The document summarizes a presentation given at the 44th European University Continuing Education Network Conference in Malta. The presentation provided an overview of EUCEN's achievements over the past 20 years in promoting university lifelong learning. It discussed EUCEN's role in influencing policy, conducting research projects, and supporting members. It also addressed current challenges for lifelong learning in higher education in Europe.
Recent developments in eTwinning Pilot - Italy 2015-16alexandra tosi
In this presentation I recap the progress made in Italy in the Pilot eTwinning 2015/16 in the different models, with feedback and comments by universities. Since 2013 Italy takes part to the eTwinning pilot that introduces modules on eTwinning in Initial Teacher Training classes and, in some cases, matches ITT Institutes in eTwinning projects.
This document provides an overview of the various functions and capabilities of eTwinning Live, an online platform that allows eTwinning users to communicate and collaborate in real time. It describes sections like People, Projects, Partner Forums, Events, Groups, and Professional Development. Users can search for other eTwinning members, projects, and partners, view and participate in online events, join discussion groups, and access professional development opportunities like online seminars and learning events. The document guides participants through exploring these eTwinning Live features and provides examples of tasks to complete on the platform.
Some Experiences with Cooperative Freedom and Transparency in the MPEL Master...Morten Flate Paulsen
This document summarizes Morten Flate Paulsen's experience teaching an online course at Universidade Aberta in Portugal. Some key points:
1. Paulsen taught an online course on e-learning processes to about 20 master's students per semester. He emphasized cooperative freedom, transparency, and using Web 2.0 tools.
2. Students published their coursework, including annotated bibliographies and learning objects, on open blogs and websites. This allowed their work to be visible to anyone online.
3. Paulsen wanted to demonstrate cooperative freedom, online teaching techniques, and transparency through the course. However, having students' work be so openly accessible made some tutors and students uncomfortable.
4.
The document summarizes the Social Work Virtual Campus, a collaboration between higher education institutions in several European countries to provide online social work education. Key points:
- The collaboration began in 2008 with an EU grant to create a virtual campus for social work students, including online courses, study abroad programs, and an international specialization track.
- Courses developed include topics like social work in Europe, discrimination, poverty, and community work from an international perspective. Learning materials are developed collaboratively and use blogs, discussion forums, and other online tools.
- Governance is through a consortium agreement between partner institutions regarding student numbers, teacher workloads, administrative fees, and integrating courses into BA programs. The goal is
Evaluating an eTwinning project: the QL criteria, Irene Pateraki, GR NSSIrene Pateraki
This document provides guidance on assessing eTwinning projects for quality labels. It outlines six common criteria used in the evaluation: pedagogical innovation, curricular integration, communication between schools, collaboration between schools, use of technology, and documentation of results and impact. Projects are evaluated on a scale of 0 to 5 for each criteria. To receive the National Quality Label, projects must meet minimum requirements including goals, plans, contributions, and collaboration between partners. The European Quality Label is awarded to projects that receive the National Quality Label in at least two countries. The document includes links to video examples and descriptions of what reviewers look for in assessing each of the six criteria.
The document summarizes a presentation given at the 44th European University Continuing Education Network Conference in Malta. The presentation provided an overview of EUCEN's achievements over the past 20 years in promoting university lifelong learning. It discussed EUCEN's role in influencing policy, conducting research projects, and supporting members. It also addressed current challenges for lifelong learning in higher education in Europe.
Recent developments in eTwinning Pilot - Italy 2015-16alexandra tosi
In this presentation I recap the progress made in Italy in the Pilot eTwinning 2015/16 in the different models, with feedback and comments by universities. Since 2013 Italy takes part to the eTwinning pilot that introduces modules on eTwinning in Initial Teacher Training classes and, in some cases, matches ITT Institutes in eTwinning projects.
This document provides an overview of the various functions and capabilities of eTwinning Live, an online platform that allows eTwinning users to communicate and collaborate in real time. It describes sections like People, Projects, Partner Forums, Events, Groups, and Professional Development. Users can search for other eTwinning members, projects, and partners, view and participate in online events, join discussion groups, and access professional development opportunities like online seminars and learning events. The document guides participants through exploring these eTwinning Live features and provides examples of tasks to complete on the platform.
Some Experiences with Cooperative Freedom and Transparency in the MPEL Master...Morten Flate Paulsen
This document summarizes Morten Flate Paulsen's experience teaching an online course at Universidade Aberta in Portugal. Some key points:
1. Paulsen taught an online course on e-learning processes to about 20 master's students per semester. He emphasized cooperative freedom, transparency, and using Web 2.0 tools.
2. Students published their coursework, including annotated bibliographies and learning objects, on open blogs and websites. This allowed their work to be visible to anyone online.
3. Paulsen wanted to demonstrate cooperative freedom, online teaching techniques, and transparency through the course. However, having students' work be so openly accessible made some tutors and students uncomfortable.
4.
The document summarizes the Social Work Virtual Campus, a collaboration between higher education institutions in several European countries to provide online social work education. Key points:
- The collaboration began in 2008 with an EU grant to create a virtual campus for social work students, including online courses, study abroad programs, and an international specialization track.
- Courses developed include topics like social work in Europe, discrimination, poverty, and community work from an international perspective. Learning materials are developed collaboratively and use blogs, discussion forums, and other online tools.
- Governance is through a consortium agreement between partner institutions regarding student numbers, teacher workloads, administrative fees, and integrating courses into BA programs. The goal is
Evaluating an eTwinning project: the QL criteria, Irene Pateraki, GR NSSIrene Pateraki
This document provides guidance on assessing eTwinning projects for quality labels. It outlines six common criteria used in the evaluation: pedagogical innovation, curricular integration, communication between schools, collaboration between schools, use of technology, and documentation of results and impact. Projects are evaluated on a scale of 0 to 5 for each criteria. To receive the National Quality Label, projects must meet minimum requirements including goals, plans, contributions, and collaboration between partners. The European Quality Label is awarded to projects that receive the National Quality Label in at least two countries. The document includes links to video examples and descriptions of what reviewers look for in assessing each of the six criteria.
The document summarizes the Europeana Fashion project, which aims to aggregate over 700,000 digital fashion items from 22 partner institutions in 12 countries to improve access to European fashion heritage online. It discusses the objectives to improve interoperability and exploitation of fashion collections, as well as efforts to engage communities through an online thesaurus, social media, conferences, and Wikipedia edit-a-thons. Workflow details are provided for data ingestion from key partners like the Victoria and Albert Museum and Archivio Emilio Pucci collections.
Making European diversity a strength: Towards regional support centres by SCO...EADTU
Making European diversity a strength: Towards regional support centres by SCORE2020 consortium by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Fashion is an important part of the European Cultural Heritage, and it is increasingly recognised for its important research value to other academic disciplines, including arts, culture, sociology and communication. Since the beginning of the XX century some of the most important public and private cultural institutions and museums of applied arts in Europe have begun collecting and preserving garments, accessories, catalogues, fashion magazines and other documents and materials related to fashion.
This has resulted in a growing number of impressive and unique collections that Europeana Fashion will bring together online.
Despite the growing importance of fashion heritage, there is a lack of freely accessible fashion content and contextual information on-line.
That’s why the Europeana Fashion project has started a collaboration with the local Wikimedia Chapters around Europe -and not only- with the aim to bring new fashion related knowledge and content to Wikipedia, the World free encyclopaedia.
Since March 2013, the Europeana Fashion partners are organising a series of events in collaboration with Wikimedia, called edit-a-thons, in which volunteers from the Wikipedia support organisation and a crowd of students, bloggers, researchers, curators and fashionistas come together to edit and contribute new fashion related information to Wikipedia, using content made available by Europeana Fashion.
In his presentation, Marco Rendina will tell more about this collaboration and how it has started an online relationship that could expand our understanding of the fashion heritage and the online available knowledge of the fashion domain at large.
For more information on the project, please visit:
http://www.europeanafashion.eu
The document describes the ECO project, which aims to broaden access to education in Europe through short modular open online courses (sMOOCs). It discusses the project's features and goals. The main points are:
- The ECO project has 22 partners across Europe and a budget of over 4.6 million euros. It aims to improve the quality and cost-effectiveness of teaching through sMOOCs.
- As of now, the project has hosted 22 sMOOCs in 6 languages attracting over 37,000 users across its 6 partner platforms.
- The sMOOCs are designed to be accessible on multiple devices and platforms. They follow socio-constructivist and connectivist
This document outlines the dissemination plan for the Horizon to the Future project. It details various dissemination activities carried out between 2015-2018, including blog posts, press releases, presentations, and seminars. These activities shared information about project events like mobility visits and meetings with the target audiences of partner schools, local communities in Spain and project countries, and teachers across Galicia. The dissemination reached large numbers of people, from 850 blog readers to over 50,000 for some press releases. The project was also shared on school and partner websites to inform the school community.
Openeducationeuropa (OEE) presentation with specific focus on the Opening up Education initiative. The European Commission launched Open Education Europa in September 2013 as part of the Opening up Education initiative to provide a single gateway to European OER. Open Education Europa is one of the #EDEN15 Annual Conference Media Partners. The OE initiative is presented in line with the EDEN 2015-2020 policy initiatives.
The document discusses strategies for engaging and sustaining schools in eTwinning, an online community for schools in Europe. It outlines the UK National Support Service's 2016-17 campaign, which involved workshops to introduce eTwinning and provide ready-made online projects. Schools received free project materials linked to the UK curriculum as well as online tools and resources. The campaign aimed to show eTwinning has a positive impact on student progress. Individual support from ambassadors included in-school sessions to establish curriculum projects and partnerships with ongoing follow-up. Lessons learned stressed the importance of turning enthusiasm into sustainability through curriculum embedding, involving colleagues, and showing student impacts.
Melanie Imming LIBER Working together towards World Class ResearchLIBER Europe
As part of our work to connect and represent research libraries in Europe, LIBER initiates and participates in strategic and innovative European projects. At the moment, LIBER is involved in nine EU projects, all to do with our three strategic directions: to enable open science, to lead in changings scholarship, and to shape innovative research.
This document discusses why schools should use free and open source GIS software (FOSS4G). It begins by introducing the presenter from Porto, Portugal and their involvement in the Portuguese OSGeo Education Workgroup. The presenter then outlines the key points to be covered, including the benefits of teaching with software, advantages of free over closed software for education, the Education Workgroup's initiatives and case studies, and future plans. Some of the main advantages highlighted for FOSS4G in schools are no licensing costs, freedom to access and modify source code, and learning open source principles. The document also describes the Education Workgroup's projects to promote FOSS4G adoption in Portuguese schools.
This document provides an overview of the OpenCourseWare Consortium and open educational resources. It discusses the current and future roles of open courseware in expanding access to education, strengthening teaching, and connecting secondary and higher education. Case studies from Africa, South Korea, Brazil, India, and other regions show how open courseware initiatives are being implemented. The document concludes by outlining ways to get involved in the OpenCourseWare Consortium through events, committees, projects and staying informed.
The AKTIIVI program is a development program funded by the Finnish Ministry of Education and Culture to promote networking, sharing of best practices, and evaluation of goals across 15 projects related to libraries, museums, digital skills, and lifelong learning. The program aims to create open learning environments where information and resources can be shared to support continuous learning regardless of location or means. Initial results include strengthened networks and collaboration between projects, dissemination of information and experiences, and examples of functional open learning spaces. The various projects develop tools and events to engage communities and promote active citizenship.
Europeana Fashion @Innovathens March 2016Marco Rendina
A presentation on the main achievements of the Europeana Fashion International Association, with a special focus on the GLAM-wiki collaboration we carried-on, organising a series of edit-a-thon around Europe, involving the most important fashion museums and archives and the local Wikipedia chapters.
Check list and summary isc d lavollée 25th juneNick Langmead
The document summarizes the goals and activities of a 2011-2013 Comenius Multilateral School Partnership Project involving multiple schools. Over the course of the project, students and staff from the partner schools will participate in exchanges to learn about health, sport, leisure and careers opportunities in other countries. Exchanges will include homestays and producing video diaries. The project aims to improve language skills and digital competencies while promoting healthy lifestyles. Progress will be documented on a shared website.
European mooc strategies: strength in diversityEADTU
European MOOC strategies show strength in diversity. While the US initially dominated the MOOC movement, the response in Europe has been fragmented with many country- and language-specific platforms emerging. However, European involvement in MOOCs is increasing, with more universities offering them. Diversity across platforms, languages, approaches and objectives helps address different needs. Coordination is needed to leverage this diversity and ensure inclusive, equitable access to open education through collaborative MOOC strategies across Europe.
European mooc strategies: strength in diversity?EADTU
European MOOC strategies show strength in diversity, with a fragmented but growing response to the US-dominated MOOC movement. While the US sees a decline in institutions offering MOOCs, Europe has seen an increase from 58% to 71.7% from 2013-2014. European initiatives include country-specific platforms and governmental support of open education. The EU aims to innovate teaching through open educational resources and modernize education. Surveys show European institutions are more involved in MOOCs and see benefits like reputation and flexibility, while US institutions focus on recruitment. Europe must embrace openness for all and strengthen collaboration to realize opportunities while countering risks like lack of equity and inclusion. Diversity, if coordinated pro
The document summarizes the Europeana Fashion project, which aims to aggregate over 700,000 digital fashion items from 22 partner institutions in 12 countries to improve access to European fashion heritage online. It discusses the objectives to improve interoperability and exploitation of fashion collections, as well as efforts to engage communities through an online thesaurus, social media, conferences, and Wikipedia edit-a-thons. Workflow details are provided for data ingestion from key partners like the Victoria and Albert Museum and Archivio Emilio Pucci collections.
Making European diversity a strength: Towards regional support centres by SCO...EADTU
Making European diversity a strength: Towards regional support centres by SCORE2020 consortium by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Fashion is an important part of the European Cultural Heritage, and it is increasingly recognised for its important research value to other academic disciplines, including arts, culture, sociology and communication. Since the beginning of the XX century some of the most important public and private cultural institutions and museums of applied arts in Europe have begun collecting and preserving garments, accessories, catalogues, fashion magazines and other documents and materials related to fashion.
This has resulted in a growing number of impressive and unique collections that Europeana Fashion will bring together online.
Despite the growing importance of fashion heritage, there is a lack of freely accessible fashion content and contextual information on-line.
That’s why the Europeana Fashion project has started a collaboration with the local Wikimedia Chapters around Europe -and not only- with the aim to bring new fashion related knowledge and content to Wikipedia, the World free encyclopaedia.
Since March 2013, the Europeana Fashion partners are organising a series of events in collaboration with Wikimedia, called edit-a-thons, in which volunteers from the Wikipedia support organisation and a crowd of students, bloggers, researchers, curators and fashionistas come together to edit and contribute new fashion related information to Wikipedia, using content made available by Europeana Fashion.
In his presentation, Marco Rendina will tell more about this collaboration and how it has started an online relationship that could expand our understanding of the fashion heritage and the online available knowledge of the fashion domain at large.
For more information on the project, please visit:
http://www.europeanafashion.eu
The document describes the ECO project, which aims to broaden access to education in Europe through short modular open online courses (sMOOCs). It discusses the project's features and goals. The main points are:
- The ECO project has 22 partners across Europe and a budget of over 4.6 million euros. It aims to improve the quality and cost-effectiveness of teaching through sMOOCs.
- As of now, the project has hosted 22 sMOOCs in 6 languages attracting over 37,000 users across its 6 partner platforms.
- The sMOOCs are designed to be accessible on multiple devices and platforms. They follow socio-constructivist and connectivist
This document outlines the dissemination plan for the Horizon to the Future project. It details various dissemination activities carried out between 2015-2018, including blog posts, press releases, presentations, and seminars. These activities shared information about project events like mobility visits and meetings with the target audiences of partner schools, local communities in Spain and project countries, and teachers across Galicia. The dissemination reached large numbers of people, from 850 blog readers to over 50,000 for some press releases. The project was also shared on school and partner websites to inform the school community.
Openeducationeuropa (OEE) presentation with specific focus on the Opening up Education initiative. The European Commission launched Open Education Europa in September 2013 as part of the Opening up Education initiative to provide a single gateway to European OER. Open Education Europa is one of the #EDEN15 Annual Conference Media Partners. The OE initiative is presented in line with the EDEN 2015-2020 policy initiatives.
The document discusses strategies for engaging and sustaining schools in eTwinning, an online community for schools in Europe. It outlines the UK National Support Service's 2016-17 campaign, which involved workshops to introduce eTwinning and provide ready-made online projects. Schools received free project materials linked to the UK curriculum as well as online tools and resources. The campaign aimed to show eTwinning has a positive impact on student progress. Individual support from ambassadors included in-school sessions to establish curriculum projects and partnerships with ongoing follow-up. Lessons learned stressed the importance of turning enthusiasm into sustainability through curriculum embedding, involving colleagues, and showing student impacts.
Melanie Imming LIBER Working together towards World Class ResearchLIBER Europe
As part of our work to connect and represent research libraries in Europe, LIBER initiates and participates in strategic and innovative European projects. At the moment, LIBER is involved in nine EU projects, all to do with our three strategic directions: to enable open science, to lead in changings scholarship, and to shape innovative research.
This document discusses why schools should use free and open source GIS software (FOSS4G). It begins by introducing the presenter from Porto, Portugal and their involvement in the Portuguese OSGeo Education Workgroup. The presenter then outlines the key points to be covered, including the benefits of teaching with software, advantages of free over closed software for education, the Education Workgroup's initiatives and case studies, and future plans. Some of the main advantages highlighted for FOSS4G in schools are no licensing costs, freedom to access and modify source code, and learning open source principles. The document also describes the Education Workgroup's projects to promote FOSS4G adoption in Portuguese schools.
This document provides an overview of the OpenCourseWare Consortium and open educational resources. It discusses the current and future roles of open courseware in expanding access to education, strengthening teaching, and connecting secondary and higher education. Case studies from Africa, South Korea, Brazil, India, and other regions show how open courseware initiatives are being implemented. The document concludes by outlining ways to get involved in the OpenCourseWare Consortium through events, committees, projects and staying informed.
The AKTIIVI program is a development program funded by the Finnish Ministry of Education and Culture to promote networking, sharing of best practices, and evaluation of goals across 15 projects related to libraries, museums, digital skills, and lifelong learning. The program aims to create open learning environments where information and resources can be shared to support continuous learning regardless of location or means. Initial results include strengthened networks and collaboration between projects, dissemination of information and experiences, and examples of functional open learning spaces. The various projects develop tools and events to engage communities and promote active citizenship.
Europeana Fashion @Innovathens March 2016Marco Rendina
A presentation on the main achievements of the Europeana Fashion International Association, with a special focus on the GLAM-wiki collaboration we carried-on, organising a series of edit-a-thon around Europe, involving the most important fashion museums and archives and the local Wikipedia chapters.
Check list and summary isc d lavollée 25th juneNick Langmead
The document summarizes the goals and activities of a 2011-2013 Comenius Multilateral School Partnership Project involving multiple schools. Over the course of the project, students and staff from the partner schools will participate in exchanges to learn about health, sport, leisure and careers opportunities in other countries. Exchanges will include homestays and producing video diaries. The project aims to improve language skills and digital competencies while promoting healthy lifestyles. Progress will be documented on a shared website.
European mooc strategies: strength in diversityEADTU
European MOOC strategies show strength in diversity. While the US initially dominated the MOOC movement, the response in Europe has been fragmented with many country- and language-specific platforms emerging. However, European involvement in MOOCs is increasing, with more universities offering them. Diversity across platforms, languages, approaches and objectives helps address different needs. Coordination is needed to leverage this diversity and ensure inclusive, equitable access to open education through collaborative MOOC strategies across Europe.
European mooc strategies: strength in diversity?EADTU
European MOOC strategies show strength in diversity, with a fragmented but growing response to the US-dominated MOOC movement. While the US sees a decline in institutions offering MOOCs, Europe has seen an increase from 58% to 71.7% from 2013-2014. European initiatives include country-specific platforms and governmental support of open education. The EU aims to innovate teaching through open educational resources and modernize education. Surveys show European institutions are more involved in MOOCs and see benefits like reputation and flexibility, while US institutions focus on recruitment. Europe must embrace openness for all and strengthen collaboration to realize opportunities while countering risks like lack of equity and inclusion. Diversity, if coordinated pro
European Social Innovation for Naples: 2011 CompetitionEuclidNetwork2
European Social Innovation for Naples is a project that aims to address social challenges in Naples, Italy through social innovation. It consists of three main parts: a competition for social innovators to propose solutions to challenges in Naples, an international conference to recognize winners and share knowledge, and implementation and evaluation of winners' projects. The competition is open internationally and nationally, with international and national juries selecting overall winners. Winners will receive funding and support to implement their proposed solutions over one year, after which results will be evaluated. The goal is to demonstrate how social innovation can provide new solutions and make Naples a model for social innovation in Europe.
European Social Innovation for Naples is a project that aims to address social challenges in Naples, Italy through social innovation. It consists of three main parts: a competition for social innovators to propose solutions to challenges in Naples, an international conference to recognize winners and share knowledge, and implementation and evaluation of winners' projects. The competition is open internationally and nationally, with international and national juries selecting six winners each who will receive funding and support to implement their solutions over one year, after which results will be assessed. The conference will gather professionals and citizens to recognize winners and facilitate networking. Overall, the project seeks to turn Naples into a model for social innovation and influence EU policy and funding.
European Social Innovation Project: Naples - Euclid's annual conferenceEuclidNetwork2
The document summarizes a project called "European Social Innovation for Naples" which aims to address social challenges in Naples, Italy through an international social innovation competition and conference. The competition will invite social innovators to propose solutions to six challenges identified in Naples. Winners will implement their solutions and reconvene in a year to assess the results. The accompanying conference will allow professionals and citizens to network, share knowledge, and celebrate the competition winners. The goals are to promote social innovation, influence EU policy and funding, and mobilize competences to address Naples' social issues.
European Social Innovation Competition in Naples - Euclid's annual conferenceEuclidNetwork2
This document summarizes a call for social innovators to provide solutions to social challenges in Naples, Italy. There will be an international competition to generate ideas, followed by a conference to select winners and share knowledge. The 6 winning teams will implement their ideas with support from local partners, and reconvene after a year to evaluate results. The goal is to prove
The document discusses past and future projects of the European Journalism Training Association (EJTA). It summarizes several past EU-funded projects that EJTA has participated in, including MEDIANE which aimed to help media become more inclusive of diversity, and Mediahackers which provided free online journalism courses. It outlines criteria for future projects, such as being related to journalism/media education and beneficial for EJTA members. Several potential future projects are mentioned where EJTA could play a role as external evaluator or with dissemination, including on integrating innovation in journalism education and representing how war anniversaries are covered in European news media.
Intent Project Experience, UniCollaboration platform and International placement by Francesca Helm (University of Padova)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
An international collaboration in the design experience of a MOOC series. MOOCs for Teachers, the partnership and the design choices made by the team, involving international experts
The document summarizes the design and development of an international collaboration to create a series of MOOCs called "MOOCs For Teachers". The collaboration was between Politecnico di Milano and UNIT to create short MOOCs focused on flipped classroom methodology, use of open educational resources, active learning, and formative assessment. The first MOOC in the series on flipped classroom methodology took 6 months to develop with input from 8 people. It included video testimonials from international experts and had over 2000 participants. The MOOCs were designed to foster collaboration between instructional designers and encourage teachers to rethink their roles and contributions to design.
This document outlines plans for the development of online media literacy courses through Work Package 6 at Sumy State University in Ukraine. The work package will create over 20 online courses to raise analytical thinking and media literacy among students, teachers, and the general public. Key activities include forming a team to develop the courses, creating online content and materials, piloting the courses, and evaluating their effectiveness in improving critical thinking around modern media and information. The expected outputs are free and accessible online courses, educational programs and resources to spread media literacy in Ukraine.
Anna-Lena Claeys-Kulik introduces European Commission's European Universities Initiative and explains its background and the current partnerships between universities in Europe.
Presentation of Laura Eigbrecht for EDEN's European Online and Distance Learning Week on 'Next normal: Including students’ views into shaping future higher education' - Wednesday, November 4, 2020, 17:00-18:30 CET
More info:
https://www.eden-online.org/eden_conference/eodlw-2020-6/
This presentation summarized the LangOER project, which aims to enhance open educational resources (OER) for less commonly taught languages in Europe. It provided an overview of existing OER repositories and languages, noting a diverse landscape from languages with many resources to those with few. The project is conducting teacher trainings and policy briefings to promote OER adoption and address challenges of discoverability, licensing, and incentives for sustained OER development for minority languages.
This presentation summarized the LangOER project, which aims to enhance open educational resources (OER) for less commonly taught languages in Europe. It discussed how the project is conducting a state-of-the-art report on OER availability for 23 languages, producing policy briefs, and providing teacher training. The presentation highlighted the diverse landscape of OER for language learning, from languages with many resources to those with few. It also noted some challenges to developing OER, such as concepts being novel to some teachers and incentives for sustained development.
European social innovation competition in NaplesEuclidNetwork2
The document announces a competition and conference to promote social innovation in Naples, Italy. It calls for social innovators across Europe to submit solutions to six social challenges identified in Naples. Winners will receive funding and support to implement their ideas. The conference will connect professionals, award winners, and share knowledge on social investment and citizen engagement. The goal is to make Naples a model for social innovation and influence European social policies and funding.
European Social Innovation for Naples: 2011 CompetitionEuclidNetwork2
The document summarizes a call for social innovators to provide solutions to social challenges in Naples, Italy. It describes a competition and conference to be held from March 2011 to September 2012 where social innovators can submit proposals, winners will be selected, and an event will bring together professionals to implement the solutions. The goal is to promote social innovation and tackle specific issues in Naples.
Weaving Global Partnerships: Telecollaboration in University EducationRobert O'Dowd
This document discusses telecollaboration and its use in university education. It begins by noting that while the goal is for 20% of university students to study abroad, telecollaboration can provide international experiences for the remaining 80%. Telecollaboration involves online intercultural exchange projects between classes in different locations. Examples of telecollaboration set-ups and projects are provided. Benefits identified include developing language skills, intercultural awareness, and international networks. Research shows benefits for learner autonomy, linguistic competence, and intercultural competence. Barriers to wider adoption include the time needed, difficulties integrating into curriculums, lack of pedagogical knowledge, and lack of technical skills.
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Mobility opportunities with Erasmus+ (action line KA171 & KA171) - Larissa Sl...EADTU
This document provides information about the Erasmus+ program for higher education mobility opportunities. Erasmus+ is a European subsidy program that covers education, training, youth, and sport with a budget of €26 billion for 2021-2027. It aims to promote economic growth, employment, equal opportunities, and social inclusion in Europe. The program offers students and staff the opportunity to study, train, teach, and volunteer abroad. Key actions under Erasmus+ for higher education include KA131 for mobility within Europe and KA171 for mobility outside of Europe.
Overcoming Barriers to Online Engagement through carefull design and delivery...EADTU
Empower Webinar Week. Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Designing a MOOC course for promoting the active participation of European citizenship
1. Designing a MOOC course for promoting
the active participation of European
citizenship
Patricia Herrero de la Escosura
Ana Isabel González González
2. Contextualization
• To promote the active participation of citizenship in the
EU democratic life, The European Commission has
created the Europe for the Citizen program.
• Gijón (Spain), have designed the project CITIZEU.
• The development of this Project include two MOOC
courses in collaboration with the University of Oviedo.
• Final MOOC’s goals:
• To promote a better understanding of the European
Union, to increase tolerance and knowledge of the
different European countries.
• To create a European identity through the intervention
of all the participants in the project.
3. The Europe for Citizens Program
• The Europe for Citizens Program is a European Program
managed by the Education, Audiovisual and Culture
Executive Agency of the European Union (EACEA).
• It is part of the Europe 2020 Global Strategy.
• It is directed:
• To contribute the citizens' understanding about the EU
functioning, especially how EU policies are shaped
today.
• To encourage the democratic participation at EU level.
4. The Spanish project
• The city of Gijón:
• Has formulated the project “The Impact of
Euroscepticism in the construction of Europe”.
• Has created a consortium for the execution of the
project, with:
• The city of Nuremberg (Germany),
• The city of Genoa (Italy),
• The city of Alba Iulia (Romania),
• The NGO AEKS (Finland),
• The Think Tank CEPS (Belgium), and
• The University of Oviedo (Spain).
5. Objectives
• General objectives:
• To link citizens of six European cities to understand the
European Union.
• To get a common cooperation for building a better Europe.
• Concrete objectives:
• To provide knowledge about European Union basic
concepts.
• To promote a proactive understanding towards the
Euroscepticism, and the effects that this may have on the
European project.
• To focus from the local perspective on problems of the
Union.
• To be aware of the effects that different national issues can
bring for all.
• To contribute to the understanding of the EU and the
different European States.
6. Project actions
• National events:
• Round tables.
• Celebration of five citizens dialogues in different
European cities (project partners):
• To improve global knowledge about Europe.
• To promote public debate between citizens, cities
and states.
• To promote intercultural dialgue.
• To encourage the participation of citizens with
disadvantaged circumstances.
• Platform online participa.gijon.es: "Participates
CITIZEU”.
• Free platform educational content online access to all
citizens through which two MOOC courses.
7. The first MOOC course
• Title: Europe is YOU: basic course about the EU.
• Objectives:
• To provide a basic knowledge about the history, institutions,
achievements and multilevel government of the EU.
• To purvey the participants with the necessary tools to build a well-
founded idea about Europe today.
• Contents:
• Lesson 1. Past, Present and Future of the European Union.
• Lesson 2. Citizenship of the European Union.
• Lesson 3. Knowing the European Union.
• Lesson 4. The decision making at the European sphere.
• Lesson 5. How the European Union's action on justice affects.
• Lesson 6. The day to day of the European Union.
• Implementation:
• University of Oviedo.
• European and International Affairs of the Gijon City Council.
8. The second MOOC course
• Title: The European Union as agent of change.
• Objectives:
• To deep in some of the European problems and policies.
• To promote a discussion of the reasons behind the current raise
of Eurosceptic.
• Implementation:
• The University of Oviedo.
• The other five partners of the consortium for the execution of the
project.
• Contents:
• Lesson 1. Globalization and EU-skepticism.
• Lesson 2. The European Pillar of Social Rights.
• Lesson 3. Immigration.
• Lesson 4. Equality, non-discrimination and no violence.
• Lesson 5: EU growth and cohesion.
• Lesson 6: EU elections and EU future.
9. Implementation of MOOCs
• Technical support: the Innovation Centre of the
University of Oviedo.
• Platforms:
• Uniovix (platform specifically developed by the
University of Oviedo Innovation Centre for the
realization of MOOC courses).
• Moodle (general platform of the University of Oviedo
for online teaching).
• Languages:
• English.
• Spanish.
10. Design of MOOCs
• We created two separate packages of knowledge structured
in a closed manner:
• We produced original material:
• Written.
• Audiovisual, available in the YouTube account of Citizeu
project.
• We collected complementary information, documents and
audio-visual sources.
• This packages was proposed in independent units, so that the
student could choose only those that were most useful to him.
• Its content was structured for multiple accesses.
11. Dynamic of the course
• The course is organized by weeks and each week the
materials of a new lesson are made available to the students.
• All the lessons have a similar structure:
• Didactic guide, or objectives. In it, we briefly present the
objectives we propose, to help to understand and deepen
into the contents of the lesson.
• Contents, or key ideas. They are:
• A video lesson.
• A PDF with the basic concepts.
• Different Additional Contents, as videos, documents o
web sites.
• Activities, or weekly challenge:
• Activities designed to promote online learning through the
interaction of the participants.
• Activities for evaluate the level of understanding of the
contents.
12. Development of MOOCs
• The six scheduled lessons of each course were developed
during six consecutive weeks.
• We offered to the students constant support and feedback:
• On the scheduled dates.
• Wen it was requested.
• We interact with the students trough different social networks:
• The web Participa Gijón CITIZEU: Stop Euroscepticism!
• FACEBOOK. We created the Facebook Group “CITIZEU
Mooc Course”.
• TWITTER. We created different labels, one for each activity
that we make through, and a generic one
@asuntoseuropeos #CITIZEUMooc.
• INSTAGRAM. We created a specific Instagram of the course:
@gijoneuropaig, with different hashtags for each of the
activities.
• The Technical Consultations and other course Forums.
13. Methodology
• We combine:
• Self-learning:
• Basic ideas simple and attractive.
• Activities formulated for exciting curiosity.
• Additional content for deepening.
• Guided learning:
• Didactic.
• Technical.
• We mix materials:
• Provided by teachers. That is the more important in the first
MOOC course.
• Built through the interaction of the participants. That is the
more important in the second MOOC course.
14. Students evaluation
• There are a self-assessment questionnaire in each
lesson:
• In the first course it is just for the student to check for
himself the degree of assimilation and learning.
• In the second course, they represents the 30% of the
evaluation.
• In both, they are formed by multiple choice questions.
• The final test is different in each of the courses:
• The first MOOC course had a final questionnaire.
• The second MOOC course has a Peer to Peer
evaluation system.
• The students who pass the test can obtain:
• A certificate.
• A badge to keep in a digital backpack.
15. Results
• Students:
• Edition in the MODLE platform of the University of Oviedo:
large majority of students of this University.
• Editions in UNIOVIX: students much more heterogeneous.
• Discussion:
• Less than expected.
• Mostly trough the Forums.
• Achievements:
• We produced abundant learning materials. They will be
offered as a closed downloadable course on the website of
the Jean Monnet working group of the University of Oviedo.
• The students evaluate the course with a score of 9.3/10.
• The results will be analysed in the meetings with citizens in
several European countries.
16. Conclusion
• Project:
• Represents a new form of knowledge transfer in our University.
• It involves the integration of a university project with a
European call, with the participation of different entities and
international organizations.
• It implies a new channel of dissemination of the research
activity.
• Direction and design:
• It is perfectly possibly for a traditional professor to implement a
MOOC course at the University.
• The necessary effort may be too serious for an inexpert equip.
• May be necessary some technical support.
• Students:
• Most of students are young people.
• Students have a low tendency to participate.
17. THANK YOU VERY MUCH
Patricia Herrero de la Escosura
Ana Isabel González González