KCKS'2010 4th day program


Published on

KCKS'2010 Conference within IFIP WCC'2010 takes place 20-23 September in Brisbane Australia. This presentation reports on the fourth day.

Published in: Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

KCKS'2010 4th day program

  1. 1. Key Competenc i es in the Knowledge Society 23 rd PROGRAM KCKS’2010
  2. 2. <ul><li>Sindre Røsvik, NORWAY </li></ul><ul><li>Members of the panel: Sindre Røsvik (AGORA chair), Bernard Cornu, Raymond Morel, Marta Turcsányi-Szabó, Barbara Kedzierska and Johannes Magenheim. </li></ul><ul><li>AGORA Workshop : </li></ul><ul><li>Learning Communities and Knowledge Management </li></ul>Sindre Rosvik, Norway (AGORA), chairing the panel, aiming at approaching the theme from different perspectives – what, how and why it is of importance to organisations : Barbara Kedzierska, Poland : Cooperation between universities and the labour market (employers) as one of the major determinants of the lifelong learning and knowledge management process - Some reflections of experience from the European project MEETA US! Johannes Magenheim, Germany: MATURE, ICT-Support for Knowledge Maturing in Learning Organizations and Communities Marta Turcsanyi-Szabo, Hungary: How could Web 2.0 provide technical setting-up for creating learning communities and facilitate knowledge management in order to sustain continuous innovation and networking. Case studies will be presented. Additionally will Bernard Cornu (France) and Raymond Morel, (Switzerland) join the panel with short contributions. THURSDAY 2 3rd 10:30-12:30
  3. 3. The panel presented background for AGORA (from ancient Greek - open place of assembly were citizens would gather to hear public statements and discuss). In the opening the main idea of sharing and cooperation across subjects, levels of education and working life/business was elaborated along with definitions of learning communities and knowledge management. This was followed by examples of transversal academia and business sector and use of relevant Web 2.0 tools. From the discussion and input from the audience it was pointed out that we need to develop new competences like mastering digital technologies but also needed to emphasis critical thinking and citizenships related to the changes we experience. A main challenge is to facilitate learning and development of learning communities. We may assume that everybody will be active in learning communities, but some are unwilling, others unable so facilitating and motivating is essential. AGORA will continue its work to develop its ideas and relevant methodology. THURSDAY 2 3rd 13:30-13:50
  4. 4. <ul><li>Dr Ana Amelia Amorim Carvalho, University Of Minho, PORTUGAL </li></ul><ul><li>Ana Amelia Amorim Carvalho – FULL: </li></ul><ul><li>ICT in Teacher Education: Developing Key Competencies in Face-to-Face and Distance Learning </li></ul>This paper reports the training of 56 Teachers in ICT and Education Course. This course included one week face-to-face and seven weeks in distance learning. Students developed several ICT competencies during theses weeks, reporting its use in their classes. A characterization of the subjects’ digital literacy is presented, as well as their participation in chat sessions and in the forum, which were not mandatory but highly recommended. The majority of students did not participate in the synchronous and asynchronous communication facilities. However, those that participated in the chat sessions and forum debates completed all tasks and assignments. The students recognized the importance of learning about ICT and how it changed their teaching methods. THURSDAY 2 3rd 13:30-13:50
  5. 5. <ul><li>Dr Anthony Jones, University Of Melbourne, AUSTRALIA </li></ul><ul><li>Anthony Jones and Karina Wilkie – FULL: </li></ul><ul><li>A teacher's perspective of interacting with long-term absent students through digital communications technologies </li></ul>This paper uses an hypothetical scenario to report on the use of ICT to enable students with a chronic illness to partly overcome prolonged absence for school. The focus is on the responses of teachers when one of their students can no longer attend school regularly as a consequence of a serious illness, but wants to continue their education. The special education needs of students participating in the Link ’n Learn project result from a desire to continue studying while absent from school for prolonged periods. It appears that this desire for continuity is misunderstood by many adults, including teachers. Discussion is centred around a hypothetical case study of two teachers as they work with students absent for an extended period. THURSDAY 2 3rd 13:50-14:10
  6. 6. <ul><li>Assoc. Professor Pascal Ravesteijn HU University Of Applied Science, NETHERLANDS </li></ul><ul><li>Pascal Ravesteyn and Johan Versendaal – FULL: </li></ul><ul><li>Design and Implementation of Business Process Management Education: A Case in Dutch Higher Education </li></ul>This paper describes a joint effort by two educational and scientific institutes, the HU University of Applied Sciences and Utrecht University, in designing a BPM course that not only transfers theoretical knowledge but lets students also experience real life BPM-systems and implementation issues. We also describe the implementation of the developed module with an indication of its success: it is now running for the fifth time, and although there continue to be points for improvement, over the years several scientific papers in the BPM domain resulted from the course, as well as a reasonable amount of students started their final thesis project in the BPM-domain. THURSDAY 2 3rd 14:10-14:30
  7. 7. <ul><li>A sst Professor Mun Fie Raymond Tsoi, National Institute Of Education Nanyang Technological University, SINGAPORE </li></ul><ul><li>Mun Fie Raymond Tsoi – SHORT: </li></ul><ul><li>Supporting productive integration of Web 2.0-mediated collaboration </li></ul>This paper describes a research evidence-based practice model, TSOI Hybrid Learning Model as a viable alternative to support productive integration of Web 2.0-mediated collaboration for learning. The model is advanced from the Science learning cycle and the Kolb’s experiential learning cycle. An authentic example on understanding multimedia learning pedagogy for pre-service teachers in chemistry education is illustrated. The model guides the learning design involving Web 2.0-mediated collaborative activities. Outcomes in terms of richness of collaborative learning and reflections have been positive. Implications will be discussed in the context of blended learning in science education. THURSDAY 2 3rd 14:30-14:40
  8. 8. <ul><li>Professor Barbara Kedzierska, , Pedagogical University Of Krakow, POLAND </li></ul><ul><li>Barbara Kedzierska – SHORT: </li></ul><ul><li>University as an environment for shaping key teachers’ competence for the Knowledge Society </li></ul>Dynamic development of information & communication technologies determines the changes, which more and more often are taking place in all spheres of life of a contemporary human being, forcing him to lifelong learning process, which will allow him to acquire and develop social and professional competence, but first and foremost the most important ones – key competence. Synchronous and asynchronous tools of digital communication stimulate the globalization of processes and services, making people independent from time and place and Internet sources of dispersed and diversified in form information force into responsible autonomy. The following text tries to answer the questions: Does contemporary education take into consideration these determinants and needs of contemporary society? How should a didactic process look like so that university graduates can be prepared to responsible and creative social and professional activity? THURSDAY 2 3rd 14:40-14:50
  9. 9. <ul><li>Professor Tatjana Welzer, University Of Maribor-FERI, SLOVENIA </li></ul><ul><li>Tatjana Welzer, Marjan Družovec, Marko Hölbl and Mirjam Bonačić – SHORT: </li></ul><ul><li>Need for the Intercultural Awareness in Erasmus Mobility - Administrative Point of View </li></ul>In recent years, mobility has become one of the most important goals inside the European Union (EU). Different projects and programs support the mobility of students, teachers and other employed persons. From program to program and project to project, goals are different. Through employment, companies have the need for different experts or the need to work with international teams. They can also offer jobs for placements and for young experts for their first employment (like the Leonardo da Vinci program), while for students and teachers, the main goals of mobility are learning and teaching in different environments (like the Erasmus program) as well as learning languages and benefiting from cross-cultural experiences. Both students and teachers come from different cultural environments and the host organisation has to take care of intercultural awareness in all levels of activities, from administration up to teaching and passing exams. THURSDAY 2 3rd 14:50-15:00
  10. 10. <ul><li>Mrs Adelina Moura, University Of Minho, PORTUGAL </li></ul><ul><li>Adelina Moura and Ana Amélia Carvalho – SHORT: </li></ul><ul><li>Mobile Learning: Using SMS in Educational Contexts </li></ul>The Short Message Service (SMS) technology is one of the most powerful mobile technologies in current usage. Most students own a mobile phone with free SMS which can be used for learning. In this paper we explain how we used SMS for teaching and learning languages (both native and foreign). The conducted experiment presented a range of opportunities for integrating text into teaching and learning strategies and for demystifying the use of SMS in educational contexts. Via SMS technology we can deliver several learning activities to students easily and immediately. The research findings showed that students had positive perceptions about the experiment and SMS use for learning improvement and the use of their own mobile phone as a learning tool. All groups showed interest in receiving educational content via SMS. Some students greatly improved their language learning performance. THURSDAY 2 3rd 15:00-15:10
  11. 11. <ul><li>Twitter Q+A </li></ul>Send Tweets with #kcks2010 … and … See what others are tweeting: http://twitter.com/#search?q=%23kcks2010 THURSDAY 2 3rd 15:10-15:30
  12. 12. GREAT EVENT! <ul><li>Worth attending </li></ul><ul><li>and much more… </li></ul><ul><li>http://grou.ps/ifip_education/220114 </li></ul>www.wcc2010.org