The EC-TEL Doctoral Consortium brings together Ph.D. students working on topics related to Technology Enhanced Learning. The doctoral consortium will offer Ph.D. students the opportunity to present, discuss, and receive feedback on their research in an interdisciplinary and international atmosphere.
The Doctoral Consortium will be accompanied by prominent professors and researchers in the field of Technology Enhanced Learning. Accompanying professors will provide feedback to the papers that are selected for the doctoral consortium and participate actively and contribute to the discussions. The Doctoral Consortium is co-located with and will take place immediately before the EC-TEL 2011 conference. The working language of the Doctoral Consortium is English.
For more information please go to: http://www.ec-tel.eu/doctoral-consortium-ectel2011
Only electronic submissions are accepted. Please use https://www.easychair.org/conferences/?conf=dcectel2011 for uploading.
Deadline for submitting applications is 15 July 2011
Met groot genoegen nodigen we U uit voor de jaarlijkse Onderwijs Research Dagen 2011 (ORD-2011) met als thema Passie voor Leren. Deze vinden plaats op 8, 9 en 10 juni 2011 op de Binnenstad Campus van de Universiteit Maastricht. Op de ORD 2011 kunt U bijdragen verwachten binnen de gebruikelijke thema's als bijvoorbeeld Leren & Instructie, Curriculum, Methodologie en Evaluatie, en Onderwijs en Samenleving. Bovendien is er speciale aandacht voor het thema “Leren & Professie” dat vanuit de Universiteit Maastricht wordt ingebracht.
The aim of the event will be raise awareness in the Regions of the forthcoming Seventh Framework Programme (FP7) calls to be published in late July 2011. While the future calls will be covered by future targeted information sessions, the conference aims to:
- encourage new local/regional actors to get acquainted with the Framework Programme;
- provide an opportunity for more established actors to share their experience with other regions, so as to mutually learn how regions are developing their research/innovation capacities and supporting business engagement in European research/innovation programmes;
- stimulate new partnerships between regions with shared or complementary research/innovation capabilities;
- inspire learning and sharing ideas on new thinking, such as smart specialisation, and how this may affect regional approaches to research and innovation.
“Digital Greece 2020 – http://digitalgreece2020.gr/” is a horizontal action based on the participation of active citizens from business, education, research and public administration. It gives the opportunity to all interested parties to address policy proposals to the central and local government, representative organizations, as well as the academic-research community with regard to the initiatives that have to be taken and the targets that have to be set for Digital Greece 2020.
GUIDE International Conference 2011 “E-learning innovative models for the integration of education, technology and research”
The 5th GUIDE International Conference will deal with key concepts and themes related to the evolution of the knowledge-based society and the personalisation, accessibility and flexibility of the new e-learning models. In this context particular attention will be paid to quality assurance in the online environment, fostering the exchange of best practices, knowledge and experiences.
€40 million, to cover over 400 grants, will be offered to researchers starting their first full-time research job in a European research institute in 2011. The €100 000 'career integration' grants are funded through the EU's Marie Curie programme and aim to encourage European scientists to return to Europe, as well as to attract the best junior researchers of other nationalities to work at European universities, companies and other institutions.
If we want to advance science and underpin innovation in Europe, we must ensure that Europe is an attractive place to work for European researchers – and we need to attract the best talent from abroad as well," said Androulla Vassiliou, the European Commissioner responsible for education and the Marie Curie programme.
According to the Organisation for Economic Co-operation and Development (OECD) 2010 working paper on employment and mobility among doctorate holders, up to 30% of European doctorate holders have worked outside Europe in the past ten years, with significant flows towards the United States. Among the reasons cited for this "brain drain" are better financial support for research and a better climate for innovation.
Other countries offer similar incentives, such as the Faculty Early Career Development Program of the National Science Foundation in the United States.
Who can apply?
In order to achieve an innovative Union, Europe needs world-class researchers who can tackle current and future challenges. The European Union is committed to inspiring, motivating, training and retaining highly-skilled researchers.
The EU career integration grants are available to researchers of any nationality. The funding is targeted at the post-doctoral level and there is no restriction on the area of research. The deadline for applications is 8 March 2011. An independent panel of top-level European and international experts evaluate and select the best researchers to receive the grants.
7000 new jobs forecast
The Marie Curie Actions are part of the People programme within the EU's 7th Framework Programme for Research and Technological Development. In 2011, the Marie Curie Actions will have a budget of €772 million and are expected to create 7 000 new jobs.
In addition to individual fellowships, the Marie Curie Actions also support doctoral candidates, partnerships between academia and industry and short-term exchanges.
To find out more:
Webbcentrumet är ett undervisningsverktyg som innehåller konceptinventeringsfrågor som är noggrant utformade för att fastställa elevernas begreppsmässiga förståelse i en rad geologiska underteman. Webbcentrumets skräddarsydda LON-CAPA-plattform underlättar inkluderandet av digitala bilder som skapats med IKT-teknik för att utvärdera vad eleverna lärt sig. Tack vare att webbcentrumet ligger online på nätet blir utvärderingsutvecklingen interaktiv eftersom lärare kan granska befintliga frågor och skicka in sina egna. Dessutom tillhandahåller webbcentrumets testfunktion en äkta utvärderingsupplevelse online som justerar sig efter IKT-metoderna och drar fördel av dess tekniska möjligheter för att ge feedback direkt och registrera specifika data, till exempel hur lång tid det tagit att göra varje uppgift.
För närvarande är portalens användaraktivitet begränsad till visning och elevutvärdering i liten skala där endast ett fåtal personer deltar i utvecklingen av nya konceptinventeringsfrågor. Det är därför möjligt att det måste genomföras seminarium på plats för att utbilda lärare och hjälpa till att starta partnerskap och visa lärarna hur man använder tekniken. Webbcentrumet har dock redan gett ett positivt intryck tack vare det ligger online och baseras på en öppen kod vilket uppmuntrar ett brett deltagande från hela världen. Detta bestyrks av antalet användare (n=130) och de olika institutioner som använder GCI. Den statistik som samlats in via onlinetester av ett antal olika elevgrupper kommer att ge ett bra underlag för komparativa analyser av elevernas lärande mellan de olika institutionerna.
I den första delen av artikeln tar man upp de tekniker som används mest i vetenskapsklassrummen samt granskar de unika möjligheter som de erbjuder och som annars inte skulle vara möjliga. Efter att ha diskuterat dessa teknikers potential (eller bristen på sådan) så presenterar man i den andra delen ett förslag på hur man kan använda vissa av dem i ett specifikt pedagogiskt sammanhang: en forskningsbaserad inlärningscykel för laboratoriearbete. Det huvudsakliga målet med det förslag som presenteras här är att diskutera hur en viss undervisnings- och inlärningsmetod, som forskningsbaserad inlärning, och en viss undervisnings- och inlärningssituation, som arbete i skollaboratoriet, kan berikas med hjälp av IKT-användning. Slutligen förklaras även ett detaljerat exempel på hur specifik informations- och kommunikationsteknik används under laboratorielektioner med forskningsbaserat tillvägagångssätt. Detta praktiska exempelfall kommer från en forskningsbaserad aktivitetssekvens om kinematik och dynamik som utvecklats för gymnasieelever inom ramen för det lokala projektet REVIR.
New technologies involve new methods of teaching, learning and training. However, the universities lack well-defined structures to accomplish it. Who should teach/train e-teachers?
Good question. The normal practice is to establish a Teaching and Learning or Professional Development centre with experts on pedagogy and educational technology. However attendance at workshops organized by these centers is usually voluntary, and often the professors who need it most don't come. Some faculties/academic departments delegate a 'respected' academic within the department to be responsible for professional development of their colleagues, particularly newly appointed young professors. These are both what I would call weak approaches, although better than nothing.
What is really needed (and won't happen) is for professors to be formally accredited following training in teaching. This would best be done by radically reforming the post-graduate training to include training in teaching as well as research as part of the Ph.D. process.
Is the scientific research now a hybrid process (in terms of using the informational resources)?
I believe that in knowledge-based societies, all teaching and research needs to include the use of information technology, because this is how knowledge is now being created, stored and organized.
What is the role of learning paradigms and how have they been modified by elearning environment?
I believe that instructional design (I prefer the term: design of learning environments) is an absolute requirement for quality teaching with technology. Technology raises the skill level for teaching, because to use technology well, you need to know its strengths and weaknesses with respect to face-to-face teaching, and this requires an understanding of how people learn as well as the potential of technology for teaching. Unfortunately in most applications of e-learning, there is no change to the learning paradigm. The technology is added on to the existing classroom paradigm. 'True' blended learning requires a re-design, to ensure that the unique benefits of the classroom/campus are combined with the unique benefits of asynchronous learning. Students can spend much more time ‘on task’ with well-designed digital learning materials, thus freeing up professors’ time for direct or online interaction with students.
What is the role of didactic discourse in e learning environment?
Again, this is important in most subjects, although it does reflect a particular view on education – that learning is socially constructed – that not all professors share. Again, in an online environment, to ensure that discussion is focused and academic, rather than incoherent and shallow, the instructor/teacher has an important role to play, ensuring that the discussion stays on topic, that content/learning materials are drawn on to support the discussion, and the discussion operates at an academic level. There are several good books on this (e.g. Paloff and Pratt, Salmon, Harasim, etc.)
All the education systems raised around libraries from oldest times to the present. The library had the mission to form to inform and now we can say that it is a real provider of electronic resources for users on and off campus. They have to up to date with the new learning curricula and provide information resources according to it. What is in your opinion the role of the university library for e learning?
University libraries are critical for successful e learning, but their roles and ways of working are changing. I believe that all courses should have a librarian as part of the course team, both to help with identifying and organizing online resources, and for providing student help in locating information digitally. Education in information literacy and especially on evaluating the quality of source material, as well as how to find, analyze, organize and apply digital information linked to subject area needs should be a joint activity of teacher and librarian.
Does the course presence and virtual teaching change the type of education (distance or e learning)?
Every teacher now has to make a choice: where on the continuum of e learning should this course or program be? Just supplementing my classroom teaching; true blended learning; or fully online? The answer to the question depends on two factors: what kinds of student am I trying to reach? What is the nature of the subject material? Full-time students coming out of high school probably need more face-to-face teaching than full-time, mature working graduates who want updating or post-graduate courses. Some things are quicker and easier to do face-to-face; others are better done online, depending on the subject matter. However, it should be possible to design a course that meets all these needs.
We can not study medicine or arts in e-learning environment;one need practice and skills and the other talent. Is this a forbidden territory for elearning or elearning “fits” better to training for this fields?
No. In fact, medicine is one of the areas where e learning is used most in my university (UBC). A lot of medicine is digitally based and it is essential then that this is built into the curriculum and integrated within an e-learning environment. E learning is a critical component especially of the clinical placement of students in their third year, as they and their proctors (local doctors) are linked back to the university through the Internet.
What are in your opinion the great barriers in elearning set up?
In order of importance:
- Fear and loathing on the part of more senior professors due to their lack of understanding of technology and pedagogy.
- Senior management of universities who do not understand the changing requirements of knowledge-based societies and the importance of ICTs within all professions, and when they do recognize this, their failure to set and implement strategies to support the integration of ICTs within teaching throughout the university, which usually requires finding new or reallocating existing resources to make this happen. Too often it is left to individual professors to innovate without organizational help and support.
- In some countries lack of access to and/or high cost of technology.
Should the specialists analyze deeper the importance of independent learning?
There should be a progression from dependent to independent to inter-dependent or collaborative learning. This should be built into the design of whole programs, so that students progress through these stages in a supported manner
Is media literacy teaching and learning a serious condition of the elearning pedagogy?
Depends what you mean by media literacy. Most youngsters have enough media literacy when they come to university (the professors often don't). Students’ ability to use technology needs to be built on and modified to meet academic requirements.
What is the e-teacher status comparing to the “old/traditional” one?
Still poor, I guess, because without re-design, they have to spend more time teaching and hence less time on research (or family). Also there are no rewards (appointment, promotion, etc.) for doing elearning.
EARLI covers research into learning, development and/or instructional processes in, or relevant to, educational and instructional settings.