Welcome to the Blender PT Conference 2013 website, an event gathering researchers, professionals and freelancers to promote the open-source 3D digital tool Blender, debate about its real impact at an academic and professional level and build bridges between digital 3D communities in a knowlegde sharing environment.
The Blender PT Game Contest 2013
The Blender PT Game Contest 2013 has an international scope aimed towards the stimulation of the computer game development and digital entertainment industries in Portugal, promoting the use of information and communication technologies and encourage the use of the open-source 3D production tool Blender.
How to participate
Participants are asked to submit their projects to conference(at)problender(dot)pt, and attach the files necessary per each of the following categories, by February 20, 2013.
Uma oportunidade para a renovação das TIC nas Escolas
Realiza-se no próximo dia 10 de setembro de 2012, em diversas localidades do país em simultâneo, um encontro nacional de professores para debate e reflexão sobre as Tecnologias de Informação e Comunicação na Escola, nomeadamente a nova disciplina TIC e as respetivas metas curriculares.
Trata-se de uma iniciativa do Centro de Competência TIC Educom com o apoio da Direção-Geral da Educação.
Interest in virtual worlds and their application to learning have increased significantly in recent years. They play an increasingly important role for people in both social and work-based contexts, and they challenge many of our assumptions about how we work, teach, learn, and relate to each other.
There are many different types of virtual worlds and they are used for a multiplicity of purposes including gaming, play, social networking, learning and development, work, and also business. The experiences gained in virtual worlds influence who we are in the physical world, and vice versa. What are we learning through those experiences and how transferable is that learning from one domain to another?
The main aims of this conference are to increase our understanding of experiential learning in virtual worlds, both formal and informal, to share experience and best practice, and to debate future possibilities for learning in virtual worlds. We believe the conference will be of interest to educators, researchers, students, independent scholars, trainers, virtual world users, and anyone interested in what happens in virtual worlds and what it means for us as human (or virtual) beings.
A COIED 2012 realizar-se-á entre 8 e 19 de outubro de 2012, tendo como tema geral orientador Contextos de aprendizagem em ambiente digital.
Durante o período de 8 a 19 de outubro de 2012, serão realizadas nove Webconferences e três sessões no Mundo Virtual Second Life, com oradores convidados. Realizar-se-ão ainda oito apresentações de Artigos de Investigação e oito apresentações de Boas Práticas, selecionadas de entre os trabalhos submetidos pelos participantes.
A Conferência Online de Informática Educacional é acreditada pelo CCPFC (Conselho Científico-Pedagógico da Formação Contínua) como ação de formação, na modalidade Curso de Formação, com 0.8 créditos (20 horas). Para os efeitos previstos no artigo 5º do Regime Jurídico da Formação Contínua de Professores, a presente ação releva para efeitos de progressão em carreira de Educadores de Infância e Professores dos Ensinos Básico e Secundário.
A acreditação da COIED obedece a regras que serão divulgadas oportunamente.
Para efetuar a sua inscrição, basta carregar no botão Registar existente no canto superior direito.
O eBook da COIED 2011 pode ser consultado aqui.
VISIR Stakeholders consultation - An unorthodox consultation about visions and scenarios on future of learning
The VISIR project – “Vision, Scenarios, Insights and Recommendations “ is the initiative of seven European networks one research centre and one University involved in the open, distance and e-learning field. It aims to develop a shared vision on how ICT may help making lifelong learning a reality. The project is co-funded by the European Commission Lifelong Learning Programme.
The objective of the VISIR Stakeholders’ Consultations is to involve professionals and practitioners as well as decision makers, students, civil society representatives, to build on their opinion and experience, to develop a common vision on how ICT may help making lifelong learning a reality.
We are counting on your contribution to help to identify and analyse the trends on ICT and learning in Europe. It will take only few minutes of your time and even could be fun to reflect on the 14, somewhat provocative and tricky statements which you will find in the consultation. Such statements were elaborated following a memorable brainstorming seminar in Bologna in May 2012, with the participation of a bunch of experts gathered from all the continent. They analysed the domains of change, the polarities and tensions and the main lines of evolution and trying to outline future scenarios from here till 2020. Thus, the statements in the consultation are related to the year 2020.
The survey is one of the tools used in the research phase for the partnership while looking to gather information about the existence and the use of games for learning and training within the partnership countries: Portugal, Austria, Italy, Romania, Turkey as well as in other European countries.
The aim of this survey was to call industry and learning organizations, within the different countries, for their cooperation and collaboration. The Target groups selected were: Trainers and Teachers; Training providers; Training VET and Higher Educational Organizations.
In late February, in Graz, a group of experts from Romania, Turkey, Portugal, Austria, Germany, Austria and United Kingdom, selected by the different partners shared with the GREAT Team their knowledge and experience, exploring game based learning (GBL) methodologies as a useful tool for education and training.
The aim of this meeting was to give an insight on the training and teaching process in several European States, discussing how people can acquire new competences to the labor market, reflecting on the possibilities offered by new methodologies on learning.
The article reflects the role of stakeholders and experts as well as their composition in review teams, based on the example of epprobate, the international quality label for eLearning courseware.
Some aspects of what we mean by eLearning quality can be captured in a reasonably objective manner (e.g. are learning objectives stated) but most of what we mean by quality (e.g. student engagement) can only be captured through more subjective measures. However, once we start to use subjective measures then the results begin to depend on who is doing the measuring, and, crucially, the results vary depending on the positioning of the reviewers with respect to the courseware.
So an eLearning producer may have one view (and within the company, the coders may have different views from the graphic designers), but the learners and teachers who will use the courseware, the employers who will employ those who have used the course, maybe the company that has commissioned the courseware for its employees, national government agencies and other social agencies may all have different perspectives on what is important in judging the quality of the courseware.
None of these perspectives have a monopoly on truth, and so the new international quality initiative ‘epprobate’ is using an approach that calls on views from a range of perspectives and stakeholders in order to develop its quality reviews.
Mere popularity is no guarantee of quality – one only has to look at the most popular TV programs, newspapers and YouTube videos to be convinced that popularity is not necessarily the same as quality!
On the other hand the traditional approach to quality assurance also has its problems. In education, the traditional approach has been for a small team of educational experts to come to a consensus view as to whether a journal article, a course, a programme of courses or an educational organization meets an established set of criteria. Such experts typically have knowledge of education and the quality evaluation processes and call on content experts if this is appropriate.
Such quality assurance systems have been criticised for being overly controlling, dominated by one particular perspective, and stifling initiative. So these approaches to quality assurance are giving way to quality enhancement approaches, and at the same time much more emphasis has begun to be put on student involvement in the quality process.
However these general quality schemes even in their most recent formulations are not ideally suited to the demands of an educational system subject to rapid change and growth and in particular those demands that arise from the use of eLearning. Many quality schemes for eLearning have been developed but most are somewhat tied to the limiting aspects of traditional quality approaches.
The solution that epprobate is proposing is to carry out reviews from a range of perspectives, in terms of a published set of quality criteria (http://epprobate.com/index.php/en/epprobate-quality-grid), and to involve the courseware producer with a learning community based around this review process. The production by the eLearning courseware producer of a self assessment is a vital part in encouraging the development of eLearning quality through self evaluation. A typical review panel would consist of representatives of the target group for the course, a pedagogical and quality expert, another eLearning courseware producer, a content expert and the eLearning courseware producer. This panel would produce a report examining the courseware in terms of the published criteria, and would award the epprobate label where the courseware was found to be of high quality.
Rather than simply a process of providing a label, the core of the epprobate process is the promotion of a community of peers working together to improve eLearning quality. We will achieve our goal of supporting the development of high quality eLearning courseware through a combination of consulting with a range of perspectives and multiple stakeholders, reviewing against a published set of criteria, producing detailed evaluative reports, and involving eLearning producers within our learning community.
The goals of eChallenges e-2012 are to promote wider socio-economic impact through knowledge sharing and exploitation of applied ICT research results and innovation, and in particular by stimulating rapid take-up of RTD results by industry and in particular SMEs. By bringing together key actors from industry, government and research, it provides an important forum to exchange experiences about the current state of sectoral, national and regional eAdoption.
Focused on Applied ICT addressing major Societal Challenges, eChallenges provides a prestigious, international forum that brings together senior representatives from leading commercial, government and research organisations around the world to share knowledge and experience, lessons learnt, good practices and innovation.
eChallenges showcases strategic keynote presentations, technical and policy papers, case studies and workshops sharing success stories and lessons learnt from applied ICT related research funded at national, regional European level. International cooperation and discussion of commercialisation, exploitation & interoperability issues are key aspects of the programme.
Online Registration will commence on 18 June 2012. Find out more here.
A integração de jogos e de dispositivos móveis em contexto educativo pode proporcionar oportunidades de aprendizagem únicas.
Neste Encontro teremos a presença de Lynn Alves e de Mar Camacho, entre outros especialistas, com o objetivo de debatermos as implicações dos jogos na aprendizagem e as exigências do m-learning para o ensino. São proporcionados workshops para os que queiram iniciar ou aprofundar a utilização de algumas ferramentas para criação de jogos e de conteúdos para m-learning.
Os jogos eletrónicos fazem parte do quotidiano das atuais gerações de alunos e a sua utilização no ensino pode melhorar significativamente o processo de aprendizagem através da motivação intrínseca ao ato de jogar. Os mundos virtuais vieram propiciar ambientes de aprendizagem extremamente ricos e interativos e a Web 2.0, mais concretamente as redes sociais, veio multiplicar os jogos colaborativos, de que são exemplo, o farmVille, o CityVille, o Empires & Allies, etc.
O mobile learning constitui uma forma aliciante e inovadora de tentar melhorar a aprendizagem dos alunos através de tecnologias móveis como telemóveis, consolas de jogos, leitores de mp3/mp4, ipads, netbooks, entre outros. O m-learning responde aos desafios da sociedade, às necessidades das atuais gerações de alunos e representa novas oportunidades no ensino a distância.
- Jogos e aprendizagem
- Criação e design de jogos educativos
- m-Learning: teorias, modelos e abordagens pedagógicas
- Casos práticos de m-learning
Data limite de submissão de comunicações ou posters (texto completo): 31 de maio de 2012