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Robert Farrow


This paper presents results of a rapid review of evidence pertaining to the potential of open online learning to enhance employability and inclusion in Europe. Non-traditional access routes into higher education opportunities are still seldom used, but open online learning offers a route to reconceive traditional roles within knowledge communities. There is evidence to suggest that, through enhancing opportunities for flexible delivery of education, MOOCs can innovate the way that we approach degree programmes, lifelong learning, continuous education (CE) and continuous professional development (CPD) to promote social inclusion in Europe. While most MOOC participation has been among relatively privileged people, designers need to plan for MOOC learners who are diverse physically, culturally, economically, geographically, linguistically and in terms of their motivations, skills and prior learning. For effective lifelong learning, these MOOC learners need to develop a range of skills: digital, communicative, heutagogical, peer learning, and time management.

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