This document discusses quality assurance (QA) in e-learning and the E-xcellence instrument launched in 2007 to complement existing internal and external QA systems. The basic tool in E-xcellence is the quick scan, which can be done as a quick orientation, with a review at a distance, or with an on-site assessment. It aims to reward continuous educational improvement through the E-xcellence Associates label. QA agencies and universities need to cooperate on e-learning QA and work towards a common definition and understanding of e-learning standards. The SEQUENT project also aims to promote excellence in ICT use in higher education and prepare universities for cross-border collaboration.
This document discusses the impacts of MOOCs on teaching and learning beyond just the MOOC experience. It provides examples of how instructors have changed their approach in both MOOCs and traditional courses by improving materials and activities, assessments of student learning, and new pedagogies. The workshop then explores specific impacts at the University of Aberdeen, including academics improving skills like media and presentation skills, and rethinking course structures and designs. It also discusses driving more open approaches and facilitating sharing of teaching materials and practices.
Teacher perceptions and use of open educational resourcesOER Hub
This document summarizes a study on teacher perceptions and use of open educational resources (OER). The study received 7,700 responses from K-12 educators in 175 countries. It found that most teacher respondents have adapted OER to fit their needs and use OER to get new ideas, prepare lessons, and supplement existing coursework. Teachers reported that using OER allows them to better accommodate diverse learners, broaden their teaching methods, and reflect more on teaching. They also perceive positive impacts of OER on student independence, satisfaction, and interest in subjects. However, teachers face challenges in finding high-quality resources suited to their subjects and having time to search for resources.
This project aims to build the capacity of faculties of education in the Middle East and North Africa region by introducing best practices from the European Union in teacher education. It focuses on action research, practical teaching experience, and professional development for teachers. The project will strengthen partnerships between universities and schools to improve teacher training and support. It also seeks to create collaboration between EU and MENA institutions to share expertise in modernizing teacher preparation programs. If successful, the partner countries will adopt EU approaches to student teaching, research, and continuing education for teachers.
Presentation by Andras Szucs, EDEN at the 2019 European Distance Learning Week's first-day webinar on "Why is digital learning relevant for curriculum transformation in Higher Education? " - 11 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/p6n1qh9zz2kf/ & https://www.youtube.com/watch?v=JQhG87aNGqQ
This document summarizes a conference on broadening teacher experience through international research and training opportunities. The conference was held in Belgrade from September 27-28, 2012 and discussed the Open Discovery Space (ODS) project. The ODS project aims to (1) develop an educational portal with learning resources tagged with metadata, (2) establish a user community of 2000 schools using the resources, and (3) train teachers in inquiry-based and technology-enhanced learning. The validation methodology assesses the immediate and long-term impacts on teachers and students. The expected outcomes include improved teaching practices and inspiration for students from quality, adapted learning resources.
The DI4all project aims to promote digital inclusion and tackle disinformation through education. Led by Ossiannilsson Quality in Open Online Learning Consultancy in Sweden and Lithuanian College of Democracy, the project will train educators on digital inclusion best practices and develop teaching materials over 2022-2024 with €60,000 in funding. Expected outcomes include training of trainers, an educator guide, studies of best practices, and events to share learning around digital inclusion for students, educators, and schools.
This document discusses quality assurance (QA) in e-learning and the E-xcellence instrument launched in 2007 to complement existing internal and external QA systems. The basic tool in E-xcellence is the quick scan, which can be done as a quick orientation, with a review at a distance, or with an on-site assessment. It aims to reward continuous educational improvement through the E-xcellence Associates label. QA agencies and universities need to cooperate on e-learning QA and work towards a common definition and understanding of e-learning standards. The SEQUENT project also aims to promote excellence in ICT use in higher education and prepare universities for cross-border collaboration.
This document discusses the impacts of MOOCs on teaching and learning beyond just the MOOC experience. It provides examples of how instructors have changed their approach in both MOOCs and traditional courses by improving materials and activities, assessments of student learning, and new pedagogies. The workshop then explores specific impacts at the University of Aberdeen, including academics improving skills like media and presentation skills, and rethinking course structures and designs. It also discusses driving more open approaches and facilitating sharing of teaching materials and practices.
Teacher perceptions and use of open educational resourcesOER Hub
This document summarizes a study on teacher perceptions and use of open educational resources (OER). The study received 7,700 responses from K-12 educators in 175 countries. It found that most teacher respondents have adapted OER to fit their needs and use OER to get new ideas, prepare lessons, and supplement existing coursework. Teachers reported that using OER allows them to better accommodate diverse learners, broaden their teaching methods, and reflect more on teaching. They also perceive positive impacts of OER on student independence, satisfaction, and interest in subjects. However, teachers face challenges in finding high-quality resources suited to their subjects and having time to search for resources.
This project aims to build the capacity of faculties of education in the Middle East and North Africa region by introducing best practices from the European Union in teacher education. It focuses on action research, practical teaching experience, and professional development for teachers. The project will strengthen partnerships between universities and schools to improve teacher training and support. It also seeks to create collaboration between EU and MENA institutions to share expertise in modernizing teacher preparation programs. If successful, the partner countries will adopt EU approaches to student teaching, research, and continuing education for teachers.
Presentation by Andras Szucs, EDEN at the 2019 European Distance Learning Week's first-day webinar on "Why is digital learning relevant for curriculum transformation in Higher Education? " - 11 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/p6n1qh9zz2kf/ & https://www.youtube.com/watch?v=JQhG87aNGqQ
This document summarizes a conference on broadening teacher experience through international research and training opportunities. The conference was held in Belgrade from September 27-28, 2012 and discussed the Open Discovery Space (ODS) project. The ODS project aims to (1) develop an educational portal with learning resources tagged with metadata, (2) establish a user community of 2000 schools using the resources, and (3) train teachers in inquiry-based and technology-enhanced learning. The validation methodology assesses the immediate and long-term impacts on teachers and students. The expected outcomes include improved teaching practices and inspiration for students from quality, adapted learning resources.
The DI4all project aims to promote digital inclusion and tackle disinformation through education. Led by Ossiannilsson Quality in Open Online Learning Consultancy in Sweden and Lithuanian College of Democracy, the project will train educators on digital inclusion best practices and develop teaching materials over 2022-2024 with €60,000 in funding. Expected outcomes include training of trainers, an educator guide, studies of best practices, and events to share learning around digital inclusion for students, educators, and schools.
OERs in the UK: Learning from Digital Futures in Teacher Education projectakgruszczynska
The document summarizes a project called "OERs in the UK: Learning from Digital Futures in Teacher Education" which explored issues around open educational resources (OERs) in higher education in the UK. The project involved teachers, students, and teacher educators sharing practices around digital literacy and developing guidance on OERs. Outputs from the project were shared through an open textbook and website. The core focus was on exploring understandings of digital literacy through reflection, examining its place in the professional development of teachers, and challenging misconceptions around sharing resources and copyright.
Presentation of Airina Volungevičienė, EDEN president, Vytautas Magnus University, Lithuania, for the Open Education Week's first day webinar on "Education 2030 – Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
EUnetHTA Conference 2014 focused on building capacity for cooperation. The conference included an activity station that provided learning strategies such as workshops and e-learning pathways to increase awareness of EUnetHTA tools, methods, and results among partners and stakeholders. Workshops for partners familiarized 36 participants from 33 partners with EUnetHTA methodology, while workshops for stakeholders aimed to increase understanding of HTA processes and stakeholders' roles. E-learning pathways and materials were also developed, including an e-learning module for the POP DB and four webcasts. The learning activities were coordinated by Work Package 2 of EUnetHTA JointAction 2 and involved various partner organizations.
QA in blended and online education: Adapting QA Methodologies to the Educatio...EADTU
This document summarizes a presentation on adapting quality assurance methodologies to educational developments in online and blended programs. It discusses four action lines including surveys of accreditation practices and country reports on quality assurance structures for new modes of teaching. Key challenges for quality assurance in online education are identified, such as pedagogical models, staff support, and including blended programs in quality frameworks. Ways forward are proposed for institutions, quality assurance agencies, governments, and the European Commission to support quality blended and online education through professional development, guidance, funding, and international cooperation. The importance of dialogue between institutions, agencies, and governments on quality assurance policies for innovation is emphasized.
OER In practice - Lifelong learning of teachers and Open Education Resources:...LangOER
The document summarizes research on Lithuanian teachers' use of and attitudes toward open educational resources (OER). It finds that while teachers recognize the benefits of OER, many lack competence in finding, using, and producing legal and high-quality OER. A survey of 72 teachers showed most materials used were not OER, and teachers had limited awareness of licensing procedures. The research concludes Lithuanian teachers would benefit from support to better incorporate OER and understand associated legal frameworks, in order to act as role models for students in the digital age.
- Open Nottingham is the University of Nottingham's initiative to make educational resources openly available online through their U-Now open courseware website.
- It aims to promote open learning and the publication, discovery, and reuse of open educational resources (OERs). Over 1,500 credits of content have been made openly available through U-Now.
- Support includes a dedicated Open Learning Support Officer, learning technology support staff, and workshops to promote OER discovery and reuse.
- Impact studies show that OERs from Open Nottingham have been reused by academics and students to reduce costs and support learning. International students in China have also used U-Now resources to supplement their studies.
The document discusses the potential for MOOCs to support the new 2016-2019 strategy of TESSA, a program that produces open educational resources for teachers. It describes a MOOC that was run for teacher educators in India that had over 10,000 participants from 135 countries. The MOOC helped address limitations in traditional teacher education by modeling learner-centered pedagogy and reflecting classroom realities. It also discusses how a MOOC tailored for African countries could help achieve the new TESSA strategy goals by providing culturally relevant content for teacher educators through online and face-to-face support.
The document discusses technology-enhanced learning (TEL) strategies at the University of Reading. It outlines how TEL was not previously a priority but is now embedded in the university's teaching and learning strategy. Key developments include establishing a TEL strategy group, implementing strategic priorities like improving Wi-Fi and using the VLE, and launching Massive Open Online Courses (MOOCs). Early successes with the first MOOC and future plans to expand MOOC offerings are also mentioned.
The document introduces UNICA, a network of 40 universities located in 30 European capital cities. UNICA aims to promote academic excellence, integration, and cooperation between member universities. It also aims to facilitate integration of universities from Central and Eastern Europe into the European Higher Education Area. UNICA focuses on internationalization and mobility programs, education through joint programs and innovation, research and development, and policy and strategy through EU projects. The document also introduces Brussels Education Services, which was founded to promote inter-university cooperation and university-society relations through international projects. It focuses on quality in modernizing university governance, curriculum reform, and quality assurance.
Digital Futures in Teacher Education: Open educational resources DEFToer3
1) The document outlines a project called Digital Futures in Teacher Education that aims to raise the quality of teaching and digital literacy skills by promoting the reuse of open educational resources (OERs) in teacher education.
2) The project involves partnerships between universities and schools to develop OER textbooks and teaching resources for integrating digital literacy and OERs into teacher training courses.
3) Evaluation of integrating OERs will examine the challenges and opportunities for professional development, and the cultural and institutional contexts affecting their creation and reuse.
This document discusses the challenges that teachers face with innovations in education. It notes that innovations like digitalization and online learning develop quickly, making it difficult for education organizations to allow enough time for experimentation. Teachers are challenged to constantly learn new skills and adapt to changes. The document proposes that the EDEN network establish an open professional collaboration approach to provide mutual support for teachers undergoing transformations in their competencies and roles. This would help teachers meet the challenges of innovations in education.
[EADTU-ENQA PLA] Blended learning courses in higher education: state of playEADTU
Blended learning courses in higher education are common but implementation varies. The document discusses:
1) Concepts of blended learning combining online and in-person learning.
2) Most institutions offer some blended courses but less than 20% of courses on average.
3) Blended learning could provide more effective pedagogy, convenience, and lower costs if online and in-person components are well integrated.
4) Challenges include balancing innovation/production, adapting to learner roles/digital divides. Effective design is key to progress blended learning.
The document discusses a conference called LangOER – EdReNe that focused on promoting diversity for European languages through open education. It describes the Learning Resource Exchange (LRE) for schools, an initiative developed by the European Schoolnet to provide access to learning content repositories. The LRE has a small number of members but a large collection of open educational resources. The document proposes stronger collaboration between the LRE and the EdReNe Network, a larger network of educational repository experts, to address issues like funding and technical challenges through joint meetings and activities.
Fostering innovation in STEM education, Maite DebryBrussels, Belgium
The document discusses how new knowledge from STEM education projects can be more effectively disseminated to teachers. It conducted surveys of project managers, teachers, and policymakers about dissemination strategies and identified several challenges: teachers' time constraints, lack of teacher involvement, underuse of existing resources, difficulty reaching teachers, and lack of support for teachers. It recommends wider teacher involvement in testing and sharing project outcomes, and better use of networks and institutions to create sustained interaction models and help teachers disseminate new STEM knowledge.
Using Wikis: Teacher Challenges & Student Opportunitiesccorne2
Ms. Caitlin Cornell and Ms. Sahar Hamzeh presented on using wikis in the classroom. They discussed that a wiki allows for collaborative editing of web pages and is an opportunity for interactive learning through group work and peer feedback. While learning a new platform poses challenges, wikis engage students and support writing as a process. They provided examples of using wikis in English and intensive English courses, highlighting structure, clear instructions, modeling, and assessing participation over quality initially.
This document discusses trends and challenges in teacher education for inclusion in the UAE. It outlines the legal basis for special education in the UAE and the provisions made by the Ministry of Education and Ministry of Social Affairs. The "School for ALL" program aims to train teachers through a training portfolio and national cadre program. There have been achievements in developing inclusive cultures, policies, and practices. However, challenges remain around the quality of training, shortage of specialists, limited teacher experience in class management, and lack of parent involvement. Moving forward, advances in technology, changing mindsets, growing demand for inclusion, and teacher certification requirements will shape future trends.
OERs in the UK: Learning from Digital Futures in Teacher Education projectakgruszczynska
The document summarizes a project called "OERs in the UK: Learning from Digital Futures in Teacher Education" which explored issues around open educational resources (OERs) in higher education in the UK. The project involved teachers, students, and teacher educators sharing practices around digital literacy and developing guidance on OERs. Outputs from the project were shared through an open textbook and website. The core focus was on exploring understandings of digital literacy through reflection, examining its place in the professional development of teachers, and challenging misconceptions around sharing resources and copyright.
Presentation of Airina Volungevičienė, EDEN president, Vytautas Magnus University, Lithuania, for the Open Education Week's first day webinar on "Education 2030 – Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
EUnetHTA Conference 2014 focused on building capacity for cooperation. The conference included an activity station that provided learning strategies such as workshops and e-learning pathways to increase awareness of EUnetHTA tools, methods, and results among partners and stakeholders. Workshops for partners familiarized 36 participants from 33 partners with EUnetHTA methodology, while workshops for stakeholders aimed to increase understanding of HTA processes and stakeholders' roles. E-learning pathways and materials were also developed, including an e-learning module for the POP DB and four webcasts. The learning activities were coordinated by Work Package 2 of EUnetHTA JointAction 2 and involved various partner organizations.
QA in blended and online education: Adapting QA Methodologies to the Educatio...EADTU
This document summarizes a presentation on adapting quality assurance methodologies to educational developments in online and blended programs. It discusses four action lines including surveys of accreditation practices and country reports on quality assurance structures for new modes of teaching. Key challenges for quality assurance in online education are identified, such as pedagogical models, staff support, and including blended programs in quality frameworks. Ways forward are proposed for institutions, quality assurance agencies, governments, and the European Commission to support quality blended and online education through professional development, guidance, funding, and international cooperation. The importance of dialogue between institutions, agencies, and governments on quality assurance policies for innovation is emphasized.
OER In practice - Lifelong learning of teachers and Open Education Resources:...LangOER
The document summarizes research on Lithuanian teachers' use of and attitudes toward open educational resources (OER). It finds that while teachers recognize the benefits of OER, many lack competence in finding, using, and producing legal and high-quality OER. A survey of 72 teachers showed most materials used were not OER, and teachers had limited awareness of licensing procedures. The research concludes Lithuanian teachers would benefit from support to better incorporate OER and understand associated legal frameworks, in order to act as role models for students in the digital age.
- Open Nottingham is the University of Nottingham's initiative to make educational resources openly available online through their U-Now open courseware website.
- It aims to promote open learning and the publication, discovery, and reuse of open educational resources (OERs). Over 1,500 credits of content have been made openly available through U-Now.
- Support includes a dedicated Open Learning Support Officer, learning technology support staff, and workshops to promote OER discovery and reuse.
- Impact studies show that OERs from Open Nottingham have been reused by academics and students to reduce costs and support learning. International students in China have also used U-Now resources to supplement their studies.
The document discusses the potential for MOOCs to support the new 2016-2019 strategy of TESSA, a program that produces open educational resources for teachers. It describes a MOOC that was run for teacher educators in India that had over 10,000 participants from 135 countries. The MOOC helped address limitations in traditional teacher education by modeling learner-centered pedagogy and reflecting classroom realities. It also discusses how a MOOC tailored for African countries could help achieve the new TESSA strategy goals by providing culturally relevant content for teacher educators through online and face-to-face support.
The document discusses technology-enhanced learning (TEL) strategies at the University of Reading. It outlines how TEL was not previously a priority but is now embedded in the university's teaching and learning strategy. Key developments include establishing a TEL strategy group, implementing strategic priorities like improving Wi-Fi and using the VLE, and launching Massive Open Online Courses (MOOCs). Early successes with the first MOOC and future plans to expand MOOC offerings are also mentioned.
The document introduces UNICA, a network of 40 universities located in 30 European capital cities. UNICA aims to promote academic excellence, integration, and cooperation between member universities. It also aims to facilitate integration of universities from Central and Eastern Europe into the European Higher Education Area. UNICA focuses on internationalization and mobility programs, education through joint programs and innovation, research and development, and policy and strategy through EU projects. The document also introduces Brussels Education Services, which was founded to promote inter-university cooperation and university-society relations through international projects. It focuses on quality in modernizing university governance, curriculum reform, and quality assurance.
Digital Futures in Teacher Education: Open educational resources DEFToer3
1) The document outlines a project called Digital Futures in Teacher Education that aims to raise the quality of teaching and digital literacy skills by promoting the reuse of open educational resources (OERs) in teacher education.
2) The project involves partnerships between universities and schools to develop OER textbooks and teaching resources for integrating digital literacy and OERs into teacher training courses.
3) Evaluation of integrating OERs will examine the challenges and opportunities for professional development, and the cultural and institutional contexts affecting their creation and reuse.
This document discusses the challenges that teachers face with innovations in education. It notes that innovations like digitalization and online learning develop quickly, making it difficult for education organizations to allow enough time for experimentation. Teachers are challenged to constantly learn new skills and adapt to changes. The document proposes that the EDEN network establish an open professional collaboration approach to provide mutual support for teachers undergoing transformations in their competencies and roles. This would help teachers meet the challenges of innovations in education.
[EADTU-ENQA PLA] Blended learning courses in higher education: state of playEADTU
Blended learning courses in higher education are common but implementation varies. The document discusses:
1) Concepts of blended learning combining online and in-person learning.
2) Most institutions offer some blended courses but less than 20% of courses on average.
3) Blended learning could provide more effective pedagogy, convenience, and lower costs if online and in-person components are well integrated.
4) Challenges include balancing innovation/production, adapting to learner roles/digital divides. Effective design is key to progress blended learning.
The document discusses a conference called LangOER – EdReNe that focused on promoting diversity for European languages through open education. It describes the Learning Resource Exchange (LRE) for schools, an initiative developed by the European Schoolnet to provide access to learning content repositories. The LRE has a small number of members but a large collection of open educational resources. The document proposes stronger collaboration between the LRE and the EdReNe Network, a larger network of educational repository experts, to address issues like funding and technical challenges through joint meetings and activities.
Fostering innovation in STEM education, Maite DebryBrussels, Belgium
The document discusses how new knowledge from STEM education projects can be more effectively disseminated to teachers. It conducted surveys of project managers, teachers, and policymakers about dissemination strategies and identified several challenges: teachers' time constraints, lack of teacher involvement, underuse of existing resources, difficulty reaching teachers, and lack of support for teachers. It recommends wider teacher involvement in testing and sharing project outcomes, and better use of networks and institutions to create sustained interaction models and help teachers disseminate new STEM knowledge.
Using Wikis: Teacher Challenges & Student Opportunitiesccorne2
Ms. Caitlin Cornell and Ms. Sahar Hamzeh presented on using wikis in the classroom. They discussed that a wiki allows for collaborative editing of web pages and is an opportunity for interactive learning through group work and peer feedback. While learning a new platform poses challenges, wikis engage students and support writing as a process. They provided examples of using wikis in English and intensive English courses, highlighting structure, clear instructions, modeling, and assessing participation over quality initially.
This document discusses trends and challenges in teacher education for inclusion in the UAE. It outlines the legal basis for special education in the UAE and the provisions made by the Ministry of Education and Ministry of Social Affairs. The "School for ALL" program aims to train teachers through a training portfolio and national cadre program. There have been achievements in developing inclusive cultures, policies, and practices. However, challenges remain around the quality of training, shortage of specialists, limited teacher experience in class management, and lack of parent involvement. Moving forward, advances in technology, changing mindsets, growing demand for inclusion, and teacher certification requirements will shape future trends.
Confronting the Challenges of Teacher Evaluation, a Webinar with Dr. Harvey S...School Improvement Network
Read through the slides presented by Dr. Harvey Silver of Silver Strong & Associates during a webinar on January 23, 2012, hosted by School Improvement Network. Dr. Silver talked about the Thoughtful Classroom Teacher Effectiveness Framework, a tool used for effective classroom teacher observations and walkthroughs.
'Teacher Professionalism in the New Era.' (National Education Conference, 28 ...GTC Scotland
'Teacher Professionalism in the New Era.'
University of Aberdeen, Workshop 2, GTC Scotland National Education Conference, 28 May 2009.
Recently proposed models of teacher professionalism reference, among others, the following characteristics: critical thinking, collective and collaborative action, trust, reflective and reflexive practice, creativity and autonomy. This workshop will consider these attributes and will examine tensions that exist between current practices in Scottish Education and the attributes of teacher professionals in these new models.
Research data from the Scottish Teachers for a New Era Project will be presented to illustrate issues and stimulate discussion with particular reference to values and beliefs held by new entrants to the profession.
Ict in teacher education & quality improvement .jangid mlJANGID_ML
Information and communication technologies (ICT) have the potential to improve the quality of education by supporting new ways of teaching and learning. ICT allows teachers to deliver course content creatively through various digital tools and online resources. When used appropriately, ICT enhances students' learning experiences and helps develop their 21st century skills like problem-solving, critical thinking, and digital literacy.
Quality Assurance in Teacher Education in SwedenBrian Hudson
This document summarizes Björn Åstrand's research on quality assurance in Swedish teacher education. [1] It examines the methods, elements, processes and consequences of QA at the national and institutional levels through document analysis and questionnaires. [2] Preliminary results show Swedish institutions apply similar QA elements regardless of profile, which may indicate an external inspection focus over local development. [3] Further analysis will relate student and alumni questionnaires to local QA approaches and examine if competence and a research-based quality culture have improved over time.
Quality Assurance in Teacher Education in FinlandBrian Hudson
The document summarizes a symposium on quality culture in teacher education that was held at the 2010 ECER conference in Helsinki. It discusses the concept of quality in education and what is known about effective teachers from research. It also outlines the research questions that the symposium aimed to explore, including how national and institutional quality assurance methods ensure teachers' competencies in areas like inclusive education and ICT skills. Finally, it provides examples of quality assurance approaches used in Finland at both the national level, through agencies like FINHEEC, and the institutional level, such as the University of Helsinki's teaching evaluation matrix.
The document discusses the need for quality indicators in teacher education programs. It outlines several factors that determine quality, including infrastructure, teacher skills, and use of technology. It also discusses how the National Assessment and Accreditation Council (NAAC) focuses on impact on students, performance improvement, and policy importance when evaluating education institutions. Finally, it proposes using a five-point scale to assess quality by evaluating physical infrastructure, system efficiency, and faculty recruitment.
Project-Based Inquiry and New LiteraciesErin Lyjak
The document discusses new literacies and project-based inquiry in 1:1 classroom environments. It describes a new learning ecology framework that is prompted by ubiquitous access to technology. This ecology includes four conditions: online reading comprehension, multimedia/video, web 2.0 and social networking, and educational games. Project-based inquiry is presented as a way to engage students through compelling questions and complex intellectual products. The teacher takes on roles as facilitator and coach within this new ecology.
Implications of the changes to the 14 19 curriculumMunnas Ahmed
The document summarizes the key changes to the UK's 14-19 curriculum. It outlines reasons for reforming the curriculum, such as the changing job market and need for higher skilled workers. The reforms include new progression routes like diplomas, apprenticeships, and functional skills qualifications. Implications are that students will have more options to customize their learning, though challenges include ensuring sufficient funding, resources, and collaboration between education and industry stakeholders.
'Understanding teachers as learning professionals: research perspective.' (Na...GTC Scotland
'Understanding teachers as learning professionals: research perspective.'
University of Strathclyde, Workshop 6, GTC Scotland National Education Conference, 28 May 2009.
This workshop will showcase research findings about teachers as learners in the context of their continuing professional development (CPD) from projects conducted by AERS Learners, Learning and Teaching Network and related studies.
It will highlight: the importance of taking into account the different personal, social and occupational influences on teachers' learning; the extent to which teachers feel they have ownership of their CPD and the extent to which CPD transforms practice; the potential importance of both formal and informal settings and both planned and unplanned opportunities for professional learning, especially in collaborative contexts.
This document summarizes a study on enhancing the quality of online technical teacher education in Sri Lanka. A capacity development program was conducted for 24 academic staff at the University of Vocational Technology to integrate online learning into an existing technical teacher education program. Through workshops, participants developed skills in online course design, facilitation and use of the Moodle learning management system. Both pedagogical and technological skills improved. While challenges remained, the program effectively built the capacity of teachers and is expected to positively impact the quality of technical teacher education.
Prof Hannele Niemi Key Note at TEPE 2009 ConferenceBrian Hudson
The document discusses definitions of quality in teacher education and ways to assure and achieve it. It addresses defining quality, components of teacher education programs, the relationship between higher education and schools, quality assurance mechanisms, and the need for teacher education to be research-based and focus on developing teachers' academic and pedagogical knowledge, social and moral values, reflection skills, and practical teaching abilities.
The document summarizes proposed changes to the curriculum in England across different key stages (KS3, KS4, KS5). Some of the key changes include making GCSE and A-Level courses linear with final exams only, reforming vocational qualifications, and raising the participation age to 18 by 2015. Schools will have more flexibility in their curriculum at KS3 for a transitional period, and the new national curriculum being introduced in 2014 will focus more on knowledge than skills. Performance measures for schools will also be reformed based on English/maths pass rates and student progress scores.
Accelerating Teacher Quality Improvement Education World Forum (18-21 Janua...EduSkills OECD
Main information sources include - Direct classroom observation, Analysis of students’ test scores, Assessing teachers’ content knowledge, Individual performance interviews, Teachers’ documented self-evaluation / portfolio, Surveys of students and parents, Using / triangulating multiple information sources
An ICT teacher requires certain key skills and qualities to be effective. Some essential skills include handling hardware, operating software, connecting machines, observing netiquettes, using storage devices, demonstrating technology, and solving problems. Important qualities are being tech-savvy, continually updating knowledge, engaging in lifelong learning, awareness of legal/ethical issues and threats, as well as having patience, logical thinking, an experimental nature, adaptability, liberalism, self-control, and commitment. An ICT teacher must utilize these skills and qualities to overcome challenges integrating technology into the Indian school system and improve the overall quality of education.
This document summarizes Ingeborg Bø's presentation on quality assurance in distance education. Some of the main points discussed include:
- The importance of quality being ensured through a quality culture that focuses on continuous improvement and dialogue between institutions and accreditation bodies.
- Models of quality assurance including the UNIQUE certification model and Norway's NADE guidelines that are regulated by law and require institutions to have a quality assurance system.
- The need to move from an inspection approach to quality assurance to one focused on inspiration and developing a culture where student needs are central to quality and technology benefits learning.
UNESCO sees teachers as a priority and has several initiatives to support them. New roles are needed for teachers due to new learners, learning methods, and knowledge needs. UNESCO works to set standards, build capacity, advocate, and form partnerships regarding teachers. It promotes teachers' professional development and involvement in decision making through various programs and recommendations.
Professional Standards for Teachers from HEI in RomaniaCarmen Holotescu
The document discusses professional standards for teachers in Romania. It outlines the framework for standards, which includes internal quality assurance mechanisms and quality as a co-production between stakeholders. It argues that standards need to change to include media literacy and facilitate collaborative learning using new technologies. A case study describes training teachers at a university to develop skills in areas like educational technology, learning styles, and online pedagogy through a blended course. The conclusion states that continuously trained, motivated teachers who collaborate and innovate with technology will improve education outcomes.
How do we know if an Education Reform is Successful?CITE
A Public Forum - How do we know if an Education Reform is Successful? Insights from European and Asian Education Innovations
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Date: 23 Jan 2013
Time: 5:30pm - 7:00pm
Venue: Rayson Huang Theatre, The University of Hong Kong
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0:00:48 - 0:05:57
Opening:
Prof. Steve Andrews, Dean of Education, The University of Hong Kong
0:06:04 - 0:09:35
Introduction:
Prof. Kai Ming Cheng, Chair Professor of Education, Co-Convenor of the Strategic Research Theme on Science of Learning, The University of Hong Kong
0:10:11 - 0:29:23
Learning Innovations in Europe:
Dr. Yves Punie, Senior Scientist, European Commission Institute for Prospective Technological Studies (IPTS)
0:31:23 - 0:40:41
Learning Innovations in Malaysia:
Dr. Seng Thah Soon, Deputy Director of the Educational Technology Division, Ministry of Education, Malaysia
0:40:58 - 0:47:02
Learning Innovations in Japan:
Mr. Yu Kameoka, Chief Supervisor for Social Education, Ministry of Education, Culture, Sports, Science and Technology, Japan
0:47:17 - 0:56:23
Learning Innovations in Korea:
Prof. Dae Joon Hwang, Sungkyunkwan University, Korea, Secretary General of Korean Council for University Education
0:56:40 - 1:01:24
Learning Innovations in China:
Prof. Ronghuai Huang, Deputy Dean, Faculty of Education Beijing Normal University (BNU)
1:01:34 - 1:08:51
Learning Innovations in Singapore:
Dr. Horn Mun Cheah, Director for the Educational Technology Division, Ministry of Education (MOE), Singapore
1:09:13 - 1:18:58
Initial Round-up:
Prof. Nancy Law, Director, Centre for Information Technology in Education (CITE), Associate Dean, Faculty of Education, The University of Hong Kong
1:19:46 - 1:22:00
First question from the floor
1:22:25 - 1:23:28
Second question from the floor
1:24:11 - 1:27:16
Dr. Seng Thah Soon's response
1:27:20 - 1:29:25
Dr. Yves Punie's response
1:29:28 - 1:32:21
Dr. Horn Mun Cheah's response
1:32:30 - 1:35:26
Prof. Dae Joon Hwang's response
1:35:29 - 1:37:29
Prof. Nancy Law's response
1:37:49 - 1:43:28
Observations:
Dr. Catherine K K Chan, Deputy Secretary, Education Bureau, Hong Kong SAR
1:43:55 - 1:51:45
Observations:
Prof. Gwang-Jo Kim, Director, UNESCO Bangkok
1:51:49 - 1:54:44
Winding up:
Prof. Kai Ming Cheng
This document summarizes the results of a survey of 250 university teachers regarding their use of technology and open educational resources (OER) in their teaching. The survey found that while teachers have generally received training in using common technologies like Word and PowerPoint, they received less training in areas like online pedagogies and assessment. Teachers rated their technology skills as average or above average except in areas like online course creation. While teachers expressed willingness to learn more about OER and use OER in their teaching, most universities do not currently provide support for OER creation. The researchers conclude that more training and institutional support is needed to promote educational innovation using OER.
Opening teaching and learning through OER and OEP - presentation at "The Belt and Road' International Community for OER at Open Education Learning week. Smart Learning Institute of Beijing Normal University
Keynote presentation OOFHEC2016: George ubachsEADTU
The document summarizes a presentation given at the OOFHEC2016 conference about strategies to support new ways of teaching and learning. It discusses the challenges facing higher education with large student numbers, balancing research/innovation with education, and increasing inclusiveness. Technology is seen as a way to address these challenges by improving quality, serving more students, and connecting education and research. The presentation envisions personalized, flexible education available anywhere. A study is examining how government policies can better support new pedagogies and technology-enhanced learning. Barriers include outdated accreditation, funding, and quality assurance frameworks. Universities must develop leadership and support for institutional change to fully leverage new opportunities in teaching.
Governmental and Institutional strategies to support new ways of teaching and...EADTU
The presentation includes strategies at governmental and institutional level for the uptake of new modes of teaching and learning. It includes recommendations by the EU published Changing Pedagogical Landscape study and the EMPOWER programme by EADTU.
Based on contributions by Jeff Haywood (University of Edinburg, George Ubachs(EADTU) and Piet Henderikx (EADTU).
Presentation of Airina Volungeviciene, Vytautas Magnus University, EDEN Senior Fellow for the Open Education Week's first day webinar on "OER and Open Pedagogies – Best Practices" - 2 March 2020, 13:00 CET
More information and recordings of the discussion are available: http://www.eden-online.org/eden_conference/oer-and-open-pedagogies-best-practices/
This document discusses challenges and opportunities related to quality assurance in e-learning. It summarizes:
1) Challenges universities face with large student numbers, research and innovation demands, and ensuring inclusiveness. Digital strategies are needed rather than just reacting to new technologies.
2) Benefits universities see in online education like improved quality, scalability, and learning analytics. However, staff time and costs are concerns.
3) Emerging drivers for universities to adopt digital learning including cultural shifts and increased global competition. Quality assurance now applies to all credit-bearing programs.
4) The E-xcellence quality assurance instrument and its use by over 50 universities and stakeholders to benchmark e-
Supporting teacher training: ICT, the Spéis project and IrelandAlan Bruce
Description of the Spéis project developed by Universal Learning Systems and Context Learning Finland to provide ICT innovation and e-portfolio support for the Church of Ireland College of Education in Dublin, Ireland.
Tools and strategies to enhance quality in virtual learning environments. A 45-minutes presentation at Nordic Knowledge on the Web
in Vasa, Finland, 24.11.2011
Presentation by Patricia Wastiau.
Presentazione di Patricia Wastiau, Consigliere principale per studi e ricerche di EUN, in occasione del Convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio), organizzato dall'Indire.
This document discusses virtual mobility in higher education. It begins by defining virtual mobility as technology-supported international collaborative experiences in teaching and learning that provide similar benefits to physical mobility without requiring travel. The document then discusses how virtual mobility can impact higher education institutions, teachers, and students in a positive way by enhancing curriculum, developing job skills, and facilitating international collaboration and exchange of ideas. It provides examples of virtual mobility projects and modules between European universities that aim to open access to education across borders through online learning opportunities.
The document summarizes the results of the 3rd consultation of the VISIR network. It found that 326 participants from across Europe identified several barriers to innovation in education, including lack of teacher training and competencies with technology, rigid curriculums, and lack of evidence on the impact of ICT. However, many participants saw themselves as innovators. The consultation identified several enablers of innovation, such as increased funding for technology and grassroots projects, more flexible schedules, and recognition of innovators. Examples of incentives included awards, partnerships, and career advancements for innovative teachers. Overall, it emphasizes the need for teacher support, research, and institutional policies that encourage openness to innovation.
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The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.
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This paper outlines the development of a project supported by the Scottish Government with the aim of promoting the development of mathematical thinking in the primary classroom. This was developed in collaboration with teachers and local authorities in North East Scotland during 2011-12 within the context of the Scottish Curriculum for Excellence reform. The project was set up within a design based research framework, which aimed to promote classroom-based action research on the part of participants and also research by the university researchers into the process of curriculum development. The teachers (n=24) were all involved in a jointly developed Masters course based on a blended learning approach within an open and flexible learning environment. This project was designed as a classic example of an “Open Collective Cycle” model of a professional learning community (Hudson, 2012; Huberman, 1995). Findings from the research study in relation to the teachers’ experience are reported in Hudson et al. (2015), which highlight the way the course had a transformational and emancipatory impact on these teachers concerning their levels of confidence and competence in relation to teaching mathematics. An example of the impact on student learning is reported in Hudson (2015a) based on one teacher-researcher’s action research project involving the development of a topic-based approach to teaching and learning mathematics. Findings from this study highlight the ways in which the children actively engaged in the class activity and also how the topic-based approach made the mathematics more widely accessible and led to an evolution in the development of mathematical thinking for all. Policy implications point towards the value of the Mathematics Specialist Teacher (MaST) approach in England, which informed the development of this project. In conclusion the paper outlines a potential approach to uncovering and documenting further impact on teachers and pupils involved in this and subsequent courses.
References
Hudson, B., Henderson, S. and Hudson, A., (2015) Developing Mathematical Thinking in the Primary Classroom: Liberating Teachers and Students as Learners of Mathematics, Journal of Curriculum Studies, Vol. 47, Issue 3, 374-398. http://dx.doi.org/10.1080/00220272.2014.979233
Hudson, B. (2015a) Butterflies and Moths in the Amazon: Developing Mathematical Thinking through the Rainforest, Education and Didactique, Vol. 9, Issue 1. (In press)
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Quality Assurance and Teacher Education in Europe: Challenges and Expectations
1. Quality Assurance and Teacher Education in Europe: Challenges and Expectations Brian Hudson Wednesday 25 th August 2010 Joint Workshop NW 10 and NW 27 ECER 2010, University of Helsinki
6. TNTEE Green Paper on Teacher Education in Europe (2000) http://tntee.umu.se/publications/greenpaper.html
7. Partnership with South East European Educational Cooperation Network http://www.see-educoop.net/
8. Just published and freely available online – further details are at http://tepe.wordpress.com/
9. Quality Assurance and Teacher Education in Europe Colloquium (21-22 June 2010) http://cms.ucd.ie/education/qualityassuranceandeuropeanteachereducationcolloquium/