À propos MOOC: CIFE in cooperation with the Jean Monnet Chair for Political Science of the University of Cologne would like to develop web-based online courses on the EU. Have a close look here.
CIFE in cooperation with the Jean Monnet Chair for Political Science of the University of Cologne would like to develop web-based online courses on the EU.
Have a close look at https://moocfellowship.org/submissions/eu2c-the-european-union-explained-by-two-partners-cologne-and-cife Find the green "Abstimmen" (vote) button and CLICK.
We are applying for technical support to create a web-based online course on the EU.
The more clicks, the better our chances! Thanks for your support!
Webinar “Wenn der Klassenraum virtuell wird” – Live Learning für IT/Cisco/CompTIA/Microsoft/Projektmanagement (kostenlos)
Live Learning sind trainergeführte Online-Seminare, die zu festen Terminen angeboten werden. Das Format kombiniert die Vorteile von Experten geführtem Training mit denen einer komfortablen, multimedia-unterstützten Bereitstellung. Die Themenschwerpunkte:
• Cisco System
• Microsoft Technical
In unserem Gratis-Webinar stellen wir Ihnen die Live Learning Lösung vor:
• Online Live-Seminare zu festen Terminen
• Direkter Kontakt zu einem Team v. Experten
• Aufzeichnungen, Simulationen, Labs u. eLearning
• Deutlich reduzierte Kosten
Wann? Fr., den 24.05.2013 um 9:30 h
Dauer: 30 min - plus Diskussion - Bruttolänge max. 45 Minuten.
Skillsoft NETg GmbH
In unserem Webinar am 26.4.2013 beschäftigen wir uns mit den Schulungsanforderungen einer Office 2010-Migration und stellen die entsprechenden eLearning-Lösungen dazu vor:
- eLearning Curriculum mit Umsteiger- und Einsteiger-Kursen
- Das Microsoft Office 2010 KnowledgeCenter, ein benutzerfreundliches Lernportal, in dem alle Ressourcen gebündelt zur Verfügung stehen
- Interaktiv, detailliert und mehrsprachig!
Wann? Freitag, den 26. April 2013 um 9:30 Uhr
Dauer: 30 Minuten - plus Diskussion - Bruttolänge max. 45 Minuten.
Wo? An Ihrem PC mit Internet-Anschluss!
Kerstin Stengel, MBA
Skillsoft NETg GmbH
Niederkasseler Lohweg 189
Tel. +49 (0) 211 1 64 33
Students' attitudes towards ICT learning uses: a comparison betweeen digital learners in blended and virtual universities
This study focuses on the analysis of students’ ICT uses and perceptions in academic contexts comparing two groups of students: those attending to an online university versus students at traditional universities that provide access to a virtual campus and offer some blended courses.
The paper aims to clarify issues relating to the types of activities that technologies support in everyday and academic life. The initial hypothesis is that the use of technology to support learning is related with the type of actions and tasks being carried out on a daily basis and therefore it is also influenced by the academic learning context, in this case the university model (online or face-to-face/blended).
This Master in EU Studies is offered by the Centre International de Formation Européene (CIFE) and the University of Cologne through a combination of e-learning and face-to-face sessions (mainly during weekends in Berlin, Brussels, Istanbul, Rome and Budapest).
This Master in EU Studies Online, a two year programme, gives participants a working knowledge of recent developments in the European integration process and the skills to negotiate within an international context, to draft reports, to plan and manage international projects, and to present their ideas in a transnational legal dimension. Deadline for the online application is 5 September 2013. A limited number of scholarships are awarded to eligible candidates to cover part of their tuition. More information, see: http://www.eu-online-academy.org/
The Digital Learning Congress is a unique business event whose aim is to demonstrate the latest trends and solutions in the area of conveying and managing digital knowledge in a company
Top-class experts from European countries will present practical applications of touch technologies, interactive mobile devices, extended reality, gamification and social media in personnel training.
By taking part in the event, you will be able to find out the results of implementing Knowledge Pills Methodology in companies, and of e-teaching of scattered teams (on the basis of the Collective Blended Learning Methodology).
Who is it for?
The Congress is directed towards experts and practitioners representing business organisations, in particular towards:
- Human resources, sales and marketing managers
- Employees of human resources departments
- Business trainers
- e-learning and mobile learning specialists
- Training firms
- and people for whom it is important to have knowledge about the education for the business market and new trends in that field.
The diffusing lifelong learning vision, emerging practices with social semantic computing technologies and research findings signal the need for more personal, social and participatory approaches that support learners in becoming active users and co-producers of learning resources, rather in gaining control over the learning process as a whole, and in pursuing personal life goals and needs.
Objective of the Book
This book will present an edited collection of accounts, issues and case studies written essentially by practitioners in adult education who have firsthand experience of attempting to define, develop, implement or evaluate personalised learning technologies in integrated formal and informal eLearning environments for adult lifelong learners within their practice in a vast range of scenarios. The accounts will describe, from a variety of perspectives, what the practitioner was trying to achieve through the use of such learning spaces and how and why they went about trying to achieve such personalisation exploiting the synergy of the integration of formal and informal eLearning. The accounts will also present reflections on what went well and what authors would do differently as well as providing grounded guidelines. The content will also include institutional and organisational changes and perspectives on the culture and management changes required as a consequence of introducing and implementing environments which are seen as counter institutional.
The book will have three main sections: Technological Issues, Pedagogical Issues and Infrastructural and Cultural Issues. The section on technological issues will present descriptions of the tools and platforms which practitioners are using, outline their strengths and weaknesses and highlight issues that need to be considered when planning to implement integrated formal and informal eLearning environments for adult lifelong learners. The section on pedagogical issues will present descriptions of the different ways in which practitioners have attempted to use integrated learning technologies and give personal examples which illustrate both the potential and drawbacks that the new learning systems provide as a consequence of integration. The third section will bring sections one and two together by considering the major infrastructural, cultural and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime. This third section will effectively bring together the pedagogical issues with the technical issues for consideration on an institutional level. It would be expected that chapters had a balance of theory, practice, methods and case studies.
The potential audience of this book will be academics, teachers, tutors, trainers, administrators, resource managers, learning technologists and researchers involved in or within the field of eLearning development, implementation and delivery.
This book will be of particular value to learning technology practitioners in adult education who wish to inform their own practice. It will present pros and cons of the value of using integrated formal and informal eLearning environments within tertiary education and enable practitioners to make informed decisions about how they might change or expand on their own practice within this area.
Recommended topics include, but are not limited to, the following:
Adult education and…
Integrated formal and informal eLearning environments for adult lifelong learners and…
Researchers and practitioners are invited to submit on or before September 30, 2012, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified byOctober 15, 2012 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by January 31, 2013. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This book is anticipated to be released in 2013.
Joel Josephson is a regular eLearning contributor who recently won our “VIP” User Competition. We spoke with him to congratulate him and hear his take on where online education is headed. Read on for the full interview.
Kudos, Kindle, and Charisma
Our “VIP” User Competition winner, Joel Josephson, is a regular eLearning contributor who communicates passion for his job with charisma both on the virtual page and in person. Years ago, an unfruitful search for bilingual language resources for his children led him to create ‘Kindersite’ as a way of facilitating educational games for young learners through the internet. Since then, he’s been involved in a number of European projects, and today he works to disseminate those that, he believes, are most successful in motivating both teachers and students in new ways. We chatted with Joel to congratulate him for winning both kudos and kindle, and to hear his perspective on the current status and future of online education.
Regular posts on eLearning Europa and other websites, running busy social network groups, organizing conferences…you seem to be truly passionate about your work.
I have a wonderful job and work with some fabulous people, with an absolutely amazing network of European educators. People whom I actually call ‘innovative educators': they’re not people who just stand at the board and do the curriculum by rote, they're people who make things happen.
What is it that drives this kind of innovation?
Innovation is taking a variety of people's ideas and putting them together in a new way. The main feature I try to bring out in projects, and especially in the ones I've tried to initiate, is motivation. Because without it, we've lost the battle.
Motivating has always been a key component of successful education, in one way or another. What’s changed?
Students today have so many other distractions, and their lives are so rich with media, learning or social potential, that as educators we've got to match that. We’ve got to create education that is as motivating and interesting. Although I don't believe that we can teach people just online, either; I’m a big believer in blended learning. We need to use technology and media resources, both within and without the classroom, to break down the classroom wall in a sense.
That’s quite a challenge for teachers, it seems.
Well, I can give you an example of a project we started last January. It’s called PopuLLar, because it combines pop music with language learning, and is directed at a secondary school audience. Students first select a piece of music, strip away the lyrics, and then rewrite their own version in the target language. The best bit comes then: they sing it, record it, and put it up on YouTube, for example, and then share it with schools across Europe.
Does it work?
Well, we know students are very motivated by music; it's part of their lives, something they can relate to. And our goal here is slightly different—we're not looking to teach them a language in this case, we're trying to get them to use it in an authentic setting. Furthermore, everything is managed autonomously, since the teachers act as facilitators, but it’s the students who are learning by solving problems on their own.
You’re involved in a variety of sharing communities. What’s your take on how educators and academics in the field are managing online resources?
I think it's a bit of a dangerous situation now, one in which we have very large communities of educators around the globe who are connecting online—the biggest exclusive community for educators, Classroom 2.0, has up to about 80,000 educators globally—but they actually only represent a very small slice of the total education world.
How do we move beyond preaching to the choir?
The truth is, those involved profit from measurable gains in ideas and creativity by being part of these communities. As I said, though, the vast majority isn’t. Some people say they don’t have time to spend online, but I’ve always said that I actually save time in the long run. Basically, we can't afford to miss out. We simply can't afford to not be there.