The ELAICH project developed an educational toolkit to introduce youth to cultural heritage conservation. It created an e-learning platform that provides courses on this topic from a multi-disciplinary perspective. The project was led by Technion-Israel Institute of Technology from 2009-2012 with partners in Greece, Belgium, Italy and Malta. It received over €1 million in funding and its e-learning platform provides open access to educational materials on cultural heritage.
The document discusses COER13, a MOOC on Open Educational Resources (OER) held in 2013. It was organized by 8 partners from different institutions and aimed to promote OER in Germany. The MOOC used a connectivist model with online videos, readings and discussion forums. Over 1,000 people registered and many engaged through blog posts and tweets. While the MOOC helped raise awareness of OER, its impact was difficult to measure and it also raised issues around accreditation within the lead institution. Overall, the document assessed that COER13 advanced the OER cause in Germany but that more research is needed to fully understand its impact.
OER in Italy: policies and initiatives in school and universityMatteo Uggeri
This presentation shows the results of an in depth mapping done in June 2014 by Matteo Uggeri for the EU funded project POERUP.
The analysis investigates the existance of government policies at a national or regional level for the use of Open Educational Resources (OER). Moreover, also the singular initiatives have been listed and shortly described.
The research investigated both the school and the university sector, including MOOCs.
The slides include screen-captures of most of the cases listed.
OER Tools and using OER and MOOCs in Higher EducationDiana Andone
The document discusses opening up education through open educational resources (OER) and massive open online courses (MOOCs). It notes that worldwide participation in higher education is projected to grow significantly by 2025, necessitating new approaches. OER and MOOCs can help increase the effectiveness and equity of education by improving access and lowering costs. The document provides an overview of the development of OER, MOOCs, and related open education initiatives. It also discusses some of the opportunities and challenges of open education approaches.
Massive Open Online Courses (MOOCs) for Professional Development. MOOC Initia...Carmen Holotescu
This document discusses integrating Massive Open Online Courses (MOOCs) into university courses for professional development. It provides an overview of MOOC platforms and initiatives in Romania. Specifically, it describes several Romanian MOOC projects including UniCampus, UniBuc Virtual, and courses developed by various universities. It also outlines scenarios for blending MOOCs into courses, such as using MOOCs to enlarge course topics or support student projects. Benefits include exposing students to high-quality online materials and global learning communities, while challenges involve complex course design and evaluating distributed student activities.
Steps for opening up education at „Ioan Slavici” University of TimisoaraCarmen Holotescu
The document outlines steps for opening up education at Ioan Slavici University of Timisoara. It begins by defining open education and initiatives in Europe and Romania. It then discusses the university's strategy, which includes ongoing innovation of blended courses through the integration of open educational resources and MOOCs. The strategy also focuses on continuing teacher training, strengthening research projects on open education, and participating in the Coalition for Open Educational Resources. The university aims to blend MOOCs into existing courses by having students discover, participate in, and evaluate MOOCs to supplement their learning.
Cirip.eu – Microblogging Platform for Formal and Informal LearningCarmen Holotescu
Cirip.eu is a microblogging platform designed for formal and informal learning. It allows users to collaborate through sharing multimedia objects like videos, images and documents. Key features include public and private groups for courses, projects and communities of practice. Educators can use Cirip.eu to enhance courses by sharing announcements, materials and facilitating discussions. Learning contexts include using the platform for entire online courses, collaborative projects and developing open educational resources. The platform supports mobile learning through creating and joining mobile groups and accessing resources on the go.
The document discusses COER13, a MOOC on Open Educational Resources (OER) held in 2013. It was organized by 8 partners from different institutions and aimed to promote OER in Germany. The MOOC used a connectivist model with online videos, readings and discussion forums. Over 1,000 people registered and many engaged through blog posts and tweets. While the MOOC helped raise awareness of OER, its impact was difficult to measure and it also raised issues around accreditation within the lead institution. Overall, the document assessed that COER13 advanced the OER cause in Germany but that more research is needed to fully understand its impact.
OER in Italy: policies and initiatives in school and universityMatteo Uggeri
This presentation shows the results of an in depth mapping done in June 2014 by Matteo Uggeri for the EU funded project POERUP.
The analysis investigates the existance of government policies at a national or regional level for the use of Open Educational Resources (OER). Moreover, also the singular initiatives have been listed and shortly described.
The research investigated both the school and the university sector, including MOOCs.
The slides include screen-captures of most of the cases listed.
OER Tools and using OER and MOOCs in Higher EducationDiana Andone
The document discusses opening up education through open educational resources (OER) and massive open online courses (MOOCs). It notes that worldwide participation in higher education is projected to grow significantly by 2025, necessitating new approaches. OER and MOOCs can help increase the effectiveness and equity of education by improving access and lowering costs. The document provides an overview of the development of OER, MOOCs, and related open education initiatives. It also discusses some of the opportunities and challenges of open education approaches.
Massive Open Online Courses (MOOCs) for Professional Development. MOOC Initia...Carmen Holotescu
This document discusses integrating Massive Open Online Courses (MOOCs) into university courses for professional development. It provides an overview of MOOC platforms and initiatives in Romania. Specifically, it describes several Romanian MOOC projects including UniCampus, UniBuc Virtual, and courses developed by various universities. It also outlines scenarios for blending MOOCs into courses, such as using MOOCs to enlarge course topics or support student projects. Benefits include exposing students to high-quality online materials and global learning communities, while challenges involve complex course design and evaluating distributed student activities.
Steps for opening up education at „Ioan Slavici” University of TimisoaraCarmen Holotescu
The document outlines steps for opening up education at Ioan Slavici University of Timisoara. It begins by defining open education and initiatives in Europe and Romania. It then discusses the university's strategy, which includes ongoing innovation of blended courses through the integration of open educational resources and MOOCs. The strategy also focuses on continuing teacher training, strengthening research projects on open education, and participating in the Coalition for Open Educational Resources. The university aims to blend MOOCs into existing courses by having students discover, participate in, and evaluate MOOCs to supplement their learning.
Cirip.eu – Microblogging Platform for Formal and Informal LearningCarmen Holotescu
Cirip.eu is a microblogging platform designed for formal and informal learning. It allows users to collaborate through sharing multimedia objects like videos, images and documents. Key features include public and private groups for courses, projects and communities of practice. Educators can use Cirip.eu to enhance courses by sharing announcements, materials and facilitating discussions. Learning contexts include using the platform for entire online courses, collaborative projects and developing open educational resources. The platform supports mobile learning through creating and joining mobile groups and accessing resources on the go.
This document provides a checklist for becoming an effective MOOC activist. It outlines several steps one should take including carrying out analysis of how MOOCs can be integrated into courses, evaluating one's own competencies, and determining how to encourage peers and students to enroll in MOOCs. The document also discusses how MOOC activists can organize academic events around specific MOOCs, adapt content from other MOOCs, and act as informed advocates for MOOCs. Finally, it addresses some of the challenges of developing MOOCs such as issues with certification, large class sizes, low completion rates, and lack of human interaction.
The document summarizes the open education activities of Delft University of Technology. It discusses how the number of students in higher education is increasing rapidly, necessitating more flexible learning options like MOOCs. Delft University has launched MOOCs on EdX covering topics like water treatment and solar energy that have attracted tens of thousands of students globally. It also provides open online courses through its OpenCourseWare platform, reaching over 800 visitors daily. Going forward, Delft University aims to expand its online offerings and conduct research on improving open education, while addressing challenges around competition and developing sustainable business models.
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
The document discusses the use of MOOCs for professional development in library and information science (LIS). It describes a connectivist MOOC called #hyperlibMOOC that was created for LIS professionals. The MOOC had over 300 registered students and incorporated lectures, readings, assignments and peer interaction through blogs and discussion forums. A survey of students found that most felt successful in the course and that it provided opportunities for networking, learning new concepts and renewing their professional outlook. The document concludes that MOOCs can engage and educate LIS professionals in new ways and that libraries may take on roles as creators, instructors and guides within MOOCs.
This presentation provides an overview of the latest trends in open education, including assessment and credentials, new initiatives and policy overviews and offers preliminary results from the ongoing research projects: 1. OCWC User Feedback Survey and 2. FGV Online.
In spite of the social and cultural benefits of mobility for Higher Education, awareness and exploitation of mobility instruments are still not as extensive as anticipated. The aim of this Learning Café led by Ilona Buchem of Beuth University is to collaborate and formulate recommendations for the design of a collaborative Learning Hub for Open Virtual Mobility. Join us for take-aways and insights into subjects including: Virtual Mobility and Open Virtual Mobility; the design of a collaborative Learning Hub and the creation of OERs, MOOCs, Open Credentials and E-Assessments. You will have the chance to contribute to the design with your own recommendations and to network with participants interested in Virtual Mobility and Open Education. Visit : http://www.openvirtualmobility.eu/
Massive Open Online Courses (MOOCs) for Language Learning and CommunicationCarmen Holotescu
This document summarizes a workshop on integrating Massive Open Online Courses (MOOCs) into university language and communication courses. It defines MOOCs and Open Educational Resources (OERs), discusses major MOOC platforms, and provides examples of integrating MOOCs into blended courses at the University Politehnica Timisoara. The document outlines benefits like exposing students to high-quality online materials and global learning communities, and challenges like requiring new teaching skills in course design and facilitation of online learning.
Emerging Technologies in Education. Conceiving and Building a Microblogging P...Carmen Holotescu
PhD Thesis, Magna cum laude
Full thesis at https://www.researchgate.net/publication/260436339_Emerging_Technologies_in_Education._Conceiving_and_Building_a_Microblogging_Platform_for_Formal_and_Informal_Learning.
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.
Disruptor, Saviour, or Distractor: MOOCs and their role in higher educationKolds
Keynote lecture by George Siemens at the European MOOCs in Global Context Workshop (19-20 June 2013 @ UW-Madison) http://globalhighered.wordpress.com/2013/06/17/european-moocs-in-global-context-workshop-19-20-june-2013-uw-madison/
Report: Celebrating national portals launch and new commitmentsMilan Zdravković
The two-day training in Belgrade focused on improving the EURAXESS national portals through content architecture, promotion, and innovation. Participants reviewed portal content structures and prioritized information topics. They also learned skills for promoting portals through Facebook advertising. The training highlighted ways national portals are innovating to support career development, engagement with industry, and other domains beyond researcher mobility. Participants shared experiences and tools from projects innovating in these areas.
The document reports on projects undertaken in 2009 by the Office of Learning Technologies at Universitat Oberta de Catalunya, an online university based in Barcelona, Spain. It describes 15 e-learning tool projects, 5 interoperable open source projects, 3 portability-based projects, 2 disabled access projects, 2 affective computing projects, and 1 e-learning personalization project. The Office of Learning Technologies is responsible for maintaining the university's online learning environment and conducting exploratory initiatives to design, develop, and deliver engaging online learning experiences for students.
The document summarizes research on the state of online learning in Europe. It finds that while the European Higher Education Area has pushed institutions to innovate and adopt online learning, technology is often still seen as a barrier. Many conferences and initiatives aim to support educators, but online learning is primarily used to support traditional teaching rather than transform it. Online communities and repositories of resources are growing rapidly across Europe.
Icoper irm-presentation Bernd Simon WUW 2010-04-15 UC3M eMadrideMadrid network
The document summarizes the results of the ICOPER project, which aimed to develop best practices for competency-driven higher education through the creation of an ICOPER Reference Model (IRM). The IRM provides a meta-model and examples of activities, processes, services, and data formats to support competency-based learning. Prototypes implementing aspects of the IRM were also developed and evaluated with end users. The project involved collaboration across Europe to advance interoperability standards for online education.
The document discusses how the author plans to use their education from Yachay Tech in Ecuador to help develop the country. It notes that education provides the base for development by allowing people to make new discoveries and innovations. The author specifically mentions that their study of biopharmacology will help develop cheaper medicines for people. Additionally, their learning of programs like Autocad and 3DS Max combined with studying special materials could lead to new inventions. The document recommends that educating both the mind and heart is important for a country's development and that preparing its people is key.
Contribution to desk research on Factors Affecting the effectiveness of adult education on disadvantaged.
By Project IMPADA, Erasmus Plus KA2 Project.
http://www.impada.eu
School on the Cloud: 24/7/365 @LearningKarl Donert
The document discusses the challenges facing education with the rise of cloud computing. It summarizes the work of the European School on the Cloud network, which has 57 partners exploring how education should respond to cloud technologies. The network found many isolated small-scale cloud initiatives in education across Europe. It identified challenges including a lack of clear vision and policy, readiness for cloud adoption, developing e-leadership skills, and dealing with potential disruption. Future areas to explore include smart city learning environments and linking cloud services to individual learners' needs. The network seeks to provide guidance and stimulate further projects on topics like future scenarios and context-specific cloud-based solutions.
The GRIAL research group was established at the University of Salamanca to conduct interdisciplinary research in fields related to human-computer interaction and e-learning. The group has numerous national and international research projects, teaches various university courses, and provides consulting services related to e-learning/technology solutions. Current projects include the MIH project to develop multilingual teaching tools on history and geography, and the ELVIN project to create an online social network for language learning in public administration.
Eden2013 remote laboratories_ws_14062013Enrique Barra
The document discusses several European projects that aim to provide remote access to science laboratories for secondary education students. The UniSchooLabS project from 2010-2012 promoted collaboration between universities and schools by giving remote access to science labs. The Go-Lab project, which ran from 2013-2016, sought to offer students and teachers access to online labs and scientific instruments to enrich science teaching and learning. It developed an online platform to search for and access remote labs. The GLOBAL Excursion project supported virtual excursions for students and teachers to access various e-infrastructures and resources.
Etwinning new tools and languages for a more appropriate educational offer carla asquini
The document discusses how eTwinning, an EU program that connects schools online, can help refresh educational courses and support teachers. It promotes eTwinning as a way for students to learn about other cultures through technology, improve language skills, and develop European citizenship. The program also provides resources to help teachers adapt to changing needs, renew teaching practices, and gain new skills through national and international seminars, workshops, advice and technical support.
The document summarizes research on the state of online learning in Europe. It finds that while the European Higher Education Area has pushed for more integration of information and communication technologies (ICT) into education, ICT is primarily used to support traditional teaching rather than transform it. Initiatives at many levels aim to support educators in using technologies like web 2.0 tools and mobile devices, but technical barriers remain. Online communities and repositories of learning materials have grown significantly in recent years in Europe.
The document discusses training people with disabilities in basic ICT skills and assistive technologies through online courses and e-mentoring. It describes 3 related EU-funded projects - VIPI, ATLEC and e-Mentoring - that aim to provide accessible online training materials and platforms to help people with disabilities develop digital skills and improve employment opportunities. The projects involve partnerships across multiple European countries and seek to address barriers to inclusion through flexible ICT and assistive technology training.
ECLAP White paper, social network for Cultural Heritage on Peforming artsPaolo Nesi
the experience of a new generation digital content service is presented, namely ECLAP (European Collected Library of Artistic Performance, http://www.eclap.eu). ECLAP is a live lab in which several new technologies and solutions in the area of semantic computing and social media have been developed and put under trial of the final users and institutions. On this regard, ECLAP is open for both content and results experimentations, and presently comprises more than 35 prestigious international institutions; ECLAP provides services and tools for automated content ingestion, adaptation, metadata ingestion and editing, semantic information extraction, indexing and distribution by exploiting the most innovative and consolidated technologies. ECLAP supports the institutions in all their activities: metadata selection and mapping, content ingestion, to the definition and management of permissions and licenses on contents, and finally managing their users on ECLAP services. According to ECLAP workflow, the obtained metadata are sent to Europeana only after that the metadata have been enriched and linked to a reachable digital resource and when the IPR details have been finalized, with needed quality level. An ECLAP IPR Model can be associated with each single content or collection. ECLAP also provides infrastructural connection for direct promotion of content towards a large number of social networks, including: Facebook, LinkedIn, Diggs, Twitter, etc. On ECLAP, each content provider may have its own distribution channel/group (including a forum and a blog in addition to the space for their content collections, and the groups can be open, moderated or private) with the possibility of customizing the group user interface according to their logo and colours. This multitenant modality permits at the institutions to see ECLAP as a non-intrusive service, to reinforce their brand and at the same time to exploit and experiment a number of innovative ECLAP tools, to accelerate the promotion exploiting ECLAP social media, LOD and Europeana channels, and ready to access new users for their content. ECLAP provides the unique videos, images and texts related to more than 50 years of activity of the Dario Fo and Franca Rame theatre company, featuring videos, photos, texts, drawings, paintings, sketches, posters, copies of contracts and of invoices, notes, books, articles. Other unique, irreplaceable material includes video, audio recordings and photos of performances, workshops, seminars, rehearsals of Jerzy Grotowski, Peter Brook, Gennadi Bogdanov, Anatolij Vasil’ev, Alberto Sordi, Carmelo Bene, Giorgio Strehler, Mimmo Cuticchio, Gian Maria Volonté, Judith Malina.
This document provides a checklist for becoming an effective MOOC activist. It outlines several steps one should take including carrying out analysis of how MOOCs can be integrated into courses, evaluating one's own competencies, and determining how to encourage peers and students to enroll in MOOCs. The document also discusses how MOOC activists can organize academic events around specific MOOCs, adapt content from other MOOCs, and act as informed advocates for MOOCs. Finally, it addresses some of the challenges of developing MOOCs such as issues with certification, large class sizes, low completion rates, and lack of human interaction.
The document summarizes the open education activities of Delft University of Technology. It discusses how the number of students in higher education is increasing rapidly, necessitating more flexible learning options like MOOCs. Delft University has launched MOOCs on EdX covering topics like water treatment and solar energy that have attracted tens of thousands of students globally. It also provides open online courses through its OpenCourseWare platform, reaching over 800 visitors daily. Going forward, Delft University aims to expand its online offerings and conduct research on improving open education, while addressing challenges around competition and developing sustainable business models.
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
The document discusses the use of MOOCs for professional development in library and information science (LIS). It describes a connectivist MOOC called #hyperlibMOOC that was created for LIS professionals. The MOOC had over 300 registered students and incorporated lectures, readings, assignments and peer interaction through blogs and discussion forums. A survey of students found that most felt successful in the course and that it provided opportunities for networking, learning new concepts and renewing their professional outlook. The document concludes that MOOCs can engage and educate LIS professionals in new ways and that libraries may take on roles as creators, instructors and guides within MOOCs.
This presentation provides an overview of the latest trends in open education, including assessment and credentials, new initiatives and policy overviews and offers preliminary results from the ongoing research projects: 1. OCWC User Feedback Survey and 2. FGV Online.
In spite of the social and cultural benefits of mobility for Higher Education, awareness and exploitation of mobility instruments are still not as extensive as anticipated. The aim of this Learning Café led by Ilona Buchem of Beuth University is to collaborate and formulate recommendations for the design of a collaborative Learning Hub for Open Virtual Mobility. Join us for take-aways and insights into subjects including: Virtual Mobility and Open Virtual Mobility; the design of a collaborative Learning Hub and the creation of OERs, MOOCs, Open Credentials and E-Assessments. You will have the chance to contribute to the design with your own recommendations and to network with participants interested in Virtual Mobility and Open Education. Visit : http://www.openvirtualmobility.eu/
Massive Open Online Courses (MOOCs) for Language Learning and CommunicationCarmen Holotescu
This document summarizes a workshop on integrating Massive Open Online Courses (MOOCs) into university language and communication courses. It defines MOOCs and Open Educational Resources (OERs), discusses major MOOC platforms, and provides examples of integrating MOOCs into blended courses at the University Politehnica Timisoara. The document outlines benefits like exposing students to high-quality online materials and global learning communities, and challenges like requiring new teaching skills in course design and facilitation of online learning.
Emerging Technologies in Education. Conceiving and Building a Microblogging P...Carmen Holotescu
PhD Thesis, Magna cum laude
Full thesis at https://www.researchgate.net/publication/260436339_Emerging_Technologies_in_Education._Conceiving_and_Building_a_Microblogging_Platform_for_Formal_and_Informal_Learning.
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.
Disruptor, Saviour, or Distractor: MOOCs and their role in higher educationKolds
Keynote lecture by George Siemens at the European MOOCs in Global Context Workshop (19-20 June 2013 @ UW-Madison) http://globalhighered.wordpress.com/2013/06/17/european-moocs-in-global-context-workshop-19-20-june-2013-uw-madison/
Report: Celebrating national portals launch and new commitmentsMilan Zdravković
The two-day training in Belgrade focused on improving the EURAXESS national portals through content architecture, promotion, and innovation. Participants reviewed portal content structures and prioritized information topics. They also learned skills for promoting portals through Facebook advertising. The training highlighted ways national portals are innovating to support career development, engagement with industry, and other domains beyond researcher mobility. Participants shared experiences and tools from projects innovating in these areas.
The document reports on projects undertaken in 2009 by the Office of Learning Technologies at Universitat Oberta de Catalunya, an online university based in Barcelona, Spain. It describes 15 e-learning tool projects, 5 interoperable open source projects, 3 portability-based projects, 2 disabled access projects, 2 affective computing projects, and 1 e-learning personalization project. The Office of Learning Technologies is responsible for maintaining the university's online learning environment and conducting exploratory initiatives to design, develop, and deliver engaging online learning experiences for students.
The document summarizes research on the state of online learning in Europe. It finds that while the European Higher Education Area has pushed institutions to innovate and adopt online learning, technology is often still seen as a barrier. Many conferences and initiatives aim to support educators, but online learning is primarily used to support traditional teaching rather than transform it. Online communities and repositories of resources are growing rapidly across Europe.
Icoper irm-presentation Bernd Simon WUW 2010-04-15 UC3M eMadrideMadrid network
The document summarizes the results of the ICOPER project, which aimed to develop best practices for competency-driven higher education through the creation of an ICOPER Reference Model (IRM). The IRM provides a meta-model and examples of activities, processes, services, and data formats to support competency-based learning. Prototypes implementing aspects of the IRM were also developed and evaluated with end users. The project involved collaboration across Europe to advance interoperability standards for online education.
The document discusses how the author plans to use their education from Yachay Tech in Ecuador to help develop the country. It notes that education provides the base for development by allowing people to make new discoveries and innovations. The author specifically mentions that their study of biopharmacology will help develop cheaper medicines for people. Additionally, their learning of programs like Autocad and 3DS Max combined with studying special materials could lead to new inventions. The document recommends that educating both the mind and heart is important for a country's development and that preparing its people is key.
Contribution to desk research on Factors Affecting the effectiveness of adult education on disadvantaged.
By Project IMPADA, Erasmus Plus KA2 Project.
http://www.impada.eu
School on the Cloud: 24/7/365 @LearningKarl Donert
The document discusses the challenges facing education with the rise of cloud computing. It summarizes the work of the European School on the Cloud network, which has 57 partners exploring how education should respond to cloud technologies. The network found many isolated small-scale cloud initiatives in education across Europe. It identified challenges including a lack of clear vision and policy, readiness for cloud adoption, developing e-leadership skills, and dealing with potential disruption. Future areas to explore include smart city learning environments and linking cloud services to individual learners' needs. The network seeks to provide guidance and stimulate further projects on topics like future scenarios and context-specific cloud-based solutions.
The GRIAL research group was established at the University of Salamanca to conduct interdisciplinary research in fields related to human-computer interaction and e-learning. The group has numerous national and international research projects, teaches various university courses, and provides consulting services related to e-learning/technology solutions. Current projects include the MIH project to develop multilingual teaching tools on history and geography, and the ELVIN project to create an online social network for language learning in public administration.
Eden2013 remote laboratories_ws_14062013Enrique Barra
The document discusses several European projects that aim to provide remote access to science laboratories for secondary education students. The UniSchooLabS project from 2010-2012 promoted collaboration between universities and schools by giving remote access to science labs. The Go-Lab project, which ran from 2013-2016, sought to offer students and teachers access to online labs and scientific instruments to enrich science teaching and learning. It developed an online platform to search for and access remote labs. The GLOBAL Excursion project supported virtual excursions for students and teachers to access various e-infrastructures and resources.
Etwinning new tools and languages for a more appropriate educational offer carla asquini
The document discusses how eTwinning, an EU program that connects schools online, can help refresh educational courses and support teachers. It promotes eTwinning as a way for students to learn about other cultures through technology, improve language skills, and develop European citizenship. The program also provides resources to help teachers adapt to changing needs, renew teaching practices, and gain new skills through national and international seminars, workshops, advice and technical support.
The document summarizes research on the state of online learning in Europe. It finds that while the European Higher Education Area has pushed for more integration of information and communication technologies (ICT) into education, ICT is primarily used to support traditional teaching rather than transform it. Initiatives at many levels aim to support educators in using technologies like web 2.0 tools and mobile devices, but technical barriers remain. Online communities and repositories of learning materials have grown significantly in recent years in Europe.
The document discusses training people with disabilities in basic ICT skills and assistive technologies through online courses and e-mentoring. It describes 3 related EU-funded projects - VIPI, ATLEC and e-Mentoring - that aim to provide accessible online training materials and platforms to help people with disabilities develop digital skills and improve employment opportunities. The projects involve partnerships across multiple European countries and seek to address barriers to inclusion through flexible ICT and assistive technology training.
ECLAP White paper, social network for Cultural Heritage on Peforming artsPaolo Nesi
the experience of a new generation digital content service is presented, namely ECLAP (European Collected Library of Artistic Performance, http://www.eclap.eu). ECLAP is a live lab in which several new technologies and solutions in the area of semantic computing and social media have been developed and put under trial of the final users and institutions. On this regard, ECLAP is open for both content and results experimentations, and presently comprises more than 35 prestigious international institutions; ECLAP provides services and tools for automated content ingestion, adaptation, metadata ingestion and editing, semantic information extraction, indexing and distribution by exploiting the most innovative and consolidated technologies. ECLAP supports the institutions in all their activities: metadata selection and mapping, content ingestion, to the definition and management of permissions and licenses on contents, and finally managing their users on ECLAP services. According to ECLAP workflow, the obtained metadata are sent to Europeana only after that the metadata have been enriched and linked to a reachable digital resource and when the IPR details have been finalized, with needed quality level. An ECLAP IPR Model can be associated with each single content or collection. ECLAP also provides infrastructural connection for direct promotion of content towards a large number of social networks, including: Facebook, LinkedIn, Diggs, Twitter, etc. On ECLAP, each content provider may have its own distribution channel/group (including a forum and a blog in addition to the space for their content collections, and the groups can be open, moderated or private) with the possibility of customizing the group user interface according to their logo and colours. This multitenant modality permits at the institutions to see ECLAP as a non-intrusive service, to reinforce their brand and at the same time to exploit and experiment a number of innovative ECLAP tools, to accelerate the promotion exploiting ECLAP social media, LOD and Europeana channels, and ready to access new users for their content. ECLAP provides the unique videos, images and texts related to more than 50 years of activity of the Dario Fo and Franca Rame theatre company, featuring videos, photos, texts, drawings, paintings, sketches, posters, copies of contracts and of invoices, notes, books, articles. Other unique, irreplaceable material includes video, audio recordings and photos of performances, workshops, seminars, rehearsals of Jerzy Grotowski, Peter Brook, Gennadi Bogdanov, Anatolij Vasil’ev, Alberto Sordi, Carmelo Bene, Giorgio Strehler, Mimmo Cuticchio, Gian Maria Volonté, Judith Malina.
The document discusses several initiatives at ELTE University in Hungary to develop digital competencies and 21st century education. These include 1) Developing digital mentoring networks and a research center to support teacher education through the TAMOP project, 2) Operating an e-learning system and developing e-learning materials and support through various faculties, and 3) Establishing a T@T laboratory and network to create an innovative technology-enhanced learning network through research and resources.
The document discusses how to better utilize digital heritage resources in education. There is a large amount of digitized cultural artifacts but they are underused in classrooms. Ensuring resources are well-licensed, contextualized, high-quality, and discoverable can help educators incorporate them. Developing good educational tools and providing teacher training on digital skills and resources is also important to unlocking the potential of digital heritage in the classroom. The goal is to create an enabling environment where open content can be easily used to help students develop competencies through learning with digital cultural materials.
This document discusses electronic learning and teaching portfolios. It defines a portfolio as a collection of student work that shows their growth and achievements over time. An ePortfolio is a digital collection that describes a person's learning, experiences and accomplishments. The document discusses different types of ePortfolios and their uses, including as an assessment, communication, and reflective tool. It also covers design considerations and software options for creating ePortfolios.
Yes, I can! ICT and ICT-AT skills development for all - Final SYMPOSIUM of th...Karel Van Isacker
Two complementary European lifelong learning projects (ViPi -Virtual Portal for Interaction and ICT Training for People with Disabilities- focuses on the development of skills in ICT for (young) adults with disabilities and ATLEC - Assistive Technology Learning Through A Unified Curriculum- focuses on skills and competences in ICT based Assistive Technologies) will present their outcomes within a wider framework of learning, employment and independent living for people with disabilities in a final Symposium on 4 December 2013.
The Symposium has a twofold aim: raising awareness among gatekeepers and policy makers on the need for ICT and ICT based AT (assistive technology) training on the one hand, and on the other hand providing concrete curricula, training material, pedagogical methods and tools which were produced by the projects, and which further equal opportunities and the participation of people with disabilities in learning and employment.
The symposium therefore presents academic and experience-based contributions, while interactivity, dialogue and information exchange is sought with the participants in the different sessions and in the exhibition.
Other relevant projects and experiences are invited to contribute with a poster, leaflets and demonstration material to enrich the exhibition.
The participation of people with disabilities is incentivised by an accessible venue and by accessible presentations.
Target audience
People with disabilities, teachers, trainers, tutors, carers, policy makers, academics, ICT and AT experts and their organisations.
Please consult: http://www.vipi-project.eu & http://www.atlec-project.eu for more information on the projects and for programme updates.
The projects ViPi and ATLEC have been partially funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The document summarizes the outcomes of the MIH (Multicultural Interdisciplinary Handbook) project. The project developed a handbook, digital modules, and teacher training course providing tools for teaching European history and geography from a multicultural perspective. Key outcomes included the handbook, digital materials on selected historical and geographical topics, and a teacher training course to develop the topics. The materials were evaluated by teachers and students during pilot tests. Some project milestones included publishing materials online and producing additional projects building on the MIH framework.
The document discusses the MICHAEL Project, an EU-funded initiative to create a multilingual online inventory of cultural heritage in Europe. Key points include:
- The project involves gathering data from national heritage inventories using common software and data standards.
- It aims to provide improved access to cultural collections and encourage areas like education, tourism and reuse of materials.
- The Flemish government recently joined the initiative and plans to implement the MICHAEL system on its heritage portal by 2009.
- The system uses open-source tools and aims to make metadata available in different languages through various national and European online portals.
The document discusses the MICHAEL Project, an EU-funded initiative to create a multilingual online inventory of cultural heritage in Europe. Key points include:
- The project involves gathering data from national heritage inventories using common software and data standards.
- It aims to provide improved access to cultural collections and encourage areas like education, tourism and reuse of materials.
- The Flemish government recently joined the initiative and plans to implement the MICHAEL system on its heritage portal by 2009.
- The system uses open-source tools and aims to make metadata available in different languages through various national and European online portals.
The power of the three words and one acronym: OER vs OERCarmen Holotescu
The document discusses open educational resources (OER) and related initiatives in Romania. It defines OER and provides examples of current Romanian projects promoting their creation and use. These include national guidelines on OER published in 2007 and 2012, a Romanian OER coalition formed in 2013, and OER incorporated into the government's 2013-2016 program. Strengths of Romanian OER efforts include trainings offered across education sectors and proposals to include OER in formal policies. Recommendations focus on using existing educational content under open licenses, creating an OER repository, and encouraging OER in teacher training programs and on approved materials lists.
Delivered at International Education Week at Vancouver Island University October 31, 2012. This presentation is a reflection of my work at the University of Cape Town 2009-2012 with UCT OpenContent and OpenUCT.
Maddalena Macario: I-CLEEN - Enhancing an inquiry-based approach to Earth system sciences in Italian classrooms
Scientix European Conference, 6-8 May 2011, Brussels
B1 maria teresanatale_storytelling_movioevaminerva
2014 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2014.minervaisrael.org.il
http://www.digital-heritage.org.il
B1 maria teresanatale_storytelling_movioevaminerva
2014 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2014.minervaisrael.org.il
http://www.digital-heritage.org.il
Across German borders: Current Digital Higher Education initiatives & practic...e-teaching.org
Slides zu folgender Veranstaltung:
https://www.e-teaching.org/community/communityevents/onlinepodium/across-the-german-borders-digital-higher-education-in-the-eu
Die Digitalisierung führt zu einer Öffnung des Lernens über die traditionellen institutionellen und nationalen Grenzen hinaus. Wie wird Lernen unter solchen Bedingungen in Zukunft aussehen?
EUROPORTFOLIO: a European Network of Eportfolio Experts and Practitionersolio...EPNET-Europortfolio
The Europortfolio project aims to establish a European network of eportfolio experts and practitioners from education, training, employment, and lifelong learning to address the fragmentation of eportfolio initiatives, technologies, actors, and information. The network will define an eportfolio framework, transfer knowledge between initiatives, contribute to eportfolio policies, raise awareness among educators and employers, and develop a sustainable online community portal for sharing resources and practices. This will benefit eportfolio experts through collaboration and research partnerships, practitioners by providing tools and lessons learned, and policymakers with evidence and frameworks to inform policies. The consortium is led by the University of Zagreb and includes partners from France, the UK, Poland, Austria, Denmark, Spain, and the US.
Natural Europe was a project that aimed to connect digital collections from European natural history museums to Europeana and develop educational pathways through the collections. The project enriched digital objects with metadata to create customizable, learning-oriented discovery services online. It also studied educational methods and tools to allow educators to design innovative online pathways through museum collections.
European Open Science Cloud: History and StatusMatthew Dovey
The document summarizes the history and status of the European Open Science Cloud (EOSC). It began as an idea called "The Grid" in 2000 to provide networked resources across organizations. A timeline shows milestones like the 2008 Pan-European e-Infrastructures and the 2016 European Cloud Initiative. The EOSC aims to offer researchers open access to digital resources and expertise through principles of openness, collaboration, and long-term support. Its implementation includes turning recommendations into a guide, developing data expertise, and funding preparatory phases like the EOSC Pilot Project to help establish the EOSC.
The National Library of Israel is using international standards like IIIF and LD to provide open access to digital reproductions and metadata through graph databases and discovery of entities. They are developing apps using MediaWiki and cooperating with Wikimedia Israel to enrich Wikidata with NLI data. The NLI is also working with The Public Workshop NGO, generating sitemaps to improve search engine discovery of its data repository, launching a developers website, and analyzing data access and usage to improve its internet presence.
G12 susan hazan_roundtableopenaccesjewishevaminerva
Susan Hazan, The Israel Museum, Jerusalem, Harvard
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
G12 susan hazan_roundtableopenaccesjewishevaminerva
Susan Hazan, The Israel Museum, Jerusalem, Harvard
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Alex Valdman, The Central Archives for the History of the Jewish People and the Ben-Gurion University of the Negev
Jewish Documentary Heritage Online: The Yerusha Project at the Central Archives for the History of the Jewish People
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Alex Valdman, The Central Archives for the History of the Jewish People and the Ben-Gurion University of the Negev
Jewish Documentary Heritage Online: The Yerusha Project at the Central Archives for the History of the Jewish People
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Ronit Gadish and Alexander Vainer, The Academy of the Hebrew Language
Hebrew Terminology: Presentation of Data and Technological Challenges
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Ronit Gadish and Alexander Vainer, The Academy of the Hebrew Language
Hebrew Terminology: Presentation of Data and Technological Challenges
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Edwin Seroussi and Josef Sprinzak, Da'at Hamakom Center for the Study of Cultures of Place in Jewish Modernity, The Hebrew University
Mapping Jewish Culture in Time and Place: The Interactive Map of Da'at Hamakom
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Edwin Seroussi and Josef Sprinzak, Da'at Hamakom Center for the Study of Cultures of Place in Jewish Modernity, The Hebrew University
Mapping Jewish Culture in Time and Place: The Interactive Map of Da'at Hamakom
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Menachem Katz, The Open University of Israel, The Friedberg Jewish Manuscript Society
Hillel Gershuni, Hebrew University of Jerusalem, The Friedberg Jewish Manuscript Society
Categorization of Textual Variants in Digital Synopses and its Research Potential
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Menachem Katz, The Open University of Israel, The Friedberg Jewish Manuscript Society
Hillel Gershuni, Hebrew University of Jerusalem, The Friedberg Jewish Manuscript Society
Categorization of Textual Variants in Digital Synopses and its Research Potential
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Jonathan Ben-Dov, University of Haifa
Scripta Qumranica Electronica: Dead Sea Scrolls Aggregated Database and Virtual Research Environment
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Oren Ableman and Orit Rosengarten, Israel Antiquities Authority
The Leon Levy Dead Sea Scrolls Digital Library: Digitizing and Cataloging the Dead Sea Scrolls
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Oren Ableman and Orit Rosengarten, Israel Antiquities Authority
The Leon Levy Dead Sea Scrolls Digital Library: Digitizing and Cataloging the Dead Sea Scrolls
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Daniel Stoeckl ben Ezra, EPHE, Sorbonne, France
Hayim Lapin, University of Maryland, US
Building the Next Generation of Resources for Cultural Heritage Digital Texts: Mishna and Tosefta
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Daniel Stoeckl ben Ezra, EPHE, Sorbonne, France
Hayim Lapin, University of Maryland, US
Building the Next Generation of Resources for Cultural Heritage Digital Texts: Mishna and Tosefta
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Michael Satlow, Brown University
Inscriptions of Israel/Palestine: A Digital Project
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Michael Satlow, Brown University
Inscriptions of Israel/Palestine: A Digital Project
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Sigal Arie-Erez, Director, Cataloguing Department, Archives Division, Yad Vashem
Reconnecting the Past: How to Link Archival Descriptions – the EHRI Portal Model
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
Sigal Arie-Erez, Director, Cataloguing Department, Archives Division, Yad Vashem
Reconnecting the Past: How to Link Archival Descriptions – the EHRI Portal Model
2016 EVA/Minerva Jerusalem International Conference on Digitisation of Cultural Heritage
http://2016.minervaisrael.org.il
http://www.digital-heritage.org.il
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
I1 anna lobovikov katz-elaich-eng
1. eLAICH - Inter- and multi-disciplinary e-learning platform on cultural (built) heritage
conservation http://elaich.technion.ac.il/e-learning/ 1
ELAICH - Educational Linkage Approach In Cultural Heritage
The EuroMed Heritage 4 Programme Project ELAICH (Educational Linkage Approach In Cultural Heritage) (2009-2012), developed scientifically-based, attractive, easy, flexible ELAICH Educational Toolkit, for educators and heritage authorities to introduce the values of cultural (built) heritage and principles and challenges of its preservation to youth. ELAICH Toolkit can be accessed through the eLAICH e- learning platform.
About the ELAICH Project: http://elaich.technion.ac.il/
eLAICH e-learning platform: http://elaich.technion.ac.il/e-learning/
eLAICH Project Video: http://www.youtube.com/watch?v=GloGPS6uy5k
eLAICH Courses Video: http://www.youtube.com/watch?v=hKDhcRXx_Mo
About the ELAICH Project: http://elaich.technion.ac.il/
2. eLAICH - Inter- and multi-disciplinary e-learning platform on cultural (built) heritage
conservation http://elaich.technion.ac.il/e-learning/ 2
3. eLAICH - Inter- and multi-disciplinary e-learning platform on cultural (built) heritage
conservation http://elaich.technion.ac.il/e-learning/ 3
Educational Linkage Approach In Cultural Heritage (ELAICH)
AWARDS
In July 2013 ELAICH - Inter- and multidisciplinary e-learning platform on cultural heritage conservation (http://elaich.technion.ac.il/e-learning/), was nominated for the World Summit Award (www.wsis-award.org), as the best e- Content example in e-Learning & Science from Israel.
In February 2014 ELAICH has been awarded the "Project of the Year" - First Prize in the category Research, in the framework of the International Competition 2014 of Architecture of Israel and the European Union.
Educational Linkage Approach In Cultural Heritage (ELAICH) - ENPI 150583 - Euromed Heritage Programme 4:
the first Israeli-led Project in the framework of Euromed Heritage Programmes;
the first Technion-led European Project at the Technion.
ELAICH Consortium:
Leader; Beneficiary: Technion – Israel Institute of Technology.
Contributing partners: National Technical University of Athens (NTUA), University of Antwerp, University Ca’ Foscari of Venice, University of Malta.
Project duration: 36 months
Project period: 2009-2012
Grant amount: 1,056,498.95 EUR
Overall budget: 1,320,623 EUR
BASIC DATA
AWARDS
4. eLAICH - Inter- and multi-disciplinary e-learning platform on cultural (built) heritage
conservation http://elaich.technion.ac.il/e-learning/ 4
Tips on navigating through eLAICH WELCOME TO eLAICH e-learning platform: http://elaich.technion.ac.il/e-learning/ (at any moment you can navigate anywhere via Top Menu on every page)
Click the Start button. This takes you to the general Introduction for eLAICH.
Scroll down the Introduction page.
Watch Video 2 - a complete short guide to eLAICH http://www.youtube.com/watch?v=GloGPS6uy5k Recommended: Download eLAICH Booklet and eLAICH Manual - provided in six languages: English, Italian, Hebrew, Arabic, Greek, and Maltese.
At the bottom of the Introduction page click the Next button, or, on the top menu click Guidelines.
On the top menu click the content button. You are now in the eLAICH knowledge treasury! Click on any module or Adopt a site in the picture of the vaulted structure ascending the hill of eLAICH knowledge, OR click on any title or icon of learning material/exercise /advanced material from the list below the picture. Scroll through the entire ‘100 km’ list of the topics. You might choose topics of your interest, e.g., art, chemistry, materials science, architecture. eLAICH provides access to all learning materials online, and allows downloading all learning materials to a PC in order to watch them offline (note: Copyright).
The following are a few examples of different formats of learning materials and activities:
PPT: http://www.elaich.technion.ac.il/e-learning/en/activities/part-i.html
DOC: http://www.elaich.technion.ac.il/e-learning/en/activities/lab-exercise.html
PDF: http://www.elaich.technion.ac.il/e-learning/en/activities/exercise-1.html
Audio Lesson: http://www.elaich.technion.ac.il/e-learning/en/activities/14-audio-i.html
Video Lesson: http://www.elaich.technion.ac.il/e-learning/en/activities/monitoring-water-the- case-of-venice1.html
Online Interactive Exercise: http://www.elaich.technion.ac.il/e- learning/en/activities/questionnaire-34.html
Online Interactive Activity: http://www.elaich.technion.ac.il/e-learning/en/activities/drag-to- match-question.html
Enjoy eLAICH!
Dr. Anna Lobovikov-Katz
Head, ELAICH Project
anna@technion.ac.il
END-PRODUCT
5. eLAICH - Inter- and multi-disciplinary e-learning platform on cultural (built) heritage
conservation http://elaich.technion.ac.il/e-learning/ 5
Appendix I
Selected publications about the ELAICH Project and e-learning Platform
Lobovikov-Katz, A., Moropoulou, A., Konstanti, A., Ortiz Calderón, P., Van Grieken, R., Worth, S., Cassar, JA , De Angelis, R., Biscontin, G., Izzo, F., “Tangible Versus Intangible in e-Learning on Cultural Heritage: from Online Learning to on-Site Study of Historic sites”, in: Digital Heritage. Progress in Cultural Heritage: Documentation, Preservation and Protection, LNCS, Volume 8740, 2014, pp 819-828, Springer
Lobovikov-Katz, A., Konstanti, A., Labropoulos, K., Moropoulou, A., Cassar, JA , De Angelis, R. “The EUROMED 4 Project “ELAICH”: e-tools for a teaching environment on EU Mediterranean cultural heritage” in: Progress in Cultural Heritage Preservation; 4th International Conference, EuroMed 2012, Limassol, Cyprus, October /November / 2012, Lecture Notes in Computer Science, LNCS 7616, Springer 2012
Lobovikov-Katz, A., “The ELAICH project, a contribution to the documentation and survey of cultural heritage” in: Proceedings, International Conference on Cultural Heritage Preservation, Split – Croatia, May 29 – June 1, 2012 (published August, 2012)
http://www.eu-chic.eu/
Other reports and presentations at conferences & workshops, and numerous publications in press etc., also on ELAICH public website under "Resources" – Press Releases and Announcements: http://elaich.technion.ac.il/index.php?option=com_content&view=article&id=70&Itemid=92
e.g.,
Heritage prevention starts with education: EU project releases five videos on monitoring and maintenance
http://www.enpi-info.eu/main.php?id=28324&id_type=1
Raising Awareness of Cultural Heritage
http://www.thecultureconcept.com/circle/raising-awareness-of-cultural-heritage Middle Eastern Students Learn That History Can Unite
http://www.turkishweekly.net/news/122031/middle-eastern-students-learn-that-history-can-unite.html (Article: Middle Eastern students learn that history can unite - Author: Ruth Eglash
Total Reprints: 33 - Source: CGNews
English Reprints: 23
Israeli-led ELAICH Euromed Heritage Project to hold first workshop in Athens
http://eeas.europa.eu/delegations/israel/press_corner/all_news/news/2010/20100218_01_en.htm
No stone left unturned
http://www.jpost.com/Features/InThespotlight/Article.aspx?id=230962
6. eLAICH - Inter- and multi-disciplinary e-learning platform on cultural (built) heritage
conservation http://elaich.technion.ac.il/e-learning/ 6
ELAICH Project Ends Winning Support from Governments and NGOs
http://www.prlog.org/11833708-elaich-project-ends-winning-support-from-governments-and-ngos.html
ELAICH Website: http://elaich.technion.ac.il/ and the eLAICH Learning Platform: http://elaich.technion.ac.il/e-learning/
ELAICH Video (2) – The Project and the eLAICH Toolkit: http://www.youtube.com/watch?v=GloGPS6uy5k
ELAICH Video (1) – The Project and the ELAICH Courses: http://www.youtube.com/watch?v=l2QRbXn5wbM
Listing of ELAICH on the Flemish Research Portal FRIS
http://www.researchportal.be/en/projects/search.html?query=elaich
Listing of ELAICH on the University of Antwerp’s list of current projects
http://webh01.ua.ac.be/mitac1/pages/projects.htm#ELAICH
Overview of the Athens Dissemination Event on Forum UNESCO-University and Heritage website: “Euromed Heritage targets students to raise awareness about heritage protection - ELAICH dissemination meeting. Athens - February 2010”
http://universidadypatrimonio.neteng/noticias/Archive_2010/05_04_2010.html
Listing of ELAICH
http://www.unive.it/nqcontent.cfm?a_id=415&persona=000192&vista=ricerca
Overview of ELAICH on the Ca’Foscari University website
http://www.unive.it/nqcontent.cfm?a_id=65174
The ELAICH educational cultural heritage project completes pilot course
http://d157696.si27.siteam.co.il/eu-news/index.cfm?aId=91&eId=17 (English)
http://d157696.si27.siteam.co.il/eu-news/indexHeb.cfm?aId=91&eId=17 (Hebrew)
An interview about ELAICH with Dr. Anna Lobovikov-Katz on youtube
http://www.youtube.com/watch?v=2q4M9pf05lQ&feature=related
The Israel Nature and Parks Authority, ed. Dr. Zvika Zuk, Newsletter: February 2012 (in Hebrew)
http://elaich.technion.ac.il/images/pdfs/News-Antiques-February2012.pdf
Announcement on ELAICH in Greek:
http://webcache.googleusercontent.com/search?q=cache:JSaWmJMqP9cJ:portal.tee.gr/portal/page/portal/press/dt/2010/20100219EuroMesogeiakoDihmeroPolitistikhKlhronomia.doc+elaich+cultural&cd=37&hl=iw&ct=clnk&gl=il&client=firefox-a
Announcement and schedule of the Athens Dissemination Event
http://users.sch.gr/kontaxis/ekdiloseis/1001politistikiklironomia.htm
Venice Workshop Press & Web Releases
http://elaich.technion.ac.il/images/pdfs/VeniceWorkshop_press_web_releases.pdf
7. eLAICH - Inter- and multi-disciplinary e-learning platform on cultural (built) heritage
conservation http://elaich.technion.ac.il/e-learning/ 7
Heritage custodians in the making
http://www.timesofmalta.com/articles/view/20110505/local/Heritage-custodians-in-the- making.363729
Announcement of the partners’ meeting in Venice with links to the project leaflet and meeting agenda on the Ca’Foscari University website:
http://www.unive.it/nqcontent.cfm?a_id=63&gruppo=0&event_id=2613962
General overview of ELAICH (in the context of the partners’ meeting in Venice) on the Ca’Foscari University website:
http://www.unive.it/nqcontent.cfm?a_id=1486
ELAICH to Launch Online Educational Cultural Heritage Tool kit at Closing Conference
http://www.prlog.org/11780048-elaich-to-launch-online-educational-cultural-heritage-tool-kit-at- closing-conference.html
ELAICH to Hold Special Workshop for Public Officials in Venice, Italy
http://elaich.technion.ac.il/images/pdfs/Special%20Workshop%20for%20Public%20Officials%20in%20Venice.pdf
http://www.unive.it/nqcontent.cfm?a_id=97898
http://www.connessomagazine.it/universit%C3%A0/i-monumenti-piu-vicini-ai-giovani-con-il- progetto-elaich-ca-foscari
Huffington Post, Ruth Eglash, posted: 9/16/11
http://www.huffingtonpost.com/ruth-eglash/middle-eastern-students-l_b_965907.html
Common Ground News Service "Middle Eastern students learn that history can unite" by Ruth Eglash, 16 August 2011
http://www.commongroundnews.org/article.php?id=30214&lan=en&sid=2&sp=0
The Journal of Turkish Weekly, 17 August 2011
http://www.turkishweekly.net/news/122031/middle-eastern-students-learn-that-history-can- unite.html
ELAICH Course in Jordan
http://www.jpost.com/Features/InThespotlight/Article.aspx?id=230962
Article from The Jordan Times "EU-funded project brings cultural heritage alive for students" (By Hani Hazaimeh)
http://www.jordantimes.com/?news=39484
Article from Euromed Heritage site "On-site heritage preservation for high-school students in Amman"
www.euromedheritage.net/intern.cfm
The Times, June 4, 2011 -Keen interest in island’s cultural heritage
8. eLAICH - Inter- and multi-disciplinary e-learning platform on cultural (built) heritage
conservation http://elaich.technion.ac.il/e-learning/ 8
http://www.timesofmalta.com/articles/view/20110604/editorial/Keen-interest-in-island-s-cultural- heritage.368777
Article and video (Thursday, May 5, 2011)
http://www.timesofmalta.com/articles/view/20110505/local/Heritage-custodians-in-the- making.363729
Radio interview with the participants of the ELAICH course in Malta
http://www.campusfm.um.edu.mt/Convertedaudio/Spring_11/uni_matters_2/uni15.wma
Editorial, in Euromed Heritage Connecting, Issue No. 7
http://www.euromedheritage.net/euroshared/doc/en%20n%C2%B07_mise%20en%20page%201.pdf
ELAICH – Educational Linkage Approach in Cultural Heritage
http://forumlifebeyondtourism.wordpress.com/2011/02/14/elaich-%E2%80%93-educational- linkage-approach-in-cultural-heritage/
The Educational Linkage Approach in Cultural Heritage (ELAICH)
The Systems of Knowledge website (Malta Junior College)
http://www.jc.um.edu.mt/sok/notices/selection_requirements_for_elaich_project
The Elaich Project in Malta
http://www.jc.um.edu.mt/sok/notices/?a=89421
End event of pilot project – Technion-led European ELAICH (Hebrew)
http://arc.asat.org.il/?p=726
ELAICH project concludes cultural heritage course
http://www.enpi-info.eu/mainmed.php?id=23841&id_type=1
Invitation to the closing event of ELAICH pilot course, Haifa
English:
http://eeas.europa.eu/delegations/israel/press_corner/all_news/news/2011/20110119_01_en.htm
Hebrew:
http://eeas.europa.eu/delegations/israel/press_corner/all_news/news/2011/20110119_01_he.htm
ELAICH project cultural heritage pilot course
http://93.93.202.18/workeuromed/intern.cfm?menuID=9&submenuID=7&idnews=485
Ca’ Foscari infoscari – I monumenti più vicini ai giovani con il progetto ELAICH sviluppato da Ca' Foscari con 4 università straniere (Italian)
http://www.unive.it/nqcontent.cfm?a_id=78662
Ca’ Foscari infoscari - Progetto ELAICH (Italian)
http://www.unive.it/nqcontent.cfm?a_id=77522
Announcement on the Athens Dissemination event on the Technical Chamber of Greece website: “Euromed Heritage targets students to raise awareness about heritage protection - Elaich dissemination meeting. Athens - February 2010” (Greek)
9. eLAICH - Inter- and multi-disciplinary e-learning platform on cultural (built) heritage
conservation http://elaich.technion.ac.il/e-learning/ 9
http://webcache.googleusercontent.com/search?q=cache:JSaWmJMqP9cJ:portal.tee.gr/portal/page/portal/press/dt/2010/20100219EuroMesogeiakoDihmeroPolitistikhKlhronomia.doc+elaich+cultural&cd=37&hl=iw&ct=clnk&gl=il&client=firefox-a
Announcement on the workshop in Athens on the ENPI website: “Euromed Heritage targets students to raise awareness about heritage protection
http://www.enpi-info.eu/mainmed.php?id_type=1&id=20780&lang_id=450
Announcement and schedule of the Athens Dissemination Event
http://users.sch.gr/kontaxis/ekdiloseis/1001politistikiklironomia.htm
An article on the Athens Dissemination Event in the Technical Chamber of Greece Magazine, p.13 (Greek)
http://www.elaich.technion.ac.il/images/pdfs/tcg_magazine_page_13-ntua.pdf
Press coverage on the Athens Dissemination Event (Eleutheros_Typos; in Greek)
http://www.elaich.technion.ac.il/images/pdfs/eleutheros_typos%2026-2-10.pdf
Press coverage on the Athens Dissemination Event (European_Agency; in Greek)
http://www.elaich.technion.ac.il/images/pdfs/european_agency%2026-2-10.pdf
Press coverage on the Athens Dissemination Event (Express; in Greek)
http://elaich.technion.ac.il/images/pdfs/express%2024-2-10.pdf
Press coverage on the Athens Dissemination Event (Green Business; in Greek)
http://elaich.technion.ac.il/images/pdfs/green%20business%2023-2-10%20ntua.pdf
Press coverage on the Athens Dissemination Event (Pathfinder; in Greek)
http://elaich.technion.ac.il/images/pdfs/presscode%2023-2-10.pdf
Press coverage on the Athens Dissemination Event (MINISTRY YPOIAN; in Greek)
http://elaich.technion.ac.il/images/pdfs/ministry%20ypoian%2023-2-10.pdf
Press coverage on the Athens Dissemination Event (Presscode; in Greek)
http://elaich.technion.ac.il/images/pdfs/inews%2023-2-10.pdf
Press coverage on the Athens Dissemination Event (inews; in Greek)
http://elaich.technion.ac.il/images/pdfs/diorismos_20-2-10-ntua.pdf
Press coverage on the Athens Dissemination Event (Diorismos; in Greek)
http://elaich.technion.ac.il/images/pdfs/xrimatistirio-ntua.pdf
An article on the Athens Dissemination Event in GGE, p. 40 (in Greek)
http://elaich.technion.ac.il/images/pdfs/gge_page_40-ntua.pdf
Radio interview with Prof. JoAnn Cassar and Roberta De Angelis, University of Malta
http://campusfm.um.edu.mt/
10. eLAICH - Inter- and multi-disciplinary e-learning platform on cultural (built) heritage
conservation http://elaich.technion.ac.il/e-learning/ 10
Short overview of ELAICH in CHRESP: 8th EC Conference on Sustaining Europe’s Cultural Heritage, Ljubljana, Slovenia, 10-12/11/2008
http://www.uni-muenster.de/Forum-Bestandserhaltung/downloads/CHRESP_2008_LJUBLJANA.pdf