening the international dimension of education. The program would have three subprograms on education and training, youth, and sport. It proposes simplifying management through reduced actions, increased lump-sum grants, simplified reporting, and other streamlining measures.
My presentation at the Digital Competences for Open Education workshop, 7th Edition 6 March 2020, Tiramisara, Romania. The theme for my presentation was on Promoting online learning in the workforce in Europe, an initiative from EC EASME and Digital Growth.
Emc launch presentation to eadtu conference 2017 - oofhec2017EADTU
The European MOOC Consortium (EMC) aims to strengthen the credibility and uptake of MOOCs in European higher education through several goals: 1) increasing awareness and use of digital education and MOOCs within universities; 2) influencing educational policy; 3) promoting MOOCs to employers and workers for skills development and career changes; 4) strengthening continuing education through MOOC recognition; 5) collaborating between partners to expand course offerings; and 6) conducting joint research on MOOCs in Europe. The EMC represents over 250 higher education institutions and companies and offers almost 1,000 MOOCs.
1. The document discusses how MOOCs (Massive Open Online Courses) could disrupt higher education through innovative business models and flexible learning approaches.
2. It analyzes MOOCs using the theory of disruptive innovation, finding that MOOCs initially target non-consumers of higher education but may eventually compete with traditional universities by improving performance over time.
3. While MOOCs have potential to disrupt higher education, the education sector is complex with many players and regulations, so the impacts are difficult to predict and universities may not be displaced in the same way as other disrupted industries.
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.
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.
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.
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 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.
Building Digital Teaching and Learning Capabilities in GMIT IT Sligo and LYIT...carinaginty
This document summarizes the activities of the Connacht Ulster Alliance (CUA) iNOTE project from 2019-2022, which is aimed at building digital teaching and learning capabilities across 8 institutions. It discusses the following key steps:
1) Conducting a digital capabilities audit and needs analysis in 2019.
2) Developing an online digital education platform and certificate program with courses in digital teaching and learning.
3) Creating an online digital resources directory and knowledge platform.
4) Delivering webinar and workshop series on digital skills that had over 5,500 registrations.
5) Establishing a network of digital champions at the institutions to support digital skills development.
The CIGN project aims to bring together higher education, employment, and training within the cross-media design and production sector. It involves partner institutions from several European countries developing new online and blended learning courses and materials to address skills gaps identified in the industry. The project will produce new courses and programs for teaching staff and enable a sustainable network for professional development. Recent EU policies have focused on identifying evolving skills needs in dynamic sectors like media design to improve matching labor supply and demand, though implementation of policies remains a challenge.
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.
The Le@d3.0 Academy project aims to establish a long-lasting knowledge alliance between academia and industry to spread the use of social learning and open educational resources for developing soft leadership skills crucial for the digital age job market. The project will identify new soft leadership skills and improve them using innovative training programs delivered on a virtual learning platform. Nine partners from seven European countries will work together on the international Le@d3.0 Academy, involving trainers, students, and managers.
Ecovem project presentation ing 2021 03Manuel Castro
The document summarizes the European Centre of Vocational Excellence in Microelectronics (ECoVEM) project, which aims to improve vocational education and training in microelectronics. The project will create a cooperation platform between vocational schools and industry stakeholders. It will develop new vocational education curricula and short courses for qualifications levels 3 to 8, to be tested with 900 trainees. The project seeks to make vocational education more responsive to labor market needs and raise its attractiveness through initiatives like summer camps and skills competitions. It is a consortium of 21 organizations across Europe working on objectives like developing governance plans and addressing social inclusion in the sector.
FITT!: the project idea and main activities (EN) - Tiziano Barone, Veneto LavoroVeneto Lavoro
The document discusses the FITT! project in Italy, which aims to improve the quality and attractiveness of apprenticeships. The project analyzed apprenticeships in the Veneto region and designed a new "dual" model based on the German system. This model includes framework training plans, standards for trainers, and communication tools. The model was tested and tools like framework plans are now being implemented nationally. Project results are also being shared with other Italian and European stakeholders to mainstream the new approach to apprenticeships.
Developing quality in the new apprenticeship for vocational qualifications in...Veneto Lavoro
FITT! final conference, 16th March Bruxelles
Workshop 2: Institution promoting quality apprenticeship in Europe: how can FITT! be transferred and mainstreamed? Inputs from stakeholders and institutions from Italy and Europe
Values in University Education: From Practice Into Policy: Declan KirraneThe Royal Irish Academy
On Monday 10 June at 1pm the Royal Irish Academy Social Sciences committee organised a half day seminar. The event explored shifting principles, aims and values in higher education, such as academic freedom, impact, peer review and open innovation, against the backdrop of current economic challenges. Speakers considered the effective 're-visioning' of education and the values–open and hidden–at play. Contributions included a look at higher education in Ireland, the UK and mainland Europe.
More details:
https://www.ria.ie/about/our-work/committees/committees-for-the-humanities-and-social-sciences/social-sciences-committtee/news.aspx
The document proposes policy recommendations to promote open educational resources (OER) adoption across the European Union. It summarizes draft recommendations in 10 areas for higher education and vocational education. The recommendations aim to reduce barriers for new education providers and programs, increase quality assurance standards, move towards competence-based rather than time-based assessment, improve recognition of prior learning, mandate open licensing of publicly funded content, and increase research on OER benefits. The proposals are part of the POERUP project funded by the EU to develop policies supporting broader OER use.
The European Alliance for Apprenticeship - Norbert Schobel, European Commissi...Veneto Lavoro
The document discusses the European Alliance for Apprenticeships (EAfA), a multi-stakeholder platform that aims to strengthen the quality, supply and image of apprenticeships across Europe. It provides updates on the EAfA's activities and roadmap for 2017, which includes plans to host several events and launch initiatives focused on apprenticeship quality, mobility, and support. Key figures highlighted include 524,500 new apprenticeship opportunities and 390,000 apprenticeships under the Youth Guarantee program. The Erasmus+ action plan also aims to support long-term apprenticeship mobility programs.
The European MOOC Consortium (EMC) launches a Common Microcredential Framewor...eraser Juan José Calderón
The European MOOC Consortium (EMC) launches a Common Microcredential Framework (CMF) to create portable credentials for lifelong learners . #CMF @FunMooc @FutureLearn @miriadax @EduopenNetwork @OpenupEd
The document discusses the proposed Erasmus for All 2014-2020 program, which would consolidate several existing EU education, training, youth, and sport programs into one. It aims to contribute to the Europe 2020 strategy's objectives on education and employment. Key goals include improving skills relevant to the labor market and society, increasing quality and innovation in education institutions, promoting a European lifelong learning area, and strengthening the international dimension of education. The program would have three subprograms on education and training, youth, and sport. It proposes simplifying management through reduced actions, increased lump-sum grants, simplified reporting, and other streamlining measures.
My presentation at the Digital Competences for Open Education workshop, 7th Edition 6 March 2020, Tiramisara, Romania. The theme for my presentation was on Promoting online learning in the workforce in Europe, an initiative from EC EASME and Digital Growth.
Emc launch presentation to eadtu conference 2017 - oofhec2017EADTU
The European MOOC Consortium (EMC) aims to strengthen the credibility and uptake of MOOCs in European higher education through several goals: 1) increasing awareness and use of digital education and MOOCs within universities; 2) influencing educational policy; 3) promoting MOOCs to employers and workers for skills development and career changes; 4) strengthening continuing education through MOOC recognition; 5) collaborating between partners to expand course offerings; and 6) conducting joint research on MOOCs in Europe. The EMC represents over 250 higher education institutions and companies and offers almost 1,000 MOOCs.
1. The document discusses how MOOCs (Massive Open Online Courses) could disrupt higher education through innovative business models and flexible learning approaches.
2. It analyzes MOOCs using the theory of disruptive innovation, finding that MOOCs initially target non-consumers of higher education but may eventually compete with traditional universities by improving performance over time.
3. While MOOCs have potential to disrupt higher education, the education sector is complex with many players and regulations, so the impacts are difficult to predict and universities may not be displaced in the same way as other disrupted industries.
1. The document discusses innovations and trends in higher education in Europe, including increased blended learning combining online and in-person education, growth in continuing education and open education through MOOCs and OERs, and more diversified educational pathways to accommodate various student needs.
2. It proposes increased collaboration between European universities on short learning programs, including recognition of credits between institutions and development of joint programs, to provide flexible options for lifelong learning.
3. A network of experts across European universities aims to accelerate adoption of new teaching and learning methods through staff training, pilot programs, and institutional innovation planning.
[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.
State of the art analysis of MOOC provisions for the EU labour marketRobert Farrow
Presentation given at the Huis van de Nederlandse Provincies (HNP) in Brussels for the European MOOC Consortium: Labour Markets project. The slides summarise the outcome of a rapid assessment of evidence about the provision of Massive Open Online Courses in the European area.
The MOOC Potential to address European Challenges in CPD and Continuous Educa...Beck Pitt
(1) The document discusses findings from the BizMOOC research project on the awareness, perceptions and use of MOOCs among businesses in Europe. It finds that while familiarity with MOOCs is still low, businesses see benefits for training and recruitment. There is interest in collaborating with universities but also unresolved issues around costs, quality and data security.
(2) Key benefits identified are saving costs on training, networking opportunities, and keeping employees' skills up to date. However, businesses also have questions around legal limitations, confidentiality, and measuring learning.
(3) The document recommends targeted awareness raising on MOOCs, addressing quality assurance, and collaborative approaches between businesses, universities and other
BizMOOC: MOOCs for the world of business (eden17)EADTU
This document summarizes a presentation about using MOOCs (Massive Open Online Courses) for businesses. It defines MOOCs and discusses how they could be used as recruitment tools or for employee training. It also describes the BizMOOC project, which aims to establish guidelines for using MOOCs in business through developing and evaluating pilot MOOCs. Some key findings are that EU companies' familiarity with MOOCs is still low but they see benefits for training and recruitment. It introduces the MOOC Book as a free online resource providing guidance, recommendations and good practices for businesses, education institutions and individuals on applying MOOCs.
The MOOC market will likely gain a market value of US$ 7.55 Bn in 2022. The Market for MOOC is expected to register a CAGR of 35% by accumulating a market value of US$ 152 Bn in the forecast period 2022-2032.
Higher Education Policy Reform for Impact, Dec. 4, 2023Mitchell Peters
Support for Higher Education Reform Experts’ (SPHERE) is an initiative managed by the OBREAL (Coordinator) and the European University Association (EUA) on behalf of the European Commission.
The Higher Education Reform Experts - HERE - are a diverse network of individuals coming from universities, ministries, national higher education agencies, student unions and other relevant organisations, in European neighbourhood countries (Southern Mediterranean, West Balkans, Eastern Europe, Central Asia). The SPHERE Team is organizing seminars, study visits and other training events for this network, including the present conference. All training topics are based on a thorough needs
assessment of the countries being targeted.
The following is a presentation on how MOOCs could be incorporated into Community Engagement (CE) at the University of South Africa. Presenter: Denzil Chetty
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.
Over the past 20 years, higher education has undergone major transformations, brought about by: (i) increasing internationalisation and student mobility; (ii) an ever-growing demand for quality higher education and lifelong learning; (iii) changing student demographics; (iv) the rise of online and blended learning, (v) cross-border higher education and (vi) recognition and quality assurance of qualifications in a digital world without borders. At the same time, access to the Internet and broadband service has increased. According to the International Telecommunications Union, 43 per cent of the world’s population is now online, with some form of regular access to the Internet, and the number of Internet users globally has reached 3.2 billion, of whom 2 billion are from developing countries (ITU, 2015). The huge growth in mobile connectivity, particularly in the developing world, has also brought online content and interaction to a global audience.
Since 2012, known as “The Year of the MOOC,” massive open online courses (MOOCs) have expanded worldwide, shaking up the higher education landscape and potentially disrupting the model of brick-and-mortar universities. Whilst higher education institutions have long been engaged in the delivery of online content (via, for example open educational resources and virtual learning environments), the rapid advent of MOOCs is regarded by some experts as an education revolution — according to Class Central (Shah, 2015a), the total number of MOOCs reached 4,200 in 2015. However, most of the current MOOCs are delivered by top universities in the Global North, which many observers consider a one-way transfer of knowledge from the developed countries to the developing world.
The present UNESCO–COL Guide on MOOCs is designed to raise general awareness amongst policy-makers in developing countries as to how MOOCs might address their concerns and priorities, particularly in terms of access to affordable quality higher education and preparation of secondary school leavers for academic as well as vocational education and training. With very few exceptions, many of the reports on MOOCs already published do not refer to the interests and experiences of developing countries, although we are witnessing important initiatives in more and more countries around the world.
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.
1. MOOCs and online learning platforms are addressing challenges in higher education by providing more affordable and flexible education opportunities.
2. Trends like technology, internationalization, financial crises, employability, and lifelong learning are impacting universities and driving change.
3. MOOCs allow universities to develop new credentials and programs to serve learners across their careers, from students to professionals seeking continuing education.
E-learning Market Size, Share, Growth and Forecast to 2030 | GQ ResearchGQ Research
Global e-learning market size was valued at USD 295.9 billion in 2023, and is projected to reach USD 920.44 billion by 2030, registering a CAGR of 17.60% from 2023 to 2030.
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.
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.
[OOFHEC2018] Darco Jansen: Current status of micro-credentials and short prog...EADTU
The document discusses short learning programs (SLPs) in Europe. It notes that lifelong learning and continuous professional development are underdeveloped in much of the EU. SLPs can help address this by providing flexible, scalable online/blended programs to keep workforce skills up to date. SLPs also anticipate future careers better than degree programs and can serve as building blocks for degrees. The E-SLP project is defining SLP concepts, developing guidelines for collaborative SLPs and recognition frameworks, and mainstreaming SLPs at universities alongside degrees and open education. Emerging are three areas of provision: degree education, continuous education including SLPs, and open education like MOOCs.
The document summarizes a roundtable discussion hosted by the BizMOOC project. It provides an agenda for the roundtable including presentations on the state of MOOCs, lifelong learning in the workplace, and business strategies for using MOOCs. Reflections from participants acknowledge challenges like cultural shifts needed in businesses to recognize lifelong learning, and the need to demonstrate cost savings to businesses from MOOC implementation. Next steps include disseminating outcomes to stakeholders and promoting an upcoming webinar on MOOC design.
Similar to [EMC-LM 2nd convention] European MOOCs for the labour market by George Ubachs, EADTU (20)
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.
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Decolonizing Universal Design for LearningFrederic Fovet
UDL has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction.
This session represents an opportunity for the author to reflect on a volume he has just finished editing entitled Decolonizing UDL and to highlight and share insights into the key innovations, promising practices, and calls for change, originating from the Global South and Indigenous Communities, that have woven the canvas of this book. The session seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities. The workshop will use the UDL principles scrupulously to engage participants in diverse ways (challenging single story approaches to the narrative that surrounds UDL implementation) , as well as offer multiple means of action and expression for them to gain ownership over the key themes and concerns of the session (by encouraging a broad range of interventions, contributions, and stances).
8+8+8 Rule Of Time Management For Better ProductivityRuchiRathor2
This is a great way to be more productive but a few things to
Keep in mind:
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Creativity for Innovation and SpeechmakingMattVassar1
Tapping into the creative side of your brain to come up with truly innovative approaches. These strategies are based on original research from Stanford University lecturer Matt Vassar, where he discusses how you can use them to come up with truly innovative solutions, regardless of whether you're using to come up with a creative and memorable angle for a business pitch--or if you're coming up with business or technical innovations.
5. The current situation is hindering the breakthrough of MOOC
programmes and online continuous education / CPD
• Response to growing demand for shorter programmes
Offering more relevant, high quality and recognised online offerings
• Response to lack of clarity on qualifications; Microcredentials (CMF)
European MOOC Consortium
Labour Market
6. Create a structure and dialogue, defining the role of MOOC platforms,
universities, employmentservices and companies/sectors in organizing
MOOCs and digital continuous education and training
To empower universities,employment services and companiesin (co-
)developing, (co-)delivering and using MOOCs for CE, CPD/CVT in
order to integrateMOOCs and digitaleducationand training in current
offerings EU-wide
7.
8. OBJECTIVES
• Provide high quality,highly relevant and recognised
MOOCs for the labourmarket
• Extend continuouseducationand professional career
developmentfor the EU labourmarket
• Enhance the qualityand strength of the European
workforce in terms of employability,innovationand
entrepreneurship
• Create a framework for structural collaboration onthe
development,delivery and use of MOOCs
• Raise competitivenessof regions and members states
9. Goal of the 2nd convention
The second Conventionof the knowledge alliance will take place in
order to present MOOC offeringsand the microcredentialframework
and to discuss ways forwardto integrate MOOCs and MOOC-based
programmesin training provisionsfor the labour market.
Invited are:
• MOOC platforms,
• Universities and university networks,
• Public employment services,
• Sectoral organizations,
• Companies,
• Social partners and
• Policy makers from the European Commission and national
governments.
10. Position paper EMC-LM stakeholder
messages
The positionpaper reflects the state of the art of MOOCs and online
learningin each of the stakeholder organizations.
It is completed by a message of the respective stakeholders to the
conventionon their role regarding the future development of MOOCs
and digital learning opportunitiesfor the labour market.
11.
12.
13. Message MOOC Platforms
MOOC platforms and universities collaborate with private and public labour
market organisations: sectors, enterprises, ministries and public agencies.
They deliver and co-create with these organisations MOOCs and MOOCs
pathways for employment and innovation which after assessment are awarded
with CMF microcredential . These are stackable to wider certified programmes
and academic degrees. Due to the crisis, more and more people have to change
from a particular sector to another branch or business. Microcredentials can
facilitate this by retraining people.
They are able to deliver comprehensive services for the organisation of high
quality continuous professional development of their workforce in sectors,
companies and public services, reducing the cost by flexibility and scalability.
This can include a specific training platform for a company or a sector (private or
public), eg a dedicated company space, a white label platform or other specifc
arrangements.
14. Message Public employment agencies
In EU countries, public employment services (PES) are the authoritiesthatconnect jobseekers with
employers. Althoughstructureddifferently in each country, all PES help match supply and demand on the
labour market throughinformation, placement and active support servicesat local, nationaland European
level.
Public employment agenciesorganisea network ofregional and sub-regional competence and training
centers for employment, innovation andcareer guidance. They host as welle-learning centers where
learners can find courses at all levels. In many cases, theycooperate with the private sector.
So far, public employment services have onlya limited experience with MOOCs. However, MOOCs are
attractive to them because of their quality, flexibility, scalability and cost. For the targetgroupsof PES,
it is important that MOOCs have a modular structure consistingof small learning unitsto be affordable for
learners at work. Learners atwork need sometimes bite-sized pieces of learning.
Also, awarding microcredentials is important, althoughnotall learners requesta qualification.
MOOCs might fasten learning in particular areasor sectors, whichis really needed, eg regarding
digitalization. In COVID-times, rapid responseshave to be given, for example in teacher trainingand
healthcare/nursing.
MOOCs are also useful for training transversal 21st century skills. (creativity, critical thinking,
collaboration, communication, information literacy, adaptability, leadership, social skills andproductivity. )
15. From the point of view of public employmentservices, there is a need for a comprehensive
approach to blended and onlinelearning opportunitieswhich includespedagogical,
organisational and technological aspects. There are no Europeansolutionsor references
for such an approach, which could be implemented atthe nationalor regionallevel. Such an
approach would also includethetraining of trainers. Nextto other providers, MOOC
platformsand higher education institutions could have a role in this.
16. Message sectoral organisations and companies
Public and private sectors have created sectoral fundsfor educationandtrainingby whichall companies
(SMEs and large businesses) can fund training initiatives for their workforce. They serve a large variety of
learners fromthe lowly qualified to the highly qualified. Companies are not yet familiar with digital
training. Therefore, a multiple approach is needed combining digital and face to face learning.
Some sectors develop digital learning platforms for enterprises integrating all learning initiatives of the
sector.
In some countries, also the public sector is cooperating with MOOC platforms, for example for the in-service
training of teachers or for training civilservants in theiradministration, reaching out to massive numbersof
learners.
Next to a general platformwithfree courses, MOOC platformsprovide aswell specific company spaces, white
label platforms or voucher systems for individual private companies. By doing this, theycreate a new
learning environment facilitatingthe uptake of learning pathwaysby employees. They can selectMOOCs
pathways for their company at a reduced cost which can be awarded by CMF microcredentials.
Guiding learners and offering structured learning pathways awarded with (micro)credentials will support
the motivation of learners and avoid drop-out. Social learning is also important to supportmotivationand
for constructing knowledge.
17. Message of Universities
Universitiesare rethinking policiesand strategiesfor higher education for continuing
education and professional development for which onlinesolutionsare needed to Increase
accessibility flexibility and scalability. Thisrespondsto the needs for continuing education
and professionaldevelopmentin society.
In the framework of these new developments, microcredentialswill stimulatethe
modularization of continuing educationand willmake this better accessiblefor learners.
Microcredentialswill be stackableto wider shortlearning and degree programs. In some
universities, also academic master programswillbe organized in a modular way offering
academic microcredentialswith a professionalorientation for alumnialready atwork.
In this process, universitiesincreasingly collaboratewith companiesand sectors for the co-
creation under many modalities, eg needs analysis, offering internshipsor theco-creation
of content.
University alliances(EUI) and other university networkshave started with newinitiatives
for continuing education and professional development using onlinelearning
opportunitiesand MOOCs. Thisnew developmentwill lead to innovative new educational
formatsand pedagogies. Collaboration willalso improve quality and a better coverage of a
European-wide market.
18. Message of governmentsand EU
Governmentsare developingstrategic plansfor continuing education and professional
development in which both the ministries of education and labour are involved.
However, in most European countries this processis goingslowly.
Also because of the COVID crisis a sense ofurgency is increasing and governements foresee specific
funding for professional developmentand vocational training. Part of thisfunding is comingfromthe
European Union’s Recovery Plan.
Governments should introduce a dialogue between all stakeholders: universities, sectors and
companies, public employmentservices. This dialogue shouldbe extendedto the social partners.
All should be aware of the potential of online learning opportunities and MOOCs because of their
quality, flexibility and scalability.
The European Union is promoting education and training for the labour market by innovation in
higher education (HE-Innovate), Smart specialisation, university-business cooperation initiatives,
enhancing LM relevance and outcomes of HE.
19.
20. BREAKOUT SESSIONS
5 Breakout sessions
Group 1: led by Kate Sandars
Group 2: led by Catherine Mongenet
Group 3: led by Matthew Hodges
Group 4: led by PierpaoloLimone – Anna Dipace
Group 5: led by George Ubachs – Piet Henderikx
21. Expected outcomes of the breakout sessions
Discuss ways forward to integrate MOOCs and MOOC-based programmes
in training provisions for the labour market
• Are labour market organisations ready to work with MOOCs and online
learning opportunities?
Answers by: companies, sectors, Public employment services, Public
services
• What conditions have to be fulfilled to integrate MOOCs and online
learning opportunities in the training programmes for the labour market
Answers by: companies, sectors, Public employment services, Public
services
• How are we going to establish and sustain the dialogue between the
MOOC platforms, universities and the labour market?