elearning_label_training_and_work
Katalog
Commission Staff Working Paper on eLearning Action Plan
28 Februar 2002
A Report from the European Commission, February 2002
Katalog
European Training Foundation (ETF)
08 Marec 2007
The Foundation's mission is to contribute to the process of vocational education and training reform that is currently taking place within the European Union partner countries and territories.
Katalog
Council Resolution on e-Learning
20 julij 2001
Official Journal of the European Communities, July 2001
Katalog
The eLearning Action Plan
28 Marec 2001
A Communication from the European Commission, March 2001
A key document to understand european e-learning policies.
Projekti
Network for the blind people
12 November 2002
This project aims at the setting up of a European multimedia network allowing blind people to access, through adequate equipment, the data bases of all participant libraries and all information presented on the Internet.
Il Sistema delle Biblioteche di Roma con la consulenza della società OSAR, ha presentato alla Comunità Europea il progetto denominato "A Network for the blind people".
Il progetto, è stato approvato dalla Commissione Europea, nell'ambito del piano di azione europeo eLearning ed ha avuto il contributo europeo (Grant Agreement n. 2001-3445/001-001).
Obiettivo particolare del progetto è quello di favorire l'accesso ai supporti telematici ai non vedenti. Quest'azione deve considerarsi propedeutica alla realizzazione di altri obiettivi specifici ovvero apprendimento a distanza tramite supporti informatici e possibilità di comunicare e scambiare informazioni attraverso l'uso di questi strumenti.
Gli obiettivi del progetto sono:
-creazione di una rete europea multimediale che permettano ai non vedenti di accedere, attraverso una strumentazione adeguata, alle banche dati di tutte le biblioteche aderenti al progetto oltre che alle informazioni presenti su internet.
-sviluppo di programmi di apprendimento a distanza su temi di interesse culturale e linguistico modellati sulle esigenze della specifica categoria.
-sviluppo di canali particolari di comunicazione che permettano ai non vedenti di comunicare tra loro attraverso i centri a loro riservati.
Il progetto, è stato approvato dalla Commissione Europea, nell'ambito del piano di azione europeo eLearning ed ha avuto il contributo europeo (Grant Agreement n. 2001-3445/001-001).
Obiettivo particolare del progetto è quello di favorire l'accesso ai supporti telematici ai non vedenti. Quest'azione deve considerarsi propedeutica alla realizzazione di altri obiettivi specifici ovvero apprendimento a distanza tramite supporti informatici e possibilità di comunicare e scambiare informazioni attraverso l'uso di questi strumenti.
Gli obiettivi del progetto sono:
-creazione di una rete europea multimediale che permettano ai non vedenti di accedere, attraverso una strumentazione adeguata, alle banche dati di tutte le biblioteche aderenti al progetto oltre che alle informazioni presenti su internet.
-sviluppo di programmi di apprendimento a distanza su temi di interesse culturale e linguistico modellati sulle esigenze della specifica categoria.
-sviluppo di canali particolari di comunicazione che permettano ai non vedenti di comunicare tra loro attraverso i centri a loro riservati.
Projekti
Model for a European Networked University for e-Learning
12 November 2002
It sets out to create a model for a European Networked University, offering e-learning opportunities. It will be based on experiences from previous projects and activities.
It will include an organisational structure, a quality assurance system, examples of joint courses and study programmes across institutional borders, guidelines and a demonstrator of a practical e-learning environment. The demonstrator will focus on ICT-related studies.
Partners in MENU will constitute the core of a future consortium, a permanent, sustainable ENU, offering courses and degree programmes across Europe. ICT will be extensively applied for administration, contact and information, learning environment and virtual mobility of students and staff. Dissemination of findings will make the model and the consortium available to other institutions.
Partners in MENU will constitute the core of a future consortium, a permanent, sustainable ENU, offering courses and degree programmes across Europe. ICT will be extensively applied for administration, contact and information, learning environment and virtual mobility of students and staff. Dissemination of findings will make the model and the consortium available to other institutions.
Projekti
Internet Laboratory
12 November 2002
A virtual laboratory for collaboration and problem solving for the training of teachers and trainers in e-Learning
Internet laboratory is a team of certified software programmers, engineers, analysts, documentation specialists and other professionals available for outsourcing projects. Our development center is based in Nizhny Novgorod - the third largest city in Russia, having strong reputation for well-established high schools and universities. Our foreign clients can reach us through our affiliate in the United States and all further business relationships will be based on US legislation. So that we can offer our customers a unique combination of US business development and low-cost but high-quality services of Russian software developers. We provide a range of services for all budgets, and deliver them on target, on budget and on time.
All our employees directly involved in software development process are very experienced and we can provide from one to fifty programmers depending on the complexity of the project. Using many years of our experience in problem-solving, we are confident that we will make a successful addition to any company, whether the project is complex or simple.
A combination of profound business knowledge, focused technical expertise, use of mature process management models, multi-lingual capabilities and a pragmatic, quality-oriented approach helps us provide the flexibility you want. We are well-equipped to meet the rising demand for high-quality software products.
We have a permanent Internet connection at our disposal that allows us to communicate with our clients as easy as if we were the next door. Most communication is done via Internet in English. Communications take the form of e-mails, chats, remote access methods and telephone. ILab ensures that all parties have effective communications throughout the course of the project.
All our employees directly involved in software development process are very experienced and we can provide from one to fifty programmers depending on the complexity of the project. Using many years of our experience in problem-solving, we are confident that we will make a successful addition to any company, whether the project is complex or simple.
A combination of profound business knowledge, focused technical expertise, use of mature process management models, multi-lingual capabilities and a pragmatic, quality-oriented approach helps us provide the flexibility you want. We are well-equipped to meet the rising demand for high-quality software products.
We have a permanent Internet connection at our disposal that allows us to communicate with our clients as easy as if we were the next door. Most communication is done via Internet in English. Communications take the form of e-mails, chats, remote access methods and telephone. ILab ensures that all parties have effective communications throughout the course of the project.
Projekti
Generic e-Learning Environments and Paradigms for the New European Information and Communication Technologies Curricula
12 November 2002
The ICT skills shortage will be addressed through the development of new contents; the investigation of different mechanisms and the development of a pilot e-learning environment.
The project addresses the ICT skills shortage through the following activities:
1. New Curricula Content development, based on the New ICT Curricula guidelines proposed by Career Space Consortium, focusing on five different strands: Undergraduate, Postgraduate, Non-traditional learners, Multidisciplinary Curricula and Training;
2. Investigation of different innovative instruction/content delivery mechanisms, corresponding to the new pedagogical paradigms based on the new ICT Curricula and e-learning platforms of the partners.
3. Development of pilot pan-European collaborative e-learning environment.
4. Evaluation and validation of the approaches and dissemination of the results.
1. New Curricula Content development, based on the New ICT Curricula guidelines proposed by Career Space Consortium, focusing on five different strands: Undergraduate, Postgraduate, Non-traditional learners, Multidisciplinary Curricula and Training;
2. Investigation of different innovative instruction/content delivery mechanisms, corresponding to the new pedagogical paradigms based on the new ICT Curricula and e-learning platforms of the partners.
3. Development of pilot pan-European collaborative e-learning environment.
4. Evaluation and validation of the approaches and dissemination of the results.
Članki
Virtual Internships: Real Experience in a Virtual World<br><em><font color="#888888">
16 Januar 2003
Supported by the European Commission’s Minerva programme, the idea behind INTERN Project was to explore the extent to which Information and Communication Technologies (ICT) could support a system of Virtual Internships – where European business students take part in in-company placements, supported by ICT rather than by physically re-locating to the company premises.
The colleges taking part in INTERN are all experienced business colleges, who used the INTERN project to test the Virtual Internship approach and to gather information about how such Internships might be improved in the future.
The Colleges taking part were:
· Tietgen Business College, Denmark
· Arcada Polytechnic, Finland
· Buskerud University College, Norway
· Institut de Formation International (IFI), France
INTERN has a number of specific target groups including:
· Managers and Administrators of European Business colleges
· European companies interested in improving the quality and potential of European Business Education
· Institutions and agencies representing the public sector including the European Commission
· Business students and teaching staff interested in taking part in a Virtual Internship
We define a Virtual Internship as one involving the use of an ICT supported environment, where students interact with each other and companies, independent of time and space, and across traditional geographical boundaries.
The purpose of this interaction is to carry out an identifiable and meaningful work-based task, that fits within the student’s compulsory educational curriculum.
The pedagogical model upon which we base our work views the individual learning process as having two dimensions. First of all the difference between tacit knowledge i.e. knowledge that is personal and intuitive and explicit knowledge, i.e. knowledge that is meaningful and communicable. Secondly the dimensions of learning through theory versus learning through practice.
We are not fixed on a specific and rigid ICT infrastructure, but chose tools and support mechanisms that implement cross-border communication, collaboration and knowledge sharing in the most user-friendly and cost-efficient manner possible.
During INTERN we organised 4 specific pilot Virtual Internships on which we base our guidelines and recommendations, they were:
1. An assignment led by Buskerud University College for a Norwegian SME, Tronrud Engineering, to research markets, exhibitions and fairs for one of their products in other countries. This Internship took place from September until December 2001 and involved students in Denmark, Norway and Finland.
2. As assignment led by IFI for a French company, Kremlin, Inc. a leading manufacturer of finishing equipment. The task was to find out more about the Danish market and the potential market for spray equipment. This Internship ran from January until May 2002 and involved students in Denmark and France.
3. An assignment led by ARCADA for ICL Invia, which is a Nordic service provider and operator of advanced information systems. The objective of this Virtual Internship that ran from September until December 2001 was to investigate the use of Information Technology in Customer Relationship Management (CRM) for hotel chains and hotel marketing chains in Finland and Norway and involved students from Finland and Norway.
4. An assignment led by Tietgen for the Danish DFDS Transportation Group, who wanted to carry out a logistic survey of track and trace systems in Finland. This Internship ran from September until December 2001 and involved students in Finland.
See the related article Key elements for a successful project in business education, by the same authors, based in INTERN experience.
The colleges taking part in INTERN are all experienced business colleges, who used the INTERN project to test the Virtual Internship approach and to gather information about how such Internships might be improved in the future.
The Colleges taking part were:
· Tietgen Business College, Denmark
· Arcada Polytechnic, Finland
· Buskerud University College, Norway
· Institut de Formation International (IFI), France
INTERN has a number of specific target groups including:
· Managers and Administrators of European Business colleges
· European companies interested in improving the quality and potential of European Business Education
· Institutions and agencies representing the public sector including the European Commission
· Business students and teaching staff interested in taking part in a Virtual Internship
We define a Virtual Internship as one involving the use of an ICT supported environment, where students interact with each other and companies, independent of time and space, and across traditional geographical boundaries.
The purpose of this interaction is to carry out an identifiable and meaningful work-based task, that fits within the student’s compulsory educational curriculum.
The pedagogical model upon which we base our work views the individual learning process as having two dimensions. First of all the difference between tacit knowledge i.e. knowledge that is personal and intuitive and explicit knowledge, i.e. knowledge that is meaningful and communicable. Secondly the dimensions of learning through theory versus learning through practice.
We are not fixed on a specific and rigid ICT infrastructure, but chose tools and support mechanisms that implement cross-border communication, collaboration and knowledge sharing in the most user-friendly and cost-efficient manner possible.
During INTERN we organised 4 specific pilot Virtual Internships on which we base our guidelines and recommendations, they were:
1. An assignment led by Buskerud University College for a Norwegian SME, Tronrud Engineering, to research markets, exhibitions and fairs for one of their products in other countries. This Internship took place from September until December 2001 and involved students in Denmark, Norway and Finland.
2. As assignment led by IFI for a French company, Kremlin, Inc. a leading manufacturer of finishing equipment. The task was to find out more about the Danish market and the potential market for spray equipment. This Internship ran from January until May 2002 and involved students in Denmark and France.
3. An assignment led by ARCADA for ICL Invia, which is a Nordic service provider and operator of advanced information systems. The objective of this Virtual Internship that ran from September until December 2001 was to investigate the use of Information Technology in Customer Relationship Management (CRM) for hotel chains and hotel marketing chains in Finland and Norway and involved students from Finland and Norway.
4. An assignment led by Tietgen for the Danish DFDS Transportation Group, who wanted to carry out a logistic survey of track and trace systems in Finland. This Internship ran from September until December 2001 and involved students in Finland.
See the related article Key elements for a successful project in business education, by the same authors, based in INTERN experience.
Projekti
3D Electronic Learning
12 November 2002
The aim of this project is to give an e-learning format to two training courses in the field of 3D developed in the framework of the Leonardo da Vinci program.
The courses match the training requirements of the technical and audio-visual companies (3D-TECH: architecture and engineering and 3D-AUDI: advertising, film and cartoon).