Title Index

40

A conceptual framework for quality assurance of theses

Henrik Hansson, Thashmee Karunaratne
Department of Computer and Systems Sciences Stockholm University, Sweden.
88

A curriculum for technical training in orthoses and prosthetics: a lifelong education proposa

Maria Cristina Guimarães1, Rita Tarcia2, Dagoberto Barbosa3, Alysson Campos3, Janio Gustavo Barbosa4, Michele Soltosky5, Marilyn Bonfim1
1Oswaldo Cruz Foundation, Brazil. 2Federal University of São Paulo, Brazil. 3Rehabilitation Center Dr. Henrique Santillo, Brazil. 4Federal University of Rio Grande do Norte, Brazil. 5Federal Fluminense University, Brazil.
85

Assessing competences and graphing students progress in online higher education

Cristina Girona, Lluís Pastor, Marta Merino, Josep-Antoni Martínez
Universitat Oberta de Catalunya, Spain.
54

Balance of literacy and employability in education for lifelong learning in the digital age

Christian-Andreas Schumann1,2, Feng Xiao2,3, Kevin Reuther4, Helge Gerischer1, Claudia Tittmann1
1West Saxon University of Zwickau, Germany. 2Chinesisch-Deutsche Hochschule für Angewandte Wissenschaften (CDHAW), China. 3Tongji Universitty Shanghai, China. 4University of the West of Scotland, United Kingdom.
61

Convergent Learning Theories: Pedagogic development of digital learning content for adult learning of digital skills

Phil Wilkinson1, Anastasia Economou2, Vasilis Katos3
1Centre for Excellence in Media Practice, Bournemouth University, United Kingdom. 2Cyprus Pedagogic Institute, Cyprus. 3Bournemouth University, United Kingdom.
23

Course Design for Brazilian Unified Health System: An Experience of Usage of Intelligent Forum

Cristine Gusmão1,2, Josiane Machiavelli2, Rodrigo Lins2
1Federal University of Pernambuco, Brazil. 2SABER Tecnologias Educacionais e Sociais, Brazil.
75

Defining Key Competences for Community Work with Refugees: Perspectives of Refugees and Professionals in Portugal

Ana Luísa Costa1, Susana Coimbra2, Marta Pinto1, João Caramelo1, Elsa Guedes Teixeira1
1Centre for Research and Intervention in Education [CIIE], Faculty of Psychology and Education Sciences of the University of Porto, Portugal. 2Centre for Psychology at University of Porto, Portugal.
37

Education is Giving and Taking: A Comparative Study of Metaphor Usage in Australian and Norwegian University Promotional Videos

Allison Creed1,2, Susan Nacey3
1University of Melbourne, Australia. 2University of Southern Queensland, Australia. 3Inland Norway University of Applied Sciences, Norway.
64

Flexibility in higher education - what does it mean for the future of student funding?

Karl Magnus Bjorøy, Ingunn Bakkene Cowan, Tom Halfdan Tobiassen, Berit Hartviksen, Nina Schanke Funnemark
Lanekassen, Norway.
46

Implementation of the OAI-PMH protocol to bridge OER across institutions in Thailand

Boonlert Aroonpiboon, Khansiri Atorn, Titima Thumbumrung
National Science and Technology Development Agency, Thailand.
86

Learning and training in the health sector: VR-based simulation

Bente Langvik Olsen1, Svein-Harald Nygård2
1Innlandet Hospital Trust, Norway. 2Inland Norway University of Applied Sciences, Norway.
10 M-Learning Maturity Model for Higher Education and Universities Muasaad Alrasheedi1, Luiz Fernando Capretz2
1Arab Open University, Saudi Arabia. 2Western University, Canada.
70

MOOCs for training establishements

Egil W. Hartberg, Brit Svoen
Inland Norway University of Applied Sciences, Norway.
101

Open and Online Learning for Digital and Network Society

Airina Volungeviciene,
Vytautas Magnus University, Lithuania. EDEN - European Distance and eLearning Network, United Kingdom.
84

Physiotherapy and Refugees Education Project (PREP): Responding to the Changing Needs of Clients

Djenana Jalovcic1, Egil Kaberuka-Nilelsen2, Michel Landry3, Rachael Lowe4, Anna Pettersson5, Emma Stokes6, Kjersti Thulin Wilhelmsen1, Joost van Wijchen7, Maria N. Alme1
1Western Norway University of Applied Sciences, Norway. 2Centre for Migration Health, Norway. 3Duke University, USA. 4Physiopedia, United Kingdom. 5Karolinska Institute, Sweden. 6Trinity College, Ireland. 7HAN University of Applied Sciences, Netherlands.
29

PROFESSIONALS’ LIFELONG EDUCATION FROM BRAZIL UNIFIED HEALTH SYSTEM: A SUCCESSFUL EXPERIENCE.

Ruy Medeiros de Oliveira1, Ricardo Alexsandro De Medeiros Valentim2,3, Carlos A P de Oliveira2,4
1Maternity School Januário Chico at the Federal University of Rio Grande do Norte, Brazil. 2Laboratory f Technological Innovation in Health at the Federal University of Rio Grande do Norte, Brazil. 3University Hospital Onofre Lopes at the Federal University of Rio Grande do Nort, Brazil. 4Multidisciplinary Institute for Human Development eith Technologies at the State University of Rio G, Brazil.
49

Quality Criteria for Distance Health Education Modality: the Context of the Family Health Specialization Course UNA-SUS/UNIFESP

Juliana Bezerra Joaquim Campos1, Maria Elisabete Salvador2, Rita Maria Lino Tarcia2,3
1Hospital Alemão Oswaldo Cruz, Brazil. 2Universidade Federal de São Paulo – UNIFESP, Brazil. 3Associação Brasileira de Educação a Distância – ABED, Brazil.
81

Report of the ICDE Working Group on the Present and Future of Alternative Digital Credentials

Gary Matkin1, Stefania Aceto2, Deb Adair3, Ansary Ahmed4, Hee Kiat Cheong5, Gabriela Geron6, Allyn Radford7, Darien Rossiter8
1University of California, Irvine, USA. 2Universidad International de La Roija, Spain. 3Quality Matters, USA. 4Asia e-University, Malaysia. 5Singapore University of Social Sciences, Singapore. 6Connecting Iberoamerica, USA. 7Transforming Credentials, Australia. 8Royal Melbourne Institute of Technology, Australia.
44

Simulation for Medical Training

Cecilia Flores1, Ana Respicio2, Helder Coelho2, Marta Bez3, João Marcelo Fonseca4
1Federal University Health Science of Porto Alegre, Brazil. 2Universidade de Lisboa, Portugal. 3Feevale University, Brazil. 4Coordinator of Hospital Attention and Urgencies of the Municipal Health Department of Porto Alegre, Brazil.
27

Technology-based  in a Health Popular Education OER  for Parents and Families: an Experience in the Kangaroo Method

Carlos Alberto Pereira de Oliveira1,2, Ruy Medeiros de Oliveira3, Ricardo Ricardo Alexsandro De Medeiros Valentim4,5
1Laboratory of Technological Innovation in Health at the Federal University of Rio Grande do Norte, Brazil. 2indisciplinar Institute for Human Development with Technologies at the State University of Rio de Janeiro, Brazil. 3Maternity School Januário Cicco at the Federal University of Rio Grande do, Brazil. 4Laboratory of Technological Innovation in Health at the Federal University of Rio Grande do Nort, Brazil. 5University Hospital Onofre Lopes at the Federal University of Rio Gran, Brazil.
24 Technology-mediated health education: innovative human training for telemedicine and telehealth Carvalho Caio Abitbol1, Perez Rodrigo1,2, Melo Ronaldo Silva1,2, Oliveira Eloiza3,4, Carlos Alberto Pereira de Oliveira1,2
1State University of Rio de Janeiro, Brazil. 2Federal University of Rio Grande do Norte, Brazil. 3State University bob Rio de Janeiro, Brazil. 4Federal University of Rio Grande do Norte, Afghanistan.
105

The mandate and work by the ICDE OER advocacy committee (Panel)

Ebba Ossiannilsson ,,
ICDE OER Advocacy Committee Chair, Sweden. Swedish Association for Distance Education, Sweden. Swedish Organization for e-Competence, Sweden.
43

The production of Open Educational Resources to the civil public servants of the SUS: a methodological proposal

Kaline Araújo1,2, Mauricio Oliveira Jr1,2
1Laboratory of Technological Innovation in Health at the Federal University of Rio Grande do Norte, Brazil. 2Secretariat of Distance Education at the Federal University of Rio Grande do Norte, Brazil.