On the 8 April 2014 Pearson / ELIG, with support from local partners, have been running a workshop on “Innovation in Education: Tools and methods for success”.
The workshop was co-organized by colleagues from SCIO and Lab4Ed, and hosted by the Escola Superior de Educação (Porto, PT). The workshop attracted more than thirty educational actors from several action fields: higher education teachers (from both public and private universities), universities’ professionals, vocational education and training teachers, MOOC’s and e-learning trainers, educational innovators, and university students. The workshop had as keynote speakers Dr. Andreas Meiszner, representing ELIG – European Learning Industry Group, and Kelwyn Looi, on behalf of Pearson.
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
Case: EFQUEL
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
Innovation in Education: Tools and methods for success (Session 2)Andreas Meiszner
Innovation in Education
Tools and methods for success
Session 2: Tools and techniques
Joint Pearson and ELIG workshop at the Escola Superior de Educação do Porto.
How to Guide Innovation in a Changing Education Ecosystem?Andreas Meiszner
As part of the Learning@Work Exploratorium Lab that is run by the European Learning Industry Group (ELIG) within the FP7 funded HoTEL research project we have been running a joint ELIG / Pearson interactive Learnshop that aimed at critically reflecting on how to innovate in a profoundly changing education ecosystem.
A key focus on this Learnshop had been to further advance on the question of how the Pearson efficacy framework might be best scoped, structured and contextualized [e.g. as a part of a larger model] so as to foster its usefulness and applicability as a tool to support TEL for individuals / institutions, through the practical application of the framework with real-life ‘cases’
This document provides an overview on the Learnshop structure and might be of use to those that intend to organize similar activities.
Business and Sustainability Models in Open Education: Concepts and Examples i...Andreas Meiszner
As will be discussed within this report, OE services are not limited to learner assessment and certification against fees. The possible OE value chain that the unbundling of the traditional formal education package and the institutional detachment of education in theory do withhold is still to be explored.
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
Case: EFQUEL
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
Innovation in Education: Tools and methods for success (Session 2)Andreas Meiszner
Innovation in Education
Tools and methods for success
Session 2: Tools and techniques
Joint Pearson and ELIG workshop at the Escola Superior de Educação do Porto.
How to Guide Innovation in a Changing Education Ecosystem?Andreas Meiszner
As part of the Learning@Work Exploratorium Lab that is run by the European Learning Industry Group (ELIG) within the FP7 funded HoTEL research project we have been running a joint ELIG / Pearson interactive Learnshop that aimed at critically reflecting on how to innovate in a profoundly changing education ecosystem.
A key focus on this Learnshop had been to further advance on the question of how the Pearson efficacy framework might be best scoped, structured and contextualized [e.g. as a part of a larger model] so as to foster its usefulness and applicability as a tool to support TEL for individuals / institutions, through the practical application of the framework with real-life ‘cases’
This document provides an overview on the Learnshop structure and might be of use to those that intend to organize similar activities.
Business and Sustainability Models in Open Education: Concepts and Examples i...Andreas Meiszner
As will be discussed within this report, OE services are not limited to learner assessment and certification against fees. The possible OE value chain that the unbundling of the traditional formal education package and the institutional detachment of education in theory do withhold is still to be explored.
[SLP webinar week] Challenges and opportunities for the recognition of short ...EADTU
[SLP webinar week] Challenges and opportunities for the recognition of short learning programmes (SLPs) within the European Higher Education Area by Clare Dunn, The OUUK. Day 2, 14 October 2020
The presentation gives an overview of how the HOTEL (Holistic Approach to Technology Enhanced Learning) project intends to develop and test an Innovation Support Model which will help research projects in TEL/e-learning reach sustainability / commercialisation.
In response to an increased demand from education providers, including offshore educational providers, the Maltese Government has decided to examine the design of a national accreditation system for e-learning in Higher Education, with particular emphasis on non-traditional forms of education such as MOOCs. This presentation describes the first two steps of a design thinking approach, to consider the challenges and opportunities which are informing the thinking of policy-makers, and examines the scenarios which may arise out of each one, with the aim of providing a basis for future ideation, prototyping and testing of an accreditation system.
Delivered at the EDEN Annual Conference in Budapest, 17th June 2016
[SLP webinar week] Challenges and opportunities for the recognition of short ...EADTU
[SLP webinar week] Challenges and opportunities for the recognition of short learning programmes (SLPs) within the European Higher Education Area by Clare Dunn, The OUUK. Day 2, 14 October 2020
The presentation gives an overview of how the HOTEL (Holistic Approach to Technology Enhanced Learning) project intends to develop and test an Innovation Support Model which will help research projects in TEL/e-learning reach sustainability / commercialisation.
In response to an increased demand from education providers, including offshore educational providers, the Maltese Government has decided to examine the design of a national accreditation system for e-learning in Higher Education, with particular emphasis on non-traditional forms of education such as MOOCs. This presentation describes the first two steps of a design thinking approach, to consider the challenges and opportunities which are informing the thinking of policy-makers, and examines the scenarios which may arise out of each one, with the aim of providing a basis for future ideation, prototyping and testing of an accreditation system.
Delivered at the EDEN Annual Conference in Budapest, 17th June 2016
The contribution of higher education to innovation - 6th University Business ...Nikolas Taillieu
A presentation given by our founder, Nikolas Taillieu for the participants of the 6th University Business Forum, organized by the European Commission. It talks about how Layered Prints and makerbee.buzz came to be and how higher education can stimulate and accelerate entrepreneurship and innovation.
Not enough people were learning about OMV's activities to support women and education, so they came to KURIER for some help. Using a highly innovative cross-media strategy, we leveraged the authenticity of content, the engagement of social media, the reach and efficiency of programmatic buying, and the trust of print.
KURIER delivered the right people at the right time in the right place with the right content. Over 9 million cross-media contacts far exceeded our expectations. We challenged the best media agency plans, and we won.
KURIER’s “Bildung Braucht Innovation” campaign for OMV is the winner of the 2015 World Association of Newspapers (WAN-IFRA) European Digital Media Award for “Best Digital Advertising Campaign”.
Innovative teaching strategies for student-centred learning: Utilising Honey...Anita Hamilton PhD
Hamilton, A. (2006). Innovative teaching strategies for student-centred learning: Utilising Honey & Mumford’s Learning Styles. Poster presentation at World Federation of Occupational Therapist International congress, Sydney, NSW, Australia.
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
OPEN RESOURCES FOR IMPLEMENTING EPORTFOLIOS IN HIGHER EDUCATION
AUTHORS: Lourdes Guàrdia, Marcela Maina, Elena Barberà and Ivan Alsina
1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
Open Education & Open Educational Services (short)Andreas Meiszner
An introduction to Open Education & Open Educational Services, including information on the openSE & openEd 2.0 projects.
Short version for European Learning Industry Group meeting (Cambrige, 13 – 14 September 2010)
Nine DBA students at thesis stage attended a non-credit bearing residency arranged in June 2017 at the University of Liverpool UK and led by Doctoral Tutors engaged through the Doctorate Hub. We all, including the tutors, stayed in self-contained units at BridgeStreet Liverpool One. This accommodation worked well, allowing us to stay together in the same complex […] The agenda was full, covering four days of structuring the DBA thesis, presenting our intended thesis and current status of progress with group feedback, understanding the expectations of the thesis, group exercises around our thesis projects, exploring action research, analytical software, data analysis and findings. We then considered how to present these in our thesis, and had one-on-one discussions with the Doctoral Tutors: Dr Nii Amoo and Dr Andreas Meiszner. Day four saw Dr Ana Faria join us to cover viva voce, research plan and the research instrument, and an open discussion on progressing to attaining our DBA qualification. This was rounded out with support available post- residency offered by the Doctorate Hub team. […] Of an evening we all participated in various meals and socialised at local restaurants and in sharing meals in designated units to contain costs. The opportunity to forge deep network connections and discuss our respective thesis and scholar-practitioner journeys were well worth the effort and expense to attend. The cohort has been in regular contact since as we each continue the progress of our thesis.
The research problem statement is one of the first steps in developing a Doctoral Thesis proposal. It is the starting point of the research process. Identifiable aspects of a research problem include something is broken, it has a cause and effect relationship, and there are initial observations and evidence mentioned. Developing a research problem statement from an identified problem isn’t easy but is an essential step in the thesis proposal process. To assist in the what and how, the Doctorate Hub team has been putting together this slideshow.
Re-Configuring Value Networks and Competition in Industrialized, Emerging and...Andreas Meiszner
Purpose of this Lecture
Aim: To provide an introduction to Value
Networks in Digital Times.
Learning Outcome:
(1) Understand how ICT is impacting Value Networks.
(2) Ability to assess the re-configura8on options of a given sector / industry.
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
HoTEL OEP ELIG Pearson Learnshop - part 1
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
Live Online Note Pad available at: https://etherpad.mozilla.org/ucvAgSF2e6
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
HoTEL OEP ELIG Pearson Learnshop - part 2
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
Case: Open University UK
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
Open Education Ecosystems, learning analytics and supportive software system ...Andreas Meiszner
At present there is a clear absence of technical solutions that would allow for education design and provision across technologies. Even in the case of supportive licensing for underlying open educational resources, and the access opportunity to educational communities, the disconnection of the respective technical solutions and environments has turned out so far to be a serious challenge. As a matter of fact current technological solutions are typically not designed or intended to allow for education across higher education institutions, nor to allow all type of learners to learn at any institution of their choice, nor to engage with students from such institutions, nor to obtain support from such institutions. Commercial approaches like Amazon for the retail sector or Sourceforge for developer community do provide some insights on how Open Education Ecosystems might be perceived. Amazon and Sourceforge both offer examples that bring together competing commercial enterprises within their environments, which in the traditional formal higher education domain does not exist. Thus there is the need to advance knowledge in such new forms of collaboration in the education sector and to contribute towards specifications that emerging Open Education Ecosystems would need to meet.
This updated version includes – inter alia – a new chapter focusing on the Key Challenges of Open Education (Chapter 5). This chapter draws on findings from the EU funded openED and openSE projects, and on findings from a 2011 survey carried out by the European Learning Industry Group (ELIG). The book is also available for download from the UNU-MERIT website at http://www.merit.unu.edu/archive/docs/hl/201111_The_Why_And_How_Of_Open_Education_v_1_5.pdf
‘The Why and How of Open Education‘ - Session Two: Service organization, busi...Andreas Meiszner
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives” 15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
‘The Why and How of Open Education‘ - Session One: Service Concepts and Pr...Andreas Meiszner
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group
Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives”
15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group
Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives”
15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
The Why and How of Open Education: The Service Perspective.Andreas Meiszner
The Why and How of Open Education: The Service Perspective.
http://okcon.org/2011/programme/the-why-and-how-of-open-education-concepts-and-practices
OKCon – The 6th Annual Open Knowledge Conference 30th June – 1st July 2011, Berlin – Germany (http://okcon.org/2011)
Online notes of the sessions are available from: http://typewith.me/okcon2011-openeducation
The Why and How of Open Education: Concepts and PracticesAndreas Meiszner
The Why and How of Open Education: Concepts and Practices
http://okcon.org/2011/programme/the-why-and-how-of-open-education-concepts-and-practices
OKCon – The 6th Annual Open Knowledge Conference 30th June – 1st July 2011, Berlin – Germany (http://okcon.org/2011)
Online notes of the sessions are available from: http://typewith.me/okcon2011-openeducation
The Why and How of Open Education Workshop.
http://okcon.org/2011/programme/the-why-and-how-of-open-education-concepts-and-practices
OKCon – The 6th Annual Open Knowledge Conference 30th June – 1st July 2011, Berlin – Germany (http://okcon.org/2011)
Online notes of the sessions are available from: http://typewith.me/okcon2011-openeducation
‘The Why and How of Open Education - With lessons from the openSE and openED ...Andreas Meiszner
The Collaborative Creativity Group CCG at UNU-MERIT Book just released a book on ‘The Why and How of Open Education’. The book is an introduction to Open Education (OE), giving practical guidance on the design and delivery of OE courses while wrestling with theoretical considerations of this new and emerging domain. Educators are the main targets, but it will also be relevant to policy makers, senior education managers and the learning industry as a whole.
The book draws from three sources: first from well-established online learning ecosystems, including Open Source Software communities; second from existing Open Courses in traditional formal education and related design models such as the Meta-design framework (Fischer, 2007); and third from EU funded research and pilot projects: FLOSSCom (2006-2008), openSE (2009-2011) and openED (2009-2012). This piloting work enabled a thorough analysis and modification of assumptions that emerged from sources one and two.
The first chapter provides a brief introduction to the OE field, addressing the question: ‘Why Open Education?’. The second chapter presents cases from the openSE and openED projects on how OE might look in practice. Sustainability is as important for OE as for traditional formal education, so before joining any kind of OE venture it is important to have a clear understanding of how such a venture might be sustained, as discussed in chapter three. Theoretical considerations and practical guidance for the design and delivery of OE are presented in chapter four, ahead of concluding remarks and future prospects in the fifth and final chapter.
This ‘Version 1.0’ of the book is released together with the start of the openED course on ‘Business and Management Competencies in a Web 2.0 world’, whose second edition begins on 26 April 2011. It is also published in parallel with the re-launch of the openSE website, which is an OE framework for computer science software engineering.
A ‘Version 2.0’, with more in-depth findings from the openSE and openED projects and general improvements, is tentatively scheduled for summer 2012. Anyone interested in co-authoring this ‘Version 2.0’, be it with minor improvements or major extensions, are invited to read the editable version of this book at the following link and to correct minor mistakes ‘on the fly’!
Download or read the Book in Version 1.0 online at:
• http://www.scribd.com/doc/53332611/The-Why-And-How-Of-Open-Education-v-1-0
Co-Author the Version 2.0 of the book and read the editable Version 1.0 at the links below:
• www.openEdWorld.net
The openED course on “Business and Management Competencies in a Web 2.0 world” will start on April 26th 2011 in its 2nd edition!
openED is a FREE/OPEN course targeting business students and practitioners alike. The course consists of 10 modules allowing participants to choose the individual modules they are interested in. This is to say that you can either take all of the 10 modules, or just those ones that you are interested at.
openED offers something to all: You can either TAKE IT or TEACH IT - make the course suit your needs!!!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Innovation in Education Tools and methods for success
1. Innovation in Education
Tools and methods for success
Workshop Summary Report
On the 8 April 2014 Pearson / ELIG, with support from local partners, have been
running a workshop on “Innovation in Education: Tools and methods for success”.
The workshop was co-organized by colleagues from SCIO and Lab4Ed, and
hosted by the Escola Superior de Educação (Porto, PT). The workshop attracted
more than thirty educational actors from several action fields: higher education
teachers (from both public and private universities), universities’ professionals,
vocational education and training teachers, MOOC’s and e-learning trainers,
educational innovators, and university students. The workshop had as keynote
speakers Dr. Andreas Meiszner, representing ELIG – European Learning Industry
Group, and Kelwyn Looi, on behalf of Pearson.
The main purpose of the workshop was to evaluate how analytical tools, such as
the Pearson Efficacy Framework, could enhance already established innovation
support models, structures and processes. The workshop continued on from a
2013 workshop at the Online Educa Berlin conference and introduced the Efficacy
Framework and explore its applicability as a tool to support technology-enhanced
learning innovations. The Pearson Efficacy Framework appeared to be of potential
use as an analytical tool as it can be used / applied to:
1. Support the variety of modes and contexts in which innovation may emerge.
2. Be successfully understood (or has the potential to be understood) and
supported by different categories of stakeholders (e.g. institutional investors,
school leaders, publishers, policy makers, teachers’ networks, student
associations, consultants.
3. Identify what works, where and under what conditions, distinguishing
between success factors that are relatively “unique”, specific to the context,
and others that can more easily be found or reproduced in other contexts.
This first session of the workshop provided a more conceptualized presentation of
innovative support tools and methods, with some constructive critical inputs that
was provided from teachers and educational experts. The second session of the
workshop in contrary allowed for a more practical exercise and was targeted at
university students and young entrepreneurs. This second session provided an
insight regarding the use of the innovative framework to their school works, and
some comparisons with other methodologies.
2. Workshop Session One
Concepts and Models
Workshop Session One focused on ‘Concepts and Models’ such as the
applicability, usefulness and integration of analytical tools like the Pearson Efficacy
Framework, and how those could enhance already established innovation support
models, structures and processes. The session provided an introduction into
Pearson’s Efficacy Framework to subsequently open the floor to a discussion on
its applicability within the Portuguese higher and adult education context. The
topics explored in the session covered the following:
• Introduction to Efficacy at Pearson.
• Exercise: Using the Efficacy Framework and the Outcomes and Evidence
criteria, examine the innovation potential for these 3 fields of innovation:
MOOCs, Learning Analytics, Educational Games.
o From the product POV: if you were designing a product in these
three areas of innovation, examine the Efficacy Framework as a tool
to support the development of such an innovation.
o Innovation potential assessed through examining a hypothetical
product for each; a MOOC helping students to learn English, a
product that enabled significantly improved learning analytics of an
English language learning course, and an Educational Game
designed to teach English.
• Open discussion on the applicability of the efficacy framework as:
o A tool to support higher education institutions to innovate.
o An applicable tool in the Portuguese education environment.
• Introduction to the Alive in the Swamp document as a resource to support
transversal ideas and more specific questions to the development of digital
innovations.
3. Workshop Session Two
Tools and Techniques
Workshop Session Two focused on ‘Tools and Techniques’ and provided an
introduction to the methods that are for example used within Pearson, and
particularly with regards to its Efficacy Framework. Session two allowed the
audience, which was composed by university students and young entrepreneurs,
to apply this framework to their on-going and future projects, developed in some
university subjects that link ICT with education. Within Pearson the framework is
currently being used as a tool to embed their notion of “Efficacy” so to allow for a
measurable impact on improving someone’s life through learning, but also to allow
for measuring business processes, and it is covering the company’s global
product and service portfolio. The second session allowed participants to develop
an understanding of the principles governing the framework, so that they could
see its application to their own projects and ideas. The topics explored in the
second session covered the following:
• Introduction to Efficacy at Pearson.
• Case Study exercise to examine and use the Efficacy Framework.
• Discussion around the use of the Efficacy Framework in scholarly projects,
such as ‘ClassDojo’.
4. Lessons learned from the workshops
General lessons learnt from the two workshop sessions with regards to innovation
support are:
1. Practical examples, particular those that have a local relevance and using
cases that are familiar to participants, appear to be a valuable vehicle so to
allow for the autonomous self-directed application of analytical tools such as
the Pearson Efficacy Framework.
2. Consideration of language as a barrier should not be neglected and a
translation of any type of information might be considered.
3. Keeping complexity moderate by breaking down complex topics in well
defined and clearly understandable chunks does further support participation
opportunities as well as autonomous self-directed application.
4. Draw and consider existing constructs, prevent the attempt to re-invent the
wheel. Some individuals drew some comparisons in between the Pearson
Efficacy Framework and other constructs, such as the action research cycle.
Wider learning for the team regarding the Efficacy Framework
1. Consider the translation of the Efficacy Framework to make it accessible to
non-English speakers into more languages, and for those that are colour-blind.
2. Consider possible limitations with regards to process support. Participants
feared that the framework does not take into account “process” within the
criteria (for example e-learning is very much a process) and that the framework
is more applicable to products.
3. The issue of measuring the non-tangible outcomes was raised, particularly
outcomes of confidence, motivation and role-modelling, given some
innovations are often focussed on purely course or product-level outcomes.
How could those be measured, directly or indirectly?
4. What is considered as being a “good” outcome is relative and will vary by
context and – is there a way to establish a minimum standard for innovations?
5. If it is used as a framework by comparison for innovations within the
technology-enhanced learning environment, then how do we ensure a
consistent comparison across a diverse possible range of innovations?
Feedback was that it should be contextualised and applied in scenarios where
people who apply it are involved with interventions.
6. How can we harness the Alive in the Swamp document? Initial thoughts are
that it could be used as a way to embed efficacy at the Idea stage for digital
innovations, after which the Efficacy Framework is used for product
development and implementation.
5. Feedback from participants
Feedback provided from the participants do include the following aspects:
How you did experience the workshop discussions?
In general, participants share the opinion that the workshop did allow them to build up
capacity, but that the format might still be improved. Participants perceived the
workshop discussions as relevant, pertinent, suitable, knowledge generator, useful,
and interesting in the way that it brought together visions of educational actors from
several different action fields. An aspect to be improved for future workshops was that
it would be easier to understand the context and applicability of the subject if it was
given alongside more illustrative practical and local relevant examples from a
successful case, either local or national.
How did you rate the usefulness of the Efficacy Framework as a tool to support
technology-enhanced learning innovations?
Participants found that the Pearson Efficacy Framework can be indeed a suitable
analytical tool, and that it can act as foundation for project building in different areas.
One participant said that most of the Efficacy Framework questions should be part of
a good teacher reasoning. However, even though it would add a value, some pointed
out that teachers and the educational system, in general, show too much resistance
when similar tools are presented and an implementation is tried.
Take-away from the session?
Two key take away experiences that were put forward by participants was an
increased understanding about the usefulness and applicability of an assessment
tools with regard to efficacy and, secondly, how difficult it can be to innovate in
education against the traditional mentality teachers have regarding change.
What improvements could be made to
the session so to better support
educators through such a workshop?
As a common response participants
mentioned that they would like to see
more illustrative practical and local
relevant examples. While all participants
had close ties to the education sector,
in the one form or the other, it was felt
that their different action fields bring
along different meanings for the
presented concepts, and thus
illustrative practical and local relevant
examples would help to establish a
common language framework.
For further information please contact
Kelwyn Looi (kelwyn.looi@pearson.com) or
Andreas Meiszner (andreas.meiszner@elig.org).
Porto, 15 May 2014