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Couldn't agree more, but I still wonder how could we cope with combining two such different domains as digital and personal. I fear that the digital domain will consume our personal domain all too quickly. Do you think that it is possible to maintain both equally? 

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Couldn't agree more, but I still wonder how could we cope with combining two such different domains as digital and personal. I fear that the digital domain will consume our personal domain all too quickly. Do you think that it is possible to maintain both equally? 

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Elisabeth Blagrove: Are there any issues around a customer/consumer  oriented model emerging when we’re working towards this transformation? To me, the transformation of learning we’re working towards emphasizes partnership and co-creation rather than simple transaction…

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Elisabeth Blagrove: Are there any issues around a customer/consumer  oriented model emerging when we’re working towards this transformation? To me, the transformation of learning we’re working towards emphasizes partnership and co-creation rather than simple transaction…

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Monique Scheer: Does embedding the inclusion agenda of micro-credentials in the European Univ Alliances not create a problem with the language of teaching (probably English), which could exclude life-long-learners?

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Monique Scheer: Does embedding the inclusion agenda of micro-credentials in the European Univ Alliances not create a problem with the language of teaching (probably English), which could exclude life-long-learners?

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Leo Boe: How can online learning drive soft skills development aligned to the employability agenda?

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Leo Boe: How can online learning drive soft skills development aligned to the employability agenda?

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So it is NOT possible to combine MCs, to one bigger degree?

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So it is NOT possible to combine MCs, to one bigger degree?

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It makes sense not to allow individuals to "create their own degrees" from a perhaps rather random collection of micro-credentials. What would be the way forward, however, for individuals without a degree, who have accumulated many micro-credentials? Can we ensure that adults who accumulate micro-credentials have clear paths to higher quals that do not require them to start HE study as if from scratch (and pay for a full degree on top of any previous micro-credential loans/fees)?

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It makes sense not to allow individuals to "create their own degrees" from a perhaps rather random collection of micro-credentials. What would be the way forward, however, for individuals without a degree, who have accumulated many micro-credentials? Can we ensure that adults who accumulate micro-credentials have clear paths to higher quals that do not require them to start HE study as if from scratch (and pay for a full degree on top of any previous micro-credential loans/fees)?

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I would love to know if the lifelong learning agenda is mainly or only about digital skiils, or is also about intercultural competences, citizenship competences (e.g. how do we deal with disagreements, etc) - and if it is the latter, how do we value these kinds of skills?

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I would love to know if the lifelong learning agenda is mainly or only about digital skiils, or is also about intercultural competences, citizenship competences (e.g. how do we deal with disagreements, etc) - and if it is the latter, how do we value these kinds of skills?

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At the risk of creating an unwanted binary: Would it not be helpful to distinguish between the goal of flexibilizing pathways toward full degrees (stacking smaller units from different providers) and single continuing-education certificates ('classic' micro-credential)? The former is more appropriate to research universities and the latter for other providers?

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At the risk of creating an unwanted binary: Would it not be helpful to distinguish between the goal of flexibilizing pathways toward full degrees (stacking smaller units from different providers) and single continuing-education certificates ('classic' micro-credential)? The former is more appropriate to research universities and the latter for other providers?

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How can we best build on the decades of experience of many kinds of Lifelong Learning provision in some research-intensive universities (in the UK including Warwick, Leeds, Queens Belfast, etc.) as we develop new models for current and future needs?

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How can we best build on the decades of experience of many kinds of Lifelong Learning provision in some research-intensive universities (in the UK including Warwick, Leeds, Queens Belfast, etc.) as we develop new models for current and future needs?

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What is the added value of a university providing short courses? why could private companies not do it?

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What is the added value of a university providing short courses? why could private companies not do it?

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Can online short courses emulate a wholistic university experience where students meet each other, debate outside the classroom, learn from each other outside the classroom, are inspired by lectures in completely different fields, etc?

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Can online short courses emulate a wholistic university experience where students meet each other, debate outside the classroom, learn from each other outside the classroom, are inspired by lectures in completely different fields, etc?

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What do you see as the most resilient barriers in embedding lifelong learning into standard HE provision?

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What do you see as the most resilient barriers in embedding lifelong learning into standard HE provision?

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The European Commission is collecting ideas for the development of a common definition for micro-credentials, EU standards for their quality and transparency, and the next steps to be taken at the institutional, national and EU levels. See the consultation here and share your views!

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Join the conversation about the educational transformations we need. The six columns correspond to the key recommendations proposed in the Insight Paper. 

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Join the conversation about the educational transformations we need. The six columns correspond to the key recommendations proposed in the Insight Paper. 

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To post a note click on + sign. Post your comments on existing notes or like them to share your interest.

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Post your questions on lifelong learning here! We will address them during the 29 June seminar on Transnational Collaboration and Lifelong Learning 

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Post your questions on lifelong learning here! We will address them during the 29 June seminar on Transnational Collaboration and Lifelong Learning 

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See the full list of speakers here!

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Download your own copy of the Insight Paper to see our recommendations.