The concept Teaching 4.0 is the result of uniting the use of participatory networks, online tools and digital content available in the Internet, and adding educational material generated by teachers in traditional media (offline) and using ICTs (online).
The Universitat de les Illes Balears (Spain) is a pioneer in the implementation of this 4.0 concept, where professor Antonio Fernández-Coca combines face-to-face teaching, following the traditional parameters, with the external support of relationship marketing and ICT tools (such as online videos and social networks) to produce specific content aiming to support teaching in an open and shareable way.
The Teaching 4.0 website developed by professor Fernández-Coca shares the learning and teaching materials produced under a Creative Commons licence for the subject Graphic Expression in Construction, part of the UIB’s Construction Engineering degree curriculum.
Teaching 4.0 is the winner of the Universia Open Course Ware 2012 contest, organised by the Spanish Ministry of Education, Culture and Sports and Universia.
Click here to see a video where professor Fernández-Coca explains his Teaching 4.0 concept (in Spanish).
The London International Conference on Education (LICE) is an international refereed conference dedicated to the advancement of the theory and practices in education. The LICE promotes collaborative excellence between academicians and professionals from Education. The aim of LICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The LICE-2013 invites research papers that encompass conceptual analysis, design implementation and performance evaluation. All accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.
ARTinED project resources are now ready on the website for all European primary schools. This European Union funded project is designing innovative methodologies to both improve the teaching of any primary school subject by using the arts and using the arts to improve creativity, engage and inspire children to learn.
ARTinED - A new approach to education using the arts http://www.artined.eu/index.html
is a significant European Union funded education project that has been designing innovative methodologies to:
· To improve the teaching of any primary school subject by using the arts
· Using the arts to improve creativity, engage and inspire children to learn
ARTinEd has created:
· A methodology
· In-service training course
for teachers and authority curriculum experts to enhance European teachers’ knowledge and confidence in using the arts in their daily teaching in any school subject.
About using the resources
ARTinEd is now open to primary schools across Europe (ages 6 to 11) to pilot the resources that have been prepared and tested. You can use the resources now and in to the future, it is important for the project that we know you are using them. All the information you need is available on the project website in the resources section http://www.artined.eu/resources.html . If you would like to be involved please complete the form below.
What you will do
The project has made a primary level course on the environment that includes different art forms. Each school can use one or as many parts of the course as they wish.
You will need to request that a page is created on ARTinED Wiki for your school so you share in text, pictures and videos the work your students have completed. Just write to joel.josephson AT joel-josephson DOT org with the name of the school, after you register on the wiki (full name please). http://artined-eu.wikispaces.com/home
We present the concept of quad-blogging, and its potential for facilitating and enhancing peer-to-peer learning in higher education, specifically in a massive open online course (MOOC) by increasing peer engagement, promoting the practice of blogging and fostering the formation of professional learning networks through social media.
The Ireland International Conference on Education is dedicated to the advancement of the theory and practices in education.
IICE gives academicians and professionals from various educational fields with cross-disciplinary interests the opportunity to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The IICE 2013 invites research papers that encompass conceptual analysis, design implementation and performance evaluation. All the accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.
A series of high-end complementary maths teaching resources directly aligned with the Irish Department of Education’s “Project Maths” syllabus and the Irish Leaving Certificate Exam are being offered by Alison (Advance Learning Interactive Systems Online).
These resources were created in collaboration with two Galway-based, Project Maths trained, secondary school teachers in partnership with the Galway Education Centre and the Athenry Maths Academy.
Currently available is Strand One of the curriculum: Probability and Statistics (Ordinary Level and Higher Level), an area found to be of traditional difficulty among students, and an area of increasing importance in the growing knowledge economy.
These are a complementary resource, not a replacement to in-classroom teaching of maths, and are made up of video lectures as well as interactive lessons from teachers and tutors from all over the world.
A Certificate of Completion is awarded to students who complete the full course.
The OpenCourseWare Consortium (OCWC) and the International Council for Open and Distance Education (ICDE) signed on 8 May, 2013 a Memorandum of Understanding between the two global associations.
The signature took place during a ceremony at the OpenCourseWare Consortium (OCWC) Global Conference 2013 at Bali, Indonesia.
With this agreement, ICDE and OCWC enter into closer cooperation in recognition of their mutual interest in expanded access to high quality higher education through open and distance education.
Both parties undertake to explore opportunities in the following areas:
- Mutual promotion of activities.
- Joint regional conference.
- Explore a joint initiative to support policy discussion and development facilitating open and distance education at governmental and institutional levels.
- Joint membership services.
- Opportunities to have synergy in projects, for example in giving attention to and promote "flagship projects".
Issue number 33 of eLearning Papers focuses on the challenges and future of Massive Open Online Courses (MOOCs), a trend in education that has skyrocketed since 2008.
Guest edited by Dr Yishay Mor, Senior Lecturer at the Open University's Institute of Educational Technology (UK), and Tapio Koskinen, Director of the eLearning Papers Editorial Board, MOOCs and Beyond seeks to both generate debate and present a variety of perspectives about this new popular learning model.
The emergence of MOOCs poses a set of challenges to the educational community. This new special issue of eLearning Papers aims to shed light on the way these online courses affect both education institutions and learners, and tries to find answers to some of the questions confronted by teachers and researchers.
Among other topics, eLearning Papers 33 explores whether MOOCs may be a viable solution for education in developing countries and analyses the role of these emerging courses in the education system, especially in higher education. Furthermore, valuable examples from the field are presented, such as the quad-blogging concept and a game-based MOOC developed to promote entrepreneurship education.
This issue includes 4 In-Depth articles and 6 From the Field ones:
- The Impact and Reach of MOOCs: A Developing Countries’ Perspective by Tharindu Liyanagunawardena, Shirley Williams and Andrew Adams
- MOOCs and disruptive innovation: Implications for higher education by Li Yuan and Stephen Powell
- The Next Game Changer: The Historical Antecedents of the MOOC Movement in Education by David T. Boven
- MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective by Lourdes Guàrdia, Marcelo Maina and Albert Sangrà
From the field articles
- MOOCs are More Social than You Believe by Jan Blom, Himanshu Verma, Nan Li, Afroditi Skevi and Pierre Dillenbourg
- Realising the Potential of Peer-to-Peer Learning: Taming a MOOC with Social Media by Emily Purser, Angela Towndrow and Ary Aranguiz
- Learning from Open Design: Running a Learning Design MOOC by Patrick McAndrew
- Quad-blogging: Promoting Peer-to- Peer Learning in a MOOC by Angela Towndrow, Ary Aranguiz, Emily Purser and Madhura Pradhan
- Game Based Learning MOOC. Promoting Entrepreneurship Education by Margarida Romero
- The AlphaMOOC: Building a Massive Open Online Course One Graduate Student at a Time by Carmen McCallum, Stephen Thomas and Julie C. Libarkin
Though the history of massive open online courses is very short, scholars can gain insights by looking at similar movements in the past. This paper examines several historical moments in education to develop an understanding of MOOCs and their future.
Specifically, this paper explores two developments that resemble the discourse surrounding MOOCs—the emergence of studia particulare and generale in medieval Europe and the monitorial educational systems of the early nineteenth century. It also looks at several other educational innovations that have been seen as disruptive to the status quo of education. These include land-grant institutions in the United States in addition to the University Without Walls and open education movements of the 1960s and 1970s. These previous movements are very instructive as proponents of MOOC educational systems develop strategies for promoting MOOCs and giving them lasting resonance in the digital age.
ICELW works to improve online learning so that it makes a measurable difference in workplace performance and morale. Anyone with an interest or background in workplace eLearning is invited to attend and participate in the conference, which will take place in New York City from the 12-14 of June 2013.
The ICELW program cover a variety of topics relating to e-learning in the workplace and the use of technology to improve job performance, in the form of demonstrations, mini-seminars, case studies, interviews, debates, presentations, and panel discussions.