20180211 OOFAT Case Collection

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.

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.

Technology-enhanced learning elements Core Funding

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.

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, summative through assignments.

Australia – Australian National University: College of Engineering & Computer Science

Established in 1946, the Australian National University (ANU) is a national research university located in Australia’s capital Canberra.

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 Massive Open Online Course Virtual Learning Environment Core Funding (MOOC) (VLE) Private Public Open Educational Resources (OER) Wikis Digital Badging Videoconference 0 20 40 60 80 100 Learning Analytics Teleconference Qualifications offered Learning Management System Artificial Intelligence (LMS) Vocational qualification Master’s degree or equivalent E-Portfolios Mobile Learning (ISCED 3-4) (ISCED 7) Associate degree or equivalent Doctoral degree or equivalent Blogging and micro-blogging Bring Your Own Device (BYOD) (ISCED 5) (ISCED 8) Social Media Online Assessment Undergraduate degree or equivalent Other Informal recognition (e.g. badges) (ISCED 6) No formal/non-formal credits or TEL Strategy Other qualifications / independent study Content is primarily delivered via lectures / large group teaching sessions. Lectures are recorded and are available through the LMS. All material must Subjects offered be available to students through the LMS. Some courses take a "flipped" approach where material in the form of written and/or video is made Generic programmes and Information and communication available on the LMS and students then attend some form of group qualifications technologies teaching where they are engaged in doing stuff and applying the material Education Engineering covered in the content. Other courses take a blended approach -- some Arts and humanities Agriculture & veterinary on-line material and some face-to-face; others are taught almost solely in Social sciences, journalism and face-to-face mode but in intensive session -- 9-5 for a week. Class time is Health and welfare information largely completely limited to 9-5 weekdays. Security, transport, hygiene and Business, administration and law public health services OOFAT Model Natural sciences, mathematics and Interpretation: The closer the line moves towards the centre, the more Other statistics fixed and institution-specific the approach taken by the institution. The further from the centre, the more flexible and open the approach.

OOFAT for a specific purpose Business Model

Fixed core model

OOFAT Model: Additional Information Content Instructors are responsible for developing T&L contents and course activities. Learner-generated content in some courses (videos) and student-led tutorials. The Research School of Computer Science uses many open source software Business Model: Additional Information development and support products eg Git and GitLab/Hub, Haskel, various Java IDEs, Python etc. Course outlines and assessment descriptions must be made The business model focuses on using digital technologies to reach existing available to students. Assessment scheme discussed and agreed with students markets via traditional channels using the same or similar products and during first week of semester. Exam dates and times are centrally set. More services as in the past. flexibility in individual courses, but generally for the whole cohort. Delivery All courses must use LMS. Only enrol students can access course materials. Access is time-limited. Support provided during and after office hours via telephone and email. Labs and tutorials to support learners. Recognition Openness of assessment depends on individual academic involved. Same assessment for all students of the same course. Students must complete assessment activities as set out in the assessment scheme. Course instructors usually provide assessment of outcomes.

Australia – Curtin University

Situated in Perth, Australia, Curtin University became Australia’s first university of technology in 1987 and is the largest university in Western Australia, named after former Prime Minister John Curtin.

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 Content on demand – anytime, anywhere. Education Engineering Arts and humanities Agriculture & veterinary Social sciences, journalism and OOFAT Model Health and welfare information Security, transport, hygiene and Interpretation: The closer the line moves towards the centre, the more Business, administration and law public health services fixed and institution-specific the approach taken by the institution. The Natural sciences, mathematics and further from the centre, the more flexible and open the approach. Other statistics Access-focused OOFAT

Business Model

Outreach model

OOFAT Model: Additional Information

Content We are building our own capacity but also work with networks. edX

Consortium members who agree to share or license. Mostly traditional assessment in course, more flexibility in MOOCS, and most flexibility in portfolio approaches.

Business Model: Addi tional Information Delivery The business model focuses on using digital technologies to reach new markets Most content is available to registered students only. In the emerging model, more will be open to all. edX MOOC is a backbone of part of the via non-traditional channels using new or innovative products and services. delivery model, Challenge based learning uses a mix of staff. Smaller chunks of support are offered than in the past.

Recognition Formal credits are determined by institutional policies and practices. Credit for Recognised Learning processes also exist but are not primary.

Bangladesh – Bangladesh Open University (BOU)

Established in 1992, The Bangladesh Open University (BOU) is a public university with its main campus in Board Bazar, Gazipur District, Dhaka Division.

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 0 20 40 60 80 100 (MOOC) (VLE) Qualifications offered Open Educational Resources (OER) Wikis Digital Badging Videoconference Vocational qualification Master’s degree or equivalent (ISCED 3-4) (ISCED 7) Learning Analytics Teleconference Learning Management System Associate degree or equivalent Doctoral degree or equivalent Artificial Intelligence (ISCED 5) (ISCED 8) (LMS) Undergraduate degree or equivalent E-Portfolios Mobile Learning Informal recognition (e.g. badges) (ISCED 6) Blogging and micro-blogging Bring Your Own Device (BYOD) No formal/non-formal credits or Other Social Media Online Assessment qualifications / independent study Other: Use of secured digital (SD) card, Web TV/Radio, BOU tube, e- books, Radio-TV broadcast, Virtual Interactive Class-room Subjects offered TEL Strategy Generic programmes and Information and communication Plans to establish BOU as digital university, replacing print-based materials qualifications technologies and face-to-face learning with TEL over the next 5-10 years. 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: Language studies, skill statistics creation courses OOFAT for multiple projects

Business Model

Fixed core model

OOFAT Model: Additional Information Content SLMs developed in a modular form by BOU team including academics, subject expert, instructional designers and graphic designers.

Delivery Flexible delivery of contents in terms of place and time. BOU provides 3 types Business Model: Additional Information of content: 1) print based content 2) e-learning content 3) Web-based content. Print based content and e-learning content available to registered The business model focuses on using digital technologies to reach existing students only. Plans to turn content into OER materials free for all. Web- markets via new or innovate channels using the same or similar products and based content available both for learners and other interested readers services as in the past. nationally and internationally. Leaner support as central direct support and flexible online support.

Recognition Predetermined date, time and pace with no scope of flexibility. BOU-appointed permanent and part-time academic staff as examiners for evaluation. Set evaluation criteria and grading system for recognition of learning.

Brazil – Universidade Federal do Rio Grande do Norte: Laboratório de Inovação Tecnológica em Saúde

Established in 1958, the Federal University of Rio Grande do Norte (UFRN) is a public Brazilian university funded by the Brazilian federal government, located in the city of Natal, Rio Grande do Norte, Brazil. Founded in March 2011, the Laboratory of Technological Innovation in Health (LAIS) is based on a combination of knowledge of Health, Engineering and Information and Communication Technologies. The LAIS is located in the Hospital Universitário Onofre Lopes (HUOL) and is the first laboratory installed in a Brazilian university hospital with the proposal of promoting technological innovation in health.

Student numbers Organisation of learning provision

Primarily distance More than 20-100 Primarily campus Primarily online 1-20 thousand learning provision 100 thousand thousand No data provision provision students (correspondence) students students

Technology-enhanced learning elements Core Funding

Subjects offered TEL Strategy The LAIS is devoted to research and use technology in the learning and Generic programmes and Information and communication health scenarios. qualifications technologies

Education Engineering

Arts and humanities Agriculture & veterinary OOFAT Model Social sciences, journalism and Health and welfare Interpretation: The closer the line moves towards the centre, the more fixed information and institution-specific the approach taken by the institution. The further Security, transport, hygiene and from the centre, the more flexible and open the approach. Business, administration and law public health services Natural sciences, mathematics and OOFAT at the centre Other statistics

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information

Content [n. a.]

Delivery Our MOOC courses are open all the time. For the specialization courses, we have to comply of academic rules of the University. The MOOCs content are Business Model: Additional Information open and may be copied, remixed or derivate other creations. The access to the content in the Specialization courses are primarily accessible by students. The business model focuses on using digital technologies to reach new markets The moment in which some of the content is offered in self-instructional via new or innovative channels using the same of similar products and services modules, the content can be accessed and used by all. Some restriction may be as in the past. imposed in the certification according to health professions.

Recognition In the context of MOOC learning pathways are absolutely self-determined. In the specialization courses, pathways tend to be more rigid.

Brazil – Methodist University of Sao Paulo

Established in 1938, the Methodist University of Sao Paulo (UMESP) is a private university located in the city of Sao Bernardo do Campo in the state of Sao Paulo, Brazil.

Technology-enhanced learning elements Core Funding

Massive Open Online Course Virtual Learning Environment Private 0 20 40 60 80 100 Public (MOOC) (VLE) Open Educational Resources (OER) Wikis

Generic programmes and Information and communication qualifications technologies OOFAT Model Education Engineering Interpretation: The closer the line moves towards the centre, the more Arts and humanities Agriculture & veterinary fixed and institution-specific the approach taken by the institution. The further from the centre, the more flexible and open the approach. Social sciences, journalism and Health and welfare information OOFAT for multiple projects Security, transport, hygiene and Business, administration and law public health services Natural sciences, mathematics and Other statistics

Business Model

Outreach model

OOFAT Model: Additional Information Content The content is partially developed in a cooperation between the learners and faculty. Content can originate from students. Ultimately, all contents go to a Creative Commons license.

Delivery Content is delivered via satellite and internet. Support can also be accessed via mobile devices and is provided by tutors.

Recognition Recognition is offered through a formal, ongoing evaluation process. Business Model: Additional Information Flexibility and recognition of assessment are modelled in academic ways.

The business model focuses on using digital technologies to reach new markets via new or innovative channe ls using the same or similar products and services in the past.

Brazil – University of Campinas

Established in 1962, the University of Campinas (Universidade Estadual de Campinas) is a public research university in the state of São Paulo, Brazil.

Student numbers Organisation of learning provision

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 No formal/non-formal credits or Other: specialisation courses called qualifications / independent study graduate studies (lato senso) TEL Strategy In Brazil we have a rather rigid system, with specific times fixed. 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 a specific purpose Security, transport, hygiene and Business, administration and law public health services Natural sciences, mathematics and Other statistics

Business Model

Fixed core model

OOFAT Model: Additional Information Content [data not provided]

Delivery [data not provided]

Recognition [data not provided]

Business Model: Additional Information

The business model focuses on using digital technologies to reach existing markets via traditional channels using the same or similar products and services as in the past.

Brazil – Universidade Positivo (UP)

Established in 1988, the Universidade Positivo (UP) is a private university of the State of Paraná, Brazil. The campus is located in the Campo Comprido district of Curitiba.

Student numbers Organisation of learning provision Primarily distance Primarily campus Primarily online More than 20-100 learning provision 1-20 thousand provision provision 100 thousand thousand No data (correspondence) students students students Technology-enhanced learning elements Core Funding Massive Open Online Course Virtual Learning Environment Private Public (MOOC) (VLE) 0 20 40 60 80 100 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: flipped classrooms and active methodologies like peer instruction and TBL Subjects offered TEL Strategy Generic programmes and Information and communication Universidadae Positivo has an academic strategic plan to became a hybrid qualifications technologies university in 2022. In preparation, they have been implementing blended Education Engineering learning in all face-to-face programmes. Arts and humanities Agriculture & veterinary

Social sciences, journalism and Health and welfare information OOFAT Model Security, transport, hygiene and Business, administration and law Interpretation: The closer the line moves towards the centre, the more fixed public health services and institution-specific the approach taken by the institution. The further Natural sciences, mathematics and Other from the centre, the more flexible and open the approach. statistics

OOFAT for organisational flexibility

Business Model

Outreach model

OOFAT Model: Additional Information Content Content personalisation depends on the subject. UP provide more personalized contents for numerical subjects. They have both internal academic staff and external providers. Academic staff manage the quality assurance process for both. Provision is made for collaboration for content creation with academic Business Model: Additional Information staff, MOOCs and YouTube videos, TED etc.

The business model focuses on using digital technologies to re ach new markets Delivery via new or innovative channels using the same or similar products and services UP provide a flexible way of learning. However, in Brazil regulation do not allow as in the past. differences in time. UP has been provided very little open access yet. UP uses using flipped classroom with LMS support. Academic staff and teaching assistants provide learning support.

Recognition UP has in class or LMS performance assessment which provides about 60% of all assessment grade. Peer support provides dynamic evaluation among students. There is also a final F2F exams evaluations which account for 45% of students’ final grade in combination with an assessment of class performance..

Burkina Faso – Université Norbert Zongo de Koudougou

Established in 2005, the University of Koudougu is one of three public universities in Burkina Faso, located in Koudougu. In 2017, it was renamed University Norbert Zongo, in memory of the assassination of journalist Norbert Zongo in 1998.

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 Qualifications offered Digital Badging Videoconference Learning Analytics Teleconference Vocational qualification Master’s degree or equivalent Learning Management System Artificial Intelligence (ISCED 3-4) (ISCED 7) (LMS) Associate degree or equivalent Doctoral degree or equivalent E-Portfolios Mobile Learning (ISCED 5) (ISCED 8) Blogging and micro-blogging Bring Your Own Device (BYOD) Undergraduate degree or equivalent Informal recognition (e.g. badges) (ISCED 6) Social Media Online Assessment No formal/non-formal credits or Other Other qualifications / independent study TEL Strategy Subjects offered Differences across institutions, systems and countries. Anglophone and francophone approach and mentality about learning are different. Thus, Generic programmes and Information and communication flexibility is needed in the implementation of OOFAT. 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 multiple projects Other: Economics statistics

Business Model

Fixed core model

OOFAT Model: Additional Information

Content [data not provided]

Delivery Flexible access to content is required. In this regard, traditional channels can be improved to provide the best support possible to learners. Assessment is Business Model: Additional Information learners is also to be made easier.

The business model focuses on using digital technologies to reach existing Recognition markets via new or innovative channels using the same or similar pro ducts and Flexibility of assessment in collaboration with partners. services as in the past.

Canada – Thompson Rivers University

Established in 1970, the Thompson Rivers University (TRU) is a public teaching and research university offering undergraduate and graduate degrees and vocational training. Its main campus is in Kamloops, British Columbia, Canada.

Student numbers Organisation of learning provision More than 20-100 Primarily distance 1-20 thousand Primarily campus Primarily online 100 thousand thousand No data learning provision students provision provision students students (correspondence)

Core Funding Technology-enhanced learning elements Private Public 0 20 40 60 80 100 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) (ISCED 6) E-Portfolios Mobile Learning No formal/non-formal credits or Blogging and micro-blogging Bring Your Own Device (BYOD) Other: Trades qualifications qualifications / independent study Social Media Online Assessment Other Subjects offered TEL Strategy Generic programmes and Information and communication Increasing support for all campus beyond Open Learning Division to qualifications technologies enhance digital learning strategies, flexible learning and blended learning Education Engineering across the board. Arts and humanities Agriculture & veterinary Social sciences, journalism and Health and welfare OOFAT Model information Interpretation: The closer the line moves towards the centre, the more fixed Security, transport, hygiene and and institution-specific the approach taken by the institution. The further Business, administration and law public health services from the centre, the more flexible and open the approach. Other: General studies (to degree Natural sciences, mathematics and level), trades qualifications, OOFAT for multiple projects statistics university prep, ESL

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information Content May choose own assignments or projects in many instances but also follow a set curriculum and learning outcomes. We use internal and external faculty and internal instructional designers, but also have some courses developed in the open. This includes open textbooks, other OER and work with the OERu. Numerous textbooks, media pieces and other content developed CC-BY-SA.

Delivery Business Model: Add itional Information Many courses available on independent, online study basis - start any time and have up to 30 weeks to complete. All Open Learning courses and programs by The business model focuses on using digital technologies to reach new legislation have minimal residency requirements and prerequisites unless markets via new or innovative channels using the same or similar products required for accreditation or safety purposes. Online tutorial support is highly and services as in the past. flexible but most special support is restricted to regular working hours but available remotely. Learners are assigned team projects.

Recognition Available at centres around the world. Just implementing remote invigilation as well. Much prior learning assessment and recognition is available at TRU with a number of accredited programs e.g. medical, accounting, etc.

Canada – Athabasca University

Established in 1970, Athabasca University (AU), located in Athabasca, Canada, is one of four comprehensive academic and research universities in Alberta and specialised in online distance education.

Qualifications offered Digital Badging Videoconference Learning Analytics Teleconference Vocational qualification Master’s degree or equivalent Learning Management System Artificial Intelligence (ISCED 3-4) (ISCED 7) (LMS) Associate degree or equivalent Doctoral degree or equivalent E-Portfolios Mobile Learning (ISCED 5) (ISCED 8) Blogging and micro-blogging Bring Your Own Device (BYOD) Undergraduate degree or equivalent Informal recognition (e.g. badges) (ISCED 6) Social Media Online Assessment No formal/non-formal credits or Other: Post-baccalaureate diplomas Other qualifications / independent study and certificates TEL Strategy Subjects offered Athabasca University has moved in recent years from a traditional distance education university to a fully online university. 2017 saw a strategic Generic programmes and Information and communication planning programme take place in anticipation of a future strategy for qualifications technologies development of provision. 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: Architecture statistics

Business Model

Outreach model

OOFAT Model: Additional Information Content Most ly fixed content. Courses using social networking platforms/media more personalized. Faculty choose and structure content, supported by learning designers and course production staff. Widespread use of traditional third- party publisher-based materials, but dependency is lessening although due to cost and frequency of revision. Many faculty are introducing OER with growing interest and commitment.

Delivery Business Model: Additional Information Courses start at beginning of each month, students have up to 6 months to complete individualized study courses. The LMS available anytime online. Most The business model focuses on using digital technologies to reach new markets content available only to enrolled students. Application and Registry open to via new or innovative channels using the same or similar products and services individuals aged 16+. Social networking sites supplement content delivery and as in the past. communication. Support provided by instructors. Minimum standards for turnaround time for responses. Currently implementing CRM student support model to replace traditional tutorial model.

Recognition

Mostly place-based invigilated exams. Online invigilation pilots currently

underway. Assessments not time-constrained in individualized study courses,

learners can submit/ undertake assignment when they feel ready. Graduate

programs and other paced courses are more controlled. Prior learning

assessment and recognition and challenge for credit are offered to learners.

The Adult Learning System in Alberta encourages pathways between and among postsecondary institutions, and transfer credit opportunities.

Canada – Justice Institute of British Columbia (JIBC)

Justice Institute of British Columbia (JIBC) is Canada’s leading public safety educator with a mission to develop dynamic justice and public safety professionals through its exceptional applied education, training and research. Founded in 1978 as a public post-secondary institution with a provincial mandate, JIBC offers internationally recognized education that leads to certificates, diplomas, bachelor’s degrees and graduate certificates; continuing education for work and career- related learning and development; and customized contract training to government agencies and private organizations worldwide.

Student numbers Organisation of learning provision

Primarily distance More than 20-100 Primarily campus Primarily online 1-20 thousand learning provision 100 thousand thousand No data provision provision students (correspondence) students students

Technology-enhanced learning elements Core Funding

Massive Open Online Course Virtual Learning Environment Private 0 20 40 60 80 100 Public (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) Social Media Online Assessment No formal/non-formal credits or Other Other: live simulations (online and F2F), WordPress open courses qualifications / independent study

Subjects offered TEL Strategy 3-5-year plan: Areas of focus for the last 5 years (and expected to be for Generic programmes and Information and communication another 3 years are OERs, mobile learning, simulations, emerging qualifications technologies technologies. Education Engineering Arts and humanities Agriculture & veterinary OOFAT Model Social sciences, journalism and Health and welfare Interpretation: The closer the line moves towards the centre, the more information fixed and institution-specific the approach taken by the institution. The Security, transport, hygiene and Business, administration and law further from the centre, the more flexible and open the approach. public health services

Other: public safety, first responder Natural sciences, mathematics and OOFAT for multiple projects education (police, fire, statistics paramedicine) and social justice

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information Content Content for some programs is regulated by accreditation/regularity bodies (e.g. fire, paramedicine). Niche subject areas mean we are often required to create own, but as first step look to adapt or reuse as much as possible to save costs and time. Most contents are CC-BY licensed, some CC-BY-NC, some not licensed but 'free' to use.

Delivery Short course programming (3 days or less), online offerings in addition to f2f Business Model: Additional Information offerings, provincial mandate to deliver to remote communities means online

and tech enabled a necessity. Content access depends on the program or The business model focuses on using digital technologies to reach existing course, some is completely open, some semi-open, some completely locked markets via non-traditional channels using new or innovative products and down. Access to support almost non-existent, mainly through instructor or services. program manager, program centric, no centralized support.

Recognition Certain open WordPress courses allow learners to use as is or to register with JIBC to take an exam for credit. Flexibility of assessment depends on who the course/program was created for. We do a lot of contract training so sometimes created for a non JIBC student.

Chile – Arturo Prat University

Established in 1981, the Arturo Prat University is a public higher education institution located in Iquique, Chile.

Student numbers Organisation of learning provision

Generic programmes and Information and communication qualifications technologies OOFAT Model Education Engineering Interpretation: The closer the line moves towards the centre, the more Arts and humanities Agriculture & veterinary fixed and institution-specific the approach taken by the institution. The Social sciences, journalism and further from the centre, the more flexible and open the approach. Health and welfare information Security, transport, hygiene and OOFAT for a specific purpose Business, administration and law public health services Natural sciences, mathematics and Other statistics

Business Model

Entrepreneurial model

OOFAT Model: Additional Information Content The content is developed by a group of academics from the university, national and international. Moodle platform, free applications of content rights management (CRM) and others that help to provide services to students and administration.

Delivery Programs are closed and conducted by an academic and administrative work

team that rigorously complies with the processes. Access to Magister courses

Business Model: Additional Information is provided only for enrolled students. Contents are fixed and oriented to a

closed group of a particular program.

The business model focuses on using digital technologies to reach new markets

via non-traditional channels using new or innovative products and services. Recognition

Delivery of subjects follow a protocol, both with regard to contents and

evaluations. The institution is accredited and online programs are completing

the self-assessment process.

Chile – Instituto Profesional IACC

Established as an educational project in 1981, the Higher Institute of Arts and Communication Sciences (Instituto Superior de Artes y Ciencias de la Comunicación – IACC) is the first higher education centre in Chile and specialises in providing high-level training for technicians. In 1987, the IACC obtained official recognition from the Ministry of Education of Chile (MINEDUC) which to the change in name (Instituto Profesional IACC) to enabled it to grant academic degrees.

Student numbers Organisation of learning provision

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 Access-focused OOFAT model Other statistics

Business Model

Entrepreneurial model

OOFAT Model: Additional Information Content We have instructional designers that work with subject matter experts to developed content for learners.

Delivery Students only need to hold a high school graduation diploma to be able to enrol in IACC. Students and faculty members do not need to be at the same place at Business Model: Additional Information the same time for students to continue with their course. Our learning model

is based on four pillars that work around the students: 1) student service, 2) The business model focuses on using digital technologies to reach new markets design and provision of programs, 3) learning process and 4) faculty. In-house via non-traditional channels using new or innovative products and services. production of contents.

Recognition [data not provided]

China – Open University of China (OUC)

The Open University of China (OUC) is a new-style university without walls, open to all members of society. OUC was established in Beijing in 1979 on the basis of the former China Central Radio and TV University (CCRTVU) and local radio and TV universities (RTVUs), and uses modern information technology to support a school network covering all urban and rural areas in China.

Technology-enhanced learning elements Core Funding

Subjects offered TEL Strategy Generic programmes and Information and communication OUC has a strategy on technology-enhanced learning for the next 5 years qualifications technologies that focuses on the six online learning elements of online learning courses, classroom, support, teaching staff, assessment, management. Education Engineering

Arts and humanities Agriculture & veterinary Social sciences, journalism and Health and welfare OOFAT Model information Interpretation: The closer the line moves towards the centre, the more Security, transport, hygiene and Business, administration and law fixed and institution-specific the approach taken by the institution. The public health services further from the centre, the more flexible and open the approach. Natural sciences, mathematics and Other statistics OOFAT for a specific purpose

Business Model

Fixed core model

OOFAT Model: Additional Information Content Contents are not personalised to individual learners. Companies also will attend the course design. The government support the open university.

Delivery Access to contents possible at all times and places. Courses are partially open

to the public. Support partially available at all times, in certain cases (e.g.

Business Model: Additional Information academic support) only available at fixed times. Academic support provided by

OUC teaching staff, technical support provided by IT staff, career support

The business model focuses on using digital technologies to reach existing provided by management staff. Learners will sometimes form learning groups

markets via new or innovative channels using the same products and services to discuss study questions.

as in the past.

Recognition

Intention for students to control and grasp their own learning process, as well

as to choose their own learning methods and evaluate their own learning

effect. Assessment is rather inflexible. Credit certification is just getting started.

China – Yunnan Open University

Yunnan Open University is one of six national construction of the pilot open universities under the approval of China's state council, following National Open University, Beijing Open University and Shanghai Open University, it is the fourth Open University in the country, and also the only Open University in the central and western provinces.

Technology-enhanced learning elements Core Funding

Subjects offered TEL Strategy Generic programmes and Information and communication Focus on developing learning resources in the next 5-10 years. qualifications technologies

Education Engineering OOFAT Model Arts and humanities Agriculture & veterinary Interpretation: The closer the line moves towards the centre, the more Social sciences, journalism and Health and welfare fixed and institution-specific the approach taken by the institution. The information further from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services OOFAT for multiple projects Natural sciences, mathematics and Other statistics

Business Model

Entrepreneurial model

OOFAT Model: Additional Information

Content Contents are not personalised to individual learners. Companies also will attend the course design. The government support the open university.

Delivery

Delivery of contents varies by time and location, e.g. CDs are usually delivered to students located in the countryside. Access to content is available for a fee.

Business Model: Additional Information Access to support depends on availability of support networks. Responsibility

for support lies with course teachers.

The business model focuses on using digital technologies to reach new markets

via non-traditional channels using new or innovative products and services. Recognition

The intention is for students to control and grasp their own learning process,

as well as to choose their own learning methods and evaluate their own

learning effect. Assessment is rather inflexible. Credit certification currently in the process of being implemented.

Colombia – Politécnico Grancolombiano

Established in 1980, the Politécnico Grancolombiano is a private university located in Bogotá, Colombia.

Student numbers Organisation of learning provision

Digital Badging Videoconference Qualifications offered Learning Analytics Teleconference Vocational qualification Master’s degree or equivalent Learning Management System Artificial Intelligence (ISCED 3-4) (ISCED 7) (LMS) Associate degree or equivalent Doctoral degree or equivalent E-Portfolios Mobile Learning (ISCED 5) (ISCED 8) Blogging and micro-blogging Bring Your Own Device (BYOD) Undergraduate degree or equivalent Informal recognition (e.g. badges) Social Media Online Assessment (ISCED 6) No formal/non-formal credits or Other Other qualifications / independent study TEL Strategy Subjects offered The contents are developed taking into account the diversity of the people that enter the education system; the contents are the same but the times Generic programmes and Information and communication vary depending on the respective requirements. qualifications technologies 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 fixed and institution-specific the approach taken by the institution. The Security, transport, hygiene and Business, administration and law further from the centre, the more flexible and open the approach. public health services

Natural sciences, mathematics and Other OOFAT for multiple projects statistics

Business Model

Entrepreneurial model

OOFAT Model: Additional Information Content

Content production mainly draws on in-house processes and equipment and depending on the scope, external designers are hired for this process. There are different closed and open evaluation processes; there is a pool of exam questions that is permanently updated.

Delivery Business Model: Additional Information

The contents are always available to enrolled students, there is no restriction The business model focuses on using digital technologies to reach new markets during the semester period. The content is the same for all students who take via new or innovative channels. the same modules, there are no specific contents for specific students.

Recognition

The pool of exam questions is permanently updated, evaluative activities with the possibility of open answers. Official Recognition. Upon successful

graduation, the institution awards a title that is recognised both by society and by the Ministry of National Education.

Colombia – Universidad del Norte

Established in 1966, the North University (Universidad del Norte) is the main academic centre for higher education in northern Colombia, located in Barranquilla, Colombia.

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 multiple projects Security, transport, hygiene and Business, administration and law public health services Natural sciences, mathematics and Other statistics

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information

Content

The contents are designed to be based on own developments and the materials available in other repositories with free access. Only resources that are indicated with a creative commons license are used. The moments of the evaluation of learning are regulated institutionally. There are established periods for partial evaluations throughout the academic semester.

Delivery Only students who have canceled the registration or the value of the specific course and are registered in the system can access the LMS. Access to technical Business Model: Additional Information assistance has been scheduled at specific times and through asynchronous communication with a response time of no more than 24 hours. Students can The business model focuses on using digital technologies as well as new receive support from the University's Technology Management staff and library innovative products and services. officials. Similarly, the Center for Student Excellence can provide personalized advice. The contents are designed for a course considering the global characteristics of the group of students. They are not personalized by each student.

Recognition The type of evaluation is decided by the teacher or a group of teachers and the department director. The periods (dates) are institutionally decided. There are institutional guidelines that determine the process of recognition of learning. The partial evaluations carried out in the different subjects allow identifying if the student has achieved the expected learning results. A numerical scale of 0 to 5 is used where 3,3 the expected minimum average.

Costa Rica – Universidad Estatal a Distancia (UNED)

Established in 1977, Universidad Estatal a Distancia (UNED) is one of five public universities in Costa Rica, located in its capital San José.

Student numbers Organisation of learning provision

Generic programmes and Information and communication qualifications technologies OOFAT Model Education Engineering Interpretation: The closer the line moves towards the centre, the more Arts and humanities Agriculture & veterinary fixed and institution-specific the approach taken by the institution. The Social sciences, journalism and further from the centre, the more flexible and open the approach. Health and welfare information Security, transport, hygiene and OOFAT at the centre Business, administration and law public health services Natural sciences, mathematics and Other statistics

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information Content [n.a]

Delivery We are using OCW. Our model adapts to the students. There are many people involved in providing flexible access to support.

Recognition Business Model: Additional Information [data not provided]

The business model focuses on using digital technologies to reach new markets via new or innovative channels using the same or similar products and services as in the past.

Ecuador – Pontificia Universidad Católica del Ecuador

The Pontificia Universidad Católica del Ecuador (PUCE) (English: Pontifical Catholic University of Ecuador) is a Pontifical Catholic university founded in 1946 in Quito, Ecuador.

Generic programmes and Information and communication qualifications technologies OOFAT Model Education Engineering Interpretation: The closer the line moves towards the centre, the more Arts and humanities Agriculture & veterinary fixed and institution-specific the approach taken by the institution. The Social sciences, journalism and further from the centre, the more flexible and open the approach. Health and welfare information Security, transport, hygiene and OOFAT for multiple projects Business, administration and law public health services Natural sciences, mathematics and Other statistics

Business Model

Service-provider model

OOFAT Model: Additional Information Content Contents originate from both Creative Commons licensed material and copyrighted material. In each case the same assessment is used.

Delivery Only students and instructors have access to contents. Students have access to

support at any time. The teacher answers questions, enunciates the forums,

Business Model: Additional Information wikis and intervenes in them. Partners can participate in forums, or other

collective activities. Access to support is personalized in the doubts or personal

The business model focuses on using digital technologies to reach existing communications about evaluation or works contributed by the student.

markets via non-traditional channels using new or innovative products and

services. Recognition

Assessment focuses on the acquisition of competences; a flexible approach

considers some personal circumstances of the student, especially in the case of

disability or illness

Ecuador – Universidad Técnica Particular de Loja (UTPL)

Established in 1971, Universidad Técnica Particular de Loja (UTPL) is a private university, located in Loja, Ecuador. UTPL offers both on-campus education, and since 1976, distance education, which made it a pioneer in this field in Latin America.

Qualifications offered Digital Badging Videoconference Learning Analytics Teleconference Vocational qualification Master’s degree or equivalent Learning Management System Artificial Intelligence (ISCED 3-4) (ISCED 7) (LMS) Associate degree or equivalent Doctoral degree or equivalent E-Portfolios Mobile Learning (ISCED 5) (ISCED 8) Blogging and micro-blogging Bring Your Own Device (BYOD) Undergraduate degree or equivalent Informal recognition (e.g. badges) (ISCED 6) Social Media Online Assessment No formal/non-formal credits or Other Other qualifications / independent study TEL Strategy Subjects offered The material is delivered digitally to all students. Physical material is distributed to each one of the headquarters that the university has in the Generic programmes and Information and communication different cities of the country. 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 multiple projects Other statistics

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information Content It has a basic text, and the didactic guide as a basic material in the preparation of content. Furthermore, open educational resources are used as a support measure. The university develops an online evaluation process and an evaluation process in printed form, a calendar of evaluations is set for each of the degrees and is determined from the central office.

Business Model: Additional Information Delivery Students who have access to educational material are those who are enrolled The business model focuses on using digital technologies to reach new in one of the programs. The University from the Central headquarters, sets the markets via new or innovative channels using the same or similar products asynchronous and synchronous activities that the student must fulfil, in the and services as in the past. same way the delivery of material is done according to a previously established schedule. The process id carried out by academic peers who evaluate students in the different degrees in the different centres of the country. The content is generally for all students, depending on the career in which they enrol and depending on the curriculum content is developed by component.

Recognition The process of evaluation of learning is carried out by academic peers in the different cities where the university has its regional and associate centres.

Ethiopia – Mekelle University

Mekelle University College was established in 1993 as the Arid Zone Agricultural College, which found a permanent home in Mekelle after a series of relocations.

Student numbers Organisation of learning provision

Subjects offered TEL Strategy [data not provided] Generic programmes and Information and communication qualifications technologies Education Engineering OOFAT Model Arts and humanities Agriculture & veterinary Interpretation: The closer the line moves towards the centre, the more Social sciences, journalism and fixed and institution-specific the approach taken by the institution. The Health and welfare information further from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services OOFAT at the centre Natural sciences, mathematics and Other statistics

Business Model

Fixed core model

OOFAT Model: Additional Information Content

[data not provided]

Delivery

[data not provided]

Recognition Business Model: Additional Information

[data not provided] The business model focuses on using digital technologies to reach existing markets via traditional channels using the same or similar products and services as in the past.

France – Association of Universities for Digital Education in Economics and Management (AUNEGE)

Founded in 2005, AUNEGE (Association of Universities for the Development of Digital Education in Economics and Management) is a distance learning institution with the aim to promote the sharing of digital teaching aids in economics and management. AUNEGE is the showcase of French universities in economics and management on the net and supports the creation of resources for digital education - clips, case studies, games and simulations, testimonies and reports, fundamentals, complete courses - proposed by the member institutions.

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

Subjects offered TEL Strategy At the faculty level a decision was taken to provide technology-enhanced Generic programmes and Information and communication learning services to executive people. The university level has decided to qualifications technologies support teachers' initiative across the institution. Education Engineering

Business Model

Outreach model

OOFAT Model: Additional Information Content Students receive systematically individual evaluation of their progress during their studies. But all the questions are on a group dynamic. AUGENE shares common view of the content of an OER and the author did their work more or less alone before a scientific, pedagogical, technical and legal discussion and evaluation. Licences used are mainly CC-BY-NC. Business Model: Additional Information Delivery The business model focuses on using digital technologies to reach existing Because we use a Learning Management System online, we erase the time and markets via non-traditional channels using new or innovative products and spatial frontiers at more than 80%. Most of the resources and interactions are services. on a SPOC. They have a support at the desk hours of the university. They principally use social networking.

Recognition The LMS gives to learner a large degree of autonomy. AUNEGE has a combination of the three partses. In each part of the diploma student have a part of initiative but he is mainly channel in a formal program. We give one part of initiative to learner through continuing control evaluation.

France – University of Burgundy

Established in 1722, the University of Burgundy is a public university located in Burgundy, between Paris and Lyon, and has its main campus in Dijon, and several others spread across Burgundy. It counts 10 faculties, 4 engineering schools, 3 institutes of technology offering undergraduate courses, and 2 professional institutes providing post-graduate programmes.

Technology-enhanced learning elements Core Funding

Subjects offered TEL Strategy A new strategy is currently being written as part of the Schéma Directeur Generic programmes and Information and communication du Numérique 2017-2022. This document is expected to be made publicly qualifications technologies available. Education Engineering Arts and humanities Agriculture & veterinary OOFAT Model Interpretation: The closer the line moves towards the centre, the more Social sciences, journalism and Health and welfare fixed and institution-specific the approach taken by the institution. The information further from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services OOFAT for multiple projects Natural sciences, mathematics and Other statistics

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information Content For reasons of equity. Online diplomas are legally the same as the face -to-face diplomas. Presence of in-house production facilities, within same department as distance education department. Use of OERs at teachers' discretion. But as students pay fees for online course, there are issues around commercial use of OERs.

Delivery Content delivery in online courses through VLE - flexible in time and place. Business Model: Additional Information Flexibility of pace comes from annual organisation rather than semesters, with

possibility of part-time study. Optional face to face seminars 2x/year. The business model focuses on usin g digital technologies to reach existing Obligatory presence on campus for exams. On online courses, administrative markets via traditional channels using new and innovative products and enrolment necessary to access content via VLE. First two weeks' course content services. freely available to compensate for bottleneck in enrolment. Support via VLE - teachers and tutors. Web conferences at specific times. Academic staff for content support, tutors for methodological support, secretaries for enrolment, course orientation support, learning technologists for VLE use support.

Recognition Continuous assessment in some modules / courses, but still requirement for on-campus exam. Traditional on-campus exam. Recognition for modules followed in other institutions as part of the FIT-est agreement.

Germany – Luebeck University of Applied Sciences

Established in 1808, the Lübeck University of Applied Sciences (Fachhochschule Lübeck) is a public university located in Lübeck, Germany.

Student numbers Organisation of learning provision [data not provided] More than 20-100 1-20 thousand 100 thousand thousand No data Technology-enhanced learning elements students students students Massive Open Online Course Virtual Learning Environment Core Funding (MOOC) (VLE) Open Educational Resources (OER) Wikis Private Public Digital Badging Videoconference 0 20 40 60 80 100 Learning Analytics Teleconference Qualifications offered 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 Blogging and micro-blogging Bring Your Own Device (BYOD) (ISCED 5) (ISCED 8) Social Media Online Assessment Undergraduate degree or equivalent Informal recognition (e.g. badges) Other (ISCED 6)

No formal/non-formal credits or Other qualifications / independent study TEL Strategy [data not provided]

Subjects offered

Social sciences, journalism and Health and welfare Access-focused OOFAT model information Security, transport, hygiene and Business, administration and law public health services Natural sciences, mathematics and Other statistics

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information Content [data not provided]

Delivery [data not provided]

Recognition [data not provided]

Business Model: Additional Information

The business model focuses on using digital technologies to reach new markets via new or innovative channels using the same of similar products and services as in the past.

Germany – University of Applied Sciences Zwickau: Faculty of Economics and Business Sciences

Established in 1897, the University of Applied Sciences Zwickau (WHZ) is a public vocational university located in Zwickau, Germany, and offers Bachelor, Master and traditional German diploma degrees in the core areas economics, technology and quality of life.

Technology-enhanced learning elements Core Funding

Subjects offered TEL Strategy Strategy development is currently under review. Generic programmes and Information and communication qualifications technologies Education Engineering OOFAT Model Arts and humanities Agriculture & veterinary Interpretation: The closer the line moves towards the centre, the more Social sciences, journalism and Health and welfare fixed and institution-specific the approach taken by the institution. The information further from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services OOFAT for multiple projects Natural sciences, mathematics and Other statistics

Business Model

Entrepreneurial model

OOFAT Model: Additional Information

Content Partial use of open licenses and/or openly licensed materials.

Delivery Access to content via LMS / Learning Platform. Support through coaching.

Business Model: Additional Information Recognition Serial and incremental assessments.

The business model focuses on using digital technologies to reach new markets via non-traditional channels using new and innovative products and services.

India – Periyar University

Periyar University (PU) was established in 1997 by the Act 45 of the Government of Tamil Nadu and is located in Salem, India.

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

Subjects offered TEL Strategy Need for online teaching learning process for all disciplines. Generic programmes and Information and communication

qualifications technologies

Education Engineering

Business Model

Entrepreneurial model

OOFAT Model: Additional Information Content Some degree of personalisation of contents, however, not fully adapted to individual learners. Support provided by teachers to students through various media channels. UP is approved by University Grants Commission accredited 2f and 2B and National Assessment and Accreditation Council (NAAC) approved of 'A' Grade.

Business Model: Additional Information Delivery

[data not provided] The business model focuses on using digital technologies to reach new markets

via non-traditional channels using new and innovative products and services. Recognition

Fixed exam dates. Evaluation somewhat more flexible.

India – Amity University: Amity Directorate of Distance & Online Education

Established in 1995, Amity University is a multi-campus private research University system. The university has 10 campus locations in India as well as eight international locations in Abu Dhabi, Dubai and London, as well as China, Mauritius, Romania, Singapore, South Africa and the US.

Technology-enhanced learning elements Core Funding Massive Open Online Course Virtual Learning Environment Private Public (MOOC) (VLE) 0 20 40 60 80 100 Open Educational Resources (OER) Wikis Qualifications offered Digital Badging Videoconference Learning Analytics Teleconference Vocational qualification Master’s degree or equivalent Learning Management System (ISCED 3-4) (ISCED 7) Artificial Intelligence (LMS) Associate degree or equivalent Doctoral degree or equivalent (ISCED 5) (ISCED 8) E-Portfolios Mobile Learning Undergraduate degree or equivalent Blogging and micro-blogging Bring Your Own Device (BYOD) Informal recognition (e.g. badges) (ISCED 6) Social Media Online Assessment No formal/non-formal credits or Other: Certificate courses Other: Web-conference qualifications / independent study TEL Strategy Subjects offered Amity Online is working on the project of customizing the learning portal with adaptive learning methodology. This adaptive e-learning environment Generic programmes and Information and communication will provide learners with a high level of interactivity using learning qualifications technologies analytics, artificial intelligence application and virtual lab integration. With Education Engineering an ambition of creating a responsive learning environment, Amity Online Arts and humanities Agriculture & veterinary has integrated its’ University Management System with Blackboard LMS Social sciences, journalism and Health and welfare keeping the future requirements in consideration. This platform also allows information learners to track their progress and pursue the learning path accordingly. Security, transport, hygiene and Business, administration and law public health services OOFAT Model Natural sciences, mathematics and Interpretation: The closer the line moves towards the centre, the more fixed Other statistics and institution-specific the approach taken by the institution. The further from the centre, the more flexible and open the approach.

OOFAT for multiple projects Business Model

Entrepreneurial model

OOFAT Model: Additional Information Content Pre-assessment and bridge courses to decides on content development and delivery pace. The specialized and industry oriented contents are developed in

collaboration with leading institutions or corporate houses of that field. Business Model: Additional Information Additional learning materials from NPTEL.

The business model focuses on using digital technologies to reach new markets Delivery via non-traditional channels using new or innovative products and services. Round-the-clock access to the Virtual Learning Environment (VLE) irrespective of geographical jurisdiction. Access to contents via secured student logins, MOOC courses open to all with simple registration. Access to academic and general support, facilitated by query handling & relationship management system.

Recognition Assessments entirely online accessible without geographical restrictions. Wo assessment options: center Based and Proctor based examination. Fixed examinations schedules with flexible time slots. Assessment evaluation by teaching staff. Assessment marks moderated before being put forward to Vice- Chancellor for final approval. Core and optional elective papers. Recognition based on credits earned by learners.

India – Indira Gandhi National Open University (IGNOU)

The Indira Gandhi National Open University (IGNOU), established by an Act of Parliament in 1985 began by offering two academic programmes in 1987, i.e., Diploma in Management and Diploma in Distance Education.

TEL Strategy Subjects offered Most of the Courses that are offered will also be offered as MOOCs during Generic programmes and Information and communication the next 5-10 years. Already, some MOOCs are on offer as part of SWAYAM qualifications technologies initiative of Government of India. Education Engineering OOFAT Model Arts and humanities Agriculture & veterinary Interpretation: The closer the line moves towards the centre, the more fixed Social sciences, journalism and Health and welfare and institution-specific the approach taken by the institution. The further information from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services Content-focused OOFAT model Natural sciences, mathematics and Other statistics

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information Content The content is fixed for all the students. Course writers are appointed for each course that needs to be developed. In house Faculty and Experts from other departments within the Institution as well as other Institutions are assigned the job of developing Content. Every Course will have a Course Coordinator who is a Faculty of respective discipline. No significant use of Open Licenses or Openly Licensed Materials.

Delivery 90% of IGNOU students are from India and India is having a single time zone Business Model: Additional Information and does not have any issues such as time difference. Same content is delivered The business model focuses on using digital technologies to reach new markets across all the locations. Content is available in portal. It's accessible to any person who registers on the portal. IGNOU students attend classes at Study via new or innovative channels using the same of similar products and services as in the past. Centres across India and abroad. Study Centres can decide the time of Counselling for various courses keeping in view of the requirements of students in that region. There is no rule to stick to a particular time across the Country

centrally. Students are assigned to different Study Centres across the Country based on their location. For every course that is offered by Study Centre, Academic Counselors who possess requisite qualifications are appointed who

does counselling to students in respective courses.

Recognition

The assessment process is same for all the students. The learning pathway is

mostly fixed except for the presence of electives in some programmes offered. University awards degrees in most of the cases.

India – Netaji Subhas Open University (NSOU)

Established in 1997, Netaji Subhas Open University (NSOU), in an open university located in Kolkata, India, specialised in distance education.

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

Subjects offered TEL Strategy [data not provided] Generic programmes and Information and communication

qualifications technologies

Business Model

Outreach model

OOFAT Model: Additional Information

Content [data not provided]

Delivery

Print and online.

Business Model: Additional Information Recognition Assessment - formative and summative The business model focuses on using digital technologies to reach new markets

via new or innovative channels using the same or similar products and services

as in the past.

India – Maulana Azad National Urdu University Hyderabad

Established in 1998, Maulana Azad National Urdu University is a Central University located in the city of Hyderabad in the Indian state of Telangana.

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

Subjects offered TEL Strategy Distance, correspondence and blended learning mode. Generic programmes and Information and communication

qualifications technologies

Education Engineering OOFAT Model Arts and humanities Agriculture & veterinary Interpretation: The closer the line moves towards the centre, the more Social sciences, journalism and Health and welfare fixed and institution-specific the approach taken by the institution. The information further from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services OOFAT at the centre Natural sciences, mathematics and Other statistics

Business Model

Fixed core model

OOFAT Model: Additional Information Content Collaboration regarding content creation.

Delivery Access to content varies through off campuses. Access to content online and via correspondence. Access to support via correspondence and distance education mode, mix of online and distance model.

Business Model: Additional Information Recognition Assessment is somewhat flexible. The business model focuses on using digital technologies to reach existing markets via traditional channels using the same or similar products and services as in the past.

India – Odisha State Open University, Sambalpur

Established in 2015, Odisha State Open University (OSOU) is a distance learning state university located in Sambalpur, Odisha, India.

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

Subjects offered TEL Strategy E-resources, video lectures, e-library, internet radio. Generic programmes and Information and communication

qualifications technologies

Education Engineering OOFAT Model Arts and humanities Agriculture & veterinary Interpretation: The closer the line moves towards the centre, the more Social sciences, journalism and Health and welfare fixed and institution-specific the approach taken by the institution. The information further from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services Access-focused OOFAT model Natural sciences, mathematics and Other statistics

Business Model

Entrepreneurial model

OOFAT Model: Additional Information Content Content is prepared in self-learning format with units, blocks, modules and courses. Each unit has learning objectives, learning outcome, self-check exercise, narration of difficult terms and reference material list for further readings. Content is generated by in-house faculty and outside experts who are paid by the University. University has framed OER policy with CC-BY-SA licence thereby giving free hand for adoption, adaptation, contextualisation and even translation of SLM.

Business Model: Additional Information Delivery Content delivery is through printed material as well as e-content freely made The business model focuses on using digital technologies to reach new markets available on the University web portal. Content can be accessed through web via non-traditional channels using new and innovative products and services. portal. Content is free for all but, for certification nominal fee is charged from eligible learners. Faculty and part-time counsellors provide learning support at Study Centres.

Recognition Learning assessment is done at Study Centres as per the academic calendar of the University with some kind of flexibility for submission as well as evaluation. Academic Counsellors also evaluate the learners. System is open and flexible for learners to pace their learning path in terms of time and pace. Final assessment of learning outcome is to a large extent based on syllabus and content provided by the institution.

Indonesia – Universitas Terbuka

Established in 1984 Universitas Terbuka (literally Open University) is Indonesia’s 45th state university and employs open and distance learning (ODL) system to widen access to higher education to all Indonesian citizens, including those who live in remote islands throughout the country as well as in various parts of the world.

Technology-enhanced learning elements Core Funding

Subjects offered TEL Strategy UT provides digital learning materials starting 2017 and gives free internet Generic programmes and Information and communication access via wifi.id to students as well as provides cloud file storage for qualifications technologies students. 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 fixed Security, transport, hygiene and and institution-specific the approach taken by the institution. The further Business, administration and law public health services from the centre, the more flexible and open the approach. Natural sciences, mathematics and Other statistics OOFAT for a specific purpose

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information

Content In-house production of printed course materials by professors, senior lecturers and professionals. OER used for digital course materials and online tutorials. Creative common licensing for all our academic products.

Delivery Business Model: Additional Information Printed learning materials, digital library and digital learning materials. Option to join F2F study groups at regional offices or online tutorials. Access to all The business model focuses on using digital technologies to reach new learning materials on registered courses. Some open educational resources markets via new or innovative channels using the same of similar products and available to the public. Student support during office hours (academic and services as in the past. administrative). Attendance of F2F and/or online tutorials at scheduled times.

Recognition Assessment is scheduled. However, for online examination students may decide a specific time convenient for them within online exam period assigned by regional offices. No flexibility of assessment. For all courses, students must pass all the required assessments. For transfer credits or recognition of prior learning, the faculty must assess the prior credentials. The institution administers final exams. Other assessments are assigned and marked by tutors or instructors. All the scores are then entered into the computer and the grade will be generated digitally.

Italy – Università Telematica Internazionale (UniNettuno)

The UniNettuno University (Italian: Università telematica internazionale UniNettuno), often simply abbreviated as "UniNettuno" is a private university based in Rome, Italy which provides distance e-learning courses via a consortium of 43 universities, companies, and public bodies. It was founded in 2005 with the approval of the Italian government

Technology-enhanced learning elements Core Funding

Private Public Massive Open Online Course Virtual Learning Environment 0 20 40 60 80 100 (MOOC) (VLE) Qualifications offered Open Educational Resources (OER) Wikis Digital Badging Videoconference Vocational qualification Master’s degree or equivalent Learning Analytics Teleconference (ISCED 3-4) (ISCED 7) Learning Management System Associate degree or equivalent Doctoral degree or equivalent Artificial Intelligence (LMS) (ISCED 5) (ISCED 8) Undergraduate degree or equivalent E-Portfolios Mobile Learning Informal recognition (e.g. badges) (ISCED 6) Blogging and micro-blogging Bring Your Own Device (BYOD) No formal/non-formal credits or Social Media Online Assessment Other qualifications / independent study Other: recorded video-lessons, slides, virtual laboratory, bibliography, siteography, exercises, case study, chat, forum, email Subjects offered TEL Strategy Generic programmes and Information and communication UniNettuno are working on enhancing the platform that comes from 20 qualifications technologies years of research of psycho-pedagogic model of our Rector and her staff. Education Engineering They will work on implementing the activities on mobile through Arts and humanities Agriculture & veterinary applications, and for the democratization of knowledge. Social sciences, journalism and Health and welfare information Security, transport, hygiene and OOFAT Model Business, administration and law public health services Interpretation: The closer the line moves towards the centre, the more fixed Natural sciences, mathematics and and institution-specific the approach taken by the institution. The further Other statistics from the centre, the more flexible and open the approach.

OOFAT for organisational flexibility

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information Content Some degree of content personalisation. All contents are produced by highly qualified professors.

Delivery Business Model: Additional Information High level of flexibility for individual learners. Support provided by professors/tutors. Access to learning contents of bachelor course or master's The business model focuses on using digital technologies to reach existing degree only for enrolled students. Free access to certain courses upon markets via non-traditional channels using new or innovative products and registration. Didactic contents are always available on the platform 24h; the services. online tutoring who will support the activity of a specific group of students is scheduled in fixed periods of the year.

Recognition UniNettuno shared the academic year in period of study and period for assessments that is centrally dictated; but UniNettuno model includes a lot of Technological Poles around the world, and this means a high flexibility for students to organize the final assessments. All the exams will be taken in all the Technological Poles in a specific period. All study plans and related pathways are outlined on our platform, following the Italian law.

Malaysia – Kolej Poly-Tech Mara (KPTM)

Located in Kuala Lumpur, Malaysia, Kolej Poly-Tech MARA (KPTM), formerly known as Kolej Yayasan Pelajaran MARA (KYPM) was established as a private higher educational institution under the Private Higher Educational Institutions Act 1996 (Act 555) in September 2003. Managed by Kolej Poly-Tech MARA Sdn. Bhd., a wholly owned subsidiary of Majlis Amanah Rakyat (MARA), KPTM offers a wide range of educational opportunities in the field of Information Technology, Computer Science, Health Sciences, Social Sciences, Accounting, Business Management, Engineering, Humanities and Bio-Industry.

Student numbers Organisation of learning provision

More than 20-100 Primarily distance 1-20 thousand Primarily campus Primarily online 100 thousand thousand No data learning provision students provision provision students students (correspondence)

Core Funding Technology-enhanced learning elements

Private Public Massive Open Online Course Virtual Learning Environment 0 20 40 60 80 100 (MOOC) (VLE) Qualifications offered Open Educational Resources (OER) Wikis

[data not provided] Digital Badging Videoconference Learning Analytics Teleconference Subjects offered Learning Management System Artificial Intelligence (LMS) Generic programmes and Information and communication E-Portfolios Mobile Learning qualifications technologies Blogging and micro-blogging Bring Your Own Device (BYOD) Education Engineering Social Media Online Assessment Arts and humanities Agriculture & veterinary Other Social sciences, journalism and Health and welfare information Security, transport, hygiene and TEL Strategy Business, administration and law public health services [data not provided]

Natural sciences, mathematics and Other statistics OOFAT Model

Interpretation: The closer the line moves towards the centre, the more fixed and institution-specific the approach taken by the institution. The further Business Model from the centre, the more flexible and open the approach.

Entrepreneurial model with fixed core OOFAT for multiple projects

Business Model: Additional Information OOFAT Model: Additional Information

Content The business model focuses on using digital technologies to reach new markets

via new or innovative channels using the same of similar products and services [data not provided] as in the past.

Delivery

[data not provided]

Recognition

[data not provided]

Malaysia – Taylor's University Lakeside Campus

Taylor's University is a private university in Subang Jaya, Selangor, Malaysia. It was founded in 1969 as a college, was awarded university college status in 2006, and university status in 2010. Taylor's University offers courses in tertiary education, from foundation and diploma to degree, post-graduate and professional programmes.

Technology-enhanced learning elements Core Funding Massive Open Online Course Virtual Learning Environment Private Public (MOOC) (VLE) 0 20 40 60 80 100 Open Educational Resources (OER) Wikis Qualifications offered Digital Badging Videoconference Learning Analytics Teleconference Vocational qualification Master’s degree or equivalent Learning Management System (ISCED 3-4) (ISCED 7) Artificial Intelligence (LMS) Associate degree or equivalent Doctoral degree or equivalent (ISCED 5) (ISCED 8) E-Portfolios Mobile Learning Undergraduate degree or equivalent Blogging and micro-blogging Bring Your Own Device (BYOD) Informal recognition (e.g. badges) (ISCED 6) Social Media Online Assessment No formal/non-formal credits or Other Other qualifications / independent study TEL Strategy Subjects offered Taylor’s University are currently working on the e-Learning Strategic Plan 2018-2022. Focus areas include: (i) Strengthening Talent Excellence in e- Generic programmes and Information and communication Learning Capabilities (ii) Achieving Students Success Through Immersive and qualifications technologies Personalized Learning Environment (iii) Enabling Self-Directed Learning Education Engineering Using Quality OER & Repurposable e-Learning Content (iv) Supporting Arts and humanities Agriculture & veterinary Futuristic Learning Experience Through Globally Connected Learning Social sciences, journalism and Environments and Internet of Thing (v) Intensifying Technology-Enhanced Health and welfare information Learning & Teaching Activities Through Inter-discipline e-Learning Research. Security, transport, hygiene and Business, administration and law public health services Natural sciences, mathematics and OOFAT Model Other statistics Interpretation: The closer the line moves towards the centre, the more fixed and institution-specific the approach taken by the institution. The further from the centre, the more flexible and open the approach.

Business Model OOFAT for a specific purpose

Service-provider model

OOFAT Model: Additional Information

Content Contents are mainly fixed. Mainly in-house content production, collaboration with subject -matter expert from the faculty members. Contents mainly from Business Model: Additional Information openlearning.com.

The business model focuses on using digital technologies to reach existing Delivery markets via non-traditional channels using new or innovative products and Current MOOCs are made available to everyone, anytime, anywhere online. services. Some MOOCs are self-paced while other with lecturers interacting live with students. Learning from the instructor, from the peers, from the learning community and from the World.

Recognition Fixed assessments. Flexibility of assessment mainly from the appointed academics and highly structured. Participants who have completed all the required activities and assessments will receive the certificate of completion from the course instructor.

Malaysia – Universiti Sains Islam Malaysia (USIM)

Universiti Sains Islam Malaysia (USIM) is a public university in Malaysia with a main campus in Nilai, Negeri Sembilan. Formerly known as Kolej Uni-versiti Islam Malaysia (KUIM) which was established in 1998, USIM has eight faculties with 25 undergraduate programmes in economy, law, syariah, language, da'wah, management, Quran and Sunnah, Fiqh, counselling, communication, medicine, science and information technology, dentistry and accounting.

Technology-enhanced learning elements Core Funding

Subjects offered TEL Strategy Following the projection stated in Malaysia e-learning policy 2.0. Generic programmes and Information and communication

qualifications technologies

Education Engineering OOFAT Model Arts and humanities Agriculture & veterinary Interpretation: The closer the line moves towards the centre, the more fixed Social sciences, journalism and and institution-specific the approach taken by the institution. The further Health and welfare information from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services OOFAT at the centre Natural sciences, mathematics and Other statistics

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information Content Creative common collaboration in terms of content creation.

Delivery Delivery by using web 2.0. Access to content via Malaysia MOOC. Access to support via OER and MOOC.

Recognition

Business Model: Additional Information Open and flexible assessments. Recognition of assessment through various

channels. The business model focuses on using digital technologies to reach new markets via new or innovative channels using the same of similar products and services as in the past.

Mexico – National Autonomous University of Mexico: Faculty of Chemistry

Established in 1910, the National Autonomous University of Mexico (Universidad Nacional Autónoma de México) is a public research university located in Mexico City.

Technology-enhanced learning elements Core Funding

Private Public Massive Open Online Course Virtual Learning Environment (MOOC) (VLE) 0 20 40 60 80 100 Qualifications offered Open Educational Resources (OER) Wikis Digital Badging Videoconference Vocational qualification Master’s degree or equivalent Learning Analytics Teleconference (ISCED 3-4) (ISCED 7) Learning Management System Associate degree or equivalent Doctoral degree or equivalent Artificial Intelligence (LMS) (ISCED 5) (ISCED 8) Undergraduate degree or equivalent E-Portfolios Mobile Learning Informal recognition (e.g. badges) (ISCED 6) Blogging and micro-blogging Bring Your Own Device (BYOD) No formal/non-formal credits or Social Media Online Assessment Other qualifications / independent study Other

Subjects offered TEL Strategy The institution as a whole has no, or only a very thin, strategy to Generic programmes and Information and communication aggressively introduce tech support for learning. Efforts are not mandatory qualifications technologies to participate in, and not even the units develop a coherent strategy. It is Education Engineering up to individual instructors and some departments. The central tech admin Arts and humanities Agriculture & veterinary does provide some hosting, repositories and available training. Social sciences, journalism and Health and welfare information Security, transport, hygiene and OOFAT Model Business, administration and law public health services Interpretation: The closer the line moves towards the centre, the more Natural sciences, mathematics and fixed and institution-specific the approach taken by the institution. The Other statistics further from the centre, the more flexible and open the approach.

OOFAT for multiple projects

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information Content Students are invited to submit content and questions. Personalized needs are identified and responded to. We do not incorporate materials, we mostly use the resources through the Web and the open access they provide. we are looking to build a collaboration this/next year. Business Model: Additional Information Delivery The business model focuses on using digital technologies to reach existing The part of our work based on online resources is always available. Facebook markets via traditional channels using new or innovative products and group, sometimes internal Moodle. services. Recognition A high number of variables are used so they can be adapted to specific cases (students who work, take care of families, etc.). Appointed academic/teaching staff. It depends on the instructor. Uses traditional homework, engagement in simulations and in-classroom physical experiments, online discussion, etc. The results of the above-described flexible, adaptable evaluation go to traditional grade sheets. Grades, totally old-style.

Mexico – Universidad Abierta y a Distancia de México

Established in 2009, Universidad Abierta y a Distancia de México (Open and Distance University of Mexico – UnADM) is a higher education institution specialized in open and distance education. Its headquarters are located in the Federal District of Mexico City.

Generic programmes and Information and communication qualifications technologies OOFAT Model Education Engineering Interpretation: The closer the line moves towards the centre, the more Arts and humanities Agriculture & veterinary fixed and institution-specific the approach taken by the institution. The Social sciences, journalism and further from the centre, the more flexible and open the approach. Health and welfare information Security, transport, hygiene and OOFAT for multiple projects Business, administration and law public health services Natural sciences, mathematics and Other statistics

Business Model

Entrepreneurial model

OOFAT Model: Additional Information Content Almost all services are for enrolled students. Contents originate from Moodle. Our services are online but we are carefully we assignments (time and evidences).

Delivery Only formally enrolled students can access educational programmes. There are only a few MOOCs and other offer that are open to the general public. All Business Model: Additional Information educational programmes are online. Students can decide where and when to access our platform. However, there are deadline to deliver activities. Tutors The business model focuses on using digital technologies to reach new markets and professors are in constant contact with students. There is also a help desk via non-traditional channels using new or innovative products and services. to support students with administrative and technology problems. We are working to identify the different types of intelligence of our students and develop specific activities.

Recognition Services are online, so students can decide where and when to do it. However, there are deadlines for all assessments. Students can decide the number of courses they want to take, but there are some courses that are linked with others. Hence, students need to accredit certain courses before others. In total, students have 8 years to complete their programme. With regard to assessment flexibility, there are some programmes of student mobility.

Mozambique – Higher Institute of Distance Education Sciences (ISCED)

Established in 2014, the Higher Institute of Distance Education Sciences (Instituto Superior de Ciências de Educação à Distância – ISCED) is a private higher education institution that is located in Beira, Mozambique, and exclusively dedicated to open and distance education.

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 Private Public Massive Open Online Course Virtual Learning Environment (MOOC) (VLE) 0 20 40 60 80 100 Open Educational Resources (OER) Wikis Qualifications offered Digital Badging Videoconference Learning Analytics Teleconference Vocational qualification Master’s degree or equivalent Learning Management System Artificial Intelligence (ISCED 3-4) (ISCED 7) (LMS) Associate degree or equivalent Doctoral degree or equivalent E-Portfolios Mobile Learning (ISCED 5) (ISCED 8) Blogging and micro-blogging Bring Your Own Device (BYOD) Undergraduate degree or equivalent Informal recognition (e.g. badges) (ISCED 6) Social Media Online Assessment No formal/non-formal credits or Other Other qualifications / independent study TEL Strategy Subjects offered The delivery is 100% online and students can access the content as long as they have internet. Generic programmes and Information and communication qualifications technologies Education Engineering OOFAT Model Arts and humanities Agriculture & veterinary Interpretation: The closer the line moves towards the centre, the more Social sciences, journalism and fixed and institution-specific the approach taken by the institution. The Health and welfare information further from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services OOFAT for organisational flexibility Natural sciences, mathematics and Other statistics

Business Model

Fixed core model

OOFAT Model: Additional Information Content Content is developed by a team of experts in hierarchical manner. We use open resources with Creative Commons licence in the virtual library and also the content developers use open content and some are public. Personalised content is not yet available.

Delivery Only registered students can have access to the content and learning Business Model: Additional Information resources. We have tutors to support a group of students through forums, chats, video-conferencing, tele-conferencing, email, SMS and LMS. A help desk The business model focuses on using digital technologies to reach existing and a complaint management system where students can log their problems markets via new or innovative channels using the same or similar products and for further follow-up is provided. Tutors support a group of students through services as in the past. forums, chats, video conferencing, tele-conferencing, email, SMS and LMS.

Recognition Continuous assessment is done at the leaner's pace and place. Only the final exam the learner should be physically present. The regulatory authority insists on predetermined curriculum and activities hence both the content and assessment are designed well before the learner is enrolled. If a learner has accumulated credits from a recognized institution these credits are recognized if they are relevant for the course the learner is taking at our institution and they are exempted from this content

The Netherlands – Open University of the Netherlands (OUNL): Welten Institute

Established in 1984, the Open University of the Netherlands is a Dutch institution for distance learning at university level, located in Heerlen. The Welten Institute is the Research Centre for Learning, Teaching and Technology of the Open University of the Netherlands. Its research focuses on 'Learning and teaching in technology enhanced learning environments'.

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 Qualifications offered Digital Badging Videoconference Learning Analytics Teleconference Vocational qualification Master’s degree or equivalent Learning Management System Artificial Intelligence (ISCED 3-4) (ISCED 7) (LMS) Associate degree or equivalent Doctoral degree or equivalent E-Portfolios Mobile Learning (ISCED 5) (ISCED 8) Blogging and micro-blogging Bring Your Own Device (BYOD) Undergraduate degree or equivalent Informal recognition (e.g. badges) (ISCED 6) Social Media Online Assessment No formal/non-formal credits or Other Other qualifications / independent study TEL Strategy Subjects offered OUNL is an online university and Welten Institute will increase international study programmes and offers during the next years. Generic programmes and Information and communication qualifications technologies Education Engineering OOFAT Model Arts and humanities Agriculture & veterinary Interpretation: The closer the line moves towards the centre, the more Social sciences, journalism and fixed and institution-specific the approach taken by the institution. The Health and welfare information further from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services OOFAT for organisational flexibility Natural sciences, mathematics and Other: Psychology statistics

Business Model

Fixed core model

OOFAT Model: Additional Information Content Most tasks and assignments allow selection of personal topic. Content mostly produced in-house. All our research results are published with Creative Commons license and offered by an own in-house repository that is openly and freely available online for everybody.

Delivery All contents may be accessed online. Certain classes at master level are publicly available. Support can be requested at any time. Most offerings are official Business Model: Additional Information study programme you have to register for, but we are also providing MOOCs.

The business model focuses on using digital technologies to reach existing Recognition markets via new or innovative channels using the same or similar products and Learners can select among 17 study centers and many dates (and it can also be services as in the past. done online in special cases). In official study programmes, the assessments are fixed and closed but flexible. Students can decide by themselves how to proceed. Students can ask for approval of external certifications.

New Zealand – OER Foundation (responding for OERu)

The OERu makes higher education accessible to everyone. Coordinated by the OER Foundation, an independent, not-for-profit organisation, the OERu network of institutions offers free online courses for students worldwide. The OERu partners also provide affordable ways for learners to gain academic credit towards qualifications from recognised institutions. The OER Foundation was established in 2009 – with the goal of using open education as a means to provide leadership and international networking, as well as supporting educational institutions to achieve their strategic objectives. In February 2011, with funding support from UNESCO, an open meeting was convened to explore the establishment of the OERu. The meeting’s aim was to build a parallel learning universe, in order to widen access to more affordable education for learners excluded from the traditional tertiary education system. In November of the same year, the founding OERu anchor partners commenced planning for the implementation of the OERu network.

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

Subjects offered TEL Strategy We offer open online courses published online integrated with a range of Generic programmes and Information and communication networked social media technologies. qualifications technologies

Education Engineering

Arts and humanities Agriculture & veterinary OOFAT Model Social sciences, journalism and Health and welfare Interpretation: The closer the line moves towards the centre, the more 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 at the centre Other statistics

Business Model

Entrepreneurial model

OOFAT Model: Additional Information Content Where possible, the OERu encourages a "pedagogy of discovery" where learners are encouraged to source their own learning resources in pursuit of their own academic interests. All materials are CC-BY or CC-BY-SA or dedicated to the public domain.

Delivery All OERu courses are available anytime, anywhere without the need for Business Model: Additional Information password access. Open access to all course materials without the need to

register a password. Courses are designed for high levels of P2P support. The business model focuses on using digital technologies to reach new markets Course interactions are facilitated by distributed interaction technologies. We via non-traditional channels using new or innovative products and services. syndicate interactions across the web in a centralised course feed.

Recognition

[data not provided]

New Zealand – Open Polytechnic of New Zealand

Located in Lower Hutt near New Zealand’s capital Wellington, the Open Polytechnic of New Zealand is a government-owned tertiary education institution operating as the specialist national provider of open and distance learning (ODL). Starting out as the Technical Correspondence School in 1946, the institution underwent major transformations in 1990 when it was renamed The Open Polytechnic of New Zealand, going on to become a multi-faceted provider of ODL courses and services.

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

Education Engineering OOFAT Model Arts and humanities Agriculture & veterinary Interpretation: The closer the line moves towards the centre, the more Social sciences, journalism and Health and welfare fixed and institution-specific the approach taken by the institution. The information further from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services OOFAT for a specific purpose Natural sciences, mathematics and Other statistics

Business Model

Fixed core model

OOFAT Model: Additional Information Content Content personalisation currently at a fledgling state but intended to be expanded. Learner resources developed under ‘project managed’ conditions, resources drawn from departments/areas of the organisation. Documented courseware development process outlining roles for all contributing parties. Delivery Access to content irrespective of time and place, available only to enrolled learners. Delivery partially through F2F courses and programmes (concerning the administration of controlled assessment). Access to online materials via Business Model: Additional Information university online systems. Paper-based materials are couriered to students. Round-the clock access to support (library resources). Availability of some The business model focuses on using digital technologies to reach existing services tailored to learning peak hours (weekday evenings/weekends) or only markets via traditional channels using the same or similar products and available during usual business hours (enquiries with Academic Registry). services as in the past. Support from academic staff or frontline Student Learning Support, as well as university library and learning centre. Recognition Set assessment dates and assessment activities for most programmes and courses. Certain courses more flexible regarding assessment submission deadlines. Computer-marked assessment via digital learning platform may be initiated by learners themselves. Plans for more flexible assessment regimes and administration. Assessors are either academic members of faculty or adjunct faculty contractors. Recognition of prior learning mostly through cross credit and credit transfer. Recognition of earning through the institute’s administration of assessment.

New Zealand – University of Canterbury

Established in 1873 and located in Christchurch, the University of Canterbury is New Zealand’s second-oldest university.

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 No formal/non-formal credits or Other qualifications / independent study TEL Strategy Programmes and courses offered in 'flexible learning options' by my Subjects offered college can be studied at a distance or on campus largely through LMS enhanced with other tools and for teacher education on-site intensive of Generic programmes and Information and communication around 1 week per year plus placements in the professional contexts that qualifications technologies are supervised by UC as well as other staff. 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 statistics OOFAT for a specific purpose

Business Model

Fixed core model

OOFAT Model: Additional Information Content OER is left to the decision of the academic producing resources and the library has staff to assist in copyright decisions. Not an institutional decision, but the Ministry of Education was one of the first to adopt CC and that has a ripple effect. Traditional practice dominates including moderation between appointed teaching staff. Occasionally or maybe rarely there is some peer Business Model: Additional Information assessment aspect. Delivery The business model focuses on using digital technologies to reach existing LMS, library, resources produced within learning community, placements and markets via traditional channels using the same or similar products and on site intensive etc. In addition, student support services for distance students services as in the past. use online approaches etc. As above only a few courses enable more flexibility, including internships and community based learning projects. Professional programmes such as teacher education include placements and assignments that structure that learning, including ePorfolio. There are also community based learning opportunities. A strength-based inclusive approach is taken in teacher education at least, aiming to model best practice for teacher preparation. There is also personalisation in other places in the university but hard to estimate how widespread it is. Recognition There is flexibility in the choice of courses in many programmes. There is also a staircase approach enabling easier move across some programmes. Students can ask for a few courses taken elsewhere to be accredited within a programme.

Nigeria – Santos Creations Educational Foundation

Santos Creations Educational Foundation is a service-providing N.G.O, which is committed to enhance a continuous and ever-growing standard of education and quality of entrepreneurship education in Nigeria through educational services, thereby help in achieving the Millennium Development Goals (MDGs), post MDGs and Vision 20-2020 (by becoming one of the first 20 economic, reliable countries of the world in the year 2020) through educational projects, services and continuous advocacy.

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

Subjects offered TEL Strategy [data not provided] Generic programmes and Information and communication

qualifications technologies

Education Engineering

Arts and humanities Agriculture & veterinary OOFAT Model Social sciences, journalism and Health and welfare Interpretation: The closer the line moves towards the centre, the more 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 multiple projects Other statistics

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information Content [data not provided]

Delivery [data not provided]

Recognition Business Model: Additional Information [data not provided]

The business model focuses on using digital technologies to reach new markets via new or innovative channels using t he same or products and services as in the past.

Nigeria – National Open University of Nigeria (NOUN)

Established in 1983, the National Open University of Nigeria (NOUN) is a federal open and distance learning institution (ODL) located in Abuja, Nigeria. NOUN is the first of its kind in the West African sub-region and Nigeria’s largest tertiary institution in terms of student numbers.

Technology-enhanced learning elements Core Funding

Subjects offered TEL Strategy Generic programmes and Information and communication Existence of online facilitation. Currently transforming materials into ePub qualifications technologies and some OERs. Education Engineering

Arts and humanities Agriculture & veterinary OOFAT Model Social sciences, journalism and Health and welfare Interpretation: The closer the line moves towards the centre, the more information fixed and institution-specific the approach taken by the institution. The Security, transport, hygiene and Business, administration and law further from the centre, the more flexible and open the approach. public health services Natural sciences, mathematics and Other Content-focused OOFAT model statistics

Business Model

Fixed core model

OOFAT Model: Additional Information

Content Learning content is interactive and peer reviewed . We have an in-house style for writing course material and we full assistance of instructional design directorate. Staff are encouraged to utilise OERs in their writings and also create OERs too.

Business Model: Additional Information Delivery Contents are delivery online and in print and learners work at their own pace. The business model focuses on using digital technologies to reach existing Our contents are on the web for all to view and use. The focus is mainly on markets via new or innovative channels using the same or similar products and adult learners and learners support is also flexible and sought when needed. services as in the past. Instructions are also very clear for learners. Learners support is via Directorate of Learners support headed by a professor and supported by center directors and student counsellors.

Recognition Summative and formative assessment are used. Computer marked assessment are provided in the middle of the semester and students are able to assess this via their devices with ample time to complete this exercise. Final assessment is at the end of the semesters. Students are also allowed to defer exams if need be. Assessment timing is not very rigid. Assessment is fairly flexible. Excellent students are awarded prices. There are prices for first class and best graduating students.

Norway – University College of Southeast Norway: Faculty of Humanities, Sports and Educational Science

The University College of Southeast Norway (HSN) is a Norwegian state university college, which was established by the King-in-Council on 9 October 2015. It was established in 2016 by the merger of the former Telemark University College and Buskerud and Vestfold University College, and is one of the largest institutions of higher education in Norway.

Technology-enhanced learning elements Core Funding

Private Public Massive Open Online Course Virtual Learning Environment 0 20 40 60 80 100 (MOOC) (VLE) Qualifications offered Open Educational Resources (OER) Wikis Digital Badging Videoconference Vocational qualification Master’s degree or equivalent Learning Analytics Teleconference (ISCED 3-4) (ISCED 7) Learning Management System Associate degree or equivalent Doctoral degree or equivalent Artificial Intelligence (LMS) (ISCED 5) (ISCED 8) Undergraduate degree or equivalent E-Portfolios Mobile Learning Informal recognition (e.g. badges) (ISCED 6) Blogging and micro-blogging Bring Your Own Device (BYOD) Other: Bachelor degree 4 years up to Social Media Online Assessment No formal/non-formal credits or 2017. From 2017 it is a master’s qualifications / independent study Other degree. TEL Strategy Subjects offered Digitalisation of one of the university’s five main goals. We intend to enhance the use of ICT to increase access and flexibility of learning Generic programmes and Information and communication processes. Our strategy emphasises for all students to meet digital learning qualifications technologies and for all teachers to have good digital competences. The teacher program, Education Engineering which we report on now for this study, also emphasizes the teacher’s digital Arts and humanities Agriculture & veterinary competence, which is one of the six overreaching and core elements of the Social sciences, journalism and Health and welfare programme. information Security, transport, hygiene and OOFAT Model Business, administration and law public health services Interpretation: The closer the line moves towards the centre, the more fixed Natural sciences, mathematics and and institution-specific the approach taken by the institution. The further Other statistics from the centre, the more flexible and open the approach.

OOFAT for multiple projects Business Model

Fixed core model

OOFAT Model: Additional Information Content The content is highly regulated on a national level. The forms and progress in each subject varies a lot. The nationally described content is somewhat

redefined to suit the institutional settings. I think a lot of courses use different kinds of online resources, mostly developed for schools in Norway, less Business Model: Additional Information international resources.

Delivery The business model focuses on using digital technologies to reach existing High degree of flexibility of access to learning contents. On-campus practice markets via new or innovative channels using the same of similar products and and activities during certain days/weeks of the year. This in a teacher education services as in the past. and entry is regulated on a national level. The program consists of many different courses within different subjects, and therefore subject/teacher preferences and content varies, and therefore support varies a lot. Support provided by teaching staff and peers. Students are divided into smaller study groups to provide support and to perform group activities the first year. Recognition Exams are usually at the end of term and at set at specific dates, but most can be completed at the place of choice, as long as certain requirements are met. The academic teaching staff and/or the supervisor are those who by regulation can assess the students. The programme is strictly regulated. A set amount of similar courses from other colleges or universities can be integrated.

Rwanda – Mahatma Gandhi University Rwanda (MGU)

Mahatma Gandhi University Rwanda is a Higher Learning Institution established and recognized by Higher Education Council, Ministry of Education, and Government of the Republic of Rwanda. The aim of this university is to educate students globally and make them an able citizen. The University Operating as a non-profit making institution of Higher Learning in East Africa.

Technology-enhanced learning elements Core Funding

Subjects offered TEL Strategy The approach relies on the usage-based relations between the objects to Generic programmes and Information and communication Boost Recommended Systems in Technology Enhanced Learning qualifications technologies Facilitation to the students. 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 fixed Security, transport, hygiene and and institution-specific the approach taken by the institution. The further Business, administration and law public health services from the centre, the more flexible and open the approach. Natural sciences, mathematics and Other statistics OOFAT at the centre

Business Model

Entrepreneurial model

OOFAT Model: Additional Information

Content The university is recognized by distance education council (DEO).

Delivery Access to content via self-instructed materials (SIM), e-learning /e-books, self- Business Model: Additional Information assessment tests, video lectures, PPTs for students and faculties, leaning management systems and online on demand examination online admission The business model focuses on using digital technologies to reach new markets facilities. Internet access all over the campus. via non-traditional channels using new and innovative products and services. Recognition Online on demand examination.

Rwanda – University of Rwanda

Established in 2013, the University of Rwanda is a public higher education institution, located in Rwanda’s capital Kigali.

Student numbers Organisation of learning provision

Business Model

Fixed core model

OOFAT Model: Additional Information Content Contents developed by lecturers. They are trained in online module development using LMS. Use of some open-source plugins for Moodle. Assessment either online or face to face.

Delivery Enrolled students have access to all online modules. Flexible support for Business Model: Additional Information modules online. Information online and option to call anytime for support. Instructor-learner communication through the LMS forum or LMS chart plugin. The business model focuses on using digital technologies to reach existing eLearning Officers for regular support of learners and instructors. Instructor- markets via new or innovative channels using the same or simila r products and learner communication facilitated by ICT. Option of face to face sessions. We services as in the past. practice the Learner Centred Pedagogy (LPD) because we are now implementing the Competence Based Curriculum (CBC). Assessments based on learning outcomes.

Recognition Campus assessment: lecturer sets exam questions, moderated by another lecturer. Results are submitted to the examination officer belonging to Registrar Office. Then they are done in face to face. Online test: moderation is done and after the test is set online and students can do it in due deadlines set buy the instructor. We have not yet started the MOOCs. Prior Learning is also not yet recognized as there is no policy governing such practice.

Republic of Korea – Korea National Open University (KNOU)

Korea National Open University (KNOU) is a national university of South Korea, which provides distance learning programs in Korean for more than 180,000 students. It was established in 1972 as a branch faculty of Seoul National University, with 2-year junior college courses. In 1982, KNOU was separated from SNU and established as a national university, launching programs for 4-year undergraduate degrees. As of 2009, the university has 46 offices and regional learning centres nationwide, and domestic cable television channel (OUN) for broadcasting lectures. It provides accredited bachelor's and master's degree for various fields, as well as non-degree qualifications such as diplomas and certificates, or life-long learning units.

Technology-enhanced learning elements Core Funding

Subjects offered TEL Strategy 60% of courses require 6 hours offline classes for each course. Generic programmes and Information and communication

qualifications technologies

Education Engineering OOFAT Model Arts and humanities Agriculture & veterinary Interpretation: The closer the line moves towards the centre, the more fixed Social sciences, journalism and Health and welfare and institution-specific the approach taken by the institution. The further information from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services OOFAT for a specific purpose Natural sciences, mathematics and Other statistics

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information Content According to their learning speed LMS reply to learners to study hard. Every 4 years faculty review the contents to update or change contents. Bioinformatics Training and Education Center subjects were open to the public and many courses for senior group's 2nd life and 2nd job.

Delivery Online lectures and mobile contents. Access to contents by ID & Password after Business Model: Additional Information registration. Learners can choose offline classes, online classes only or mobile learning as they please. Tutor of each course provides support for learner's The business model focuses on using digital technologies to reach new need and learning process. markets via new or innovative channels using the same of similar products and services as in the past. Recognition Learners can choose offline class and submit report or take offline exams or paper submit switch offline 6 hours classes. For the high-quality learning process KNOU take offline final exam strictly. 86% of students have a full-time job.

Spain – Universidad Nacional de Educación a Distancia (UNED)

The National University of Distance Education, known in Spanish as Universidad Nacional de Educación a Distancia (UNED), is a distance learning and research university founded in 1972 and is the only university run by the central government of Spain. It has headquarters in Madrid, Spain, with campuses in all Spanish autonomous communities.

Student numbers Organisation of learning provision

More than 20-100 [data not provided] 1-20 thousand 100 thousand thousand No data students students students Technology-enhanced learning elements

Core Funding Massive Open Online Course Virtual Learning Environment (MOOC) (VLE) Private Public Open Educational Resources (OER) Wikis 0 20 40 60 80 100 Digital Badging Videoconference Qualifications offered Learning Analytics Teleconference Learning Management System Vocational qualification Master’s degree or equivalent Artificial Intelligence (ISCED 3-4) (ISCED 7) (LMS) Associate degree or equivalent Doctoral degree or equivalent E-Portfolios Mobile Learning (ISCED 5) (ISCED 8) Blogging and micro-blogging Bring Your Own Device (BYOD) Undergraduate degree or equivalent Informal recognition (e.g. badges) Social Media Online Assessment (ISCED 6) Other No formal/non-formal credits or Other qualifications / independent study TEL Strategy

[data not provided] Subjects offered

Generic programmes and Information and communication qualifications technologies OOFAT Model Education Engineering Interpretation: The closer the line moves towards the centre, the more fixed and institution-specific the approach taken by the institution. The further Arts and humanities Agriculture & veterinary from the centre, the more flexible and open the approach. Social sciences, journalism and Health and welfare information OOFAT for a specific purpose Security, transport, hygiene and Business, administration and law public health services Natural sciences, mathematics and Other statistics

Business Model

Fixed core model

OOFAT Model: Additional Information Content

[data not provided]

Delivery

[data not provided]

Recognition Business Model: Additional Information

[data not provided] The business model focuses on using digital technologies to reach existing markets via traditional channels using the same of similar products and services as in the past.

Sri Lanka – The Open University of Sri Lanka (OUSL)

Established in 1978, the Open University of Sri Lanka (OUSL) is a national university located in Nawala, Sri Lanka. OUSL is the only university in Sri Lanka’s national university system to offer study programs through the distance mode learning.

Technology-enhanced learning elements Core Funding

Subjects offered TEL Strategy OUSL is planning for all courses to comprise some kind of online Generic programmes and Information and communication component. Accordingly, courses can be of the following types: online qualifications technologies support (no compulsory components), online plus (20% compulsory online Education Engineering activities) or fully online (80% compulsory online activities). To be Arts and humanities Agriculture & veterinary implemented by December 2018. Social sciences, journalism and Health and welfare information Security, transport, hygiene and OOFAT Model Business, administration and law public health services Interpretation: The closer the line moves towards the centre, the more Natural sciences, mathematics and fixed and institution-specific the approach taken by the institution. The Other statistics further from the centre, the more flexible and open the approach.

OOFAT for multiple projects Business Model

Fixed core model

OOFAT Model: Additional Information Content Mainly in-house materials. Recent decision to incorporate available OERs.

Delivery Students can select number of credits and complete program at individual Business Model: Additional Information pace. Country-wide program offer, students are free to select and even change

centres. All contents are available online for registered students. Access to The business model focuses on using digital technologies to reach existing support at chosen time but within deadlines for specific tasks. Learner support markets via traditional channels using the same or similar products and provided by teachers and through peer reviews and comments. services as in the past.

Recognition All assessments are strictly time, place and pace bound. Assessments are strictly done by appointed full-time or visiting staff. Students have the flexibility to choose the qualifications. There is multiple entry and exit levels. Students may exit at any level and later return to enter programme from where they left. The university recognizes past learning from other institutes by providing exemptions and credit transfers.

Tanzania – The Open University of Tanzania (OUT)

Situated in Dar es Salaam, Tanzania, the Open University of Tanzania (OUT) was established in 1992 and operates as an autonomous and accredited public university offering certificate, diploma, degree and postgraduate courses through the open and distance learning system.

Technology-enhanced learning elements Core Funding

Massive Open Online Course Virtual Learning Environment Private 0 20 40 60 80 100 Public (MOOC) (VLE) Open Educational Resources (OER) Wikis Qualifications offered Digital Badging Videoconference Vocational qualification Master’s degree or equivalent Learning Analytics Teleconference Learning Management System (ISCED 3-4) (ISCED 7) Artificial Intelligence Associate degree or equivalent Doctoral degree or equivalent (LMS) (ISCED 5) (ISCED 8) E-Portfolios Mobile Learning Undergraduate degree or equivalent Blogging and micro-blogging Bring Your Own Device (BYOD) Informal recognition (e.g. badges) (ISCED 6) Social Media Online Assessment No formal/non-formal credits or Other: Honorary doctorates Other qualifications / independent study

TEL Strategy Subjects offered The current trend is a transition from scheduled examinations to examinations on demand (ODEX). Similarly, plans are underway to offer Generic programmes and Information and communication online assessment. qualifications technologies

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information Content Instructi onal materials specifically developed for distance learners. Links to students to access relevant OERs, MOOCs and other digital resources. Digital section in the OUT main library with access to books, journals, archival materials, theses, dissertations and other digital resources on open licences (e.g. from MIT, AVU, UKOU (TESSA), etc.). TESSA materials widely used by education students, AVU materials very popular among science students.

Business Model: Additional Information Delivery

Online content delivery to facilitate access and interaction. Online assessment The business model focuses on using digital technologies to reach new markets instead of scheduled assessment in planning. OUT digital fluency course as via new or innovative channels using the same or similar products and services OER for use by all ACDE member institutions. No OUT instructional materials as in the past. currently available as OER or MOOC. Only registered students can access relevant instructional materials. Online tutorials/discussions, face to face sessions for practical and oral assessment, final written examination.

Recognition OUT programmes accredited by relevant regulatory authorities (Tanzania commission of universities (TCU) and national council for technical education (NACTE). Fixed assessment conditions and criteria. In drawing programme specifications for consideration and approval by the regulatory authorities the interests of all the stakeholders are taken on board - OUT, students, taxpayers, employers, government, regulatory authorities, etc.

Turkey – Anadolu University: Open Education System

The Faculty of Open Education at Anadolu University was established in 1982-1983 academic year as the first faculty offering open and distance education in Turkey. The Open and Distance Education System of Anadolu University has so far had 2,200,000 graduates and offers higher education to about 1,400,000 students. With its experience of over 30 years in open and distance education, Anadolu University plays an irreplaceable role in overcoming higher-education problems in Turkey, getting engaged in specific projects.

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

Subjects offered TEL Strategy [data not provided] Generic programmes and Information and communication

qualifications technologies OOFAT Model Education Engineering Interpretation: The closer the line moves towards the centre, the more Arts and humanities Agriculture & veterinary fixed and institution-specific the approach taken by the institution. The Social sciences, journalism and Health and welfare further from the centre, the more flexible and open the approach. information Security, transport, hygiene and OOFAT for multiple projects Business, administration and law public health services Natural sciences, mathematics and Other statistics

Business Model

Fixed core model

OOFAT Model: Additional Information Content Fixed course content and completion requirements for all learners. Flexibility in choosing learning materials (printed books and/or e-learning tools). Contents developed in-house by AU academic staff. Collaboration with other universities in Turkey. External authors are paid copyright for the content and the University owns all rights of the materials produced. Different units at Open Education Faculty monitor and make the production of printed, online and assessment materials possible. Delivery Contents delivered by asynchronous tools that provide flexibility. Learners

study at their own pace. Pre-determined exam dates. LMS accessible only with

Business Model: Additional Information student account and passwords. Round-the-clock access for asynchronous

support any time they like. Synchronous support during online classes (e-

The business model focuses on using digital technologies to reach existing seminars).

markets via traditional channels using the same or similar products and Recognition

services as in the past. Clearly defined learning outcomes in each course. Exam questions prepared by

assigned academic staff and controlled by Test Research Center. Proctored

midterm and final exams each semester. Assessment conducted by assigned

(academic and technical) AU staff. The decision is given up to standards of the

Higher Educational Council (national authority) for formal recognition. Learning

provided by other organizations can be recognized if they match with the

learning outcomes determined in a specific field of study and again according

to the criteria set by the Higher Educational Council, the related departments/faculty councils can take decisions in favour of recognition.

Turkey – Maltepe University

Situated in Istanbul, Turkey, Maltepe University was established as a private university in 1997 by the Istanbul Marmara Education Foundation (IMEV).

Student numbers Organisation of learning provision

Primarily distance More than 20-100 Primarily campus Primarily online 1-20 thousand learning provision 100 thousand thousand No data provision provision students (correspondence) students students

Technology-enhanced learning elements Core Funding

Massive Open Online Course Virtual Learning Environment Private 0 20 40 60 80 100 Public (MOOC) (VLE) Open Educational Resources (OER) Wikis Qualifications offered Digital Badging Videoconference Vocational qualification Master’s degree or equivalent Learning Analytics Teleconference Learning Management System (ISCED 3-4) (ISCED 7) Artificial Intelligence Associate degree or equivalent Doctoral degree or equivalent (LMS) (ISCED 5) (ISCED 8) E-Portfolios Mobile Learning Undergraduate degree or equivalent Blogging and micro-blogging Bring Your Own Device (BYOD) Informal recognition (e.g. badges) (ISCED 6) Social Media Online Assessment No formal/non-formal credits or Other Other qualifications / independent study

TEL Strategy Subjects offered [data not provided]

Generic programmes and Information and communication

qualifications technologies OOFAT Model Education Engineering Interpretation: The closer the line moves towards the centre, the more Arts and humanities Agriculture & veterinary fixed and institution-specific the approach taken by the institution. The Social sciences, journalism and further from the centre, the more flexible and open the approach. Health and welfare information Security, transport, hygiene and OOFAT for multiple projects Business, administration and law public health services Natural sciences, mathematics and Other statistics

Business Model

Fixed core model

OOFAT Model: Additional Information Content [data not provided]

Delivery Synchronous and asynchronous content delivery ++ Synchronous contents, homework and examinations are time-fixed ++ MU students access courses and programmes through registration number and password ++ Period of programmes organised by MU ++ Program counsellors/teachers/educators serve on an unlimited basis during these periods ++ Options for learner support models include messaging, calling, face-to-face counselling, etc. ++ Business Model: Additional Information Support generally provided by teaching staff (in case of technology or library

related problems) The business model focuses on using digital technologies to reach existing

markets via new or innovative channels using the same of similar products and Recognition services as in the past. Assessment constrained by Turkish Higher Education Council ++ Generally

face-to-face or laboratory exams ++ Online assessment only for visa exams ++ Fixed timetable for visa exams and finals ++ Homework and studies timetable left to instructor ++ Some recognition of learning from other providers (YouTube learning and other types of peer learning issues)

United Arab Emirates – Hamdan Bin Mohammed Smart University (HBMSU)

Hamdan Bin Mohammed Smart University (formerly Hamdan Bin Mohammed e-University) is the first e-University in the United Arab Emirates and was inaugurated in February 2009. The supreme president of the university is crown prince Hamdan. The learner-centred environment at the university is reflected in the support offered to learners with automated pre-enrolment and admissions support, e-virtual communities and learners’ clubs, and additional learning resources such as the Library, e-Career and Placement Services, using the latest in ICT technologies to communicate with learners across the globe.

Student numbers Organisation of learning provision

More than 20-100 Primarily distance 1-20 thousand Primarily campus Primarily online 100 thousand thousand No data learning provision students provision provision students students (correspondence)

Core Funding Technology-enhanced learning elements

[data not provided] Massive Open Online Course Virtual Learning Environment (MOOC) (VLE) Qualifications offered Open Educational Resources Wikis (OER) 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) Blogging and micro-blogging Bring Your Own Device (BYOD) No formal/non-formal credits or Other Social Media Online Assessment qualifications / independent study Other Subjects offered TEL Strategy Generic programmes and Information and communication Learner-centric and blended approach for all programs. Learners are qualifications technologies classified into four categories: casual, committed, concentrated, and Education Engineering continuing learners. All courses offered (for concentrated learners) are Arts and humanities Agriculture & veterinary designed for blended delivery including face-to-face, online synchronous (virtual) classes, and asynchronous (self-paced) sessions except certain Social sciences, journalism and Health and welfare special courses such as the field practicum and dissertation. Percentage of information face-to-face (campus-based) component depends on program: 62.5% for Security, transport, hygiene and Business, administration and law concentrated learners (academic programs), 25% for undergraduate public health services programs and post-graduate programs, none for casual learners. Online Natural sciences, mathematics and Other delivery facilitated by platforms such as the Virtual Learning Environment statistics (VLE) and the virtual classroom facilitates. Learners must attend some examinations on campus and support final projects with presentations. Approach particularly successful with regard to post-graduate studies. Business Model Learners can select the credit load that best suits their professional and personal life commitments. Virtual and online delivery allows learners to Entrepreneurial model with fixed core attend classes from home, work, or when they are out of the country.

OOFAT Model Interpretation: The closer the line moves towards the centre, the more fixed and institution-specific the approach taken by the institution. The further from the centre, the more flexible and open the approach.

Content-focused OOFAT model

Business Model: Additional Information

The business model focuses on using digital technologies to reach new markets via new or innovative channels using the same of similar products and services as in the past.

OOFAT Model: Additional Information

[data not provided]

United Kingdom – FutureLearn

FutureLearn is a social learning company, enabling online learning through conversation. Founded in December 2012 by The Open University, it is now the largest MOOC provider in Europe with over 6.5 million people signed up from over 230 countries around the world. FutureLearn currently has over 150 partners comprised of universities, specialist education providers and multinational corporations who offer a range of free and paid for online courses and degrees.

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 Other: awards from partner Blogging and micro-blogging Bring Your Own Device (BYOD) qualifications / independent study institutions Social Media Online Assessment Other: online learning Subjects offered TEL Strategy Generic programmes and Information and communication Not applicable as FutureLearn is not an education institution but rather qualifications technologies exists to help HEIs to develop digital strategies 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: course contents provided by statistics partner institutions [data not provided]

OOFAT Model: Additional Information Content Business Model All of the rights to the course materials on FutureLearn are owned by the Interpretation: The closer the line moves towards the centre of the graph, partners that produce the courses. the more traditional the approach followed by the institution. The further from the centre, the more innovative the approach. Delivery Access possible via smartphone, tablet or desktop computer. Courses mostly [data not provided] free of charge, upgrade for extra benefits available, e.g. extended access to materials, assessments and certificates. Fee-based courses mostly focused on Business Model: Additional Information professional learning. Courses incorporate the distinctive FutureLearn storytelling techniques, guiding learners through a compelling narrative [data not provided] composed of videos, articles, case studies and rich media features. Lead educators provide support by answering questions throughout the course.

Recognition Assessments are online. This is flexible as learners choose the courses they want to enrol in and decide whether to pay for the formal recognition if, for example, it's an online master's degree.

United Kingdom – Manchester Metropolitan University: Centre for Excellence in Learning and Teaching

Established in 1843 as Manchester School of Design, the Manchester Metropolitan University (MMU) gained university status in 1992.

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: Open cross-institutional courses and open practices (not MOOCs) No formal/non-formal credits or Other qualifications / independent study TEL Strategy Formal provision according to academic calendar, one-semester modules. Subjects offered CPD initiative FLEX: formal, informal and open pathways + associated modules (15 or 30 credits) at postgraduate level. Curriculum defined by Generic programmes and Information and communication learners. Digital portfolios owned by the learners provide a space for qualifications technologies reflection, development and assessment. Learners can choose to make Education Engineering portfolios public, open or private. Currently >70 learners registered with Arts and humanities Agriculture & veterinary FLEX. After submission, portfolios are marked quickly. Learners often Social sciences, journalism and continue with pedagogical research or MA in Higher Education. Some Health and welfare information learners elect a FLEX module at Diploma level. Each learner can take FLEX Security, transport, hygiene and for 15 or 30 credits. Business, administration and law public health services Other: Academic development (CPD OOFAT Model for academics and other Interpretation: The closer the line moves towards the centre, the more professionals who teach or support fixed and institution-specific the approach taken by the institution. The learning at the institution) as well as further from the centre, the more flexible and open the approach. Natural sciences, mathematics and pedagogical consultancy for statistics curriculum (re-) design and (re- OOFAT at the centre approval). We focus on pedagogic practice and pedagogic practitioners with a focus on enhancement and transformation.

Business Model

Fixed core model

OOFAT Model: Additional Information Content Collaborative creation of learning and teaching resources. Sharing of resources for peer-review. Many resources openly licensed, made available through website and open courses.

Delivery Open resources publicly available on website and open courses, all openly licensed and available through different social media channels. Responsive and flexible support for academics and instructors. Different CPD offers available. Support strategies include tutorials, face-to-face and online, individually and in Business Model: Additional Information groups. Networks and communities, collaboration on professional development practices. Offers fully personalised and contextualised regarding The business model focuses on using digital technologies to reach existing cooperation, assessment and provision. markets via new or innovative channels using the sa me or similar products and services as in the past. Recognition Inclusive, flexible and transparent assessment approach. No exams on formal modules. Portfolios largely private, at least initially. Assessments consider all parts of the learning process that have been conducted in open communities, using open educational resources, open practices and MOOCs.

United Kingdom – The University of Edinburgh

Established in 1582, the University of Edinburgh is the sixth-oldest university in the English-speaking world. It is located in Edinburgh, Scotland, United Kingdom.

Student numbers Organisation of learning provision

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 at the centre 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 The majority of content is created in house by academic and support staff, however students are also engaged in the co -creation of learning resources. UoE has an OER Policy that encourages staff and students to use, create and publish OERs to enhance the quality of the student experience. The UoE vision for OER has 3 strands; day to day teaching materials, high quality MOOC content, and content from the University's historic & artistic collections. Summative assessment of matriculated courses has low flexibility. Formative assessment of MOOC courses has high flexibility.

Delivery Business Model: Additional Information UoE has an OER Policy and Service which encourages staff to open access to

their educational content. Learners can access content through a wide range The business model focuses on using digital technologies to reach existing of channels. Extensive online support services. Who provides support is markets via non-traditional channels using new or innovative products and dependent on the type of courses learners are undertaking; appointed services. academic & institutional staff support matriculated students, peers & the open community support MOOC learners, etc. While students often have the option to select specific modules while undertaking accredited degree programmes, content is not necessarily tailored for individual students.

Recognition The process of achieving formal recognition of learning is generally fixed for matriculated students, however there is much more flexibility on MOOCs and informal courses. UoE has a policy covering recognition of prior learning.

United Kingdom – The University of Warwick

The University of Warwick is a research university located in Coventry, England. It was founded in 1965 as part of a government initiative to expand access to higher education.

Generic programmes and Information and communication OOFAT Model qualifications technologies Interpretation: The closer the line moves towards the centre, the more fixed Education Engineering and institution-specific the approach taken by the institution. The further Arts and humanities Agriculture & veterinary from the centre, the more flexible and open the approach. Social sciences, journalism and Health and welfare information Content-focused OOFAT model Security, transport, hygiene and Business, administration and law public health services Other: languages can contribute to Natural sciences, mathematics and any UG degree through an statistics institution-wide language programme

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information

Content Platform allows completion tracking and personal learning paths to be set. Tutor teams work together to share and develop content, student creation has also been supported. Portal focus on interaction rather than content. Some awareness of CC licences, but not widely adopted. Currently I am leading a project to raise awareness of open practice (#knowhow project) for wider Warwick community.

Delivery Content management was locally controlled and therefore easy to respond rapidly to new opportunities. Video material made available through open galleries, use of CC licensing and open social media spaces by some tutors. Where courses are within VLE, access to tutor is readily available. Support Business Model: Additional Information resources such as video tutorials are openly available. Peer support facilitated

through online space/communication tools. Just in time support through a The business model focuses on using digital technologies to reach existing range of channels. markets via non-traditional channels using new or innovative products and

services. Recognition Use of standardised assessment techniques for language proficiency, created and developed in house based on Cambridge methodology. we have been able to create an element of e-portfolio assessment to contribute to total mark in some courses. I am not sure if this will continue when we move to the central Moodle. Limited room for manoeuvre regarding flexibility of assessment. Final exam mark from assessments in language courses are contributed to the student's home department.

United States of America – Tidewater Community College

Established in 1968, Tidewater Community College (TCC) is a two-year higher education institution in South Hampton Roads with campuses in Chesapeake, Norfolk, Portsmouth, Suffolk and Virginia Beach. The school offers a variety of vocational and transfer-oriented degrees and certificates for prospective students.

Generic programmes and Information and communication

Business Model

Fixed core model

OOFAT Model: Additional Information Content We are moving toward more personalized learning in what we are calling "Second Generation OER Adoption." The initial adoption of OER was static content; however, we are now exploring content that is delivered through a more personalized platform. We have been aggressive in building in-house competency in the selection, curation and adoption of open content. The institution has also continued to aggressively seek out opportunities to engage with the broader community to create or identify opportunities for collaboration. Many of these efforts have been focused on consortium-style grant opportunities to fund and support broader OER adoption. TCC currently offers the A.S. in Business Administration as a Z Degree where students incur Business Model: Additional Information $0 in textbook costs for the entire program. The A.A.S. in Criminal Justice will

become a fully open Z Degree by SP18. The A.S. General Studies will be The business model focuses on using digital technologies to reach existing launched as a Z Degree in FA18 followed by the A.S. Social Science in SP19. markets via traditional channels using the same or products and services as in the past. Delivery Students must enrol in a course to gain access to the content; however, they retain access to the content after that have completed the course. If students want access to the core content this is made available through a public facing platform. Students must enrol in a course to gain access to the content; however, they retain access to the content after that have completed the course. If students want access to the core content this is made available through a public facing platform.

Recognition [data not provided]

United States of America – Saylor Academy

Located in Washington D.C., USA, Saylor Academy is a non-profit initiative working since 2008 to offer free and open online courses to all who want to learn.

Student numbers Organisation of learning provision

Core Funding Massive Open Online Course Virtual Learning Environment Private Public (MOOC) (VLE) Open Educational Resources (OER) Wikis 0 20 40 60 80 100 Qualifications offered Digital Badging Videoconference Learning Analytics Teleconference Vocational qualification Master’s degree or equivalent Learning Management System Artificial Intelligence (ISCED 3-4) (ISCED 7) (LMS) Associate degree or equivalent Doctoral degree or equivalent E-Portfolios Mobile Learning (ISCED 5) (ISCED 8) Undergraduate degree or equivalent Blogging and micro-blogging Bring Your Own Device (BYOD) Informal recognition (e.g. badges) (ISCED 6) Social Media Online Assessment No formal/non-formal credits or Other: completion certificates, Other qualifications / independent study transcripts of record TEL Strategy Subjects offered Focus on existing technologies to expand access to education. Further exploration of learning resources to deliver contents remotely and Generic programmes and Information and communication asynchronously, involving mobile delivery and improved technology- qualifications technologies enabled assessments. 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 statistics OOFAT for multiple projects

Business Model

Fixed core model

OOFAT Model: Additional Information Content Learner-centred course design, sometimes constrained by explicit use of OER in terms of teaching aid and presentation mode. Same contents for all learners. Contents mostly created externally. Self-created contents if no OER exists on subject matter. Most assessments created in-house. All Saylor Academy courses (comprising , defined as the structure, syllabus, learning outcomes, unit descriptions, and material framing third party content) are licensed CC-BY.

Delivery

Business Model: Additional Information Free online access of contents. Certain contents (e.g. assessments) only

available to students enrolled in the course. Enrolment and unenrolment free The business model focuses on using digital technologies to reach existing of cost. Saylor staff as primary learner support are generally available 12 hours markets via traditional channels using the same or similar products and a day, 5 days a week. Support generally solicited via Email. Peer-to-peer services as in the past. support via forums is encouraged.

Recognition Learners are free to take assessment at any time. Mandatory waiting period before subsequent attempt of the same assessment. Assessment and grading mechanism designed by experts and implemented by Saylor staff. Formal recognition of learning is dependent of passing set assessments, however, the process for preparing for those assessments is up to the students. Students may choose to jump the learning components and take assessment right away, often the case for prior learners on the subject. Saylor assessment as method of recognition for learning that has taken place elsewhere.

United States of America – Pasadena City College

Established in 1924, Pasadena City College (PCC) is a community college located in Pasadena, California.

Student numbers Organisation of learning provision

Primarily distance More than 20-100 Primarily campus Primarily online 1-20 thousand learning provision 100 thousand thousand No data provision provision students (correspondence) students students

Technology-enhanced learning elements Core Funding

Subjects offered TEL Strategy [data not provided] Generic programmes and Information and communication

qualifications technologies

Education Engineering OOFAT Model Arts and humanities Agriculture & veterinary Interpretation: The closer the line moves towards the centre, the more fixed Social sciences, journalism and Health and welfare and institution-specific the approach taken by the institution. The further information from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services Access-focused OOFAT model Natural sciences, mathematics and Other statistics

Business Model

Fixed core model

OOFAT Model: Additional Information Co ntent This would vary course to course. Required provisions are supplied when necessary to the content. Content is acquired outside and, at times, adapted inside. Sharing the content is encouraged. Creative Commons materials are used almost 100% for this project.

Delivery

Learning content for this specific project should be made available through our LMS in digital formats, which students can access if they are part of a course. Business Model: Additional Information Currently, students would not be able to access all content unless enrolled in

the course -- at the end of the course, they lose access, unless they downloaded The business model focuses on using digital technologies to reach existing and saved material. Because the material is open, in theory, any student can markets via traditional channels using the same or similar products and access the material outside of the course as long as they know where the services as in the past. source material came from. Sometimes this is evident outside of enrolment, other times, it is not. LMS - enrolment required. Internet - no enrolment required, but knowledge of the content is needed. Students can find support via online guides, or come to campus to find in-person support. There is also a hotline that they can call. Support is supplied through many venues: in-person, online; through faculty and IT support; through outside parties (LMS general support).

Recognition Assessment is determined by participating faculty. Faculty determines assessment flexibility. Must adhere to campus policy for official recognition / completion. Assessment recognition at the course level.

United States of America – MiraCosta College

Established in 1934, MiraCosta College is a public California community college serving coastal North San Diego County. The main campus is located in Oceanside, California, United States.

Technology-enhanced learning elements Core Funding

Subjects offered TEL Strategy While online development has been primarily at the course and service Generic programmes and Information and communication level, we are starting to look at the program level and recognize that we qualifications technologies already have several programs that are in part doable online. Significant Education Engineering uptick in systematic institutional support for the use of OER and other zero- Arts and humanities Agriculture & veterinary textbook cost course materials over the last year and anticipate having ZTC Social sciences, journalism and Health and welfare certificate and degree programs in place within the next year. information Security, transport, hygiene and Business, administration and law public health services OOFAT Model Natural sciences, mathematics and Interpretation: The closer the line moves towards the centre, the more fixed Other statistics and institution-specific the approach taken by the institution. The further from the centre, the more flexible and open the approach.

Access-focused OOFAT model Business Model

Fixed core model

OOFAT Model: Additional Information Content Most courses are traditional in their content and assessment formats. Some may use 3rd party digital resources that provide some form of personalization. Business Model: Additional Information Most courses are still using traditional content provision, but the use of OER is increasing significantly. The business model focuses on using digital technologies to reach existing Delivery markets via traditional channels using the same or similar products and Most classes traditionally time and place-bound on campus. About 20% are services as in the past. offered via distance education, mostly still bound to traditional semester schedule with weekly pacing, but are almost always fully asynchronous. Most distance education classes are completely place-independent. Most classes use traditional materials and closed course management systems. However, increased use of OER. Our goal is to provide comparable student support services for students online. Recognition Most assessment is traditional. There are options for testing out of coursework, and some online classes have some limited degrees of flexibility for completion of assessment activities. With "guided pathways" we are becoming even more prescriptive. There is some limited prior learning assessment, but for the most part assessment is traditional.

United States of America – Central Virginia Community College

Central Virginia Community College, CVCC, is a two-year state community college located in Lynchburg, Virginia and is part of the Virginia Community College System. Established in 1966, CVCC serves students at the main campus in Lynchburg or at one of its off-site centers in Amherst, Appomattox, and Bedford.

Student numbers Organisation of learning provision Primarily distance More than 20-100 Primarily campus Primarily online 1-20 thousand learning provision 100 thousand thousand No data provision provision students (correspondence) students students Technology-enhanced learning elements Core Funding Private Public Massive Open Online Course Virtual Learning Environment (MOOC) (VLE) 0 20 40 60 80 100 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 Other: Certificates (technical Social Media Online Assessment qualifications / independent study education) Other

Subjects offered TEL Strategy The use of technology in instruction is faculty-driven. Generic programmes and Information and communication qualifications technologies Education Engineering OOFAT Model Arts and humanities Agriculture & veterinary Interpretation: The closer the line moves towards the centre, the more fixed Social sciences, journalism and and institution-specific the approach taken by the institution. The further Health and welfare information from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services OOFAT for a specific purpose Natural sciences, mathematics and Other statistics

Business Model

Fixed core model

OOFAT Model: Additional Information Content As an institution, we are following certain objectives and learning outcomes for every class we teach . Many of us rely on materials that are already available through public domain and open licensing . We have many faculty who teach using completely openly -licensed materials and these courses are designated as such in the course catalogue.

Delivery

Many of our classes are seated classes with definitive time of delivery; others Business Model: Additional Information are online and flexible but still within a certain timeline. Learners must log on

the Learning Management System to access the learning materials that may be The business model focuses on using digital technologies to reach existing completely OER. Learners can access support remotely but only during markets via traditional channels using the same or similar products and standard business hours. Students choose how to access support personnel services as in the past. and which one to choose .

Recognition

Assessment is based on the learning outcomes and learning objectives. Each

faculty is responsible for designing and delivering the assessment for each

class. Students must complete a set number of academic credit hours in order

to earn the academic degree. Student learning achievement culminates in the diploma and degree awarded by the institution.

United States of America – College of the Canyons

Established in 1969, the College of the Canyons (COC) is a public two-year community college that operates within the Santa Clarita Community College District.

Student numbers Organisation of learning provision

Primarily distance More than 20-100 Primarily campus Primarily online 1-20 thousand learning provision 100 thousand thousand No data provision provision students (correspondence) students students

Technology-enhanced learning elements Core Funding Massive Open Online Course Virtual Learning Environment Private Public (MOOC) (VLE) 0 20 40 60 80 100 Open Educational Resources (OER) Wikis Qualifications offered Digital Badging Videoconference Learning Analytics Teleconference Vocational qualification Master’s degree or equivalent Learning Management System (ISCED 3-4) (ISCED 7) Artificial Intelligence (LMS) Associate degree or equivalent Doctoral degree or equivalent (ISCED 5) (ISCED 8) E-Portfolios Mobile Learning Undergraduate degree or equivalent Blogging and micro-blogging Bring Your Own Device (BYOD) Informal recognition (e.g. badges) (ISCED 6) Social Media Online Assessment No formal/non-formal credits or Other: Certifications recognized by Other qualifications / independent study industry associations TEL Strategy Subjects offered The institution aims to use technology enhanced learning in order to appeal to needs and demands of learners, to increase enrolments, to reduce Generic programmes and Information and communication textbook costs for students, to prepare students for a workplace in which qualifications technologies technology is used and to expand access to learners who have work and Education Engineering family demands. Arts and humanities Agriculture & veterinary Social sciences, journalism and Health and welfare information OOFAT Model Security, transport, hygiene and Interpretation: The closer the line moves towards the centre, the more fixed Business, administration and law public health services and institution-specific the approach taken by the institution. The further Natural sciences, mathematics and from the centre, the more flexible and open the approach. Other statistics OOFAT for organisational flexibility

Business Model

Entrepreneurial model with fixed core

OOFAT Model: Additional Information Content Currently shifting from in-house content production to decentralized OER content. OER as combination of in-house and external production and sharing. 12% of students use OER, number have doubled in the past year and are expected to double again this year. Business Model: Additional Information Delivery The business model focuses on using digital technologies to reach new Students can choose between various schedule formats (16, 12, 8 or 5-week markets via traditional channels using the same or similar products and terms, on campus, online, hybrid; etc.). Within these classes, majority of services as in the past. students can choose time and place of assessments. Enrolment is open to anyone, no qualifications or selection process. Student authentication in online and hybrid classes, via a centralized and closed learning management system. Hence, access to enrolment is open, but access to the content is rather closed. Most learning support offices open during working week hours. 24/7 support for the learning management system, library, and tutoring (US definition).

Recognition Most learners earn a traditional credential (associate degree) recognized by our state and other institutions. In addition, a growing group of students earn credentials (certificates) designed with input from industry groups and are aligned with industry standards (for example, welding inspector certificate, water technology certificate).

United States – University of Maryland University College (UMUC)

Situated in Adelphi in Prince George’s Country, Maryland, in the United States, the University of Maryland University College (UMUC) was established in 1947 and is one of the largest distance learning institution in the world, serving over 90,000 students globally.

Technology-enhanced learning elements Core Funding

Subjects offered TEL Strategy We currently provide mostly online education with a traditional LMS. We Generic programmes and Information and communication want to move toward a personalized tech model. qualifications technologies Education Engineering Arts and humanities Agriculture & veterinary OOFAT Model

Social sciences, journalism and Health and welfare Interpretation: The closer the line moves towards the centre, the more information fixed and institution-specific the approach taken by the institution. The Security, transport, hygiene and Business, administration and law further from the centre, the more flexible and open the approach. public health services

Natural sciences, mathematics and Other OOFAT for multiple projects statistics

Business Model

Fixed core model

OOFAT Model: Additional Information Content Cont ent relatively standardised. Content production partially in-house and learner -generated. Extensive usage of OERs

Delivery Online help resources with varied hours. Tutoring, writing, math help. Business Model: Additional Information Recognition The business model focuses on using digital technologies to reach existing Faculty have great discretion. markets via new or innovative channels using the same or similar products and services as in the past.

Venezuela – Central University of Venezuela

Established in 1721, the Central University of Venezuela (Universidad Central de Venezuela – UCV) is a premier public university of Venezuela located in Caracas. It is the oldest university in Venezuela.

Qualifications offered Digital Badging Videoconference Learning Analytics Teleconference Vocational qualification Master’s degree or equivalent Learning Management System Artificial Intelligence (ISCED 3-4) (ISCED 7) (LMS) Associate degree or equivalent Doctoral degree or equivalent E-Portfolios Mobile Learning (ISCED 5) (ISCED 8) Blogging and micro-blogging Bring Your Own Device (BYOD) Undergraduate degree or equivalent Informal recognition (e.g. badges) (ISCED 6) Social Media Online Assessment No formal/non-formal credits or Other Other qualifications / independent study TEL Strategy Subjects offered It is available from the Virtual Campus UCV, the student can have the content and determine this by itself. Generic programmes and Information and communication qualifications technologies Education Engineering OOFAT Model Arts and humanities Agriculture & veterinary Interpretation: The closer the line moves towards the centre, the more Social sciences, journalism and fixed and institution-specific the approach taken by the institution. The Health and welfare information further from the centre, the more flexible and open the approach. Security, transport, hygiene and Business, administration and law public health services OOFAT for multiple projects Natural sciences, mathematics and Other statistics

Business Model

Fixed core model

OOFAT Model: Additional Information Content Contents are internally produced, sometimes in combination with collaboration. Creative Commons, Open Journal Systems, Wikimedia Commons, Open Source, OER Commons, Discover Ed, Open Learn, Yumagic, etc. Content collaboration is stipulated by the teacher and governed by specific criteria.

Business Model: Additional Information Delivery Repositories such as Saber UCV and others available nationally and worldwide, The business model focuses on using digital technologies to reach existing Open and accessible learning objects. Access to contents only for students markets via new or innovative channels using the same or similar products and enrolled and registered in the CV-UCV. Support only institutional. The services as in the past. responsibility rests with the academic/teaching staff. Other institutional staff (library, computer, etc.) and peer support. The pedagogical model is based on the constructivist approach and on connectivism: students develop their own learning process with the mediation and facilitation of the teacher. It also complies with an entry behaviour that facilitates your transit through the modality.

Recognition Evaluation carried out by teachers who also elaborate the evaluation instruments. Exceptions are sometimes made if students cannot comply with the time frame. Grades from 1 to 20, 10 being the minimum passing grade. Teachers issue the final grade of the student based on the evaluation criteria stipulated in the program of the subject.