Creativity
Formation à distance : quand le tutorat s’adapte à l’industrialisation
Dans notre article « Formation e-learning : quand industrialisation rime avec qualité », nous faisions mention de la possibilité et même de la nécessité pour certaines entreprises, d’industrialiser la production de leur formation à distance. Une manière pour elles de pallier les difficultés à introniser une méthode de formation qui requiert l’alliance de compétences pédagogiques, technologiques et humaines. Le tutorat adapté à la formation à distance doit s’accorder avec cette industrialisation du e-learning. Peut-on alors parler d’industrialisation du tutorat ?
Industrialisation de la formation à distance et tutorat, les craintes
Digital Agenda Scoreboard
The Digital Agenda contains commitments to undertake 101 specific policy actions intended to stimulate a virtuous circle of investment in and usage of digital technologies. Several actions are undertaken in the domain of education: identification of descriptors of digital competence; a policy handbook on digital competence; the development of indicators to measure the use of ICT in education; and large scale crossnational demonstrations on creative learning and innovative teaching.
Excellence in Education 2011: Giftedness, Creativity, Development
The International Centre for Innovation in Education (ICIE) is committed to the development of all learners as productive world citizens and leaders for the future. This International Conference will provide a conference programme with the highest calibre of: Nobel Prize winners, keynote speakers, invited speakers, and a large number of scholars and presenters alongside a selection of exhibitors. This conference, in İstanbul - Türkiye, is another milestone in the journey towards leadership, creativity and innovation.
Conference aims and objectives:
ICT as a driver for creative learning and innovative teaching
Creativity is often seen as a talent, or as a characteristic of eminent people. Distinctive personality traits have been identified to exemplify a creative mind. At the same time, a number of studies recognise that creativity can be enhanced and cultivated. How well are educational systems enhancing this transversal skill and promoting students’ creativity? Are schools creating the conditions for creativity to flourish? And, most of all, why should school address creativity? In this paper it will be argued that creativity in education is not just an opportunity, but a necessity
Invisible Learning towards a new ecology of education
"The proposed invisible learning concept is the result of several years of research and work to integrate diverse perspectives on a new paradigm of learning and human capital development that is especially relevant in the context of the 21st century. This view takes into account the impact of technological advances and changes in formal, non-formal, and informal education, in addition to the 'fuzzy' metaspaces in between. Within this approach, we explore a panorama of options for future development of education that is relevant today. Invisible Learning does not propose a theory, but rather establishes a metatheory capable of integrating different ideas and perspectives. This has been described as a protoparadigm, which is still in the 'beta' stage of construction."
The first edition of the book has been published in Spanish.
The authors of this work are:
Cristóbal Cobo (PhD) University of Oxford.
John Moravec (PhD) University of Minnesota.
Digital Agenda Assembly: Workshop 08. Mainstreaming e-Learning in education and training
The purpose of the workshop is to mobilise key stakeholders and Member States' representatives to support the mainstreaming of e-Learning in national policies as an agent for modernization of education, for all subjects and skills. elearningeuropa.info will participate. The workshop will discuss the current situation of ICT for education and training in Member States, the potential obstacles to full scale adoption of eLearning, and the necessary pre-conditions to mainstreaming it in formal and informal learning processes (ICT infrastructures, teachers' competencies, etc).
The expected outcome is a set of priorities and actions encouraging Member States to innovate in their education and training through adopting and integrating e-Learning into teaching and training. It should also include recommendations to the Commission on how to support the Member States in this endeavour. This workshop will represent the "kick-off" of the Digital Agenda action 68.
Profiles of participants:
Member States' representatives (education and training), eLearning industry representatives (solutions providers, publishers, etc.); association of teachers and parents, researchers, as well as representatives of international associations and experts promoting the use of eLearning.
Draft Workshop programme:
DAY 1, THURSDAY 16.6.2011
10:00 – 13:30
Opening/Closing statements:
• Khalil ROUHANA, EC Director INFSO/E - Digital Content and Cognitive Systems
• Pierre MAIRESSE, EC Director EAC/A - Lifelong Learning: Horizontal Policy Issues and 2020 Strategy
10h15 Keynote – ICT in modernisation of education and training across Europe
• Markku MARKKULA, Member of the EU Committee of Regions (CoR Rapporteur on Digital Agenda & on the Role of Regions in Achieving the Objectives of EU 2020)
10h30 Thematic Panel: Lessons learnt
Discussing and showcasing successful eLearning policies and tools
• Marc DURANDO, European Schoolnet
• Saverio SALERNO, Research Centre in Pure and Applied Mathematics / University of Salerno
• Richard STRAUB, eLIG eLearning Industry Group
• Oscar VALIENTE, Centre for Educational Research and Innovation, OECD
• Etelberto COSTA, Portuguese Association for Human Resources Managers
11h30 Open discussion on lessons learnt and first conclusions
• Facilitated by Sally REYNOLDS, Managing Director ATiT
• Rapporteurs: Tapio KOSKINEN (Aalto University) / Yves PUNIE (IPTS)
12h00 Thematic Panel: Drivers and opportunities
Discussing drivers, opportunities and expectations.
• Hans LAUGESEN, European Trade Unions Committee for Education (ETUCE)
• Johannes THEINER, European Parents' Association (EPA)
• Georges VAN STEENE, Vice-President of the European Civil Society Platform on Lifelong Learning (EUCIS-LLL) and President of European Training and Development Federation (EDTF)
• Lara WIDMER, The Organising Bureau of European School Student Unions (OBESSU)
12:40 Open discussion on the way forward
Priorities for actions
• Facilitated by Sally REYNOLDS, Managing Director ATiT
• Rapporteurs: Tapio KOSKINEN (Aalto University) /Yves PUNIE (IPTS)
13:15 Conclusions
- Reports from the thematic panels and open discussions
- Final conclusions
13:30 – End of workshop
Workshop links and documents
- Biography - Etelberto Costa (36 KB)
- Biography - Georges Van Steene (42 KB)
- Biography - Hans Laugesen (42 KB)
- Biography - Johannes Theiner (42 KB)
- Biography - Lara Widmer (2 MB)
- Biography - Marc Durando (43 KB)
- Biography - Markku Markkkula (60 KB)
- Biography - Oscar Valiente
- Biography - Richard Straub (56 KB)
- Biography - Sally Reynolds (79 KB)
- Biography - Saverio Salerno (12 KB)
- Biography - Tapio Koskinen (43 KB)
- Compendium of Good Practice Cases of e-learning
- Education and Culture DG
- Enterprise and Industry DG
- Information Society DG
- Technology Enhanced Learning Research
- The role of education and training in the implementation of the Europe 2020 Strategy
- The use of ICT to support innovation and lifelong learning for all - A report on progress
- Updated Strategic framework for European cooperation in education and training (ET 2020)
Session organiser: Marco MARSELLA (European Commission, DG Information Society and Media, Luxembourg)
The use of ICT for the assessment of Key Competences
This study will look at how ICT can support modernising schools and education and training practices by exploring assessment strategies that adequately capture all dimensions of the key competences for the 21st century, for all learners.
Objective:
- Provide an overview on the ways in which ICT are and can be used for assessment of knowledge, skills and attitudes of key competences, especially those transversal competences such as learning to learn, creativity, entrepreneurship and digital competence.
- Based on the research evidence available, reflect on the potential of ICT for assessing key competences, taking into account issues related to curricula, learning outcomes, teachers, learners and educational institutions.
- Indicate implications and options for policy, with a view to guiding for policies related to the assessment and promotion of key competences.
The definition of key competences is based on the 2006 European Recommendation on key competences (Official Journal L 394 of 30.12.2006) whereby all EU member states have agreed on a set of eight key competences for lifelong learning by the European Union.
Assessment is a crucial part in the learning process and in the acquisition of key competences but most current assessment methods have a strong emphasis on [only] knowledge and do not sufficiently capture transversal skills and the attitudes dimension of key competences, while these are regarded as increasingly important for 21st century learning. In addition, while the use of ICT is having an increasingly important role in education and training practices, its potential has not been fully exploited for assessment.
This study will look at how ICT can support modernising schools and education and training practices by exploring assessment strategies that adequately capture all dimensions of the key competences for the 21st century, for all learners.
The study is expected to contribute to an European Commission Thematic Working Group on the Assessment of key competences, and to the preparation of a Policy Handbook on this topic by the end of 2011. Acquiring key competences is a priority for European and Member States policies, as argued in the Europe 2020 flagships "Digital Agenda", "New Skills and Jobs" and "Youth on the move" and "Innovation Union".
Extracted from COMPASS
Naace Impact Awards Shortlist Announced
With over 64 high calibre entries the judging was extremely difficult.
Naace has no doubt about the impact that ICT can have on learning and teaching when used well by skilled and creative professionals. ICT makes a real difference to learner’s achievement and engagement; it offers access to resources that would otherwise be beyond the reach of any school or college, it allows communication and collaboration beyond the physical and temporal limits of the classroom; it allows learners to think more clearly and see the world from another perspective. Naace has a long standing history of supporting those working in education to use ICT to achieve the greatest possible impact, and now seeks to provide some formal recognition of outstanding work in this area.