We are happy to invite you to the eduhub days 2012 - the 4th national meeting of the Swiss eLearning Community of Universities and Institutions of Higher Education in Switzerland.
During this 2-day event, we are going to meet the "Generation Y": Students are going to relate from their learning experiences with new media. The keynotes Gráinne Conole from the University of Leicester UK and Hannes Lubich from the University of Applied Sciences Northwestern Switzerland are going to talk about the Generation Y and their habits
with media use. What are the students' new learning habits? What pedagogical and organizational scenarios do exist and how can they be employed to improve modern teaching? How can Social Media be integrated in higher education? What are the media pedagogical issues of intercultural communities? How can collaboration be supported by ICT?
These and many more questions will be discussed and reflected during the eduhub days 2012.
Parler de la cybersécurité en classe doit permettre d’amener les élèves à jeter sur la culture numérique un regard suffisamment critique pour qu’ils puissent faire des choix avisés aussi bien quand ils utilisent des informations en ligne que lorsque eux-mêmes en donnent. eLearning Papers recherche des contributions sur ce sujet pour son vingt-huitième numéro. Rédacteur en chef invité : Jean Underwood, professeur de psychologie à l’Université de Nottingham Trent (Royaume-Uni). Date limite : 16 mars 2012.
Certain competences have been identified as necessary skills young people should have in order to manage security online. These skills include the ability to adopt a critical use of new media (including the ability to assess sources), understanding how to present oneself online, in terms of privacy, identity and reputation management, and developing responsible and ethical online behaviour. A focus on these competencies signals a shift in teaching ICT in the classroom, providing instruction not only on at how technology works, but also on its use.
An educational approach to Cyber Security means raising student awareness of the risks and consequences of their online practices. It should provide a platform that teaches students to recognize and prevent real risks, such as cyber-bullying, identity theft or sexual harassment, and introduces them to existing risk prevention resources, like the Online Police. While there is consensus on the pressing nature of these risks, incorporating Cyber Security into the curriculum is a new practice, at best. The field is in need of best practice scenarios and in-depth discussions surrounding how students can be encouraged to engage in safe Internet use.
eLearning Papers seeks contributions about Cyber Security for young people and the educational sector in both sections: In-Depth and From the Field. We specifically invite contributions which address one or several of the following issues:
- Useful approaches to online security in curriculum design and teaching practice
- Good practice in Cyber Security
- Teaching, learning and promoting critical digital literacy
- Defining at-risk populations and specific security concerns
- National approaches to online safety; national information society policies or ICT in education policies
- Competences for online safety education
- Safety risks for young people and children (safe behaviour online, privacy issues, cyber-bullying, intellectual property rights, involuntary disclosure, etc.)
The article submission closes on March 16, 2012.
The provisional date of publication is April 20, 2012.
For further information and to submit your article, please contact: email@example.com
Read the complete call for papers here
MAVSEL is a 3-year research project exploring new techniques and tools for mining and analyzing social data in learning technology, funded by the Spanish Ministry of Science and Innovation (ref. TIN2010-21715-C02-01) and lead by Dr. Miguel-Angel Sicilia, Information Engineering Research Unit. It is a follow-up of a short 1-year project called MAPSEL.
Rationale and objectives
Learning usually takes place in social settings, with direct or indirect interaction of learners with peers or tutors. Indeed, the contribution of social interaction to learning has been recognized by diverse theories of learning, and it has become a fundamental component in several approaches to instructional design. Also, the design, creation and publishing of learning resources of various kinds can be considered as mediated by community dynamics, especially when considering the expanding model of open educational resources (OER). At the same time, the rise of e-learning for pure or blended on-line education and the increasing use of learning technologies and Web-based systems have resulted in a new landscape for research on education based on empirical data.
MAVSEL has the following concrete objectives:
- Elaborate a model that provides a framework for data analysis in educational settings, informed by theories and hypothesis about the contribution of social interaction to learning.
- Select, evaluate and compare different methodological and computational techniques that can be applied to the analysis and subsequent decision making informed by the theories identified and feasible with the available data specified.
- Developing and testing the methods and techniques identified, resulting in a software framework integrating the different aspects of educational data and theories addressed.
- Developing and testing an integrated data analysis workbench including all the off-line data analysis methods and the base metrics and indicators identified.
- Developing relevant case studies and pilot projects for the methods studied and the tools developed.
The dates for the next Media & Learning Conference in Brussels have been announced, the conference will take place on 14-15 November 2012.
Aimed at policy makers, service providers and practitioners, the third annual Media & Learning Conference will build on the success of Media & Learning 2011 which attracted over 298 people from 39 countries with a packed programme of talks, discussions and demonstrations.
Media & Learning 2012 is being organised in collaboration with the Flemish Ministry of Education and Training and the European Commission Directorate-General for Education and Culture and will take place in the Flemish Ministry of Education and Training Headquarters in Brussels.
The programme will include lots of new features including debates, exchanges and online elements and will include the annual awards ceremony for the MEDEA Awards as well as presentations and inputs from all finalists in the 2012 competition.
Media & Learning 2012 will bring together an ever-widening community of people interested in how media can be used to support learning across all sectors, in media literacy and in the re-use of media based resources in education and training as well as broader issues related to innovation, creativity, ICT skills and digital competence.
Contact the organisers if you would like to be involved in the development of the conference programme. Interested individuals, project teams, institutions and organisations are invited to submit proposals to give presentations, demonstrations and workshops at this conference, the closing date for submissions is 1 June 2012.
More information including the public call for input will be available from the Media & Learning Conference website shortly: http://www.media-and-learning.eu.
To read the public report about the Media & Learning Conference 2011, you can download it from the online press and publications page.
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The i in online educates people about using and providing personal information online and also highlights the potential pitfalls of sharing too much personal information on the internet when using blogs or social networking sites such as Facebook, Twitter, etc, and not managing privacy settings effectively.
eLearning Europa sent two representatives at the Media & Learning 2011 event that took place last November 24 – 25 (2011) in Brussels.
The results of the two days meetings in the Flemish Ministry of Education are concisely presented by Sally Reynolds from ATiT Audiovisual Technologies, Informatics and Telecommunications, organiser of the Media & Learning Conference and sponsor of the MEDEA Media in Education Awards 2011.
eLearning Europa: What were the targets of the Media & Learning 2011 conference? Were they met?
Sally Reynolds: In terms of numbers, we were keen to have somewhere between 250 and 300 people, 300 is about the maximum for the Flemish Ministry's facilities so our final number of 298 was really on target. But more importantly, we were keen to bring together practitioners engaged in educational media production and usage from different countries and to connect them with one another as well as with representatives from ministries, broadcast organisations, publishers, researchers and others interested in the possible links between media and learning, and in this too we believe we have been successful.
eLearning Europa: How do you evaluate the level of participation in the M&L 2011 event? What was the main target group?
Sally Reynolds: We are delighted with the level of participation, there was an excellent atmosphere of participation and collaboration and we see this reflected in the conference evaluation. People were really engaged and quite a few have described the conference as a whole to be highly motivational which is of course very encouraging. Our main target group was as previously described, and the fact that we had such a wide geographical spread of participation is very satisfying.
eLearning Europa: You have used various social networking tools to promote the M&L 2011 conference. How did they help?
Sally Reynolds: We have been busy online before the conference and in just 6 months, our Facebook and LinkedIn groups have grown really well. We also have a dedicated online conference community, which many people use to find out who will be at the conference and to make contact beforehand. We are determined with this conference to ensure there is excellent networking during the conference itself, which is why we make available the pigeon service which almost 80% of participants signed up to beforehand. This enabled any participant with a pigeon code to contact any other participant with a pigeon code using their own mobile phone without have to know one another's mobile number. We have had a lot of positive feedback about this service, which made a difference for many participants. Going to a conference is all about making new contacts and regardless of the size of the conference, we want to make sure people can network and communicate with one another successfully in a friendly and relaxed environment.
eLearning Europa: How do you evaluate the submissions in the MEDEA Awards?
Sally Reynolds: We are very pleased with the level of participation in the MEDEA Awards this year, with 115 entries from 28 countries. These entries were judged online by our judging panel of 75 education and media experts from 15 countries who evaluated the MEDEA entries in late September and early October. This led to a list of 9 finalists and 13 Highly Commended entries. These 9 Finalists were invited to Brussels for the conference and took part in the MEDEA Awards ceremony last Thursday evening which went very well - we even had a live competition for the audience favourite which was very exciting.
It is interesting to see that educational games won in both the professionally produced and user-generated categories this year, which will certainly influence our conference programme design for 2012
eLearning Europa: Can you share with us some inside stories from the event? What was the biggest challenge?
Sally Reynolds: Conference organisation with almost 300 participants from so many countries is always a bit challenging, but we have a great team and super supporting organisations and friends, which makes the difference. Keeping the programme on schedule when so many people wanted to extend discussions, network with new people they had met and show one another excellent examples of media-supported learning did mean there were some fraught moments - but we managed to stay generally on time, which was a help!
Within the project WissensWerte, the german nonprofit organisation /e-politik.de/ e.V. publishes and distributes a series of innovative animated video clips for political education. Technically state of the art and didactically elaborated, the clips offer an exciting way to learn about politics.
Full speech of Neelie Kroes Vice-President of the European Commission responsible for the Digital Agenda Digital Inclusion: putting Europe into top gear Innovation for Digital Inclusion Conference Gdansk, 05/10/2011
Innovation for Digital Inclusion Conference
Ladies and Gentlemen,
How good it is this conference happens in Poland – a country of creativity and entrepreneurship, and a country that also has undergone great transformation.
Transformation is both a challenge and an opportunity. For Poland, it started at the beginning of the 90s, the same time as the Internet came onto the scene. 20 years on, the challenges Europe faces demand another transformation. We have to cope with a financial crisis, rising unemployment, demographic change, and ever tougher competition in a global marketplace. We have to reinvent ourselves.
As Dante said, back in the Middle Ages, "some are waiting for the times to change. Others take the time to make a change". And, through your work helping Europe prepare for a digital future, you are doing that.
This digital transformation is geared to social innovation, and preparing for the economy of the future. That is the spirit of "Europe 2020", the EU's strategy to deliver growth for the future, and jobs which are smart, sustainable and inclusive.
The Digital Agenda for Europe is a key part of that strategy. Because, as Commission President Barroso put it last week in his State of the Union speech: "growth in the future will depend more and more on harnessing information technology." ICT has driven productivity and economic growth over the past decade. And it will continue to do so in the future. Because investment in ICT capital pays off. In fact, it pays off better than most other forms of capital investment: the "ICT dividend" amounts to an extra return of around 7 per cent. But only when accompanied by investment in intangible capital – that is, investment in people, in skills, in digital literacy.
We - companies, governments and civil society - must make that investment for the future, and skill up to face new challenges. And we must include everyone, we must get "Every European Digital" so that we can all benefit from "smart", innovation-based economic growth. In the 21st century labour market, being IT competent will be on a par with reading, writing and arithmetic.
As ICT pervades ever more aspects of our lives, ICT skills have become a must. We must integrate ICT into how we communicate, travel and do business; how we live, work, care.
Soon, 90% of jobs, whatever the sector, will require some level of digital literacy. But about 25% of all EU citizens have never touched the Internet. And Internet usage is particularly low - 20% lower in fact – among groups like the elderly, the poor, the lower-skilled and the unemployed. Even though these groups are more likely to be excluded in other ways, and would stand to gain the most from getting online. This link between digital and socio-economic exclusion must be kept in mind, because a "digital divide" could have significant social and economic consequences.
So how do we make sure everyone becomes digitally literate?
It's much like getting everyone driving. You need not just driving skills, but also high-quality roads, and safe and comfortable cars. By analogy, we need IT skills, high-speed broadband, and access to technology.
Let me briefly present what we in the Commission are doing to put Europe in digital "top gear".
First, the roads. The Digital Agenda sets clear targets to give every European access to basic broadband by 2013, and to fast and ultra fast broadband by 2020. To achieve that we are working together with the industry, and we are putting our money where our mouth is. On top of the substantial investment we have already made, such as through structural funds, we are proposing a new “Connecting Europe Facility”. This could leverage over €100 billion of private investment supporting deployment of broadband and pan-European digital public services. Supporting investment particularly in the harder-to-reach rural areas currently more at risk of exclusion.
Second, we must provide the cars: the technology. This is already developing fast. Aided partly by EU research and innovation funds, we spend well over a billion euros each year in the information society field. That includes projects which will help all users, like getting public sector websites fully accessible by 2015.
Consider the opportunities for expansion. For example, only 15% of over-65s currently use the Internet: imagine the new market for digital services and applications if we got them all digital. Especially given that, in fifty years' time, that population could double to 150 million people .
Finally it is the driving skills themselves that count: consumers should understand technology well enough to use it confidently. And our children, the generation of digital natives, should benefit from education systems that recognise the importance of ICT training in the digital age.
Getting there will take more than money. It takes effort too, a joint effort by everyone: people from public, private, education and voluntary sectors; innovators in technology and innovators in society; the centre of government and the grassroots. And an effort from our education systems too to modernise and improve education and training.
Earlier on I met some of those working out there in the field – our "local champions". I am impressed by their commitment, professionalism, and creativity, and at the great job they're doing. You, guys and girls, are the ones that always keep going and keep innovating, often with little money. In these times of crisis we need you even more. I want you to connect, to scale up, and to put digital literacy at the heart of social innovation and economic recovery.
That is why I am financing pilots in capacity building, so that experts in e-Inclusion can connect knowledge hubs, exchange information, and develop their best practices.
I have just been presented with the main outlines of what will become the Gdansk Roadmap. It has been a collaborative, Internet-based effort by local champions, experts and practitioners of digital literacy and e-Inclusion. I want to thank them all. But I also want to support them, because we need to tackle more of the problems they identify.
For the next period of the European Social Fund, we have proposed to prioritise digital literacy and digital competences, providing an important source of project financing.
And a common framework to recognise and certify ICT competences, which should make life easier for everyone; trainers, trainees, and recruiters.
And I want you to know, I am ready to fight or bang heads together, whatever it takes to get the right political support. We need the right combination of Ministers from different levels to move the agenda forward. All I ask in return is: please, let me know the results and the impact of your good work so I can go out there and spread the word.
To stimulate that, I am about to launch the Digital Empowerment Awards. Show me or tell me your personal story of digital empowerment: how ICT made a difference for you, and how we can use that experience to better support digital champions around Europe.
If we all commit to this, I am confident that we can meet the demand for e-skills in a digital, inclusive society.
I am confident, because I have seen examples working out there on the ground. I could list all of them that I found interesting or inspiring: but then we might be here all day. So instead I want you go out there, enjoy the sessions and the exhibition, and get yourselves inspired.
I come back to Dante. Let's not merely undergo change it, let's create it. Let's take the time during this event to see how to ensure all our efforts add up. Let's innovate together to work out a good future for Europe. And let's use our local and national champions as a source of inspiration and ideas. Because they know how to innovate under difficult conditions when resources are tight – and that's what we all need today!