collaborative learning
Research Study on the Pilot Scheme on e-Learning in Schools
The Centre for Information Technology in Education, the University of Hong Kong (CITE) has been commissioned by the Education Bureau (EDB) to conduct a research project on “Provision of Services for Conducting the Research Study on the Pilot Scheme on e-Learning in Schools”. The project duration is over three years starting from 22 September 2011 until 31 December 2014.
The aims of the study are
- To examine the different e-Learning solutions of the pilot project’s from their objectives, curriculum and pedagogical approach, collaborative and sustainability models, research and evaluation elements, to their implementation plans;
- To investigate the effectiveness of e-Learning resources in enhancing learning and catering for learner diversity, including the ways that these resources are deployed to achieve learning targets;
- To identify good school practices (including pedagogical and logistical practices as well as collaborative partnership and private business models for sustainable development) among the pilot projects, highlighting the relevance, scalability and applicability of these practices under different school contexts;
- To account for the relevance of conducive factors, including infrastructure, teachers’ professional capacity, parents involvement / support at home, student’s afterschool learning experiences, school cultural changes, involvement of the business / private markets and user satisfaction / value, etc., for successful adoption of e-Learning in schools;
- To develop a framework for benchmarking the benefits achieved and the lessons learnt with indicators on the implementation of e-Learning at both system and school levels in the light of the above findings;
- To compare the research findings on the development of a framework for benchmarking the implementation of e-Learning in Hong Kong with international experiences; and
- To recommend strategic directions on implementing e-Learning in schools in relation to the promotion of students’ lifelong education and development of Hong Kong into a lifelong learning society as committed in the Education Reform.
Issue 31 of eLearning Papers on Learning and Work published!
eLearning Papers Nº31 explores a range of challenges that emerge when learning experiences coincide within the workplace. The articles presented here show how technology can support new learning approaches and new skills, competences and qualification systems to match users’ personal knowledge development plans.
It looks at how educational technologies transition between educational and professional contexts. In the In-Depth section, T. Coughlan's article looks at how OER can expand beyond higher education, sharing an analysis of the potential role of scholars in the voluntary sector. M. Bonacci's paper sheds light on how better networking to improve and validate TVET systems can improve the employability and mobility of workers.
Most people working in the knowledge economy want to create their own personal learning environments with tools that suit the way they work, gather information, and learn. Two From the Field reports look at how these tools affect learning and pedagogy.
Faced with an increasing demand for flexible and personalised tools, now more than ever solutions are needed that go beyond Learning Management Systems to address tacit knowledge management or performance support. This issue has several contributions that look at the problems posed by the need to develop intercultural competence, and the role of technology in this training.
eLearning Papers 31 that has been guest edited by Fabrizio Cardinali, CEO eXact learning solutions NA and Chair of the European Learning Industry Group (ELIG), and Tapio Koskinen, www.elearningpapers.eu, Director of the Editorial Board, includes the following articles:
In Depth articles
From the Field articles
Distanční študenti: mali by sme na prekonávanie pracovných a životných prekážok využívať technológiu alebo pedagogiku?
Na základe výpovedí troch distančných študentov magisterského štúdia odboru verejného zdravia autori tohto článku predkladajú zistenia, z ktorých vyplýva, že pri distančnom štúdiu sú technológia a pedagogika nevyhnutnými a vzájomne prepojenými zložkami. V článku tiež ukazujeme, že on‑line lektori sa ujímajú úloh nad rámec bežného vyučovania – často musia na seba vziať aj úlohu konzultanta, ktorú by možno lepšie zvládol poradca alebo odborník z iného odvetvia.
SKILL2E: On line úvaha pre získavanie medzikultúrnych kompetencií
Cieľom projektu SKILL2E je vybaviť študentov medzikultúrnymi kompetenciami pre medzinárodnú pracovnú mobilitu. Tento model vytvára cyklus s dvojitou slučkou učenia, v rámci ktorého sa využíva zdieľaný on‑line denník na úvahy s usmerňujúcimi otázkami. Predbežné výsledky ukazujú, ako takáto spolupráca vedie k rozvoju medzikultúrnych kompetencií.
Ako rozšíriť oblasť využívania otvorených vzdelávacích zdrojov: nová úloha pedagóga otvoreného verejnosti
Otvorené vzdelávacie zdroje (OER) a v poslednom čase aj otvorené vzdelávacie praktiky (OEP) sa výrazne propagovali ako prostriedok pri dosahovaní väčšej otvorenosti vyššieho vzdelávania. Uvedenú otvorenosť však doteraz obmedzovala skutočnosť, že poskytovanie OER väčšinou iniciovali dodávatelia, a ich používanie sa vyhradzovalo na oblasť vyššieho vzdelávania. V snahe zistiť, ako by sa OEP mohli viac zameriavať na konkrétne potreby, sme vytvorili koncept „pedagóga otvoreného verejnosti“, v rámci ktorého by akademickí zamestnanci pracujúci s on‑line komunitami získavali a vyvíjali OER spĺňajúce požiadavky príslušnej komunity.
S cieľom preskúmať možnosti pre uvedený koncept sme sa zamerali na dobrovoľnícky sektor, pre ktorý by podľa nás takáto spolupráca mohla byť mimoriadne prínosná. Vybrali sme štyri reprezentatívne komunity a skúmali sme ich samovzdelávanie (v rámci ktorého by mohli akademickí zamestnanci prispievať), ale aj akýkoľvek iný existujúci rozmer vzdelávania, pričom sme zistili, že pre náš koncept „pedagóga otvoreného verejnosti“ tu priestor je. Následne sme teda vypracovali podrobné usmernenia pre výkon danej úlohy, ktorá má potenciál výrazne posilniť priaznivý vplyv existujúcich OER. V uvedených usmerneniach sme vyzvali inštitúcie, aby vyvinuli nové OER, ktoré by zodpovedali potrebám ľudí pôsobiacich mimo oblasti vyššieho vzdelávania.
Listening to young children
The project is aimed at professionalising the work with children, based on an innovative approach, the concept of "Listening to young children". The project seeks to create expertise transfer from Greece, in order to develop country - specific frameworks for Poland, Cyprus and Bulgaria, - for conceptualising "Listening to young children".
The project also aims to develop a network of intervention at national level, connecting through an online platform, professionals from different areas and regions and allowing the implementation of “Listening to young children”.
The trans-national nature of the project is ensured by the transfer of expertise from Greece, but also by the exchange of good practices and results among the professionals implementing the project.
The “Listening to young children” project is pursuing:
• transfer and adaptation of innovative learning solutions for vocational training in the educational sector and
• design and testing of a European course for teachers and trainers developing key competences in the field, as well as providing quality services on a local, national and global level.
As planned, the tangible outcomes of this project are the following:
a multilingual, on-line course delivered by e-learning and training toolkits suitable for further integrations, reuse and commercialisation after this first delivery and diffusion of innovative, on-line and in-house solutions for European vocational training.
Teachers learn communication with young children via Internet
E-learning platform developed in order to train communication skills of professionals working with children aged 0-6!
Teachers face communication problems with their pupils every day. Common understanding that in order to communicate first you need to listen, is easy to say but not that easy to apply. Especially if we want to listen to children that do not speak yet or do not know teacher’s language.
To support pedagogues struggling with this kind of difficulties, Society for the Development and Creative Occupation of Children (Greece) elaborated the course dealing with listening to children issue. Within the framework of European Commission's Lifelong Learning Programme, new, on-line version of the course was designed in the partnership with: Comenius Foundation (Poland), Step by Step Program Foundation (Bulgaria), The Institute for Language and Speech Processing (Greece) and ENOROS Consulting Ltd. (Cyprus).
The training is aimed at is professionals working with children below 6 years old and educational sector trainers. The course consists of following training modules: principles of communication, verbal and non-verbal communication and Mosaic approach. It is available in Bulgarian, Greek, English and Polish language version and delivered with supervision of professional trainers.
Mentioned above Mosaic approach, first introduced by Peter Moss and Alison Clark, constitutes the methodological basis of the traning. It applies indidvidual and group in transforming communication between children and adults into an ongoing conversation about children’s lives -the spaces they use every day, their interests, their relationships, etc. In this approach, the adult ceases to be the one who has all the answers and starts seeking information from the children. It employs tools such as observation and interview, but also taking by children photos of their favourite places, making maps of the preschool, children being the tour-guides of the adults etc. Thanks to this, the information is collected together by children and adults and then analyzed - conclusions should lead to follow-up actions.
In this approach, children are experts in the field of their experiences – the task of adults is to accompany them in finding the best way to express their feelings or needs. We have a chance not only to see how the reality is in the children’s eyes, but also to support children’s identity and self esteem – they can learn that the way they see the world is important for other people and that their observations are valuable. It is crucial not only to listen to children, but also show respect to their experiences, emotions and needs. If we take one step further in the dialogue with children and take common decision (for example to change the room arrangement that children suggested), we can support also their feeling of responsibility and self-efficacy.
In order to reflect on these issues and their own practice, teachers can join „Listening to young children” course. Thanks to the design of the platform they do not only stay in touch with the trainer who leads them through the course, but also can interact with other participants and discuss interesting them problesm on forums. The interactive form of the course answers the need of peer-to-peer learning and enables sharing experiences by teachers living and working far away from each other.
If you would like to find out more about the course and „Listening to young children” methodology, please visit the project website http://www.welisten2y.eu/
This project has been funded with support from the European Commission under the Lifelong Learning Programme.
A Taste Of Maths, best eTwinning project 2012
Creative Emotional Reasoning Computational Tools Fostering Co-Creativity in Learning Processes
The C2Learn project aims to introduce an innovative digital gaming and social networking environment incorporating diverse tools, the use of which can foster co-creativity in learning processes in the context of both formal and informal educational settings.
In developing this project, we are innovating methodologically by introducing two new non-linear thinking processes, as fundamental heuristic devices in assisting the user to generate new types of candidate solutions. These innovations are based on most recent results of cognitive science research, which have marked a breakthrough in our understanding of the roots of reasoning and its relation to emotion and representation: Diagrammatic Reasoning and Emotional Reasoning.
We shall also implement these non-linear thinking methodologies in game environments, especially for school age users, in order to enhance the motivational component and to enrich the manner and opportunities of engagement with these activities. In so doing, we shall be guided by an acclaimed educational theory on how to use digital gaming and social networking technology to promote creative thinking in children and the young.
The C2Learn environment will be an open-world "sandbox'' (non-linear) virtual space enabling learners to freely explore ideas, concepts, and the 'shared' knowledge available on the semantic web and the virtual communities in which they participate. In this open-world sandbox, creativity is contextually defined as open-ended, and has no pre-sets or barriers. So too will be the virtual game environment housing nonrestrictive opportunities for learners to engage in creative problem-finding and creative problem solving. These new computational tools - rather than setting a series of preset problems and challenges based on players' previous actions in the virtual game environment - will afford and generate potential playful experiences surrounding creative problem solving and non-linear thinking tasks.
Global Online Science Labs for Inquiry Learning at School
The Go-Lab project will open up remote science laboratories, their data archives, and virtual models (“online labs”) for large-scale use in education. Go-Lab enables science inquiry-based learning that promotes acquisition of deep conceptual domain knowledge and inquiry skills and directs students to careers in science.
For students (10 to 18-years old), Go-lab offers the opportunity to perform personalized scientific experiments with online labs in pedagogically structured and scaffolded learning spaces that are extended with social communication facilities.
For teachers, Go-Lab offers pedagogical “plug, share, and play” through a Web-based interface and a community framework to disseminate best practices and find mutual support. A modular approach and inquiry classroom scenarios promote a seamless incorporation of online labs into the classroom.
For lab-owners, Go-Lab provides open interfacing solutions to easily plug in their online labs, construct their virtual didactic counterparts, and share them in the Go-Lab federation of online labs. Go-Lab will thus promote their scientific activities.
The project starts with a set of online labs from worldwide renowned research organisations (e.g., CERN, ESA) and then from selected universities and, based on initial in-depth pilots, will gradually improve and expand its series of online labs and associated inquiry learning opportunities with the increasing contribution of teacher and lab-owner communities. More advanced and later versions will be evaluated and validated in large scale pilots. The Go-Lab project throughout Europe will expand the resources for teaching science in schools and provide more challenging, authentic and higher-order learning experiences for students. Its sustainability will come from the opportunity for the larger science education community to add new online labs. An open and Web-based community will capitalize on the ‘collective intelligence’ of students, teachers, and scientists.
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