In terms of online educational provisions, universities play a major role. Especially for the labour market, they now implement a plan for the large scale development and delivery of online short learning (post-graduate) programs and MOOCs at the European level. MOOCs and digital continuous education/training are a flexible and scalable solution for a transnational, truly European response to the needs of the economy across Europe. They can keep innovative knowledge and skills of the workforce up to date and anticipate on careers of tomorrow.

A high quality course is essential for an optimal chance of study success. OpenupEd aims to be a distinct quality brand embracing a wide diversity of (institutional) approaches to open up education via the use of MOOCs.

During the MOOC design week, under coordination of OpenupEd, several expert webinars will highlight the importance of the design of such massive open online courses.

Join us!

Link to meeting room: https://eadtu.clickmeeting.com/openuped.
When using the Clickmeeting app for smartphones or tablets you need to provide the following Room-ID 974-633-611.

Programme:

Tuesday 16 April 2019 [14.00-15.30 CEST]

• Quality assurance of MOOCs: The OpenupEd quality label (Jon Rosewell, Open University, UK)
  The OpenupEd quality label is a quality enhancement approach to e-learning, tailored specifically to MOOCs. I will briefly introduce the OpenupEd quality label, show how it relates to other e-learning quality frameworks, and outline the ways in which it can be used, ranging from informal self-assessment to a full external review. Which of the benchmarks could contribute to enhanced design of MOOCs? Are the benchmarks sufficiently detailed? Do they capture all important aspects?
  

Wednesday 17 April 2019 [14.00-15.30 CEST]

• Gamification Didactics in Massive Learning (Tiberio Feliz Murias, UNED, Spain)
  The didactics of massive learning is really very transmissive and reproductive. Most of the courses are based on expository, verbal, unambiguous, and closed means. Gamification is one of the methodological ways to promote a more active, ludic and entertaining learning. Perhaps the large audience restrain the teachers, their creativity and their activism by deriving the pedagogical designs towards safe and low risk proposals. We suggest different ways to achieve a more active, engaging, and inspiring learning through gamification strategies based on the learners, the teachers, and the means.
  
  
• Designing a MOOC course for promoting the active participation of European citizenship (Patricia Herrero de la Escosura and Ana I. González , University of Oviedo, Spain)
  The project “The impact of the Euroscepticism on the Construction of Europe-CITIZEU", developed into the program "Europe for the Citizens", includes two MOOC. This experience has allowed us to use the MOOC courses with a triple purpose: use as a collaborative tool of a European project, dissemination of knowledge about the EU and as an instrument for citizen reflection and discussion with the support of specialized tutors. This paper analyses the project design and their approach, resources, implementation and results.
  
  
• MOOCs for digital skills: smart education experiences in the context of Industry 4.0 (Dario Assante, UNINETTUNO, Italy)
  The advent of the Industry 4.0 paradigm and all its connected technologies (Big Data, Internet of Thing, Artificial Intelligence, Cloud Computing, Machine Learning, Augmented Reality, etc.) is deeply impacting the companies organization, creating a huge gap of competences and skills in managers and employees. In this presentation we discuss our experience in some European initiatives oriented to support the education in the context of Industry 4.0. Although all the initiatives have been implemented with a MOOC-based approach, each of them has included some different innovative didactic methodologies and tools.
  
  
• Research Trends in Massive Open Online Course (MOOC): From tsunami Wave to Calm Waters (Nilgün Özdamar, Anadolu University, Turkey)
  Massive Open Online Courses (MOOCs) have attracted a great deal of attention by higher education and private enterprises. MOOCs have evolved considerably since their emergence in 2008, all the while given rise to academic discussions on MOOC impact, design and reach. In an effort to understand MOOCs more comprehensively, we analyzed the reviews and content analysis studies about MOOCs. This presentation may provide a holistically and historically vision of MOOCs research.

Thursday 18 April 2019 [14.00-15.00 CEST]

• Panel discussion