This manual is the main result of the EU-VIP project. This publication provides a framework for and a description of the conditions of success for integrating virtual mobility in international internships. Next to this it defines the context and definitions used in the EU-VIP project and it presents the conclusions regarding the perspectives from the different stakeholders: students, higher education institutions and companies.
Quick guide in English, Danish, Dutch, Finnish, German, Italian and Polish (pdf)
Game in which students learn the double-entry bookkeeping in a practical and fun way as they are trading goods, building houses, loaning. Their intrinsic motivation to win, enthuses them in their learning and helps with the practice of the fundamental double-entry bookkeeping principles. Students can play it in the classroom, under supervision of the lecturer, as well at home.
The ‘students as learning designers’ approach challenges transmission models of pedagogy and requires teachers to relinquish some control to their students so that they might have the space to experiment and discover how to learn.
This paper outlines the findings of two studies that allowed students to explore new ways of learning, where they were encouraged to take responsibility for their own learning, and outlines what potential social media tools may have in facilitating this experience. These projects demonstrate that when students are empowered to design their own learning activities, they can deeply engage in the learning process.
There is no doubt that social media has become the utmost important “in thing” for adolescents. This study aimed to understand adolescents’ emic(self-reported) practices in social media, and the type of learning they think is possible there, through their perception of their own authentic experiences. The preliminary results showed that adolescents were not aware of the different instances of learning while experiencing them in social media.
The First Seven Weeks programme aims to support first year students during their first seven weeks at the University of Limerick, Ireland. Through Facebook, students are provided with support on topics such as finding their way around campus; developing study skills; time management; health and well-being.
Student Perceptions and Preferences for Tertiary Online Courses: Does Prior High School Distance Learning Make a Difference? Dale Kirby, Dennis B. Sharpe, Memorial University of Newfoundland, Canada & Michael K. Barbour, Wayne State University, United States of America and Local Support for Online Learners with Possible Learning Disabilities Torstein Rekkedal, NKI Distance Educat
Information and communication technology (ICT) offers new opportunities in the sphere of education to tap into the culture and experience of the digital generations, who demand a more customised learning system that can be accessed anywhere and at any time.
Faced with recent changes in the student body demographic at the UOC, this study set out to analyse the main reasons why people under the age of 21 choose to study at an online university, and to learn about what they think about their experience as virtual students.
In this article, we discuss early childhood and primary science education supported by ICT. We propose an approach that incorporates thinking, experimenting and communicating as a means to develop technical and scientific thought, in addition to encouraging pupils to control their learning outcomes and work together.
The research presented focuses on a number of important ways in which this type of pedagogy can take place. Importance is given to teachers’ ability to respond to pupils’ inquisitiveness and their own interests, as well as their capacity to help pupils develop mental agility and promote attitudes and values such as respect for others, independence, a critical mind and the ability to work in a team. Also crucial to developing technical and scientific thought is the emphasis placed on understanding the world around us, interacting with it and relating it to everyday life, in addition to the use of cognitive and linguistic skills, which are the building blocks of learning and communication.
Based on a socio-critical educational model, we are interested in improving the quality of science teaching and fostering its critical potential. This includes, among other things, understanding the key role emotions play in the process of creating scientific knowledge.