Lifelong Learning publications

Putting Student Learning at the Centre.

The Education Policy Outlook is a collaborative effort between OECD governments and the OECD Secretariat. 

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In search of patterns in policies and practices of new modes of teaching and learning.

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This is the envisioning report by the expert pools of the EMPOWER programme established by EADTU to cover the latest trends and developments in new modes of teaching. 

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Outcomes of the Online, Open and Flexible Higher Education Conferences
OOFHEC

2018 - Aarhus, Denmark: Proceedings, Message of Aarhus 
2017 - Milton Keynes, UK: Proceedings, Message of Milton Keynes
2016 - Rome, Italy: Proceedings, Message of Rome
2015 - Hagen, Germany: Proceedings, Message of Hagen

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2018 Summit Conclusions: EMC-EADTU position paper & EHEA-EADTU position paper “Innovations in blended and online education and virtual mobility’’
2017 Summit Conclusions
2016 Summit Conclusions 
2015 Summit Conclusions

New ways of teaching and learning and their implications for higher education policy.

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The Sequent Handbook for Quality in e-learning procedures is designed to provide guidance and information on the impact of e-learning and other aspects of application of ICT in higher education on the design and its integration within insitutional and national of quality assurance processes.

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This report on “Organising Lifelong Learning” frames the central questions that should be taken into account and considered when implementing a university strategy and business model for lifelong learning at a university.

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Showcases of University strategies and business models. This report introduces the scenario for life long learning (LLL) in European Higher Education. It enhances the organisation of LLL opportunities in Europe by paving the way for actual changes in institutional strategies.

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How can the use of digital technologies in postsecondary education impact students' access to education, student outcomes, and return on investment for students and institutions?

Success strategies from six leading universities and community colleges.

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The purpose of this paper is to report on research on the views of Presidents and Vice Chancellors of Open Universities of current threats and opportunities for their institutions as the author marks the 50th anniversary of the first Open University in the UK established in 1969. 

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This sixth report, produced in collaboration with the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE), proposes ten innovations that are already in currency but have not yet had a profound influence on education.

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The impact of the digital era in the world of education is yet to become profound. The Lifelong Learning Platform policy paper aims to raise awareness about the impact of digital technologies in education as well as challenges faced and opportunities offered by the effects the digital age has on the lives and realities of all, including those not directly using technology. 

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The European University Association agrees with the European Commission that the skills gap in higher education should be reduced through innovative curriculum development and teacher training, as stated in a paper responding to the renewed Agenda for Higher Education. In the paper, the EUA gives a vision of the four priorities described by the European Commission in the Agenda.

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This volume contains stories of people and institutions around the world acting in accordance with the value of openness, and relates the amazing results that come from those actions.

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The NMC Horizon Report > 2017 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 14th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. 

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The final report of MOOCs4inclusion, designed and financed by the Joint Research Center of the European Commission, summarises the research conducted for a five-month study (July-December 2016) on the efficiency and efficacy of free digital learning (FDL) offers for the integration, inclusion and further learning of migrants and refugees in Europe and in neighbourhood regions in conflict. 

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The purpose of this study is to investigate the mobile activities newly arrived migrants are engaged in when learning the Swedish language and about Swedish culture and society. Further, the study also explores the use of a mobile application (app) provided to the newly arrived migrants to use for pronunciation practice.

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Recently two new papers were published on learning analytics. JRC reviewed five case studies and an inventory of tools, policies and practices. It also provides an Action List for policymakers, practitioners, researchers and industry members to guide work in Europe. But this field is developing fast. For example this article advocates the use of learning analytics to guide students toward more effective self-regulated learning and promote motivation.

Link JRC and AJET publication

This fifth report, produced in collaboration with the Learning Sciences Lab at the National Institute of Education, Singapore, proposes ten innovations that are already in currency but have not yet had a profound influence on education.

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SURFnet presents the latest trend report, which focuses on the theme of customised education. 44 Dutch experts in the field of education and ICT have sought out technological trends that enable customised education. This trend report describes 13 technological trends that may affect the content and design of education.

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Trends Shaping Education examines major trends affecting the future of education and sets the background on upcoming challenges for policy makers and education providers alike. This work does not give conclusive answers: it is not an analytical report nor is it a statistical compendium, and it is certainly not a statement of OECD policy on these different developments. It is instead a stimulus for thinking about major tendencies that have the potential to influence education, and conversely, the potential of education to influence these trends.

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Final report of the FUTURA (Future of University Teaching: Update and a Roadmap for Advancement) project.

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Overall view of publication: we have a duty to act to achieve better learning for a better world!

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A consensus is emerging that blended learning, a term that embraces various combinations of classroom presence and online study, will become the most common approach to teaching and learning in higher education. Does this consensus simply aim to safeguard the tradition of face-to-face teaching against an invasion of fully online learning - or can blended learning raise higher education to new levels of effectiveness and quality?

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This report posited the need for a renewed vision of learning to address new skills and competences required for Europe to achieve smart, sustainable and inclusive growth.

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The publication marks a quarter of a century of EU youth programmes accompanied by EU youth policy. It brings together some of the thinking that inspires – and is inspired by – EU actions for youth to encourage debate about what youth work and non-formal learning can contribute to European education. It reviews EU cooperation in the field from different perspectives, points to successes and sets out possible future scenarios, particularly in the context of the Erasmus+ programme.

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This is the second edition of the European guidelines to ‘validation’ of learning taking place outside formal education and training systems. This describes a more systematic approach to ‘validation’ such that all citizens by 2017 have their non-formal or informal learning identified and documented, and if they so wish, assessed and certified.

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This 13th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education.

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From schools, through workplaces, healthcare, travel, and marketing, to everyday leisure
activities and even sex, life is becoming more and more gami'ed.
Yet the de'nition of gami'cation is still volatile. All the authors in this book try to grasp the
meaning, the sense and the consequences of this accelerating trend.

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Innovating Pedagogy 2015 explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This report, produced in collaboration with SRI International, proposes ten innovations that are already in currency but have not yet had a profound influence on education.

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The report highlights the continuing importance of reducing inequalities and financing education as well as the role of early childhood education and care in order to make European societies more inclusive.

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Reports on how higher education institutes (HEIs) face a strategic imperative to broaden access to lifelong learning opportunities and ensure that education and learning are available to a diverse student population.

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This book, by A.W. (Tony) Bates, examines the underlying principles that guide effective teaching in an age when everyone uses technology. A framework for making decisions about teaching is provided.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.

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NMC Horizon Report 2015 HE Edition. The NMC Horizon Report series charts the five-year horizon for the impact of emerging technologies in learning communities across the globe. With more than 13 years of research and publications, it can be regarded as the world’s longest-running exploration of emerging technology trends and uptake in education.

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European Commission/EACEA/Eurydice, 2015. Adult Education and Training in Europe: Programmes to Raise Achievement in Basic Skills. Eurydice Report.
Luxembourg: Publications Office of the European Union.

ISBN 978-92-9201-769-9
© Education, Audiovisual and Culture Executive Agency, 2015.

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European Commission/EACEA/Eurydice, 2015. Adult Education and Training in Europe: Programmes to Raise Achievement in Basic Skills. Eurydice Report.
Luxembourg: Publications Office of the European Union.

ISBN 978-92-9201-661-6
© Education, Audiovisual and Culture Executive Agency, 2015.

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The series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This third report proposes ten innovations that are already in currency but have not yet had a profound influence on education.

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E-learning in European Higher Education Institutions
Results of a mapping survey conducted in October-December 2013

© European University Association

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The European Union's High-Level Group on the Modernisation of Higher Education recently published its report on 'new modes of learning and teaching in universities'. 

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Education at a Glance: OECD indicators 2014.

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NMC Horizon Report 2014 HE Edition. The report describes emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, significant challenges, and emerging technologies are identified across three adoption horizons over the next one to five years.

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Study on innovation in higher education. This study provides primary evidence on many of the themes that EC communications touch upon, as far as innovation in higher education is concerned. The report contributes to a better understanding of recent developments affecting higher education.

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What will HE look like in 2020? This paper selects a number of current trends and considers their consequences for higher education sectors over this short timeframe.

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Exploring new forms  of teaching, learning  and assessment, to  guide educators and  policy makers.

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An online guide intended for universities looking to enter the lifelong learning field.

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Future of the LLL Programme & Review of the financial regulation.

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Statement Bologna Policy Forum

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Report endorsed by BFUG at its meeting in Prague on 12-13 February 2009.

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European Universities Charter on Life Long Learning (EUA).
10 commitments on life long learning.

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