How to study Climate Change at school ? Presentation of a turn key pedagogical project, called "the climate, my planet ... and me !" with a multidisciplinary approach : science, geography, history, math ...
Moshe Talesnik, Towards a ubiquitous good NST education Brussels, Belgium
The document discusses nanotechnology education programs for secondary schools. It analyzes 12 exemplary programs from different European countries based on parameters like whether they are compulsory or optional courses, integrate nanotechnology into other subjects or are standalone, involve virtual or in-person teaching, industry/academic partnerships, and hands-on versus theoretical focus. The analysis finds that while programs vary in their approaches, most involve independent nanotechnology subjects, hands-on teaching with industry/academic support, and aim to engage students and the broader community. The document concludes that to fully realize the potential of nanotechnology education, schools need programs that are both comprehensive and innovative.
The document discusses a debate on whether technology is vital for enhancing learning. It provides background on the debate, noting that Phil argued technology like business intelligence can benefit universities, while Tansy argued consistent assessment and feedback are more important. The author then discusses their perspective as head of technology enhanced learning, focusing on how a stable platform like TEX allowed producing documents consistently across computers. However, migrating teaching platforms and technologies comes with opportunity costs, and teachers' inconsistent tech use is a common student complaint. While tech can enhance learning through simulations, current pressures on teachers make widespread adoption challenging.
The document discusses learning portals, repositories, and infrastructures. It defines learning objects and portals, and describes how learning repositories can interconnect through federations to allow searching across networks. It provides examples of European projects that have created learning repositories focusing on topics like agriculture, organic farming, and natural history to help introduce learning objects into formal and informal education. Key challenges include technical interoperability issues and making best use of existing content collections.
The eTwinning project “Volunteens Reasearchers in…STEMLand” aimed to introduce STEM activities in the educational praxis by enhancing learning via Science, Technology, Mathematics and Engineering (STEM) without theories and unnecessary terminology, and through analytical and problem-solving methods. At the same time, this project enabled the development of innovation skills, algorithmic & programming standards and team spirit demonstration. In parallel with language skills development, participants researched how STEM implementation may help everyday life and discovered how they can support in volunteering based actions. Teens as Researchers observed, designed and delivered questionnaires related to issues of the project and took interviews in order to triangulate the results of their research and evaluate their process.
The founders of the project were: Peiramatiko Scholeio Panepistimiou Thessalonikis, Greece (Experimental School of the Aristotle University of Thessaloniki, GREECE) And ISIS "M. Rapisardi", ITALY and the partners” IISS PERTINI ANELLI, Bari, ITALY & BAŞKENT ÜNİVERSİTESİ ÖZEL BAŞKENT LİSESİ, TURKEY & 2nd Lyceum School of Chania, Greece
Science education - EU and national initiativesguest35c1e7
1. The document summarizes key developments regarding science, technology, engineering, and math (STEM) education at the European Union and national levels.
2. At the EU level, developments include the Rocard report calling for more inquiry-based STEM education, new projects funded under the Lifelong Learning Programme, and industry partnerships like Xperimania and Futurenergia.
3. At the national level, countries are undertaking large-scale reforms of STEM education as well as improving STEM infrastructure and school reforms according to an Insight briefing paper.
Open Science: EATEL and the case of the TIDE_UPF research groupdavinia.hl
This document discusses open science practices within technology enhanced learning (TEL) research, specifically the practices of the TIDE_UPF research group. It outlines their open access publishing, open data sharing on platforms like GitHub and Zenodo, community curation efforts, and pre-registration practices. It also describes their Integrated Learning Design Environment (ILDE) platform, which makes available research outcomes to the broader community. The document emphasizes opening research to increase impact, technology transfer, ask more relevant questions, and gather data, while discussing the need to go beyond consent forms to better inform participants of data sharing risks.
The document discusses the European Commission's efforts to support e-infrastructure and e-science. It outlines several key initiatives, including the Digital Agenda for Europe, which aims to maximize benefits of digital technologies. Major projects include the PRACE partnership for advanced supercomputing and efforts to build pan-European high-speed networks like GÉANT to enable scientific collaboration and access to data resources across borders. The Commission sees e-infrastructure as crucial to enabling cutting-edge e-science and helping European researchers address global challenges.
Moshe Talesnik, Towards a ubiquitous good NST education Brussels, Belgium
The document discusses nanotechnology education programs for secondary schools. It analyzes 12 exemplary programs from different European countries based on parameters like whether they are compulsory or optional courses, integrate nanotechnology into other subjects or are standalone, involve virtual or in-person teaching, industry/academic partnerships, and hands-on versus theoretical focus. The analysis finds that while programs vary in their approaches, most involve independent nanotechnology subjects, hands-on teaching with industry/academic support, and aim to engage students and the broader community. The document concludes that to fully realize the potential of nanotechnology education, schools need programs that are both comprehensive and innovative.
The document discusses a debate on whether technology is vital for enhancing learning. It provides background on the debate, noting that Phil argued technology like business intelligence can benefit universities, while Tansy argued consistent assessment and feedback are more important. The author then discusses their perspective as head of technology enhanced learning, focusing on how a stable platform like TEX allowed producing documents consistently across computers. However, migrating teaching platforms and technologies comes with opportunity costs, and teachers' inconsistent tech use is a common student complaint. While tech can enhance learning through simulations, current pressures on teachers make widespread adoption challenging.
The document discusses learning portals, repositories, and infrastructures. It defines learning objects and portals, and describes how learning repositories can interconnect through federations to allow searching across networks. It provides examples of European projects that have created learning repositories focusing on topics like agriculture, organic farming, and natural history to help introduce learning objects into formal and informal education. Key challenges include technical interoperability issues and making best use of existing content collections.
The eTwinning project “Volunteens Reasearchers in…STEMLand” aimed to introduce STEM activities in the educational praxis by enhancing learning via Science, Technology, Mathematics and Engineering (STEM) without theories and unnecessary terminology, and through analytical and problem-solving methods. At the same time, this project enabled the development of innovation skills, algorithmic & programming standards and team spirit demonstration. In parallel with language skills development, participants researched how STEM implementation may help everyday life and discovered how they can support in volunteering based actions. Teens as Researchers observed, designed and delivered questionnaires related to issues of the project and took interviews in order to triangulate the results of their research and evaluate their process.
The founders of the project were: Peiramatiko Scholeio Panepistimiou Thessalonikis, Greece (Experimental School of the Aristotle University of Thessaloniki, GREECE) And ISIS "M. Rapisardi", ITALY and the partners” IISS PERTINI ANELLI, Bari, ITALY & BAŞKENT ÜNİVERSİTESİ ÖZEL BAŞKENT LİSESİ, TURKEY & 2nd Lyceum School of Chania, Greece
Science education - EU and national initiativesguest35c1e7
1. The document summarizes key developments regarding science, technology, engineering, and math (STEM) education at the European Union and national levels.
2. At the EU level, developments include the Rocard report calling for more inquiry-based STEM education, new projects funded under the Lifelong Learning Programme, and industry partnerships like Xperimania and Futurenergia.
3. At the national level, countries are undertaking large-scale reforms of STEM education as well as improving STEM infrastructure and school reforms according to an Insight briefing paper.
Open Science: EATEL and the case of the TIDE_UPF research groupdavinia.hl
This document discusses open science practices within technology enhanced learning (TEL) research, specifically the practices of the TIDE_UPF research group. It outlines their open access publishing, open data sharing on platforms like GitHub and Zenodo, community curation efforts, and pre-registration practices. It also describes their Integrated Learning Design Environment (ILDE) platform, which makes available research outcomes to the broader community. The document emphasizes opening research to increase impact, technology transfer, ask more relevant questions, and gather data, while discussing the need to go beyond consent forms to better inform participants of data sharing risks.
The document discusses the European Commission's efforts to support e-infrastructure and e-science. It outlines several key initiatives, including the Digital Agenda for Europe, which aims to maximize benefits of digital technologies. Major projects include the PRACE partnership for advanced supercomputing and efforts to build pan-European high-speed networks like GÉANT to enable scientific collaboration and access to data resources across borders. The Commission sees e-infrastructure as crucial to enabling cutting-edge e-science and helping European researchers address global challenges.
This document describes features of a software tool for qualitative data analysis including managing cases and resources by code, retrieving materials, working with different media types, exploring code relationships visually with a code map, building and testing theories, and instantly reviewing code statistics and distributions.
IC Conegliano 1 - Iscrizioni medie 1415Liviana Da Re
9 e 14 gennaio 2014 - Presentazione ai genitori per le iscrzioni alla classe PRIMA di scuola secondaria di I grado
Istituto Comprensivo Conegliano 1 "F. Grava"
Presentation shared by authors at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
The document proposes the creation of an International Initiative for Climate Education called the Office for Climate Education (OCE). The OCE would identify and produce pedagogical resources on climate change for primary and secondary school teachers. It would work with local partners around the world to translate and adapt materials for different contexts. The OCE would draw on reports from the Intergovernmental Panel on Climate Change to create educational resources that employ systems thinking and are interdisciplinary and solutions-oriented. It would be launched in March 2018 and is establishing partnerships with organizations in Africa, the Americas, Asia, and Europe.
Bart van der Laar @ SURF Summerschool 09kirstenveelo
Bart van der Laar (RUG) gaf tijdens de SURF Summerschool Serious Gaming een presentatie over Science Linx en de ontwerpmethode waarmee zij serious games in Flash ontwikkelen.
This document discusses ethics in cyberspace, global issues, and how they relate to English language teaching. Ethics in cyberspace involves the moral dilemmas that arise from human interactions with technology. Global issues like climate change, the economy, and conflicts require new approaches to education. English language classes now integrate global topics and problems into their content, methods, materials, and extracurricular activities to empower students as global citizens. Addressing ethics and global issues can help create a better world.
The document discusses the International Thematic Networks of Environmental Education coordinated by the Hellenic Society for the Protection of Nature (HSPN). It describes the Learning About Forests (LEAF) program, which involves collaboration between schools in Greece and other countries on environmental education projects related to forests. Through activities like teacher training, tree planting, and educational resources, LEAF aims to increase awareness of forest and climate change issues. An international seminar was held in Athens to develop educational materials for the LEAF program across multiple countries in Southeast Europe.
The document discusses the International Thematic Networks of Environmental Education coordinated by the Hellenic Society for the Protection of Nature (HSPN). It describes the Learning About Forests (LEAF) program which involves collaboration between schools in Greece and other countries on environmental education projects related to forests. The LEAF program includes teacher training, student activities in forests, an award for participating schools, and educational resources. It also describes an international seminar held in Athens to discuss forest education initiatives and develop educational materials for climate change mitigation.
Open Science strategies in TEL labs: the case of the TIDE_UPF research groupdavinia.hl
Presented at the 1st EATEL/ECTEL Workshop on the “Profession” in Technology-Enhanced Learning: Open Science, https://www.upf.edu/web/tide/eatelworkshop
This document discusses e-learning pedagogy and trends. It notes that e-learning offers flexible learning opportunities but that current tools focus more on content than pedagogy. For e-learning to be effective, it must be driven by pedagogy rather than just technology. Learning design frameworks help make pedagogical processes and activities portable across different systems in order to improve e-learning quality and the student experience. However, fully implementing learning design approaches remains a significant challenge.
This document discusses e-learning pedagogy and trends. It notes that e-learning offers flexible learning opportunities but that current tools focus more on content than pedagogy. For e-learning to be effective, it must be driven by pedagogy rather than just technology. Learning design approaches aim to make teaching and learning processes more explicit and portable across systems to improve e-learning pedagogy and the student experience. However, fully implementing learning design approaches is still a major challenge.
1) Jorum is a national online repository for learning resources in the UK that aims to support sharing and reuse of materials through engaging with open access and reducing transaction costs.
2) There is a need for clarity and leadership around intellectual property issues as current practices around sharing and reuse are dominated by confusion, lack of awareness, and risk aversion.
3) Moving to more open sharing of materials can support a change in the teaching model from an individual to team-based approach and greater focus on design and skills development over simply delivering content.
The document discusses creative learning cultures and educational innovations in a Web 2.0 world. It outlines how technologies like Wikipedia, discussion boards, Facebook, and Twitter have enabled new forms of collaboration and knowledge sharing. However, it also notes potential problems with issues of reliability, privacy, and plagiarism. The document proposes that these issues can be addressed through socio-technical and educational design that considers the interdependencies between technology, teaching/learning cultures, and didactic approaches. It describes ongoing research projects focused on designing technology-enhanced learning environments and fostering creativity in higher education.
This document summarizes a keynote presentation on scaling up ICT-enabled educational innovation at the system level in Europe and Asia. It discusses the problems of many small-scale innovative projects lacking systemic impact and sustainability. It analyzes frameworks and case studies of successful initiatives in Europe and Asia that achieved scale and identified cross-cutting factors like long-term planning, teacher training, and linking research and practice. The presentation concludes with a summary of top policy recommendations from a stakeholder consultation, emphasizing professional development, infrastructure, assessment, and organizational support to enable teachers to drive innovative practices with ICT.
eDidaktikum: online community for scaffolding student teachers into digital c...Mart Laanpere
This document discusses the development of eDidaktikum, an online community for scaffolding student teachers into digital culture. It notes that teachers often belong to a different digital culture than their students. eDidaktikum aims to provide a controlled environment and scaffolding to help student teachers develop skills in digital culture and a personal learning environment. It uses a design-based research approach and involves collaboration between researchers and practitioners. The concept involves communities for sharing resources and assessments connected to learning outcomes. A prototype was piloted in 2014 and the new version is now being used in teacher education courses, with feedback being gathered to further improve the system.
This document describes features of a software tool for qualitative data analysis including managing cases and resources by code, retrieving materials, working with different media types, exploring code relationships visually with a code map, building and testing theories, and instantly reviewing code statistics and distributions.
IC Conegliano 1 - Iscrizioni medie 1415Liviana Da Re
9 e 14 gennaio 2014 - Presentazione ai genitori per le iscrzioni alla classe PRIMA di scuola secondaria di I grado
Istituto Comprensivo Conegliano 1 "F. Grava"
Presentation shared by authors at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
The document proposes the creation of an International Initiative for Climate Education called the Office for Climate Education (OCE). The OCE would identify and produce pedagogical resources on climate change for primary and secondary school teachers. It would work with local partners around the world to translate and adapt materials for different contexts. The OCE would draw on reports from the Intergovernmental Panel on Climate Change to create educational resources that employ systems thinking and are interdisciplinary and solutions-oriented. It would be launched in March 2018 and is establishing partnerships with organizations in Africa, the Americas, Asia, and Europe.
Bart van der Laar @ SURF Summerschool 09kirstenveelo
Bart van der Laar (RUG) gaf tijdens de SURF Summerschool Serious Gaming een presentatie over Science Linx en de ontwerpmethode waarmee zij serious games in Flash ontwikkelen.
This document discusses ethics in cyberspace, global issues, and how they relate to English language teaching. Ethics in cyberspace involves the moral dilemmas that arise from human interactions with technology. Global issues like climate change, the economy, and conflicts require new approaches to education. English language classes now integrate global topics and problems into their content, methods, materials, and extracurricular activities to empower students as global citizens. Addressing ethics and global issues can help create a better world.
The document discusses the International Thematic Networks of Environmental Education coordinated by the Hellenic Society for the Protection of Nature (HSPN). It describes the Learning About Forests (LEAF) program, which involves collaboration between schools in Greece and other countries on environmental education projects related to forests. Through activities like teacher training, tree planting, and educational resources, LEAF aims to increase awareness of forest and climate change issues. An international seminar was held in Athens to develop educational materials for the LEAF program across multiple countries in Southeast Europe.
The document discusses the International Thematic Networks of Environmental Education coordinated by the Hellenic Society for the Protection of Nature (HSPN). It describes the Learning About Forests (LEAF) program which involves collaboration between schools in Greece and other countries on environmental education projects related to forests. The LEAF program includes teacher training, student activities in forests, an award for participating schools, and educational resources. It also describes an international seminar held in Athens to discuss forest education initiatives and develop educational materials for climate change mitigation.
Open Science strategies in TEL labs: the case of the TIDE_UPF research groupdavinia.hl
Presented at the 1st EATEL/ECTEL Workshop on the “Profession” in Technology-Enhanced Learning: Open Science, https://www.upf.edu/web/tide/eatelworkshop
This document discusses e-learning pedagogy and trends. It notes that e-learning offers flexible learning opportunities but that current tools focus more on content than pedagogy. For e-learning to be effective, it must be driven by pedagogy rather than just technology. Learning design frameworks help make pedagogical processes and activities portable across different systems in order to improve e-learning quality and the student experience. However, fully implementing learning design approaches remains a significant challenge.
This document discusses e-learning pedagogy and trends. It notes that e-learning offers flexible learning opportunities but that current tools focus more on content than pedagogy. For e-learning to be effective, it must be driven by pedagogy rather than just technology. Learning design approaches aim to make teaching and learning processes more explicit and portable across systems to improve e-learning pedagogy and the student experience. However, fully implementing learning design approaches is still a major challenge.
1) Jorum is a national online repository for learning resources in the UK that aims to support sharing and reuse of materials through engaging with open access and reducing transaction costs.
2) There is a need for clarity and leadership around intellectual property issues as current practices around sharing and reuse are dominated by confusion, lack of awareness, and risk aversion.
3) Moving to more open sharing of materials can support a change in the teaching model from an individual to team-based approach and greater focus on design and skills development over simply delivering content.
The document discusses creative learning cultures and educational innovations in a Web 2.0 world. It outlines how technologies like Wikipedia, discussion boards, Facebook, and Twitter have enabled new forms of collaboration and knowledge sharing. However, it also notes potential problems with issues of reliability, privacy, and plagiarism. The document proposes that these issues can be addressed through socio-technical and educational design that considers the interdependencies between technology, teaching/learning cultures, and didactic approaches. It describes ongoing research projects focused on designing technology-enhanced learning environments and fostering creativity in higher education.
This document summarizes a keynote presentation on scaling up ICT-enabled educational innovation at the system level in Europe and Asia. It discusses the problems of many small-scale innovative projects lacking systemic impact and sustainability. It analyzes frameworks and case studies of successful initiatives in Europe and Asia that achieved scale and identified cross-cutting factors like long-term planning, teacher training, and linking research and practice. The presentation concludes with a summary of top policy recommendations from a stakeholder consultation, emphasizing professional development, infrastructure, assessment, and organizational support to enable teachers to drive innovative practices with ICT.
eDidaktikum: online community for scaffolding student teachers into digital c...Mart Laanpere
This document discusses the development of eDidaktikum, an online community for scaffolding student teachers into digital culture. It notes that teachers often belong to a different digital culture than their students. eDidaktikum aims to provide a controlled environment and scaffolding to help student teachers develop skills in digital culture and a personal learning environment. It uses a design-based research approach and involves collaboration between researchers and practitioners. The concept involves communities for sharing resources and assessments connected to learning outcomes. A prototype was piloted in 2014 and the new version is now being used in teacher education courses, with feedback being gathered to further improve the system.
03_07_2018 Pedagogical aproaches and digital technologies to promote creativi...eMadrid network
1) The document discusses pedagogical approaches and technologies that can promote creativity, collaboration, and critical thinking among students and teachers.
2) It provides examples from projects at Linnaeus University, including the Geometry Mobile app for outdoor learning and the LETS GO tools for environmental science education.
3) The document concludes that changing learning conditions require new roles for educators and students, and that research is needed on designing, implementing and evaluating educational innovations to ensure their sustainability.
eDidaktikum: online community for scaffolding student teachers into digital c...Mart Laanpere
1) The eDidaktikum is an online community designed to scaffold student teachers into digital culture by providing a controlled environment and resources for sharing best practices.
2) It aims to address the gap in digital skills between experienced teachers and their students by integrating digital activities and resources throughout teacher education programs.
3) Using a design-based research methodology, the eDidaktikum prototype provides scaffolding and gradually fading support to help student teachers develop digital competencies and a personal learning environment through community participation, annotation of resources, and competence-based assessment.
The educational system needs to add climate change and what can be done about it as a permanent component. Gaia is the our planet. James Lovelock created the Gaia Theory as a way to understand how humanity and the living planet interact.
Short introduction to educational technology for sharingMike Sharples
This document provides a brief history of educational technology from the 1920s to present day. It discusses early technologies like teaching machines and programmed instruction. It then covers developments like computer-assisted instruction, intelligent tutoring systems, online/virtual learning, mobile learning, MOOCs, and personalized learning. Emerging themes are identified like interactive learning, adaptive/personalized pathways, and blended approaches. The document argues that education must adapt to a changing world through resilient models that support differing contexts.
Presentation of invited speech (in English - only title slide in Greek), of Workshop on E-Services, Technological Educational Institution of Ionian Islands, Lefkas, Greece
Keynote about "Teaching quality" on the World Educational Research Association (WERA) Conference, August 4, 2018 in Cape Town, South Africa.
Keynote speaker: Eckhard Klieme, German Institute for International Educational Research (DIPF)
The document discusses the role of the International Council for Open and Distance Education (ICDE) in supporting flexible education globally. It notes that ICDE was established in 1938 and cooperates with various international organizations to promote open and distance education. ICDE aims to build capacity and support professional development in its member institutions through global conferences and knowledge sharing.
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1, 2, 3 codez : l'informatique à l'école maternelle et élémentaireDavid Wilgenbus
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Il propose à la fois des activités branchées (nécessitant un ordinateur, une tablette ou un robot) permettant d’introduire les bases de la programmation et des activités débranchées (informatique sans ordinateur) permettant d’aborder des concepts de base de la science informatique (algorithme, langage, représentation de l’information…). Ces activités sont organisées en progressions clés en main, propres à chaque cycle, mettant en avant une approche pluridisciplinaire et une pédagogie active telle que la démarche d’investigation ou la démarche de projet.
Guide pédagogique gratuit disponible sur : https://fondation-lamap.org/projet/123-codez
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http://www.je-suis-ecomobile.fr
Chaque jour, la population mondiale s’accroît de plus de 200 000 personnes… En 2050, notre planète comptera vraisemblablement plus de neuf milliards de Terriens !
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voir : www.lamap.fr/ecohabitat
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