One World Learning (OWL) project is designed to provide nonformal education for secondary school students in developed and developing countries to learn about the world as they have never done before. It aims to deepen their knowledge of foreign cultures and universal development issues and to establish lasting international relationships. The project is composed of regular real-time interaction of two culturally different groups (OWL teleclasses), an interest-driven and flexible curriculum, and the use of the telepresence technology in secondary education environment.
Multicultural Interdisciplinary Handbook: Tools for Learning History and Geography in a Multicultural Perspective
The aim of this Project is to build and share a set of tools that includes a HandBook, Digital Modules and a Teacher Training Course. They will offer a structured path through European Contemporary History and Geography where the countries concerned will be those of the Project partners.
- University of Salamanca - GRIAL (Spain).
- Pädagogische Höchschule Tirol (Austria).
- Hafelekar Unternehmensberatung Schober GmbH – Innsbruck (Austria).
- Institut Universitaire de Formation des Maîtres – Créteil (France).
- Universität Augsburg (Germany).
- Universität Siegen (Germany).
- Università Ca’ Foscari di Venezia (Italy).
- Społeczna Wyższa Szkoła Przedsiębiorczości i Zarządzania (Poland).
Despite official educational guidelines, improved linguistic skills have been limited in all partner countries due to cuts in their national budgets. As a consequence CLIL experiences have been lessened, to the sole benefit of those involving English.
Another reason for this project resides in the difficulty in modifying the guidelines of national programmes, that are often short-sighted as far as other cultures are concerned.
Finally, all European reports point out the shortage of materials and ICT-based contests suitable for interdisciplinary and multicultural education in school.
The MIH (Multicultural Interdisciplinary HandBook) Project meets these needs by providing new tools that help teachers and pupils to plunge deeper into the culture and the language of another nation via its memorials, its history and its landscape/geography. Moreover, it intends to promote the common European identity, as it introduces a European perspective in the schools’ History and Geography programmes, which are usually confined to national borders.
The aim of this Project is to build and share a set of tools that includes a HandBook, Digital Modules and a Teacher Training Course. They will offer a structured path through European contemporary History and Geography where the countries concerned will be those of the Project partners.
Today, it is generally national guidelines that determine school programmes; school HandBooks and Didactics are based upon them. Going beyond the limits of the national programmes, and furthering the understanding amongst young people and their educators of the diversity of European culture, languages and values –the principal objective of the Comenius– we plan to operate at the level of the HandBooks and Didactics. The main purpose of the entire MIH project is to offer a tool for studying events through an approach that is both comparative and interdisciplinary: historical content will be organised based on underlying geographical realities dealing with such topics as borders, migrations, landscape and resources.
The cooperative work of selecting and drawing up the key topics, a major activity of the project’s core members, will provide the materials for designing a training course addressing current and future teachers that will emphasize the European dimension in teacher training.
The HandBook, available in the five languages of the partnership plus in English, can be used both by teachers interested in multicultural learning as well as by those involved in CLIL projects. In the latter case, teachers will have at their disposal the consistent path, the original documents and a general methodology that recent reports have shown to be missing. They will promote language learning.
The Digital Modules will be the final tool of the project. The modules will be available as free video podcasts, web-based contents (HTML) and standard-packaged Learning Objects (SCORM – IMS) in order to use them in any Virtual Learning Environment, so in class or for independent study by pupils; they will motivate pupils by supporting listening comprehension and oral production and represent an important contribution to the development of digital educational content.
The Project life is from October 2009 to September 2011. We expect to release the first beta products by September 2010.
MIH aims to:
- Further the development of a common European identity by having schools participate in the culture of other countries using their languages and their collective symbolic imagery.
- Contribute to the creation of a new generation of school HandBook and ICT-based contents that can support teachers involved in CLIL experiences, or who are simply interested in them.
- Implement digital educational contents in schools.
The results will be:
- A HandBook and Digital Materials, which deal with a choice of historical and geographical topics, selected among those that have had an important impact in the national imagery in the last two centuries. The final version of HandBook and Digital Modules will be available in all the languages of the partner countries.
- A Teacher Training Course addressed to both future and in-service teachers. The training develops the topics dealt by the HandBook and explains its methodology and issues.
Séminaire gratuit : le 21 juin 2012, de 14h00 à 17h00, dans les salons du Cercle Républicain - 5, avenue de l'Opéra 75001 Paris
Quels sont les enjeux de la formation linguistique, qui concernent-ils ? Comment l'offre a-t-elle évolué pour couvrir les nouvelles attentes, en particulier grâce au Blended Learning ? Quels sont les points clés du cahier des charges de la formation linguistique, permettant de sélectionner les partenaires qui sauront servir la stratégie linguistique de l'entreprise ? Ce sont les questions auxquelles répondra Michel Diaz, Directeur Associé de Féfaur, lors de la conférence : «Réussir son appel d'offres de formation linguistique» organisée par GoFluent.
Les conclusions de la key note seront mises en situation et discutées dans le cadre d'une table ronde où s'exprimeront des acheteurs et responsables formation de grandes entreprises françaises.
Les participants recevront le Livre Blanc Féfaur «Réussir son appel d'offres de formation linguistique»
There is a documented need for supporting VET teachers, trainers and tutors in including ICT in their teaching activities. Despite the advanced learning technologies, it is often the case that teachers, most of all elder ones, are frightened or even disturbed by technology. A past European project, Vitae, whose results are exploited and refined in a new project, Understand IT, has developed a set of net-based collaborative learning activities, using modern Web 2.0 tools.
El Centro Internacional de Tecnologías Avanzadas (CITA) de la Fundación Germán Sánchez Ruipérez abre el plazo de inscripción de 3 cursos en línea reconocidos por el Ministerio de Educación a efectos de formación permanente del profesorado. Además, están reconocidos por la Universidad de Salamanca con 4 créditos de libre elección o su equivalente en horas de formación continua.
Estas actividades formativas se realizan a través del Campus Virtual CITA, del 28 de mayo al 29 de junio de 2012. Son las siguientes:
Lea el anuncio completo aquí.
Vea todos los cursos del Camous Virtual aquí.
The SMILEY project (Social Mindedness in LEaring communiY) gives a strong contribution in addressing social exclusion and marginalization among young students by the use of ICT as an effective educational tool integrating the conventional teaching methods. This bottom-up approach allows teachers and students to debate about the social and civic problems through a ICT-based learning methodology. Thanks to the project, Referring Teachers improve their capacity in recognizing and dealing with risky situations and behaviours among pupils, while students learn how to face daily situations in a constructive and cooperative way. To reach this purpose, an online educational role-playing game called Your Town has been developed and implemented as a tool to raise the social awareness and sensitivity of young people towards these issues.
The project has been implemented through the following phases:
The first phase is aimed at the development of a specific SMILEY methodology enabling the teachers involved in the project to apply the multimedia technologies having as final aim engaging the students on different social issues and problems such as bullying, violent attitudes, ethnic and religious discrimination, etc...
The second phase is oriented to practical training of Referring Teachers in the use of ICT in education. The specific objective of this phase has been achieved through the design and implementation of integrated courses and through the provision of specific textbooks designed to allow teachers to make the best use of digital potential and to facilitate the transmission and dissemination of the SMILEY methodology to other teachers in the respective countries.
The third phase will be addressed to the direct involvement of students through the experimentation of “Your Town”, an educational role-playing game (ERPG) as an interactive tool of testing and stimulating the students' level of social mindedness. Through a game-based learning approach and within a safe virtual town scenario, this exciting new game encourages players age 10–16 years to think about various positive and negative social issues and situations with a view to promoting constructive, co-operative, social minded behaviour.
Fachforum "Leichter als gedacht!? - E-Learning-Beispiele aus den Sprach- und Literaturwissenschaften"
Lehrende zeigen praktikable Umsetzungen von E-Learning-, E-Teaching-, oder Blended-Learning-Szenarien aus den Bereichen der Sprach- und Literaturwissenschaften. Im Vordergrund stehen E-Learning-Projekte, die nicht mit Hilfe von Drittmitteln umgesetzt werden und kein großes zusätzliches Personal- oder Sachbudget erfordern. Vielmehr berichten die Lehrenden von Erfahrungen beim Einsatz von Bordmitteln der zentralen Lernplattformen oder über den Einsatz von anderen webbasierten Werkzeugen in Vorlesung, Seminar oder Prüfung.
While it is clear that formal training retains its pre-eminence and is recognised throughout the world of work, informal learning, hitherto little known and appreciated, is now established as a new form of participatory learning. Some countries even validate informal learning in the skills development of individual career paths (”Validation of Acquired Experience” in France, “NVQs” in the UK, etc.). What role does social learning play in optimising training, and in particular distance training via e-learning platforms?
Social learning: what is its principle?
Social learning tends to supplement distance training through social media, aimed at creating more effective communication between students and learning managers as well as optimising the training course objectives.
Social learning develops informal training (learning outside the scope of a structured learning system, based, in particular, on interaction and an exchange of experience) by allowing the learner to supplement the knowledge gained formally: By sharing, questioning, communicating and in short evolving in a more social and practical environment, s/he acquires and internalises even more knowledge.
Remember that nearly 90% of learning is informal: ever-present in our daily lives, discussion with or advice from colleagues or learning managers as well as experience are very important factors in shaping us. In this context, clearly, the presence of social learning would appear to be a natural part of distance training.
Social networking: discussions to enhance learning
Besides the emails or virtual classrooms that have already been a part of e-learning for several years, social learning is today going further in the social dimension by providing the community features of social networking within e-learning platforms. It promotes learning communities via various media and social tools such as wikis, blogs, forums, etc. E-learning platforms feature tools for promoting sharing, such as microblogging. An effective addition for distance training, allowing ever-closer collaboration and communication between the various players.
Innovative Learning Technologies blog
Webinar gratuit 22/05/12, de 11h00 à 12h00 : La plateforme LMS : un projet clé de votre stratégie e-learning
Intervenants : Michel Diaz, Directeur Associé, Féfaur et Olivier Ferhat, Directeur Général, MindOnSite
- À propos du débat "is LMS dead"
- Tracking, évaluations, habilitations
- LMS ou LCMS ?
- Comment mener à bien son projet LMS
- Le projet LMS : un projet clé d'une stratégie e-learning / Blended Learning globale
Les participants recevront le Livre Blanc de Féfaur "La plateforme LMS : un projet-clé de la stratégie e-learning".