This report describes experts’ views on what it means to be digitally competent today. Although experts‘ views vary, the method applied in this study enables to derive an aggregated view on digital competence. The report identifies twelve areas of digital competence, some of them relating to specific purposes (e.g. communication and collaboration), others to domains (e.g. privacy and security). The twelve areas are presented through a brief description and further illustrated by statements describing a rich pallet of knowledge, skills, and attitudes related to each area.
Die fraMediale15´ ist eine Medienmesse und Fachtagung und findet anderthalbjährlich an der Fachhochschule Frankfurt am Main statt. Unter dem Motto "digitale Medien in Bildungseinrichtungen" stellt die fraMediale eine Plattform für den Austausch zu medienpädagogischer Forschung und schulischer/universitärer Medienbildung bereit und soll dadurch zur sinnvollen Integration digitaler Medien beitragen.
Die Veranstaltung richtet sich an Lehrer/innen, Schulleitungen und weitere Personen, die sich für den Einsatz digitaler Medien in Bildungseinrichtungen interessieren. Veranstaltet wird sie vom fraLine-Team des FTzM. fraLine ist ein Kooperationsprojekt der Stadt Frankfurt und der Fachhochschule Frankfurt am Main.
Die fraMediale15´ bietet ein umfangreiches Programm mit einem außergewöhnlichen Präsentationskonzept: In jeweils 15-minütigen Beiträgen erhalten die Teilnehmer/innen kurze und abwechslungsreiche Einblicke in das Themengebiet, darunter spannende Vorträge und Projektvorstellungen. Neben den Programmpunkten soll natürlich auch die Zeit für persönlichen Austausch und das gemeinsame Essen nicht fehlen.
Neben Medien-Expert/inn/en beteiligen sich auch Lehrkräfte, Politiker/innen, Vertreter/innen von Schulträgern und Kultusministerien sowie Mitarbeiter/innen des FTzM am Programm und berichten von ihren Erfahrungen. Darüber hinaus erhalten Schulen und andere nicht-kommerzielle Institutionen die Gelegenheit, ihre Arbeit und Medienprojekte in Form von Messeständen vorzustellen.
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.
Libraries Now! - Inspiring, Surprising, Empowering
IFLA will also hold a trade exhibition at the Helsinki Exhibition and Convention Centre in conjunction with the World Library and Information Congress. Attendees are invited to visit the exhibition which will be open from the afternoon of Sunday, 12 August until Wednesday, 15 August.
Tarjoamme kuumimmat vinkit miten valjastat verkostosi osaamisen, kehitysideoiden ja rahoituksen lähteeksi. Miten teet tulosta toimimalla avoimesti ja miten hyödynnät verkostosi mahdollisuudet.
Tule. Näe. Oivalla.
Sytytä liiketoimintasi kipinä. Ole verkostosi tulenkantaja.
El Ministerio de Educación, a través del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF), está desarrollando recursos educativos digitales interactivos y multimedia, publicados en su portal educativo en Internet, que se adaptan al currículo de distintas áreas y materias de Educación Infantil, Primaria, Secundaria Obligatoria, Bachillerato, Formación Profesional y Necesidades Educativas Especiales.
Fruto de esta acción, en colaboración con la Subdirección General de Orientación y Formación Profesional, se han desarrollado una serie de Simuladores para diferentes Familias de Formación Profesional, [...]:
En ellos se desarrollan, mediante simulaciones interactivas, contenidos incluidos en los currículos oficiales, planteando casos reales que podrán suceder al alumnado en su futura vida laboral.
One World Learning (OWL) project is designed to provide nonformal education for secondary school students in developed and developing countries to learn about the world as they have never done before. It aims to deepen their knowledge of foreign cultures and universal development issues and to establish lasting international relationships. The project is composed of regular real-time interaction of two culturally different groups (OWL teleclasses), an interest-driven and flexible curriculum, and the use of the telepresence technology in secondary education environment.
Through the work of the partnership – 9 members coming from different European countries - it focuses on the development of new Educational tools and new forms of Training, combining the use of Information and Communication Technology (ICT) and the need to explore in its complexity the developing concept of European Identity.
Digital media have an important role both in everyday life and in Culture and therefore a role to play in Education and Training, offering the opportunity to learn within both informal and formal approach and responding to the needs to improve and update an educational system in a Europe living a great generational change.
The project seeks to develop a pedagogical approach for Key/Transversal Competences acquisition, which is based on the use of media production and specifically on the production of Audio-visual Documentaries. By creating the methodological basis for this technical product, the project translates a specific technical process, into a learning tool.
Moreover, in order to satisfy the need to study the changing perception of European Identity at its various socio-geographical levels, the main theme underlining the project is “Imagining Europe in 2111”. The different partners will apply these principles within the boundaries of their respective countries and will exchange information and know-how in order to draw a comprehensive outline of the evolving European consciousness, projected into the future.
The objectives are:
- To develop a new pedagogical tool applicable to different target groups and, what is more important, to both informal and formal learning contexts. The “Video-Doc Making” becomes a new learning model, through which the project develops an educational method designed to promote growth and enhancement of the person. Referring to social constructivism, the product must work as a cultural heritage. Each step of the process allows to acquire knowledge and to live constructive experiences.
- To promote key competences acquisition, both for the partners and the target groups: each of the necessary steps for the Audiovisual product corresponds to a specific competence area. Besides, the complementary nature of the Partnership is functional to the development of a shared activity based on the exchange of information and know-how.
- That applies also to the promotion of a new didactic path: the sharing of knowledge is the foundation of the model promoted by the project. Not a traditional vertical approach to teaching but a network environment breeding on the exchange.
- Accordingly, the partners will provide training to different target groups in order to promote both ICT use and Key and Transversal competence acquisition throughout the whole lifelong learning domains.
Join the project by clicking here!