Author: Anne Gilleran.
This paper examines the eTwinning action against the background of 21st century educational and social forces in Europe. It describes in detail the evolution and structure of eTwinning, the opportunities it offers to teachers in terms of pedagogical practice and professional development and the achievments of the portal www.eTwinning.net.
Author: Anne Gilleran.
This paper examines the eTwinning action against the background of 21st century educational and social forces in Europe. It describes in detail the evolution and structure of eTwinning, the opportunities it offers to teachers in terms of pedagogical practice and professional development and the achievments of the portal www.eTwinning.net.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
1) Project GGULIVRR explores using mobile technologies like NFC tags and QR codes to link physical objects and locations to digital educational games.
2) The project aims to develop 21st century skills through creating and playing contextual mobile games on topics like a city's underground infrastructure.
3) Games are built in a generic framework that allows non-technical users to author new games by combining multimedia content and scripted gameplay rules.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
1) Project GGULIVRR explores using mobile technologies like NFC tags and QR codes to link physical objects and locations to digital educational games.
2) The project aims to develop 21st century skills through creating and playing contextual mobile games on topics like a city's underground infrastructure.
3) Games are built in a generic framework that allows non-technical users to author new games by combining multimedia content and scripted gameplay rules.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
The document discusses the transformation of learning and schools driven by factors like globalization. It notes that higher order skills are in demand as jobs can be transferred globally and consumers look worldwide. Career paths now typically involve multiple jobs across different fields rather than staying in one field. Two competing visions for using educational technology are presented: optimizing existing systems versus deploying new media to achieve broader learning goals like equity and participation. The document questions whether schools can remain relevant if they do not radically evolve their roles and methods in response to trends like disintermediation.
The Agency for the use of ICT in Education was created in 2004 under the supervision of the Ministry of Education. It has three main missions: to observe educational uses of ICT, promote ICT in education, and lead a network of ICT specialists. The agency shares examples of projects like Edutablettes and ITEC, and lessons learned include the need to address the gap between expected and actual ICT uses, involve all stakeholders, and provide teachers with time and support to use simple technologies that meet users' needs.
Ökad kvalitet och ökat engagemang med digitala lärverktygFramtidens Lärande
Lars Åkerblom, vice VD på Gleerups, och Marcus Anders, konceptutvecklare interaktiva böcker på Gleerups, Per-Ola Jacobsson, skolchef vid Karl-Oskarsskolorna. Presentation på DIUs BETT-resa 2013
1. London 13 januari 2011 Internationellt skolsamarbete - Pedagogisk utveckling
2.
3. Deltagande i kurser och konferenser Erfarenhetsutbyte och studiebesök Projektsamarbeten Internationaliseringen stärks i Sverige Praktik utomlands Comenius fortbildning , Atlas konferens, kontaktseminarier Comenius, Leonardo, Atlas och Nordplus junior förberedande besök och partnerskap. eTwinning , Den Globala Skolan, Lär mer om EU, Europass och Euroguidance Leonardo praktik och utbyten, Atlas praktik Comenuis fortbildning, Leonardo praktik och utbyten, Studiebesöksprogrammet Studier utomlands Ettårsprogrammen, Comenius elevmobilitet Utvecklingsprojekt och nätverk Comenius multilaterala projekt och Leonardo utvecklingsprojekt
4. www.etwinning.net www.programkontoret.se/etwinning [email_address] Studiebesöksprogrammet Har du rollen som ledare eller expert på utbildningsfrågor och vill utbyta erfarenheter och idéer med kollegor i Europa? Då kan du göra det genom programmet Studiebesök.
8. www.etwinning.net www.programkontoret.se/etwinning [email_address] Cecilia Manfredsson, Fotö skola, Öckerö ” Eleverna får en verklig användning för engelskan och motivationen ökar! De lär sig massor om både sitt eget land och partnerlandet. Geografi, kultur, språk – ja, allt möjligt!”
9. www.etwinning.net www.programkontoret.se/etwinning [email_address] Europeiska Unionens 27 länder samt Island, Norge, Norra Makedonien, Kroatien och Turkiet deltar. = 32 länder = Ca 119 577 medlemmar! = 4345 aktiva projekt Länder utanför denna krets kan anslutas!
10. www.etwinning.net www.programkontoret.se/etwinning [email_address] Organisation: NSS=Nationell support i varje land; i Sverige via Internationella programkontoret CSS=Central support i Bryssel, pedagogisk och teknisk, samordnar NSS Ambassadörer runt om i Sverige
11. www.etwinning.net www.programkontoret.se/etwinning [email_address] Marie Wesén, Kungshögskolan, Malmö Only Ordinary Water – om vattnets kretslopp, miljö och hållbar utveckling. Elevernas ålder 7-9 år Verktyg: Bl.a. blogg , PowerPoint, chat, Movie Maker , Audacity Och förstås eTwinningplatsen för publicering och kommunikation ” Först gjorde vi en projektplan, med mål och tidsram!”
12. www.etwinning.net www.programkontoret.se/etwinning [email_address] En guide till portalen www.etwinning.net
13. www.etwinning.net www.programkontoret.se/etwinning [email_address] Portalen har 3 nivåer Nivå 1 Öppen för alla Information, Idéer, Exempel, Registrering av projektidé; Skolan registreras 1 gång men kan ha hur många projekt som helst
15. www.etwinning.net www.programkontoret.se/etwinning [email_address] Nivå 3: Projektmedlemmarnas privata samarbetsyta En för varje projekt! Verktygslåda ger möjlighet att: Chatta E-posta internt Planera i gemensam kalender Bjuda in deltagare Placera och ordna dokumetation Diskutera i forum Anslå projektinformation Göra Wikis och blogg Prenumerera på RSS-flöden
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17. Projektkit – Planerat och klart - kopplade till läro- och kursplaner Finns under fliken INSPIRATION på etwinning.net Vad kan man samarbeta om? Vad man vill som stämmer med målen! www.etwinning.net www.programkontoret.se/etwinning [email_address]
18. Hur kan man samarbeta? Några exempel: Videokonferens Videoproduktion Internettelefoni Webbtidning Blogg Photostory Communities för Gemensamt kunskapsbyggande e-post chatt Wiki s eTwinningplatsen Podcasting Alltså: Som man själv bestämmer tillsammans med sina elever och sin projektpartner www.etwinning.net www.programkontoret.se/etwinning [email_address]
19. www.etwinning.net www.programkontoret.se/etwinning [email_address] Samarbetsidén utvecklas i e-postkontakt eller t.ex. Skype; telefoni eller chatt. En av parterna fyller i projektansökan Den andra accepterar NSS i respektive land godkänner Fler skolor, i och utanför Europa, kan anslutas
20. www.etwinning.net www.programkontoret.se/etwinning [email_address] Kompetensutveckling och nätverkande i Sverige och Europa 8 – 10 tillfällen varje läsår eTwinningutbildning och konferenser för lärare, rektorer och beslutsfattare Kostnadsfritt: Resa och uppehälle betalas av eTwinning
21. www.etwinning.net www.programkontoret.se/etwinning [email_address] Kompetensutveckling och nätverkande online - Fortlöpande under läsåret På eTwinningskrivbordet: Aktuella artiklar Resursbank – att ge och ta ifrån Groups – grupper kring pedagogiska frågor att delta i Teacher rooms – kortare samtal att delta och/eller initiera Lärevent – onlineutbildning kring olika teman. Snabb anmälan!
24. Har du frågor som rör Internationella programkontorets program och eTwininng? Kontakta oss gärna i så fall! Tfn: 08-453 72 00 Fax: 08-453 72 01 E-post: registrator@programkontoret.se www.programkontoret.se Frågor om eTwinning: Ann-Marie Degerström 08-453 72 05 [email_address] Prenumerera på vårt nyhetsbrev: www.programkontoret.se/prenumerera Kolla in eTwinningbloggen: www.etwinning.se Kontakt
25. Men hur i allsindar ska man kunna komma ihåg allt detta? Svar: Det kan man inte! Men presentationen kommer Carina Näslund att skicka ut. Och så finns en underbar funktion på portalen: Fliken HJÄLP!
Editor's Notes
Och hur ska man då samarbeta? Ja här är det fantasin och den egna kompetensen som sätter gränserna. Och förstås den tekniska utrustning som finns på skolan. En viktig sak att tänka på i planeringsfasen är att kolla att din partner har ungefär samma idéer och förutsättningar som du.
Medel kan sökas för fortbildningskurser eller praktik vid en förskola eller skola (så kallad job-shadowing) i ett annat europeiskt land. Det är även möjligt att söka medel för seminarier och konferenser i andra EU länder. Konferensdeltagande kan vara kortare än 1 vecka. Kurser ur kursdatabasen prioriteras (framtagna inom Europeiska projekt) För vem? Du som arbetar inom förskola och skola eller på annat sätt arbetar med utbildning (lärarutbildare, studievägledare, handledare och så vidare) kan söka stöd för att delta i kurser på europeisk nivå tillsammans med kolleger från andra europeiska länder. Kurserna pågår under 1-6 veckor. Det finns även möjlighet att söka medel för praktiktjänstgöring samt för deltagande i seminarier och konferenser i andra EU-länder. Varför? Målet är att kompetensutveckla lärare och annan personal inom förskola och skola för att stärka kvaliteten i undervisningen. Du får också möjlighet att knyta kontakter för eventuella framtida projektsamarbeten. Lärarna – skolans enskilt viktigaste framgångsfaktor
Medel kan sökas för fortbildningskurser eller praktik vid en förskola eller skola (så kallad job-shadowing) i ett annat europeiskt land. Det är även möjligt att söka medel för seminarier och konferenser i andra EU länder. Konferensdeltagande kan vara kortare än 1 vecka. Kurser ur kursdatabasen prioriteras (framtagna inom Europeiska projekt) För vem? Du som arbetar inom förskola och skola eller på annat sätt arbetar med utbildning (lärarutbildare, studievägledare, handledare och så vidare) kan söka stöd för att delta i kurser på europeisk nivå tillsammans med kolleger från andra europeiska länder. Kurserna pågår under 1-6 veckor. Det finns även möjlighet att söka medel för praktiktjänstgöring samt för deltagande i seminarier och konferenser i andra EU-länder. Varför? Målet är att kompetensutveckla lärare och annan personal inom förskola och skola för att stärka kvaliteten i undervisningen. Du får också möjlighet att knyta kontakter för eventuella framtida projektsamarbeten. Lärarna – skolans enskilt viktigaste framgångsfaktor
Medel kan sökas för fortbildningskurser eller praktik vid en förskola eller skola (så kallad job-shadowing) i ett annat europeiskt land. Det är även möjligt att söka medel för seminarier och konferenser i andra EU länder. Konferensdeltagande kan vara kortare än 1 vecka. Kurser ur kursdatabasen prioriteras (framtagna inom Europeiska projekt) För vem? Du som arbetar inom förskola och skola eller på annat sätt arbetar med utbildning (lärarutbildare, studievägledare, handledare och så vidare) kan söka stöd för att delta i kurser på europeisk nivå tillsammans med kolleger från andra europeiska länder. Kurserna pågår under 1-6 veckor. Det finns även möjlighet att söka medel för praktiktjänstgöring samt för deltagande i seminarier och konferenser i andra EU-länder. Varför? Målet är att kompetensutveckla lärare och annan personal inom förskola och skola för att stärka kvaliteten i undervisningen. Du får också möjlighet att knyta kontakter för eventuella framtida projektsamarbeten. Lärarna – skolans enskilt viktigaste framgångsfaktor