This document discusses motivational ICT learning approaches to increase women's participation in learning. It outlines the scope, methodology, resources, and key factors to consider. Best practices for e-learning, digital educational games, mobile learning, and social computing are presented. The document analyzes tools like e-learning platforms, educational games, mobile apps, and social media and how they can engage women. Both advantages and disadvantages of different ICT approaches are discussed. The goal is to stimulate women to acquire new knowledge and skills to improve their employability.
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
This document provides a summary of resources for integrating technology into the classroom, including websites with lesson plans, projects, and tips for using technology effectively. Some of the highlighted resources include Edutopia for technology integration strategies, Best Practices of Technology Integration for K-12 lessons, and Planning Lessons that Use Technology for assessing resources and expanding comfort with technology. The document also lists collaborative projects, tips for the one-computer classroom, and resources on technology standards, laptop programs, and 21st century skills.
EL-7010 Week 1 Assignment: Online Learning for the K-12 Studentseckchela
This is a North Central University PowerPoint presentation (EL 7010) Week 1 Assignment. It is written in APA format, has been graded by an instructor(A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
The document summarizes research on generational differences and how they relate to technology use. It discusses definitions of generations and characterizations of groups like the Silent Generation, Baby Boomers, Gen X, and Net Generation. It also explores the idea of "digital natives" and how younger generations' upbringing alongside technology has impacted how their brains process information. However, more recent research finds individual factors better predict technology use than generational labels. The document advocates for developing digital literacy skills and rigorous research to understand students' diverse learning experiences.
Modernising learning carnegie 26th oct (print)Jisc Scotland
Modernising Learning
The document discusses how pedagogies need to change for the 21st century learner. Learners today are digital natives who are used to multitasking, social learning, and instant gratification. Constructivism and connectivism are more relevant learning theories. Technology solutions like virtual learning environments, eportfolios, and social media can support more collaborative, reflective, and interactive learning. However, digital literacy goes beyond just skills - learners need support developing academic practices for a digital world.
Designing the next generation of HSC coursesgrainne
This document discusses approaches to designing higher education courses. It begins by outlining the context of course design and factors impacting design like technology trends, societal changes, and student expectations. It then discusses learning design frameworks and strategies, including mapping tools and activities to different types of learning. Finally, it covers the Open University's Learning Design project which developed tools and resources to support the design process through user research and workshops. The overall goal is to provide guidance on designing innovative courses that make effective use of tools and pedagogy.
This document discusses e-learning innovations, including the weaknesses of traditional e-learning programs for employed learners and how more interactive approaches can improve effectiveness. It outlines C.A.T.T.I.D.'s experiences using e-learning 2.0 tools like social networking, simulations, and serious games in projects targeting different groups. Simulations allow practical learning but have high costs; C.A.T.T.I.D.'s LABeL has researched immersive education and digital games.
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
This document provides a summary of resources for integrating technology into the classroom, including websites with lesson plans, projects, and tips for using technology effectively. Some of the highlighted resources include Edutopia for technology integration strategies, Best Practices of Technology Integration for K-12 lessons, and Planning Lessons that Use Technology for assessing resources and expanding comfort with technology. The document also lists collaborative projects, tips for the one-computer classroom, and resources on technology standards, laptop programs, and 21st century skills.
EL-7010 Week 1 Assignment: Online Learning for the K-12 Studentseckchela
This is a North Central University PowerPoint presentation (EL 7010) Week 1 Assignment. It is written in APA format, has been graded by an instructor(A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
The document summarizes research on generational differences and how they relate to technology use. It discusses definitions of generations and characterizations of groups like the Silent Generation, Baby Boomers, Gen X, and Net Generation. It also explores the idea of "digital natives" and how younger generations' upbringing alongside technology has impacted how their brains process information. However, more recent research finds individual factors better predict technology use than generational labels. The document advocates for developing digital literacy skills and rigorous research to understand students' diverse learning experiences.
Modernising learning carnegie 26th oct (print)Jisc Scotland
Modernising Learning
The document discusses how pedagogies need to change for the 21st century learner. Learners today are digital natives who are used to multitasking, social learning, and instant gratification. Constructivism and connectivism are more relevant learning theories. Technology solutions like virtual learning environments, eportfolios, and social media can support more collaborative, reflective, and interactive learning. However, digital literacy goes beyond just skills - learners need support developing academic practices for a digital world.
Designing the next generation of HSC coursesgrainne
This document discusses approaches to designing higher education courses. It begins by outlining the context of course design and factors impacting design like technology trends, societal changes, and student expectations. It then discusses learning design frameworks and strategies, including mapping tools and activities to different types of learning. Finally, it covers the Open University's Learning Design project which developed tools and resources to support the design process through user research and workshops. The overall goal is to provide guidance on designing innovative courses that make effective use of tools and pedagogy.
This document discusses e-learning innovations, including the weaknesses of traditional e-learning programs for employed learners and how more interactive approaches can improve effectiveness. It outlines C.A.T.T.I.D.'s experiences using e-learning 2.0 tools like social networking, simulations, and serious games in projects targeting different groups. Simulations allow practical learning but have high costs; C.A.T.T.I.D.'s LABeL has researched immersive education and digital games.
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
This document discusses future perspectives on teacher networks. It analyzes 5 scenarios for how teacher networks may evolve, including a European education network, user-centered social networks, networks assisted by intelligent agents, networks supporting diversified teaching careers, and informal learning camps. Key issues addressed are recognition of professional development, ownership and privacy of user data, and ensuring networks remain open and interoperable. The document recommends policies to support teacher networking, including revising teaching approaches, investing in training, and promoting open tools and sharing of resources.
This study explored barriers to women's adoption and use of information technology (IT) in business environments through focus groups. The analysis identified three key dimensions that influence IT usage: individual factors like attitudes and motivation; close environment like family and education; and cultural/social norms. Preliminary findings suggest lack of early exposure, perception that IT is not for women, and defensiveness around gender gaps in skills. Further research includes validating the model through surveys and applying social identity theory.
Presentation to the Boston School Committee on technology in the Boston Public Schools. Presented on Wednesday, April 25, 2012 by Melissa Dodd, BPS Chief Information Officer
This document discusses how students today have grown up in a digital world and have different learning needs and styles than previous generations. It examines research on how today's students use technology and their preferences for experiential, collaborative, and just-in-time learning. The author advocates for institutions to support more personalized digital learning environments that leverage students' affinity for new tools and blended learning approaches.
The document provides biographies of various speakers at a conference. It introduces Edward Zammit Lewis, a lawyer and politician from Malta who was elected to parliament in 2013. It also introduces Mara Jakobsone, vice president of an ICT association in Latvia, and Godfrey Vella, Malta's Digital Champion, who has over 35 years of experience in ICT. The document goes on to introduce several other European professionals working in digital inclusion, ICT policy, telecentres, and related fields who will be speaking or participating in panels at the conference.
The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
The Case for an eLearning Research and Innovation StrategyBCcampus
The document discusses the need for a coordinated eLearning strategy and research agenda in Canada. It notes that while individual initiatives and investments have been made, they have been short-term, fragmented, and without long-term vision or continuity. It highlights successful strategies in other countries like the UK, Australia, and European Union. The document proposes establishing a pan-Canadian coordinating agency and initiatives in areas like eLearning R&D, implementation, standards, and communities of practice to develop a coordinated long-term vision and strategy for eLearning in Canada.
Media X is Stanford's catalyst for industry and academic research into the impact of information and technology on society.
Drawing on the world class capabilities of 29 Stanford University departments, centers and labs, Media X stimulates fundamental insights into innovation, helping accelerate successful outcomes.
Media X research reduces risks by providing cutting-edge knowledge on people and technology.
Media X is affiliated with the H-STAR Institute (Human-Sciences and Technologies Advanced Research Institute) at Stanford University.
Learners' relationships in class, and outside it, are important contributors to their self-presentation in e-portfolios as Visual Arts learners or performances in other roles.
I explore a cross-section of five e-portfolio examples from 29 learners. I describe the varied relationships and identities their choices reflect. Understanding these aspects is relevant for helping address a gap in research literature.
It is also important for educators to cater for in their design of e-portfolio syllabi. In particular, educators must do their best to ensure that e-portfolios do not simply amplify the privileges of richly-resourced learners or reflect the paucity of under-resourced ones.
Learning with new technologies. The case of Second Lifeelena.pasquinelli
The document discusses the use of virtual and telepresence technologies in education. It notes that these technologies can enable new forms of learning through simulations and remote collaboration. However, it also raises ethical questions about their effects on teacher-student relationships and the need to distinguish real from virtual experiences. The document advocates for developing dedicated educational tools rather than using general virtual worlds like Second Life, with a focus on complementing rather than replacing teachers.
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Not future proofed but future-focused finalHelen Beetham
This document discusses how digital technologies are changing practices in personal, social, workplace and other domains. It explores how graduate attributes and university education need to evolve to develop students' skills and experiences with these new digital practices. The document outlines research conducted at the University of Plymouth, including focus groups and a survey of students, to understand their technology use and needs. It presents findings that students want ubiquitous access to course materials and expect to use their own devices on campus. The document concludes by discussing plans to enhance the student experience through a new "Mobile Plymouth" initiative and digital literacy project.
Netari.fi is a national multi-professional online youth work project in Finland. It aims to provide social and health services to youth through popular internet environments. Over 78 youth workers from 27 municipalities work online in environments like Habbo Hotel, IRC-Galleria, Facebook and more. The workers engage in discussion on topics like family, school, leisure activities and more. Netari.fi seeks to develop online youth work through training, research and new initiatives like Netari-TV and a Facebook page. It had over 159,000 visitors and 10,000 discussions in 2009.
This document summarizes a final paper on trends and strategies in the creative industries. It discusses education via the internet, analyzing current online learning platforms like ICT centers for lower levels and e-learning and b-learning for higher levels. ICT centers use computers and the internet as an educational resource. E-learning is online or distance learning using technology, while b-learning combines online and in-person learning. The document concludes that b-learning may be the best alternative for higher education as it offers a comprehensive approach.
The value of collaborative learning in educating the2012Student
Sharing knowledge, resources and conversations is critical for developing ICT capabilities. Collaboration underpins effective ICT frameworks and allows pedagogical practices to evolve with change. The document discusses how digital natives and immigrants differ in their technology experience and use, and the need for educational practices to bridge this divide by incorporating technologies students use outside of school.
The value of collaborative learning in educating the2012Student
Sharing knowledge, resources, and conversations is critical for developing ICT capabilities. Collaboration underpins effective ICT frameworks and allows pedagogical practices to evolve with change. The document discusses how digital natives and immigrants differ in their technology experience and use. It also addresses the importance of collaboration between educators in integrating technology into classrooms and bridging gaps between students' in-school and out-of-school technology habits.
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
This document discusses future perspectives on teacher networks. It analyzes 5 scenarios for how teacher networks may evolve, including a European education network, user-centered social networks, networks assisted by intelligent agents, networks supporting diversified teaching careers, and informal learning camps. Key issues addressed are recognition of professional development, ownership and privacy of user data, and ensuring networks remain open and interoperable. The document recommends policies to support teacher networking, including revising teaching approaches, investing in training, and promoting open tools and sharing of resources.
This study explored barriers to women's adoption and use of information technology (IT) in business environments through focus groups. The analysis identified three key dimensions that influence IT usage: individual factors like attitudes and motivation; close environment like family and education; and cultural/social norms. Preliminary findings suggest lack of early exposure, perception that IT is not for women, and defensiveness around gender gaps in skills. Further research includes validating the model through surveys and applying social identity theory.
Presentation to the Boston School Committee on technology in the Boston Public Schools. Presented on Wednesday, April 25, 2012 by Melissa Dodd, BPS Chief Information Officer
This document discusses how students today have grown up in a digital world and have different learning needs and styles than previous generations. It examines research on how today's students use technology and their preferences for experiential, collaborative, and just-in-time learning. The author advocates for institutions to support more personalized digital learning environments that leverage students' affinity for new tools and blended learning approaches.
The document provides biographies of various speakers at a conference. It introduces Edward Zammit Lewis, a lawyer and politician from Malta who was elected to parliament in 2013. It also introduces Mara Jakobsone, vice president of an ICT association in Latvia, and Godfrey Vella, Malta's Digital Champion, who has over 35 years of experience in ICT. The document goes on to introduce several other European professionals working in digital inclusion, ICT policy, telecentres, and related fields who will be speaking or participating in panels at the conference.
The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
The Case for an eLearning Research and Innovation StrategyBCcampus
The document discusses the need for a coordinated eLearning strategy and research agenda in Canada. It notes that while individual initiatives and investments have been made, they have been short-term, fragmented, and without long-term vision or continuity. It highlights successful strategies in other countries like the UK, Australia, and European Union. The document proposes establishing a pan-Canadian coordinating agency and initiatives in areas like eLearning R&D, implementation, standards, and communities of practice to develop a coordinated long-term vision and strategy for eLearning in Canada.
Media X is Stanford's catalyst for industry and academic research into the impact of information and technology on society.
Drawing on the world class capabilities of 29 Stanford University departments, centers and labs, Media X stimulates fundamental insights into innovation, helping accelerate successful outcomes.
Media X research reduces risks by providing cutting-edge knowledge on people and technology.
Media X is affiliated with the H-STAR Institute (Human-Sciences and Technologies Advanced Research Institute) at Stanford University.
Learners' relationships in class, and outside it, are important contributors to their self-presentation in e-portfolios as Visual Arts learners or performances in other roles.
I explore a cross-section of five e-portfolio examples from 29 learners. I describe the varied relationships and identities their choices reflect. Understanding these aspects is relevant for helping address a gap in research literature.
It is also important for educators to cater for in their design of e-portfolio syllabi. In particular, educators must do their best to ensure that e-portfolios do not simply amplify the privileges of richly-resourced learners or reflect the paucity of under-resourced ones.
Learning with new technologies. The case of Second Lifeelena.pasquinelli
The document discusses the use of virtual and telepresence technologies in education. It notes that these technologies can enable new forms of learning through simulations and remote collaboration. However, it also raises ethical questions about their effects on teacher-student relationships and the need to distinguish real from virtual experiences. The document advocates for developing dedicated educational tools rather than using general virtual worlds like Second Life, with a focus on complementing rather than replacing teachers.
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Not future proofed but future-focused finalHelen Beetham
This document discusses how digital technologies are changing practices in personal, social, workplace and other domains. It explores how graduate attributes and university education need to evolve to develop students' skills and experiences with these new digital practices. The document outlines research conducted at the University of Plymouth, including focus groups and a survey of students, to understand their technology use and needs. It presents findings that students want ubiquitous access to course materials and expect to use their own devices on campus. The document concludes by discussing plans to enhance the student experience through a new "Mobile Plymouth" initiative and digital literacy project.
Netari.fi is a national multi-professional online youth work project in Finland. It aims to provide social and health services to youth through popular internet environments. Over 78 youth workers from 27 municipalities work online in environments like Habbo Hotel, IRC-Galleria, Facebook and more. The workers engage in discussion on topics like family, school, leisure activities and more. Netari.fi seeks to develop online youth work through training, research and new initiatives like Netari-TV and a Facebook page. It had over 159,000 visitors and 10,000 discussions in 2009.
This document summarizes a final paper on trends and strategies in the creative industries. It discusses education via the internet, analyzing current online learning platforms like ICT centers for lower levels and e-learning and b-learning for higher levels. ICT centers use computers and the internet as an educational resource. E-learning is online or distance learning using technology, while b-learning combines online and in-person learning. The document concludes that b-learning may be the best alternative for higher education as it offers a comprehensive approach.
The value of collaborative learning in educating the2012Student
Sharing knowledge, resources and conversations is critical for developing ICT capabilities. Collaboration underpins effective ICT frameworks and allows pedagogical practices to evolve with change. The document discusses how digital natives and immigrants differ in their technology experience and use, and the need for educational practices to bridge this divide by incorporating technologies students use outside of school.
The value of collaborative learning in educating the2012Student
Sharing knowledge, resources, and conversations is critical for developing ICT capabilities. Collaboration underpins effective ICT frameworks and allows pedagogical practices to evolve with change. The document discusses how digital natives and immigrants differ in their technology experience and use. It also addresses the importance of collaboration between educators in integrating technology into classrooms and bridging gaps between students' in-school and out-of-school technology habits.
Y3 ICT and the Foundation Subjects - Lecture 1Miles Berry
How should teachers best develop ICT knowledge and understanding of ‘digital natives’?
Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects
Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.
Integration of Digital Technology Uses of Adult People in University Learning...Xavier Mas García
This infographic has been showed in the First UOC International Research Symposium celebrated in Barcelona on december 19 of 2013, as a Phd preliminary results.
This document provides an overview of a presentation on literacies of the digital given by Helen Beetham on March 10, 2011. The presentation discusses moving beyond skills-based definitions of digital literacy to focus on how digital technologies are changing practices in personal, social, workplace and other contexts. It examines tensions between viewing digital literacy as an individual attribute versus a political project, and outlines evidence of changes in knowledge practices and known challenges learners face. The presentation concludes by considering what experiences learners need to develop digital literacies and questions how those experiences can best be supported.
The document discusses the evolution of distance education technologies over time. It outlines 6 dominant systems from correspondence studies using postal mail to modern two-way audio and video communication using computer networks and telecommunications. The general principles discussed are that technology has been the main driver of change in distance education and new technologies are widely adopted after gaining acceptance in broader society. Emerging technologies discussed include e-books, mobile learning, and virtual reality environments. The document also examines how virtual learning communities and new pedagogies will shape the next evolutionary step in online learning.
The document summarizes a presentation on linking information literacy and digital literacy in teaching. It discusses using AI tools like ChatGPT in a plagiarism workshop to make digital literacy aspects more explicit. The presentation defines information literacy and digital literacy, examines frameworks that link the two literacies, and provides an example workshop exploring how AI tools fit within definitions of plagiarism and scientific integrity. It encourages viewing the literacies as complementary and making digital aspects explicit as an initial step in education. The document concludes by inviting audience feedback on experimenting with AI tools.
This was presented in the "rapporteur session" of the international conference on Evaluation and accountability in education held in Rome, 3-5 October 2012.
Full papers of the conference are posted here: http://www.invalsi.it/invalsi/ri/improving_education/
E-learning involves using electronic media and technology for education. It allows for flexible, cost-effective learning across various topics. E-learning can be synchronous, with real-time interaction, or asynchronous through self-paced learning. It provides benefits like improved access and interactions for students, while allowing them to learn at their own pace. However, e-learning also faces disadvantages like potential cheating and lack of social interaction. Successful e-learning projects require alignment with organizational needs, good communication, proper implementation and ongoing support.
Presentation of David Evans, Vlad Mihaescu, Andrei Jecza
, Diana Andone, Antonella Poce, Mairéad Nic Giolla Mhichíl. Chiara Zuanni, Hendrik Knoche for EDEN's NAP webinar on 'Designing Online Courses for Digital Skills and Competences for the Creative Industries – DigiCulture' - 27 April 2020, 17:00 CEST
More info:
https://www.eden-online.org/designing-online-courses-for-digital-skills-and-competences-for-the-creative-industries-digiculture/
The document summarizes Terry McAndrew's experiences with social media and technology for disabled students. It discusses:
1) The conference aims to provide an overview of using social media in teaching and learning, highlight challenges and opportunities for disabled students, and help disability services contribute to institutional social media strategies.
2) McAndrew's personal history working in technology and developing an awareness of disabilities through family and teaching. He helped create infrastructure and organized projects at various universities.
3) The risks of using social media personally and professionally, and how disability could factor into issues like reputation management or privacy. Ensuring accessibility and usability of online communities for disabled users is also discussed.
4) The work of JIS
First of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks back at the 'digital revolution' from a point in time when we are still 'in the wake' of the digital, but hardly over it.
- The document summarizes a study that explored integrating formal and informal learning supported by electronic tools in higher education.
- The study was conducted over one year across two universities and subject areas, and examined students' and staff's experiences using e-tools to support learning.
- Key findings included that students widely use e-tools for recreation but their use is more limited for formal study, and that students are actively using social software tools to socialize, support each other, and share resources, while staff usage of e-tools is more limited.
Track 6 - Mobile Apps and computational systems as learning tools
Authors: Ana Iglesias Rodríguez, Blanca García Riaza, Mª Cruz Sánchez Gómez and Francisco Blanco Rubio
https://www.youtube.com/watch?v=bdYpz4U-oII&index=6&list=PLboNOuyyzZ85H9KngzY-R31GbiqFcOQbH
This document discusses the characteristics of the "Net Generation" or "Digital Natives" - today's students who have grown up with technology. It notes that they are constantly connected online, prefer visual media and multitasking, and see technology as an essential part of their lives. The document also examines how the education system needs to change to better engage these students, such as incorporating more multimedia, group work, and opportunities for online interaction and collaboration. It concludes by looking at the next challenge of the "Neomillennial" generation and how educators can keep up with rapidly changing learning styles.
The document discusses several topics related to digital inclusion and skills in Europe, including:
1. The role of public libraries in providing digital literacy training and acting as social and educational hubs in communities.
2. Future skills needs in Europe will require most jobs to have some level of digital competence, from basic to advanced skills.
3. Reducing digital divides through improving access to technology and promoting the development of digital skills from basic to advanced levels among citizens.
4. Key EU policies and initiatives aimed at promoting digital inclusion and skills, such as the Digital Agenda for Europe.
Developing skills and competencies for life and work – what role digital tech...Dominic Orr
Long version of presentation at UNESCO Mobile Learning Week. The argument is that we have to think about what to learn and to encourage frequent participation in learning. The question is how to encourage people, who tend not to participate - these are usually those who have a lower level of formal education and are older. However, these two groups are most likely to be affected by automation and other changes to our economies. Recognising people's acquired skill level through digital badges and connecting these to recognition pathways can be a way to ensure empower all learner groups - and to aid skills matching in the labour market.
This document discusses new technologies and 21st century learners and their impact on teaching and learning research at Unisa. It presents an overview of current pedagogies and technologies used at Unisa and proposes mapping them using a pedagogy-technology framework. Participants then assess Unisa's current approaches and envision changes over the next 5 years. The presentation discusses learners' access to and use of technologies/resources and emerging research topics, including the digital divide and digital literacy. Key concepts discussed are the "digital generation," "digital natives," and how learner expectations and skills impact graduate employability and lifelong learning.
Understanding the digitial natives: Rethinking ICT Literacy in Hong KongCITE
1) The document discusses the concept of "digital natives" and argues that students' relationship with information and communication technologies (ICT) is more complex than the characterization of being native speakers of digital languages.
2) It outlines Hong Kong's ICT learning targets for pre-college students, which focus on basic computer operations and software skills.
3) The document suggests that ICT integration in non-ICT courses and an ICT facilitator are essential to effectively develop students' ICT capabilities.
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
This document provides instructions for completing the final report for the project "Every Trainee Matters". It discusses completing two parts (Part A for the full consortium, Part B for each individual partner) in an online form. It also lists the supporting documents that must be submitted with the final report, such as copies of travel documents, certificates of participation, and project results.
The document describes an eQuality portfolio for evaluating a training program held in Prague from June 21-22, 2012. It discusses several models and methodologies for measuring training quality, including Kirkpatrick's four levels, EFQM, and EFQUEL. Survey results showed high participant satisfaction rates and improved knowledge. While the tools effectively measured quality, the training could be further improved by implementing more activities or extending its duration.
Main Presentantion of the EightProject MeetingImede
This document summarizes the agenda for the 8th project meeting of the "Every Trainee Matters" partnership. The meeting will take place on June 21st-22nd in Prague. The agenda includes discussing the closure of the project and final report, dissemination results, internal evaluation and quality feedback, next steps for sustainability of project results, and distributing certificates of participation.
This document contains an evaluation of the project "Every Trainee Matters" from its evaluation event held on June 21-22, 2012 in Prague. It includes feedback from participants on various aspects of the project related to leadership, communication, training approach, impact, and quality of materials. Participants generally rated the project positively, praising the motivational approach and impact on professional development, while also providing some suggestions for improvement.
The document discusses quality standards and tools for e-learning, including:
1) The e-Quality model which focuses on managing e-quality, strategic vision, and encouraging learning through technology.
2) The SEVAQ+ tool which combines the Kirkpatrick evaluation model with the EFQM excellence model for evaluating e-learning.
3) The ECBCheck tool which is an accreditation scheme for measuring the success of e-learning programs.
4) Other topics covered include e-quality learning standards, a website questionnaire, and the contents of an e-quality portfolio.
This document summarizes a project meeting for the "Every Trainee Matters" pilot training program. The meeting took place in Athens on April 26-27, 2012 and evaluated the training process. Key topics discussed included the target group analysis, learning objectives, training models used, roles in the training process, training activities, and trainee evaluations of the training process. The training program aimed to help adult learners acquire knowledge on vocational education, training, and e-team management through various training methods and activities.
Presentantion of the 7th Project Meeting in Granada, Spain of the ETM ProjectImede
The document outlines the agenda for the 7th project meeting of the "Every Trainee Matters" partnership in Granada, Spain, including discussions on training materials, project evaluations, quality assurance, and next steps such as developing publications and planning future partner meetings and activities. It also provides updates on project deliverables, mobility plans, and issues regarding fulfilling expected mobility numbers. Certificates of participation for the meeting are mentioned as well.
What is considered Quality for the PartnershipImede
The document discusses project evaluation for the ETM (Every Trainee Matters) project. It outlines the role of the evaluator to set context, identify strengths and weaknesses, and make recommendations. It describes the stages of evaluation including agreeing on priorities and developing a workplan before submission, making a schedule, choosing tools, analyzing results, and adapting the workplan. It also discusses types of evaluation like internal and external evaluation and next steps for the ETM project which are to agree on who is responsible for evaluation, the priorities and tools to evaluate processes, outputs, and outcomes.
Presentation of the Sixth Project meeting in Athens,Greece of the ETM projectImede
The document summarizes an agenda and notes from a project meeting. It discusses the status of the "Every Trainee Matters" project, including a workshop on produced training modules and what defines quality for the partnership. Next steps include publishing articles and newsletters, evaluating training processes, and optimizing quality management. The document also outlines project deliverables, mobility plans between partner countries to exchange information and materials, and issues around lower-than-expected completed mobilities among some partners.
Presentantion of the 5th Project Meeting in Lodz, Poland of the ETM ProjectImede
The document summarizes the agenda and minutes of the 5th project meeting of the "Every Trainee Matters" partnership. Key discussion points included presenting progress updates on developing a generic training program curriculum, testing the curriculum, addressing publication and dissemination tasks, and ensuring quality of project activities. Next steps included finalizing the curriculum, starting testing, and planning future project meetings in Greece and Spain to continue collaboration.
This document outlines the steps for an online training course called the Every Trainee Matters project. It discusses recruiting students and tutors for a pilot course on the ETM platform. The communication structure is shown in a diagram. Requirements are listed for e-learning materials like formatting, modules, and tests. The administrator's needs and expectations are also covered, such as the course schedule, tasks, and assessment methodology. Contact information is provided for questions.
This document provides instructions for starting work on the ETM Platform and outlines the steps involved in setting up and running a pilot course on the platform. It discusses recruiting students and tutors, communication procedures, assessment methodology, and includes contact information for the course administrator and support staff.
This document discusses topics for an "Every Trainee Matters" training event, including:
1. E-learning platforms and their technical requirements.
2. Methods for building effective virtual teams, including collaboration techniques and motivational strategies.
3. E-learning methodologies like problem-based learning and constructivism, as well as the different phases of knowledge absorption.
This document summarizes an ETM 4th Project Meeting held in Plovdiv, Bulgaria on October 6-7th, 2011. It discusses mentored learning, the role of mentors in e-learning, mentor responsibilities, and the design and implementation of a training program. Specifically, it outlines a "Train the Trainer" program to teach mentors about mentored learning, asynchronous/synchronous platforms, managing users and courses, and scenario practice. It also describes the mentor audit process, testing mentor knowledge, and delivering mentored learning.
This document summarizes the services provided by OPUS Ringerike, an organization that offers career guidance, adult education, and student workshops to 53,000 inhabitants across 5 municipalities in Norway. It provides career guidance to those over 20, offers information on education and career options, and helps with self-understanding and competence assessment. It also validates prior learning and offers various adult education courses, career advising to companies, and support to students through workshops at libraries.
This document discusses the use of information and communication technologies (ICT) tools to enhance learning. It provides examples of digital tools that can be used for collaboration, such as documents, tests, spreadsheets and drawings. It also mentions tools for digital storytelling, timelines, and using Facebook in the classroom. The document emphasizes that technology helps students do more and that the focus should be on how ICT changes approaches to teaching and learning based on the needs of today's students.
Child care and youth work and health work presentationImede
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1. European Women Interactive Learning
8-9.3.2011 | Budapest - Hungary
Budapest
Motivational ICT learning approaches
George Stefas
G St f
Project Manager
2. Presentation Outline
• Scope
p
• Methodology
• Resources
• Key Factors
• Best Practices
est act ces
• Proposal
4. Methodology
• Examination of Resources
o Adult Learning
o Women and ICT
• Adult Learning Axis
Adult Learning Axis
o Key Factors
• Women and ICT
o Key Factors
• Best Practice Analysis
o E‐learning
o Digital Educational Games
o Mobile Learning
o Social Computing
Social Computing
• SWOT Analysis
• Best Practices
5. Research approach on Women & ICT Tools
Resources examined & evaluated
• Elearning Awards 2010
• Insight: Observatory for new technologies and education
• EEuropean Schoolnet
S h l
• CEDEFOP: European centre for the development of Vocational Training
• EU2020: EU's growth strategy for the coming decade
EU2020: EU s growth strategy for the coming decade
• European e‐Skills Week
• Thematic portal: IT Girls
• ICT in education ‐ wikibooks
• Wikipedia (ICT, education, e‐learning, active participation)
• El
Elearning E
i Europa i f Di t
info: Directory of projects
f j t
• Gender awards
• ICT Women Directory EU
ICT Women Directory EU
• Other websites, books, surveys
6. Prerequisites for an effective learning approach
• Adult Learningg
• Objective: Maximize the positive and minimize the
negative aspects of learning
• Instructional Models & Strategies
• Interactive learning:
• learner puts together knowledge and skills by connecting with
information and experiences provided by the tutor (One2One)
• C ll b ti l
Collaborative learning:
i
• a situation in which two or more people learn or attempt to
learn something together (Many2Many)
learn something together (Many2Many)
• Prerequisites:
Engagement
Engagement
Active Participation
7. Factors affecting active participation
• The personal and social characteristics of the adult learners
p
(target group)
• Shaping the environment (learning environment)
• Interaction with the participants – Role of the tutor
(interactive character – collaboration)
• Contribution of educational methodologies and techniques
to active participation (incentives for active participation
through different learning methods)
th h diff tl i th d )
8. ICT involvement & Gender Gap
• Women reveal lower percentage on knowledge regarding
p g g g g
ICT, mainly because of 2 reasons:
o Lack of active role‐models in the ICT field
o Influence of the family environment towards ICT
• Leading to a Gap between men’s and women’s involvement
in the ICT on aspects of:
o Education & training regarding ICT
o Job perspectives (business sector, new skills for new jobs,
turn to services)
10. ICT approaches motivating learning
• e‐learning platforms
gp
o Comprises all forms of electronically supported learning and
teaching
o Th ICT h h
The ICT, whether networked or not, serve as specific media to
k d ifi di
implement the learning process
o Includes: Web‐based learning, computer‐based learning, virtual
g p g
classroom opportunities and digital collaboration
o Content is delivered via the Internet, intranet/extranet, audio or
video tape, satellite TV, and CD‐ROM
video tape satellite TV and CD ROM
o Form of: text, image, animation, streaming video and audio
o Abbreviations like CBT (Computer‐Based Training), IBT (Internet‐
p g
Based Training) or WBT (Web‐Based Training) have been used as
synonyms to e‐learning, wrongly though!!!
o Examples: moodle org OpenLearn Claroline net MIT
Examples: moodle.org, OpenLearn, Claroline.net, MIT
OpenCourseWare, videolectures.net
11. Educational digital games
• Educational digital games
g g
o Games that have been specifically designed to teach people about a
certain subject, expand concepts, reinforce development,
understand an historical event or culture, or assist them in learning a
understand an historical event or culture or assist them in learning a
skill as they play
o Have a strong purpose other than pure entertainment
o Interesting, highly engaging, increased participation (especially to
young people & women)
o Require an ICT literacy / fluency
Require an ICT literacy / fluency
o Digital educational games combined with mobility (mobile apps)
o Examples: COLLAGE Project (Collaborative Learning Platform Using
p j g g
Game‐like Enhancements), Engage, NobelPrize.org games, Kaboose
12. Mobile Learning
• The exploitation of ubiquitous handheld technologies, together with wireless
and mobile phone networks, to facilitate, support, enhance and extend the
reach of teaching and learning
• Mobile technologies include mobile phones, smartphones, PDAs, MP3/ MP4
players (e.g. iPODs), handheld gaming devices (e.g. Sony PSP, Nintendo DS),
Ultramobile PCs (UMPCs), mini notebooks or netbooks (e.g. Asus EEE), handheld
GPS or voting devices, and specialist portable technologies used in science labs,
engineering workshops or for environmental or agricultural study
i i kh f i l i l l d
• Mobile learning involves connectivity for downloading, uploading and/or online
working via wireless networks, mobile phone networks or both, and linking to
institutional systems e.g. virtual learning environments (VLEs) and management
information systems (MIS)
• Connected as stated before with educational games
• Examples: Bite‐sized Learning Opportunities On Mobiles, Mobile Learning
Network (MoLeNET), etc.
13. Learning through Social Computing
• Cooperation for a common cause through the use of ICT and
p g
social computing
• Increased participation in areas of interest valorizing the use
of Social ICT
• Collaborative learning
• Sense of belonging to a group increases engagement and
participation (social factor)
• Examples: Bookworm goes online (women workgroup),
Online Conference on information for rural women (women
participation: 80%)
participation: 80%)
14. Niche adaptive, personalisation through ICT
• Use of online tools personalized to different target group
p g g p
• Indicative tools according to respective needs &
preferences:
o Wikipedia, Learning widgets, OpenLearn, MIT OpenCourseWare
o Podcasts, blogs, online databases, forums, slideshare, instant
messengers (skype or similar apps)
messengers (skype or similar apps)
o Online collaboration documents (Google docs, Skydrive, Dropbox),
social networking sites, Youtube, Vimeo, learning widgets, Zotero,
etc.
• Examples: moodle modules, Responsive Open Learning
Environments – R l
E i t Role
16. Advantages & Disadvantages of ICT approaches
• Audio in learning: Audio Books
g
(+) (‐)
Less expensive
L i Poor & passive interaction skills
P & i i t ti kill
Higher assimilation Lack of self‐assessment of the learning process,
with the exception of language learning
Improvement of listening, speaking &
p g, p g Low collaboration
comprehension skills
Increased interest Requires high degree of discipline
Mobility
Convenience (easier)
Increased spatial intelligence
Easily accessible
17. Advantages & Disadvantages of ICT approaches
• Audio in learning: Podcasts
g
(+) (‐)
Portability – mobility Passive interaction skills
Convenience No image provision
Asynchronous learning
Asynchronous learning Requires extra time to be properly produced
Requires extra time to be properly produced
No extensive technical knowledge Low collaboration
Always available
More attractive than reading
Suitable for visually challenged people
18. Advantages & Disadvantages of ICT approaches
• e‐learning courses
g
(+) (‐)
Asynchronous – synchronous learning Self‐discipline
Convenience ICT literacy – adaptability
Cost effective Internet access and equipment
Increased availability of educational opportunities Lack of interaction – no immediate feedback
No commuting Not suitable for all science subjects
(e.g. nursing clinical)
Self‐paced knowledge Social isolation
Personalized education material
Synchronized and updated information
Increased collaboration between instructor and
learners
Less intimidating – risk free environment
Learn while working
Ongoing access to resources
Increased retention
Easily managed
19. Advantages & Disadvantages of ICT approaches
• mobile learning (m‐learning)
g( g)
(+) (‐)
Portable – mobility Fragmented learning experience – distractions
Immediate application of knowledge Lack of self‐assessment of the learning process
No commuting Usability (small screens, access to internet
connection)
Convenience Expensive
Support of rich media (when necessary) Protection & security issues
Ease access to expertise (contact) High ICT literacy – adaptability
Interaction Increased cost & effort for proper educational
material
t i l
Synchronized & updated information
Highly engaging
Quick access to resources
20. Advantages & Disadvantages of ICT approaches
• Educational Games
(+) (‐)
Engaging to all ages Social isolation
Promote teamwork & cooperative creative Can be addictive
endeavor
Practice problem‐solving skills, creative thinking & Poor social interaction skills
g p g
cognitive processing
Encourage cooperative & competitive behavior Retain knowledge in favor of finishing the game
Increase short & long‐term memory
Relaxing
Simulation ‐ Preparation for the real world through
situations that are too expensive to reproduce in
classroom
21. Learning widgets
• Learning widgets
g g
(+) (‐)
High degree of personalization Low development thus far
Set and run (set once and then are working ICT literacy
without any additional effort)
Easy collaboration (e.g. Zotero) Most are unfamiliar with the widgets or think it is
y g / g
only for web usage/ viral marketing
Saves time (always and easily accessible)
Easily shared
Can be
C b mobile as well
bil ll
Engagement
22. Target Group referred through EWIL project
EWIL
EWIL Target Group Parameters
Project
Women Interactive Learning
Over 35 Promote active participation
Outside formal learning systems
Interested in non‐formal learning
Employed with family
Unemployed with family
23. Best Practices ICT
e‐learning platforms
• Moodle
• MIT Open Courseware
• O OpenLearn
L
• INTEGRATION ‐ INTErcultural dialoGue foR A multIcultural sOciety iN
europe
p
• Women as Entrepreneurs
Video
• Online Conference: Information Access for Rural Women
• Video lectures.net
Widgets in learning
Widgets in learning
• Responsive Open Learning Environments – Role
24. Best Practices ICT
m‐learning
• mGBL – mobile Game‐Based Learning: perspectives and usage in
learning and career guidance topics
• Incorporating mobile learning into mainstream education
Incorporating mobile learning into mainstream education
• Acropolis Museum Guide (mobile application)
• MORITZ: Mobile round tour in European textile‐centers (culture)
p ( )
• European e‐Skills Week (video, podcasts, mobile gaming)
• Bite‐sized Learning Opportunities On Mobiles
• Mobile Learning Network (MoLeNET)
• Cutting IT
• ESF Mobile Learning Project
ESF Mobile Learning Project
• COLLAGE: Collaborative Learning Platform Using Game‐like
Enhancements
25. Best Practices ICT
Educational games
• Engage
• mGBL – mobile Game‐Based Learning: perspectives and usage in
learning and career guidance topics
learning and career guidance topics
• Gaming and Learning Alliance
• MobileActive org (social entrepreneurship)
g( p p)
• e‐Craft Idea Tutor ‐ creative learning environment for craft sector (e‐CIT)
• E‐games: Empowering youth work
• Rescue La Vallete, an adventure in time
27. Course Design
E‐learning Digital Educational Mobile Learning Social Computing
Games
Components
Video √ X √
Audio √ x/?
Games ‐ √
Podcast √
Documents √
Presentations
Learning Widgets √ √
Instant messenger √
programs
28. Type of Course
1. Type: Game
yp
1. Duration: 5’
yp
2. Type: Course
1. Duration: 30’
3 ype Soc a Co put g
3. Type: Social Computing
1. xxxxx