@article{vanEsvelddeVriesBecchettietal.2023,
  author    = {van Esveld, Selma and de Vries, Nardo and Becchetti, Sibilla and Dopper, Sofia and van Valkenburg, Willem},
  title     = {Impact of Mooc and Other Online Course Development on Campus Education},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Cross, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62078},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-620785},
  pages     = {1 -- 8},
  year      = {2023},
  abstract  = {The TU Delft Extension School for Continuing Education develops and delivers MOOCs, programs and other online courses for lifelong learners and professionals worldwide focused on Science, Engineering \& Design. At the beginning of 2022, we started a project to examine whether creating an online course had any impact on TU Delft campus education. Through a survey, we collected feedback from 68 TU Delft lecturers involved in developing and offering online courses and programs for lifelong learners and professionals. The lecturers reported on the impact of developing an online course on a personal and curricular level. The results showed that the developed online materials, and the acquired skills and experiences from creating online courses, were beneficial for campus education, especially during the transition to remote emergency teaching in the COVID-19 lockdown periods. In this short paper, we will describe the responses in detail and map the benefits and challenges experienced by lecturers when implementing their online course materials and newly acquired educational skills on campus. Finally, we will explore future possibilities to extend the reported, already relevant, impact of MOOCs and of other online courses on campus education.},
  language  = {en}
}
@inproceedings{EsveldVriesBecchettietal.2023,
  author    = {Esveld, Selma van and Vries, Nardo de and Becchetti, Sibilla and Dopper, Sofia and Valkenburg, Willem van and Carlon, May Kristine Jonson and Yokoi, Kensuke and Gayed, John Maurice and Suyama, Hiroshi and Cross, Jeffrey Scott and Jin, Tonje and Xue, Wei and Bruillard, {\´E}ric and Steinbeck, Hendrik and Meinel, Christoph and {\"O}zdemir, Paker Doğu and Can Bayer, Burak and Mercan, Duygu and Buyurucu, Gamze and Haugsbakken, Halvdan and Hagelia, Marianne and Ebner, Martin and Edelsbrunner, Sarah and Hohla-Sejkora, Katharina and Lipp, Silvia and Sch{\"o}n, Sandra and Xiaoxiao, Wang and Shuangshuang, Guo and Morales-Chan, Miguel and Amado-Salvatierra, H{\´e}ctor R. and Hern{\´a}ndez-Rizzardini, Rocael and Egloffstein, Marc and H{\"u}nemohr, Holger and Ifenthaler, Dirk and Dixon, Fred and Trabucchi, Stefania and Khaneboubi, Mehdi and Giannatelli, Ada and Tomasini, Alessandra and Staubitz, Thomas and Serth, Sebastian and Thomas, Max and Koschutnig-Ebner, Markus and Rampelt, Florian and Stetten, Alexander von and Wittke, Andreas and Theeraroungchaisri, Anuchai and Thammetar, Thapanee and Duangchinda, Vorasuang and Khlaisang, Jintavee and Mair, Bettina and Steinkellner, Iris and Stojcevic, Ivana and Zwiauer, Charlotte and Thirouard, Maria and Vill{\`e}sbrunne, Marie de la and Bernaert, Oliver and Nohr, Magnus and Alario Hoyos, Carlos and Delgado Kloos, Carlos and Kiendl, Doris and Terzieva, Liliya and Concia, Francesca and Distler, Petr and Law, Gareth and Macerata, Elena and Mariani, Mario and Mossini, Eros and Negrin, Maddalena and Štrok, Marko and Neub{\"o}ck, Kristina and Linschinger, Nadine and Lorenz, Anja and Bock, Stefanie and Schulte-Ostermann, Juleka and Moura Santos, Ana and Corti, Paola and Costa, Luis Felipe Coimbra and Utunen, Heini and Attias, Melissa and Tokar, Anna and Kennedy, Eileen and Laurillard, Diana and Zeitoun, Samar and Wasilewski, Julie and Shlaka, Souhad and Ouahib, Sara and Berrada, Khalid and Dietz, Michael and Roth, Dennis},
  title     = {EMOOCs 2023},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Cross, Jeffrey and Jonson Carlon, May Kristine and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  doi       = {10.25932/publishup-57645},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-576450},
  year      = {2023},
  abstract  = {From June 14 to June 16, 2023, Hasso Plattner Institute, Potsdam, hosted the eighth European MOOC Stakeholder Summit (EMOOCs 2023). The pandemic is fortunately over. It has once again shown how important digital education is. How well-prepared a country was could be seen in our schools, universities, and companies. In different countries, the problems manifested themselves differently. The measures and approaches to solving the problems varied accordingly. Digital education, whether micro-credentials, MOOCs, blended learning formats, or other e-learning tools, received a major boost. EMOOCs 2023 focusses on the effects of this emergency situation. How has it affected the development and delivery of MOOCs and other e-learning offerings all over Europe? Which projects can serve as models for successful digital learning and teaching? Which roles can MOOCs and micro-credentials bear in the current business transformation? Is there a backlash to the routine we knew from pre-Corona times? Or have many things become firmly established in the meantime, e.g. remote work, hybrid conferences, etc.? Furthermore, EMOOCs 2023 has a closer look at the development and formalization of digital learning. Micro-credentials are just the starting point. Further steps in this direction would be complete online study programs or full online universities. Another main topic is the networking of learning offers and the standardization of formats and metadata. Examples of fruitful cooperations are the MOOChub, the European MOOC Consortium, and the Common Micro-Credential Framework. The learnings, derived from practical experience and research, are explored in EMOOCs 2023 in four tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference's Research \& Experience Track, the Business Track and the International Track.},
  language  = {en}
}