technology-based learning
Nyheter
Invisible Learning: Now free (e-book libre)
20 September 2011
We are pleased to announce that the Spanish edition of Invisible Learning (Aprendizaje Invisible) is now released as a free PDF download. You can download the book at http://www.invisiblelearning.com/download
Invisible Learning is a book co written by Cristobal Cobo [Oxford Internet Institute] and John Moravec [University of Minnesota], as a result of several years of research, in which the authors propose a remixing of innovative learning paradigms and human capital development.
You can download the book at http://www.invisiblelearning.com/download
This work analyzes the impact of technological advances and changes in formal, non-formal, and informal education –and the meta-spaces in between. The product is journey that offers the reader an overview of options for the future development of education that is relevant for this century.
Invisible Learning examines current theories and trends, as well as international experiences and technological developments that promote sustainable innovation in education.
The book provides an extensive bibliography, a comprehensive glossary, and other digital resources, including a collection of research and various case studies which reveal issues such as: new theories and ideas in education; challenges for 21st century educational institutions; policy recommendations; new flows of innovation; peer-based learning; informal education; and, the use of open and collaborative technologie.
This work, published in 2011, is edited by Laboratori de Mitjans Interactius (University of Barcelona) with additional support from the International University of Andalucía.
ISBN of the Spanish electronic edition: 978-84-475-3517-0
ISBN of the Spanish paper edition: 978-84-475-3518-7
Projekt
Partnership for valorisation of the best e-learning practices among teachers and trainers in Europe
13 September 2011
The purpose of this project was to share knowledge, best practices, expertise and materials regarding methodologies, tools, quality standards and concepts of modern teaching and learning in vocational education and training. The goals of the Partnership will be assured by continuing and enlarging activities undertaken within a previous European project realized in 2006-2008 as "4 e-trainer" valorisation of the best e-learning practices among teachers and trainers in Europe, providing products, information and services for teachers and trainers in the development, creation, exchange and use of e-learning materials.
Partnership perceives the concept and outcomes of the project very valuable to the condition and further development of European education transition. Members of the project target group (teachers and trainers participating in the project activities: research sessions, focus groups, seminars and conferences, dissemination) claimed more actions of this kind should be undertaken. The present Partnership project intends to continue the efforts undertaken by the Partnership within the previous funding period, keep the sustainability of the project outcomes and assure their continuous development and dissemination. The project will be performed by a Partnership staying in strong and fruitful cooperation for a for years.
Partnership organized 7 international meetings (knowledgeandpractices exchange, study visits, thematic discussions, small group work sessions)on areas:
-national and European frameworks for innovative and effective VET training and teachers capabilities enhancement
-review of the national strategies for continuing teachers and trainers training-inintatives undertaken by decision makers in each country to encourage and improve the development of VET by supporting training for trainers
-defining students and learners needs for the portal content, design and functionality
-informal learning and the use of Web 2.0 concept and software
Agenda
8th IEEE International Workshop on PervasivE Learning, Life, and Leisure (PerEL 2012)
01 September 2011
The workshop series on PervasivE Learning, Life, and Leisure (PerEL) aims to address the issues of pervasive computing in combination with new types and methodologies of learning, entertainment, and assistive systems. Highly mobile, context-aware, and pro-active services provide significant benefit to the users in terms of simplicity, comfort, transparency, and finally quality of our everyday activities. PerEL 2012 covers both technical as well as non-technical aspects. It aims at an examination of future visions in that areas. Papers can be submitted in two categories: scientific papers, and demos/case studies.
Projekt
Next Generation Teaching, Education and Learning for Life
21 Juli 2011
NEXT-TELL is an Integrated Project (IP) in the ICT challenge of the 7th framework programme of the EC; its main objective is to provide, through research and development, computational and methodological support to teachers and students
To bring about our vision of 21st Century classroom learning, NEXT-TELL will work towards these main objectives:
- Articulate a conceptual framework for designing and implementing methods that can be used to formatively assess ICT-enhanced learning and to negotiate the assessment process amongst stakeholders.
- Provide resources and ICT support for teachers and students to develop learning activities and appraisal methods appropriate for 21st Century learning based on this conceptual framework.
- Provide IT support in the classroom so that teachers and students have available nuanced information about students’ learning when it is needed and in a format that is supportive of decision making, thus optimizing levels of stimulation, challenge, and feedback.
- Provide IT support for making students’ activities in informal learning places – and in general in the “learning ecology” outside of school – part of ‘accountable work’, thus building on students’ interests, fostering their identity development and supporting their social networks.
- Foster in-service teachers’ professional development by providing new methods and tools for learning from students’ learning and for learning from peers’ teaching.
- Increase a school’s capacity for data-driven decision making by means of leadership development, including ICT support for the strategic planning of teachers’ professional development.
NEXT-TELL’s formost goal is to provide an innovation platform, used by teachers to continuously and collaboratively innovate ICT-enhanced formative classroom assessment. To achieve this, NEXT-TELL provides method and tool support on three levels:
- For the teacher (and for students) in the class, and for homework, to help with pedagogical decision making (feedback, instructional planning);
- For groups of teachers conducting inquiries into students’ learning with the aim to improve pedagogy and use of ICT in their teaching;
- For principals and head teachers to strategically align ICT with pedagogical goals of their school.
Agenda
CSEDU 2011 - 3rd International Conference on Computer Supported Education
29 Januari 2011
CSEDU 2011, the International Conference on Computer Supported Education, aims at becoming a yearly meeting place for presenting and discussing new educational environments, best practices and case studies on innovative technology-based learning strategies, institutional policies on computer supported education including open and distance education, using computers. Call for papers for workshops and special sessions open. Different deadlines.
Projekt
Learning 2.0 for an Inclusive Knowledge Society – Understanding the Picture
28 Augusti 2010
Links-up is research project about how ‘Web 2.0’ technologies – e.g. social networking software – are changing the face of education and training for disadvantaged people.
The project puts together a picture of the ‘landscape’ of ‘Learning 2.0 for Inclusion’ by reviewing what has been done in the academic and research field, and reviews what has been done by practitioners working on the ground in projects that have been using Web 2.0 to work with disadvantaged groups.
It uses a series of ‘action research’ experiments, collaborating with ‘host’ projects working in the field, to evaluate the added contribution Web 2.0 can make to practices that use learning to support social inclusion.
First Phase
The project activities are based on an ‘action learning’ approach. Links-up builds on the results of what has been done so far, through a review of the academic and research literature, and a ‘mapping’ of programmes and projects involved in ‘Learning 2.0 for Inclusion’. Read the Literature Review on the topic in our e-library.
Second Phase
We carried out 20 case studies of examples of ‘Learning 2.0 for Inclusion’ initiatives; highlighting success factors and barriers. The learning from these initial research activities will feed into this web-based platform. This resulted in an online ‘Innovation Laboratory’ a range of resources for further research and action research. You can download this publication here or browse among the Cases online.
Third Phase
These resources are now being used in five ‘action research experiments’ with ‘live’ initiatives currently providing support to disadvantaged groups. A set of supporting evaluation and dissemination activities will enable external stakeholders and public to join in the work of the project, by sharing their own experiences; commenting on the work of Links-up and taking part in online discussions:
Contributing on the Links-up website: by registering on the website, you can comment the cases and can add your observations which will then feed into the overall reflections. You may also join us in the discussion via
Facebook; Slideshare; on Youtube; local podcasts;
Research - Action research
Links-Up has recently entered into the core phase of its action-research approach, by implementing on-the-field experiments, aiming analysing the three general Links-Up research questions through five “innovation laboratories”:
- Is learning 2.0 really supporting inclusive life-long learning?
- Can isolated experiments be mainstreamed?
- Is learning 2.0 fundamentally changing the educational landscape?
The laboratories have already started and will end in October-November 2011, though a follow-up will be carried out until the end of the whole project, according to the action-research approach adopted by Links-up.
Action-research focuses on gathering and analysing data to assess the nature and scope of changes brought about by an innovative intervention. The innovative intervention in our case is the use of Web 2.0 to supplement existing learning practices.
We want to deepen our understandings of how social Web is being used to support new forms of learning and new ways of supporting inclusion in real-life situations that reflect particular configurations of technological choices and attributes; learning scenarios, pedagogic models and tools; institutional arrangements; target users and objectives; outcomes.
The evaluation design adopts a multi-methodological approach combining qualitative and quantitative aspects through interviews, questionnaires, observation etc.., in order to examine ‘success’ and ‘failure’ factors and impact on individuals, organisations and communities.
Supporting the online dissemination effort, we also aim to carry out a series of ‘Learning Dialogues’ in which project partners will join with ‘action research’ partners and other groups and individuals working in this field to review and share what is being done and what is being learned: the next Learning Dialogue takes place during the 2011 EDEN Annual Conference in Dublin during the open Links-up Workshop.