How do digital technologies transform the way we collect, organize, visualize, and exploit evidence to inform future learning? The 12th International ePortfolio and Identity Conference (ePIC 2014) has opened a call for contributions on the topic of Evidence-Based Learning.
Emerging technologies and tools have created new opportunities and methods for the collection, interpretation, and use of evidence in the learning process. Innovations such as Open Badges, xAPI, Learning Analytics, MOOCs, and Open Data are now contributing to our understanding of technology-supported learning.
In this context, Evidence-Based Learning covers two different and complementary perspectives. Firstly, the use of evidence can help educators to optimize their practice. Secondly, the exploration of newly available types of evidence could lead to transformative innovations in the learning experience.
ePIC 2014 aims to form a complete picture of the technology landscape wherein current ePortfolio initiatives are being built, and to understand how evidence collected in this environment can be used to transform future education. Authors are invited to submit an abstract that relates to the following issues:
- Evidence: how wide is the range of evidence we can collect to plan, support, assess and improve learning processes, as individual learners, professional educators, education leaders, employers and policy makers?
- Collection: what are the methods and technologies at our disposal to collect this potential much wider range of evidence?
- Trust: how to insure and verify the validity of evidence collected?
- Visualisation: how to represent collections of evidence to make informed decisions?
- Interpretation: how good are we at making sense of this range of evidence?
- Practice : how the answers to the preceding questions should impact professional practice?
- Technologies : how the answers to the preceding questions should impact ePortfolio and ePortfolio-related technologies?
ePIC 2014 brings together policy-makers, researchers, teachers, trainers, human resource managers and technologists. As a thematic event it allows an in-depth and broad exploration of the issues - and results in real outcomes. Past events have lead to the creation of national and international networks, contribution to policies, contribution to standardisation bodies, establishing partnerships with other communities in the field of digital identity and human resource standards, transnational projects and numerous publications.
The internet is a place where curiosity and creativity can thrive and where you develop a wide range of skills in a seemingly less threatening manner. Nevertheless it holds certain pitfalls for the unwary. As in all other aspects of life, education is essential to foster more reflective ways of using online media.
Following the rich discussions triggered by the presence of Mozilla Open Badges at ePIC 2012, the 11th ePortfolio and Identity Conference intends to explore further the concept of 'openness' in relation to the themes traditionally addressed by the conference. In particular, as ePortfolio and Open Badges are containers of personal data, what is their place in what some predict as the next big revolution: Open Me — open personal data?
The conference will take place on 8-10 July, 2013
Deadline for abstracts submission: 11 March
Contemporary media (digital, social and mobile) is transforming the landscape of identity, education, employment, culture, technologies and politics. The centralised, top-down, mass media model on which most of our institutions are based is facing assaults from the emerging decentralised, bottom-up, networked, agile social knowledge media. While old power centres are being challenged, new ones are appearing: they are based on the systematic collection, analysis and exploitation of the mass of data produced in our daily life. And we are busily coding our actions and thoughts for Google and Facebook to monetise them. In this context, how can we create the conditions for the emancipation of individuals towards a truly open society?
Authors are invited to address ePortfolio and identity issues in relation to:
- open ePortfolio and open badges
- open identity and open data
- open learning and open educational resources
- open assessment and open accreditation
- open employment and open business
- open architecture and open infrastructure
Key conference questions, in relation to ePortfolio and identity, may include (but are not limited to):
- How to support individual and community learning?
- How to contribute to the identity construction process?
- How to facilitate the recognition and accreditation learning?
- How to support lifelong learning, orientation and employability?
- How to support the acquisition of 21st century skills?
- How to create an ePortfolio architecture and infrastructure?
Deadline for abstracts submission: 11 March
- Initial Education —ePortfolio from kindergarten to further and higher education
- Employability, Organisational and Lifelong Learning —ePortfolio from employees to self-employed and entrepreneurs
- Healthcare Education and Practice —ePortfolio from patients to healthcare professionals (special track)
- Assessment, Accreditation and Recognition —knowledge, skills and attitudes
- Policies —ePortfolio and identity initiatives from a single institution to a whole country
- Identity Construction — ePortfolio, social networks, web 2.0
- Technologies —ePortfolio platforms, system architectures and standards
The article reflects the role of stakeholders and experts as well as their composition in review teams, based on the example of epprobate, the international quality label for eLearning courseware.
Some aspects of what we mean by eLearning quality can be captured in a reasonably objective manner (e.g. are learning objectives stated) but most of what we mean by quality (e.g. student engagement) can only be captured through more subjective measures. However, once we start to use subjective measures then the results begin to depend on who is doing the measuring, and, crucially, the results vary depending on the positioning of the reviewers with respect to the courseware.
So an eLearning producer may have one view (and within the company, the coders may have different views from the graphic designers), but the learners and teachers who will use the courseware, the employers who will employ those who have used the course, maybe the company that has commissioned the courseware for its employees, national government agencies and other social agencies may all have different perspectives on what is important in judging the quality of the courseware.
None of these perspectives have a monopoly on truth, and so the new international quality initiative ‘epprobate’ is using an approach that calls on views from a range of perspectives and stakeholders in order to develop its quality reviews.
Mere popularity is no guarantee of quality – one only has to look at the most popular TV programs, newspapers and YouTube videos to be convinced that popularity is not necessarily the same as quality!
On the other hand the traditional approach to quality assurance also has its problems. In education, the traditional approach has been for a small team of educational experts to come to a consensus view as to whether a journal article, a course, a programme of courses or an educational organization meets an established set of criteria. Such experts typically have knowledge of education and the quality evaluation processes and call on content experts if this is appropriate.
Such quality assurance systems have been criticised for being overly controlling, dominated by one particular perspective, and stifling initiative. So these approaches to quality assurance are giving way to quality enhancement approaches, and at the same time much more emphasis has begun to be put on student involvement in the quality process.
However these general quality schemes even in their most recent formulations are not ideally suited to the demands of an educational system subject to rapid change and growth and in particular those demands that arise from the use of eLearning. Many quality schemes for eLearning have been developed but most are somewhat tied to the limiting aspects of traditional quality approaches.
The solution that epprobate is proposing is to carry out reviews from a range of perspectives, in terms of a published set of quality criteria (http://epprobate.com/index.php/en/epprobate-quality-grid), and to involve the courseware producer with a learning community based around this review process. The production by the eLearning courseware producer of a self assessment is a vital part in encouraging the development of eLearning quality through self evaluation. A typical review panel would consist of representatives of the target group for the course, a pedagogical and quality expert, another eLearning courseware producer, a content expert and the eLearning courseware producer. This panel would produce a report examining the courseware in terms of the published criteria, and would award the epprobate label where the courseware was found to be of high quality.
Rather than simply a process of providing a label, the core of the epprobate process is the promotion of a community of peers working together to improve eLearning quality. We will achieve our goal of supporting the development of high quality eLearning courseware through a combination of consulting with a range of perspectives and multiple stakeholders, reviewing against a published set of criteria, producing detailed evaluative reports, and involving eLearning producers within our learning community.
Addressing Cyber Security in schools should foster critical digital literacy, such that children can become empowered to make informed decisions about how they choose to use and share information online. eLearning Papers Nº 28 gives answers to questions such as: What constitutes risk when working with digital media? Or where does the potential reside to engage young people in safe Internet use?
The rapidity with which children and young people are gaining access to online, convergent, mobile and networked media is unprecedented in the history of technological innovation. There are two main foci for e–security research that associated with protecting information both strategic and economic and that protecting people particularly the young. While these are overlapping concerns it is the latter that this special issue addresses.
eLearning Papers 28 presents 8 articles arranged in the two sections, In-depth and From the field. The four In-depth articles give a view of the present discussions surrounding how students can be encouraged to engage in safe Internet use. The fourth From the field articles present examples of best practice scenarios.
Click here to read the whole editorial and the 8 articles.
El campo de la investigación en aplicaciones de las tecnologías de la información al diseño de actividades de aprendizaje colaborativo asistido por ordenador (Computer Supported Collaborative Learning, CSCL) genera situaciones muy complejas que deben estudiarse con diferentes enfoques. Uno de ellos consiste en analizar la seguridad de la información, aunque no solo desde el punto de vista tecnológico.
En este artículo sostenemos que los actuales sistemas de e-learning de apoyo al aprendizaje colaborativo en línea no cumplen de manera suficiente los requisitos esenciales de seguridad, y que esta limitación puede ser determinante en los procesos de aprendizaje colaborativo. A fin de paliar estos problemas, hemos propuesto un enfoque basado en modelos de infraestructura de clave pública (Public Key Infrastructure, PKI) que ofrecen propiedades y servicios de seguridad esenciales en el aprendizaje colaborativo en línea, como disponibilidad, integridad, identificación y autenticación, control de acceso, confidencialidad, no repudio, consignación de fecha y hora, servicio de auditoría y control de averías.
Apoyar a los inmigrantes digitales. Cursos en línea para profesores sobre seguridad en Internet en Austria
La educación en medios es una asignatura intercurricular en los colegios de Austria. No obstante, no forma parte de la educación formal de los profesores. Los profesores con buenas competencias digitales están mucho más dispuestos a hablar sobre cuestiones de seguridad en Internet con sus alumnos en clase. Por consiguiente, potenciar dichas habilidades entre los profesores contribuirá en última instancia a incorporar estos temas a la educación formal. Se han introducido varias herramientas potentes de e-learning para ayudar a los profesores a familiarizarse con los conceptos básicos de la seguridad en Internet e integrar este tema en sus clases
Hemos descubierto que aproximarnos a los educadores con contenidos de e-learning de calidad sobre seguridad en Internet funciona mejor si se hace en colaboración con proveedores acreditados de formaciones para profesores o páginas web que los profesores visitan. Ello garantiza que los recursos se adapten a sus necesidades y asegura la sostenibilidad de la base de conocimientos. Estas conclusiones fueron formuladas por Saferinternet.at, la iniciativa austríaca financiada por la UE del programa Safer Internet para la seguridad en línea, que, entre otras actividades, proporciona formaciones para profesores en este tema.
En el marco del programa Safer Internet, Letonia organizó un Día de Internet Seguro con el propósito de reunir a padres, profesores y jóvenes para descubrir el mundo digital de manera segura. Según hallazgos recientes, “de manera segura” significa con espíritu crítico, puesto que las habilidades de alfabetismo digital están fuertemente vinculadas a la capacidad de efectuar una evaluación crítica de los contenidos en línea, lo que se relaciona automáticamente con la seguridad personal en Internet.
Un estudio realizado por EU Kids Online en 2010 mostró que solo el 54% de los niños y jóvenes afirman que son capaces de comparar –y comparan efectivamente– información de distintas fuentes en línea antes de aceptarla como cierta y confiable. Para comprobar esta suposición, el centro Safer Internet de Letonia, en colaboración con la red social letona Draugiem.lv, organizó un experimento para poner a prueba la precaución de los jóvenes al facilitar datos personales. Las conclusiones apuntan a la necesidad de más medidas que aborden y potencien el alfabetismo digital crítico de los jóvenes.