The paper “Broadcast Yourself! Internet and playful media practices” (2007) presents a work- in-progress research about video self production on the Internet that is part of a broader research project which explores the ways current media practices convey a 'playful' relationship with digital technologies in popular culture.
The increasing relevance of video on the Internet as a cultural phenomenon can be traced through a set of related practices around viewing, searching, producing, mixing, sharing and distributing short video productions - generally of low technical quality through web sites of enormous popularity like YouTube, Revver or Blip TV.
These practices allow us to understand media consumption from a transformative point of view that, allegedly, breaks down the division between production and consumption of cultural products redefining the role of the audience.
The research of Gemma San Cornelio, Ruth Pagès, Elisenda Ardèvol and Antoni Roig, from the Universitat Oberta de Catalunya (UOC), tries to demonstrate that in many of these self productions, play has a crucial role in shaping the relationship between its producers, their audiovisual products and their expected audiences.
“Children and parents: internet use and perception” is a study carried out in January 2013 in France to analyse the perception, sometimes divergent, of parents and children about the use of Internet.
Commissioned by the Institut Français d'Opinion Publique (IFOP) to RSA on the occasion of the Safer Internet Day 2013, celebrated on 5 February, the study counted with the participation of 403 young people aged 11 to 17 and 402 parents.
The survey focused on five main areas: context of Internet use by children, perceived level of safety on the Internet, Internet behaviour, perceptions and attitudes on social networks, experiences of children and their rights on the Internet.
"The EUROCALL Review" is a biannual online magazine published by the European Association for Computer Assisted Language Learning (EUROCALL), a network of language teaching professionals.
Edited by EUROCALL's President, Ana Gimeno, member of the Department of Applied Linguistics, Universidad Politécnica de Valencia (UPV), the publication includes regular section offering information about Computer-Assisted Language Learning (CALL) issues, upcoming events, special interest groups (SIGs), on-going projects, recommended websites, reports and good practice examples in language learning, among other subjects.
EUROCALL aims to:
- promote the use of foreign languages within Europe
- provide a European focus for the promulgation of innovative research, development and practice relating to the use of technologies for language learning
- enhance the quality, dissemination and efficiency of CALL materials
- support Special Interest Groups
The OpenCourseWare programme of the University of Alicante (Spain) offers more than 350 free and open courses, making it one of the top contributors in Spanish to the international OpenCourseWare Consortium.
Hundreds of teachers have already participated in the OCW-UA project since its creation in 2007 as one of the major initiatives from the University to allow the promotion of open knowledge, improve the quality of teaching materials and increase their distribution.
In 2011 the University of Alicante was awarded with the Landmark Site for OpenCourseWare Excellence for its materials and innovations, including integration with institutional repositories, export-to-wiki functionality and search and discoverability tools.
The concept Teaching 4.0 is the result of uniting the use of participatory networks, online tools and digital content available in the Internet, and adding educational material generated by teachers in traditional media (offline) and using ICTs (online).
The Universitat de les Illes Balears (Spain) is a pioneer in the implementation of this 4.0 concept, where professor Antonio Fernández-Coca combines face-to-face teaching, following the traditional parameters, with the external support of relationship marketing and ICT tools (such as online videos and social networks) to produce specific content aiming to support teaching in an open and shareable way.
The Teaching 4.0 website developed by professor Fernández-Coca shares the learning and teaching materials produced under a Creative Commons licence for the subject Graphic Expression in Construction, part of the UIB’s Construction Engineering degree curriculum.
Teaching 4.0 is the winner of the Universia Open Course Ware 2012 contest, organised by the Spanish Ministry of Education, Culture and Sports and Universia.
Click here to see a video where professor Fernández-Coca explains his Teaching 4.0 concept (in Spanish).
ARTinED project resources are now ready on the website for all European primary schools. This European Union funded project is designing innovative methodologies to both improve the teaching of any primary school subject by using the arts and using the arts to improve creativity, engage and inspire children to learn.
ARTinED - A new approach to education using the arts http://www.artined.eu/index.html
is a significant European Union funded education project that has been designing innovative methodologies to:
· To improve the teaching of any primary school subject by using the arts
· Using the arts to improve creativity, engage and inspire children to learn
ARTinEd has created:
· A methodology
· In-service training course
for teachers and authority curriculum experts to enhance European teachers’ knowledge and confidence in using the arts in their daily teaching in any school subject.
About using the resources
ARTinEd is now open to primary schools across Europe (ages 6 to 11) to pilot the resources that have been prepared and tested. You can use the resources now and in to the future, it is important for the project that we know you are using them. All the information you need is available on the project website in the resources section http://www.artined.eu/resources.html . If you would like to be involved please complete the form below.
What you will do
The project has made a primary level course on the environment that includes different art forms. Each school can use one or as many parts of the course as they wish.
You will need to request that a page is created on ARTinED Wiki for your school so you share in text, pictures and videos the work your students have completed. Just write to joel.josephson AT joel-josephson DOT org with the name of the school, after you register on the wiki (full name please). http://artined-eu.wikispaces.com/home
Patrick McAndrew, professor at the UK’s Open University and author of the article “Learning from Open Design: Running a Learning Design MOOC”, published in the latest issue of eLearning Papers, talks to us about his experience with Massively Open Online Courses (MOOCs).
Strongly involved in Open Education (OE) for the last 10 years, professor McAndrew believes MOOCs “are only a part of what's happening” in this field and there are still “lots of interesting developments to see”. He also points out that universities are currently feeling the pressure “to change”, but there is no doubt that they are also being “innovators”, trying to find new ways to “help learners and engage with people.”
Regarding the OLDS-MOOC (Open Learning Design Studio-MOOC) project which he introduces in his paper published in eLearning Papers 33, professor McAndrew says it has been a “rather stressful” but “rather exciting” nine-week rich experience, and invites the OE community to explore the material used to run this initiative, available online under a Creative Commons license.
We present the concept of quad-blogging, and its potential for facilitating and enhancing peer-to-peer learning in higher education, specifically in a massive open online course (MOOC) by increasing peer engagement, promoting the practice of blogging and fostering the formation of professional learning networks through social media.
The report “Open Educational Resources: The value of reuse in higher education” outlines the range of online resources that are being used and how, when, where and why they are being incorporated into learning.
In 2010, the Joint Information Systems Committee (JISC) commissioned the University of Oxford to undertake a study to assess the impact of the use of OER in the UK higher education sector. The OER Impact Study ran from November 2010 to June 2011. This report is a summary of the findings of the research, written primarily for teaching staff and those supporting curriculum delivery processes who may not have considered the potential value of OER before.
The approach of the study was broad and highly qualitative; focusing on what motivates the reuse (or rejection) of digital resources found on the web, and exploring factors that staff and students value in educational content, such as provenance, quality, context and format.
The report begins by highlighting some key themes of the use and reuse of OER. It then outlines the study’s findings of current practice within the sector and suggests some of the attributes of educational content that are most valued by stakeholders in a range of contexts. It also describes approaches taken by staff when searching for educational content online and some of the ways in which they incorporate resources into the curriculum. The report concludes with the study’s recommendations around enhancing teaching practice, supporting learners, improving services and further research.
A series of high-end complementary maths teaching resources directly aligned with the Irish Department of Education’s “Project Maths” syllabus and the Irish Leaving Certificate Exam are being offered by Alison (Advance Learning Interactive Systems Online).
These resources were created in collaboration with two Galway-based, Project Maths trained, secondary school teachers in partnership with the Galway Education Centre and the Athenry Maths Academy.
Currently available is Strand One of the curriculum: Probability and Statistics (Ordinary Level and Higher Level), an area found to be of traditional difficulty among students, and an area of increasing importance in the growing knowledge economy.
These are a complementary resource, not a replacement to in-classroom teaching of maths, and are made up of video lectures as well as interactive lessons from teachers and tutors from all over the world.
A Certificate of Completion is awarded to students who complete the full course.