JRC-IPTS presentation at VISIR Seminar - 25-26 March 2014, Committee of Regio...Panagiotis Kampylis
This is the JRC-IPTS invited presentation on policy recommendations for mainstreaming ICT-enabled learning innovations at VISIR International Seminar (25-26 March, Committee of Regions, Brussels). Short description: Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being realised in formal education settings and major questions are being asked about the sustainability, systemic impact and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This presentations focuses on recommendations for immediate strategies and actions to be undertaken by policy-makers at local, regional, national, and EU level to further develop and mainstream ICT-ELI with systemic impact, contributing to the modernisation of Education and Training systems in Europe. The recommendations were developed in the context of the 'Up scaling Creative Classrooms in Europe (SCALE CCR) project, carried out by JRC-IPTS on behalf of the European Commission, DG Education and Culture, based on desk research; case reports from Europe and Asia; continuous stakeholders consultations; and in-depth expert interviews. The final set of recommendations was further validated and prioritised through an online consultation with 149 educational stakeholders. The recommendations were clustered into seven areas presenting a holistic agenda to guide the further development and mainstreaming of ICT-ELI: Content and Curricula; Assessment; School Staff Professional Development; Research; Organisation and Leadership; Connectedness; and Infrastructure. The number and variety of the recommendations provided depict the complexity of ICT-ELI and the systemic approach needed for their mainstreaming across Education and Training systems in Europe.
VIsion, Scenarios, Insights and Recommendations on how ICT may help making lifelong learning a reality for all (VISIR)
The aim of the VISIR network is to contribute to the full exploitation of the potential of ICT to transform and innovate European lifelong learning and to equip European citizens with digital competencies and other key transversal competencies for life and employability in Europe.The project will analyse the existing trends on ICT for learning in Europe and draft a long term vision on the contribution of ICT for transforming education and training systems and catalogue successful ICT-for-learning micro-innovation practices. It will facilitate exchange of ideas and concerns around these practices through the organisation of six transnational seminars connected to major conferences focusing on specific “sectors in change” of ICT-for-learning and through a web2.0 “online showcase”. The project also aims to facilitate the mainstreaming of these practices both towards E&T policy makers and towards learning communities and provide research-grounded recommendations for policy making and for innovative practices large scale scalability and transferability.
JRC-IPTS presentation at VISIR Seminar - 25-26 March 2014, Committee of Regio...Panagiotis Kampylis
This is the JRC-IPTS invited presentation on policy recommendations for mainstreaming ICT-enabled learning innovations at VISIR International Seminar (25-26 March, Committee of Regions, Brussels). Short description: Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being realised in formal education settings and major questions are being asked about the sustainability, systemic impact and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This presentations focuses on recommendations for immediate strategies and actions to be undertaken by policy-makers at local, regional, national, and EU level to further develop and mainstream ICT-ELI with systemic impact, contributing to the modernisation of Education and Training systems in Europe. The recommendations were developed in the context of the 'Up scaling Creative Classrooms in Europe (SCALE CCR) project, carried out by JRC-IPTS on behalf of the European Commission, DG Education and Culture, based on desk research; case reports from Europe and Asia; continuous stakeholders consultations; and in-depth expert interviews. The final set of recommendations was further validated and prioritised through an online consultation with 149 educational stakeholders. The recommendations were clustered into seven areas presenting a holistic agenda to guide the further development and mainstreaming of ICT-ELI: Content and Curricula; Assessment; School Staff Professional Development; Research; Organisation and Leadership; Connectedness; and Infrastructure. The number and variety of the recommendations provided depict the complexity of ICT-ELI and the systemic approach needed for their mainstreaming across Education and Training systems in Europe.
VIsion, Scenarios, Insights and Recommendations on how ICT may help making lifelong learning a reality for all (VISIR)
The aim of the VISIR network is to contribute to the full exploitation of the potential of ICT to transform and innovate European lifelong learning and to equip European citizens with digital competencies and other key transversal competencies for life and employability in Europe.The project will analyse the existing trends on ICT for learning in Europe and draft a long term vision on the contribution of ICT for transforming education and training systems and catalogue successful ICT-for-learning micro-innovation practices. It will facilitate exchange of ideas and concerns around these practices through the organisation of six transnational seminars connected to major conferences focusing on specific “sectors in change” of ICT-for-learning and through a web2.0 “online showcase”. The project also aims to facilitate the mainstreaming of these practices both towards E&T policy makers and towards learning communities and provide research-grounded recommendations for policy making and for innovative practices large scale scalability and transferability.
Presentation by Margarita Teresevičienė, Lithuanian Distance and eLearning (LieDM) association for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Moderator: Antonella Poce, Network of Academics and Professionals (NAP) Steering Committee member and Associate Professor in Experimental Pedagogy at the University Roma Tre – Department of Education
Date: 7 December 2016
Recording of the webinar: https://eden-online.adobeconnect.com/p4hcaplald5/
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.
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
Presentation by Andreia Inamorato Dos Santos, JRC Seville, European Commission for the European Distance Learning Week's fourth day webinar on "Validation and recognition of non-formal open learning" - 10 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p4zf2rzb8gr/
Inforgraphic on mainstreaming ICT-enabled learning innovation based on the outcomes of the JRC-IPTS SCALE CCR project http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html
An European strategy in the Age of knowledge-based society: Building New knowledge network between Traditional and Distance Teaching Universities. New Content on Internet for the Global Job Market.
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
Presentation by Margarita Teresevičienė, Lithuanian Distance and eLearning (LieDM) association for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Moderator: Antonella Poce, Network of Academics and Professionals (NAP) Steering Committee member and Associate Professor in Experimental Pedagogy at the University Roma Tre – Department of Education
Date: 7 December 2016
Recording of the webinar: https://eden-online.adobeconnect.com/p4hcaplald5/
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.
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
Presentation by Andreia Inamorato Dos Santos, JRC Seville, European Commission for the European Distance Learning Week's fourth day webinar on "Validation and recognition of non-formal open learning" - 10 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p4zf2rzb8gr/
Inforgraphic on mainstreaming ICT-enabled learning innovation based on the outcomes of the JRC-IPTS SCALE CCR project http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html
An European strategy in the Age of knowledge-based society: Building New knowledge network between Traditional and Distance Teaching Universities. New Content on Internet for the Global Job Market.
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
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
Redefining the Boundaries of Learning at Cyberlearning 2015@cristobalcobo
Few projects to introduce ICTs at scale across an entire education system have received as much global attention as that of Plan Ceibal in Uruguay, which has (among many other initiatives) provided free laptop computers to all public school students. http://www.ceibal.edu.uy/
This initiative was presented at the Cyberlearning 2015: Connect, Collaborate, and Create the Future held January 27-28, 2015, Virginia #cyberlearning.
Learning Analytics – Research challenges arising from a current review of LA useRiina Vuorikari
The JRC published a report on the use of Learning Analytics in education. These slides talk about the research challenges that arise from that report.
Ferguson, R., Brasher, A., Clow, D., Cooper, A., Hillaire, G., Mittelmeier, J., Rienties, B., Ullmann, T., Vuorikari, R., Research Evidence on the Use of Learning Analytics and Their Implications for Education Policy. (2016), Joint Research Centre Science for Policy Report.
https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/research-evidence-use-learning-analytics-implications-education-policy
Governmental and Institutional strategies to support new ways of teaching and...EADTU
The presentation includes strategies at governmental and institutional level for the uptake of new modes of teaching and learning. It includes recommendations by the EU published Changing Pedagogical Landscape study and the EMPOWER programme by EADTU.
Based on contributions by Jeff Haywood (University of Edinburg, George Ubachs(EADTU) and Piet Henderikx (EADTU).
Guest lecture given at SciencesPO (Paris School of International Affairs) to a Masters course on Trends in Comparative Education Policy (26 April 2017)
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
JRC-IPTS keynote at EC-TEL 2013
1. ICT-enabled innovation for learning
in Europe and Asia
Exploring conditions for scalability and
sustained impact at system level
Panagiotis Kampylis & Yves Punie
JRC-IPTS
European Conference on Technology
Enhanced Learning (EC-TEL)
Paphos, 20 September 2013
2. Outline
• Policy agenda
• The project 'Up-scaling Creative Classrooms in Europe'
• In-depth analysis of 3 European and 4 Asian cases of ICT-enabled innovation
for learning with significant scale and/or impact
• Lessons learnt and ecological model for sustained impact at system level
3. European Commission,
Joint Research Centre
Institute for Prospective
Technological Studies (IPTS):
Research institute supporting EU
policy-making on
socio-economic, scientific and/or
technological issues
4. IPTS, Information Society Unit. Since 2005, evidence-based policy research on ICT for
Learning and Skilling
PAST projects:
Learning 2.0
Innovation & Creativity in E&T
Future of Learning & Skilling
ICT for Assessment of Key Competences
Teacher Networking (eTwinning – TELLNET)
Mapping Technologies for Learning (2012-2013)
CURRENT projects:
Digital Competence Framework (2010-2013)
Mainstreaming “Creative Classrooms” (2011-2013)
Open Educational Resources (2012-2014)
Horizon Europe - Schools Sector (2013-2014)
In collaboration with
DG EAC,
linked to other policies
(CONNECT, ENTR,
EMPL)
5. European Policy Context
Educational targets
• Reducing Early School leaving
• Increasing Higher Education
Attainment
Additional Aims
• Making LLL and mobility a reality
• E&T quality and efficiency
• Equity, social cohesion, active
citizenship
• Creativity and innovation
http://www.eesc.europa.eu/?i=portal.en.europe-2020-flagship
6. Research & Policy agenda
– Towards educational transformation in a digital world
– But progress is slow!
•
Rethinking education: investing in skills for better socio-economic outcomes
•
“Opening up Education” and Open Educational Resources (OER) > 25/9/2013
•
Digital Competence for Education and Employability
•
Innovating E&T: mainstreaming and scaling-up ICT-enabled innovation for learning
Small-scale, innovative projects but with little systemic impact, often not continued beyond pilo
or funding schemes, without any scientific evaluation on outcomes, effectiveness and
efficiency
Policy response >>> Creative Classrooms initiative
7. Up-Scaling Creative Classrooms in Europe (SCALE CCR)
[on behalf of DG EAC, 2011-2013]
• To provide a better understanding of ICT-enabled innovation for learning that
can be brought to scale and/or having systemic & sustained impact.
• To provide recommendations for policymakers, educational stakeholders and
practitioners
Methodology
•
Literature review, interviews (7), experts workshops (2)
•
7 case studies
•
Online consultation on policy recommendations
•
Outomes: 1:1 initiatives, report on case studies, policy recommendations
http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html
8. What do we mean with scale? Sustainability?
• NOT just about going from small numbers to big numbers
• NOT just about replication or duplication of successful initiatives
• NOT about imposing one (pedagogical) model that is fit for all
• NOT about providing devices to students and then business as usual
• IS about innovative practice that meets the requirement of digital society and economy
• IS about impact and systemic change (that is cost-effective)
• IS about what works and what does not work (implementation)
• IS about a flexible, dynamic, context-specific model with local autonomy and shared
ownership
9. Five key dimensions for scaling up educational innovation
Clarke and Dede (2009), building on
the model by Coburn (2003)
http://bit.ly/DedeScalingUp
http://www.microsoft.com/education/demos/scale/index.html
1. Depth — change in teaching and learning practices (quality of the innovation)
2. Sustainability — the extent to which the innovation is maintained in ongoing use
3. Spread — the extent to which greater numbers of people adopt the innovation
(outwards and inwards)
4. Shift — decentralization of ownership, knowledge and authority (from external
actors to internal ones)
5. Evolution — revise and adapt the innovation as an organic process, which is a
product of depth, spread and shift
10. Progress is slow related to
mainstreaming and scaling-up
Why?
Need for a more systemic
approach and changes at
organizational, technological
and pedagogical level.
11. CCR multidimensional concept
Creative Classrooms (CCR) are innovative
learning environments that fully embed the
potential of ICT to modernise learning and
teaching practices
'creative' refers to innovative practices, such
as collaboration, personalisation, fostering
creative learning…
'classrooms' is considered in its largest sense as
including all types of learning environments,
in formal and informal settings.
Focus on what is possible in today's practices
with today's technologies!
12. Definition and mapping framework of ICT-enabled
innovation for learning
profoundly new ways of using and creating information and knowledge made possible
by the use of ICT, dealing with both formal and informal learning in school settings and
in adult education
level of change
the actors
current stage
addressed
of development
the extent
geographical
of innovation
coverage
13. Selection criteria
Desk research and consultations with stakeholders to identify a number of cases of
ICT-enabled innovation for learning in Europe and Asia. Selection criteria:
not only technological but also pedagogical and organizational
innovations
still ongoing; reliable and relevant data can be captured
genuine and unique ICT-enabled innovation for learning that has
reached significant scale and/or impact at system level
potential difficulty involved in writing up the case report as per the required
structure
initial mapping of the cases on the framework of ICT-enabled innovation in
order to reach the best-possible diversity
14. 7 cases from Europe and Asia...
• That have either developed over a period for more than 10 years or that have built on
system level initiatives that started years ago
• That have direct engagement with or are part of a goverment initiative at regional,
national and/or supranational level
• Diversity across and within the cases
15. The 3 cases from Europe
31 European 1:1 initiatives
Hellerup School
17. Case #1: eTwinning
Scale and geographical coverage
•
•
•
•
•
•
•
33 countries (+)
1 CSS - 35 NSSs
25 languages
200,000+ registered users
100,000+ schools
27,000+ projects
(~5,000 active)
http://www.etwinning.net/en/pub/news/press_corner/statistics.cfm
18. Case #1: eTwinning
Policy goals (Barcelona European Council in March 2002): to promote school twinning
as an opportunity for all students to learn and practice ICT skills and to promote
awareness of the multicultural European model of society.
21. Case #1: eTwinning
Conditions for sustained
impact and scaling up
CSS & NSSs provide multiple levels
of top-down agency to support
bottom-up innovation. Stable
funding for 2014-2020 via
Erasmus+. Sustainability good at
system level.
eTwinning reach
(2012)
3.3%
Challenges/barriers
to sustainability
Low scalability at school level, mainly
because of limited (or no)
compensation and recognition. In many
countries still not integral part of the
curricula and teachers initial education
and in-service training. Teachers' ICT
skills and confidence still a barrier.
Project work is usually not part of the
formal assessment. No
interoperability with other networks
22. Case #2: 1:1 learning*
The 1:1 Learning study
JRC -IPTS in collaboration with European Schoolnet (Jan to Dec 2012)
Target: Primary and secondary schools
Focus: notion of 1:1 learning rather than 1:1 device
Inclusion criteria:
•
‘True’ 1:1 initiatives according to the definition: “equipping all students of a
given school, class or age group, with a portable computer device”
•
Launched within an educational framework
•
Recent 1:1 initiatives at local, regional, national or international level
•
Significant scale and/or impact
* in collaboration with Stefania Bocconi
23. Case #2: 1:1 learning
31 recent initiatives in 19 European countries, 47.000 schools, 17,5 million students
Laptops and netbooks in
most of the cases;
tablets in some cases;
smartphones in few
initiatives
24. Case #2: 1:1 learning
System-wide implementation
System-wide pilot
Local/regional pilot
25. Case #2: 1:1 learning
The financing models
• Full financing (e.g. by the state or local
authority)
• Co-financing involving the state, local
authorities and other stakeholders such as
parents
• Free provision of equipment by industry
26. Case #2: 1:1 learning
Pedagogical theory underpinning innovation
27. Case #2: 1:1 learning
Conditions for sustained
impact and scaling up
Challenges/barriers
to sustainability
Impact objectives if underpinned by
Learning Sciences principles—
teacher role, objectives, guidelines,
tools, knowledge matter (improved
participation levels and students’
motivation an extended learning
opportunities outside the
school). Impact beyond
technology: CPD, Training, School
organizational practices,
involvement of parents, etc.
Large scale implementations are
challenging due to the current
economic climate and new patterns
of ownership and deployment models
need to be adopted (e.g. BYOD) for
sustainable development and further
uptake. Need productive learning
scenarios and medium to long-term
plan.
28. Case #3: Hellerup
Hellerup School, Denmark
• public primary and lower secondary school (616 years old), since 2002
• 750 pupils and 65 teachers and assistants
• Keywords: flexibility, creativity, learning styles
and systemic innovation
• Implements a systemic approach to
educational innovation that involves and
impacts the whole school community.
• Innovative physical space – Emphasis on
stakeholder and user participation in the
design process
29. Case #3: Hellerup
Hellerup School, Denmark
• Integrated flexibility for learning: no classrooms,
personalized and self-regulated learning
• Wi-Fi everywhere, BYOD, mobile learning
• Teachers work autonomously in small teams
• Wide-ranging partnerships (e.g. European SchoolNet)
• Distributed leadership
30. Case #3: Hellerup
Conditions for sustained
impact and scaling up
Success in building coherent school
ecology, high teacher ownership,
strong parent & community support,
industry & academia partnership.
Challenges/barriers
to sustainability
Almost disruptive innovation, difficult to
scale up. Pressure from high-stake
national tests (where factual
knowledge is predominantly assessed),
and to maintain vitality as school of the
future today. This model of almost
disruptive innovation requires
readiness and long-term
engagement by all the stakeholders
involved and high investment in
school premises and infrastructure.
31. 4 Cases from Asia
• long innovation
histories in
education
• ongoing large-scale
initiatives of ICTenabled innovation
for learning
• high ranking in
international
benchmarking on
educational
performance (e.g.
OECD's PISA).
Seungyeon HAN
Hanyang Cyber University
Digital
Textbook
Naomi MIYAKE
University of Tokyo
Nancy LAW
University of Hong Kong
mp3
Chee-Kit LOOI
Nanyang Technological University
33. Case #4: e-Learning Pilot
•Call for proposals: 21 pilot projects for 3 years (2011-2014)
•Similar aims (including digital divide) + development of learning resources
Challenges
•Lack of common pedagogical theory - not highly innovative
•Difficulties in higher level learning performance
•Learning outcomes greatly depend on teacher pedagogical designs – Most
teachers are not ready
•Parental concern on ebooks – how to help children
•Unclear if and how pilots will be continued
42
34. Case #4: e-Learning Pilot
Conditions for sustained
impact and scaling up
Top-down strategies (i.e.
continuation of the funding, provision
of TPD opportunities, monitoring of
project implementation) contribute to
the sustainability of the Pilot Scheme
until August 2014. Pilot Scheme is
expected to raise the baseline
conditions for effective eLearning pedagogy to achieve the
targeted 21st century learning
outcomes.
Challenges/barriers
to sustainability
Currently there are no plans on
sustaining the Pilot Scheme beyond
the pilot phase. Continued funding
for ICT infrastructure, extra staff for
pedagogical development and technical
support, and continued engagement
and support from various partners
are challenges for scalability. Teachers
still lack pedagogical readiness for
e-learning and schools have not yet
developed effective leadership
structures after the initiation stage.
35. Case #5: CoREF
Consortium for Renovating Education of the
Future, Japan
•
Bottom-up classroom activity reform by teachers, backed up with learning sciences
(Univ. of Tokyo) and supported by local boards of education and industry
•
Building upon tradition of learner-centered practices: collaborative "knowledgeconstructive jigsaw model" based on "understanding"
•
Started in 2010, 300 high schools, 80 elementary schools, 600 teachers, all subject
areas and all school types
•
Impact: better learning outcomes, 21st century skills, increased motivation to learn
outside school & stronger sense of learning among students "and" teachers
•
Conditions for scaling-up:
•
Collaborative and flexible organisation, strong teacher involvement
•
Networks of small networks of actors (5-10)
36. Case #5: CoREF
Conditions for sustained
impact and scaling up
MEXT awarded University of Tokyo to
continue CoREF from 2013 to 2017.
In the coming 2-3 years the project
participants are expected to expand
by 20 to 30% each year. Reform
movements in entrance exams of
colleges and universities are in place
providing CoREF with chances to
expand its reform efforts.
Challenges/barriers
to sustainability
Raising standards of learning up to
globally competitive levels and shifting
teachers' education and training are
critical issues for the sustainability and
scalability of CoREF. The strategy of
networking small teachers' networks
appears effective but other
possibilities for further uptake
should also be explored.
37. Case #6: mp3
Singapore’s Third Masterplan for ICT in Education
•
Circa 5 million people – 362 schools in total
•
Central, longer term planning: Innovation (& PISA)
•
Emphasis on Self-directed and Collaborative Learning
•
Strong link research and practitioner's
•
Impact: "Cultural change"
towards embracing ICT by
school leaders, teachers
and students
(mp3)
38. Case #6: mp3
Conditions for sustained
impact and scaling up
The top-down support, the existing
ICT-infrastructure and the
professional sharing about the
educational use of ICT have raised
the floor for the integration of ICT
into the curriculum. The availability
of funds (by the MoE), the early
successes and the increased
teachers' capacity to innovate on
their own (e.g. school- based
curricula), are albo conditions for
sustainability and scalability.
Challenges/barriers
to sustainability
The general resistance to change and
the preference to the status quo
challenge the scalability of mp3. The
top-down pressures for change and
adoption of innovation may lead to
superficial scalability if schools lack
readiness for the innovative use of ICT
for fostering Self-Directed Learning and
Collaborative Learning. Need for
alternative (formative) assessments
(for SDL and CoL).
39. Case #7: Digital textbook
Digital Textbooks in South Korea
4th Master plan on ICT and Education: focus on digital textbooks
40. Case #7: Digital textbook
Digital Textbooks in South Korea
Aims
•To create learning-centred learning
anywhere and anytime
•Reduce digital divide & develop 21st
century skills
•5th 6th and 7th grade
•No. of pilots 2008 (20), 2009 (103),
2010 (132), 2011 (63)
•Monitoring and evaluation
41. Case #7: Digital textbook
Conditions for sustained
impact and scaling up
The technological rich
environment (e.g. good Internet
infrastructure in terms of penetration
and bandwidth) both in and out of
school contributes to the
sustainability of the project.
Moreover, the convergence of
multimedia and e-learning
resources can enhance the ways
and effectiveness of use of digital
textbooks in classrooms
Challenges/barriers
to sustainability
Cost-effectiveness of the digital
textbooks and the cost of mobile
devices are key challenges for the
sustainability of the project. There are
also concerns about students' and
teachers' health with regard to their
exposure to electronic devices in the
classroom. Teachers' actual adoption
and comprehensive support are
necessary to sustain and scale the
innovation. Shift to interactive, flexible
and open textbooks.
42. The 7 cases mapped on the five-dimensional
framework of ICT-enabled innovation for learning
43.
44. Initiatives that have bigger scales generally have lower participation thresholds.
The more innovative practices are more difficult to scale!
45.
46. Common characteristics of successful change
• Started as incremental efforts - progressively moved towards more radical forms of
innovation > they have developed organically over time
• Dynamic adaptations and adjustments - an integral part of the monitoring,
evaluation and feedback cycles (ecological model of change)
• Started as top-down initiatives - they also have mechanisms in place to encourage
and support bottom-up approaches to the innovation
• Initiated even at the classroom level - supported by multiple levels of stakeholders
above the classroom level
• Provide architectures (i.e. structures and mechanisms) for learning across sites and
levels.
• Technology as an integrated infrastructure for learning at multiple levels
• Encourage learning that is experiential, generative and self-organizing
47. Conditions for ICT-enabled innovations to have significant
impact on learning
1.
2.
3.
Pedagogy first: Focus on the use of ICT to empower student learning and
supporting learner-centric pedagogy that leverage learner interest and
encourage self-directed learning and collaborative knowledge creation;
Teacher support and teacher autonomy: Changing pedagogical practice,
even if the changes are simply incremental, requires teacher learning, in
particular learning through practice and reflection;
Better definitions and assessment for 21st century skills: While the
term 21st century skills has become a buzz word, there is a lack of specificity
or consensus on what these skills are, and how they can be assessed.
48. Ecological framework for mainstreaming ICT-enabled
innovations for learning
1.
2.
3.
4.
Multiple pathways to innovate and scale - there is no single or best route to
innovation and scaling up
Ecological diversity of innovations foster scalability - strategies that cater for
innovation diversity encourage wider participation in the learning process associated
with engagement in innovations.
Leadership for strategic alignment as a necessary condition for scalability mechanism for deep learning (at the system level) from previous innovations
Foster multilevel, system-wide connectivity and strategic partnership decentralized bottom-up strategies coming from various partners outside of the school
and the central agency
50. Thank you for your attention!
Panagiotis Kampylis, Ph.D.
panagiotis.kampylis@ec.europa.eu
http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html
http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html