All learning institutions have been forced to transform and redesign their learning methods, moving from traditional models to hybrid or complete online models at scale. This has shown clearly and rapidly, what already works in online education and what still has a ways to go. The learnings derived from praxis and research have been explored in EMOOCs /Learning @ Scale 2021 which took place completely online from June 22 to June 24, 2021.
For more information, please visit also our official website.
You can look forward to an exciting program packed with keynotes, lively speeches, sessions and research talks from representatives from science, business, and politics. They provide insights on the changing role of EU, what this means for MOOCs, and the impact of digital learning in diverse environments.
EMOOCs 2021 brought together experts in the area of MOOCs and e-Learning in general from all European regions. In total it featured 6 tracks covering different aspects of this area and additional workshops.
The Future Track consisted of panel sessions, invited talks, and vision statements from relevant, forward-thinking figures in the field of educational technology.
The Experience Track brought together diverse stakeholders to discuss important issues, such as best practices in MOOC production processes, quality assurance, certification, and credentialing.
The Policy Track addressed the extraordinary potential of MOOCs in addressing European challenges related to the modernisation of higher education institutions as well as for coping with more general political and social issues, such as labour market challenges.
The Business Track addressed areas such as business models for MOOCs, the role of academia vs. commercially driven companies, or the integration of MOOCs into company systems.
The Health Track addressed the current potential and future challenges of MOOCs in the health sector.
The International Track took a look beyond the European borders and and particularly encourages submissions that present initiatives from Latin America, Australia, Africa or Asia.
The Workshops aimed to provide a forum for exploring and discussing emerging trends in MOOCs in a more participatory and informal way.
The L@S conference was specially interested in research addressing the urgent challenges derived from the COVID-19 pandemic. All learning institutions have been forced to transform and redesign their learning methods, moving from traditional models to hybrid or complete online models at scale. Teachers need best practices and evaluated instructional methods adapted to the new reality as a reference, and technological systems to assure quality education. Students require also guidelines and support for succeeding in these new learning environments as well as coaching and mentoring on learning strategies and self-regulation. All these solutions must also ensure access to equitable quality education towards a more inclusive society, pointed out as one of the key global challenges in the new Horizon Europe strategic plan.
In this context, and as L@S research expands, we aim for more direct measures of student learning, accompanied by generalizable insight around instructional techniques, learning habits and behaviour change, technological infrastructures, and experimental interventions that improve learning outcomes in the post-COVID-19 decade. Papers presenting ongoing work, including study designs and surveys, behavioral studies, technological solutions, aiming at understanding and discussing how the future of learning at scale will be shaped due to the COVID-19 were presented this year.
Mehr Informationen finden Sie in den Richtlinien für Leistungsnachweise.
Das Hasso-Plattner-Institut (HPI) in Potsdam ist Deutschlands universitäres Exzellenz-Zentrum für Digital Engineering (https://hpi.de). Mit dem Bachelorstudiengang „IT-Systems Engineering“ bietet die gemeinsame Digital-Engineering-Fakultät des HPI und der Universität Potsdam ein deutschlandweit einmaliges und besonders praxisnahes ingenieurwissenschaftliches Informatikstudium an. Die HPI School of Design Thinking, Europas erste Innovationsschule für Studierende nach dem Vorbild der Stanforder d.school, bietet jährlich 240 Plätze für ein Zusatzstudium an. Seine interaktiven Internetangebote hat das HPI als Pionier unter den europäischen Wissenschafts-Institutionen 2012 auf der offenen Lernplattform openHPI gestartet. Sie bietet seitdem einen Gratis-Zugang zu aktuellem Hochschul-Wissen aus den sich schnell verändernden Gebieten der Informationstechnologie und Innovation.
ACM, the world's largest educational and scientific computing society, delivers resources that advance computing as a science and a profession. ACM provides the computing field's premier Digital Library and serves its members and the computing profession with leading-edge publications, conferences, and career resources.