Higher Education Provision of Accessible Information for Learning: GuidelinesIAU-HEEFA
Isabelle Turmaine, IAU Director of Information Products and Services, presents the results of testing of e-accessibility guidelines undertaken by IAU higher education institution members.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey
Andre Richier is Principal Administrator at the European Commission in Brussels within the Directorate General Enterprise and Industry (Key Enabling Technologies and Digital Economy Unit).
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Higher Education Provision of Accessible Information for Learning: GuidelinesIAU-HEEFA
Isabelle Turmaine, IAU Director of Information Products and Services, presents the results of testing of e-accessibility guidelines undertaken by IAU higher education institution members.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey
Andre Richier is Principal Administrator at the European Commission in Brussels within the Directorate General Enterprise and Industry (Key Enabling Technologies and Digital Economy Unit).
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
School on the Cloud: 24/7/365 @LearningKarl Donert
A presentation at the eScience 2.0 conference, held in Cologne on 4-5 May 2016, examining some of the challenges associated with the use of Cloud Computing in education, derived from project workshops and meetings of experts.
Education on the Cloud: Researching Student-Centred Cloud-Based Learning Pros...Karl Donert
School on the Cloud at the 2015 CELDA conference. Presentation of the paper on the School on the Cloud Network Project, presented at the CELDA conference, University of Maynooth, Ireland, 24-26 October 2015
Doukas School participates in several EU and National R&D projects and coordinates extensive European Networks under programmes such as Horizon 2020, Erasmus+, Lifelong Learning Programme, Intelligent Energy Europe, EPEAEK, PAVE, LINGUA.
For further information about Doukas School Projects please visit:
http://bit.ly/Doukas_R-D_leaflet & http://www.en.doukas.gr/randd
In the context of research projects, Doukas School teachers and experts cooperate in order to express the user-needs of the school pupils or school educators. They also provide valuable feedback for the design of educational services, activities, software/applications etc. During the testing and validation stage, students and teachers in Doukas School evaluate the demonstrator, in order to provide feedback form the side of the actual end-user. Finally, the school participates actively in dissemination and quality assurance activities.
Doukas School participates in several EU and National R&D projects and coordinates extensive European Networks under programmes such as Horizon 2020, Erasmus+, Lifelong Learning Programme, Intelligent Energy Europe, EPEAEK, PAVE, LINGUA.
For further information about Doukas School Projects please visit:
http://bit.ly/Doukas_R-D_leaflet & http://www.en.doukas.gr/randd
In the context of research projects, Doukas School teachers and experts cooperate in order to express the user-needs of the school pupils or school educators. They also provide valuable feedback for the design of educational services, activities, software/applications etc. During the testing and validation stage, students and teachers in Doukas School evaluate the demonstrator, in order to provide feedback form the side of the actual end-user. Finally, the school participates actively in dissemination and quality assurance activities.
Presentation by Helga Dorner, Centre for Teaching and Learning at the Central European University, Hungary for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
eTwinning: Opportunities and Challenges for Transformative Educational Innova...Demetrios G. Sampson
Demetrios G Sampson, eTwinning: Opportunities and Challenges for Transformative Educational Innovations through the Technology-Supported European Schools Collaborations, Invited Speech in 1st National eTwinning Conference, 14-16 November 2014, Patra, Greece [http://conf2014.etwinning.gr/]
School Teachers’ and Leaders’ Digital Competences: Supporting Transformative ...Demetrios G. Sampson
"School Teachers’ and Leaders’ Digital Competences: Supporting Transformative Innovations for 21st Century School Education" presented at EU TRANSit Workshop http://www.transit-project.eu/conference/
Technology-Supported Large-Scale Transformative Innovations for the 21st Cent...Demetrios G. Sampson
Demetrios G Sampson, “Technology-Supported Large-Scale Transformative Innovations for the 21st Century School Education”, International Workshop on the Patterns of Innovation in Instruction Models, Beijing Normal University, Beijing, China, 8-9 January 2015 [Invited Speech]
This report documents the state of the art concerning the Cloud in education in partner countries across Europe. It describes policy perspectives, agencies and organisations promoting the Cloud in education, initiatives, projects and developments in different countries, it offers a list of relevant events and activities taking place in Europe, as well as key publications related to the project’s scope. The report indicates that the Cloud is developing rapidly in business but in many countries education has not recognised the advantages offered.
ICDE Policy Forum in partnership with UNESCO: Directions and challenges for g...icdeslides
The annual ICDE Standing Conference of Presidents (SCOP) meeting included the ICDE Policy Forum, co-organized with UNESCO. On the theme of "Directions and challenges for government and institutions when post-secondary education moves into the MOOC territory: public policies and institutional strategies in the digital learning age", the Policy Forum included organizations and key stakeholders including UNESCO, OECD, the European Commission, Open Courseware Consortium and International Association of Universities.
OERs and MOOCs – the Romanian experience Diana Andone
OERs and MOOCs – the Romanian experience paper, authors Radu Vasiu, Diana Andone, presented at International Conference on Web & Open Access to Learning, 24-27 November 2014, Dubai, UEA.
Using Open Educational Resources (OER) provides opportunities for collaboration both in the classroom and beyond. Started in 2008 and gathering momentum over the past two years, now an online phenomenon, MOOCs (Massive Open Online Courses) reunite different perspectives over a globalized online learning. The paper analyses the use of OER and MOOCs in different study cases in Romanian universities. Several OER initiatives resulted from the over 1000 academia involved in the DidaTec lifelong learning and training for higher education teachers in the technical sciences and engineering field as a training course for university professors in 12 universities, within the aim of improving the use of ICT in higher education. Four universities from Romania started a Romanian MOOC environment, the UniCampus, which provides free access to valuable education in Romanian language, presented by well-known professors. The evaluation and quality assurance challenges of the Unicampus are mainly due to the restrictive educational setting in Romania. Two study cases on blending MOOCs in traditional higher education courses at undergraduate and Master level are also analysed from the impact on students’ motivation. Integrating MOOCs in blended learning empower students with new abilities and requires a new and open teacher model.
Leadership and implementing the Cloud in education Karl Donert
A presentation at the third School on the Cloud summit, held in Brussels on 18 November 2016. The presentation is part of a workshop looking at leadership strategies and issues in implementing the CLoud in education and presents the Guidelines produced by the group, and is derived from project workshops and meetings of experts.
Opening Keynote: Wisconsin Association of Academic Librarians (WAAL) Conference 2016
April 20, 2016
Abstract: Wisconsin is a state well-known for its commitment to progress; libraries are well-known for their commitment to service, excellence and preservation. How can holistic design thinking give us new, or renewed, avenues for progress and excellence in the service of our communities? This keynote will discuss how we can make use of this design approach to move our libraries forward.
School on the Cloud: 24/7/365 @LearningKarl Donert
A presentation at the eScience 2.0 conference, held in Cologne on 4-5 May 2016, examining some of the challenges associated with the use of Cloud Computing in education, derived from project workshops and meetings of experts.
Education on the Cloud: Researching Student-Centred Cloud-Based Learning Pros...Karl Donert
School on the Cloud at the 2015 CELDA conference. Presentation of the paper on the School on the Cloud Network Project, presented at the CELDA conference, University of Maynooth, Ireland, 24-26 October 2015
Doukas School participates in several EU and National R&D projects and coordinates extensive European Networks under programmes such as Horizon 2020, Erasmus+, Lifelong Learning Programme, Intelligent Energy Europe, EPEAEK, PAVE, LINGUA.
For further information about Doukas School Projects please visit:
http://bit.ly/Doukas_R-D_leaflet & http://www.en.doukas.gr/randd
In the context of research projects, Doukas School teachers and experts cooperate in order to express the user-needs of the school pupils or school educators. They also provide valuable feedback for the design of educational services, activities, software/applications etc. During the testing and validation stage, students and teachers in Doukas School evaluate the demonstrator, in order to provide feedback form the side of the actual end-user. Finally, the school participates actively in dissemination and quality assurance activities.
Doukas School participates in several EU and National R&D projects and coordinates extensive European Networks under programmes such as Horizon 2020, Erasmus+, Lifelong Learning Programme, Intelligent Energy Europe, EPEAEK, PAVE, LINGUA.
For further information about Doukas School Projects please visit:
http://bit.ly/Doukas_R-D_leaflet & http://www.en.doukas.gr/randd
In the context of research projects, Doukas School teachers and experts cooperate in order to express the user-needs of the school pupils or school educators. They also provide valuable feedback for the design of educational services, activities, software/applications etc. During the testing and validation stage, students and teachers in Doukas School evaluate the demonstrator, in order to provide feedback form the side of the actual end-user. Finally, the school participates actively in dissemination and quality assurance activities.
Presentation by Helga Dorner, Centre for Teaching and Learning at the Central European University, Hungary for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
eTwinning: Opportunities and Challenges for Transformative Educational Innova...Demetrios G. Sampson
Demetrios G Sampson, eTwinning: Opportunities and Challenges for Transformative Educational Innovations through the Technology-Supported European Schools Collaborations, Invited Speech in 1st National eTwinning Conference, 14-16 November 2014, Patra, Greece [http://conf2014.etwinning.gr/]
School Teachers’ and Leaders’ Digital Competences: Supporting Transformative ...Demetrios G. Sampson
"School Teachers’ and Leaders’ Digital Competences: Supporting Transformative Innovations for 21st Century School Education" presented at EU TRANSit Workshop http://www.transit-project.eu/conference/
Technology-Supported Large-Scale Transformative Innovations for the 21st Cent...Demetrios G. Sampson
Demetrios G Sampson, “Technology-Supported Large-Scale Transformative Innovations for the 21st Century School Education”, International Workshop on the Patterns of Innovation in Instruction Models, Beijing Normal University, Beijing, China, 8-9 January 2015 [Invited Speech]
This report documents the state of the art concerning the Cloud in education in partner countries across Europe. It describes policy perspectives, agencies and organisations promoting the Cloud in education, initiatives, projects and developments in different countries, it offers a list of relevant events and activities taking place in Europe, as well as key publications related to the project’s scope. The report indicates that the Cloud is developing rapidly in business but in many countries education has not recognised the advantages offered.
ICDE Policy Forum in partnership with UNESCO: Directions and challenges for g...icdeslides
The annual ICDE Standing Conference of Presidents (SCOP) meeting included the ICDE Policy Forum, co-organized with UNESCO. On the theme of "Directions and challenges for government and institutions when post-secondary education moves into the MOOC territory: public policies and institutional strategies in the digital learning age", the Policy Forum included organizations and key stakeholders including UNESCO, OECD, the European Commission, Open Courseware Consortium and International Association of Universities.
OERs and MOOCs – the Romanian experience Diana Andone
OERs and MOOCs – the Romanian experience paper, authors Radu Vasiu, Diana Andone, presented at International Conference on Web & Open Access to Learning, 24-27 November 2014, Dubai, UEA.
Using Open Educational Resources (OER) provides opportunities for collaboration both in the classroom and beyond. Started in 2008 and gathering momentum over the past two years, now an online phenomenon, MOOCs (Massive Open Online Courses) reunite different perspectives over a globalized online learning. The paper analyses the use of OER and MOOCs in different study cases in Romanian universities. Several OER initiatives resulted from the over 1000 academia involved in the DidaTec lifelong learning and training for higher education teachers in the technical sciences and engineering field as a training course for university professors in 12 universities, within the aim of improving the use of ICT in higher education. Four universities from Romania started a Romanian MOOC environment, the UniCampus, which provides free access to valuable education in Romanian language, presented by well-known professors. The evaluation and quality assurance challenges of the Unicampus are mainly due to the restrictive educational setting in Romania. Two study cases on blending MOOCs in traditional higher education courses at undergraduate and Master level are also analysed from the impact on students’ motivation. Integrating MOOCs in blended learning empower students with new abilities and requires a new and open teacher model.
Leadership and implementing the Cloud in education Karl Donert
A presentation at the third School on the Cloud summit, held in Brussels on 18 November 2016. The presentation is part of a workshop looking at leadership strategies and issues in implementing the CLoud in education and presents the Guidelines produced by the group, and is derived from project workshops and meetings of experts.
Opening Keynote: Wisconsin Association of Academic Librarians (WAAL) Conference 2016
April 20, 2016
Abstract: Wisconsin is a state well-known for its commitment to progress; libraries are well-known for their commitment to service, excellence and preservation. How can holistic design thinking give us new, or renewed, avenues for progress and excellence in the service of our communities? This keynote will discuss how we can make use of this design approach to move our libraries forward.
This presentation was delivered on the 11th June 2010 as part of a workshop for Economics in the University of Ulster
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course.
Life in the e-lane: collaboration, communities and competenciesDeborah Arnold
Closing keynote at the eLene2learn final conference in Barcelona, Oct 11th 2014, reviewing over 10 years of work in European projects by the eLene group.
TeSLA project: an adaptive trust-based e-assessment system for learningEADTU
Serpil Koçdar from Anadolu University gave a presentation about the TeSLA project: An adaptive trust-based e-assessment system for learning as part of the online events by expert pool Assessment within EMPOWER.
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
OECD, PISA and the Invisible Learning (ii)@cristobalcobo
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
KA3 ICT LLP presentation workshop 01 october 2010Renato Botti
Presentation of funding opportunities for ICT project in the Lifelong learning programme (KA3 ICT).
Brussels, 01 October 2010
Competitiveness for Catalonia
Delegació davant la Unió Europea
The NMC Horizon Report Europe: 2014 Schools Edition
is a joint publication of European Commission’s Directorate General for
Education and Culture; European Commission’s Joint Research Centre – Institute
for Prospective Technological Studies; and the New Media Consortium.
The NMC Horizon Report Europe: 2014 Schools Edition
is a joint publication of European Commission’s Directorate General for
Education and Culture; European Commission’s Joint Research Centre – Institute
for Prospective Technological Studies; and the New Media Consortium.
The Horizon Report Europe: 2014 (Schools Edition)Filipp Paster
The
Horizon Report Europe: 2014 Schools Edition
examines trends, challenges, and technologies for
their potential impact on and use in teaching, learning, and creative inquiry.
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
Aquatnet for ISAFE2, Shanghai, April 2015John Bostock
Presentation on the European Thematic Network for Aquaculture, Fisheries and Aquatic Resources Management (AQUA-TNET) given at The 2nd International Symposium on Aquaculture and Fisheries Education (ISAFE2) jointly organized by Asian Fisheries Society (AFS) and Shanghai Ocean University (SHOU) at the SHOU campus at Lingang New City in Shanghai on Thursday 23rd April, 2015.
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
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”.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
1. New ways of learning need
new ways of assessing
Brian Holmes
Head of Department
Executive Agency for Education, Audiovisual and Culture
Online Educa, Berlin,
2 December 2010
2. 2
EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
The Red Flag Act
2
• British 1865 Locomotive
Act (the 'red flag act')
• Required three men to
operate a motorised
vehicle
• A man with a red flag or
lantern had to walk
ahead to warn people
Existing approaches
to safety applied to
new ways of travelling
3. 3
EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
Existing assessment approaches
• In 2010, Janette is studying an
MBA with a leading university
• Lectures complemented by
online tutorials
• Books, films and other
resources available online
• A lively social network
supports students’ learning
• Students work collaboratively
on projects
• Janette studies where she
wants, when she wants and
with whom she wants
To obtain her diploma,
Janette must attend fixed
exams, in a closed room
with no internet access
4. 4
EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
Innovation in learning
• Technology has changed
– Mobile
– Personal
– Connected
• Internet has changed
– Social networks
– Peer to peer
– User produced content
• Pedagogy has changed
– Collaborative
– Project based
– Learning by doing
An examination room for statistics
•Assessment and certification has
hardly changed
5. 5
EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
Key competences
The key competences are They consist of and are underpinned by
Mother Tongue
Knowledge
Skills
Attitudes
critical thinking
creativity
problem solving
initiative & risk
assessment,
decision-taking
management of
one’s own feelings
Foreign Languages
Mathematical competence and basic
competences in science and
technology
Digital Competence
Learning to Learn
Social and Civic Competence
Sense of initiative and
entrepreneurship
Cultural awareness and expression
The key competences are They consist of and are underpinned by
Mother Tongue
Knowledge
Skills
Attitudes
critical thinking
creativity
problem solving
initiative & risk
assessment,
decision-taking
management of
one’s own feelings
Foreign Languages
Mathematical competence and basic
competences in science and
technology
Digital Competence
Learning to Learn
Social and Civic Competence
Sense of initiative and
entrepreneurship
Cultural awareness and expression
EU (2004)
Summary courtesy of Tapio Säävälä, European Commission
Transversal
competences
6. 6
EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
New skills for new jobs (1/2)
Redecker et al (p.135, 2010)
• Study by JRC of competences needed for 2020-30
• Linked to EU’s Europe 2020 strategy
• Consulted a variety of stakeholders
• Asked their opinion on a number of scenarios
7. 7
EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
New skills for new jobs (2/2)
88% of respondents agreed that:
“Education and training institutions
have to implement better monitoring
and assessment mechanisms which
detect individual learning needs”
Redecker et al (p.17, 2010)
Redecker et al (2010)
8. 8
EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
Impact of web 2.0 on learning
“The present forms of assessment,
certification and accreditation do
not adequately capture the learning
processes and outcomes that
arise in social computing
environments”
Redecker et al (p.103, 2009)
Redecker et al (2009)
9. 9
EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
Online learning communities
• Online communities support
learning with experts and workers
with relevant knowledge, skills
and competences
• They have major potential for
the Education and Training
policy objectives
• “However, this requires the
revision of strategies for curricula
development, learning methods
and objectives and assessment
approaches in institutions”
Ala-Mutka (p.63, 2008)
Ala-Mutka (2008)
10. 10
EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
ICT in primary schools
• ICT supported assessment can
give more sophisticated
feedback to teachers, pupils
and parents
• Virtual Learning Environments
allow individual tracking of
progress (e.g. in ePortfolios)
• ICT can support pupils to
assess their own progress
• Further investigation is needed
into all aspects of assessment
EUN (2009)
11. 11
EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
What do teachers think?
“Education policy cannot promote
education based upon collaborative
learning, with an emphasis on 'know
how' rather than 'know why',
focusing on the development of
transversal skills, networked learning,
etc., whilst maintaining assessment
approaches that are based upon
summative exams in physical
locations that mainly test factual
memory.”
Ala-Mutka et al (p.38, 2010)
Ala-Mutka et al (2010)
12. 12
EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
What do policymakers think (1/2)?
“Using ICT throughout the
academic year and then
providing end-of-year pen and
paper tests are not a
compatible exercise and will
affect adversely the pupil
performance. Hence assessment
should also mirror how ICT has
been utilised in the classroom and
in education in general.”
EU (p.20, 2010)
EU (2010)
ICT cluster
13. 13
EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
What do policymakers think (2/2)?
• Demonstrating progress in developing
key competences is motivating for
learners
• Crucial to the innovative use of
assessment are the competences of
teachers
• Assessment is a multi-faceted
process including culture, values and
ethics
• Who has the right to assess, interpret
results and communicate them?
• What is the impact on an individual’s
self-esteem and motivation?
• New assessment approaches needed to
assess transversal competences
EU (2009)
14. 14
EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
Moving beyond the red flag
Important issues to be considered when carrying out assessment and
certification of networked learning, employing constructivist pedagogy
such as peer-learning, project-based learning, collaboration and
learning communities
Workshops:
Assessing learning in a Digital World
15. 15
EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
References (1/2)
Ala-Mutka, K. (2010) Learning in informal online networks and communities, Institute for
Prospective Technological Studies (IPTS), JRC, European Commission
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EACEA - Lifelong Learning Programme
http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
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http://www.slideshare.net/holmebn/holmes-online-educa-assessment-workshop-2010
17
Thank you !
‘Learning and innovation go hand in hand. The arrogance of success is
to think that what you did yesterday will be sufficient for tomorrow. ’
William Pollard
http://eacea.ec.europa.eu/static/en/llp/index_en.htm
The Lifelong Learning Programme:
DG Education and Culture:
http://ec.europa.eu/dgs/education_culture/index_en.html
The Executive Agency:
http://eacea.ec.europa.eu
eacea-info@ec.europa.eu