Given the substantial growth of Web users that create and update knowledge all over the world in languages other than English, multilingualism has become an issue of major interest for the Semantic Web community. This process has been accelerated due to initiatives such as the Linked Data project, which encourages not only governments and public institutes to make their data available to the public, but also private organizations in domains such as medicine, geography, music etc. These actors often publish their data sources in their respective languages, and as such, in order to make this information interoperable and accessible to members of other linguistic communities, multilingual knowledge representation, access and translation are an impending need.
Given the success of the first edition of this workshop, which was co-located with the 19th International World Wide Web Conference (WWW2010), encouraged them to organize the second version of this series.
elearningeuropa.info will participate at the first Digital Agenda Assembly to be held in Brussels on 16th and 17th June 2011. The Digital Agenda for Europe is the road map for bringing the benefits of a digital society and economy to Europe's citizens.
The main objectives of the assembly are to assess progress, identify challenges and mobilise stakeholder's actions in the Digital Agenda 2010-2020.
elearningeuropa.info portal will participate in Workshop 08: Mainstreaming eLearning in education and training and Workshop 20: Digital literacy and e-Inclusion.
Please note that the Digital Agenda Assembly and its workshops are fully booked.
The elearningeuropa.info portal will open a Community on the topic of ICT and Education across Europe in order to take up the outcomes of Workshop 08, and to continue the discussions about this topic with portal members.
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The overall objective of MIRROR is to empower and engage employees to reflect on past work performances and personal learning experiences in order to learn in “real-time” and to creatively solve pressing problems immediately.
MIRROR shall help employees to increase their level and breadth of experience significantly within short time by capturing experiences of others. A prerequisite for exploring innovative solutions in this context is to rely on human ability to efficiently and effectively learn directly from tacit knowledge – without the need for making it explicit.
Specifically MIRROR will provide the following output:
• Conceptual model of holistic continuous learning by reflection which incorporates the essential ingredients of training critical thinking, awareness of emotions, (collaborative) knowledge construction, creative problem solving and innovation.
• Within a so-called “AppSphere” a bundle of real-time, interoperable learning applications that can be used within the collaborative and social work environment of the employees.
• Prove of learning effectiveness through evaluation within five testbeds.
MIRROR will be the first technology-enhanced learning approach that can be used in highly dynamic working situations where no teachers, no formal content, and no explicit knowledge are available.
Extracted from MIRROR
Open Educational Resources (OER) can be analysed in relation to the basic tension apparent in the modern educational system: by contrasting pedagogical function with the process of selection. On the one hand we expect knowledge to be open, and for its own sake; while on the other, we expect to use it as means to develop a personal career.
OER, freely accessible on the Internet, falls within the realm of educational functionality, facilitating learning processes outside of formal structures characterised by selection processes like degrees and diplomas. However, OER are lacking an associate service industry (such as Open-Source Software distributors) which could improve their usability and develop their overall economic impact.
The article explores the possibility of finding marketable services in relation to the selection function, arguing that degree-providing institutions can offer learners credits for the competences acquired during open learning, in other words, re-formalizing the process. Such accreditation would be an asset, it could provide access to better careers, and as such it might be possible to price this service in a more or less cost-efficient way. Different current developments, like the French ‘validation des acquis de l’experience’, show that this scenario is realistic.
The researchers are using three different tools for empirical data collection: quantitative surveys, workshops with “pioneer” SME and think tank sessions. As the study is not yet completed, the focus of the current paper is to present the key ideas, conceptual model and methodology, as well as our preliminary findings.
The preliminary results show the need of a deep change in the SME management paradigm before the full exploitation of the Web 2.0 can occur. While the development of learning environments and sharing networks is helping to configure an SME 2.0 vision, that vision won’t have an easy time turning into reality due to the incipient usage of these tools and the existing obstacles. Therefore, the concept of a fast, easy and global adoption in SME should be discarded.
Nevertheless, the competitive enabler that a network based collaboration represents, the recognized value of knowledge sharing and the willingness of people to participate in change are all positive factors in the path towards the persistent and systematic development of the SME 2.0 vision. Businesses and public policy makers should not be indifferent to this opportunity and trend in the knowledge based society.
Globalisation has brought systems intelligence to the core of the success factors, and working life will experience a prominent shift towards an emphasis on new visionary knowledge creation. We strive to address the whole continuum from generic global traits and trends down to a specific training concept piloted by a university outreach programme. Our main concern is that the decisive importance of learning as the vehicle for pulling the contemporary societies out of the current crises has been identified, but not yet fully recognised by the policy-makers, with their mindsets constrained by past policies and beliefs. We suggest that taking off from traditional thinking is necessary for equipping the emerging knowledge economies with the mastery of systemic innovation.
The full text of this article is available in English and Spanish.The Spanish version is made possible thanks to our partner, the Organisation of Ibero-American States for Education, Science and Culture (OEI). // El texto integro de este artículo está disponible en inglés y castellano. La versión castellana ha sido posible gracias a nuestro socio, la Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI).
It is generally recognised that the roles assumed by teachers are related to the transmission of information, to leading students actions, to be the subject-matter expert possessing knowledge of fixed and precise contents which are capable of being attained by students. How are these roles changing?
Linked to the use of the Web and other multimedia resources, in most of the ICT based learning settings, the role of the teacher as the “knowledge” authority or as the transmitter of information is in danger when using extensively sources of information different from that provided by the teacher. The teachers act more as learning guides: “When I used Internet and multimedia, I had to change my teaching style; but colleagues who wanted to keep their traditional style, they just quit”.
The predominant teacher roles identified were:
Teacher as learner in the classroom: Teachers are accepting that students might do better in special fields and were ready to learn with and from them: “Quite often roles were exchanged between teacher and student, especially when the latter was more experienced in using the new technology”. Such a collaborative approach leads to the acquisition of ICT competences by both actors.
Teacher as tutor. Among the many roles supporting the learning process, the tutoring role is one widely recognised. The tutor’s role is not just the subject matter expert who facilitates learning activities, solves problems, and updates the contents.
For instance, in on-line discussions, the tutor facilitates communication, and it is possible to distinguish these tutor roles:
· The tutor as modeller, which implies someone who stimulates the learner by creating materials and situations for active learning.
· The tutor as coach, consultant, referee, assessor and ’helpline’.
· The tutor as scaffold. which is more of a guide and monitor, bringing parties together as manager, provider or broker.
Teacher as collaborator with students. There are many ICT-based activities in which project-based learning is the pedagogical strategy. In such activities, teachers tend to participate as peers together with the students.
Teacher as developer. The teacher develops learning materials mainly in electronic format, or provides input to professional developers.
Teacher as researcher. There is a trend in teachers’ professional development that promotes the view of the teacher as a researcher of his/her own educational experiences as a way to reflect and internalise the innovations promoted in the classroom. As ICT tools and products are involved in many classroom innovations, teachers alone, or as partners of researchers in educational research, are able to use the research outcomes to help with planning and improving pupils’ learning experiences with ICT, and to make them appropriate to their needs within the curriculum framework of the school.
Teacher as lifelong ICT trainee. ICT literacy is the first step in the professional development of the teachers. Teachers involved in innovations of any kind, and particularly in innovations using ICT, are more easily involved in retraining in both pedagogical and technical innovations.
Teacher as a member of a team of teachers. In distributed e-classrooms, teachers are “members of a team of teachers” rather than acting only as individuals. This is due to the complexity involved in collaborative courses, such as international ones or other types of distributed learning arrangements.
Teachers’ and students’ roles are interdependent. If the roles of the teacher are moderator, tutor, etc., learners need to become self-reliant, active searchers for relevant information. The role of a self-reliant student is the corollary to a less directed role of the teacher. This raises the level of students responsibility in learning.
The roles of students appear to depend on: a) the pedagogical approach used in classroom, b) the roles played by the teacher, and c) the classroom peers. Some of the roles identified include:
Student as teacher. Social and active learning can be encouraged by the use of ICT; new pedagogical concepts enable students to understand the role of the teacher as more actively integrated into the teaching/learning process.
Student as collaborator. Students collaborate with other students and the teacher in project-based educational activities. This is an important aspect to take into account in e-learning if the tutor wants to break the isolation of online students working individually.
Student as cooperator. Students cooperate in team work where they may undertake various team roles (for example leader, expert, moderator, affective supporter, record keeper, etc).
In general, students tend to adopt a more active, motivated, deep and self-regulated learning role. Collaborative rather than individual learning tends to occur. Teachers tend to move from a traditional role toward one of a “learning facilitator”. Nevertheless, these changes tend to be restricted to learning situations which employ ICT-based “open” applications, as interactive educational programs, use of Internet as information resource, etc.The authors take part in the Monitoring and Evaluation of Research in Learning Innovations (MERLIN Consortium), funded by the European Union, Key Action Improving the Socio-economic Knowledge Base.
This text is a fragment corresponding to chapter 3.1 of the article "Critical indicators of innovative practices in ICT-supported learning", presented at PROMETEUS Conference held in Paris, 29th –30th September 2002.