The project intends to transfer the EUCIP Competence System, in particular the IT Administrator profile and related Full and Fundamentals certifications, to technical schools. Developed by CEPIS at European level and run by AICA in Italy and FEE in Spain, it is a “competence-system” which addresses companies and informatics professionals.
ITACA promotes the cooperation between informatics schools and companies to improve the training system quality and make students acquire competences and certifications useful to enter the world of work.
It’s composed by:
1. a detailed syllabus
2. a self-assessment tool to identify a “proximity competence profile” and related training gap
3. automatic exams assessing knowledge (and test simulations)
4. practical exams assessing skills.
The ITACA project intends to:
- Plan a learning path in the computer study field based on the EUCIP IT Administrator syllabus and organised in Units of Learning Outcomes following the ECVET model. Such a learning path aims providing students knowledge, skills and attitudes required and is based on project-work activities and placements in companies in the view of creating a suitable context where to develop competences.
- Promote a pilot course based on collaborative online activities addressing about 30 Italian teachers who, interacting with companies, define such a learning path in details.
- Deliver cascade training courses to Italian and Hungarian teachers make them familiar with such a model so that they could activate IT Admin courses for their students
- Certificate teachers and accredit schools as IT Administrator awarded bodies
- Pilot the learning model devised with students in Italy and Hungary
- Promote a community of teachers which will keep the debate on competence-based learning and the cooperation with companies alive
- Present the project results to relevant stakeholders in Italy, Hungary and Spain to obtain public validation and recognition of the IT Admin EVET points.
The 6th edition of the “ICT for Language Learning” Conference will take place in Florence, Italy, on 14–15 November 2013.
The objective of the ICT for Language Learning conference is to promote sharing good practices and transnational cooperation in the application of Information and Communication Technologies (ICT) to Language Learning and Teaching. Experts in the field of language teaching and learning are invited to submit an abstract of a paper, which should be written in English (max 500 words) and sent via e-mail to firstname.lastname@example.org no later than 24 June 2013. All the papers presented during the conference will be published on an ISBN publication.
La più grande raccolta di fiaba in italiano della rete, dalle fiaba classiche a quelle inviate dagli utenti in versione testuale o multimediale. Un supporto educativo per insegnanti e genitori.
Il progetto nasce dalla profonda convinzione che le fiabe siano un elemento importante per la crescita e la formazione dell’individuo. Il recupero della fiaba come strumento educativo per insegnanti e genitori ci ha spinto a raccogliere più di 1.500 fiabe nel contenitore “Ti racconto una fiaba”, raggiungendo numeri impensabili per un progetto completamente gratuito che dimostra come siano sostenibili progetti culturali quando c’è passione (e tecnologia!).
Il progetto propone la fiaba come “contenitore di realtà” (I. Calvino), uno strumento straordinario per narrare il mondo che ci circonda, sfruttando i grandi classici come stimolo per tutti per creare e raccontare il proprio mondo interiore ed esteriore! Ogni lettore può inviare la propria fiaba, sia essa opera di un professionista o frutto della fantasia pura di un bambino. Ogni forma creativa costituisce l’essenza di “Ti racconto una fiaba”.
weSPOT promotes employing scientific inquiry in the classroom, by connecting scientific concepts to personal curiosity, experiences, and reasoning.
weSPOT focuses on inquiry-based learning, in which the learner takes the role of a self-motivated explorer, and provides support for building these skills. The project is aimed at students from ages 12 to 25, and links everyday world experiences to the classroom. Its main objectives are: (a) defining a reference model for inquiry-based learning skills, (b) creating a diagnostic instrument for measuring inquiry skills, and (c) implementing a working environment that allows the easy linking of inquiry activities with school curricula and legacy systems.
weSPOT aims at promoting scientific inquiry in the classroom by relating scientific concepts to personal curiosity, experiences, and reasoning.
weSPOT, a project supported by the European Commission, addresses several challenges to building personal knowledge, specifically in the area of science. It focuses on inquiry-based learning, in which the learner takes the role of a self-motivated explorer, and provides support for building these skills.
The main problem areas weSPOT tackles are the general lack of inquiry skills in students from ages 12 to 25, the dearth of technological support to bolster students’ curiosity, linking everyday world experiences to the classroom, streamlining e-learning with inquiry-based approaches, and measuring the impact of inquiry projects.
weSPOT’s main objectives are: (a) defining a reference model for inquiry-based learning skills, (b) creating a diagnostic instrument for measuring inquiry skills, and (c) implementing a working environment that allows the easy linking of inquiry activities with school curricula and legacy systems.
This publication provides a synoptic overview about the ProfDRV projects results and provides the reader with a handy introduction into the further publications, material and tools developed in the projects framework.
It illustrates, further explains and discusses the interfaces between the different working and development steps implemented and working areas addressed with the project such as professional driver qualification in general and based on directive 2003/59/EC or the relevance of the European Qualifications Framework for the realisation of a common minimum standard for professional driver qualification in Europe. All the information and results of the ProfDRV project lead to a set of recommendations on the further improvement and enrichment of professional driver qualification across Europe in order to meet needs and interests of employers and workers and last but not least in order to ensure and increase safety on European roads through well qualified and skilled professional drivers.
Project Duration: October 2010 - March 2013
Project Coordinator: DEKRA Akademie GmbH, DE
The project is funded by the EC LLP/LdV
A summary of all project results include the projects conclusions and recommendations are available in the project synopsis:
How does new technology make the personalisation and contextualisation of learning materials possible? eXact Learning Solutions, an award-winning learning-content-management-solutions provider, shared its perspective at this year's Learning Technologies exhibition. eXact also showcased the latest version of its learning-content-management system (LCMS).
Version 10 of eXact learning LCMS, the latest one to be released, includes new additions like dynamic publishing, responsive XML, and template-based HTML 5 authoring and DITA support. All these features are an improvement on the previous model, a unique product that was awarded at the Best of Elearning! 2012.
The OERTEST Project: Creating Political Conditions for Effective Exchange of OER in Higher Education
This article was originally published by Luca Ferrari and Ivan Traina on the Journal of e-Learning and Knowledge Society, volume 9, issue 1.
This paper refers to the OERTest project and Open Educational Resources (OER) as support education materials that may be freely accessed, reused, modified and shared by anyone. In this paper we will try to answer the following question: how can the political conditions be created to foster an effective exchange of OERs between Higher Education institutions? The article presents several policy recommendations (intended as lessons learnt from the project) to ensure an effective recognition and exchange of OER between Higher Education Institutions.
Extended Deadline for Abstracts Submission – 28 February 2013
The third edition of The Future of Education International Conference will take place in Florence, Italy, on 13 - 14 June 2013.
The objective of The Future of Education Conference is to promote transnational cooperation and share good practice in the field of innovation for education. The Future of Education Conference is also an excellent opportunity for the presentation of previous and current educational projects.
The Call for Papers, within the Future of Education Conference, is addressed to teachers, researchers and experts in the field of education as well as to coordinators of education and training projects.
Experts in the field of teaching and learning are therefore invited to submit an abstract of a paper to be presented during the Future of Education International Conference. The abstract should be written in English (between 200 and 500 words) and sent via e-mail to email@example.com no later than 28 February 2013.
- 28 February 2013: Deadline for submitting abstracts
- 08 March 2013: Notification of Acceptance / Rejection
- 25 March 2013: Deadline for final submission of papers
- 3 May 2013: Deadline for speakers registration
- 13-14 June 2013: Dates of the conference
There will be three presentation modalities: oral, poster and virtual presentations.
All papers presented during the conference will be published on an ISBN publication.
careNET: Building ICT competences in the long-term care sector to enhance quality if life for older people and those at risk of exclusion
The CareNET project aims at developing a set of ICT competences in two identified ‘at risk’ target groups: care-workers and older persons. The project is designed to work in a synergistic way to tackle identified problems in the low skilled and under professionalised care-worker sector while at the same time promoting social inclusion and enhancing the quality of life of older people.
An online social network will be put in place for care-workers, experts, researchers and pracitioners with relevance to ICT competences in care-systems, and a set of workshops for care-workers will be organised to pilot the elaborated professional development pathways and tools.
What resonates amongst both groups – care workers and care recipients – is their exposure to the risk of social exclusion as they are both often at the margins of society and likely to be the victim of digital and social divides. ICTs and associated competences have been shown to be a critical component in mitigating these risks of exclusion and helping to support an increased quality of life. The acquisition of digital skills is essential for these actors in the family employment sector where we find over half of all private individual employers aged 60 years old and over, and low-skilled women representing the majority of household employees. In response to these pressing needs the CareNet project will design, develop and pilot learning paths and resources based on cooperative learning between care workers and care recipients to promote improved quality of care and quality of life through the acquisition of care related digital competences. In addition, to answer specific needs, learning modules for individual learning, addressing ICT competences for employability and self-development (care workers) and ICT competences for active ageing (older people) will be created. In this way the project will contribute to: the identified needs for professionalization of care workers; increased access to learning opportunities; personal development of care workers; overcoming the isolation of both care workers and older people by promoting social enterprise, active citizenship and active ageing.
For this reason, the project seeks to design, develop and pilot:
- learning paths and resources based on cooperative learning between care workers and care recipients
- to promote improved quality of care and quality of life through the acquisition of care related digital competences.
- In addition, to answer specific needs, learning modules for individual learning, addressing employability and self-development of ICT competences for care workers and active ageing ICT competences for elders, will be provided and piloted.
The project will contribute to:
- increased access to learning opportunities;
- personal development of care workers;
- overcoming the isolation of care workers and elders by promoting active citizenship and active ageing.
Details of on the project can be found at the project website: http://www.carenetproject.eu/