Pan European
Call for Papers on Game Based Learning closes today!
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
The article submission has been extended to June 3, 2011 The provisional date of publishing is 14 July 2011. For further information and to submit your article, please contact: 
Guest editor:
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 European Strategy for a Better Internet for Children
On 02 May 2012 the Commission adopted the Communication for a "Strategy for a Better Internet for Children". You can read it in English, German or French. Further language versions will be available in the next days.
Read the Commission press release.
Read the Citizens' summary in your own language.
Keeping children safe online is a key commitment of the Digital Agenda for Europe (general DAE information available at IP/10/581, MEMO/10/199 and MEMO/10/200).
Although the Internet was not created for children, they are using it at an increasingly younger age. 4 in 10 children report having encountered risks online such as cyber-bullying, being exposed to user-generated content promoting anorexia or self-harm or misuse of their personal data. While by 2015 it is expected that 90% of jobs across all sectors will require technology skills, only 25% of young people across the EU say they have "high" levels of basic Internet skills (such as using the Internet to make phone calls, create a web page, or use peer-to-peer file sharing).
The Commission has set out a plan to give children the digital skills and tools they need to benefit fully and safely from the digital world. The internet was not designed with children in mind, but today 75% of children use the internet, a third of them on mobiles. The new strategy is to build up the market for interactive, creative and educational content online, in a partnership between the European Commission and Member States, mobile phone operators, handset manufacturers and providers of social networking services.
The measures outlined in the strategy build on ongoing EU actions in this field. For example, the easy-to-use mechanisms for children, parents and teachers to report harmful content and conduct online will complement the 116 missing children hotlines (see IP/07/188) and the European Cybercrime Centre's future network of national cybercrime alert platforms (see IP/12/317).
Up-Scaling Creative Classrooms in Europe
The SCALE CCR project aims to further define the concept of 'Creative Classrooms' (CCR) and to provide a better understanding of ICT-enabled innovation in Education and Training (E&T) that can be brought to scale, in a cost-effective way; the major focus will be on formal education settings, including informal ways of learning.
Educational stakeholders recognise the contribution of ICT to realising the targets set out in the Europe 2020 Strategy, in particular Objective 4 on "Creativity and Innovation" and the key targets regarding early school leaving, higher education, adult learning, up-skilling and modernisation of Education and Training , and more broadly, the role of ICT as a key enabler of innovation and creativity in E&T and for learning at large. However, educational policymakers need evidence and guidance on how to further support and mainstream ICT-enabled innovation for learning as it manifests itself in many creative initiatives across Europe.
SCALE CCR will identify and analyse such examples and clarify the nature of their innovative activities (cf. concept development), their aims (e.g. pedagogical, technological, and organisational innovation), outcomes, impacts, and implementation and dissemination strategies.
Objectives:
- Identify and classify "ICT-enabled innovation for learning" across a range of settings and participants;
- Develop 'Creative Classrooms' (CCR) concept and reference parameters for a pilot initiative in scaling CCR;
- Analyse the implementation strategies of a number of highly effective ICT-enabled innovation for learning at system level; and
- Propose concrete policy recommendations for the further development and mainstreaming of CCR in Europe.
Outcomes:
- A well-articulated vision and consolidated proposal for 'Creative Classrooms' which clarifies their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation;
- An analysis of implementation strategies of existing ICT-enabled innovation for learning that have significant scale and/or impact at system level; and
- A set of policy recommendations for educational policymakers, stakeholders and practitioners for mainstreaming of ICT-enabled innovation for learning through the scaling of 'Creative Classrooms' in Europe.
Approach:
Work Package 1: Definition and classification of ICT-enabled innovation for learning
- Aim: Analyse ICT-enabled innovation for learning across a range of settings and participants
- Approach: Desk research and consultation with the ET2020 Thematic Working Group (TWG) on "ICT and Education"
Work package 2: Concept and Reference Parameters for a European-wide initiative on 'Creative Classrooms' (CCR)
- Aim: Clarify the nature and the key dimensions of Creative Classrooms, describing their success factors and enablers (reference parameters) for a European CCR initiative
- Approach: Review of previous IPTS studies and other relevant research works, and consultations with the TWG and key stakeholders
Work package 3: Identification and in-depth analysis of implementation strategies
- Aim: Study existing implementations of ICT-enabled innovation for learning at system level, detailing enablers and bottlenecks for up-scaling and mainstreaming
- Approach: In-depth analysis of cases in Europe and other world regions (e.g. Asia), and consultations with multiple stakeholders
Work package 4: Setting up a dialogue with broad multi-stakeholders
- Aim: Support DG EAC on setting up a dialogue with broad multi-stakeholders
- Approach: Stakeholder consultations
Work package 5: Recommendations
- Aim: Propose recommendations for mainstreaming ICT-enabled innovation for learning in Education and Training (E&T) through 'Creative Classrooms' in Europe
- Approach: Intensive stakeholder consultation (experts' interview, workshops, and online survey)
eLearningeuropa.info "VIP user" competition
Since the relaunch of the portal in May 2011, the number of members has increased to over 37.000, a new content management system has been introduced and users have published, shared and discussed opinions in blogs and communities. To celebrate the first anniversary of the new eLearningeuropa.info portal, we are launching a competition on 1 June.
The most active users of the portal between 1 and 30 June 2012 will be awarded a prize.
Our new Kudos points system will make the ranking of users according to their Kudos much more transparent. Log on to the portal, add content and gain points to increase your visibility on the portal. The user with the most points by the end of 30 June 2012 will win a Kindle e-reader.
Read the complete terms and conditions for publishing content here. The competition rules are accessible here.
If you're not yet a registered user, sign up to take part and contribute to the portal.
The e-Portfolio Implementation Toolkit
The e-Portfolio Implementation Toolkit is the output from the JISC-funded e-Portfolio Implementation (ePI) study led by the University of Nottingham.
This toolkit is designed to support those involved in the implementation of e-portfolios in higher (HE) and further education (FE) and work-based learning: practitioners planning to use e-portfolios in curriculum design and middle and senior managers addressing strategy and policy issues and challenges relating to the introduction of technologies for learning.
How to use the toolkit
The toolkit is structured around the following sections:
Each section can be explored independently, but if you wish to develop an understanding of implementation then it is advised that you read the background followed by the guidance sections.
Find out more about how to use the toolkit on the JISC website.
"I am a sort of guinea pig for the principles that I have advocated" - Interview with David White
In EDEN's series of interviews with keynote speakers at the 2012 EDEN Annual Conference, David White - Honorary Director General at the European Commission - talked to Steve Wheeler about his life, his passions and what he believes about technology supported education.
Read the complete interview here.
"Education is relational!"
Find out what David White thinks about the impact technology has had on lifelong learning across Europe in the last two decades and what the future will hold for traditional ecuational institutions.
The interview was conducted by Steve Wheeler, Associate Professor of Learning Technologies at Plymouth University and passionate blogger.
Review and Revive VET Practices
REVIVE VET project aims to review and revive VET practices applying innovative ICT integration methodologies and building online communities of VET professionals, who collaboratively work together, seeking to improve the quality, attractiveness and accessibility of VET services.
Specific objectives of the project are:
- Implementation of analysis on existing practices, available methodologies and VET institutional needs for ICT integration
- Methodological development and expert community building
- Application of 2 Hextlearn and 1 Revive methodologies and case development
- Peer reviewing implementation and quality assurance awareness building
- Online community development by case presentation and peer reviewing implementation.
Expected project results:
- Case development methodology adapted to VET sector
- Peer review methodology adapted to VET sector
- Quality criteria identified for ICT integration on institutional level, quality schemes references, Curriculum level and professional skill development level
- Training material on application of adapted case development, peer review methodologies and Revive methodology
- 32 institutional cases in the areas and levels selected.
eLearning Papers 28 on Cyber Security and Education published!
Addressing Cyber Security in schools should foster critical digital literacy, such that children can become empowered to make informed decisions about how they choose to use and share information online. eLearning Papers Nº 28 gives answers to questions such as: What constitutes risk when working with digital media? Or where does the potential reside to engage young people in safe Internet use?
The rapidity with which children and young people are gaining access to online, convergent, mobile and networked media is unprecedented in the history of technological innovation. There are two main foci for e–security research that associated with protecting information both strategic and economic and that protecting people particularly the young. While these are overlapping concerns it is the latter that this special issue addresses.
eLearning Papers 28 presents 8 articles arranged in the two sections, In-depth and From the field. The four In-depth articles give a view of the present discussions surrounding how students can be encouraged to engage in safe Internet use. The fourth From the field articles present examples of best practice scenarios.
Click here to read the whole editorial and the 8 articles.
Security in Learning Management Systems: Designing Collaborative Learning Activities in Secure Information Systems
The field of research on information technology applications in the design of computer supported collaborative learning (CSCL) activities generates very complex scenarios which must be studied from different approaches. One approach is to consider information security, but not only from a technological point of view.
In this paper we argue that current e-learning systems supporting on-line collaborative learning do not sufficiently meet essential security requirements, and this limitation can have a strong influence in the collaborative learning processes. In order to alleviate these problems we have proposed an approach based on Public Key Infrastructure (PKI) models that offer essential security properties and services in on-line collaborative learning, such as availability, integrity, identification and authentication, access control, confidentiality, non repudiation, time stamping, audit service and failure control.
Supporting Digital Immigrants. On-line Courses for Teachers on Internet Safety in Austria
Media education is an intercurricular subject in Austrian schools, however, it is not a part of teacher’s formal education. Teachers with good digital competencies are much more willing to discuss online safety issues with their students in classes. Therefore, enhancing these skills among teachers will ultimately help to bring these topics into mainstream education. A handful of powerful e-learning tools have been introduced to help teachers familiarise with online safety basics and integrate this topic into their classes.
We have found that reaching out to educators with quality e-learning content on online safety works best in collaboration with reputable providers of teacher training or sites that teachers go to. This ensures that the resources will match their needs as well as guarantee the sustainability of the knowledge base. These conclusions were formulated by Saferinternet.at, the Austrian EU-funded initiative of the Safer Internet Programme for online safety that, among other activities, provides teacher trainings on this topic.