eSkills
Strategies to Promote the Development of E-competencies in the Next Generation of Professionals: European and International Trends
This study analyses the effectiveness of policies, strategies and programmes that promote the acquisition of e-literacies, focusing in particular on the younger generation who will be joining the labour force in the next five to ten years. Based on the benchmarking of different studies about the impact of information and communication technologies (ICTs) on students’ learning, this work proposes a redefinition of the term ‘e-competencies’2. Moreover, a set of best practices for the development of the future e-competent labour force are identified. Although the scope for this paper is primarily the countries of the European Union, worldwide studies are also considered.
eAssessment Scotland 2012
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.
09:15
Registration
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
Seminar 4
Dr. Keith Smyth, Julia Fotheringham and Karen Strickland, Edinburgh Napier University
b. Investigating MOOCs (Massively Open Online Courses)
Colin Maxwell, Carnegie College
(refreshments available)
e-Assessment Association AGM
Derek Robertson, Education Scotland
Introducing ATLAS: the Active Teaching Learning and Assessment Space
Shane Sutherland, PebblePad
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
(refreshments available)
Feeding Forward – The Role of the Participatory Web in Formative Assessment
Cristina Costa, University of Salford
Cliff Beevers OBE, Chair of the e-Assessment Association
Alastair Robertson, Higher Education Academy
(sponsored by the e-Assessment Association)
Discussing the increasing value of e-Skills in our society
One of the aims of this debate is to monitor key indicators and scenarios on the supply and the demand of e-skills and to benchmark national policy initiatives and multi-stakeholder partnerships in the European Union (and based on this analysis, to understand better the impact of the initiatives launched at EU and national level), to propose new approaches to remedy the situation and to identify better ways to foster multi-stakeholder partnerships to reduce e-skills shortages, gaps and mismatches.
On a similar fashion they will involve in studying the international dimension of the e-skills strategy (especially the efforts to promote ICT professionalism) and to assess the impact of globalisation on high-level e-skills requirements (ICT practitioners’ skills and e-leadership skills), as well as to analyse major policy initiatives and best practices in the world. This should help to understand better the international dimension of e-skills in order to better anticipate change, envisage possible future cooperation and improve efforts to develop e-skills for Europe.
Finally, there is a necessity for European guidelines and quality labels for new curricula fostering e-leadership skills based on market needs and best practices including industry led initiatives. The guidelines and quality labels should be compatible with the European quality assurance reference framework for vocational education and training. A pilot demonstration of the implementation of the proposed European guidelines and quality labels should be organised as well as a dissemination campaign.
Winners of the European e-inclusion awards to be announced at the Digital Agenda Assembly on Friday 22 June
A part of the Digital Agenda on Enhancing digital skills proposes a series of measures to promote take-up of digital technologies by potentially disadvantaged groups, such as elderly, lower-skilled, unemployed or people with disability. The latest Digital Agenda scoreboard shows that 25% of the EU population still lacks IT skills and only 53% are confident that their computer and Internet skills are sufficient if they need to change or find a new job within a year.
The eInclusion awards were established by the European Commission in order to discover organisations and individuals across Europe who champion new technology and harness the potential of the Internet as a means of improving prospects, increasing employability and meeting today’s complex social and economic challenges.
THE FINALISTS ARE:
Category: 'I am part of IT' – personal stories, small organisations/ individual
- Elton Kalica, Italy – an impressive story of personal empowerment and reskilling through ICT. A story of a young migrant who, in a new country found himself in trouble and eventually in prison. He was given a chance and through learning ICT skills has improved his capabilities, achieved a University degree, found a good job and a created a new life.
- Rosanna Nazir and Nila Sari, The Netherlands - women & youth employability and ICT as a personal empowerment tool as well as for wider social innovation and community impact. Great partnership model with some leading companies.
- Joy Matthews, 75 year old from Wales, UK, is using ICT to make real changes. It gave her voice she wouldn’t have otherwise. She empowered herself and her community. "E-inclusion training has led to so many different ways I can get involved with my local community and lobby on issues I am passionate about".
Category: 'I am part of IT' – personal stories, big organisations
- Angela Gallagher, Ireland (Age Action) - "The online world is a godsend to those of us who find ourselves living alone. I hope to spread that message to as many of my peers as possible who do not have access to technology, yet who have an extraordinary knowledge of e.g. social history". Angela has written over 60 blog posts on Wordpress in the past 14 months that have been read by over 16,000 people.
- Siemon Dekelver, Belgium (WAI-Not) – a story about ability, not disability. A lesson that empowering an individual also helps the society to become more inclusive. The initiative provides mentally challenged young people with secure web-based communication tools so they can learn ICT skills, improve their quality of life and increase their levels of social interactivity.
- Marek Sikora, Czech Republic – the first visually impaired ECDL (European Computer Driving Licence) tester in the Czech Republic. Marek set up a not-for-profit organisation Eye-T.cz to make ICT skills tests accessible to visually impaired people in the Czech Republic.
Category: 'Be part of IT' – small organisations
- Knowledge Economy Project (KEP), Romania – an ICT-driven eco-system with the potential to improve the socio-economic situation of 1.8 million people in Romania. It aims to reduce the IT skills gap between urban and rural areas through eLearning programmes and training. Benefits everyone from housewives to entrepreneurs. Boosts skills and employability and transforms public services like healthcare and education to be fit for purpose.
- Storybook Dads, UK – The judges felt this was a simple yet ingenious way to use the internet to improve lives of families where a parent is in prison. Technology enables imprisoned parents to record bedtime stories for their children in order to maintain the important parent/child bond - even if the parents are away for a long period of time. The initiative has been proven to reduce reoffending.
- Inforum, Hungary – intergenerational ICT competition. Shows why kids and grandparents can win working together. Readily replicable and simply impactful.
Category: 'Be part of IT' – big organisations
- Barcelona Activa, Spain – Barcelona Activa is the local development agency for the Barcelona area and actively promotes ICT skills, training and environments for digital inclusion, employability and competitiveness.
- The Information Society Development Foundation (FRSI), Poland – local libraries as agents for digital change. For underserved communities to be able to fully participate in economic, educational, cultural and social relationships and community life.
- UK Online centres – large scale, comprehensive digital initiative which helps communities tackle social and digital exclusion. There is a network of 3,800 community based centres across the United Kingdom, all working to help more people make the most of online life.
eLearning Papers 29 on Learning and Active Ageing is out!
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
Насърчаване на възрастните хора към използване на цифрови технологии за популяризиране на Активния живот на възрастните хора
В Рамките на Европейската година посветена на Активния живот на възрастните хора и солидарността между поколенията, фондация ECDL и AGE Platform Europe ще популяризират използването на цифровите технологии сред възрастните.
Това сътрудничество включва съвременна програма за обучение в областта на ТИК, специално адаптирана за нуждите на възрастните хора: преработена версия на съществуваща програма за обучение в областта на технологии за информация и комуникации (ТИК) на фондация ECDL, EqualSkills.
Златен цикъл на употреба, опит и приобщаване към цифровите технологии
Електронното приемане (e-Adoption) се отнася до начина, по който хората се учат да използват ТИК. „Приобщаването към цифровите технологии“, от своя страна, е много по-сложно и е свързано с участието на потребителите в общности и в други социални измерения, основани на знанието. То се отнася до различни сфери като обществени взаимоотношения, работа, култура, политика и пр.
Тази статия разглежда възможностите за оценяване на приобщаването към цифровите технологии, като освен индивидуалните фактори, анализира също и обществените и социалните фактори, преминавайки отвъд перспективата за електронно приемане, която е ограничена от индивидуалните умения и нивото на владеене.
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