TY  - JOUR
A1  - Middeldorp, Christel M.
A1  - Mahajan, Anubha
A1  - Horikoshi, Momoko
A1  - Robertson, Neil R.
A1  - Beaumont, Robin N.
A1  - Bradfield, Jonathan P.
A1  - Bustamante, Mariona
A1  - Cousminer, Diana L.
A1  - Day, Felix R.
A1  - De Silva, N. Maneka
A1  - Guxens, Monica
A1  - Mook-Kanamori, Dennis O.
A1  - St Pourcain, Beate
A1  - Warrington, Nicole M.
A1  - Adair, Linda S.
A1  - Ahlqvist, Emma
A1  - Ahluwalia, Tarunveer Singh
A1  - Almgren, Peter
A1  - Ang, Wei
A1  - Atalay, Mustafa
A1  - Auvinen, Juha
A1  - Bartels, Meike
A1  - Beckmann, Jacques S.
A1  - Bilbao, Jose Ramon
A1  - Bond, Tom
A1  - Borja, Judith B.
A1  - Cavadino, Alana
A1  - Charoen, Pimphen
A1  - Chen, Zhanghua
A1  - Coin, Lachlan
A1  - Cooper, Cyrus
A1  - Curtin, John A.
A1  - Custovic, Adnan
A1  - Das, Shikta
A1  - Davies, Gareth E.
A1  - Dedoussis, George V.
A1  - Duijts, Liesbeth
A1  - Eastwood, Peter R.
A1  - Eliasen, Anders U.
A1  - Elliott, Paul
A1  - Eriksson, Johan G.
A1  - Estivill, Xavier
A1  - Fadista, Joao
A1  - Fedko, Iryna O.
A1  - Frayling, Timothy M.
A1  - Gaillard, Romy
A1  - Gauderman, W. James
A1  - Geller, Frank
A1  - Gilliland, Frank
A1  - Gilsanz, Vincente
A1  - Granell, Raquel
A1  - Grarup, Niels
A1  - Groop, Leif
A1  - Hadley, Dexter
A1  - Hakonarson, Hakon
A1  - Hansen, Torben
A1  - Hartman, Catharina A.
A1  - Hattersley, Andrew T.
A1  - Hayes, M. Geoffrey
A1  - Hebebrand, Johannes
A1  - Heinrich, Joachim
A1  - Helgeland, Oyvind
A1  - Henders, Anjali K.
A1  - Henderson, John
A1  - Henriksen, Tine B.
A1  - Hirschhorn, Joel N.
A1  - Hivert, Marie-France
A1  - Hocher, Berthold
A1  - Holloway, John W.
A1  - Holt, Patrick
A1  - Hottenga, Jouke-Jan
A1  - Hypponen, Elina
A1  - Iniguez, Carmen
A1  - Johansson, Stefan
A1  - Jugessur, Astanand
A1  - Kahonen, Mika
A1  - Kalkwarf, Heidi J.
A1  - Kaprio, Jaakko
A1  - Karhunen, Ville
A1  - Kemp, John P.
A1  - Kerkhof, Marjan
A1  - Koppelman, Gerard H.
A1  - Korner, Antje
A1  - Kotecha, Sailesh
A1  - Kreiner-Moller, Eskil
A1  - Kulohoma, Benard
A1  - Kumar, Ashish
A1  - Kutalik, Zoltan
A1  - Lahti, Jari
A1  - Lappe, Joan M.
A1  - Larsson, Henrik
A1  - Lehtimaki, Terho
A1  - Lewin, Alexandra M.
A1  - Li, Jin
A1  - Lichtenstein, Paul
A1  - Lindgren, Cecilia M.
A1  - Lindi, Virpi
A1  - Linneberg, Allan
A1  - Liu, Xueping
A1  - Liu, Jun
A1  - Lowe, William L.
A1  - Lundstrom, Sebastian
A1  - Lyytikainen, Leo-Pekka
A1  - Ma, Ronald C. W.
A1  - Mace, Aurelien
A1  - Magi, Reedik
A1  - Magnus, Per
A1  - Mamun, Abdullah A.
A1  - Mannikko, Minna
A1  - Martin, Nicholas G.
A1  - Mbarek, Hamdi
A1  - McCarthy, Nina S.
A1  - Medland, Sarah E.
A1  - Melbye, Mads
A1  - Melen, Erik
A1  - Mohlke, Karen L.
A1  - Monnereau, Claire
A1  - Morgen, Camilla S.
A1  - Morris, Andrew P.
A1  - Murray, Jeffrey C.
A1  - Myhre, Ronny
A1  - Najman, Jackob M.
A1  - Nivard, Michel G.
A1  - Nohr, Ellen A.
A1  - Nolte, Ilja M.
A1  - Ntalla, Ioanna
A1  - Oberfield, Sharon E.
A1  - Oken, Emily
A1  - Oldehinkel, Albertine J.
A1  - Pahkala, Katja
A1  - Palviainen, Teemu
A1  - Panoutsopoulou, Kalliope
A1  - Pedersen, Oluf
A1  - Pennell, Craig E.
A1  - Pershagen, Goran
A1  - Pitkanen, Niina
A1  - Plomin, Robert
A1  - Power, Christine
A1  - Prasad, Rashmi B.
A1  - Prokopenko, Inga
A1  - Pulkkinen, Lea
A1  - Raikkonen, Katri
A1  - Raitakari, Olli T.
A1  - Reynolds, Rebecca M.
A1  - Richmond, Rebecca C.
A1  - Rivadeneira, Fernando
A1  - Rodriguez, Alina
A1  - Rose, Richard J.
A1  - Salem, Rany
A1  - Santa-Marina, Loreto
A1  - Saw, Seang-Mei
A1  - Schnurr, Theresia M.
A1  - Scott, James G.
A1  - Selzam, Saskia
A1  - Shepherd, John A.
A1  - Simpson, Angela
A1  - Skotte, Line
A1  - Sleiman, Patrick M. A.
A1  - Snieder, Harold
A1  - Sorensen, Thorkild I. A.
A1  - Standl, Marie
A1  - Steegers, Eric A. P.
A1  - Strachan, David P.
A1  - Straker, Leon
A1  - Strandberg, Timo
A1  - Taylor, Michelle
A1  - Teo, Yik-Ying
A1  - Thiering, Elisabeth
A1  - Torrent, Maties
A1  - Tyrrell, Jessica
A1  - Uitterlinden, Andre G.
A1  - van Beijsterveldt, Toos
A1  - van der Most, Peter J.
A1  - van Duijn, Cornelia M.
A1  - Viikari, Jorma
A1  - Vilor-Tejedor, Natalia
A1  - Vogelezang, Suzanne
A1  - Vonk, Judith M.
A1  - Vrijkotte, Tanja G. M.
A1  - Vuoksimaa, Eero
A1  - Wang, Carol A.
A1  - Watkins, William J.
A1  - Wichmann, H-Erich
A1  - Willemsen, Gonneke
A1  - Williams, Gail M.
A1  - Wilson, James F.
A1  - Wray, Naomi R.
A1  - Xu, Shujing
A1  - Xu, Cheng-Jian
A1  - Yaghootkar, Hanieh
A1  - Yi, Lu
A1  - Zafarmand, Mohammad Hadi
A1  - Zeggini, Eleftheria
A1  - Zemel, Babette S.
A1  - Hinney, Anke
A1  - Lakka, Timo A.
A1  - Whitehouse, Andrew J. O.
A1  - Sunyer, Jordi
A1  - Widen, Elisabeth E.
A1  - Feenstra, Bjarke
A1  - Sebert, Sylvain
A1  - Jacobsson, Bo
A1  - Njolstad, Pal R.
A1  - Stoltenberg, Camilla
A1  - Smith, George Davey
A1  - Lawlor, Debbie A.
A1  - Paternoster, Lavinia
A1  - Timpson, Nicholas J.
A1  - Ong, Ken K.
A1  - Bisgaard, Hans
A1  - Bonnelykke, Klaus
A1  - Jaddoe, Vincent W. V.
A1  - Tiemeier, Henning
A1  - Jarvelin, Marjo-Riitta
A1  - Evans, David M.
A1  - Perry, John R. B.
A1  - Grant, Struan F. A.
A1  - Boomsma, Dorret I.
A1  - Freathy, Rachel M.
A1  - McCarthy, Mark I.
A1  - Felix, Janine F.
T1  - The Early Growth Genetics (EGG) and EArly Genetics and Lifecourse Epidemiology (EAGLE) consortia
BT  - design, results and future prospects
JF  - European journal of epidemiology
N2  - The impact of many unfavorable childhood traits or diseases, such as low birth weight and mental disorders, is not limited to childhood and adolescence, as they are also associated with poor outcomes in adulthood, such as cardiovascular disease. Insight into the genetic etiology of childhood and adolescent traits and disorders may therefore provide new perspectives, not only on how to improve wellbeing during childhood, but also how to prevent later adverse outcomes. To achieve the sample sizes required for genetic research, the Early Growth Genetics (EGG) and EArly Genetics and Lifecourse Epidemiology (EAGLE) consortia were established. The majority of the participating cohorts are longitudinal population-based samples, but other cohorts with data on early childhood phenotypes are also involved. Cohorts often have a broad focus and collect(ed) data on various somatic and psychiatric traits as well as environmental factors. Genetic variants have been successfully identified for multiple traits, for example, birth weight, atopic dermatitis, childhood BMI, allergic sensitization, and pubertal growth. Furthermore, the results have shown that genetic factors also partly underlie the association with adult traits. As sample sizes are still increasing, it is expected that future analyses will identify additional variants. This, in combination with the development of innovative statistical methods, will provide detailed insight on the mechanisms underlying the transition from childhood to adult disorders. Both consortia welcome new collaborations. Policies and contact details are available from the corresponding authors of this manuscript and/or the consortium websites.
KW  - Genetics
KW  - Consortium
KW  - Childhood traits and disorders
KW  - Longitudinal
Y1  - 2019
U6  - https://doi.org/10.1007/s10654-019-00502-9
SN  - 0393-2990
SN  - 1573-7284
VL  - 34
IS  - 3
SP  - 279
EP  - 300
PB  - Springer
CY  - Dordrecht
ER  - 
TY  - JOUR
A1  - Nohr, Magnus
A1  - Haugsbakken, Halvdan
ED  - Meinel, Christoph
ED  - Schweiger, Stefanie
ED  - Staubitz, Thomas
ED  - Conrad, Robert
ED  - Alario Hoyos, Carlos
ED  - Ebner, Martin
ED  - Sancassani, Susanna
ED  - Żur, Agnieszka
ED  - Friedl, Christian
ED  - Halawa, Sherif
ED  - Gamage, Dilrukshi
ED  - Scott, Jeffrey
ED  - Kristine Jonson Carlon, May
ED  - Deville, Yves
ED  - Gaebel, Michael
ED  - Delgado Kloos, Carlos
ED  - von Schmieden, Karen
T1  - A taxonomy of video genres as a scaffolding strategy for video making in education
JF  - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
N2  - This research paper aims to introduce a novel practitioner-oriented and research-based taxonomy of video genres. This taxonomy can serve as a scaffolding strategy to support educators throughout the entire educational system in creating videos for pedagogical purposes. A taxonomy of video genres is essential as videos are highly valued resources among learners. Although the use of videos in education has been extensively researched and well-documented in systematic research reviews, gaps remain in the literature. Predominantly, researchers employ sophisticated quantitative methods and similar approaches to measure the performance of videos. This trend has led to the emergence of a strong learning analytics research tradition with its embedded literature. This body of research includes analysis of performance of videos in online courses such as Massive Open Online Courses (MOOCs). Surprisingly, this same literature is limited in terms of research outlining approaches to designing and creating educational videos, which applies to both video-based learning and online courses. This issue results in a knowledge gap, highlighting the need for developing pedagogical tools and strategies for video making. These can be found in frameworks, guidelines, and taxonomies, which can serve as scaffolding strategies. In contrast, there appears to be very few frameworks available for designing and creating videos for pedagogica purposes, apart from a few well-known frameworks. In this regard, this research paper proposes a novel taxonomy of video genres that educators can utilize when creating videos intended for use in either video-based learning environments or online courses. To create this taxonomy, a large number of videos from online courses were collected and analyzed using a mixed-method research design approach.
KW  - Digitale Bildung
KW  - Kursdesign
KW  - MOOC
KW  - Micro Degree
KW  - Online-Lehre
KW  - Onlinekurs
KW  - Onlinekurs-Produktion
KW  - digital education
KW  - e-learning
KW  - micro degree
KW  - micro-credential
KW  - online course creation
KW  - online course design
KW  - online teaching
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624294
SP  - 201
EP  - 220
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - CHAP
A1  - Esveld, Selma van
A1  - Vries, Nardo de
A1  - Becchetti, Sibilla
A1  - Dopper, Sofia
A1  - Valkenburg, Willem van
A1  - Carlon, May Kristine Jonson
A1  - Yokoi, Kensuke
A1  - Gayed, John Maurice
A1  - Suyama, Hiroshi
A1  - Cross, Jeffrey Scott
A1  - Jin, Tonje
A1  - Xue, Wei
A1  - Bruillard, Éric
A1  - Steinbeck, Hendrik
A1  - Meinel, Christoph
A1  - Özdemir, Paker Doğu
A1  - Can Bayer, Burak
A1  - Mercan, Duygu
A1  - Buyurucu, Gamze
A1  - Haugsbakken, Halvdan
A1  - Hagelia, Marianne
A1  - Ebner, Martin
A1  - Edelsbrunner, Sarah
A1  - Hohla-Sejkora, Katharina
A1  - Lipp, Silvia
A1  - Schön, Sandra
A1  - Xiaoxiao, Wang
A1  - Shuangshuang, Guo
A1  - Morales-Chan, Miguel
A1  - Amado-Salvatierra, Héctor R.
A1  - Hernández-Rizzardini, Rocael
A1  - Egloffstein, Marc
A1  - Hünemohr, Holger
A1  - Ifenthaler, Dirk
A1  - Dixon, Fred
A1  - Trabucchi, Stefania
A1  - Khaneboubi, Mehdi
A1  - Giannatelli, Ada
A1  - Tomasini, Alessandra
A1  - Staubitz, Thomas
A1  - Serth, Sebastian
A1  - Thomas, Max
A1  - Koschutnig-Ebner, Markus
A1  - Rampelt, Florian
A1  - Stetten, Alexander von
A1  - Wittke, Andreas
A1  - Theeraroungchaisri, Anuchai
A1  - Thammetar, Thapanee
A1  - Duangchinda, Vorasuang
A1  - Khlaisang, Jintavee
A1  - Mair, Bettina
A1  - Steinkellner, Iris
A1  - Stojcevic, Ivana
A1  - Zwiauer, Charlotte
A1  - Thirouard, Maria
A1  - Villèsbrunne, Marie de la
A1  - Bernaert, Oliver
A1  - Nohr, Magnus
A1  - Alario Hoyos, Carlos
A1  - Delgado Kloos, Carlos
A1  - Kiendl, Doris
A1  - Terzieva, Liliya
A1  - Concia, Francesca
A1  - Distler, Petr
A1  - Law, Gareth
A1  - Macerata, Elena
A1  - Mariani, Mario
A1  - Mossini, Eros
A1  - Negrin, Maddalena
A1  - Štrok, Marko
A1  - Neuböck, Kristina
A1  - Linschinger, Nadine
A1  - Lorenz, Anja
A1  - Bock, Stefanie
A1  - Schulte-Ostermann, Juleka
A1  - Moura Santos, Ana
A1  - Corti, Paola
A1  - Costa, Luis Felipe Coimbra
A1  - Utunen, Heini
A1  - Attias, Melissa
A1  - Tokar, Anna
A1  - Kennedy, Eileen
A1  - Laurillard, Diana
A1  - Zeitoun, Samar
A1  - Wasilewski, Julie
A1  - Shlaka, Souhad
A1  - Ouahib, Sara
A1  - Berrada, Khalid
A1  - Dietz, Michael
A1  - Roth, Dennis
ED  - Meinel, Christoph
ED  - Schweiger, Stefanie
ED  - Staubitz, Thomas
ED  - Conrad, Robert
ED  - Alario Hoyos, Carlos
ED  - Ebner, Martin
ED  - Sancassani, Susanna
ED  - Żur, Agnieszka
ED  - Friedl, Christian
ED  - Halawa, Sherif
ED  - Gamage, Dilrukshi
ED  - Cross, Jeffrey
ED  - Jonson Carlon, May Kristine
ED  - Deville, Yves
ED  - Gaebel, Michael
ED  - Delgado Kloos, Carlos
ED  - von Schmieden, Karen
T1  - EMOOCs 2023
BT  - Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
N2  - 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.
N2  - Vom 14. bis 16. Juni 2023 fand am Hasso-Plattner-Institut in Potsdam der achte European MOOC Stakeholder Summit (EMOOCs 2023) statt.

Die Pandemie ist zum Glück vorbei. Sie hat einmal mehr gezeigt, wie wichtig digitale Bildung ist. Wie gut ein Land darauf vorbereitet war, zeigte sich in unseren Schulen, Universitäten und Unternehmen. In den verschiedenen Ländern haben sich die Probleme unterschiedlich manifestiert. Entsprechend unterschiedlich waren auch die Maßnahmen und Lösungsansätze. Die digitale Bildung, ob Micro-Credentials, MOOCs, Blended-Learning-Formate oder andere E-Learning-Tools, erhielt einen großen Schub.

EMOOCs 2023 befasst sich mit den Auswirkungen dieser Notsituation. Wie hat sie die Entwicklung und Bereitstellung von MOOCs und anderen E-Learning-Angeboten in ganz Europa beeinflusst? Welche Projekte können als Modelle für erfolgreiches digitales Lernen und Lehren dienen? Welche Rolle können MOOCs und Micro-Credentials bei der aktuellen Transformation der Wirtschaft spielen? Gibt es eine Rückbesinnung auf die Routine, die wir aus der Zeit vor Corona kennen? Oder haben sich viele Dinge inzwischen fest etabliert, z.B. Remote Work, hybride Konferenzen, etc.

Darüber hinaus wirft EMOOCs 2023 einen genaueren Blick auf die Entwicklung und Formalisierung des digitalen Lernens. Microcredentials sind nur der Anfang. Weitere Schritte in diese Richtung wären komplette Online-Studiengänge oder vollständige Online-Universitäten.

Ein weiteres Schwerpunktthema ist die Vernetzung von Lernangeboten und die Standardisierung von Formaten und Metadaten. Beispiele für fruchtbare Kooperationen sind der MOOChub, das European MOOC Consortium und das Common Micro-Credential Framework.

Die aus der Praxis und der Forschung gewonnenen Erkenntnisse werden auf der EMOOCs 2023 in vier Tracks und zusätzlichen Workshops zu verschiedenen Aspekten des Themas vertieft. In dieser Publikation stellen wir Beiträge aus dem Research & Experience Track,  dem Business Track und dem International Track vor.
KW  - MOOC
KW  - digital education
KW  - e-learning
KW  - online course design
KW  - online course creation
KW  - micro-credential
KW  - micro degree
KW  - online teaching
KW  - MOOC
KW  - Onlinekurs
KW  - Digitale Bildung
KW  - Online-Lehre
KW  - Kursdesign
KW  - Onlinekurs-Produktion
KW  - Micro Degree
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-576450
ER  -