Massive Open Online Courses for Employability, Innovation and Entrepreneurship: a Rapid Assessment of Evidence

This report summarises the evidence base regarding the use of open online learning for supporting employability, innovation and entrepreneurship within the European area. It was written as part of the European MOOC Consortium – Labour Markets project (EMC-LM). MOOC platforms in the European MOOC Consortium (EMC) look for solutions to reach better the labour market. This streamlined review of literature draws on scientific literature, project reports, policy documents, case studies and other resources to describe the potential for MOOCs to stimulate and empower organisations to use open education as part of their programs of continuous education (CE) and continuous professional development (CPD) or continuous vocational training (CVT). This report identifies several interstices where the worlds of higher education, vocational educational, training and open online learning come are converging. Evidence is provided for the contention that, through enhancing opportunities for flexible delivery of education, MOOC can innovate the way that we approach degree programmes, lifelong learning, CE and CPD. The information gathered in this report aims to provide a comprehensive overview of relevant material but does not claim to be exhaustive. This report was written as part of the EMC-LM project as a way to establish a shared understanding of the possibilities for collaboration and innovation. The references provided are nonetheless a great starting point for any investigation of the potential of MOOCs for workplace and lifelong learning. Approaches which emphasize the flexible delivery of learning are especially suited to workplace upskilling. For greatest impact and relevance, collaboration should cross disciplinary and professional boundaries, involving a wide range of stakeholders. Employability can be supported through improved management of work transitions; more flexible training options; new routes between education and work; building credibility in CPD; enhancing soft and transversal skills; and developing new mechanisms for authenticating non-formal learning. Innovation can be encouraged by working with greater transparency and sharing; improved dialogue between stakeholders; adopting a reflective attitude towards technology; and through policies which support and motivate new approaches. Entrepreneurship can be moving beyond the knowledge transfer model of entrepreneurial education; drawing stronger connections between theory and practice; promoting collaboration between researchers and practitioners in education and entrepreneurship; and encouraging entrepreneurial culture

Innovative models for collaboration and student mobility in Europe

This report is based on new developments in higher education and international collaboration as collected by EADTU's Task Force and Peer Learning Activity on Virtual Mobility. The result is a report on three types of collaboration mobility: physical, blended and online. Main parameters for innovative education and mobility formats are defined as well as basic principles of international course and curriculum design. Examples illustrate the complete opportunity space between fully face to face and fully online collaboration. They relate to mobility within single courses, exchange mobility (classical Erasmus), networked programmes and mobility windows and joint programmes with embedded mobility. Mobility offers opportunities to institutions to strengthen their programmes and to students to enrich their study. They benefit from an international learning experience or following courses not provided by their own institution. The report shows concrete mobility schemes used in the membership (and beyond). It underpins policies for international networking and delivers tools to organise innovative education and mobility formats

Smart Universities

Institutions of learning at all levels are challenged by a fast and accelerating pace of change in the development of communications technology. Conferences around the world address the issue. Research journals in a wide range of scholarly fields are placing the challenge of understanding "Education's Digital Future" on their agenda. The World Learning Summit and LINQ Conference 2017 proceedings take this as a point of origin. Noting how the future also has a past: Emergent uses of communications technologies in learning are of course neither new nor unfamiliar. What may be less familiar is the notion of "disruption", found in many of the conferences and journal entries currently. Is the disruption of education and learning as transformative as in the case of the film industry, the music industry, journalism, and health? If so, clearly the challenge of understanding future learning and education goes to the core of institutions and organizations as much as pedagogy and practice in the classroom. One approach to the pursuit of a critical debate is the concept of Smart Universities – educational institutions that adopt to the realities of digital online media in an encompassing manner: How can we as smarter universities and societies build sustainable learning eco systems for coming generations, where technologies serve learning and not the other way around? Perhaps that is the key question of our time, reflecting concerns and challenges in a variety of scholarly fields and disciplines? These proceedings present the results from an engaging event that took place from 7th to 9th of June 2017 in Kristiansand, Norway

Knowledge Communities in Online Education and (Visual) Knowledge Management: 19. Workshop GeNeMe‘16 as part of IFKAD 2016: Proceedings of 19th Conference GeNeMe

Communities in New Media started in 1998 as a workshop series at TU Dresden, and since then has annually dealt with online communities at the interface between several disciplines such as education and economics, computer science, social and communication sciences, and more. (See Köhler, Kahnwald & Schoop, 2015). The workshop is traditionally a forum for interdisciplinary dialogue between science and business and serves to share experiences and knowledge among participants from different disciplines, organisations, and institutions. In addition to the core themes of knowledge management and communities (in the chapters of the same name), the main focus of the conference is also on the support of knowledge and learning processes in the field of (media-assisted) higher education. This is complemented by an informational perspective when it comes to more functional and methodological approaches - use cases, workflows, and automation in knowledge management. In addition, systems and approaches for feedback, exchange, and ideas are presented. With the focus of knowledge media design and visual research as well as creative processes, this time there is also a highlight on visual aspects of knowledge management and mediation. For IFKAD 2016, three GeNeMe tracks were accepted which focus on the interface of knowledge communities and knowledge management as well as knowledge media design in science, business, or education. In this conference volume you will find detailed information about these three tracks: -- Knowledge Communities I: Knowledge Management -- Knowledge Communities II: Online Education -- Visual Knowledge Management [From the Preface.]:Preface IX Vorwort XIII Knowledge Communities I: Knowledge Management 1 Process Learning Environments 1 Two Steps to IT Transparency: A Practitioner’s Approach for a Knowledge Based Analysis of Existing IT Landscapes in SME 13 Social Media and Sustainable Communication. Rethinking the Role of Research and Innovation Networks 26 Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy 39 How to treat the troll? An empirical analysis of counterproductive online behavior, personality traits and organizational behavior 51 Knowledge Communities II: Online Education 64 Sifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning 64 Analysing eCollaboration: Prioritisation of Monitoring Criteria for Learning Analytics in the Virtual Classroom 78 Gamifying Higher Education. Beyond Badges, Points and Leaderboards 93 Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan 105 Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement 117 MOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology 131 A Survey on Knowledge Management in Universities in the QS Rankings: E-learning and MOOCs 144 Visual Knowledge Media 157 Generating implications for design in practice: How different stimuli are retrieved and transformed to generate ideas 157 Behind the data – preservation of the knowledge in CH Visualisations 170 Building a Wiki resource on digital 3D reconstruction related knowledge assets 184 Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet 196 Graphing Meeting Records - An Approach to Visualize Information in a Multi Meeting Context 209 HistStadt4D – A four dimensional access to history 221 Ideagrams: A digital tool for observing ideation processes 234 Adress- und Autorenverzeichnis 251Gemeinschaften in Neuen Medien hat 1998 als Workshop-Reihe an der TU Dresden begonnen und seither jährlich das Thema Online-Communities an der Schnittstelle mehrerer Disziplinen wie Informatik, Bildungs- und Wirtschaftswissenschaften, Informatik sowie Sozial-und Kommunikationswissenschaft u.a.m. thematisiert (vgl. Köhler, Kahnwald & Schoop, 2015). Der Workshop ist traditionell ein Forum für den interdisziplinären Dialog zwischen Wissenschaft und Wirtschaft und dient dazu, Erfahrungen und Wissen unter den Teilnehmern aus verschiedenen Disziplinen, Organisationen und Institutionen zu teilen. Die inhaltlichen Schwerpunkte der Konferenz widmen sich neben den Kernthemen Wissensmanagement und Communities (in den gleichnamigen Kapiteln) auch der Unterstützung von Wissens- und Lernprozessen im Bereich der (mediengestützten) Hochschullehre. Ergänzt wird diese eher organisationswissenschaftliche durch eine informatorische Perspektive, wenn es um stärker funktionale bzw. auch methodische Ansätze geht – Use Cases, Workflows und Automatisierung im Wissensmanagement. Darüber hinaus werden Systeme und Ansätze für Feedback, Austausch und Ideenfindung vorgestellt. Mit den Schwerpunkten der Wissensmediengestaltung und visuellen Forschungs- sowie Kreativprozessen wird diesmal auch ein Schlaglicht auf visuelle Aspekte von Wissensmanagement und -vermittlung geworfen. Für die IFKAD 2016 wurden drei GeNeMe-Tracks angenommen, die sich auf das Interface von Wissensgemeinschaften und Wissensmanagement sowie die Wissensmediengestaltung in Wissenschaft, Wirtschaft oder Bildung konzentrieren. Im vorliegenden Tagungsband finden Sie detaillierte Informationen zu diesen drei Tracks: -- Knowledge Communities I: Knowledge Management -- Knowledge Communities II: Online Education -- Visual Knowledge Management [Aus dem Vorwort.]:Preface IX Vorwort XIII Knowledge Communities I: Knowledge Management 1 Process Learning Environments 1 Two Steps to IT Transparency: A Practitioner’s Approach for a Knowledge Based Analysis of Existing IT Landscapes in SME 13 Social Media and Sustainable Communication. Rethinking the Role of Research and Innovation Networks 26 Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy 39 How to treat the troll? An empirical analysis of counterproductive online behavior, personality traits and organizational behavior 51 Knowledge Communities II: Online Education 64 Sifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning 64 Analysing eCollaboration: Prioritisation of Monitoring Criteria for Learning Analytics in the Virtual Classroom 78 Gamifying Higher Education. Beyond Badges, Points and Leaderboards 93 Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan 105 Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement 117 MOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology 131 A Survey on Knowledge Management in Universities in the QS Rankings: E-learning and MOOCs 144 Visual Knowledge Media 157 Generating implications for design in practice: How different stimuli are retrieved and transformed to generate ideas 157 Behind the data – preservation of the knowledge in CH Visualisations 170 Building a Wiki resource on digital 3D reconstruction related knowledge assets 184 Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet 196 Graphing Meeting Records - An Approach to Visualize Information in a Multi Meeting Context 209 HistStadt4D – A four dimensional access to history 221 Ideagrams: A digital tool for observing ideation processes 234 Adress- und Autorenverzeichnis 25

Massive Open Online Courses for Business Learning: Key research, best practices and pathways to innovation

This book contains all you need to know about Massive Open Online Courses (MOOC) for the world of business! It was written by academics and business experts from across Europe as part of the BizMOOC project (bizmooc.eu). Inside you will find a detailed analysis of key literature in this field along with a range of practical tips for designing, implementing, evaluating and improving online learning at scale. Use this guide to understand the MOOC potential for you and your organisation!BizMOOC (2016-9) was a Knowledge Alliance project funded by the European Union (Erasmus+ / Key Action 2 / Knowledge Alliance; 562286-EPP-1-2015-1-AT-EPPKA2-KA). The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein

Government and sector-level tertiary e-learning initiatives

This report gives an overview of the literature published between 2004 and 2013 relating to government and sector-level tertiary e-learning initiatives in New Zealand, Australia, Canada, the United Kingdom, and the United States. Key findings The key findings of this annotated bibliography are: New Zealand established the e-Collaborative Development Fund (e-CDF) in 2003. The e-CDF improved e-learning systems and the capability of participating institutions, but did not do so for staff and there were no immediate or lasting benefits for the sector as a whole. The e-CDF was disestablished as part of the Government’s rationalisation of funding streams in 2008.  The Tertiary Accord of New Zealand involves several polytechnics co-developing and co-hosting e-learning programmes. New Zealand institutions are also involved in MOOCs and other international consortia including playing a leading role in establishing the OER universitas initiative. Australia had fewer government tertiary e-learning initiatives than the other jurisdictions. Australia’s Flexible Learning Framework involved the Commonwealth and state/territory governments working with the vocational training and education sector. The Framework was successful in content development, but less so in staff and systems development. Australia has a MOOC consortium run by Open Universities Australia. The Australasian Council on Open, Distance and E-learning includes all the New Zealand universities and the University of the South Pacific. That initiative has led to a set of e-learning benchmarking guidelines. In Canada the federal government tertiary e-learning initiatives appear to have all been disestablished. But those operating at the provincial level have lasted longer. For example, British Columbia successfully established a province-wide virtual campus. At a sector-level, the Canadian Virtual University allows students to mix, match, and transfer courses between members. The UK had more government tertiary e-learning initiatives than the other jurisdictions probably because they had a dedicated agency, the Joint Information Services Committee (JISC), to support them. JISC’s initiatives included a series of effective practice guides, standards development, managing and developing the JANET network, and a substantial research and publication programme. Other UK government tertiary e-learning initiatives include a code of practice developed by their Quality Assurance Agency and “Learn Direct” which is targeted at the workplace. The UK has a MOOC consortium led by the Open University. In the US, the federal government has dedicated strategies and plans for e-learning and also supports content development. Their inter-state initiatives allow students to study degree-level provision in states outside their home one. While many US state governments have been active in e-learning, Florida, New York, and Texas appear to have the largest number of initiatives – including virtual campuses and a course redesign project. The major difference between the US and the other jurisdictions is the strong involvement of non-government organisations which run national surveys, support MOOC and workplace e-learning initiatives, and provide resources and support for institutional e-learning efforts. The UK government is the only one that has supported a formal OER programme. There are a number of large international OER consortia including the OpenCourseWare consortium, GLOBE, and OER Commons. One of the core roles of these consortia is to act as OER repositories, but they also share and develop materials, knowledge, and expertise. The scale of MOOCs is unprecedented with the three largest consortia (Coursera, edX, and Udacity) having millions of enrolments. Unlike previous online learning ventures, these consortia were established by US elite institutions. Coursera and edX are also partnering with state governments to support their tertiary education efforts. Some commentators think MOOCs will have a large impact on tertiary education because of their ability to ‘unbundle’ teaching and learning processes and services, provide more customised courses, extend institutional presence and reach, allow economies of scale to be achieved, and make large amounts of detailed data available to support an improvement in learner support, performance, and outcomes. Critics of MOOCs cite the lack of an established business model and revenue streams as well as the lack of accreditation, staff resistance, and the uncertainties about how they would be appropriately quality assured. They also point to the very low completion rates in MOOCs which may not be sustainable. They note that many MOOC learners already hold a degree or postgraduate qualification rather than being new students. A smaller group, while agreeing that there is unlikely to be a large short-term impact, thinks MOOCs are too new for their longer-term effects to be predicted with certainty