BlackboardLearn bietet mit neuer Profilseite ein dynamisches ePortfolio für’s Leben

new enhanced profile

Mit dem neuen „Enhanced Cloud Profile bietet die BlackboardLearn Umgebung sowie dank der Integration von MyEdu in Kürze allen teilnehmenden Institutionen und Lernenden eine neue Profilseite in Form eines modularen ePortfolios zur Selbstpräsentation an. Kompetenzen, Zertifikate, Badges, Aktivitäten, Arbeitgeber, Abschlüsse und die Teilnahme an Kursen zeigen auf einen Blick Schwerpunkte und Interessen.  Das digitale Profil wird unabhängig von Schulen und Universitäten, die Blackboard als LMS nutzen, in der Blackboard Cloud gespeichert und steht dem lebenlangen Lerner als Bildungsbegleiter theoretisch bis zur Bahre zur Verfügung – so jedenfalls wünscht es sich das Unternehmen.
Das neue „competency-based Digital Portfolio“ – das laut Blackboard bald „traditionelle Lebensläufe ersetzen“ wird, ist nur ein Beispiel für einen Trend hin zum interaktiven Online-Lebenslauf in Echtzeit, der mehr auf Kompetenzen und individuelle Spezialgebiete sowie Online-Qualifikationen fokussiert als auf akademische Abschlüsse.

Speziell für „lebenslange“ ePortfolios geschaffene Lernplattformen wie Mahara sind ebenfalls unabhängig von den Institutionen an denen man studiert, doch der Einsatz von Präsentations-Portfolios scheint trotz langjähriger Initiativen der Europäischen Kommission zur Etablierung eines „ePortfolios für jeden EU-Bürger“ nur an vereinzelten Schulen und Hochschulen zu passieren. Als persönliche Lernumgebung (PLE = Personal Learning Environment) dagegen setzen Studierende und Schüler Mahara vor allem ein, um den eigenen Lernprozess zu begleiten, zu reflektieren und auch kollaborativ mit anderen Wissen/Lehrstoff zu erarbeiten und in Form von Lernportfolios für unterschiedliche Zielgruppen (privat und öffentlich) zu dokumentieren.

Die wachsende Anzahl an Online-Kursen bis hin zu vollständigen Master-Programmen und standardisierte Badges wie z.B. Open Badges der Mozilla Foundation oder per Signature Track verifizierte Coursera Zertifikate unterstützen diese Entwicklung. Die Technologie macht es sogar möglich, zukünftigen Arbeitgebern per digitalem Portfolio den aktuellen Fortschritt eines laufenden Studiums oder Lehrgangs in Echtzeit zu zeigen.

Business-Netzwerke wie LinkedIn oder XING dienen schon lange immer mehr Leuten dazu, ihren Lebenslauf mit Online-Portfolios (XING) oder Empfehlungen und Bestätigungen (LinkedIn) interaktiv zu ergänzen und ich bin gespannt, wann die beiden Anbieter auch Open Badges unterstützen oder z.B. Zertifikate von edEX, Udacity und Coursera, aber auch iversity und Lecturio (deutsche Onlinekurs-Anbieter) integrieren.

Ach ja: Mein erstes Open Badge habe ich von der Swinburne University of Technology für die erfolgreiche (geprüfte!) Teilnahme am Carpe Diem Learning Design MOOC erhalten (Coursesites unterstützt Open Badges) und nach dem Blackboard Update auch endlich geschafft, es in mein Mozilla Backpack hochzuladen.

My Open Badges

Mozilla Backpack

Mein Mozilla Rucksack mit ersten Badges. Rechts außen: Die einzige Plakette einer Universität – hübsch ist anders, informativ finde ich es auch nicht (wer weiß schon, was ein Carpe Diem Badge sein soll?) aber ich will nicht meckern und freue mich über meine erste offizielle digitale Plakette 😉

Global Collaborative Online Learning: Nucleus for the Future of Higher Ed and Lifelong Learning

This is an essay I’ve posted as part of a discussion on „Spatial-organizational strategies for serving the world’s (urban) majority“ in Globalizing Higher Education and Research for the ‘Knowledge Economy‘ I’ve included the replies as well. The Coursera course was a joint development of the University of Wisconsin Madison and the University of Bristol and all resources are available as an archive.

Online Learning CloudIn order to serve the world’s population better as a destination for high quality education most higher ed institutions and organisations have to be getting serious about online learning. We need to reach learners wherever they are – independent of their physical location. And we’re not talking about eLearning – we’re talking about social, intercultural and highly individual learning experiences that in some cases lead to a Master’s Degree, in others to mastering a new skill or to acquire a specific qualification.

Here are some reasons for getting serious about online learning:

  • A next generation kind of online learning which takes advantage of the technological developments of the recent past offers valuable opportunities to learners worldwide
  • intercultural social collaboration without having to travel around the globe
  • flexible schedules to serve lifelong learnrs, supporting work-life-balance
  • offering high level educational resources to the economically, physically or politically challenged
  • the Generation Y (Millenials – born after 1981) is expecting all of the above

I’ll discuss four different aspects/areas:

  1. Massive Collaborative Open Online Learning
  2. Corporate Online Universities
  3. Serving Lifelong learners – the rise of the part-time MBA
  4. MOOCS and networked campuses for resource constrained or rural universities

1) Massive Collaborative Open Online Learning

Coursera with over 100 universities from all over the world, Udemy with 16.000+ online courses, Udacity,, Khan academy, OpenUniversity, Futurelearn and edXthey all show the way in that they go out to the learners, wherever they are instead of requiring them to come to a physical place.

This is not only a US or UK phenomenon; in Germany – where I live – offers flat-rates for medicinal or law students bundling several courses that lead to degrees and/or credit points at accredited universities and colleges., based in Berlin, startet offering high-level MOOCs with international educators and 10.000 students enrolling in courses that don’t even offer credits. Spain is in the lead of MOOC providers in Europe (although I don’t know why – do you?). There is a growing number and a need for next generation MOOCs.

By next generation MOOC I refer to a next generation of online learning, incorporating the impact power of xMOOCs with the connectivist and  constructivist didactical design of cMOOCs with recent research in neurosciences on learning processes – combining it with all the empirical experiences we and other early adopters have had with this kind of learning.

Other European examples:

France: FUN, MOOC platform by french Ministère de l’enseignement supérieur et de la recherche.

Italy: Uninettuno OpenupEd

More information about European Online Learning platforms: Open Education Europa


2) Corporate Campus: Online Universities for employees

Additionally there’s a trend towards high quality educational programs enforced and facilitated by corporations using the MOOC approach

  • to attract future high potentials as a skilled workforce for the ever-changing dynamic markets ahead
  • to nurture their future workforce and stifle innovation / innovative thinking by offering far more dynamic and praxis-relevant content to learners than the slow moving HEIs Examples:
  • Udemy already offers with UFO a „corporate university in a box“: a white label platform for companies where they can build their own online academies with or without filled catalogues of online-courses
  • Coursera and Udacity offer subscription based plans for companies of all sizes to facilitate their in-house L & D needs
  • adidas has built a 21st century online campus with MOOCs (Adidas Group Learning Campus) and Deutsche Telekom is trying to find answers with their initiative


3) Serving Lifelong Learners – rise of the part-time MBA

There’s another development that has to do with the changing demographics and faster changing (digital and global) world and markets: the lifelong learners need to be served and individuals as well as corporations worldwide begin to see innovative online courses with a connected design as a solution to their learning needs in different phases of their (work-) life.

The list of part-time Master programmes for full-time working executives is growing every day (here’s a US ranking of part-time MBA’s) and more people are interested in specialized and individualized master programmes

Older students prefer taking online classes from home and need more flexible schedules to cater to family needs.


4) MOOCS and networked campuses for resource constrained or „far from hot-spots“ universities:

  • Advanced integrated second generation MOOCs will be one solution for resource constrained universities to attract and serve students globally without having to provide expensive campuses in urban areas
  • Low-cost satellite campuses (see a great post on this subject by Donnalee Donaldson) in different hubs/hot spots of the world like New York, London, Berlin, Shanghai, Tokyo, Barcelona or San Francisco could extend their reach even more if they offered complete Bachelor/Master degree courses online with short sessions in these physical campuses for live collaboration experiences, activities and exams in person (Blended Learning)
  • once they moved serious parts of their formal educational program online they can expand their reach even further by building a networked campus with other smaller HEIs in order to share resources and students. An example for this is the network of small universities „L’université Lorraine“ in Lorraine, France: See the post of Jonathan Pierrell

To incorporate and offer collaborative, networked online learning experiences with a diverse intercultural structure is the future – for universities as well as for corporations. To not only serve an urban majority of the population but also the people who otherwise have no access to high level education or intercultural exchange for geographic, economic or political reasons.

Discussion (anonymized)

Nice post. Thanks for sharing the map indicating the number of MOOCS by countries in Europe. Quite interesting. (FYI, in France, the French National Education has started its own MOOC platform: FUN – I thinkn the potential for changes in higher education is even more significant when universities are almost completely publicly founded…)

Yes online learning is a way of the future. Nevertheless, I do have questions. I am certainly enjoying this course, much more than I thought I would.

Firstly, all the material caters for the typical  English speaker, I have no problem navigating my way around the site – it’s great! However, what if  I didn’t understand or indeed fully understand English? How could I access this information, how could I navigate my way around this site? The language of the internet is English and it is people with this knowledge who benefit most.
Also, online learning is great for people who have good bandwidth. Good bandwidth in many parts of the world costs money. If I can’t afford good bandwidth I am excluded from or it will be difficult for me to access online education.
Oh yes, I have my own laptop so I can interact with this material any time, any place. This laptop was not cheap and if I couldn’t afford this laptop then again my access would be restricted.
Yes, the way we are learning is changing and it is really exciting but at the end of the day it seems that it is still the same people who are denied access. Collaborative approaches as you mention are crucial, but I believe that collaborative approaches with a conscience are the future.

Hi BJ,
The map with the number of MOOCs in Europe does indicate that MOOCs do not only exist in English! If you didn’t speak English, you wouldn’t have joined this course and would have started some (maybe on a similar or other topic) in a language that you would understand. For sure, it’s less likely to have a MOOC in a regional language or a minority language, but there is linguistic variety out there. I would say, don’t think that all the info on the net is in English … (Maybe you have missed out a lot :p)As for the cost and accessibility, yes, bandwidth and other equipment is required, but what is more expensive: a laptop (with or without internet, since there are wifi hotspots in more and more places), or tuition fees? I believe that there are very few people who cannot afford a laptop and still end up in any HEI..

Hi BJ, you make some very good points there and to answer your questions I’ve collected a few links for you:
1) Language variety
MOOCs are starting out worldwide and English is the most comon language as of yet but already you’ll find offers in many different languages as well:

  1. (German MOOC provider, open education, you only pay for certificates): they just startet out last year and offer approx. 60% in German (rest in English) while the profs are from various countries. I’m currently studying a course on Gamification which is held by spanish lecturers in English, the students are diverse
  2. offers many different languages, take a look at their current course catalogue (i.e. 48 Chinese, 22 French, 17 Spanish, 4 Ukrainian…):

Coursera course catalogue as of April 13, 2014

2) Bandwith/Internet access for all

  • Project Loon by Google – Internet access for everyone in rural areas or after political/natural disasters
  • Facebook’s project „SocialEdu“ at (info available in different languages)
    Last month announced partnerships with Rwandan government, Nokia, edX and Airtel for a a pilot project called SocialEDU, which will help provide students in Rwanda with free access to a collaborative online education experience.

I’m aware that this is only a humble start and I’m sure there are many similar projects out there I don’t know of (especially in languages I don’t understand and therefore couldn’t even google…) – but we are pioneers in this area and part of a spearhead eventually followed by unstoppable legions of the masses 🙂

I would like to see credentialing by online moocs on par with brick-and-mortar institutions, without an extravagant increase in price to the learner, which would defeat the purpose of making learning more accessible to more of the world’s population.