Going digital – insights into the production of a MOOC.

What does it mean to produce a MOOC? What are the challenges faced by professors when creating a course online? How does it feel to stand alone in front of a camera? While MOOCs have definitely the potential to challenge the politics of education and the very bases of the transmission of knowledge, they also encourage professors to test new educational possibilities and confront themselves with digital tools. To discover more about this adventure, we turned to the Ecole Polytechnique Fédérale de Lausanne (EPFL), one of the earliest Swiss academic players to enthusiastically jump on the digital train and asked Jérôme Chenal, General Secretary of the Urban and Regional Planning Community (CEAT), to share his experience of producing a MOOC on urban planning in African cities. Written by Vitalia Bakhtina & Beatrice Ferrari, SERI, Bern.


Source: Excerpt from Chenal’s MOOC on urban planning in African cities



Digital Technologies in Education: local and global insights into digital initiatives in higher education

Slides from Prof. Lorenzo Cantoni’s presentation

You can find the slides from the presentation that Prof. Lorenzo Cantoni gave during the Event at the Università della Svizzera italiana USI on SlideShare.

Event at the Università della Svizzera italiana USI

Digital Technologies in Education: local and global insights into digital initiatives in higher education

Friday 24.10.2014
Auditorio Lugano Campus

The fast development of digital technologies in recent years is offering new possibilities to reinvent higher education. Alternative forms of interaction are progressively complementing and enriching face-to-face forms of teaching and learning. At the same time, by making courses accessible to millions of students worldwide, the emergence of e-Learning and the growth of Massive Open Online Courses (MOOCs) is reducing geographic distance while expanding the influence of major universities.

What are the possibilities and challenges brought by digital technologies in higher education? How are they reshaping the academic landscape worldwide? Is it hype or revolution? We invite you to join the debate and share local and global insights into digital initiatives in higher education.


Targeting regional learners with Japanese MOOC

In spring 2013, the University of Tokyo created big headlines by announcing its participation in the for-profit US MOOC provider Coursera, offering two courses in English from fall 2014. Soon after, other national universities joined the fad: this spring both Kyoto University and Osaka University released their first courses via edX, a non-profit MOOC platform developed by Harvard and MIT.
Written by Matthias Frey, Science & Technology Councellor, Embassy of Switzerland in Japan (


Korea : An Example for Successful Government and Private Industry Driven MOOCs

The Republic of Korea (Korea) is the most advanced country in Information & Communication Technology (ICT) worldwide. The International Telecommunication Union (ITU) annually publishes its ICT Development Index and Korea has been ranked 1st in 2011 and 2012. Korea is a global leader in home and mobile internet access per capita and already rolled out a nation-wide 4G LTE mobile internet network in 2011. In October 2013, almost 27 million Koreans were 4G LTE subscribers according the Ministry of Science, ICT and Future Planning (a majority of the population). Taking into account the almost record-high tertiary education rate (OECD: 69 %) in addition to the intensive use of mobile Internet technology, Korea would be in the perfect position to be a global leader in digital education. Written by Christian Schneider, STC, swiss Embassy in Seoul