classroom
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
Free Online Classroom
Eliademy provides teachers with a free online classroom, a platform they can use to manage their courses. Educators can create discussion boards, videos, images, newsfeed, visual notifications and calendars uploading their own content onto a user-friendly interface. A great learning management tool for universities, colleges, and more.
Virtual Classroom Solution goes Social
The new live online training portal, CloudRooms, from Redtray Solutions, is upgrading its new virtual classroom solution and going social.
The new social learning features in CloudRooms will make it possible for learners to rate their courses, post reviews of the training they've attended, share links to useful training materials available on the portal, ’Like‘ training modules in the Facebook style, and connect with each other through their message boards on the portal. These changes will make it easier for learners to communicate with each other, share their knowledge, opinions and also boost each other's motivation to training.
Last year, Cloud Rooms delivered more than 1800 live online training sessions. The interactive online classes were run by live trainers, and their popularity is what sparked the idea to make the portal more social learning-friendly.
New technologies in education
As a part of the project “A web portal for teaching about European Integration”, a cycle of seminars about ICT in education will be hold at the Blau Museum (Barcelona) from 18th to 22nd February 2013 under the title “New technologies in education”.
Registration at: http://europeineducation.eu/
As a part of the project “A web portal for teaching about European Integration”, a cycle of seminars about ICT in education will be hold at the Blau Museum (Barcelona) from 18th to 22nd February 2013 under the title “New technologies in education”.
Registration at: http://europeineducation.eu/
The University of Lleida is leading this partnership in collaboration with the Open University of Catalonia (UOC) and professionals from other educational institutions.
The project receives funding from the Jean Monnet Programme (Lifelong Learning Programme) of the European Union. Our goal is that of developing a web platform addressed to secondary level students about European Integration. We focus in the three main aspects related with European Integration teaching: History, Economics and Geography.
This event is in English and Catalan.
ICT and Learning: Results from PISA 2009
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.
Rencontres de l’Observatoire des Ressources Multimédias en Education
Le numérique a investi toutes les formes de créations et d’échanges, bousculant jusqu’aux fondements du lien social. Il est devenu aujourd’hui un mode d’expression à part entière, et fait évoluer les modes de diffusion des œuvres et des objets culturels dans tous les domaines (patrimoine public et privé, production multimédia, innovation et recherche...).
Qu’il s’agisse de culture artistique, scientifique, technologique, médiatique, informationnelle, quelles médiations l’École doit-elle mettre en œuvre pour tirer parti de ce formidable gisement ? Comment permettre aux élèves de développer leur créativité et leur intelligence "sensible", en utilisant les nouvelles ressources éducatives, parcours, visites 3D, modélisations, jeux, vidéos… ?
Plus largement, comment former des jeunes à cette nouvelle culture et leur donner les moyens d’être acteurs de la société numérique ?
eLearning Papers 30 on Creative Classrooms and 21st Century Teachers published!
This issue spotlights new research and classroom practices that illustrate how new learning technologies have affected teachers' professional environments. 21st century learners has become a buzz-word in the field of educational research. This issues applies the term to teachers, seeking practical examples and prospective visions that examine what it means to be a teacher in today’s knowledge society.
The fast-paced evolution of technology is challenging for teachers, who often struggle with the demands of keeping up-to-date with their students’ digital lifestyles. Initiatives for the enhancement of ICT in education often address deployment of devices and tools in the classroom, without fully considering how they may affect and change the way people teach and learn.
This special issue asks: How do educational organisations change? And how does this transformation impact upon the role of teachers? By problematising and giving greater complexity to the issue in hand, the articles serve as a starting point for dialogue and debate.
eLearning Papers 30 that has been guest edited by Hans Laugesen, International Secretary and Senior Educational Policy Officer GL - The National Union of Upper Secondary Teachers, Denmark, Jim Devine, Former President, IADT (Dun Laoghaire Institute of Art, Design and Technology), Ireland, and Tapio Koskinen, www.elearningpapers.eu, Director of the Editorial Board, includes the following articles:
In Depth articles
Innovating Teaching and Learning Practices: Key Elements for Developing Creative Classrooms in Europe
Keywords: creative classrooms, innovative pedagogical practices, ICT-enabled innovation for learning, systemic approach, educational change
By Stefania Bocconi, Research fellow at the Institute for Prospective Technological Studies, Panagiotis Kampylis, Research fellow at the Institute for Prospective Technological Studies and Yves Punie, Senior scientist at the Institute for Prospective Technological Studies
Leveraging Trust to Support Online Learning Creativity – A Case Study
Keywords:assessment, new learning environments, learning interactions, e-participation
By Sonia Sousa and David Lamas, Tallinn University, Institute of Informatics
Academic Staff Development in the Area of Technology Enhanced Learning in UK HEIs
Tags
Keywords: staff development, technology enhanced learning, training, higher education
By Timos Almpanis, Learning Technologies, Southampton Solent University
From the Field articles
Training Teachers to Use Web 2.0 Tools
Keywords: professional development, Web 2.0 tools, open educational resources
By Sandra Vuk, August Šenoa Elementary School, Zagreb and Dubravka Petković Fažana Elementary School, Fažana
Enhancing Online Student Engagement
Keywords: distance education, student engagement, arts-based learning activities, higher education, learning technologies
By Beth Perry, Athabasca University, Katherine J. Janzen, Mount Royal University and Margaret Edwards, Athabasca University
Website – A Partnership between Parents, Students and Schools
Keywords: school website, cooperation, school-family relationships, primary school
By Sandra Vuk, August Šenoa Elementary School, Zagreb
To read eLearning Papers 30 on Creative Classrooms and 21st Century Teachers, click here
Pratiques novatrices d’enseignement et d’apprentissage : éléments clefs pour le développement de classes créatives en Europe
Cet article s’intéresse à ce qui pourrait être la meilleure façon d’innover dans les pratiques d’enseignement et d’apprentissage au niveau du système. Il propose pour ce faire une approche claire et un projet cohérent de « classes créatives » mettant en évidence leur nature globale et systémique, les résultats qu’elles sont censées donner en matière d’apprentissage, ainsi que leurs dimensions pédagogique, technologique et organisationnelle dans une optique d’innovation. Les classes créatives sont conçues comme des environnements d’apprentissage novateurs tirant pleinement parti de ce que peuvent apporter les TIC pour améliorer les pratiques d’enseignement et d’apprentissage dans des contextes formels, non formels et informels.
La conception multidimensionnelle proposée par les auteurs pour les classes créatives consiste en huit dimensions clés complémentaires et interconnectées ainsi qu’en un ensemble de 28 paramètres de référence (« pierres angulaires »). Au cœur des classes créatives se trouve l’idée que les pratiques pédagogiques novatrices voient le jour lorsque les enseignants utilisent les TIC pour mettre en place de nouvelles activités d’apprentissage ouvertes, collaboratives et constructives (ou pour améliorer leurs activités actuelles), plutôt que lorsqu’ils se contentent de renforcer les méthodes pédagogiques traditionnelles, telles que les cours magistraux et l’apprentissage basé sur les tâches.
Une analyse préliminaire de deux cas réels d’innovation en matière d’apprentissage favorisé par les TIC est présentée dans le but (a) de montrer la façon dont les dimensions clés et les paramètres de référence proposés sont mis en œuvre dans des situations concrètes et modèlent en profondeur divers types de classes créatives, et (b) de décrire l’approche systémique requise pour la mise en œuvre durable et la généralisation progressive des classes créatives dans toute l’Europe.