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Europeana is Europe’s main culture portal, with now about 50 million objects of Cultural Heritage, including documents, images, videos and audio recordings. It is well known by Libraries, Museums and Archives as well as scholars for its trusted content. However, it is still underused in Education. Several factors make it an ideal tool for higher education. First of all, there is the quality: the cultural heritage objects described in Europeana come directly from the source, from the current holder, and have been digitized to high standards. Second, an ever growing part of it is available for public reuse, and openly licensed, as the European Commission pushes Cultural Heritage institutions to open up their collections. Thirdly, and this might be of growing interest, it shows Europe to its full diversity, in contrast to many current educational resources such as schoolbooks. It holds records from Central and Eastern Europe as well as those of Western Europe. Last, Europeana is transforming from a portal into a platform for reuse, educational as well as commercial. It wants to offer higher quality primary source material in a way that it can be integrated in educational apps, but also in an interactive way in online learning such as MOOCs. In this talk, we will discuss two examples from Europeana Space: creative reuse of Europeana content and the Europeana Space MOOC. no ISSN ispartof: pages:698-704 ispartof: Enhancing European Higher Education “Opportunities and impact of new modes of teaching” OOFHEC2016 Proceedings pages:698-704 ispartof: OOFHEC location:Rome date:19 Oct - 21 Oct 2016 status: published

Literature and Change in Europe (LACE) is a network of seven institutions providing a common master course on Literature. These seven partners are Rijksuniversiteit Groningen, Aarhus University, Tartu University, Lisbon University, Universidad de Granada, University of Bologna and KU Leuven. Each of the partner institutions provide a module to the course, which is followed jointly by students officially enrolled at the respective institutions, collaborating over the web. LACE involves also physical mobility by teachers and students. LACE participates in the project "OpenCourseWare in the European Higher Education Context: how to make use of its full potential for virtual mobility" and originally planned to offer the course in a standard OCW format. We planned however to gone step further and offer it as a - truly open - MOOC with OCW content under a CC-BY-SA licence. In 2013 for the first time LACE was launched as a MOOC on the Canvas.net platform, where it is followed both by the regular, registered students at the participating universities as well as MOOC subscribers. At the time of writing the course is ongoing. The course provides content using weblectures, articles, course texts and hyperlinks. Peer interaction is organised through assignments and forum discussions. Students who finish the course will receive a certificate of accomplishment. This pilot aims to explore the interaction of MOOC subscribers and the regular university students, programmes and facilities. The paper presented documents the motivations, choices and experiences in setting up the pilot. The LACE course will be finished by the time the paper will be presented at the OCWC Annual Conference in April 2014, which means that we will be able to present data on the usage of the materials in the course and hence on the learning processes our students are going through at this particular moment. Geen ISBN of ISSN ispartof: pages:1-8 ispartof: OCWC Global 2014 Proceedings pages:1-8 ispartof: OpenCourseWare Global location:Ljubljana date:23 Apr - 25 Apr 2014 status: published

Many traditional universities face the question whether to embrace MOOCs as an additional business model. Although many have an established income, from often subsidized higher education, with regular students on-campus, uncertainties on future public financing and both the interesting features of MOOCs as well as the possible competition from them are urging a rethink. Very attractive are the learning analytics made possible in online course interaction, which yields data lacking in face-to-face courses. On the other hand, the massive student response to MOOCs shows a potential in terms of visibility and the possibility to recruit talented students. At the same time, however, universities are reaping the benefits of an evolution that is almost as recent, where those universities that possess large real estate assets, have been investing in improving the physical learning environment for students. These so-called “Learning Spaces”, or “Student Centres” offer high-tech equipment in flexible and multifunctional environments, which are highly “wired” and merge seamlessly with the virtual learning environments of the universities. In some cases these facilities are complemented by complete research labs where new learning interactivity is tested. It is our conviction that universities can use this infrastructure as a complementary strength in the development of MOOCs that have a high degree of physical persistence, and maximize the interaction between presential and distance students, to the benefit of both students groups. It is, we will argue, one of the possible routes towards MOOCs that go beyond recorded lectures and lectures that go beyond unidirectional teaching. We will discuss some real examples and propose a Learning Lab Network. ispartof: pages:416-425 ispartof: The Open and Flexible Higher Education Conference 2013: "Transition to open and on-line education in European universities" pages:416-425 ispartof: EADTU location:Paris date:23 Jan - 10 Jan 2013 status: published