eLearning Papers Call for Papers on Changing schools and creative classrooms: 21st century teachers and their new roles
eLearning Papers seeks submissions for the issue 30 Changing schools and creative classrooms: 21st century teachers and their new roles. This issue explores the new role of teachers in 21st century learning contexts, focusing on the challenges they face and the changes in teaching practice caused by the rapid spread of educational technologies and the evolution towards creative classrooms and open educational resources. Deadline: 10 August 2012.
We are interested in contributions that address: national policies, methodologies, new tools and resources, the teacher-student relationship or class organization, among others. Guest editors: Hans Laugesen, GL - the National Union of Upper Secondary School Teachers. Jim Devine, JD Policy, Projects Innovation, EDEN Fellow (and former President, IADT, Dublin)
Click here to read the complete Call for Papers
eLearning Papers seeks contributions about Game Based Learning in both sections: In-Depth and From the Field. Deadline June 3, 2011
In parallel to the phenomenal rise of the digital game development industry through time, the acceptance of games in other sectors has also been changing. Computer game skills have been increasingly applied in almost all areas of human activity within modern societies. Digital games have now been embraced by the academic research community as a research topic, as well as discovered by the education sector as a highly interactive media that can support and foster learning. As a popular and powerful media, computer games are being considered for use in various education and training settings to motivate learners, to focus their attention, and to help them to construct meaningful and permanent records of their learning.
Games have high presence in informal segments of learning – but in formal education, games are still often seen as an unserious activity and the potentials of games for learning remain undiscovered. However, when evaluating games with their children, 85% of parents believed that computer games contributed to learning as well as providing entertainment.
Beside fantasy and fun elements, games have potential to foster players’ ability to communicate and interact with others during gameplay. Computer games can help players to think critically when they are required to construct connections between virtual and real life. Game-like learning environments can provide motivating interdisciplinary learning settings, creating opportunities that could improve student collaboration skills as well as help them learn new concepts and synthesize new information. Games have also been praised for the potential they offer in learning business leadership and other skills by practicing in a safe environment.
The potential of Game Based Learning (GBL) is still underestimated. It can play a major role in renewing learning as it is perceived by learners in all levels of education and training systems. eLearning Papers seeks contributions about mixed realities, virtual worlds and gaming in both sections: In-Depth and From the Field.
We specifically invite contributions which address one or several of the following issues:
- Innovative game based learning technologies, applications, tools and environments
- 3D virtual worlds supporting learning, e.g. in language learning or leadership training
- Use of mobile games and location-based technology for learning
- Innovative applications of mixed realities for learning
- Use of simulations in education, corporate training and military
- Technology for massive multiplayer online games (MMOGs) for learning
- Interactivity design in game based learning applications
- Player immersion and learning
- Case studies and best practices in GBL
- Social and collaborative aspects of GBL
- Implementation issues associated with GBL
- Learning design, good gameplay and instructional theory for GBL
- Use of role plays for learning and training
- Assessment and evaluation in GBL
- Gender, age, cultural and ethical issues in GBL
- Rating of games for learning
- Accessibility of games for learning
Professor DI Dr. Maja Pivec, University of Applied Sciences FH JOANNEUM in Graz, Austria
The submissions need to comply with the following guidelines:
- Submission language: English
- Title: must effectively and creatively communicate the content of the article and may include a subtitle.
- Executive summary for In-depth section should not exceed 200 words.
- Executive summary for From the field section should not exceed 50 words.
- Keywords: up to five relevant keywords need to be included.
- In-depth full texts: articles should range from 4,000 to 6,000 words.
- From the field texts: texts should not exceed 1,200 words.
- Conclusions: special importance is given to the representation of the conclusions, which should be clearly stated both in the summary and at the end of the article.
- References: All the references must be adequately cited and listed.
- Author profile: author name, institution, position and e-mail address must accompany each submission.
- Images: Please send high resolution JPEG files
See the complete guidelines at: Instructions for writers
The UK Survey of Academics 2012 examines the attitudes and behaviours of academics at higher education institutions across the United Kingdom. Published in May 2013, the objective of the study is to provide the entire sector with timely findings and analysis that help them plan for the future.
The survey, funded and guided by Jisc and Research Libraries UK and conducted by Ithaka S+R, covers a range of areas: from how academics discover and stay abreast of research, to their teaching of undergraduates; how they choose research topics and publication channels, to their views on learned societies and university libraries, and their collections.
The Survey of Academics 2012 confirms that the open web is the first port of call for academics starting research. It also confirms that libraries have an important role to play in both surfacing open content on the web and ensuring open content is accessible through library systems.
Key findings include:
Access limitations – While 86% of respondents report relying on their college or university library collections and subscriptions, 49% indicated that they would often like to use journal articles that are not in those collections.
Use of open resources - If researchers can’t find the resources or information they need through their university library, 90% of respondents often or occasionally look online for a freely available version.
The Internet as starting point – 40% of researchers surveyed said that when beginning a project they start by searching the Internet for relevant materials, with only 2% visiting the physical library as a first port of call.
Following one’s peers – The findings suggest that the majority of researchers track the work of colleagues and leading researchers as a way of keeping up to date with developments in their field.
Emergence of e-publications – The findings show that e-journals have largely replaced physical usage for research, but that contrasting views exist on replacement of print by e-publications, where print still holds importance within the Humanities and Social Sciences and for in-depth reading in general.
The report “Open Educational Resources: The value of reuse in higher education” outlines the range of online resources that are being used and how, when, where and why they are being incorporated into learning.
In 2010, the Joint Information Systems Committee (JISC) commissioned the University of Oxford to undertake a study to assess the impact of the use of OER in the UK higher education sector. The OER Impact Study ran from November 2010 to June 2011. This report is a summary of the findings of the research, written primarily for teaching staff and those supporting curriculum delivery processes who may not have considered the potential value of OER before.
The approach of the study was broad and highly qualitative; focusing on what motivates the reuse (or rejection) of digital resources found on the web, and exploring factors that staff and students value in educational content, such as provenance, quality, context and format.
The report begins by highlighting some key themes of the use and reuse of OER. It then outlines the study’s findings of current practice within the sector and suggests some of the attributes of educational content that are most valued by stakeholders in a range of contexts. It also describes approaches taken by staff when searching for educational content online and some of the ways in which they incorporate resources into the curriculum. The report concludes with the study’s recommendations around enhancing teaching practice, supporting learners, improving services and further research.
This article was originally published on the International Review of Research in Open and Distance Learning, Volume 14, Issue, 1.
Many open universities and distance education institutions have shifted from a predominantly print-based mode of delivery to an online mode characterised by the use of virtual learning environments and various web technologies. This paper describes the impact of the shift to open and distance e-learning (ODeL), as this trend might be called, on the course design practices of faculty members at a small single-mode distance education university in the Philippines. Specifically, the paper presents and analyses the faculty’s perspectives on how their course design practices have changed and issues and challenges arising from these changes.
The findings suggest that faculty training programs in ODeL should aim to develop a comprehensive range of ODeL competencies in a systematic and coherent way. Based on the findings, as well as research on practitioner development in teaching effectively with technology, a framework for developing ODeL competencies among faculty is proposed. Aside from covering the four areas of change in course design practice identified in the study, the framework also specifies levels of expertise (basic, intermediate, and advanced), indicating degrees of complexity of the knowledge and skills required for each area at each level. All of the competencies listed for all four areas at the basic level comprise the minimum competencies for teaching an online distance education course.
The Netherlands has the honour of hosting the 2013 International Summit on the Teaching Profession in its beautiful capital of Amsterdam. As with the previous two editions the organisation of the 3rd summit will involve the joint efforts of OECD, trade unions and the government. A fruitful collaboration that will lead to exceptional results!
The European Distance and E-learning Network – EDEN announces its next annual conference to take place on 12-15 June 2013 in Oslo, Norway at the premises of The University of Oslo. The conference is organised in collaboration with NADE – Norwegian Association for Distance and Flexible Education. The EDEN 2013 Conference will discover and present the latest best practice in e-learning, open, distance and flexible learning, share progressive concepts, inventive solutions, and promote joint-thinking and collaboration. The Conference launched its Call for Contributions to academic staff, researchers, professionals and practitioners of the field. This year’s special strand focuses on mapping new technologies in school level education and training. The deadline for paper submissions is 5 February 2013, while registrations open mid-February.
Academics, researchers, practitioners gather every year at the EDEN Annual conferences to discuss the latest developments of e-learning, open and distance education. These have been increasingly important fields of intellectual excitement and innovative development. The challenges posed by the new technologies are permanent, and students constantly keep teachers under pressure to develop. In Europe, despite economic and social pressures, there is a collective drive towards realising the creative potential. Learning is becoming more and more individualized and self-managed. Personalization helps foster engagement and supports awareness and motivation. The 2013 EDEN Annual Conference thus explores themes such as “Engaging and challenging learners” „Enhanced learning experience by participation and collaboration” or „Joy, Fun and ICTs”.
Call for Papers
The Call for Contribution launched recently invites full paper proposals for presentations in parallel sessions, poster submissions for short poster sessions as well as interactive, often with webinar combined workshops and short demonstrations that relate to the conference themes. The Conference Committee double peer reviews submissions and upon acceptance, paper submissions are published in the electronic Conference Proceedings and Book of Abstracts. The Best Research Paper title is awarded after the selection process takes place in collaboration with the Ulrich Bernath Foundation for Research in Open and
Distance Learning, with the support of a distinguished Jury. All full papers accepted for the conference quality automatically for the selection. The Award Ceremony takes place at the Conference Dinner.
The conference will be intensively supported and accompanied by social networking, sharing, online and virtual presence and involvement possibilities.
Norway is a world leading country in openness, digitisation and modernisation of education. The University of Oslo is a top higher education institution in the country and
will ensure a stimulating environment, making the conference experience unique. Oslo has a special combination of city life and easy access to the great outdoors, the Oslo fjord and the forests. You may enjoy the view on the roof of the new Opera House, the new Ski Jump Holmenkollen, the old Vigelandparken Sculpture Park with 212 wonderful sculptures, the world's two best-preserved Viking ships from the 9th century and also the polar ships in Bygdøy. Or you may pay a visit to the Munch Museum and the Nobel Peace Center where all Nobel Peace Prize laureates throughout the years are presented on digital screens. Oslo is sometimes referred to as a most expensive city and this is true in for certain categories of services and goods. The average conference traveller however may be able to find reasonable solutions and there are still ways to enjoy the city without maxing out your credit card.
The partnership of the Norwegian Association for Distance and Flexible Education guarantees the smart involvement of the national distance and e-learning community and effective liaison with the Nordic stakeholders.
Established in 1991 as an international educational association and not-for-profit organisation, EDEN is open to institutions and individuals dealing with e-learning, and – more broadly speaking – open and distance education. It’s aim is to share knowledge and improve understanding amongst professionals in the field and to promote policy and practice across the whole of Europe and beyond. With more than 200 institutional members and over 1200 members in the Network of Academics and Professionals (NAP), EDEN assists a wide range of institutions, networks and individuals to become involved in professional information and networking activities. It does so through the organisation of acknowledged European conferences, its publications and information services, and by taking an active role in a wide range of important EU projects. EDEN has also proved successful with thematic activities such as the Open Classroom Working Group (school level distance education), and by contributing to, and promoting, ‘cutting edge’ research in the field. In addition, EDEN has also provided extensive secretarial support to the European Journal of Open, Distance and E-Learning (EURODL).
What are ‘Creative Classrooms’ and how can they be successfully implemented? Stefania Bocconi and Panagiotis Kampylis work at the Institute for Prospective Technological Studies, and have been researching how to innovate teaching and learning practices at a system level. They co-authored an article with Yves Punie on this topic, recently published at eLearning Papers.
What does a Creative Classroom look like?
Stefania: By 'creative' we refer to new practices. These can include collaboration, peer to peer collaboration, connection with the outside world, use of open education resources, and more.
As far as ‘classroom’, in this case we refer to all learning environments, both formal and informal, which take advantage of optimal use of ICT. The way we see it, however, is that the innovation of practices is at the core of everything.
How does your approach differ?
Stefania: We’ve come up with a multi-dimensional framework, one that addresses key dimensions such as curriculum and content, assessment, learning, teaching, and organizational practices, leadership and values, connectedness, and infrastructures. The idea is to depict a systemic approach, which is what is needed to undertake and sustain ICT innovation.
When you say ‘systemic’, what exactly do you mean? How does a multi-dimensional approach fit the reality of practitioners on the field?
Stefania: The truth is, there is no single measure that fits all. But what we’ve found is that the cases that have successfully survived the initial pilot phase are those in which all these dimensions are present at a very local level, from the bottom up.
Panagiotis: It’s common for schools to focus on just one or two aspects, but this doesn’t translate into sustainability, so they often have to change their approach after the initial phase of implementation.
What's the status of Creative Classrooms in Europe?
Panagiotis: There are actually a lot of initiatives, but they’re currently fragmented, kind of like islands of innovation. The missing element is learning from each other, finding ways to sustain them, and making them mainstream.
To what extent has ICT changed things? Are creativity and innovation necessarily at odds with traditional teaching methods?
Panagiotis: Well, we have to understand that ICT is not an end in itself, but a means to innovative pedagogy. It’s not an imperative, but technology can help us do new things in a better way. Essentially, we’re at a point in time in which we have to rethink what, how, why, with who, and when we learn.
Stefania: From what we’ve seen, the common thread of successful Creative Classrooms is placing the learner and the learning process at the center of everything, and that sometimes means blending ICT-enabled learning practices with traditional methods.
Technology is constantly and rapidly evolving—in this context, have you encountered sustainable models of innovative teaching?
Panagiotis: Again, it’s not a matter of technology, but how you use what’s available to you. For instance, if you have an interactive whiteboard, but you use it in a traditional sense—the teacher lecturing, the students sitting in rows, listening—you’ve got a scenario in which you have the best technology, but you’re using it in a way that isn’t innovative at all. It’s just not as effective.
Stefania: When innovative pedagogical practices lie at the center of your philosophy, this means that the entire practice—teaching, learning, organization—is more open to experimentation and flexibility. That’s when you can put technology at your service, to reach your ultimate objectives, even when technology changes.
What needs to happen in order for more Creative Classrooms to be implemented?
Stefania: The next step is to combine the existing bottom-up approach with top-down support. The European Commission has already made a move in this direction, by specifically targeting Creative Classrooms as part of its LLLP project. Generally speaking, we envision an experimentation process that will involve actors at all different levels and across different countries, so as to learn from each other at a local and national level.
Panagiotis: We’ve developed this conceptualization not only based on desk research, but on an ongoing consultation process with specialists and teachers with real classroom experience. We’ve had very positive feedback, and we’ve found that stakeholders on all different levels agree we need to act, and change the way we teach the next generation.
This issue spotlights new research and classroom practices that illustrate how new learning technologies have affected teachers' professional environments. 21st century learners has become a buzz-word in the field of educational research. This issues applies the term to teachers, seeking practical examples and prospective visions that examine what it means to be a teacher in today’s knowledge society.
The fast-paced evolution of technology is challenging for teachers, who often struggle with the demands of keeping up-to-date with their students’ digital lifestyles. Initiatives for the enhancement of ICT in education often address deployment of devices and tools in the classroom, without fully considering how they may affect and change the way people teach and learn.
This special issue asks: How do educational organisations change? And how does this transformation impact upon the role of teachers? By problematising and giving greater complexity to the issue in hand, the articles serve as a starting point for dialogue and debate.
eLearning Papers 30 that has been guest edited by Hans Laugesen, International Secretary and Senior Educational Policy Officer GL - The National Union of Upper Secondary Teachers, Denmark, Jim Devine, Former President, IADT (Dun Laoghaire Institute of Art, Design and Technology), Ireland, and Tapio Koskinen, www.elearningpapers.eu, Director of the Editorial Board, includes the following articles:
In Depth articles
Innovating Teaching and Learning Practices: Key Elements for Developing Creative Classrooms in Europe
Keywords: creative classrooms, innovative pedagogical practices, ICT-enabled innovation for learning, systemic approach, educational change
By Stefania Bocconi, Research fellow at the Institute for Prospective Technological Studies, Panagiotis Kampylis, Research fellow at the Institute for Prospective Technological Studies and Yves Punie, Senior scientist at the Institute for Prospective Technological Studies
Leveraging Trust to Support Online Learning Creativity – A Case Study
Keywords:assessment, new learning environments, learning interactions, e-participation
By Sonia Sousa and David Lamas, Tallinn University, Institute of Informatics
Academic Staff Development in the Area of Technology Enhanced Learning in UK HEIs
Keywords: staff development, technology enhanced learning, training, higher education
By Timos Almpanis, Learning Technologies, Southampton Solent University
From the Field articles
Training Teachers to Use Web 2.0 Tools
Keywords: professional development, Web 2.0 tools, open educational resources
By Sandra Vuk, August Šenoa Elementary School, Zagreb and Dubravka Petković Fažana Elementary School, Fažana
Enhancing Online Student Engagement
Keywords: distance education, student engagement, arts-based learning activities, higher education, learning technologies
By Beth Perry, Athabasca University, Katherine J. Janzen, Mount Royal University and Margaret Edwards, Athabasca University
Website – A Partnership between Parents, Students and Schools
Keywords: school website, cooperation, school-family relationships, primary school
By Sandra Vuk, August Šenoa Elementary School, Zagreb
To read eLearning Papers 30 on Creative Classrooms and 21st Century Teachers, click here