What role does technology play in promoting creativity and innovation? How is the world of learning changing, and how can technology help us change the world? Proposals are now being accepted for this year's Online Educa Berlin 2013, which will focus on these questions.
While learning has always expanded beyond the walls of the classroom, the proliferation of devices and applications, which have greatly expanded when, where and how information can be accessed and stored, brings this issue to the fore. How have such devices had an impact in learning, and what role may they play in the future? This issue hopes to showcase practical examples and generate serious reflection on an emerging topic.
Today’s youth are growing up in a world very different from the world their teachers or parents knew when they were young. Where and how they learn is changing as mobile learning and social networking become part of their every day life. Ubiquitous access to social media, tools and knowledge resources is taken for granted, while passive teacher-directed work dominates life at school.
Open, social and participatory media have significant potential to transform learning and teaching. They offer numerous ways to communicate, collaborate and connect with peers. The range of free educational resources and tools is rapidly increasing. Cloud computing has enabled free or inexpensive access to applications that were once available only to those who were willing to pay premium license fees.
The gap between the potential and actual use of technology in education is a paradox. eLearning Papers seeks to facilitate the sharing of innovative and creative uses of technology to support learning among its readers. The upcoming 32nd issue focuses on mobile technology applications and their potential to enhance learning within the broad spectrum of education and training. Papers are welcome on any aspects related to the use of open, social and participatory media, cloud computing or mobile learning. Some suggested focus areas are listed below.
- How do mobile devices enhance learning and creativity?
- Mobile learning and creative classrooms
- OER for mobile learning
- Mobile learning management models and strategies
- Learning design for mobile learning
- Mobile learning platforms, devices and operating systems
- Authoring tools and technologies for mobile learning
- Content design and development for mobile learning
- Platform specific applications for learning
- Augmented reality in education
- Mixed reality and mobile devices supporting learning
- Mobile devices and schoolwork, in classrooms and beyond
- Mobile devices supporting performance and learning at work
- Low-tech mobile learning, e.g. the power of SMS
The article submission deadline is November 19th, 2012. The provisional date of publication is December, 2012. For further information and to submit your article, please contact: firstname.lastname@example.org
Guest editor: Prof. Dr. Martin Wolpers, Fraunhofer-Institut für Angewandte Informationstechnik FIT
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]
Fill in the survey!
The aim of this short questionnaire is to gather information about the types of skills project managers and others involved in the communication and dissemination activities of Lifelong Learning Programme funded projects require in the area of web strategies and social media.
Help to find out the real needs of project coordinators and partners in respect to these topics by completing a short questionnaire (which takes about 5 minutes). Your replies will help to ensure that the resources and training provided is appropriate, relevant and fit-for-purpose. The results will be published here.
Read more about the Web2LLP project here.
eLearning Papers Call for Papers on Changing schools and creative classrooms: 21st century teachers and their new roles
eLearning Papers seeks submissions for the issue 30 Changing schools and creative classrooms: 21st century teachers and their new roles. This issue explores the new role of teachers in 21st century learning contexts, focusing on the challenges they face and the changes in teaching practice caused by the rapid spread of educational technologies and the evolution towards creative classrooms and open educational resources. Deadline: 10 August 2012.
We are interested in contributions that address: national policies, methodologies, new tools and resources, the teacher-student relationship or class organization, among others. Guest editors: Hans Laugesen, GL - the National Union of Upper Secondary School Teachers. Jim Devine, JD Policy, Projects Innovation, EDEN Fellow (and former President, IADT, Dublin)
Click here to read the complete Call for Papers
eLearning Papers seeks contributions about Game Based Learning in both sections: In-Depth and From the Field. Deadline June 3, 2011
In parallel to the phenomenal rise of the digital game development industry through time, the acceptance of games in other sectors has also been changing. Computer game skills have been increasingly applied in almost all areas of human activity within modern societies. Digital games have now been embraced by the academic research community as a research topic, as well as discovered by the education sector as a highly interactive media that can support and foster learning. As a popular and powerful media, computer games are being considered for use in various education and training settings to motivate learners, to focus their attention, and to help them to construct meaningful and permanent records of their learning.
Games have high presence in informal segments of learning – but in formal education, games are still often seen as an unserious activity and the potentials of games for learning remain undiscovered. However, when evaluating games with their children, 85% of parents believed that computer games contributed to learning as well as providing entertainment.
Beside fantasy and fun elements, games have potential to foster players’ ability to communicate and interact with others during gameplay. Computer games can help players to think critically when they are required to construct connections between virtual and real life. Game-like learning environments can provide motivating interdisciplinary learning settings, creating opportunities that could improve student collaboration skills as well as help them learn new concepts and synthesize new information. Games have also been praised for the potential they offer in learning business leadership and other skills by practicing in a safe environment.
The potential of Game Based Learning (GBL) is still underestimated. It can play a major role in renewing learning as it is perceived by learners in all levels of education and training systems. eLearning Papers seeks contributions about mixed realities, virtual worlds and gaming in both sections: In-Depth and From the Field.
We specifically invite contributions which address one or several of the following issues:
- Innovative game based learning technologies, applications, tools and environments
- 3D virtual worlds supporting learning, e.g. in language learning or leadership training
- Use of mobile games and location-based technology for learning
- Innovative applications of mixed realities for learning
- Use of simulations in education, corporate training and military
- Technology for massive multiplayer online games (MMOGs) for learning
- Interactivity design in game based learning applications
- Player immersion and learning
- Case studies and best practices in GBL
- Social and collaborative aspects of GBL
- Implementation issues associated with GBL
- Learning design, good gameplay and instructional theory for GBL
- Use of role plays for learning and training
- Assessment and evaluation in GBL
- Gender, age, cultural and ethical issues in GBL
- Rating of games for learning
- Accessibility of games for learning
Professor DI Dr. Maja Pivec, University of Applied Sciences FH JOANNEUM in Graz, Austria
The submissions need to comply with the following guidelines:
- Submission language: English
- Title: must effectively and creatively communicate the content of the article and may include a subtitle.
- Executive summary for In-depth section should not exceed 200 words.
- Executive summary for From the field section should not exceed 50 words.
- Keywords: up to five relevant keywords need to be included.
- In-depth full texts: articles should range from 4,000 to 6,000 words.
- From the field texts: texts should not exceed 1,200 words.
- Conclusions: special importance is given to the representation of the conclusions, which should be clearly stated both in the summary and at the end of the article.
- References: All the references must be adequately cited and listed.
- Author profile: author name, institution, position and e-mail address must accompany each submission.
- Images: Please send high resolution JPEG files
See the complete guidelines at: Instructions for writers
The European Quality Assurance Forum (EQAF) took place on 21-23 Novemer, 2013, at the University of Gothenburg, Sweden. The theme was “Working together to take quality forward.”
It may not be the most glamorous task, but quality assurance is certainly an important one. Particularly when it comes to new forms of pedagogy such as open educational resources and MOOCs, ensuring a high level of quality and accountability is absolutely crucial.
Over 400 higher education stakeholders from across Europe convened at the 8th European Quality Assurance Forum to discuss a number of issues related to quality in education. The conference featured keynote speakers, panel discussions, breakout sessions, and paper presentations.
The opening keynote speaker, Mats Alvesson, Professor of Business Administration at the University of Lund (Sweden) argued that a lot of the commonly accepted as indicators of quality are actually just “window dressing.” A culture of true quality requires a rigorous demand for actual cognitive development and knowledge acquisition, not just the appearance of good grades and satisfied students.
The breakout sessions covered a variety of topics pertaining to the theme of the forum, such as the ongoing revision of the Standards and Guidelines for Quality Assurance in the European Higher Education Area and the increasing internationalisation of quality assurance.
The closing plenary speaker, Sijbolt Noorda of the Academic Cooperation Association, spoke about internationalisation and quality, two characteristics that tend to be lumped together in higher education. Noorda outlined the opportunities and challenges of education internationalisation and the important considerations for quality assurance on an international scale.
The next EQAF will take place in November 2014 in Barcelona, Spain.
The European Parliament met on November 18-21 in a plenary session, where they approved the 2014-2020 EU Budget. The multi-annual financial framework includes key programmes for education, particularly Horizon 2020 and Erasmus+.
Horizon 2020 is the framework for the EU’s research and innovation programme. It has a budget of over €70 billion for 2014-2020. Horizon 2020 has three main pillars:
- Societal challenges such as health, energy, climate action and security
- Excellent Science which includes high level research grants, training for researchers and attracting new people into the research field
- Industrial leadership such as investment in new technologies and innovation, and support for startups and small enterprises
Erasmus+ will bring together several existing programmes including Comenius, Erasmus, Erasmus Mundus, Leonardo da Vinci, and Grundtvig. The new Erasmus+ programme focuses on education, training, employability and mobility. It will also, for the first time, include sport. The programme has a budget of €14.7 billion, which represents a 40% increase over the previous funding for the existing programmes that it will replace. Erasmus+ will enable 4 million people to receive grants to study or train abroad.
Horizon 2020 and Erasmus+ are both key programmes for the education field, according to European Commissioner Androulla Vassiliou.
“Initiatives linked to Opening up Education will be funded with support from Erasmus+, the new EU programme for education, training, youth and sport, and Horizon 2020, the new research and innovation programme, as well as the EU structural funds,” Vassiliou said in a press conference on November 25.
Member states are expected to give their official approval over the next few weeks, and the programmes should come into effect starting in January 2014.
Renee Hobbs is Professor and Founding Director of the Harrington School of Communication and Media at the University of Rhode Island, USA. As the Founder of the Media Education Lab, she develops programs that advance media literacy education through scholarship and community service.
Please note that the maximum number of participants for this webinar is 50 and participation is free. As places are limited, we advise participants to come early. For more info and registration, visit the webinar page.
European Ministers confirmed their support for the Opening up Education initiative at the recent Education, Youth, Culture and Sport Council meeting. The recently approved Erasmus + programme will provide support to initiatives related to open education.
The Education, Youth, Culture and Sport Council met on 25–26 November, 2013, which brought together Ministers from across Europe to discuss numerous issues related to youth and education. The meeting included a public debate on Open Educational Resources and digital learning.
Image: Education, Youth, Culture and Sport Council press conference
The debate kicked off with a guest speaker, Ms. Uschi Schreiber of Ernst and Young, who emphasized the need for “digitally natural” staff in the workforce. She reminded the audience that in many countries in the world, modern technologies are already fully integrated into the education system and that in this regard, European higher education is lagging.
Professor Azzone, Rector of the Politecnico de Milano, argued that online learning should support traditional learning, not replace it. He suggested that given the high cost of developing an online course (around 100.000 EUR) and the low completion rate (12% for online courses versus 70% for in-class courses), MOOCs and online courses should not yet be fully embraced as a new mode of learning.
Image: European Commissioner Androulla Vassiliou and Dolores Christina, Minister of Education and Employment of Malta
Commissioner Androulla Vassiliou reiterated the goal of making every European classroom digital by 2020. Currently, 50% of children have never had any contact with digital learning. Most EU states have already implemented some form of digital learning initiatives at the national level, but there are ongoing constraints such as copyright and infrastructural issues that require attention. Some ministers argued that the scarcity of data on MOOCs at this point makes it difficult to make informed policy decisions.
The Council adopted conclusions on Effective leadership in education and conclusions on the global dimension of European higher education. The former calls on member states to make educational leadership more attractive by according more autonomy to educational institutions and leaders. The latter outlines three areas of importance in the internationalization of higher education: student and staff mobility; the internationalisation of curricula and digital learning; and strategic cooperation, partnerships and capacity-building.
The Erasmus + programme was also recently adopted by the European Parliament, and is expected to be formally adopted by the Council in early December for a January 2014 start. The programme will benefit from a funding increase of over 40% compared to the programmes it replaces. Erasmus + and Horizon 2020 will be key funding sources for initiatives related to open education and digital learning.