Anderson, L. W. and Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning, Tea- ching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA (Pearson Education Group). See also: al-teaching-skills/blooms-taxonomy-revised/

Anstey, L. M., & Watson, G. P. L. (2018). Rubric for eLearning Tool Evaluation. Centre for Teaching and Learning, Western University. Retrieved from elearning/Rubric-for-eLearning-Tool-Evaluation.pdf

Antonaci, A., Henderikx, P., & Ubachs, G. (2021). The Common Microcredentials Frame- work for MOOCs and Short Learning Programmes. JIPE- Journal of Innovation in Polytechnic Education, 3(1), 1–9.

Biggs, J. (2002, October). Aligning the curriculum to promote good learning. Constructive Alig- nment in Action: Imaginative Curriculum Symposium. Retrieved from directorates/AcademicStudentAffairs/CentreforEducationalDev elopment/FilestoreDO- NOTDELETE/Filetoupload,210764,en.doc

Brown, M., Nic Giolla Mhichíl, M., Beirne, E. & Mac Lochlainn, C. (2021), State-of-te-Art literature review on micro-credentials. A report for the European Commission. Dublin City Uni- versity, National Institute for Digital Learning (NIDL)

CAST. (2018). The UDL Guidelines. UDL Guidelines. Retrieved from https://udlguidelines.

Claeys-Kulik, A. L., Jørgensen, T. E., & Stöber, H. (2019). Diversity, Equity and Inclusion in European Higher Education Institutions: Results from the INVETED project (C. Royo & H. Ma- riaud, Eds.). European University Association. Retrieved from publications/web_diversity%20equity%20and%20inclusion %20in%20european%20 higher%20education%20institutions.pdf

CEDEFOP (2022), Micro-credentials – a new opportunity for lifelong learning?, https://www.

CEPS: Everyone engaged–everyone successful. Bloom’s taxonomy revised. See: https://sites.

Cirland, E. & Loukkola, T., 2020) Micocredentials linked to the Bologna key commitments. EUA. Retrieved from: ked-to-the-bologna-key-commitments.html

Cleary, T.J. & Zimmerman, Universities UK. (2018). Flexible learning: The current state of play in UK higher education. Retrieved from ana- lysis/reports/Pages/flexible-learning.aspx

Cleary, T.J. & Zimmermann, B.J. (2004). Self-regulation empowerment program: A school- based program to enhance self-regulated and self-motivated cycles of student learning. Retrie- ved from

Delft University of Technology. (2020). Educational Tooling – Brightspace Support. Brights- pace Support. Retrieved from https://brightspace-

De Moor, B. Henderikx, P., Keustermans, L. (LERU), International curricula and student mo- bility, LERU, Advice paper.

Dijkstra, W.P. & Goeman, K., European Maturity Model for Blended Education. Implementation Guidelines. delines.pdf?inline=1

Dunn, C., Marr, L., Henderikx, P., Antonaci, A., & Ubachs, G. (2020). Recognition issues with regards to Short Learning Programmes. (Research Report No. 5). Retrieved from European Short Learning Programmes Project website: and_outputs/D5_Recognition_issues_with_regards_to_SLPs.pdf

EADTU (2021), The European Maturity Model for Blended Higher Education (EMBED). Project website: European Union funded project, Erasmus+ – Key Activity 2.

EADTU (2021), Short learning programmes. Project funded under Erasmus+ Programme, Key Action 3: Support for Policy Reform – Initiatives for Policy Innovation–“Forward Looking Cooperation Projects”.

EADTU (2022), Professional development in digital teaching and learning. Project funded under the Erasmus+ programme, KA2, Cooperation for Innovation. Partnerships for digital education readiness.

EADTU (2021), MOOCs for the European labour market (EMC-LM). Project funded by the Eu- ropean Union, Erasmus+ programme, Knowledge alliances.

EADTU (2020), Joint curricula and integrated mobility. EADTU, Virtual mobility website, ht- tps:// mat-info

EADTU (2021), The European Maturity Model for Blended Education. results

ECCOE (2022), European Credit Clearinghouse for Opening up Education,

EDLAB–Maastricht University. (2020). Programme Level. Retrieved from https://construc-

EHEA (2018), The European Qualifications Framework, supporting learning, work and cross-border mobility. chure.pdf

EHEA (2020), Rome Ministerial Communiqué. terial_Communique.pdf

EHEA (2018), The Diploma Supplement template. terial_declarations/EHEAParis2018_Communique_AppendixIV_952782.pdf

ENQA (2015). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), ENQA, (2015). pdf

EUniQ (2020), Developing a European approach for comprehensive quality assurance of (Euro- pean) university networks”. See:

EQAR, European approach for quality assurance of joint programs (2014), Programmes_v1_0.pdf

EQUiiP. (2018). User Guide. Educational Quality at Universities for Inclusive International Pro- grammes. Retrieved from

EUniQ (2020). Developing a European approach for comprehensive quality assurance of (Euro- pean) university networks. Retrieved from:

European Commission (2017). ECTS users’ guide 2015, Publications Office,

European Commission (2020), The European Institute for Innovation and Technology. https://

European Commission (2020), The Digital Education Action Plan.

European Commission (2020), European Education Area. European Commission, DG EAC (2021). A European approach to micro-credentials. Output of the Micro-credentials Higher Education Consultation Group: final report. Retrieved from EU publications: eb-aeb5-01aa75ed71a1

European Commission (2021), Proposal for a COUNCIL RECOMMENDATION on a European approach to micro-credentials for lifelong learning and employability. Brussels, 10.12.2021 COM(2021) 770 final, 2021/0402 (NLE)

European Commission (2021), European Universities Initiative.

European Commission (2020),

European Commission (2020), Europass. Retrieved from:

European Commision (2022), European Skills/Competences, qualifications and occupations (2022), ?resetLanguage=true&newLanguage=en

European MOOC Consortium (2018), The Common Microcredential Framework. https://emc.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105.

Garrison, D. R., & Vaughan, N. D. (2013). Institutional change and leadership associated with blended learning innovation: Two case studies. The internet and higher education, 18, 24-28.

Glatthorn, A. A., Bosschee, F., Whitehead, B. M., & Boschee, B. F. (2018). Curriculum Eva- luation. In Curriculum Leadership: Strategies for Development and Implementation (Vol. 3, pp. 356–381). SAGE Publications. Retrieved from files/upm-binaries/44333_12.pdf

Goeman, K., Poelmans, S., Van Rompaey, V. (2019), Research report on state of the art in blended education and innovation. Retrieved from the European Maturity Model for Blended Education website:

Goeman, K., Dijkstra, W., Poelmans, S., Vemuri, P. & Van Valkenburg, W. (2021), Deve- lopment of a Maturity Model for Blended Education: A Delphi Study. International Journal on E-Learning, 20(3), 229-258. Waynesville, NC USA: Association for the Advancement of Com- puting in Education (AACE). Retrieved August 9, 2021 from mary/p/217682/

González-Torres, M. C., & Torrano, F. (2008). Methods and instruments for measuring self- regulated learning. In A. Valle & J. C. Nunez (Reds.), Handbook of Instructional Resour-

Models and guidelines for the design and development of a joint micro-credential programme in higher education

ces and Their Applications in the Classroom (pp. 201–219). Macmillan Publishers. Retrieved from for_ measuring_self-regulated_learning

Gordon, N. (2014). Flexible pedagogies: technology-enhanced learning. The Higher Education Academy. Retrieved from peda- gogies-technology-enhanced-learning

Guàrdia Or0z, L., Maina, M. F., Albert, S., Antonaci, A., Van Der Westen, S., Dunn, C. (2020). Compendium of patterns of good practices on flexible and scalable SLPs (Research Report No. 4.1). Retrieved from European Short Learning Programmes Project website: ﷟ttps://e-slp.

Habib, M. and Sanzgiri, J. (2020). Compendium on good practices in assessment and recogniti- on of MOOCs for the EU labour market. Retrieved from European Mook Consortium – MOOCs for the labour market project.: EMC-LM_Compendium_on_good_practices_final.pdf que_AppendixIV_952782.pdf

Henderikx,P. & Ubachs, G., (2012). NETCU Handbook. Guidelines for organizing networked curricula. Retrieved from: book_Final.pdf

Henderikx,P. & Ubachs, G., (2019. ). Innovative models for collaboration and student mobility. bility_in_Europe.pdf

Huertas, E., Biscan, I., Ejsing, C., Kerber, L., Kozlowska, L., Marcos Ortega, S., Lauri, L., Risse, M., Schörg, K., Seppmann, G., Report from the ENQA Working Group on Quality Assu- rance and E-learning, Occasional Papers 26, ENQA, 2018 ﷟ttps:// ons/considerations-for-qa-of-e-learning-provision/

Kelo, M. & Loukkola, T. (2020). Possible scenarios on the path to a European degree, EUA. wards-a-european-degree.html

Laurillard, D. (2012), Teaching as a design science. Building pedagogical patterns for learning and technology. New York: Routledge, Taylor and Francis Group.

Laurillard, D. (2015), Higher Education and the digital era. A thinking exercise. Flanders KVAB thinkers in residence program 2015. The Royal Flemish Academy of Belgium for Sciences and Arts. Retrieved from: Home | Koninklijke Vlaamse Academie van België voor Wetenschap- pen en Kunsten (; 33 stpt Higher education Laurillart-Dillenbourg-HR (

Maina, M. F., Guàrdia Ortiz, L., Albert, S., Antonaci, A., Uotinen, V., Altinpulluk, H., Karoli- na, G., Chrząszcz, A., Dunn, C. (2020). Design guidelines for flexible and scalable SLPs (Rese- arch Report No. 4.2). Retrieved from European Short Learning Programmes Project web- site: ﷟Htps://

Martin, F., Sun T., Westine, C.D.(2020), A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, Elseviers,

Mathes, J., (2018) Global quality and online open flexible and technology enhan
ced education. An analysis of strengths, weaknesses, opportunities and threats,
See: 2476fbe6f76d00010499a3/1562670846037/ICDE+Global+Quality+in+Online+Open+Flexi- ble+and+Technology+Enhanced+Final+REPORT+2018-min.pdf

Melai, T., van der Western, S., Winkels, J., Antonaci, A., Henderikx, P., & Ubachs, G. (2020). Concept and role of Short Learning Programmes in European Higher Education. Retrieved from

Micro-HE (2020). Micro-credentials in Higher Education. Nuffic (2022), Stacking Credits and the Future of the Qualification (STACQ).

O’Neill, G. (2015). Curriculum Design in Higher Education: Theory to Practice [E-book]. Retrie- ved from

Orr, D., Pupinis, M., and Kirdulyte, G. (2020). Towards a European approach to micro-cre- dentials: a study of practices and commonalities in offering micro-credentials in European higher education, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/7338.

Pechenizkiy, M. (2012). Educational Data and Process Mining. TU/e Data Mining Expertise Group Research. Retrieved from

Pieters, M., Oudehand, M., Sangra, A. (2021), Professional development in digital teaching and learning. Digitel Pro, EADTU-EU Summit 2021. Retrieved from: Ubachs, Pieters, Ouwe- hand, Dijkstra & Sangrà–Digitel Pro (

Raes, A., Detienne, L., Windey, I. et al. A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environ Res 23, 269–290 (2020). https://doi. org/10.1007/s10984-019-

Models and guidelines for the design and development of a joint micro-credential programme in higher education

Raes, A. (2020), Learning and instruction in the hybrid virtual classroom: An investiga- tion of students’ engagement and the effect of quizzes. Computers & Education, volume 143, January 2020 Retrieved from: S0360131519302350

Quigley, A., Muijs, D., & Stinger, E. (2018). Metacognition and self-regulated learning, Gui- dance report. Education Endowment Foundation. Retrieved from https://educationendow- EEF_Metacognition_ and_self-regulated_learning.pdf

TESLA project (2019), Retrieved from:

Ubachs, G., Henderikx, P (2012), Netcu Handbook. Guidelines for organising networked cur- ricula, EADTU. European project, LLL program. NetCu/NetCu_Handbook_Final.pdf

Ubachs, G., Williams, K., Kear, K, Rosewell, J. (2015) Quality assessment for e-learning. A benchmarking approach. See:

Universities UK. (2018). Flexible learning: The current state of play in UK higher education. Retrieved from analysis/reports/Docu- ments/2018/flexible-learning-the-current-state-of-play-in-higher- education.pdf

Ubachs, G. & Henderikx P. (2022), Quality assurance systems for digital higher education in Europe. In Zawacki-Richter, O. & Jung, I., Handbook of Open, Distance and Digital Educati- on, Springer Verlag (to be published)

Van den Akker, J. (2010). Building bridges: how research may improve curriculum policies and classroom practices. In S. M. Stoney (Ed.), Beyond Lisbon 2010: Perspectives from Rese- arch and Development for Education Policy in Europe (Vol. 10, pp. 177–195). Consortium of Institutions for Development and Research in Education in Europe. Retrieved from https:// YB+10++Beyond+Lis- bon+2010-2.pdf

Van Merriënboer, J. J. G. (2019). The Four-Component Instructional Design Model: The Four-Component Instructional Design Model. School of Health Professions Education, Maas- tricht University. Retrieved from

Van Valkenburg, W. F., Dijkstra, W. P., De los Arcos, B., Goeman, K., Van Rompaey, V., & Poelmans, S. (2020). European Maturity Model for Blended Education. Retrieved from the European Maturity Model for Blended Education website: ducation.pdf?inline=1

Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Zeidner, M. Boekaerts, & P. R. Pintrich (Reds.), Handbook of Self-Regulation (pp. 531–566). Elsevier Academic Press. Retrieved from Measuring_Self- Regulated_Learning

Zone Flexible Education. (2019). Flyer zone Flexibilisation: Four flexible student routes. Acceleration plan Educational Innovation with ICT. Retrieved from https://versnellingsplan. nl/english/publication/flyer-zone-flexibilisation/

previous chapter: Conclude a consortium agreement
back to overview: Models and guidelines for the design and development
of a joint micro-credential programme in higher education