literacy

MOOCs and beyond

27 May 2013
MOOCs OER online courses open & distance learning digital literacy acreditation certification certification open educational practices
News

Try a multilingual eStorybook for children and give your feedback

08 July 2014

The Multilingual Families project has recently published two eStorybooks for children, which are now freely available online. The project now seeks feedback from its readers. 

 

 

The Multilingual Families project is an EU project that is targeted at preserving the languages and culture of immigrants and the many families with parents with more than one language. These people represent a linguistic treasure house for Europe and one that must be preserved to enhance the linguistic and multi-cultural diversity of Europe.
 
Screenshot of eStorybook
Image: Screenshot of eStorybook for children (6-10)
 
There are two multilingual eStorybooks available online that parents and educators can now access: one is designed for chidlren aged 0 to 6 years, the second for 6 to 10 years. The aim of the books is to demonstrate to children the value and fun of being multilingual and to motivate them to learn languages. 

 

Multilingual Families is now seeking feedback on these first two books. Parents can share theirs and their child(ren)'s reactions in this online questionnaire. 

ability literacy foreign language education
Articles

PISA 2012: EU performance and first inferences regarding education and training policies in Europe

03 July 2014

In December 2013 the OECD together with the European Commission published the results of the Programme for International Student Assessment (PISA) 2012 survey. On that occasion the Commission presented its own analysis with regard to performance of EU Member States.

The PISA 2012 report and the related analysis of the European Commission on the maths, science and reading skills of 15 year olds reveals mixed results for EU Member States. The EU as a whole is seriously lagging behind in maths, but the picture is more encouraging in science and reading where Europe is on track to achieve its 2020 target for reducing the percentage of low achievers1 to below 15%. 
 
The findings reveal that ten Member States (BG, CZ, DE, EE, IE, HR, LV, AT, PL and RO) have achieved significant progress in diminishing their share of low achievers across all three basic skills since 2009. But five EU countries (EL, HU, SK, FI, SE) have seen an increase in the number of low achievers.
 
The evidence base that PISA produces enables policy-makers and educators to identify the characteristics of high-performing education systems and to adapt their policies. 
 
  • Reading: The percentage of low achievers in reading has declined from 23.1% in 2006 and 19.7% in 2009 to 17.8% in 2012. If this trend continues, the 15% benchmark may be achievable by 2020. 

 

  • Maths: No progress in improving the percentage of low achievers at EU level since 2009. Four Member States are among the top performing countries world-wide with a rate of low achievers in maths below the EU benchmark of 15%. No other Member State has yet reached this level, while some showed significant progress.

 

  • Science: Steady improvement in science skills across the Union. The EU percentage of low achievers has dropped from 20.3% in 2006 to 16.6% in 2012. Ten Member States are below the 15% benchmark and many show steady progress.

 

The analysis highlights that the socio-economic status of pupils has a significant bearing on performance levels, with those coming from low-income households much more likely to be low achievers in maths, science and reading. Other significant factors include the mainly negative effects of being of migrant background, the importance of attending early childhood education and care, as well as the gender gap in reading proficiency (girls do much better than boys).

 
The analysis also reveals the relationship between PISA results and the recently published OECD Survey of Adult Skills (IP/13/922). It concludes that, to be effective, policies need to focus on improvement of primary and secondary school education. Beyond that it is usually too late to compensate for the missed opportunity in school. 
 
literacy primary education PISA
Events

European Media Literacy Forum

03 April 2014

The first European Media Literacy Forum will bring together experts, teachers, media professionals, industry, audiovisual authorities, researchers, NGOs, and foundations with the aim of discussing MIL policies at a European level.

The goal of the event is to establish a set of recommendations to include Media Education as part of the European school curricula. Based on in-depth research conducted in 27 European countries, the forum also aims to develop initiatives for informal education and education for disadvantaged groups. 
 
The conference will provide a discussion space and foster debate about the recommendations among various stakeholder groups, such as political and educational institutions, experts, and members of the media. 
 
The event will encourage the creation of a collaborative platform that constitutes the European Chapter of the Global Alliance Partners in Media and Information Literacy (GAPMIL).
 
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News

Final Call for Abstracts for END 2014 Conference

01 March 2014

The International Conference on Education and New Developments (END 2014) has issued a final call for abstracts, extending the deadline to 12 May 2014. 

Authors are encouraged to submit abstracts for the following types of contributions: 
 
  • Oral Presentations
  • Posters
  • Workshop
  • Company Presentation
  • Virtual Presentations
 
The topics for the papers can fall into a number of categories, including: teachers and students, projects and trends, teaching and learning, and organizational issues. The papers must report original, previously unpublished findings from the field. 
 
For more information about the END 2014 conference themes and how to register, see the event page or visit the conference website
Events

International Conference on Education and New Developments

19 February 2014

The International Conference on Education and New Developments (END 2014) offers a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. 

END 2014 will feature presentations from diverse countries and cultures on research related to the following themes:

 

  • Teachers and Students
  • Projects and Trends
  • Teaching and Learning
  • Organizational Issues

 

The conference's keynote speaker will be Professor Hanna David of Tel Aviv University (Emerita), Israel. Professor David will speak about the social and educational difficulties the gifted child has to deal with in the regular as well as in the gifted classroom and present techniques which might help overcoming them. 

 

Registration for the conference is now open. Early registration ends on 14 March, 2014. Visit the conference website for more information and to register. 

pedagogy literacy collaborative learning change in higher education organizational learning school organization primary education school curriculum development

Information Literacy

17 February 2014

The statement is based on analysis of national government/educational/library point of view on information literacy concept and common standards used in your higher education institutions (at your universities) using information available online.

You are able to use the websites or any other resources produced by:
 
national government (ministries of education, regional policy or others),
higher education institutions (your universities policy documents or any other information concerning Information literacy activity)
or libraries (any online documents or activities you have heard or check on the website, connected with Information literacy,
to look for any activities concerning information literacy or information competences development activities shaping the information society).
 
Do you find the awareness or interest in Information literacy in your country? What is the terminology used? Is it information literacy or others terms? 
 
Information seeking literacy
Blogs

If Google gives us access to unlimited information, why do we still need teachers?

03 February 2014
Google learning technology technology enhanced learning digital literacy
Articles

DIGCOMP: a Framework for Developing and Understanding Digital Competence in Europe

20 May 2014
The paper describes the digital competence framework developed by EC JRC IPTS on behalf of DG Education and Culture with the overall aim to contribute to the better understanding and development of digital competence in Europe. 
Digital competence is one of the eight key competences for lifelong learning and is essential for participation in our increasingly digitalised society. It is therefore necessary to understand and define what digital competence is and consists of. The paper discusses various aspects of digital competence firstly differentiating it from other similar or overlapping concepts, then discussing the implication of the historic evolution of the term, finally detailing the digital competence framework in its constituting parts. The proposed digital competence framework consists of 21 competences divided in 5 areas. For each competence three proficiency levels are foreseen. Current and possible applications of the framework are discussed.
 
literacy competence digital key competences frameworks
News

The brothers behind Code.org want to see computer science taught in every school

28 January 2014

Code.org is a non-profit organization in the education sector with a mission to get students to learn how to code. The organization was founded by brothers Hadi and Ali Patrovi, both successful tech entrepreneurs. Having achieved considerable success as programmers, entrepreneurs, and investors, they turned their energies towards promoting computer science education in schools. 

Their first Hour of Code campaign, which took place during Computer Science Education Week in December 2013, far outstripped expectations and gave millions of students worldwide their first lessons in coding.

 

Hadi and Ali Partovi

 

Code.org was founded by Hadi Partovi and his brother Ali Partovi.  They were born and raised in Iran, then immigrated to the United States. Among other projects, they co-founded iLike, a popular music app on Facebook. As angel investors and startup advisors, their portfolio includes companies such as Facebook and Dropbox.

 

At 38, Hadi retired from Microsoft. He decided it was time to act on a new idea.

 

“Technology is literally taking over our world, and yet there is only a small percentage of people that has the skills to create the technologies that we’re all consuming,” said Hadi. He and his brother started Code.org, a website that offers free hour-long tutorials that teach children the basics of coding.

 

“If we got more students to learn programming and how to code, first of all, all of our children would be better prepared for the 21st century,” said Hadi. “Every career that you can think of in the modern day world should have some background of [computer science].”

 

The Partovi brothers started by producing a Youtube video featuring celebrities like Bill Gates, Mark Zuckerberg, and basketball player Chris Bosh. The video struck a nerve and went viral, sparking the movement that led to the success of the Hour of Code.

 

 

The organisation’s new mission is to bring computer science classes to every school in the USA. Hadi an Ali believe that anyone can learn the basics of computer science, and that it should be a crucial part of the modern education system.

 

“There’s no other skill that helps amplify the creativity of the human mind the way computer programming does,” said Hadi.

computer education computer programming digital literacy entrepreneurship