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: https://thesecondprinciple.com/essenti- al-teaching-skills/blooms-taxonomy-revised/
Andriotis, N. What is microlearning: a complete guide for beginners. https://elearningindus- try.com/what-is-microlearning-benefits-best-practices
Anstey, L. M., & Watson, G. P. L. (2018). Rubric for eLearning Tool Evaluation. Centre for Teaching and Learning, Western University. Retrieved from https://teaching.uwo.ca/pdf/ elearning/Rubric-for-eLearning-Tool-Evaluation.pdf
Antonaci, A., The gamification design process applied to (massive) open online courses, PhD, dissertation, Welten Institute for Learning, Teaching and Technology, Open Universiteit of the Netherlands
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. https://jipe.ca/index.php/jipe/article/view/89
Biggs, J. (2002, October). Aligning the curriculum to promote good learning. Constructive Alig- nment in Action: Imaginative Curriculum Symposium. Retrieved from https://www.qub.ac.uk/ 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). Universal Design for Learning Guidelines version 2.2. Retrieved from http:// udlguidelines.cast.org
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 https://eua.eu/downloads/ 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. cedefop.europa.eu/en/news/micro-credentials-new-opportunity-lifelong-learning
CEPS: Everyone engaged–everyone successful. Bloom’s taxonomy revised. See: https://sites. google.com/site/cepseveryoneengaged/bloom-s-taxonomy
Cirland, E. & Loukkola, T., 2020) Micocredentials linked to the Bologna key commitments. EUA. Retrieved from: https://eua.eu/resources/publications/940:micro-credentials-lin- 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 https://www.universitiesuk.ac.uk/policy-and- 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 https://knilt.arcc.albany.edu/images/7/74/Cleary_and_zimmerman.pdf
Delft University of Technology. (2020). Educational Tooling – Brightspace Support. Brights- pace Support. Retrieved from https://brightspace- support.tudelft.nl/educational-tooling/
De Moor, B. Henderikx, P., Keustermans, L. (LERU), International curricula and student mobility, LERU, Advice paper.https://www.leru.org/publications/international-curricu- la-and-student-mobility
Dijkstra, W.P. & Goeman, K., (2021), European Maturity Model for Blended Education. Imple- mentation Guidelines. https://embed.eadtu.eu/download/2517/EMBED%20implementati- on%20guidelines.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: https://eslp.eadtu.eu/images/publications_ and_outputs/D5_Recognition_issues_with_regards_to_SLPs.pdf
EADTU (2020), Joint curricula and integrated mobility. EADTU, Virtual mobility website, ht- tps://virtualmobility.eadtu.eu/al-formats/joint-curricula-and-integrated-mobility-for- mat-info
EADTU (2021a), The European Maturity Model for Blended Higher Education (EMBED). Project website: https://embed.eadtu.eu. European Union funded project, Erasmus+ – Key Activity 2.
EADTU (2021b), Short learning programmes. Project funded under Erasmus+ Programme, Key Action 3: Support for Policy Reform – Initiatives for Policy Innovation–“Forward Looking Cooperation Projects”. https://e-slp.eadtu.eu
EADTU (2021c), MOOCs for the European labour market (EMC-LM). Project funded by the Eu- ropean Union, Erasmus+ programme, Knowledge alliances. https://emc.eadtu.eu/emc-lm
EADTU (2021d), The European Maturity Model for Blended Education. https://embed.eadtu. eu/results
EADTU (2022a), Professional development in digital teaching and learning (DigiTeL Pro). Pro- ject funded under the Erasmus+ programme, KA2, Cooperation for Innovation. Partner- ships for digital education readiness. https://digitelpro.eadtu.eu.
EADTU (2022b), MOOCS4you portal, https://moocs4you.eadtu.eu
ECCOE (2022), European Credit Clearinghouse for Opening up Education, https://eccoe.eu
EDLAB–Maastricht University. (2020). Programme Level. Retrieved from https://construc- tivealignment.maastrichtuniversity.nl/programme-level/
EHEA (2018), The European Qualifications Framework, supporting learning, work and cross-border mobility. http://www.ehea.info/Upload/TPG_A_QF_RO_MK_1_EQF_Bro- chure.pdf
EHEA (2020), Rome Ministerial Communiqué. http://www.ehea.info/Upload/Rome_Minis- terial_Communique.pdf
EHEA (2018), The Diploma Supplement template. http://ehea.info/Upload/document/minis- terial_declarations/EHEAParis2018_Communique_AppendixIV_952782.pdf
ENQA (2015). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), ENQA, (2015). https://www.enqa.eu/wp-content/uploads/2015/11/ESG_2015. pdf
EUniQ (2020), Developing a European approach for comprehensive quality assurance of (Euro– pean) university networks”. See: https://www.nvao.net/nl/euniq
EQAR, European approach for quality assurance of joint programs (2014), https://www.eqar. eu/assets/uploads/2018/04/02_European_Approach_QA_of_Joint_Programmes_v1_0. pdf
EQUiiP. (2018). User Guide. Educational Quality at Universities for Inclusive International Pro- grammes. Retrieved from https://equiip.eu/userguide/
EUniQ (2020). Developing a European approach for comprehensive quality assurance of (Euro- pean) university networks. Retrieved from: https://www.nvao.net/nl/euniq
European Commission, Directorate-General for Education and Culture (2017). ECTS Users’ Guide 2015, Publications Office, https://data.europa.eu/doi/10.2766/87592
European Commission, Directorate-General for Education and Culture (2018), The Digital Education Action Plan. https://education.ec.europa.eu/document/digital-education-acti- on-plan
European Commission, Directorate-General for Education and Culture (2020a), European Education Area. https://education.ec.europa.eu
European Commission, Directorate-General for Education and Culture (2020b), The Euro- pean Institute for Innovation and Technology. https://eit.europa.eu
European Commission, Directorate-General for Education and Culture (2020c), ENIC-NA- RIC.net. https://www.enic-naric.net
European Commission, Directorate-General for Research and Innovation (2020d), Whitt- le, M., Rampton, J., Towards a 2030 vision on the future of universities in Europe, Publications Office, 2020, https://data.europa.eu/doi/10.2777/510530
European Commission, Directorate-General for Education and Culture (2021a). A European approach to micro-credentials. Output of the Micro-credentials Higher Education Consultation Group: final report. Retrieved from EU publications: https://op.europa.eu/en/publicati- on-detail/-/publication/7a939850-6c18-11eb-aeb5-01aa75ed71a1
European Commission, Directorate-General for Education and Culture (2021b), 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, Directorate-General for Education and Culture (2021c), European Universities Initiative. https://education.ec.europa.eu/education-levels/higher-education/ european-universities
European Commission, Directorate-General Employment (2022a), Europass. European Di- gital Credentials for Learning. Retrieved from: https://europa.eu/europass/en
European Commission, Directorate-General Employment (2022b), European Skills/Compe- tences, qualifications and occupations (2022), https://ec.europa.eu/esco/portal/news/e9e0f8 76-3f04-4a23-8524-2a5391a586f9?resetLanguage=true&newLanguage=en
European MOOC Consortium (2018), The Common Microcredential Framework. https://emc. eadtu.eu/cmf-awarded-programmes
Futurelearn (2022a), https://www.futurelearn.com/
Futurelearn (2022b), The power of social learning: an effective way to learn. https://www. futurelearn.com/using-futurelearn/why-it-works
Models and guidelines for the design and development of joint micro-credential courses and microlearning units in higher education
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 https://www.sagepub.com/sites/default/ 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: https://embed.eadtu.eu/results
Goeman, K., Dijkstra, W., Poelmans, S., Vemuri, P. & Van Valkenburg, W. (2021), Develop- ment 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 Computing in Education (AACE). Retrieved August 9, 2021 from https://www.learntechlib. org/primary/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- ces and Their Applications in the Classroom (pp. 201–219). Macmillan Publishers. Retrieved from https://www.researchgate.net/publication/295103631_Methods_and_instruments_ for_ measuring_self-regulated_learning
Gordon, N. (2014). Flexible pedagogies: technology-enhanced learning. The Higher Education Academy. Retrieved from https://www.advance-he.ac.uk/knowledge-hub/flexible- 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: https://e-slp. eadtu.eu/images/publications_and_outputs/D41_Compendium_final.pdf
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.: https://emc.eadtu.eu/images/publications_and_outputs/ EMC-LM_Compendium_on_good_practices_final.pdf http://ehea.info/Upload/docu- ment/ministerial_declarations/EHEAParis2018_Communique_AppendixIV_952782.pdf
Henderikx,P. & Ubachs, G., (2012). NETCU Handbook. Guidelines for organizing networked curricula. Retrieved from: https://eadtu.eu/documents/Publications/NetCu/NetCu_Hand- book_Final.pdf
Henderikx,P. & Ubachs, G., (2019. ). Innovative models for collaboration and student mobility. https://eadtu.eu/documents/Innovative_Models_for_Collaboration_and_Student_Mo- bility_in_Europe.pdf
Henderikx, P., Ubachs, G., & Antonaci, A. (2022). Models and guidelines for the design and development of a joint micro-credential programme in higher education. Global Academic Press. https://doi.org/10.5281/zenodo.6483288
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 https://www.enqa.eu/publicati- ons/considerations-for-qa-of-e-learning-provision/
Iniesto, F. (2021) Models and Guidelines for Assessment and Recognition of MOOCs and micro– credentials. EMC-LM Project. CC-BY 4.0. Retrieved from: https://emc.eadtu.eu/emc-lm/ results-menu
Kelo, M. & Loukkola, T. (2020). Possible scenarios on the path to a European degree, EUA. https://eua.eu/resources/expert-voices/186:possible-scenarios-on-the-path-to- wards-a-european-degree.html
Lang, C., Siemens, G., Wise, A., Gasevic, D., (2017). Handbook of learning analytics, Society for Learning Analytics Research (SOLAR). https://www.solaresearch.org/publications/hla- 17/
Lauren M. Anstey & Gavan P.L. Watson (2018), Rubric for eLearning Tool Evaluation, Uni- versity of West Ontario, Centre for Teaching and Learning. https://teaching.uwo.ca/pdf/ elearning/Rubric-for-eLearning-Tool-Evaluation.pdf
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 (kvab.be); 33 stpt Higher education Laurillart-Dillenbourg-HR (kvab.be)
Laurillard, D.(2021), The learning designer (UCL). https://www.ucl.ac.uk/learning-designer Laurillard, D., Young and Perović, ABC (UCL), https://abc-ld.org/nl/over/
Leong, K., Sung, A., Au, D., and Blanchard, C. (2020), A review of the trend of microlearn- ing, Journal of Work-Applied Management . DOI: https://doi.org/10.1108/JWAM-10-2020-0044
L’Université Numérique (2022). L’Université Numérique. Fun-Ressources. https://luni- versitenumerique.fr/fun-ressources
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: https://e-slp.eadtu.eu/images/D42_Guidelines_final.pdf
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, https://doi.org/10.1016/j. compedu.2020.104009
Mathes, J., (2018) Global quality and online open flexible and technology enhan–
ced education. An analysis of strengths, weaknesses, opportunities and threats, ICDE.
See: https://static1.squarespace.com/static/5b99664675f9eea7a3ecee82/t/5d2476f- be6f76d00010499a3/1562670846037/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 https://e-slp.eadtu.eu/images/Concept_and_role_of_SLPs.pdf
Merrill, M.D. (2012). First principles of instruction. John Wiley & Sons.
Micro-HE (2020). Micro-credentials in Higher Education. https://micro-credentials.eu.
Nuffic (2022), Stacking Credits and the Future of the Qualification (STACQ). https://www.nuf- fic.nl/en/subjects/recognition-projects/stacq-2020-2022#introduction
O’Neill, G. (2015). Curriculum Design in Higher Education: Theory to Practice [E-book]. Retrie- ved from http://hdl.handle.net/10197/7137
Open Education Consortium (2022). Open Education Consortium. The global network for open education. https://www.oeconsortium.org/courses
OpenLearn (2022), OpenLearn. Free learning from the Open University. https://www.open. edu/openlearn/
OpenupEd (2013), OpenupEd portal, https://openuped.eu
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 https://www.win.tue.nl/%7Empechen/projects/edm/
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 (slideshare.net)
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-
Raes, A. (2020), Learning and instruction in the hybrid virtual classroom: An investi- gation of students’ engagement and the effect of quizzes. Computers & Education, volu- me 143, January 2020 Retrieved from: https://www.sciencedirect.com/science/article/abs/pii/ S0360131519302350
Rossade, K. D., Janssen, J., Wood, C., & Ubachs, G. (2022). Designing online assessment–solu- tions that are rigorous, trusted, flexible and scalable. Report (to be published). EADTU, Maas- tricht, The Netherlands.
Salmon, G.,.Carpe Diem Learning Design. https://www.gillysalmon.com/carpe-diem.html
Quigley, A., Muijs, D., & Stinger, E. (2018). Metacognition and self-regulated learning, Gui- dance report. Education Endowment Foundation. Retrieved from https://educationendow- mentfoundation.org.uk/public/files/Publications/Metacognition/ EEF_Metacognition_ and_self-regulated_learning.pdf
Solar, Society for Learning Analytics Research, https://www.solaresearch.org
SURF (2019), Flexibilisation: four flexible student routes. Acceleration plan Educational Innovation with ICT. Zone Flexible Education. Retrieved from: https://versnellingsplan.nl/ english/publication/flyer-zone-flexibilisation/
TESLA project (2019), Retrieved from: http://tesla-project-eu.azurewebsites.net/papers/
TU Delft (2022), TU Delft extension school for continuing education. https://www.tudelft. nl/extension-school
Models and guidelines for the design and development of joint micro-credential courses and microlearning units in higher education
Tipton, S.,(2020), Microlearning 101: Using a Little Learning to Grow Big Skills. E-Learning Blog. https://www.ispringsolutions.com/blog/what-is-microlearning
Ubachs, G., Henderikx, P (2012), Netcu Handbook. Guidelines for organising networked cur– ricula, EADTU. European project, LLL program. https://eadtu.eu/documents/Publications/ NetCu/NetCu_Handbook_Final.pdf
Ubachs, G., Williams, K., Kear, K, Rosewell, J. (2015) Quality assessment for e-learning. A benchmarking approach. See: https://e-xcellencelabel.eadtu.eu/about
Universities UK. (2018). Flexible learning: The current state of play in UK higher education. Retrieved from https://www.universitiesuk.ac.uk/policy-and- 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 Educa- tion, Springer Verlag (to be published)
Ubachs, G. (Ed.) (2022), Diversity and Inclusion in Digital Education. For European Universities. Report (to be published). EADTU, Maastricht, The Netherlands.
Una Europa (2020). Annual report 2020. https://una-europa.imgix.net/resources/1Euro- pe_Una-Europa_Annual-report_2020-2021-3.pdf
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:// ris.utwente.nl/ws/portalfiles/portal/5601607/Akker-building- 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 https://www.4cid.org/about-4cid
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: https://embed.eadtu.eu/down- load/2470/European%20Maturity%20Model%20for%20Blended%20E ducation.pdf?inli- ne=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 https://www.researchgate.net/publication/232472158_ Measuring_Self- Regulated_Learning
Young, C., Perovic, N., ABC Learning Design. Sprint design your courses and programs in just 90 minutes (UCL). https://abc-ld.org
previous chapter: Conclude a consortium agreement
back to overview: Models and guidelines for the design and development of
joint micro-credential courses and microlearning units in higher education