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The aim of this short questionnaire is to gather information about the types of skills project managers and others involved in the communication and dissemination activities of Lifelong Learning Programme funded projects require in the area of web strategies and social media.
Help to find out the real needs of project coordinators and partners in respect to these topics by completing a short questionnaire (which takes about 5 minutes). Your replies will help to ensure that the resources and training provided is appropriate, relevant and fit-for-purpose. The results will be published here.
Read more about the Web2LLP project here.
The EduSenior project aims to improve the quality of educational institutions that currently are offering courses and activities or wish to implement a learning activity aimed to senior learners (65+ or retired).
Supported by the European Commission’s the Lifelong Learning Programme, EduSenior is offering from June to September 2013 the free online course “Senior education: A Quality of Life approach to assessing educational institutions”, targeted to professionals, decision makers, students and, in general, anybody interested in the topic of adult and senior education.
The virtual classroom will open on May 27th, and the course will start on June 3rd. The course is 100% virtual and will be offered in English and Spanish (different groups). Participants will also have the option to choose the intensity which best suits their needs:
- A 4 months course: June - September 2013.Average time required: 8 h. per week
- Or a 2 months course: June - July 2013. Average time required: 16 h. per week.
The course is organised by the Senior Citizens’ University (Universitat Jaume I, Castellón, Spain) and the Akademia im. Jana Długosza (Jan Długosz University, Częstochowa, Poland) and is part of the EduSenior project “Evaluation toolkit on seniors’ education to improve their quality of life" (QEduSen).
The topics to be addressed during the online training sessions are:
- Introduction to the needs and requirements of the elderly and potentialities of education
- Analysis of educational factors that help increase seniors’ competences and increase their quality of life, with real examples and other case studies.
- Introduction to the evaluation process to increase quality in an institution.
- Application of the EduSenior evaluation toolkit
The online registration to participate in this course will remain open until 26 May.
OULDI-JISC Project Evaluation Report: the impact of new curriulum design tools and approaches on institutional process and design cultures
This report presents research and evaluation undertaken by the OULDI-JISC Project (Open University Learning Design Initiative JISC Project) between 2008 and 2012. In particular, it considers the impact of new curriculum design tools and approaches piloted by the project on institutional processes and design cultures. These tools and approaches include tools for sharing learning design expertise (Cloudworks), visualising designs (CompendiumLD, Module Map, Activity Profile) and for supporting design and reflection in workshops (Facilitation Cards, workshop activities, etc.). The project has adopted a learning design approach so as to help foreground pedagogy and learner experience. Nine pilots have been completed across six UK universities.
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.
Listă de verificare pentru elaborarea de conţinuturi e-learning adecvate din punct de vedere didactic
În elaborarea de conţinuturi e-learning trebuie să se ţină cont de mai multe domenii din psihologia educaţională. Pentru a îmbunătăţi procesul de concepere a acestor conţinuturi, se pot folosi liste de verificare, ca metode de evaluare formativă. În cele ce urmează vă vom prezenta o astfel de listă de control pentru conceperea şi evaluarea formativă a modulelor de e-learning.
Lista acoperă conţinutul, segmentarea, secvenţierea şi navigarea, adaptarea la publicul ţintă, design-ul grafic şi al textului, sarcinile de învăţare şi feed-back-ul, şi motivarea. Această listă de verificare a fost utilizată cu succes pentru evaluarea formativă în contextul unui proiect de concepere de module e-learning pe tema energiilor regenerabile.
The focus this year puts assessment and e-Assessment into the context of qualifications and certification. Both formative and summative assessment inform and very often leads the learning process. A number of organisations and institutions in the UK have been at the forefront of developing and implementing learning and training that is assessed using the latest IT and ICT techniques and technologies.
The range of experiences, options and solutions in the marketplace is growing rapidly. For those selecting, implementing or using computer based assessment (in all its forms) this is challenging and the change management processes, daunting.
A broad range of learning, training and study is now assessed using technology. The scope and coverage grows each year
• The tools and techniques in the marketplace are becoming increasingly sophisticated and traditional doubts and barriers are being overcome.
• A number of large scale qualifications are using e-Assessment and considerable experience is being gained in education, training and industry.
• There is an increasing expectation by students, employees, assessors and government that the technology will be available to use in a secure, robust and fit for purpose manner.
The e-Assessment Question has become the key event for discussing all the issues surrounding the practical application of computerised testing and assessment. The impressive attendance of the last seven years and the wide range of speakers and exhibitors have shown that there is real interest from the classroom to the workplace in the use of e-Assessment.
Today computers, tablets and smartphones have become an everyday part of the learning process. However, this technology often fails to live up to the promises made for it. The lack of concern for the quality of the courseware has been one of the key reasons of this failure with the consequent reluctance of potential users to adopt eLearning approaches. Now a worldwide consortium of experts is addressing this gap by developing an international quality label for eLearning resources – the “epprobate”.
It is difficult to rate the quality of educational material since it depends on each context and also on how the resources are used. The quality of eLearning courseware can not be objectively measured by size, length or weight. For this reason, subjective oriented criteria play an important role and naturally shift the challenge to the evaluators themselves, their selection and their own perspective.
‘epprobate’ provides an international quality label for eLearning courseware, but more importantly offers a consultative and collaborative improvement process by taking into consideration the points of view of the different stakeholders. According to Harvey Mellar, director of ‘epprobate’, the objective of ‘epprobate’ is to complement rather than to compete with the existing quality initiatives: “Many of our colleagues who are participating in ‘epprobate’ are already running a national quality label; however, their particular interest in coming together in ‘epprobate’ is to build an international consensus ”.
Starting in last May 2011, the ‘epprobate’ initiative developed its first prototypes including the review process and the quality grid in July. Rolf Reinhardt, managing director of the ‘Learning Agency Network’ and one of the co-founders of ‘epprobate’, explains that one of the key factors in achieving a fruitful and enriching scenario was the collaboration of more than 16 experts from all over the world: “During our benchmark analysis we compared existing quality grids from different nations - in the end, we agreed on a flexible grid with 11 indicators, with the courseware to be rated on each one by excellence and importance”.
The group rejected the use of a simple formula based on numerical processing of scores on the indicators, which is the classic basis for excellence ratings. Instead, the international awarding committee will hold discussion meetings with the client, provide feedback reports, and communicate the agreed ratings on each of the indicators. The decision to award the label will be based on a transparent process of weighting of indicators by their importance. ‘epprobate’ has already identified national partners from 28 countries in Europe, Africa, Asia, the Pacific region, as well as in North and South America.
The official roll-out of the label will be in March 2012, to coincide with an informative and festive event in Brussels.
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The SEVAQ+ partners chose Online Educa Berlin (30th Nov – 2nd Dec 2011) for the public launch of the third and final version of their online tool for the shared evaluation of quality in technology enhanced learning. This major international conference, which attracts over 2000 delegates from more than 100 countries, was selected as the perfect setting for maximum impact. Deborah Arnold, coordinator of the SEVAQ+ project, also gave a specific presentation at Online Educa, introducing the tool, scenarios of use and policy recommendations developed by a group of experts.
SEVAQ+ now offers a range of products and services to meet the needs of different types of users from different educational sectors (Higher Education or Vocational Education and Training) and levels (executive managers, department / training managers, tutors / trainers / teachers, IT / admin).
For the individual user, the use of the Standard version of the web tool is free of charge, while the
premium version can be used for a modest annual fee.
For use in teaching or training organisations that have a decentralised or bottom-up approach to evaluation, the Premium group is a cost-effective opportunity. It offers the full benefit of the Premium version to a range of users, with discounts starting at 50%.
For organisations that have a well defined evaluation strategy that is being deployed top-down, the Pro and the Global solutions enable the organisation to analyse results across the organisation, its various units and training sessions, and sift through all the data that has been collected using a multi-dimensional approach. While the Pro version is ideally suited to organisations that only need selected services because they already have some of the components of the evaluation approach in place, the Global version offers the full range of options and services; it is also the only one that allows an organisation to benchmark itself against the publicly available data from all users matching certain criteria across Europe (the Observatory).
The Standard and Premium versions are already available with version 3.0. The Pro and Global solutions are scheduled for 2012.
Access to the tool and practical advice on how to use it can all be found here: http://www.sevaq.eu
SEVAQ+ has now integrated the portfolio of products and services offered by EFQUEL (European Foundation for Quality in eLearning).
For all information about the project, tool and approach, please contact email@example.com
EFQUEL website: http://www.efquel.org