The University of Tuscia (UNITUS) based in Viterbo, Italy has just joined the AGRICOM consortium, providing expertise in Italian agriculture and food production, as well as forestry and energy efforts.
The full first version of the AGRICOM Competence Model (ACM) was developed by the end of the first project year and is now undergoing extensive testing in AGRICOM partner countries. Now, the University of Tuscia (UNITUS) will coordinate the Italian portion of pilot-testing phase. Their efforts will complement the on-going pilot-testing in the other countries like Germany, Greece, and the Netherlands. Together, their results will demonstrate a variety of national implementations and applications.
Until 5 March 2012 authors are invited to submit research papers, case studies, work in progress, position papers, workshops and posters. All submissions will be peer-reviewed by three members of the programme committee for originality, significance, clarity and quality. Accepted papers will be published in the ePIC 2012 proceedings under ISBN 978-2-9540144-1-8.
Authors are invited to address issues in relation to:
- development of lifelong learner / professional / citizen identity;healthcare education of professionals and citizens (professional- health- folio);integrative learning and holistic development;individual / community /organisational ePortfolios and identities development;continuing professional development and sustainable employability;
- assessment, recognition and accreditation of learning (formal, informal, lifelong and life-wide).
Key conference questions may include, (but are not limited to):
- Should everybody (individuals, communities and organisations) have an ePortfolio?
- How do individual and organisational ePortfolios (and identity) relate?
- How do ePortfolios contribute to the identity construction process?
- How do ePortfolios support the acquisition of 21st century skills?
- How do ePortfolios support lifelong learning, orientation and employability?
- How to develop the recognition and accreditation of prior Experience and learning (APEL) ?
- How to create an ePortfolio ecosystem?
- How do ePortfolios, Personal Learning Environments and Personal Working Environments relate?
- How can we make effective an ‘business case’ to those funding eportfolio provision when resources are restricted?
This vision was replaced in the late 20th century by the idea of centres of excellence, which are highly specialised but rather narrow in their approach to knowledge. The idea of civilisation degenerated into techno-bureaucracy. This trend has been further intensified by the market model of a university, favouring fields of human inquiry that make money. Also, corporate universities are being promoted, especially when new models of e-learning and mobile learning can be applied.
There is now a need for common European virtual education and a common European degree system. The content of a European virtual university gateway service would be a portal to net-based or net-supported courses and programmes, information seeking, collaboration and exchange, common denominators, ownership and endorsement labels. The quality issues include transparency, benchmarking, meta-data structure, user and peer reviews, sharing of models and best practices, a sharing system and tool description, as well as user experiences.
Virtual education in Europe has mainly taken place on a national level thus far, and there is not yet a great deal of transnational collaboration. National consortia with centres of expertise have been formed in many countries (France, the Netherlands, Finland, etc.), while some single e-universities and project-based national initiatives also exist. Public-private partnerships are also developing, and there are new providers of content from corporate and media-linked sources. The issues of quality assurance and accreditation, as well as international strategic alliances, are being widely discussed.
In Finland, the following progress has been made in recent years in introducing e-learning to higher education:
- Changes in management: earlier, the management of the university gave orders to departments and faculties to make progress in applying e-learning within their work. The solution then was further training of the faculty members. Now, there are strategic services, enabling the universities to involve the departmental level. This middle-out approach involves the operative directors of departments and faculties.
- The trend is to promote cooperation between the best research and teaching universities so that material of high quality will be available to all. A European learning portal between universities is being constructed.
- Common support structures and credit systems are being developed between selected European universities which would guarantee mobility and operative infrastructures. Students of any of the participating universities would be able to participate in research-based education. Also, search engines for the courses are being developed.
The article is originally published at “e-Learning Conference 2005: Towards a Learning Society 2005”.A full text of this article is available in PDF format at http://www.elearningeuropa.info/files/media/media11006.pdf