This publication by EADTU's Task Force on Green Campus explores the efforts of distance and open Higher Education Institutions (HEIs) to foster sustainability through green campus initiatives. The report examines how HEIs are reducing their carbon footprint, enhancing energy efficiency, and encouraging sustainable behaviours in education, research, and campus management.

In this 8th edition on new modes of teaching and learning we cover initiatives related to: Applying AI and Learning Analytics, Enhancing Engagement and Support, Optimizing cross-institutional Studies and Innovating Skills and Competencies.

The report by EADTU's working group on Retention and Student Services addresses concerns over declining enrollments and high dropout rates in open and distance learning universities. It discusses historical and contemporary perspectives on student attrition, emphasising the need for universities to adapt to diverse learner needs. The report aims to identify factors contributing to early departure in online and distance learning and shares successful approaches adopted by EADTU members to enhance student support and retention. It is structured into three chapters covering reasons for retention issues, curriculum design, data usage, and lifecycle intervention points for student support.

This report covers the achievements and milestones of EADTU in 2023.

Overview of papers as presented during the Innovating Higher Education Conference, 04 - 06 October 2023 in Istanbul.

The Open University published its latest Innovating Pedagogy report, co-authored by academics at the Institute of Educational Technology together with researchers from the Centre for Innovation in Learning and Teaching at the University of Cape Town.

A report on policies and practices to assure the quality of micro-credentials in the European Higher Education Area, published by ENQA.

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

This Special Issue is an outcome of a cooperation between theOnline Learning Journal (OLJ), the Center for Open Education Research (COER),and the European Association of Distance Teaching Universities (EADTU)1at the Innovating Higher Education Conference 2022 (I-HE 2022), held in Athens on 19-21, October 2022.

We look back at a very eventful year, in which EADTU celebrated its 35th anniversary and shared knowledge and skills by numerous events, publications, services and projects. This report captures the highlights.

5 publications are available on the design and development of: (1) joint micro-credential programme, (2) joint master's programmes, (3) joint micro-credential courses and microlearning units in higher education, (4) digital collaboration and mobility in european higher education, (5) teaching and learning in digital higher education.

This publication contains the proceedings of the I-HE2022 conference held in Athens. It contains 67 papers on a large variety of topics including diversity and inclusion, microcredentials, OER, 21st century skills and online assessment.

This article by EADTU, published in the Handbook of Open, Distance and Digital Education (2022), illustrates how quality assurance models and practices in Europe have evolved towards a multilevel and multi-stakeholder approach. It describes the development of quality assurance systems and guidelines for digital higher education in Europe in recent decades.

Diversity and Inclusion generate great attention and even more so for EADTU members as they have a dedicated task in organising education also for disadvantaged groups of students by offering them easily accessible learning paths made fit for a great diversity of students.

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

The report is the outcome of a Special Interest Group (SIG) on Online Assessment, representing 17 EADTU member institutions. The mission of the group is to share members’ local expertise in how to design and plan institutional online assessment strategies and the experiences from delivering under the conditions of the Covid19 pandemic and in a post pandemic world.

This paper revisits the current flexibilization of the education landscape (modular learning and stacking of learning units) and what the implications are for current good practice in recognition as promoted by the LRC.

The 2021 report summarises the ICDE Quality Network’s analysis of the impact of the COVID-19 pandemic 2020-2021 in accelerating the inclusion of online elements in so many Higher Education institutions in all parts of the world, together with the need for revised understandings of Quality Assurance to support this transition.

Overview of papers as presented during the Innovating Higher Education Conference 2021 3 - 5 November in Bari (IT)

This paper offers new empirical evidence on the current offer of micro-credentials across OECD jurisdictions, and provides an account of what is known about the costs and benefits of short learning programmes offered by higher education institutions.

This paper offers new empirical evidence on the current offer of micro-credentials across OECD jurisdictions, and provides an account of what is known about the costs and benefits of short learning programmes offered by higher education institutions.

This paper introduces the Common Microcredentials Framework, whose final aim is, from one side of facilitating the development of these types of programmes among traditional institutions and MOOC providers, and, from the other side, their recognition among European higher education institutions.

The fifth edition of the Envisioning report for Empowering Universities, by the expert pools of the Empower programme.

An overview of perceived issues of quality and assessment related to the shift to online and distance learning modalities that educators had to undertake when the pandemic hit.

Adopting smaller forms of credentialed learning, when embedded in a coherent framework, may deliver more flexible, stackable and transformative learning experiences.

This report engages ministries and stakeholders involved in the Bologna Follow-up Group to explore how EHEA tools can be used and/or need to be adapted to micro-credentials.

A primary challenge, also recognised by the European Commission, is that of ensuring that micro-credentials are broadly recognised.

The fourth edition of the Envisioning report for Empowering Universities, by the expert pools of the Empower programme.

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 vulnerable groups

This survey is part of a series of surveys conducted annually by EADTU since 2014, with specific emphasis on the topics of recognition and accreditation of MOOCs.

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 vulnerable groups

This report was developed to provide a platform for development of guidelines for quality in online, open, flexible and technology enhanced education in all regions of the world.

Everything you need to know on the project 'European Union Support to Higher Education in ASEAN Region (SHARE)'

The OUUK’s 7th edition of Innovating Pedagogies (2019).

This report is based on new developments in higher education and international collaboration as collected by EADTU’s Task Force and Peer Learning Activity on Virtual Mobility.

The third edition of the Envisioning report for Empowering Universities, by the expert pools of the Empower programme.

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

The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator-specific digital competences in Europe. Get publication

Putting Student Learning at the Centre.The Education Policy Outlook is a collaborative effort between OECD governments and the OECD Secretariat. Read publication

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

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

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

To further promote innovation in mobility and prevent potential confusion of different schemes and linked definitions, EADTU developed the EADTU Mobility Matrix.Get publication

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. Get publication of the second edition, 2018Get publication of the first edition, 2017

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.Get publication

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.Get results

2018 Summit Conclusions: EMC-EADTU position paper & EHEA-EADTU position paper “Innovations in blended and online education and virtual mobility’’2017 Summit Conclusions2016 Summit Conclusions 2015 Summit Conclusions

Quality Assessment for E-learning: a Benchmarking Approach, third edition. EADTU, 2016Get the manual

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?Get publication

A report presenting the results of a MOOC survey amongst higher education institutions (HEIs) with a strong focus on Europe and Canada.Get full reportGet 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 European Policy response on MOOC opportunities as presented during the HOME policy forum in Brussels, June 2016. Get publication

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

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. Get publication

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

The report provides the first global overview of quality models in online and open education, an overview which is very timely, delivered as it is for Global Education 2030, the new global educational agenda which replaces Education For All, EFA.Get publication

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.Get publication & showcases

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

The NetCu project outcomes intend to facilitate the future set-up of networked curricula in Higher Education institutions and potentially lead to more transnational partnerships in Open and Distance Education and blended learning, showing challenges, obstacles and ways to overcome them. The NetCu Handbook: Guidelines for organising Networked Curricula aims to offer a concise, “hands-on” handbook for all professionals who want to engage in setting up a networked curriculum for education mainly focusing on tertiary education.Get policy paper, publication & compendium of showcases

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.Get publication

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.Get publication

Educational researchUniversidad Nacional de Educación a Distancia (UNED), e-SpacioUNEDPublications

Educational researchUniversitat Oberta de Catalunya (UOC), eLearn Center. "Facilitating applied research in e-learning, fostering innovation in this field and conveying the vanlue of e-learning."Director eLearn Center, Lluís PastorPublications UOC

Educational researchThe Open University (OUUK), Institute of Educational Technology. “Technology, research and innovation for supported open learning.”Director Institute of Educational Technology, Patrick McAndrewPublications

Educational researchThe Open University of Israel (OUI)Research report & List of publicationsResearch portal

Educational researchOpen University of the Netherlands (OUNL), Welten Institute. Research Centre for Learning, Teaching and TechnologyPublicationsDissertations

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.Get publication

Report from the ENQA working group VIII on quality assurance and e-learning Get publication

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. Get publication

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.Get publication

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. Get publication

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. Get publication

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.Get publication

The Handbook of Learning Analytics was conceived to support a scientific view of the rapidly growing ecosystem surrounding educational data.Get publication

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.Get publication

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. Get publication

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. Get publication

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.Get publication

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.Get publication

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.Get publication

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.Get publication

Key topics of the 2017 International Summit on the Teaching Profession.Get publication

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

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.Get 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.Get publication

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.Get publication

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.Get publication

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

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.Get publication

Open Research is an open textbook based on the award winning course of the same name. The course ran two facilitated iterations during 2014 and 2015 on Peer 2 Peer University (P2PU). Open Research was co-authored and delivered by the OER Hub team, leaders in open education research and open research practices.Get publication

This article of Patrizia Ghisland in Journal of e-Learning and Knowledge Society explores the different quality aspects related to MOOCs. This paper concludes, "the relevant literature about MOOC’s evaluation is still uncertain between the need to adopt one of the few quality enhancement frameworks specifically created for MOOC or reuse the e-learning quality models available...”. E-xcellence and OpenupEd quality labels are referenced as well. Note that OpenupEd published a recent article on Quality Frameworks for MOOCs as well.

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.Get publication

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

Massachusetts Institute of Technology releases Online Education Policy Initiative reportGet publication

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.Get pubication

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.Get publication

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.Get publication

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.Get publication

Free essays on MOOCs from World of Learning by Routledge, Taylor & Francis group.Europa World of Learning is one of the world's leading reference works. Get one or more publication(-s)

The European Credit Transfer and Accumulation System (ECTS) is a tool of the European Higher Education Area (EHEA) for making studies and courses more transparent and thus helping to enhance the quality of higher education.Get publicationMore information on ECTS