Few weeks left until Open Education Week, you still have time to contribute!

31 January 2014

Open Education Week is a celebration of the global Open Education Movement. Its purpose is to raise awareness about the movement and its impact on teaching and learning worldwide. Participation in all events and use of all resources are free and open to everyone.

The third annual Open Education Week takes place from March 10-15, with both online and locally hosted events around the world. 


The Open Education Week Organizing Committee invites your contributions to and participation in the third annual Open Education Week. 


There are many ways you can contribute to Open Education Week: upload an informational or inspirational video, host an event in your community, send links to resources about open education, hold a webinar, or even just promote Open Education Week in your social media networks.


To contribute a video or resource, or to have your event or webinar featured on the Open Education Week Events calendar, please use the submission form at Submissions must be sent by 28 February, 2014, and multiple submissions are welcome. 

open education event awareness Impact Participation

Children's participation

27 January 2014

The aim of this learning guide is to help you develop a critical understanding of the values, skills and methods associated with children’s participation. You will be encouraged to reflect upon and creatively apply the experiences of children and practitioners to new participatory contexts.

There are six activities in this unit:

  • Activity 1: Introductory reading on children’s participation (allow 6 hours)
  • Activity 2: Shared values for children's participation: access online participation standards (allow 1 hour)
  • Activity 3: Skills for participation: listen to audio accounts to help construct a list of participatory skills (allow 1 hour)
  • Activity 4: Methods of participation: undertake online activity simulating a participatory activity (allow 1 hour)
  • Activity 5: Adapting participatory methods: adapting participatory activity in response to a case study (allow 45 minutes)
  • Activity 6: Participation into practice: adapting participatory activity for your own practice (allow 1 hour 30 minutes).


By the end of this unit you should be able to:

  • understand the principles underlying a rights and participation approach to childhood issues and how these may be applied to a variety of situations within different contexts;

  • develop communication and engagement skills that can be applied to work with children.

Participation children social contexts methodology learning experiences

Lifelong Learning Week

18 October 2013

At this year's Lifelong Learning Week, from 2-6 December 2013, organizers EUCIS-LLL will launch their Manifesto for the European elections. The upcoming European Elections will be a general focus for this week. Many events will take place in order to to provide ideas on how to modernise education and training systems in Europe. The events will take place in the European Parilament in Brussels. 

Today, the concept of “lifelong learning” is widely used but its meaning differs according to whom is using it. According to EUCIS-LLL, lifelong learning covers education and training across all ages and in all areas of life be it formal, non-formal or informal. It shall enable citizen’s emancipation and full participation in society in its civic, social and economic dimensions. The idea of organising Lifelong Learning Weeks aims to raise awareness on lifelong learning in Europe and to put forward the need to adopt a holistic approach at all levels of decision-making, implementation and evaluation. This is necessary if we want the EU to become a smart, sustainable and inclusive economy as set in the Europe 2020 strategy.

lifelong learning lifelong learning future Participation

Emotive vocabulary in MOOCs: Context and Participant Retention

21 March 2013

This article was originally published on the online Journal The European Journal of Open, Distance and E-Learning – EURODL, issue 1, 2012.

Massive Online Open Courses (MOOCs) have been growing in popularity with educational researchers, instructors, and learners in online environments. Online discussions are as important in MOOCs as in other online courses. Online discussions that occur in MOOCs are influenced by additional factors resulting from their volatile and voluntary participation structure. This article aims to examine discussions that took place in MobiMOOC in the spring of 2011, a MOOC structured around mobile learning.

This line of inquiry focused on language from the discussions that contained emotive vocabulary in the MobiMOOC discussion forums. Emotive vocabulary is words or phrases that are implicitly emotional (happy, sad, frustrated) or relate to emotional contexts (I wasn’t able to…). This emotive vocabulary, when present, was examined to determine whether it could serve as a mechanism for predicting future and continued participation in the MOOC. In this research, narrative inquiry approach was used in order to shine a light on the possible predictive qualities of emotive text in both participants who withdrew from the course as well as moderately or moderately active participants. The results indicated that emotive vocabulary usage did not significantly predict or impact participation retention in MobiMOOC.


MOOCs Participation Mobile

Join the eLearning Papers group on LinkedIn!

30 March 2012
effective learning environments creativity Participation research good practices

Want to know what the EDULEARN11 Conference is about?

01 July 2011
conference Participation

Blended-learning in Science and Technology. A Collaborative Project-Based Course in Experimental Physics

30 September 2009
This work describes a science and technology course in the Universidade Nova de Lisboa (Portugal), and its evolution towards a blended-learning format and a constructivist instructional design based on collaborative projects. The core of our work was to identify critical points and recommendations concerning the use of e-learning and project-based learning in an Applied Optics course where laboratory activities are a relevant part of the curriculum.
Asynchronous and synchronous e-learning tools and strategies were adopted in 2004 (interactive learning units, tests for self-assessment and online sessions for collaborative problem-solving), and later on, in 2007, we reorganized the course around collaborative real-life projects aiming for a constructivist teaching-learning model.

Overall, collaborative projects were positively rated by students, who appreciated experiencing a real-life “R&D” situation, and said that it enhances knowledge acquisition. Professors observed that this teaching method promotes stronger participation and a more proactive attitude. Furthermore, it was confirmed that well designed e-learning tools and activities are useful in supporting self-learning, a precondition for a creative approach to lab activities and projects. Synchronous online sessions for problem-solving were highly appreciated, because they allow software sharing and immersive remote communication. On the contrary, web-forums did not reach the expected results.

Our conclusion is that e-learning and experimental collaborative activities can be successfully combined to foster meaningful learning, although this is demanding in terms of effort and time. Collaborative projects and rich learning environments are two key features in constructivist instructional design and help students to develop a proactive attitude towards learning, as they have to deal with many kinds of resources instead of receiving a closed set of information, and this requires knowledge management skills. Furthermore, students need to put in place knowledge and skills to implement the project within a group. This implies the possibility to learn together with the others in a dynamic process, but also the need to explain, share and possibly defend particular ideas within the work-group.
university Portugal Blended Synchronous e-learning constructivism Participation e-learning tools

Is the world open?

30 April 2008

We talk about open societies, open innovation, open standards, open ecosystems, open source and open architectures. The idea of “openness” is emerging as a dominant attribute of key developments in our economic and social fabric. Richard Straub argues in this paper that “openness” is the defining quality of 21st century globalisation.

In today’s world of business we experience every day what openness means and what benefits it brings to bear. Openness is associated with values such as tolerance, individual freedom, lifelong learning, participation, empowerment and cooperation, as opposed to typical closed-world values of command and control, top-down management, centralized and bureaucratic governance, over-regulation and collectivist dominance over individual freedom. Monopolies or near-monopolies are examples of the closed world as are traditional hierarchies with their burgeoning bureaucracies and disconnected silos are typical manifestations.

The rise of social networking sites, virtual worlds, blogs, wikis and 3D Internet give us a first idea of the potential of the “interactive and collaborative web” dubbed Web 2.0. Now we have the infrastructure and tools to operate in new ways in open systems. While many of the thoughts about openness and the need for more open social systems have been around for some time, this new infrastructure and new tools accelerate the movement.

An open world is a world of great opportunity and challenge. It requires changes in our individual behaviours and attitudes and it demands major institutional adjustments. How can business respond to it? This article has been published previously at Global Focus, Volume 2, Issue 1 (2008). Publisher: European Foundation for Management Development

open source Participation empowerment

The “E” - Empowering Learners: Myths and Realities in Learner-Orientated eLearning Quality

15 January 2007
The article describes the concept of learner-orientated quality development. Learner quality concepts are introduced as the reference point for negotiation processes between the stakeholders in a quality development process.
The idea is that learner-orientated quality development is a necessity rather than an option if quality development is aimed at having an impact on the learning process. Quality development always has to be a connection of processes and procedures with values and normative decisions. Every facilitator, guiding a group of learners, needs a normative decision concept, such as a didactical theory, to have a sound basis for his or her activities. Quality development, which is relevant for educational processes, can therefore be described as the sum of all activities and efforts carried out in order to improve the learning process.

The emphasis of the educational process indicates at this point already that it is not possible to certify such a learning process orientated quality. It can be perceived only when the actual educational process takes place and is always a co-production between the learner and the learning environment. In recent quality debates, it is an oft-made mistake to assess educational environments isolated from the educational processes and not to take into account the target groups and other stakeholders within the environment. Since quality is not a given, stable characteristic of an educational environment but evolves only from the relation between the learner and the learning environment, quality can be perceived and assessed only in the actual context. Also, there is no means of defining quality criteria, which define quality apart from a concrete educational context.

As a consequence, quality development has to be seen as a process of negotiation in which all stakeholders need to participate. The aim of such a participative model for quality development is to define the values and objectives of the learning process together among the stakeholders. Such an active participation of learners will play an important role in future quality development systems. The learners have an active role in these concepts and need to be aware of their personal proposals and demands. In a form of self-management of their own educational biographies, they have to identify necessary characteristics that learning scenarios have to meet in order to enter into a successful educational process. Such participation processes require better information, transparency and counselling on the part of eLearning providers.

At the same time, learners have to be aware that their own responsibility for quality development rises, as they themselves are viewed as quality experts in the learning process.
Learner Orientation Participation