report
MOOCs @ Edinburgh 2013: Report #1
In January 2013, the University of Edinburgh launched six MOOCs on the Coursera virtual learning environment (VLE) platform. These were short fully-online courses, each lasting either 5 or 7 weeks, and they had a total initial enrolment of just over 309,000 learners.
“MOOCs @ Edinburgh 2013 – Report #1” summarises this first Massive Open Online Courses experience with the Coursera VLE.
The whole process, from initial partnership discussions with Coursera to completion of all six courses and distribution of Statements of Accomplishment, took approximately 10 months. The document provides a summary of this 10-month process, including some comparisons between the six courses and the University's initial reflections on the data and the experience in offering the MOOCs.
Data Curation in Arts and Media Research
The report “Data Curation in Arts and Media Research” presents the current state of data curation and data reuse practices within the fields of Comparative Arts, Art History and Media Studies. This study is one of three carried out in the framework of the SURFshare programme to determine what research data should be preserved for the long term and what data should not.
“Data Curation in Arts and Media Research” is based on a survey of the literature and a series of interviews with representatives of three types of interested parties: researchers, institutions involved in managing scholarly data, and scholarly publishing houses.
The study, published in June 2010, shows that in general researchers have a positive attitude towards sharing research data, as the availability of large quantities of data on the Internet clearly offers new scholarly possibilities.
However, the researchers acknowledged that the reuse of data is not yet common. An important obstacle is that it is currently very difficult to discover what datasets other scientists are actually producing. As for releasing data, most researchers state this can only happen after they have been discussed in a published text.
The report ends with a procedure proposal for managing research data, based on a “life cycle” which commences at the point when data is produced as part of a project.
Nyt pelittää! Opas strategisen joukkueroolipelin rakentamiseen
Nyt pelittää! Opas strategisen joukkueroolipelin rakentamiseen kertoo, kuinka ainutlaatuinen, elämyksellinen ja pedagoginen joukkueroolipeli toteutetaan. Opas tarjoaa tietoa, jota voi vapaasti hyödyntää ja soveltaa joukkueroolipelitilanteen mukaisesti.
Nyt pelittää! -pelin on ideoinut, suunnitellut ja toteuttanut Sometu (Sosiaalinen media oppimisen tukena) -verkosto. Peliä on pelattu vasta yhden kerran Hämeenlinnassa kevään 2012 ITK (Interaktiivinen tekniikka koulutuksessa) -konferenssissa, joka on Suomen suurin tieto- ja viestintätekniikan opetuskäytön tapahtuma. Verkoston pelinrakentajat lupaavat, että pelin toteuttaminen tämän oppaan neuvojen mukaan on luova ja innostava oppimiskokemus niin pelinrakentajille kuin pelaajille.
Vibes in AVO Open Networks — Descriptions of the AVO project operation during 2008-2011
Vibes in AVO Open Networks — Descriptions of the AVO project operation during 2008-2011 contains eight stories, each shedding light on the project's practical implementation from a different angle. The report is intended for experts and anyone interested alike. The themes include open learning, open working cultures, social media and content production. In addition,the report touches upon virtual worlds and mobile learning devices for educational purposesas well as the use of free and open software in education and organisations.
The AVO – Open Networks for Learning project was implemented in 2008-2012 under the ESF Operational Programme in mainland Finland, axis 3: Active Citizen of the Open Learning Environment. The project was funded by the Centre for Economic Development, Transport and the Environment in Lapland and coordinated by the Association of Finnish eLearning Centre. There were 11 member organisations.
The eLearning Africa 2012 Report
The eLearning Africa Report aims to provide regular, yearly snapshots of the eLearning experience in Africa, with the aim of fostering richer, more nuanced conversations, healthier decision-making and more effective action-taking towards ensuring Education for All in Africa.
The eLearning Africa 2012 Report is the first significant attempt to provide a 'snapshot' of how ICT and better connectivity are believed to be changing the face of education in Africa. It is based on a detailed survey of the experience of nearly five hundred education professionals across the Continent and will confirm that ICT-enhanced learning has been widely embraced throughout Africa.
The report is based on a detailed survey of the experience of nearly 500 education professionals across Africa. It includes a detailed analysis by leading commentators from 41 countries of the prospects for African ICT-enhanced learning. It describes new trends, examines some of the possible obstacles to further development and considers the contribution ICT is making to the achievement of 'Education for All' in Africa. It also identifies the challenges and opportunities that are likely to define eLearning over the coming years.
Key findings from The eLearning Africa 2012 Survey:
- The number one factor constraining the African eLearning sector - lack of bandwidth
- The top consideration for African organisations - access to appropriate content
- The most important change agent - the government
- The top motivation for using ICT - to improve the quality of teaching
Innover pour une école des réussites
Pour accompagner les équipes éducatives et étayer leur action innovante sur le terrain, le ministère propose un vade-mecum, conçu comme un guide méthodologique.
Un vade-mecum pour accompagner l'innovation
Le vade-mecum s'organise autour de 3 axes.
L'innovation comme levier de changement pour la réussite des élèves
Le cadre institutionnel a évolué et autorise une démarche d'innovation. Plus systémique, elle se centre sur personnalisation des parcours de formation des élèves et de processus de développement professionnel des enseignants.
La mobilisation les différents acteurs pour réussir l'innovation
Pour une équipe, la mise en œuvre de la démarche d'innovation requiert temps, méthodologie et même une certaine ingénierie. Tous, enseignants, chefs d'établissement, directeurs, formateurs ou inspecteurs, y trouvent des rôles enrichis. Tout au long du livret, des ressources concrètes issues des académies et des références théoriques sont proposées pour éclairer la démarche des équipes.
Tirer les enseignements de l'innovation
Dans le processus de changement en école ou en établissement scolaire, la communication interne, mais aussi externe (les parents par exemple) est fondamentale. Elle participe d'une évaluation plus globale qui permet de dégager des enseignements à tous les niveaux.
L'innovation et l'expérimentation à l'École
Depuis 2005, les écoles et établissements scolaires peuvent innover et expérimenter dans le cadre de l'article 34 de la loi d'orientation et de programme pour l'avenir de l'École. La démarche comporte plusieurs spécificités :
- elle renforce les dimensions méthodologique et scientifique de l'innovation pour pouvoir plus largement tirer des enseignements pour l'ensemble du système éducatif ;
- elle comporte une dimension transversale ;
- c'est une réponse méthodologique à un besoin repéré et exprimé par les équipes, les personnes-ressources et cadres qui accompagnent leurs démarches.
Dans chaque académie, un conseiller recherche, développement et innovation (CARDIE) est à la disposition des écoles, collèges et lycées. Il exerce une fonction de veille, d'accompagnement et d'évaluation des actions innovantes.
eLearning Africa 2012 Report free download
The report is based on a detailed survey of the experience of nearly 500 education professionals across Africa. It includes a detailed analysis by leading commentators from 41 countries of the prospects for African ICT-enhanced learning. It describes new trends, examines some of the possible obstacles to further development and considers the contribution ICT is making to the achievement of 'Education for All' in Africa. It also identifies the challenges and opportunities that are likely to define eLearning over the coming years.
Following its launch on Wednesday 23rd May, the Report, which is sponsored by WYSE and supported by the Association of Portuguese Language Universities (AULP), will be available to download for free at the following address:
http://www.elearning-africa.com/report2012 If you would like to be sent a copy of the full report, please contact report@elearning-africa.com.
The eLearning Africa 2012 Report is the first significant attempt to provide a 'snapshot' of how ICT and better connectivity are believed to be changing the face of education in Africa. It is based on a detailed survey of the experience of nearly five hundred education professionals across the Continent and will confirm that ICT-enhanced learning has been widely embraced throughout Africa.
The Report, which will be presented by Mr Ahouéké at the opening session of the eLearning Africa conference in Cotonou, Benin on 23rd May, will show that 71 per cent of those surveyed are now using ICT-enhanced learning in their classrooms and 48 per cent use mobile phones for education.
To read the key findings and download the report, click here.
SCORE Library Survey Report
The survey aimed to get a national perspective on institutional engagement in Open Educational Resources through their librarians. It also sought to identify library staff engagement with OER, their understanding of licensing and OEP, and their experience in using and finding OER.
Read the conclusions here.
SCORE (Support Centre for Open Resources in Education) is based at the Open University and funded by HEFCE as a three year project (2009-2012) to support individuals, projects, institutions and programmes across the higher education sector in England as they engage with creating, sharing and using open educational resources (OER).
SCORE draws on the OU's experience from a range of successful OER projects, including OpenLearn which by April 2008 had published 5,400 learning hours of course content in the LearningSpace and 8100 hours in LabSpace (an area allowing easy remixing, translation and redeposit by registered users). The OER published covers a full range of Open University subject areas from introductory to postgraduate level. All of this content is available for reuse by learners and teachers under an open license.
TREND REPORT: OPEN EDUCATIONAL RESOURCES 2012 (Netherlands)
This report describes the trends in the Netherlands and elsewhere in the field of Open Educational Resources. It comprises twelve articles by Dutch experts in the field of OER in higher education. It also contains twelve “Intermezzos” giving interesting examples.
SURF is the Dutch higher education and research partnership for network services and information and communication technology (ICT).