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Argentina – Instituto Universitario en Ciencias de la Salud (Fundación H. A. Barceló) In 1991, the Héctor Alejandro Barceló foundation for the development of Biomedical Sciences in Argentina was created. In 1992, the Argentine Department of Culture and Education granted the H. A. Barceló foundation an interim authorization for the operation of the Healthcare Sciences University Institute in the city of Buenos Aires, where the Medical Education Program was initially organized. Having opened sits also in other parts of the country, the institution gives students from different provinces and countries the opportunity of access to a High Education Institute of excellence. Student numbers Organisation of learning provision Primarily campus Primarily distance Primarily online More than 20-100 1-20 thousand provision learning provision provision 100 thousand thousand No data students (correspondence) students students Technology-enhanced learning elements Core Funding Massive Open Online Course Virtual Learning Environment Private Public (MOOC) (VLE) Open Educational Resources (OER) Wikis 0 20 40 60 80 100 Digital Badging Videoconference Qualifications offered Learning Analytics Teleconference Learning Management System Artificial Intelligence Vocational qualification Master’s degree or equivalent (LMS) (ISCED 3-4) (ISCED 7) E-Portfolios Mobile Learning Associate degree or equivalent Doctoral degree or equivalent (ISCED 5) (ISCED 8) Blogging and micro-blogging Bring Your Own Device (BYOD) Undergraduate degree or equivalent Social Media Online Assessment Informal recognition (e.g. badges) (ISCED 6) Other: Webinars No formal/non-formal credits or Other qualifications / independent study TEL Strategy [data not provided] Subjects offered Generic programmes and Information and communication OOFAT Model qualifications technologies Interpretation: The closer the line moves towards the centre, the more Education Engineering fixed and institution-specific the approach taken by the institution. The Arts and humanities Agriculture & veterinary further from the centre, the more flexible and open the approach. Social sciences, Journalism and Health and welfare information OOFAT for oranisational flexibility Security, transport, hygiene and Business, administration and law public health services Natural sciences, mathematics and Other statistics Business Model Service-provider model OOFAT Model: Additional Information Content Basic contents are common, access of additional contents possible through different activities via different sources (e.g. bibliographic searches), complementary and in-depth content provided by the teacher-tutor and by the peers themselves, e.g. by sharing the search results. Delivery Access to degree courses depends on successful completion of the previous Business Model: Additional Information level. In the case of postgraduate courses, the requirement is the final degree. Student support through tutoring, monitoring and peer support. The business model focuses on using digital technologies to reach existing markets via non-traditional channels using new or innovative products and Recognition services. The student can take exams of different types. In the context of degree programs, some are compulsory and others optional. Argentina – National Technological University: Virtual Training Programme for Researchers Established in 1948, the National Technological University is a country-wide university in Argentina operating in 29 semi-independent branches of various sizes located all over the country. Student numbers Organisation of learning provision Primarily campus Primarily distance Primarily online More than 20-100 1-20 thousand provision learning provision provision 100 thousand thousand No data students (correspondence) students students Technology-enhanced learning elements Core Funding [data not provided] Massive Open Online Course Virtual Learning Environment Qualifications offered (MOOC) (VLE) Open Educational Resources (OER) Wikis Vocational qualification Master’s degree or equivalent Digital Badging Videoconference (ISCED 3-4) (ISCED 7) Learning Analytics Teleconference Associate degree or equivalent Doctoral degree or equivalent Learning Management System (ISCED 5) (ISCED 8) Artificial Intelligence (LMS) Undergraduate degree or equivalent Informal recognition (e.g. badges) E-Portfolios Mobile Learning (ISCED 6) No formal/non-formal credits or Blogging and micro-blogging Bring Your Own Device (BYOD) Other qualifications / independent study Social Media Online Assessment Other Subjects offered TEL Strategy Generic programmes and Information and communication qualifications technologies It tends to include more mobile learning. Education Engineering Arts and humanities Agriculture & veterinary Social sciences, Journalism and OOFAT Model Health and welfare information Interpretation: The closer the line moves towards the centre, the more Security, transport, hygiene and fixed and institution-specific the approach taken by the institution. The Business, administration and law public health services further from the centre, the more flexible and open the approach. Natural sciences, mathematics and Other: Research skills statistics OOFAT for multiple projects Business Model Fixed-core model OOFAT Model: Additional Information Content Common core content and extra content provided depending on each student's needs/interests. Content produced by experts who include OER in their designs. Non-commercial shareable materials are chosen. Business Model: Additional Information Delivery Minimum synchronic compulsory instances are set Just to comply with the The business model focuses on using digital technologies to reach existing local laws concerning formal education and accreditation. For the time being, markets via traditional channels using the same or similar products and content is open to faculty and students of the university only. There are services as in the past. instances of self-access to support and to human support at request. Academic/teaching staff provides support over e-mail, WhatsApp and telephone (land + mobile) Recognition There are due dates that may be extended if requested. Accreditation norms require faculty assessment. Recognition can only be achieved through the compliance of formal steps. National norms determine that institutional recognition is the only valid one. Australia – People's Open Access Education Initiative (Peoples-uni) Established in 2007, the People's Open Access Education Initiative, abbreviated as Peoples-uni, is a non-profit organisation to help build public health capacity in developing countries through low cost online education to health professionals. Student numbers Organisation of learning provision Primarily campus Primarily distance Primarily online More than 20-100 1-20 thousand provision learning provision provision 100 thousand thousand No data students (correspondence) students students Technology-enhanced learning elements Core Funding [data not provided] Massive Open Online Course Virtual Learning Environment (MOOC) (VLE) Open Educational Resources (OER) Wikis Qualifications offered Digital Badging Videoconference Vocational qualification Master’s degree or equivalent Learning Analytics Teleconference (ISCED 3-4) (ISCED 7) Learning Management System Artificial Intelligence Associate degree or equivalent Doctoral degree or equivalent (LMS) (ISCED 5) (ISCED 8) E-Portfolios Mobile Learning Undergraduate degree or equivalent Informal recognition (e.g. badges) Blogging and micro-blogging Bring Your Own Device (BYOD) (ISCED 6) No formal/non-formal credits or Social Media Online Assessment Other qualifications / independent study Other Subjects offered TEL Strategy All education is fully online. Generic programmes and Information and communication qualifications technologies Education Engineering Arts and humanities Agriculture & veterinary OOFAT Model Social sciences, Journalism and Interpretation: The closer the line moves towards the centre, the more Health and welfare information fixed and institution-specific the approach taken by the institution. The Security, transport, hygiene and further from the centre, the more flexible and open the approach. Business, administration and law public health services Natural sciences, mathematics and OOFAT for organisational flexibility Other statistics Business Model Entrepreneurial model with fixed core OOFAT Model: Additional Information Content Students can choose from a wide range of modules. Framework developed and metadata created to guide students through OER. All content published under CC licence. Delivery Courses are run to a timetable over a semester, but there are no fixed times for contact. Apply and be given username and password. No entry criteria, so Business Model: Additional Information access not restricted. Tech support helpdesk available any time, Student Support Officers and tutors also available and will respond on request. Online The business model focuses on using digital technologies to reach new markets forums facilitated by tutors and Student Support Officers. Student Corner and via new or innovative channels using the same or similar products and services online handbook also have many resources. as in the past. Recognition For academic credit strict criteria are given and applied. For academic credibility assessment is externally validated. Can gain academic credit or use for APL to other institutions, or put towards CPD portfolio. Formative assessment through contribution to discussion forums,
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