As the fourth Special Edition of eLearning Papers will be published in a few days. We invited Tapio Koskinen, the board’s Director of eLearning Papers, to tell us about this first issue of the year, and to share his ideas on Open Education.
The fourth special edition of eLearning Papers is fresh off the press. What will we be able to read in it?
This is the third time I help prepare the special edition, which involves choosing the most interesting and popular articles published during the past 12 months, and then selecting a representative set of topics.
One of our most widely read issues in 2012 focused on Cyber Security, for example. For the special edition, we picked a Finnish article on “Children’s Experiences of Sexual Harassment and Sexual Abuse on the Internet”, a problem that is more widespread than what we, adults, might think.
We also published an issue in the context of the European Year for Active Ageing and Solidarity between Generations 2012 from which we took a very interesting “From the field” article on mobility, international students and challenges of Lifelong Learning.
In the creative classrooms’ issue – probably this last year’s most important one – we had a wonderful article outlining the concept of creative classrooms (how they are developing and their future trends) from our frequent contributor Yves Punie and also from Panagiotis Kampylis and Stefania Bocconi.
So, would you highlight this particular article?
Indeed! It might just be the best one amongst last year’s articles. It is not only really important but also nicely linked with the European Commission’s policy priorities at the moment.
Also, from our issue on learning and work–which had many good articles–we choose a “From the field” article (although it could also be considered an in-depth article) about using serious games and apps for learning.
You mentioned the terms “From the field” and “In-depth” articles? What is the difference between the two?
It was never our intention to be strictly an academic journal. Since the very beginning we have been addressing practitioners and trying to bring them together with researchers, academia and policy makers.
We look at eLearning from a broad perspective, which is why we decided to include these two categories. With “From the field” articles people can share their experiences from projects and practical work without having to “compete” with very extensive research papers. In my opinion this model has been quite well received.
You have been director the board of the eLearning Papers for a long time, how do you see the portal’s evolution?
My predecessor and the first director of the board, Roberto Carneiro from Portugal, did a lot to get this initiative started. During my time in the position, we have managed to develop a dynamic and effective way of working remotely by using digital tools.
The portal itself also met a few changes to reflect the division between “From the field” and “In-depth” articles, and the improvements in the review and selection process, but the greatest change was definitely the publishing format. We decided a few years ago that since we are eLearning Papers, we should publish the material not just on the portal or paper-based formats but also as an online magazine. Since then, we have had three issues published as a downloadable PDFs.
Which topics will eLearning Papers address in 2013?
The first issue will address learning analytics, a very hot topic in all areas of ICT applied in education and learning. The following issues will be just as interesting, with topics ranging from learning spaces design, creative classrooms and personal learning environments, to an even hotter topic such as MOOCs, which will be the third issue. By the end of the year we will also have an issue focusing on digital literacy and e-competencies.
We keep hearing about "open education" and MOOCs lately. How do you think this will transform the educational world?
A couple of decades ago, when elearning first appeared, many people were saying that digitalisation was going to revolutionise the learning processes. In reality things have not changed that much and the same people became disappointed to see universities using the digital tools for administration rather than bringing them into the classroom and beyond.
I believe that open education as a concept, opening access to knowledge, content and learning is the main driving force of today. It’s actually the first time we see big changes coming to education and learning that are being enabled by digitalisation, for example, social and participatory media tools have made MOOCs and open learning resources possible and are opening a path to change as we speak.
Thank you for your time, Tapio.
Before we finish, I would like to emphasize the fact that we are the only journal in this field being published in Europe in 6 different languages. We are most thankful to our readers, contributors and guest editors, who inspire us and make it possible for us to keep on working and to continuously improve eLearning Papers.
Schlüsselkompetenzen sind in einem dynamischen Wettbewerbsfeld unverzichtbar. Vor allem Führungskräfte müssen ihre Fähigkeiten und Kompetenzen stets weiterentwickeln u. sich neues Wissen aneignen.
Doch wie können Lerneinheiten in enge Zeitpläne integriert werden? Und wie sollten diese aussehen, um den hohen Anforderungen an Führungskräfte gerecht zu werden? Die Antworten darauf u. diese Inhalte erfahren Sie im Webinar des eLearning-Pioniers Skillsoft:
- Must-Have-Kompetenzen für Führungskräfte
- Mikro-Lernen: Lernhäppchen via eLearning für straffe Zeitpläne
- Methodenmix und Lernportale für Führungskr
The Education Show 2014 (20-22 March, NEC, Birmingham) has been re-developed to provide a rich programme of continuing professional development (CPD), inspirational keynote speakers, and leading educational suppliers.
A new year means a new start and new challenges.
This is truer than ever for the education sector as all those involved prepare for what 2014 has in store: the growth in the free schools and academies movement, reforms in examinations and Ofsted, as well as the introduction of a new National Curriculum.
For teachers around the country, having a source of ideas, information and advice is crucial. The Education Show 2014 (20-22 March, NEC, Birmingham) has been re-developed to provide exactly this, offering a rich programme of continuing professional development (CPD), inspirational keynote speakers, and leading educational suppliers.
Find Exhibitors & Resources
Get access and information on Education Show exhibitors not just at the show, but throughout the year online. Whatever your establishment type, whether you are a free school, academy, state school or independent, use this site to search for products from leading brand names and new companies.
More than 70 hours of free workshops and seminars will be available to visitors over the three days of the show, each led by sector experts and leading practitioners.
Summits & Seminars
National Curriculum Seminars and Workshops
Early Years and SEN Seminars and Workshops
Teaching Technology Live
National PTA Conference
How Do I... Seminars and Workshops
Wir, das Team von eLearning-Anbieter Skillsoft, laden Sie ein zu unserem Webinar "Erfolgsrezepte für die eLearning-Implementierung" am 24. Januar 2014. Viele unterschiedliche Faktoren beeinflussen den Erfolg einer eLearning-Lösung. Welche das sind, hängt beispielsweise von der Art der Schulungslösung, den Schulungszielen, der Organisation oder dem Unternehmen selbst u. der Lernkultur ab.
Einige Aspekte finden wir dagegen bei allen erfolgreichen eLearning-Einführungen wieder. Für Schulungsverantwortliche bilden diese das Grundgerüst für den Erfolg. Wie bei einem Kochrezept gibt es also grundlegende Basiszutaten u. zusätzliche Ingredienzien, die dem Ganzen eine spezielle Note geben. Schauen Sie 30 min lang den „Profi-Köchen“ über die Schulter in die Töpfe! Es berichten unsere Consultants Angelika Riecks u. Brigitte Schuber aus ihrer jahrelangen Praxiserfahrung in der Unterstützung unserer Kunden.
There are hundreds of thousands of free and open education resources spread across the internet and being organized into repositories such as the OER commons, TES Connect, and Open Education Europa. Yet many teachers and learners are not benefiting from these resources.
Policies for OER Uptake (POERUP) looks at in-depth case studies of user and producer communities of OER in Europe and abroad. The project has already created an inventory of over 400 OER projects and published numerous reports on European and Gulf states. Based on this research, POERUP has come up with three sets of recommendations for encouraging OER uptake in schools, colleges, and universities.
Now, POERUP needs the input of end users and producers of OER on these policy recommendations.
Open Education Europa is a community of over 30,000 learners, educators, researchers and other stakeholders – let’s contribute our collective expertise to make these EU-wide policy papers meaningful and effective. Please read the overview of the policy recommendations below and leave your feedback in the comments section. Alternatively, you can email us directly with your input. In addition, the full draft documents are available for download in the "Additional Documents" section of this page.
- Public outputs from European Commission programs should be made open, for example using Creative Commons licenses
- The EC and Member States should promote the benefits of open licensing for learning materials.
- The EC and Member States should promote OERs directly to educational users
- Budgets for digital education should include money for developing and maintaining OER.
- OER should be allowed on approved materials lists
- Accessibility should be a priority for all OER, including disability accessibility standards.
- Quality assurance could be done through an OER evaluation panel or a specialist.
- Continue improving ICT infrastructure and ensure the effectiveness of any devices used for education.
- The EC should fund research on the benefits of OER and work to integrate various research projects on related subjects.
- Increase collaboration between schools and higher education in regards to OER.
- Drive forward the development of EQF (the European Qualifications Framework)
- Drive forward copyright and licensing reform
- Encourage Europe-wide validation of learning acquired online (not only via OER and MOOCs)
- Foster research into the benefits of OER delivered via sustainable business models
- Support teacher/trainer/lecturer CPD on the creation, use and re-use of OER
- Create an innovation fund for the development of online learning resources and assembling/creating pathways to credentials
- Establish a European quality assurance standard for OER content produced in Europe
- Mandate that the content of any vocational training programme supported or part-supported by EU funding is licensed under the least restrictive CC framework
- The EC should set up a competitive innovation fund to develop one new “European” university each year with a commitment to low-cost online education around a core proposition of open content.
- The EC should ensure accreditation and recognition procedures across the EU
- Quality assurance agencies should address current issues such as new modes of learning and copyright restrictions.
- Universities should improve their Accreditation of Prior Learning (APL) procedures to accredit knowledge from online or informal learning.
- The EC should foster work into standardised syllabi EU-wide for undergraduate degrees in certain professions
- The EC should adopt and recommend a standard Creative Commons license for all openly available educational material it is involved in funding.
- University staff should be educated on intellectual property rights (IPR) issues
- The EC should support online and continuous professional development for teachers, focusing on open education and IPR issues
- The EC should fund research into the verifiable benefits of OER
The EDUCAUSE Centre for Analysis and Research (ECAR) has published new research about undergraduate students and how they use technology. The key results will be discussed in a free webinar on November 12, 2013, along with plans to expand the research project to include faculty perspectives.
ECAR collected responses from over 112,000 students in more than 250 higher education institutions about their technology experiences and expectations. The findings offer a better understanding of how students use and experience technology on their respective campuses and how those experiences could be improved.
The findings are distilled into four broad themes. The key findings include:
Students recognize the value of technology but still need guidance when it comes to better using it for academics.
Students prefer blended learning environments while beginning to experiment with MOOCs.
Students are ready to use their mobile devices more for academics, and they look to institutions and instructors for opportunities and encouragement to do so.
Students value their privacy, and using technology to connect with them has its limits.
The full 2013 report includes the findings of the study, recommendations, and supporting data. An infographic shows some of the main data about technology use and trends among students. The webinar takes place November 12, 2013 at 13:00 EST or 19:00 CET and registration is free.
Wir, das Team von eLearning-Anbieter Skillsoft, laden Sie herzlich ein zu unserem Webinar "Sofort-Hilfe am Arbeitsplatz. Die neuen IT- und Desktop-Videos" (Teilnahme kostenfrei) am 25.10.13.
Zum Inhalt haben die 3- bis 5-minütigen Filme, die auch mobil abrufbar sind, aktuelle Themen: Android u. iOS, Entwicklung mob. Anwendungen, Cloud Computing, Cybersecurity, Virtualisierung, HTML 5, Windows 8 u. MS Office 2013 Anwendungen. Im Webinar stellen wir die neuen Videos vor u. beschäftigen uns mit den Fragen:
• Warum Video-Lernen?
• Welche Lernmethode für welchen Zweck?
• Wie sehen die neuen Videos konkret aus?
Zur Webinar-Anmeldung geht es hier
Skillsoft NETg GmbH
With smartphones on the rise and tablets increasingly replacing desktop or laptop PCs , the provision of resources promoting a safe and responsible use of these new devices becomes increasingly important.