effective learning environments
CLC12 Leitthema: HR und Corporate Learning im Umbruch
Der große Erfolg des CLC11 macht uns Mut für das zweite BarCamp für Trainings-, Kompetenz- und Personalentwicklungs-Profis aus Unternehmen. Diesmal vom 28. bis 29. September 2012 in Frankfurt. Veranstalter des CoLearnCamps ist der Arbeitgeberverband HESSENMETALL.
Pragmatisches Lernen voneinander - über Unternehmensgrenzen hinweg. Für die, die sonst das Lernen Anderer in Unternehmen anstoßen, begleiten, oder verant-worten: Für HR-Experten, Trainings-Profis und Führungskräfte.
VCOBAM is a virtual conference which is held online in real time using a web conferencing tool. First held in the year 2009, this conference harnesses the potential of internet to bring high quality intellectual discourse at extremely low cost.
This year U21Global, Singapore joins hands with IMT-Centre for Distance Learning, India to organise 3rd Virtual Conference on Social Media Applications for Business, Learning and Society. Moving forward with its research objective, VCOBAM 2012 invites scholars and practitioners to share and discuss their original thoughts and findings on topics below:
Tools and Technologies of Social Media
- Blogs, Micro blogs and Wiki
- Conferencing and communication tools
- Entertainment and gaming tools
- Social Networks
- Virtual Worlds
Learning through Social Media
- Changing role of teacher and the taught
- e-Coaching and e-Counselling
- Employee's training and development
- Learning and research forums
- Role of cultural sensitivity
- Social media for learning and teaching
Business through Social Media
- Applications of Social Media in business functions and verticals
- Changing forms of outsourcing
- Empowerment of micro and small organisations
- Knowledge entrepreneurship
- Organisational learning and knowledge management
- Virtual Team and trust
Women Empowerment through Social Media
- Bridging the gender gap
- Impact on civic participation
- New / mid-life career opportunities for women
- Social inclusion
- Work life balance
The IX International Seminar "Transformative Changes in Education: System-wide Approach" is organised by the UNESCO Chair in e-Learning of the Universitat Oberta de Catalunya (UOC). It will take place in
This year’s Seminar will be focused on the much needed reforms of the education system. Following the previous edition (VIII) of the Seminar, the post-seminar survey indicated strong interest amongst participants to revisit basic concepts of education such as: core goals of education, curriculum, outcome measurements and education reforms - in order to analyze their alignment with new global realities of this century. Responding to these requests, the organizers of this year’s IX edition have chosen a non-traditional approach: while paying attention to each level of education, analyze issues that are identifiable across all levels. By doing this, we were inspired by the vision of UNESCO:"...to address education in a holistic manner, by promoting a vision of inclusive life-long learning that spans each of different levels of education and considers both formal and non-formal approaches." ( 35 C/5 Approved Programme and Budget 2010-2011, p. 36, 35th General Conference of UNESCO, Paris, May 2009)*
The following questions will be in the focus of the seminar:
How we articulate the goal of education today? What is its core purpose?
- Does globalization imply standardization? What are trends in education reforms worldwide?
- Curriculum reform: what to teach to learners in a global setting? What will they really need?
- What education can learn from neuroscience research? How brain, mind, and education are connected?
- Technology as the driver for change: is it being used adequately in and out of classrooms? How to advance its potential for enhancing learning?
- Learning as a life-long, life-deep and life-wide process: how we correlate and connect formal and informal learning? How important are social factors for learning?
- Educational evaluation systems: what are the lead trends? Digital assessment: how to change it from inventory tool to a guide for teaching and learning?
"Conference about collaborative learning in virtual environments" is a initiative developed by the thematic network for collaborative learning in virtual environments (RACEV) where 8 institutions take part: Universitat Oberta de Catalunya, Universitat Politècnica de Catalunya (UPC), Universitat Autònoma de Barcelona (UAB), Universidad de La Laguna (ULL), Universitat de les Illes Balears (UIB), Universidad de Sevilla (US), Universidad de Valladolid (UVA) and Universitat de València (UV). Dr. Montse Guitert is the coordinator of the network, who is the Edul@b research group chief investigator.
RACEV target is to make easier the on-line collaborative learning between students, by analyzing social interaction phenomenon within higher education. Using this knowledge, we try to provide pedagogical strategies to teachers.
During the conference, which will be held in Barcelona on 26 and 27 November 2012, we will be inviting participants to share their experiences and ideas focused in the exploration and study of collaborative on-line learning topic, from three points of view:
Focus 1: Experiences on collaborative tools and platforms
- Tools to encourage collaborative learning in students
- Conceptual proposals and innovative practical experiences in collaborative networking learn.
- Social networks and virtual communities.
Focus 2: Collaborative methodical proccesses
- Pedagogical directions for the collaborative learning through ICT.
- Pedagogical directions to support collaboration and interaction between on-line students.
- E-learning for a collaborative culture.
Focus 3: Collaborative processes evaluation
- Fundamentals and considerations about the collaborative processes evaluation.
- Tools for the collaborative network processes evaluation.
The general themes are: interfaces supporting learning and empirical studies of active learners, and the specific theme is Wiki-inspired collaborative learning systems that combine the best ideas of visual models, end-user modifiable interfaces and collaborative inquiry environments.
Interactive learning environments invite a broad spectrum of participation. On one end of are interactive models of complex phenomena. For example in science learning, simulations of natural and artificial (mechanical, electrical, etc.) phenomena can be an effective way to represent complex relationships underlying a scientific law. On the other end, social learning environments stimulate discussion of ideas and clarification of issues by a process of collaborative inquiry, often guided by more knowledgeable people (e.g. teachers, mentors, and parents). Whereas individual learning refers to the difference between what a learner can perform independently compared to what he or she previously could perform only by guidance (“knowledge in the head”), social learning refers to what a group of learners can produce together as well as the process leading up to it (“knowledge in the world”).
Social media have enabled interactive learning environments to more fully reach the “social end” of the spectrum, whereas advances in user interface and interaction techniques for ubiquitous computing and mobile devices have improved access to and manipulation of models of scientific phenomena. It is when users become content producers and not merely consumers of information and the power and control are shifted from designated experts to a broader network of competent practitioners that the learning potential of social media will be fully realized. Thus, we feel that by combining interactive models with social sharing (or applying wiki principles to interactive learning environments) may prove invaluable in designing collaborative learning systems. In other words we aim for multiple perspectives on collaborative learning as a design activity.
In the framework of the ROLE European research project on Responsive Open Learning Environments, EPFL has developed the Graasp social media platform. It is now deployed and validated in Swiss universities with the support of SWITCH.
In this talk, the motivations and the key concepts associated with Personal Learning Environments will be discussed. The importance of providing fine privacy control and enabling agile aggregation of resources gathered from both the cloud and institutional repositories will be highlighted. The lessons learned in various pilot learning activities will also be presented. In addition, the participants will get a short introduction on how to construct their own PLEs with Graasp.
After a tremendous response to our Call for presentations, workshops and posters, we are delighted to announce the programme for eAssessment Scotland 2012.
With over 60 presentations from across the globe, this year’s conference is set to be the largest yet. And for the first time, we will be launching an online programme, allowing even more of you to join in the unique experience that is eAssessment Scotland – the UK’s largest conference dedicated to exploring the best examples of eAssessment in the world today.
Professor David Coates, University of Dundee
New Conceptions of Feedback and How They Might Be Put into Practice
Professor David Boud, University of Technology Sydney
Ian Grove-Stephenson, Yacapaca
Online Marking, Assessment Management and Analytics using Turnitin’s Grademark
Cath Ellis, University of Huddersfield & Turnitin UK
Returning Interactive Feedback with the Tweaktime Freeware
Philip Denton, Liverpool John Moore University
FASTECH: Student Engagement for Enhanced e-Assessment
Yaz El-Hakim, University of Winchester, Joelle Adams & Camille Shepherd, Bath Spa University plus students Anna Mitchell, Bath Spa University and Liam Digan, University of Winchester
a. What If Feedback Only Counted When it Changed the Learner?
Dr. Steve Draper, University of Glasgow
b. Feedback in eAssessment – What Can We Learn from Psychology Research?
John Kleeman, Questionmark
a. Enabling Pupils to Record and Reflect on their Educational Experiences using WordPress
Alex Duff, Education Scotland
b. Social Networks as a Platform for Peer and Staff Feedback for Level 1 Arts & Science
Lorna Love & Sarah Honeychurch, University of Glasgow
a. Interactive Assessment and Collaboration via Technology (interACT): Promoting Dialogic Feedback in eAssessment
Dr. Rola Ajjawi & Dr. Susie Schofield, University of Dundee
b. Transforming Assessment and Feedback: from Challenge to Change
Lisa Gray, JISC
Dr. Keith Smyth, Julia Fotheringham and Karen Strickland, Edinburgh Napier University
b. Investigating MOOCs (Massively Open Online Courses)
Colin Maxwell, Carnegie College
e-Assessment Association AGM
Derek Robertson, Education Scotland
Changing the Way We Provide Feedback
Russell Stannard, University of Warwick
Security in the Final Step of Test and Exam Delivery
Ivan Forward, Questionmark
Introducing ATLAS: the Active Teaching Learning and Assessment Space
Shane Sutherland, PebblePad
Top Marks Online!
Martin Gower, eCom Scotland
a. The CAGD Feedback Journal – How a Series of Incremental User Requests Led Us to Build a Reflective Assessment Tool for a Thousand of our Students
Graham Hibbert, Leeds Metropolitan University
b. Technology to Support the Transition from Paper-based to Electronic Modes of Feedback and Assessment
Nikki Swift & Mark Dransfield, York St John University
a. Assessment Reform, Innovative Technology, Improving Formative Assessment and Feedback: Are They at Odds with Each Other?
Sue Timmis, University of Bristol & Dr Steve Draper, University of Glasgow
b. Socialising Assessment
Cherry Hopton & Students, Angus College
a. Are Open Badges the Future for Accrediting Skills?
Doug Belshaw, Mozilla Foundation
b. Further Insights into Using PeerWise for Formative Peer e-Assessment in Introductory Physics Courses
Simon Bates, Karon McBride, University of Edinburgh
Feeding Forward – The Role of the Participatory Web in Formative Assessment
Cristina Costa, University of Salford
The Feedback Loop in the Digital Age
David Miller, Kuato Studios
Cliff Beevers OBE, Chair of the e-Assessment Association
Alastair Robertson, Higher Education Academy
(sponsored by the e-Assessment Association)
This issue of eLearning Papers explores what teaching methods and learning environments are being used effectively to promote lifelong learning among older people. Enrichment and skill building educational programmes for older people must be continuously supported, promoted and facilitated as part of the active ageing process.
The issue, that has been guest edited by Anne-Sophie Parent, Secretary General, AGE Platform Europe and Tapio Koskinen, www.elearningpapers.eu, Director of the Editorial Board, includes the following articles:
In Depth articles
Checklist for a Didactically Sound Design of eLearning Content
Key words: checklist, instructional design, didactic, formative evaluation, feedback
By Cornelia Schoor Researcher (University of Bamberg, Germany) and Hermann Körndle Professur für die Psychologie des Lehrens und Lernens, TU Dresden
The Ageing Brain: Neuroplasticity and Lifelong Learning
Key words: neuroscience, lifelong learning, adult education
By Eleonora Guglielman, PhD, University Roma Tre, Rome, Italy
The Virtuous Circle of Use, Attitude, Experience and Digital Inclusion
Key words: knowledge society, ICT skill acquisition, attitude, aptitude
By Roger Esteller-Curto and Raul Marín, Department of Computer Science and Engineering. Jaume I Uiversity. Spain and Pilar Escuder-Mollon, Senior Citiziens’ University. Jaume I University. Spain
From the Field articles
eLearning and Social Networking in Mentoring Processes to Support Active Ageing
Keywords: intergenerational dialogue, digital inclusion, employability, training
By Ileana Hamburg, Institute for Work and Technology/WH Gelsenkirchen, Germany
Fostering Older People’s Digital Inclusion to Promote Active Ageing
Keywords: ICT training, accessibility, digital inclusion
By Conor Browlee, ECDL Foundation – Brussels, Belgium
The International Student and the Challenges of Lifelong Learning
Keywords: distance learning, non-traditional students, pedagogy, e-learning
By David Mathew, Centre for Learning Excellence, University of Bedfordshire, UK and Susan Sapsed, Health and Social Sciences, University of Bedfordshire, UK
To read eLearning Papers 29 on Learning and Active Ageing click here
Learning and Active Ageing
This issue of eLearning Papers will explore innovative teaching methods and new learning environments being used effectively to promote lifelong learning among older people in Europe.
The ageing of the European population raises issues in almost all aspects of life: the employment and housing markets, pension schemes, health and welfare systems, transport networks, goods and services which will have to adapt to new needs and new social and financial realities. The way European society as a whole addresses these challenges will condition our future, its capacity to create smart and inclusive growth, strengthening knowledge, creativity and innovation that will benefit citizens of all ages , while at the same time reinforcing solidarity between generations to reinvent a new way of living together.
Active ageing in Europe calls for a new vision of older people and their social roles that are more in line with the reality of the 21st century. Lifelong learning is a key component of active ageing, ensuring to develop up-to-date skills right to the end of one’s professional career and continuing post-retirement to improve an individual’s social functioning and well-being and increase the potential for older adults to contribute actively to society through paid employment, volunteering, active citizenship and self-help for independent living. The relationship between higher educational attainment and living longer with improved health has been established in many countries. Furthermore, the roles of older people in workplace, or as volunteers or informal caregivers, contribute to their personal health and the wellbeing of communities.
In order to foster active ageing, older citizens need to have access to quality employment, the means to participate fully in society and the ability to live independently a fulfilling old age. This presents a two-fold learning challenge that addresses the skills and training of this target group and also raises awareness within the greater community.
This issue of eLearning Papers explores what teaching methods and learning environments are being used effectively to promote lifelong learning among older people. Enrichment and skill building educational programmes for older people must be continuously supported, promoted and facilitated as part of the active ageing process. This issue will also consider ways in which civil society, governments and employers support learning and active ageing.
Environments can be made much more age-friendly by increasing the public's sensitivity to the needs of older citizens and fostering an awareness of what they can contribute and why we need to mobilise all the human capital they represent. Public campaigns like the European Year for Active Ageing and Solidarity between Generations 2012 are giving rise to new initiatives that need to be shared and analysed.
eLearning Papers seeks submissions about learning and active ageing in the 21st century, for both sections: In-Depth and From the Field. We specifically invite contributions which address one or several of the following issues:
- Bridging the digital divide among older people paying due attention to specific challenges faced by older persons with impairments, ethnic minorities, low incomes, older women, etc.
- Open educational resources for non-traditional students
- Age-friendly environments, goods and services
- Fostering technical skills to create adept senior e-learners
- Learning environments for older learners
- Challenges for teachers and developers working with older students using ICT
- Policies and practice: institutional innovation supported by ICTs
The article submission has been extended to 27 April, 2012. The provisional date of publication is May, 2012.
For further information and to submit your article, please contact: email@example.com
Guest editor: Anne-Sophie Parent, Secretary General, AGE Platform Europe.
- See the complete guidelines at: Instructions for writers