Policy
Transferring Knowledge in a Globalised World - EUCEN conference 2013
State of Play of Digital Games for Empowerment and Inclusion: A Review of the Literature and Empirical Cases
This report presents the 'state of play' of knowledge of how digital games can work as empowerment tools to support social inclusion processes and policy.
The report brings together for the first time a review of theoretical and empirical research in a variety of disciplines, especially from learning, social inclusion, e-inclusion and innovation studies to build a framework to help understanding of the potential of games for inclusion and empowerment. It uses this framework to analyse seven well-documented case studies from across the spectrum of digital games for empowerment and inclusion to understand between the factors contributing to their success or failure. It draws conclusions as to the principal challenges, identifies knowledge gaps, and recommends potential action by stakeholders to address these challenges.
Éducation aux médias et à l’information: Programme de formation pour les enseignants
Ce programme d’Éducation aux médias et à l’information pour les enseignants est une ressource importante pour les États membres dans leur travail continu pour accomplir les objectifs de la Déclaration de Grünwald (1982), la Déclaration d’Alexandrie (2005) et le programme de Paris de l’UNESCO (2007), tous en rapport avec l’EMI. Il innove pour deux raisons. Premièrement, il est tourné vers l’avenir, en s’appuyant sur les tendances actuelles vers la convergence de la radio, la télévision, l’Internet, les journaux, les livres, les archives numériques et les bibliothèques dans une seule plate-forme. De cette façon, et pour la première fois, l’EMI est présentée de façon holistique.
Transferring Knowledge in a Globalised World: a ULLL Responsibility
Today, universities share their expertise Worldwide. What is the responsibility of University Lifelong Learning?
Topics: International ULLL, Governance, Policy, Strategies, Partnership, Technologies, Human Rights, Business, Ethics.
The University of Geneva (Switzerland) will take us to enchanting Charmey to explore in a relaxed and creative environment all these topics. Join us!
Direct link to the conference website http://www.eucen2013-unige.ch (the website is under construction - new information will be uploaded in the following weeks)
Norwegian Centre for ICT in Education
The purpose of the Norwegian Centre for ICT in Education is to contribute to the realization and the development of ICT policy. It shall further cooperate with relevant public and private institutions. The centre will also participate in international cooperation. Our main goals are to improve the quality of education and to improve learning outcomes and learning for children, pupils and students thourgh use of ICT in education.
OER13: Creating a Virtuous Circle
Building on the strengths of OER10, OER11 and Cambridge 2012 (where OER12 and OCWC12 conferences combined), OER13 will take place at the University of Nottingham, renowned for its Open Nottingham programme which has strategically embraced the agenda of open access to teaching.
The Conference programme will consist of an engaging mix of refereed papers, workshops, symposia, posters and demonstrations exploring the impact of OER on HE within the conference themes.
Creating a virtuous circle
Are we ready to build on the last ten years of investment in open educational resources and move to the creation of a virtuous circle of open educational practice? This shift requires creativity by educators, developers, managers and policy makers with critical examination of past practice to set out practical and achievable plans for the future. How can we avoid open education becoming a vicious circle?
OER13 calls for papers which will open eyes and minds within the three key themes of:
The conference planning committee invites session proposals to bring to each of these themes: lessons learned to inform the feedback loop, stories of current activity to share good practice, and creative solutions to achieving greater emphasis on openness in education.
Evidence:
The theme of Evidence explores what information we have already about open resources and open practices. What have we learned, and how do we use this feedback to adapt our learning? How do we best share and research openly together in the future? How do we demonstrate impact from the evidence gathered? What else do we need to do to adopt a critical approach?
Experience:
Sharing stories from Experience invites participants to look at what works in open practice and how to foster openness within established systems. What can we learn from the on-going activity of individuals, departments, discipline communities and institutions? How can we best understand and facilitate the spread of open practice, bringing to all learners and educators the experience of exciting new pedagogies?
Expectation:
We are driven by Expectation about the opportunities of openness whilst recognising the need to promote and establish new business models and policies that will realise rather than restrict this potential. This theme focuses on future gazing, and how we plan to deliver this future, given the emergent trends in OER and openness more widely. This theme needs thought-provoking submissions to help us envisage how aligned open practices (such as journals and data) will influence the future. How can we realise the transformative potential of open education, and broaden open practice through a policy and advocacy agenda? How will policy and funding changes affect open practice?
IMHE General Conference 2012. Attaining and Sustaining Mass Higher Education
The goal of the Conference will be to identify longer-term trends and will include analyses of national and institutional policies, case studies and the latest research from the OECD and elsewhere.
The 2012 Conference will focus on Attaining and Sustaining Mass Higher Education. Around the world, mass higher education is either an aspiration or a reality. Yet this has thrown up many new issues and challenges for countries, including how to manage access, quality and accountability, funding and financing, institutional diversity, internationalisation, technology and the academic workforce.
The goal of the Conference is to identify longer-term trends and will include analyses of national and institutional policies, case studies and the latest research from the OECD and elsewhere. The Conference will bring together many different perspectives and look at the issues at the international, national, institutional, or sub-institutional level. Participants will be able to:
- Listen to thought leaders and hear how the world is changing and what to do about it
- Network, swap notes, make new connections, share experience and challenges with others and pick up fresh ideas
- Ask an OECD expert to explain their work
Different choices are being made about a wide range of issues, such as selectivity, regulation and quality assurance, system diversity, public/private investment, and combinations of education and research.
In much of the developed world, sustaining public funding for the mass higher education system and replacing an ageing academic population are reaching a critical point. At the very same time, investments in research and education are booming in many rapidly growing economies, notably in Asia. However, even for these countries, as for much of the rest of the developing world, major questions loom about quality, accessibility and retaining academic capital.
EARLI SIG 1:Assessment and Evaluation
“Linking Multiple Perspectives on Assessment”
Assessment has become one of the most important topics in educational research. EARLI SIG 1 invites researchers and practitioners to share their perspectives on how assessment affects learning, organizational change and assessment policy with colleagues at our biannual meeting. Main themes of the conference are formative and summative classroom assessment, large scale assessment and assessment policy.
Guidelines for Open Educational Resources (OER) in Higher Education
Open educational resources (OER) are materials used to support education that may be freely accessed, reused, modified and shared. These Guidelines outline key issues and make suggestions for integrating OER into higher education. Their purpose is to encourage decision makers in governments and institutions to invest in the systematic production, adaptation and use of OER and to bring them into the mainstream of higher education in order to improve the quality of curricula and teaching and to reduce costs.