The Mobile Learning Challenge is searching for innovative and visionary solutions for learning using mobile technologies.
Practitioners, students, and young researchers are particularly encouraged to contribute their inspiring and visionary concepts. Specific technical skills are not required for participating!
Full details here:
The first prize
The winner of the Challenge will receive £1000 (one thousand GBP). The winning solution will be presented to the mLearn 2011 conference audience either by the winner (if present at the conference) or by the President of IAmLearn.
This prize is co-sponsored by IAmLearn and Epic.
The second prize
The runner-up will receive a prize of 5 years’ free membership of IAmLearn.
Deadline for Submissions is Wednesday, 14 September 2011
The winners of the first “My School and Sustainable Energy” European Video Competition, which falls under the activities of the Yourvid Save Energy (YSE) project, were recently announced.
The Yourvid Save Energy project is all about finding innovative teaching and learning methods on the topic of "saving energy and raising understanding of the need for sustainable energy in schools and society” through a new didactical approach based on Web 2.0 (social networks).
Take a look to the winers at: http://www.yesenergy.eu/
Modernisation should draw on the latest technologies to offer new tools for mobility. These technologies have the potential both to enable professionals to become more mobile and improve information to consumers and employers about professionals' qualifications for the services they offer.
Stakeholders are invited to respond to the consultation by 20 September 2011.The primary aim is to facilitate mobility of EU citizens for professional purposes.
The Commission will organise a high level conference on 7 November 2011. A legislative proposal is foreseen for December 2011.
Internal Market Commissioner Michel Barnier said "Updating the Professional Qualifications Directive is one of the priorities of the Single Market Act and will help make the European economy more competitive while encouraging growth and job creation. We need to make it easier for professionals to go to where job vacancies exist. We will consider a number of important issues during this process including the creation of a professional card for interested professions and improving the training requirements for certain professions."
The Green Paper outlines possible ways forward that build on past achievements while developing new approaches to enhance mobility:
For instance, the introduction of a professional card closely linked to the Internal Market Information System (IMI) could make it considerably easier for professionals to have their qualifications recognised in another Member State. A professional card issued by a competent authority in the professional’s home Member State could then allow the professional to demonstrate his/her credentials (having the necessary qualifications, being authorised to practise) to consumers, employers and relevant authorities in another Member State.
Similarly, stakeholders are invited to give their input about the potential of new common platforms to facilitate the mobility of professionals where there is no automatic recognition by developing sets of commonly agreed criteria for professional qualifications. They could be used to reduce differences in training requirements).
In addition, the minimum training requirements of certain professions (e.g. some health professions and architects) could be reformed. To that end, certain adjustments to the duration and content of training, as well as possibly changing the requisite language skills for health professions, could be necessary. This would also strengthen the legitimacy of automatic recognition of qualifications.
Stakeholders are invited to respond to the consultation by 20 September 2011. The Commission will subsequently organise a high level conference on 7 November 2011. A legislative proposal is foreseen for December 2011.
The Green Paper aims to gather stakeholders’ views on the modernisation of the Professional Qualifications Directive (Directive 2005/36/EC).
The primary aim of this is to facilitate mobility of EU citizens for professional purposes. It is one of the twelve levers for growth proposed in the Commission’s Single Market Act (IP/11/469). The Green Paper follows a report of how the Directive works in practice (IP/10/1367) and a first technical-level public consultation launched in January 2011 (IP/11/14). A final evaluation report, as well as a summary of the responses to the first consultation, will be published by the end of June.
The consultation document can be found here:
See also MEMO/11/438
For further information:
Chantal Hughes (+32 2 296 44 50)
Catherine Bunyan (+32 2 299 65 12)
Carmel Dunne (+32 2 299 88 94)
Leer spelenderwijs alles over celmetabolisme. Dit spel wordt ‘online’ via de browser gespeeld, in principe door twee teams, elk met een anabole (opbouw) opdracht en een katabole (afbraak) opdracht. Speel dit spel vaker met verschillende deelnemers en in verschillende rollen waardoor uw inzicht in celmetabolisme voelbaar wordt, ook voor de mede- en tegenspelers. Het spel heeft een ingebouwde chat-functie.
Neelie Kroes, European Commission Vice-President for the Digital Agenda has presented awards to the creators of the best online content, intelligent games, interactive online magazines or websites aimed at under 12 year olds. The Commission, together with Safer Internet Centres from 14 countries, received 780 projects in response to the "Best children's online content" competition, designed to encourage the creation of quality content and to highlight the existing potential for kids online.
This first competition was open to young people and adults, NGOs, public and commercial organisations. Three winners in each of the two categories (young people and adults) received the awards. Winners came from Belgium, Germany, The Netherlands and Poland.
While children go online younger and younger every year, only one in three 9-12 year olds feels that there are enough good things for them online, according to a recent EUKidsOnline survey (IP/10/1368). The awards were presented in Brussels during a ceremony at the Digital Agenda Assembly. The Commission is committed to helping parents and their children keep safe online as part of the Digital Agenda for Europe (see IP/10/581, MEMO/10/199 and MEMO/10/200).
Neelie Kroes, said: “I am pleased to see that many teenagers seized the challenge to create suitable content for their younger peers. I hope more adults and businesses will ensure that their content makes the Internet a richer and more welcoming place for children."
Later this year, the Commission will launch a new initiative to help make the Internet a safer place, while empowering youngsters to learn their rights and responsibilities online and make the most of new technologies whilst respecting themselves and others. The Commission will also continue to stimulate growth and visibility of good quality content online for children, promoting language and cultural diversity and helping parents and teachers to gain confidence in the benefits of new technologies for children.
Winners in the "Youth" category
1st prize - www.palkan.de – is a "pupils' magazine“ online portal which focuses on learning, communication among peers and information about current events. It has been created by pupils of the 5th and 6th grade of the Bruno-H.-Bürgel-Schule secondary school in Germany.
2nd prize - www.habbolive.nl – is a site dedicated to the virtual world Habbo Hotel. Habbolive gives the Habbo-fan all the latest information about what is going on in Habbo and offers games for children. Habbo was created by Wim Borgerdijn (14), Kimberly Nijzink (15) and Mark Bruil (15) from The Netherlands.
3rd prize - www.superpilot.cba.pl - is a site that addresses issues of general safety and online safety and provides general educational aids and resources. It was created by Aleksandra Anna Klimczak (16) and Wojciech Wiesław Froń (16) from Poland.
Winners in the "Adult" category
1st prize - www.hetklokhuis.nl – is a fun and educational site with many possibilities to create content, for example via the SketchMaker and GameMaker. It was created by Hetklokhuis, the Dutch educational television program for children.
2nd prize - www.kinderzeitmaschine.de – is a website on the history of humankind, created by Sabine Gruler, Kirsten Wagner and Bianca Bonacci, a private initiative from Germany.
3rd prize - www.ketnet.be – is a website which aims to enable children to be creative, for example to draw or make quizzes. It was created by the Flemish children’s TV-channel Ketnet.
The best content online competition was launched in October 2010. Between November 2010 and April 2011 the competition ran at national level in Belgium, the Czech Republic, France, Germany, Greece, Hungary, Iceland, Italy, Latvia, The Netherlands, Poland, Portugal, Slovenia, and Spain.
The winners of the national competitions were nominated to compete for the European Award. A European jury, led by Professor Sonia Livingstone from the London School of Economics and Political Science, and coordinator of the EUKidsOnline project, selected the winners of the European Awards.
For more information:
More information on the EUKidsOnline survey:
More information on the selection and award criteria of the competition:
Safer Internet Programme:
Digital Agenda website:
Neelie Kroes' website: http://ec.europa.eu/commission_2010-2014/kroes/
Follow Neelie Kroes on Twitter: http://twitter.com/neeliekroeseu
The IEA International Computer and Information Literacy Study (ICILS) will examine the outcomes of student computer and information literacy (CIL) education across countries. Computer and information literacy refers to an individual’s ability to use computers to investigate, create, and communicate in order to participate effectively at home, at school, in the workplace, and in the community.
The assessment of CIL will be authentic and computer-based. It will incorporate multiple-choice and constructed response items based on realistic stimulus material; software simulations of generic applications so that students are required to complete an action in response to an instruction; and authentic tasks that require students to modify and create information products using “live” computer software applications.
The student questionnaire will gather information about computer use in and out of school, attitudes to technology, self-reported computer proficiency, and background characteristics. Teacher and school questionnaires will ask about computer use, computing resources, and relevant policies and practices. A number of items will link to SITES 2006. The national context survey will collect systemic data on education policies and practices for developing computer and information literacy, expertise of teachers, and digital technology resources in schools.
The main population to be surveyed will include all students enrolled in the grade that represents eight years of schooling, counting from the first year of ISCED Level 1, provided that the mean age at the time of testing is at least 13.5 years. For most countries the target grade would be Grade 8. In addition, the assessment will be offered (using a modified set of assessment modules) as an option for Grade 4.
Participating Educational Systems
Educational systems considering participation in ICILS: Canada, Chile, Croatia, Cyprus, Czech Republic, Denmark, Germany, Hong Kong SAR, Israel, The Netherlands, Norway, Poland, Russian Federation, Saudi Arabia, Slovakia, Slovenia, Spain (Catalonia), Thailand, United States.
ICILS was inaugurated at the National Research Coordinators meeting in Amsterdam, June 21–25, 2010. The project aims to elaborate the assessment framework in 2010 and finalize it in 2011, develop and pilot survey instruments over 2011, conduct a field trial in the first half of 2012, and collect data at the beginning of 2013 (Northern Hemisphere) and at the end of 2013 (Southern Hemisphere), with reporting in November 2014.
What is it about?
- Sharing experience on user-generated content (UGC) in higher education
- Improving the effectiveness of teaching and learning by enhancing the quality of user-generated content
- The CONCEDE Quality Framework
- The CONCEDE Quality Label
- Discussion policy recommendations to further boost quality and quantity of UGC
The EQF portal provides the results of the national process for relating national qualifications levels to the levels of the EQF. In "Compare Qualifications Frameworks" page, it is possible to compare how national qualifications levels of countries that have already finalised their referencing process are been linked to the EQF.