online resources
e-learning resources, Portugal (ERTE - Equipa de Recursos e Tecnologias Educativas - Ministério da Educação)
A Direção-Geral da Educação do Ministério da Educação e Ciência (MEC), abreviadamente designada por DGE, é um serviço central da administração directa do Estado dotado de autonomia administrativa.
A Equipa de Recursos e Tecnologias Educativas/Plano Tecnológico da Educação (ERTE/PTE) é uma equipa multidisciplinar, dirigida por um coordenador e criada na dependência directa do director -geral, à qual compete genericamente conceber, desenvolver, concretizar e avaliar iniciativas mobilizadoras e integradoras no domínio do uso das tecnologias e dos recursos educativos digitais nas escolas e nos processos de ensino -aprendizagem, incluindo, designadamente, as seguintes áreas de intervenção:
a) Desenvolvimento da integração curricular das Tecnologias de Informação e Comunicação nos ensinos básico e secundário;
b) Promoção e dinamização do uso dos computadores, de redes e da Internet nas escolas;
c) Concepção, produção e disponibilização dos recursos educativos digitais;
d) Orientação e acompanhamento da actividade de apoio às escolas desenvolvida pelos Centros de Competências em Tecnologias Educativas e pelos Centros TIC de Apoio Regional.
Manifesto for teaching online
The Manifesto for Teaching Online was written by teachers and researchers in the field of online education, in connection with the MSc in E-learning programme at the University of Edinburgh. The manifesto for teaching online is intended to stimulate ideas about creative online teaching.
Read or download the full text here.
The manifesto was a key output from the Student Writing project. It is a series of brief statements that attempt to capture what is generative and productive about online teaching, course design, writing, assessment and community. It is, and may remain, a living document that is reviewed and reworked periodically with colleagues, students and amongst the programme team of the MSc in E-learning. Its primary purpose is to spark discussion, and to articulate a position about e-learning that informs the work of the project team, and the MSc in E-learning programme more broadly. This position is best summarised by the first of the manifesto statements:
Distance is a positive principle, not a deficit. Online can be the privileged mode.
Such a position is at odds with dominant discourses of e-learning that describe it either in terms of replication of offline practices, or in terms of inadequacy, where e-learning is the “second best” option when “real” (face-to-face) learning is not available or practical. We reject both of these discourses, and the instrumental approaches to e-learning that tend to accompany them.
The manifesto was actively developed over a period of a year, June 2010–May 2011. It was grounded in the work of the research associates and the key themes that emerged from their ethnographic accounts. It was shaped and refined during a series of intensive discussions amongst the project team that brought together our own research perspectives, knowledge, and teaching experiences.
[...]
The intention is that over the next few months the manifesto will stimulate discussion on a wider stage, fuel further research, and draw attention to the work being done here at Edinburgh in developing new perspectives on e-learning.
M-learning, when e-learning makes use of mobility
Mobile phones, laptops, tablets, mp3 players. So many mobile telecommunication tools have become part of our daily lives! Mobile learning or m-learning is the logical consequence of this phenomenon, thus opening up new horizons for distance training.
M-learning: is mobile training the future?
Although e-learning enables training in any place and at any time, m-learning goes further by reaching your learners outside those places where they usually have access to their training. A means of training suited to a young target audience which is familiar with new technologies.
Although m-learning is growing quickly, it cannot deliver the same training content as distance training on traditional PCs. The content and form of m-learning courses must be examined and optimised for remote distribution using tools with different technical characteristics.
5 good reasons to use mobile learning
Make the best use of Web 2.0 within a community logic
- Ideal for carrying out training exercises
- Develop new activities thanks to the features offered by mobile ICTs (photo, film, email, chat, calendar, calculator, social networks, etc.)
- Propose a new kind of distance training using an everyday device
- Dematerialise the boundaries of the training space
The m-learning that has been talked about for the last 2 years has been so far more of a marketing argument than an educational reality. However, with the arrival of tablets which in some cases are taking precedence over PCs, the trend could be quickly reversed.
http://ca.e-doceo.net/en/
Guide 2012 du web du Café Pédagogique
Le web compte des milliers de sites éducatifs, pédagogiques plus ou moins importants. La sélection a été opérée par l'équipe d'enseignants du Café pédagogiques, une quarantaine de professeurs expérimentés qui suivent l'évolution d'Internet et de ses ressources depuis une dizaine d'années. Ce guide s'adresse aux enseignants, avec une pensée particulière aux enseignants débutants. Pour votre discipline ou votre niveau, il signale les sites vraiment incontournables, ceux que le débutant et le professeur expérimenté doivent visiter régulièrement. A cela s'ajoutent des "coups de coeur", des sites qui nous ont fait plaisir sans pour autant devenir des lieux indispensables.
OTeN Annuaire cartographique des acteurs du numérique territorial
520 acteurs présents sur les territoires et œuvrant pour le développement du numérique sont en effet identifiés et localisés sur l’annuaire cartographique, leurs actions décrites sous formes de fiche descriptive.
ALADIN - Adult Learning Documentation and Information Network
ALADIN, the Adult Learning Documentation and Information Network, has been established to support networking and capacity building between documentation centres and libraries in the area of adult learning and literacy. It emerged in 1997 from a CONFINTEA V workshop in Hamburg which focused explicitly on adult education documentation and information. ALADIN is working towards facilitating global access to information and documentation on adult learning and serving as an information broker between researchers, practitioners and policy makers by: sharing relevant information on adult learning; correcting the uneven distribution of adult learning documentation and information resources and providing training in adult learning knowledge management.
Classroom4.eu - An interactive textbook for schools on European civilisation and culture
Classroom4.eu is a project that tries to map the cultural history and civilization of Europe as an exchange and communication process with the help of a student-designed wiki. European history is connected with the regional and local research: Students describe in short essays how their city, their region has participated in the European innovation processes. The project aims at all European upper secondary schools, and especially promotes an independent, research-based and propaedeutic learning.
For further information see also: http://www.classroom4wiki.eu/
Service contract below or equal to 60.000€. Supply of market data on online content, services and applications available on fixed and mobile broadband platforms
The Directorate General for Information Society and Media (DG INFSO) of the European Commission is looking for market data and intelligence on business and consumers online content, services and applications available on fixed and mobile broadband platforms.
These data will support the activities of this Directorate General in the context of the European Digital Agenda, Europe's strategy for a flourishing digital economy by 2020. The Directorate General for Information Society and Media will use this market data and intelligence in its policy development activities, namely in the field of broadband and online content and services. Deadline: to be announced
eLearning Courses on Tourism Destinations: Travel Agents’ Perceptions
Executive summary
This report is based on the analysis of a global online survey conducted among travel agents in the spring of 2011. It explores the perception travel agents have of the eLearning training courses created ad-hoc for them by Destination Management Organizations (DMOs). The research examines 1004 travel agent profiles worldwide.
Beside its academic relevance, being the first exploratory study in the field, curent research has a significant tourism industry application, as marketing managers and responsible persons for trade partnerships within Tourism Boards are presented with the first research on travel agents’ evaluation of eLearning Training platforms.
DMO representatives can see the course topics that attract the biggest interest from travel agents, can get hints on the drawbacks of existing platforms, and can be made aware of factors that actually make travel agents participate in eLearning experiences.