digital
The European Get online week 2011
EFQUEL Introduction 2010
Digital Impacts: How to Measure and Understand the Usage and Impact of Digital Content
Developing 21st century skills: Web 2.0 in higher education. A Case Study
This is an account of a collaborative project regarding two pilot university courses and the follow-up study, concerning the integration of Web 2.0 as content and teaching method, which was carried out with 47 students from October 2010 to February 2011, between two Universities of Applied Sciences in Berlin and Munich.
is an account of a collaborative project regarding two pilot university courses and the follow-up study, concerning the integration of Web 2.0 as content and teaching method, which was carried out with 47 students from October 2010 to February 2011, between two Universities of Applied Sciences in Berlin and Munich.
The use of ICT for the assessment of Key Competences
This study will look at how ICT can support modernising schools and education and training practices by exploring assessment strategies that adequately capture all dimensions of the key competences for the 21st century, for all learners.
Objective:
- Provide an overview on the ways in which ICT are and can be used for assessment of knowledge, skills and attitudes of key competences, especially those transversal competences such as learning to learn, creativity, entrepreneurship and digital competence.
- Based on the research evidence available, reflect on the potential of ICT for assessing key competences, taking into account issues related to curricula, learning outcomes, teachers, learners and educational institutions.
- Indicate implications and options for policy, with a view to guiding for policies related to the assessment and promotion of key competences.
The definition of key competences is based on the 2006 European Recommendation on key competences (Official Journal L 394 of 30.12.2006) whereby all EU member states have agreed on a set of eight key competences for lifelong learning by the European Union.
Assessment is a crucial part in the learning process and in the acquisition of key competences but most current assessment methods have a strong emphasis on [only] knowledge and do not sufficiently capture transversal skills and the attitudes dimension of key competences, while these are regarded as increasingly important for 21st century learning. In addition, while the use of ICT is having an increasingly important role in education and training practices, its potential has not been fully exploited for assessment.
This study will look at how ICT can support modernising schools and education and training practices by exploring assessment strategies that adequately capture all dimensions of the key competences for the 21st century, for all learners.
The study is expected to contribute to an European Commission Thematic Working Group on the Assessment of key competences, and to the preparation of a Policy Handbook on this topic by the end of 2011. Acquiring key competences is a priority for European and Member States policies, as argued in the Europe 2020 flagships "Digital Agenda", "New Skills and Jobs" and "Youth on the move" and "Innovation Union".
Extracted from COMPASS
Final conference Bridge-It project - ICT for digital inclusion and cultural diversity
The conference will serve as a platform for participants to present their project’s ideas and identify potential European partners. The conference will produce a set of recommendations at EU level and a list of projects and project’s ideas for co-deployment or replication at European level.