There are currently 107 open access MOOCs.

Learning Objectives

Each MOOC has its own learning objectives.

Learning Outcomes

Each MOOC has its own learning outcomes.

Inclusiveness- Specific Policies of Inclusiveness and Implementation Tools

Last Date of Teaching

2025 (call is announced annualy)

Keywords

lifelong learning, self-learning, open access education.

Visuals from Teaching Content and Teaching Activity

Information about the MOOCs at https://innovacioneducativa.upm.es/mooc

Access to the MOOC in open platform at https://moodle.upm.es/en-abierto/

Contacts

adjunto.estrategia.academica@upm.es

1

Module that takes place over 6 months with some courses and workshops

Learning Objectives

This is an exploratory study of conception of a transport project in a city or country internationally – the topics are proposed by the French Development Agency. – It is a matter of studying the socio-economic and technical issues for a project that does not exist or has not yet been the subject of studies.

Learning Outcomes

• Content and quality of written documents (reports, executive summaries, presentations)
• Approach and information gathering
• Understanding of the context and stakeholders
• Ability to analyze, take a step back, and propose innovative technical/technological solutions
• Methodology used and organization of group work
• Appropriation and application of course content (technical, operational, safety, socio-economic and financial, operational)
• Ability to master requirements and scenarios with various stakeholders
• Ability to work in a team and take initiative

Learning Environment, Spatial and/or Remote Learning-based Arrangements

25 hours of classes – with two intermediate workshops – coaching offered for the support of group work

Last Date of Teaching

25-26

Awarding Mechanisms

ECTS

Visuals from Teaching Content and Teaching Activity https://ecoledesponts.fr/mastere-specialise-systemes-transports-ferroviaires-urbains

Contacts

francoise.manderscheid@enpc.fr

Learning Objectives

Learning Outcomes

Last Date of Teaching

Further Resources and Links

Keywords

Visuals from Teaching Content and Teaching Activity

Contacts

Mattias.mano@psl.eu 

Learning Outcomes

Inclusiveness- Specific Policies of Inclusiveness and Implementation Tools

Awarding Mechanisms

Last Date of Teaching

Visuals from Teaching Content and Teaching Activity

Keywords

Contacts

mariana.mocanu@upb.ro 

The Digital Learning Design course equips participants to create effective, engaging digital learning environments for innovative blended and online formats.

Learning Outcomes

Combining theory with hands-on experience, learners apply essential design principles using the electronic support tool myScripting (Scripting-Tool des Zentrums für Innovative Didaktik der ZHAW School of Management and Law) to build innovative, interactive learning spaces tailored to diverse needs. 

Participants

This course is designed for curriculum developers and faculty in higher education, particularly educational designers.

Format

It follows a blended learning format, featuring short synchronous online sessions (also available as recordings) and 3 to 7 hours of asynchronous, self-paced online learning

References

https://myscripting.zhaw.ch/de and https://eelisa.eu/eelisa-joint-pedagogical-support-programme-training/

Contacts

Prof. Dr. Claude Müller Werder | ZHAW Zürcher Hochschule für Angewandte Wissenschaften / Reference to one of our central learning units https://www.zhaw.ch/en/sml/institutes-centres/zid

Learning Objectives

Learning Outcomes

Last Date of Teaching

Awarding Mechanisms

Visuals from Teaching Content and Teaching Activity

Contacts

mukemmeliyet@itu.edu.tr 

This call is annual.

Keywords

research-based learning, challenge-based learning, AI in education

Visuals from Teaching Content and Teaching Activity

Results from innovative projects are summarized in final reports submitted to the Innovative Education Unit.

More information at https://innovacioneducativa.upm.es/proyectos-ie/

Description

Learning Innovation Project Call is annual calls led by UPM that aims at supporting learning innovation activities from UPM faculties. Each call focuses on different priorities. In 2024, the call was focused in setting-up research-based learning, challenge-based learning, and AI tools in education. The scope of the call is to foster innovative learning in Bachelor and Master degrees. As a reference figure, the number of projects funded in 2024 has been 04, involving the participation of 593 persons (faculties, staff, students).

Contacts

adjunto.estrategia.academica@upm.es

Learning Objectives

Learning Outcomes

Learning Environment, Spatial and/or Remote Learning-based Arrangements

Inclusiveness- Specific Policies of Inclusiveness and Implementation Tools

Last Date of Teaching

Keywords

Visuals from Teaching Content and Teaching Activity

Contacts

diana.robescu@upb.ro

mariana.mocanu@upb.ro 

Learning Objectives

Learning Outcomes

Last Date of Teaching

Inclusiveness- Specific Policies of Inclusiveness and Implementation Tools

Visuals from Teaching Content and Teaching Activity

Keywords

BME-Budapesti Műszaki és Gazdaságtudományi Egyetem

Short Description of the Practice

Issuing digital open badges to complement awards, special (cumulative) learning achievements, and non-formal courses and training.

The University has its own digital open badge displayer platform, developed by the Institute of Continuing Engineering Education that is gaining more and more traction within the organization. The ownership of the platform allows very tailored solutions to be created and allows collaborative recognitions from several departments, faculties and universities as well, as it was already piloted and is in use. This certification system can easily be integrated within EELISA, creating a transparent and unified system of recognition of different achievements of collaborations within the initiative up to certifications and diplomas issued under the trademark in a form that can easily be shared by the awardee, making the most impact in the workforce. 

Main Activities of the Practice

Project based learning, evidence-based learning, gamification.

1. Designing the system of recognition and defining the content of each badge based on guidelines, taking into consideration possible growth such as stackability.  

2. Tailoring the forms in the displayer platform to best reflect the will of the issuer. The platform already contains several recommendations for VET, HE, CPD and general badges, by for example including ESCO reference or number of credits.  

3. Creating a visual identity. For example, all digital badges issued by the Faculty of Economics and Social Sciences have similar elements, regardless of if it is a green diploma or a dean’s award. All digital badges can be generated into a printable certificate, its design is also part of this step. 

4. The platform has an issuer and an issuer’s assistant role. The Institute provides training for the appointed responsible staff to be able to create, issue and document badges. 

5. The platform has an Earner Wallet function as well; thus, all receivers of digital open badges also receive instruction on how to upload, share and use them.

Target Audiences

Various target groups, students, academics, staff and non-academics.

Number of Modules and Total Duration of Implementation

5

Type of Delivery

Remote

Language of Delivery

Multilingual

Learning Objectives

TBC

Learning Outcomes

TBC

Learning Environment, Spatial and/or Remote Learning-based Arrangements

A virtual learning environment is helpful, but any environment can feed learning achievements digital recognition.

Inclusiveness- Specific Policies of Inclusiveness and Implementation Tools

N/A

Awarding Mechanisms

Open Badges.

Further Resources and Links