Innlegg "In Search for the Sustainable Knowledge Base: Multi-channel and Multi-method?" holdt på International Research Workshop "Assessing the Effects of ICT in Education", Ispra (Italia), 27042009
This document outlines Norway's policies for integrating ICT into education. It discusses how digital skills are embedded into the national curriculum at different grade levels and how Norway has implemented multiple ICT strategies over time to focus on infrastructure, curriculum integration, and teacher competencies. Key aspects of Norway's approach include establishing national standards and principles for digital learning resources, facilitating innovation from within the education system, and maintaining long-term and coherent policies that link ICT with educational goals.
Which policies for Open Education? Insights from the first ever study on open...Fabio Nascimbeni
This document summarizes the key findings of a study on open education policies across the 28 EU member states. The study identified four main types of open education policies and analyzed barriers and enablers. It provided examples of policies in Greece, Germany, Italy, the Netherlands, and Romania. The researchers reflected that open education is evolving from OER policies to comprehensive approaches. Collaboration is important, and policies should advance openness while recognizing different countries' situations. Local authorities and business models also impact open education implementation.
Presentation by Luisa Bunescu, EUA Policy & Project Officer, in the framework of the EUA webinar "Approaches to cooperation and exchange in learning and teaching on a European level"
Presentation of Svetlana Knyazeva, EDEN Fellow, UNESCO IITE, for the Open Education Week's first day webinar on "Education 2030 – Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
The Role of Teachers, Students and Institutions on OERicdeslides
On 19 September, ICDE was invited to take part in a panel plenary session, discussing the role of Teachers, Students and Institutions on OER. The scope for the discussion was to give recommendations for actions to mainstream OER in education systems worldwide from the perspective of the key stakeholder groups in education.
Global open libraries - GOL A feasibility studyicdeslides
At the 2nd OER World Congress on 19 September, the idea of a network, Global Open Libraries, GOL, was presented, both at a well visited special event and at the plenary session later on the day and even on a satellite event discussing OER in non-English languages..
The presentation in the special session is this one.
You can comment on the report at icde@icde.org at the blog. Your comments can either be added directly to the blog post, or emailed to icde@icde.org by Wednesday 11 October 2017. Then the report will be finalised and the partners will decide if an initiative for GOL will be taken, and if so – the next steps.
The report asks, is this feasible:
“Based on existing quality OER repositories, educational needs, teachers and learners demands, a possible initiative intends to spark the uptake of OER and Open education in Higher Education and Upper Secondary Education, and provide the basis for a future networked global cooperation between quality OER repositories. The main outcome of a possible initiative will be a dynamic global network of OER repositories, well connected to key stakeholders and the user community.”
Innovation and transforming education for a sustainable worldicdeslides
Keynote at I Conferência Internacional de Inovação Tecnológica em Saúde,21 - 23 August 2017, Natal, Brazil. Video here:
https://www.facebook.com/LAIS.HUOL/videos/1418008181588370/
After setting the scene, including risks and sustainability discussed, Brazil is benchmarked by using official analyses and indicators. The need and field for innovation is discussed, in particular related to the learning process. Brazil, a land of hope and innovation.
Introduction
ICDE
The learners
Innovation, why ?
Risks, change, the globe and the SDGs
Brazil
Brazil, state of play, change and challenges
Brazil, the future
Innovate and transform
Online, open, flexible, and technology enhanced learning – transforming education
Innovation in the learning process
What next?
The document discusses Finland's success in education and the Future Learning Finland program. It summarizes that Finland invests heavily in education to build a strong society and economy. The Finnish education system is characterized by high-quality teacher training, innovative technology use, and regional equality. The Future Learning Finland program exports Finnish educational expertise through partnerships between universities, schools, and companies. It provides customized learning solutions to other countries to help spread Finland's knowledge.
This document outlines Norway's policies for integrating ICT into education. It discusses how digital skills are embedded into the national curriculum at different grade levels and how Norway has implemented multiple ICT strategies over time to focus on infrastructure, curriculum integration, and teacher competencies. Key aspects of Norway's approach include establishing national standards and principles for digital learning resources, facilitating innovation from within the education system, and maintaining long-term and coherent policies that link ICT with educational goals.
Which policies for Open Education? Insights from the first ever study on open...Fabio Nascimbeni
This document summarizes the key findings of a study on open education policies across the 28 EU member states. The study identified four main types of open education policies and analyzed barriers and enablers. It provided examples of policies in Greece, Germany, Italy, the Netherlands, and Romania. The researchers reflected that open education is evolving from OER policies to comprehensive approaches. Collaboration is important, and policies should advance openness while recognizing different countries' situations. Local authorities and business models also impact open education implementation.
Presentation by Luisa Bunescu, EUA Policy & Project Officer, in the framework of the EUA webinar "Approaches to cooperation and exchange in learning and teaching on a European level"
Presentation of Svetlana Knyazeva, EDEN Fellow, UNESCO IITE, for the Open Education Week's first day webinar on "Education 2030 – Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
The Role of Teachers, Students and Institutions on OERicdeslides
On 19 September, ICDE was invited to take part in a panel plenary session, discussing the role of Teachers, Students and Institutions on OER. The scope for the discussion was to give recommendations for actions to mainstream OER in education systems worldwide from the perspective of the key stakeholder groups in education.
Global open libraries - GOL A feasibility studyicdeslides
At the 2nd OER World Congress on 19 September, the idea of a network, Global Open Libraries, GOL, was presented, both at a well visited special event and at the plenary session later on the day and even on a satellite event discussing OER in non-English languages..
The presentation in the special session is this one.
You can comment on the report at icde@icde.org at the blog. Your comments can either be added directly to the blog post, or emailed to icde@icde.org by Wednesday 11 October 2017. Then the report will be finalised and the partners will decide if an initiative for GOL will be taken, and if so – the next steps.
The report asks, is this feasible:
“Based on existing quality OER repositories, educational needs, teachers and learners demands, a possible initiative intends to spark the uptake of OER and Open education in Higher Education and Upper Secondary Education, and provide the basis for a future networked global cooperation between quality OER repositories. The main outcome of a possible initiative will be a dynamic global network of OER repositories, well connected to key stakeholders and the user community.”
Innovation and transforming education for a sustainable worldicdeslides
Keynote at I Conferência Internacional de Inovação Tecnológica em Saúde,21 - 23 August 2017, Natal, Brazil. Video here:
https://www.facebook.com/LAIS.HUOL/videos/1418008181588370/
After setting the scene, including risks and sustainability discussed, Brazil is benchmarked by using official analyses and indicators. The need and field for innovation is discussed, in particular related to the learning process. Brazil, a land of hope and innovation.
Introduction
ICDE
The learners
Innovation, why ?
Risks, change, the globe and the SDGs
Brazil
Brazil, state of play, change and challenges
Brazil, the future
Innovate and transform
Online, open, flexible, and technology enhanced learning – transforming education
Innovation in the learning process
What next?
The document discusses Finland's success in education and the Future Learning Finland program. It summarizes that Finland invests heavily in education to build a strong society and economy. The Finnish education system is characterized by high-quality teacher training, innovative technology use, and regional equality. The Future Learning Finland program exports Finnish educational expertise through partnerships between universities, schools, and companies. It provides customized learning solutions to other countries to help spread Finland's knowledge.
Presentation of Andreia Inamorato dos Santos from the European Commission Joint Research Centre at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
The document outlines 5 policy statements from the Norwegian Ministry of Education and Research on 1-to-1 computing initiatives in education. The statements emphasize that 1-to-1 should align with educational goals and technology trends, require policy coherence across different levels, establish a strong knowledge base through evaluation and research, and focus on pedagogical innovation from within the education system rather than external dictation. Overall, the statements argue for a sustainable approach to 1-to-1 computing that is integrated with educational priorities and facilitates innovation.
The DI4all project aims to promote digital inclusion and tackle disinformation through education. It has two main objectives: 1) To improve the key competencies and skills of young people in schools through quality improvements and innovation in education; 2) To improve the competencies of teachers to promote digital inclusion. The project will run from 2022-2024 with €60,000 in funding. It will produce training materials for educators on digital inclusion best practices and case studies. Activities include meetings, a study on digital inclusiveness, and disseminating results through conferences and online platforms. The target groups are students, educators, schools, and public bodies.
07/10/2013 - European Schoolnet
Mainstreaming the iTEC project
The magazine summarises the developments and results of the iTEC project up to date. Within iTEC, educational tools and resources have been piloted in over 2,000 classrooms across 19 European countries with the key objective of providing a sustainable model for fundamentally redesigning teaching and learning.
The document summarizes the key findings of a survey conducted as part of the INVITED project. The survey received responses from 159 higher education institutions across Europe. It found that most institutions have diversity, equity and inclusion strategies in place at the central level. Common measures address outreach, access and retention of students from underrepresented groups. While leadership support and stakeholder involvement are important for success, a lack of resources presents an ongoing challenge. Respondents said additional external support is still needed, and a holistic approach connecting different levels is important to further progress.
The oecd centre for educational research and innovation cidree presentationdvndamme
The OECD Centre for Educational Research and Innovation (CERI) focuses on forward-looking research to inform long-term education policy development. CERI conducts research on education at all levels to identify innovations in teaching and learning. Some of CERI's recent projects examine issues like the impact of technology on learning, innovative learning environments, teacher education for diversity, and measuring social outcomes of education. CERI works with member countries to improve quality, equity, effectiveness and efficiency of educational systems.
Trends in university funding in Europe and the impact on universities and management
Thomas Estermann
Director
Governance, Funding & Public Policy Development
Warwick - 24 January 2018
This document summarizes a report on open education policies across EU member states. It finds that while most states have a broad vision of open education, many still limit policies to open educational resources. The report identifies four types of open education policies and notes barriers like low priority and lack of support. It reflects on moving from open resources to open education policies and the importance of collaboration. Open questions remain on disseminating findings and spurring discussion to advance open education.
Presentation of Gema Santos, Open University of Catalonia (UOC) for the Open Education Week's first day webinar on "OER and Open Pedagogies – Best Practices" - 2 March 2020, 13:00 CET
More information and recordings of the discussion are available: http://www.eden-online.org/eden_conference/oer-and-open-pedagogies-best-practices/
The document discusses the European Commission's renewed modernization agenda for higher education. It outlines three main areas of focus: 1) Promoting relevant learning and teaching by improving skills alignment and use of digital technologies. 2) Helping higher education institutions become strong regional innovators through interdisciplinary collaboration. 3) Creating a real EU higher education and research space by removing barriers to cross-border cooperation and mobility. The Commission will launch consultations to develop specific policy proposals by late 2016 focused on these broad themes.
Cross national collaboration in promoting and delivering MOOCsPäivi Kananen
In the European Higher education sector, various forms of cross-national collaborations are expected and encouraged when developing quality online education. We report on the early development of collaborative practices of two European universities. As a result of the collaboration a set of MOOCs titled "The Success Factors Behind the Finnish Education" produced at the Open University of the University of Jyväskylä, Finland have been embedded into the Distance Learning Postgraduate Certificate in Education (PGCE) at Leeds Beckett University, United Kingdom. Both institutions have a strong emphasis on emerging modes of teaching and pedagogies.
K. Scheller presentation to eadtu conference 2017 - OOFHEC2017EADTU
This document summarizes a presentation given by Konstantin D. A. Scheller, a policy officer for the European Commission, at the Online, Open and Flexible Higher Education Conference on October 27, 2017. The presentation discusses opportunities and challenges for education and training from an EU perspective, including promoting quality education, lifelong learning through open learning opportunities, developing digital readiness through learning analytics, and supporting higher education through programs like Erasmus+. It also presents data on topics like the gender balance and fields of study of MOOC participants.
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Flexible Delivery of English & Mathematics with OpenLearn: Impact of Bringing...Robert Farrow
Paper presented at Open Education Global 2019. Until 2012 there was a nascent OER movement developing the UK, supported by government funding and agencies like JISC. This led to a network of OER projects at many higher education providers. With the withdrawal of funding under subsequent governments the OER movement in the UK became restricted to individual efforts alongside hubs of activity (OER World Map, 2019; JISC, 2013). While there is still little governmental support for OER - open access is generally a more consistent focus - there is an increasing interest at policy level in flexible and digital forms of delivery (Orr et al., 2018).
This presentation reports on two projects. Bringing Learning to Life is funded by the UK Department for Education under the Flexible Learning Fund. Flexible Essential Skills is funded by The Higher Education Funding Council for Wales (HEFCW). Both projects involve making foundational English and Mathematics courses available to a wide range of learners through the OpenLearn repository and LMS (Law & Perryman, 2017). The content is made available as OER for use by a range of learners, including formal students in further education colleges (face-to-face, blended) and non-formal learning scenarios. Both projects are led by The Open University (UK) who provide programme management, content development, platform delivery and evaluation.
Evaluation methodologies are being harmonised in the interests of establishing a basis for comparison between the two datasets. Evaluation results based on original data will be presented. These will include a detailed description of the learners targeted and their needs; perceptions of the key challenges faced; attitudes towards technology and digital skills in adult learners; an exploration of learner motivation, strategy and outcomes; and an examination of the perceptions and views of staff. The impact evaluations combine survey and interview data with OpenLearn analytics and case studies for individual colleges.
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
This presentation from Open Education Global 2021 provides an overview of the ENCORE+ project (https://encoreproject.eu/) and discusses the relationship between open educational resources (OER) and innovation, identifying strategies for knowledge exchange.
The document discusses policy implications of open educational resources (OER) in Norway. It notes a lack of reuse of digital learning resources due to contextualization, lack of ICT skills, and insufficient sharing culture. A new strategy for digital learning resources will address interoperability, intellectual property rights, and use in higher and adult education. Key policy implications include developing a framework for OERs across sectors; strengthening infrastructure, standards, funding and the evidence base; and incentivizing pedagogical innovation and a sharing culture in higher education.
1) The document discusses the introduction and increasing integration of ICT (information and communication technology) into Norwegian education from the 1980s to present day.
2) It describes how ICT is now seen as an essential basic skill in the national curriculum and how teacher training is adapting to emphasize digital competency.
3) The challenges of ensuring all students and teachers have adequate access to infrastructure and digital resources are also addressed.
Presentation of Andreia Inamorato dos Santos from the European Commission Joint Research Centre at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
The document outlines 5 policy statements from the Norwegian Ministry of Education and Research on 1-to-1 computing initiatives in education. The statements emphasize that 1-to-1 should align with educational goals and technology trends, require policy coherence across different levels, establish a strong knowledge base through evaluation and research, and focus on pedagogical innovation from within the education system rather than external dictation. Overall, the statements argue for a sustainable approach to 1-to-1 computing that is integrated with educational priorities and facilitates innovation.
The DI4all project aims to promote digital inclusion and tackle disinformation through education. It has two main objectives: 1) To improve the key competencies and skills of young people in schools through quality improvements and innovation in education; 2) To improve the competencies of teachers to promote digital inclusion. The project will run from 2022-2024 with €60,000 in funding. It will produce training materials for educators on digital inclusion best practices and case studies. Activities include meetings, a study on digital inclusiveness, and disseminating results through conferences and online platforms. The target groups are students, educators, schools, and public bodies.
07/10/2013 - European Schoolnet
Mainstreaming the iTEC project
The magazine summarises the developments and results of the iTEC project up to date. Within iTEC, educational tools and resources have been piloted in over 2,000 classrooms across 19 European countries with the key objective of providing a sustainable model for fundamentally redesigning teaching and learning.
The document summarizes the key findings of a survey conducted as part of the INVITED project. The survey received responses from 159 higher education institutions across Europe. It found that most institutions have diversity, equity and inclusion strategies in place at the central level. Common measures address outreach, access and retention of students from underrepresented groups. While leadership support and stakeholder involvement are important for success, a lack of resources presents an ongoing challenge. Respondents said additional external support is still needed, and a holistic approach connecting different levels is important to further progress.
The oecd centre for educational research and innovation cidree presentationdvndamme
The OECD Centre for Educational Research and Innovation (CERI) focuses on forward-looking research to inform long-term education policy development. CERI conducts research on education at all levels to identify innovations in teaching and learning. Some of CERI's recent projects examine issues like the impact of technology on learning, innovative learning environments, teacher education for diversity, and measuring social outcomes of education. CERI works with member countries to improve quality, equity, effectiveness and efficiency of educational systems.
Trends in university funding in Europe and the impact on universities and management
Thomas Estermann
Director
Governance, Funding & Public Policy Development
Warwick - 24 January 2018
This document summarizes a report on open education policies across EU member states. It finds that while most states have a broad vision of open education, many still limit policies to open educational resources. The report identifies four types of open education policies and notes barriers like low priority and lack of support. It reflects on moving from open resources to open education policies and the importance of collaboration. Open questions remain on disseminating findings and spurring discussion to advance open education.
Presentation of Gema Santos, Open University of Catalonia (UOC) for the Open Education Week's first day webinar on "OER and Open Pedagogies – Best Practices" - 2 March 2020, 13:00 CET
More information and recordings of the discussion are available: http://www.eden-online.org/eden_conference/oer-and-open-pedagogies-best-practices/
The document discusses the European Commission's renewed modernization agenda for higher education. It outlines three main areas of focus: 1) Promoting relevant learning and teaching by improving skills alignment and use of digital technologies. 2) Helping higher education institutions become strong regional innovators through interdisciplinary collaboration. 3) Creating a real EU higher education and research space by removing barriers to cross-border cooperation and mobility. The Commission will launch consultations to develop specific policy proposals by late 2016 focused on these broad themes.
Cross national collaboration in promoting and delivering MOOCsPäivi Kananen
In the European Higher education sector, various forms of cross-national collaborations are expected and encouraged when developing quality online education. We report on the early development of collaborative practices of two European universities. As a result of the collaboration a set of MOOCs titled "The Success Factors Behind the Finnish Education" produced at the Open University of the University of Jyväskylä, Finland have been embedded into the Distance Learning Postgraduate Certificate in Education (PGCE) at Leeds Beckett University, United Kingdom. Both institutions have a strong emphasis on emerging modes of teaching and pedagogies.
K. Scheller presentation to eadtu conference 2017 - OOFHEC2017EADTU
This document summarizes a presentation given by Konstantin D. A. Scheller, a policy officer for the European Commission, at the Online, Open and Flexible Higher Education Conference on October 27, 2017. The presentation discusses opportunities and challenges for education and training from an EU perspective, including promoting quality education, lifelong learning through open learning opportunities, developing digital readiness through learning analytics, and supporting higher education through programs like Erasmus+. It also presents data on topics like the gender balance and fields of study of MOOC participants.
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Flexible Delivery of English & Mathematics with OpenLearn: Impact of Bringing...Robert Farrow
Paper presented at Open Education Global 2019. Until 2012 there was a nascent OER movement developing the UK, supported by government funding and agencies like JISC. This led to a network of OER projects at many higher education providers. With the withdrawal of funding under subsequent governments the OER movement in the UK became restricted to individual efforts alongside hubs of activity (OER World Map, 2019; JISC, 2013). While there is still little governmental support for OER - open access is generally a more consistent focus - there is an increasing interest at policy level in flexible and digital forms of delivery (Orr et al., 2018).
This presentation reports on two projects. Bringing Learning to Life is funded by the UK Department for Education under the Flexible Learning Fund. Flexible Essential Skills is funded by The Higher Education Funding Council for Wales (HEFCW). Both projects involve making foundational English and Mathematics courses available to a wide range of learners through the OpenLearn repository and LMS (Law & Perryman, 2017). The content is made available as OER for use by a range of learners, including formal students in further education colleges (face-to-face, blended) and non-formal learning scenarios. Both projects are led by The Open University (UK) who provide programme management, content development, platform delivery and evaluation.
Evaluation methodologies are being harmonised in the interests of establishing a basis for comparison between the two datasets. Evaluation results based on original data will be presented. These will include a detailed description of the learners targeted and their needs; perceptions of the key challenges faced; attitudes towards technology and digital skills in adult learners; an exploration of learner motivation, strategy and outcomes; and an examination of the perceptions and views of staff. The impact evaluations combine survey and interview data with OpenLearn analytics and case studies for individual colleges.
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
This presentation from Open Education Global 2021 provides an overview of the ENCORE+ project (https://encoreproject.eu/) and discusses the relationship between open educational resources (OER) and innovation, identifying strategies for knowledge exchange.
The document discusses policy implications of open educational resources (OER) in Norway. It notes a lack of reuse of digital learning resources due to contextualization, lack of ICT skills, and insufficient sharing culture. A new strategy for digital learning resources will address interoperability, intellectual property rights, and use in higher and adult education. Key policy implications include developing a framework for OERs across sectors; strengthening infrastructure, standards, funding and the evidence base; and incentivizing pedagogical innovation and a sharing culture in higher education.
1) The document discusses the introduction and increasing integration of ICT (information and communication technology) into Norwegian education from the 1980s to present day.
2) It describes how ICT is now seen as an essential basic skill in the national curriculum and how teacher training is adapting to emphasize digital competency.
3) The challenges of ensuring all students and teachers have adequate access to infrastructure and digital resources are also addressed.
How do we know if an Education Reform is Successful?CITE
A Public Forum - How do we know if an Education Reform is Successful? Insights from European and Asian Education Innovations
----------------------------------------------------------------
Date: 23 Jan 2013
Time: 5:30pm - 7:00pm
Venue: Rayson Huang Theatre, The University of Hong Kong
----------------------------------------------------------------
0:00:48 - 0:05:57
Opening:
Prof. Steve Andrews, Dean of Education, The University of Hong Kong
0:06:04 - 0:09:35
Introduction:
Prof. Kai Ming Cheng, Chair Professor of Education, Co-Convenor of the Strategic Research Theme on Science of Learning, The University of Hong Kong
0:10:11 - 0:29:23
Learning Innovations in Europe:
Dr. Yves Punie, Senior Scientist, European Commission Institute for Prospective Technological Studies (IPTS)
0:31:23 - 0:40:41
Learning Innovations in Malaysia:
Dr. Seng Thah Soon, Deputy Director of the Educational Technology Division, Ministry of Education, Malaysia
0:40:58 - 0:47:02
Learning Innovations in Japan:
Mr. Yu Kameoka, Chief Supervisor for Social Education, Ministry of Education, Culture, Sports, Science and Technology, Japan
0:47:17 - 0:56:23
Learning Innovations in Korea:
Prof. Dae Joon Hwang, Sungkyunkwan University, Korea, Secretary General of Korean Council for University Education
0:56:40 - 1:01:24
Learning Innovations in China:
Prof. Ronghuai Huang, Deputy Dean, Faculty of Education Beijing Normal University (BNU)
1:01:34 - 1:08:51
Learning Innovations in Singapore:
Dr. Horn Mun Cheah, Director for the Educational Technology Division, Ministry of Education (MOE), Singapore
1:09:13 - 1:18:58
Initial Round-up:
Prof. Nancy Law, Director, Centre for Information Technology in Education (CITE), Associate Dean, Faculty of Education, The University of Hong Kong
1:19:46 - 1:22:00
First question from the floor
1:22:25 - 1:23:28
Second question from the floor
1:24:11 - 1:27:16
Dr. Seng Thah Soon's response
1:27:20 - 1:29:25
Dr. Yves Punie's response
1:29:28 - 1:32:21
Dr. Horn Mun Cheah's response
1:32:30 - 1:35:26
Prof. Dae Joon Hwang's response
1:35:29 - 1:37:29
Prof. Nancy Law's response
1:37:49 - 1:43:28
Observations:
Dr. Catherine K K Chan, Deputy Secretary, Education Bureau, Hong Kong SAR
1:43:55 - 1:51:45
Observations:
Prof. Gwang-Jo Kim, Director, UNESCO Bangkok
1:51:49 - 1:54:44
Winding up:
Prof. Kai Ming Cheng
EU Projects from Different PerspectivesEduin o.p.s.
The document discusses current trends and challenges around e-learning in Europe. It notes that 50% of students attend schools with formalized ICT policies and teacher collaboration on technology integration. However, teachers' ICT skills and pedagogical training are often lacking, and students primarily use technology for preparations rather than creative work. OER initiatives aim to overcome fragmentation by creating open repositories and encouraging resource sharing, while the role of students and teachers is shifting to emphasize student-centered and collaborative learning. Ensuring quality, knowledge sharing between educators, and readiness for ongoing changes remain important challenges.
Open Educational Resources and ICT-supported learning: NUS rektorsseminarium ...icdeslides
NUS rektorsseminarium vid Helsingfors universitet, Finland 1 March 2013
Open Educational Resources and ICT-supported learning: Building up momentum for harvestingthe benefits from OER - What to think about at a national and Nordic level.
This document summarizes a study conducted in Denmark on the use of information and communication technology (ICT) in schools. The study found that while Internet access is widely used, students sometimes prioritize appearances over content in projects. ICT was found to support educational differentiation when used appropriately. School leadership was identified as the decisive factor in how ICT is implemented. The document provides recommendations for schools and municipalities to better evaluate and improve their ICT practices through a self-evaluation guide.
ICT and Digital Literacy in Norwegian SchoolsGeir Ottestad
This document discusses ICT and digital literacy in Norwegian schools from a policy and classroom implementation perspective. It provides background on Norway's educational system and policies promoting digital literacy and ICT use in schools. These include the 2006 Knowledge Promotion reform which identified digital literacy as the fifth basic skill. The document then examines how ICT and digital literacy are incorporated into subjects like Norwegian language based on curriculum guidelines. It also presents survey data on actual ICT use in Norwegian classrooms by students and teachers across subjects.
The document summarizes the key points of the European Agenda for Adult Learning. It outlines the rationale for adult learning in Europe due to skills mismatches and an aging population. It identifies priority areas for adult learning including making lifelong learning a reality, improving quality and efficiency, promoting equity and active citizenship, and enhancing creativity. Progress toward EU benchmarks on issues like early leaving, tertiary education rates, and adult learning participation is mixed. The vision for adult learning by 2020 emphasizes access, awareness, responsibility, and learner-centered outcomes.
This document summarizes a presentation about research and innovation opportunities for information and communication technologies (ICT) in education under the Horizon 2020 program. It discusses the challenges facing ICT in European education systems and outlines four areas of focus for funding between 2014-2015: 1) multidisciplinary research on adaptive and personalized smart learning environments, 2) development of an open technology platform for digital learning, 3) large-scale pilots of innovative digital tools in real-world education settings, and 4) public procurement of innovative devices and software for educational applications. The overall goals are to strengthen European leadership in ICT for education and spur technology adoption, business innovation, and new public-private partnerships in the field.
International and national strategic imperativesNeo Mokoena
This document discusses strategic imperatives for education in South Africa and internationally from 2010 onwards. It outlines frameworks for integrating ICT into teacher education from organizations like UNESCO, focusing on developing teachers' competencies in areas like design, facilitation, assessment, and professional development. The document also summarizes South Africa's national education plan which aims to improve learner outcomes, resources, and cooperation among stakeholders.
Bringing e-assessment to a higher maturity on a national scaleAlfred Hartoog
can monitor progress
can adapt tests to level of student
- More effective learning
- Teachers: can monitor progress of whole class
- Early intervention possible
- National test database: reuse of tests, quality assurance
Educause october 2011 19
Impact so far:
- Reduced drop-out rates in first year bachelor programs
- Improved progression of students through formative testing
- Reduced teacher workload through computer-based marking
- Increased quality of testing through collaboration and expertise network
- Successful projects like adaptive testing in math and statistics are inspiring
other disciplines
- National infrastructure facilitates further scaling of e-assessment initiatives
- SURF program stimulates
the reduction in staff and employees in a company through normal means, such as retirement and resignation. This is natural in any business and industry.
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
Presentation as comment to OECD survey on government policies for 21st century skills
Event: New Millenium Learners Conference
Date: 22 Sep 2009
Venue: Brussels
The document summarizes the findings of a study on the impact of information and communication technologies (ICT) on education in Finland, Sweden, Norway, and Denmark. The study collected data from over 8,000 students, teachers, principals, and parents through surveys and school visits. Key findings included:
1) Teachers reported that ICT had a positive impact on basic skills like reading and writing.
2) Students wanted to use computers more in school, while teachers reported using ICT between 1-5 hours per week.
3) The use of new technologies like digital cameras and mobile phones supported differentiated instruction.
4) ICT improved student engagement, creativity, and reduced wasted time, but its impact depended on
This presentation discusses China's use of ICT to achieve SDG-4 on education. It outlines China's initiatives such as establishing ICT infrastructure across the country, massive open online courses, and ensuring affordable internet access from primary to university levels. It also discusses research trends on educational robots, broadband connectivity, and mobile devices in education. While ICT has helped progress SDG-4 goals in China, challenges remain in coordinating indicators between countries and aligning ministry efforts. Recommendations include expanding infrastructure, using existing facilities, introducing digital resources and online education, and training teachers in IT skills.
The document summarizes UNESCO's ICT in Education Programme. It outlines key challenges developing countries face in harnessing ICT for education including affordability, capacities, inclusion, content development, and quality assurance. UNESCO's programme aims to help member states address these challenges through policy support, monitoring and evaluation, teacher training, open educational resources, and promoting mobile learning. Main activities include facilitating policy dialogues, developing ICT indicators, building teacher ICT competencies, and organizing events on open educational resources to promote their adoption.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 1: Collaboration
OER in Non-English-speaking Countries: Challenges and Opportunities
Knyazeva Svetlana, Tumanov Alexander
Going personal - How Emerging Technologies Can Support Individualized LearningOystein Johannessen
This document discusses emerging technologies that can support individualized learning. It outlines lessons learned from technology-driven school innovations, including balancing investment in technology with pedagogical knowledge. Emerging technologies that may be adopted in the next 1-5 years are discussed, including cloud computing, mobile learning, learning analytics, and 3D printing. Issues around implementing technologies in schools are also addressed, such as developing teacher competence, leadership, and assessment strategies. The document advocates for holistic approaches to technology implementation that focus on curriculum, assessment, and professional development.
Øystein Johannessen gave a presentation about new competencies, technologies, and forms of assessment. He discussed how technology is driving changes in pedagogy and the importance of coherence in education. He outlined new pedagogical models where teachers take on roles as designers of learning experiences and partners with students. The presentation examined key trends in technology like social media, mobile learning, and BYOD. It also looked at challenges like the need for improved teacher training and the demand for personalized learning. Johannessen concluded by discussing how assessment needs to change and move towards more embedded, formative models using technology.
Impact of ICT in Education: Evidence and Future DirectionOystein Johannessen
The document discusses the impact of information and communication technologies (ICT) in education. It outlines approaches to analyzing ICT impact, findings from studies on effects of ICT use in schools, and directions for future research. Key findings include ICT having a positive impact on performance in primary schools, particularly in native language and design/technology, and quality of ICT use being more important than quantity of use. The document calls for future work on developing benchmarks, narrowing assessment gaps, evaluating ICT's role in competencies and social skills development.
Øystein Johannessen discussed innovation lessons from the iTEC roundtable including cloud computing, mobile learning, game-based learning, open content, and learning analytics. The 2011 Horizon Report highlighted tensions between technology investments and the knowledge base as well as between technology and pedagogy. NDLA, a Norwegian initiative, has seen success through long-term funding, teacher involvement, open licensing and formats, and integrating existing resources rather than creating new ones. Ensuring policy coherence both vertically between education layers and horizontally across research, policy, and practice can help address gaps between technology initiatives and classroom implementation.
This document discusses lessons learned from technology-based innovation in schools and implications for policy and practice. It finds that investments in innovation have lacked necessary knowledge bases and tensions exist between technology and pedagogy. A multi-layered, research-driven approach is needed, exploring disciplines like brain science. Policy should develop a systemic framework to guide coherent innovation strategies, support stakeholder dialogue, and ensure research informs teaching practices.
Education Impact is a global consultancy focused on using information technology to transform education. It provides services like policy reviews, product evaluations, and capacity building to public and private sector organizations. Education Impact also operates as an independent fellowship of leading education technology consultants. The presentation discusses topics like eReaders in Kenya, digital reading literacy, and how emerging technologies can facilitate reading development worldwide.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Ispra 27042009
1. In Search for the Sustainable
Knowledge Base: Multi-channel and
Multi-method
Deputy Director General
Øystein Johannessen
Norwegian Ministry of Education and Research
International Research Workshop
Ispra 27042009
2. Structure of presentation
• Policy backdrop: Why ICT in
Education?
• Effects of ICT in Education: What have
we learnt from R&D?
• Knowledge Base: Multi-channel and
Multi-method?
• The Road Ahead: A Systemic
Approach to Benchmarks
Norwegian Ministry of Education and Research
2
3. Why ICT in Education?
• To support economic growth
• To support social development
• To advance education reform
• To support educational management and
accountability
• (Kozma 2008)
Norwegian Ministry of Education and Research
3
4. Why ICT in Ed? Pedagogical and policy
approach
• Learning outcome and learning strategies
• Personalisation
• Variation of teaching methods
• Home – school collaboration
• Bridge education and home/leisure
relevance
• Policy: The Norwegian Case
– Learning more and better
– Completion of upper secondary education
– Well-being and social development
Norwegian Ministry of Education and Research
4
6. What have we learnt from R&D?
• Search for causality and statistical significance
• Output, outcome and impact (Impact 2, 2002)
• Impact 2: ICT leads to statistically significant
improvements of educational attainment in
some subjects.
• OECD: Interesting correlations regarding use
of ICT and PISA scores
• eLearning Nordic 2006: All stakeholder groups
state that ICT has a positive impact on pupils’
learning
• R&D on patterns of use and across the
spectrum of learning technologies
• Perceived impact ------- Causality and
stastistical significance
Norwegian Ministry of Education and Research
6
7. Some challenges: Asking the right questions
It is the quality of ICT usage, rather than
necessarily the quantity, that will determine
the contribution that these technologies make
to students outcome. (OECD/PISA)
• How can we further improve the impact of ICT in
education?
– Are there special kinds of computer usage that
raise performance?
– What about teacher education and background?
• How can we improve ways of utilizing ICT in
education by listening to practitioners?
– How can we provide them with a voice?
– Does research back the voice of the
practitioners?
Norwegian Ministry of Education and Research
7
8. Multi-channel: ICT in Education covers a
range of areas
• Infrastructure development
• Teacher training
• Technical support, both in terms of assistance
to teachers to connect hardware and software
and also to help them integrate ICT across all
curricula subjects
• Pedagogical and curricular change
• Content development
• (Kozma, 2008)
Norwegian Ministry of Education and Research
8
9. Hierarchy of benchmarks?
• First order benchmarks: Access
• Second order benchmarks:
– Patterns of use
– Amount of use
• Third order benchmarks: Effects, Impact
Norwegian Ministry of Education and Research
9
10. Case: ITU Monitor 2007
Norwegian Ministry of Education and Research
10
11. Multi-channel knowledge base a necessity
• Monitor access and patterns of use.
Technological and cultural diversity is a
challenge.
• Gender is still an issue
• Benchmarking of digital learning resources.
Need to break new ground
• PISA: Repeat ICT analysis and improve ICT
Familiarity Questionnaire (!!). Is PISA able to
capture the use of ICT in subjects?
• Test methodologies for reviewing pupils’
digital literacy – in or across subjects.
• -----------------------
• But is this enough?
Norwegian Ministry of Education and Research
11
12. Multi-method?
• We need to combine quantitative and qualitative
methods. NB: Indicators are not our only source of
information.
• Can the methods be improved? Need for more
ethnographic research and testbed studies
• What can we learn from the learners themselves?
• Input from school use only?
• Research should focus on third order
benchmarks.This is where innovation is needed
• Underlying research-based concepts and models
must find an equilibrium between simplicity and
complexity.
Norwegian Ministry of Education and Research
12
13. The systemic challenges
• What are we looking for? ICT embedded in
pedagogical practice!
• Education is a battle ground for a number of
good causes. The educational community feels
the strain of reporting.
• Need for international collaboration for
development of common benchmarks.
• Pertinent topics must be addressed and the
spectrum of benchmarks (1st-3rd order) must
be achieved. DLR is a good case.
• This is a partnership between policy, research
and practice. Methodological AND political
validity?
Norwegian Ministry of Education and Research
13
14. Our common challenge
To develop the
educational system
our children
deserve and need
Norwegian Ministry of Education and Research
14