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.
O comunitate de învăţare pentru adolescenţi pe o insulă virtuală – Proiectul pilot Schome Park Teen Second Life
Datele legate de implicare au demonstrat că doar aproximativ un sfert dintre studenţi au putut da socoteală despre aproape tot timpul petrecut în Schome Park. Frecvenţa a fost asociată cu utilizarea intensă a wiki şi a forumurilor. Datele din auto-rapoarte şi documentaţia despre wiki au demonstrat competenţe Second Life foarte ridicate.
Cunoştinţele specifice vârstei au fost evaluate într-un cadru cuprinzând patru niveluri pentru patru aptitudini. În ceea ce priveşte „Comunicarea”, toţi studenţii care au participat au reuşit la primul nivel şi o minoritate substanţială a iniţiat şi a moderat discuţii şi/sau a organizat evenimente. La nivelul „Lucrului în echipă”, s-au evidenţiat tensiuni încă de la început; cu toate acestea, un număr substanţial de adolescenţi şi-a demonstrat abilitatea de a opera la nivel foarte înalt implicându-se activ în rezolvarea problemelor de conducere. Cu asistenţă, studenţii au trecut de la abordări ierarhice la formarea de grupuri de conducere, fiecare cu conducători de departamente, demonstrând astfel abilitatea de „Conducere distributivă” la primul nivel. Datele adunate în urma unui program de evenimente bogat şi divers a pus în evidenţă o atmosferă generatoare de „Creativitate”, care a permis explorări, colaborări şi a încurajat asumarea de riscuri.
Experimentul nostru sugerează importanţa înţelegerii rolului profesorilor în acest gen de mediu inovator, nu ca deţinători de cunoştinţe relevante ci ca facilitatori şi promotori ai unei etici cooperative. Putem trage concluzia că, în ciuda numeroaselor provocări, avem dovezi care sprijină noi posibilităţi revoluţionare de a re-concepe pedagogia. Studenţii care au participat la evenimentele de pe insula virtuală (wiki, forumuri) au demonstrat un nivel ridicat de competenţe de comunicare, de conducere, de lucru în echipă şi de creativitate specifice vârstei.
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).
Virtual communities of practice (CoPs) and virtual learning communities are becoming widespread within higher education institutions (HEIs) thanks to technological developments which enable increased communication, interactivity among participants and incorporation of collaborative pedagogical models, specifically through information communications technologies (ICTs) They afford the potential for the combination of synchronous and asynchronous communication, access to -and from- geographically isolated communities and international information sharing.
Clearly there are benefits to be derived from sharing and learning within and outwith HEIs. There is a sense of connectedness, of shared passion and a deepening of knowledge to be derived from ongoing interaction. Knowledge development can be continuous, cyclical and fluid. However, barriers exist in virtual CoPs and these are defined by the authors and illustrated with quotes from academic staff who have been involved in CoPs.
Critical success factors (CSFs) for a virtual CoP are discussed. These include usability of technology; trust in, and acceptance of, ICTs in communication; a sense of belonging among members; paying attention to cross-national and cross-cultural dimensions of the CoP; shared understandings; a common sense of purpose; use of netiquette and user-friendly language and longevity.
The authors recognise the enormous potential for the development of CoPs through e-mail discussion lists and discussion boards but have themselves experienced the difficulties inherent in initiating such a community. These are corroborated and illustrated with text from interviews with academic staff. Much of the literature on CoPs emanates from outside Europe, despite the fact that e-learning articles have a large diffusion around Europe. The authors suggest further exploration of this topic by identifying and studying CoPs and virtual learning communities across EU countries.