Oceans Solutions is a free 6-week online course offered by the University of Western Australia (UWA) Class2Go programme and taught by Carlos M. Duarte, Director of the Oceans Institute and Research Professor with the Spanish National Research Council (CSIC),
This course focuses particularly on the Indian Ocean, which is arguably the least explored of the world's oceans. However, and like many other oceans, it is under stress from overfishing, pollution, climate change and sea level rise.
Students will analyse and discuss the great challenges humanity will face, and is already facing, due to the increase of the world’s population and address how an intelligent and innovative use of the ocean can sustainably and safely deliver the key resources necessary to meet the challenge of providing fair livelihoods to 9 billion people by 2050.
Professor Duarte will argue that while we live on a planet mostly covered with water, we get most of our resources from land, and we need to reverse that thinking.
The Scientific Committee of EDULEARN12 - the 4th annual International Conference on Education and New Learning Technologies - encourages you to submit the abstracts for the 4th annual edition to take place in Barcelona (2 - 4 July 2012). The abstracts should be written in English, the official language of the event.
- Abstract Submission Deadline: March 29th, 2012 (included) (*)
- Notification of Acceptance/Rejection: April 20th, 2012
- Final Paper Submission Deadline: May 17th, 2012 (included) (*)
(*) By midnight - 23:59 Los Angeles Time Zone
Here are the topics of interest for this call for papers.
A learning platorm is an integrated set of resources, tools, and interactive online services for teachers, learners, and others involved in education to support and enhance educational delivery and management (Wikipedia, 2011). The term ‘learning platform’ often refers to a number of tools and services available in a range of products known by various names, including learning management system (LMS), virtual learning environment (VLE), course management system (CMS) and learning content management system (LCMS) providing learning experiences and content management. The term ‘learning platform’ also includes the personal learning environment (PLE) that helps learners to keep control and manage their own learning by personalizing the content and process.
A miniaturização das tecnologias, e autêntica revolução ao nível da conectividade, permite-nos ter num equipamento de reduzidas dimensões (PDA, Telemóveis 3G, iPod ...) um conjunto de funcionalidade dos computadores (nomeadamente leitura de ficheiros comuns, execução de programas e acesso à Internet), de dispositivos de captura de imagens e vídeo, comunicações (telemóvel e Internet) e ainda sistemas de localização por sistemas de geoposicionamento global (GPS)...
A par da miniaturização de equipamentos e democratização do acesso aos mesmos (devido à redução de preços), verifica-se um grande incremento na disponibilização de informação e serviços para este tipo de dispositivos quer ao nível da Internet quer das Televisões e dos média em geral.
Ambient games’, i.e. innovative game designs incorporating ambient intelligence characteristics, such as context-awareness, personalisation, adaptation and anticipation, may lead to a whole new player experience, for instance by allowing players to move around freely, without being bound by a computer screen or another device, by using information coming from sensors. Ambient games support casual play, i.e. play and games are seamlessly integrated with daily activities. Ambient gaming implies taking the everyday stuff of life and turning it into a game, and yet that gaming is not limited to a single device at a single time, but is intertwined with daily activities.
e-lyco est un projet territorial ambitieux qui a comme objectif d’offrir à l’ensemble des lycéens et des collégiens de la Région des Pays de la Loire, ainsi qu’à leurs parents et à leurs enseignants, un environnement numérique de travail (ENT) commun d’ici 2014.
Porté conjointement par le rectorat de l’Académie de Nantes, la région des Pays de la Loire, les cinq départements de la Loire-Atlantique, du Maine-et-Loire, de la Mayenne, de la Sarthe et de la Vendée, ce projet est conduit dans le cadre d’un partenariat. Les représentants de l’enseignement privé (URADEL) et de l’enseignement agricole, adhérents à cette démarche, sont associés au pilotage du projet.
Inscrit dans les orientations nationales et dans les axes du projet d'académie CAP 2015, le projet e-lyco est à ce jour unique quant à son ampleur puisqu’il s’applique à tous les collèges et lycées publics et privés sous contrat d’association et les établissements agricoles de l’académie soit 732 établissements et 321 000 élèves. Il est progressivement déployé sur cinq ans depuis janvier 2010. À terme, il devrait toucher près d'un million d'utilisateurs ; pour chaque élève, on estime que plus de 3 personnes seront amenées à établir une connexion sur la plateforme e-lyco.
Commun sur l'ensemble du territoire mais personnalisable par chacun des partenaires, cet environnement va faciliter la continuité éducative collège/lycée des élèves. Les enseignants, où qu’ils soient nommés, disposeront d’un ensemble de services identiques. Les parents auront la possibilité de suivre la scolarité de leurs enfants quels que soient leur affectation et leur niveau de scolarisation, de la 6ème à la terminale, jusqu'aux formations post-bac des lycées.
Ce chantier s’inscrit dans le cadre plus large de la modernisation du système éducatif et de la mise en place progressive d’une e-administration, favorisant la dématérialisation des procédures. À ce titre, il participe de la logique du développement durable.
Extracted from e-lyco
New technologies involve new methods of teaching, learning and training. However, the universities lack well-defined structures to accomplish it. Who should teach/train e-teachers?
Good question. The normal practice is to establish a Teaching and Learning or Professional Development centre with experts on pedagogy and educational technology. However attendance at workshops organized by these centers is usually voluntary, and often the professors who need it most don't come. Some faculties/academic departments delegate a 'respected' academic within the department to be responsible for professional development of their colleagues, particularly newly appointed young professors. These are both what I would call weak approaches, although better than nothing.
What is really needed (and won't happen) is for professors to be formally accredited following training in teaching. This would best be done by radically reforming the post-graduate training to include training in teaching as well as research as part of the Ph.D. process.
Is the scientific research now a hybrid process (in terms of using the informational resources)?
I believe that in knowledge-based societies, all teaching and research needs to include the use of information technology, because this is how knowledge is now being created, stored and organized.
What is the role of learning paradigms and how have they been modified by elearning environment?
I believe that instructional design (I prefer the term: design of learning environments) is an absolute requirement for quality teaching with technology. Technology raises the skill level for teaching, because to use technology well, you need to know its strengths and weaknesses with respect to face-to-face teaching, and this requires an understanding of how people learn as well as the potential of technology for teaching. Unfortunately in most applications of e-learning, there is no change to the learning paradigm. The technology is added on to the existing classroom paradigm. 'True' blended learning requires a re-design, to ensure that the unique benefits of the classroom/campus are combined with the unique benefits of asynchronous learning. Students can spend much more time ‘on task’ with well-designed digital learning materials, thus freeing up professors’ time for direct or online interaction with students.
What is the role of didactic discourse in e learning environment?
Again, this is important in most subjects, although it does reflect a particular view on education – that learning is socially constructed – that not all professors share. Again, in an online environment, to ensure that discussion is focused and academic, rather than incoherent and shallow, the instructor/teacher has an important role to play, ensuring that the discussion stays on topic, that content/learning materials are drawn on to support the discussion, and the discussion operates at an academic level. There are several good books on this (e.g. Paloff and Pratt, Salmon, Harasim, etc.)
All the education systems raised around libraries from oldest times to the present. The library had the mission to form to inform and now we can say that it is a real provider of electronic resources for users on and off campus. They have to up to date with the new learning curricula and provide information resources according to it. What is in your opinion the role of the university library for e learning?
University libraries are critical for successful e learning, but their roles and ways of working are changing. I believe that all courses should have a librarian as part of the course team, both to help with identifying and organizing online resources, and for providing student help in locating information digitally. Education in information literacy and especially on evaluating the quality of source material, as well as how to find, analyze, organize and apply digital information linked to subject area needs should be a joint activity of teacher and librarian.
Does the course presence and virtual teaching change the type of education (distance or e learning)?
Every teacher now has to make a choice: where on the continuum of e learning should this course or program be? Just supplementing my classroom teaching; true blended learning; or fully online? The answer to the question depends on two factors: what kinds of student am I trying to reach? What is the nature of the subject material? Full-time students coming out of high school probably need more face-to-face teaching than full-time, mature working graduates who want updating or post-graduate courses. Some things are quicker and easier to do face-to-face; others are better done online, depending on the subject matter. However, it should be possible to design a course that meets all these needs.
We can not study medicine or arts in e-learning environment;one need practice and skills and the other talent. Is this a forbidden territory for elearning or elearning “fits” better to training for this fields?
No. In fact, medicine is one of the areas where e learning is used most in my university (UBC). A lot of medicine is digitally based and it is essential then that this is built into the curriculum and integrated within an e-learning environment. E learning is a critical component especially of the clinical placement of students in their third year, as they and their proctors (local doctors) are linked back to the university through the Internet.
What are in your opinion the great barriers in elearning set up?
In order of importance:
- Fear and loathing on the part of more senior professors due to their lack of understanding of technology and pedagogy.
- Senior management of universities who do not understand the changing requirements of knowledge-based societies and the importance of ICTs within all professions, and when they do recognize this, their failure to set and implement strategies to support the integration of ICTs within teaching throughout the university, which usually requires finding new or reallocating existing resources to make this happen. Too often it is left to individual professors to innovate without organizational help and support.
- In some countries lack of access to and/or high cost of technology.
Should the specialists analyze deeper the importance of independent learning?
There should be a progression from dependent to independent to inter-dependent or collaborative learning. This should be built into the design of whole programs, so that students progress through these stages in a supported manner
Is media literacy teaching and learning a serious condition of the elearning pedagogy?
Depends what you mean by media literacy. Most youngsters have enough media literacy when they come to university (the professors often don't). Students’ ability to use technology needs to be built on and modified to meet academic requirements.
What is the e-teacher status comparing to the “old/traditional” one?
Still poor, I guess, because without re-design, they have to spend more time teaching and hence less time on research (or family). Also there are no rewards (appointment, promotion, etc.) for doing elearning.
El proyecto piloto Schome Park: una comunidad de aprendizaje para adolescentes en una isla virtual de Second Life
La información sobre la participación mostró que aproximadamente solo una cuarta parte de los estudiantes podían dar cuenta de casi la totalidad del tiempo transcurrido en Schome Park. La frecuencia estaba relacionada con una elevada utilización del wiki y del foro. Los informes de los propios estudiantes y la documentación presente en el wiki demostraron capacidades muy desarrolladas para Second Life.
Las capacidades de la era del conocimiento se evaluaron en relación con un marco de cuatro niveles con cuatro dimensiones (comunicación, trabajo en equipo, liderazgo y creatividad). Respecto a la comunicación, todos los estudiantes que participaron obtuvieron el primer nivel y una minoría considerable inició y moderó discusiones, y/o organizó eventos. En lo relativo al trabajo en equipo, aparecieron tensiones rápidamente, pero un número considerable de estudiantes dio prueba de sus aptitudes para actuar en el nivel más alto al participar en la resolución de problemas de gobernanza. Con el apoyo pertinente, los estudiantes dejaron de lado los enfoques jerárquicos para formar grupos de gobernanza, con responsables para cada departamento, demostrando, de esta manera, que podían distribuir el liderazgo en el primer nivel. Asimismo, la existencia de un programa de eventos rico y variado evidenció una atmósfera que fomentaba la creatividad, permitiendo de esta manera exploraciones y colaboraciones, a la vez que incitaba a tomar riesgos.
Nuestra experiencia destaca la importancia de comprender el papel de los profesores en este tipo de entorno innovador, no como poseedores de conocimientos relevantes, sino como facilitadores y promotores de un espíritu de cooperación. Concluimos que, a pesar de los numerosos retos, existen pruebas a favor de posibilidades completamente nuevas en el rediseño pedagógico. Los alumnos que participaron en la isla virtual, el wiki y el foro demostraron poseer niveles más altos en las capacidades propias de la era del conocimiento, tales como la comunicación, el liderazgo, el trabajo en equipo y la creatividad.
The full text of this article is available in English and Spanish. The Spanish version is made possible our partner, the Organisation of Ibero-American States for Education, Science and Culture (OEI). // El texto integro de este artículo está disponible en inglés y castellano. La versión castellana ha sido posible gracias a nuestro socio, la Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI).
Supporting collaborative or cooperative learning in the online learning environment using structured role-play activities
Recent articles by Maja Pivec and Olga Dziabenko have highlighted the role that structured game-based learning can play in supporting collaborative learning. This area is currently being explored within the European e-learning community through initiatives such as the UNI-GAME project. Similarly, recent action research conducted by CREATE as part of the Minerva-sponsored RAMIE project has examined the part that structured and scenario-based role-play activity can play in promoting collaboration and cooperation between geographically dispersed online learners. This recently completed project work also sought to demonstrate that, in some contexts, role-play, like forms of game-play, can support authentic learning and assessment within the online learning environment.
The RAMIE experience: The use of structured, scenario-based, role-play to develop mentoring skills in the online learning environment
CREATE’s pilot work within the RAMIE project centered on an existent online course, ‘Supporting Employee Development through Mentoring’ delivered through the Suffolk Institute of Technology. This course is delivered wholly online, via a virtual learning environment (WebCT) with tutorial and technical support provided online, or via telephone if necessary. The course seeks to introduce learners to all aspects of the theory and practice of workplace mentoring and is targeted at adult learners who wish to develop mentoring skills for application within the workplace. During the duration of the RAMIE project 62 students from across the eastern region of the United Kingdom were enrolled on the course.
The first section of the mentoring course focuses on the theory of mentoring. Thereafter the course culminates in a final formal assessment task based around the experience of participating in a mentoring role-play exercise, again conducted wholly online. The role-play exercise is designed to provide learners with an authentic experience of mentoring and an opportunity to demonstrate and practice recently acquired theoretical knowledge and skills.
The online role-play is organised by allocating two students, both at a similar point of progress in the course, the roles of mentor and mentee for each other. The role-play activity is conducted anonymously via email, with participants working within prescribed roles and scenarios (names, age, workplace, position, issues and responsibilities). Students assume the role of either a recently recruited or promoted employee, or an established manager (with roles of mentee and mentor respectively) and begin a staged mentoring process with the objective of supporting the new starter in the early stages of their new career.
The online role-play is facilitated and discreetly monitored by tutors and continues until the process of mentoring the newly recruited or promoted employee has achieved a series of specific aims. The principal task of the tutor through this process is to monitor correspondence to ensure authenticity and that learning objectives and outcomes are met. Most pairs of role-playing students conduct the exercise over several weeks, often exchanging considerable correspondence. Feedback from learners indicates that they enjoy and value the experience of online role-play, and feel that it provides an opportunity to develop and express newly acquired skills and knowledge in a realistic, but safe, context.
Findings and observations
Our experience suggests that structured, scenario-based, role-play activities can successfully support collaborative and cooperative learning in the online learning environment. If well designed, they can also support authentic learning and assessment. Furthermore, although some subjects clearly offer richer prospects for the application of role-play scenarios than others, the use of such approaches can also allow for the development and assessment of a wider range of knowledge competencies and skills than would be typical in the case of learners operating online and at a distance from tutors and fellow students. Mentoring and specifically e-mentoring provide a context where, in addition to theoretic knowledge competencies, it is also possible to use the online learning environment, and its collaborative possibilities, to develop and assess soft skills.
The online learning environment can support collaborative or cooperative learning within distance learning communities in ways previously not possible. Nevertheless, the development of collaborative learning opportunities, whether through structured role-play or game-based activities, requires imaginative and detailed planning and skilful management from course developers and teachers respectively. This is particularly true where learning activity is often asynchronous and working partnerships or groups are established among distance learners of differing personalities and potentially varying abilities. ICT Technology can support collaborative learning in ways formerly unthinkable, but as Brian Hudson has recently highlighted, it is ultimately the application of innovative pedagogical practices that determine whether collaborative learning fails or succeeds in the online learning environment.
Dr Harvey Osborne
Centre for Research into the Educational Applications of Telematics (CREATE), Suffolk College, UK.
- Suffolk Institute of Technology
- Maja Pivec - The Benefits of Game-Based Learning – 11 Jul 2005
- UNI-GAME (Minerva Project)
- Brian Hudson - Conditions for achieving communication, interaction and collaboration in e-learning environments - 15 Aug 2005
1D.Johnson, R.Johnson and K.Smith, Active learning: cooperation in the college classroom, (Minnesota, 1998). W.Campbell and K.Smith, (eds.), New Paradigms for College Teaching, (Minnesota, 1997).