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A szerzők gondolatai, tapasztalatai az elmúlt 31 évről: az egész életen át tartó tanulás, a versenyképes tudásalapú társadalmak, de egyben a személyes kiteljesedés, a társadalmi kohézió és az aktív állampolgárság strukturáló elemeiről. Az Európai Bizottság 2000-ben memorandumot bocsátott ki az egész életen át tartó tanulásról, amely megerősítette az oktatás és képzés terén folytatott politikai együttműködés alapját Az EU-memorandum a nyílt és távoktatásról (1991) az oktatáshoz és képzéshez való hozzáférés és részvétel kiterjesztését célozta. Az EU egész életen át tartó tanulási politikájának közgazdasági kerete és retorikája hajlamos elfedni a méltányosság, az állampolgárság és európai identitás fontos elemeit. A Lisszaboni stratégia céljai közül az egész életen át tartótanulás területén az EU csekély előrehaladást ért el. A kapcsolódó neveléstudományi elméletben új elem a lifelong-lifewide learning koncepciója. A holisztikus jövőképben a munkaerő/piacközpontú helyett a tanulóközpontúmegközelítés az elsődleges. A nyílt és távoktatás az oktatás és az egész életen át tartó tanulás az európai politikai fősodorba került. A pandémia a történelem egyik legnagyobb szakmai fejlődését hozta az egyetemi oktatásba, elismerve ugyanakkor hogy a vészhelyzeti távoktatás nem minőségi online tanulás. Az EU megújított digitális oktatási keretrendszere (Digital Education Action Plan) figyelembe veszi a COVID-19 válság tapasztalatait és az európai oktatás strukturális kihívásait. A pandémia felgyorsította az online és a hibrid tanulás tendenciáit. Az alapvető problémák a tanárképzés és az infrastrukturális háttér gyengeségei és az EU tagországok oktatáspolitikai koherenciája maradtak. A távoktatásként, online tanulásként ismert szektor tényleges és értékes szerepet játszott az 1970-2020 közötti időszakban. A jövőben az online tanulás az oktatás autentikus részeként jelenik meg így integrálódása az egész életen át tartó tanulásba módszertani és technikai szempontból is magától értetődő.

As the provision of MOOCs continues to grow exponentially across the globe, much of the criticism on the quality of the learning experiences provided is based on its typically low drop-out rates. There is strong evidence that completion is not a goal for the majority of MOOC participants neither does it affect their satisfaction and perception of the quality of their learning experiences. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted in order to access quality perceptions of actors in the MOOC design and implementation process (n=267). In this paper, we present its first results relating to the designers and learners experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. The correlation differences of the MOOC learners and designers on the interaction in MOOCs are significantly very high. These results are also compared with the opinions from MOOC designers collected in a number of semi-structured interviews. Based on the analysis, we conclude this divergence is based on a misunderstanding between the two target groups on interaction. MOOC designers recognise its importance, but do not seem to understand and meet fully the expectations of MOOC learners, as their perception maybe influenced by institutional context.

The last couple of years there has been a lot of attention for MOOCs. More and more universities start offering MOOCs. Although the open dimension of MOOC indicates that it is open in every aspect, in most cases it is a course with a structure and a timeline within which learning activities are positioned. There is a contradiction there. The open aspect puts MOOCs more in the non-formal professional learning domain, while the course structure takes it into the formal, traditional education domain. Accordingly, there is no consensus yet on solid pedagogical approaches for MOOCs. Something similar can be said for learning analytics, another upcoming concept that is receiving a lot of attention. Given its nature, learning analytics offers a large potential to support learners in particular in MOOCs. Learning analytics should then be applied to assist the learners and teachers in understanding the learning process and could predict learning, provide opportunities for pro-active feedback, but should also results in interventions aimed at improving progress. This paper illustrates pedagogical and learning analytics approaches based on practices developed in formal online and distance teaching university education that have been fine-tuned for MOOCs and have been piloted in the context of the EU-funded MOOC projects ECO (Elearning, Communication, Open-Data: http://ecolearning.eu) and EMMA (European Multiple MOOC Aggregator: http://platform.europeanmoocs.eu).

Az európai integrációs folyamat egyik lényeges célja az egyes országok és régiók közötti fejlettségi különbségek mérséklése és a kevésbé fejlett térségek felzárkózásának elősegítése. Ez a piaci erők szabad érvényesülése mellett tudatos regionális politikai támogatási rendszer kialakítását is igényelte. Az Európai Unió regionális politikája egyre markánsabbá válik: 2000-től új közös célkitűzések és irányelvek alapján kapnak támogatást az elmaradott, illetve szerkezetváltási nehézségekkel küzdő régiók. A tanulmány az európai területfejlesztési politika átalakulásainak rövid elemzése után az Európai Unióban kialakult közös szabályozást, a támogatási rendszer céljait és irányelveit elemzi részletesebben. Kiemelten foglalkozik a 2000-től 2006-ig érvényes regionális politikai szabályozás kereteinek elemzésével, az abban megjelenő új vonásokkal és az egyes régiók versenyképességét fokozó támogatások kérdésével., One essential aim of the European integration process is to lessen the development differences among countries and regions and help the less developed regions to catch up. This calls for the elaboration of a conscious system of regional political subsidies, alongside the free application of market forces. EU regional policy is becoming increasingly pronounced. The backward regions and those up against difficulties of structural change are receiving support from 2000 onwards based on new objectives and guidelines. After a brief look at the alterations in European regional-development policy, the study analyses in more detail the EU's common regulations and the purposes and guidelines of the support system. Special attention is paid to analysing the framework of regional political regulation applicable from 2000 to 2006, along with the new features it embodies and the question of subsidies to enhance the competitiveness of certain regions.

A flow of polymeric substances and materials is extremely complex mechanism in the manufacturing processes. Polymer melt viscosity, as one of the main flow characteristic, is very high (for five to eight order values greater than of water) at normal manufacturing temperatures. Polymer melt viscosity is highly dependent on shear rate, and from other influences the most significant is temperature. Temperature has a very strong influence on polymer melt viscosity because when increasing the temperature mobility of macromolecular chains significantly increases as well and by that the viscosity decreases. The paper theoretically describes rheological polymer melt properties and experimentally confirms the influence of temperature on low density polyethylene (PE-LD) melt flow curves.

The European Commission has declared e-learning as a key element in the long term strategy of the eEurope Initiative, aiming “… to ensure that the European Union fully benefits from the opportunities offered by the Information Society Technologies” (DG EAC 2003). Within the eLearning Action Plan, the DG EAC has identified the importance of “… training of European teachers and trainers” as well as the “… facilitation of cooperation and networking between actors” (DG EAC 2001). Whilst eCompetence has been referred to as a subtopic in a number of projects funded under the eLearning Action Plan, there has been, thus far, no substantial in-depth analysis or development of the theme on a European level for Higher Education. The European eCompetence Initiative (www.ecompetence.info) tries to respond to the challenges mentioned above and to develop a substantial in-depth analysis of the theme for Higher Education.

The field of education is changing, as the world is changing. Traditional and distance universities are in the process of providing quality education for rapidly diversifying student cohorts (Middlehurst, 2003). This change process is multi-faceted: broader and more diverse students, changing roles of instructors, more-flexible curricula, new delivery methods, new contacts between universities and other partners, and the globalization of higher education (Guri-Rosenblit, 1998). Bates (2001) argues that a mix of oncampus and flexible learning is an ideal mode of delivery for many of the new types of learners. He estimates that the lifelong learning market for formal university and college courses in knowledge-based economies is at least as great as the market for students leaving high school.

Reusability and standardization are issues that currently require a high level of attention in both journals and conferences in science of education (Wiley, 2002; Strijker, 2000). This is not only because of a need for higher efficiency but also a raise in quality is expected when course material and methods are used not only by the people who invent them but also by others being either in the office next door or at the other end of the world. Reusability in the context of this paper is perceived as the degree to which learning material can be used by third parties independent of the original author. Standardization in the context of this paper is seen as the supporting a method to exchange information to make learning material more accessible for a larger audience. Reusability has to deal with a number of problems. These are not only technical problems such as differences in infrastructures but also cultural differences (languages, learning styles) and organizational differences (credits, curriculum differences) do cause problems in reusing learning material (Downes, 2000). In a majority of cases compromises must be made to achieve an acceptable level of exchange of learning material. To maintain a level of order among a large set of reusable learning objects standardization is needed in characteristics to find the learning objects you are looking for. To achieve this goal learning objects are attached to metadata. Metadata describe learning objects on criteria defined to be important for using the objects in a learning network.

Collaboration and communication has a growing relevance in the process of integration of education within countries and cultures in Europe. In the NetCampus project on networked open and distance learning, problems in realizing collaboration and communication were discussed and structured in a framework. Within the same framework possible solutions were developed for these problems. The framework has the form of a matrix and is differentiated into use in three scenarios for educational collaboration. A series of pilot courses are then developed and delivered to represent these three scenarios. One of these courses is the course ‘Groupware’ which is provided by the University of Twente. Students from four different locations all over Europe attend the course, either on-campus or at a distance. Course delivery, resources and communication methods were given as high flexibility and possible to serve varying needs from learners. The paper discusses the rationale behind the course, the structure, resources and instructional events that were used and problems as encountered and how they were / are being solved in relation to the framework.