Pan European

Today’s youth are growing up in a world very different from the world their teachers or parents knew when they were young. Where and how they learn is changing as mobile learning and social networking become part of their every day life. Ubiquitous access to social media, tools and knowledge resources is taken for granted, while passive teacher-directed work dominates life at school.

Open, social and participatory media have significant potential to transform learning and teaching. They offer numerous ways to communicate, collaborate and connect with peers. The range of free educational resources and tools is rapidly increasing. Cloud computing has enabled free or inexpensive access to applications that were once available only to those who were willing to pay premium license fees.

The gap between the potential and actual use of technology in education is a paradox. eLearning Papers seeks to facilitate the sharing of innovative and creative uses of technology to support learning among its readers. The upcoming 32nd issue focuses on mobile technology applications and their potential to enhance learning within the broad spectrum of education and training. Papers are welcome on any aspects related to the use of open, social and participatory media, cloud computing or mobile learning. Some suggested focus areas  are listed below.

• How do mobile devices enhance learning and creativity?
• Mobile learning and creative classrooms
• OER for mobile learning
• Mobile learning management models and strategies
• Learning design for mobile learning
• Mobile learning platforms, devices and operating systems
• Authoring tools and technologies for mobile learning
• Content design and development for mobile learning
• Platform specific applications for learning
• Augmented reality in education
• Mixed reality and mobile devices supporting learning
• Mobile devices and schoolwork, in classrooms and beyond
• Mobile devices supporting performance and learning at work
• Low-tech mobile learning, e.g. the power of SMS

The article submission deadline is November 19th, 2012. The provisional date of publication is December, 2012. For further information and to submit your article, please contact: jimena.marquez@elearningpapers.eu

Guest editor: Prof. Dr. Martin Wolpers, Fraunhofer-Institut für Angewandte Informationstechnik FIT

Help to find out the real needs of project coordinators and partners in respect to these topics by completing a short questionnaire (which takes about 5 minutes). Your replies will help to ensure that the resources and training provided is appropriate, relevant and fit-for-purpose. The results will be published here.

Read more about the Web2LLP project here.

In parallel to the phenomenal rise of the digital game development industry through time, the acceptance of games in other sectors has also been changing. Computer game skills have been increasingly applied in almost all areas of human activity within modern societies. Digital games have now been embraced by the academic research community as a research topic, as well as discovered by the education sector as a highly interactive media that can support and foster learning. As a popular and powerful media, computer games are being considered for use in various education and training settings to motivate learners, to focus their attention, and to help them to construct meaningful and permanent records of their learning.

Games have high presence in informal segments of learning – but in formal education, games are still often seen as an unserious activity and the potentials of games for learning remain undiscovered. However, when evaluating games with their children, 85% of parents believed that computer games contributed to learning as well as providing entertainment.

Beside fantasy and fun elements, games have potential to foster players’ ability to communicate and interact with others during gameplay. Computer games can help players to think critically when they are required to construct connections between virtual and real life. Game-like learning environments can provide motivating interdisciplinary learning settings, creating opportunities that could improve student collaboration skills as well as help them learn new concepts and synthesize new information. Games have also been praised for the potential they offer in learning business leadership and other skills by practicing in a safe environment.

The potential of Game Based Learning (GBL) is still underestimated. It can play a major role in renewing learning as it is perceived by learners in all levels of education and training systems. eLearning Papers seeks contributions about mixed realities, virtual worlds and gaming in both sections: In-Depth and From the Field.

We specifically invite contributions which address one or several of the following issues:

• Innovative game based learning technologies, applications, tools and environments
• 3D virtual worlds supporting learning, e.g. in language learning or leadership training
• Use of mobile games and location-based technology for learning
• Innovative applications of mixed realities for learning
• Use of simulations in education, corporate training and military
• Technology for massive multiplayer online games (MMOGs) for learning
• Interactivity design in game based learning applications
• Player immersion and learning
• Case studies and best practices in GBL
• Social and collaborative aspects of GBL
• Implementation issues associated with GBL
• Learning design, good gameplay and instructional theory for GBL
• Use of role plays for learning and training
• Assessment and evaluation in GBL
• Gender, age, cultural and ethical issues in GBL
• Rating of games for learning
• Accessibility of games for learning

The article submission has been extended to June 3, 2011 The provisional date of publishing is 14 July 2011. For further information and to submit your article, please contact:

Guest editor:

Professor DI Dr. Maja Pivec, University of Applied Sciences FH JOANNEUM in Graz, Austria

The submissions need to comply with the following guidelines:

• Submission language: English
• Title: must effectively and creatively communicate the content of the article and may include a subtitle.
• Executive summary for In-depth section should not exceed 200 words.
• Executive summary for From the field section should not exceed 50 words.
• Keywords: up to five relevant keywords need to be included.
• In-depth full texts: articles should range from 4,000 to 6,000 words.
• From the field texts: texts should not exceed 1,200 words.
• Conclusions: special importance is given to the representation of the conclusions, which should be clearly stated both in the summary and at the end of the article.
• References: All the references must be adequately cited and listed.
• Author profile: author name, institution, position and e-mail address must accompany each submission.
• Images: Please send high resolution JPEG files

See the complete guidelines at: Instructions for writers

The “Study of the Impact of Comenius Centralised Actions: Comenius Multilateral Projects and Comenius Multilateral Networks” was conducted for the European Commission by the Greek educational organisation Ellinogermaniki Agogi from December 2010-December 2012. It conducted a survey among participants in 145 projects and networks.

The projects were funded through the EU's Comenius scheme, which supports a range of activities, from school partnerships to teacher training and the eTwinning school network. Part of the Lifelong Learning Programme, which will be succeeded by Erasmus for All from January 2014, Comenius allocates around €13 million a year to support the development of new teaching methods and materials.

The study found that the most positive impact was on individuals directly involved in projects, who said that it broadened their views, increased access to best practice and innovation, and improved their professional skills in ICT, languages and management.

The benefits highlighted most by organisations included the opportunity to develop new links and synergies, both within the institution and with others. Systemic impact through the projects and networks is less strongly felt, but most respondents say it exists, for instance where teacher training modules and content developed within a project or network are integrated into established courses.

"Our aim is to help schools to provide pupils with the knowledge and skills they need to reach their full potential,” said Androulla Vassiliou, Commissioner for Education, Culture, Multilingualism and Youth. “The added value of this European initiative is that it exposes teachers and schools to different approaches and expertise, which results in more innovative solutions in the classroom.”