- Design and redesign of programmes and modules
- Seven key steps, from aims and outcomes to documentation
- What do you need to know to plan or revise the course?
- What will the course do? Why is the course important?
- Contact, co-operation, action, feedback, work, aiming high, diversity
- Different subjects need different course shapes
- Good course design and operation boost satisfaction and success
- What should students be able to do with the course content?
- Assessment tasks check that learning outcomes are assessable
- Students learn by doing appropriate learning activities...
- ...and receiving much usable feedback from several sources
- Teaching has several functions in support of active learning
- Sources and principles for resources to support learning
- Active student learning can also make good use of staff time
- A clear course handbook cuts student confusion and questions
- What beliefs about learning does your course reveal?
- These approaches need persistence and courage
- University regulations for course design, documentation and approval
This report examines the needs of the youngest internet users (aged nine and under) in terms of their online safety education. It also considers the needs of parents and teachers for appropriate resources that can help them to support the children in their care.
The Next Generation Learning (NGL) conference explores the implications of the digital revolution for education. The deadline for the call for papers has been extended to 14 October, 2013, and the conference offers some unique opportunities to showcase new ideas and research.
Proposals, suggestions and ideas for the NGL Conference are all welcome. There are several options for participation:
Presentations - 20 minutes, with 10 minutes of questions and discussion
Workshops - 90 minutes, with a focus on collaboration on a specific issue or problem
Poster session - posters will be displayed in an open environment during a period of the conference. Presenters will be given a designated space and can present certain pedagogical ideas or demonstrate a programme or practice.
Flipped Conference - a chance to put the flipped classroom concept into practice! Presenters will record a 10 minute video to be disseminated before the conference, and the 45 minute live session should be dedicated to questions and discussion.
NGL Shared Practice - 20 minute presentation with 10 minutes for questions and discussion, focused on a non-scientific, practical example of NGL.
The full call for papers is available online with instructions on how to submit a proposal. Please note that the new deadline is 14 October, 2013.
Lifelong Learning in Europe (LLinE) is a unique combination of academic journal and magazine that focuses on adult and lifelong learning. It targets the whole adult education field, including researchers, decision-makers, advocates, and educators. The current issue of the journal explores the theme of mobility and migration.
LLinE aims to further the status of lifelong learning in society. The core mission of the journal is to publish top quality articles on adult education research, policy and good practices. LLinE also comments on topical events and phenomena, meets and talks to interesting colleagues, offers resources for education advocates and reviews literature. The writing is clear and non-technical, so anyone can understand and gain insight from the articles.
The most recent issue, "Mobility and Migration," offers new perspectives on the importants of ongoing education to the lives and aspirations of immigrants. For example, adult education can help mobile workers to gain the skills they need to find work in a new country.
LLinE was established in 1996 and is edited by the Finnish Lifelong Learning Foundation in Helsinki, Finland with the support of an international Editorial Board made up of top experts of the field. The journal is produced in cooperation with InfoNet adult education, a European network of adult education correspondents.
Frontline Learning Research is an open-access electronic-only journal that publishes articles on issues and trends occurring internationally in research on learning and educational sciences.
Among others, the journal focuses on articles in the following fields of research: Research on learning and instruction in formal and informal contexts, multidisciplinary research on learning and learning environments, new theoretical and methodological approaches in learning sciences, insights into learning research from disciplines other than educational sciences or psychology (e.g., cognitive neuroscience, computer science, philosophy, sociology).
The journal particularly welcomes both short and long, brief, albeit rigorous, articles reporting on emerging theoretical, methodological and empirical approaches. Innovative/risk-taking research in the learning and educational sciences is encouraged. An outlet is provided for publishing in-depth studies, including articles involving a thoroughly elaborated theoretical framework, extensive qualitative data, or complex analytical techniques. As a consequence, also dynamic data material is welcomed in the journal, such as video's, photo's, and other dynamic data.
Furthermore, multidisciplinary research that draws from cognitive, philosophical, sociological, psychological and pedagogical theoretical paradigms is highly-valued. Indicatively, the following research is encouraged to submit its work to Frontline Learning Research:
Studies focusing on issues and ideas encountered in relatively new fields, lacking a long line of research. This lack of well-developed theoretical framings and of articulated theoretical constructs and ideas, provides an avenue for initiating useful and productive scientific discussion on a range of issues. These include internal inconsistencies, phenomena which appear inconsistent with the predictions derived from the corresponding theoretical framework and available empirical evidence, indicating flaws in underlying assumptions or premises.
Studies seeking to make connections between previously unconnected established lines of research so as to integrate different theoretical frameworks
Studies using an innovative research methodology that offers a different perspective on how to conceptualise and pursue certain research questions.
Higher education is facing a range of major challenges during the twenty-first century. Personalised, flexible and open learning are considered among the driving forces, thus, issues of quality must be urgently addressed.
This qualitative, multiple-case-study research with single and cross-case analysis focuses on benchmarking e-learning in higher education. The results of this study include providing conceptual lenses with which to see, discuss and perceive the complexity of benchmarking e-learning in higher education in extended, stretched and boundless learning environments.
The conference theme responsible teaching and sustainable learning focuses on elementary issues that educational researchers investigate. Besides, it picks up EARLI’s twofold mission in researching learning and instruction and also connects to recent developments in educational research and practice.
Besides, we focus the responsibility of teachers to provide powerful, motivating and social learning environments. Not only should teachers prepare learners for particular exams, but for being able to develop their character, being open minded and develop own ideas. In other words: teachers should be aware of their responsibility to create learning environments which make sustainable learning likely.
In focusing the sustainability of learning, we mean to highlight learning processes which are meaningful and useful, aware and reflective, focused on higher order skills and deep understanding. Sustainable learning is self-determined and in line with social, global, ecological responsibility, open-minded and a basis for learning across the life span. The concept of sustainability focuses the idea of a system – e.g. an ecosystem – remaining diverse and productive over time. For a psychological system to remain diverse and productive over time, learning is a crucial element. However, it is not understood that learning is sustainable! Often, learning is numb and focused on short term goals. To circumvent this is a challenge for every person involved in researching educational processes!
In sum, we believe that qualitatively ambitious educational research which is carried out in awareness of today's global challenges will contribute to improving teaching and learning by making it more responsible as well as more sustainable.
If you are attending the EARLI 2013 conference to share your research with the community, we encourage you to relate to this general theme of the conference and highlight how your work contributes to it.
On 10 December 2012 the VISCED Partnership organised a 60 minute webinar on the main outputs of the VISCED Project. This webinar was well attended with 44 participants from 17 different countries, including some representatives of the virtual schools that have been researched as case studies by the VISCED partners. Participants could interact with one another and ask questions to the speakers via the live chat.
The programme, as well as the webinar recording and speakers' presentations are available in the VISCED project site.
Programme for the webinar 'Virtual Schools and Colleges in Europe – outputs of the VISCED Project'
|15.00||Welcome and introduction to the agenda - Sally Reynolds, ATiT, Belgium (WP7)|
|15.05||Introduction to VISCED - project background, rational, partnerships and main activities - Prof. Paul Bacsich, Sero Consulting, UK and Project Coordinator (WP1)|
|15.15||Prevalence of Virtual Schools throughout the world and a summary of case examples from different parts of Europe - Giles Pepler, Sero Consulting, UK (WP2)|
|15.25||Critical success factors for the success of Virtual Schools - Anthony F. Camilleri, EFQUEL, Belgium (WP4)|
|15.35||Main recommendations for policy-makers - Prof. Paul Bacsich, Sero Consulting, UK and Project Coordinator (WP3/WP8)|
Open discussion, question and answer opportunity - moderated by Sally Reynolds, ATiT, Belgium
During the last few years, new devices have been invading the pacific waters of educational environments. Different kind of tablets, laptops, whiteboards, mobile devices and other exciting computer systems have been introduced in classrooms together with the recurrent claim for which they help to improve the learning process in.
Each year the Ministry of Children and Education organises an R&D conference in order to spread and utilize the experience and results of research and development projects and other development work in training.
Participants in the conference are institutions for training, production schools, technical committees, Metropolitan University College (NCE) research network and others.
Institutions bring proposals for concrete, completed or ongoing development projects and present them in workshops at the conference, which acts as mutual inspiration.