Digital competence has become a key concept in the Knowledge society. It is a more complex concept than just the use of information and communication technologies (ICT) since it includes methodologies and attitudes and must be related to new literacies.
Because of the evolution of the Internet, the concept of the user has drastically changed. Nowadays, users are not only receivers of information but they can generate their own knowledge. Keeping in mind the digital competence of users, the Digital Literacy Area of the UOC has developed training proposals which are analysed in-depth in this paper. The research is based on a content analysis and on a student survey in one of the courses.
These proposals have been designed taking into account Martin & Grudziecki’s three levels of digital literacy. In fact, training in digital competences is understood as a methodological training that provides students those necessary attitudes to promote the conscious and critical use of digital technologies for professional and academic purposes, meanwhile respecting the principles of ethical responsibility during the search, elaboration, presentation and dissemination of information. This collaborative methodological training is conducted as a means to allow the adaptation of individuals to social changes and thus transforming the way they learn and, consequently, their profession.
The “SEQUENT” project aims to promote excellence in the use of ICT in higher education, with a clear goal to prepare European Universities in line with the European Modernisation Agenda and to make higher education in Europe fit better to cross-border collaboration initiatives in the implementation of innovative and ICT enhanced partnerships.
To this end, the project will base itself on models that have been developed by previous EU funded projects and other internationally recognised models that enhance the quality of ICT in higher education. The project will raise awareness within the European higher education community on the importance of a mainstreamed ICT uptake through project events and the partners’ large memberships.
The main direct target groups are universities, quality assurance agencies, governments and other relevant stakeholders (EU, EUA, ESMU etc.)
In order to achieve its overall aim, the project will have the following specific objectives:
• Convince governments, universities and QA agencies of the necessity to have a QA approach for e-Learning provision.
• To raise awareness on Open and flexible learning among higher education institutions and networks in the form of lobby activities, profiling and conference presentations throughout the mainstream education channels.
• Further disseminate instruments for different applications of QA and a clear summary of the available method and to promote UNIQUe and E-xcellence as examples of these instruments, promoted towards the same or different stakeholders (sometimes overlap).
• To support universities in the adoption of a QA and e-Learning strategy, through dissemination and training activities.
Recent years have seen an explosion of interest around the world in new modes of student learning based on the emergence of digital teaching and learning resources freely available to all on the internet. These include what have been termed ‘open educational resources’ (OERs) and ‘massive open online courses’ (MOOCs).
IDEAL aims to study the impact of distance education on the participation of adult learners in European higher education by analysing: the current offer of distance education in Europe, and who it is designed for and the social profile and needs of current and potential distance education students.
Increasing attainment levels of adult learners in higher education is an important objective of lifelong learning. EU Member States agreed to raise the benchmark for adult participation in lifelong learning to 15% by 2020. However there is still a long way to go. As data from the Labour Force Survey demonstrate, the average rate has fallen since 2005 to only 8.9% in 2011. The IDEAL consortium believes Open and Distance Learning (ODL) can contribute significantly to making higher education more accessible to adults, and ultimately to many.
ODL is one the fastest growing and wide-spread phenomena. For adults unable to participate in on-campus education, it offers flexible learning paths that greatly enhance accessibility to higher education. Despite its considerable impact on adult education, however, it is not systematically included in analysis. This is the main goal of IDEAL: to analyse the overall potential of ODL in Europe, identify future problem areas and stimulate relevant stakeholders to focus on areas for growth. It is therefore crucial that the offer meets the objectives of adult learners, not least for feedback to providers and to policy-makers.
The consortium partners are well equipped for the task, combining vast network and expertise of both ICDE and the renowned UNESCO Institute for Lifelong Learning, together with StudyPortals, benefitting from the DistanceLearningPortal where target groups of this project meet.
The Networked Learning Conference is an international, research-based conference. The focus of the conference is network learning in formal or informal settings in higher education and lifelong learning.
The conference is an opportunity to participate in a forum for the critical examination and analysis of research in networked learning ie learning and teaching carried out largely via the Internet/Web which emphasises dialogical learning, collaborative and cooperative learning, group work, interaction with on-line materials, knowledge production and design for learning.
Presentations will follow the main themes of:
- Theory: perspectives and paradigms (e.g. sociomaterialism, networked individualism)
- Methods: research design, data and analysis (e.g. learning analytics, big data, phenomenography, ANT and post-ANT)
- Debates: critical ideas and emerging issues (e.g. sustainability, open and public, democracy, occupy, posthumanism, digital scholarship)
- Design: architectures, spaces, mobilities and pedagogies (e.g. MOOCs, communities and networks of practice)
This conference is considered a major event in the international 'technology enhanced learning' conference circuit, and provides a friendly, collegiate context for meeting researchers and practitioners in networked learning. All submissions are peer reviewed, and accepted papers published in conference proceedings
Further details on submission at:
Pre-conference online Hot Seats will run from September 2013 to March 2014: Details of Hot Seat hosts can be found at: http://networkedlearningconference.ning.com/
The London International Conference on Education (LICE) is an international refereed conference dedicated to the advancement of the theory and practices in education.
The LICE promotes collaborative excellence between academicians and professionals from Education. It encompasses a broad range of themes in an effort to promote cross-disciplinary research and significant advances in pedagogy.
The conference organisers invite contributions either in the form of research presentations (virtual or in person) or participation in a panel discussion. The conference topics cover a large field, but some highlights include:
- Digital rights management
- Security and data protection
- Immersive learning
- Digital divide
- Ubiquitous learning
- Virtual and augmented reality
- Open content and intellectual property rights
Please visit the conference website for the full list of topics and instructions for contributors.
As more and more educational institutions embrace the idea of "openness," the debate of open vs. closed is evolving to a more nuanced discussion. This webinar will explore this transition and the ongoing challenges of mainstreaming open education.
While many institutions can point to savings in terms of resources and a more efficient use of university infrastructure, there are still a lot of questions as to the impact of Lecture Capture on student learning and their general experience of higher education.
This session will explore video based lecture capture systems in higher education from the student perspective and will ask whether there are any real and tangible improvements in terms of student performance or satisfaction rates through the use of Lecture Capture? With Pierre Gorissen (Fontys, The Netherlands) and Ilkka Kukkonen (University of Eastern Finland). More info: http://association.media-and-learning.eu/portal/event/ml-webinar-students-using-weblectures-do-they-perform-better
The goal of ECEL 2014 is to establish “what really matters in e-learning.” The organisers seek various types of contributions that relate to course design, good practice, and e-learning innovations, among other topics.
Contributors are invited to submit academic papers, PhD research, case studies, posters, round table discussions, and commercial product demonstrations. Accepted papers will be published in the conference proceedings, and selected papers will be considered for publication in a special issue of the Electronic Journal of e-Learning. There will be prizes for the Best Poster and Best PhD paper.
The full details of the submission options and the topics of interest are available in the full call for papers.
E-learning has become an established way of designing and implementing education in many domains during the last decade. The 13th European Conference on E-Learning (ECEL) seeks to establish "what really matters in e-learning," through diverse contributions from researchers and practitioners from across Europe.
E-learning is a broad concept that embraces design for learning related to e.g. Interface design of learning resources, the individual interaction with various forms of ICT, social collaboration mediated by ICT and the emergence of hybrid space, place and telepresence due to mobile devices and video conferencing. Even though e-learning has become a more everyday practice we still need research and development in the field.
ECEL is an important academic and scientific forum, which allows for in depth discussions among peers. In 2014, the conference will be hosted by Aalborg University in Copenhagen (Denmark). Registration is now open and earlybird registration ends on 21 August 2014. Contributors are invited to see the Call for Papers and make their submission by 10 April 2014.