Darco Jansen

• Master of Science
• Manager Open Science & Open Access at VSNU

The study is aimed to analyse challenges of the higher education which have been caused by the migration crisis for a few last years in Turkey. As it is known the refugees that flow from Syria, Iraq and other war-affected countries have drastically transformed the European space in terms of culture, communication, policies in education and employme...

MOOCs are arriving to the business sector. Especially within Human Resource Development and customer training. While some companies offer their own MOOCs, a few companies use external MOOCs to complement their HR offers. However, the awareness and perception level among HR managers in general is still lower as expected. On the other hand, many lear...

EADTU and its members have conducted a follow-up study on the first Changing Pedagogical Landscape report (published 2015). Based on qualitative research in various European countries, this report identifies patterns in policies and practices of new models of teaching and learning. The report observes an accelerated uptake of digital education at v...

MOOCs, and open education in general, are providing new learning opportunities for millions of people. Investments in and the uptake of MOOCs are more and more significant worldwide. The 2018 OpenupEd trend report on MOOCs presents the latest innovations and developments in MOOCs from a European perspective.

This report summarizes the conceptual and methodological approach of the MOONLITE consortium to output 3 as well as the research and practical results and recommendations for Higher Education Institutions (HEIs): Exploiting MOOCs for Access and Progression into Higher Education Institutions and Employment Market of the MOONLITE project. MOOCs are o...

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.

Output 5 SCORE2020 : Instructional design models for different types and settings of MOOCs

This short paper describes the basic views of what is a Massive Open Online Course (MOOC) and discusses the commonalities between many definitions that are proposed. The criteria to decide when a course is and when it isn’t are open to many interpretations. In this respect a European collaborative has developed a clear operational definition. Next,...

This paper aims to present and discuss MOOC initiatives in Higher Education and in the business sector, as well as the distribution of MOOC learners in EU28 on the basis of the analysis of existing secondary data (both literature and Internet sources). The first section of the paper elaborates on MOOCs in Higher Education, establishes a definition...

With the aim of analysing the opportunities and potential of Massive Open Online Courses (MOOCs) for the business world, the European Commission funded the BizMOOC project. For achieving its goals, the BizMOOC consortium carried out 56 interviews with organisations from across Europe in the first stage of the project, establishing the base for the...

Higher Education Institutions (hereinafter HEIs) play a central role in the educational system, especially in formal education, but also, particularly recently, enlarging its role in non-formal / informal education. With the explosive entry of MOOCs into the educational arena, HEIs are embracing MOOCs as an important format in both formal and infor...

This short paper describes the basic views of what is a Massive Open Online Course (MOOC) and discusses the commonalities between many definitions that are proposed. The criteria to decide when a course is and when it isn’t are open to many interpretations. In this respect a European collaborative has developed a clear operational definition. Next,...

This paper discusses the main reasons to get involved in MOOCs. The main focus is related to the main drivers playing a role behind MOOCs. a) Drivers at society level and for governmental involvement b) Reasons for HE institutions to get involved in MOOCs c) Benefits for people to participate in MOOCs.

While Massive Open Online Courses (MOOCs) offer a complete course experience free of charge by definition, there are monetary cost and benefit associated with it. Several stakeholders are associated with the creation and the distribution of MOOCs as well as research and further services beyond the course itself. The diversity of MOOCs and their pla...

This report describes the results of a survey carried out with a range of citizens across Europe including students, non-formal/lifelong learners, the unemployed and employees in a range of industries. The survey focused on participant engagement with Massive Open Online Courses (hereinafter MOOC) and was conducted between April and September 2016...

The hype surrounding MOOCs has been tempered by scepticism about the quality of MOOCs. The possible flaws of MOOCs include the quality of the pedagogies employed, low completion rates and a failure to deliver on the promise of inclusive and equitable quality education for all. On the other hand, MOOCs that have given a boost to open and online educ...

Massive Open Online Courses (MOOCs) as provision of open and online education have become phenomena in higher education that cannot be dismissed. While MOOCs have orginated in Canada and the United States, the cMOOC and the xMOOC model used there does not fit entirely with the European take on education. This chapter describes an alternative, colla...

The European ECO project tests the hypothesis that intercreativity and interculturality in MOOCs (Massive Open Online Courses) are key factors for removing barriers to new teaching–learning processes. These two elements are understudied and undertheorized in most research about MOOCs. The ECO project proposes a new model named sMOOC (social MOOCs),...

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

Israel's higher education system is an active participant in the international MOOC movement almost from its inception. Leading Israeli research universities developed MOOCs for the top international MOOC providers, and other institutions were involved in local and international MOOC initiatives. Furthermore, various institutions were involved in a...

This report presents the results of a MOOC survey amongst higher education institutions (HEIs) with a strong focus on Europe and Canada. The survey was conducted in the fourth quarter of 2015. The results of this survey are compared to a similar study the year before as published in Jansen and Schuwer (2015). In addition the output is compared to t...

Czech Republic is through Czech Association of Distance Teaching Universities (ČADUV) member of the European Association of Distance Teaching Universities (EADTU) from 1998 and continuously cooperated on activities that impacts the development of open and distance learning in Europe. The ČADUV was established by the representatives of the universit...

This country report of Finland on the MOOC strategies covers only nine of the 28 higher education institutions (HEIs) operating in the sector of Ministry of Education and Culture in Finland in 2015. The Finnish Education Evaluation Centre (FINEEC) audits all of these nine HEIs on a regular basis. Moreover, eight of the Finnish HEIs, which responded...

The Guide is designed to raise general awareness amongst policy makers in developing countries as to how Massive Open Online Courses (MOOCs) might address their concerns and priorities, particularly in terms of access to affordable quality higher education and preparation of secondary school leavers for academic as well as vocational education and...

MOOCs (Massive Open Online Courses) have continued to attract considerable media coverage as governments and universities respond to the open and online education movement. The MOOCs business seems to be dominated by the big U.S. providers such as Udacity, Coursera and edX. However, this seems to change rapidly as Europe seizes the opportunities o...

Massive Open Online Courses (MOOCs) are becoming mainstream in Europe. Different independent studies show a strong MOOC involvement of higher education institutions (HEIs). At least about 40% of HEIs in Europe are having MOOCs or planning to develop MOOCs soon. Although some differences are observed between countries, it seems that a strong Europea...

Overview of papers representing a European Policy response on MOOC opportunities as presented during the HOME policy forum in Brussels, June 2016.

The Massive Open Online Course (MOOC) movement is the latest ‘big thing’ in Open and Distance Learning (ODL) which threatens to transform Higher Education. Both opportunities and threats are extensively discussed in literature, comprising issues on opening up education for the whole world, pedagogy and online versus campus education. Most of the li...

p style="margin: 0cm 0cm 12pt 36pt; text-align: justify; line-height: 15pt;"> Much of the literature and the academic discussion about the impact of Massive Open Online Courses (MOOC) in institutional strategic planning has been centred on the US context. However, data shows that although the US are responsible for the largest MOOC platforms and th...

Europe must seize this moment to grab the opportunities offered by MOOCs. MOOCS have continued to attract considerable media coverage as governments and universities respond to the open and online education movement. MOOCs are at this moment seen as a disruptive force and an important driver for change-for both better and worse. The growth of MOOCs...

The pan-European OpenupEd MOOCs initiative combines the ‘classical’ notion of openness attached to open universities with the digital openness now possible through Open Educational Resources. OpenupEd’s mission is to open up education. The chapter’s leading question is whether MOOCs in general are instrumental to open up education. To that end, all...

Overview of papers presehnted at MOOC conference in Porto.

This report on MOOCs intends to contribute to literature on MOOCs in Europe. Its specific aim is to present data on the perception and objectives of European higher education institutions on MOOCs and the main drivers behind the MOOC movement. In addition, the report makes a comparison with similar studies conducted in the United States in 2013 and...

Most current MOOC models basically follow a trend originated at the top US universities that is broadly identified in the literature as xMOOCs. These models are proving to be inconsistent with the European standards for formal higher education due to their low-level of learner support and lack of an enriched pedagogical approach. Within the framewo...

Het boek Groen en grijs geeft jongeren en ouderen de gelegenheid hun ervaringen en belevingswereld met elkaar te delen. Dit kan gebeuren in een groepsgesprek waarbij verschillende jongeren en ouderen betrokken zijn, maar ook in een tweegesprek tussen een jongere en een oudere.

Dit rapport is het resultaat van de eerste fase van het project “Elo van de toekomst” (elo2b), een interne studie van de Open Universiteit Nederland (OUNL) die tot doel heeft een advies te formuleren over het toekomstige ICT-instrumentarium ten behoeve van het onderwijs aan de OUNL. Dit rapport is geen uitgewerkt advies in de zin van een ‘pakketkeu...

Climate is a comprehensive system and therefore it is not possible to give a sharp definition. In its simplest way climate is related to the average weather experience of everyday. Meteorologists describe climate as the average weather over a period of 30 years. As such climate is related to mean values of surface temperature, rainfall, wind speed,...

Since mid 2000 in the Netherlands full teacher qualification can be obtained in real life training trajectories 'on the job', by means of a tri-partite contract between a teacher (trainee), the school where the teacher/trainee will be working/learning and a teacher training institute. The Ruud de Moor Centre (RdMC, Open University of the Netherland...

Since mid 2000 in the Netherlands full teacher qualification can be obtained in real life training trajectories ‘on the job’, by means of a tri-partite contract between a teacher (trainee), the school where the teacher/trainee will be working/learning and a teacher training institute. The Ruud de Moor Centre (RdMC, Open University of the Netherland...

At the Open University of the Netherlands, the Virtual Business Learning (VBL) concept has been developed over a number of years. VBL serves as an 'umbrella' term that covers concepts from both the education and business worlds. Implementations of the VBL concept focus on the coached development of the professional competencies that underlie succes...

The Open University of the Netherlands recently started an innovative research project called the Virtual Company, featuring“VirtualBusinessTeams” (VBTs) as its key components. A VBT is both an organization-for-learning and a learning organization. Four principal deployment modes are distinguished: 1) business-task-paced learning, 2) learning at wo...

Global climate change - rapid, substantial and human induced - may have radical consequences for life on earth. The problem is a complex one, however, demanding a multi-disciplinary approach. A simple cost-benefit analysis cannot capture the essentials, nor can the issue be reduced to an emissions reduction game, as the Kyoto process tries to do. I...

Hummel, H. G. K., Van Amersfoort, D., Van Buuren, H. J., & Jansen, D. (2010, 2-4 November). WikiWijs professionalisation portal: studying teacher needs and tools for developing and arranging OER. Presentation at the OpenEd 2010 Conference, Barcelona, Spain.