collaborative learning
END 2013 - International Conference on Education and New Developments 2013
International Conference on Education and New Developments 2013
1 to 3 of June 2013 – Lisbon, Portugal
http://www.end-educationconference.org/
CALL FOR ABSTRACTS - http://www.end-educationconference.org/call.html
The Peeragogy Handbook
The Peeragogy Handbook is a practical guide to online co-learning, a living document that invites comment and invites readers to join the community of editors; the document does not have to be read in linear order from beginning to end.
If you and a group of other people want to use digital media and networks to co-learn together, this handbook is a practical tool for learning how to self-organize peer learning, the so-called “peeragogy.” Material about conceptualizing and convening co-learning — the stuff about getting started — is located toward the top of the table of contents. Material about assessment, resources, use cases is located toward the bottom of the TOC. But you don’t have to read it in sequential order. Hop around if you’d like.
Understanding how co-learning works will help you do co-learning more effectively. So there's material about learning theories that support peer learning or that reveal useful characteristics of successful peer learning. For those who want to delve more deeply into the empirical research and scholarship, we’ve linked to a sister document — a literature review of learning theory related to peeragogy. For those who want to study more deeply about the aspects of peer learning summarized in articles, the handbook provides a list of links to related handbook articles, and a set of resources for further study.
Cambridge English Penfriends
This website allows schools to connect with one another and give their students the oportunity to exchange cards with each other.
The steps to participate are easy: register your school, complete your profile, find a partner school to exchange cards with.
This is an initiative of Cambridge ESOL, which develops and produces Cambridge English exams – the most valuable range of qualifications for learners and teachers of English in the world. Nearly 4 million people take our exams each year in 130 countries. Cambridge ESOL is a not-for-profit department of the University of Cambridge and part of the Cambridge Assessment group.
VirtualiTeach: la réalité virtuelle en pédagogie
Le projet VirtualiTeach conduit par CLARTE, propose aux lycées d’enseignement technique des méthodes et outils pédagogiques inédits basés sur la réalité virtuelle et la réalité augmentée. VirtualiTeach est un programme de recherche financé par les investissements d’avenir et soutenu par l’Etat.
La réalité virtuelle rentre dans les lycées techniques
Nos générations de lycéens sont nées avec le Web, et utilisent naturellement smartphones, jeux vidéos et 3D ; ils ne peuvent que ressentir le besoin d’environnement pédagogique et de processus d’apprentissage novateurs intégrant les TICE. Le salon Educatec vient encore de montrer il y a quelques semaines, l’incursion du numérique dans le secteur de l’éducation.
VirtualiTeach se concentre sur les lycées techniques, en introduisant dans les « Labos », ces classes de travaux pratiques où l’on travaille en petit groupes, des équipements de réalité virtuelle et réalité augmentée. Dans ce contexte, ces technologies permettent une immersion sensorielle et cognitive qui met l’élève en situation d’acteur et favorise l’appropriation des concepts et des connaissances.
Le Laboratoire du futur issu de VirtualiTeach devra permettre d’aborder sur une même plateforme matérielle tout un panel de domaines d’enseignement : architecture, mécanique, thermique, environnement … Il devra aussi permettre d’expérimenter des systèmes dangereux ou trop coûteux en grandeur réelle, comme par exemple le travail sur échafaudage ou encore l’utilisation de machines outils.
« Ces cursus sont au coeur d’un véritable enjeu de formation. Les métiers et les entreprises auxquels ces jeunes se destinent, embauchent. Les nouveaux équipements et l’ingénierie pédagogique que nous allons contribuer à mettre au point, vont rendre ces formations plus attractives. », explique Jean-Louis Dautin, directeur de CLARTE, chef de file de VirtualiTeach.
11 lycées associés dans 3 académies
Ce sont les nouveaux aspirants au baccalauréat STI2D (sciences et technologies de l'industrie et du développement durable), qui constitueront les élèves pilotes de ce projet. Intéressés par l'industrie, l’innovation technologique et la préservation de l’environnement, ils expérimenteront les propositions de VirtualiTeach dans 11 lycées en France.
Ce projet sélectionné par le Ministère de l'Education Nationale, réunit des représentants du monde de la recherche et de l’industrie - Cadware, le Centre de recherches en psychologie, cognition et communication (CRPCC) de l’Université Rennes 2, le CEA et CLARTE -, et des partenaires du monde de l’éducation, les Académies de Nantes, de Créteil et de Rennes.
D’un montant total de 3 M d’euros, mobilisant une vingtaine de personnes sur 3 ans dans les différentes équipes associées au projet, il est co-financé par les Régions de Bretagne et de Pays de la Loire et reçoit un soutien de 1,35 M d’euros de la part de la Caisse des Dépôts et Consignations.
Fort de son expérience, CLARTE prend en charge le pilotage de ce groupe de travail qui devra mettre au point les logiciels, les équipements et les méthodologies nécessaires à un fonctionnement opéré directement par les professeurs et les élèves dans chaque classe.
Les travaux débuteront en janvier 2013 à Laval par la tenue d’un kick off avec tous les partenaires.
A propos de clarté
CLARTE est un centre de recherche, d’étude et de transfert technologique spécialisé dans le domaine de la Réalité Virtuelle et de la Réalité Augmentée. Créé en 1996 avec pour objectif de participer au développement économique de Laval et de la Mayenne par l'innovation et la technologie.
Designing for learning in an open world
Gráinne Conole's book argues that in today’s technologically rich context, where content and services are increasingly free, we need to rethink approaches to the design of learning activities and content.
She introduces the concept of ‘open design’ and argues that making the design process more explicit and shareable will enable teachers to develop more effective learning contexts for learners and help make the intended design more explicit and shareable with other teachers and learners. It will help learners to make more sense of their educational provision and associated learning pathways.
Conole provides a number of illustrations of adopting an ‘open design’ approach, from a set of design representations through to the use of open, social and participatory media for sharing and discussing designs. She draws on the areas of learning design, pedagogical patterns and OER (Open Educational Resources) research to explore the creation, sharing and discussion of learning and teaching ideas and designs.
Research Study on the Pilot Scheme on e-Learning in Schools
The Centre for Information Technology in Education, the University of Hong Kong (CITE) has been commissioned by the Education Bureau (EDB) to conduct a research project on “Provision of Services for Conducting the Research Study on the Pilot Scheme on e-Learning in Schools”. The project duration is over three years starting from 22 September 2011 until 31 December 2014.
The aims of the study are
- To examine the different e-Learning solutions of the pilot project’s from their objectives, curriculum and pedagogical approach, collaborative and sustainability models, research and evaluation elements, to their implementation plans;
- To investigate the effectiveness of e-Learning resources in enhancing learning and catering for learner diversity, including the ways that these resources are deployed to achieve learning targets;
- To identify good school practices (including pedagogical and logistical practices as well as collaborative partnership and private business models for sustainable development) among the pilot projects, highlighting the relevance, scalability and applicability of these practices under different school contexts;
- To account for the relevance of conducive factors, including infrastructure, teachers’ professional capacity, parents involvement / support at home, student’s afterschool learning experiences, school cultural changes, involvement of the business / private markets and user satisfaction / value, etc., for successful adoption of e-Learning in schools;
- To develop a framework for benchmarking the benefits achieved and the lessons learnt with indicators on the implementation of e-Learning at both system and school levels in the light of the above findings;
- To compare the research findings on the development of a framework for benchmarking the implementation of e-Learning in Hong Kong with international experiences; and
- To recommend strategic directions on implementing e-Learning in schools in relation to the promotion of students’ lifelong education and development of Hong Kong into a lifelong learning society as committed in the Education Reform.
Issue 31 of eLearning Papers on Learning and Work published!
eLearning Papers Nº31 explores a range of challenges that emerge when learning experiences coincide within the workplace. The articles presented here show how technology can support new learning approaches and new skills, competences and qualification systems to match users’ personal knowledge development plans.
It looks at how educational technologies transition between educational and professional contexts. In the In-Depth section, T. Coughlan's article looks at how OER can expand beyond higher education, sharing an analysis of the potential role of scholars in the voluntary sector. M. Bonacci's paper sheds light on how better networking to improve and validate TVET systems can improve the employability and mobility of workers.
Most people working in the knowledge economy want to create their own personal learning environments with tools that suit the way they work, gather information, and learn. Two From the Field reports look at how these tools affect learning and pedagogy.
Faced with an increasing demand for flexible and personalised tools, now more than ever solutions are needed that go beyond Learning Management Systems to address tacit knowledge management or performance support. This issue has several contributions that look at the problems posed by the need to develop intercultural competence, and the role of technology in this training.
eLearning Papers 31 that has been guest edited by Fabrizio Cardinali, CEO eXact learning solutions NA and Chair of the European Learning Industry Group (ELIG), and Tapio Koskinen, www.elearningpapers.eu, Director of the Editorial Board, includes the following articles:
In Depth articles
From the Field articles