International Pockets of Innovation

Ground-Breaking Practices in Online Learning From Educators

The International Pockets of Innovation series showcases a broad range of examples of best practices in online learning from faculty and instructors in higher education around the world, including Ireland, Norway, France, Iceland, Spain, Italy, US, Israel, Costa Rica, Scotland, England, Sweden and Germany, with more added each month. These descriptions highlight models and resources that can be adapted in many educational settings to improve student success in online, blended, and technology-enhanced learning.

In this growing series, Contact North | Contact Nord features projects with three specific characteristics:

They represent a new approach.
They support students.
The developers are prepared to share their innovations, the challenges they encountered and what they learned with public colleges and universities in Ontario, as well as colleagues around the world.

This international series complements Contact North | Contact Nord’s Pockets of Innovation Series with 135 examples of how innovative educators in Ontario’s public colleges and public universities are using online learning to provide engaging learning experiences for students as well as the Cross Canada series with examples from Canada, outside of Ontario.

Blending Ancient and Modern: Using MOOCs and Blended Learning to Teach Babylonian Cuneiform Writing at the Università Ca’ Foscari in Italy
Public universities in Italy recently received funding from the government to encourage innovation, particularly in the use of technologies and e-learning. At Università Ca’ Foscari in Venice, Professor Paola Corò successfully applied for funding to convert her face-to-face course in Babylonian...
Multicultural Collaborative Online Learning and Teaching Designed and Implemented by the Centre for Technology, Education and Cultural Diversity in Israel
The national Israeli educational system is divided into two subgroups: Jewish and Arab, and the Jewish system is further subdivided into secular and religious (Orthodox). Teacher education colleges are also divided into these three groups. To bring these three distinct cultural groups together, a...
Providing and Supporting Self-Access Language Learning at the University of Barcelona, Spain
The University of Barcelona in Spain has over 65,500 students, 5,300 faculty members and researchers, and almost 2,300 other staff, spread over 6 campuses. To prepare its graduates for international careers, the University wanted to offer opportunities for language learning beyond those...
Creating Presence in an Online Doctoral Program at the University of Florida
Faculty members in the College of Education at the University of Florida in Gainesville, which offers an online Masters program and an on-campus PhD in Curriculum and Instruction, developed an online Ed.D. in Curriculum and Instruction with an emphasis on Educational Technology to serve...
Integrating MOOCs into Credit Courses at the University of Iceland
Distance learning programs have long been offered through the School of Education at the University of Iceland; however, very few distance education courses were available to students in other programs at the university. One exception is Icelandic Online courses, seven language courses offered...
Using Open Badges to Visualize Learning at the Beuth University of Applied Sciences, Germany and the Open Badge Network
Dr. Ilona Buchem, Professor for Communication and Media Sciences at the Beuth University of Applied Sciences in Berlin, Germany recognized the potential of badges to offer additional recognition not part of formal summative evaluations of universities.
Designing, Implementing and Evaluating Contemporary Models of Teaching and Learning at the National Institute for Digital Learning at Dublin City University, Ireland
The National Institute for Digital Learning (NIDL) is focused on becoming a world leader in the design, implementation, and evaluation of contemporary models of teaching and learning, with numerous institutional and collaborative initiatives underway to reach this goal. Mark Brown points...
Innovations in Student Interaction, Support, and Evaluation at Kristiania University College in Norway
The Norwegian School of Correspondence was established in 1914 as a non-profit foundation to deliver distance learning around the country so Norwegians could have access to education despite financial, cultural, and geographic barriers. At one time, the institution had so many students it ran its...
Creating a MOOC that Emphasizes Flexibility for Students at the Norwegian University of Science and Technology, Norway
Over a five-year period, Svend Andreas Horgen, an Assistant Professor in the Institute for Informatics and e-Learning at the Norwegian University of Science and Technology (NTNU) in Trondheim, Norway, attended numerous conferences and visited multiple schools to talk to teachers about how to use...
Collaborative International Development of a Massive Open Online Course at the Norwegian University of Science and Technology
Responding to a need for a course on entrepreneurship designed to help those working in information technology to develop the commercial value of their ideas, educators from England, Greece, Denmark, Slovenia, Portugal, Sweden, and Norway submitted a course development proposal to the ERAMUS...

International Pockets of Innovation

Ground-Breaking Practices in Online Learning From Educators

Blending Ancient and Modern: Using MOOCs and Blended Learning to Teach Babylonian Cuneiform Writing at the Università Ca’ Foscari in Italy

Multicultural Collaborative Online Learning and Teaching Designed and Implemented by the Centre for Technology, Education and Cultural Diversity in Israel

Providing and Supporting Self-Access Language Learning at the University of Barcelona, Spain

Creating Presence in an Online Doctoral Program at the University of Florida

Integrating MOOCs into Credit Courses at the University of Iceland

Using Open Badges to Visualize Learning at the Beuth University of Applied Sciences, Germany and the Open Badge Network

Designing, Implementing and Evaluating Contemporary Models of Teaching and Learning at the National Institute for Digital Learning at Dublin City University, Ireland

Innovations in Student Interaction, Support, and Evaluation at Kristiania University College in Norway

Creating a MOOC that Emphasizes Flexibility for Students at the Norwegian University of Science and Technology, Norway

Collaborative International Development of a Massive Open Online Course at the Norwegian University of Science and Technology

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