DI4all-Ossiannilsson_Vilnius Design Colleg_Conference for Art teachers_15 Dec...Ebba Ossiannilsson
Today 15 December 2022, I had the great honor and pleasure to present the ERASMUS+ project DI4all learners at the Vilnius Design College
A virtual Conference for Art Teachers
Thanks to an invitation by @Egle Celiesiene, Lithuanian College of Democracy, Vilnius, Lithuania
DI4all_Ossiannilsson_EU Network_Innovation and inclusion_2023.pdfEbba Ossiannilsson
My presentation of DI4all 3rd July 2023 at the European Network of Innovation for inclusion PROMOTING SOCIAL INCLUSION: PEOPLE WITH MIGRANT AND REFUGEE BACKGROUNDS (pt. I)
The document discusses the Digital Inclusion for All Learners project funded by the Erasmus+ program. The project aims to 1) improve skills and learning for young people through digital inclusion and 2) improve teacher competencies in promoting digital inclusion. It will develop training for teachers on digital inclusion best practices, create an educational guide, and hold school competitions and seminars to share best practices. The Erasmus+ program priorities of active citizenship, green sustainability, inclusion and diversity, and digital transformation provide the framework for this project.
The document discusses a multiplier event called DI4ALL.eu that will take place in February 2024 in Vilnius, Lithuania. It is an ERASMUS+ project coordinated by Ebba Ossiannilsson from Sweden and partners from the Lithuanian College of Democracy. The event will focus on improving key competencies and skills of young people through quality improvements and digital inclusion in education. It will also improve teacher competencies in promoting digital inclusion and tackling disinformation.
1. The DI4ALL project aims to improve digital inclusion and competencies of young people and educators in schools through training, materials, and sharing best practices.
2. The project partners are organizations from Sweden and Lithuania and targets students, teachers, and schools.
3. Outcomes will include training materials for educators on digital inclusion, an online contest for schools, and dissemination of results at conferences and events.
My very great pleasure to work on this project Digital Inclusion for all learners (DI4all) and to contribute. Its a great team with you Egle Celiesiene Lithuanian College of Democracy. It is such an important project to increase democracy, human rights, social justice, digital transformation, green sustainability and inclusiveness and diversity #di4all.eu #neweuropeanbauhaus
Our presentation at EntreComp for Digital Study Visit: Recognising inspiring practices in digital and entrepreneurial competence development 20 September 2022
DI4all-Ossiannilsson_Vilnius Design Colleg_Conference for Art teachers_15 Dec...Ebba Ossiannilsson
Today 15 December 2022, I had the great honor and pleasure to present the ERASMUS+ project DI4all learners at the Vilnius Design College
A virtual Conference for Art Teachers
Thanks to an invitation by @Egle Celiesiene, Lithuanian College of Democracy, Vilnius, Lithuania
DI4all_Ossiannilsson_EU Network_Innovation and inclusion_2023.pdfEbba Ossiannilsson
My presentation of DI4all 3rd July 2023 at the European Network of Innovation for inclusion PROMOTING SOCIAL INCLUSION: PEOPLE WITH MIGRANT AND REFUGEE BACKGROUNDS (pt. I)
The document discusses the Digital Inclusion for All Learners project funded by the Erasmus+ program. The project aims to 1) improve skills and learning for young people through digital inclusion and 2) improve teacher competencies in promoting digital inclusion. It will develop training for teachers on digital inclusion best practices, create an educational guide, and hold school competitions and seminars to share best practices. The Erasmus+ program priorities of active citizenship, green sustainability, inclusion and diversity, and digital transformation provide the framework for this project.
The document discusses a multiplier event called DI4ALL.eu that will take place in February 2024 in Vilnius, Lithuania. It is an ERASMUS+ project coordinated by Ebba Ossiannilsson from Sweden and partners from the Lithuanian College of Democracy. The event will focus on improving key competencies and skills of young people through quality improvements and digital inclusion in education. It will also improve teacher competencies in promoting digital inclusion and tackling disinformation.
1. The DI4ALL project aims to improve digital inclusion and competencies of young people and educators in schools through training, materials, and sharing best practices.
2. The project partners are organizations from Sweden and Lithuania and targets students, teachers, and schools.
3. Outcomes will include training materials for educators on digital inclusion, an online contest for schools, and dissemination of results at conferences and events.
My very great pleasure to work on this project Digital Inclusion for all learners (DI4all) and to contribute. Its a great team with you Egle Celiesiene Lithuanian College of Democracy. It is such an important project to increase democracy, human rights, social justice, digital transformation, green sustainability and inclusiveness and diversity #di4all.eu #neweuropeanbauhaus
Our presentation at EntreComp for Digital Study Visit: Recognising inspiring practices in digital and entrepreneurial competence development 20 September 2022
The document summarizes the Digital Inclusion4all project taking place in Tallinn, Estonia from 2022-2024. The project aims to improve the skills and learning performance of young people through promoting digital inclusion and quality education. It also aims to improve teachers' competencies in promoting digital inclusion and tackling disinformation. The project is funded through the Erasmus+ program and has a budget of 60,000 Euro over its two year duration.
My presentation at the EDEN Annual Conference Madrid, 24th June 2021about Digital Immigrants Survival Kit
DISK with colleagues and partners E. Ossiannilsson1, P. Ferreira2 Soeiro2, P. Mazohl3, K. De Angelis4, M. Filioglou5, N. Tzimopoulos5
QOOL - Ossiannilsson Quality in Open Online Learning Consultancy, Sweden1; UP - University of Porto, Portugal, co-ordinator2; EFQBL - European Foundation for Quality in Blended Learning, Austria3; Training 2000, Italy4; EDRASE - Educational Activities Society, Greece5
EDEN is a network that promotes digital learning and teaching across Europe. In 2018-2019, EDEN had 188 institutional members, 286 individual members, and over 1000 academics and professionals in its network. EDEN contributes by discussing important topics in digital education and fostering collaboration. It holds annual conferences and workshops. EDEN also supports open education and aims to shape EU digital education policies through its involvement in initiatives like the Digital Education Action Plan.
eScouts final publication: Intergenerational circle for community serviceAlba Agulló
The “eScouts: Intergenerational circle for community service” project is a complex, multidimensional and comprehensive initiative aiming to develop an exchange of innovative intergenerational learning experiences between people older than 55 years old and young volunteers in six European Member State (Bulgaria, Germany, Italy, Poland, Spain, the UK).
eScouts is aimed to develop an innovative intergenerational learning exchange between senior adults and youth volunteers in the context of non-formal education. It is centred on the development of the digital competences of the eldest and on the guidance to the youngest to better face their upcoming adult life challenges.
In this publication we explain our nice experience.
eScouts final publication: Intergenerational circle for community serviceFundación Esplai
The “eScouts: Intergenerational circle for community service” project is a complex, multidimensional and comprehensive initiative aiming to develop an exchange of innovative intergenerational learning experiences between people older than 55 years old and young volunteers in six European Member State (Bulgaria, Germany, Italy, Poland, Spain, the UK).
eScouts is aimed to develop an innovative intergenerational learning exchange between senior adults and youth volunteers in the context of non-formal education. It is centred on the development of the digital competences of the eldest and on the guidance to the youngest to better face their upcoming adult life challenges.
In this publication we explain our nice experience.
The DI4all project aims to promote digital inclusion and tackle disinformation through education. It has two main objectives: 1) To improve the key competencies and skills of young people in schools through quality improvements and innovation in education; 2) To improve the competencies of teachers to promote digital inclusion. The project will run from 2022-2024 with €60,000 in funding. It will produce training materials for educators on digital inclusion best practices and case studies. Activities include meetings, a study on digital inclusiveness, and disseminating results through conferences and online platforms. The target groups are students, educators, schools, and public bodies.
This document describes the Digitally Competent European Schools (DICES) project which involves four secondary schools from Belgium, Spain, France and Czech Republic. The project aims to analyze each school's current digital situation using tools like SELFIE and TET-SAT in order to develop action plans to improve digital competencies of students and teachers. Specific goals include implementing European digital frameworks in each school, increasing European dimension through cultural exchanges, and supporting teacher professional development. The project seeks to achieve an eTwinning quality seal for participating schools by 2022.
The COVID-19 pandemic disrupted education globally and accelerated the use of technology in learning, but also highlighted challenges with equity and quality of digital education. The document outlines the European Commission's Digital Education Action Plan to address these issues and promote high-quality, inclusive digital education through initiatives like guidelines for teachers, a European Digital Education Hub, and recommendations on digital skills and enabling factors for digital education.
The document discusses the DI4ALL project which aims to promote digital inclusion and tackle disinformation through education. It seeks to improve the key competencies of students and teachers' skills for digital inclusion. It lists the target groups, activities, and priority areas of the Erasmus+ program that funds the project. It also discusses considerations for ensuring quality in digital education, such as flexible learning, student engagement, learning outcomes assessment, and recognition of courses. Ensuring inclusion, equity, ethics and other factors are important for quality.
The DI4all project aims to promote digital inclusion and tackle disinformation through education. Led by Ossiannilsson Quality in Open Online Learning Consultancy in Sweden and the Lithuanian College of Democracy, the project will run from 2022-2024 with €60,000 in funding. It seeks to improve the skills of students and teachers through training materials and guides on digital inclusion best practices. Expected outcomes include training trainers, an educator guide, case studies of best practices, and school contests to promote digital inclusion for all learners.
D3: a project to Develop Digital Data LiteracyKarl Donert
Initial results are presented for the D3 Project - Developing Digital Data literacy in schools. An Erasmus Plus project seeking to:
1. Promote the use of digital technologies and open data tools in learning and teaching
2. Increase the capacity to integrate democratic engagement into educational plans and strategies
3. Establish suitable styles of learning to access and integrate open data into schools and
4. Improve educational stakeholders’ response to the need for data and information literacy in schools and teacher training.
The presentation focuses on the Comparative Review undertaken to examine the situation in partner countries.
It also looks forward to the teacher professional development course being developed and joining the Open Data Charter initiative.
Presentation given at the GeoDecade 2020-2030 conference on 24 November 2020
This document provides information about EDEN, a professional network in open and distance learning:
- EDEN has over 170 institutional members and promotes policy studies, professional development, projects, annual conferences, and research in the field.
- It has participated in over 60 EU projects related to skills and competencies. Upcoming projects focus on soft skills, digital skills, and open badges.
- The 2016 annual conference will be held in Budapest and feature keynotes on topics like digital transformation, competencies, and European policy. An interactive workshop will focus on digital skills and competencies.
European Framework for the Digital Competence of EducatorsDaniel Dufourt
Redecker, C. European Framework for the Digital Competence of Educators:
DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017,
ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466
Doukas School participates in several EU and national research projects focused on technology-enhanced learning, STEM education, literacy skills, and other areas. It provides feedback and evaluates educational software and applications as part of these projects. Doukas School teachers and experts also work to express the needs of students and educators. The school disseminates information about its research through its website and involvement in various projects.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Geography, Data, Democracy and Citizenship in educationKarl Donert
This presentation was presented at the IGU-CGE Conference in Prague in August 2021. It introduces two projects coordinated by the European Association of Geographers (EUROGEO). The first part concerns GeoDem - Geography, Data, Democracy and Citizenship concerns a Jean Monnet award received by the association to present activities related to EUROGEO's work on innovative education projects over the past 10 years. The award allows the association to further disseminate its actions and activities.
The second part of the presentation introduces the D3 (Developing Digital Data literacy) Project and its results, research and training.
BNU Navigating the Future- Bridging Smart Education around the World_Ossianni...Ebba Ossiannilsson
Today I contributed to the panel together with distinguished colleagues in the European workshop on Navigating the Future: Bridging Smart Education around the World. The host is UNESCO IITE and Beijing Normal University, China.
The document summarizes the Digital Inclusion4all project taking place in Tallinn, Estonia from 2022-2024. The project aims to improve the skills and learning performance of young people through promoting digital inclusion and quality education. It also aims to improve teachers' competencies in promoting digital inclusion and tackling disinformation. The project is funded through the Erasmus+ program and has a budget of 60,000 Euro over its two year duration.
My presentation at the EDEN Annual Conference Madrid, 24th June 2021about Digital Immigrants Survival Kit
DISK with colleagues and partners E. Ossiannilsson1, P. Ferreira2 Soeiro2, P. Mazohl3, K. De Angelis4, M. Filioglou5, N. Tzimopoulos5
QOOL - Ossiannilsson Quality in Open Online Learning Consultancy, Sweden1; UP - University of Porto, Portugal, co-ordinator2; EFQBL - European Foundation for Quality in Blended Learning, Austria3; Training 2000, Italy4; EDRASE - Educational Activities Society, Greece5
EDEN is a network that promotes digital learning and teaching across Europe. In 2018-2019, EDEN had 188 institutional members, 286 individual members, and over 1000 academics and professionals in its network. EDEN contributes by discussing important topics in digital education and fostering collaboration. It holds annual conferences and workshops. EDEN also supports open education and aims to shape EU digital education policies through its involvement in initiatives like the Digital Education Action Plan.
eScouts final publication: Intergenerational circle for community serviceAlba Agulló
The “eScouts: Intergenerational circle for community service” project is a complex, multidimensional and comprehensive initiative aiming to develop an exchange of innovative intergenerational learning experiences between people older than 55 years old and young volunteers in six European Member State (Bulgaria, Germany, Italy, Poland, Spain, the UK).
eScouts is aimed to develop an innovative intergenerational learning exchange between senior adults and youth volunteers in the context of non-formal education. It is centred on the development of the digital competences of the eldest and on the guidance to the youngest to better face their upcoming adult life challenges.
In this publication we explain our nice experience.
eScouts final publication: Intergenerational circle for community serviceFundación Esplai
The “eScouts: Intergenerational circle for community service” project is a complex, multidimensional and comprehensive initiative aiming to develop an exchange of innovative intergenerational learning experiences between people older than 55 years old and young volunteers in six European Member State (Bulgaria, Germany, Italy, Poland, Spain, the UK).
eScouts is aimed to develop an innovative intergenerational learning exchange between senior adults and youth volunteers in the context of non-formal education. It is centred on the development of the digital competences of the eldest and on the guidance to the youngest to better face their upcoming adult life challenges.
In this publication we explain our nice experience.
The DI4all project aims to promote digital inclusion and tackle disinformation through education. It has two main objectives: 1) To improve the key competencies and skills of young people in schools through quality improvements and innovation in education; 2) To improve the competencies of teachers to promote digital inclusion. The project will run from 2022-2024 with €60,000 in funding. It will produce training materials for educators on digital inclusion best practices and case studies. Activities include meetings, a study on digital inclusiveness, and disseminating results through conferences and online platforms. The target groups are students, educators, schools, and public bodies.
This document describes the Digitally Competent European Schools (DICES) project which involves four secondary schools from Belgium, Spain, France and Czech Republic. The project aims to analyze each school's current digital situation using tools like SELFIE and TET-SAT in order to develop action plans to improve digital competencies of students and teachers. Specific goals include implementing European digital frameworks in each school, increasing European dimension through cultural exchanges, and supporting teacher professional development. The project seeks to achieve an eTwinning quality seal for participating schools by 2022.
The COVID-19 pandemic disrupted education globally and accelerated the use of technology in learning, but also highlighted challenges with equity and quality of digital education. The document outlines the European Commission's Digital Education Action Plan to address these issues and promote high-quality, inclusive digital education through initiatives like guidelines for teachers, a European Digital Education Hub, and recommendations on digital skills and enabling factors for digital education.
The document discusses the DI4ALL project which aims to promote digital inclusion and tackle disinformation through education. It seeks to improve the key competencies of students and teachers' skills for digital inclusion. It lists the target groups, activities, and priority areas of the Erasmus+ program that funds the project. It also discusses considerations for ensuring quality in digital education, such as flexible learning, student engagement, learning outcomes assessment, and recognition of courses. Ensuring inclusion, equity, ethics and other factors are important for quality.
The DI4all project aims to promote digital inclusion and tackle disinformation through education. Led by Ossiannilsson Quality in Open Online Learning Consultancy in Sweden and the Lithuanian College of Democracy, the project will run from 2022-2024 with €60,000 in funding. It seeks to improve the skills of students and teachers through training materials and guides on digital inclusion best practices. Expected outcomes include training trainers, an educator guide, case studies of best practices, and school contests to promote digital inclusion for all learners.
D3: a project to Develop Digital Data LiteracyKarl Donert
Initial results are presented for the D3 Project - Developing Digital Data literacy in schools. An Erasmus Plus project seeking to:
1. Promote the use of digital technologies and open data tools in learning and teaching
2. Increase the capacity to integrate democratic engagement into educational plans and strategies
3. Establish suitable styles of learning to access and integrate open data into schools and
4. Improve educational stakeholders’ response to the need for data and information literacy in schools and teacher training.
The presentation focuses on the Comparative Review undertaken to examine the situation in partner countries.
It also looks forward to the teacher professional development course being developed and joining the Open Data Charter initiative.
Presentation given at the GeoDecade 2020-2030 conference on 24 November 2020
This document provides information about EDEN, a professional network in open and distance learning:
- EDEN has over 170 institutional members and promotes policy studies, professional development, projects, annual conferences, and research in the field.
- It has participated in over 60 EU projects related to skills and competencies. Upcoming projects focus on soft skills, digital skills, and open badges.
- The 2016 annual conference will be held in Budapest and feature keynotes on topics like digital transformation, competencies, and European policy. An interactive workshop will focus on digital skills and competencies.
European Framework for the Digital Competence of EducatorsDaniel Dufourt
Redecker, C. European Framework for the Digital Competence of Educators:
DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017,
ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466
Doukas School participates in several EU and national research projects focused on technology-enhanced learning, STEM education, literacy skills, and other areas. It provides feedback and evaluates educational software and applications as part of these projects. Doukas School teachers and experts also work to express the needs of students and educators. The school disseminates information about its research through its website and involvement in various projects.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Geography, Data, Democracy and Citizenship in educationKarl Donert
This presentation was presented at the IGU-CGE Conference in Prague in August 2021. It introduces two projects coordinated by the European Association of Geographers (EUROGEO). The first part concerns GeoDem - Geography, Data, Democracy and Citizenship concerns a Jean Monnet award received by the association to present activities related to EUROGEO's work on innovative education projects over the past 10 years. The award allows the association to further disseminate its actions and activities.
The second part of the presentation introduces the D3 (Developing Digital Data literacy) Project and its results, research and training.
BNU Navigating the Future- Bridging Smart Education around the World_Ossianni...Ebba Ossiannilsson
Today I contributed to the panel together with distinguished colleagues in the European workshop on Navigating the Future: Bridging Smart Education around the World. The host is UNESCO IITE and Beijing Normal University, China.
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
Ossiannilsson_Digitalisation of research and innovation_4 pillars.pdfEbba Ossiannilsson
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
Ossiannilsson_The Role of Micro Credentials in Education and for LLL.pdfEbba Ossiannilsson
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
Ossiannilsson_UNESCO AI in edcucationand ethics of AI.pdfEbba Ossiannilsson
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
Ossiannilsson_The four pillars for higher education and trends.pdfEbba Ossiannilsson
SPHERE TAM Samarkand, Uzbekistan on the theme Digitalization of higher education and increasing competitiveness of universities Institute of Economics and Services 23-24 April 2024
This document provides information from a webinar on digital inclusion in the Nordic countries. It discusses the Nordic Network for Adult Learning (NVL) and their focus on digital inclusion and connection to learning. It provides 5 recommendations for reaching hard to learn digital skills based on research. It also describes an online toolkit for frontline workers to help adults develop digital skills. Finally, it lists some additional resources on digital skills frameworks and upcoming conferences.
The document discusses digital inclusion in the Nordic countries. It provides 5 recommendations for reaching hard-to-reach learners based on research. It also describes an online toolkit for frontline workers to help complement existing tools. The toolkit is available in 7 languages on the provided website.
ICDE OER Advocacy Committee at OEW24 EDENDLE 7March 2024Ebba Ossiannilsson
GenAI can help improve teaching and learning by providing personalized feedback and recommendations to students based on their progress, strengths and weaknesses. It can analyze large amounts of open educational resources and course materials to help educators develop customized lesson plans and learning paths for different students. By automating certain administrative and repetitive tasks, GenAI also allows teachers to focus more on one-on-one support and guidance for students.
The ICDE OER Advocacy Committee is hosting an event to promote open educational resources on a global scale. Attendees will learn about the committee's role in advocating for OER implementation and how OER aligns with UNESCO's goals of inclusive, equitable education. The agenda includes presentations from the committee chair and ambassadors on global OER initiatives, innovative working groups, and the role of OER in achieving quality education for all as outlined in the UNESCO 2030 Agenda. Participants will have the opportunity to engage in a panel discussion and online Padlet forum on transforming education through open resources and removing boundaries to learning.
Empowering Education: The Symbiosis of Open Education/OER and Artificial Inte...Ebba Ossiannilsson
My presentation at CO24 on 23 February 2024 on Empowering Education: The Symbiosis of Open Education/OER and Artificial Intelligence (GAI). xploring the Transformative Intersection of Openness and AI in Education
My presentation at the National Life Skills Program, LT on the ERASMUS+ program DI4all.eu. The theme today 22 January 2024 was on quality Frameworks in Open, online, flexible, and distance learning
Artificial intelligence and other advancing technologies are transforming many disciplines and challenging ideas about what it means to be human. While AI tools can be useful approximations of reality, humans are still needed to define the proper use of AI and align it with educational goals. It is important to consider how AI-enabled the educational environment actually is and whether it aligns with a shared vision for education.
My presentation 6th December 2023 and contribution today at Online Learning Consortium (OLC) Leadership Summit Impact together with Madeline Shellgren, Director of Global Outreach, Online Learning Consortium on the session:
Global Coalition Building and Changemaking at Scale (Part 2)
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. OBJECTIVES DI4ALL
1. To improve the key competencies, skills, and
learning performance of young people in schools,
by promoting quality improvements, innovation
excellence at the educational level, and involving
digital inclusiveness.
2. To improve the competencies of teachers and
educators to promote digital inclusion and tackle
disinformation through education and training.
4. The expected
outcomes di4all.eu
• PM and implementation
• Kick off meeting
• Final meeting
• IO1 Study on digital
inclusiveness
• IO2 Good practices and case
studies
• Multiplier event 1
• Multiplier event 2
5. TARGET GROUPS
• Students
• School staff
• Schools
• Other educational
providers
• Public bodies
• National agencies
6. Activities di4all.eu
• Training of trainers for implementing digital inclusion,
developed from analyzed results and best practices from
teachers and trainers in the field of digital Inclusion.
• Guide for educators including materials from Intellectual
outputs of the project.
• Study of best practices and case studies.
• Online contest for schools to present their best practices
in digital inclusion of all learners.
• Final seminar.
7. Activities di4all.eu
▪ OEW22 7-11 March, 8 March 2023
▪ UHR Workshop 5 April 2022 Digital transformation
▪ ALL DIGITAL Weeks 2022 14 March -14 April 2022
▪ The Festival of the New European Bauhaus 10 June
▪ National Agency KA 210 Monitoring
▪ EDEN Digital Learning Europe 20-22 June 2022
▪ University of Applied Science, Norway 2022
▪ Entrecomp Study Visit October 2022
▪ All Digvital Decemer 13 2022
▪ Vilnius Design College, Virtual Conference for Art Teachers; Vilnius, LT, 15 December 2022
▪ EPALE
▪ eTwinning
•
8.
9. ERASMUS+
▪ Participation in democratic life, common values and civic engagement
▪ The Programme supports active citizenship and ethics in lifelong
learning; it fosters the development of social and intercultural
competences, critical thinking and media literacy. Priority is given to
projects that offer opportunities for people’s participation in democratic
life, social and civic engagement through formal or non-formal learning
activities. The focus is put on raising awareness of and understanding
the European Union context, notably as regards the common EU values,
the principles of unity and diversity, as well as their social, cultural and
historical heritage.
11. ERASMUS+ Prioritized area
Active Citizenship
The Programme supports active citizenship and ethics in lifelong learning;
it fosters the development of social and intercultural competences, critical
thinking and media literacy.
https://erasmus-plus.ec.europa.eu/programme-guide/part-a/priorities-of-the-
erasmus-programme
12. ERASMUS+ Prioritized area
Green sustainability
The Programme supports the use of innovative practices to make learners,
staff and youth workers true actors of change (e.g. save resources, reduce
energy use, waste and carbon footprint, opt for sustainable food and
mobility choices, etc.). Priority will also be given to projects that – through
education, training, youth and sport activities - enable behavioural changes
for individual preferences, cultural values, awareness, and more generally
support active engagement for sustainable development.
https://erasmus-plus.ec.europa.eu/programme-guide/part-a/priorities-
of-the-erasmus-programme
13. ERASMUS+ Prioritized area
Inclusion and Diversity
Disabilities
Health problems
Barriers linked to education and training systems
Cultural differences
Social barriers
Economic barriers
Barriers linked to discrimination
Geographical barriers
https://erasmus-plus.ec.europa.eu/programme-guide/part-a/priorities-of-the-erasmus-pro
gramme
14. ERASMUS+ Prioritized area
Digital transformation
The COVID-19 pandemic shed further light on the importance of digital
education for the digital transformation that Europe needs. In particular, it
emphasised the increased need to harness the potential of digital
technologies for teaching and learning and to develop digital skills for all. In
line with the strategic priorities of the Digital Education Action
Plan (2021-2027)4 , the Programme aims to support this endeavour to
engage learners, educators, youth workers, young people and organisations
in the path to digital transformation.
The programme will support the first strategic priority of the Action Plan, the
development of a high-performing digital education ecosystem
The programme will also support the second strategic priority of the Action
Plan, by supporting actions aiming at enhancing digital skills and competence
development at all levels of society and for everyone (including young people
with fewer opportunities, students, job seekers and workers).
In line with these two strategic priorities of the Action Plan, a European Digital
Education Hub is launched
15.
16.
17.
18.
19.
20.
21. SELFIE is a free,
easy-to-use,
customisable tool to
help schools assess
where they stand with
learning in the digital
age
22.
23.
24.
25. A new research
agenda for
education
Safeguarding
and transforming
schools
Teachers and
the teaching
profession
Pedagogies of
solidarity and
cooperation
Curriculum and
the knowledge
commons
Education
across different
times and
spaces
Renewed
international
solidarity and
cooperation
26. Learn to know
your learners
Learner agency
Well being,
caring, and
empathy
Green deal
Active citizens
Diversity and
inclusion
Digital
transformation
People,
Processes,
Products and
Resources
PEOPLE FIRST
27. Sustaindigtalization
Conviviality, or Convivialism, is the
ability of individuals to interact creatively
and autonomously with others and their
environment to satisfy their own /others
needs e.g. to live together