Abstract: [UD Ehlers 2018:] The MicroHE initiative is aiming to examine the scope for and impact of micro-credentials-a form of short-cycle tertiary qualification-in Higher Education. Currently, despite being primarily forms of formal education, micro-credentials such as micro-masters from EdX or nanodegrees from Coursera, are considered to be non-formal education. MicroHE intends to enhance the recognition of such non-formal educational opportunities by bringing them within the framework of existing recognition and transparency instruments for formal education. The project enhances skills-assessment due to the fact, that many micro-credentials are specifically designed to teach particular and narrow sets of transversal competences.

Abstract: [UD Ehlers 2018:] Educational reformers, innovators and researchers suggest that the appearance of digital technologies will radically transform what people learn, how they learn, and where they learn, yet there are existing disagreements on the speed and scope of this change. However, looking for answers to these questions, it is important to identify factors in society which drive the need for a changed role of learning, and analyse the role of open and online learning. The common practice is to identify the learning needs related to already existing services, relating them to formal, non-formal or informal learning. Networks and digital technologies have become the main characteristics of our society and take an important role in the society transforming it into global economies and shaping educational systems, organizations and ways that people learn. In a learning society, learning plays an important role to mitigate risks of individuals to prosper, participate and unfold in their lives, e.g. in the labour market. At the same time, access to learning opportunities seems to diversify through digital technology. The aim of this presentation is to discuss and present theoretical findings on the needs of digital and network society for open and online learning. The presentation will present the results of theoretical research and empirical (quantitative) research implemented among Lithuanian digital and networked society to clarify their needs for open and online learning.

Abstract: [UD Ehlers 2018] Das Interesse an dualen Studiengängen steigt. Ein möglicher Grund ist die oft kritisierte Praxisferne rein akademischer Studiengänge (DIHK 2015). Die Duale Hochschule Baden-Württemberg (DHBW), als größter Anbieter dualer Studienplätze in Deutschland, bietet ein vollständig verzahntes Studienmodell. So werden in wechselnden Studienabschnitten zwischen Theorie- und Praxisstudienphasen verschiedenste Studienangebote (oftmals mit explizitem Branchenfokus) angeboten. Die Studienabbruchquoten fielen an der DHBW bzw. zuvor an der Berufsakademie traditionell gering aus. In den letzten 3 Jahren stieg allerdings auch an der DHBW die Anzahl der Studienabbrüche, insbesondere in technischen Studiengängen. Vor diesem Hintergrund stellt sich an der DHBW die Frage nach den Ursachen dieser Entwicklung. Welchen Effekt hat hierbei die Gestaltung der Praxisphase (Weiß 2016)? Welche individuellen Voraussetzungen und/oder organisatorischen Rahmenbedingungen begünstigen einen erfolgreichen Studienverlauf?

Abstract: [UD Ehlers 2018:] Lifelong Learning: Rethinking Higher Education It is clear today: the prosperity in both social and economic terms of human societies around the globe will depend on the opportunities individuals have to learn and develop throughout their entire life. Individuals, organisations and nations have to ask themselves how suitable learning ecologies to allow this growth can look like and can be achieved. Lifelong learning (LLL) is not a clear-cut concept but rather a leitmotiv which comes with a multiple forms, shapes and realities. We cannot create it but will notice if it is not supported. A recent UNESCO report (UNESCO, 2016) shows that, although considerable efforts can be identified to create LLL policies on national, regional and institutional level we are still in the beginning to understand how best to support continuous learning for individuals, organisations and regions. Specifically, in the field of higher education a LLL turn has not yet taken place nor has it even begun to take shape. Therefore, it is an important question how we can turn the big tanker of academia globally into revolutionary leaders of this field – how we can rethink higher education. In societies in which the majority of a cohort of young persons will soon be choosing some kind of higher education, they are the gatekeepers which are leading graduates the way into their LLL career.