elearning_label_training_and_work
Proyectos
Synergetic New Thesis for European Simera
30 Noviembre 2002
The project aims at developing a new educative model based on the personal and social evolution of each person to romote the european dimension.
L'objectif du proje t''SYNTHESI; nouveau lieu de coopération pour l'éducation européenne aujourd'hui'' est de développer un nouveau modèle éducatif qui se base sur l'évolution personnelle et sociale de chaque personne pour promouvoir la dimension européenne. Le projet veut permettre le développement chez les enseignants de 'l'autoconnaissance critique' et de la critique active des informations émises par la société afin de conduire à une meilleure compréhension de la dimension européenne de l'éducation.
L'objectif est de parvenir à la mise en oeuvre d'une formation continue pour des enseignants voulant appliquer cette approche. Le projet sera présenté sous forme d'une pièce de théâtre la première année; dans le courant de la 2e année l'obejctif est de créer des centres de ressources et de formation pour diffuser la méthode et la promouvoir.
L'objectif est de parvenir à la mise en oeuvre d'une formation continue pour des enseignants voulant appliquer cette approche. Le projet sera présenté sous forme d'une pièce de théâtre la première année; dans le courant de la 2e année l'obejctif est de créer des centres de ressources et de formation pour diffuser la méthode et la promouvoir.
Proyectos
Bilingualer Unterricht als Beitrag zur Förderung von Mehrsprachigkeit in Europa
30 Noviembre 2002
The project targets teachers and student teachers who teach subject areas like history and geography in the medium of a foreign language.
Academic research and good practice at schools are to be interconnected.
The project is designed to last three years and intends to carry out the following main activities:
· national and transnational meetings, face-to-face as well as virtual;
· planning and implementation of in-service training;
· implementation of student and staff mobility;
· development, evaluation and dissemination of didactic materials.
The concrete outcomes of the project include: a handbook on bilingual teaching; a second volume with didactic materials; a Comenius 2.2 course; national websites and an internet platform for a transnational ''Virtual Workshop'' which enables participating teachers to exchange good practice, present results and store relevant information.
The project is designed to last three years and intends to carry out the following main activities:
· national and transnational meetings, face-to-face as well as virtual;
· planning and implementation of in-service training;
· implementation of student and staff mobility;
· development, evaluation and dissemination of didactic materials.
The concrete outcomes of the project include: a handbook on bilingual teaching; a second volume with didactic materials; a Comenius 2.2 course; national websites and an internet platform for a transnational ''Virtual Workshop'' which enables participating teachers to exchange good practice, present results and store relevant information.
Artículos
Major research trends in ICT
14 Noviembre 2002
In March 2002, the European Commission invited the research community to express their fields of interest for the new Framework Programme.
It appears that research priorities are technologies for collaborative and experiential learning, as well as personalised access to learning content over broadband networks. Novel applications for creating and delivering e-learning content in different contexts (school, university, work place, lifelong learning) are sought. They encompass innovative strategies, including organisational changes and new business models, and e-learning across the extended value chain of e-business. Building and sharing competencies for the knowledge society, facing the ICT skills gap and fostering social inclusion are also major drivers.
Major research trends can be clustered in:
Advanced technologies and infrastructures for access to learning:
broadband and GRID technologies, mobile learning, learning appliances, avatars and intelligent agents, virtual reality and mixed-augmented reality, simulators, interfaces, computer supported collaborative learning, intelligent ambient learning environments;
Knowledge and learning:
integration of knowledge management or learning management systems and enterprise resource planning, learner modelling, metadata for learning objects, virtual knowledge sharing spaces;
Learning resources management:
new forms of content modelling, authoring and distribution, standards, learning content management systems, certification;
Virtual learning communities:
learning regions, social learning, collaborative knowledge producing, communities of practice, virtual campuses.
Many researchers are preoccupied with interconnections between technological, pedagogical, social and organisational aspects.
The wide range of specific research subjects includes e-learning for all (marginalised people, unemployed, people with learning difficulties, people living in rural areas), ICT skills, telerobotic, health education, on-line labs, environment, evaluation and assessment, architectural design, construction.
More information:
EoI Analysis in CORDIS FP6 website
Some publications and presentations on Key Action 3 made by the representatives of the Education and Training Applications Unit
Major research trends can be clustered in:
Advanced technologies and infrastructures for access to learning:
broadband and GRID technologies, mobile learning, learning appliances, avatars and intelligent agents, virtual reality and mixed-augmented reality, simulators, interfaces, computer supported collaborative learning, intelligent ambient learning environments;
Knowledge and learning:
integration of knowledge management or learning management systems and enterprise resource planning, learner modelling, metadata for learning objects, virtual knowledge sharing spaces;
Learning resources management:
new forms of content modelling, authoring and distribution, standards, learning content management systems, certification;
Virtual learning communities:
learning regions, social learning, collaborative knowledge producing, communities of practice, virtual campuses.
Many researchers are preoccupied with interconnections between technological, pedagogical, social and organisational aspects.
The wide range of specific research subjects includes e-learning for all (marginalised people, unemployed, people with learning difficulties, people living in rural areas), ICT skills, telerobotic, health education, on-line labs, environment, evaluation and assessment, architectural design, construction.
More information:
EoI Analysis in CORDIS FP6 website
Some publications and presentations on Key Action 3 made by the representatives of the Education and Training Applications Unit
Artículos
Approaches to Media Literacy and e-Learning
02 Noviembre 2002
In the global information and knowledge society, the ability to communicate competently in all old and new media, as well as to access, analyze and evaluate the power of images, words and sounds, is a fundamental skill and competence for every young European citizen.
These skills of media literacy are essential for our future as individuals and as members of a democratic society.
A contemporary communication scholar Walter Ong speaks of “secondary orality” with the introduction of the electronic media. He asks what are the distinguishing features of media of communication, broadly understood? Ong finds “media” a troublesome term. Unreflective reliance on models has generated the term “media” to designate new technological ways of managing the world, such as writing, print, and the electronic devices. The term is useful, says Ong, but it can be misleading, encouraging us to think or writing, print, and electronic devices simply as ways of “moving information” over some sort of space intermediate between one person and another. In fact, each of the so-called “media” does far more that this: it makes possible thought processes inconceivable before (Gronbeck 1991, p.11-12).
Current research on media concentrates a lot on the so called new media and combination of many senses in the media culture. For example, the digitalisation and media convergence of telecommunication, computer and media have created an entirely new “grey area” or “media gap” with such new media that do not fall into the category of traditional mass medium but neither the private medium. The distinction between public and private is being undermined as the access and delivery of digital network media becomes available to small audiences.
The tools to amplify the mind include artificial development of sound, vision, and touch. In sound, virtual worlds can include three dimensional sound that appears to come from specific locations. In vision, computer-generated worlds need to move with the speed of live action so that viewers perceive what they see as real. In touch, gloves or entire body suits, armed with sensors let a participant communicate with the computer and direct objects in virtual space through gestures.
An important research area deals directly with human brain and behaviour. It is expected to shape and design computer-generated worlds so that the information can be presented in such a manner that it can be absorbed and manipulated more easily and quickly. For example, it is known that human mind is genetically programmed to pick up certain visual cues. This is helping researchers design better computer icons.
One of the most challenging areas for e-learning and virtual classrooms and universities is the creation of telepresence. The key to defining virtual reality in terms of human experience rather than technological hardware is the concept of presence. Presence can be thought of as the experience of one´s physical environment – it is defined as the sense of being in an environment. The term telepresence can be used to refer to the extent to which one feels present in the mediated environment, rather than in the immediate physical environment. Telepresence is defined as the experience of presence in an environment by means of a communication medium. In other words, presence refers to the natural perception of an environment, and telepresence refers to the mediated perception of an environment (Steuer 1995, p.35-36).
An American professor W. James Potter (1998, p. 4-12) has articulated the fundamental ideas of the definition of media literacy in the following four principles:
1. Media literacy is a continuum, not a category. There are degrees in this continuum and we all occupy some position on the media literacy continuum. There is no point below which we could say that someone has no literacy, and there is no point at the high end where we can say that someone is fully literate because there is always room for improvement.
2. Media literacy needs to be developed. Some of this change occurs through a process of maturation, and some of it can only be accomplished by conscious practice. We also mature emotionally and morally. As we reach higher levels of maturation intellectually, emotionally, and morally we are able to perceive more in the media messages. If we are passive, we can still pick up a good deal of information in our media saturated culture, but that information will be neither balanced nor complete. People operating at the lowest levels of media literacy are a relatively mindless state during exposure in the sense that they are not concentrating on the messages, nor are they actively thinking about the meaning of those messages. People operating at a slightly higher level of media literacy are often active in processing messages and constructing their own interpretations. People operating at high levels of media literacy are mindful during exposure.
3. Media literacy is multidimensional including cognitive, emotional, aesthetic, moral dimensions. According to Potter, someone who is highly media literate realizes that there is a synergy among the four; that is, developing to a very high level on one usually requires significant development on the other three. The cognitive domain refers to mental processes and thinking. This is the intellectual dimension. The emotional domain is the dimension of feeling. Emotions need not be only the stong ones like rage, fear and hate but there are also a more subtle emotions, such as ambivalence, confusion, wariness, etc. The aesthetic domain refers to the ability to enjoy, understand, and appreciate media content from an artistic point of view. The moral domain refers to the ability to infer the values underlying the messages. It takes a highly media literate person to perceive moral themes well. Like in other dimensions, this is also a continuum.
4. The purpose of media literacy is to give us more control over interpretations because all media messages are interpretations.Note: this text is an extraction from Tapio Varis's speech, "Approaches to Media Literacy and e-Learning," which he delivered on November 16, 2002. The full text and corresponding bibliography can be found in the "pdf" at the top of the page.
A contemporary communication scholar Walter Ong speaks of “secondary orality” with the introduction of the electronic media. He asks what are the distinguishing features of media of communication, broadly understood? Ong finds “media” a troublesome term. Unreflective reliance on models has generated the term “media” to designate new technological ways of managing the world, such as writing, print, and the electronic devices. The term is useful, says Ong, but it can be misleading, encouraging us to think or writing, print, and electronic devices simply as ways of “moving information” over some sort of space intermediate between one person and another. In fact, each of the so-called “media” does far more that this: it makes possible thought processes inconceivable before (Gronbeck 1991, p.11-12).
Current research on media concentrates a lot on the so called new media and combination of many senses in the media culture. For example, the digitalisation and media convergence of telecommunication, computer and media have created an entirely new “grey area” or “media gap” with such new media that do not fall into the category of traditional mass medium but neither the private medium. The distinction between public and private is being undermined as the access and delivery of digital network media becomes available to small audiences.
The tools to amplify the mind include artificial development of sound, vision, and touch. In sound, virtual worlds can include three dimensional sound that appears to come from specific locations. In vision, computer-generated worlds need to move with the speed of live action so that viewers perceive what they see as real. In touch, gloves or entire body suits, armed with sensors let a participant communicate with the computer and direct objects in virtual space through gestures.
An important research area deals directly with human brain and behaviour. It is expected to shape and design computer-generated worlds so that the information can be presented in such a manner that it can be absorbed and manipulated more easily and quickly. For example, it is known that human mind is genetically programmed to pick up certain visual cues. This is helping researchers design better computer icons.
One of the most challenging areas for e-learning and virtual classrooms and universities is the creation of telepresence. The key to defining virtual reality in terms of human experience rather than technological hardware is the concept of presence. Presence can be thought of as the experience of one´s physical environment – it is defined as the sense of being in an environment. The term telepresence can be used to refer to the extent to which one feels present in the mediated environment, rather than in the immediate physical environment. Telepresence is defined as the experience of presence in an environment by means of a communication medium. In other words, presence refers to the natural perception of an environment, and telepresence refers to the mediated perception of an environment (Steuer 1995, p.35-36).
An American professor W. James Potter (1998, p. 4-12) has articulated the fundamental ideas of the definition of media literacy in the following four principles:
1. Media literacy is a continuum, not a category. There are degrees in this continuum and we all occupy some position on the media literacy continuum. There is no point below which we could say that someone has no literacy, and there is no point at the high end where we can say that someone is fully literate because there is always room for improvement.
2. Media literacy needs to be developed. Some of this change occurs through a process of maturation, and some of it can only be accomplished by conscious practice. We also mature emotionally and morally. As we reach higher levels of maturation intellectually, emotionally, and morally we are able to perceive more in the media messages. If we are passive, we can still pick up a good deal of information in our media saturated culture, but that information will be neither balanced nor complete. People operating at the lowest levels of media literacy are a relatively mindless state during exposure in the sense that they are not concentrating on the messages, nor are they actively thinking about the meaning of those messages. People operating at a slightly higher level of media literacy are often active in processing messages and constructing their own interpretations. People operating at high levels of media literacy are mindful during exposure.
3. Media literacy is multidimensional including cognitive, emotional, aesthetic, moral dimensions. According to Potter, someone who is highly media literate realizes that there is a synergy among the four; that is, developing to a very high level on one usually requires significant development on the other three. The cognitive domain refers to mental processes and thinking. This is the intellectual dimension. The emotional domain is the dimension of feeling. Emotions need not be only the stong ones like rage, fear and hate but there are also a more subtle emotions, such as ambivalence, confusion, wariness, etc. The aesthetic domain refers to the ability to enjoy, understand, and appreciate media content from an artistic point of view. The moral domain refers to the ability to infer the values underlying the messages. It takes a highly media literate person to perceive moral themes well. Like in other dimensions, this is also a continuum.
4. The purpose of media literacy is to give us more control over interpretations because all media messages are interpretations.Note: this text is an extraction from Tapio Varis's speech, "Approaches to Media Literacy and e-Learning," which he delivered on November 16, 2002. The full text and corresponding bibliography can be found in the "pdf" at the top of the page.
Proyectos
Strukturentwicklung und Arbeit Berlin - Brandenburg
29 Noviembre 2002
In view of the opportunities and risks of the industrial structure in this region, the project intends to provide new economic and social opportunities to disadvantaged groups.
The EQUAL-SABB project is dedicated to the very different environments of life in Berlin and the surrounding area, taking the differences between East and West as its theme and helping to break down barriers.
In this point this project is unique and the findings are transferable to other border areas and conurbations.
Therefore the SABB Development Partnership is demanding a concept of integration in four dimensionss:
- integration of measures of qualification, consultation and employer coaching,
- integration of areas of East and West Germany and
- City and Country Boroughs as well as
- various groups of people involved from educational institutions, communities, employment agencies, small and large businesses, regional government, scientists, consultants and last but not least unions.
In this point this project is unique and the findings are transferable to other border areas and conurbations.
Therefore the SABB Development Partnership is demanding a concept of integration in four dimensionss:
- integration of measures of qualification, consultation and employer coaching,
- integration of areas of East and West Germany and
- City and Country Boroughs as well as
- various groups of people involved from educational institutions, communities, employment agencies, small and large businesses, regional government, scientists, consultants and last but not least unions.
Proyectos
Ostbrandenburg / Chancen der Grenzregion-Perspektiven für KMU
29 Noviembre 2002
It aims at developing new marketing strategies for the regions and companies and of networks using the internet will result in additional possibilities and resources.
The strategic objectives of the development partnership are the consolidation and strengthening of companies and the increase of the attractiveness of the region. Through an improvement of the competitiveness of the companies additional employment potential will be developed and new innovative business start-ups will be supported.
The derivation of qualification needs and competence profiles from the development strategies of the companies enables the development and adaptation of future-oriented qualification offers and the integration of new learning methods and forms.
All individual projects are aimed at the operational processes and the identification of additional potentials through new markets, innovation and management changes as well as the effective application of new IT.
The resulting effects are exploitted by the suitable qualification of unemployed people within the region in order to create additional employment and business start-up opportunities. Through the further development of the job rotation system into a TANDEM system possibilities and strategies are worked out in order to integrate unemployed people and particularly women into the primary labour market and to create long-term employment relationships. The know-how and the experience from the project “Flexi-Plus – Labour Time Flexibilisation” are taken into account in all company-specific organisation and development processes such as new marketing forms, new operating areas and other things.
The preparation of potential and SWOT analyses form the basis for the evolution of development strategies and concepts. From these regional strategies the regional models are developed. Under the motto “Border Zone East Brandenburg” the required steps for the preparation of the small and medium-sized businesses, administrative departments and the people of the region with regard to the planned EEC expansion and the planned integration of Poland will be implemented. The exchange of experience with other European regions which have also been affected by EEC expansion processes supports these processes of change.
The integrative approach of the development partnership ensures the compatibility of the objectives and approaches of the individual projects. The complex aspects of operational processes, required processes of innovation and change as well as the implementation of various qualification offers constitute the interfaces between the individual projects. The approach is always orientated towards the focus of the individual projects aiming at the growth potential.
Through the structure of diversely designed competence networks the connection between the competencies and potentials of the individual partners to the development partnership is ensured. The supplementation of the functions and competencies of the partners ensures the complementarity of the players and the openness for new partners.
The development and improvement of an innovative information and communications structure using modern IT leads to internal (within the development partnership) and regional information and knowledge management. The exchange of experiences in the individual project stages, transnational cooperation, periodical SWOT analyses and potential profiles promote the progress in achieving the development objectives and strategies. This process of coordination is ensured by the intensive joint effect of labour market and economy promotion within the scope of the strategic development partnership. Additional effects of the above joint activity are the early identification of discrimination and exclusion and intervention in all areas.
Through the regional offices for women and labour market particularly the gender-specific aspects of the individual projects are taken into account and additional offers with regard to advice and assistance are provided. Especially the integration of women into the primary labour market, the identification of innovative qualifications in demand for this target group, the improvement of the chances of getting a job and the reduction of inequality are aspects all projects are focussed on.
The development of offers concerning social and intercultural competencies and their implementation in the course of the single projects supports tolerant and friendly behaviour towards strangers and foreigners.
The development of consulting competencies among the participants in the development partnership serves for the implementation of business-oriented demand assessment, assistance with human resources and organisational development within the small and medium-sized businesses as well as the direction of the learning processes in the companies.
Raising the awareness of the people in the region of a new learning culture, namely self-organised and self-monitored learning, requires the activity of all participants in the educational process and the application of innovative teaching and learning methods as well as IT. The electronic learning platform ihk-lernstudio.de supports self-monitored and organised learning. Joint learning in communities enhanced by communication forums and the assistance provided by tutors ensures effective learning processes and positive experiences with transnational partners.
The development and the application of high-quality content increases the attractiveness of this form of offer. This learning platform is used in all individual projects of the development partnership.
The change in regional learning culture will only be successful as long as integrative activities are supported by all project partners. Representatives of the corporate economic partners participate in the development partnership (DP).
The integration of regional science institutions such as Europa-Universität Viadrina, the technical college of Eberswalde and the technical college of Wildau secures the know-how transfer within the competence networks and between the companies in the region.
Interconnection of the activities of the border zone initiatives, the Euro-regions in order to create synergies and transfer of experience.
Public relations work via the media and information platforms of the development partnership and the partners and presentation of the current activities, milestones and success of the DP.
Intensive communication in the form of regular conferences, regional meetings and project workshops of the players. Professional project and network management ensures the functionality of the DP and the accommodation of conflicting interests among all partners as well as the joint benefit for all partners.
Processes of change within the region and the companies as well as learning methods depend on a development process with regard to the educational institutions within the DP which need to become providers of educational services. The structuring of these consulting competencies for PE/OE will be implemented in the course of projects.
The regional and business-related networks and cooperations require the competencies of each partner for the coordination of these forms of cooperation. According to the innovative concept “Coordinator of Business Networks (IHK)” the responsible representatives of the partners to the development partnership will be qualified in Action 1 and Action 2. Also the strategic partners will have to fulfil tasks such as the promotion of the economy for a regional development strategy. The personnel employed in administrative departments and institutions will be trained in this respect.
The entire project work aims at the concrete achievement of the objectives. The following work forms are included:
Information analysis within the companies and business practices
Evaluation of existing statistical surveys, evaluations etc.
Brainstorming and workshops for solution development
Regional conferences and innovation forums for the presentation of predominant results regarding educational policy and labour market policy
Coaching and immediate consulting for companies, employees and organisations
Project work for the development of new educational concepts
Implementation and evaluation of courses and electronically assisted educational measures
The achievement of the objectives will be measured using defined milestones.
The derivation of qualification needs and competence profiles from the development strategies of the companies enables the development and adaptation of future-oriented qualification offers and the integration of new learning methods and forms.
All individual projects are aimed at the operational processes and the identification of additional potentials through new markets, innovation and management changes as well as the effective application of new IT.
The resulting effects are exploitted by the suitable qualification of unemployed people within the region in order to create additional employment and business start-up opportunities. Through the further development of the job rotation system into a TANDEM system possibilities and strategies are worked out in order to integrate unemployed people and particularly women into the primary labour market and to create long-term employment relationships. The know-how and the experience from the project “Flexi-Plus – Labour Time Flexibilisation” are taken into account in all company-specific organisation and development processes such as new marketing forms, new operating areas and other things.
The preparation of potential and SWOT analyses form the basis for the evolution of development strategies and concepts. From these regional strategies the regional models are developed. Under the motto “Border Zone East Brandenburg” the required steps for the preparation of the small and medium-sized businesses, administrative departments and the people of the region with regard to the planned EEC expansion and the planned integration of Poland will be implemented. The exchange of experience with other European regions which have also been affected by EEC expansion processes supports these processes of change.
The integrative approach of the development partnership ensures the compatibility of the objectives and approaches of the individual projects. The complex aspects of operational processes, required processes of innovation and change as well as the implementation of various qualification offers constitute the interfaces between the individual projects. The approach is always orientated towards the focus of the individual projects aiming at the growth potential.
Through the structure of diversely designed competence networks the connection between the competencies and potentials of the individual partners to the development partnership is ensured. The supplementation of the functions and competencies of the partners ensures the complementarity of the players and the openness for new partners.
The development and improvement of an innovative information and communications structure using modern IT leads to internal (within the development partnership) and regional information and knowledge management. The exchange of experiences in the individual project stages, transnational cooperation, periodical SWOT analyses and potential profiles promote the progress in achieving the development objectives and strategies. This process of coordination is ensured by the intensive joint effect of labour market and economy promotion within the scope of the strategic development partnership. Additional effects of the above joint activity are the early identification of discrimination and exclusion and intervention in all areas.
Through the regional offices for women and labour market particularly the gender-specific aspects of the individual projects are taken into account and additional offers with regard to advice and assistance are provided. Especially the integration of women into the primary labour market, the identification of innovative qualifications in demand for this target group, the improvement of the chances of getting a job and the reduction of inequality are aspects all projects are focussed on.
The development of offers concerning social and intercultural competencies and their implementation in the course of the single projects supports tolerant and friendly behaviour towards strangers and foreigners.
The development of consulting competencies among the participants in the development partnership serves for the implementation of business-oriented demand assessment, assistance with human resources and organisational development within the small and medium-sized businesses as well as the direction of the learning processes in the companies.
Raising the awareness of the people in the region of a new learning culture, namely self-organised and self-monitored learning, requires the activity of all participants in the educational process and the application of innovative teaching and learning methods as well as IT. The electronic learning platform ihk-lernstudio.de supports self-monitored and organised learning. Joint learning in communities enhanced by communication forums and the assistance provided by tutors ensures effective learning processes and positive experiences with transnational partners.
The development and the application of high-quality content increases the attractiveness of this form of offer. This learning platform is used in all individual projects of the development partnership.
The change in regional learning culture will only be successful as long as integrative activities are supported by all project partners. Representatives of the corporate economic partners participate in the development partnership (DP).
The integration of regional science institutions such as Europa-Universität Viadrina, the technical college of Eberswalde and the technical college of Wildau secures the know-how transfer within the competence networks and between the companies in the region.
Interconnection of the activities of the border zone initiatives, the Euro-regions in order to create synergies and transfer of experience.
Public relations work via the media and information platforms of the development partnership and the partners and presentation of the current activities, milestones and success of the DP.
Intensive communication in the form of regular conferences, regional meetings and project workshops of the players. Professional project and network management ensures the functionality of the DP and the accommodation of conflicting interests among all partners as well as the joint benefit for all partners.
Processes of change within the region and the companies as well as learning methods depend on a development process with regard to the educational institutions within the DP which need to become providers of educational services. The structuring of these consulting competencies for PE/OE will be implemented in the course of projects.
The regional and business-related networks and cooperations require the competencies of each partner for the coordination of these forms of cooperation. According to the innovative concept “Coordinator of Business Networks (IHK)” the responsible representatives of the partners to the development partnership will be qualified in Action 1 and Action 2. Also the strategic partners will have to fulfil tasks such as the promotion of the economy for a regional development strategy. The personnel employed in administrative departments and institutions will be trained in this respect.
The entire project work aims at the concrete achievement of the objectives. The following work forms are included:
Information analysis within the companies and business practices
Evaluation of existing statistical surveys, evaluations etc.
Brainstorming and workshops for solution development
Regional conferences and innovation forums for the presentation of predominant results regarding educational policy and labour market policy
Coaching and immediate consulting for companies, employees and organisations
Project work for the development of new educational concepts
Implementation and evaluation of courses and electronically assisted educational measures
The achievement of the objectives will be measured using defined milestones.
Artículos
Le soutien à la création et au développement d’entreprise - l'approche française
07 Noviembre 2002
Le Ministère de l’Éducation Nationale mène, depuis cinq ans, une politique volontariste visant à développer l’usage des technologies de l’information et de la communication dans l’enseignement scolaire et supérieur.
Les objectifs sont de deux ordres:
1. La maîtrise par l’élève et l’étudiant d’un environnement technique dans lequel ces technologies sont de plus en plus présentes ;
2. La diversification des formes d’enseignement et d’apprentissage en liaison avec les réformes engagées dans le système éducatif.
Loi sur l'innovation et la recherche de juillet 1999
Elle permet d’offrir aux fonctionnaires civils des services publics la possibilité d’exercer leurs compétences auprès d’entreprises françaises, en création ou en développement, du secteur du multimédia éducatif.
Incubateur national « Belle de Mai » dédié au multimédia éducatif et culturel
Créé en 2000, suite à l’appel à projets « Incubation et capital amorçage des entreprises technologiques », l’Incubateur d’entreprises de produits et services multimédias éducatifs et culturels « Belle de Mai », situé à Marseille, apporte un soutien aux créateurs d’entreprises dans ce secteur.
Le fonds d'amorçage C-Source
Mis en place en 2000, le fonds d’amorçage C-Source d’un montant prévisionnel de l'ordre de 100 MF (15,25 M d’euros) dont le quart d'apport de l'État, associe organismes publics (principalement l’INRIA, l’ENSET Cachan et la Caisse des Dépôts et Consignations) et investisseurs privés. Il permet de soutenir les jeunes entreprises du secteur du multimédia, notamment éducatif, par la prise de participations.
Les documents suivants vous permettront de mieux découvrir l'approche française en matière d'e-learning:
Pour tous les chapitres, des liens hyper-textes sur les mots-clés vous permettront d’aller plus loin que ce bilan volontairement succinct.
Les objectifs sont de deux ordres:
1. La maîtrise par l’élève et l’étudiant d’un environnement technique dans lequel ces technologies sont de plus en plus présentes ;
2. La diversification des formes d’enseignement et d’apprentissage en liaison avec les réformes engagées dans le système éducatif.
Loi sur l'innovation et la recherche de juillet 1999
Elle permet d’offrir aux fonctionnaires civils des services publics la possibilité d’exercer leurs compétences auprès d’entreprises françaises, en création ou en développement, du secteur du multimédia éducatif.
Incubateur national « Belle de Mai » dédié au multimédia éducatif et culturel
Créé en 2000, suite à l’appel à projets « Incubation et capital amorçage des entreprises technologiques », l’Incubateur d’entreprises de produits et services multimédias éducatifs et culturels « Belle de Mai », situé à Marseille, apporte un soutien aux créateurs d’entreprises dans ce secteur.
Le fonds d'amorçage C-Source
Mis en place en 2000, le fonds d’amorçage C-Source d’un montant prévisionnel de l'ordre de 100 MF (15,25 M d’euros) dont le quart d'apport de l'État, associe organismes publics (principalement l’INRIA, l’ENSET Cachan et la Caisse des Dépôts et Consignations) et investisseurs privés. Il permet de soutenir les jeunes entreprises du secteur du multimédia, notamment éducatif, par la prise de participations.
Les documents suivants vous permettront de mieux découvrir l'approche française en matière d'e-learning:
La brochure que vous avez en main est en ligne à l’adresse www.EducNet.
1. Les technologies de l’information et de la communication dans les nouveaux programmes du primaire et du secondaire
2. Le développement des infrastructures pour les technologies de l’information et de la communication dans l’enseignement scolaire et supérieur
3. La formation des personnels d’enseignement et d’encadrement
4. La production et la mise à disposition de ressources et services numériques
5. Le développement de l’offre française d’enseignement supérieur ouvert et à distance
6. L’effort de recherche
7. Le soutien à la création et au développement d’entreprise
8. Les partenariats
9. L’ouverture à l’international
10. L’information et la communication
Pour tous les chapitres, des liens hyper-textes sur les mots-clés vous permettront d’aller plus loin que ce bilan volontairement succinct.
Proyectos
Valorisation et redynamisation des savoir-faire et des metiers de la dentellerie
28 Noviembre 2002
The project aims at reactivating this sector through the l'ICTs.
Dans le contexte de ce secteur jadis florissant mais aujourd'hui menacé de disparition, l'objectif général du projet est de raviver et de valoriser ces savoir-faire patrimoniaux et de rechercher de nouvelles niches d'activité.
Cette perspective repose sur les principes de recensement de tous les savoirs, la réactivation et la sauvegarde des compétences ayant encore valeur usuelle, le rédéploiement et la mise en lumière des techniques encore pratiquées par les vecteurs de qualité et de créativité, l'ouverture vers des secteurs connexes comme le cuir, etc.
En parallèle, une attention toute particulière sera portée au potentiel des nouvelles technologies de l'information et de la communication pour porter à la connaissance du plus grand nombre : professionnels de la mode, jeunes ou futurs salariés, consommateurs aus sens quotidien du terme..., ce qui a fait hier la petite touche personalisant le vêtement de chacun au point d'en faire pour certains des oeuvres d'art et qui peut redevenir au coeur d'un secteur qui sera toujours d'actualité, celui de la mode.
En outre, il ne sera pas oublié que la pratique de ces métiers peut être pour les femmes et pour les personnes porteuses de certains handicaps un moyen de ressocialisation, voire de réinsertion.
A cet effet, le PDD rassemble l'essentiel des forces vives et structures du secteur qui se battent pour sa survie. Il s'appuie sur les établissements d'enseignement et de formation professionnelle encore existants et, grâce aux technologies, s'organise autour de centres ressources multiservices pour les individuels et les professionnels.
En terme opérationnel, le projet mettra en oeuvre les 5 axes suivants:
1. Centres de ressources - diagnostic - prospective
Il s'agira de regrouper, de répertorier et d'organiser des éléments d'information relativement épars et d'avoir une lisibilité claire des savoir-faire et ressources du secteur sur le territoire français.
Le diagnostic et l'étude prospective permettront de valider et d'approfondir l'analyse du contexte et les propositions faites en matière d'actions à mener pour apporter des réponses aux difficultés rencontrées (ressources humaines, marchés, techniques... ) tout en prenant en compte les perspectives d'avenir. Cette démarche devra déboucher sur des préconisations.
2. Mise en place et développement de formations
Dans un contexte de vieillissement des personnels, de risque de perte de savoir-faire, de nécessité d'adaptation à la modernisation des matériels, de redéfinition des métiers et de recherche de compétences jeunes, il s'agira de pallier la relative pénurie de formations en :
· développant ou complétant certaines formations modulaires ou à la carte (au regard d'évaluation des compétences) par l'intégration des besoins en créativité, en technicité et des nouvelles technologies;
· perfectionnant les formateurs et développant des outils pédagogiques pour attirer les jeunes vers ces professions en mettant en avant les savoir-faire, les technologies et les débouchés existants;
· mettant en place des formations expérimentales avec des jeunes handicapés;
· favorisant la validation des acquis professionnels;
· assurant la transmission des savoir-faire des “anciens”;
· développant la formalisation de contenus théoriques de certaines formations;
· diffusant des ouvrages pédagogiques d'apprentissage de certaines techniques oubliées.
3. Soutien à l'amélioration des techniques de fabrication et à la recherche de productivité
Les entreprises de la profession utilisent encore souvent des techniques et matériels traditionnels qui restent cependant très adaptés à la spécificité des productions.
Toutefois, l'intégration de nouvelles techniques et technologies (des expériences ont déjà été menées, des prototypes construits...) permettra de rendre plus concurrentielle la production par l'accélération des cadences, la rationalisation de certains process, la possibilité de mise en mémoire, la limitation des risques d'erreurs et de destruction, etc.
4. Soutien à la créativité
Si les professionnels français de ces secteurs disposent d'un savoir-faire unanimement reconnu et qui est un véritable atout, ainsi que d'un parc de matériels, dans certaines spécialités, unique au monde, il n'en reste pas moins que la production est largement concurrencée par celle des pays à plus bas salaires.
Toutefois, la profession pourrait de manière quasi certaine élargir ses débouchés en mettant fortement l'accent sur la créativité, là où la valeur ajoutée peut permettre de contrebalancer au moins en partie des coûts de production plus élevés.
Des actions telles que les concours de jeunes créateurs pour le croisement avec le design, la recherche de produits dérivés dans l'accessoire et l'initiation aux tendances par les experts de la mode contribuera à proposer des produits renouvelés à un moment où celle-ci inspire un nouvel intérêt pour ces produits et attend de nouvelles propositions.
5. Valorisation des savoir-faire. Promotion des productions.
Si l'image de la dentelle et de la broderie bénéficie d'un nouvel élan sur le plan de la mode, l'image de la profession et des savoir-faire, comme d'ailleurs plus largement celle du textile/habillement, est une image dégradée voire négative.
La "fatalité" de la mondialisation semble avoir relégué ce type d'activité de main d'oeuvre à une existence possible seulement dans les pays en voie de développement, où elle devient par un retournement de point de vue, un savoir-faire intéressant et valorisé.
La redynamisation de la filière passe impérativement par une valorisation des savoir-faire permettant de faire connaître de manière organisée et positive les possibilités de la production française.
En outre, la valorisation et la promotion des savoir-faire et des productions des filières manuelles contribuent à une certaine richesse économique directe, plus ou moins forte suivant les spécialités, mais surtout conforte des valeurs patrimoniales et touristiques indéniables.
Cette perspective repose sur les principes de recensement de tous les savoirs, la réactivation et la sauvegarde des compétences ayant encore valeur usuelle, le rédéploiement et la mise en lumière des techniques encore pratiquées par les vecteurs de qualité et de créativité, l'ouverture vers des secteurs connexes comme le cuir, etc.
En parallèle, une attention toute particulière sera portée au potentiel des nouvelles technologies de l'information et de la communication pour porter à la connaissance du plus grand nombre : professionnels de la mode, jeunes ou futurs salariés, consommateurs aus sens quotidien du terme..., ce qui a fait hier la petite touche personalisant le vêtement de chacun au point d'en faire pour certains des oeuvres d'art et qui peut redevenir au coeur d'un secteur qui sera toujours d'actualité, celui de la mode.
En outre, il ne sera pas oublié que la pratique de ces métiers peut être pour les femmes et pour les personnes porteuses de certains handicaps un moyen de ressocialisation, voire de réinsertion.
A cet effet, le PDD rassemble l'essentiel des forces vives et structures du secteur qui se battent pour sa survie. Il s'appuie sur les établissements d'enseignement et de formation professionnelle encore existants et, grâce aux technologies, s'organise autour de centres ressources multiservices pour les individuels et les professionnels.
En terme opérationnel, le projet mettra en oeuvre les 5 axes suivants:
1. Centres de ressources - diagnostic - prospective
Il s'agira de regrouper, de répertorier et d'organiser des éléments d'information relativement épars et d'avoir une lisibilité claire des savoir-faire et ressources du secteur sur le territoire français.
Le diagnostic et l'étude prospective permettront de valider et d'approfondir l'analyse du contexte et les propositions faites en matière d'actions à mener pour apporter des réponses aux difficultés rencontrées (ressources humaines, marchés, techniques... ) tout en prenant en compte les perspectives d'avenir. Cette démarche devra déboucher sur des préconisations.
2. Mise en place et développement de formations
Dans un contexte de vieillissement des personnels, de risque de perte de savoir-faire, de nécessité d'adaptation à la modernisation des matériels, de redéfinition des métiers et de recherche de compétences jeunes, il s'agira de pallier la relative pénurie de formations en :
· développant ou complétant certaines formations modulaires ou à la carte (au regard d'évaluation des compétences) par l'intégration des besoins en créativité, en technicité et des nouvelles technologies;
· perfectionnant les formateurs et développant des outils pédagogiques pour attirer les jeunes vers ces professions en mettant en avant les savoir-faire, les technologies et les débouchés existants;
· mettant en place des formations expérimentales avec des jeunes handicapés;
· favorisant la validation des acquis professionnels;
· assurant la transmission des savoir-faire des “anciens”;
· développant la formalisation de contenus théoriques de certaines formations;
· diffusant des ouvrages pédagogiques d'apprentissage de certaines techniques oubliées.
3. Soutien à l'amélioration des techniques de fabrication et à la recherche de productivité
Les entreprises de la profession utilisent encore souvent des techniques et matériels traditionnels qui restent cependant très adaptés à la spécificité des productions.
Toutefois, l'intégration de nouvelles techniques et technologies (des expériences ont déjà été menées, des prototypes construits...) permettra de rendre plus concurrentielle la production par l'accélération des cadences, la rationalisation de certains process, la possibilité de mise en mémoire, la limitation des risques d'erreurs et de destruction, etc.
4. Soutien à la créativité
Si les professionnels français de ces secteurs disposent d'un savoir-faire unanimement reconnu et qui est un véritable atout, ainsi que d'un parc de matériels, dans certaines spécialités, unique au monde, il n'en reste pas moins que la production est largement concurrencée par celle des pays à plus bas salaires.
Toutefois, la profession pourrait de manière quasi certaine élargir ses débouchés en mettant fortement l'accent sur la créativité, là où la valeur ajoutée peut permettre de contrebalancer au moins en partie des coûts de production plus élevés.
Des actions telles que les concours de jeunes créateurs pour le croisement avec le design, la recherche de produits dérivés dans l'accessoire et l'initiation aux tendances par les experts de la mode contribuera à proposer des produits renouvelés à un moment où celle-ci inspire un nouvel intérêt pour ces produits et attend de nouvelles propositions.
5. Valorisation des savoir-faire. Promotion des productions.
Si l'image de la dentelle et de la broderie bénéficie d'un nouvel élan sur le plan de la mode, l'image de la profession et des savoir-faire, comme d'ailleurs plus largement celle du textile/habillement, est une image dégradée voire négative.
La "fatalité" de la mondialisation semble avoir relégué ce type d'activité de main d'oeuvre à une existence possible seulement dans les pays en voie de développement, où elle devient par un retournement de point de vue, un savoir-faire intéressant et valorisé.
La redynamisation de la filière passe impérativement par une valorisation des savoir-faire permettant de faire connaître de manière organisée et positive les possibilités de la production française.
En outre, la valorisation et la promotion des savoir-faire et des productions des filières manuelles contribuent à une certaine richesse économique directe, plus ou moins forte suivant les spécialités, mais surtout conforte des valeurs patrimoniales et touristiques indéniables.
Proyectos
Kokeneiden voima -kehittämiskumppanuu
28 Noviembre 2002
The aim is to change the dicriminatory attitudes of enterprises toward ageing employees and to promote tolerance and acceptance of diversity in working communities.
The demand of labour has clearly increased in Finland in many fields and at the same time the workforce is becoming more diverse. Finnish companies will act on global markets and working communities will have to face the fact that personnel is composed of diverse cultures. Diversity management means developing equality in working life and developing personnel's work ability on an equal basis. The equality issues in working life and legislation related to e.g. discrimination against ethnic diversity require incresed practical actions from companies. This means adopting new aspects and competence to manage diverse personnel where different ethnic group, different ages and genders are represented. The project aims to improve the opportunity of Finnish companies to adapt to these changes.
The aim of the DP is to develop in cooperation with enterprises models and tools of diversity management, age management and tranfer of competence which would increase personnel's equality and prevent exclusion from working life. The project aims to develop especially internet-based tools and ways of information dissemination.
The DP forms a support structure and a cooperation network which has three partners (or subprojects) called: Possibility for Motivation, Diversity management as a resource of the working community and Experienced IT Actors.
Two subprojects will draft - as a result of work within individual working communities - a manual to be used as a tool of age management and diversity management. One subproject develops a mentoring model in order to transfer experience and skills from the experiences employees to the younger ones; in addition, IT skills of ageing workers will be improved. The DP will collect good practices and models developed within the subprojects and mainstream them to SMEs by drafting interner-based training material.
The aim of the DP is to develop in cooperation with enterprises models and tools of diversity management, age management and tranfer of competence which would increase personnel's equality and prevent exclusion from working life. The project aims to develop especially internet-based tools and ways of information dissemination.
The DP forms a support structure and a cooperation network which has three partners (or subprojects) called: Possibility for Motivation, Diversity management as a resource of the working community and Experienced IT Actors.
Two subprojects will draft - as a result of work within individual working communities - a manual to be used as a tool of age management and diversity management. One subproject develops a mentoring model in order to transfer experience and skills from the experiences employees to the younger ones; in addition, IT skills of ageing workers will be improved. The DP will collect good practices and models developed within the subprojects and mainstream them to SMEs by drafting interner-based training material.
Proyectos
Oppisopimuksella työvoimakapeikkoihin
28 Noviembre 2002
The aim is to fight obsolete skills of existing middle aged or ageing personnel by means of an appreticeship and a competence-based performance exam designed for adults.
The project is innovative because apprenticeship has not earlier been used as a training form of middle-aged and ageing persons. Apprenticeship is well suited to the needs of the trainees and it can be tailored to suit the situation of each individual.
The employment effects are good, as the ageing and persons under threat of notice and with low level of basic training will get a new employment contract through apprenticeship; in addition, they will get a professional certificate instead of participating in short courses. The project complements the national age programme.
The project aims to combine training and working life and to maintain permanent contracts of employment and work motivation. These aims will be attained by developing competence which is essential for the well-being at work and by creating positive attitudes toward lifelong learning. As production is more important to companies that certificates it will be sensible both for the employer and employee to develop apprenticeship and to increase knowledge, because in apprenticeship the employee studies on-the-job.
At the same time, the goal is to prevent lay-offs and the risk of unemployment and to decrease unemployment. The starting point is that the best way to secure a job is to have professional competence. 20 % of the target group will be unemployed who mostly have an employer contact through practical training or through work try out. Part of the unemployed may be without employer contacts.
Before apprenticeship there will be an orientation course which will support learning and work ability as well as using information and communication technology.
The employment effects are good, as the ageing and persons under threat of notice and with low level of basic training will get a new employment contract through apprenticeship; in addition, they will get a professional certificate instead of participating in short courses. The project complements the national age programme.
The project aims to combine training and working life and to maintain permanent contracts of employment and work motivation. These aims will be attained by developing competence which is essential for the well-being at work and by creating positive attitudes toward lifelong learning. As production is more important to companies that certificates it will be sensible both for the employer and employee to develop apprenticeship and to increase knowledge, because in apprenticeship the employee studies on-the-job.
At the same time, the goal is to prevent lay-offs and the risk of unemployment and to decrease unemployment. The starting point is that the best way to secure a job is to have professional competence. 20 % of the target group will be unemployed who mostly have an employer contact through practical training or through work try out. Part of the unemployed may be without employer contacts.
Before apprenticeship there will be an orientation course which will support learning and work ability as well as using information and communication technology.