Join your colleagues around the world to increase understanding about open education!
Open Education Week will take place from 5-10 March 2012 online (www.openeducationweek.org) and in locally hosted events around the world. The objective is to raise awareness of the open education movement and open educational resources. There are several ways you and your organization can be involved:
- Provide a pre-recorded informational virtual tour of your project, work, or organization. This should be focused on the work you’re doing in open education, designed for a general audience. These can be done in any language.
- Offer a webinar. Webinars are well suited for topics of general interest, such as what’s happening in open education in a particular area or country, or topics that offer discussion possibilities. Webinars can be scheduled in any language, 24 hours a day. We would also like to feature question and answer sessions in a variety of languages and time zones.
- Pre-record a presentation on open education concepts. Do you have an inspiring presentation about open education? Can you discuss the issues that open education seeks to address in your country, region or globally? We plan to feature short, introductory overviews of open education and OER for different audiences, such as those new to the idea, policy makers, faculty, etc. Presentations in any language are welcome.
- Create or share text-based, downloadable information. This should be information on the open education movement, in any language, appropriate to introduce the movement and its important concepts to a variety of audiences. Specific information on your project can be linked to from the openeducationweek.org website.
- Sponsor or host a local event during the week of 5-10 March.This could be a community discussions, a forum on open education, a challenge and/or a celebration. We invite you to get creative with planning events. Suggestions and support will be available on the open education week web site, and the planning group is happy to work with you to create bigger impact.
The OCW Consortium is coordinating this community run event. There is no cost to participate. Follow
- on twitter at #openeducationwk and facebook at facebook.com/openeducationwk.
- Please fill out the Open Education Week contributor’s form by January 20, 2012:
You may also contact at firstname.lastname@example.org
En el documento se analiza el fenómeno de la economía de Internet desde lo general a lo particular. La obra está coordinada por Cilia Willem, investigadora del LMI. Bridge-IT es un proyecto de red temática financiado por la Comisión Europea a través del programa de soporte a las políticas de fomento del uso de las TIC (PSP ICT). Sus principales objetivos son la identificación, el intercambio y la aplicación de buenas prácticas dentro del ámbito de las TIC y de la diversidad cultural y la integración social del colectivo inmigrante en Europa.
La brochure "Enseigner les lettres avec le numérique" réunit sous forme de fiches une dizaine de parcours pédagogiques illustrant l'utilisation des technologies numériques et l'évolution des pratiques. Elle propose un choix de références bibliographiques et sitographiques
The Executive Agency has adopted the lists of selected projects on 14 December 2011
The general objectives of the call for proposals Support for European cooperation in Education and Training are to support the establishment and implementation of coherent and comprehensive lifelong learning strategies and policies at national, regional and local level, covering and interlinking all types (formal, non-formal, informal) and levels of learning (preschool, primary, secondary, tertiary, adult, initial and continuing vocational education and training), including links to other relevant policy sectors (e.g. employment and social inclusion), through:
- Supporting awareness-raising and institutional commitment, coordination and partnership with all stakeholders to contribute to national implementation of the four strategic priorities of the ‘Strategic framework for European cooperation in education and training (ET 2020)’.
- Supporting European cooperation and exchange of experiences and good practice in the development and implementation of coherent and comprehensive lifelong learning strategies and policies at both the national and regional level, covering all forms and levels of education and training.
- Supporting the identification of the main critical factors and through joint experimenting, testing and transferring innovation in relation to the successful implementation of lifelong learning strategies and policies.
Lists of successful projects:
Comment les écoles peuvent-elles s’engager dans des usages d’internet reponsable ? C’est l’objectif de les y aider que poursuit l’association écoles-internet, qui décerne chaque année son label à des écoles dont l’action en matière de Tice et d’Internet vise particulièrement à éduquer les enfants à des enjeux scolaires et sociétaux.
En 2011, ce sont 52 nouvelles écoles, qui ont reçu ce label, portant ainsi à 257 le nombre total d’écoles actuellement labellisées. La labellisation s’obtient pour 3 ans, en remplissant un formulaire d’inscription sur le site et en déposant au moins une initiative correspondant au projet de l’école.
Douze d’entre elles étaient présentes à la cérémonie de remise des labels, effectuée le 22 novembre à Educatice par Jean-Loup Burtin, chargé du développement numérique du 1er degré à la Degesco et Florence Durand-Tornare, déléguée de l’associations villes internet, en présence d'Anna Angeli, chef du projet ecoles-internet.
Les écoles présentes ont toutes insisté sur l’importance de la collaboration école-commune-familles et ont en général envoyé des délégations mixtes pour expliquer leur projet, puisque la mutualisation et le partage d’expériences sont au cœur du dispositif écoles-internet. Le label, déclarent souvent les enseignants, est une bonne occasion de reconnaître le travail des responsables communaux de l’éducation et des familles, et de valoriser les partenariats. Les initiatives sont très diverses, mais reflètent remarquablement l’engagement des acteurs et des élèves.
On a pu ainsi découvrir l’activité de l’école Saint-Germain de Bourgueil qui, depuis 5 ans, forme des reporters internet dans la classe de CE2, avec rédaction d’un journal d’école, agenda en ligne, charte de bonne conduite, création de blogs … L’école Carlepont, dans l’Oise, donne accès à un ENT et distribue un Netp@ssport, l’école Cadirac de Foix a réalisé sur son site déjà bien développé un aide-mémoire synthétique pour les élèves, fort utile en cas de maladie ou d’absence, l’école des Jonquilles à Montpellier réalise une grande fresque historique, …
La campagne de labellisation 2012 s’ouvrira en mars et se terminera en septembre. Le formulaire d’inscription est disponible sur le site, qui décrit également en détail les initiatives des écoles. Un montage video de la remise des labels et des interviews de participants y seront en ligne dès la semaine prochaine.
The StreetLearn project has developed and tested a serious game using Google Streetview to create the 3D surroundings of the game. The learner/gamer is a police officer searching for a drugs dealer and his stash. The game is situated in the centre of Amsterdam, the 'grachtengordel', that forms part of the Unesco cultural heritage. While playing the gamer learns about the cultural and historical value of the grachtengordel.
Games often take place in a realistic 3D-environment. Developing these surroundings is much too costly for many educational institutions. But Google Streetview is an open 3D-environment, available for everybody. Is it possible to use Google Streetview for serious games, was the central question for the project Streetlearn. What are the possibilities and limitations of Google Streetview as a 3D-environment for educational purposes. What do teachers need to use this environment for the development of serious games? What are the benefits of the use of Google Streetview as a game environment for eduction?
The Streetlearn project has developed a location-dependent game using Google Streetview. A learning scenario has been written in which the gamers play the role of a police officer hunting for drugsdealers. The gamers receive assignments to find objects, to go to another location, to follow up tips and to answer questions. In the meantime they move through the streets of the centre of Amsterdam, gaining information and acquiring knowledge about their enviroment.
A prototype has been developed and has been made available in Google Streetview. A small group of students Cultural Sciences of the Open Universiteit have played the game. The fist evaluations are posted on the website of Streetlearn. The final evaluation of the project will also appear there.
Over the last ten years, the way in which education and training is delivered has changed considerably with the advent of new technologies. One such new technology that holds considerable promise for helping to engage learners is Games-Based Learning (GBL).
Abstract submission deadline: 16 March 2012
The Conference offers an opportunity for scholars and practitioners interested in the issues related to GBL to share their thinking and research findings. Papers can cover various issues and aspects of GBL in education and training: technology and implementation issues associated with the development of GBL; use of mobile and MMOGs for learning; pedagogical issues associated with GBL; social and ethical issues in GBL; GBL best cases and practices, and other related aspects. We are particularly interested in empirical research that addresses whether GBL enhances learning. This Conference provides a forum for discussion, collaboration and intellectual exchange for all those interested in any of these fields of research or practice.
The conference committee welcomes contributions on a wide range of topics using a range of scholarly approaches including theoretical and empirical papers employing qualitative, quantitative and critical methods. Action research, case studies and work-in-progress/posters are welcomed approaches. PhD Research, proposals for roundtable discussions, non-academic contributions and product demonstrations based on the main themes are also invited. You can find full details in the submission types document (.pdf format).
Papers accepted for the conference will be published in the conference proceedings, subject to author registration and payment. Selected papers will also be considered for publication in a special issue of the Electronic Journal of e-Learning and to the International Journal of Game-Based Learning. The latest issue of the Electronic Journal of e-Learning is available to read online. You can see details of the proceedings and journal accreditations by clicking on the star to the right.
Participants will be asked to vote for the best poster and a prize will be given for the poster receiving the highest number of votes. Additionally, a prize is awarded to the best PhD paper presented at the conference.
In addition to the main conference topics below, the advisory group invite suggestions for mini tracks. If you would be interested in preparing and chairing a mini track, please contact the Conference Director, Sue Nugus
Possible topics include, but are not limited to:-
"Mobility from Childhood to Seniority" was the theme of the EDUinspiration Awards, which was organised by the Polish National Agency for the Lifelong Learning Programme. In the category "institutional mobility" the first prize went to "Giving Heart to European Senior Citizens", a Leonardo da Vinci project from Nowy Sącz which partly focused on home-care for elderly people. In the category "individual mobility" the first prize was given to "Creating E-learning Courses – Hands-on Tools and Practical Tips" which allowed Beata from Poland to do a Comenius in-service training in Malta.
The aim of the competition was to highlight successful cross-border learning projects which received support from Comenius, Erasmus, Leonardo da Vinci and Grundtvig. These programmes offer the opportunity to acquire new competencies, learn languages, exchange experience and good practices. The end result will be higher quality of education across Europe.
The laureates were selected among 134 eligible Polish projects carried out between 2008 and 2010. The jury awarded six EDUInspiration prizes evaluating candidates in terms of effectiveness of the project, efficiency, impact, sustainability of results. In addition, the experts decided to award 12 honourable distinctions for the projects which demonstrated innovative approach in dissemination of the achieved results.
The awards gala was held on 18 October 2011 during the Mobility Conference in Sopot, Poland. Each award winning project received a statuette and a diploma.
The winning projects are:
Giving Heart to European Senior Citizens
Jadwiga Wolska Post-Secondary School for Medical and Social Workers in Nowy Sącz
Project coordinators: Agata Piwowar, Barbara Kafel
Leonardo da Vinci (vocational education and training) - Initial Vocational Training
No.1 Integration School Compound in Łódź, No. 67 Janusz Korczak Integration Primary School in Łódź
Project coordinator: Julita Skulimowska-Wilk
Comenius (school education) - Multilateral School Partnerships
Community Based Rehabilitation in Neurology - Training Programme
EU Sp. z o.o.
Project coordinator: Anna Czernuszenko
Leonardo da Vinci (vocational education and training) - Partnerships
Creating E-learning Courses – Hands-on Tools and Practical Tips
No 1 Primary School with Integration Forms in Racibórz
Comenius Programme (school education) - In-service Training
ICT for Collaborative, Project-Based Teaching and Learning
School and Preschool Compound in Studzienice
Comenius (school education) - In-service Training
Triple T – Theory, Teaching, Technology: Teaching and Learning with ICT
Municipal Office in Tarnowiec
Transversal Programme – Study Visit
Here is a short story of each of the projects.
The opportunities offered by the use of technology in education are many. It transforms the pedagogy and can lead to an improved and more engaging learning experience. These effects are not limited to the classroom, for example, the transformation of distance education into e-learning and blended learning offers new options for delivery and new opportunities for in-service teacher training and support. The capacity of ICT to build borderless networks represents possibilities for innovative peer learning across territories and countries. In addition to redefi ning access to knowledge and instructional design and provision, the penetration of ICT in all dimensions of economic, social and cultural activities has far-reaching implications in terms of the skills required to become an active member of society. The ability of students to utilize ICT has become a new requirement for effective education systems.