The consultation on "Opening up Education - a proposal for a European Initiative to enhance education and skills development through new technologies", will explore the perceived need for EU action to promote the use of open educational resources (OER) in education.
From 13 August 2012 to 13 November 2012.
New technologies, in particular the internet, together with globalisation and the emergence of new education providers, are radically changing the way people learn and teach. Open access to education resources offers an unprecedented opportunity to enhance both excellence and equity in education. The EU aims to help both individual learners and education and training institutions in Member States to benefit from these opportunities and to increase their contribution to society.
In the last quarter of 2012, the Commission will present a Communication on Rethinking Skills aiming to increase the quantity, quality and relevance of skills supply for higher economic and social outcomes. This will, among other actions, announce a new EU Initiative on "Opening up Education": a proposal to exploit the potential contribution of ICTs and Open Educational Resources (OER) to education and skills development. This new EU initiative on "Opening up Education" will be the topic of a subsequent Communication in mid-2013.
View the consultation document [45 KB]
European countries are concerned by a big immigration flow that demands an educational effort in order to foster the mutual understanding and integration.
Religious and cultural diversity are today more than ever a critical and political challenge as the recent emergencies related to geo-political and economical global transformations clearly show. European countries are concerned by a big immigration flow that demands an educational effort in order to foster the mutual understanding and integration.
According to Toledo guiding principles, IERS project meets the needs of an innovative approach in teaching about religions and beliefs at school by providing teachers of humanistic disciplines with new tools that help teachers and pupils to plunge deeper into religions and cultures of non-european countries, as well as raising the knowledge of the religious traditions that contributed to the common European cultural Identity, promoting it in the best way suited for encourage intra -and extra- European cultural dialogue attitudes.
The Project aims to support the development of social, civic and intercultural transversal key compentences by educating towards a positive understanding of cultural and religious differences, a readiness to engage in dialogue and to avoid or manage conflicts. By encouraging teachers and pupils to expose themselves to the differences and commonalities of religious topics, it promotes also the values of democracy, equality and human rights as it deals with social and civic dimensions of both intercultural and interreligious dialogue.
The project will involve high school in-service teachers by developing a complete set of didactical tools and training experiences. The results will be:
- A baseline study which analyzes the actual situation of teaching about religions throughout Europe.
- New innovative didactic tools such as Multimedia Digital Modules to be used in classroom activities, accompanied by a Handbook with didactical guidelines for teachers.
- Teacher support activities (virtual community, training activities, developing of didactical projects to apply in classroom).
- Università Ca'Foscari Venezia (Italy)
- Institut Européen en Sciences des Religions (France)
- University of Salamanca (Spain)
- University of Southern Denmark (Dinamark)
- Oxfam Italia Intercultura (Italia)
- University of Augsburg (Germany)
EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history.
The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation’s understanding of history.
Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains media-critical competences but furthermore enables a multi-perspective and comparative access to history.
The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.
As a comparative project on a European level, it aims at the critical discussion of popular history publications with regard to the key question of a responsible mediation of history in mass media. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which not always meet the EU standards for history education, can have a lasting impact on the young generation’s understanding of history. Thereby EHISTO contributes to the transfer of critical media skills within and outside of school and history classes.
The tangible subject matter of the analysis are so called “history crossroads” – historical topics which are relevant in school curricula and represented in all European history magazines. By comparing national accounts of history, the project connects the media critical level with a cross-culturally comparing objective and explores similarities and differences of European cultures of remembrance based on transnational occurrences and developments (e.g. migration, religion, cultural exchange, conflicts and peace treaties).
Based on the research results obtained in the first phase, the project will develop theoretical and empirical tools. These help to develop quality criteria for popular representations of history in commercialised print media as well as didactically sound online teaching material and, last but not least, transnational workshops for the education and training of teachers. The project EHISTO is funded by the EU Lifelong Learning Programme with around 300,000 euros.
The EHISTO project includes, besides the University of Augsburg as coordinator, five European research actors which are all experienced in multiperspective and media-critical education, European secondary schools, several associated partners and four international renowned consultants. All these different institutions work together in order to achieve the project aims.
Coordinator: University of Augsburg, Germany
- GRIAL - University of Salamanca, Spain
- Academy of Management Lodz, Poland
- Dalarna University, Sweden
- University of East Anglia, United Kingdom
- FWU – Institute for Film and Pictures in
- Science and Education, Germany
The article reflects possible ways to work with „unlocked sources“ from the Europeana 1914-1918 collections on World War I in the history classroom. Whilst learning and teaching history in school was until short ago limited to a “pedagogy of scarcity” (John McClymer), digitisation now provides us with an almost unlimited supply of historical primary sources posted online.
Using the example of the outcomes of the Europeana 1914-1918 projects the question is to be discussed how this abundance may change the way of teaching and learning history in school. Whereas history as a subject in school has been and still is mainly focused on the analysis of written texts, the major part of the digitised sources are visual (photos and films). Working with these primary sources in the history classroom demands a focus on different methods, skills and tools. The article gives some ideas how to work with the digitised sources from the Europeana project in history lessons.
The European MOOCs Scoreboard has been updated for February 2014, showing 10% growth in the MOOCs offered from European institutions and 12% growth in the rest of the world.
According to Open Education Europa’s research, the number of MOOCs continues to grow, both in Europe and globally. Meanwhile, MOOC pedagogy continues to develop as different providers experiment and adapt their models. We recently wrote about the emerging trends in the monetization of MOOCs.
Within Europe, the countries that had introduced new MOOCs as of the beginning of February were:
- Spain: 15
- UK: 10
- Switzerland: 5
- France: 4
- Germany: 3
- Denmark: 3
- Belgium: 3
- Netherlands: 2
- Finland: 1
- Ireland: 1
- Italy: 1
In further evidence of the interest in MOOC development, this week stakeholders from across Europe are meeting in Lausanne, Switzerland, for the European MOOCs Stakeholders Summit. The conference aims to “develop synergies among European universities around themes such as student assessment, MOOC accreditation, platform interoperability and joint research initiatives.” To find out more, visit the conference website at www.emoocs2014.eu or follow the conference hashtag on Twitter, #emoocs2014, to access the backchannel. Open Education Europa will be live tweeting the keynote speeches and selected sessions.
This MOOC deals with international relations, peace and security and brings together a number of experts from the field and academia to share their perspectives. The course will help you gain insight into conflict resolution and the role organizations such as the United Nations Security Council, the European Union, the African Union and NATO play in a changing world.