didactics
L'arte della progettazione didattica Dall'analisi dei contenuti alla valutazione dell'efficacia
Un manuale sull’arte della progettazione didattica. “Un manuale corale, concepito all’interno di un minuscolo laboratorio di ‘artigiani’ per un più vasto ed esteso laboratorio di studenti universitari, instructional designer, storyboarder, ricercatori, educatori, docenti, insegnanti e per quanti necessitano di uno strumento pratico e operativo che tenta di coniugare la pluriennale esperienza di consulenza nelle organizzazioni pubbliche e private e l’amore per l’indagine scientifica sul tema della formazione.
iTeach: Experienţe didactice
Revista iTeach îşi propune să promoveze aspectele practice ale predării, învăţării şi evaluării şcolare prin aducerea în prim plan a experienţelor concrete ale cadrelor didactice.
Fördermittel für eLearning-Projekte in den Fachbereichen ab 2012
Die Goethe-Universität stellt mit dem eLearning-Förderfonds 2012 € 100.000 zur Unterstützung innovativer didaktischer und technischer Vorhaben zum Einsatz neuer Medien in der Lehre bereit. Ziel dieser Förderung ist die Umsetzung neuer didaktischer Szenarien mit Hilfe des Einsatzes neuer Medien, um eine nachhaltige Verbesserung des Lernens und Lehrens zu ermöglichen. Durch den Einsatz von eLearning-Elementen wie z.B. Online-Übungen, Online-Betreuungsansätzen, Angeboten zur Unterstützung und Aktivierung von Studierenden in Selbstlernphasen, die innovative Nutzung von Audio- und Videoaufzeichnungen, kooperative Formen der Wissensproduktion und Ähnliches sollen Lehre und Studium verbessert werden.
Study on Knowledge Maturing in Europe
The MATURE Integrating Project is based on the concept of knowledge maturing (KM): goal-oriented learning on a collective level. The project investigates how KM takes place within and across organisations, what barriers are encountered and how socio-technical solutions overcome those barriers.
Using ICT and electronic music to reduce school drop out in Europe
The use of ICT in E-Motion is not an end in itself, but a tool to transform learning and teaching processes using novel ways alongside more traditional methods. The project aims to apply an experimental approach using ICT, particularly electronic music and informatics. An understanding of sound technologies contributes towards understanding important physics concepts such as acoustics and wave technologies, and the creation process of electronic music also requires elements of mathematics, physics and informatics. With this innovative approach the project intends to improve young people’s level of competence in core curriculum subjects such as maths and foreign languages.
The Lisbon Strategy identified the need to tackle the number of young people who leave school and attempt to enter the labor market with few or no qualifications. Many of these teenagers end up becoming part of the “NEET Group” (Not in Education, Employment or Training). The strategy set specific targets to ensure that young people are suitably qualified to enable a smooth transition from education to employment, targets which many Member States are currently failing to meet
Outline of a Microlearning Agenda
Based on this overview, we develop the thesis that the “microlearning agenda” – as an explicit emphasis on the minute and particular in teaching, learning and technology – presents valuable lessons for research into technology and media in education generally. We reveal microlearning to be not simply as one approach among many, but instead as a perspective that applies to many aspects of education, as something that goes on continuously, whether it is an explicit focus for research and technology development or not. As such, we show that the lessons gained through microlearning have a generalized applicability to the studies of media and technology in education in the broadest possible sense.
We conclude by considering some lessons to be drawn from recent discussions of microlearning. These focus on the constraints and freedoms for learners and also on the pedagogical responsibility of teachers. The yet inconclusive and polyvocal nature of microlearning discourse is a good thing, and we believe it should be cultivated and encouraged. Originally published in: Hug, Theo (Ed.) (2007): Didactics of Microlearning. Concepts, Discourses and Examples. Münster et al: Waxmann, pp. 15-21 (cf. http://waxmann.com/kat/1869.html). With permission of the Waxmann corporation.
Perspectives on project based teaching and “blended learning” to develop ethical awareness in students
Using true projects as tools, students get a “real” world orientation and their work suddenly gets a value beyond just the demonstrated competence of the pupil. The project has given the students a unique opportunity to get involved emotionally and practically in the field of Social Informatics. The Computer Science students have provided both Save the Children and the National Criminal Investigation Service with reports on various topics such as secure chat, camera phones and possible abuse, etc. This exceptional cooperation between higher education and public and private organizations makes the project not only unique, but might also be a major factor to boost the willingness of students to learn Social Informatics and improve their skills in the various topics of the subject.
In an increasingly globalized world, we should also strive to make both Computer and Teacher education more global, with global ethical themes (Kirkwood, 2001) that are recognizable and relevant both nationally and internationally. To fight sexual abuse of children in digital media using project based teaching in relevant fields of education, is just such an example of a global ethical theme.
Nesna University College is the only Computer Science education in the world which has sexual abuse of children as the main topic on the Computer Science curriculum.