This project follows a train-the-trainer and qualify-the-users approach. It sets out to develop and implement training programmes for staff in non-formal learning settings such as Public Libraries, community centres and care centres. Once they are trained, these staff members will enable new users of the Internet to develop skills and knowledge needed to make full and safe use of the World Wide Web as both users of content and creators of online content.
With DLit2.0 we aim to...
- enable adult education staff in Europe for the provision of ICT-Training courses.
- enable learning distant adults to make use of Web 2.0 for acquiring knowledge and participating in social life in an autonomous, confident and critical manner.
- promote the key competence Digital Literacy for continuing education among poorly educated adults.
- encourage and stimulate collaboration between educational and social organisations and promote professional exchange and cooperation on European level in lifelong learning for marginalised and disadvantaged citizens in general.
- enhance the use of ICT for lifelong learning.
- stimulate the dialogue on the training of the trainers in non-formal and informal education in Europe.
We will work towards these aims by implementing a two-step strategy based on a structured curriculum and learning materials which can be used in non-formal learning settings.
The aim of this project is to support teachers in adopting an inquiry approach in teaching science at second level (students aged 12-18 years) across Europe.
This will be achieved by utilising existing resources and models for teacher education in IBSE, both pre-service and in-service. In addition to SAILS partners adopting IBSE curricula and implementing teacher education in their countries, the SAILS project will develop appropriate strategies and frameworks for the assessment of IBSE skills and competences and prepare teachers not only to be able to teach through IBSE, but also to be confident and competent in the assessment of their students‟ learning. Through this unified approach of implementing all the necessary components for transforming classroom practice, i.e. teacher education, curriculum and assessment around an IBSE pedagogy, a sustainable model for IBSE will be achieved. SAILS will provide teacher education workshops in IBSE across the twelve participating countries and promote a self-sustaining model encouraging teachers to share experiences and practice of inquiry approaches to teaching, learning and assessment by building a community of practice.
“SAILS aims to prepare teachers, not only to be able to teach through Inquiry Based Science methods but also to be confident and competent in the assessment of their students’ learning.”
A European approach
The SAILS consortium consists of thirteen partner organisations, including universities, SMEs and a multi-national organisation, from across twelve European countries. The strength of this consortium lies in its vast experience and expertise in the areas of science education, teacher training and resource development for teaching, learning and assessment.
By using a pan-European approach, SAILS will ensure that the diverse practices built up in each country can be analysed and shared, resulting in the development of models of best practice. These can be used not only in all the consortium countries but will also be available for other countries to adopt. This European approach raises the standard for everyone by encouraging national implementation, and by extending and promoting innovation in science teaching and learning in the classroom.
“The long-term aim is to generate a greater interest in science subjects at school, improve the take-up of science at third level and thereby increase the number of skilled graduates for employment in science and technology in Europe”.
Uma das alterações mais significativas dos modelos de Comunicação e Informação deste início de Século XXI que se repercutiram de forma clara e substantiva no processo educativo, foi a do uso mais ou menos indiscriminado da Internet.
O aumento quase exponencial da velocidade de transmissão de dados através das redes de comunicação com a omnipresença da Internet num contexto global e, por arrastamento, educacional, alterou de forma radical o conceito de acessibilidade à educação, dando corpo à ideia peregrina de Albert Eisntein de que "A aprendizagem não é um produto da escolaridade, mas da tentativa ao longo da vida para adquiri-la."
Com efeito, todos aqueles que desejam aprender possuem hoje uma panóplia de instrumentos, recursos e modelos, acedíveis à distância de um "clique".
Só para referir alguns elementos marcantes, desde 2001 que o MIT possui cursos livres disponíveis na internet. Berkeley seguiu o exemplo e tem hoje uma das maiores coleções de palestras presenciais gravadas do mundo, tendo sido já realizados mais de 120 milhões de downloads. Yale e Stanford fizeram o mesmo, e até mesmo Harvard lhe seguiu o exemplo, bem como a maioria das Universidades por esse mundo fora.
Nas escolas do ensino não superior, proliferam as plataformas de interação e conteúdos (em Portugal a mais comum é a plataforma MOODLE), usando recursos livres ou disponibilizados pelas estruturas educacionais.
Os cursos on-line são hoje uma realidade, discutível por vezes, é certo, mas presente na sociedade e acedível por qualquer cidadão.
Todo este ambiente digital que envolve a sociedade, com relevo para as redes sociais e para os modelos digitais de comunicação de informação em contexto educativo, transformaram os processos de aprendizagem e aportaram aos sistemas educacionais um acréscimo de questões significativas sobre as quais importa refletir.
Qual a fiabilidade da informação científica disponibilizada na Web?
Como podemos aferir do valor e rigor dos recursos digitais ligados à Ciência?
Qual o peso efetivo que a Internet tem na aprendizagem dos alunos?
Até que ponto a utilização do digital evita ou potencia as conceções alternativas?
De que modo se alterou (ou não) a didática da experimentação?
A modelação e simulação computacional permitem, ou não, uma visão mais perfeita da realidade?
Estas e outras questões que com estas se prendem, são o suporte concetual que levaram à organização do I ENCONTRO INTERNACIONAL DA CASA DAS CIÊNCIAS, subordinado ao tema organizador:
A Utilização de Recursos Digitais em Contexto de Aprendizagem.
O recurso a individualidades com experiência nesta área em Portugal, e noutros países, para Lições Temáticas, realização de Workshops centrados sobretudo na prática educacional, bem como a apresentação de comunicações e posters partilhados por todos os interessados, dão corpo a esta iniciativa, que nos parece ser de relevância significativa como complemento de formação para os docentes em Ciência de todos os níveis de Ensino em Portugal.
The European Lifelong Learning Programme research project Q-Cert-VET has announced the availability of the new and tested VET standard NP4512 - “Training Management System, Including Technology-Enhanced Learning – Requirements” for certification bodies and training institutions.
The Q-Cert-VET project has announced that the standard NP 4512:2012 "Vocational training management system, including technology enhanced learning – requirements” is now available after initial testing and publication. Due to approval of certification scheme OEC010 by the Portuguese Institute for Accreditation (IPAC) on November 23rd, all certification bodies can apply to IPAC for accreditation and thus gain the ability to certify training institutions with the standard. Furthermore, all training institutions can now request accredited certification for their management system, if it has been implemented in accordance with the requirements of NP4512. “We are very satisfied with the progress of the standard and the potential it has shown in the first pilot-tests,” remarked Christian M. Stracke, scientific coordinator of the Q-Cert-VET project and ISO Convener of the international standard committee ISO/IEC JTC1 SC36 WG5 Quality Assurance and Descriptive Frameworks, “thus it is with great joy that we announce its general availability to all relevant certification bodies and training institutions.”
Q-Cert-VET partners in Portugal, Germany, and Romania responsible for pilot-testing have been active since the beginning of the public inquiry phase last April. Pilot-testing began in Portugal with the initial version of the standard in the Portuguese language, allowing for punctual testing without the need for translation. Two different training companies in Portugal, Prisma and iZone, have been using the standard to assist in structuring their training programmes. The Prisma Training Institute, located in Lisbon, has adopted NP 4512:2012 to its various training offers in the fields of IT and project management. iZone Knowledge Systems, also located in Lisbon, is using the standard in similar fields. Their use of the standard provided the first feedback on its practical advantages, helping to prepare the standard for its international application at Q-Cert-VET pilot-testing partners in Romania and Germany. They now await auditors to examine their implementation of NP4512 and to determine that it fulfils the prescribed requirements.
The implementation process of the Portuguese Standard NP4512:2012 at the Regional Training Centre for Local Public Administration Cluj-Napoca has been systematically and successfully carried out. Active preparations for the pilot test started in July 2012, before the Romanian version of the NP4512:2012 had been delivered and the actual implementation process could be started, the Romanian project team prepared themselves by getting familiar with ISO 9000:2005 and ISO 9001:2008, since CRFCAPL possessed no implemented quality management system and thus no experience with the terminology and requirements of such standards. However, this lack of specific knowledge proved to be no impediment at all for the conduct of the pilot testing. According to CRFCAPL, once the project team became acquainted with the Portuguese Standard all worries were lifted – the new standard successfully extracted the structure and requirements of ISO 9001:2008 and integrated them into the context of training institutions. Thus, most of the requirements seemed very precise and self-explanatory to the CRFCAPL team. The more complex requirements are accompanied by notes explaining terms and statements which could give raise to uncertainties. All of these, together with the very useful annexes which add informative value to the standard, provided great help during the implementation process. As soon as the training centre concludes its preparations, auditors trained in NP4512 will investigate its implementation in the Romanian context.
In Germany, Q-Cert-VET pilot-testing partner Helliwood Media & Education is underway with the implementation of NP4512 through certification scheme OEC010. Helliwood is currently identifying and defining the processes and sub-processes required for the structure of the new standard. As Helliwood had already implemented another standard, the “Quality Mark E-Learning” (QSEL), a comparison of the QSEL with the NP4512 made particularly evident the innovative aspects of the new NP4512 standard. The new standard fits Helliwood’s needs for E-Learning very well – their typical work processes include the development, implementation, and maintenance of professional multimedia and E-Learning applications for clients and in cooperation with different partners projects within the fields of learning and literacy, media competence, and community. As with the other pilot-testing companies, auditors trained in NP4512 will examine their implementation of the new standard, to ensure that the proper steps have been taken and that Helliwood’s identified work processes fit its requirements. Thus an example case for the applicability of the standard in the German national context will be established.
For more information on the Q-Cert-VET project and the standard NP4512, as well as more specific information concerning its pilot-testing phase (upon its conclusion), please visit the project website at www.edu-certification.eu/, like the project’s Facebook page at www.facebook.com/QCertVET, and follow the project Twitter account at twitter.com/#!/QCertVET for the latest project news.
The TELL-ME project (Technology Enhanced Learning Livinglab for Manufacturing Environments) aims to develop and trial in authentic contexts (SME-driven human-centric and service-oriented manufacturing workplaces) an innovative cross-enterprise methodology and IT platforms for continuous education and training in heterogeneous business ecosystems, blending Precision Teaching (PT) lifelong learning and Living Lab (LL) participative co-creation aspects in ways that can address more business needs than traditional training
This responds to several EU 2020 Strategy indicated in several Flagship Initiatives like "An Agenda for new skills and jobs", "An industrial policy for the globalisation era", "Innovation Union" and "Digital Agenda for Europe" and summarised in the two questions below:
- How can SMEs blue collar workers in less advanced industrial sectors keep the pace of innovation of technologically advanced ones?
- How can TEL-based training be positioned and improved, in order to have more impact on industrial sectors' innovation and resilience?
Five main challenges have been identified as fingerprints of the TELL-ME proposal:
- Human-centred manufacturing and the increasing need to consider human factors and workers wellbeing in the production processes;
- Service oriented Manufacturing and its increasing need to open, breed and govern globalised business ecosystems;
- Learning Ecosystems are the new frontier of collaborative value networks on a global and cross-sector market;
- Living Labs of SMEs and their need to constantly develop business-technical-social-market innovation via co-creation and inspirational environments;
- Learning at the Workplace and its need for fast, punctual and personalized life-long learning that takes account of fluency-driven approaches to training, and trends in using TEL and OER for self-regulated learning.
IMPLEMENT is a package of on-line learning materials for professionals working in University Lifelong Learning (ULLL). And it's all FREE!
From “rhetoric to practice“ to “make LLL a reality“. This aim remains a key priority on the European policy agenda while offering crucial challenges in professional practice for all educational institutions and stakeholders. But how can universities do justice to their responsibility and role as “important social actors contributing to the better integration of adult learners, in particular through the recognition of informal and non-formal learning”? How could universities be supported “to invest more in services for learners” and to “better use their partnerships and effectively communicate the results of their cooperative activities”? How can they become truly LLL universities?
The highly praised results of the BeFlex Plus project made clear recommendations in response to these questions and produced excellent training materials as a valuable learning resource targeted at university staff and their partners and stakeholders – both actual and potential - to reflect on their institutional situation, to develop action plans, and to IMPLEMENT changes. The materials cover 5 key topics:
- Exploring Diversity in University Lifelong Learning
- Implementing Institutional Change
- Curriculum in Partnership
- Regional Collaboration and Partnership in University Lifelong Learning
- Recognition of Prior Learning (RPL)
Over 2 years (January 2011 to December 2012) the IMPLEMENT project aims to further disseminate and actively exploit the results of the BeFlex Plus project. The approach is based on the idea that the potential for transfer and implementation is strongest when key partners are supported to act as multipliers, to adapt and to work with the materials according to their own needs and the specifics of their home university and national context. The objectives are:
- to add value to the existing training materials on the 5 topics by adapting them to national needs, using them in real training at institutional, national and transnational events, and
- to develop and deliver an online version of each topic in order to provide a sustainable and dynamic solution for the longer term exploitation of the learning resources and best practice examples.
At the end of this Year 1, the results achieved are:
- the materials adapted and piloted at institutional events in 4 countries
- 6 new case studies prepared and used as resources in these sessions
- transnational workshops held in Genoa (IT)
- checklists prepared for engaging learners and for using case studies in training
- a first draft of the on-line version of one of the topics – RPL – presented in a transnational event (Genoa, IT) and feedback obtained
- dissemination presentations made in international settings (Granada (ES) and Genoa (IT) and leaflets distributed widely
- the public website for dissemination that you are visiting now
- an internal management site for the development of the on-line tools set up on moodle
In Year 2, we plan to:
- hold a further institutional event will be held in the University of Graz (AT)
- develop all 5 topics in on-line versions that will be sustainable
- deliver a face-to-face workshop on the topic of Curriculum in partnership and present a draft of the on-line version of the topic Regional development at a trans-sectoral event in Graz in May 2012
- deliver all 5 topics in face-to-face and on-line versions in a transnational event in Malta in early November 2012
- undertake full-scale dissemination using a range of tools including social networking
Formar para um uso crítico e esclarecido dos meios de comunicação, quer dos tradicionais quer dos que resultam das novas tecnologias, é um imperativo de cidadania que constitui profunda preocupação do Grupo Informal sobre Literacia Mediática - GILM, constituído pelo Centro de Estudos de Comunicação e Sociedade da Universidade do Minho, Comissão Nacional da UNESCO, Conselho Nacional de Educação, Entidade Reguladora para a Comunicação Social e Gabinete para os Meios de Comunicação Socia
Trazer para a agenda pública esta dimensão da formação dos cidadãos, promovendo a consequente definição e aplicação de políticas coerentes de literacia e educação para os media é o objetivo partilhado das citadas instituições que, para o efeito, têm vindo desde 2009 a desenvolver um conjunto de atividades destinadas a contribuir de forma substantiva para o aprofundamento de conhecimentos e para o debate sobre as múltiplas questões que integram o grande universo do “pensar e agir digital”.
Este 2.º Congresso Literacia, Media e Cidadania constitui, enquanto evento internacional, um importante desafio.
Serão, seguramente, dois dias substantivos em termos de análise de trabalhos de investigação, de discussão conceptual, de sugestões para a criação e implementação de políticas, para programas de formação e para práticas de intervenção.
The EU transversal aPLaNet project, has been nominated for a global Edublogs award. This is a great opportunity for the dissemination of aPLaNet but also for the whole LLP programme in gaining global recognition of the work that is going on, at a European level, in education.
You can help by voting.
You can vote for aPLaNet here (social networking category) http://edublogawards.com/vote-here/
Significant work has been devoted to the design of artificial tutors with human capabilities with the aim of helping increase the efficiency achieved with a human instructor. Yet, these systems still lack the personal, empathic and human elements that characterise a traditional teacher and fail to engage and motivate students in the same way a human teacher does. The EMOTE project will design, develop and evaluate a new generation of artificial embodied tutors that have perceptive capabilities to engage in empathic interactions with learners in a shared physical space.
Overall, the EMOTE project aims to:
- Research the role of pedagogical and empathic interventions in the process of engaging the learner and facilitating their learning progress;
- Explore if and how the exchange of socio-emotional cues with an embodied tutor in a shared physical space can create a sense of connection and social bonding and act as a facilitator of the learning experience.
This will be done across different embodiments (both virtual and robotic), allowing for the effect that such embodiment will have on engagement and empathy to be explored.
Further, the project will support the migration of the artificial tutors across different embodiments, to support students' learning in both formal and informal settings.
To ground the research in a concrete classroom scenario, the EMOTE project will develop a showcase in the area of geography, focusing on environmental issues. This will enable tutors to be tested in real world school environments in different European countries.
In order to achieve these objectives, the EMOTE consortium will bring together experts to carry out interdisciplinary research on affect recognition, learner models, adaptive behaviour and embodiment for human-robot interaction in learning environments, grounded in psychological theories of emotion in social interaction and pedagogical models for learning facilitation.
On behalf of the E-ViEW project team who have been actively engaged in the development of a European Virtual Campus aimed at work based learners, I would like to invite you to take part in the webinar series we are organising in December to present the outcomes of the project.
The time table for this series is as follows:
- Wednesday 5 December 16:30 - 17:30 CET - Defining the needs of work-based learners - results of the research work carried out by the E-ViEW team
- Wednesday 12 December 16:30 - 17:30 CET - Supporting the needs of work-based learners on a national level - the experience of E-ViEW partners in Poland, Portugal, Ireland and UK
- Wednesday 19 December 16:30 - 17:30 CET - Building and supporting a European Virtual Campus for work-based learners that enables cross-border collaboration - the experience of E-ViEW partners in Poland, Portugal, Ireland and UK
You are very welcome to take part in the complete series or a single webinar of your choice. Participation is free but you need to register online to be sure of a place.
Further information about E-ViEW is available here: http://www.e-view-project.eu.