Slides zu folgender Veranstaltung: https://www.e-teaching.org/community/communityevents/onlinepodium/across-the-german-borders-digital-higher-education-in-the-eu Die Digitalisierung führt zu einer Öffnung des Lernens über die traditionellen institutionellen und nationalen Grenzen hinaus. Wie wird Lernen unter solchen Bedingungen in Zukunft aussehen?

1. Across German borders: Current Digital
Higher Education initiatives & practices
in the EU
Prof. Dr. Ulf-Daniel Ehlers
ehlers@dhbw.de
www.ulf-ehlers.net

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3. Changing landscapes in higher
education...
From
education
to
learning

4. Anno 1088
http://isdsbologna2013.org/blog/location/bologna/#!prettyPhoto-205/0/
Exclusively
for the chosen few...

5. Anno 1965
http://www.rd.ruhr-uni-
bochum.de/imperia/md/images/rd/plasma/news/luftbild_rub_s__dwest.jpg
Industrialisation,
Massification,
Standardisation

6. Anno 2014
http://web.mit.edu/jsaa/www/photos/stata.jpg
Postmodern,
Individualised,
Disaggregated

7. The career of an idea...
Where does that leave us?
 The traditional model: Exclusivity for the
chosen few.
 The modern (massification) model:
Standardised education for masses.
 The post-modern model: Individualised and
diversified learning (Rip and Mix Approach/
Patchwork)

8. Changing digital opportunities
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

9. Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de
E-Learning 1st Gen
LMS as island

10. Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de
E-Learning 2nd Gen
LMS as a Gate

11. Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de
Changing Faces of E-Learning
From Distribution…
Learning Management
Systems
Materials online
PresentationInformation
…to Collaboration and Reflection
E-PortfoliosWeblogs
Communication Collaboration
WiKisCommunities
Transmissive Learning
Expansive Learning
Broadcasting Learning
E-Learning 1st Gen
E-Learning 2nd Gen
Technology = Islands
Technology = Gates

12. Tour de Force through
Europe...
What is going on?
(mainly from:
„New modes of learning and teaching in higher eductaion“, EC, 2014)
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

13. Development of digital (ed)policy
(elements)
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

14.  The Opening Up Slovenia: a range of research activities to further
develop open and online education. It is building on existing good
practice in Slovenia in OERs and online learning.
 France: FUN (France Université Numérique) was launched in October
2013 by the French Ministry of Higher Education and Research as the
national platform for supporting online courses and MOOCs. There are
currently more than 50 courses being offered from 23 partner higher
education institutions. The platform is one of 18 action points of a five-
year national plan for the digitisation of learning and teaching.
 Ireland: Through the National Forum for the Enhancement of Teaching
and Learning, Ireland is developing a national roadmap for building
digital capacity in higher education. This will address strategy
development, pedagogical and skills requirements, and technological
supports. It will be underpinned by a dedicated fund for collaborative
initiatives.
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

15.  Lithuania: The Programme of Lithuanian Virtual University, running
from 2007-2016, promoted the development of e-learning across the
higher education system and provided funding from state resources
and EU structural funds for infrastructure developments.
 Norway: The Norwegian Commission on MOOCs, a Government-
appointed expert group, reported in June 2014 on the potential of
MOOCs for Norwegian higher education. It has made a series of
recommendations including a targeted fund, the development of a
national MOOC platform, digital competence development for teachers,
and greater use of open educational resources. Results today??
 The German Forum for Higher Education in the Digital Age, initiated in
2014 and funded by the Federal Ministry, is an independent national
platform for the promotion of digital learning and teaching in German
universities.
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

16. Development of Open Education
Frameworks + more and more
Cooperation
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

17.  UK: FutureLearn was established by the Open University in September
2013 as a UK MOOC platform. In the months since its launch, it has
expanded its number of partners to 40 and now includes institutions
from countries around the world including South Korea, Australia and
Norway.
 EU: OpenupEd was launched by the European Association for
Distance Teaching Universities in April 2013 as a pan-European
platform for MOOCs. It is currently offering a broad range of courses
from 11 partner institutions in 12 languages.
 Wales: In September 2013, Welsh universities signed an Open
Education Declaration of Intent to embed the use of online resources
by staff and students across the Welsh higher education system.
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

18.  Switzerland: École Polytechnique Fédérale de Lausanne (EPFL)
opened a Center for Digital Education in April 2013, which has become
the hub for MOOC expertise in the institution. It is driving the
development of MOOCs for EPFL and its partners, operating MOOC-
based educational programs and carrying out research activities on the
use of digital technologies in education and training.
 EU: The Open Education Europa portal, established by the European
Commission in September 2013, provides a pan-European gateway to
free-to-use open educational resources. The materials available on the
portal have grown dramatically since its launch and includes learning
resources, courses and MOOCs. There are now nearly 600 MOOCs
available on the portal, a huge increase from just under 100 a year
ago.
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

19. Skills frameworks
for digital education
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

20.  International: UNESCO, in partnership with Cisco, Intel, ISTE and
Microso , has developed an ICT Competency Framework for Teachers
in 2013, detailing the competencies that teachers need to integrate ICT
into their practice and professional development. Although this is
designed for secondary teachers, it has the potential to be tailored for
higher education.
 Under discussion: European Academy of teaching and learning
 Still necessary: staff and teacher training in higher eductaion
focussing on digital media transforming education
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

21. Funding models
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

22.  Scotland: Edinburgh University’s Distance Education Initiative is a
cross-university strategy for the development of online distance
learning courses. It involves a £5 million (€6 million) investment over
five years. To date, 48 Masters and CPD accredited programmes have
been developed, involving nearly 2,000 students. The aim is to have
equal numbers of online and on-campus postgraduate students in 10
years.
 Norway: eCampus is a five year programme, funded by the Norwegian
Ministry of Education, focusing on making technology available for the
Norwegian higher education sector to make their teaching and
research better, more effective and more available across
organisational and geographical barriers. One of the areas that
eCampus focuses on is lecture capture. The goal is to be able to
record 40% of all lectures and make them available online by the end
of the programme period (2017).
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

23.  Switzerland: The Swiss Virtual Campus (SVC) programme was an
eight year targeted initiative to promote e-learning at Swiss Higher
Education Institutions. E-learning initiatives are now mainstreamed and
related costs are integrated in the ordinary budget of HEIs.
http://www.virtualcampus.ch/
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

24. Quality Assurance
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

25.  EU: EADTU, in collaboration with ENQA and EFQUEL, has compiled a
report on quality in e-learning. The report examines various QA
approaches for open and flexible learning. Report published with IPTS.
 UK: The University of London (International Programmes) has
developed a formal quality assurance process for future MOOC
developments. The approval element of the quality assurance process
will be considered by the Learning, Teaching and Assessment Sub-
Committee.
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

26. Recognition of digital learning
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

27.  Germany: Iversity, a German-based MOOC platform, held its first
MOOC exams in January 2014 leading to the award of ECTS credits
by the partner HEI.
 EU: OpenupEd offers ECTS credit opportunities for more than half of
its MOOCs, at the hosting university (for a fee).
 There are a number of companies providing open badges, such as
Mozilla. Open badges are digital indicators of skills learned inside or
outside the classroom, and can be issued by traditional educational
institutions, professional bodies, community learning organisations, a
er-school programmes, or online initiatives (including MOOCs).
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

28.  USA: Coursera is partnering with LinkedIn in the development of
badges for students who complete MOOC courses. It is intended that
these badges will become immediately visible via LinkedIn. Coursera is
also offering a fee-based signature track, based on biometric
identification, which allows the awarding of certificates to MOOC
participants.
 USA: Coursera has started to use online proctoring. Students enrolled
on five MOOCs sit online exams with live supervision. These MOOCs
have been approved for credit recommendation by the American
Council on Education (Ace).
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

29. The Digital Myth
With online collaboration
and availability of
(OE)resources
learning will improve!

30. From Resources to Practices
(Initiative from 2010-2012)
A Mindshift in
Higher Education

31. Open Education Practice

34. Main Statements - Summary
 Learning is not digital - but digitalisation is
triggering the transformation of learning and
questioning institutional paradigms of education
 The power lies likewise in the connection and
collaboration potential as well as in the
personalisation and individualisation
 Paradoxically the liberation and availability of
digital resources leads to the renaissance of the
role of content for learning
Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de

35. Thank you for your
attention!!
Ulf-Daniel Ehlers
ehlers@dhbw.de
www.ulf-ehlers.net