References of "Dujardin, Jean-Marie"
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See detailMOOCs in business administration - An overview of assessment practice
Gherib, Camelia; Dujardin, Jean-Marie ULg; Verpoorten, Dominique ULg

in Proceedings of the Conference of the European Association for Practitioner Research on Improving Learning (EAPRIL) 2015, Issue 2 (2016, March 07)

The study explores 31 MOOCs in the field of business administration, equipped with a conceptual framework documenting 18 facets of assessment design. As a second step, the data collected on 3 MOOCs about ... [more ▼]

The study explores 31 MOOCs in the field of business administration, equipped with a conceptual framework documenting 18 facets of assessment design. As a second step, the data collected on 3 MOOCs about assessment is submitted to university members in charge of external courses accreditation procedures in order to ascertain its possible influence on their decision to credit a MOOC or not. Main results indicate that, a) the typical profile of the assessment procedure for MOOCs in business administration is: QCM-based, automatic, continuous, individual, product-centred, standardized, b) secure ways (proctoring, test-centres) to warrant learners’ identity for the tests can already be found in some MOOCs of this field, and c) concerns of course accreditors bear first and foremost on these student authentication aspects. [less ▲]

Detailed reference viewed: 247 (5 ULg)
Full Text
Peer Reviewed
See detailMOOCs in business administration - An overview of assessment practice
Gherib, Camelia; Dujardin, Jean-Marie ULg; Verpoorten, Dominique ULg

in Proceedings of the Conference of the European Association for Practitioner Research on Improving Learning (EAPRIL) 2015, Issue 2 (2016, March 07)

The study explores 31 MOOCs in the field of business administration, equipped with a conceptual framework documenting 18 facets of assessment design. As a second step, the data collected on 3 MOOCs about ... [more ▼]

The study explores 31 MOOCs in the field of business administration, equipped with a conceptual framework documenting 18 facets of assessment design. As a second step, the data collected on 3 MOOCs about assessment is submitted to university members in charge of external courses accreditation procedures in order to ascertain its possible influence on their decision to credit a MOOC or not. Main results indicate that, a) the typical profile of the assessment procedure for MOOCs in business administration is: QCM-based, automatic, continuous, individual, product-centred, standardized, b) secure ways (proctoring, test-centres) to warrant learners’ identity for the tests can already be found in some MOOCs of this field, and c) concerns of course accreditors bear first and foremost on these student authentication aspects. [less ▲]

Detailed reference viewed: 247 (5 ULg)
Full Text
Peer Reviewed
See detailMOOCs in business administration - An overview of assessment practice
Gherib, Camelia; Dujardin, Jean-Marie ULg; Verpoorten, Dominique ULg

in Proceedings of the Conference of the European Association for Practitioner Research on Improving Learning (EAPRIL) 2015, Issue 2 (2016, March 07)

The study explores 31 MOOCs in the field of business administration, equipped with a conceptual framework documenting 18 facets of assessment design. As a second step, the data collected on 3 MOOCs about ... [more ▼]

The study explores 31 MOOCs in the field of business administration, equipped with a conceptual framework documenting 18 facets of assessment design. As a second step, the data collected on 3 MOOCs about assessment is submitted to university members in charge of external courses accreditation procedures in order to ascertain its possible influence on their decision to credit a MOOC or not. Main results indicate that, a) the typical profile of the assessment procedure for MOOCs in business administration is: QCM-based, automatic, continuous, individual, product-centred, standardized, b) secure ways (proctoring, test-centres) to warrant learners’ identity for the tests can already be found in some MOOCs of this field, and c) concerns of course accreditors bear first and foremost on these student authentication aspects. [less ▲]

Detailed reference viewed: 247 (5 ULg)
Full Text
Peer Reviewed
See detailMOOCs in business administration - An overview of assessment practice
Gherib, Camelia; Dujardin, Jean-Marie ULg; Verpoorten, Dominique ULg

in Proceedings of the Conference of the European Association for Practitioner Research on Improving Learning (EAPRIL) 2015, Issue 2 (2016, March 07)

The study explores 31 MOOCs in the field of business administration, equipped with a conceptual framework documenting 18 facets of assessment design. As a second step, the data collected on 3 MOOCs about ... [more ▼]

The study explores 31 MOOCs in the field of business administration, equipped with a conceptual framework documenting 18 facets of assessment design. As a second step, the data collected on 3 MOOCs about assessment is submitted to university members in charge of external courses accreditation procedures in order to ascertain its possible influence on their decision to credit a MOOC or not. Main results indicate that, a) the typical profile of the assessment procedure for MOOCs in business administration is: QCM-based, automatic, continuous, individual, product-centred, standardized, b) secure ways (proctoring, test-centres) to warrant learners’ identity for the tests can already be found in some MOOCs of this field, and c) concerns of course accreditors bear first and foremost on these student authentication aspects. [less ▲]

Detailed reference viewed: 247 (5 ULg)
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See detailManaging age diversity in companies: transferring competences between generations at work – Project Génération+
Dujardin, Jean-Marie ULg; Randaxhe, David ULg

in Field, John; Schmidt-Hertha, Bernhard; Waxenegger, Andrea (Eds.) Universities and Engagement - International perspectives on higher education and lifelong learning (2016)

The book will offer an answer to the question ‘What can be understood by University Lifelong Learning today?’ by collating the work of specialists from across Europe and beyond who have first-hand ... [more ▼]

The book will offer an answer to the question ‘What can be understood by University Lifelong Learning today?’ by collating the work of specialists from across Europe and beyond who have first-hand experience in the field of university engagement through continuing education. With a diverse range of expertise from the UK, Ireland, Germany, Finland, Malta, Belgium, New Zealand, Austria and the USA, readers are guaranteed a varied and informative collection of perspectives on this important topic. Taken as a whole, the book provides a theoretical background for readers, drawing on recent research and practice examples from a variety of countries and institutional settings, as well as demonstrating a variety of conceptual approaches, confirming the diverse range of possible solutions. Key topics covered include: - research into policy and practice; - engaging with business and industry; - engaging with communities; - engaging with an ageing society; - active citizenship and regional competitiveness. Developed in collaboration with the European University Continuing Education Network (EUCEN), Universities and Engagement is an invaluable contribution to research in the subject of lifelong learning. It will be of value to academics, practitioners and professionals with an interest in higher education and community management, and will be particularly suited to those interested in lifelong learning, adult education and community development. [less ▲]

Detailed reference viewed: 90 (18 ULg)
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See detailLa Gestion des âges : réalités et défis
Dujardin, Jean-Marie ULg; Cornet, Annie ULg; Randaxhe, David ULg

in Revue Management et Avenir [= RMA] (2014), 73

Detailed reference viewed: 64 (11 ULg)
See detailCompétences durables et transférables, clé pour l'employabilité
Dujardin, Jean-Marie ULg

Conference (2013, December)

Detailed reference viewed: 41 (8 ULg)
See detailCompétences durables et transférables, clés pour l’employabilité
Dujardin, Jean-Marie ULg

Conference (2013, September)

Detailed reference viewed: 56 (15 ULg)
See detailLa gestion des compétences tout au long de la vie
Dujardin, Jean-Marie ULg

Conference (2013, June)

Detailed reference viewed: 43 (10 ULg)
Peer Reviewed
See detailDeveloping sustainable competences through the whole professional life
Dujardin, Jean-Marie ULg

Conference (2013, June)

Detailed reference viewed: 34 (12 ULg)
See detailCompétences durables et transférables, clés pour l'employabilité
Dujardin, Jean-Marie ULg

Book published by De Boeck (2013)

Detailed reference viewed: 78 (38 ULg)
See detailEtude de cas Logistica : la gestion des âges en entreprise
Dujardin, Jean-Marie ULg; Laukes, Caroline

Learning material (2012)

Detailed reference viewed: 70 (11 ULg)
See detailLa méthode des cas en gestion des ressources humaines
Dujardin, Jean-Marie ULg

Conference (2010, May)

Detailed reference viewed: 46 (18 ULg)
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See detailLes métiers en pénurie : un contexte favorable à une gestion des âges pro-active?
Dieu, Anne-Marie ULg; Randaxhe, David ULg; Cornet, Annie ULg et al

in scouarnec, alice (Ed.) Management et métiers : vision d'experts, Mélanges en l'honneur de Luc BOYER (2010)

Detailed reference viewed: 111 (40 ULg)
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See detailManuel d’auto-diagnostic de gestion des âges
Dieu, Anne-Marie ULg; Randaxhe, David ULg; Cornet, Annie ULg et al

Learning material (2010)

Detailed reference viewed: 155 (18 ULg)
See detailLes métiers en pénurie : un contexte favorable à une gestion des âges pro-active ?
Dieu, Anne-Marie ULg; Randaxhe, David ULg; Cornet, Annie ULg et al

in Scouarnec, A. (Ed.) Ouvrage en l’honneur de Luc Boyer : Management et métier – Vision d’experts (2010)

Detailed reference viewed: 36 (14 ULg)