The TYYNE project focused on working life as a future learning environment. It found that learning is transforming from an individual activity to a community-based one, where informal learning and networks will play a bigger role. Communities of practice and open sharing of learning resources are important. New technologies will make learning possible anywhere and anytime. Leadership must support shared, experimental learning in work communities. The project recommended supporting learning networks, communities of practice, competency-based qualifications, and new leadership models to promote versatile, lifelong learning in evolving work environments.
Online educational environments and ICT tools in higher education: teachers s...Balazs Pankasz
The document summarizes a study that surveyed teachers at the University of Pécs about their use of online educational environments and ICT tools in higher education. The study aimed to understand teachers' opinions on using new digital tools like web 2.0 applications in education. It also sought to identify differences in attitudes toward technology between generations of teachers and students. The survey was completed online by 148 teachers and examined their use of ICT as well as views on incorporating new technologies into teaching. The results provide insight into teachers' perspectives on the role of digital tools in higher education.
Online educational environments and ICT tools in higher educationBalazs Pankasz
This document summarizes the thesis of Balázs Pankász's doctoral dissertation on online educational environments and ICT tools in higher education. The dissertation examines generational differences in university students' and professors' use of the internet and opinions on digital learning tools. It assesses assumptions that younger generations prefer online and social media-based learning opportunities. Surveys of students and professors at the University of Pécs aimed to understand current practices and identify opportunities to develop online courses and digital competencies in higher education. The dissertation reviews relevant learning theories and defines key concepts to provide context for analyzing the survey results and drawing conclusions about transforming higher education with new technologies.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
Technology in teaching and learning in the lifelong learning sector - researc...Sean Murricane
We all know that technology is changing our learning institutions. Lifelong Learning UK commissioned Pontydysgu to undertake some research to ascertain how technology is changing teaching and learning – and make some recommendations for what we should do about it.
The document discusses the use of digital media and technology in language learning. It covers several key points:
1) The author analyzes Bernd Ruschoff's theory that digital media can help create meaningful and authentic learning experiences by allowing students to negotiate output and collaborate.
2) Web 2.0 platforms empower students to both learn and produce content, acting as "digital natives". This generation influences incorporating digital media into curricula.
3) Authentic learning requires not just exposure to real language, but tasks students relate to. Digital media allows sharing output and getting feedback to support learning.
4) Technology is now normalized in life and education. It changes how we learn and teach but
Ict competence among academic staff in universitiesTariq Ghayyur
1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
3) The study recommends that university management should fund ICT training for academic staff and make such training mandatory to improve ICT competence.
Pedagogical Practices, Personal Learning Environments and the Future of eLe...Rui Páscoa
This document discusses pedagogical practices in elearning and the influence of personal learning environments (PLEs). It summarizes interviews with two experts in the field, Graham Attwell and José Lagarto. They believe that elearning should adopt a mix of pedagogical models rather than a single approach. While PLEs are tools, they are also part of the learning process by providing learners autonomy and connections to knowledge networks. PLEs allow learners to personalize their tools and resources to support formal and informal lifelong learning.
Online educational environments and ICT tools in higher education: teachers s...Balazs Pankasz
The document summarizes a study that surveyed teachers at the University of Pécs about their use of online educational environments and ICT tools in higher education. The study aimed to understand teachers' opinions on using new digital tools like web 2.0 applications in education. It also sought to identify differences in attitudes toward technology between generations of teachers and students. The survey was completed online by 148 teachers and examined their use of ICT as well as views on incorporating new technologies into teaching. The results provide insight into teachers' perspectives on the role of digital tools in higher education.
Online educational environments and ICT tools in higher educationBalazs Pankasz
This document summarizes the thesis of Balázs Pankász's doctoral dissertation on online educational environments and ICT tools in higher education. The dissertation examines generational differences in university students' and professors' use of the internet and opinions on digital learning tools. It assesses assumptions that younger generations prefer online and social media-based learning opportunities. Surveys of students and professors at the University of Pécs aimed to understand current practices and identify opportunities to develop online courses and digital competencies in higher education. The dissertation reviews relevant learning theories and defines key concepts to provide context for analyzing the survey results and drawing conclusions about transforming higher education with new technologies.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
Technology in teaching and learning in the lifelong learning sector - researc...Sean Murricane
We all know that technology is changing our learning institutions. Lifelong Learning UK commissioned Pontydysgu to undertake some research to ascertain how technology is changing teaching and learning – and make some recommendations for what we should do about it.
The document discusses the use of digital media and technology in language learning. It covers several key points:
1) The author analyzes Bernd Ruschoff's theory that digital media can help create meaningful and authentic learning experiences by allowing students to negotiate output and collaborate.
2) Web 2.0 platforms empower students to both learn and produce content, acting as "digital natives". This generation influences incorporating digital media into curricula.
3) Authentic learning requires not just exposure to real language, but tasks students relate to. Digital media allows sharing output and getting feedback to support learning.
4) Technology is now normalized in life and education. It changes how we learn and teach but
Ict competence among academic staff in universitiesTariq Ghayyur
1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
3) The study recommends that university management should fund ICT training for academic staff and make such training mandatory to improve ICT competence.
Pedagogical Practices, Personal Learning Environments and the Future of eLe...Rui Páscoa
This document discusses pedagogical practices in elearning and the influence of personal learning environments (PLEs). It summarizes interviews with two experts in the field, Graham Attwell and José Lagarto. They believe that elearning should adopt a mix of pedagogical models rather than a single approach. While PLEs are tools, they are also part of the learning process by providing learners autonomy and connections to knowledge networks. PLEs allow learners to personalize their tools and resources to support formal and informal lifelong learning.
Disruptive Innovation in Education: Open Learning, Online Learning, MOOCs and...inventionjournals
Rapid advancement of information and communication technologies has brought about various changes in education and the structure of colleges and universities. The education system is undergoing dynamic changes. These dynamic changes can be explained from the perspective of theory of disruptive innovation which basically explained that existing organizations were displaced from their industries because of their inertia towards the adoption of new innovation. Recent introduction of massive open online courses (MOOCs) is seen as a strong technological force influencing the education landscape. MOOCs which are operated on a different scale and expectation have triggered existing education providers to evaluate and strategize in order to remain relevant. This study is meant to give readers, especially practitioners in education sector a way of understanding the nature of disruptive innovation and how disruptive innovation is influencing the education landscape
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
The way adults pursue their education through life is changing as the technology around us
relentlessly continues to enhance our quality of life and further enhances every aspect of the
different tasks we set out to perform. This exploratory paper looks into how every adult can
embody a comprehensive set of academic services, platforms and systems to assist every
individual in the educational goals that one sets. A combination of three distinct technologies
are presented together with how they not only come together but complement each other around
a person in what is usually referred to as a personal area network. The network in this case
incorporates an intelligent personal learning environment providing personalised content,
intelligent wearables closer to the user to provide additional contextual customisation, and a
surrounding ambient intelligent environment to close a trio of technologies around every
individual. Each of the three research domains will be presented to uncover how each
contributes to the personal network that embodies what one usually expects from an educational
institution. Three distinct prototype systems have been developed, tested and deployed within a
functional system that will be presented in this paper.
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
Knowledge, social media and technologies for a learning societywanzahirah
The document summarizes several papers presented in a special issue of the journal Transactions of the SDPS on the topics of knowledge, social media, and technologies for learning. The papers explore how new technologies and social media are changing learning and discuss approaches like using smartphones and scaffolding tools to enhance the learning process. They also address challenges in recommending learning resources and the role of collective intelligence in driving innovation. The goal of the special issue is to look at the future of education from a transdisciplinary perspective.
This research proposal examines the impact of teachers' use of information and communication technologies (ICT) on student performance in higher education. The study aims to observe the relationship between ICT use and student achievement, as previous analyses have provided inconclusive results on whether ICT investments affect student outcomes. Since student performance is influenced by instructional factors and teacher characteristics, teachers' use of ICT could play an important role as a determinant of educational results. The proposal reviews literature from 2000-2018 and will use teacher ICT use data and student performance scales to determine the relationship. The results may provide insights into how promoting greater ICT integration in education can enhance student performance.
Community and identity in Open Educational Practice (OEP): insights from an e...LangOER
Presentation given by Katerina Zourou and Giiulia Torresin
(Web2Learn, Greece), at 12th Educational Repositories Network (EdReNe) Seminar in Denmark, 20-21 October 2015
Technological devices as a new & improved teaching method is highlighted as the future of education. The document discusses key aspects of developing a knowledge society through embracing technology in education, including the pervasiveness of technology, goals of providing education for all, and national strategic objectives. It emphasizes the need to develop teacher competencies relating to ICT and professional development to effectively integrate technology into teaching.
Beyond e-learning: from blended methodology to transmedia education. Valentina Favrin, Elisabetta Gola
and Emiliano Ilardi
Research on education and media Volume/Issue: Volume 7: Issue 1
First Online: 27 Nov 2015
DOI: https://doi.org/10.1515/rem-2015-0007
This document provides a literature review on the emerging use of communication technologies (CTs) in higher education. It summarizes that CTs, especially Web 2.0 tools, are increasingly being adopted in higher education to support teaching and learning. Popular tools include social networking sites, wikis, media sharing, virtual worlds, and personal learning environments. While CTs are disrupting traditional teaching methods, their integration into higher education is still a work in progress, with gaps in infrastructure and teacher training remaining barriers to adoption. The review aims to understand which CTs are used and how to inform the ongoing TRACER project analyzing CT adoption in Portuguese universities.
This document provides a review of e-learning in higher education. It begins with defining e-learning as the computer and network-enabled transfer of skills and knowledge to learners. It notes that e-learning has become an important part of education at all levels. The document then discusses the evolution of e-learning from using electronic media in traditional classrooms to fully online courses. It highlights that e-learning provides opportunities for continuous, lifelong learning. However, it also notes that e-learning will likely never replace traditional classroom learning entirely. The review explores the objectives, requirements and various definitions of e-learning. Overall, it aims to increase awareness of the importance of e-learning, especially when integrated with traditional methods of learning
Virtual lecturer web based application system to discharge teachers roles in ...Yekini Nureni
The document describes a proposed web-based virtual lecturer system that aims to help lecturers discharge their duties remotely. Key points:
1. The system would allow lecturers to upload course materials, tutorials, student results, project topics and more to support remote teaching.
2. It is intended to help address issues like large student enrollments straining teacher-student ratios by giving lecturers an online presence.
3. The proposed system would have sections for lecturers, students, and an administrator, and store information like user data, curricula, and course materials in a central database.
Need of integrating ict in todays classroomrajukammari
This document discusses the importance of integrating information and communications technology (ICT) into modern classrooms. It defines ICT and explains its significance in education. Integrating ICT can improve students' skills, knowledge, engagement and academic achievement. It allows students to directly contact professors and peers worldwide, developing communication skills. Teachers should guide students in appropriate ICT use and leverage technology to make complex concepts easier to understand. When used properly, ICT integration in education produces self-sufficient, conceptually strong students prepared for 21st century careers.
The document discusses how social learning tools can improve student engagement in online learning environments. It provides examples of successful social tools like integrated videos, document sharing, video conferencing, and online communities. While social tools offer benefits like bridging diversity and collaboration, challenges include potential distraction and a need for instructors to model proper use. Overall, social learning moves the classroom into a more engaging "Learning Cloud" environment that prepares students for future learning.
In the last few decades the way information is being shared has been changed a lot, freely sharing of information and pervasiveness of the internet have created various new opportunities for teaching and learning (Martin. F, 2012). There is a growing concern that such technology provide a convergence between on and off-campus teaching and learning however this convergence takes some strong consideration of the limitation among the off campus learners
Author: Walter Kugemann, Head of FIM New Learning , University Erlangen-Nuremberg
This article provides a cross-thematic analysis of the relationship between ICT, lifelong learning and innovation in the worlds of school education, vocational training and teacher training.
The document discusses a study on students' experiences using a Learning Management System (LMS) at Universiti Putra Malaysia. Key findings from interviews with students include:
1) Students use the LMS mainly to download lecture notes and check assignment grades. However, they desire a more permanent profile and notification of successful file uploads.
2) Students interact with lecturers and peers on the LMS and appreciate its anonymity for shy students.
3) Emerging themes from students suggest needs for a permanent profile, file submission notifications, and a more attractive layout with embedded features. Addressing student needs could help accelerate adoption of the LMS.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
Digitaalinen markkinointi kasvun moottorina. Hyödyntämällä verkon tuomat mahdollisuudet tavoitat ja sitoutat asiakkaasi entistä paremmin ja useammin. Tämä tarkoittaa enemmän kauppaa ja parempia asiakkaita juuri sinun yritykselle.
Disruptive Innovation in Education: Open Learning, Online Learning, MOOCs and...inventionjournals
Rapid advancement of information and communication technologies has brought about various changes in education and the structure of colleges and universities. The education system is undergoing dynamic changes. These dynamic changes can be explained from the perspective of theory of disruptive innovation which basically explained that existing organizations were displaced from their industries because of their inertia towards the adoption of new innovation. Recent introduction of massive open online courses (MOOCs) is seen as a strong technological force influencing the education landscape. MOOCs which are operated on a different scale and expectation have triggered existing education providers to evaluate and strategize in order to remain relevant. This study is meant to give readers, especially practitioners in education sector a way of understanding the nature of disruptive innovation and how disruptive innovation is influencing the education landscape
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
The way adults pursue their education through life is changing as the technology around us
relentlessly continues to enhance our quality of life and further enhances every aspect of the
different tasks we set out to perform. This exploratory paper looks into how every adult can
embody a comprehensive set of academic services, platforms and systems to assist every
individual in the educational goals that one sets. A combination of three distinct technologies
are presented together with how they not only come together but complement each other around
a person in what is usually referred to as a personal area network. The network in this case
incorporates an intelligent personal learning environment providing personalised content,
intelligent wearables closer to the user to provide additional contextual customisation, and a
surrounding ambient intelligent environment to close a trio of technologies around every
individual. Each of the three research domains will be presented to uncover how each
contributes to the personal network that embodies what one usually expects from an educational
institution. Three distinct prototype systems have been developed, tested and deployed within a
functional system that will be presented in this paper.
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
Knowledge, social media and technologies for a learning societywanzahirah
The document summarizes several papers presented in a special issue of the journal Transactions of the SDPS on the topics of knowledge, social media, and technologies for learning. The papers explore how new technologies and social media are changing learning and discuss approaches like using smartphones and scaffolding tools to enhance the learning process. They also address challenges in recommending learning resources and the role of collective intelligence in driving innovation. The goal of the special issue is to look at the future of education from a transdisciplinary perspective.
This research proposal examines the impact of teachers' use of information and communication technologies (ICT) on student performance in higher education. The study aims to observe the relationship between ICT use and student achievement, as previous analyses have provided inconclusive results on whether ICT investments affect student outcomes. Since student performance is influenced by instructional factors and teacher characteristics, teachers' use of ICT could play an important role as a determinant of educational results. The proposal reviews literature from 2000-2018 and will use teacher ICT use data and student performance scales to determine the relationship. The results may provide insights into how promoting greater ICT integration in education can enhance student performance.
Community and identity in Open Educational Practice (OEP): insights from an e...LangOER
Presentation given by Katerina Zourou and Giiulia Torresin
(Web2Learn, Greece), at 12th Educational Repositories Network (EdReNe) Seminar in Denmark, 20-21 October 2015
Technological devices as a new & improved teaching method is highlighted as the future of education. The document discusses key aspects of developing a knowledge society through embracing technology in education, including the pervasiveness of technology, goals of providing education for all, and national strategic objectives. It emphasizes the need to develop teacher competencies relating to ICT and professional development to effectively integrate technology into teaching.
Beyond e-learning: from blended methodology to transmedia education. Valentina Favrin, Elisabetta Gola
and Emiliano Ilardi
Research on education and media Volume/Issue: Volume 7: Issue 1
First Online: 27 Nov 2015
DOI: https://doi.org/10.1515/rem-2015-0007
This document provides a literature review on the emerging use of communication technologies (CTs) in higher education. It summarizes that CTs, especially Web 2.0 tools, are increasingly being adopted in higher education to support teaching and learning. Popular tools include social networking sites, wikis, media sharing, virtual worlds, and personal learning environments. While CTs are disrupting traditional teaching methods, their integration into higher education is still a work in progress, with gaps in infrastructure and teacher training remaining barriers to adoption. The review aims to understand which CTs are used and how to inform the ongoing TRACER project analyzing CT adoption in Portuguese universities.
This document provides a review of e-learning in higher education. It begins with defining e-learning as the computer and network-enabled transfer of skills and knowledge to learners. It notes that e-learning has become an important part of education at all levels. The document then discusses the evolution of e-learning from using electronic media in traditional classrooms to fully online courses. It highlights that e-learning provides opportunities for continuous, lifelong learning. However, it also notes that e-learning will likely never replace traditional classroom learning entirely. The review explores the objectives, requirements and various definitions of e-learning. Overall, it aims to increase awareness of the importance of e-learning, especially when integrated with traditional methods of learning
Virtual lecturer web based application system to discharge teachers roles in ...Yekini Nureni
The document describes a proposed web-based virtual lecturer system that aims to help lecturers discharge their duties remotely. Key points:
1. The system would allow lecturers to upload course materials, tutorials, student results, project topics and more to support remote teaching.
2. It is intended to help address issues like large student enrollments straining teacher-student ratios by giving lecturers an online presence.
3. The proposed system would have sections for lecturers, students, and an administrator, and store information like user data, curricula, and course materials in a central database.
Need of integrating ict in todays classroomrajukammari
This document discusses the importance of integrating information and communications technology (ICT) into modern classrooms. It defines ICT and explains its significance in education. Integrating ICT can improve students' skills, knowledge, engagement and academic achievement. It allows students to directly contact professors and peers worldwide, developing communication skills. Teachers should guide students in appropriate ICT use and leverage technology to make complex concepts easier to understand. When used properly, ICT integration in education produces self-sufficient, conceptually strong students prepared for 21st century careers.
The document discusses how social learning tools can improve student engagement in online learning environments. It provides examples of successful social tools like integrated videos, document sharing, video conferencing, and online communities. While social tools offer benefits like bridging diversity and collaboration, challenges include potential distraction and a need for instructors to model proper use. Overall, social learning moves the classroom into a more engaging "Learning Cloud" environment that prepares students for future learning.
In the last few decades the way information is being shared has been changed a lot, freely sharing of information and pervasiveness of the internet have created various new opportunities for teaching and learning (Martin. F, 2012). There is a growing concern that such technology provide a convergence between on and off-campus teaching and learning however this convergence takes some strong consideration of the limitation among the off campus learners
Author: Walter Kugemann, Head of FIM New Learning , University Erlangen-Nuremberg
This article provides a cross-thematic analysis of the relationship between ICT, lifelong learning and innovation in the worlds of school education, vocational training and teacher training.
The document discusses a study on students' experiences using a Learning Management System (LMS) at Universiti Putra Malaysia. Key findings from interviews with students include:
1) Students use the LMS mainly to download lecture notes and check assignment grades. However, they desire a more permanent profile and notification of successful file uploads.
2) Students interact with lecturers and peers on the LMS and appreciate its anonymity for shy students.
3) Emerging themes from students suggest needs for a permanent profile, file submission notifications, and a more attractive layout with embedded features. Addressing student needs could help accelerate adoption of the LMS.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
Digitaalinen markkinointi kasvun moottorina. Hyödyntämällä verkon tuomat mahdollisuudet tavoitat ja sitoutat asiakkaasi entistä paremmin ja useammin. Tämä tarkoittaa enemmän kauppaa ja parempia asiakkaita juuri sinun yritykselle.
This document provides English idioms for common phrases with their meanings. It includes idioms such as "to get in shape" meaning to exercise to be healthier, "to be a piece of cake" meaning to be very easy, and "to be all ears" meaning to listen very carefully. It offers explanations for idioms relating to memory, laziness, joking, decision making, and value.
Oph Sosiaalinen Median Oppimisen Ja Ohjauksen TukenaSanna Brauer
Sanna Brauerin ja Mervi Janssonin esitys Opetushallituksen Aalloilla ammatillista vetovoimaa, vaikuttavuutta ja verkostoja- laivaseminaarissa ammatillisen perus- ja lisäkoulutuksen kehittäjille 2010.
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Micro-revolutions in the open networks of teachers in Finland EdMedia paperAnne Rongas
Finnish educators have formed open social media networks to drive educational innovations on a grassroots level. The Sometu network, started in 2007, helped popularize these efforts and currently has almost 5,000 members. Other networks have formed around ideas like reinventing vocational education through "Guild Schools" and using peer learning to share skills and ideas. These voluntary networks allow educators from different organizations to collaborate openly and generate new ideas. They have helped drive minor reforms in teaching practices and culture in Finland.
The document discusses how information and communication technologies (ICT) are impacting modern society and the notion of an educated person. ICT has led to the concept of the knowledge or learning society. Schools must change to address the implications of ICT but more consideration is needed regarding the extent of change required and advantages ICT can provide. The growth of the knowledge society through widespread technology presents both a major challenge and opportunity for education.
This document discusses issues in integrating technology into language education. It begins by introducing how technology is changing education and debates around its impact. It then outlines key issues like how to infuse technology considering cognitive and sociocognitive approaches. It also discusses advantages like preparing students for communication, and disadvantages like costs and uncertainty. Factors hindering integration include financial barriers, availability of hardware/software, and acceptance of change. Essential conditions for implementation are also presented, such as shared vision, access, skilled educators, and assessment.
The document discusses the development of the Supportive Systems (SupSys) project. SupSys aims to develop an online system to support continuous professional development for individuals and flexible competence development for organizations. It will differ from traditional education by being non-formal and tailored to individual needs and interests. The system will guide professionals' qualification development over time based on a European Qualification Framework. It will integrate personal learning networks and environments while providing supervision and support from experts to help users progressively improve their knowledge, skills, and competencies.
Between theory and practice the importance of ict in higher educationMaria Loizou
This document discusses the importance of using information and communication technologies (ICT) in higher education. It argues that ICT provides opportunities for motivating learning and collaborative work among students. Specifically, the document shares the authors' experience using new technologies in university teaching activities. The use of ICT is seen as necessary for universities to adapt to the European Higher Education Area. Key points discussed include different paradigms of online teaching and learning, the role of virtual campuses and personal learning environments, and the rise of social networks for collaborative learning.
The smart education for smart ecosistems. sheila romera.sheila romera
Cities are changing rapidly with new technologies, posing challenges for education systems to prepare citizens. Smart city leaders must ensure residents have digital skills to participate fully. Education for smart cities requires moving beyond traditional student-teacher models and involving other community stakeholders. Learning environments across a city can cultivate creative skills for innovation. Schools should use technology to improve collaboration, engagement, and prepare students for 21st century jobs. Education has a role in teaching civic values and supporting lifelong learning and creativity to positively impact communities.
This document provides an introduction to emerging technologies for learning by discussing major trends driving change in education, what is known about learning, and the role of technology in teaching and learning. It covers fragmentation of information, how learners now piece together content, and challenges for education in clarifying information. Research shows distance education can be as effective as face-to-face learning when pedagogical excellence is provided. The document aims to serve as a resource for educators on incorporating technologies into teaching.
Implementing TEL at DMU: University of Surrey Workshopguest71d301
My preso for the University of Surrey's second workshop on their VLE review. http://www2.surrey.ac.uk/cead/learningandteaching/vle-strategy/vleworkshop2/
Implementing TEL at DMU: University of Surrey WorkshopRichard Hall
The document summarizes the results of a review of technology-enhanced learning (TEL) at De Montfort University conducted from 2010-2013. The review found that while the university utilized a range of digital tools, its organizational structures, professional development, and support services needed updating to fully realize the benefits of TEL. The review's recommendations included reorganizing decision-making around TEL, developing the skills of educators, migrating to a new learning management system, and increasing support for developing students' digital identities and safety.
Supportive systems for continuous and online professional developmenteLearning Papers
Authors: Nils Ove Lennart Jobring, Ingemar Svensson.
Due to the development of social media and online environments, the content and form of educational systems change. At the same time, demands on the individual professional to ensure that he or she is continually updated and employable are on the rise. In this article, we develop an alternative to established education and forms of training in the shape of a supportive system.
The document discusses a research project investigating teachers' capacity for innovation in using digital technologies. It aims to understand opportunities, motivations, and barriers for teachers developing new practices. The research involves collecting examples of innovative practice, interviewing teachers and stakeholders, and creating an online resource to share innovative practices. The goal is to understand how to better support and empower teachers as leaders of educational change through innovative uses of technology.
This presentation looks at the changing ways in which young people are using technology for playing, for communication and for learning.
It suggests that the education systems are failing to respond to new ways of learning.
The presentation goes on to propose the development of Personal Learning Environments, based largely on social software especially as a way of reflecting on informal learning.
Open Education & Open Educational Services (long)Andreas Meiszner
This document discusses open education and open educational services. It provides an overview of how education is shifting from closed, isolated systems to being more open, connected and participatory due to technologies like the web. It introduces the concepts of open education and open educational services, and discusses their benefits. It also summarizes two open education projects - openSE, which provides an open framework for computer science education, and openEd 2.0, which designs participatory learning environments.
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. ...eraser Juan José Calderón
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. Learning ecologies in the digital era Ecologías de aprendizaje en la era digital
Maria Ranieri and Isabella Bruni Lessons learntmymobileeu
This document summarizes findings from workshops on mobile learning in adult education. It identifies trends like using mobile devices as cultural learning resources and their potential for inclusion. Challenges discussed include technological and digital skill divides. Recommendations focus on conceptualizing learning as occurring anywhere, designing activities rather than courses, and supporting continuous learning. More research is needed on mobile learning and cultural practices, apps for adult learners, and the social impacts of mobile communities. Policies should support research, provide technologies, and develop mobile services to promote lifelong learning for all.
The document discusses effective practice with e-learning. It describes the Joint Information Systems Committee (JISC) which supports UK post-16 education through information technology. JISC launched an e-Learning Programme to promote standards for effective e-learning through collaboration. The guide aims to help practitioners understand how to design effective e-learning and build it into their practice by exploring approaches to learning and case studies of e-learning in different contexts.
This document summarizes a guide on effective e-learning practices published by the Joint Information Systems Committee (JISC). It discusses how e-learning can enhance teaching and learning when implemented appropriately. The guide aims to help educators in post-16 education reflect on how e-learning could benefit learners by providing case studies of institutions that have successfully incorporated e-learning. It seeks to establish best practices for embedding e-learning in a pedagogically sound way and link theory to practice across different education sectors.
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TYYNE project - Working life as a learning environment
1. In the modern, constantly changing work envi-
ronments, continuous learning is more important
than before. The ways of learning are changing,
because a great deal of on-the-job learning takes
place outside the traditional forms of education.
Learning in working life is also changing: instead
of competences of individuals developing through
training courses, learning is increasingly becoming
a continuous, community-based activity. Resour-
ces that have become important include, for
example, various communities of practice in which
employees of different organisations share profes-
sional practices. Peer groups are also an essential
resource in modern work communities, producing
and refining wikis and other community-origina-
ted products. Users are simultaneously informati-
on producers and information users, which has an
effect on their roles regarding their learning. The
ways differ in which different age groups learn.
For example, the new communications modes of
young digital natives and their community-based
activities challenge the present modes of on-the-
job learning.
This report describes the work and outcomes of
the TYYNE project (Työelämä oppimisympäristönä
- Working life as a learning environment) from the
viewpoint of working life as a future learning envi-
ronment. The work done was founded on several
complementary forms of activity. These included
literature reviews, expert panels, two-tier Delphi
inquiries and active work in various social media
channels. In addition to the actual outcomes of
the study, this report contains several essays, writ-
ten from different points of view and describing
the challenges of future learning in working life.
This TYYNE project report also describes the way
in which the study was conducted; it was very
participatory and interactive, and made use of the
means and channels enabled by the internet and
social media.
Työelämä oppimisympäristönä - Working life as a
learning environment - was a study funded by the
Centre for Economic Development, Transport and
the Environment of Lapland and overseen by the
Ministry of Education and Culture, forming a part
of the ESF Operational Programme in mainland
Finland, national section, operational line 3, The
Development of Competence, Innovation and Ser-
vice Systems Promoting the Functions of Labour
Market, a part of which consists of the develop-
ment project The Active Citizen of the Open Lear-
ning Environment. The project was implemented
under the coordination of the Association of Fin-
nish eLearning Centre 1 October 2012 - 30 Ap-
ril 2013; the participants included, in addition to
the Association of Finnish eLearning Centre, the
Aalto University (School of Arts, Design and Archi-
tecture, Learning Environments Research Group),
HAMK University of Applied Sciences and Otava
Folk High School.
Description
2. The TYYNE project (Työelämä oppimisympäristönä
- Working life as a learning environment) focused
on working life as a future learning environment.
The work done was founded on several comple-
mentary forms of activity. These included literature
reviews, expert panels, two-tier Delphi inquiries
and active work in various social media channels.
The study dealt with the multidimensional rela-
tionship between working life and learning, which
was approached through exposing the backg-
rounds for modern phenomena with the help of
field-specific literature and through the work of
expert panels. The project also estimated future
trends and enriched views concerning them using
participatory working methods such as Delphi in-
quiries and expert panels.
The key premise for this study was that multi-fa-
ceted, extensive and continuous learning will be
the most essential aspect of all work in the future.
Information processing and new learning are al-
most without exception involved in all current and
future professions - including those that are usu-
ally not considered knowledge-intensive. Work in
the future will clearly be community-based in na-
ture, and expert tasks conducted alone are already
vanishing. High standard competences of indivi-
duals will be important in the future as well, but
individual expertise will need to be related to the
collective competences of the work community.
Developments at work will require more extensive
and faster learning. In this way, the boundary bet-
ween working and learning will become artificial:
in the future, working will be continuous learning.
A key observation made in this study was that the
great change in learning can be summarised as
learning transforming itself from individual activity
to community-based activity. The key word for the
community-basis of learning is network. Learning
networks are diverse, multi-faceted and multidi-
mensional – and community-based learning will
be increasingly founded on open implementations
that do not recognise organisational boundaries.
Community-based forms of activity are supported
by e.g. trends that increase the significance of
communities of practice for learning, promote
openness and transparency, and solidify commu-
nity-based models in the arrangement of work.
These increasingly blended types of work arran-
gements - such as flexi time and remote work -
also mean that community-based learning makes
better use than before of various information and
communications technology solutions and servi-
ces. One of the important features in community-
based learning is the increase in open sharing.
Learning in future work environments will take
place at all times and everywhere. Various learning
features are increasingly embedded in our tools,
and support for learning will become a standard
feature of their diagnostics. Continuously develo-
ping, diverse mobile solutions will ensure that op-
portunities for learning - whether we are acquiring
or disseminating information - are available at all
times.
The significance of informal learning will grow and
gain strength in working life. In our quickly chan-
ging environment, the traditional course-oriented
modes of competence development have their
restrictions, because most of our current learning
takes place when we work and communicate with
the other members of our work communities. The
traditional educational methods still have an im-
portant but a more specifically defined role.
In working life, the habits and methods involved
in learning both develop and become more versa-
tile. These new modes and forms of learning will
supplant traditional classroom-oriented forms of
education. Game-like learning contents are rapidly
becoming more common in working-life learning,
as the concept of games and game-like features
is gaining depth and dimensions. The increasing,
high-quality supply of open learning contents will
transfer the focus of education from supplying
courses to supplying mentoring and other types
of support for learning; supporting and managing
learning will form the most important future chal-
lenge for leadership in organisations. Sharing the
results of our own work and those of our work
community, enriching them and improving them
continuously, forms an essential part of the lear-
ning process in working life.
We can assume that in future society, a major part
of the population is not employed in the tradi-
tional sense. However, it is essential that people
outside the traditional labour market as well as
microentrepreneurs and other persons in small or-
ganisations have the opportunity of actively net-
working as learners.
On the basis of the study, 15 recommendations
were given to promote learning in future working
environments in a versatile manner.
Summary
3. 1. Instead of focusing on the development of individual competences in work environments, lear-
ning activities focus on the development of the competences of communities. This requires that
new competences are acquired in work communities to lead them and to support their daily
learning through mentoring and other methods, and also to develop learning networks and new
leadership modes. Educational institutions and training organisations in Finland should effectively
develop and support this change through their actions and educational supply.
2. Learning in the current working life takes place through the learners functioning in different types
of networks and sharing openly among themselves. Therefore, it is important to support actively
the establishment, early phases and operation of different types of learning networks (e.g. regio-
nal and sector-specific networks). Effective learning networks are characterised by a diversity of
structure: they involve enterprises, educational institutions and public parties.
3. Various ICT-based solutions become more important in working-life learning than ever before.
The key trends that affect learning include e.g. the maturing of various augmented reality appli-
cations and services, the embedding of different types of learning resources into tools and struc-
tures, and the fact that mobile technologies are diversifying and becoming more efficient. In
order to make use of such new opportunities for learning in working life, we must have a strong
national ICT infrastructure, a strong services architecture, and determined cooperation among the
various parties.
4. Versatile, multidimensional learning holds a key position as individuals will be required to work
in many different professions and jobs during their careers; continuous learning is also important
if we truly want to extend the durations of people’s careers. The opportunities of individuals for
multi-faceted learning and, consequently, for professional mobility should be supported through
many different, complementary means.
5. We can assume that in future society, a major part of the population is not employed in the
traditional sense. However, it is essential that people working in different ways and in different
contexts have the opportunity of actively networking as learners. Similarly, we must actively take
care that people such as sole traders and people employed by microenterprises and small public
organisations have the opportunity of being included in continuous learning activities. Special
activities can be targeted to such groups to encourage them to participate in learning networks.
6. The importance of informal learning in working life is constantly increasing. We should make
informal learning more visible, strengthening it through e.g. enhancing competency-based vo-
cational qualification systems. The compilation and publication of individual learning portfolios
should be actively supported in many fields. Such measures will help increase opportunities for
professional mobility.
7. Information and communication technologies will increasingly enable the automatic saving and
analysis of many aspects of our work. It is also an increasing trend that people measure their
work and wellbeing on their own. These trends create opportunities for new types of learning in
which individuals and work communities reflect on their actions in real time as well as over the
long term. The continuous measuring and storing of activities and communication, together with
highly-developed information processing methods, may challenge the traditional and competen-
cy-based methods of acquiring qualifications. This new mode of operation will require diverse
investigations and studies relating to e.g. acceptable practices, privacy of information, various
agreements in work communities and the applications and services in use in them.
8. The networked activities of communities of practice are an important form of learning in current
working life. We should employ many different means to support the operation of communi-
ties of practice and the fluent dissemination of learning. If the establishment of communities of
practice is publicly funded, we must make sure that the continuation of the operation of such
communities becomes a key criterion for such funding.
9. Modes of operation founded on open sharing will probably gain ground in the future learning in
working life. The preconditions for open, mutual sharing and flexible co-creation must be promo-
ted and their obstacles must be decreased through e.g. appropriately comprehensive guidance
and counselling concerning immaterial rights as well as through technically supported open envi-
ronments for sharing learning resources in practice.
10. Finnish companies and research institutions have world-class experience of games design and the
implementation of games. Game-like features will probably gain ground in the future learning
in working life, and therefore, the operation of Finnish players in this field should be directed
4. towards making use of game-like features in the context of work as well.
11. New ICT applications and services that are currently reaching maturity - such as augmented reality
and man-machine cooperation - have significant potential in working-life learning. The deve-
lopment and introduction of these new applications and services should be accelerated through
targeted R&D funding as well as through project funding for their roll-out and use.
12. Until now, the current working life, considered as a learning environment, has been the subject of
only a few studies, whether Finnish or international. Universities and other institutions of higher
learning and research should put forth effort on the creation of many-faceted research-based
information concerning working life and learning, as well as developing and disseminating such
information.
13. Learning itself and the possibilities we have for learning in working life are critically influenced
by the competences we obtain at school. When the national core curricula for pre-primary, basic
and general upper secondary education are renewed and the new curricula enter into force, they
will impact working life and working-life trends to a significant extent. Therefore, the learning
of individuals and communities should be viewed in a comprehensive manner, making sure that
continuous learning is supported at all levels in our changing operating environments.
14. A new type of leadership is necessary for maintaining the forces of continuous renewal and
change in working life - we need both self-leadership and competence management. Work or-
ganisations and working habits are undergoing constant change. We work regardless of time
and place. Leadership in new types of environments must be supported and developed. In work
communities, leaders must create the frameworks and opportunities for shared learning, for ex-
perimentation and for enhancing practices together. Leaders need new types of models and tools
to help them lead.
15. Learning in working life, currently under continuous development in Finland, also requires positive
role models and the recognition of learning. The first important step would be the development
of a framework and a set of criteria for the use of organisations so they may review their own
learning in relation to others, similar to the way in which quality criteria are applied in quality
competitions. This first step could form the basis for the introduction of a new continuous lear-
ning award for organisations, in addition to the present awards, so that we might recognise and
share good practices, thereby strengthening organisations’ desire to continuously improve their
learning skills and their desire to learn.