Nowy kierunek rozwoju ucznia. Angażowanie studentów w ukierunkowany na uczestników projekt krzesła szkolnego ze stolikiem na miarę XXI w
Ten artykuł analizuje wpływ prób wprowadzenia kształcenia mobilnego w systemie szkolnym w Estonii – procesu, który wywołał wiele kontrowersji w ostatnich latach. Wyniki pokazują różne postawy uczniów, kierownictwa i personelu szkół, – chociaż prawie wszyscy posiadają potrzebne narzędzia i umiejętności, wśród nauczycieli panuje prawie całkowity brak motywacji do wspierania kształcenia mobilnego.
Przedstawiamy kilka pozytywnych i kilka negatywnych scenariuszy. Na przykład, przewidujemy nasilenie problemów, jeśli nie zmieni się sposób szkolenia nauczycieli, nie zostaną opracowane odpowiednie polityki e-bezpieczeństwa lub jeśli władze nadal będą stawiały tylko na jedną kartę (np. wspierając tylko zamknięte, korporacyjne rozwiązania dla platform kształcenia mobilnego).
Based on PISA 2009 data, this paper studies the relationship between students’ computer use and their achievement in reading, mathematics and science in 23 countries. After having categorized computer use into a set of different activities according to the skills they involve, we correlate PISA test-scores with an index capturing the intensity a student uses computers for each of these activities and with the total number of activities s/he performs.
Overall, we find that students’ PISA test scores in reading, mathematics and science increase with the intensity of computer use for Gaming activities while they decrease with the intensity of computer use for activities that are more related with school curricula (i.e. Communication and Collaboration activities; Technical Operations/Info Retrieval activities; Creation of Content and Knowledge Problem Solving activities). However the number of activities (and hence the diversification of activities), irrespective of the intensity of computer use, is positively correlated with students’ proficiency in all the three PISA domains in the vast majority of countries, indicating that computers breadth of use, as opposed to intensity of use in a given activity, has some positive effect on students’ performance.
E-learning, open and distance education have been important fields of intellectual excitement and innovative development. Challenges posed by the new technologies are permanent, and students constantly keep teachers under pressure to develop. Learning is becoming more and more individualized and self-managed. Individual and collective motivation, enhancement of the learning experience, and an overall improvement of learning quality are gaining ever-increasing traction. How can we do our best to make learning a thrilling experience for learners, including providing a sense of joy in the virtual classroom?
The EDEN 2013 Conference will discover and present the latest best practice in this field, share progressive concepts, inventive solutions, and promote joint-thinking and collaboration.
Discussion and debate will provide a range of innovative theories and approaches about the smart use of ICT tools, new methodologies for enhanced learning experience, content management systems, or fascinating solutions supported by game based learning, immersive environments, multimedia, etc.
Online and Social:
The 2013 Annual Conference will be supported and accompanied intensively by social networking, sharing, online and virtual presence and involvement possibilities.
This will be strengthened by and implemented through the EDEN members" portal: the NAP Members Area on the web and its services.
Call for Contributions:
We invite for the conference proposals for paper presentations in parallel sessions, posters, workshops, and short demonstrations that relate to the conference themes.
Submissions will be double peer reviewed by the Conference Committee. Accepted contributions will be published in the electronic Conference Proceedings with ISBN and their summary in the printed Book of Abstracts.
Schedule and Deadlines:
Submission of Proposals – 5 February 2013
Registration Opens – mid-February 2013
Notification of Authors – 22 March 2013
eLmL 2013 conference continutes bringing together federated views on mobileLearning, hybridLearning, and on-lineLearning. eLmL 2013 is dedicated to educators, eLearning experts, and students to exchange their ideas, experiences and lessons learnt in different facets of modern learning.
eLearning refers to on-line learning delivered over the World Wide Web via the public Internet or the private, corporate intranet. The conference is intended to provide an overview of technologies, approaches, and trends that are happening right now. The constraints of e-learning are diminishing and options are increasing as the Web becomes increasingly easy to use and the technology becomes better and less expensive.
As the ease of execution increases, more and more institutions are discovering the benefits of delivering training via the Web. Interest in e-learning is at an all-time high, and the workshop wants to serve as a stimulus to accelerate collaboration and dialog among the e-learning providers, trainers, IT researchers and the lifelong, self-directed learners. Such business trends as an increased global economy, the pressures for rapid development, and the necessity of teamwork are shaping the present state and the future of eLearning.
Employees are increasingly aware that they must continue to update and advance their skills if they want to understand the state-of-the-art technologies and remain valuable to their organizations. This means that learners will be more and more self-directed, and they will want access to what they need when they need it. The Internet based educational materials and the e-learning providers have to meet this demand.
The conference focuses on the latest trends in e-learning and also on the latest IT technology alternatives that are poised to become mainstream strategies in the near future and will influence the e-learning environment. Ubiquitous systems proliferate quickly due to the latest achievements in the industry of telecommunications, electronics, wireless, and economical globalization.
Wireless and mobility allow any user to timely use resources using various access technologies under (assumed) secured and guaranteed privacy. The family of the mobile devices expand dramatically, allowing a user to have a portable office everywhere, every time. Mobile learning became a fact, due to the technical accessibility and Internet communications. Many online classes, learning systems, university curricula, remote education, and virtual training classes are now part of the corporate education and use.
Progress is made in user modeling and adaptive learning models. The generalization of successful practices on mobile learning is favored by many national and international projects and policy synchronization boards. Adaptation implies also the use of the classical methods, still in use and useful in some contexts and for some categories of users. Hybrid learning is an increasing trend in education today. The traditional classroom learning has been historically proven beneficial. Hybrid learning is rather a series of different learning strategies going from teacher-centric to student-centric. This improves the critical thinking, creativity, self-management, self-study, and advance problem solving thinking of the student.
We solicit both academic, research, and industrial contributions. We welcome technical papers presenting research and practical results, position papers addressing the pros and cons of specific proposals, such as those being discussed in the standard fora or in industry consortia, survey papers addressing the key problems and solutions on any of the above topics short papers on work in progress, and panel proposals.
Industrial presentations are not subject to the format and content constraints of regular submissions. We expect short and long presentations that express industrial position and status.
Tutorials on specific related topics and panels on challenging areas are encouraged.
The topics suggested by the conference can be discussed in term of concepts, state of the art, research, standards, implementations, running experiments, applications, and industrial case studies. Authors are invited to submit complete unpublished papers, which are not under review in any other conference or journal in the following, but not limited to, topic areas.
All topics and submission formats are open to both research and industry contributions. You can check them all here.
Zaangażowanie może być czynnikiem prowadzącym do lepszej interakcji pomiędzy uczniami z tej samej klasy, a także pomiędzy uczniami i nauczycielem. Często uczniowie słabo zaangażowani w niewielkim stopniu wykorzystują materiały edukacyjne kursu. Nauczyciele on-line niejednokrotnie muszą wprowadzać specjalne zajęcia edukacyjne, mające na celu zwiększenia zaangażowania ucznia.
Zajęcia edukacyjne oparte na sztuce mogą wspierać społeczne i edukacyjne zaangażowanie ucznia, ponieważ pomagają uczniom i nauczycielom stać się dla siebie bardziej „rzeczywistymi” w środowisku edukacyjnym on-line. Przykłady takich zajęć opartych na sztuce obejmują Photo Cascades, „My” Music Moments i Word Sculptures.
Die Universität Potsdam bietet Hochschulen, Schulen, Forschungseinrichtungen und Verbänden ein Forum zur Diskussion aktueller Anwendungen innovativer Prozesse und neuester Ergebnisse zum Thema E-Learning.
Lehrende und E-Learning-Praktiker und -Entscheider tauschen ihr Wissen über etablierte und geplante Konzepte im Zusammenhang mit dem Student-Life-Cycle aus. Der Schwerpunkt liegt hierbei auf der unmittelbaren Unterstützung von Lehr- und Lernprozessen, auf Präsentation, Aktivierung und Kooperation durch Verwendung von neuen und etablierten Technologien.
Das Symposium greift die erfolgreiche Veranstaltungsreihe auf und führt das Thema „Forschungsdatenmanagement“ aus dem Vorjahr nun zu innovativen Technologien für Lehren und Lernen.
The Learning 2.0 Conference is a unique chance to participate in a global conversation on rethinking teaching and learning in the age of the Internet. Subject strands include changes in the classroom (social media, 1:1 computing, "flipped classrooms," digital literacy, maker spaces, gaming, open educational resources, digital textbooks), in student learning (individualized learning, student-directed learning, "hacking" education, personal success plans, ePortfolios, and building a digital presence), in teacher personal and professional growth (lead learning, personal learning networks, peer / open / self-directed PD), in schools (virtual and online schooling, mobile learning, blended learning, MOOCs, immersive environments, learning spaces, entrepreneurship, school leadership, big data, assessment models), and in pedagogy (from teaching to learning, social learning, social / educational networking, passion-based learning, learning how to learn, brain-based learning).
Strand 1: Classroom 2.0 - The Changing Nature of the Classroom
Strand Tag: "classroom 2.0"
- Social media in classroom
- 1:1 / BYOD programs
- Flipped Classrooms
- Digital Writing
- Digital Literacies / Search Literacies
- Gaming in Education
- Open Educational Resources (OER)
- Digital Textbooks
- Changes to teaching specific subjects: e.g., Math 2.0
Strand 2: Student 2.0 - Changes to Student Learning
Strand Tag: "student 2.0"
- Individualized / personalized learning
- The learner as agent
- Student-directed learning
- Hacking education
- Personal Learning Networks (PLNs) for Students
- Personal learning or success plans
- Resume 2.0
- Personal websites and "branding"
- Building a digital presence
Strand 3: Teacher 2.0 - Personal and Professional Development
Strand Tag: "teacher 2.0"
- The teacher as lead learner
- Personal Learning Networks (PLNs) and Personal Learning Communities (PLCs)
- Peer Professional Development (PD)
- Open PD
- Self-directed PD
- Passion-based teaching
- Schools of Education 2.0
Strand 4: School 2.0 - The Where, When, and How of Formal Learning
Strand Tag: "school 2.0"
- Virtual and online schooling
- Blended learning
- Mobile learning
- Massive Open Online Courses (MOOCs)
- Immersive environments
- Alternative Education Models (homeschooling, unschooling, Democratic schooling)
- School leadership
- Schools as community hubs
- Education reform
- Disruptive innovation
- Solving digital divides
- Architecture and learning Spaces
- Educational entrepreneurship
- Big data and data analytics
- Assessment models
Strand 5: Pedagogy - Re-evaluating Teaching and Learning Methods
Strand Tag: "pedagogy"
- From teaching to learning
- Social Learning
- Social / educational networking
- Passion-based learning
- Technology and pedagogy
- Learning how to learn
- Brain-based (cognitive) learning