EDULEARN12 is an International Forum for those who wish to present their projects and discuss the latest innovations and results in the field of New Technologies in Education, E-learning and methodologies applied to Education and Research.
- Abstract Submission Deadline: March 29th, 2012 (included) (*)
- Notification of Acceptance/Rejection: April 20th, 2012
- Final Paper Submission Deadline: May 17th, 2012 (included) (*)
- Registration deadline for authors: May 17th, 2012 (included) (*)
- Conference Dates: Barcelona (Spain), July 2nd-3rd-4th, 2012
- Experiences in Education
- Pedagogical Innovations in Education
- Experiences in Research
- International Projects
- General Issues
Technology in education
- Computer Supported Collaborative Work
- Emerging Technologies in Education
- Educational Software & Serious Games
- E-content Management and Development
For the complete list of topics, visit the EDULEARN12 website.
Who should attend?
• Lifelong learning educators
• Technical staff
• Secondary, vocational, or tertiary educators
• Professionals from the private and public sector
• Technologists and Scientifics
• School counsellors, principals and teachers
• Education policy development representatives
• General personnel from vocational sectors
• Student counsellors
• Career/employment officers
• Education advisers
• Student Unions
• Bridging program lecturers & support staff
• Library personnel
• International support and services staff
• Open learning specialists
...and any person interested in Education and New Learning Technologies.
We are pleased to announce the 8th Joint European Summer School on Technology Enhanced Learning, to take place from Monday, May 21st to Friday May 25th, 2012. Pre-summer school activities are organized all day on Sunday, May 20th.The summer school aims to encourage participants to adopt a critical stance in thinking about the role of technologies in providing opportunities for learners and the potential of these opportunities in terms of learning.
The summer school aims to encourage participants to adopt a critical stance in thinking about the role of technologies in providing opportunities for learners and the potential of these opportunities in terms of learning.
The summer school provides a learning environment where participants get opportunities to: develop their research skills; increase their knowledge base; collaborate with others in their own and complementary research areas; engage in debate; have access to experts in the field; and discuss their own work.
The programme will include lectures from a broad range of domains which contribute to advancing the field of Technology Enhanced Learning. TEL research projects are encouraged to provide students with a perspective of the state-of-the-art research under study in their working groups. The programme will also include practical and methodological workshops and opportunities for doctoral candidates to develop their personal research. Students will have opportunities to present and discuss their doctoral work.
Applications should be submitted online before Thursday, March 1st, 2012: Application Form.
Applicants will be required to submit:
- a CV outlining their educational background and work experience (maximum one page);
- a letter of motivation, explaining why they want to participate in the Summer School (maximum one page);
- a letter of support from their PhD advisor, which should include a statement of the level of support the institution is able to supply.
Applicants requiring financial support for participation should explicitly mention it in their motivation letter, briefly explaining their circumstances. It is expected that applicants working on research projects which are able to fund them will not apply for financial support. To ensure a high ratio between tutors and students the school will be limited to 60 PhD students.
In order to increase social contacts among the summer school participants, the programme includes several social events. A variety of sport activities will also be offered to the summer school participants. A cultural excursion is organised on the Sunday preceding the summer school.
Despite rapid expansion of knowledge and new media, many in the adult learning community have to contend with shortages of information and resources in their work. This is particularly the case in developing countries. But better access to relevant information will improve the linkages between research, documentation and policy-making that are vital in meeting the needs of adult learning. Given such improvements, we would all benefit from more efficient project planning and less duplication of effort, more fruitful relationships and, above all, better-informed policy decisions. In line with its own dedication to the cause of lifelong learning, UIL is looking forward to coordinating further interesting and inspiring projects that support ALADIN’s vision of working for a global learning society, where information and knowledge on adult learning is created, well-documented and made accessible to all.
The International Conference on Information Society (i-Society 2012) is Technically Co-Sponsored by IEEE UK/RI Computer Chapter. The i-Society is a global knowledge-enriched collaborative effort that has its roots from both academia and industry. The conference covers a wide spectrum of topics that relate to information society, which includes technical and non-technical research areas. The mission of i-Society 2012 conference is to provide opportunities for collaboration of professionals and researchers to share existing
and generate new knowledge in the field of information society. The conference encapsulates the concept of interdisciplinary science that studies the societal and technological dimensions of knowledge evolution in digital society. The i-Society bridges the gap between academia and industry with regards to research collaboration and awareness of current development in secure information management in the digital society.
This paper examines the current position of UK education in this fast moving landscape and examines the lessons from other countries. It makes recommendations that will help support current education policy and guide schools in providing opportunities for all our students.
Should everybody have an ePortfolio? How do ePortfolios contribute to the identity construction process? How do ePortfolios support the acquisition of 21st century skills? How do ePortfolios support lifelong learning, orientation and employability? How can we make ePortfolios fully interoperable? To find the answers to these questions, and more, join us at ePIC 2012, the 10th ePortfolio and Identity Conference.
The worldwide emergence of ePortfolios is an indicator of the need to review our approach to education and lifelong learning, at the same time demonstrating that it is possible to make learning and assessment more authentic and integrated. ePortfolios are at the source of a new generation of tools dedicated to valuing and celebrating the achievements of the individual, from nursery school to lifelong and life-wide learning. It is also a technology reinforcing the link between individual, organisational and community learning.
Over the last ten years, considerable effort has been invested in the development of ePortfolio technologies and practice. To further developments in this field, the main goal of the 10th international ePortfolio and Identity Conference is to offer a forum where researchers and practitioners can discuss theoretical aspects, open issues, and innovative approaches and share the latest advances in the state of the art and practices in:
- development of lifelong learner / professional / citizen identity;
- individual / community ePortfolios and identities;
- recognition of informal, lifelong and life-wide learning;
- accreditation of prior experience and learning (APEL), curriculum design and assessment;
- integrative learning and holistic development;
- continuing professional development and sustainable employability;
- development of distributed ‘communities of practice’, community and organisational development.
The Network of Excellence in Internet Science aims to strengthen scientific and technological excellence by developing an integrated and interdisciplinary scientific understanding of Internet networks and their co-evolution with society, and also by addressing the fragmentation of European research in this area. Its main objective is to enable an open and productive dialogue between all disciplines which study Internet systems from any technological or humanistic perspective, and which in turn are being transformed by continuous advances in Internet functionality.
The network brings together over thirty research institutions across Europe that are focusing on network engineering, computation, complexity, networking, security, mathematics, physics, sociology, game theory, economics, political sciences, humanities, and law, as well as other relevant social and life sciences. The network's main deliverable will be a durable shaping and structuring of the way that this research is carried out, by gathering together a critical mass of resources, gathering the expertise needed to provide European leadership in this area, and by spreading excellence beyond the partnership. The network is funded under the European Commission's Seventh Framework Programme: Information and Communication
A new study reveals how the digital gender gap in Spain is larger than the European average. Presented in the journal Reis, the study investigated the use and frequency of the Internet in Spain and 30 other European countries. The findings indicate that Spanish men use the Internet more frequently than Spanish women do.
Compared with the average of all 31 nations, Spanish men rank 17th and Spanish women rank 19th. This puts Spain under the average in Europe for information and communication technologies (ICT) use. With respect to the level of gender equality in the digital world, Spain fares even worse by ranking 20th.
'Spanish men and women score lower than the European average on ICT use,' explains Juan Martín Fernandez from the Complutense University of Madrid in Spain and one of the authors of the study. 'For women, internet use frequency is lower than that of men and the gender gap is wider than the European average.'
The countries that report the highest levels of ICT use along with the smallest gender gap are Denmark, Finland, Iceland, Norway and Sweden, followed by France and Slovenia, with the Netherlands just behind. With respect to Germany, Luxembourg and the United Kingdom, users in these countries score low in gender equality despite reporting high ICT activity.
Hungary, Malta, Portugal and Slovakia rank somewhere in the middle of the road, with Bulgaria, the Czech Republic and Romania just behind. Belgium and Poland post high levels of gender equality in Internet use but not when it comes to society at large. Joining Spain in lower Internet use and gender equality are Croatia, Cyprus, Greece, Ireland, Italy and the Former Yugoslav Republic of Macedonia.
Women in Spain rank just above the average in Internet use when it is linked with specific areas, namely: public administration, leisure, employment, health and education.
'Women in Spain come in lower than average of internet use and frequency on far more occasions,' says Dr Fernandez, 'so much so that this far outweighs the few occasions in which they come in higher than the European average.'
He goes on to say that equality, frequency and integration of ICT uses come hand in hand. 'Sometimes it is thought that with the extension of infrastructures and the passing of time, the gap will be bridged. Our results show that this is not the case. Active and encouraging policy is required in order to overcome this inequality,' Dr Fernandez concludes.
Earlier this year, Internet World Stats reported that the EU had more than 338 million Internet users, with a penetration population of 67.3%. This figure is much higher than the rest of the world, which had a penetration population of 27.3%.
For more information, please visit:
Complutense University of Madrid:
Castaño, C., et al. (2011). 'La brecha digital de género en España y Europa: medición con indicadores compuestos', Reis, 136,127-140.
In the next proposal for the Research and Innovation programme "Horizon 2020", the Marie Curie Actions will be renamed "Marie Skłodowska-Curie Actions" (MSCA). The objective of the actions will however remain the same: supporting career development and training of researchers through worldwide mobility and skills development.
The Marie Curie Actions will continue to play a key role, with a proposed budget amounting to €5.7 billion. In the future, MSCA will intensify collaboration between universities, research institutions ,enterprises, including SMEs and all socio-economic actors. It will be implemented by, for example, doctoral training, temporary postings of researchers from the public to the private sector or vice-versa, and short term staff exchanges between public and private sectors. This should increase the employability of researchers, broaden the career prospects of researchers and in both public and private sectors, attract talents from abroad and thereby combat brain drain. In addition, the MSCA will become the only EU programme offering support for excellent doctoral training.
The MSCA will also keep on promoting the participation and empowerment of women in research notably through the EU Charter and Code for researchers.
- Press release "Horizon 2020: Commission proposes €80 billion investment in research and innovation, to boost growth and jobs" (IP/11/1475, 30 november 2011)