Find out everything you need to know about the theory, methodological design and results of our AI skills study in the detailed AIComp Research Report 2024.
This report introduces quality concepts and approaches related to OER. It provides an overview of definitions of quality for OER and suggests a conceptual mapping as well as an overview of major issues related to quality for OER.
Whether as a sparring partner in creative processes, discussion partner, tutor in the learning process or individualized feedback service - AI can be enormously valuable in the world of work. However, how well it really performs will depend above all on how we humans involve it and interact with it. A research team from the Baden-Württemberg Cooperative State University has described the skills we need for this in a new competency framework model.
The future of digitally enhanced learning and teaching in European higher education institutions
DIGI-HE aims to develop and improve HEIs' capabilities in digitally enhanced learning and teaching (DELT). The report summarizes the project results and emphasizes that the impact and benefits of DELT need to be further assessed in relation to various aspects such as flexible delivery, student-centeredness and quality.
Future Skills - The Future of Higher Education and the Future of Learning (2022)
Future Skills in a nutshell
This report is an executive summary of the NextSkills study on the topic of Future Skills. The starting point is the realization that current higher education is not yet able to provide sufficient future concepts to meet the urgent challenges of our society.
Competence Learning in Theory-Practice Studies (2022)
This is only available in german language
"Competence Learning in Theory-Practice Studies" describes how learners can develop their Future Skills through experiential learning and reflection, how Future Skills can be integrated into dual studies, and the role portfolio work plays in dual studies for competence development.
Inclusive Engagement of Non-Traditional Students in Professional Higher Education (2021)
Stronger together
The world is changing, and so is higher education. The challenges of tomorrow cannot solely be resolved with today’s knowledge but by equipping all students with the necessary skills for doing so.
We attach great importance to a creative, practical and collaborative approach that encourages students to work in an interdisciplinary and future-oriented way. For this purpose we develop concepts and tools for teachers and students.
Here you will find everything you need to know about the empirical construction and a detailed description of the AIComp competency model, which was developed as part of our AI competency study.
The ENCORE+ Quality Transparency Framework (ENCORE QTF)
Developing a Quality Framework for OER Repositories
Quality and transparency with regard to quality play a central role in the acceptance of Open Educational Resources (OER) in higher education and adult education. The ENCORE+ project took this as a starting point to ask European experts from the field of OER repositories how they believe the quality of OER repositories can be improved.
Recaphe Enhancing Staff Research and Innovation Capacity in Professional Higher Education (2022)
Report on Research, Development and Innovation for Professional Higher Education
The RECAPHE project intends to broaden insight and awareness of applied research and innovation activities within Professional Higher Education Institutions in Europe and to create a platform for imparting further competences to research staff and students related to their specific experiences and needs.
As part of the DIGI-HE project, which focuses on Supporting European universities in their strategic approaches to digital learning, a Thematic Peer Group „Curriculum and Assessment“ has been looking at how digitally enhanced learning and teaching (DELT) and digital technologies can be integrated into curricula.
Awareness, Experience and Organizational Maturity of Open Education (2021)
Data analysis of different attitudes and preferences
Current research is lacking to provide such individual target profiles representing subjective preferences of usage as well as awareness and expectations (Mishra et al. 2016).
Developing a high performance digital education ecosystem (2021)
INSTITUTIONAL SELF-ASSESSMENT INSTRUMENTS
Digitally enhanced learning and teaching is widely used across the European Higher Education Area, with general acceptance growing over the years and institutions widely acknowledging the benefits it brings to the student experience.
We attach great importance to a creative, practical and collaborative approach that encourages students to work in an interdisciplinary and future-oriented way. For this purpose we develop concepts and tools for teachers and students.
Resources for promoting inclusive student engagement in higher education
Many students face specific challenges and barriers for becoming an integral part of the institution. In order to address these barriers, we must understand them and work towards representing all students on different levels. All students must feel welcome in student engagement and representation in order to reflect barriers and challenges for making higher education institutions adapt and change.
The report presents a competence framework for teachers and trainers in VET (vocational education and training) and other applied and practice-related educational contexts such as dual study programmes and learning on the job. It has been created within the DEAL with Digital Work-Based Learning initiative, an Erasmus+ project.
Credentialing learning in the European OER Ecosystem
The Challenge for the Credentialing of Learning from OERs
This report, based on expert interviews, was produced as part of the Encore+ project to explore the methods of credentialing in the European OER ecosystem.
This paper describes how the variety of existing future skills approaches can be compared conceptually. For this purpose, a framework model for future skills is proposed ...
„Changing Futures in Higher Education: Assessment of Future Skills Learning” is the second report of the research series in the DIRK Dual project. It emphasizes the urge to support students in developing learner agency (Schoon, 2018) to learn FS in a self-organised way.
A New Research Competence Framework for Professional Higher Education. Enhancing the European Research Agenda
The RECAPHE Research Competence Framework is designed to build research capacity of different target groups, e.g. professionals working as lecturers, professors and other educational professionals in Universities of Applied Sciences and specifically in Professional Higher Education Institutions.
International Delphi Study on Future Skills and Future Higher Education
Future Skills Report 2019 is based on a number of prior research studies and presents a validated concept and elaborates a model of Future Skills, data on Future Learning and consolidated scenarios for Future Higher Education.
Find out everything you need to know about the theory, methodological design and results of our AI skills study in the detailed AIComp Research Report 2024.
Here you will find everything you need to know about the empirical construction and a detailed description of the AIComp competency model, which was developed as part of our AI competency study.
Resources for promoting inclusive student engagement in higher education
Many students face specific challenges and barriers for becoming an integral part of the institution. In order to address these barriers, we must understand them and work towards representing all students on different levels. All students must feel welcome in student engagement and representation in order to reflect barriers and challenges for making higher education institutions adapt and change.
This report introduces quality concepts and approaches related to OER. It provides an overview of definitions of quality for OER and suggests a conceptual mapping as well as an overview of major issues related to quality for OER.
The report presents a competence framework for teachers and trainers in VET (vocational education and training) and other applied and practice-related educational contexts such as dual study programmes and learning on the job. It has been created within the DEAL with Digital Work-Based Learning initiative, an Erasmus+ project.
Whether as a sparring partner in creative processes, discussion partner, tutor in the learning process or individualized feedback service - AI can be enormously valuable in the world of work. However, how well it really performs will depend above all on how we humans involve it and interact with it. A research team from the Baden-Württemberg Cooperative State University has described the skills we need for this in a new competency framework model.
The ENCORE+ Quality Transparency Framework (ENCORE QTF)
Developing a Quality Framework for OER Repositories
Quality and transparency with regard to quality play a central role in the acceptance of Open Educational Resources (OER) in higher education and adult education. The ENCORE+ project took this as a starting point to ask European experts from the field of OER repositories how they believe the quality of OER repositories can be improved.
Credentialing learning in the European OER Ecosystem
The Challenge for the Credentialing of Learning from OERs
This report, based on expert interviews, was produced as part of the Encore+ project to explore the methods of credentialing in the European OER ecosystem.
The future of digitally enhanced learning and teaching in European higher education institutions
DIGI-HE aims to develop and improve HEIs' capabilities in digitally enhanced learning and teaching (DELT). The report summarizes the project results and emphasizes that the impact and benefits of DELT need to be further assessed in relation to various aspects such as flexible delivery, student-centeredness and quality.
This paper describes how the variety of existing future skills approaches can be compared conceptually. For this purpose, a framework model for future skills is proposed ...
Future Skills - The Future of Higher Education and the Future of Learning (2022)
Future Skills in a nutshell
This report is an executive summary of the NextSkills study on the topic of Future Skills. The starting point is the realization that current higher education is not yet able to provide sufficient future concepts to meet the urgent challenges of our society.
Recaphe Enhancing Staff Research and Innovation Capacity in Professional Higher Education (2022)
Report on Research, Development and Innovation for Professional Higher Education
The RECAPHE project intends to broaden insight and awareness of applied research and innovation activities within Professional Higher Education Institutions in Europe and to create a platform for imparting further competences to research staff and students related to their specific experiences and needs.
„Changing Futures in Higher Education: Assessment of Future Skills Learning” is the second report of the research series in the DIRK Dual project. It emphasizes the urge to support students in developing learner agency (Schoon, 2018) to learn FS in a self-organised way.
Competence Learning in Theory-Practice Studies (2022)
This is only available in german language
"Competence Learning in Theory-Practice Studies" describes how learners can develop their Future Skills through experiential learning and reflection, how Future Skills can be integrated into dual studies, and the role portfolio work plays in dual studies for competence development.
As part of the DIGI-HE project, which focuses on Supporting European universities in their strategic approaches to digital learning, a Thematic Peer Group „Curriculum and Assessment“ has been looking at how digitally enhanced learning and teaching (DELT) and digital technologies can be integrated into curricula.
A New Research Competence Framework for Professional Higher Education. Enhancing the European Research Agenda
The RECAPHE Research Competence Framework is designed to build research capacity of different target groups, e.g. professionals working as lecturers, professors and other educational professionals in Universities of Applied Sciences and specifically in Professional Higher Education Institutions.
Inclusive Engagement of Non-Traditional Students in Professional Higher Education (2021)
Stronger together
The world is changing, and so is higher education. The challenges of tomorrow cannot solely be resolved with today’s knowledge but by equipping all students with the necessary skills for doing so.
Awareness, Experience and Organizational Maturity of Open Education (2021)
Data analysis of different attitudes and preferences
Current research is lacking to provide such individual target profiles representing subjective preferences of usage as well as awareness and expectations (Mishra et al. 2016).
Developing a high performance digital education ecosystem (2021)
INSTITUTIONAL SELF-ASSESSMENT INSTRUMENTS
Digitally enhanced learning and teaching is widely used across the European Higher Education Area, with general acceptance growing over the years and institutions widely acknowledging the benefits it brings to the student experience.
We attach great importance to a creative, practical and collaborative approach that encourages students to work in an interdisciplinary and future-oriented way. For this purpose we develop concepts and tools for teachers and students.
We attach great importance to a creative, practical and collaborative approach that encourages students to work in an interdisciplinary and future-oriented way. For this purpose we develop concepts and tools for teachers and students.
International Delphi Study on Future Skills and Future Higher Education
Future Skills Report 2019 is based on a number of prior research studies and presents a validated concept and elaborates a model of Future Skills, data on Future Learning and consolidated scenarios for Future Higher Education.
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