Keynote presentation at the European Congress for Technology Enhanced Learning in Business: "Digital Learning Congress", Copernicus Center, Warsaw, Poland http://dlcongress.pl/
The document discusses the changing landscape of MOOCs and online learning. It begins by defining MOOCs and providing context about increasing demand for flexibility in higher education. Universities are making MOOCs for several reasons: to enhance their brand and reputation, reach new global markets by pulling students from informal to formal learning, and to provide flexible learning options. MOOC platforms also allow universities to integrate online components into traditional degrees through options like flipped classrooms. While MOOCs differ from online degrees in aspects like support and assessment, the lines are blurring as some MOOCs offer accreditation. Overall, the document advocates for embracing digital learning while still valuing campus experiences.
The document summarizes a roundtable discussion hosted by the BizMOOC project. It provides an agenda for the roundtable including presentations on the state of MOOCs, lifelong learning in the workplace, and business strategies for using MOOCs. Reflections from participants acknowledge challenges like cultural shifts needed in businesses to recognize lifelong learning, and the need to demonstrate cost savings to businesses from MOOC implementation. Next steps include disseminating outcomes to stakeholders and promoting an upcoming webinar on MOOC design.
This document discusses emerging trends and technologies in education including student-centered and collaborative learning, critical thinking and problem solving. It outlines tools that support these approaches such as learning management systems, collaborative environments, social media, cloud computing, augmented and virtual reality. Specific resources are provided on open courseware, digital content, streaming video and trends in educational technology.
MatchConnect is a web platform founded by Dominic Soh that connects students and individuals to industry projects and volunteer opportunities. It aims to address the "chicken and egg" problem many face entering the job market of needing experience to get a job but needing a job to gain experience. The platform allows organizations to list projects for students to gain skills and experience while helping organizations save costs and find talent. It currently has over 100 organizations and students signed up after only operating for a month. Soh is seeking $25,000 in funding in exchange for 25% equity to further develop partnerships and the freemium business model of charging organizations for promotion and student leads.
The document summarizes findings from a research project conducted by University of the Arts London (UAL) called UAL Futures, which aimed to explore how to better support digital creativity and skills among UAL students. Over 100 students, staff, alumni and creative professionals provided input. Key findings included that students want (1) resources to learn fundamental digital concepts, (2) access to technology and learning opportunities, (3) ways to apply their learning, (4) access to knowledgeable teachers and peers, and (5) spaces to collaborate cross-disciplinarily. Recommendations included developing content to demystify digital topics, connecting students to mentors and peer networks, creating platforms for skills sharing, and better connecting digital initiatives
A quick non technical session for Fujitsu Ambassadors in Scotland on what we planned and what we will actually do with Fujitsu Hub in a large Scottish College City of Glasgow College
The document discusses the changing landscape of MOOCs and online learning. It begins by defining MOOCs and providing context about increasing demand for flexibility in higher education. Universities are making MOOCs for several reasons: to enhance their brand and reputation, reach new global markets by pulling students from informal to formal learning, and to provide flexible learning options. MOOC platforms also allow universities to integrate online components into traditional degrees through options like flipped classrooms. While MOOCs differ from online degrees in aspects like support and assessment, the lines are blurring as some MOOCs offer accreditation. Overall, the document advocates for embracing digital learning while still valuing campus experiences.
The document summarizes a roundtable discussion hosted by the BizMOOC project. It provides an agenda for the roundtable including presentations on the state of MOOCs, lifelong learning in the workplace, and business strategies for using MOOCs. Reflections from participants acknowledge challenges like cultural shifts needed in businesses to recognize lifelong learning, and the need to demonstrate cost savings to businesses from MOOC implementation. Next steps include disseminating outcomes to stakeholders and promoting an upcoming webinar on MOOC design.
This document discusses emerging trends and technologies in education including student-centered and collaborative learning, critical thinking and problem solving. It outlines tools that support these approaches such as learning management systems, collaborative environments, social media, cloud computing, augmented and virtual reality. Specific resources are provided on open courseware, digital content, streaming video and trends in educational technology.
MatchConnect is a web platform founded by Dominic Soh that connects students and individuals to industry projects and volunteer opportunities. It aims to address the "chicken and egg" problem many face entering the job market of needing experience to get a job but needing a job to gain experience. The platform allows organizations to list projects for students to gain skills and experience while helping organizations save costs and find talent. It currently has over 100 organizations and students signed up after only operating for a month. Soh is seeking $25,000 in funding in exchange for 25% equity to further develop partnerships and the freemium business model of charging organizations for promotion and student leads.
The document summarizes findings from a research project conducted by University of the Arts London (UAL) called UAL Futures, which aimed to explore how to better support digital creativity and skills among UAL students. Over 100 students, staff, alumni and creative professionals provided input. Key findings included that students want (1) resources to learn fundamental digital concepts, (2) access to technology and learning opportunities, (3) ways to apply their learning, (4) access to knowledgeable teachers and peers, and (5) spaces to collaborate cross-disciplinarily. Recommendations included developing content to demystify digital topics, connecting students to mentors and peer networks, creating platforms for skills sharing, and better connecting digital initiatives
A quick non technical session for Fujitsu Ambassadors in Scotland on what we planned and what we will actually do with Fujitsu Hub in a large Scottish College City of Glasgow College
Willem Jonker, CEO EIT ICT Labs - iMinds TC 2013imec
EIT ICT Labs is a pan-European organization that aims to strengthen Europe's position in ICT innovation through three main activities: education, research-based innovation, and business development. It operates a network of co-location centers across Europe and in Silicon Valley. In 2014, EIT ICT Labs plans to expand its activities, including doubling the size of its master's and doctoral schools, launching new initiatives in key areas like urban mobility, and growing its business development accelerator program. The overall goal is to foster an entrepreneurial and innovative ICT ecosystem across Europe.
This document discusses the skills needed for Education 4.0 and the Fourth Industrial Revolution. It outlines the stages of previous industrial revolutions from Industry 1.0 to 3.0 and defines Industry 4.0 as being based on cyber-physical systems. A recent report estimates that automation will replace 137 million jobs in Southeast Asia in the next 20 years. The document then discusses the GROW model for goal setting and lists top skills like complex problem solving, critical thinking, and creativity that will be important for adapting to Industry 4.0. It provides examples of digital skills teachers need to develop like creating video content, using social media, and learning tools like Zoom and Google Classroom.
Presentation by Diana Andone, University of Timisoara, Romania, EDEN Vice-President at the 2018 European Distance Learning Week's third day webinar on "Virtual Reality" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/p9qj0n3f4kw9/
Ollie Bray's presentation at Policy Exchange (UK Government Independent Think Tank) on the Future of ICT in Education. The presentation took place on 9th September 2011.
Open Badges a Beuth University in BerlinIlona Buchem
The document discusses the open badges design projects at Beuth University in Berlin. It describes three open badges projects the university has undertaken: 1) a qualification program to help migrant academics find employment using open badges to recognize their skills, 2) a university project focused on developing digital skills, and 3) an Erasmus project creating an open badge network. It then provides details on the badge design process, which involves defining competencies, conceptual design using a badge canvas, visual design in Illustrator, and issuing badges through platforms like Moodle or Open Badge Factory. Research theses are also exploring employer perceptions and user design preferences around open badges.
This document summarizes a meeting on rethinking education in Europe. It outlines challenges facing European education systems such as high early school leaving rates, varying skills levels, an aging teaching profession, and financial constraints. It proposes initiatives to address these issues like improving qualifications, increasing tertiary attainment, boosting basic and language skills, developing vocational education, and supporting teachers. A new Erasmus for All program is introduced to streamline existing programs into a single framework focusing on learning mobility, cooperation projects, and policy support.
MOOCs still have potential as a viable business model if certain approaches are taken. While initial MOOC models were not sustainable, emerging models include:
1) Universities offering MOOCs as part of blended learning programs or to recruit more students without increasing costs.
2) Certification and credentialing programs where students can pay for assessments to earn credits or degrees from partner universities.
3) Continuous education models where companies partner with MOOC providers to offer professional development to employees.
As these new approaches are tried, MOOCs may provide sustainable solutions for universities and continuous education going forward.
Disruptive Innovation in Higher Education: Producing Spaces for ChangeOliver Wood
The story of an experimental learning lab at Coventry University. This presentation was originally used for a British Computer Society talk on April 17 2019. For more information on the Disruptive Media Learning Lab (DMLL) visit: dmll.org.uk.
Students Co-creators of Digital EducationDiana Andone
Presentation "Students Co-creators of Digital Education" by Dr. Diana Andone, Politehnica University of Timisoara, done at "ALTA’21 - Advanced Learning Technologies and Applications. From Distance to Hybrid Learning” on December 1st 2021 Lithuania, online Conference Conference organized by
Informatics Faculty at Kaunas University of Technology and National Association of Distance Education Lithuania.
366 training ftu lectures - 20 it applicationsDao Hoa
This document discusses 30 different IT applications that can be used for teaching and learning. It begins by asking what types of IT applications can be used, such as talking, explaining, giving examples, and demonstrations. It then discusses different hardware, software, and networking technologies used in IT. The bulk of the document provides examples of specific IT applications and websites that can be leveraged for teaching, such as YouTube, Skype, wikis, file sharing sites, messaging platforms, and learning management systems. It advocates setting up online lectures, videos, documents, quizzes and forums to facilitate online teaching.
Join us if you're attending the annual meeting for the first time or if you want an inside look at the program and its innovations. We'll discuss navigating the program to find sessions that fit your interests and review the Hands-On Workshops, Short Presentation Pairs, and 2017 program highlights. We'll also show you ways to meet new colleagues and engage with emerging teaching and learning with technology topics.
Ellen Lessner and Emma Procter-Legg Web conferencing to boost employability i...Jisc
The document summarizes a presentation about a project called "Student4WebES" that aimed to teach employability skills to students through web conferencing. The project found that few students understood web conferencing. It trained students to set up and participate in webinars, had students conduct webinars with local employers, and produced guides. Students gained skills like communication and teamwork. Now the presenters want to create a structured online course on setting up webinars to embed these skills for wider use. They are seeking feedback and interest in piloting the course.
Lloyds Banking Group has launched a new web-based e-training system provided by Day One Technologies Ltd to provide flexible online training for employees. The system allows employees to complete training from home for maternal or paternal leave reasons using online videos and video conferencing. The e-training system provides a way for Lloyds to develop employee job competencies through online learning methods.
Breakfast buffet opens at 8:00 a.m. and will be open until 9:00 a.m. At 8:15 a.m., ELI leadership will introduce you to ELI's philosophy and programs, as well as future programmatic directions. You will learn about the different ways to become engaged with ELI's community, activities, publications, and events. At this session, you'll also have the opportunity to provide input about ways we can better support you and your work.
This document summarizes a presentation given by Prof. Dr. Claus Kaldeich and Prof. Dr. Karsten Wendland on their work developing skills training programs at the Technical Trainers College in Riyadh, Saudi Arabia. The presentation describes the college's objectives of training students in information and communication technologies to become teacher-trainers. It provides an overview of the current situation in Saudi Arabia regarding education and skills development needs. It then details the concepts and approaches used at the college, such as a hands-on, project-based learning model. Examples of student projects and results are also summarized, such as a library information system developed by students.
The document discusses combining learning and working through lifelong learning initiatives in the Netherlands. It provides an example of how Rockwool, a company with 1200 employees, implemented validation of prior learning (VPL) to help employees gain qualifications and advance their careers. Through VPL and tailored education programs developed with a local education institution, Rockwool saw benefits like increased employee motivation, efficiency savings, and reduced education costs. The document also outlines national goals to increase adult education rates and discusses interdepartmental efforts between 2007-2009 to support regional partnerships and address barriers to learning and skills development for both employed and unemployed individuals.
This document is a resume for Richard James Davies. It summarizes his work and education history. For work experience, it lists roles as a Student Voice Facilitator at Birmingham City University Student Union from 2016 to present, a Technical Demonstrator at Birmingham City University from 2016 to present, and other past roles. It also lists his education as a BSc in Information Communication Technology at Birmingham City University from 2013 to present, predicted to achieve a First Class degree. It provides details on the modules and technologies covered in his degree program.
Education 4.0 - Teacher for the Future (Teacher 4.0)Thiyagu K
Education 4.0 is a purposeful approach to learning that lines up the fourth industrial revolution and about transforming the future of education using advanced technology and automation. This presentation slide explains the innovative practices of incorporating advanced technology in our classroom practice.
The document discusses the Leonardo Power Quality Initiative (LPQI), an international educational program on power quality issues. It provides an overview of LPQI's history and structure, achievements over its 7 years, and plans going forward. Key points include that LPQI has established itself as a leading resource on power quality topics through its online library, publications, seminars, and certification program. It aims to enhance its educational offerings with more interactive tools and online content.
The document proposes using Webquest 2.0 collaborative projects to introduce continuing professional training in small and medium enterprises. Webquest 2.0 combines collaborative learning through mostly online and asynchronous interactions supported by Web 2.0 technologies, along with self-paced learning. This new training methodology could address the little use of information and communications technology for learning in SMEs. The document outlines a 7-step learning circle process and discusses research questions, pilot trainings conducted in Poland and the UK, and results and issues identified.
This document compares and summarizes popular authoring tools for e-learning, including tools for web design, assessment, and screen capture. It discusses tools like eXe learning, Lectora, Dreamweaver, Respondus, Questionmark Perception, Edumatic, Adobe Captivate, Camtasia, and Morae. For each category of tools, it provides a brief overview of the tools' capabilities and limitations. The goal is to start a discussion on the strengths and weaknesses of these options based on experiences at KATHO, Belgium's main e-learning teacher training center.
Willem Jonker, CEO EIT ICT Labs - iMinds TC 2013imec
EIT ICT Labs is a pan-European organization that aims to strengthen Europe's position in ICT innovation through three main activities: education, research-based innovation, and business development. It operates a network of co-location centers across Europe and in Silicon Valley. In 2014, EIT ICT Labs plans to expand its activities, including doubling the size of its master's and doctoral schools, launching new initiatives in key areas like urban mobility, and growing its business development accelerator program. The overall goal is to foster an entrepreneurial and innovative ICT ecosystem across Europe.
This document discusses the skills needed for Education 4.0 and the Fourth Industrial Revolution. It outlines the stages of previous industrial revolutions from Industry 1.0 to 3.0 and defines Industry 4.0 as being based on cyber-physical systems. A recent report estimates that automation will replace 137 million jobs in Southeast Asia in the next 20 years. The document then discusses the GROW model for goal setting and lists top skills like complex problem solving, critical thinking, and creativity that will be important for adapting to Industry 4.0. It provides examples of digital skills teachers need to develop like creating video content, using social media, and learning tools like Zoom and Google Classroom.
Presentation by Diana Andone, University of Timisoara, Romania, EDEN Vice-President at the 2018 European Distance Learning Week's third day webinar on "Virtual Reality" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/p9qj0n3f4kw9/
Ollie Bray's presentation at Policy Exchange (UK Government Independent Think Tank) on the Future of ICT in Education. The presentation took place on 9th September 2011.
Open Badges a Beuth University in BerlinIlona Buchem
The document discusses the open badges design projects at Beuth University in Berlin. It describes three open badges projects the university has undertaken: 1) a qualification program to help migrant academics find employment using open badges to recognize their skills, 2) a university project focused on developing digital skills, and 3) an Erasmus project creating an open badge network. It then provides details on the badge design process, which involves defining competencies, conceptual design using a badge canvas, visual design in Illustrator, and issuing badges through platforms like Moodle or Open Badge Factory. Research theses are also exploring employer perceptions and user design preferences around open badges.
This document summarizes a meeting on rethinking education in Europe. It outlines challenges facing European education systems such as high early school leaving rates, varying skills levels, an aging teaching profession, and financial constraints. It proposes initiatives to address these issues like improving qualifications, increasing tertiary attainment, boosting basic and language skills, developing vocational education, and supporting teachers. A new Erasmus for All program is introduced to streamline existing programs into a single framework focusing on learning mobility, cooperation projects, and policy support.
MOOCs still have potential as a viable business model if certain approaches are taken. While initial MOOC models were not sustainable, emerging models include:
1) Universities offering MOOCs as part of blended learning programs or to recruit more students without increasing costs.
2) Certification and credentialing programs where students can pay for assessments to earn credits or degrees from partner universities.
3) Continuous education models where companies partner with MOOC providers to offer professional development to employees.
As these new approaches are tried, MOOCs may provide sustainable solutions for universities and continuous education going forward.
Disruptive Innovation in Higher Education: Producing Spaces for ChangeOliver Wood
The story of an experimental learning lab at Coventry University. This presentation was originally used for a British Computer Society talk on April 17 2019. For more information on the Disruptive Media Learning Lab (DMLL) visit: dmll.org.uk.
Students Co-creators of Digital EducationDiana Andone
Presentation "Students Co-creators of Digital Education" by Dr. Diana Andone, Politehnica University of Timisoara, done at "ALTA’21 - Advanced Learning Technologies and Applications. From Distance to Hybrid Learning” on December 1st 2021 Lithuania, online Conference Conference organized by
Informatics Faculty at Kaunas University of Technology and National Association of Distance Education Lithuania.
366 training ftu lectures - 20 it applicationsDao Hoa
This document discusses 30 different IT applications that can be used for teaching and learning. It begins by asking what types of IT applications can be used, such as talking, explaining, giving examples, and demonstrations. It then discusses different hardware, software, and networking technologies used in IT. The bulk of the document provides examples of specific IT applications and websites that can be leveraged for teaching, such as YouTube, Skype, wikis, file sharing sites, messaging platforms, and learning management systems. It advocates setting up online lectures, videos, documents, quizzes and forums to facilitate online teaching.
Join us if you're attending the annual meeting for the first time or if you want an inside look at the program and its innovations. We'll discuss navigating the program to find sessions that fit your interests and review the Hands-On Workshops, Short Presentation Pairs, and 2017 program highlights. We'll also show you ways to meet new colleagues and engage with emerging teaching and learning with technology topics.
Ellen Lessner and Emma Procter-Legg Web conferencing to boost employability i...Jisc
The document summarizes a presentation about a project called "Student4WebES" that aimed to teach employability skills to students through web conferencing. The project found that few students understood web conferencing. It trained students to set up and participate in webinars, had students conduct webinars with local employers, and produced guides. Students gained skills like communication and teamwork. Now the presenters want to create a structured online course on setting up webinars to embed these skills for wider use. They are seeking feedback and interest in piloting the course.
Lloyds Banking Group has launched a new web-based e-training system provided by Day One Technologies Ltd to provide flexible online training for employees. The system allows employees to complete training from home for maternal or paternal leave reasons using online videos and video conferencing. The e-training system provides a way for Lloyds to develop employee job competencies through online learning methods.
Breakfast buffet opens at 8:00 a.m. and will be open until 9:00 a.m. At 8:15 a.m., ELI leadership will introduce you to ELI's philosophy and programs, as well as future programmatic directions. You will learn about the different ways to become engaged with ELI's community, activities, publications, and events. At this session, you'll also have the opportunity to provide input about ways we can better support you and your work.
This document summarizes a presentation given by Prof. Dr. Claus Kaldeich and Prof. Dr. Karsten Wendland on their work developing skills training programs at the Technical Trainers College in Riyadh, Saudi Arabia. The presentation describes the college's objectives of training students in information and communication technologies to become teacher-trainers. It provides an overview of the current situation in Saudi Arabia regarding education and skills development needs. It then details the concepts and approaches used at the college, such as a hands-on, project-based learning model. Examples of student projects and results are also summarized, such as a library information system developed by students.
The document discusses combining learning and working through lifelong learning initiatives in the Netherlands. It provides an example of how Rockwool, a company with 1200 employees, implemented validation of prior learning (VPL) to help employees gain qualifications and advance their careers. Through VPL and tailored education programs developed with a local education institution, Rockwool saw benefits like increased employee motivation, efficiency savings, and reduced education costs. The document also outlines national goals to increase adult education rates and discusses interdepartmental efforts between 2007-2009 to support regional partnerships and address barriers to learning and skills development for both employed and unemployed individuals.
This document is a resume for Richard James Davies. It summarizes his work and education history. For work experience, it lists roles as a Student Voice Facilitator at Birmingham City University Student Union from 2016 to present, a Technical Demonstrator at Birmingham City University from 2016 to present, and other past roles. It also lists his education as a BSc in Information Communication Technology at Birmingham City University from 2013 to present, predicted to achieve a First Class degree. It provides details on the modules and technologies covered in his degree program.
Education 4.0 - Teacher for the Future (Teacher 4.0)Thiyagu K
Education 4.0 is a purposeful approach to learning that lines up the fourth industrial revolution and about transforming the future of education using advanced technology and automation. This presentation slide explains the innovative practices of incorporating advanced technology in our classroom practice.
The document discusses the Leonardo Power Quality Initiative (LPQI), an international educational program on power quality issues. It provides an overview of LPQI's history and structure, achievements over its 7 years, and plans going forward. Key points include that LPQI has established itself as a leading resource on power quality topics through its online library, publications, seminars, and certification program. It aims to enhance its educational offerings with more interactive tools and online content.
The document proposes using Webquest 2.0 collaborative projects to introduce continuing professional training in small and medium enterprises. Webquest 2.0 combines collaborative learning through mostly online and asynchronous interactions supported by Web 2.0 technologies, along with self-paced learning. This new training methodology could address the little use of information and communications technology for learning in SMEs. The document outlines a 7-step learning circle process and discusses research questions, pilot trainings conducted in Poland and the UK, and results and issues identified.
This document compares and summarizes popular authoring tools for e-learning, including tools for web design, assessment, and screen capture. It discusses tools like eXe learning, Lectora, Dreamweaver, Respondus, Questionmark Perception, Edumatic, Adobe Captivate, Camtasia, and Morae. For each category of tools, it provides a brief overview of the tools' capabilities and limitations. The goal is to start a discussion on the strengths and weaknesses of these options based on experiences at KATHO, Belgium's main e-learning teacher training center.
My presentation at the Digital Competences for Open Education workshop, 7th Edition 6 March 2020, Tiramisara, Romania. The theme for my presentation was on Promoting online learning in the workforce in Europe, an initiative from EC EASME and Digital Growth.
Welcome presentation given by Marieke Guy and Brian Kelly, UKOLN at Institutional Web Management Workshop 2009, University of Essex, 28 - 30, July 2009
Learning design blueprints COMO courses for 8 target groupsChristian Zeininger
Learning design for (mobile) internet and web apps courses to be offered under a unique brand (COMO) by IT and ICT training centres and institutions, based on a franchising model (for nationwide outreach)
The document discusses the ECoVEM project which aims to establish a European Centre of Vocational Excellence in Microelectronics. The project will develop innovative vocational education and training curricula in microelectronics between EQF levels 3-8 through collaboration with industry and social partners. It will also disseminate information about microelectronics and raise the attractiveness of VET programs to increase employment opportunities through various events and competitions. The project has 8 work packages and will result in a cooperation platform, new VET curricula delivered across partners, and a governance plan to ensure sustainability.
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
Educating our Future Engineering Leaders: an Experiential Approach
Keynote from Manuel Castro, Ph.D., Professor, UNED (Spain) - INTERNATIONAL CONFERENCE ON PEDAGOGICAL INNOVATION July 20, 21 and 22 2022, in Sousse - Tunisia / https://ciip.ieee.tn/
This document describes a 4-day online training course on career guidance and the challenges of future labor markets in Europe. It discusses how jobs will change significantly due to factors like automation, reskilling needs, and new technologies. Important skills for the future include STEAM fields, healthcare, green jobs, and skills like teaching and entrepreneurship. Blended learning approaches that combine online and in-person training are recommended. Maintaining skills through constant learning is the best strategy to stay employable, rather than waiting to see how jobs change.
A new generation of instruments and tools to monitor buildings performanceLeonardo ENERGY
What is the added value of monitoring the flexibility, comfort, and well-being of a building? How can occupants be better informed about the performance of their building? And how to optimize a building's maintenance?
The slides were presented during a webinar and roundtable with a focus on a new generation of instruments and tools to monitor buildings' performance, and their link with the Smart Readiness Indicator (SRI) for buildings as introduced in the EU's Energy Performance of Buildings Directive (EPBD).
Link to the recordings: https://youtu.be/ZCFhmldvRA0
infoShare 2014: Dominik Krabbe, EIT ICT Labs Idea ChallangeInfoshare
The EIT ICT Labs Idea Challenge is a European startup competition across eight technology topics to support young innovators and turn ideas into businesses. It provides coaching, mentoring, funding of up to €40,000, and office space for up to six months to the top three ideas in each topic. The topics include smart spaces, internet of things, smart energy systems, health and wellbeing, urban mobility, cyber-physical systems, cybersecurity, and future cloud. Submissions will be evaluated on criteria such as team quality, idea quality, market potential, and feasibility.
This document discusses the evolution of the internet and introduces the concept of Webquests 2.0. It states that Webquests 2.0 are collaborative online projects that combine asynchronous Web 2.0 technologies to support collaborative and self-paced learning. Learners can create their own learning paths by choosing different Web 2.0 tools and online resources needed to complete a final project. The document outlines the typical structure of a Webquest 2.0, which includes steps like an introduction, tasks, guidance, evaluation, and conclusions. It also encourages discussion of work-based learning experiences and brainstorming issues related to developing personal learning environments.
The document discusses Becta, an organization that provides support for schools' use of technology. It summarizes Becta's current situation of impending closure and ensuring an orderly transition. It also discusses developing a vision for technology in schools and considerations for integrating technology when remodeling school buildings, such as infrastructure, interoperability, and flexibility.
MOOC for web talent network
“Support services to foster Web Talent in Europe by encouraging the use of Massive Open
Online Courses focused on web skills” – SMART 2013/N006
CONTRACT NUMBER 30-CE-0597494/00-12
FINAL REPORT
A study prepared for the European Commission
DG Communications Networks, Content & Technology by
The document describes an ICT Micro Seminar program that teaches people how to use free internet applications to move physical work online. The 7-module seminar covers topics like using Google Maps, Skype, Facebook, and open source software. It is aimed at students, professionals, entrepreneurs and others wanting to gain digital skills. Becoming a facilitator provides an opportunity to earn income by running the seminar courses and gaining ongoing profits from related business activities and referrals.
We at IIHT would like to introduce ourselves as India’s largest IT education organization & Asia’s leading technology training organization in IMS, offering high quality industry specific cost effective professional computer training at individual and corporate levels. We are based out of Bangalore, the IT capital of India. IIHT has a strong presence in the Indian market with over 300 plus centers and we are present in West Africa, East Africa, China, Turkey, Malaysia, Middle East and other countries.
IIHT is a preferred partner of Microsoft, Cisco, HP, Symantec, Redhat, Sun Microsystems, Net Apps, CompTia, CITRIX, VMware, EMC2 and many more IT majors in India and has cooperated with Sikkim Manipal University which is one of the top Indian universities to offer Degree to its IMS courses.
We at IIHT would like to introduce ourselves as India’s largest IT education organization & Asia’s leading technology training organization in IMS, offering high quality industry specific cost effective professional computer training at individual and corporate levels. We are based out of Bangalore, the IT capital of India. IIHT has a strong presence in the Indian market with over 300 plus centers and we are present in West Africa, East Africa, China, Turkey, Malaysia, Middle East and other countries.
Milvia Rastrelli: "European Vocational Education & Training for eInclusion Fa...TELECENTRE EUROPE
Telecentre-Europe Summit 2011: Parallel session "Joining forces at the European level - Telecentre content creation"
Are telecentres innovative enough to create their own content (produce digital media content, curriculums, guides, researches)?
Should we look more into developing our own content that can transform in revenue source for sustainability?
Panelist speaker Ngan Cheng Hwa, Deputy Managing Director GMI at the Selangor Smart City & Digital Economy Convention 2018, on the panel session titled IoT and Cloud Computing: Realising IR 4.0 in Malaysia
Similar to DLC12 Transfer of Innovation: Collaborative Blended Learning model and WebQuest 2.0 in SMEs (20)
This document provides an agenda and presentation outline for an event exploring the pedagogy of LangMOOCs. The agenda includes sessions on introducing the LangMOOC platform and project, a workshop exploring pedagogical scenarios on the platform, and feedback. The presentation outline discusses introducing MOOCs and the need for language-focused MOOCs. It proposes a framework for a Massive Open Interactive Language Learning Environment and evaluates example courses based on this framework. The hands-on workshop has participants explore example courses to identify teaching methods, propose ideal scenarios, and identify tools to enhance skills.
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Keynote presentation at 'Breaking Barriers – Embracing Literacy through Digital Media organised by the Directorate for Lifelong Learning and Early School Leavers', Valetta, Malta, 30 November-4 December 2015. More info: https://ec.europa.eu/epale/en/content/breaking-barriers-embracing-literacy-through-digital-media
Exlporing New challenges in TELL: Language Learning MOOCsMaria Perifanou
Invited online lecture about Language MOOCs for Language teachers who are enrolled at the Master Course for CALL at the Language Center of Cyprus University of Technology. (7 November 2015)
OPENNESS: A challenge for Education, an opportunity for teachers! Let's work ...Maria Perifanou
My presentation about "Open Education" and Open Education Europa portal at the UIB 2015 Summer School!!
The Universitat de les Illes Balears (UIB) offered this summer a course about ICT trends in Education. The course will took place in the Spanish island of Ibiza during the week of 7-11 September 2015.
Future teachers had the possibility to explore the context of Open Education and the Open Education Europa Portal participating actively in a series of online activities.
http://openeducationeuropa.eu/en/blogs/openness-challenge-education-opportunity-teachers-lets-work-together
Exploring new challenges in TELL: LangMOOC and Open Education EuropaMaria Perifanou
This is the presentation that I did as invited speaker at the Elearning panel at the 28th Foreign Language Education conference in Thessaloniki on 27th and 28th August 2015 organised by the Panhellenic Federation of Language School Owners.
LangMOOC project _EMMA Summer School 2015, Ischia, ItalyMaria Perifanou
This is a presentation of the LangMOOC project (Erasmus+) http://www.langmooc.com/ that took place at the EMMA Summer School, Ischia Italy on July 2015. http://project.europeanmoocs.eu/project/get-involved/summer-school/programme/
The aim of the project is to research the potential of MOOCS in Language Learning, to explore the pedagogical framework of Language MOOCs, to develop a toolkit for the creation and management of Language MOOCs and OERs and to test the use of OERs in language MOOCs in a pilot course.
The LangMOOCs project focus is to step up support for language learning and promote multilingualism via the implementation of Massive Open Online Courses for Language Learning. One of the main outcomes of the project, the Language MOOCs toolkit, will include all the innovative methods and tools for the creation, management and evaluation of MOOCs and OERs for Language Learning. Most of the MOOCs are implemented and run by academic institutions. The LangMOOCs project also aims to non-academic institutions and language teacher and trainers.
"Open minds": another way to access knowledge & share your ideasMaria Perifanou
Workshop proposal for the JTEL & EMMA Summer School 2015
“OPEN Minds”: another way to access knowledge & share your ideas
A proposal for an interactive and collaborative learning activity for early- to mid-stage PhD candidates and for young researchers.
Nowadays everyone has unprecedented access to online resources and materials from all over the world. Finding good online resources and most importantly “open” access resources though is not easy. This remains a big challenge for every PhD student and generally for every researcher. Knowing where to search and how to find, for example, high quality open access journals needs effort and strategy. Furthermore, sharing research to “high quality” open access repositories needs also caution, planning and good knowledge of copyright issues.
Young researchers and PhD students have also enormous possibilities of networking and sharing research (i.e. Academia) as well as the possibility to access a big variety of online open courses of large scale (Massive Online Open Courses, MOOCs) that could support their work such as basic lessons of “qualitative research methods”.
Besides that, there are open access spaces of collaboration where PhD students can peer-review their unpublished research work (e.g. Prolearn Website/mediabase) as well open access databases where they can upload their PhD (e.g TEL Map Confolio).
But how easy is for PhD students and for young researchers to take advantage of all the “open access” possibilities? Which are the challenges and what are the risks?
INTED 2014 M. PERIFANOU & A. ECONOMIDES
The paper will first present
the requirements for a successful online Language Learning course and then it will continue with the
exploration of the use of MOOCs in Language Education. Next an evaluation of the platforms and the
instructional design used so far for Massive Open Online Language Learning Courses will follow.
Finally, after the presentation of possible concerns and recommendations regarding the Language
Learning MOOCs, there will be a discussion that aims to draw the first conclusions of this research
and share some future research plans.
This document introduces the concepts of Webquest 2.0 and collaborative blended learning models for continuing professional training opportunities in small and medium-sized enterprises (SMEs). Webquest 2.0 involves collaborative online projects using asynchronous and synchronous Web 2.0 technologies to combine collaborative and self-paced learning. The document also presents research questions about using Webquest 2.0 for human resource management, collaborative blended learning models in SMEs, Web 2.0-enhanced working environments, and communities of practice. It describes trainings conducted in Poland and the UK with various participants and discusses results and issues found.
Jtelss12, Workshop: “Webquest 2.0 training scenarios: Connecting TEL research...Maria Perifanou
Bridging the gap between TEL research and workplace practices is a big challenge for
researchers, trainers and professionals especially nowadays. The focus of this workshop is to invite phd TEL students to design WebQuest 2.0 training scenarios in order to promote TEL practices in a workplace contex
1. The document outlines an agenda for a workshop to train participants in developing WebQuest 2.0 scenarios using various Web 2.0 tools.
2. Participants will explore existing WebQuest examples, work collaboratively in groups, and individually create online networks, tutorials, and videos to share what they've learned.
3. The goal is to discuss how WebQuest 2.0 activities could be used in human resources management (HRM) contexts and have participants begin outlining their own WebQuest project ideas.
PLE11 Workshop proposal:
Design WebQuest 2.0 training scenarios focused on the creation of PLEs for professional development.
Maria A. Perifanou, Pontydysgu,Wales, UK
Graham Attwell, Pontydysgu,Wales, UK
The document discusses WebQuest 2.0 teaching scenarios and their implementation in practice. It emphasizes that technology is a tool for instruction, not the goal, and that finding the right pedagogical methodology is challenging but important. It introduces WebQuest as an inquiry-oriented activity using online resources and outlines some key elements like an introduction, task, process, resources, and evaluation. Learners are asked to explore a wiki about WebQuest 2.0 and consider if this approach aligns with their ideal teaching methodology or could open new horizons for their instruction.
Organic.edunet: Join our virtual “agrotouristic” journey to Tuscany!!Maria Perifanou
“Enhancing Environmental and Ecological Awareness and Education in Schools, Training Teachers on the Use of Web2.0 tools and Open Educational Resources, Organic.Edunet”, organised by the “Corvinus” University of Budapest, Hungary for the European project “Metaschool” (15-18/09/2010)
Presentation of 'Our Nature ' scenario concepts created for Language Learning context.
This is presentation for a proposal of a new blended Learning Model, the Collaborative Blended Learning Model The Collaborative Blended Learning model (CBLM) refers to web2quest collaborative projects that take place less in class (F2F) but mostly online out of class, supported by (a)synchronous web 2.0 technologies combining at the same time collaborative learning with self paced learning.This learning model aims to be implemented in the context of HRM.
Introduction to WEBQUEST & Language Learning: Proposal of a WEB2QUEST modelMaria Perifanou
The document discusses the use of WebQuests for language learning. It defines a WebQuest as an inquiry-oriented activity where learners interact with online resources. WebQuests incorporate critical thinking, collaboration, authentic assessment, and scaffolding. They provide structure by outlining an introduction, task, process, resources, evaluation, and conclusion. WebQuests support language learning by providing meaningful, authentic contexts for interaction and negotiation of meaning in the target language.
Introduction to Web2.0 & Language Learning, LaProf Summer School 2010Maria Perifanou
This document discusses various Web 2.0 tools and how they can support language learning. It describes tools like blogs, wikis, microblogging, podcasting, social networking, and virtual worlds. It provides examples of uses for these tools in language education, such as encouraging reflection, exploring culture, and increasing target language practice. Research examples are given of wikis and blogs being used successfully in foreign language classes for collaboration, composition practice, and project management.
WebQuest:"Bridge your digital divide", JTELSS 2010Maria Perifanou
The document discusses an international campaign called "Bridge the digital divide" that aims to connect more people and encourage lifelong open learning. It tasks participants to work in groups to create a campaign promoting their country joining this global learning community. Each group member should research technology and education statistics for their country. Then the groups will prepare campaigns using media like presentations and blogs with slogans to persuade people in their countries to connect to this learning network. The document encourages creativity and ends by noting the campaigns will be voted on.
WebQuest:"Bridge your digital divide", JTELSS 2010
DLC12 Transfer of Innovation: Collaborative Blended Learning model and WebQuest 2.0 in SMEs
1. THE TRANSFER OF INNOVATION:
THE COLLABORATIVE BLENDED
LEARNING MODEL & WEBQUEST 2.0
IN SMES
Maria Perifanou & Graham Attwell
Pontydysgu, UK
2. “The 20 million
SMEs in Europe
provide around 65
million jobs & a key
source of
innovation &
growth”.
(Europe's Information Society
Thematic Portal)
3. Large Enterprises SMEs
• Little use of ICT for
learning
#
(Attwell, 2007)
9. FLEXIBILITY :
NO SPACE & TIME LIMITS
LEARNING
Blended: online &/or f2f
Collaborative &/or self paced
10. ………“Webquest 2.0
collaborative projects that
take place less as F2F
meetings but mostly
online, supported by
(a)synchronous Web 2.0
technologies combining at
the same time
collaborative learning with
self paced learning".
(Perifanou, 2009).
22. Research
questions?
1. Webquest 2.0 & HRM
(transfer)
2. CBLM in SMEs (group
& self paced work)
3. Web 2.0 enhanced
working environment
4. Communities of
Practice
23. 6 Training
sessions in
Poland & UK
Participants:
HR trainers, work
based trainers,
SMEs employees,
developers, skilled
workers
24. Great appreciation of the value of Results:
Webquets 2.0 approach & CBLM
ICT: great potential especially for Positive
staff dispersed geographically outcomes #
Webquests 2.0 are tailored for the
needs of particular user groups
25. No time/money: Creating WQ2.0 scenarios is
time consuming & expensive.
No extra money Low access to technology
Results:
(lack of Laptops).
ICT skills: Need for advanced level ICT skilled
trainers & medium level ICT skills of trainees #
before WQ2.0 training sessions. Issues
OER: UK companies are more interested in
open source applications but many enterprises
firewall popular social software applications.
SMES#OER: Most SMEs are still unwilling to
share resources (a source of economic
advantage over competitors).
26. ICT skills: offer material for preparation on
ICT before WQ2.0 training sessions.
Flexibility: choose a “ tailor made Proposals/
blend”…only online &/or f2f sessions
Simplicity: if needed don’t go through
Possible
every WQ2.0. learning circle solutions
No time/money: reuse of training
materials
OER: Create a community with SMSs that
you trust & you can collaborate.
Discussion focused on participants’ experience of work based learning and training and work based PLEs (15 min).
Division of participants in groups (2min)Invitation to face to face and online participants to brainstorm and tweet issues related to the development of work based PLEs (15 min).