elearning_label_higher_education
June 28 - LS6 Webinar: Empowering future language learners: Formal and informal language learning through social media
Invited speakers:
Pierre-Antoine Ullmo, P.A.U. Education, Barcelona, Spain
Stylianos Mystakidis, University of Patras, Greece
Pere Arcas, Catalan TV, Barcelona, Spain
Moderators:
Laia Canals, P.A.U. Education, Barcelona, Spain
Nina Timmer, P.A.U.Education, Barcelona, Spain
Join us for the special live debate (videostreaming webinar)
For free registration email now: barcelonawebinar.ls6@gmail.com
Call for Papers on Game Based Learning closes today!
eLearning Papers seeks contributions about Game Based Learning in both sections: In-Depth and From the Field. Deadline June 3, 2011
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
Fiszkoteka
Fiszkoteka.pl is an educational portal that converts the flashcard learning method (i.e. with little pieces of paper bearing information on both sides) into a multimedia online experience.
eLearning Africa 2013 programme revealed
Sharing the best practices of sustainable classroom computing: join experts from Zambia, Lesotho and the UK in the eLearning Africa interactive session chaired by Dell's David Angwin http://bit.ly/10kBPJj.
To know the whole programme, please visit the following address: http://www.elearning-africa.com/programme_table.php
Notes for editors
eLearning Africa, 8th International Conference on ICT for Development, Education and Training
May 29 - 31, 2013
Safari Conference Centre, Windhoek, Namibia
Organisers: ICWE GmbH (www.icwe.net), Government of the Republic of Namibia
Contact
ICWE GmbH, Ms Rebecca Stromeyer
info@elearning-africa.com, www.eLearning-africa.com, Tel.: +49 (0)30 310 18 18-0
The eLearning Africa Team
eLearning Africa 2013 - Innovation or Sustainability: the Choice for African Education
Four controversial experts will take part in "a bare-knuckle fight" about priorities for African education at this year's eLearning Africa Debate. Outspoken Scottish entrepreneur and blogger Donald Clark and Namibian teacher and eLearning expert Maggy Beukes-Amiss will square up to "mobile technology crusader" Adele Botha and Angelo Gitonga of the ICT for Education Unit of Kenya's Ministry for Education at the annual war of words. They'll be arguing about whether too much attention has been paid to innovation in education and not enough to sustainability.
"It's a big issue and there'll be a bare-knuckle fight," says Harold Elletson, who will chair the debate alongside Honourable Silvia Makgone, Deputy Minister of Education, Namibia. According to Dr Elletson, "Some people think that the focus on innovation and technology has just persuaded governments and consumers to invest in equipment that soon becomes redundant. They say that the priority should be to support projects that are sustainable. Other people argue that innovation is vital to Africa's competitiveness and future economic growth. They say that it should be at the heart of the education system."
The eLearning Africa Debate has become the highlight of the eLearning Africa conference, an annual gathering of experts and decision-makers from all over Africa and beyond. Traditionally one of the liveliest and best attended events at the conference, this year's debate is likely to stir up real controversy.
"It's an issue which affects everyone and on which everyone has an opinion," says Dr Elletson. "The debate is an opportunity for conference participants to say what they think about one of the most important issues for the future of education in Africa."
The motion for debate, which will be put to a vote, is "This house believes that sustainability is more important than innovation for education in Africa". The debate will be held at the Safari Conference Centre in Windhoek, Namibia. All conference participants are welcome to attend and to take part in what promises to be a tense and exciting climax to a fascinating conference.
Information on the debate can be found at http://www.elearning-africa.com/programme_debate.php, and the full conference programme can be found at http://www.elearning-africa.com/programme_table.php%20.
Notes for editors
eLearning Africa, 8th International Conference on ICT for Development, Education and Training
May 29 - 31, 2013
Safari Conference Centre, Windhoek, Namibia
Organisers: ICWE GmbH (www.icwe.net), Government of the Republic of Namibia
Contact
ICWE GmbH, Ms Rebecca Stromeyer
info@elearning-africa.com, www.eLearning-africa.com, Tel.: +49 (0)30 310 18 18-0
8 out of 10 underline benefits of European projects for innovation in the classroom
More than 8 in 10 people involved in an EU-funded initiative aimed at encouraging innovative teaching methods and improved learning materials for children say the scheme had a positive and lasting impact on them. The same proportion also states that it would have been impossible to achieve the same results without European support, according to a new study released by the European Commission.
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.”
Open call for papers for GUIDE - Can online education contribute to overcome the crisis?
This is one of the main questions that the VI International GUIDE Conference 2013, to be held in Athens (Greece) on October 3-4, 2013, will tackle, while providing a comparative analysis of the effects of governmental policies on new training and research strategies.
“The Global Economic Crisis and its consequences on the national educational systems: Can online education contribute to overcome the crisis?”. This is the main question that the VI International GUIDE Conference 2013, to be held in Athens (Greece) on October 3-4, 2013, will try to answer.
Abstract submission through the Call for Papers form by May 31.
Organized under the patronage of the Ministry of Education, Culture and Sport of Greece, the event will provide a comparative analysis of the effects of governmental policies on new training and research strategies in response to the economic crisis. In particular, the Conference will highlight the role of digital technologies in providing cost-effective equal learning opportunities, while maintaining a high quality university education.
In order to do so, the Conference will be opened by several high-profile keynote speakers, who will give a extremely valuable insight on these questions:
- Welcome address, by Prof. Alessandra Briganti (Marconi University, Italy)
- The Impact of the Crisis on the Structure of Higher Education Systems, by Prof. Andrea Gentile (Marconi University, Italy)
- Surviving Economic Crises through Education, by David R. Cole (University of Western Sydney, Australia)
- Distance Learning and Labor Market Flexibilty, by Christodoulos Stefanidis (University of Pireus, Greece)
- Global knowledge, information technology and the humanities: can intellect exist? A historian's view, by Dr. William Mallinson (Ionian University, Greece)
- OER and MOOCs in a Time of Economic Crisis, by Sir John Daniel and Stamenka Uvalic-Trumbic (Academic Partnerships, USA)
- Economic crisis and online education, by Panagiotis E. Petrakis (National and Kapodistrian University of Athens, Greece)
- MOOCS: Disruptive Force or Disorienting Distraction?, by Dr. Arthur F. Kirk Jr. (St. Leo University, USA)
Besides, many experts coming from across the world will discuss new trends and developments in technology-enhanced learning, such as:
- Distance learning as a Strategy for National Development: Blended Education that serves the Mission, Muhammed el Sadanni (MISR University for Science & Technology, Egypt)
- On the Effectiveness of Virtual Labs in Universities - Case studies from an Indian National Mission Project, by Shyam Diwakar (Amrita University, India)
- Distance learning impact on the public agenda setting, by Krzysztof Gurba (Pontifical University of John Paul II in Krakow)
- The elearning as a response to social challenges: Portrait of a situation, by Maria de Fátima Goulão (Universidade Aberta, Portugal)
- MOOCs and Global Distance Learning: Compatibility or Conflict?, by Paul Edelson (Stony Brook University/SUNY, USA)
- The civil society and the complexity of crisis: cooperation for educational change towards an open system of learning, by Antonis Lionarakis (Hellenic Open University)
- Improving the efficiency of educational process by immersion in virtual reality, by Mikhail Lavrentyev (Novosibirsk State University, Russia)
- Online Learning for All. Accessiblity in Distance Education, by Pilar Orero (Universitat Autònoma de Barcelona, Spain)
- Building Better Online Education Programs Using a Formal Quality Model, by Robert W. Robertson (Argosy University, USA)
You can check the working list of confirmed speakers here.
Please visit the official website of the conference for more information and updates.
What will schools be like in 2030?
Major changes will take place by 2030 if school education is based on the active participation of the students themselves; the enthusiasm and engagement of digital natives constitute the new milestone for our educative systems.
UK Survey of Academics 2012
The UK Survey of Academics 2012 examines the attitudes and behaviours of academics at higher education institutions across the United Kingdom. Published in May 2013, the objective of the study is to provide the entire sector with timely findings and analysis that help them plan for the future.
The survey, funded and guided by Jisc and Research Libraries UK and conducted by Ithaka S+R, covers a range of areas: from how academics discover and stay abreast of research, to their teaching of undergraduates; how they choose research topics and publication channels, to their views on learned societies and university libraries, and their collections.
The Survey of Academics 2012 confirms that the open web is the first port of call for academics starting research. It also confirms that libraries have an important role to play in both surfacing open content on the web and ensuring open content is accessible through library systems.
Key findings include:
Access limitations – While 86% of respondents report relying on their college or university library collections and subscriptions, 49% indicated that they would often like to use journal articles that are not in those collections.
Use of open resources - If researchers can’t find the resources or information they need through their university library, 90% of respondents often or occasionally look online for a freely available version.
The Internet as starting point – 40% of researchers surveyed said that when beginning a project they start by searching the Internet for relevant materials, with only 2% visiting the physical library as a first port of call.
Following one’s peers – The findings suggest that the majority of researchers track the work of colleagues and leading researchers as a way of keeping up to date with developments in their field.
Emergence of e-publications – The findings show that e-journals have largely replaced physical usage for research, but that contrasting views exist on replacement of print by e-publications, where print still holds importance within the Humanities and Social Sciences and for in-depth reading in general.
Broadcast Yourself! Internet and playful media practices
The paper “Broadcast Yourself! Internet and playful media practices” (2007) presents a work- in-progress research about video self production on the Internet that is part of a broader research project which explores the ways current media practices convey a 'playful' relationship with digital technologies in popular culture.
The increasing relevance of video on the Internet as a cultural phenomenon can be traced through a set of related practices around viewing, searching, producing, mixing, sharing and distributing short video productions - generally of low technical quality through web sites of enormous popularity like YouTube, Revver or Blip TV.
These practices allow us to understand media consumption from a transformative point of view that, allegedly, breaks down the division between production and consumption of cultural products redefining the role of the audience.
The research of Gemma San Cornelio, Ruth Pagès, Elisenda Ardèvol and Antoni Roig, from the Universitat Oberta de Catalunya (UOC), tries to demonstrate that in many of these self productions, play has a crucial role in shaping the relationship between its producers, their audiovisual products and their expected audiences.