The COVID-19 pandemic has revealed the importance for university teachers to have adequate pedagogical and technological competences to cope with the various possible educational scenarios (face-to-face, online, hybrid, etc.), making use of appropriate active learning methodologies and supporting technologies to foster a more effective learning environment. In this context, the InnovaT project has been an important initiative to support the development of pedagogical and technological competences of university teachers in Latin America through several trainings aiming to promote teacher innovation. These trainings combined synchronous online training through webinars and workshops with asynchronous online training through the MOOC “Innovative Teaching in Higher Education.” This MOOC was released twice. The first run took place right during the lockdown of 2020, when Latin American teachers needed urgent training to move to emergency remote teaching overnight. The second run took place in 2022 with the return to face-to-face teaching and the implementation of hybrid educational models. This article shares the results of the design of the MOOC considering the constraints derived from the lockdowns applied in each country, the lessons learned from the delivery of such a MOOC to Latin American university teachers, and the results of the two runs of the MOOC.
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MOOC’s (Massive Open Online Courses) zijn een opkomend fenomeen. In deze whitepaper wordt gekeken naar de mogelijkheid voor inpassing van MOOC’s in het huidig onderwijs. Wat zijn de voor- en nadelen van de online cursussen? Welke kansen biedt het?
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Massive Open Online Courses (MOOCs) have continued to attract considerable media coverage as governments and universities respond to the open and online education movement. Three years after the MOOCs began its rise, it is clear that the HE institutions in the EU are gaining speed in this movement. This report on MOOCs intends to contribute to literature on MOOCs in Europe. Its specific aim is to present data on the perception and objectives of European higher education institutions on MOOCs and the main drivers behind the MOOC movement. In addition, the report makes a comparison with similar studies conducted in the United States in 2013 and 2014 and to data produced by the European University Association (EUA) between October and December 2013. The report made clear that involvement is still increasing, but also that arguments to get involved differ from those in the US. The main source is a survey conducted by the project HOME - Higher education Online: MOOCs the European way, partly funded by the European Commission’s Lifelong Learning Programme. The survey was conducted in October - December 2014. In total 67 institutions responded out of 22 European countries representing in total about 2.8 millions of students.
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Much of the literature and the academic discussion about the impact of Massive Open Online Courses (MOOC) in institutional strategic planning has been centred on the US context. However, data shows that although the US are responsible for the largest MOOC platforms and the most successful course provision, it is the European region which accounts for the highest percentage of global MOOC participation. Differently from the US Higher Education system framework, however, in Europe public policy and in particular the European Commission is now driving MOOC institutional uptake. Given the very different institutional, political and cultural contexts, it is interesting to analyse how in these two different regions Higher Education institutions are responding to the challenges of the MOOC phenomena and are integrating it in their own strategic planning. The current research presents the first attempt to conduct a benchmarking study of institutional MOOC strategies in Europe and the US. It's based on a survey launched by the EU-funded project HOME and compares results with a similar survey launched in the US. Results show that are significant differences in how US and European institutions understand the impact of massive forms of open education and also how they perceive the efficiency of digital education and online learning.
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Toekennen van studiepunten aan het succesvol volgen van een MOOC. Dit onderwerp is in de afgelopen jaren al meermalen aan bod gekomen bij discussies over mogelijke effecten van MOOC’s op het reguliere onderwijs. Medio 2014 verscheen een verkenning hierover van de NVAO (NVAO, 2014). Eén van de constateringen daarin luidde: “Het lijkt de NVAO niet waarschijnlijk dat MOOCs in Nederland of Vlaanderen op afzienbare termijn object van accreditatie zullen worden.”. In de praktijk stellen instellingen voor hoger onderwijs zich echter wel de vraag of studiepunten toegekend kunnen worden en welke procedure daarbij dan gevolgd kan worden. Op 2 april 2015 organiseerde SURF in samenwerking met de SIG Open Education een masterclass Digitaal toetsen en MOOC. Tijdens de masterclass is de vraag over erkenning van een MOOC in een paneldiscussie aan bod gekomen. Dit artikel beoogt een overzicht te geven van wat er tijdens die discussie aan ervaringen en ideeën naar boven kwam.
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The Massive Open Online Course (MOOC) movement is the latest ‘big thing’ in Open and Distance Learning (ODL) which threatens to transform Higher Education. Both opportunities and threats are extensively discussed in literature, comprising issues on opening up education for the whole world, pedagogy and online versus campus education. Most of the literature focus on the origin of the MOOC movement in the US. The specific context of Europe with on the one hand autonomous countries and educational systems and on the other hand cross-border cooperation and regulations through the European Union differs from the US context. This specific context can influence the way in which the MOOC movement affect education in Europe, both reusing MOOCs from other continents (US) as publishing MOOCs, on a European platform or outside of Europe. In the context of the EU funded HOME project, a research was conducted to identify opportunities and threats of the MOOC movement on the European institutions of higher education. Three sources of data were gathered and analysed. Opportunities and threats were categorized in two levels. The macro level comprises issues related to the higher education system, European context, historical period and institutional level. The micro level covers aspects related to faculty, professors and courses, thus to the operational level. The main opportunities mentioned were the ECTS system as being a sound base for formal recognition of accomplishments in MOOCs, the tendency to cooperate between institutions, stimulated by EU funded programs and the many innovative pedagogical models used in MOOCs published in Europe. The main threats mentioned were a lacking implementation of the ECTS system, hindering bridging non/formal and formal education and too much regulation, hindering experimenting and innovation.
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In deze bijdrage willen we aangeven welke concrete stappen het hoger onderwijs in Nederland nu zou moeten zetten om een brede uitrol van open onderwijs te faciliteren, mede in het licht van het toekomstbeeld dat minister Bussemaker heeft geschetst in haar strategische agenda HO2025. We geven aan welke belemmeringen er zijn voor grootschalige adoptie van open onderwijs en welke maatregelen nodig zijn om het toekomstbeeld te realiseren.
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This special issue contains some of the almost 180 accepted contributions of this years’ Open Education Global conference (OEGlobal), organized in Delft from 24-26 April 2018. These annual global conferences are organized by the Open Education Consortium (until 2014 named Open Courseware Consortium), together with a local institution. The first edition in this series of conferences was organized in 2005 by the Utah State University in Logan.
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In de afgelopen jaren is de belangstelling voor gebruik van open leermaterialen en open online cursussen sterk gegroeid. Met name de Massive Open Online Courses (MOOC’s) hebben deze belangstelling aangewakkerd. Medio 2015 heeft minister Bussemaker in haar strategische agenda “HO2025, de waarde(n) van weten” als ambities uitgesproken dat in 2025 alle docenten in het hoger onderwijs hun leermaterialen delen en dat instellingen elkaars MOOC’s gaan erkennen. Om deze ambities realiteit te maken zal nog veel werk verricht moeten worden, zowel door instellingen als door de overheid en instellingsoverstijgende organisaties als SURF. Om beter te kunnen bepalen welke activiteiten daarvoor moeten worden gestart is een beeld van de huidige stand van zaken rondom publiceren en gebruik van zowel Open Educational Resources (OER) als MOOC’s nuttig. Deze survey is bedoeld om inzicht krijgen in de stand van zaken rond gebruik en hergebruik van Open Educational Resources en MOOC´s bij bekostigde hogeronderwijsinstellingen in Nederland.
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