Open Education & MOOCs publications

This declaration is one of the final results of the MOONLITE project that has focused on a range of topics relating to the ways in which MOOCs can support refugees (and other vulnerable groups), migrants and students in their access to higher education and employment.

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This survey is part of a series of surveys conducted annually by EADTU since 2014, though this year’s survey has a somewhat different structure than the previous surveys, with specific emphasis on the topics of recognition and accreditation of MOOCs, and on refugees as a target group for MOOCs.

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This declaration is one of the final results of the MOONLITE project that has focused on a range of topics relating to the ways in which MOOCs can support refugees (and other vulnerable groups), migrants and students in their access to higher education and employment.

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This second edition of the OpenupEd trend report discusses the latest general trends and developments in MOOCs from a European perspective. 

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Report on how to deal with eclectic learning in credential evaluation.

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Report presenting the results of a MOOC survey amongst European Higher Education Institutions conducted end 2017 - early 2018.

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This OpenupEd trend report discusses the latest general trends and developments in MOOCs from a European perspective. 

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Report presenting the results of a MOOC survey amongst European Higher Education Institutions conducted end 2016 - early 2017. It also discusses some initial trends in European MOOC strategies based on similar surveys in 2014 and 2015. Given the large response of HEI's in Lithuania a dedicated (second) country report is published.
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Support Centres for Open education and MOOCS in different Regions of Europe 2020 (SCORE2020, 2014-2016) builds a European consortium of regional expertise centres on open education and MOOCs with the support of the European platform of OpenupEd experts.

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Springer in their Book Series ‘Lecture Notes in Educational Technology’, published Open Education: from OERs to MOOCs edited by M. Jemni, Kinshuk & M.K. Khribi (Eds.). EADTU contributed on three chapters.

Pre-print version of the chapters New Models of Open and Distance Learning by Stephen Downes and Quality Frameworks for MOOCs (pdf – doc) by Jansen et. al. are available.

A Guide for Policy-Makers in Developing Countries.
Will this publication inspire policy decisions and innovations that will also reach the last person in the queue?

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A report presenting the results of a MOOC survey amongst higher education institutions (HEIs) with a strong focus on Europe and Canada.

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Get national reports Czech Republic, Finland, French Canada, Ireland, Israel, Turkey, Lithuania.

In the January–March 2017 Open Praxis issue the Results of the Turkish report, in context of overall results are published in this article

Overview of papers representing a collective European response on MOOCs as presented during the HOME conference in Rome November 2015.

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'Europe must seize this moment to grab the opportunities offered by MOOC'. The Porto declaration is facilitated by the HOME project, initiated and coordinated by EADTU. 

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This EADTU report presents and analyses the results of a survey on MOOCs conducted by the HOME project between October and December 2014

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This study has the purpose of analysing how higher education providers from across the world are harnessing the properties of flexibility and openness – which are highly related to digitalisation strategies – to improve teaching and learning and learner support. 

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Proceedings of research and experience papers of the 5th European MOOCs Stakeholders Summit: EMOOCs 2017 are available at Springer. Proceeding of work in progress and policy papers are available separately.

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This UNESCO-COL joint publication brings together examples of OER policy development and implementation in various countries where the two organisations are active. This is particularly significant in the context of the need for collaborative engagements to achieve Sustainable Development Goal 4 and the targets outlined in Education 2030: Framework for Action.

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MOOCs are re-operationalising traditional concepts in education. While they draw on elements of existing educational and learning models, they represent a new approach to instruction and learning. The challenges MOOCs present to traditional education models have important implications for approaching and assessing quality. This paper foregrounds some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs.

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We need to work to develop smart, forward-looking public policies that flip the default from a closed, proprietary system to an open, participatory and collaborative one.
There have already been some interesting and impactful policy changes, as will be explored more in this report. But we have a long way to go.

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Who’s using OER, who’s not, and why? Where is OER headed and do educational content
providers fit into the picture? Out of primary and secondary research conducted by
Cengage Learning in early 2016, a view emerged of the evolving OER landscape.

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MOOCs and Open Educational Resources: A Handbook for Educators is being made available for university faculty, educators, and educational producers involved in producing online courses. The guide is a step-by-step manual to how to produce and distribute educational video content under the freest of licenses, with an emphasis on Creative Commons. The Handbook situates educational video production in the context of more than 100 years of moving-image work at universities and beyond.

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Awareness of open educational resources (OER) among U.S. higher education teaching faculty has improved, but still remains less than a majority, according to this new report.

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COL recently published two reports related to Quality Assurance of MOOCs:
- Guidelines for Quality Assurance and Accreditation of MOOCs
- Quality in MOOCs: Surveying the Terrain

This framework proposes a wide definition of the term ‘open education’, which accommodates different uses, in order to promote transparency and a holistic approach to practice.

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The editors of the book have identified 15 case studies that document the developments since the 2012 Paris Declaration on OER from the lens of policy, costs and transformation. While national policy development and adoption have been modest, the case studies show the preliminary successes and pitfalls in changing mindsets from a copyright-only regime to a more flexible and open licence practice.

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This report is the final outcome of the study OpenCases: case studies on openness in education. The study was carried out by the IPTS in collaboration with the University of Bath as part of the OpenEdu project.

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Many EADTU members contributed to this publication 'From Books to MOOCs' based on a successful conference in Stockholm in 2015.

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Interesting article from our OpenupEd associate partner, NOUN on the possibilities for MOOCS in Nigeria and other develloping and emerging countries.

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Young people in the developing world use online courses very differently than their developed world counterparts. An examination of MOOC usage for professional workforce development outcomes in Colombia, the Philippines, & South Africa.

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This report is an outcome of the OpenCred study, which was carried out collaboratively by the ICT for Learning and Skills team of JRC IPTS, researchers of the University of Leicester and consultants.

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This report presents the results of the OpenSurvey study, a survey of Open Education practices, beliefs and strategies in Higher Education institutions in five European countries (France, Germany, Poland, Spain and the United Kingdom).

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Proceedings of the European Stakeholder Summit on experiences and best practises in and around MOOCs (EMOOCS 2016).

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This OECD-report focuses on the type of innovation potential inherent in OER for improving teaching and learning and how this potential can be harnessed.

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Many EADTU members contributed to this special issue of IRRODL.
The HOME project, coordinated by EADTU, contributed by the following 2 papers:

• Comparing MOOC Adoption Strategies in Europe
• Opportunities and Threats of the MOOC Movement for Higher Education

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Also read the previous special issue on OER & MOOCs

The Open Education Trend Report 2015 describes the trends in open and online education in the Netherlands and abroad from the perspective of Dutch higher education in nine articles by Dutch open and online education experts and eight brief intermezzi.

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The OpenCases mini catalogue is an outcome of the study: OpenCases: case studies on openness in higher education institutions. The study investigated current institutional strategies for opening up education on the basis of expert interviews and in-depth analysis of selected institutional cases.

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This summary report highlights some of the key findings for different groups of OER users: educators, formal learners and informal learners. They are presented infographic style layout.

More information about the data used to generate this report.
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In this lesson, we will explore OER in general to give you an understanding of what they are and who the key players are in the progress of OER.

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Routledge published a book MOOCs and Open Education Around the World, edited by Curtis J. Bonk, Mimi M. Lee, Thomas C. Reeves, Thomas H. Reynolds. EADTU contributed by

• Opening Up Education and the OpenupEd initiative : pdf - doc - odt
• Open(ing up) Education for all … Boosted by MOOCs? : pdf - doc - odt

OER Evidence Report 2013-2014

Building Understanding of Open Education

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The Open Education Handbook is a comprehensive and intelligent overview of the current situation with regard to Open Education and Open Education data.

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MOOCs for Norway - New digital learning methods in higher education
Norwegian report, NOU 2014:5

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INNOQUAL - International Journal for Innovation and Quality in Learning
Volume 2, No 3, 2014 and Special Issue on Quality in Massive Open Online Courses

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Advice paper on Online Learning at Research-Intensive Universities
LERU - League of European Research Universities

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Review of Quality Issues related to OER

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The Promises and Perils of Massive Open Online Courses

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Report of the Cornell Distance Learning Committee

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The first quality label for MOOCs in the world.

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EUA Occasional Paper on Massive Open Online Courses (MOOCs)

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Open Development Networked Innovations in International Development

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ICDE "Mind to MOOCs" - Summary report

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Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe

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Innovative teaching and learning for all through new Technologies and Open Educational Resources. Communication from the commission to the european parliament, the council, the european economic and social committee and the committee of the regions.

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Analysis and mapping of innovative teaching and learning for all through new Technologies and Open Educational Resources in Europe: Commission staff working document

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BIS research paper 130

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Best Practice Report on Widening Participation in Higher Education Study through Open Educational Resources

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Massive Open Online Courses: Higher Education's digital moment?

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OEII: Towards a sustainable university ecosystem for educational innovation

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2012 World Open Educational Resources (OER) Congress
UNESCO, Paris, June 2012: Paris OER Declaration.

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LECHe Project Summary - Special Issue

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Development of a Model for International Team-based Development

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Best Practice Report Multicampus

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The Cape Town Open Education Declaration arises from a small but lively meeting convened in Cape Town in September 2007.

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