The Go-Lab Project makes remote and online laboratories available for large-scale use in education, offering students the opportunity to perform personalized scientific experiments with online labs and teachers the possibility to enrich classroom activities with demonstrations and lab access. The project involves 1000 schools across 15 countries in 3 implementation phases, with the goal of using the Go-Lab platform and repository of online labs to implement inquiry learning spaces and allow teachers to develop new spaces. National coordinators in each country support the large-scale pilots and teacher trainings.
Scientix 11th SPWatFCL Brussels 18-20 March 2016: BIOutilsBrussels, Belgium
The document describes BiOutils, an initiative to support biology education through an integrated online platform providing tools, materials, and experiments. It was developed in collaboration with teachers to address challenges in teaching biology and the need for centralized information. The platform launched in 2007 and has since expanded its offerings and user base in schools. Evaluation found that it increases students' interest and understanding of biology topics. The presenter argues for continued support and development of BiOutils to make biology accessible to everyone.
Presentation of the 4-yeal long work on developing Go-Lab teachers communities. More than 6000 teachers from 1000 EU schools were involved. Here is the impact our work in the framework of this project.
Including online labs in science education classroomsGo-Lab Initiative
This document discusses the Go-Lab project, which aims to support inquiry-based science learning using online labs. It provides evidence that online labs and simulations can be as effective as hands-on labs if they include guidance for students. The Go-Lab project has developed an inquiry cycle and scaffolding tools to guide students through virtual and remote experiments. It also allows teachers to customize guidance and has created an online portal for sharing labs.
The Scientix Observatory: Online communications channels with teachers and st...Brussels, Belgium
The document discusses online communication channels used by Scientix, a European Union-funded project, to engage teachers and students in science, technology, engineering, and math (STEM). It describes Scientix's use of chats and communities of practice to facilitate synchronous and asynchronous online discussions between experts and audiences. Benefits of these channels include their ability to reach large audiences, but challenges include technical issues, language barriers, and maintaining engagement over time. The document also provides examples of other STEM projects that Scientix supports, including their dissemination activities to teachers across Europe.
The VMCOLAB project aims to promote virtual mobility in European higher education. It has developed support materials and run pilots integrating virtual exchange into courses on open educational resources, water management, and career services staff training. The document outlines the project partners and objectives, defines virtual mobility, and describes three pilot programs integrating virtual exchange into existing university courses and staff professional development.
The Go-Lab Project makes remote and online laboratories available for large-scale use in education, offering students the opportunity to perform personalized scientific experiments with online labs and teachers the possibility to enrich classroom activities with demonstrations and lab access. The project involves 1000 schools across 15 countries in 3 implementation phases, with the goal of using the Go-Lab platform and repository of online labs to implement inquiry learning spaces and allow teachers to develop new spaces. National coordinators in each country support the large-scale pilots and teacher trainings.
Scientix 11th SPWatFCL Brussels 18-20 March 2016: BIOutilsBrussels, Belgium
The document describes BiOutils, an initiative to support biology education through an integrated online platform providing tools, materials, and experiments. It was developed in collaboration with teachers to address challenges in teaching biology and the need for centralized information. The platform launched in 2007 and has since expanded its offerings and user base in schools. Evaluation found that it increases students' interest and understanding of biology topics. The presenter argues for continued support and development of BiOutils to make biology accessible to everyone.
Presentation of the 4-yeal long work on developing Go-Lab teachers communities. More than 6000 teachers from 1000 EU schools were involved. Here is the impact our work in the framework of this project.
Including online labs in science education classroomsGo-Lab Initiative
This document discusses the Go-Lab project, which aims to support inquiry-based science learning using online labs. It provides evidence that online labs and simulations can be as effective as hands-on labs if they include guidance for students. The Go-Lab project has developed an inquiry cycle and scaffolding tools to guide students through virtual and remote experiments. It also allows teachers to customize guidance and has created an online portal for sharing labs.
The Scientix Observatory: Online communications channels with teachers and st...Brussels, Belgium
The document discusses online communication channels used by Scientix, a European Union-funded project, to engage teachers and students in science, technology, engineering, and math (STEM). It describes Scientix's use of chats and communities of practice to facilitate synchronous and asynchronous online discussions between experts and audiences. Benefits of these channels include their ability to reach large audiences, but challenges include technical issues, language barriers, and maintaining engagement over time. The document also provides examples of other STEM projects that Scientix supports, including their dissemination activities to teachers across Europe.
The VMCOLAB project aims to promote virtual mobility in European higher education. It has developed support materials and run pilots integrating virtual exchange into courses on open educational resources, water management, and career services staff training. The document outlines the project partners and objectives, defines virtual mobility, and describes three pilot programs integrating virtual exchange into existing university courses and staff professional development.
This document discusses OpenCourseWare in Europe and its potential for virtual mobility. It notes that while Europe has many traditional universities, it is lagging in open education due to conservative attitudes and budget cuts. The project aims to facilitate virtual mobility across Europe by creating preconditions for a strong OCW framework through closer cooperation between institutions, sharing materials, and potentially joint degrees. It outlines phases of research, workshops, and reports to establish a European branch of the OpenCourseWare Consortium by the end of 2013.
Institutional Open Education and OER Policies - a view from POERUPPaul Bacsich
This document summarizes a webinar on institutional open education and OER policies. It discusses the need for OER policies to guide business planning, resource allocation, and consistency with other institutional policies. Policies can exist at various levels from individual to worldwide. The webinar also reviews levels of OER engagement within institutions and relevant stakeholders. UNESCO's 10 guidelines for OER policies aim to increase OER awareness, support licensing frameworks, and encourage open licensing of publicly funded materials. The webinar provides recommendations to foster innovation, ensure quality review of all learning modes, and move from time-based to output-based academic credit systems.
Presentation on VMCOLAB Project Pilot Courses Experiences by Bas Bergervoet (KU Leuven)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
OCWC POERUP external evaluation of FutureLearn communityPaul Bacsich
FutureLearn is a private company wholly owned by the UK Open University. It has partnered with over 20 leading UK universities to form the FutureLearn consortium. Since October 2013 this has offered a range of MOOCs focussed at informal learning on subjects typically taught at university level. FutureLearn has partnered also with three UK institutions with archives of cultural and educational material - the British Council, the British Library, and the British Museum - and with a few non-UK universities, so far the University of Auckland, Monash University and Trinity College Dublin.
This paper is a case study of FutureLearn. Unlike many case studies of such MOOC-based and OER initiatives, it is not from a member of the consortium. Indeed the case study will not use any privileged information. In evaluation terms it is carried out from an “external observer” standpoint, not from a “participant-observer” standpoint.
The key research question for this case study is to establish the strength and functions of the FutureLearn community - the community of staff at institutions who are engaged, increasingly collaboratively, in creating the FutureLearn courses, supporting the students, and co-developing the FutureLearn software systems and procedures.
The reason for this case study is to test one of the fundamental hypotheses of the POERUP project. POERUP, Policies for OER Uptake, is a study project funded by the Lifelong Learning Programme of the European Commission, running from late 2011 until June 2014. Among the core tasks of POERUP are to produce seven in-depth case studies of OER and MOOC communities. In addition to FutureLearn these include OER university (global), Wikiwijs (Netherlands) and ALISON (Ireland).
The research methodology involves so far:
1. documentary analysis of the FutureLearn project, involving what it says about itself and what others say about it, and a preliminary set of informal discussions with stakeholders.
2. in-depth interviews, using an interview template, with key staff at FutureLearn partners.
There will be a final phase of documentary analysis in the May-June 2014, before the end of the POERUP project.
The communities in the POERUP case studies are being analysed using Social Network Analysis, to varying degrees of depth depending on the activity within the communities. Bieke Schreurs the co-author of the presentation is responsible for this aspect of the research (Schreurs et al 2013).
The evidence we have gathered in the POERUP project indicates that at least within the European Union the era of large state-funded OER content initiatives is almost over. Our hypothesis is that a development such as FutureLearn is much more the kind of partnership - public and private, ambitious but not unrealistically so, nationally based yet not nationally bounded - that will succeed - and we want to understand and document why this is so in order that others can learn from it.
The Inspiring Science Education project aims to improve science education in schools across Europe by providing digital resources and tools to teachers and students. It has 30 partners across 15 countries. The project will help teachers make science more engaging by giving students access to interactive online content. It will also connect teachers and students in a community to collaborate on scientific activities across Europe. The document advertises opportunities for teachers to participate in competitions, workshops and summer schools through the Inspiring Science Education project.
Inform yourself about what (Go-Lab) scenarios are and how you can use them. This presentation was part of the 12th Science Projects Workshop in the Future Classroom Lab in Brussels, June 2016.
POERUP - policies for open(ing up) education(al) resources uptake - elevator ...Paul Bacsich
POERUP is an EU initiative focused on stimulating the uptake of open educational resources (OER) through country reports and case studies of successful OER communities. It aims to link to other EU and non-EU initiatives and support research on online learning costs, competencies, retention, accreditation, and social analytics. POERUP has six partner organizations and a budget of around €600K. One exciting recommendation is to establish an innovation fund to develop a new "European" university each year committed to low-cost online education using open content. A less exciting but important recommendation is for universities to improve accreditation of prior learning from online study and informal learning. National OER policies are being prepared with input from PO
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experi...eMadrid network
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experimentación online y nuevas experiencias en laboratorios remotos. María Teresa Restivo, Universidad de Oporto. 26/02/2016.
Quality in e-learning - a view for ENQAPaul Bacsich
A view from a benchmarking e-learning perspective of how to initiate a synthesis of approaches to quality in e-learning for use Europe-wide within the ENQA Standards and Guidelines
This document outlines a presentation about quality assurance of e-learning and MOOCs in European higher education. It discusses the SEQUENT project, which produced reports on quality assurance approaches. It also provides information on quality agencies and guidelines in different countries and institutions. The presentation then prompts attendees to discuss their own institutions' quality processes and guidelines for e-learning.
This presentation describes the approach taken by an externally-funded series of analytic projects in OER, first POERUP and then the successor studies on SharedOER and Adult Education & OER, to “solve” the requirement, first posed by UNESCO in 2012 (D’Antoni, 2013), but later taken up by the Hewlett Foundation (2013), of geographic mapping of OER initiatives, policies and other related entities. There are of course several such “solutions”, all with their strengths and weaknesses, but the POERUP database is larger than most so far, more multi-sector (HE,VET and K-12) and more global in coverage – in part because it could leverage on a series of well-funded EU projects over several years, each unusually (for EU projects) taking a global viewpoint.
The presentation will consider the decisions taken by POERUP and its successor studies on technology, databases, mapping and user interface, looking both at the distribution and the collection aspects.
Ocwc2014 policies-bacsich final and refsPaul Bacsich
This document discusses developing open educational resource (OER)-supportive policies for higher education in smaller countries. It provides context on the POERUP project, which is inventorying over 400 OER initiatives and producing policy documents. It defines smaller countries as those with less than 10 million people and lists several European Union countries that fall into this category. Key factors that affect policymaking in smaller countries are discussed, such as limited resources, influence of regional areas, smaller number of institutions, and importance of cultural and linguistic factors. The document then examines policy approaches in Scotland, Ireland and Wales in more detail. In Wales, an Open and Online Learning Working Group recently made recommendations to the minister and higher education institutions around several areas including access,
Presentation in the Workshop: MOOCs. Development for Tourism and Hospitality Curriculum at ENTER 2014 Conference, 21 to 24 of January, Dublin, Ireland
Oriol Miralbell and the support of Julià Minguillón
Policies for uptake of OER in the UK home nationsPaul Bacsich
This paper from POERUP provides a set of 16 or so recommendations designed to foster the use of open educational resources and open educational practices in the UK higher education sector, in particular England, Scotland and Wales.
The study method was to review the full range of OER activity in the UK HE sector in the last few years (such as the JISC/HEA OER Programme), take into account the policy environment in the home nations for HE in general and online learning in particular, and correlate these both with developments in over 30 other countries deemed to be of relevance to Europe and the emerging policy environment at EU level (to which the POERUP project contributed, as the author was both a member of the EU’s Open Education Experts Group and a contributor (Bacsich 2013a) to the Open Education 2030 workshop on higher education).
This paper focuses only on higher education in the UK but companion papers focus on further education and on schools.
In addition the project is also preparing policy papers on Ireland (by the same author), Netherlands, France, Spain, Poland and Canada. This set of studies and papers provides massive capability for cross-correlation and triangulation.
Our first EU HE OER policy paper (Bacsich 2013b) was made available publicly in September 2013, in advance of the EU’s Opening Up Education report (European Commission 2013). Ours has now been updated to take account of that and refine the EU’s recommendations for the HE sector. The first summary version of a UK HE policy paper has been produced for internal discussion in the POERUP project and then in the Advisory Committee.
Our UK HE presentation aims to take into account the different home nations’ HE systems and the different state of policy development in England and Wales (BIS 2013; HEW 2013) and working groups such as Open Scotland.
The POERUP project takes care not to focus on OER as an end in itself, but on the agendas that OER is said to be able to foster and on the wider agenda (called by the EU “opening up education”, but equally well called by others “open and distance learning”, “open educational practices”, or “flexible learning”) within which OER is embedded. Paradoxically perhaps, this makes it much easier to make recommendations and to ensure stability in the recommendations and consistency with other existing policies.
In its current draft form, the recommendations are formulated as 16 in a “home nation neutral” fashion, but the number of recommendations will no doubt change as the document splits into three versions. It is still felt to be valuable to produce a UK-wide synthesis, not least because several key agencies such as HEA and QAA have a UK-wide remit.
The project is willing to work with other home nations/regions/mission groups, Crown Dependencies and other EU countries to co-create similar documents. It already has some experience of this developed in the last few months.
STEM experiments for primary classrooms - Victor J. Perez, European SchoolnetBrussels, Belgium
Presentation by Victor J. Perez, European Schoolnet, about STEM experiments for primary school classrooms, at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
The document discusses training and implementation plans by Austria's Ministry of Education for educational IT systems from 2009. It provides details on:
1. Three types of training offered - self-directed, cooperative, and existing eLearning platforms.
2. Five categories of face-to-face workshops - teachers only, teachers and pupils, teachers/pupils and external institutions, teaching in regular lessons, and workshops for pupils.
3. Planned workshops from 2009-2009 covering topics like eContent, languages, tools, and copyright. Workshops would target teachers, pupils, and educational stakeholders.
Global Online Science Labs for Inquiry Learning at SchoolGo-Lab Initiative
The Go-Lab Project aims to provide online science labs and inquiry learning tools to motivate students to pursue scientific careers. It has created an online portal containing a repository of remote and virtual labs, an inquiry learning space platform to build lesson plans with various resources, and a tutoring platform for teacher support. The Go-Lab Project has been piloted in over 500 schools across 15 countries and provides teacher training workshops to facilitate hands-on science education through online labs.
Go-Lab: Introduction to Go-Lab and creation of interactive learning spacesGo-Lab Initiative
Learn in this presentation about the Go-Lab Project and the creation of interactive learning spaces. This presentation was part of the 12th Science Projects Workshop in the Future Classroom Lab in Brussels, June 2016.
Go-Lab: Global Online Science Labs for Inquiry Learning in SchoolsGo-Lab Initiative
The Go-Lab project aims to provide an online platform for inquiry-based science education using virtual and remote labs. The platform includes a repository of online labs and learning apps, authoring tools to create customized Inquiry Learning Spaces, and a tutoring platform connecting teachers with subject experts. The project involves 18 partners across 11 countries and has conducted three pilot phases in over 1,500 schools to test the Go-Lab features and tools. Feedback from teachers and students has been positive, though teachers expressed needing more training to fully utilize the resources due to time constraints.
This document discusses OpenCourseWare in Europe and its potential for virtual mobility. It notes that while Europe has many traditional universities, it is lagging in open education due to conservative attitudes and budget cuts. The project aims to facilitate virtual mobility across Europe by creating preconditions for a strong OCW framework through closer cooperation between institutions, sharing materials, and potentially joint degrees. It outlines phases of research, workshops, and reports to establish a European branch of the OpenCourseWare Consortium by the end of 2013.
Institutional Open Education and OER Policies - a view from POERUPPaul Bacsich
This document summarizes a webinar on institutional open education and OER policies. It discusses the need for OER policies to guide business planning, resource allocation, and consistency with other institutional policies. Policies can exist at various levels from individual to worldwide. The webinar also reviews levels of OER engagement within institutions and relevant stakeholders. UNESCO's 10 guidelines for OER policies aim to increase OER awareness, support licensing frameworks, and encourage open licensing of publicly funded materials. The webinar provides recommendations to foster innovation, ensure quality review of all learning modes, and move from time-based to output-based academic credit systems.
Presentation on VMCOLAB Project Pilot Courses Experiences by Bas Bergervoet (KU Leuven)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
OCWC POERUP external evaluation of FutureLearn communityPaul Bacsich
FutureLearn is a private company wholly owned by the UK Open University. It has partnered with over 20 leading UK universities to form the FutureLearn consortium. Since October 2013 this has offered a range of MOOCs focussed at informal learning on subjects typically taught at university level. FutureLearn has partnered also with three UK institutions with archives of cultural and educational material - the British Council, the British Library, and the British Museum - and with a few non-UK universities, so far the University of Auckland, Monash University and Trinity College Dublin.
This paper is a case study of FutureLearn. Unlike many case studies of such MOOC-based and OER initiatives, it is not from a member of the consortium. Indeed the case study will not use any privileged information. In evaluation terms it is carried out from an “external observer” standpoint, not from a “participant-observer” standpoint.
The key research question for this case study is to establish the strength and functions of the FutureLearn community - the community of staff at institutions who are engaged, increasingly collaboratively, in creating the FutureLearn courses, supporting the students, and co-developing the FutureLearn software systems and procedures.
The reason for this case study is to test one of the fundamental hypotheses of the POERUP project. POERUP, Policies for OER Uptake, is a study project funded by the Lifelong Learning Programme of the European Commission, running from late 2011 until June 2014. Among the core tasks of POERUP are to produce seven in-depth case studies of OER and MOOC communities. In addition to FutureLearn these include OER university (global), Wikiwijs (Netherlands) and ALISON (Ireland).
The research methodology involves so far:
1. documentary analysis of the FutureLearn project, involving what it says about itself and what others say about it, and a preliminary set of informal discussions with stakeholders.
2. in-depth interviews, using an interview template, with key staff at FutureLearn partners.
There will be a final phase of documentary analysis in the May-June 2014, before the end of the POERUP project.
The communities in the POERUP case studies are being analysed using Social Network Analysis, to varying degrees of depth depending on the activity within the communities. Bieke Schreurs the co-author of the presentation is responsible for this aspect of the research (Schreurs et al 2013).
The evidence we have gathered in the POERUP project indicates that at least within the European Union the era of large state-funded OER content initiatives is almost over. Our hypothesis is that a development such as FutureLearn is much more the kind of partnership - public and private, ambitious but not unrealistically so, nationally based yet not nationally bounded - that will succeed - and we want to understand and document why this is so in order that others can learn from it.
The Inspiring Science Education project aims to improve science education in schools across Europe by providing digital resources and tools to teachers and students. It has 30 partners across 15 countries. The project will help teachers make science more engaging by giving students access to interactive online content. It will also connect teachers and students in a community to collaborate on scientific activities across Europe. The document advertises opportunities for teachers to participate in competitions, workshops and summer schools through the Inspiring Science Education project.
Inform yourself about what (Go-Lab) scenarios are and how you can use them. This presentation was part of the 12th Science Projects Workshop in the Future Classroom Lab in Brussels, June 2016.
POERUP - policies for open(ing up) education(al) resources uptake - elevator ...Paul Bacsich
POERUP is an EU initiative focused on stimulating the uptake of open educational resources (OER) through country reports and case studies of successful OER communities. It aims to link to other EU and non-EU initiatives and support research on online learning costs, competencies, retention, accreditation, and social analytics. POERUP has six partner organizations and a budget of around €600K. One exciting recommendation is to establish an innovation fund to develop a new "European" university each year committed to low-cost online education using open content. A less exciting but important recommendation is for universities to improve accreditation of prior learning from online study and informal learning. National OER policies are being prepared with input from PO
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experi...eMadrid network
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experimentación online y nuevas experiencias en laboratorios remotos. María Teresa Restivo, Universidad de Oporto. 26/02/2016.
Quality in e-learning - a view for ENQAPaul Bacsich
A view from a benchmarking e-learning perspective of how to initiate a synthesis of approaches to quality in e-learning for use Europe-wide within the ENQA Standards and Guidelines
This document outlines a presentation about quality assurance of e-learning and MOOCs in European higher education. It discusses the SEQUENT project, which produced reports on quality assurance approaches. It also provides information on quality agencies and guidelines in different countries and institutions. The presentation then prompts attendees to discuss their own institutions' quality processes and guidelines for e-learning.
This presentation describes the approach taken by an externally-funded series of analytic projects in OER, first POERUP and then the successor studies on SharedOER and Adult Education & OER, to “solve” the requirement, first posed by UNESCO in 2012 (D’Antoni, 2013), but later taken up by the Hewlett Foundation (2013), of geographic mapping of OER initiatives, policies and other related entities. There are of course several such “solutions”, all with their strengths and weaknesses, but the POERUP database is larger than most so far, more multi-sector (HE,VET and K-12) and more global in coverage – in part because it could leverage on a series of well-funded EU projects over several years, each unusually (for EU projects) taking a global viewpoint.
The presentation will consider the decisions taken by POERUP and its successor studies on technology, databases, mapping and user interface, looking both at the distribution and the collection aspects.
Ocwc2014 policies-bacsich final and refsPaul Bacsich
This document discusses developing open educational resource (OER)-supportive policies for higher education in smaller countries. It provides context on the POERUP project, which is inventorying over 400 OER initiatives and producing policy documents. It defines smaller countries as those with less than 10 million people and lists several European Union countries that fall into this category. Key factors that affect policymaking in smaller countries are discussed, such as limited resources, influence of regional areas, smaller number of institutions, and importance of cultural and linguistic factors. The document then examines policy approaches in Scotland, Ireland and Wales in more detail. In Wales, an Open and Online Learning Working Group recently made recommendations to the minister and higher education institutions around several areas including access,
Presentation in the Workshop: MOOCs. Development for Tourism and Hospitality Curriculum at ENTER 2014 Conference, 21 to 24 of January, Dublin, Ireland
Oriol Miralbell and the support of Julià Minguillón
Policies for uptake of OER in the UK home nationsPaul Bacsich
This paper from POERUP provides a set of 16 or so recommendations designed to foster the use of open educational resources and open educational practices in the UK higher education sector, in particular England, Scotland and Wales.
The study method was to review the full range of OER activity in the UK HE sector in the last few years (such as the JISC/HEA OER Programme), take into account the policy environment in the home nations for HE in general and online learning in particular, and correlate these both with developments in over 30 other countries deemed to be of relevance to Europe and the emerging policy environment at EU level (to which the POERUP project contributed, as the author was both a member of the EU’s Open Education Experts Group and a contributor (Bacsich 2013a) to the Open Education 2030 workshop on higher education).
This paper focuses only on higher education in the UK but companion papers focus on further education and on schools.
In addition the project is also preparing policy papers on Ireland (by the same author), Netherlands, France, Spain, Poland and Canada. This set of studies and papers provides massive capability for cross-correlation and triangulation.
Our first EU HE OER policy paper (Bacsich 2013b) was made available publicly in September 2013, in advance of the EU’s Opening Up Education report (European Commission 2013). Ours has now been updated to take account of that and refine the EU’s recommendations for the HE sector. The first summary version of a UK HE policy paper has been produced for internal discussion in the POERUP project and then in the Advisory Committee.
Our UK HE presentation aims to take into account the different home nations’ HE systems and the different state of policy development in England and Wales (BIS 2013; HEW 2013) and working groups such as Open Scotland.
The POERUP project takes care not to focus on OER as an end in itself, but on the agendas that OER is said to be able to foster and on the wider agenda (called by the EU “opening up education”, but equally well called by others “open and distance learning”, “open educational practices”, or “flexible learning”) within which OER is embedded. Paradoxically perhaps, this makes it much easier to make recommendations and to ensure stability in the recommendations and consistency with other existing policies.
In its current draft form, the recommendations are formulated as 16 in a “home nation neutral” fashion, but the number of recommendations will no doubt change as the document splits into three versions. It is still felt to be valuable to produce a UK-wide synthesis, not least because several key agencies such as HEA and QAA have a UK-wide remit.
The project is willing to work with other home nations/regions/mission groups, Crown Dependencies and other EU countries to co-create similar documents. It already has some experience of this developed in the last few months.
STEM experiments for primary classrooms - Victor J. Perez, European SchoolnetBrussels, Belgium
Presentation by Victor J. Perez, European Schoolnet, about STEM experiments for primary school classrooms, at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
The document discusses training and implementation plans by Austria's Ministry of Education for educational IT systems from 2009. It provides details on:
1. Three types of training offered - self-directed, cooperative, and existing eLearning platforms.
2. Five categories of face-to-face workshops - teachers only, teachers and pupils, teachers/pupils and external institutions, teaching in regular lessons, and workshops for pupils.
3. Planned workshops from 2009-2009 covering topics like eContent, languages, tools, and copyright. Workshops would target teachers, pupils, and educational stakeholders.
Global Online Science Labs for Inquiry Learning at SchoolGo-Lab Initiative
The Go-Lab Project aims to provide online science labs and inquiry learning tools to motivate students to pursue scientific careers. It has created an online portal containing a repository of remote and virtual labs, an inquiry learning space platform to build lesson plans with various resources, and a tutoring platform for teacher support. The Go-Lab Project has been piloted in over 500 schools across 15 countries and provides teacher training workshops to facilitate hands-on science education through online labs.
Go-Lab: Introduction to Go-Lab and creation of interactive learning spacesGo-Lab Initiative
Learn in this presentation about the Go-Lab Project and the creation of interactive learning spaces. This presentation was part of the 12th Science Projects Workshop in the Future Classroom Lab in Brussels, June 2016.
Go-Lab: Global Online Science Labs for Inquiry Learning in SchoolsGo-Lab Initiative
The Go-Lab project aims to provide an online platform for inquiry-based science education using virtual and remote labs. The platform includes a repository of online labs and learning apps, authoring tools to create customized Inquiry Learning Spaces, and a tutoring platform connecting teachers with subject experts. The project involves 18 partners across 11 countries and has conducted three pilot phases in over 1,500 schools to test the Go-Lab features and tools. Feedback from teachers and students has been positive, though teachers expressed needing more training to fully utilize the resources due to time constraints.
Industrial E-Learning: innovation transfer from research into practicemetamath
IMC provides e-learning solutions and services. They discussed several of their R&D projects including the ROLE project, which combines formal and informal learning using a personal learning environment. They also discussed the Go-Lab project, an EU-funded initiative that provides online science labs for schools through an inquiry-based learning approach using virtual and remote labs. IMC has created MOOCs on the Go-Lab portal to train teachers on using online labs in the classroom through a combination of online coursework and hands-on lab activities, referred to as MOOL (MOOC + Online Lab).
Eden2013 remote laboratories_ws_14062013Enrique Barra
The document discusses several European projects that aim to provide remote access to science laboratories for secondary education students. The UniSchooLabS project from 2010-2012 promoted collaboration between universities and schools by giving remote access to science labs. The Go-Lab project, which ran from 2013-2016, sought to offer students and teachers access to online labs and scientific instruments to enrich science teaching and learning. It developed an online platform to search for and access remote labs. The GLOBAL Excursion project supported virtual excursions for students and teachers to access various e-infrastructures and resources.
Inquiry-based learning and use of online laboratories with Go-Lab - Anastasiy...Brussels, Belgium
Presentation by Anastasiya Boiko, European Schoolnet, about inquiry-based learning and use of online laboratories with Go-Lab, delivered at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Presentation about the happening in an ILS by María Jesús Rodríguez-Triana at the 12th Science Projects Workshop in the Future Classroom Lab in Brussels, June 2016.
Scientix 6th SPNE Brussels 8 May 2015: Quantum Spin-OffBrussels, Belgium
The Quantum Spin-Off project connects secondary school students with researchers in quantum physics and nanotechnology through classroom activities and visits to research labs. The project is funded by the European Commission and involves schools in Belgium, Estonia, Greece, and Switzerland. Teachers are provided with learning materials, guidelines, and training to introduce topics in quantum physics, nanoscience, and entrepreneurship. Students work with researchers on scientific papers and proposals for socially useful applications, and participate in a competition to develop their own "spin-off" business ideas. The goal is to spark students' interest in these fields and provide experiences with real-world research and innovation.
Scientix 7th SPNE Brussels 19 June 2015: Quantum Spin-OffBrussels, Belgium
The Quantum Spin-Off project connects secondary school teachers and students with researchers and spin-off companies to teach modern fields like quantum physics and entrepreneurship. Funded by the European Commission, the project provides learning materials, teacher guidelines, and national teacher trainings. Teachers guide their students through scientific papers, experiments, lab visits, and developing ideas for socially useful applications. Students may enter a contest to win the Quantum Spin-Off Prize. Feedback from teachers is used to improve the program and ensure its sustainability.
inGenious and other European projects on STEM education: nanOpinion, Go-Lab a...Brussels, Belgium
The document discusses several European STEM education projects supported by the European Commission:
- inGenious and other projects aim to promote STEM education through activities like collecting teaching practices from industry and workshops.
- nanOpinion produces educational materials on nanotechnology and runs a teacher training program.
- Go-Lab provides online science labs for inquiry-based learning and allows students to perform experiments remotely.
- Scientix is a portal that disseminates information on STEM projects, resources, events and a network of teachers across Europe. It aims to improve STEM education through collaboration.
La presentazione di Costantina Cossu, deputy Ambassador di Scientix, relativa al suo workshop "Scientix-Go Lab imparare con il laboratorio virtuale" al festival futurText, organizzato dall'Indire e la Fondazione Cassa di Risparmio di Lucca dal 20 al 22 Novembre 2014 a Lucca.
http://www.futurtext.it/2014/
Scientix go lab 27 febbraio final event pnsd cossu costantina okCostanTina Cossu
Scientix -il più grosso progetto per la STEM educational in Europe.
Step 1- Scientix e la sua potenzialità
Step 2- risorse ed attività-formazione
Step 3- laboboratori scientifici - workshop Go-Lab
(Global Online Science Labs for Inquiry Learning at School) è un metodo basato sulla ricerca-azione, che permette ai discenti di acquisire competenze scientifiche attraverso l’esperienza diretta. È un’infrastruttura tecnologica che fornisce agli studenti strumenti e funzionalità interattive e che incoraggia a investigare e a trovare risposte in ambito scientifico. Tutti i percorsi del metodo sono costituiti da cinque fasi: orientamento, concettualizzazione, investigazione, conclusione e discussione finale. Il workshop prevede: gestione del gruppo in sottogruppi con il coinvolgimento dei presenti; laboratori virtuali con simulazione di attrezzature ed esperimenti reali con il laboratorio Splash, con il galleggiamento e il Principio di Archimede; creazione di spazi personali ILS di apprendimento con l’uso della piattaforma Graasp Web; scelta di un laboratorio online o remoto con creazione di uno spazio di apprendimento con tutte le fasi dell’Inquiry Cicle.
The document discusses e-lab, an online platform for science experiments. It conducted a preliminary study with 15 teachers to test e-lab. The study found that e-lab is a valuable tool for teaching as it allows students to conduct experiments remotely and access equipment they may not have. However, some challenges were identified, such as ensuring students have computers and internet access to use e-lab. Overall, the study concluded that e-lab has the potential to motivate students in science by making experiments more accessible.
Scientix 8th SPWatFCL Brussels 16-18 October 2015: Teachers like Quantum Spin...Brussels, Belgium
Presentation of the project "Quantum Spin-off" by Adina Nistor, held during the 8th Science Projects Workshop in the Future Classroom Lab, Brussels, 16-18 October 2015
Sakai Experience from a Real Setting. (our) current ideas on how to explore ...Luis Borges Gouveia
Luis Borges Gouveia | Feliz Gouveia
The Seventh Open Classroom Conference
Incubating Creativity and the Capacity for Innovation:Open Content, Social Networking Tools and Creative Learning for All
15-17 October 2009 Porto, Portugal
The Up2U Project is an EU-funded initiative that aims to bridge the gap between secondary schools and higher education by developing teachers' and students' digital skills. It involves piloting a Next Generation Digital Learning Environment (NGDLE) in secondary schools. The project expects teachers and students to use the Up2U Application Toolbox to support learning through activities like project-based learning. Teachers will participate in continuous professional development courses to learn how to incorporate the Up2U tools into their teaching practices. Students and teachers will complete surveys before and after using the toolbox and students may collaborate on assignments using the Up2U tools.
Mapping science education projects in Europe and getting teachers, researcher...Brussels, Belgium
The document provides information about several European science education projects and initiatives. It discusses Scientix, a community for science education in Europe that maps science education projects and connects teachers, researchers, and other stakeholders. It describes some key Scientix 2 projects like inGenious, which involves schools and industry partnerships, and Go-Lab, which provides online science labs for inquiry-based learning. It also discusses the European Schoolnet, which promotes use of digital technologies in classrooms, and some of its STEM projects. Overall, the document outlines initiatives to support and connect science education across Europe.
Stories of Tomorrow - Angelos Lazoudis and Thalia TsakniaBrussels, Belgium
Presentation by Dr. Angelos Lazoudis, R&D Department, EA
Thalia Tsaknia, Primary School teacher, EA, about the Stories of Tomorrow project, delivered at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
eTwinning: The Community for schools in Europe - Irene Pateraki, European Sch...Brussels, Belgium
This document discusses eTwinning, a community for schools in Europe that connects teachers and students across countries through collaborative projects. It provides a brief history of eTwinning from its origins in 2004-2007 under the Lifelong Learning program to its expansion under Erasmus+ in 2014-2020. Key facts are presented on eTwinning's growth to over 578,000 registered teachers from 192,000 schools working on over 74,000 projects across 43 European countries. The benefits of eTwinning are listed as learning, pedagogical development, skill-building, networking, support and recognition. Tools on the eTwinning portal like eTwinning Live and TwinSpace that support project collaboration are also introduced.
Coding in the primary classroom - Efi Saltidou, European SchoolnetBrussels, Belgium
Efi Saltidou, European Schoolnet presented coding in the primary classroom at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Teaching with space: Universe in the classroom - Han Tran, Mahbobah Mahbobah,...Brussels, Belgium
Han Tran, Mahbobah Mahbobah, Heleen Otten, UNAWE, presented Teaching with space - Universe in the classroom - at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Cell EXPLORERS: Cellular and molecular biology in the primary school classroo...Brussels, Belgium
Muriel Grenon and Shane McGuinness, NUI Galway, presented Cell EXPLORERS - Cellular and molecular biology in the primary school classroom - at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
STEM careers and skills of the future - Anastasiya Boiko, European SchoolnetBrussels, Belgium
Anastasiya Boiko, European Schoolnet, presented STEM careers and skills of the future at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Time for Mathematics! Making Mathematical connection in the early years - Efi...Brussels, Belgium
Efi Saltidou, European Schoolnet, presented Time for Mathematics! Making Mathematical connection in the early years at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Scientix: The community for science education in Europe - Borbala Pocze, Euro...Brussels, Belgium
Borbala Pocze, European Schoolnet, presented Scientix: The community for science education in Europe at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
3D printing and designing techniques with Open Source Tools for teachers in p...Brussels, Belgium
Panagiotis Angelopoulos, Scientix MoE Representative, and Despina Mitropoulou, GFOSS Director, presented 3D printing and designing techniques with Open Source Tools for teachers in primary education at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Tinkering: A new way of learning STEAM - Jessica Massini, European SchoolnetBrussels, Belgium
"Tinkering: A new way of learning STEAM" is a workshop presentation by Jessica Massini, European Schoolnet, delivered at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Interdisciplinary learning at the Future Classroom Lab - Anastasiya Boiko, Eu...Brussels, Belgium
Presentation by Anastasiya Boiko, European Schoolnet, about Interdisciplinary learning at the Future Classroom Lab, at the Scientix course "STEM in primary school classrooms" 25-29 June 2018.
Welcome presentation "Exploring the Future Classroom Lab" by Efi Saltidou, European Schoolnet, at a Scientix course "STEM in primary school classrooms" 25-29 June 2018.
3rd Scientix Conference - 3 minute presentation of the exhibition standsBrussels, Belgium
These slides were displayed during a three minute introduction to each exhibition stand during the 3rd Scientix Conference in Brussels, Belgium, 4-6 May 2018.
Introduction presentation to the 18th Science Projects Workshop at the Future Classroom Lab by European Schoolnet, held 8-10 December 2017 in Brussels, Belgium.
#SPNE12 - Reflect and identify best practices on gender and innovation in STE...Brussels, Belgium
Groupwork questions by UNESCO at the 12th Scientix Projects Networking Event, held at the Future Classroom Lab by European Schoolnet on 5 December 2017.
#SPNE12 - Workshop: How to address gender stereotypes in science education th...Brussels, Belgium
A workshop by the PERFORM and GEDII projects at the 12th Scientix Projects Networking Event held at the Future Classroom Lab by European Schoolnet on 5 December 2017.
Introduction to recent findings on the gender bias in education and research by Jörg Müller, Universitat Oberta de Catalunya. Presentation from the 12th Scientix Projects' Networking Event, held at the Future Classroom Lab by European Schoolnet on 5 December 2017.
Welcoming presentation from the 12th Scientix Projects' Networking Event, held at the Future Classroom Lab by European Schoolnet on 5 December 2017. The event was organised in collaboration with the EU-funded PERFORM and GEDII projects.
Introduction to the Triseum Validation Pilot project at the 17th Science Projects Workshop at the Future Classroom Lab by European Schoolnet 17-19 November 2017.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Go-Lab brings the use of online and remote laboratories in the classrooms. The main focus is in providing students with laboratory experience and helping teachers to enrich their lessons.
The timeline of the project: a duration of 4 years and 2015-2016 (or Phase C) is the last year of the project. It is supported by 19 partners in 11 eleven countries.
Go-Lab brings the use of online and remote laboratories in the classrooms. The main focus is in providing students with laboratory experience and helping teachers to enrich their lessons.
The timeline of the project: a duration of 4 years and 2015-2016 (or Phase C) is the last year of the project. It is supported by 19 partners in 11 eleven countries.
Inquiry is an approach to the learning activity including exploration, asking questions, and discovering new solutions and understandings of scientific problems.
The process of Inquiry learning consists of several learning phases such as orientation, conceptualisation, investigation, discussion, and conclusion (see above). It also needs an effective learning environment: teachers' guidance, scientific experimentation settings, as well as learning resources and instructions.
In Go-Lab, teachers can create Inquiry Learning Spaces to provide necessary learning resources, tools, and guidance to their students, in order to support them in conducting personalised scientific experiments.
Scaffolding refers to support (dedicated software tools) that helps students with tasks that they cannot complete on their own. For example, they can help students to create hypotheses, design experiments, make predictions, and formulate interpretations of the data. In Go-Lab, you can have
LABS (2 types: remotely-operated laboratories or virtual labs that simulate the real equipment) and
APPS (small web based software applications supporting specific learning or teaching goals and tasks in online labs. Apps can be added to a Inquiry Learning Space together with online labs) An example of an app above, which tracks the time spent by a student in a certain phase of the inquiry learning cycle.
Three components:
Go-Lab Repository: search and explore online labs, apps and inquiry learning spaces;
Authoring platform (called Graasp): where you create and edit Inquiry Learning Spaces (abv. ILSs)
Tutoring platform: offers various support in the form online video tutorials, discussions with experts and sharing and Q&As with other teachers on the project forum.
International countries: high number of requests to join from teachers outside of the 15 official project countries which led to the development of an international community of teachers.
In these workshops teachers and other stakeholders contribute to the development of the Go-Lab portal and its components.
The winners of the Go-Lab competition have the opportunity to participate in a week long summer school.
- Teachers expressed their enthusiasm about the features of the Go-Lab but they still have their concerns in order to use it more often in their teaching practice.
Many teachers expressed their willingness to create their own ILSs and share them with other teachers.
Many teachers reported that they don’t have enough time to learn how to use the Go-Lab by themselves and they prefer to attend more workshops.
Students were very excited with Go-Lab and they completed all the activities of the ILS.
They were able to use the tools in the ILS, despite the fact that in some cases they encountered problems and difficulties.
The majority of the students agreed that they enjoyed the lesson and that using Go-Lab was a pleasant experience for them.
Some students suggested that they would be willing to use the Go-Lab again in their future lessons.