# data[].attributes.body
The workshop took place during the 2nd D-TRANSFORM Leadership School and engaged about 30 participants.

1. After a short presentation of the MOOC, each participant was asked to choose the topic which was most interesting to her / him.

2. Participants formed groups according to their favourite topic: each topic corresponds to a week of the MOOC.

3. Group members were provided with printed copies that outlined  the content of the MOOC topic (week) they chose.

4. Each group had 20 minutes to discuss and to write on a paper worksheet needs / objectives and best practices in the context of the chosen topic.

5. A spokesman for each group presented in 2 mins. the content produced; finally, participants with a laptop explained on the MOOC forum why their favourite topic was interesting to them (in the previous days, Leadership School participants were asked to enroll in the MOOC).

Below you find an outline of the content produced by each workgroup during the workshop.

# data[].attributes.body
The group stressed:

some elements that had an impact on the disruption of universities, such as massification and the arrival of private competitors

some implications, such as the need  for strategic thinking (digital savvy / creative / innovative / agile leadership) and for both pedagogic and technical support.

In addition to that, the group shared some good practices in the management of digital transformation of universities. Some of them, such as those referring to University of Oxford and Dublin City University, were detected during the Leadership School.

# data[].attributes.headline
WEEK 2 - Models for opening up education

# data[].attributes.subject
WEEK 2 - Models for opening up education

# data[].attributes.body
The group drew special attention to the concrete needs for curation for target audiences, discoverability and quality of resources / courses, taking into account cognitive styles and reconsidering the organisation of knowledge. Among good practices were mentioned e.g. use of technologies that are familiars to students and institutional sustainability.

# data[].attributes.headline
WEEK 3 - OER and MOOCs as innovation drivers

# data[].attributes.subject
WEEK 3 - OER and MOOCs as innovation drivers

# data[].attributes.body
The group highlighted  the need for improving the production process and the pedagogical design of MOOCs and the need for a quality policy. Among the good practices were mentioned: the use of metadata for resources, collaborative course design, and the possibility of consulting / watching resources offline.

# data[].attributes.body
The group mentioned, among needs and objectives, the credentialing of  non-formal learning outcomes in formal education (if properly verified), the role of digital badges and portfolios, personalised assessment, the need for assessing the labour market. Among the good practices was mentioned: an independent verifying body for credentialing.

# data[].attributes.headline
WEEK 4 - Academic libraries and study spaces

# data[].attributes.subject
WEEK 4 - Academic libraries and study spaces

# data[].attributes.body
The group stressed the need for open learning spaces  and "social spaces" (also equipped for co-learning) within universities. That implies,  the re-organisation of existing spaces with wi-fi, many sockets in the walls, shared screens, drinks and snacks, etc.. A best practice from the BME university in Budapest was presented: in addition to the digitization of alla library resources, a former smoking room was rearranged and a sponsored "game place" for students.

# data[].attributes.body
The group distinguished between online and in situ learning in terms of both needs /objectives and good practices, highlighting the role of human factors and interactions in in situ learning.

# data[].attributes.headline
WEEK 7 - Overcoming academic resistance to ICT enhanced teaching

# data[].attributes.subject
WEEK 7 - Overcoming academic resistance to ICT enhanced teaching

# data[].attributes.body
The group stressed the need for providing support to teachers so that they get prepared for teamwork, as they may fear to loose their role. Also intellectual property issues , e.g. the use of materials in open courses were mentioned. Among best practices: starting with small projects; for example, it can be easier to engage a teacher in pedagogical innovation if the teacher is asked to propose only one lesson with a flipped classroom model, instead of the whole course.