This report reviews national policies for the development of key competences at school in Europe. It acknowledges the progress made so far in implementing the key competences approach and discusses several policy challenges that are directly linked to the contribution of education and training to meeting changing skills demands: tackling low achievement in reading, mathematics and science; increasing the number of mathematics science and technology graduates, and further support for the acquisition of transversal competences such as IT skills, entrepreneurship and civics.
The report covers 31 European countries (EU Member States, Croatia, Iceland, Norway, and Turkey) and takes the reference year 2011/12. Information covers compulsory and secondary general education.
Learning/WebLiteraciesWhitePaper: Working towards a framework to understand the skills, competencies and literacies necessary to be a Webmaker
This paper on web literacies should be particularly interesting to educators and academics looking for a reference point and framework to help develop web literacies.
This two-day workshop will investigate a number of relevant questions related to children’s, adolescents’ and emerging adults’ use of social media in general and social network sites in particular.
This international meeting consists of keynote lectures, presentations in parallel sessions and debates by senior and junior scholars. The aim is to offer scholars a platform to present their research and exchange thoughts about their research findings.
The event is centered around four main themes: 'identity construction', 'social relations', 'interests at stake' and 'supporting and empowering'. These topics, but also the keynote presentations and submission guidelines, are summarized in the website and the call for papers.
Afin de mieux comprendre les attendus de la compétence "Maîtrise des techniques usuelles de l'information et de la communication", le ministère met à la disposition des enseignants des documents d'appui.
This report describes experts’ views on what it means to be digitally competent today. Although experts‘ views vary, the method applied in this study enables to derive an aggregated view on digital competence. The report identifies twelve areas of digital competence, some of them relating to specific purposes (e.g. communication and collaboration), others to domains (e.g. privacy and security). The twelve areas are presented through a brief description and further illustrated by statements describing a rich pallet of knowledge, skills, and attitudes related to each area.
Strategies to Promote the Development of E-competencies in the Next Generation of Professionals: European and International Trends
This study analyses the effectiveness of policies, strategies and programmes that promote the acquisition of e-literacies, focusing in particular on the younger generation who will be joining the labour force in the next five to ten years. Based on the benchmarking of different studies about the impact of information and communication technologies (ICTs) on students’ learning, this work proposes a redefinition of the term ‘e-competencies’2. Moreover, a set of best practices for the development of the future e-competent labour force are identified. Although the scope for this paper is primarily the countries of the European Union, worldwide studies are also considered.
Tarjoamme kuumimmat vinkit miten valjastat verkostosi osaamisen, kehitysideoiden ja rahoituksen lähteeksi. Miten teet tulosta toimimalla avoimesti ja miten hyödynnät verkostosi mahdollisuudet.
Tule. Näe. Oivalla.
Sytytä liiketoimintasi kipinä. Ole verkostosi tulenkantaja.
The evolution of new technology and its increasing use, has for some years been making the existence of informal learning more transparent, especially among young and older adults in both Higher Education and workplace contexts. However, the nature of formal and non-formal, course-based, approaches to learning has made it hard to accommodate these informal processes satisfactorily, and although technology bring us near to the solution, it has not yet achieved. TRAILER project aims to facilitate first the identification by the learner, and then the recognition by the institution, in dialogue with the learner, of this learning. The learner identifies episodes and evidences of informal learning in any of the different spaces in which she learns (formally or informally). She then links to these to the tool, located within her portfolio, and then tags them in relation to a predefined but evolving catalogue of competences. The tool is linked to the institutional interface in such a way that relevant experiences (related to the institutional target competences) are accessible to the institution. Other experiences that may be personally relevant to the learner are accessible to her.
The evolution of new technology and its increasing use, has for some years been making the existence of informal learning more and more transparent, especially among young and older adults in both Higher Education and workplace contexts. However, the nature of formal and non-formal, course-based, approaches to learning has made it hard to accommodate these informal processes satisfactorily, and although technology bring us near to the solution, it has not yet achieved.
The project aims to facilitate first the identification by the learner (as the last responsible of the learning process), and then the recognition by the institution, in dialogue with the learner, of this learning. The learner identifies episodes and evidences of informal learning in any of the different spaces in which she learns (formally or informally). She then links to these to the tool, located within her portfolio, and then tags them in relation to a predefined but evolving catalogue of competences. The tool is linked to the institutional interface in such a way that relevant experiences (related to the institutional target competences) are accessible to the institution. Other experiences that may be personally relevant to the learner are accessible to her.
In this way informal learning experiences become transparent and useful both for the individual and for the institution. Also the data generated could be used to improve learning systems and identify emerging competences.
The impact of this project will be especially representative to institutions, learners and the educational systems. To institutions because they could obtain and use hidden information about skills that their workers acquire in informal context. To learners, because informal activity recognition will allow them progress in work-place context. To education systems, because they could consider the obtain information to adapt their learning pathways in a proper way to match labour market demand.
The main objective of the project is to articulate the activity flow involved in the integration of informal learning as part of an individual’s development; this starts with the identification by the learner of informal learning activities and the subsequent process in which these are made visible to the institution. This will be done by developing methodologies and tools that facilitate this process, making it transparent both to learners and institutions and allowing all involved to make the most of these processes.
This objective implies a series of related sub-objectives:
- Create communication channels between informal learning activity and institutional environments, which the learner will use to make the informal learning visible to the organization (employer or university) in order to enter into dialogue about the competences developed through these informal processes.
- Define procedures and tools with which the user tags instances of informal learning, and in doing so associates them with a predefined (but flexible) framework of competences.
- Create a space in which these tagged instances can be stored and then organised by the learner, in order to select instances or combinations of instances that the learner classifies as evidence of competence development and then chooses to make visible to the organisation.
- Provide the user with information about other users with similar interest, promoting social learning and collaboration between the users of the system.
- Facilitate, with a range of decision making and visualisation tools and an appropriate interface, the analysis by institution staff, such as tutors or HR managers, of the information the learner has made visible, in order to be able to make suggestions and provide feedback and support to the learner, define possible formal and non formal actions in the light of the informal activity and enter into dialogue with the learner in relation to this activity with a view to possible promotions or recognitions of competences acquired.
- Establish channels and procedures for this dialogue way between learners and institutions.
- Exploit the methodology, tools and public information to provide suggestions about the tools to use and how to apply it in order to improve the acquisition of competences in educational contexts.
- Plan and implement dissemination actions involving all relevant stakeholders in areas such as vocational training, universities, adult learning contexts and workplace training.
- Plan and implement exploitation actions that promote uptake of the system developed in areas such as vocational training, universities, adult learning contexts and workplace training.
- Definition and application of methodologies and recommendations for the integration of informal learning in educational institutions and the workplace.
- Establishment of the technological framework (ILC, Portfolio Component, Competence Catalogue and Institutional Environment).
- Set of pilot actions.
Addressing Cyber Security in schools should foster critical digital literacy, such that children can become empowered to make informed decisions about how they choose to use and share information online. eLearning Papers Nº 28 gives answers to questions such as: What constitutes risk when working with digital media? Or where does the potential reside to engage young people in safe Internet use?
The rapidity with which children and young people are gaining access to online, convergent, mobile and networked media is unprecedented in the history of technological innovation. There are two main foci for e–security research that associated with protecting information both strategic and economic and that protecting people particularly the young. While these are overlapping concerns it is the latter that this special issue addresses.
eLearning Papers 28 presents 8 articles arranged in the two sections, In-depth and From the field. The four In-depth articles give a view of the present discussions surrounding how students can be encouraged to engage in safe Internet use. The fourth From the field articles present examples of best practice scenarios.
Click here to read the whole editorial and the 8 articles.
Prieskumné pole aplikácií informačných technológií v navrhovaní aktivít počítačom podporovaného kolaboratívneho vzdelávania (CSCL) vytvára veľmi zložité scenáre, ktoré treba študovať z rozličných pohľadov. Jedným prístupom je zvážiť informačnú bezpečnosť, nie však iba z technologického pohľadu.
V tomto článku diskutujeme o tom, že súčasné e-learningové systémy podporujúce kolaboratívne vzdelávanie nedostatočne spĺňajú základné bezpečnostné požiadavky a toto obmedzenie môže mať silný dopad na kolaboratívny vzdelávací proces. Na odľahčenie týchto problémov sme navrhli prístup na základe modelov PKI (Public Key Infrastructure), ktoré ponúkajú základnú bezpečnostné služby pri kolaboratívnom vzdelávaní on-line, ako je dostupnosť, integrita, identifikácia a overovanie, kontrola prístupu, diskrétnosť, nezamietnutie, časové značenie, auditné služby a kontrola zlyhania.