The document summarizes the Learning about Politics EU project which aimed to support young people's participation in politics through digital storytelling and web 2.0 technologies. It discusses the challenges faced by different partners in piloting activities based on whether they worked with schools or external groups. It then describes the specific approach taken for the German pilot, which involved developing an online resource center organized by learning pathways and digital stories. Outreach efforts to involve external users and teachers met limitations. Future work will focus on cooperation with other political education projects and using the online resources for teacher training.
Successful Blended Learning Projects in 2006: Experiences in different formal...eLearning Papers
Authors: Tim Scholze, Sabine Wiemann.
European partners from 11 countries working in the framework of the Blended Learning Institutions’ Cooperative (blinc) have been applying web-based, mixed learning methodologies for different learning groups and contexts in three different projects.
Supporting educators as designers of complex blended learning scenarios: visu...Laia Albó
Presentation of my research work to PAWS research group, during my visit to the School of Information Sciences of the University of Pittsburgh. 26th February, 2019.
Authors: Pedro Leão Ramos Ferreira Neto, Margarida Amaral.
This case study was conducted by the senior lecturer in charge of the Computer Architectural Aided Design (CAAD) course, with the support and active collaboration of Instituto de Recursos e Iniciativas Comuns da Universidade do Porto (IRICUP). CAAD is an optional course for fifth-year students at the Faculty of Architecture of the University of Porto (FAUP).
The document proposes a Joint Action Plan to address gaps and challenges for EEU organizations participating in ICT research. It analyzed six EEU pilot projects to identify barriers in enterprise interoperability and collaboration research. The Joint Action Plan aims to provide guidelines for EEU policymakers and researchers to better participate in European projects by removing barriers. It was developed through workshops involving EEU stakeholders to validate recommendations and examples of initiatives supporting ICT research in the EEU.
This document summarizes the Autonomous Language Learning Project, which developed online and blended language courses for Lithuanian, Romanian, Bulgarian, and Turkish. The goals of the project were to develop communicative, task-based curricula using a blended learning model and virtual learning environment. Course materials included online exercises, classroom activities, and learner support documents to promote autonomy. Feedback from multiple pilots helped refine the courses and platform. The project aimed to address the lack of online language resources for these less commonly taught languages.
Approaches to supporting Open Educational Resource projectsR. John Robertson
Approaches to supporting Open Educational Resource projects, OCWC2010 Hanoi, May 5-7 2010.
R. John Robertson1, Sheila MacNeill1, Phil Barker2, Lorna Campbell1 and Li Yuan3
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University, 3Institute for Cybernetic Education, University of Bolton
Work and Learning across Boundaries: Artifacts, Discourses, and Processes in ...Mikhail Fominykh
Conference presentation of a paper: Mikhail Fominykh, Ekaterina Prasolova-Førland, Sobah Abbas Petersen, and Monica Divitini: "Work and Learning across Boundaries: Artifacts, Discourses, and Processes in a University Course," in 19th International Conference on Collaboration and Technology (CRIWG), Wellington, New Zeeland, October 30–November 01, 2013, Springer, Online ISBN: 978-3-642-41347-6, pp. 159–174. doi>10.1007/978-3-642-41347-6_12
Local Coalitions for Digital Jobs: presentation at Pledger's workshop 03.10.13TELECENTRE EUROPE
The document summarizes the status and activities of Local Coalitions for Digital Jobs being coordinated by Telecentre Europe in 10 European countries. Each country has a coordinator and multi-stakeholder partnerships working towards goals related to improving digital skills and jobs. The coalitions have secured initial funding and are in various stages of establishing partnerships and concrete plans. Progress updates are provided for several of the coalitions, including training activities, certifications, and outreach to youth. Telecentre Europe invites other GC4DJ pledgers to partner with and support the local coalitions.
Successful Blended Learning Projects in 2006: Experiences in different formal...eLearning Papers
Authors: Tim Scholze, Sabine Wiemann.
European partners from 11 countries working in the framework of the Blended Learning Institutions’ Cooperative (blinc) have been applying web-based, mixed learning methodologies for different learning groups and contexts in three different projects.
Supporting educators as designers of complex blended learning scenarios: visu...Laia Albó
Presentation of my research work to PAWS research group, during my visit to the School of Information Sciences of the University of Pittsburgh. 26th February, 2019.
Authors: Pedro Leão Ramos Ferreira Neto, Margarida Amaral.
This case study was conducted by the senior lecturer in charge of the Computer Architectural Aided Design (CAAD) course, with the support and active collaboration of Instituto de Recursos e Iniciativas Comuns da Universidade do Porto (IRICUP). CAAD is an optional course for fifth-year students at the Faculty of Architecture of the University of Porto (FAUP).
The document proposes a Joint Action Plan to address gaps and challenges for EEU organizations participating in ICT research. It analyzed six EEU pilot projects to identify barriers in enterprise interoperability and collaboration research. The Joint Action Plan aims to provide guidelines for EEU policymakers and researchers to better participate in European projects by removing barriers. It was developed through workshops involving EEU stakeholders to validate recommendations and examples of initiatives supporting ICT research in the EEU.
This document summarizes the Autonomous Language Learning Project, which developed online and blended language courses for Lithuanian, Romanian, Bulgarian, and Turkish. The goals of the project were to develop communicative, task-based curricula using a blended learning model and virtual learning environment. Course materials included online exercises, classroom activities, and learner support documents to promote autonomy. Feedback from multiple pilots helped refine the courses and platform. The project aimed to address the lack of online language resources for these less commonly taught languages.
Approaches to supporting Open Educational Resource projectsR. John Robertson
Approaches to supporting Open Educational Resource projects, OCWC2010 Hanoi, May 5-7 2010.
R. John Robertson1, Sheila MacNeill1, Phil Barker2, Lorna Campbell1 and Li Yuan3
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University, 3Institute for Cybernetic Education, University of Bolton
Work and Learning across Boundaries: Artifacts, Discourses, and Processes in ...Mikhail Fominykh
Conference presentation of a paper: Mikhail Fominykh, Ekaterina Prasolova-Førland, Sobah Abbas Petersen, and Monica Divitini: "Work and Learning across Boundaries: Artifacts, Discourses, and Processes in a University Course," in 19th International Conference on Collaboration and Technology (CRIWG), Wellington, New Zeeland, October 30–November 01, 2013, Springer, Online ISBN: 978-3-642-41347-6, pp. 159–174. doi>10.1007/978-3-642-41347-6_12
Local Coalitions for Digital Jobs: presentation at Pledger's workshop 03.10.13TELECENTRE EUROPE
The document summarizes the status and activities of Local Coalitions for Digital Jobs being coordinated by Telecentre Europe in 10 European countries. Each country has a coordinator and multi-stakeholder partnerships working towards goals related to improving digital skills and jobs. The coalitions have secured initial funding and are in various stages of establishing partnerships and concrete plans. Progress updates are provided for several of the coalitions, including training activities, certifications, and outreach to youth. Telecentre Europe invites other GC4DJ pledgers to partner with and support the local coalitions.
This document summarizes the goals and outcomes of projects supported under the Erasmus+ Key Action 2 (KA2) framework. KA2 supports strategic partnerships in education, training, and youth across Europe. The goals are to develop innovative practices, transfer knowledge, and implement joint initiatives. Intended outcomes for participating organizations include adopting new approaches, developing open and collaborative environments, and increasing international engagement. Intended impacts on individuals include improved skills, greater intercultural understanding, and more active participation in society.
The document summarizes the Knowledge Exchange initiative, an international cooperation between four organizations - Denmark's Electronic Research Library, the German Research Foundation, the UK's Joint Information Systems Committee, and the Netherlands' SURFfoundation - to jointly tender for digital content licenses. Through a competitive dialogue process, the consortium was able to achieve licensing agreements with five publishers and develop an innovative business model with tiered pricing and participation-based discounts across institutions in member countries. However, the tender process was also time-consuming and inflexible, and took effort to convince libraries to take up the resulting offers.
European university networking and the role of the e u.university hubEADTU
This document provides an overview of the OpenU project, which aims to create a European online and blended learning platform to facilitate cooperation between higher education institutions. The 3-year, €2.6 million project involves 21 partners across 10 European countries and will focus on developing educational cooperation, increasing student and staff mobility, and challenge-based learning. It will establish a single online access point for students and provide resources to support digital pedagogy and curriculum development. The project consists of 6 work packages and 4 clusters that will experiment with the online hub's functionalities to support inter-university cooperation.
One Standard to rule them all?: Descriptive Choices for Open EducationR. John Robertson
R. John Robertson1, Lorna Campbell1, Phil Barker2, Li Yuan3, and Sheila MacNeill1
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University 3Institute for Cybernetic Education, University of Bolton
Drawing on our experience of supporting a nationwide Open Educational Resources programme (the UKOER programme), this presentation will consider the diverse range of approaches to describing OERs that have emerged across the programme and their impact on resource sharing, workflows, and an aggregate view of the resources.
Due to the diverse nature of the projects in the programme, ranging from individual educators to discipline-based consortia and institutions, it was apparent that no one technical or descriptive solution would fit all. Consequently projects were mandated to supply only a limited amount of descriptive information (programme tag, author, title, date, url, file format, file size, rights) with some additional information suggested (language, subject classifications, keywords, tags, comments, description). Projects were free to choose how this information should be encoded (if at all), stored, and shared.
In response, the projects have taken many different approaches to the description and management of resources. These range from using traditional highly structured and detailed metadata standards to approaches using whatever descriptions are supported by particular web2.0 applications. This experimental approach to resource description offers the wider OER community an opportunity to examine and assess the implications of different strategies for resource description and management
This paper illustrates a number of examples of projects’ approaches to description, noting the workflows and effort involved. We will consider the relationship of the choice of tool (repository, web2.0 application, VLE) to the choice of standards; and the relationship between local requirements and those of the wider community.
We will consider the impact of those choices on the dissemination and discoverability of resources. For example, the implications of resource description choices for discovery services which draw on multiple sources of OERs.
This document provides an overview of a dissertation proposal on integrating MOOCs in German higher education institutions. It begins by defining MOOCs and discussing the hype and skepticism around them. It then reviews Germany's federal action and regional hesitation regarding MOOCs. The research question proposes to examine how different types of German HEIs can integrate emerging virtual teaching forms like MOOCs given their political and regulatory context. It outlines research sub-questions on the HEI landscape, digitization strategies, MOOC features, the German context, addressing systemic challenges. The proposal argues MOOCs could help address issues like access, retention, lifelong learning and more.
This document provides an overview of the MOOCKnowledge study being conducted by JRC-IPTS and other partners. The study aims to better understand MOOC learners in Europe through a large-scale survey of learners from different European MOOCs. The survey will collect data at three time points - before, immediately after, and one year after course completion - to understand learner demographics, motivations, experiences, and long-term impacts. Preliminary results from an initial pilot survey of over 1700 learners across 6 MOOCs show distributions of gender, age, education level, and employment status. The findings will help inform evidence-based policy on open education in Europe.
This document provides an overview of Dalila Coelho's doctoral research proposal on the use of Open Educational Resources (OER) in higher education institutions in Portugal and Mozambique. The research aims to characterize OER use in these contexts and identify collaborative models to promote adoption at the institutional and teaching levels. The methodology will involve a qualitative case study with data collection from institutional leaders, teachers, and experts via interviews, questionnaires, and focus groups. The research is organized into 5 phases from 2014-2016 involving a literature review, instrument development, data collection and analysis, development of a collaborative OER model, and thesis writing. The expected results include a comprehensive collaborative model to support sustainable OER use considering institutional actors, training
This document provides an introduction to the chapter on design methodologies for CALL courseware projects. It synthesizes responses from contributors on how they conducted needs analyses and determined their didactic approaches. Key points discussed include the importance of valid needs analysis, pedagogical priorities over technology, and the relationship between content and media. The introduction also reflects on long-standing issues in CALL design such as linear vs. hypermedia learning and the drive for "design neutrality".
The Basics of Primary Engineering ControlsJerry Fahrni
The Primary Engineering Control (PEC) provides an ISO Class 5 environment for compounding sterile preparations. A PEC is commonly a hooded work area within an ISO Class 7 buffer room that uses HEPA filtration to maintain ISO Class 5 air quality. There are three main types of PECs: laminar airflow workbenches with horizontal airflow; biological safety cabinets with vertical airflow; and compounding aseptic isolators or containment isolators, commonly called "glove boxes," which have enclosed compounding chambers that can be accessed through gloves. The key difference between compounding aseptic isolators and containment isolators is that containment isolators use negative pressure and can be used for hazardous compounding, while isolators use positive pressure and
Secondary engineering controls refer to the ante area and buffer area that separate the primary engineering control (PEC) area from the surrounding environment. The buffer area must meet or exceed ISO Class 7 standards with a minimum of 30 air changes per hour, while the ante area must meet or exceed ISO Class 8 standards with a minimum of 20 air changes per hour. These areas have increased air supply, HEPA filtration, and room pressurization compared to ordinary rooms. The configuration and requirements of the secondary engineering controls depend on the risk level of the compounded sterile preparations.
State of the Art Environmental ControlsGrahamPrets
State of the Art Environmental Controls provides an overview of the latest controls for lighting, air quality, and heating/cooling. These include wireless lighting controls, electronic window controls, air scrubbers, air cleaners, smart thermostats, and geothermal heat pumps. The combination of these advanced environmental controls can save energy, maintain comfort, and help create a healthier indoor environment while being integrated into more applications over time.
D6.2.1presentation politics schools and politicians_erasmoLearn Politics
The POLITICS project is a European collaboration funded by the Lifelong Learning Programme to improve citizen participation in politics across Europe. It uses web 2.0 technologies to develop school students', trainees', and adult learners' understanding of modern society and skills in problem solving, communication, and writing. The project has created a multilingual blog called Learning About Politics which hosts educational resources and digital stories produced by learners around Europe on topics like politics and the experiences of migrants. It also provides educational scenarios and activities to help users explore topics in politics.
Main Industry: Enterprise Mobility
Domain: Web and Mobile Application
Services: enterprise mobile software testing, mobile value added services testing, mobile security testing and handset testing
The document outlines plans for a photo shoot to create images for a table of contents page featuring four models - Gilles Geary, Tommy Hoare, Jack Burton, and Tina Delic. Various camera angles, heights, distances, locations, lighting, costumes, and intended connotations are specified for shots of each individual. Contingency plans are also discussed in case of bad weather or a model's absence.
The MOSI Museum of Science and Industry in Manchester, England is focused on the progress of science and industry in the city and surrounding areas. It presents these themes through exhibits, experiments, and historical documents organized across galleries focused on topics like industry and innovation, science and technology, energy, transport, and media. Visitors can learn about Manchester's development since the Industrial Revolution through to modern times, and how science and technology have changed people's lives and ways of communicating and traveling, while also participating in interactive experiments that demonstrate science in everyday life.
Pemerintah Indonesia berencana mengembangkan industri halal untuk meningkatkan ekspor dan pariwisata. Industri halal diharapkan menjadi andalan baru untuk mendorong pertumbuhan ekonomi. Berbagai kebijakan dan regulasi sedang disiapkan untuk mendukung pengembangan industri halal di Tanah Air.
Dokumen tersebut memberikan nasihat dan tips persiapan terakhir bagi menghadapi peperiksaan, termasuk berdoa, tidur awal, bersiap secara fizikal dan mental, serta datang awal ke tempat peperiksaan dengan penuh keyakinan.
This document summarizes recent trends in democracy and elections in Africa between 2015-2016. It discusses how elections have progressed in some countries but faced challenges in others. It then outlines specific national elections happening in Africa during this period, noting countries facing issues like civil war, terrorism, health crises, and constitutional reforms that could impact the elections. The concluding notes recognize elections as important moments for stability but that the continent still faces challenges in democratic consolidation.
This document summarizes the goals and outcomes of projects supported under the Erasmus+ Key Action 2 (KA2) framework. KA2 supports strategic partnerships in education, training, and youth across Europe. The goals are to develop innovative practices, transfer knowledge, and implement joint initiatives. Intended outcomes for participating organizations include adopting new approaches, developing open and collaborative environments, and increasing international engagement. Intended impacts on individuals include improved skills, greater intercultural understanding, and more active participation in society.
The document summarizes the Knowledge Exchange initiative, an international cooperation between four organizations - Denmark's Electronic Research Library, the German Research Foundation, the UK's Joint Information Systems Committee, and the Netherlands' SURFfoundation - to jointly tender for digital content licenses. Through a competitive dialogue process, the consortium was able to achieve licensing agreements with five publishers and develop an innovative business model with tiered pricing and participation-based discounts across institutions in member countries. However, the tender process was also time-consuming and inflexible, and took effort to convince libraries to take up the resulting offers.
European university networking and the role of the e u.university hubEADTU
This document provides an overview of the OpenU project, which aims to create a European online and blended learning platform to facilitate cooperation between higher education institutions. The 3-year, €2.6 million project involves 21 partners across 10 European countries and will focus on developing educational cooperation, increasing student and staff mobility, and challenge-based learning. It will establish a single online access point for students and provide resources to support digital pedagogy and curriculum development. The project consists of 6 work packages and 4 clusters that will experiment with the online hub's functionalities to support inter-university cooperation.
One Standard to rule them all?: Descriptive Choices for Open EducationR. John Robertson
R. John Robertson1, Lorna Campbell1, Phil Barker2, Li Yuan3, and Sheila MacNeill1
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University 3Institute for Cybernetic Education, University of Bolton
Drawing on our experience of supporting a nationwide Open Educational Resources programme (the UKOER programme), this presentation will consider the diverse range of approaches to describing OERs that have emerged across the programme and their impact on resource sharing, workflows, and an aggregate view of the resources.
Due to the diverse nature of the projects in the programme, ranging from individual educators to discipline-based consortia and institutions, it was apparent that no one technical or descriptive solution would fit all. Consequently projects were mandated to supply only a limited amount of descriptive information (programme tag, author, title, date, url, file format, file size, rights) with some additional information suggested (language, subject classifications, keywords, tags, comments, description). Projects were free to choose how this information should be encoded (if at all), stored, and shared.
In response, the projects have taken many different approaches to the description and management of resources. These range from using traditional highly structured and detailed metadata standards to approaches using whatever descriptions are supported by particular web2.0 applications. This experimental approach to resource description offers the wider OER community an opportunity to examine and assess the implications of different strategies for resource description and management
This paper illustrates a number of examples of projects’ approaches to description, noting the workflows and effort involved. We will consider the relationship of the choice of tool (repository, web2.0 application, VLE) to the choice of standards; and the relationship between local requirements and those of the wider community.
We will consider the impact of those choices on the dissemination and discoverability of resources. For example, the implications of resource description choices for discovery services which draw on multiple sources of OERs.
This document provides an overview of a dissertation proposal on integrating MOOCs in German higher education institutions. It begins by defining MOOCs and discussing the hype and skepticism around them. It then reviews Germany's federal action and regional hesitation regarding MOOCs. The research question proposes to examine how different types of German HEIs can integrate emerging virtual teaching forms like MOOCs given their political and regulatory context. It outlines research sub-questions on the HEI landscape, digitization strategies, MOOC features, the German context, addressing systemic challenges. The proposal argues MOOCs could help address issues like access, retention, lifelong learning and more.
This document provides an overview of the MOOCKnowledge study being conducted by JRC-IPTS and other partners. The study aims to better understand MOOC learners in Europe through a large-scale survey of learners from different European MOOCs. The survey will collect data at three time points - before, immediately after, and one year after course completion - to understand learner demographics, motivations, experiences, and long-term impacts. Preliminary results from an initial pilot survey of over 1700 learners across 6 MOOCs show distributions of gender, age, education level, and employment status. The findings will help inform evidence-based policy on open education in Europe.
This document provides an overview of Dalila Coelho's doctoral research proposal on the use of Open Educational Resources (OER) in higher education institutions in Portugal and Mozambique. The research aims to characterize OER use in these contexts and identify collaborative models to promote adoption at the institutional and teaching levels. The methodology will involve a qualitative case study with data collection from institutional leaders, teachers, and experts via interviews, questionnaires, and focus groups. The research is organized into 5 phases from 2014-2016 involving a literature review, instrument development, data collection and analysis, development of a collaborative OER model, and thesis writing. The expected results include a comprehensive collaborative model to support sustainable OER use considering institutional actors, training
This document provides an introduction to the chapter on design methodologies for CALL courseware projects. It synthesizes responses from contributors on how they conducted needs analyses and determined their didactic approaches. Key points discussed include the importance of valid needs analysis, pedagogical priorities over technology, and the relationship between content and media. The introduction also reflects on long-standing issues in CALL design such as linear vs. hypermedia learning and the drive for "design neutrality".
The Basics of Primary Engineering ControlsJerry Fahrni
The Primary Engineering Control (PEC) provides an ISO Class 5 environment for compounding sterile preparations. A PEC is commonly a hooded work area within an ISO Class 7 buffer room that uses HEPA filtration to maintain ISO Class 5 air quality. There are three main types of PECs: laminar airflow workbenches with horizontal airflow; biological safety cabinets with vertical airflow; and compounding aseptic isolators or containment isolators, commonly called "glove boxes," which have enclosed compounding chambers that can be accessed through gloves. The key difference between compounding aseptic isolators and containment isolators is that containment isolators use negative pressure and can be used for hazardous compounding, while isolators use positive pressure and
Secondary engineering controls refer to the ante area and buffer area that separate the primary engineering control (PEC) area from the surrounding environment. The buffer area must meet or exceed ISO Class 7 standards with a minimum of 30 air changes per hour, while the ante area must meet or exceed ISO Class 8 standards with a minimum of 20 air changes per hour. These areas have increased air supply, HEPA filtration, and room pressurization compared to ordinary rooms. The configuration and requirements of the secondary engineering controls depend on the risk level of the compounded sterile preparations.
State of the Art Environmental ControlsGrahamPrets
State of the Art Environmental Controls provides an overview of the latest controls for lighting, air quality, and heating/cooling. These include wireless lighting controls, electronic window controls, air scrubbers, air cleaners, smart thermostats, and geothermal heat pumps. The combination of these advanced environmental controls can save energy, maintain comfort, and help create a healthier indoor environment while being integrated into more applications over time.
D6.2.1presentation politics schools and politicians_erasmoLearn Politics
The POLITICS project is a European collaboration funded by the Lifelong Learning Programme to improve citizen participation in politics across Europe. It uses web 2.0 technologies to develop school students', trainees', and adult learners' understanding of modern society and skills in problem solving, communication, and writing. The project has created a multilingual blog called Learning About Politics which hosts educational resources and digital stories produced by learners around Europe on topics like politics and the experiences of migrants. It also provides educational scenarios and activities to help users explore topics in politics.
Main Industry: Enterprise Mobility
Domain: Web and Mobile Application
Services: enterprise mobile software testing, mobile value added services testing, mobile security testing and handset testing
The document outlines plans for a photo shoot to create images for a table of contents page featuring four models - Gilles Geary, Tommy Hoare, Jack Burton, and Tina Delic. Various camera angles, heights, distances, locations, lighting, costumes, and intended connotations are specified for shots of each individual. Contingency plans are also discussed in case of bad weather or a model's absence.
The MOSI Museum of Science and Industry in Manchester, England is focused on the progress of science and industry in the city and surrounding areas. It presents these themes through exhibits, experiments, and historical documents organized across galleries focused on topics like industry and innovation, science and technology, energy, transport, and media. Visitors can learn about Manchester's development since the Industrial Revolution through to modern times, and how science and technology have changed people's lives and ways of communicating and traveling, while also participating in interactive experiments that demonstrate science in everyday life.
Pemerintah Indonesia berencana mengembangkan industri halal untuk meningkatkan ekspor dan pariwisata. Industri halal diharapkan menjadi andalan baru untuk mendorong pertumbuhan ekonomi. Berbagai kebijakan dan regulasi sedang disiapkan untuk mendukung pengembangan industri halal di Tanah Air.
Dokumen tersebut memberikan nasihat dan tips persiapan terakhir bagi menghadapi peperiksaan, termasuk berdoa, tidur awal, bersiap secara fizikal dan mental, serta datang awal ke tempat peperiksaan dengan penuh keyakinan.
This document summarizes recent trends in democracy and elections in Africa between 2015-2016. It discusses how elections have progressed in some countries but faced challenges in others. It then outlines specific national elections happening in Africa during this period, noting countries facing issues like civil war, terrorism, health crises, and constitutional reforms that could impact the elections. The concluding notes recognize elections as important moments for stability but that the continent still faces challenges in democratic consolidation.
Sistem pencernaan manusia terdiri dari saluran pencernaan dan kelenjar pencernaan. Saluran pencernaan meliputi mulut, kerongkongan, lambung, usus halus, dan usus besar, sementara kelenjar pencernaan meliputi kelenjar ludah, lambung, hati, dan pankreas. Proses pencernaan melibatkan pencernaan mekanik dan kimiawi di berbagai bagian saluran pencernaan.
Generation Now and the Virtual Worlds of Girls 6 to 12MWWPR
As kids plug into the internet at younger and younger ages they are becoming an increasingly important part of the weband the web economy. Yet, reaching them directly or even indirectly is a perilous task for marketers who must be sensitive both to kids’ maturity levels and to parents’ concerns.
The document summarizes the completed European project "Learning about Politics". [1] The project aimed to enable participatory learning about politics for students and young learners using Web 2.0 technologies. [2] It created an online platform and supported the creation of digital stories about politics. [3] The German partner, ITB, explored how to promote learning about politics in vocational education through blogs and topics relevant to students.
Q2022 Paper - Understanding the territory through data, data journalism and c...OpenCoesione
The "At the School of OpenCohesion" (ASOC) project is an innovative educational program that promotes civic engagement and data literacy among secondary school students and teachers in Italy and Europe. The program teaches students to monitor publicly-funded projects using open data and develop statistical analysis skills. Over 30,000 Italian students and 3,000 teachers have participated. The program is expanding to other European countries. The Italian National Institute of Statistics (Istat) collaborates with ASOC by providing statistical data and training to help students with their project monitoring and analysis. Istat experts support students and teachers and provide learning modules to deepen teachers' statistical literacy.
The document summarizes the INSTEM project, which brought together various STEM education projects throughout Europe to share ideas and materials. The goals of INSTEM were to enhance the link between education policy and practice, gather and share knowledge from previous STEM projects, and provide effective dissemination of innovative teaching practices. National workshops were held in various countries to establish working groups to continue collaboration after the project. The final INSTEM conference in June 2015 would present the outcomes and findings developed over the three years of the project.
The POLITICS project aims to develop students' understanding of modern society and skills like problem solving through the use of digital storytelling and web 2.0 technologies. The project centers around an e-book called "Straight into Politics" and will invite learners to form online teams to collaboratively develop a digital story based on the scenario in the e-book. The goal is for learners to become co-authors of the book by modifying examples and illustrations. The project is divided into work packages, with Italy responsible for work package 6 which focuses on guaranteeing the project's sustainability after EU funding ends through the creation of a European-wide POLITICS Club network of interested schools.
The document outlines the dissemination and communication plans for a conflict resolution project between schools. It describes that the Lithuanian school will be responsible for coordinating the overall dissemination plan and ensuring each school follows the framework established. It details the various dissemination channels that will be used, including blogs, social media, press releases, and presentations. It also discusses establishing teams at each school responsible for dissemination, communication, budgets, and quality control to monitor the plan.
EdMedia Conference 2019, Amsterdam - Paper by Guntram Geser, Sandra Schön (both Salzburg Research) and Martin Ebner (TU Graz), Presentation by Martin Ebner, TU Graz
Social Software and Web2.0 in Teacher Education and Teacher Training (Report)Marion R. Gruber
The pilot project analyzed the use of social software and web tools in teacher education. It resulted in an online wiki resource on this topic with over 3,000 page views from around the world. The wiki covered eight main topics related to using social tools for education, including social bookmarking, collaborative writing, and blogging. Educational application scenarios were developed for six of the topics. The project engaged teachers, teacher trainees, and educators to share experiences using social tools and identify opportunities and limitations. Overall, the wiki provided a collaborative knowledge base on integrating social media into teacher learning and training.
This slideshow was presented during the OEB 2018 conference (December 05-07, 2018 Berlin, Germany). The talk focuses on community building and engagement.
1) The document summarizes Henrik's opening address at a seminar on a project focused on enhancing social inclusion in vocational education and training (VET) systems.
2) He thanks the hosts and participants and emphasizes the importance of the project for giving young people a fair chance in life and strengthening cooperation between countries and actors.
3) Henrik stresses that the project demonstrated strengthened partnerships to improve VET inclusiveness and that its outcomes helped advance understanding of disadvantage and the need for systemic responses within inclusive VET systems.
VETProfit project that is aimed at developing VET teachers professional and digital skills by upskilling them to design and implement micro-courses for their students for better péreparing them to meet jobmarket demands, published the 2nd project newsletter. It details the topics of the modules designed for the teachers as well as the methodololgy applied.
Q2022 - Understanding the territory through data, data journalism and civic e...OpenCoesione
This presentation was used during the European Conference on Quality in Official Statistics (Q2022) in order to illustrate the Italian Open government Strategy on cohesion policy that is relying on the OpenCoesione initiative coordinated by the Evaluation unit of the Department for Cohesion Policies of the Italian Presidency of the Council of Ministers since 2011. Starting from the 2013 the OpenCoesione initiative is supported by "At the School of OpenCohesion (ASOC)" - an educational programme aimed at promoting and developing the innovative principles of active citizenship in secondary schools through the civic monitoring of projects financed by cohesion funds. Within the scope of the activities devoted to the development of statistical literacy the Italian national statistical Institute - ISTAT signed in 2018 (and renewed in 2020 ) an agreement for collaborating in the ASOC project and promoting the statistical culture also amon the teachers involved in ASOC by the means of specific and dedicated course named Statistical Culture+.
The Cooking for Freedom project aims to provide vocational training to inmates to help them successfully reintegrate into society upon release. The project will create culinary training courses delivered jointly by vocational schools and prisons in multiple countries. It seeks to develop inmates' job skills, connect them to potential employers, and promote social inclusion. Partners will establish industry partnerships, share best practices, and produce guidance for training social workers. The project expects to lower recidivism by increasing ex-inmates' employment prospects.
The document summarizes a European project called "Adults Learn in Families" that brings together partners from across Europe to study family learning and intergenerational education. The project aims to observe how the family environment is changing across contexts, define themes for family learning, exchange experiences and evaluate models for joint parent-child learning using new technologies. By working with diverse European partners and sharing results, the project hopes to provide a wider perspective on family education to inform adult learning policies and identify transferable methods.
Presentation titled "Innovation in the Teaching of Sustainable Development in Europe: The Case of ISLE Erasmus Network". SPDECE 2012 Symposium, Alicante, Spain, 14/6/2012 (http://transducens.dlsi.ua.es/congress/spdece2012)
This document discusses two conceptual models that can help address major infrastructural, cultural, and organizational issues in integrating formal and informal eLearning environments: 1) The "Aggregate then Curate" social media participation model developed on the MOSI-ALONG project. 2) An "Architecture of Participation" development framework for institutional flexibility created with UK colleges. It also summarizes the background and development of related models including the Emergent Learning Model, Open Context Model of Learning, and Community Development Model of Learning. Key aspects of applying these models on the MOSI-ALONG project are described.
D3: a project to Develop Digital Data LiteracyKarl Donert
Initial results are presented for the D3 Project - Developing Digital Data literacy in schools. An Erasmus Plus project seeking to:
1. Promote the use of digital technologies and open data tools in learning and teaching
2. Increase the capacity to integrate democratic engagement into educational plans and strategies
3. Establish suitable styles of learning to access and integrate open data into schools and
4. Improve educational stakeholders’ response to the need for data and information literacy in schools and teacher training.
The presentation focuses on the Comparative Review undertaken to examine the situation in partner countries.
It also looks forward to the teacher professional development course being developed and joining the Open Data Charter initiative.
Presentation given at the GeoDecade 2020-2030 conference on 24 November 2020
This document describes a research project conducted by La 27e Région, a French public innovation lab, to rethink the future of colleges through participatory approaches. The project included 4 residencies where interdisciplinary teams immersed in different colleges, an experimental design studio producing new visions of colleges, and workshops bringing together stakeholders. The goal was to enable collective action on educational environments and renew how public policies support local sustainable transitions. Key lessons focused on how immersive collaboration can reset relationships and how schools can support social change through project-based learning to influence public policy approaches.
This document provides background information on the Conn@ct.Now program, which aims to incorporate ICTs and media into programming for children affected by conflict. The program involves five partners in the Netherlands with complementary expertise: War Child Holland, Child Helpline International, Radio Netherlands Training Centre, TNO, and T-Mobile. Conn@ct.Now seeks to use new technologies to reach more children, including those in remote or insecure areas, and involves piloting the approach in 7 countries selected for the MFS-2 funding application.
VET students have got real-life project tasks from companies in IT and Agriculture to implement in the later phase of the VETProfit project. This newsletter enlists the project ideas in Germany, Hungary and Italy.
The UDLL project aimed to promote inclusion of students with disabilities in higher education through universal design principles. It involved partners from Norway, Belgium, and Ireland. The project developed best practice guidelines and a student toolkit from focus groups and stakeholder consultations. It found universal design benefited all students. The partners' understanding of universal design grew through the collaboration. They plan to continue promoting universal design nationally using the project outputs.
1) Young people are defined differently in different societies but are generally considered those aged 15-29. They are shaping a new set of values focused on personal growth, independence, tolerance, and environmental issues rather than materialism.
2) Research shows young people have little interest in traditional politics and political parties. They display cynicism and distrust towards politicians.
3) Barriers like not recognizing education as active work and delays in independence prevent young people from becoming active citizens earlier in life, turning them towards private concerns over communal ones.
This document discusses active citizenship in Europe. It notes that more European citizens do not participate in elections, creating a non-voting majority. This questions the legitimacy of government as citizens are not agreeing to it through participation. However, citizens are still interested in participating in politics in a wider sense through civil society organizations. Data from various European countries shows membership and participation in voluntary organizations like sports clubs, cultural groups, and religious organizations ranges from 0-79% among countries. This indicates citizens' potential and willingness to participate in politics in a non-electoral way remains high.
The document discusses a social platform called POLITICS that uses collaborative digital storytelling to engage students in discussions about active citizenship and what it means to be European. The platform allows students across Europe to come together online and use social tools and multilingual educational resources supported by tutorials and handbooks to share stories on these topics. It invites teachers and educators to join the Politics & Active Citizenship Club online community at the provided web address and email.
The document summarizes an evaluation of a personal learning environment (PLE) called the Learning About Politics (LAP) Platform. The LAP Platform was developed by the POLITICS project to help users learn about politics and civic engagement using digital storytelling and Web 2.0 tools. An evaluation approach was used that included questionnaires and feedback from stakeholders to evaluate the platform formatively and summatively. The evaluation identified strengths of the educational materials and collaborative learning opportunities, but also weaknesses in areas like navigation, personalization, and cultural responsiveness. Based on the evaluation, improvements were made to the learning methodology, content, PLE design, and evaluation tools.
D6.2.2 pac politics affiliation club erasmoLearn Politics
The Politics Active Citizenship (PAC) Club is an open online community for teachers and educators to connect with others interested in teaching politics and citizenship. It provides access to digital stories, educational resources, and discussion forums on the Learning about Politics platform. Members can gain teaching tools and connect with a community of educators across Europe interested in sharing ideas and resources.
This document provides an overview of the POLITICS Project which utilizes online tools and digital storytelling to promote collaborative online learning about citizenship and politics. It describes the main POLITICS tools including the Learning About Politics platform, six national blogs, and a wiki page. It also outlines several tutorials produced by the project on topics like digital storytelling, using Web 2.0 tools, copyright issues, and creating educational scenarios. The document encourages users to get involved by accessing these resources and creating or sharing digital stories and other content through the various online platforms.
The document summarizes a potential next part of a story taking place on the island of Lampedusa, Italy. The narrators have been invited by Valentina to observe what is happening on the island. Upon arriving, they see migrants and are left to continue the story by adding their perspective on the situation.
D6.2.3 italian article_spring school what was it like in crete_erasmoLearn Politics
The document provides a summary of the author's experience at a workshop on collaborative learning in Chania, Crete. [1] The workshop introduced participants to Web 2.0 tools for integrating technology and the internet into educational practices. [2] Over the course of a week, experts lectured on different Web 2.0 tools each day and participants practiced using the tools to create shared projects and digital stories. [3] The workshop emphasized a "free" approach to sharing information and collaborating online using these tools.
Storytelling provides significant cognitive and emotional benefits to human beings. Listening to and reading stories from a young age helps develop long-term memory and shape a child's development. It also enhances intelligence by building skills like sequencing events, identifying causes and effects, and processing abstract ideas without visuals. In addition, storytelling cultivates imagination, which poets like Blake and Keats viewed as key to understanding truth and reality. While some question the usefulness of non-factual stories, the novel Haroun and the Sea of Stories illustrates how imagination can be used to challenge oppression and tyranny. In the end, storytelling fosters both intelligence and imagination, which together have the power to change the world.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Create a More Engaging and Human Online Learning Experience
Article lessons Politics project
1. Learning about Politics – What lessons from the European cooperation project
by Pekka Kämäräinen, Institut Technik & Bildung (ITB), University of Bremen
1. Introduction
The EU-project “Learning about politics” (POLITICS) was launched to support participation of
young people in politics and to stimulate participative learning about politics. In this context
piloting with digital storytelling and with the use of Web 2.0 technologies was seen as central
activities. The trans-national partnership was composed to bring together partners that work
with school pupils, apprentices and adult learners (including teachers and trainers). The pilot
activities with prepared learning contents, common interactive platform and user-generated
contents the partners sought to promote participation and active citizenship.
The project proposal gave a central role for the E-book “Straight into Politics”. It was
presented as seed-corn material for the project partners. The seed-corn story described a
process in which a school boy (with the support of family members and friends) decides to
set up a new party and to go straight to the next elections (for European parliament). For the
partners who were working in obligatory schools and whose target groups were school pupils
below 16 years, this story seemed appropriate as common core content. However, for the
partners who were working with adult learners and vocational learners (just reaching the
voting age) and with political youth organisations (that were actively involved in election
campaigns), there was a need to find alternative ways to stimulate participative learning in
the real life contexts in which their target groups were working and to respond to the issues
arising from those contexts.
2. Preconditions for piloting and implications of different approaches
The project was funded from the Transversal programme of the Lifelong Learning
Programme. Therefore, the partnership was expected to cover different educational setors
(general education, vocational education and training (VET), non-formal youth education and
adult education. The heterogeneity of the partnership ha implications for developing learning
contents as well as committing the target groups to work with web tools and to contribute
with new user-generated contents.
2.1. Working as school projects or in alternative project contexts
As has been indicated above, some partners of the POLITICS project were schools and had
planned to implement the pilot activities as a school project involving certain school classes
in the context of the curriculum. This was the case with Estonian, Italian and Slovenian
project activities. Other partners were organisations that had to find voluntary counterparts
who agree to work with proposed contents, platform and user-scenarios. This was the case
with German, Greek and UK (Welsh) project activities. The different implications for the pilot
activities can be characterised in the following way:
A. The school projects
The school projects can be based on the following boundary conditions:
1) The school management has committed the school to the implementation of the project:
2) The teachers and learners perceive working with the content as part of the curriculum.
3) The use of pre-given contents, familiarisation with web tools and the task to provide user-
generated contents are seen as parts of ordinary school work.
4) There is no fundamental risk that the counterparts and ‘users’ of the project partners
could opt out from the project work during the pilot activities.
B. The alternative project contexts
The project activities implemented with external counterparts are based on the following
boundary conditions:
1
2. 1) The project partners have to convince their counterparts of the benefits of the project and
of the voluntary participation. Yet, there was no authority to give a binding commitment.
2) The target groups themselves need to get convinced of the relevance of the proposed
contents and tasks. Yet, this does not guarantee a binding commitment.
3) The users have to see the benefits of working actively with the proposed tools and they
need to have an interest of their own to produce new content. Otherwise, they will opt out
of the active user-role.
4) There are manifold risks of loosing the users in spite of initial expressions of interests and
working agreements. Also, several intervening factors can play a major role.
2.2. Working with pre-given contents or with new contents
As has been indicated above, the project proposal had put a pre-given seed-corn story into
the centre and to develop new contents by responding to questions set by the original story.
And, as has been indicated, there was a divide between the partners who agreed to work
with the original story and the partners who felt it necessary to work with alternative contents.
In the next phase of the project work this was reflected by the discussion on ‘learning
pathways’ and their role in the pilot activities. The conclusion was that the partners have to
outline their own sets of pathways and structure their pilot activities accordingly. Concerning
the implementation of the pilot activities the divide had the following implications:
A. The school projects
The school projects structures their work on the basis of the original story. The ‘pathway’
structure was used either to follow the original story or to extend the contents with
illustrations on the national context. The user-generated content came into picture by
responding to the questions raised by the original story and by following the threads outlined
by the original story. Trans-national storytelling came into picture by bilateral contacts
between schools (including a group visit from Estonia to Slovenia and a related workshop).
B. Alternative projects
The other partners used their sets of ‘learning pathways’ as means to identify counterparts
and interest areas to work with. It was depending on the national context, whether the pilot
activities could be linked with other partner organisations (the role of forthcoming election
campaigns in Wales and in Germany) or whether individual users were to be approached
(the situation in Greece). Depending on the working agreements with external counterparts,
the partners had to conclude, to what extent they had to produce new content themselves
and to what extent they could facilitate the users’ involvement in creating new content. The
role of trans-national storytelling came into picture via finding common interest areas that
could be taken up by several partners (notably the stories of migrants).
2.3. Committing the target groups and getting them use web tools
In the light of the above the school projects had no fundamental difficulty in committing their
target groups (the pupils of the schools). Yet, there were some issues about using web tools
and new media to be clarified (e.g. access to real-time internet communication or
permissions to use open platforms and social media in school context).
The alternative projects had to face a completely open situation regarding the involvement of
their target groups as counterparts and as active users of web tools. Firstly, even if common
interest areas have been identified, it is not possible to agree time frames for joint activities of
the POLITICS project and the potential counterparts. Secondly, even if the activities and the
time frames could be adjusted, the use of common web tools may not be in the interest of the
target groups. Thirdly, even if the common interests had been agreed, there may be
intervening factors that prevent the counterparts from joining in the project activities.
2
3. 3. The ITB approach to piloting
3.1. The effort to link up with election campaigns and school projects
The initial plan for the German pilot activities sought to link the POLITICS project to
forthcoming campaigns and ongoing school projects with similar aims:
1. The campaign Juniorvoting (Juniorwahl) before regional parliament elections 2011. This
campaign was to be supported by the regional government.
2. The annual school competition “Democratic action” (Demokratisch Handeln) in which
Bremen school projects performed well in 2010 at the national level.
3. The ‘local’ school project of BBS Papenburg on fair trade between Germany and Uganda
(and its cross-border cooperation with Hanzehogeschool Groningen).
Although the initial plans seemed feasible, there were several practical obstacles that made it
impossible to start an active cooperation. The decisions on the Juniorvoting measures were
delayed. The coordination of the ‘Democratic action’ competition was being reorganised. The
Papenburg project started cooperation with another research team. Finally, the POLITICS
platform was not yet shaped and it was not clear, how the POLITICS project could support
the potential counterparts.
3.2. The effort to link up with ordinary teaching-learning activities
In the next phase an attempt was made to find vocational teachers who were prepared to
use Web 2.0 tools and to make use of common contents in their teaching. This led to the
creation of a support team for the German project activities.
However, once the support team started working, it became clear that the teachers in
question had very limited teaching hours for the subject ‘Politics’ and they were tied up by the
requirements of curricula. This ruled out closer involvement with the competition “Democratic
action” and co-operation with advanced VET school programmes Thus, the work of the
Bremen project team started to take shape by writing blog entries that covered the following
content areas:
a) Providing information on the regional elections in Germany and on measures to promote
young people’s participation (including the “Democratic action” projects and the
campaign “Juniorvoting”);
b) Providing information on current protest movements (e.g. on nuclear power) that were
heavily influencing the German politics;
c) Providing information on the WikiLeaks platform and on the new role of internet
communities in policy monitoring and citizens’ participation;
d) Providing information and learning materials on the theme “Climate change” as an
interface between (vocational) subject areas and policy-related learning.
3.3. The effort to link up with specific events in teaching-learning process
In the beginning of the year 2011 it became clear that the project activities could not be
linked that closely to the ongoing teaching-learning activities at vocational schools. However,
there were some limited possibilities to link up with specific actions in which some of the
teachers were involved (e.g. the development of a learning module “Climate change” and
local participation in “Juniorvoting”). However, these could at best be used as opportunities to
get new content for the German site.
Therefore, the main thrust of the project work as to rework the existing German blog into a
German resource base that was structured on several learning pathways. This resource bas
was shaped by the research partner from ITB and most of the pathways were reporting on
current developments and debates in German politics. The resource base provided a general
framework into which the interest areas of the active teachers could be accommodated.
3
4. 4. The development of the German site
4.1. The development of the Learning pathways
The main thrust in the German project activities was the creation of a resource base consists
of ca. 100 original blog postings (in English) that have all been translated into German. The
resource base covers key developments in German politics from autumn 2010 to summer
2011. It is structured into seven learning pathways:
• Pathway One: Superwahljahr 2011 - The year of regional parliaments with super-elections
• Pathway Two: Protest movements – The discovery of new forms for citizens’ participation
• Pathway Three: Revolutions in Arab countries - When foreign affairs become domestic issues
• Pathway Four: Internet communities - The new power of social media
• Pathway Five: Integration of migrants – Hard talk and new insights into German developments
• Pathway Six: Climate change – From big issues to observations and choices in everyday life
• Pathway Seven: Young people’s participation: What options for young people in Bremen?
Each learning pathway has a specific introduction that leads to the thematic Learning units.
The learning units consist of topic stories, material boxes and workspaces. The material
boxes provide links to external websites (e.g. TV channels and Online magazines) and to
other resources. The resource base was provided completely as two parallel language
versions (EN and DE) to enable trans-national exchanges and to address users in Germany.
4.2. The development of Digital stories
Some members of the H*German project team participated in the POLITICS Spring School
that provided support for using Web 2.0 tools and for Digital storytelling. After the Spring
School the German research partner worked further with “Stories of Migrants” (that was
started by a trans-national group at the Spring School ). As an effort to involve external
contributors, he organised group discussions with German-Turkish couples to explore their
experiences with migration, intercultural understanding and social integration.
In this context the contents of the German resource base (in particular Pathway 5: Integration
of migrants) were used to stimulate the discussions. During the development of this story the
German research partner was in contact with other partners (from Greece and UK) to share
the experiences and to engage them to contribute.
4.3. The use of (other) web tools
For shaping the project and the pilot activities it was of importance to develop such web tools
that were appropriate for the pilot activities and comfortable for the users. For the German
project activities the early stage of the platform development (that provided only a national
blog that was accumulating in a chronological order) turned out to be a hindrance. The
necessary reshaping of the German site (to accommodate the multiple learning pathways)
was achieved by re-launch of the platform and by using moodle (as a support tool to
introduce the architecture of learning units, material boxes and workspaces).
Another issue that emerged during the project (also in the context of the German context)
was, whether the web tools provided by the project were of the kind that young people would
like to use. Although the vocational teachers were sceptical about this (even after the re-
launch of the platform), there was no immediate alternative solution that could have
supported better the German pilot activities. During the work with the Digital stories the
German research partner followed the work of the UK partners with the “Learn politics”
Facebook group and reported of the publication of new episodes of ‘Stories of migrants’.
4
5. 5. The involvement of users and outreach for broader cooperation
The plan for German pilot activities was characterised by an outreach to engage external
counterparts and to get users who would use the POLITICS platform in their action context.
Yet, as has been indicated above, these outreach activities were not quite successful. The
search for external counterparts led at best to the development of a support group and to
engagement of vocational teachers as multipliers, who were involved as co-contributors to
the platform (as content providers and co-authors for the learning pathways six and seven).
Concerning the Digital stories, the German research partner made an effort to engage
external users by the group discussions with the German-Turkish couples. Yet, these
sessions could at best familiarise the counterparts with the POLITICS platform and make use
of existing contents. Moreover, the couples agreed to share their experiences and views by
the German site. Yet, it was up to the research partner to summarise the discussions and to
submit the blog entries.
During the work of the Politics project it became clear that development of new web platform
and addressing vocational and adult learners with ‘real life issues’ is a major challenge.
Moreover, getting vocational and adult learners to produce user-generated content for real
life contexts is a further challenge. In this respect the major hurdle was to get multipliers,
facilitators and teamers to support such processes. In order to achieve this, the funding
period of the Politics project was too short and the focus on the regional context in Bremen
was too narrow. In this respect the cooperation talks with the sustainability plan have
broadened the scope of follow-up activities by linking up with parallel projects that have
worked with similar projects.
Therefore, the follow-up measures of ITB will focus on three working perspectives:
1. Cooperation with the project “PB21”: In the year 2010 the National Agency for
Political Education (Bundeszentrale für Politische Bildung - BPB) and a training centre of
the German trade unions launched a project for promoting Web 2.0 in political education
(http://pb21.de ). This project focused on training multipliers for using Web 2.0
technologies and digital storytelling in political education. In the next phase the
experiences of this project (and parallel projects) will be evaluated.
2. Cooperation with the Web 2.0 projects of the Europa-Haus Marienberg: The
Europa-Haus Marienberg is one of the leading providers of learning in politics for youth
organisations, schools and adult education. In particular its ThinkEurope communities
and its forthcoming projects on e-participation provide a prospect for utilising the learning
resources of the Politics German site.
3. Support for Praktikum of students with focus on the subject politics: In the
vocational teacher education programmes of the University of Bremen the students have
to go through Praktika in vocational subjects and in their additional subjects (e.g.
Politics). For these Praktika ITB will work further with Digital storytelling and with the
resources of the Politics platform. In this context the participative learning models of
trade unions (e.g. their awareness-raising campaigns for apprentices) will be analysed
from the perspective of developing politics teaching in vocational schools.
In the light of the above, the German follow-up measures will firstly focus on drawing
conclusions from the work of the Politics project and on making further use of the resources.
In this context the lessons from the pioneering work of the Politics project (and of the parallel
projects PB21 and ThinkEurope) can support the reshaping of national web resources of
BPB and some successor projects. The further work with the students’ Praktikum
arrangements will lead to further use of the Politics platform for sharing user-generated
content on learning about politics.
5