The document discusses the iCamp project which aims to design learning experiences to develop soft skills through innovative and interactive learning environments. It describes trials conducted using tools like blogs, wikis and social networking sites to support self-directed learning, social networking and collaboration across borders. It recognizes challenges in balancing individual and collaborative work, and forming shared workspaces. It proposes moving from traditional instructional design models to an ecological model where learning niches are defined by affordances rather than specific tools.
This document discusses open learning ecosystems and the meta-design approach. It defines an open learning ecosystem as an open, adaptive system where self-directed learners share knowledge over the internet using Web 2.0 tools. The meta-design approach is presented as a way for teachers to regain some control over learner-initiated activities while still allowing learner freedom. Key aspects of the meta-design approach include learners continuously developing and changing design solutions to support their learning, and teachers providing scaffolds and incentives to foster the accumulation of learning niches.
According to an Ecological Theory of Narrative Reference, situated reading or listening, action-related knowledge and embodiment are crucial concepts when it comes to foreshadowing future developments of literary systems in the age of mobile and locative media.
This document discusses key concepts from ecology that can be applied to understanding learning and designing learning environments. It describes learning as occurring within a complex system or "ecosystem" involving interactions between the learner, other learners, and environmental factors. Learning is framed as an adaptive process where learners and systems mutually adjust to better fit their environments. Ecological principles are argued to be well-suited for conceptualizing autonomous learning within self-organizing knowledge ecosystems.
This document proposes an ecological learning design framework. It begins by discussing existing frameworks around knowledge ecologies and their focus on information, meanings, networks, and connections. However, these frameworks do not clearly explain how ecology functions. The document then elaborates on deepening the ecological approach to emphasize the central role of activities in knowledge ecologies. It proposes components for a learning ecology framework, including that knowledge is distributed and inheres in social practices and relationships between people, tools, and environments involved in activities. Networks are interpreted as dynamically evolving activity systems.
The document discusses the iCamp project which aims to design learning experiences to develop soft skills through innovative and interactive learning environments. It describes trials conducted using tools like blogs, wikis and social networking sites to support self-directed learning, social networking and collaboration across borders. It recognizes challenges in balancing individual and collaborative work, and forming shared workspaces. It proposes moving from traditional instructional design models to an ecological model where learning niches are defined by affordances rather than specific tools.
This document discusses open learning ecosystems and the meta-design approach. It defines an open learning ecosystem as an open, adaptive system where self-directed learners share knowledge over the internet using Web 2.0 tools. The meta-design approach is presented as a way for teachers to regain some control over learner-initiated activities while still allowing learner freedom. Key aspects of the meta-design approach include learners continuously developing and changing design solutions to support their learning, and teachers providing scaffolds and incentives to foster the accumulation of learning niches.
According to an Ecological Theory of Narrative Reference, situated reading or listening, action-related knowledge and embodiment are crucial concepts when it comes to foreshadowing future developments of literary systems in the age of mobile and locative media.
This document discusses key concepts from ecology that can be applied to understanding learning and designing learning environments. It describes learning as occurring within a complex system or "ecosystem" involving interactions between the learner, other learners, and environmental factors. Learning is framed as an adaptive process where learners and systems mutually adjust to better fit their environments. Ecological principles are argued to be well-suited for conceptualizing autonomous learning within self-organizing knowledge ecosystems.
This document proposes an ecological learning design framework. It begins by discussing existing frameworks around knowledge ecologies and their focus on information, meanings, networks, and connections. However, these frameworks do not clearly explain how ecology functions. The document then elaborates on deepening the ecological approach to emphasize the central role of activities in knowledge ecologies. It proposes components for a learning ecology framework, including that knowledge is distributed and inheres in social practices and relationships between people, tools, and environments involved in activities. Networks are interpreted as dynamically evolving activity systems.
This document is a qualification handbook created by the ENROPE project, which aims to provide networking and professional development for junior researchers in the field of plurilingualism and language education. It was coordinated by members from Universität Siegen and written with partners from Universitat Ramon Llull and Université Sorbonne Nouvelle. The handbook describes the ENROPE project's objectives, key concepts, competency model, activities including three intensive study weeks and online study phases, and evaluation of the program. It is intended to support the professional development of junior researchers.
Enrope language policy, linguistic housekeeping, definitions and implementati...Priit Tammets
Este documento presenta la política lingüística del grupo ENROPE. El objetivo era legitimar el multilingüismo en las actividades académicas. Se desarrollaron definiciones para términos como idiomas asociados y vehiculares. Los productos clave se tradujeron a los idiomas de las instituciones asociadas. Se adoptó un enfoque flexible para el control de calidad del inglés, priorizando la claridad sobre las normas del inglés nativo.
Enrope language policy, linguistic housekeeping, definitions and implementationPriit Tammets
This document outlines the language policy of the ENROPE Group, which aims to promote multilingualism and inclusion. The policy defines key terms, discusses implementation strategies like translating essential materials into partner languages, and establishes a quality assurance process. Partner languages will be visible on the website, and strategic texts, the competency model, handbook introduction, and other materials will be translated. Documents will undergo multi-step reviews by colleagues from different institutions to ensure clarity and soundness for a diverse audience.
The guidance below was established by ENROPE participants at the beginning of the first Intensive Study Week in Berlin (21-27 June 2019). After establishing that the participants between them could use 39 languages and varieties, they discussed and developed ideas how they would like to use languages during the week.
Innovative subject specific H5P content types in DigiOppeVaramu project (math...Priit Tammets
The document describes additional content types and extensions developed for the DigiOppeVaramu (DÕV) digital learning resource project in Estonia. New H5P content types were created for specific subject areas like Kekule.js for chemistry, Visual Math Editor for mathematics, GeoGebra for mathematics, and music exercises. Other new content types included assessment rubrics, grid checkers, fill in the blank questions with dropdown options, and challenge games. These content types were designed to create interactive, platform-independent learning resources for teachers and students. The DÕV resources can be accessed through the e-Schoolbag system and support open standards for sharing content and badges.
The document discusses several topics related to mobile devices and responsive web design. It provides statistics on mobile phone and internet usage globally and examples of how mobile apps and responsive design are helping refugees. It also discusses the importance of responsive design principles like flexible layouts, media queries and responsive images to provide optimal experiences across different sized screens.
This document is a qualification handbook created by the ENROPE project, which aims to provide networking and professional development for junior researchers in the field of plurilingualism and language education. It was coordinated by members from Universität Siegen and written with partners from Universitat Ramon Llull and Université Sorbonne Nouvelle. The handbook describes the ENROPE project's objectives, key concepts, competency model, activities including three intensive study weeks and online study phases, and evaluation of the program. It is intended to support the professional development of junior researchers.
Enrope language policy, linguistic housekeeping, definitions and implementati...Priit Tammets
Este documento presenta la política lingüística del grupo ENROPE. El objetivo era legitimar el multilingüismo en las actividades académicas. Se desarrollaron definiciones para términos como idiomas asociados y vehiculares. Los productos clave se tradujeron a los idiomas de las instituciones asociadas. Se adoptó un enfoque flexible para el control de calidad del inglés, priorizando la claridad sobre las normas del inglés nativo.
Enrope language policy, linguistic housekeeping, definitions and implementationPriit Tammets
This document outlines the language policy of the ENROPE Group, which aims to promote multilingualism and inclusion. The policy defines key terms, discusses implementation strategies like translating essential materials into partner languages, and establishes a quality assurance process. Partner languages will be visible on the website, and strategic texts, the competency model, handbook introduction, and other materials will be translated. Documents will undergo multi-step reviews by colleagues from different institutions to ensure clarity and soundness for a diverse audience.
The guidance below was established by ENROPE participants at the beginning of the first Intensive Study Week in Berlin (21-27 June 2019). After establishing that the participants between them could use 39 languages and varieties, they discussed and developed ideas how they would like to use languages during the week.
Innovative subject specific H5P content types in DigiOppeVaramu project (math...Priit Tammets
The document describes additional content types and extensions developed for the DigiOppeVaramu (DÕV) digital learning resource project in Estonia. New H5P content types were created for specific subject areas like Kekule.js for chemistry, Visual Math Editor for mathematics, GeoGebra for mathematics, and music exercises. Other new content types included assessment rubrics, grid checkers, fill in the blank questions with dropdown options, and challenge games. These content types were designed to create interactive, platform-independent learning resources for teachers and students. The DÕV resources can be accessed through the e-Schoolbag system and support open standards for sharing content and badges.
The document discusses several topics related to mobile devices and responsive web design. It provides statistics on mobile phone and internet usage globally and examples of how mobile apps and responsive design are helping refugees. It also discusses the importance of responsive design principles like flexible layouts, media queries and responsive images to provide optimal experiences across different sized screens.