DigiTeL Pro Multiplier Event 26 January 2023 by Iwan Wopereis (OUNL)

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The document discusses mapping post-COVID-19 needs in universities. It describes a study that identified three key need clusters through a review of 60 sources: 1) Institutions need to adopt more digitized, flexible, and multimodal educational models; 2) Teachers require professional development for teaching in digital learning spaces; and 3) Learners need support for disadvantaged students to ensure inclusive education. The study utilized a rapid literature review focusing on journal articles and reports, with results grouped into the three identified need clusters.

Multiplier Final Event DigiTel Pro January 26, 2023
UOC (Universitat Oberta de Catalunya) 1
CC-BY-SA 4.0
www.digitelpro.eadtu.eu
Mapping (post)COVID-19 needs in universities
Iwan Wopereis – Open Universiteit, the Netherlands
Overview
• Introduction
• Method
• Results
• Discussion

Multiplier Final Event DigiTel Pro January 26, 2023
UOC (Universitat Oberta de Catalunya) 2
Overview
• Introduction
• Method
• Results
• Discussion
Insert cartoon here
https://www.utoday.nl/cartoon/68143/cartoon-52-by-luvane

Multiplier Final Event DigiTel Pro January 26, 2023
UOC (Universitat Oberta de Catalunya) 3
Insert cartoon here
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Multiplier Final Event DigiTel Pro January 26, 2023
UOC (Universitat Oberta de Catalunya) 4
Need clusters
• Institution: adoption of the educational model
• towards digitized flexible, adaptive, and multimodal instruction
• Teacher: professional development
• towards teaching and learning in digital learning spaces
• Learner: support of disadvantaged students
• towards inclusive education
Overview
• Introduction
• Method
• Results
• Discussion

Multiplier Final Event DigiTel Pro January 26, 2023
UOC (Universitat Oberta de Catalunya) 5
Method
• Rapid literature review
• focus on articles and reports
• Search strategies
• Keyword search in dBs (GScholar; ERIC, PsycINFO; Web of Science)
• Snowballing (backwards/forwards)
• Targeted notifications journals
• Consultation project partners
Overview
• Introduction
• Method
• Results
• Discussion

Multiplier Final Event DigiTel Pro January 26, 2023
UOC (Universitat Oberta de Catalunya) 6
Results
• 60 sources
• 30 journal articles
• 19 reports
• 36 peer reviewed
• Participants in studies
• Students (11 sources)
• Teachers (10 sources)
• Students and staff (7 sources)
• Staff (diverse) (11 sources)
Need clusters
• Institution: adoption of the educational model
• towards digitized flexible, adaptive, and multimodal instruction
• Teacher: professional development
• towards teaching and learning in digital learning spaces
• Learner: support of disadvantaged students
• towards inclusive education

Multiplier Final Event DigiTel Pro January 26, 2023
UOC (Universitat Oberta de Catalunya) 7
Need clusters
• Institution: adoption of the educational model
• towards digitized flexible, adaptive, and multimodal instruction
• Teacher: professional development
• towards teaching and learning in digital learning spaces
• Learner: support of disadvantaged students
• towards inclusive education

Multiplier Final Event DigiTel Pro January 26, 2023
UOC (Universitat Oberta de Catalunya) 8
Need clusters
• Institution: adoption of the educational model
• towards digitized flexible, adaptive, and multimodal instruction
• Teacher: professional development
• towards teaching and learning in digital learning spaces
• Learner: support of disadvantaged students
• towards inclusive education

Multiplier Final Event DigiTel Pro January 26, 2023
UOC (Universitat Oberta de Catalunya) 9
Need clusters
• Institution: adoption of the educational model
• towards digitized flexible, adaptive, and multimodal instruction
• Teacher: professional development
• towards teaching and learning in digital learning spaces
• Learner: support of disadvantaged students
• towards inclusive education

Multiplier Final Event DigiTel Pro January 26, 2023
UOC (Universitat Oberta de Catalunya) 10
Overview
• Introduction
• Method
• Results
• Discussion

Multiplier Final Event DigiTel Pro January 26, 2023
UOC (Universitat Oberta de Catalunya) 11
References
Brouns, F., Wopereis, I., Klemke, R., Albert, S., Wahls, N., Pieters, M., & Riccò, I. (2022).
DigiTel Pro IO1: Building for digital education responding to the needs of universities during
the Corona crisis and beyond. European Association of Distance Teaching Universities.
https://digitelpro.eadtu.eu/outcomes
Brown, M., Nic Giolla Mhichíl, M., & Costello, E. (n.d.). A digital edge: Essentials for the
online learner [MOOC]. Futurelearn. https://www.futurelearn.com/courses/a-digital-edge-
essentials-for-the-online-learner
Bygstad, B., Øvrelid, E., Ludvigsen, S., & Dæhlen, M. (2022). From dual digitalization to
digital learning space: Exploring the digital transformation of higher education. Computers
& Education, 182, Article 104463. https://doi.org/10.1016/j.compedu.2022.104463
Ter Beek, M., Wopereis, I., & Schildkamp, K. (2022). Don’t wait, innovate! Preparing
students and lecturers in higher education for the future labor market. Education Sciences,
12(9), Article 620. https://doi.org/10.3390/educsci12090620
Universitat Oberta de Catalunya (n.d.). Educational model.
https://www.uoc.edu/portal/en/metodologia-online-qualitat/model-educatiu/index.html

The document discusses mapping post-COVID-19 needs in universities based on a literature review conducted by Iwan Wopereis of Open Universiteit, Netherlands. It identifies several needs for universities including updating educational models to be more flexible, adaptive and multi-modal; continuing professional development for teachers focused on digitized environments; and ensuring inclusion of disadvantaged learners by addressing digital divides. The review analyzed 60 sources including journal articles and reports to understand impacts of COVID-19 on students, teachers and staff and identify resulting needs.

Education on the Cloud Karl Donert

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Students Co-creators of Digital EducationDiana Andone

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Presentation "Students Co-creators of Digital Education" by Dr. Diana Andone, Politehnica University of Timisoara, done at "ALTA’21 - Advanced Learning Technologies and Applications. From Distance to Hybrid Learning” on December 1st 2021 Lithuania, online Conference Conference organized by Informatics Faculty at Kaunas University of Technology and National Association of Distance Education Lithuania.

School on the Cloud Project Update 2015Karl Donert

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The document summarizes activities of the European School on the Cloud network, which aims to explore how education should respond to the potential of cloud computing. The network has 57 partners across Europe researching the impact of the cloud on education stakeholders. It has four working groups focusing on cloud leadership, innovative teaching, personalized learning, and future education scenarios. The network also published a state of the art report on cloud computing in education across Europe, finding a variety of isolated initiatives and developments in different countries. The network seeks to provide guidance and support to stakeholders on utilizing cloud technologies and developing cloud-based educational solutions and services.

DigiTeL Pro EADTU-EU Summit 11 mei 2022.pptxEADTU

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This project aims to provide professional development courses on digital teaching methods like synchronous hybrid, blended, and online learning. Led by EADTU and involving several European universities, the project will design and implement three cycles of courses on these topics over two years. The courses will help educators adapt to digital education needs arising from the pandemic and will empower students for digital learning. The project seeks to advance quality and inclusion in digital education across Europe.

Longrun impact of moocsWillem van Valkenburg

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The long run impact of MOOCs will be significant according to the presenter. In the long run, MOOCs will lead to (1) courses being bundled into credit-bearing programs and microcredentials, (2) education becoming more global in reach from national to worldwide, and (3) a shift from initial education to continuous lifelong learning. Classrooms will also evolve from traditional lectures to blended learning combining online and in-person. Overall education will move towards being more open through open educational resources and MOOCs.

#TCUIEC longrun impact of MOOCsWillem van Valkenburg

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The document discusses the long term impact of MOOCs at Delft University of Technology. In the short term, MOOCs led to increased enrollment in online courses and programs. However, in the long run MOOCs are transforming education by moving from standalone courses to full programs and credits, expanding from national to global learners, transitioning from initial to continuous education, blending online and on-campus learning, and progressing toward more open education. MOOCs are helping to educate learners worldwide and improve the quality of education access and delivery.

OERs in the UK: Learning from Digital Futures in Teacher Education projectakgruszczynska

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The document summarizes a project called "OERs in the UK: Learning from Digital Futures in Teacher Education" which explored issues around open educational resources (OERs) in higher education in the UK. The project involved teachers, students, and teacher educators sharing practices around digital literacy and developing guidance on OERs. Outputs from the project were shared through an open textbook and website. The core focus was on exploring understandings of digital literacy through reflection, examining its place in the professional development of teachers, and challenging misconceptions around sharing resources and copyright.

2020_09_23 "Faceing COVID-19 and the new normal at TUM" - Hans PongratzeMadrid network

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- TUM had to quickly transition to remote learning during the COVID-19 pandemic. It mobilized 500 student assistants to help digitize materials and build online courses. It also established task forces around issues like campus licenses, examinations, and student presence. - For the summer 2020 term, TUM focused on quality management and obtaining feedback from teachers and students. It provided guidance documents and support for online teaching. It also held an ideas competition around virtual labs, digital formats, and student learning. - TUM's IT infrastructure, including its Moodle and Panopto systems, supported the transition and proved effective. Over 35,000 students accessed Moodle and over 27,000 used Panopto. - Les

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This document discusses the Scientix 2 project, which promotes STEM education through collaboration between schools, industry, and European projects. Funded by the European Commission, Scientix 2 aims to connect 2000 schools by 2013 and 5000 schools by 2014. It establishes online communities for teachers and industry experts to discuss STEM topics. The project also organizes webinars for students, collects teaching practices from industry, and supports the exchange of ideas between related European projects through meetings and workshops.

Mooc iceland 2016Sólveig Jakobsdóttir

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This presentation discusses the use of MOOCs at the University of Iceland. It provides background on early online education efforts in Iceland dating back to the 1990s. It also summarizes the results of a 2013 working group that recommended exploring MOOC integration. The presentation outlines a 2014 trial that linked courses in linguistics, statistics, education and distance education to MOOCs. It discusses challenges encountered and student feedback. Upcoming work on an Icelandic language MOOC and the European HOME project on MOOCs are also mentioned. The presentation concludes with recommendations around supporting MOOCs for small language communities and linking them to communities of practice.

Presentation DelftX for DigHum 2013Willem van Valkenburg

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Willem van Valkenburg is the coordinator of TU Delft's Open Education team and a project leader for the EU-funded OCW in European higher education. He believes open education allows worldwide access to top-quality education and benefits both students and institutions by limiting costs while improving quality. TU Delft offers various open initiatives including OpenCourseWare containing free course materials, MOOCs on edX with tens of thousands of students, and online distance education programs. Research shows MOOCs require significant resources to produce and that student background has little influence on achievement in the courses.

28_09_2018 eMadrid seminar on MOOCs by Pedro Plaza, UNEDeMadrid network

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Bacsich presentation-valladolid-2009Paul Bacsich

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The document discusses the successful use of Web 2.0 tools like blogs, wikis, and social networking for professional development. It summarizes the Re.ViCa project, which reviewed virtual campuses across Europe to identify lessons learned and critical success factors. Some key findings include: the importance of leadership and management support for e-learning initiatives; addressing issues like language, sustainability, and quality assurance; and tailoring offerings to market needs. The project wiki and upcoming handbook aim to provide best practices and recommendations for virtual campuses based on analyses of real-world examples.

Positioning the values and practices of open education at the core of Univers...Lorna Campbell

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UHR 5april2022_workshop_digital omställning.pptxEbba Ossiannilsson

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The DI4all project aims to promote digital inclusion and tackle disinformation through education. It has two main objectives: 1) To improve the key competencies and skills of young people in schools through quality improvements and innovation in education; 2) To improve the competencies of teachers to promote digital inclusion. The project will run from 2022-2024 with €60,000 in funding. It will produce training materials for educators on digital inclusion best practices and case studies. Activities include meetings, a study on digital inclusiveness, and disseminating results through conferences and online platforms. The target groups are students, educators, schools, and public bodies.

UNESCO/COL/ICDE Chair in OER: Is open online learning sustainable?Ricardo Corai

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This document discusses the sustainability of open online learning. It focuses on stimulating uptake of open educational resources (OER) through policy and evaluating successful OER communities. It highlights several OER initiatives and partnerships around the world working to build on previous efforts. The document examines issues like quality assurance and successful OER models as online learning replaces traditional modes of education delivery.

Education and New Technologies - a Proposal from AUGE to the WorldManuel Castro

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#EAGE2019 longrun impact of moocsWillem van Valkenburg

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The document discusses the long-term impact of MOOCs and open education. It argues that in the short term, MOOCs have increased enrollment and visibility for universities. However, in the long run, MOOCs will have a greater impact by transitioning from standalone courses to integrated programs and credits, expanding education globally, supporting continuous learning beyond initial degrees, blending online and in-person learning, and advancing the open education movement. Universities will evolve from traditional models to embrace these long-term trends fueled by open online education.

Best Practices for Linked Data EducationEUCLID project

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The document discusses best practices for linked data education used by the EUCLID project. It summarizes the EUCLID project which delivers a linked data curriculum through various open educational resources including eBook chapters, webinars, screencasts, exercises and online courses. The curriculum is designed based on best practices like ensuring industrial relevance, using real data and tools, and showing scalable solutions. The learning materials are produced through a collaborative process and are available in multiple open formats.

Best Practices for Linked Data EducationAlexander Mikroyannidis

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The document summarizes best practices for developing a Linked Data curriculum. It describes the EUCLID project, which delivers a Linked Data curriculum through various learning materials including eBook chapters, online courses, webinars, and screencasts. The curriculum is designed based on best practices like ensuring industrial relevance, using real data and tools, and addressing scalability. The curriculum consists of modules that gradually build knowledge in crucial Linked Data tasks. Materials go through a production process involving subject matter experts to ensure high quality.

Digital Learning: Learners expectations and experiences of technologySarah Knight

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The document discusses a study by Jisc Digital Student Project that examined further education (FE) students' expectations and experiences with technology. The study gathered feedback from learners through focus groups, surveys, and consultation events. Key findings included the importance of accessible WiFi, organized virtual learning environments, and support for using personal devices. The goal is to better understand digital learner needs in order to enhance their experiences and support colleges in engaging students in ongoing technology discussions.

New paradigms in educationAkhuwat

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The document discusses the rise of open education resources and massive open online courses (MOOCs). It notes that MOOCs from platforms like Coursera, edX, and Khan Academy now have tens of millions of students worldwide. The document outlines some of the major MOOC platforms and initiatives, advantages of open education, and challenges in ensuring quality and completion rates. It also discusses Pakistan's growing involvement in MOOCs and efforts to promote online learning through initiatives like the Punjab Elearn Project, which aims to digitize textbooks for 10 million students. The document concludes that open education presents great opportunities but may also risk widening divides unless connectivity and access to devices are addressed.

EDEN and community building digital curriculum in HE & added value of digital...EDEN Digital Learning Europe

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EDEN is a network that promotes digital learning and teaching across Europe. In 2018-2019, EDEN had 188 institutional members, 286 individual members, and over 1000 academics and professionals in its network. EDEN contributes by discussing important topics in digital education and fostering collaboration. It holds annual conferences and workshops. EDEN also supports open education and aims to shape EU digital education policies through its involvement in initiatives like the Digital Education Action Plan.

Impact online on campus education Willem van Valkenburg

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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.

Powering UK higher educationJames Clay

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EADTU Conference - Open Scotland Lorna Campbell

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Scotland has a distinctive and highly regarded tradition of education that is recognised internationally. However, while the Scottish Government has been active in formulating Digital Future strategies and open data policies, it has yet to articulate policies to support open education and open educational resources. Elsewhere in the UK, the Higher Education Funding Council for England funded a £15M (€17,5M) OER programme, which ran from 2009 to 2012. The UKOER Programme, managed by JISC and the Higher Education Academy and supported by Cetis, funded a large number of projects that released OERs, developed and embedded open practices and built capacity within institutions and across subject domains. Although restricted to the English HE sector, the UKOER Programmes demonstrated that open educational resources and practices have the potential to address current issues in Scottish education. Although no comparable funding programme exists in Scotland, a number of ‘grassroots’ initiatives are emerging from the further and higher education sector that are opening up Scottish education. In order to explore how Scotland can leverage the power of open to develop the nation’s unique education offering, support social inclusion and inter-institutional collaboration and sharing, and engage with EU open education directives, Cetis are facilitating an Open Scotland Summit, which will explore the development of open education policies and practices for Scotland. This paper will provide a critical overview of open education initiatives in Scotland in the wider context of UK, European and global developments, and present the outcomes and findings of the Open Scotland Summit.

Conclusions Peer Learning Activity- Virtual MobilityEADTU

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This document summarizes the conclusions of a Peer Learning Activity on virtual mobility organized by EADTU. It discusses the stakeholders involved in the activity, including higher education institutions and organizations. It provides examples of existing virtual mobility initiatives and outlines the aims of the PLA. It then discusses basic principles of virtual mobility, opportunities for students, staff, and institutions. Finally, it presents recommendations for virtual mobility at the micro (institutional), meso (policy), and macro (network) levels.

Many shades of flexibility - Aras Bozkurt (Anadolu UniversityEADTU

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DigiTeL Pro Multiplier Event 26 January 2023 by Iwan Wopereis (OUNL)

1. Multiplier Final Event DigiTel Pro January 26, 2023 UOC (Universitat Oberta de Catalunya) 1 CC-BY-SA 4.0 www.digitelpro.eadtu.eu Mapping (post)COVID-19 needs in universities Iwan Wopereis – Open Universiteit, the Netherlands Overview • Introduction • Method • Results • Discussion

2. Multiplier Final Event DigiTel Pro January 26, 2023 UOC (Universitat Oberta de Catalunya) 2 Overview • Introduction • Method • Results • Discussion Insert cartoon here https://www.utoday.nl/cartoon/68143/cartoon-52-by-luvane

3. Multiplier Final Event DigiTel Pro January 26, 2023 UOC (Universitat Oberta de Catalunya) 3 Insert cartoon here https://www.utoday.nl/cartoon/70288/cartoon-67-by-luvane

4. Multiplier Final Event DigiTel Pro January 26, 2023 UOC (Universitat Oberta de Catalunya) 4 Need clusters • Institution: adoption of the educational model • towards digitized flexible, adaptive, and multimodal instruction • Teacher: professional development • towards teaching and learning in digital learning spaces • Learner: support of disadvantaged students • towards inclusive education Overview • Introduction • Method • Results • Discussion

5. Multiplier Final Event DigiTel Pro January 26, 2023 UOC (Universitat Oberta de Catalunya) 5 Method • Rapid literature review • focus on articles and reports • Search strategies • Keyword search in dBs (GScholar; ERIC, PsycINFO; Web of Science) • Snowballing (backwards/forwards) • Targeted notifications journals • Consultation project partners Overview • Introduction • Method • Results • Discussion

6. Multiplier Final Event DigiTel Pro January 26, 2023 UOC (Universitat Oberta de Catalunya) 6 Results • 60 sources • 30 journal articles • 19 reports • 36 peer reviewed • Participants in studies • Students (11 sources) • Teachers (10 sources) • Students and staff (7 sources) • Staff (diverse) (11 sources) Need clusters • Institution: adoption of the educational model • towards digitized flexible, adaptive, and multimodal instruction • Teacher: professional development • towards teaching and learning in digital learning spaces • Learner: support of disadvantaged students • towards inclusive education

7. Multiplier Final Event DigiTel Pro January 26, 2023 UOC (Universitat Oberta de Catalunya) 7 Need clusters • Institution: adoption of the educational model • towards digitized flexible, adaptive, and multimodal instruction • Teacher: professional development • towards teaching and learning in digital learning spaces • Learner: support of disadvantaged students • towards inclusive education

8. Multiplier Final Event DigiTel Pro January 26, 2023 UOC (Universitat Oberta de Catalunya) 8 Need clusters • Institution: adoption of the educational model • towards digitized flexible, adaptive, and multimodal instruction • Teacher: professional development • towards teaching and learning in digital learning spaces • Learner: support of disadvantaged students • towards inclusive education

9. Multiplier Final Event DigiTel Pro January 26, 2023 UOC (Universitat Oberta de Catalunya) 9 Need clusters • Institution: adoption of the educational model • towards digitized flexible, adaptive, and multimodal instruction • Teacher: professional development • towards teaching and learning in digital learning spaces • Learner: support of disadvantaged students • towards inclusive education

10. Multiplier Final Event DigiTel Pro January 26, 2023 UOC (Universitat Oberta de Catalunya) 10 Overview • Introduction • Method • Results • Discussion

11. Multiplier Final Event DigiTel Pro January 26, 2023 UOC (Universitat Oberta de Catalunya) 11 References Brouns, F., Wopereis, I., Klemke, R., Albert, S., Wahls, N., Pieters, M., & Riccò, I. (2022). DigiTel Pro IO1: Building for digital education responding to the needs of universities during the Corona crisis and beyond. European Association of Distance Teaching Universities. https://digitelpro.eadtu.eu/outcomes Brown, M., Nic Giolla Mhichíl, M., & Costello, E. (n.d.). A digital edge: Essentials for the online learner [MOOC]. Futurelearn. https://www.futurelearn.com/courses/a-digital-edge- essentials-for-the-online-learner Bygstad, B., Øvrelid, E., Ludvigsen, S., & Dæhlen, M. (2022). From dual digitalization to digital learning space: Exploring the digital transformation of higher education. Computers & Education, 182, Article 104463. https://doi.org/10.1016/j.compedu.2022.104463 Ter Beek, M., Wopereis, I., & Schildkamp, K. (2022). Don’t wait, innovate! Preparing students and lecturers in higher education for the future labor market. Education Sciences, 12(9), Article 620. https://doi.org/10.3390/educsci12090620 Universitat Oberta de Catalunya (n.d.). Educational model. https://www.uoc.edu/portal/en/metodologia-online-qualitat/model-educatiu/index.html

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DigiTeL Pro Multiplier Event 26 January 2023 by Iwan Wopereis (OUNL)

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