Presentation by Dr. Monika Krakowska (PhD)
Institute of Information and Library Science
Jagiellonian Universit
Poland
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
Beyond e-learning: from blended methodology to transmedia education. Valentina Favrin, Elisabetta Gola
and Emiliano Ilardi
Research on education and media Volume/Issue: Volume 7: Issue 1
First Online: 27 Nov 2015
DOI: https://doi.org/10.1515/rem-2015-0007
DisCo 2013: Danyliuk and Paschenko - Virtual Mobility of University Teaching...8th DisCo conference 2013
Globalization through the mediation of information and communication technologies influences greatly higher education (appearing transnational education, great amount of alternative providers of higher education and runaway staff mobility in virtual space). Virtual mobility attracts attention of politicians and experts in the field of education (“The Bologna Process and the European Higher Education Area” – Salamanca Convention, 2001, includes an idea of joint European approach to virtual mobility and transnational education; “Mobility for Better Learning” – Mobility strategy 2020 for the European Higher Education Area, 2011) and scientists (National Academy of Sciences of Ukraine project “International Education on the Basis of Flexible Centers of Distance Technologies and Computer-Tele-Communicational Networks”). Problem of mobility is one of the most disputable among higher education researchers in Europe. Development of virtual academic mobility transforms modern education into a social institution which could provide different educational services to humans for their lifelong learning. Modern situation demands attention to distance education development through creation of specialized informationaleducational courses and areas of e-learning, development of e-libraries and databases, support of “network lecturers” and e-courses developers. It should stimulate university staff media-educational training they could project educational environment using modern information technologies. Our task was to investigate Ukrainian academicians’ experience and e-competences necessary for participation in virtual mobility processes (sample – 710). The instruments of measurement and diagnostics were a specially constructed questionnaire and a method of self-evaluation of ecompetences necessary for effective participation in virtual academic mobility.
Beyond e-learning: from blended methodology to transmedia education. Valentina Favrin, Elisabetta Gola
and Emiliano Ilardi
Research on education and media Volume/Issue: Volume 7: Issue 1
First Online: 27 Nov 2015
DOI: https://doi.org/10.1515/rem-2015-0007
DisCo 2013: Danyliuk and Paschenko - Virtual Mobility of University Teaching...8th DisCo conference 2013
Globalization through the mediation of information and communication technologies influences greatly higher education (appearing transnational education, great amount of alternative providers of higher education and runaway staff mobility in virtual space). Virtual mobility attracts attention of politicians and experts in the field of education (“The Bologna Process and the European Higher Education Area” – Salamanca Convention, 2001, includes an idea of joint European approach to virtual mobility and transnational education; “Mobility for Better Learning” – Mobility strategy 2020 for the European Higher Education Area, 2011) and scientists (National Academy of Sciences of Ukraine project “International Education on the Basis of Flexible Centers of Distance Technologies and Computer-Tele-Communicational Networks”). Problem of mobility is one of the most disputable among higher education researchers in Europe. Development of virtual academic mobility transforms modern education into a social institution which could provide different educational services to humans for their lifelong learning. Modern situation demands attention to distance education development through creation of specialized informationaleducational courses and areas of e-learning, development of e-libraries and databases, support of “network lecturers” and e-courses developers. It should stimulate university staff media-educational training they could project educational environment using modern information technologies. Our task was to investigate Ukrainian academicians’ experience and e-competences necessary for participation in virtual mobility processes (sample – 710). The instruments of measurement and diagnostics were a specially constructed questionnaire and a method of self-evaluation of ecompetences necessary for effective participation in virtual academic mobility.
This small publication on Virtual Mobility summarizes the main conclusions and outcomes of the VMCOLAB project. The booklet starts with defining the concept of Virtual Mobility and presenting the different types that can be distinguished. This is followed by an introduction of the VMCOLAB project and a presentation of the main support materials and services this project has developed for higher education institutions, teachers and students that want to engage in Virtual Mobility experiences. The three VMCOLAB pilot courses demonstrate the potential of Virtual Mobility for different target groups. Finally, some recommendations propose how to better integrate Virtual Mobility into educational experiences across Europe.
The publication is available in all the project languages: English, Spanish, Portuguese, Italian, German, Dutch, Romanian and Lithuanian.
Congenia: Genuine Conversations about topics important to learnAlvaro Galvis
This presentation summarizes the CONGENIA pilot project, which was implemented in Colombia during 18 months from June 2005 to December 2006. Findings and lessons learned are shared
ICT & Teacher Education Innovation: focus on EU IWB projects iTILT & SMARTVETTon Koenraad
Invited by Nevsehir university Faculty of Education in Turkey to present TELLConsult's experiences with Technology & Language Teacher Education and the results of the EU projects iTILT and SMARTVET as reported at the ISNITE 2013 Symposium in Ankara.
This small publication on Virtual Mobility summarizes the main conclusions and outcomes of the VMCOLAB project. The booklet starts with defining the concept of Virtual Mobility and presenting the different types that can be distinguished. This is followed by an introduction of the VMCOLAB project and a presentation of the main support materials and services this project has developed for higher education institutions, teachers and students that want to engage in Virtual Mobility experiences. The three VMCOLAB pilot courses demonstrate the potential of Virtual Mobility for different target groups. Finally, some recommendations propose how to better integrate Virtual Mobility into educational experiences across Europe.
The publication is available in all the project languages: English, Spanish, Portuguese, Italian, German, Dutch, Romanian and Lithuanian.
Congenia: Genuine Conversations about topics important to learnAlvaro Galvis
This presentation summarizes the CONGENIA pilot project, which was implemented in Colombia during 18 months from June 2005 to December 2006. Findings and lessons learned are shared
ICT & Teacher Education Innovation: focus on EU IWB projects iTILT & SMARTVETTon Koenraad
Invited by Nevsehir university Faculty of Education in Turkey to present TELLConsult's experiences with Technology & Language Teacher Education and the results of the EU projects iTILT and SMARTVET as reported at the ISNITE 2013 Symposium in Ankara.
Presentation by Sheila Webber
Information School, University of Sheffield
United Kingdom
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
Information literacy, e-learning and the changing role of the librarianJane Secker
Lecture given at the iSchool on 13th March as part of the academic libraries module. Focusing on information literacy, digital literacy, ANCIL, e-learning and collaboration between librarians and learning technologists
A presentation made at the 4th COIL conference at SUNY, New York on 6-7 June 2012. The presentation about the European INTENT project was part of a joint session about online exchanges in education: The Expanding Globally Networked Landscape: Soliya, iEARN and INTENT
http://coil.suny.edu
EMPATIC: Information Literacy in the four learning sectors (school, higher education, vocational education and training, and adult/lifelong learning)
Non-sector specific recommendations to Policy Makers made by the final conference participants
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Digital Tools and AI for Teaching Learning and Research
Information Literacy Development In The International Environment Of Virtual Mobility
1. INFORMATION LITERACY DEVELOPMENT IN THE INTERNATIONAL ENVIRONMENT OF VIRTUAL MOBILITY Dr. Monika Krakowska (PhD) Institute of Information and Library Science Jagiellonian University EMPATIC project ‘s workshop 8th June 2011 Krakow, Poland
2. Virtual mobility concept and challenges for scholar sector– teacher’s and lifelong learning perspective Information literacy in Virtual mobility Case study Identification of information skills within multicultural, international group Presentation content
3. multitasking is important reality is not “real” –virtual reality is a stimulus doing is more important that knowing trial-and-error experimentation zero tolerance for delays communication and connection is essential (always and anywhere, staying connected) As our students enter the workforce, the ability to deal with complex and often ambiguous information will be more important than simply knowing a lot of facts or having an accumulation of knowledge. Jason L. Frand http://net.educause.edu/ir/library/pdf/ERM0051.pdf Lifelong Learning and new learners
8. Raiseawareness for continuing development and continuingprofessionaltrainingInformationliteracy and lifelong learning
9. Virtual mobility The phenomenon related to the Bologna Process and the Erasmus program, as well as closely associated with the process of lifelong learning Could be implementedinallschoolsectors type of academic pilgrimage, is a common, interactive communication between stakeholders through the computer and new communications technologies, without barriers of time (Sylvia van de Bunt-Kokhuis, 1996) e-learning, computer assisted learning, technology enhanced learning, distance learning, flexible learning
10. flexible learning approach to identify, understand and accept the needs of particular scholars(rather than the institution providing training along with staff) and the adaptation of cognitive and socio-cultural factors in the learning process cultural, social, economic aspect The use of information and communication technology (ICT) in order to obtain the same benefits obtained due to physical mobility, without having to travel (elearnigeuropa.info) Virtualmobility
11. New types of students and changing students expectations are driving the integration of core campus functions and deployment of students services and learning on the Web Lifelong Learning concept Learners’ attitudes IL, a repertoire of learning skills, interpersonal skills, group membership Cross-boarder collaboration from different culture backgrounds, community building, European citizenship, knowledge exchange models raising awareness of tools, resources, culture models, social impact, enrichment of learning activities, acquisition of ICT skills, flexibility – holistic view of IL Collaboration within curricula creation with clear concept of IL Information literacy in virtual mobility
12. Research background Virtual Learning in Higher Education course within TeaCamp (Teachers virtual campus: research, practice, apply) project International and multicultural, academic environment (HE institutions from Jyvaskyla University, Finland, Vytautas Magnus University; Baltic Education Technology Institute, Lithuania, Jagiellonian University, Poland, University of Aveiro, Portugal and University of Oviedo, Spain) 14 teachers, 29 bachelor, master and doctoral students = only 13 successively finished the virtual mobility course – education and LIS students course lasted 12 weeks from 24 September 2010 to 10 December 2010
13. Methodology = qualitative and quantitative research (observation, surveys, narrative interviews, lecture, diary, sub-task evaluation) The analysis has been enriched by the personal involvement - was carried out sub – module Impact on future teachers, educators – IL awareness Virtual Learning in Higher Education
14. Cultural Models Collaborative Online Learning Training Strategies Information Literacy Learning Technology Learning Strategies E-assesment Strategies Culture models – summary, results of analysis, diaries VLHE sub-modules
18. Conclusions (2) Need for new pedagogies of engagement that will turn out the kinds of resourceful, engaged workers and citizens – on each level of education, in every type I did not realised that the situation could be so different in other countries. We are used to IL, but there is no so typical issue for others EU I think that Learning to learn is at the core of information literacy Finding information about my country interests or awareness in Information literacy I found that in my country information amount about Information literacy is very small.
19. Conclusions (3) The problem is communication - linguistic, technical, time users often they avoid obstacles, or commence individual actions aimed at increasing the activity of self or others, to encourage information processes – expectations were high! Find IL skills and tasks difficult VLHE module has developed different IL skills (media, digital, library literacy, culture awareness, etc.) that was important for raising IL awareness of teachers, scholars, pedagogy students and LIS students IL modules should be implemented within VM syllabuses, courses, programmes
20. Conclusions (cont) Impact on the teacher The role of the teacher challenges and changes: - from a source of knowledge, to a manager and facilitator of learning ; - from passing on knowledge to students, to creating a learning environment that is linked to real life situation - from face-to-face based teaching to advanced pedagogical concepts in VM It should be not one-time activity