Riga, 13 March 2015: Representatives from governments, industry, academia, NGOs, and other key stakeholders across Europe have joined forces with the European Commission to push for further action to stimulate investment, the acquisition of digital skills and the creation of jobs to kick start Europe’s anaemic rate of economic growth.
The Riga Declaration calls for action across Europe to address the shortage of digital skills and stimulate job creation. It was signed by representatives from governments, industry, education and other stakeholders. It acknowledges high youth unemployment in Europe and the need to equip young people with digital skills for today's job market. The declaration outlines 10 principles to guide efforts, including committing to investment in digital technologies and skills, addressing youth unemployment, and fostering lifelong education and training. It aims to harness digital technologies to fuel economic growth and job opportunities.
BDV Skills Accreditation - Future of digital skills in Europe reskilling and ...Big Data Value Association
The Digital Skills and Jobs Coalition is a community supported by the European Commission to address the digital skills gap in Europe. It includes 25 National Coalitions and over 500 member organizations working on initiatives to boost digital skills. There is a high demand for ICT specialists but also a shortage, and programs aim to reskill and upskill Europeans. Investments are needed in both digital technologies and skills to take advantage of new technologies like artificial intelligence and ensure data skills and literacy. Bridges between industry and universities are important to develop specialized curricula focused on growing skills in high-demand areas such as software engineering and cybersecurity. The Coalition highlights various member pledges and initiatives that have provided digital skills training and certifications to over
EUCIP Core qualification in Hungary - IT-Shape LdV projectITStudy Ltd.
EUCIP Core - at European level recognized IT qualification - is an answer exactly to this demand as its competence framework strongly focuses on the business skills related to the fundamental e-skills. The certificate was established by CEPIS (Council of European Professional Informatics Societies) and has been used with success already in seven European countries.
IT-Shape LLL LdV project aims to adapt EUCIP Core certificate in the Hungarian Vocational Education.
T-shaped experts, T-shaped education in Hungary
IT-Shape project aims to adapt EUCIP Core certificate in the Hungarian Vocational Education. The main impact of the project are the increased chances of Hungarian (young and adult) people getting their placement at enterprises, by offering them internationally recognized, true pan-European IT qualification."
The document discusses 8 reasons for educators to develop their digital literacies: 1) To develop their own digital capabilities for living and working in a digital society, 2) To boost their confidence using digital media for teaching, 3) To understand technology-enhanced learning and how technologies can support learning, 4) To understand technological developments and their implications for teaching, 5) To ensure effective use of digital technology in learning, 6) Because international institutions encourage using digital technologies, 7) To prepare students for real life where most jobs require digital skills, and 8) To tackle digital exclusion and access issues some adults face.
ICT4SD: The Role of Academe and Industry SectorsErnesto Empig
This document outlines the role of academia and industry in supporting sustainable development goals through information and communications technology (ICT). It discusses how the academic sector in the Philippines has revised ICT-related degree programs to focus on competency-based learning outcomes. The industry sector provides opportunities for students through internships, certification exams, and partnerships with academia. Both sectors aim to develop human assets with the skills needed for ICT careers through specialized curricula and training programs. The document recommends strengthening collaboration between academia and industry through formal partnerships and exchange programs to effectively support sustainable development with ICT by 2030.
Brochure European IT Professionalism Framework. Strengthening IT Professionalism in Europe. A European framework for IT professionalism to support and further mature the IT profession, and increase Europe’s digital talent pool.
Riga, 13 March 2015: Representatives from governments, industry, academia, NGOs, and other key stakeholders across Europe have joined forces with the European Commission to push for further action to stimulate investment, the acquisition of digital skills and the creation of jobs to kick start Europe’s anaemic rate of economic growth.
The Riga Declaration calls for action across Europe to address the shortage of digital skills and stimulate job creation. It was signed by representatives from governments, industry, education and other stakeholders. It acknowledges high youth unemployment in Europe and the need to equip young people with digital skills for today's job market. The declaration outlines 10 principles to guide efforts, including committing to investment in digital technologies and skills, addressing youth unemployment, and fostering lifelong education and training. It aims to harness digital technologies to fuel economic growth and job opportunities.
BDV Skills Accreditation - Future of digital skills in Europe reskilling and ...Big Data Value Association
The Digital Skills and Jobs Coalition is a community supported by the European Commission to address the digital skills gap in Europe. It includes 25 National Coalitions and over 500 member organizations working on initiatives to boost digital skills. There is a high demand for ICT specialists but also a shortage, and programs aim to reskill and upskill Europeans. Investments are needed in both digital technologies and skills to take advantage of new technologies like artificial intelligence and ensure data skills and literacy. Bridges between industry and universities are important to develop specialized curricula focused on growing skills in high-demand areas such as software engineering and cybersecurity. The Coalition highlights various member pledges and initiatives that have provided digital skills training and certifications to over
EUCIP Core qualification in Hungary - IT-Shape LdV projectITStudy Ltd.
EUCIP Core - at European level recognized IT qualification - is an answer exactly to this demand as its competence framework strongly focuses on the business skills related to the fundamental e-skills. The certificate was established by CEPIS (Council of European Professional Informatics Societies) and has been used with success already in seven European countries.
IT-Shape LLL LdV project aims to adapt EUCIP Core certificate in the Hungarian Vocational Education.
T-shaped experts, T-shaped education in Hungary
IT-Shape project aims to adapt EUCIP Core certificate in the Hungarian Vocational Education. The main impact of the project are the increased chances of Hungarian (young and adult) people getting their placement at enterprises, by offering them internationally recognized, true pan-European IT qualification."
The document discusses 8 reasons for educators to develop their digital literacies: 1) To develop their own digital capabilities for living and working in a digital society, 2) To boost their confidence using digital media for teaching, 3) To understand technology-enhanced learning and how technologies can support learning, 4) To understand technological developments and their implications for teaching, 5) To ensure effective use of digital technology in learning, 6) Because international institutions encourage using digital technologies, 7) To prepare students for real life where most jobs require digital skills, and 8) To tackle digital exclusion and access issues some adults face.
ICT4SD: The Role of Academe and Industry SectorsErnesto Empig
This document outlines the role of academia and industry in supporting sustainable development goals through information and communications technology (ICT). It discusses how the academic sector in the Philippines has revised ICT-related degree programs to focus on competency-based learning outcomes. The industry sector provides opportunities for students through internships, certification exams, and partnerships with academia. Both sectors aim to develop human assets with the skills needed for ICT careers through specialized curricula and training programs. The document recommends strengthening collaboration between academia and industry through formal partnerships and exchange programs to effectively support sustainable development with ICT by 2030.
Brochure European IT Professionalism Framework. Strengthening IT Professionalism in Europe. A European framework for IT professionalism to support and further mature the IT profession, and increase Europe’s digital talent pool.
An example of Grand Coalition for Digital Jobs – Animating Female Talent thro...eudraft
Presentation created for the "Skills and mobility for competitiveness" Conference held in Thessaloniki 3rd December 2013 by Dimitris Raftopoulos, Chair of the Finance and EU Projects Working Group
e-Skills Match Project Factsheet
e-Skills Match project is co-funded by European Commission Directorate General for Communications Networks, Content & Technology (DG CONNECT), Unit for Inclusion, Skills and Youth, under the grant agreement no. ECOKT2014-7 (30-CE-0726730/00-60).
This document outlines policies and strategies for implementing information and communications technology (ICT) in the education system of Antigua and Barbuda. It establishes a vision of developing a society where citizens can contribute positively to development in the digital age. The key strategies include integrating ICT into curricula to ensure computer literacy, establishing governance structures to coordinate ICT programs, providing training to develop teachers' ICT skills, and recognizing efforts to promote ICT use. The goal is to improve teaching, learning, and administration through ICT while providing students with needed digital skills.
Strategies to promote the development of e-competencies guest6dbe7d
After ten years of effort to improve educational achievements by infusing massive amounts of capital into information and communication technologies (ICT), current research constantly demonstrates that access to and the use of ICT are not guarantees for increased achievement by students“.
- Does this mean that public policies in education have failed, especially in regard to technology?
- Are the future generations of professionals prepared for modern labour markets?
- How do we strengthen literacy for the 21st century?
ESRC/SSRC Collaborative Visiting Fellowships
Strategies to promote the development of e-competencies@cristobalcobo
After ten years of effort to improve educational achievements by infusing massive amounts of capital into information and communication technologies (ICT), current research constantly demonstrates that access to and the use of ICT are not guarantees for increased achievement by students“.
- Does this mean that public policies in education have failed, especially in regard to technology?
- Are the future generations of professionals prepared for modern labour markets?
- How do we strengthen literacy for the 21st century?
ESRC/SSRC Collaborative Visiting Fellowships
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.
The Need: Greece faces high unemployment rates, especially among youth, while there is also a shortage of workers with digital skills to fill vacancies in the ICT sector.
The Vision: The study envisions Greece investing in developing its workforce with digital skills to attract technology companies and generate 500,000 new ICT jobs over 10 years.
The Objective: The main objective is to introduce programming and digital skills to young Greeks in order to bridge the skills gap and fill ICT vacancies both in Greece and Europe. Specific proposals focus on teaching programming in education.
The Outcome: Filling an estimated 500,000 European ICT vacancies over 10 years with Greek workers trained in digital skills could boost Greek employment
Girls, ICT and entrepreneurship. Learning from existing initiativesCESGA
This report presents the main findings of an analysis conducted in the context of the project ICTGo-Girls! Promoting Entrepreneurship among Secondary School Girls through ICT. This project proposes to design, carry out and evaluate a pilot program to enhance entrepreneurship skills among secondary school girls, using ICT as a key element both in terms of resources developed as in content. It is aimed at empowering girls with the knowledge, skills and values to help them to be able to create future opportunities for innovation and quality ICT related employment. For this purpose, useful interactive activities, proposals and open source / free digital tools are identified and adapted, building a learning methodology and a complete toolkit, containing support materials, methodologies and software for schools and educational communities.
Future of learn and work after covid-19 By Mr Data Business SchoolMondy Holten
Mr. Data is an online training institute that offers courses to become experts in fields like big data, analytics, and IT systems in just 14 days. The document discusses the impact of COVID-19 on work and the future of work. It also provides information about Mr. Data's training programs and certifications in technologies like SAP, Power BI, and data analytics that help students secure jobs. The training is offered both online and in physical classrooms at affordable prices with 24/7 support.
The document discusses several topics related to digital inclusion and skills in Europe, including:
1. The role of public libraries in providing digital literacy training and acting as social and educational hubs in communities.
2. Future skills needs in Europe will require most jobs to have some level of digital competence, from basic to advanced skills.
3. Reducing digital divides through improving access to technology and promoting the development of digital skills from basic to advanced levels among citizens.
4. Key EU policies and initiatives aimed at promoting digital inclusion and skills, such as the Digital Agenda for Europe.
eLearning expo conference Athens 2011 - Peter BirchPeter Birch
This document summarizes Peter Birch's presentation on the Lifelong Learning Programme and ICT for learning. It discusses the various programs offered under the Lifelong Learning Programme including Comenius, Erasmus, Grundtvig, and Leonardo da Vinci. It provides examples of successful projects funded by the program that promote the use of ICT in education. Looking ahead, it discusses the importance of developing 21st century skills like digital competence and the need to overcome barriers to access in order to promote lifelong learning for all.
The Importance and the Definition of e-Skills for Europealiceproject
The document discusses the importance of e-skills for Europe and defines what e-skills encompass. It notes that while demand for IT professionals exceeds supply, efforts must be made to close skills gaps and mismatches. E-skills include IT practitioner skills, IT user skills, and e-business skills. The development of e-skills is important for social cohesion, inclusion, and allowing individuals to realize their full potential. Priority actions include developing a long-term strategic approach, improving labor market data and planning, and promoting multi-stakeholder partnerships for e-skills development.
Folleto del proyecto VET4e-inclusion (versión en inglés)Fundación Esplai
This project is carried out by a consortium of 8 organizations from Spain, Italy, France, Germany and Bulgaria representing non-formal education, higher education, foundations, think tanks and vocational training centers. The project aims to develop a certifiable training curriculum for e-inclusion facilitators focused on developing key competences for users at risk of social exclusion and empowering them in the knowledge society. The training curriculum will be based on an innovative blended learning environment using Web 2.0 technologies and user-centered didactics.
This project is carried out by a consortium of 8 organizations from Spain, Italy, France, Germany and Bulgaria representing non-formal education, higher education, foundations, think tanks and vocational training centers. The project aims to develop a certifiable training curriculum for e-inclusion facilitators focused on developing key competences for users at risk of social exclusion and empowering them in the knowledge society. The training curriculum will be based on an innovative blended learning environment using Web 2.0 technologies and user-centered didactics.
Global E-learning Market size was valued at USD 304.38 Billion in 2022 and is projected to reach USD 653.89 Billion by 2030, growing at a CAGR of 10.03% during the forecast period.
The document discusses an institutional program called the Institutional Responses to Emergent Technologies program. The one-year program aims to understand how institutions are responding to emerging technologies, including which technologies are generating interest, how responsibilities are being distributed within institutions, and challenges being faced. The program includes several pilot projects investigating engagement with emergent technologies and will synthesize findings and evaluate outcomes.
This document provides an overview of module 3 of the Academy of ICT Essentials for Government Leaders, which discusses e-government applications including key concepts, principles, types of applications, and case studies of exemplar systems as well as considerations for designing an e-government system. The module objectives are to provide an overview of e-government, describe types of e-government services through examples, and discuss success and risk factors.
Ait EMPOWER by José Bidarra, Wayne Holmes and Henrik Kohler SimonsenEADTU
The document outlines an Erasmus+ project called Artificial Intelligence in Teaching (AIT) that aims to identify and analyze best practices of AI in higher education in Denmark, Portugal, and the UK. The objectives are to study examples of AI use, identify national approaches, and develop a roadmap for future development. Preliminary outcomes found that while AI is widely researched in higher education, it is not widely used to support learning, and the impact of AI on society is not widely taught. The project will disseminate its findings to increase knowledge of AI dimensions and inform institutional decisions.
This document summarizes a European Commission-funded project called EMPLOY that aims to develop digital skills for employability and social inclusion among young learners. The project involves partners from Turkey, France, Estonia, Greece, and Italy and has a budget of 257,767 Euros from 2015-2017. It seeks to address the need for digital skills training among youth aged 10-15 by designing a serious game to build skills aligned with school curricula and industry needs. The goals are to empower learners with in-demand digital skills, support teachers, and enable industry to find better trained potential employees.
An example of Grand Coalition for Digital Jobs – Animating Female Talent thro...eudraft
Presentation created for the "Skills and mobility for competitiveness" Conference held in Thessaloniki 3rd December 2013 by Dimitris Raftopoulos, Chair of the Finance and EU Projects Working Group
e-Skills Match Project Factsheet
e-Skills Match project is co-funded by European Commission Directorate General for Communications Networks, Content & Technology (DG CONNECT), Unit for Inclusion, Skills and Youth, under the grant agreement no. ECOKT2014-7 (30-CE-0726730/00-60).
This document outlines policies and strategies for implementing information and communications technology (ICT) in the education system of Antigua and Barbuda. It establishes a vision of developing a society where citizens can contribute positively to development in the digital age. The key strategies include integrating ICT into curricula to ensure computer literacy, establishing governance structures to coordinate ICT programs, providing training to develop teachers' ICT skills, and recognizing efforts to promote ICT use. The goal is to improve teaching, learning, and administration through ICT while providing students with needed digital skills.
Strategies to promote the development of e-competencies guest6dbe7d
After ten years of effort to improve educational achievements by infusing massive amounts of capital into information and communication technologies (ICT), current research constantly demonstrates that access to and the use of ICT are not guarantees for increased achievement by students“.
- Does this mean that public policies in education have failed, especially in regard to technology?
- Are the future generations of professionals prepared for modern labour markets?
- How do we strengthen literacy for the 21st century?
ESRC/SSRC Collaborative Visiting Fellowships
Strategies to promote the development of e-competencies@cristobalcobo
After ten years of effort to improve educational achievements by infusing massive amounts of capital into information and communication technologies (ICT), current research constantly demonstrates that access to and the use of ICT are not guarantees for increased achievement by students“.
- Does this mean that public policies in education have failed, especially in regard to technology?
- Are the future generations of professionals prepared for modern labour markets?
- How do we strengthen literacy for the 21st century?
ESRC/SSRC Collaborative Visiting Fellowships
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.
The Need: Greece faces high unemployment rates, especially among youth, while there is also a shortage of workers with digital skills to fill vacancies in the ICT sector.
The Vision: The study envisions Greece investing in developing its workforce with digital skills to attract technology companies and generate 500,000 new ICT jobs over 10 years.
The Objective: The main objective is to introduce programming and digital skills to young Greeks in order to bridge the skills gap and fill ICT vacancies both in Greece and Europe. Specific proposals focus on teaching programming in education.
The Outcome: Filling an estimated 500,000 European ICT vacancies over 10 years with Greek workers trained in digital skills could boost Greek employment
Girls, ICT and entrepreneurship. Learning from existing initiativesCESGA
This report presents the main findings of an analysis conducted in the context of the project ICTGo-Girls! Promoting Entrepreneurship among Secondary School Girls through ICT. This project proposes to design, carry out and evaluate a pilot program to enhance entrepreneurship skills among secondary school girls, using ICT as a key element both in terms of resources developed as in content. It is aimed at empowering girls with the knowledge, skills and values to help them to be able to create future opportunities for innovation and quality ICT related employment. For this purpose, useful interactive activities, proposals and open source / free digital tools are identified and adapted, building a learning methodology and a complete toolkit, containing support materials, methodologies and software for schools and educational communities.
Future of learn and work after covid-19 By Mr Data Business SchoolMondy Holten
Mr. Data is an online training institute that offers courses to become experts in fields like big data, analytics, and IT systems in just 14 days. The document discusses the impact of COVID-19 on work and the future of work. It also provides information about Mr. Data's training programs and certifications in technologies like SAP, Power BI, and data analytics that help students secure jobs. The training is offered both online and in physical classrooms at affordable prices with 24/7 support.
The document discusses several topics related to digital inclusion and skills in Europe, including:
1. The role of public libraries in providing digital literacy training and acting as social and educational hubs in communities.
2. Future skills needs in Europe will require most jobs to have some level of digital competence, from basic to advanced skills.
3. Reducing digital divides through improving access to technology and promoting the development of digital skills from basic to advanced levels among citizens.
4. Key EU policies and initiatives aimed at promoting digital inclusion and skills, such as the Digital Agenda for Europe.
eLearning expo conference Athens 2011 - Peter BirchPeter Birch
This document summarizes Peter Birch's presentation on the Lifelong Learning Programme and ICT for learning. It discusses the various programs offered under the Lifelong Learning Programme including Comenius, Erasmus, Grundtvig, and Leonardo da Vinci. It provides examples of successful projects funded by the program that promote the use of ICT in education. Looking ahead, it discusses the importance of developing 21st century skills like digital competence and the need to overcome barriers to access in order to promote lifelong learning for all.
The Importance and the Definition of e-Skills for Europealiceproject
The document discusses the importance of e-skills for Europe and defines what e-skills encompass. It notes that while demand for IT professionals exceeds supply, efforts must be made to close skills gaps and mismatches. E-skills include IT practitioner skills, IT user skills, and e-business skills. The development of e-skills is important for social cohesion, inclusion, and allowing individuals to realize their full potential. Priority actions include developing a long-term strategic approach, improving labor market data and planning, and promoting multi-stakeholder partnerships for e-skills development.
Folleto del proyecto VET4e-inclusion (versión en inglés)Fundación Esplai
This project is carried out by a consortium of 8 organizations from Spain, Italy, France, Germany and Bulgaria representing non-formal education, higher education, foundations, think tanks and vocational training centers. The project aims to develop a certifiable training curriculum for e-inclusion facilitators focused on developing key competences for users at risk of social exclusion and empowering them in the knowledge society. The training curriculum will be based on an innovative blended learning environment using Web 2.0 technologies and user-centered didactics.
This project is carried out by a consortium of 8 organizations from Spain, Italy, France, Germany and Bulgaria representing non-formal education, higher education, foundations, think tanks and vocational training centers. The project aims to develop a certifiable training curriculum for e-inclusion facilitators focused on developing key competences for users at risk of social exclusion and empowering them in the knowledge society. The training curriculum will be based on an innovative blended learning environment using Web 2.0 technologies and user-centered didactics.
Global E-learning Market size was valued at USD 304.38 Billion in 2022 and is projected to reach USD 653.89 Billion by 2030, growing at a CAGR of 10.03% during the forecast period.
The document discusses an institutional program called the Institutional Responses to Emergent Technologies program. The one-year program aims to understand how institutions are responding to emerging technologies, including which technologies are generating interest, how responsibilities are being distributed within institutions, and challenges being faced. The program includes several pilot projects investigating engagement with emergent technologies and will synthesize findings and evaluate outcomes.
This document provides an overview of module 3 of the Academy of ICT Essentials for Government Leaders, which discusses e-government applications including key concepts, principles, types of applications, and case studies of exemplar systems as well as considerations for designing an e-government system. The module objectives are to provide an overview of e-government, describe types of e-government services through examples, and discuss success and risk factors.
Ait EMPOWER by José Bidarra, Wayne Holmes and Henrik Kohler SimonsenEADTU
The document outlines an Erasmus+ project called Artificial Intelligence in Teaching (AIT) that aims to identify and analyze best practices of AI in higher education in Denmark, Portugal, and the UK. The objectives are to study examples of AI use, identify national approaches, and develop a roadmap for future development. Preliminary outcomes found that while AI is widely researched in higher education, it is not widely used to support learning, and the impact of AI on society is not widely taught. The project will disseminate its findings to increase knowledge of AI dimensions and inform institutional decisions.
This document summarizes a European Commission-funded project called EMPLOY that aims to develop digital skills for employability and social inclusion among young learners. The project involves partners from Turkey, France, Estonia, Greece, and Italy and has a budget of 257,767 Euros from 2015-2017. It seeks to address the need for digital skills training among youth aged 10-15 by designing a serious game to build skills aligned with school curricula and industry needs. The goals are to empower learners with in-demand digital skills, support teachers, and enable industry to find better trained potential employees.
Similar to From digital skills to critical digital citizenship (20)
This document discusses trends and challenges related to digital inclusion and skills development. It begins with an agenda for a presentation on this topic. It then discusses how digitalization is impacting technical and vocational education and training (TVET) through new industries, jobs, skills needs, and teaching methods. Several trends in digital and online learning for TVET are presented along with practical innovations and inclusion challenges. The impact of COVID-19 on vulnerable groups and promising trends for digital inclusion are also reviewed. Key messages are that the digital divide is widening social divides, digital inclusion is crucial, and digital empowerment beyond inclusion is needed.
Building open education capacity step by step: the Open Education Factory app...Fabio Nascimbeni
Presentation given at OEGlobal Conference 2020, presenting the state of the art of the OEF project and some ideas to develop openness capacity of university educators.
This document summarizes a report on open education policies across EU member states. It finds that while most states have a broad vision of open education, many still limit policies to open educational resources. The report identifies four types of open education policies and notes barriers like low priority and lack of support. It reflects on moving from open resources to open education policies and the importance of collaboration. Open questions remain on disseminating findings and spurring discussion to advance open education.
Enhancing openness from within: a new approach to increase universities capac...Fabio Nascimbeni
This document discusses enhancing openness within universities by increasing their capacity for open practices. It presents the Open Educators Factory (OEF) definition and framework for identifying open educators. A pilot project using the OEF platform mapped the openness capacities of educators at Politecnico di Torino university based on 181 replies. The future of the project includes fostering use of the OEF platform, translating it to other languages, and conducting qualitative research on how open culture and networking impact teaching practices. It is presented as an open research project seeking to build an "army of Open Educators" who can drive change towards openness from within universities.
Which policies for Open Education? Insights from the first ever study on open...Fabio Nascimbeni
This document summarizes the key findings of a study on open education policies across the 28 EU member states. The study identified four main types of open education policies and analyzed barriers and enablers. It provided examples of policies in Greece, Germany, Italy, the Netherlands, and Romania. The researchers reflected that open education is evolving from OER policies to comprehensive approaches. Collaboration is important, and policies should advance openness while recognizing different countries' situations. Local authorities and business models also impact open education implementation.
The Open Educators Factory Project: In Search for the Open EducatorFabio Nascimbeni
This document discusses the Open Educators Factory project, which aims to build capacity for openness among higher education educators. It notes that while open education policies and initiatives are growing, traditional teaching is still the norm. The project seeks to transform educators from agents of resistance to agents of change toward more open approaches. It defines an "open educator" and presents an Openness Framework that maps levels of openness across design, content, teaching, and assessment. A pilot at Politecnico di Torino found varying levels of openness and a clear relationship between openness and collaboration. The project aims to further develop its assessment platform and qualitative research on how networking impacts teaching practices.
Open education: a new operational framework for people and for institutionsFabio Nascimbeni
The presentation contains some reflections and research results on the links between public policy, institutional strategies and individual behaviours in the field of Open Education.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
From digital skills to critical digital citizenship
1. 28 March 2023 Fabio Nascimbeni ETF
From digital skills to
critical digital
citizenship: the role of
VET
The European Commission's support for the production of this publication does not
constitute an endorsement of the contents, which reflect the views only of the authors,
and the Commission cannot be held responsible for any use which may be made of the
information contained therein.
NERDVET - THINK SMART! ENHANCING CRITICAL THINKING SKILLS & MEDIA LITERACY IN VET
Project no. 621537-EPP-1-2020-1-IT-EPPKA3-IPI-SOC-IN | Erasmus+ KA3 - Support for policy reform| Call EACEA/34/2019
2. European Training Foundation
The EU Agency with the mission is to help transition and developing countries harness the
potential of their human capital.
In the framework of the EU external relation, the ETF support 29 countries around Europe to
improve their vocational education and training systems, analyse skills needs, and develop their
labour markets.
https://www.etf.europa.eu/en/what-we-do/digital-skills-and-learning
3. Post-digital societies
NERDVET - THINK SMART! ENHANCING CRITICAL THINKING SKILLS & MEDIA LITERACY IN VET
Project no. 621537-EPP-1-2020-1-IT-EPPKA3-IPI-SOC-IN | Erasmus+ KA3 - Support for policy reform| Call EACEA/34/2019
4. Offline participation
NERDVET - THINK SMART! ENHANCING CRITICAL THINKING SKILLS & MEDIA LITERACY IN VET
Project no. 621537-EPP-1-2020-1-IT-EPPKA3-IPI-SOC-IN | Erasmus+ KA3 - Support for policy reform| Call EACEA/34/2019
5. Online participation
NERDVET - THINK SMART! ENHANCING CRITICAL THINKING SKILLS & MEDIA LITERACY IN VET
Project no. 621537-EPP-1-2020-1-IT-EPPKA3-IPI-SOC-IN | Erasmus+ KA3 - Support for policy reform| Call EACEA/34/2019
6. On-lifeparticipation
NERDVET - THINK SMART! ENHANCING CRITICAL THINKING SKILLS & MEDIA LITERACY IN VET
Project no. 621537-EPP-1-2020-1-IT-EPPKA3-IPI-SOC-IN | Erasmus+ KA3 - Support for policy reform| Call EACEA/34/2019
7. Beyond the EU
NERDVET - THINK SMART! ENHANCING CRITICAL THINKING SKILLS & MEDIA LITERACY IN VET
Project no. 621537-EPP-1-2020-1-IT-EPPKA3-IPI-SOC-IN | Erasmus+ KA3 - Support for policy reform| Call EACEA/34/2019
digitalleadershipinstitute.in
10 Digital skill ที่องค์กรส่วนใหญ่ต ้องการ -
สานักงานพัฒนารัฐบาลดิจิทัล (องค์การ
มหาชน) สพร. หรือ DGA
Year 2563
8. Just one slide on AI (promise)
NERDVET - THINK SMART! ENHANCING CRITICAL THINKING SKILLS & MEDIA LITERACY IN VET
Project no. 621537-EPP-1-2020-1-IT-EPPKA3-IPI-SOC-IN | Erasmus+ KA3 - Support for policy reform| Call EACEA/34/2019
9. New forms of digital exclusion
NERDVET - THINK SMART! ENHANCING CRITICAL THINKING SKILLS & MEDIA LITERACY IN VET
Project no. 621537-EPP-1-2020-1-IT-EPPKA3-IPI-SOC-IN | Erasmus+ KA3 - Support for policy reform| Call EACEA/34/2019
10. What needs to happen?
NERDVET - THINK SMART! ENHANCING CRITICAL THINKING SKILLS & MEDIA LITERACY IN VET
Project no. 621537-EPP-1-2020-1-IT-EPPKA3-IPI-SOC-IN | Erasmus+ KA3 - Support for policy reform| Call EACEA/34/2019
Digital
Skills
Digital
Literacy
Knowledge
Skills
Attitudes
Critical
Digital
Citizenship
Critical thinking
Digital ethics
Responsible collaboration
11. Digital skills
NERDVET - THINK SMART! ENHANCING CRITICAL THINKING SKILLS & MEDIA LITERACY IN VET
Project no. 621537-EPP-1-2020-1-IT-EPPKA3-IPI-SOC-IN | Erasmus+ KA3 - Support for policy reform| Call EACEA/34/2019
Digital Skills. Top 9 Digital Skills you Need to Learn in 2023 (seokenya.com)
12. Critical digital literacies
NERDVET - THINK SMART! ENHANCING CRITICAL THINKING SKILLS & MEDIA LITERACY IN VET
Project no. 621537-EPP-1-2020-1-IT-EPPKA3-IPI-SOC-IN | Erasmus+ KA3 - Support for policy reform| Call EACEA/34/2019
Antony Coombs, University of Greenwich.
13. Critical digital citizenship
NERDVET - THINK SMART! ENHANCING CRITICAL THINKING SKILLS & MEDIA LITERACY IN VET
Project no. 621537-EPP-1-2020-1-IT-EPPKA3-IPI-SOC-IN | Erasmus+ KA3 - Support for policy reform| Call EACEA/34/2019
To Learning and Beyond – education, learning, college, media, literacy (wordpress.com)
14. What about VET?
New sectors
New jobs
New kinds of jobs (platforms)
New competences/skills needed
New teaching methods
VET can (and needs to) play a key role
NERDVET - THINK SMART! ENHANCING CRITICAL THINKING SKILLS & MEDIA LITERACY IN VET
Project no. 621537-EPP-1-2020-1-IT-EPPKA3-IPI-SOC-IN | Erasmus+ KA3 - Support for policy reform| Call EACEA/34/2019
Access to
learning
opportunities
Quality of
learning
experiences
Relevance of
learning
outcomes
17. Thank you
NERDVET - THINK SMART! ENHANCING CRITICAL THINKING SKILLS & MEDIA LITERACY IN VET
Project no. 621537-EPP-1-2020-1-IT-EPPKA3-IPI-SOC-IN | Erasmus+ KA3 - Support for policy reform| Call EACEA/34/2019
Daniel Villar-Onrubia, Luca Morini, Victoria I. Marín, Fabio Nascimbeni (2022). Critical
digital literacy as a key for (post)digital citizenship: an international review of
teacher competence frameworks. JOURNAL OF E-LEARNING AND KNOWLEDGE
SOCIETY Vol. 18, No. 3
fabio.nascimbeni@etf.europa.eu