On 12 January 2012 the Rector of the University of Yaoundé I Prof. Oumarou Bouba and the Prof. Jakob Rhyner, UNU Vice Rector in Europe signed a Memorandum of Understanding to institutionalize the collaboration in the field of e-learning.
This document discusses MOOCs and their potential impact on higher education. It begins by defining MOOCs as massive open online courses with large enrollments that provide course materials for free. While MOOCs have generated hype around disrupting traditional universities, the document notes they are still in the early hype phase according to Gartner's Hype Cycle and it is unclear if they will truly displace established institutions. The remainder discusses one university's experience with MOOCs, online education programs, and strategies to blend open online learning with campus education.
The document discusses ICT for education in Europe and the new EU2020 strategy. It provides examples of studies and projects funded under the Lifelong Learning Programme 2007-2013 related to ICT and education. It also looks ahead to challenges and priorities for future ICT-enabled education projects and funding under the EU commission.
This report documents the state of the art concerning the Cloud in education in partner countries across Europe. It describes policy perspectives, agencies and organisations promoting the Cloud in education, initiatives, projects and developments in different countries, it offers a list of relevant events and activities taking place in Europe, as well as key publications related to the project’s scope. The report indicates that the Cloud is developing rapidly in business but in many countries education has not recognised the advantages offered.
Education on the Cloud: Researching Student-Centred Cloud-Based Learning Pros...Karl Donert
School on the Cloud at the 2015 CELDA conference. Presentation of the paper on the School on the Cloud Network Project, presented at the CELDA conference, University of Maynooth, Ireland, 24-26 October 2015
School on the Cloud: 24/7/365 @LearningKarl Donert
The document discusses the challenges facing education with the rise of cloud computing. It summarizes the work of the European School on the Cloud network, which has 57 partners exploring how education should respond to cloud technologies. The network found many isolated small-scale cloud initiatives in education across Europe. It identified challenges including a lack of clear vision and policy, readiness for cloud adoption, developing e-leadership skills, and dealing with potential disruption. Future areas to explore include smart city learning environments and linking cloud services to individual learners' needs. The network seeks to provide guidance and stimulate further projects on topics like future scenarios and context-specific cloud-based solutions.
Leadership and implementing the Cloud in education Karl Donert
This document discusses the leadership and management challenges of implementing cloud-based technologies in education. It identifies several issues that educational organizations may face when deciding to move to the cloud, including technological, social, economic, cultural and pedagogical challenges. The document provides guidelines to help leaders and managers in this transition, including understanding the cloud and its potential benefits, recognizing the need for change management, and establishing a digital strategy and pathways for successful implementation. It recommends that leaders seek advice and look to the future to best support cloud-based developments in education.
This document discusses MOOCs and their potential impact on higher education. It begins by defining MOOCs as massive open online courses with large enrollments that provide course materials for free. While MOOCs have generated hype around disrupting traditional universities, the document notes they are still in the early hype phase according to Gartner's Hype Cycle and it is unclear if they will truly displace established institutions. The remainder discusses one university's experience with MOOCs, online education programs, and strategies to blend open online learning with campus education.
The document discusses ICT for education in Europe and the new EU2020 strategy. It provides examples of studies and projects funded under the Lifelong Learning Programme 2007-2013 related to ICT and education. It also looks ahead to challenges and priorities for future ICT-enabled education projects and funding under the EU commission.
This report documents the state of the art concerning the Cloud in education in partner countries across Europe. It describes policy perspectives, agencies and organisations promoting the Cloud in education, initiatives, projects and developments in different countries, it offers a list of relevant events and activities taking place in Europe, as well as key publications related to the project’s scope. The report indicates that the Cloud is developing rapidly in business but in many countries education has not recognised the advantages offered.
Education on the Cloud: Researching Student-Centred Cloud-Based Learning Pros...Karl Donert
School on the Cloud at the 2015 CELDA conference. Presentation of the paper on the School on the Cloud Network Project, presented at the CELDA conference, University of Maynooth, Ireland, 24-26 October 2015
School on the Cloud: 24/7/365 @LearningKarl Donert
The document discusses the challenges facing education with the rise of cloud computing. It summarizes the work of the European School on the Cloud network, which has 57 partners exploring how education should respond to cloud technologies. The network found many isolated small-scale cloud initiatives in education across Europe. It identified challenges including a lack of clear vision and policy, readiness for cloud adoption, developing e-leadership skills, and dealing with potential disruption. Future areas to explore include smart city learning environments and linking cloud services to individual learners' needs. The network seeks to provide guidance and stimulate further projects on topics like future scenarios and context-specific cloud-based solutions.
Leadership and implementing the Cloud in education Karl Donert
This document discusses the leadership and management challenges of implementing cloud-based technologies in education. It identifies several issues that educational organizations may face when deciding to move to the cloud, including technological, social, economic, cultural and pedagogical challenges. The document provides guidelines to help leaders and managers in this transition, including understanding the cloud and its potential benefits, recognizing the need for change management, and establishing a digital strategy and pathways for successful implementation. It recommends that leaders seek advice and look to the future to best support cloud-based developments in education.
Doukas School participates in several EU and National R&D projects and coordinates extensive European Networks under programmes such as Horizon 2020, Erasmus+, Lifelong Learning Programme, Intelligent Energy Europe, EPEAEK, PAVE, LINGUA.
For further information about Doukas School Projects please visit:
http://bit.ly/Doukas_R-D_leaflet & http://www.en.doukas.gr/randd
In the context of research projects, Doukas School teachers and experts cooperate in order to express the user-needs of the school pupils or school educators. They also provide valuable feedback for the design of educational services, activities, software/applications etc. During the testing and validation stage, students and teachers in Doukas School evaluate the demonstrator, in order to provide feedback form the side of the actual end-user. Finally, the school participates actively in dissemination and quality assurance activities.
Doukas School participates in several EU and national research projects focused on technology-enhanced learning, STEM education, literacy skills, and other areas. It provides feedback and evaluates educational software and applications as part of these projects. Doukas School teachers and experts also work to express the needs of students and educators. The school disseminates information about its research through its website and involvement in various projects.
The document outlines Greece's national strategy for developing digital schools between 2010-2015. It aims to improve digital infrastructure in schools, provide teacher training, develop educational resources, and modernize school administration systems. Specific targets include connecting all schools to broadband internet, increasing the number of computers and interactive whiteboards in schools, training over 100,000 teachers to integrate technology into lessons, and developing an online platform hosting digital textbooks and learning materials. The strategy represents a government commitment to enhancing technology use in education across Greece.
Building a global teaching profile: Showcasing Open Educational Resources a...Michael Paskevicius
Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape Town (UCT).
Delivered November 18, 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT.
Martin Weller is Professor of Educational Technology at The Open University, UK. His keynote at the #EDEN2015 Annual Conference is captured on video and will be published on on EDEN's Youtube channel. Read about EDEN: http://www.eden-online.org
Critical Reflections on Building a Community of Practice about ICT-enabled Le...Charles Sturt University
This document discusses strategies for building a university-wide Community of Practice around information and communication technology (ICT)-enabled learning and teaching at Charles Sturt University. It outlines three dimensions that define a Community of Practice: domain of knowledge, community of relationships, and shared practice. It then describes initiatives taken in 2009 to foster the Community of Practice through university-wide video conferences, microblogging, and an online learning design showcase. The goal is to continue supporting growth through appropriate technologies, encouragement, and international links to share knowledge and professional development.
Preparing Leaders, Managers, and Instructors for Realizing TEL in Their Organ...Lisa Marie Blaschke
As more institutions grapple with incorporating technologies into the classroom — either in blended or purely online formats — there is an ongoing need for educational programmes that provide decision-makers with the necessary skills and competencies for navigating these often new spaces. Such spaces must be manoeuvred with care and with a holistic and contextual approach, as any adoption of technology requires transformation across the organisation, from education design and delivery to administrative tasks and service and support offerings. In addition, critical success factors must be considered, such as the implementational approach used and the roles of leadership, management, and faculty. The University of South Africa (Unisa) is a remarkable example of a leading higher education institution currently in the midst of this transformation.
To support institutions such as Unisa, the University of Oldenburg offers a certificate programme that is designed to equip managers, leaders, and educators with the theory and practice necessary for integrating technology enhanced learning (TEL) within their education environments. This Certificate of Advanced Studies (CAS) in Online Teaching and Learning (OTL) focuses on the various aspects of realizing TEL in organisations, from understanding the basic principles and theories of TEL to the design of instructional environments and learner support.
This session would examine the ongoing partnership between Unisa and the University of Oldenburg in delivering the OTL certificate programme for educators and managers, as well as discuss the business model, programme content, student experiences, and foreseeable applications.
Working Group 4-1 discussed the role of virtual universities and information technologies in universities. The group concluded that virtual universities were not a threat if real universities also utilized information technologies in teaching and some virtual elements in programs. The university remains an important place for students to meet with professors and access services and facilities. Good use of information technologies requires training faculty, changing classroom setups, and being flexible with schedules. Information technologies should be applied to teaching and learning, research, administration, and libraries. Developing countries need economic and collaborative support from developed countries and organizations like IAU to develop their use of information technologies.
The document summarizes findings from the JISC Learner Experience Programme (LXP) regarding students' use of technology. The LXP studied students across different disciplines and found extensive use of various tools for tasks like researching, communicating, and completing assignments. Students had personalized approaches and used tools in unintended ways compared to institutional policies. This points to a mismatch between policy directives focused on lifelong learning and the realities of students' technology use in a rapidly changing social and educational context.
This document discusses the growth of distance education over the past 20 years and both the opportunities and challenges it faces. It notes that while distance education enrollments have increased significantly, allowing greater access to education, there is also some opposition emerging and issues with quality assurance. It argues that governments need to recognize distance education's potential to expand access at low cost, foster independent learning, and promote innovation, while also ensuring strong, independent quality assurance oversight.
School on the Cloud Project Update 2015Karl Donert
The document summarizes activities of the European School on the Cloud network, which aims to explore how education should respond to the potential of cloud computing. The network has 57 partners across Europe researching the impact of the cloud on education stakeholders. It has four working groups focusing on cloud leadership, innovative teaching, personalized learning, and future education scenarios. The network also published a state of the art report on cloud computing in education across Europe, finding a variety of isolated initiatives and developments in different countries. The network seeks to provide guidance and support to stakeholders on utilizing cloud technologies and developing cloud-based educational solutions and services.
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
EMPOWER Artificial Intelligence webinar week: by Jesus BoticarioEADTU
1) Higher education institutions have traditionally focused more on education than learning and classrooms still resemble those from the 19th century.
2) Personalized learning has the potential to cater to individual differences and bring more students into education through inclusive and adaptive technologies.
3) UNED aims to develop a roadmap for personalized learning through first establishing an ethical framework for data use, then gathering and analyzing student data to design evidence-based interventions and predictive models.
The document summarizes the response of EADTU - EU Online Summit to the COVID-19 pandemic which has forced 90% of the world's student population into school closures. Their response included launching an emergency remote teaching portal in March 2020 which provides short resources in Spanish on key aspects of remote education. The portal includes 22 webinars with over 1,400 registrations for each of the first 6 webinars and 700-1,300 participants. Looking ahead, online learning will be more important and universities must collaborate to help education systems leverage digital learning opportunities.
The document discusses a study by HEFCE (Higher Education Funding Council for England) on online distance learning in the UK. The study profiles 9 institutions that provide online and distance education. It aims to improve discoverability of online programs and provide advice on infrastructure. It also discusses some myths around online education being inferior and the need for cultural changes in higher education to support online learning.
This document summarizes Steve Wheeler's keynote speech on open educational resources and user generated content. Some main points include: OER emphasizes learner engagement and skills for problem solving; user generated content is created freely by students and teachers without formal peer review; Wikipedia allows open initiation and editing of entries; sharing OER development costs means better return on investment; barriers to OER include quality concerns, ownership issues and sustainability; trends in education include moving from closed to open and from consuming to creating.
The document discusses higher education and sustainable development in Europe. It describes the Copernicus Alliance, a network of over 60 European institutions working to support the transformation of higher education towards sustainability. This includes conferences, projects, research and capacity building. It also discusses the University Educators for Sustainable Development program, a network of 55 partners from 30 countries working to develop sustainability competencies among educators. Additionally, it summarizes regional centers of expertise and initiatives in individual European countries to promote education for sustainable development at universities.
- Open Nottingham is the University of Nottingham's initiative to make educational resources openly available online through their U-Now open courseware website.
- It aims to promote open learning and the publication, discovery, and reuse of open educational resources (OERs). Over 1,500 credits of content have been made openly available through U-Now.
- Support includes a dedicated Open Learning Support Officer, learning technology support staff, and workshops to promote OER discovery and reuse.
- Impact studies show that OERs from Open Nottingham have been reused by academics and students to reduce costs and support learning. International students in China have also used U-Now resources to supplement their studies.
Doukas School participates in several EU and National R&D projects and coordinates extensive European Networks under programmes such as Horizon 2020, Erasmus+, Lifelong Learning Programme, Intelligent Energy Europe, EPEAEK, PAVE, LINGUA.
For further information about Doukas School Projects please visit:
http://bit.ly/Doukas_R-D_leaflet & http://www.en.doukas.gr/randd
In the context of research projects, Doukas School teachers and experts cooperate in order to express the user-needs of the school pupils or school educators. They also provide valuable feedback for the design of educational services, activities, software/applications etc. During the testing and validation stage, students and teachers in Doukas School evaluate the demonstrator, in order to provide feedback form the side of the actual end-user. Finally, the school participates actively in dissemination and quality assurance activities.
Doukas School participates in several EU and national research projects focused on technology-enhanced learning, STEM education, literacy skills, and other areas. It provides feedback and evaluates educational software and applications as part of these projects. Doukas School teachers and experts also work to express the needs of students and educators. The school disseminates information about its research through its website and involvement in various projects.
The document outlines Greece's national strategy for developing digital schools between 2010-2015. It aims to improve digital infrastructure in schools, provide teacher training, develop educational resources, and modernize school administration systems. Specific targets include connecting all schools to broadband internet, increasing the number of computers and interactive whiteboards in schools, training over 100,000 teachers to integrate technology into lessons, and developing an online platform hosting digital textbooks and learning materials. The strategy represents a government commitment to enhancing technology use in education across Greece.
Building a global teaching profile: Showcasing Open Educational Resources a...Michael Paskevicius
Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape Town (UCT).
Delivered November 18, 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT.
Martin Weller is Professor of Educational Technology at The Open University, UK. His keynote at the #EDEN2015 Annual Conference is captured on video and will be published on on EDEN's Youtube channel. Read about EDEN: http://www.eden-online.org
Critical Reflections on Building a Community of Practice about ICT-enabled Le...Charles Sturt University
This document discusses strategies for building a university-wide Community of Practice around information and communication technology (ICT)-enabled learning and teaching at Charles Sturt University. It outlines three dimensions that define a Community of Practice: domain of knowledge, community of relationships, and shared practice. It then describes initiatives taken in 2009 to foster the Community of Practice through university-wide video conferences, microblogging, and an online learning design showcase. The goal is to continue supporting growth through appropriate technologies, encouragement, and international links to share knowledge and professional development.
Preparing Leaders, Managers, and Instructors for Realizing TEL in Their Organ...Lisa Marie Blaschke
As more institutions grapple with incorporating technologies into the classroom — either in blended or purely online formats — there is an ongoing need for educational programmes that provide decision-makers with the necessary skills and competencies for navigating these often new spaces. Such spaces must be manoeuvred with care and with a holistic and contextual approach, as any adoption of technology requires transformation across the organisation, from education design and delivery to administrative tasks and service and support offerings. In addition, critical success factors must be considered, such as the implementational approach used and the roles of leadership, management, and faculty. The University of South Africa (Unisa) is a remarkable example of a leading higher education institution currently in the midst of this transformation.
To support institutions such as Unisa, the University of Oldenburg offers a certificate programme that is designed to equip managers, leaders, and educators with the theory and practice necessary for integrating technology enhanced learning (TEL) within their education environments. This Certificate of Advanced Studies (CAS) in Online Teaching and Learning (OTL) focuses on the various aspects of realizing TEL in organisations, from understanding the basic principles and theories of TEL to the design of instructional environments and learner support.
This session would examine the ongoing partnership between Unisa and the University of Oldenburg in delivering the OTL certificate programme for educators and managers, as well as discuss the business model, programme content, student experiences, and foreseeable applications.
Working Group 4-1 discussed the role of virtual universities and information technologies in universities. The group concluded that virtual universities were not a threat if real universities also utilized information technologies in teaching and some virtual elements in programs. The university remains an important place for students to meet with professors and access services and facilities. Good use of information technologies requires training faculty, changing classroom setups, and being flexible with schedules. Information technologies should be applied to teaching and learning, research, administration, and libraries. Developing countries need economic and collaborative support from developed countries and organizations like IAU to develop their use of information technologies.
The document summarizes findings from the JISC Learner Experience Programme (LXP) regarding students' use of technology. The LXP studied students across different disciplines and found extensive use of various tools for tasks like researching, communicating, and completing assignments. Students had personalized approaches and used tools in unintended ways compared to institutional policies. This points to a mismatch between policy directives focused on lifelong learning and the realities of students' technology use in a rapidly changing social and educational context.
This document discusses the growth of distance education over the past 20 years and both the opportunities and challenges it faces. It notes that while distance education enrollments have increased significantly, allowing greater access to education, there is also some opposition emerging and issues with quality assurance. It argues that governments need to recognize distance education's potential to expand access at low cost, foster independent learning, and promote innovation, while also ensuring strong, independent quality assurance oversight.
School on the Cloud Project Update 2015Karl Donert
The document summarizes activities of the European School on the Cloud network, which aims to explore how education should respond to the potential of cloud computing. The network has 57 partners across Europe researching the impact of the cloud on education stakeholders. It has four working groups focusing on cloud leadership, innovative teaching, personalized learning, and future education scenarios. The network also published a state of the art report on cloud computing in education across Europe, finding a variety of isolated initiatives and developments in different countries. The network seeks to provide guidance and support to stakeholders on utilizing cloud technologies and developing cloud-based educational solutions and services.
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
EMPOWER Artificial Intelligence webinar week: by Jesus BoticarioEADTU
1) Higher education institutions have traditionally focused more on education than learning and classrooms still resemble those from the 19th century.
2) Personalized learning has the potential to cater to individual differences and bring more students into education through inclusive and adaptive technologies.
3) UNED aims to develop a roadmap for personalized learning through first establishing an ethical framework for data use, then gathering and analyzing student data to design evidence-based interventions and predictive models.
The document summarizes the response of EADTU - EU Online Summit to the COVID-19 pandemic which has forced 90% of the world's student population into school closures. Their response included launching an emergency remote teaching portal in March 2020 which provides short resources in Spanish on key aspects of remote education. The portal includes 22 webinars with over 1,400 registrations for each of the first 6 webinars and 700-1,300 participants. Looking ahead, online learning will be more important and universities must collaborate to help education systems leverage digital learning opportunities.
The document discusses a study by HEFCE (Higher Education Funding Council for England) on online distance learning in the UK. The study profiles 9 institutions that provide online and distance education. It aims to improve discoverability of online programs and provide advice on infrastructure. It also discusses some myths around online education being inferior and the need for cultural changes in higher education to support online learning.
This document summarizes Steve Wheeler's keynote speech on open educational resources and user generated content. Some main points include: OER emphasizes learner engagement and skills for problem solving; user generated content is created freely by students and teachers without formal peer review; Wikipedia allows open initiation and editing of entries; sharing OER development costs means better return on investment; barriers to OER include quality concerns, ownership issues and sustainability; trends in education include moving from closed to open and from consuming to creating.
The document discusses higher education and sustainable development in Europe. It describes the Copernicus Alliance, a network of over 60 European institutions working to support the transformation of higher education towards sustainability. This includes conferences, projects, research and capacity building. It also discusses the University Educators for Sustainable Development program, a network of 55 partners from 30 countries working to develop sustainability competencies among educators. Additionally, it summarizes regional centers of expertise and initiatives in individual European countries to promote education for sustainable development at universities.
- Open Nottingham is the University of Nottingham's initiative to make educational resources openly available online through their U-Now open courseware website.
- It aims to promote open learning and the publication, discovery, and reuse of open educational resources (OERs). Over 1,500 credits of content have been made openly available through U-Now.
- Support includes a dedicated Open Learning Support Officer, learning technology support staff, and workshops to promote OER discovery and reuse.
- Impact studies show that OERs from Open Nottingham have been reused by academics and students to reduce costs and support learning. International students in China have also used U-Now resources to supplement their studies.
The document summarizes the activities of the MEDEAnet project from 2012-2014, which promoted media-based learning in organizations and among practitioners through local training events, online resources, and knowledge sharing. Key activities included exploiting best practices from the annual MEDEA Awards competition, hosting an annual Media & Learning conference in Brussels, establishing a community of practice and monthly newsletter, and producing reports on media and learning in Europe. The project also organized webinars and workshops in Greece on topics like developing documentaries in schools and integrating gaming in the classroom.
- The document discusses integrating digital literacy into university curriculums. It proposes developing students' abilities to locate, organize, evaluate, and analyze online information using digital tools.
- A project is proposed to assess students' current digital literacy, develop an approach to address weaknesses, implement a trial program, and refine the approach for broader use. The goal is to prepare students for study, work, and life in a digital world.
- Challenges include variable student digital skill levels and entrenched expectations of traditional learning. Examples of successful students embracing new approaches through blogging and online sharing are provided.
This document discusses international benchmarking of e-learning at Lund University in Sweden. It provides context on benchmarking and outlines several benchmarking projects Lund has conducted, including with the European Association of Distance Teaching Universities (EADTU) and the European School for Media and Management Studies (ESMU). The EADTU project used 33 e-learning benchmarks across strategic management, curriculum design, course design, delivery and student/staff support. Benchmarking provides benefits like improving quality, strengthening identity and reputation, and discovering new ideas. Emerging themes in e-learning include personalization, participation, productivity, and aspects like networking, sustainability and lifelong learning.
Thoughts on Future University in 2030 Keynote Speaker Presentation for the ICIER International Conference on Interdisciplinary Educational Reflections 9 June 2022, virtual
A regional Open Education agenda for the South MediterraneanFabio Nascimbeni
Presenting the OpenMed regional Open Education agenda for the South Mediterranean region: a set of proposed actions that should guide institutions and governments alike to increase openness in their educational offer.
The document summarizes a conference on knowledge sharing in educational institutions hosted by the United Nations University. It discusses how knowledge management has evolved from knowledge being something to be managed, to something to be shared. It provides examples of knowledge sharing experiences at UNU, such as brown bag lunches and a learning hub blog. The document advocates for creating an environment where people can engage in meaningful conversations and discussions that matter. It notes a shift from expert-centered learning to a more collaborative model.
This document discusses virtual collaborative learning (VCL), which involves online collaboration in groups to gain new knowledge. It provides background on VCL, including its role in supporting internationalization and mobility in European higher education. VCL frameworks aim to foster virtual exchange and mobility through international collaborative learning projects between universities. The document outlines the key components of VCL, including situational learning cases, online collaboration platforms, learning analytics, and pedagogical support from e-tutors. It presents VCL as a way to help achieve the goals of the Bologna Process in building a European knowledge society and area of lifelong learning.
Across German borders: Current Digital Higher Education initiatives & practic...e-teaching.org
Slides zu folgender Veranstaltung:
https://www.e-teaching.org/community/communityevents/onlinepodium/across-the-german-borders-digital-higher-education-in-the-eu
Die Digitalisierung führt zu einer Öffnung des Lernens über die traditionellen institutionellen und nationalen Grenzen hinaus. Wie wird Lernen unter solchen Bedingungen in Zukunft aussehen?
AVATAR project at the Online Educa Berlin Conference 2011Cristina Stefanelli
The AVATAR project trained over 65 secondary school teachers to use virtual worlds for education through an online pilot course and virtual laboratories. Teachers experienced peer-to-peer learning, informal mentoring, and learning by observing practical exercises and experiments in the virtual world. While theoretical materials and asynchronous activities were less effective, students demonstrated skills like problem solving, communication, and collaboration in virtual environments. The follow-up Euroversity project will facilitate transferring this knowledge across new contexts by establishing a pan-European virtual world university network among 19 partners.
This document discusses a new online resource called IDEA-PhD.net that aims to support doctoral education in Africa. It provides examples of how universities have faced challenges in developing doctoral programs and strategies. The site focuses on managing PhD programs, supervision, projects and initiatives, funding opportunities, and allowing universities to share practices. It offers open access to documents, practical tools, and opportunities for international cooperation around improving doctoral education. The goal is to help universities strengthen PhD education for current and future needs.
Opening up education in schools and lifelong learning opportunity or christia...EIFLINQ2014
The document summarizes a workshop on opening up education in schools and lifelong learning on a global scale. It outlines the agenda which included introductory presentations by two speakers, breakout group discussions on opportunities and challenges for schools and lifelong learning, and a final open discussion. The workshop aimed to discuss how opening up education can address issues of globalization and support developing global competencies through opportunities like open educational resources and open learning platforms.
Open Education Resources - a game changer!icdeslides
Open Education Resources are becoming increasingly popular and a number of significant developments have taken place the last year, showing that OER delivers what it promises. This presentation takes you through this development from introducing the term OER to November 2015 showing the latest and ground breaking development. Take part!
My Golden Learning Perspectives, IFWE, USDLAIngeborg Bø
Ingeborg Bø presented at the IFWE conference in Albuquerque, New Mexico. In her presentation, she discussed quality assurance in distance education drawing from her 40 years of experience. She emphasized keeping students' needs in mind, using technology to benefit learning, and ensuring high quality through a quality culture. Bø also reviewed different models for quality assurance like the UNIQUE methodology and NADE's quality guidelines from Norway. She concluded by encouraging a dialogue between accreditation bodies and practitioners to move from inspection to inspiration in quality assurance.
The document provides information about an Open Education training week hosted by the OpenMed Project in Torino, Italy from September 25-29, 2017. The training week is part of the OpenMed Project, an EU-funded initiative involving universities in Egypt, Jordan, Lebanon, Morocco, and the UK. The goal is to support the adoption of open educational resources and practices in higher education institutions in South Mediterranean countries. The training week provided an opportunity for participants to learn about open education fundamentals and approaches through course modules, webinars, and activities.
This document summarizes Ingeborg Bø's presentation on quality assurance in distance education. Some of the main points discussed include:
- The importance of quality being ensured through a quality culture that focuses on continuous improvement and dialogue between institutions and accreditation bodies.
- Models of quality assurance including the UNIQUE certification model and Norway's NADE guidelines that are regulated by law and require institutions to have a quality assurance system.
- The need to move from an inspection approach to quality assurance to one focused on inspiration and developing a culture where student needs are central to quality and technology benefits learning.
Cooperative Online Education: Independence with the help of othersMorten Flate Paulsen
A 60-minutes presentation at the workshop:
New technology – new possibilities and new challenges?
Developing networks in teacher education and research
01.07.2011, University of Tromsø
This document summarizes an online seminar on e-learning given by Dr. Virginie Aimard of the United Nations University. The seminar covered definitions of e-learning, trends in e-learning such as the shift from computer-based to web-based learning, dimensions of e-learning including pedagogical modalities and competency profiles, and questions to consider when developing an e-learning approach. Examples of open educational resources and blended learning structures were also provided.
1. The document discusses sharing resources online at a brown bag lunch event held at the UN Campus in Bonn, Germany.
2. It provides information on how to share pictures, presentations, and bookmarks online using tools like Flickr, SlideShare, and Delicious.
3. Attendees are instructed to work in groups to discuss how they could have shared materials like photos, presentations, and online resources from a recent climate change workshop using these online sharing platforms.
Social networks can be both helpful and harmful for professionals. They allow collaboration and sharing of information but also introduce distractions and privacy concerns. The document discusses establishing a private social network community for UN staff as an informal space for internal collaboration. It provides lessons on managing social networks for work purposes, including the importance of time management, keeping content up-to-date, growing contacts, raising awareness, and separating private information from professional profiles and discussions.
Brown bag lunch on collaborative working onlineUNU-ViE
The document compares and contrasts several online collaborative tools - Google Docs, Writeboard, and Wikispaces. It outlines key advantages and disadvantages of each tool, such as the ability to edit documents simultaneously, add comments, track changes over time, export files formats, and whether the tools are free to use. The document also provides tips for getting started with online collaboration and wikis, including determining accessibility, agreeing on tags or categories, and contributing content regularly.
This document summarizes a presentation on email etiquette. It provides tips on using email appropriately and effectively at work. Some key points covered include using clear subject lines, keeping messages short, choosing appropriate salutations and closings depending on the recipient, and being cautious when forwarding or copying others on emails. Proper email etiquette can help ensure confidentiality, efficiency and avoid potential misunderstandings.
The document discusses alternatives to email communication such as telephone, microblogging, web conferences, social bookmarking, wikis, collaborative writing software, photo sharing, presentation sharing, chats, and survey tools. It provides examples of specific tools for each alternative and recommends resources on collaborative learning and social media tools.
This document outlines the agenda for a professional development workshop on collaborative learning. The agenda includes discussions on laying the foundations for University 2.0, envisioning new types of universities, using e-learning to enhance access to education, and how e-learning can improve the quality of learning. It also encourages continuing the discussion online after the workshop to exchange experiences, get support, and discuss next steps.
The document discusses web conferencing, which allows for live meetings, training, and presentations via the internet. It notes benefits like saving time and money, and allowing document sharing in real time. Challenges include lack of body language and limited bandwidth in some areas. It suggests overcoming challenges through good facilitation, using alternative audio options, and testing different web conferencing tools to see which works best and integrates with existing systems.
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.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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.
SWOT analysis in the project Keeping the Memory @live.pptx
MoU Ceremony between UNU and UY1
1. MoU Ceremony between the United Nations University and the University of Yaounde I, Cameroon 12 January 2012 Bonn, Germany
2. Visit of the University of Yaounde I, Cameroon Bonn, Germany (12 January 2012) Institutional capacities for e-learning Maike Schansker::::: The United Nations University Vice Rectorate in Europe
5. B iotechnology and society Local & global governance , regional integration Environment and human security Food and nutrition capacity building Postgraduate fisheries research and development Geothermal research , exploration and development Strategic approaches to sustainable development Global health Software technologies for development Leadership development Sustainability and peace Natural resources management Water, environment and human health Socio-economic impacts of new technologies Development economics UN- Water capacity development Fields of Work Research projects – Capacity Development – Graduate Education
6. »Science and Technology to Ensure Human Security«. The United Nations University Vice Rectorate in Europe (UNU-ViE) UNU-ViE is active in networking in capacity development, knowledge transfer, and strengthens the institutional development of UNU and its partners. http://www.flickr.com/photos/annetteschwindt/3406385343/sizes/z/in/photostream/
22. „ Peer learning – building alliances and network“ Universities 2.0 Series A vision for learning in the 21 st century eLearning Africa 2009 in Dakar, Senegal
24. Fact Finding Mission & E-learning training in Cameroon Meeting with the university management 19-23 Oct 2009 Yaoundé, Cameroon Hands-on-practice Training of researchers & setting up a core team for e-learning
25. Workshop „Sowing the Seeds of Innovation“ Bringing people together – Conversations that matter 27 May 2011 @ eLearning Africa Promoting and integrating innovative e-learning practices in African HEIs
26. ECBCheck Training: Quality in E-Learning Self-assessment & Peer review http://ecb-check.org June 2011 at ITC-ILO, Turin, Italy
27. eSchool #1 Introduction to E-Learning Developing a vision and a model for e-learning at the University of Yaoundé I Photo by Tony Carr June 2011
31. University of Cape Town, South Africa Free University Berlin, Germany Baden-Würrtemberg Corporate State University, Germany Success factors The power of networks and alliances Kenyatta University, Kenya University Yaoundé I, Yaoundé, CAmeroon
32.
33.
34.
35. Let’s connect! UNITED NATIONS UNIVERSITY Vice Rectorate In Europe (UNU-ViE) Maike Schansker Hermann-Ehlers-Str. 10 D-53113 Bonn, Germany E-Mail: ::::::::::::::::: [email_address] Corporate website ::::: www.vie.unu.edu Blog: ::::::: www.vie.unu.edu/learninghub
Editor's Notes
At this colloquium Dr. Virginie Aimard from the United Nations University (UNU) gave an introduction to e-learning, with practical exercises on how to access the web-based learning management system Moodle. Dr. Aimard gave an overview about the educational potential of online content and material in general for the university of Yaoundé I. This Humboldt Colloquium presented a great opportunity to explore the feasibility and interest of the University in developing their competence in producing and delivering e-learning content. The fact that several professors are collaborating on equal level within the same university clearly demonstrates the motivation and dedication of the interdisciplinary group.
In September 2008 Prof. Dr. Mama Foupouagnigni was invited as a guest scholar to the United Nations University Vice Rectorate in Europe (UNU-ViE) in Bonn to elaborate a project proposal for the deployment of e-learning at the University of Yaoundé I. With the help and expertise of Dr. Aimard, he developed a project plan for the introduction of e-learning at UY1. During his stay at UNU in Bonn for two months, several contacts were established to German as well as to African universities. Amongst them a strong collaboration has been initiated with the Institute for Information Systems for Production and Operations Management at the University of Duisburg-Essen which is a leading institute for e-learning research and development that hosts many international projects in the field of e-learning and capacity building. September-October 2008: UNU-ViE invited Prof. Foupouagnigni to stay as a visiting professor for two months to gain expertise by working with UNU-ViE e-learning expert, elaborate the plan and meet with different German university experts and donors (Humboldt Foundation, DAAD, private companies).
Welcome to Africa: It is planned to undertake specific research and development activities for: increasing the research capacity of young scientists undertaking applied research for the benefit of the local population enhancing knowledge transfer for building capacity on project management among the stakeholder groups supported by advanced e-learning tools. An interactive e-Learning environment for IWM will be designed. This portal shall serve to: enhance knowledge exchange among IWM stakeholders advocate the need of enhancing IWM R&D measures with focus on socio-economic and geographical aspects on the African continent provide learning and teaching materials on IWM allocate a portfolio on IWM concepts and good practices