The eLearning Africa Photo Competition is currently accepting entries from aspiring photographers across the globe. This year marks the Fourth Edition of the competition, which aims to gather photographs under the theme of Tradition and ICT innovation: a couple with potential.
Anyone with an eye for image can contribute their view on how communication tools and information technologies can successfully coexist with and enrich a traditional lifestyle. The photo should be submitted to eLearning Africa Photo Competition, along with a brief text that details the inspiration behind the idea.
eLearning and photography enthusiasts from Africa and the rest of the world have until April 3rd, 2013 to share a glimpse of ICT in Africa. Snapshot submitters have the chance of winning a tablet pc, a digital camera and an mp3 player. Participation is free and finalists will have their art featured at this year's eLearning Africa Conference, which will take place May 29-31, 2013, in Windhoek, Namibia.
Management of the Vital subject and special interest portals, an invaluable resource for schools, will switch over from The Open University to Jisc as of 1 April 2013. The portals direct teachers to some of the best subject resources available, helping to bring about innovation in the classroom to inspire learners.
Jisc (Joint Information Systems Committee) has finalised an agreement to preserve and host the Vital subject portals, which will be free to access, complementing Jisc Advance’s new subscription offer to schools.
“We are delighted that the DfE and The Open University selected us to provide a legacy for the Vital programme," says Guy Lambert, CEO of Jisc Advance. "We’re looking forward to taking over the reins of these established resource portals, accessed by up to 6,000 users every year."
This service will provide practical support to:
• Optimise the use of schools’ and academies’ existing technologies
• Link the use of technology to improvements in learning outcomes and progression
• Provide opportunities to share with and learn from peers
• Provide open access to resources and professional development opportunities.
Current Vital users will be contacted in Spring 2013 informing them of the changes and increased benefits. They will be offered the opportunity for their registrations to be transferred to Jisc to ensure continuity of service.
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: email@example.com
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 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
Mike Sharples, Professor of Educational Technology at the Open University’s Institute for Educational Technology (UK), talked to us about the challenges posed by Massive Open Online Courses (MOOCs).
Mike Sharples is also the Academic Lead for FutureLearn, the first free, open, online platform for courses from multiple UK universities and other leading organisations. In this podcast interview with eLearningEuropa.info he talks about the challenges posed by MOOCs and how they may change the educational landscape.
“The educational landscape is very resistant to change. Universities have been around since mediaeval times, and it’s very difficult to change them”, says professor Sharples. However, he does believe MOOCs are going to bring a “radical change” to universities, due in fact to the increasing demand of new education opportunities in developing countries. “I think there is a huge opportunity there for MOOCs, not to replace universities, but to supplement them”, he says.
“Incredibly excited” with the “huge challenge and huge opportunity” he is currently facing leading the development of the highly-anticipated FutureLearn platform, something he says he has been waiting for his whole career as an expert in online education, Sharples points out that one of the main challenges of this endeavour is to make social learning massive”.
The key to make MOOCs “more human-friendly, more accessible and valuable for learning” is linking collaboration and conversation into content, bringing together “the best of online gaming techniques, online new media techniques and online learning techniques”.
Regarding the business model of these massive courses, Sharples believes there is going to be one direction of MOOCs conceived just as course management systems for the delivery of standard materials and embedded as part of a campus university experience. Another direction may be based around the idea of freemium services: you get the core content for free, but the value added services (examining, tutoring, premium content…) are paid for services.
From the learner’s perspective, he reminds users the need “to be very clear of what they are signing for: what is going to be free or not. And not expecting too much, such as getting accreditation of personal tutoring for free.”
Another aspect to be taken very seriously in this changing landscape is the matter of copyrights. “We need to be very clear about who owns what material. Not just the course developers and deliverers, but also the learners themselves.” MOOC promoters need to make sure they have “the right copyright in place and the right protection for the staff who are taking part in them, so they are properly rewarded. The last thing you want is academics feel they are doing it under duress or they are having their intellectual property stolen”, alerts Sharples.
Project C.E.I.E. is developed in the context of the Grundvig Senior Mobility Action of the Life Long Learning Programme of the European Commission. The project involves the exchange of volunteers between Greece and Lithuania aiming at the development of a volunteering network and the engagement of seniors in social life.
In the context of an ageing society young and old are more and more faced with new learning needs of senior adults and vice versa. Senior adults- even if they are not willing to learn - are forced to cope with the changes of modern life to keep social contacts. It brings chances and challenges, but also risks and threats for young and old. This unique situation in history of mankind requires learning process focused on ageing, as well as focus on intergenerational links. This is a complete new challenge to adult educators, teachers, trainers, facilitators, as well as to learners and students from all ages. Special competencies are therefore needed.
The aim of the project “Communication, Empowering, Integration, Experience For Senior Age Volunteers” (C.E.I.E.) is to create open international communication of senior age volunteers, by improving their social cooperation and networking skills.
The project achieved the exchange of 6 volunteers from Lithuania and 6 volunteers from Greece who performed volunteering work in the summer of 2012. This led to the development of a senior age volunteer network, the collection of best practice examples on voluntary activity, the reflection on voluntary activities and their use towards lifelong skill development, and the sharing of good practices.
This project is funded with the support of the European Commission. This publication reflects the views of the authors only and the Commission cannot be held responsible for any use that might be made of the information contained therein.
The Brazil’s Open University (UaB) “Climate Change: The Context of Life Experiences” MOOC seeks to introduce the concept of climate change in the context of sustainable development. The course is offered only in Portuguese.
Some of the fundamental questions that seek to be addressed during this course are:
- How is climate change, and how does it influence our society and our day-to-day?
- How can we evaluate what we are told about what to do about climate change, so we can take our decisions in a rational and informed way?
- How can our stances and behaviours influence the future of planet?
This course is not intended to determine what should be done, but to help participants understand and critically analyse the guidelines prepared under a variety of perspectives.
Viele Firmen streben eine ITIL-Zertifizierung ihrer Mitarbeiter an. Die Vorteile: Zufriedenere Kunden durch einen besseren Service, eine Steigerung v. Produktivität u. Qualität bei gleichen oder sogar geringeren Kosten! Und welches IT-Service Unternehmen kann es sich schon leisten, Tage u. Wochen auf seine Experten u. Service-Mitarbeiter zu verzichten? Der eLearning Skillsoft bietet ein komplettes Programm zur Vorbereitung auf die ITIL-Zertifizierung an. Direkt am PC, angepasst an das persönliche Lernverhalten u. ohne zeitintensive Präsenzseminare.
- ITIL-Zertifizierung – Warum?
- Anforderungen für die Zertifizierung
- Die Skillsoft-Lösung mit Praxisbeispielen
Wann? Freitag, den 21.6. 2013 um 9:30 h
Dauer: ca. 30 min
Hier geht es zur Anmeldung...
Mit freundlichen Grüßen,
Kerstin Stengel, MBA
Skillsoft NETg GmbH