Professional Development On Moodle Resources

An Open Source Learning Management System
It’s Free! (Like Free Kittens)

Ken Ronkowitz

Humboldt State Moodle has 12,288
courses and 42,121 users.

Moodle was designed to help
foster online learning The Open University (OU) in
communities. It has an active the UK has converted their
development and support group courses to MOODLE for their
(very important for open-source 250,000 students.
projects) and has users in over
150 countries.
Moodle was built following social UCLA, UC-San Diego & Smith
constructionist pedagogy as a College are now using Moodle,
virtual learning environment. and many are piloting it (Lafayette,
Bennington...) SEE MY BLOG

150,000 registered users on moodle.org
moodle.org/stats/

Moodle?

verb - the process of lazily meandering through
something; doing things as it occurs to you to do
them; an enjoyable tinkering that often leads to
insight and creativity.
If you’re writing a proposal, say it means:
Modular Object-Oriented Dynamic Learning
Environment
Either applies to both to the way Moodle was
developed, and to the constructivist pedagogy
that guided the original users group.
Anyone who uses Moodle is a Moodler.

What is Social Constructivism? Briefly...

People actively construct new knowledge as they interact
with their environment.
Everything you read, see, hear, feel, and touch is tested
against your prior knowledge
Knowledge is strengthened if you can use it successfully in
your wider environment.
You are not just a memory bank passively absorbing
information, nor can knowledge be "transmitted" to you just by
reading something or listening to someone.
Learning is particularly effective when constructing something
for others to experience
Social Constructivism extends the above ideas into a social
group constructing things for one another, collaboratively
creating a small culture of shared artifacts with shared
meanings.
More at http://docs.moodle.org/en/Philosophy

Moodle is provided freely as Open Source
software (under the GNU Public License).
Basically this means Moodle is copyrighted, but
that you are allowed to copy, use and modify
Moodle provided that you agree to:
provide the source to others;
not modify or remove the original license and
copyrights,
and apply this same license to any derivative
work.

Welcome to Moodle Support
Planning
2 full semesters prior to launch
Transfer of current CMS courses
Moodle accepts IMS course packages with some
caveats
System Admin
minimum 2X current admin
User Training (3 semesters)
creation of training materials (including courses)
simultaneous with initial course transfer
faculty training during two semesters prior to
launch and ongoing during subsequent
semesters.

http://tracker.moodle.org/browse/MDL

Moodle Project developers

Commercial Support

moodlerooms.com
support
hosting
customization
instruction
training for a single class, school or university.

Is there some system administrator in you?
Moodle runs without modification on Unix, Linux,
Windows, Mac OS X, Netware and any other system
that supports PHP 4.3.0+
Designed in a modular way - allows flexibility to
add/remove functionality at many levels.
Upgrades easily - has an internal system to upgrade its
own databases and repair itself over time.
Requires only one database, generally SQL, and can
share it with other applications if necessary. (MySQL
4.1.16+).
Includes comprehensive database abstraction that
supports many major brands of database.
Emphasis on security - forms are all checked, data
validated, cookies encrypted etc.

Log In authentication using LDAP

The Moodle interface can be displayed in either Weekly,
Topic or Social format.

Quick Tour of Selected Features and Tools

Calendar
The Calendar allows you to enter events in
various categories (User, Course and Site).
You have the option to also show upcoming
events, assignments etc., and recent activity
in the course.

Chat The Chat feature in Moodle will facilitate real time
conversations between users. It can be logged.

Editing and Student View

The EDIT view allows the
teacher to add content, edit
content, add activities and
resources, rearrange content,
and “hide” content from
students.

A Forum is a posting area where students can create or
contribute to a topic with their own comments (AKA bulletin board
or discussion)

OPTIONS
include:
Grade posts,
set
open/close
date, no
reply, one
reply only
etc.

Lessons
Lessons, similar to learning objects, represent a means of
delivering structured learning through Q & A sessions that are
drawn from embedded content.

Quiz
Information
and
Grades

Workshops

A Workshop allows peer assessment of documents and self-
assessment activities, while providing the teacher with
opportunities to both manage and grade material.

Journal
The Journal feature will allow every student to have a personal
journal that only they and their teacher will be able to access.

Glossary
The Glossary feature in Moodle acts as a definition resource -
entries can be set to create highlighted hyperlinks within the
course itself.

Assignments

Assignments (online, offline) can be delivered to students,
and they can upload files which you can grade online and
give feedback.

Reports User activity on Moodle can be monitored
using the Logs option. This features levels of
detail from module, to student details,
grouped by date and time

Activities (tools)

Blogs Peer assessment
Wikis Multi-language support
(over 60 languages are
Quizzes with different supported for the
kinds of questions interface [2])
Database activities Moodle is modular, can
Surveys (not fully featured now) be extended by creating
Chat plugins for specific new
Glossaries functionality.
Activities Graphical themes
Data field types (for the Authentication methods
database activity) Enrollment methods
Content Filters

Customizable Themes (branding)

Moodle Community Discussion
http://moodle.org/course/

Using Moodle by Jason Cole

Moodle: Learning Course Development
by William Rice IV

Check my March 22 Serendipity35 blog entry for this session to
find the links mentioned today and more information.
http://devel2.njit.edu/serendipity/

NJIT Moodle Pilot http://www.njit.edu/tlt/cms/

Ken Ronkowitz ronkowitz@njit.edu
Manager of Media & Instructional Technology
University Web Services, NJIT

Student Guide for Using

Revised May 2006

i

Table of Contents
Cover Page i

Table of Contents ii

Aims and Objectives iii

Student Guide – Introduction 1

Registration 2

Registration (cont.) 3

Entering your course 4

Basic navigation 5

Blocks 6

Activity Modules 7

Editing your profile 8

Editing your profile (cont.) 9

Student Guide Aims and Objectives

Aims and Objectives
Aims

• Prepare you for using an online learning environment.
• To create a unique educational environment.

Objectives

• Ability to navigate within the Moodle structure.
• Understanding the Activity modules.
• Interact with students and the course instructor(s).

iii

Student Guide Student Guide - Introduction

Student Guide – Introduction
In this guide you will be introduced to the basics of participating in an online course.
It will take you step-by-step through registration, entering the Moodle environment
and working within Moodle.

What is Moodle?

Moodle is a program that allows the classroom to extend onto the web. Your
instructor has many options in setting up the Moodle environment so you may access
your assignments, interact with the students in your course, upload assignments,
access resources and much more.

This guide is your map to the electronic classroom.

Happy learning!

1

Student Guide Registration

Registration
Go to the course website using the site address provided to you by your teacher or
the site administrator. If you do not have an account you will need to create one.
Read carefully the text under the heading, Is this your first time here?

Follow these steps to access your courses:

• Click on the New Account link in the instructions or the Create new account
button.

• Complete the New Account form with your details.

2

Student Guide Registration (cont.)

Registration (cont.)
A notice will pop up indicating an email has been sent to your email address.

• You will receive an email immediately at the email address you entered in the
form. Click on the link in the email to confirm your registration.

• You will then be taken to back to Moodle. Click on Courses to enter the
course list.

3

Student Guide Entering your course

Entering your course
Moodle is structured around the concept of courses. When a student logs in they are
presented with a screen which contains a list of courses in which they are enrolled.
The student may also access a full list of courses by doing a keyword search.

Locate the course you wish to enter. Click on the icon for more information.
Once you have located the course click on the text of the course title.

If you are not already logged into Moodle you will be redirected to the log on page.
You will be asked to enter your username and password. These are the same you
set when you first registered for the site.

In some cases the course may require an enrollment key (password) to enter. If this
is the case you will see a key icon adjacent to the course title. The enrollment
key will be provided separately. Please do not share it with others unless requested
to do so by your teacher or site administrator. Email your instructor to receive your
enrollment key if you have not received it.

Guests are allowed to enter some course sites. If you see this icon it means
guests are allowed to enter that course. Guests ALWAYS have "read-only" access.
In some cases guests are required to enter an enrollment key to gain access to the
course.

4

Student Guide Basic Navigation

Basic Navigation
There are several ways to navigate within the course site.

Breadcrumbs - this is a menu positioned below the course title showing your location
within the course site. Just as you got there you can now retrace your steps in the
opposite direction to return to where you started. Just like leaving a trail of
breadcrumbs thus the name.

The above example of a “breadcrumb” shows your current location is Week Four
Assignment. If you click on Resources you will be taken to a page that lists all the
Resources within the course. Click on the name of the course and you will be
returned to the course homepage. As you navigate you will notice this menu
changes to reflect your current position.

Dropdown menu - another way to navigate the course site is the dropdown menu. It
lists all the areas of the course. Just click and go.

5

Student Guide Blocks

Blocks
Whenever a different activity or resource is added to the course an icon will appear
in a Block representing a specific Moodle Activity Module. Here are just a few of the
types of Blocks the instructor may use to set up a course.

Blocks 1

Blocks 2

Blocks 3

Blocks 4

6

Student Guide Activity Modules

Activity Modules
Moodle contains a wide range of Activity Modules that may be used to build up any
type of course. Activity Modules are represented by icons as shown in the examples
below. Your instructor will determine which Activity Modules will best facilitate the
learning environment for your course. The icons will link to a list of all the instances
Activity Module appear throughout the course.

Here are some of the more common Activity Modules you will encounter in your
courses:

Assignments – Assignments specify a task that requires students to prepare
uploading their work to a server. Typical assignments include essays, projects,
reports and so on. This module may include grading of the assignment.

Chats - The Chat module allows participants to have a real-time synchronous
discussion via the web. This is a useful way to get a different understanding of each
other and the topic being discussed.

Forums - This activity can be the most important - it is here that most
discussion takes place. Forums can be structured in different ways, and can include
peer rating of each posting. The postings can be viewed in a variety of formats, and
can include attachments. By subscribing to a forum, participants will receive copies
of each new posting in their email. The two most widely used forums are the general
forum and the learning forum. The general forum is an open forum where any one
can start a new topic at any time. The learning forum is where you might post a
discussion response to a question posed by the teacher. Students in the class are
then required to comment to a specific number of posts.

Journals – This is a forum where the teacher asks the student to reflect on a
particular topic. This answer is private and can only be seen by the teacher, who can
offer feedback and a grade on each journal entry.

Resources - Resources can be prepared files uploaded to the course server,
pages edited directly in Moodle, or links to external web pages.

Quizzes – This module is for quiz tests, consisting of multiple choice, true-false,
and short answer questions. This module may include grading of the assignment.

Wikis - The Moodle Wiki module enables participants to work together on web
pages to add, expand and change the content. Old versions are never deleted and
can be restored.

7

Student Guide Editing your profile

Editing your profile
You may edit your profile on Moodle by clicking on your name anywhere it appears.
This will take you to the page shown below.

Click on the Edit Profile tab to make any changes to your profile. You will be
presented with the page shown in the image below. Fill out the information you wish
to include in your profile. Not all fields are required. When you are finished with the
changes click the Save Profile button.

8

Student Guide Editing your profile (cont.)

9

Moodle 1.9 Instructor Guide: Quick Start

What is Moodle? Getting Started
Moodle is a free and open
This guide is designed to give instructors a simple and quick introduction to the concepts and
source Course Management
System (CMS) similar to capabilities of Moodle. The document includes information about course settings, user profiles,
Blackboard. adding resources, and setting up course activities .

Moodle is designed to help Access Your Moodle Courses
educators create online
courses with opportunities for
1. Open an Internet browser and go to: http://moodle.lasell.edu
rich interaction. 2. To log into Moodle:
In the upper right hand corner of the screen, you will see a login box. Enter your Lasell
Instructors will be able to Network username and password.
upload syllabi or other course Once you log in, your courses will be listed. Click on the name of any one of your courses
guidelines to the Moodle to begin the editing process.
course, set up assignment
submission electronically,
organize discussion forums, Course Homepage Layout
send emails to the class, and 1. When entering a new Moodle course for the first time, the course homepage will be mostly
much more. blank.
2. A Course Template will be visible offering a breadcrumb style navigation bar at the top,
Tips to get start: individual block areas on the left and right sides, and Weekly Outline or Topic Outline
sections in the center to let you add Course Activity Modules and Resources.
1. Before the course starts,
contact your students and let
them know that they can Navigation
access course resources via 1. The breadcrumb style navigation bar at the top of each page will help you know where you
Moodle course management are and allow you to go back to the homepage by clicking the course name as you explore
system at
different parts of Moodle.
http://moodle.lasell.edu.

2. Don't be afraid to experiment.
Feel free to play around and 2. Moving between sections: Use the “Jump” bar at the bottom of the screen, or the numbers
change things. It's hard to in the “Section Links” block you added on the side to move from section to section.
break anything in a Moodle 3. Moving between course activities: Use the “Jump” bar at the top right of the screen to
course, and even if you do, it's move from one exercise to another and bypass the main menu. The small arrows to either
usually easy to fix it.
side of the jump bar will take you forward or back one exercise.
3. Use the breadcrumb style
navigation bar at the top of
each page. It will help remind
you where you are and prevent
you from getting lost.

4. Attention: When you think
your course is ready to open to
your students, please come
back to the Course Setting User Profiles
page and change the
Availability to “This course is
available to students”. Your profile is your identity on Lasell Moodle. All Lasell Moodle users can see it, including your
students. To access your profile, click on “Participants” link in the top left People block and then
click on your own name, or click on “Profile” link in the Administration block, or anywhere else
Questions about Moodle?
that your name appears as a link. Your profile will open, showing the information others can see
Linda Bruenjes: lbruenjes@lasell.edu about you. Click the Edit profile tab to change your email address, upload an image, or
Ye Liu: yliu@lasell.edu add/change other pieces of information.
http: //moodle.org

1/2/2009 1


Course Settings

To adjust your course settings, find the Administration block on your course homepage and click Settings. On the
Settings page, you can change a number of settings about your course, from its name to what day it starts. For details
about a setting, click the Help icon next to it.

Format: The most important setting is the Format. The course format you choose will determine the basic layout of
your course.
WEEKLY format: organizes the content blocks in seven day increments from the start date to the finish date
of the course. Activities and Resources can be arranged according to the week.
TOPICS format: is not automatically labeled, and is not restricted to any time limit. Topics can be used to
organize material more thematically.
SOCIAL format: oriented around a single forum, this format displays discussion topics as the central content
of the course.
Note that the Weekly and Topics formats are very similar in structure. The main difference is that each box in
the Weekly format covers exactly one week, whereas each box in the Topic format can cover whatever you like.
The Social format doesn't use much content at all and is based around one forum that will be displayed on the
main page.
Number of weeks/topics: This setting is used by the Weekly and Topics course formats, and determines the number
of "boxes" down the middle of the course page. In the Topics format it specifies the number of topics in the
course. In the Weekly format it specifies the number of weeks that the course will run, starting from the course
starting date and displaying one block for every seven days.
Availability: All courses are created with Availability set to "This course is not available to students" so that the
course will not appear on any course listings, except to teachers of the course and administrators. When you
think your course is ready to open to your students, please come back to the Course Setting page and change
the Availability to “This course is available to students”.

Start Editing and Building

Moodle has flat and linear navigation, therefore all links to your activities or materials will be posted right on the course
homepage, one under another, in the appropriate section for topic or week.
1. Turn editing on: To add contents or edit the contents to the course, make the course to the editing mode by
clicking on the Turn edit on button in the upper right corner of the course homepage.

You can always choose “Student” from “Switch role to” drop-down to view your course as a student.
In the editing mode you will be able to see drop-down menus and additional control icons.
2. Drop-down menus: Drop-downmenus will allow you to add 3 different types of items to the course site:
Resources, Activities, and Blocks.
Resources – static course materials that students read but don't interact with, such as web pages, graphics,
Word documents, PowerPoints, links, short labels , video files, and Adobe Acrobat documents.
Activities – interactive course modules that you use to interact with your students, such as forums,
glossaries, quizzes, assignments, wikis, etc.
Blocks - additional tools which provide some additional functionality to the site, e.g. calendar, online users,
section links, quickmails, etc.

1/2/2009 2


3. Control icons:
Once you add an item to the course homepage, you will be able to move it to the desired location or modify its
appearance, by using the control icons explained below.
Edit: click this icon to edit whatever it is next to.
Delete: This icon deletes resources and activities (with a warning), whereas it only removes blocks, which
can be added at any time later (except HTML block).
Help: click this icon to view a popup content sensitive help file about the item.
Hide (Open eye): An open eye indicates that an item is visible to students. Clicking on the icon will hide
the items from students when you feel the item in not ready for students to view. Visibility can be also
controlled on the Settings page for the individual resource or activity (under Common module settings:
Visible).
Show (Closed eye): If any of your items are hidden, you may unhide them and make them available to
students by clicking on this icon.
Move up/down: click this icon to move the item up and down in the course.
Move left/right (Indent/Outdent): for each recourse or activity, click this icon to add or cancel the item’s
indentation; for each side block, click this icon to move the block to the right or left side.
Placeholder: This icon will appear only once you click Move up/down icon Clicking on
Placeholder will move your item to the new location.
/ Highlight: This icon will allow you to highlight the current topic, if your course uses Topic layout (the
current week is highlighted automatically).
/ / Group mode: Some activities can be done in groups. This icon represents what kind of group mode
is currently set for the activity: No groups/ Visible groups/ Separate groups.
Group mode can be also controlled on the Settings page for the individual resource or activity (under
Common module settings: Group mode)
/ Collapse/Show all sections: This icon will allow you to view only one section (topic or week) at a time.
If you choose to collapse, the “Jump to” dropdown menu will appear on the bottom of the course
homepage.
Note that this is an individual setting, and each user has to set it on his/her own.

Uploading Files

The course materials you prepared can be added to your course by uploading files to the server. You can upload any file
type to Moodle course, such as web pages, audio files, video files, PDF files, Word documents, and Flash animations.
While your files are on the server, you can move, rename, replace, or delete them. All of these actions can be performed
using the Files link in your Administration block.

The files that you upload are made available to students later on as "Resources." See the Adding Resources section
below for more information.

Uploading files is currently restricted to one file at a time with a maximum file size of 32MB. If you want to upload
multiple files at once (for example, 10 files in a folder), it is often easier to use a zip program to compress them into a
single file, upload the zip file, and then unzip them on the server (you will see an "unzip" link next to zip files).

To preview any file you have uploaded, just click its name. Your web browser will take care of either displaying it or
downloading it to your computer.

1/2/2009 3


Note:
File naming: It shouldn't have any punctuation in it: no commas, apostrophes, etc. If you find your file does not appear
in Moodle after it was uploaded, try to remove all punctuation by renaming the file and then try the upload again.
To change the contents of a file, edit it on your local computer then upload it again.

Adding Resources
Resources are the content of your course. A resource can be any file you have uploaded, any file you can link to an
external site using a URL, or any web pages you composed inside Moodle.

To add a resource, turn editing on, go to the desired week or topic, click on the “Add a resource” drop-down list, choose
one of the following options:

To insert a label:
1. On the “Add a resource” drop-down list, choose Insert a label.
2. Allows you use the built-in HTML editor to provide text and graphics among the other resources and activities on
the course homepage.

To link to a file:
3. On the “Add a resource” drop-down list, choose Link to a file or web site.
4. In the next window, give the name and summary of your file, and click on the Choose or upload a file button.
5. In the Files window, select a file from your existing files list, click the choose button. Or add a new file, as
follows:
Click on the Upload a file button.
In the next window, click on the Browse button, navigate to locate the file, select it, then click on the
Open button.
When the correct filename is displayed in the window, click the Choose button.
6. Click on Save and return to course or Save and display button to save this action.
7. Your file name will be displayed at the intended week/topic section on the course homepage.

To link to a web site:
1. On the “Add a resource” drop-down list, choose Link to a file or web site.
2. In the next window, give the name and summary of your file.
3. If you know the URL of the web page, enter it in the Location field.
4. If you don't know the URL, click the Search for web page button to open a browser window.
5. When you locate the page, copy its URL, close the browser window, and paste the URL into the Location field.
6. Your web site name will be displayed at the intended week/topic section on the course homepage.

To compose a web page
1. Saving HTML documents in Moodle allows your students to directly access the information from within the
Moodle page. This is preferable for course information and documents, such as assignment instructions and
timelines, which students may need to check often but don’t need a specific software application to view it.
2. On the “Add a resource” drop-down list, choose Compose a web page.
3. In the next window, give the name and summary of your file.
4. At the next “Compose a web page” section, type in your message and use the built-in HTML editor to format the
text.
5. Click on Save and return to course or Save and display button to save this action.
6. The web page name you just composed will be displayed at the intended week/topic section on the course
homepage.

1/2/2009 4


ADDING ACTIVITIES

Building a course involves adding course activity modules to the main page in a logical order. You can change the order
any time you like.

To turn editing on: click on the button at the top right corner of the page. To add a new activity: go to the desired topic
or week section where you want to add the activity, and select the type of activity from the “Add an activity” drop down
list. Summary of standard Moodle activities:

Assignment
An assignment is where you set a task with a due date and a maximum grade. Depending on the type of assignment,
students will be able to upload one file to satisfy the requirements. After students submit their assignments through
Moodle, the instructor can view each uploaded file and then record a grade and a comment.

There are four assignment types in Moodle:
Advanced uploading of files: If you would like to let students submit multiple files or provide their notes along
with assignment submission, or you would like to comment on a student's file and also upload the version of the
file with your comments, choose Advanced uploading of files under Assignment type. This will still allow the
student to upload a file, which the instructor can then open and grade. In addition the instructor can add
comments to the submitted file, save it with a new name, and upload the commented version. Students will
then see both their original and your commented version of their file.
Online text: This assignment type asks students to enter text using the normal Moodle editing tools directly.
These assignments are graded online with the ability to add inline comments or changes.
Upload a single file: This assignment type is similar to the advanced uploading of files, however, this assignment
type only allows students to upload one file without notes. This assignment type also lacks the ability to upload
commented files back to the student.
Offline activity: This assignment type can be used to remind students of real-world assignments they need to
complete.

Forum
This activity module is for course discussions. It’s a powerful communication tool.
The forum type is defaulted to “Standard forum for general use” - an open forum where anyone can start a new
topic at any time; this is the best general-purpose forum.
Subscriptions: If you decide to force subscription then all course users will be subscribed automatically. It means
that all users will be sent email copies of every post in that forum (posts are sent about 30 minutes after the
post was first written). Please be careful to choose this option because it may flood everyone’s email box
quickly.
Forums may also be used as graded assignments.

Quiz
This activity module allows you to design and present quizzes consisting of multiple choice, true-false, and short answer
questions. Your questions are kept in a categorized database, and can be reused within courses and between courses.
This module includes grading facilities.

1/2/2009 5

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European Commission
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Building the school of the future: With the School Forum – This event, dedicated to
the new Berlin Forum on Technology and Learning Trends Information and Communication
for Schools- ONLINE EDUCA BERLIN aims to create a Technologies for primary and
central meeting point for teachers and headteachers secondary school headteachers
interested in qualified innovative and exciting e-learning and interested teachers, is
projects. Through the insights of renowned experts organised in conjunction with
combined with the opportunity to share knowledge and BITS 21 im fjs e.V. and HELLIWOOD media. Both are
resources, educators can broaden their horizons and leading organisations in the field of teacher training
explore new ways of successfully employing e-learning in and new media in the Berlin area and work closely with
the classroom. A variety of hands-on activities will help to school officials as well as with leading e-learning experts.
explore “how it really works”. Inspiring speakers will introduce, explain and discuss
the latest developments and trends in education and
 What type of classroom activities help to prepare
technology. Practical and interactive sessions will support
students for the future?
the implementation of useful ICT tools and resources in
 How can e-learning drive informal and collaborative educational institutions. The ONLINE EDUCA BERLIN
learning? exhibition will be an additional source of information and
inspiration for School Forum participants during the day.
 What about using podcasts, wikis and blogs as learning
tools? The half-day forum (12:00 – 18:00) will be free of charge
for teachers and trainee teachers. External participants
 Do schools know where to find appropriate open pay € 35. The language at the first School Forum will be
educational resources? German.
Questions such as these are central to this new ONLINE Learn more about the speakers and the School Forum
EDUCA pre-conference event, which will take place in the programme details in the forthcoming issues of the OEB 2009
afternoon of December nd, 009. newsletter and at: www.online-educa.com/schoolforum


Pre-Conference Workshops and Seminars
Full Day Events

FD - Workshop Educational Tools and Flexible Learning Environments for
Teaching and Learning in Immersive Virtual Worlds
 Time 09:00 - 18:00

 Price € 150

 Workshop Leaders  Margarita Pérez-Garcia, MENON Network EEIG, Belgium
 Steven Warburton, King's College London, UK
 Jaime Alamo Serrano, University of Valencia, Spain
 Giuliana Perco, Bryn Mawr College, USA
 Shirley Williams, University of Reading, UK

 Content The workshop addresses the field of innovative technological solutions to support e-
learning, with an emphasis on the use of 3D immersive virtual worlds, such as Second
Life, for education. Participants will review and analyse the spectrum of educational
tools available for virtual worlds, including their combination with social media and
other web-based technologies for learning, for example, the open source learning
management system Moodle.
During the workshop, we will provide a live demonstration of examples from a collection
of more than 140 educational tools across the following categories: communication
and interaction, group and self-organisation, cooperation and collaboration, creation of
content, delivery of learning material, individualisation of learning paths, assessment,
feedback and tracking, and reflection and metacognition.
Special emphasis will be given to the exploration of 'holodecks' for education and the
concrete possibilities for their use in building highly flexible virtual learning spaces.
This will include a field tour of four types of holodeck and a demonstration of their use
in a variety of modes.
The session will be a mix of presentations, open discussion and debate, immersive
field tours, live demonstrations, and hands-on workshop activities.

 Proposed Agenda 1. The affordances of virtual worlds for situating educational activities.
2. Review and live demonstrations of examples of educational tools, including:
 real-time interaction tools – automated translators, chat enhancers, interaction
and meeting controllers, meeting recorders, meeting organisers, meeting facilities
and spaces;
 cooperation and collaboration tools – announcement and media boards, group
messages and bulletin boards, tasks organisers, brainstorming, concept and
mindmapping tools;
 tools for delivery of rich information – glossaries, vocabulary tools, dictionaries,
and media boards for the delivery of a variety of pre-prepared information
(text, HTML, video, music and podcasts) and live streaming of media (voice and
music);
 content-creation tools – drawing and co-drawing boards, 3D editors, animation
and scripting editors, holodecks, comics creator, co-writing and co-authoring
tools;
 Web-to-virtual-worlds and virtual-worlds-to-web communication devices
like micro-blogging, blogging, social networking tools, and virtual learning
environments connected to virtual worlds;
 evaluation devices, including polls, voting systems, quiz makers, contest boards
and games.
3. Exchange of good practices based on the use and combination of educational tools
for specific purposes, including but not limited to role-playing, cooperative and
collaborative learning, team teaching, simulations, digital storytelling, problem-
based learning, multimedia presentation, virtual laboratories, demonstrations,
lectures, conferences, brainstorming, debates and others.


4. Field trip demonstrations of the four holodeck systems in both user and production
modes. Holodecks are a technology that allows the user to create a lifelike virtual
environment through the use of real life 360° photographs or pre-prepared 3D
objects, animations and scripts. Once the scenes have been prepared, teachers or
learners can easily change and adapt the learning space to their demands: with a
single click a classroom, a theatre or a laboratory can appear.
5. Visual hands-on tutorials on how to build flexible learning environments inside a
virtual world.
6. Conclusion, reflections and issues for future consideration.

 Target Audience The workshop is aimed at teachers, trainers and those interested in the real educational
possibilities offered by virtual worlds. It suits in-service teachers, trainee teachers
and others with an interest in the sector, including learning technologists, e-learning
consultants and researchers.

 Prerequisite Knowledge  Basic understanding of 3D immersive virtual worlds;
 Some type of first-hand experience in the use of virtual worlds. It is advantageous,
but not necessary, for participants to have created an avatar and experienced or
explored some form of teaching and learning in virtual worlds.
Important: If the participants do not have any background in the use of virtual worlds,
a pre-workshop activity, using distance learning, is offered to guarantee that all
participants acquire the requisite knowledge prior to the workshop.

Participants can follow the workshop in the following ways:
 via individual access to the Internet and access to Second Life;
 via individual access to the Internet without access to Second Life;
 without individual access to the Internet, in which case they will carry out the
immersive activities in small groups.

 Outcomes By the end of the workshop, participants will be able to identify the range of existing
educational tools that can be used in 3D immersive virtual worlds and be able to
select and combine them for specific educational purposes. They will receive the
entire collection of tools in the form of a printed handbook that has been prepared
by 66 teachers from 27 countries, and they will be given access to a series of visual
hands-on tutorials for each of the holodeck technologies presented.

5


FD - Workshop Mobile Learning in Practice: How to Start with mLearning
 Time 09:0 - 17:00

 Price € 150

 Workshop Leader  Inge de Waard, Institute of Tropical Medicine, Belgium

 Content Starting from scratch, a general introduction to mLearning will be given. After that, we
will look at examples from across the globe and gradually will add hands-on mLearning.
Do not be fooled: you do not need the latest smart phone to dive into mLearning; a
simple wap-enabled phone works just as well, but of course smartphones give you
more possibilities, as we will see.
Another misconception is that creating mobile content demands a lot of (java) coding.
Nowadays, this is no longer the case. In this workshop, you will see how to provide
mLearning with existing technologies for mobile content development and creative
thinking.
So think of this workshop as low on tech, but high on practice. All participants will
have built mobile content by the end of the workshop, provided they can access the
internet through their phones (either WAP or browser).
The participants will use their cell phones to get content or feedback out there and
start learning through their cell phones.

 Agenda  Where mLearning can be used: training in companies, courses in educational
institutes, getting in touch with situated learning (museums, historical sites,
cities, augmented reality…), and research (with examples).
 Which phones can be used: WAP-enabled, intermediate, Smartphones.
 What you can offer in mLearning: multimedia content, mobile content through a
mobile platform, html-based courses, peer-to-peer exchange.
 Looking at the learner/student side in mLearning: Podcasts, sms / email,
smartcards, context and identity).
 The various connection possibilities.
 How to cope with different mobile operating systems.
 Key things to remember when you develop mobile content.
 Easily converting e-learning content to mLearning content.
 How to integrate social media into mLearning.

 Target Audience This workshop is targeted at people who want to dive into mobile learning (mLearning)
or want to get a better perspective of what it could add to their company or institute.
The participants should have intermediate e-learning skills and some notions of social
media. All participants are asked to bring their cell phone(s) along. WAP capability
or internet access through your cell phone is mandatory to get the most out of the
workshop (= practical parts).

 Prerequisite Knowledge Previous knowledge of mLearning is not necessary; we will start from scratch and
build from there. To get the most out of this workshop, though, participants should
have e-learning experience and notions of social media, as well as the ability to get on
the internet with their phones.

 Outcomes By the end of this workshop, participants will understand the benefits and challenges
of mLearning. Some mobile learning applications will be tested.


FD - Seminar The Moodle Experience: Moodle in Practice and New
Developments

 Time 10:00 - 17:00

 Price € 0

 Seminar Leaders  Martin Dougiamas, Moodle Founder Lead Developer, Australia
 Ralf Hilgenstock, eLeDia - eLearning im Dialog, Moodle Partner Germany
 Jordi Vila, CVA Consulting, Moodle Partner Spain
 Egbert van de Winckel, Stoas Learning, Moodle Partner The Netherlands
 Andrea Bicciolo, MediaTouch 2000, Moodle Partner Italy
 Alex Büchner, Synergy Learning, Moodle Partner UK Ireland

 Content Have you heard about Moodle, but not seen it in action? Do you wonder how your
organisation could have a better Virtual Learning Environment (VLE) at a fraction of
the current budget? You have used Moodle but want to know what is coming next? If
your answer is yes, our unique Workshop “The Moodle Experience: Moodle in Practice
and New Developments” is a must attend at Online Educa in Berlin.
Martin Dougiamas himself – ‘the guy who started Moodle’ – will present Moodle 2.0,
the next milestone of the opensource VLE. A number of exciting case studies will be
presented before a selected group of European Moodle Partners, which will offer pro-
fessional Moodle solutions. The day will wrap up with an informal networking session,
where you will be able to mingle with technical and commercial Moodle experts.

 Agenda Moodle Case Studies (Morning Session from 10:00- 12:30)
10:00 – 10:10 Introduction by Martin Dougiamas, Jordi Vila and Ralf Hilgenstock
10:10 – 10:40 Case Study 1 - The e-learning experience in Guardia di Finanza, the
Italian economical-financial police force by Col. Vincenzo Vellucci,
Director of Training Department, Scuola di Polizia Tributaria of
Guardia di Finanza, Italy
10:40 – 11:10 Case Study - Moodle as the Engine for Blended Learning by Hans de
Zwart, Blended Learning Adviser at Shell International
11:10 – 11:25 Coffee Break
11:25 – 11:55 Case Study - To be confirmed.
11:55 – 12:30 Case Study - Large-scale Moodle Networks by Alex Büchner,
Synergy Learning, UK Ireland
12:30 – 13:30 Networking Lunch
Moodle Solutions by Moodle Partners (Afternoon Session from 13:30 to 15:10)
Presentations: 15 minutes presentations and 5 minutes discussion
Topics:
• Repository Systems with Moodle by Ralf Hilgenstock and André Krüger, eLeDia
- eLearning im Dialog, Germany
• Moodle Solution - EO / Stoas Learning Why Jesus by Arjo de Vroome, EO
(Evangelische Omroep), The Netherlands
• Blackboard / WebCT to Moodle Migrations by Roy Kerley, Synergy Learning, UK
Ireland
• Moodle Integrations: Curriculum Management, Reporting and Web Conferencing
by Andrea Bicciolo, MediaTouch 2000 srl, Italy
15:10 – 15:30 Coffee Break
Moodle Development (Evening Session from 15:30 to 17:00)
15:30 – 16:30 Moodle 2.0 by Martin Dougiamas, Moodle Pty. Ltd., Moodle Founder
and Lead Developer, Australia
16:30 – 17:00 Informal Networking at Moodle Booth (Gardenlounge II, E145 - E146)

7


FD5 - Workshop Learning, Innovation and ICT
 Time 10:00 - 17:0

 Price Free of charge

 Workshop Leaders  Lieve Van den Brande, European Commission, DG Education and Culture, A1,
Belgium
 Peter Birch, European Commission, Education Audiovisual and Culture
Executive Agency, Belgium
 Brian Holmes, European Commission, Education Audiovisual and Culture
Executive Agency, Belgium

 Content Various ongoing projects under the Lifelong Learning Programme for learning,
innovation and ICT will present their results and experiences on four main policy
topics. Each topic will be introduced and presented by a keynote speaker followed by
two good practices examples, and enough time for discussion among the participants
and the various presenters. The discussions will focus on future avenues and provide
input to the upcoming discussions on the future Lisbon objectives and the future
Lifelong Learning Programme.

 Agenda 10:00 – INTRODUCTION by Brian Holmes (EXEAC-P1) putting the four topics within
the context of the European policy of Lifelong Learning

Chairperson for all four sessions: Brian Holmes, HOU EXEAC-P1

10:0 (+ coffee break for 0 min during the session ) Start of SESSION 1: Efficiency
and quality: impact on and implications for learning of using ICT in education and
training
1.1. Keynote presentation of the main outcomes of a European-wide comparative
study on the use and impact of ICT in primary education (project STEPS by
Empirica/EUN)
1.2. CASE 1: presentation of the project HEXLEARN on the main developments of the
European Quality Framework
1.3. CASE 2: study on 'Indicators on ICT in Education' (IIE) by Hans Pelgrum
1.4. Discussion led by Richard Deiss (DG EAC) or Fritz Scheuermann (CRELL) on the
way forward in measuring the use, impact and quality of ICT in education and
training
Rapporteur: Lieve Van den Brande (DG EAC)

1:0 Lunch

1:00 – Start of SESSION .: Digital competence building and equity
Presentation of the convergent work of projects dealing with digital literacy and
competences as essential life skills illustrated with good practices examples involving
at-risk groups such as older workers, special needs learners, early school leavers,
etc.
2.1. Keynote presentation by Deborah Arnold on Project eLENE – Teaching Learning
Centre
2.2. CASE 1: Project ‘ICT Tools and Training for E-Practitioners (ICT Skills2)’ by
Cristina Cogoi
2.3. CASE 2: eLearning – ProAccess by Pierfrancesco Attanasio
2.4. Panel Discussion led by Anna-Maria Sansoni (DG INFSO) on the challenges of
digital competences as life and career skills in light of the EC 'New Skills for New
Jobs' actions
Rapporteur: Lieve Van den Brande (DG EAC)

15:00 – 15:15 Coffee break

8


15:15 – Start of SESSION : Online learning communities
The increasing role of social computing for learning networks and its impact on
learning and teaching
3.1. Key note presentation by Yves Punie (JRC-IPTS) on the main outcomes of two
studies on Learning 2.0 and virtual communities through Web 2.0
3.2. CASE 1: project ‘Babylon Ontology (e-Bony): multilingual and cognitive
learning management system via PDA phone’ by Manuele Manente
3.3. CASE 2: project ‘Access to Virtual and Action Learning Live Online (AVALON)’ by
Gary Motteram
3.4. Panel Discussion led by Yves Punie (JRC-IPTS: ‘Future of learning through new
technologies such as Web 2.0, Web 3.0, etc? New ways of learning for future
jobs’.
Rapporteur: Peter Birch (DG EXEAC)

1:15 – Start of SESSION : Creativity and innovation.
The role of ICT as a means of promoting innovation and change in education and
training.
4.1. Keynote presentation: Outcomes of a broad societal consultation on the desired
future of European education and lifelong learning by the project 'Learnovation'
- Claudio Dondi.
4.2. CASE 1: Project ‘AUTOmatic tutor for lifelong language LEARNing (AUTOLEARN)’
by Tony Badia
4.3. CASE 2: Project ‘European Life Experience (E-VITA)’ by Lucia Pannese
4.4. Panel discussion on the enabling role of ICT for creativity and innovation led by
Maruja Gutierrez-Diaz (Advisor to the Director- DG EAC-A/ responsible for the
European Year of Creativity and Innovation)
Rapporteur: Pascale Biver (DG EXEAC)
PS: The three success stories awarded under the European Year of Creativity and
Innovation for using ICT to enhance creativity among learners or support change and
innovation will be presented at the European Commission Stand at the conference.

17:15 - 17:0 Conclusions and Closing by Brian Holmes (DG EXEAC)

 Target Audience European Projects from the current Lifelong Learning Programme and past Minerva
and e-Learning programmes, as well as others interested in good practice examples
of ICT for learning with a European dimension

 Outcomes One page statements per topic presenting the major outcomes of the pre-conference
and focusing on the future avenues and challenges. These short statements will serve
as input for the upcoming discussions on the future Lisbon objectives and the future
Lifelong Learning Programme.

9


Morning Events

M1 - Seminar Advancing the Quality Landscape: The New International Quality
Certifications for E-Learning
 Time 09:00 - 1:00


 Seminar Leaders  Ulf-Daniel Ehlers Rolf Reinhardt, European Foundation for Quality in E-Learning
(EFQUEL), Belgium
 Ingeborg Bø, Ingeborg Bø Consult, Norway
 Volker Lichtenthäler, InWEnt, Germany

 Content E-Learning is generally available in many educational organisations. While quality
and assessment have been discussed in various ways in the past, the call for clear
concepts that identify the learners’ benefits, protect students from bogus provision
and relate e-learning to organisational development is voiced louder today than ever
before.
In this situation, the European Foundation for Quality in E-Learning, currently
Europe's largest quality network, coordinates international initiatives on quality and
provides a family of European quality certification schemes for different educational
sectors in order to help organisations develop and strengthen their quality strategies,
support professionals in the development of high-quality educational offerings, and
strengthen the learners’ position through enabling them to make choices on the basis
of clear quality indications and reviewed concepts. Throughout the last three years,
the Foundation has entered into joint cooperation with European expert consortiums
in order to develop a European family of quality certification schemes, which are now
available.
The seminar will present and discuss four developments in particular:
 The Open ECBCheck Initiative, a community-based, low-cost certification scheme
for capacity-building organisations that has been developed in joint cooperation
with international organisations like INWENT, FAO, UNITAR, UNU, ILO and
others;
 UNIQUE, the European University Quality in E-Learning certification, which has
now passed the pilot phase and is available to European universities, focusing on
higher education quality;
 QUAL-C, the quality certification for e-learning and innovation in European adult-
learning centers; it has also passed a phase of international pilot implementations
and is available with valid concepts;

 Proposed Agenda The workshop will be moderated by Ingeborg Bø and Ulf Ehlers
 Introduction: Another kind of seminar
 Sociogramm: Quality and Innovation
 Panorama Presentations
 The Open ECBCheck Initiative: A community-based, low cost certification
scheme for capacity-building organisations
 UNIQUE: The European University Quality in E-Learning certification
 QUAL-C: Quality certification for e-learning and innovation in European adult-
learning centers
 Quality-Table Discussions: Participants are invited to in-depth discussions in four
rounds, meeting developers and those who are already certified to ask questions,
share experiences, and give recommendations.
 Conclusions
 Farewell

10


 Target Audience The target group of the workshop is broad since it is the group of those stakeholders
involved in the governance of e-learning in the field of capacity building.
 Managers, experts, teachers, learners from organisations involved in capacity-
building activities using e-learning;
 National qualifications and quality assurance agencies;
 Managers, experts, teachers, learners from higher education institutions using
e-learning activities;
 Managers, experts, teachers, learners from training institutions using e-learning
activities;
 Policymakers in government ministries, organisations, and companies that have
started education and training departments and have introduced e-learning;
 Heads and teachers of high schools that have already implemented e-learning as
a mode of teaching and learning.

 Outcomes The participants will learn in detail how each of the certification schemes can be
obtained, what the underlying concepts are, and what the certification process looks
like.

11


M - Workshop Engage in Game-Based Learning
 Time 09:00 - 1:00


 Workshop Leaders  Maja Pivec, FH Joanneum, Austria
 Paul Pivec, MComp, GdipHE, CranberryBlue R D Ltd and FH JOANNEUM, Austria

 Content The experiences in previous and on-going game related projects show that there is:
a) a high potential in the application of games for learning;
b a strong interest amongst an increasing group of practitioners in the introduction
of new game-based approaches;
c) a lack of awareness amongst other stakeholders of the potentials of games for
learning and for curricular contents;
d) a lack of information about where to obtain resources and good practice relevant
for curricular contents; and
e) a lack of awareness regarding quality issues in the context of games used for
learning.
ENGAGE stands for European Network for Growing Activity in Game-based learning
in Education. ENGAGE aims to develop awareness among a range of European
educational stakeholders (teachers, parents, school authorities, young designers,
industry etc.) of the importance of games as pedagogical tools.
ENGAGE activities are supported by frameworks based on Web 2.0 technologies and
methodologies, allowing collaborative dialogue, networking, as well as interaction of
participants and interested parties from all targeted sectors across Europe.
The ENGAGE portal and tools will be presented at this workshop and knowledge will
be provided on the step by step introduction of game-based learning. The tools will
support workshop participants in how to select, modify, design and adopt games for
their own classes, regarding their local and cultural agendas. Selected use cases of
game-based learning will be presented and explained. The workshop will be carried
out interleaving presentations, demonstrations, discussions and group work.

 Proposed Agenda  Presentation of the portal structure and Tool-Box for uptake of game-based
learning.
 Content of the tools and how they work.
 What are promoters and barriers of introducing games for learning.
 How to start considering games as a teaching method.
 How to use the tools for selecting games for learning.
 Game classification related to envisaged learning outcomes.
 Good practice examples.
 Selecting and adopting games for my own classes.

 Target Audience Target audience of this workshop are practitioners e.g. university teachers, school
teachers and trainers in continuous education, educational game developers, digital
learning resource developers, training organisations, curriculum decision makers,
educational policy makers and everyone who wants to contribute to a fast developing
field of high interest to many educators: Make learning engaging and fun!

 Prerequisite Knowledge: Prevous knowledge of game-based learning is not necessary. Interest in game-based
learning is preferred.

 Outcomes By the end of this workshop participants will have a knowledge of the demonstrated
online tools and their use, the methodology for selection of games for learning, and
how to implement games within curriculum. Participants will also be introduced to
the community area of the ENGAGE portal, where started discussions and knowledge
exchange will continue after the end of the workshop.

1


Afternoon Events

A1 - Workshop Informal Learning + Web .0 = Social Learning Breakthroughs
 Time 1:00 - 18:00

 Price € 50

 Workshop Leader  Jay Cross, Internet Time Group, USA

 Content How to put social learning into practice. Learning no longer means just 'training';
learning means problem solving, creativity, innovation, and more. Organisations
are finding huge benefits in getting concrete about informal learning, social learning
and self-service learning. How does your organisation stack up? Jay will review the
results of the CLO/togetherLearn survey of meta-learning practices and learning
culture. He will provide case examples of organisations that are taking advantage of
Twitter, blogs, wikis, and other social networking tools. He will detail how to assess
value of the new learning platforms that are supplanting old-style courses.

 Proposed Agenda Participants in this hands-on session will develop plans for implementing a major
informal learning initiative in their organisations. Jay will present cases studies,
research findings and examples. Participants will complete a planning template that
defines their project, its impact, and a timetable for implementation.

 Target Audience Corporate decision-makers, HR managers, chief learning officers, senior staff,
performance consultants, futurists, and anyone else who wants to implement a
significant informal learning project.

 Prerequisite Knowledge Appreciation of how organisations work.

 Outcomes Participants will leave the room with a plan and elevator pitch for implementing a
major informal/networked learning project in their organisations.

1


A - Workshop Learning in D: Bringing a New Dimension to
Enterprise Learning and Collaboration
 Time 1:00 – 18:00

 Price € 80

 Workshop Leaders  Tony O'Driscoll, Duke University, USA

 Content According to Gartner, by 2011, 80% of internet users will be using avatars to engage in
the next generation of the internet: the 3D Immersive Internet. Research also indicates
the most useful commercial applications of the Immersive Internet over the next few
years will focus on enterprise training, learning and collaboration.
If you have been exposed to the Immersive Internet hype, but you are not sure what to
do about it, this workshop is for you!
This interactive workshop will take you on a journey from understanding the basics
of Immersive Internet technology to addressing the details of how to conceptualise,
design, develop, deploy and demonstrate value for an engaging and immersive 3D
learning experience.
Dr Karl Kapp and Dr O’Driscoll have just completed an extensive analysis of the
application of Immersive Internet technology to enterprise training, learning and
collaboration. Be the first to learn their findings in advance of the publication of their
forthcoming book in January.
Don’t get left behind! Attend this programme to understand the value of this new
technology — and get a roadmap to successfully drive the adoption of 3D learning
within your organisation.

 Proposed Agenda Half-day workshop consisting of a lecture, demonstration, application exercises and
action planning.

 Target Audience Senior leaders, innovators and strategists focused on next-generation learning
strategies for learning within the enterprise.

 Outcomes  Describe the “webvolution” from Web 1.0, through Web 2.0, to the emergence of
the 3D Immersive Internet.
 Demonstrate where Immersive Internet Technology is being applied today to
enhance experiential and peer-to-peer learning.
 Describe how to build a case to invest in 3D Learning.
 Present a 3D learning architecture that outlines how to design an optimal 3D
learning experience using 3D learning archetypes.
 Articulate key considerations when selecting a 3D learning partner or vendor.

1


A - Workshop Creating Academic Learning Futures
 Time 1:00 - 18:00

 Price € 80

 Workshop Leader  Gilly Salmon, University of Leicester, UK

 Content What will be the future(s) of learning in universities and for professional development?
Is immediacy the new quality? Which technologies will be pervasive and ambient for
the learning of tomorrow? Who are the learners of the future?
Participants in this workshop will practise preparing scenarios for the future of learning
in their own area of interest. They will engage in a series of hands-on exercises on
how to create scenarios for the future quickly and collaboratively and how to escape
routine thinking patterns. The workshop will discuss emerging visions for the future
of learning, technological innovations, as well as constraints and their implications for
learning and teaching today.

 Proposed Agenda The workshop is divided into three parts. The first will introduce the participants
to innovative and creative ways for building visions for the future of learning using
concepts and methods for opening up new idea tracks.
In the second part, participants will practice creating scenarios for the future of learning
in their individual areas of interest, identifying workable ideas and “signatures of
change”.
The third part of the workshop will consist of a discussion of the resulting scenarios for
the future of learning and ways for shaping ideas and visually presenting information
to ensure buy-in of practical ideas.

 Target Audience This hands-on workshop is relevant to educators, managers, policy planners and
academics who recognise the need for collaborative decision-making for the future.
It will be valuable for individuals who seek to learn practical ways for discovering,
presenting and negotiating academic learning futures through interaction and
collaboration.

 Prerequisite Knowledge Interest in current trends in learning technologies and higher education and their
implications for the future.

 Outcomes  Awareness of possible, probable and desirable futures for learning in higher
education.
 Appreciation of the key forces influencing change in areas of interest to the
workshop participants.
 Experience in the use of a range of innovative tools and methods for collaborative
creation of alternative future learning scenarios.

15


A - Workshop Moving Beyond the Crisis Powered by Knowledge and Learning
Solutions - What is the NEXT Practice?
 Time 1:00 - 18:00

 Price € 80

 Event Leaders  Richard Straub, European Learning Industry Group (ELIG), France
 Matty Smith, European Learning Industry Group (ELIG), UK

 Content The unprecedented economic crisis that we are currently experiencing requires
exceptional capacity to manage change and to keep innovating. All players in the
knowledge society are being challenged – be it in education, business, civil society,
or the public sector. Knowledge and human capital are the foundations on which
economic and social development are built. New knowledge is created in the context
of its direct application, often by recombining and thus enhancing existing knowledge.
In responding to this situation of rapid change, adaptation, anticipation, and learning
must become pervasive and continuous. Whilst these challenges are not new, their
significance has increased dramatically.
It is during such times of uncertainty that knowledge and learning technologies can
prove their value. However, not only have European companies and institutions been
slow to adopt knowledge and learning technologies on a scalable basis, but where
they have done so, they have tended to transfer adapted traditional knowledge and
learning solutions models into the digitial environments.
With new ICT architectures (such as “cloud computing”), powerful mobile platforms
(such as iphone and Android), Web 2.0 functionality, and digital natives flocking to
the workplace, a pradigm change in learning appears to be feasible. The challenges in
front of us involve the integration of learning into work and the creation of practice-
oriented environments that enable learning and re-learning that are both faster and
permit self-direction. The difficulty of these tasks is compounded by their having to
be met in an environment that reduces the overall time and financial investment per
learning session.
How will the challenges we face shape the NEXT PRACTICE? What is likely to emerge?
What is the new pragmatic vision? We can already see elements of patterns, but not
the full picture. These changes will impact across the spectrum, from pre-school to
third-age learning, with people’s extended lifespan and longer working lives. What
will the new knowledge be, and what will the learning platforms and ecosystems be
like that will power improved innovation performance across all of our institutions in
the future?
Management of change and innovation will eventually lead us out of the crisis;
knowledge and learning technology have the potential to provide the engine for
accelerating and enhancing this process.

 Proposed Agenda This seminar will provide expert input from thought leaders, but will have a focus on
round-table debates that will enable participants to share both experience and ideas.
Information dissemination and knowledge exchange leading to agreement on
proposals for possible courses of actions are the key agenda.

 Target Audience  Learning and Knowledge Industry leaders,
 Leaders from Education and Research,
 Education Policy leaders and influencers,
 Managers of NGOs,
 Learning and Talent managers,
 Chief Information Officers,
 All those with a strategic interest in the topic.

 Prerequisite Knowledge Good broad-based understanding of learning and knowledge technologies, combined
with insights into the economic challenges currently facing our society.

 Outcomes  Repositioning the role of the learning and knowledge industries as the key engine
in the Knowledge Society.
 Demonstrating how these industries can accelerate the move beyond the crisis
and power value creation and innovation in the future economy.

1


A5 - Workshop Competence Development with ePortfolios
 Time 1:00 - 18:00


 Place This workshop will take place at HTW Berlin.

 Workshop Leaders  Birgitta Kinscher, HTW Berlin, Germany
 Jörg Hafer, Educational Design, Bildung Technologie GmbH, Germany

 Content An ePortfolio is an integrated concept that enables users to document, share and
present learning and work experience on a digital platform. The concept of the
ePortfolio on the European level will be discussed against the background that the
“ePortfolio for all” initiative, which started in 2003, set the goal that every European
should have an ePortfolio by the year 2010.
While competence development by means of ePortfolios is very popular in several
European countries, for example the Netherlands and Austria, Germany is still several
steps behind. The workshop will present and discuss the potential and challenges of
the ePortfolio concept for schools, universities, institutions of further education and
companies in the context of competence development.

 Proposed Agenda 14:00 Opening
14:15 Keynote: The Potentials and Challenges of ePortfolios (Jörg Hafer, Educational
Design; Birgitta Kinscher, HTW Berlin)
15:00 Thematic Tables: Best Practice Examples and Concepts for
ePortfolios
 in universities
 in companies
 in lifelong learning
16:15 Coffee Break
16:45 Thematic Tables
17:30 – 18:00 Final Panel Discussion: Findings and Recommendations

 Target Audience Teachers, trainers, managers and decision-makers in schools, universities, companies,
politics and institutions of further education.

 Outcomes  Deep familiarity with the concepts and different types of ePortfolios;
 Conceptual and practical understanding of the use of ePortfolios for competence
development in schools, universities, companies and institutions of further
education;
 Networking; creating ideas for common projects.

17

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