We have issued an extension call for papers for the IADIS e-Learning 2013 conference with a submission deadline of April 1st 2013.
This conference will take place in Prague, Czech Republic, 23 - 26 July 2013 as part of the IADIS Multi Conference on Computer Science and Information Systems (MCCSIS 2013) Prague, Czech Republic 22 – 26 July 2013.
* Keynote Speakers (confirmed):
Thomas C. Reeves, Professor Emeritus of Learning, Design, and Technology, College of Education, The University of Georgia, USA
Doc. Ing Jan Lojda, President of the Czech Association of Distance Teaching Universities, Czech Republic
* Conference background and goals
The IADIS e-Learning 2013 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning.
The conference accepts submissions in the following seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning.
* Format of the Conference
The conference will comprise of invited talks and oral presentations. The proceedings of the conference will be published in the form of a book and CD-ROM with ISBN, and will be available also in the IADIS Digital Library (accessible on-line).
The conference proceedings will be submitted for indexing to INSPEC, EI Compendex, Thomson ISI, ISTP and other indexing services.
* Best Papers
The best papers will be selected for publishing as extended versions in the IADIS International Journal on WWW/Internet (ISSN: 1645-7641), in the Interactive Technology and Smart Education (ITSE) journal (ISSN:1741-5659) and also to selected journals (i.e. IADIS International Journal on Computer Science and Information Systems (IJCSIS - ISSN: 1646-3692) including journals from INDERSCIENCE Publishers.
* Types of submissions
Full papers, Short Papers, Reflection Papers, Posters/Demonstrations, Tutorials, Panels and Doctoral Consortium. All submissions are subject to a blind refereeing process.
* Topics related to e-Learning are of interest. These include, but are not limited to the following areas:
- Organisational Strategy and Management Issues
- Technological Issues
- e-Learning Curriculum Development Issues
- Instructional Design Issues
- e-Learning Delivery Issues
- e-Learning Research Methods and Approaches
- e-Skills and Information Literacy for Learning
To see more details and subtopics, please see the attached document or visit the conference website.
This publication provides a synoptic overview about the ProfDRV projects results and provides the reader with a handy introduction into the further publications, material and tools developed in the projects framework.
It illustrates, further explains and discusses the interfaces between the different working and development steps implemented and working areas addressed with the project such as professional driver qualification in general and based on directive 2003/59/EC or the relevance of the European Qualifications Framework for the realisation of a common minimum standard for professional driver qualification in Europe. All the information and results of the ProfDRV project lead to a set of recommendations on the further improvement and enrichment of professional driver qualification across Europe in order to meet needs and interests of employers and workers and last but not least in order to ensure and increase safety on European roads through well qualified and skilled professional drivers.
Project Duration: October 2010 - March 2013
Project Coordinator: DEKRA Akademie GmbH, DE
The project is funded by the EC LLP/LdV
A summary of all project results include the projects conclusions and recommendations are available in the project synopsis:
The way people learn is changing. Recent research reveals that 42% of adults surveyed said they are much more likely to use the internet for learning than they were a year ago and this is likely to become more common through the use of smartphones and other mobile devices.
Advances in technology have made this easier. Adults can access learning at any time and almost anywhere, using audio, video and text content from broadcasters, education providers or their own peers on social media. The tools they've used to do this have changed too, with around one third of web users now accessing the web through a mobile device, such a tablet or smartphone.
To adapt to this change, learning providers can look at how technology can help them achieve what they already do in a better way, how they can use their own or learners own technology to teach in a different way and how they can use the vast communication network online media opens up to widen access and engage different learners.
Through contributions from community and voluntary organisations, local authorities, learning organisations, the private sector and eminent speakers, the "Innovating Learning" conference, brought to you jointly by NIACE and the BBC, will showcase the use of digital technologies in learning and explore how they can provide more learning opportunities, address the needs of different learners and deliver better learning. It will also give recognition to learning practitioners through the Digital Practitioner Awards, supported by the Learning and Skills Improvement Service and the Skills Funding Agency, to be held at its close.
Held at the BBC's flagship studios in MediaCity, Manchester, the conference will encourage dialogue between practitioners, managers and policy makers, to discuss how technology can innovate how adults learn and help shape NIACE policy through responses to keynote addresses, workshops and forums.
The conference, brought to you jointly by NIACE and the BBC, will provide delegates with:
- A chance to see what providers are doing and can do with technology
- A wide view on how technology can widen participation, make delivery more effective and improve outcomes for learners
- Information on digital technologies and recent developments in broadcasting.
- Increased awareness of free learning resources and digital tools.
- Increased awareness of technology for inclusion.
- Knowledge of cost effective or free digital learning tools.
- Models and examples of using technology to innovate learning, engage and support learners.
- Support for informal and formal learning practitioners in developing their own professional practice.
- Knowledge of how adults as learners can benefit most from the application of technology.
- Support for participants in the delivery of their adult learning programmes, identification of CPD needs and strategic priorities.
- Awareness of how technology can increase adult learning opportunities and widen access.
How participants can use the information gained from the event when they get back to their institutions
- Review their use of BBC and other free learning resources and digital learning and marketing tools.
- Review and update their organisation's CPD provision to ensure it meets future needs.
- Disseminate information on digital technologies and their potential to enhance and innovate adults' learning.
- Make an informed review of their organisations' learning programme ensuring the effective use of technology to address current priorities in learning.
- Use opportunities offered by digital technology to increase their organisations' effectiveness, reach and impact.
- Review their organisations' use of technology for inclusion.
- Review their organisations' e-strategy plans.
Selvom kun de færreste vil modsætte sig, at livslanglæring bør være en positiv oplevelse, skal online-underviseren alligevel huske på, at en ældre elevs krop muligvis kræver udvikling af andre værktøjer og færdigheder.
I denne korte artikel beskriver vi to eksempler på udfordringer, internationale elever oplevede, fordi de havde nogle problemer med ind i læringsmiljøet. Disse problemer skyldtes, ikke kun den elevernes alder, men også det geografiske miljø, hvori de studerede. Navnene på eleverne er ændret.
“Valorise or Vaporise” - The essential of Dissemination and Marketing in EU Projects - 15_19 Oct 2012
Valorise or Vaporise” - The essential of Dissemination and Marketing in EU Projects
Date: 15 – 19 October 2012
Location: Porto, Portugal
Organiser: SPI – Sociedade Portuguesa de Inovação
Contact: Ms Mette Christensen
Grundtvig Grant at your national agency!
Reference n.: AT-2012-328-001
Registration deadline: 30 April 2012
Despite rapid expansion of knowledge and new media, many in the adult learning community have to contend with shortages of information and resources in their work. This is particularly the case in developing countries. But better access to relevant information will improve the linkages between research, documentation and policy-making that are vital in meeting the needs of adult learning. Given such improvements, we would all benefit from more efficient project planning and less duplication of effort, more fruitful relationships and, above all, better-informed policy decisions. In line with its own dedication to the cause of lifelong learning, UIL is looking forward to coordinating further interesting and inspiring projects that support ALADIN’s vision of working for a global learning society, where information and knowledge on adult learning is created, well-documented and made accessible to all.
The MOVE-ON project aims at designing, developing and validating new vocational education possibilities ready to be offered in short episodes (max 10 minutes each) during 'non-place' events with the goal to increase the overall volume of participation of adults in vocational education.
Adult learners' re-entry into the learning environment, in many instances, requires a leap of courage, and yet their learning success is integral to the health of communities and the economy. These learners, whether busy parents, young adults or seniors who would like to stay professionally active, will only be able to (re-)enter or stay in the workforce if they become life-long learners.
Learning on-the-move holds a promise for providing opportunities for adults to stay in-line with their career, personal and educational goals, to keep pace with professional and societal changes and with the new formal requirements in the modern labour market.
Mobile Devices penetration has exceeded 100% in many European countries. At the same time, device manufacturers have raised the bar with the introduction and success of sophisticated portable devices like iPhone, iPad, Blackberry, Google Nexus, tablets, etc. who have already demonstrated good potentials for mobile learning (e.g. ITunesU). At the same time, these modern learning tools which have the potential to alter the educational experience seem to be entirely separated from pedagogy since they simply do not fit with existing pedagogies. This gap from modern learning tools to state-of-the-art pedagogy should be bridged.
From the societal point of view, as society becomes increasingly hectic and knowledge-based, adult employees of all levels are obliged to adopt more vocational education activities to renew, update or certify knowledge and skills in order to remain competitive in the workplace and to accommodate to an increasingly technological environment. On top of that, as documented by the 'New Skills for New Jobs' priority (launched in 2008 by the European Commission): Skills upgrading is critically important for Europe's short-term recovery from the crisis and longer term growth and productivity, for its jobs and its capacity to adapt to change, for equity, gender equality and social cohesion. It is also stated: Too little is done to increase and adapt the skills of an ageing workforce.
Having identified these facts (technological, pedagogical and societal), the main challenge of the MOVE-ON project is to increase the overall volume of participation of adult professionals in learning and vocational education by focusing on the possibilities offered by the portable devices widely adopted lately as the new access medium to learning. MOVE-ON’s expectation is to motivate, enable and support busy adult professionals in learning on-the-move or at 'non-places'.
More specifically MOVE-ON aims at:
- Designing, developing and valorizing a novel mLearning pedagogical approach based on the recent developments in pedagogy which move away from the transmissive, behavioral models and more toward the constructivist models (learning from experience) while place the active learner at the heart of activities.
- Developing and valorizing an innovative and attractive all inclusive mlearning system that will support acquisition of knowledge while on-the-move or at the 'non-place' and offer self-directed personal development in new contexts.
- Targeting adult professionals from all over Europe, users of mobile & other portable devices (tablets) with multimedia reproduction capabilities, who lack free-time and are conscious about their educational needs.
- Designing and developing learning material (courses) that cover a selection of subjects and skills that according to studies demonstrate growing demand from employers across all levels of employees. This material will be easily adaptable for different portable devices and organized into smaller learning units (max. 10 min duration) that fit the transient context of mobile use and the MOVE-ON pedagogy.
- Offering a multilingual service where the system itself and the educational material will be available in several languages (initially all of the partners’ languages expandable to other languages later).
Feedback from pilot testing will provide insight into the appropriate educational approaches that suit the mobile context and motivate mobile users to engage with the MOVE-ON service.