Forging new pathways of research and innovation in open and distance learning

Recommendations

Info

- analyse and explore national and European regulatory frameworks for the implementation of a transnational dual scheme Main target groups of the project: 300 participants. The target groups for the project comprehend: HEIs staff, HE students, employers, representatives of VET providers, representatives of European DGs and association in the field of VET and HE, policy-makers at national and regional level, representatives of career centres and employment services, chambers of commerce, student associations, experts of quality assurance and global networks. Significant public results: In details: - 7 Intellectual Outpus and 3 reports about Labour Demand analysis and mapping of youth mobility in Europe, Analysis of existing dual learning programmes as drivers for employability. - a joint staff event will involve 7 HE staff and 7 employers/training providers. A training day is foreseen in order to present them the EuroDuaLE framework, discuss the operational details for the implementation of the model and the implications of the model for HEIs and employers/training providers. - a blended mobility experience for HE students will involve 36 students selected from the Universities. The mobility activities are meant to pilot the EuroDuaLE framework, giving students the opportunity to do e-learning and later a workbased learning period in another country, supported by the HEIs involved. - two multiplier events to present the intellectual outputs produced to key stakeholders and collect decisive feedbacks (some aspects may be underestimated or not included in the analysis). - a Roundtable where targeted experts and stakeholders will discuss the framework designed, identify strenghts and shortcomings, propose indication for a revision of the framework. These stakeholders will be also demanded to act as testimonials of the EuroDuaLE model within their organizations and contact networks. - 5 national events to present the Handbook for dual learning mobility in each of the countries taking part to the piloting phase (ITALY; GERMANY; UK; BELGIUM; SPAIN). - a closing event is foreseen where all participants in the project will be asked to join and share their experience with the EuroDuaLE curriculum and mobility activities (students, HEIs staff, employers/training providers). Also stakeholders will be invited to express their opinion on the cooperation framework developed and the potential transferability and adaptability of the model to different contexts and countries. Lastly, the event foresees the preparation of informative stands. 358 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
t-MAIL Teacher Mobile Application for Innovative Learning Website: http://tmailproject.eu Runtime: November 2015 – October 2017 Supported / co-funded by: Erasmus+ Programme, Support for policy reform; Prospective initiatives; Forward looking cooperation projects Partners: VRIJE UNIVERSITEIT BRUSSEL, Belgium (Coordinator); UNIVERSIDAD AUTONOMA DE MADRID, Spain; UNIVERSITY OF HULL, UK; UNIVERSITAET WIEN, Austria; Youth Entrepreneurial Service Foundation, Former Yugoslav Republic of Macedonia; HET GEMEENSCHAPSONDERWIJS, Belgium; EUROPEAN DISTANCE AND E-LEARNING NETWORK LBG, UK; Kidimedia bvba, Belgium; ETUCE-CSEE, Belgium. Project representative to be contacted for further info: Jeltsen Peeters (jeltsen.peeters@gmail.com) – project coordinator. t-MAIL aims to develop and test a mobile application supporting primary school teachers, teacher educators and educational decision makers in implementing classroom practices that stimulate students’ self-regulated learning (SRL). The project aims to address the needs of these different target groups by designing activities to support the development and testing of a mobile app. It delivers a personalized training course on SRL for in-service primary school teachers. Data generated through the mobile app will be processed through learning analytics and semantics. This approach, in support of data-driven teacher education, will enable the personalization of teachers’ and students’ learning, ultimately facilitating evidence-based policy making pathways. The mobile training app and associated feedback loops will be piloted and evaluated in three European countries, the UK, Belgium and Spain. Materials will be available in English, German, French, Spanish, Dutch, and Macedonian. Main target groups of the project: Primary school teachers Teacher educators, trainers Decision makers Significant public results: Expected project results Deliverable Expected time of delivery Theoretical framework report 31 March 2016 Stakeholder study report 31 March 2016 Repository course material 31 March 2016 Country reports educational policy 31 March 2016 Algorithm April, 2016 (draft) July, 2017 (final) Mobile application October, 2016 (draft) July, 2017 October, 2016 (draft) Data warehouse and learning analytics procedure July, 2017 (final) Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg 359 ISBN 978-615-5511-12-7
Page 1 and 2:
9 th EDEN Research Workshop Forging
Page 3 and 4:
Introduction Distance education is
Page 5 and 6:
TABLE OF CONTENTS ADVANCED DISTANCE
Page 7 and 8:
LEARNING ANALYTICS Scaling Learning
Page 9 and 10:
Forging new pathways of research an
Page 11 and 12:
Towards a Framework for Virtual Int
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Towards Designing an Oxford Experie
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Emergent Evaluation: An Initial Exp
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
A MOOC with a Difference: Creating
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Use of MOOCs in Traditional Classro
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Head Start Online: A MOOC for those
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Carrots and Sticks: Workload and Pe
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Online Learning in Community Colleg
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
The Usability Evaluation of UniCamp
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Connecting in the Online Environmen
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Contextualising Learner Experience:
Page 107 and 108:
Page 109 and 110:
Investigating the Effectiveness of
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
WhatsApp: “Going where the Conver
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
A Study of the Use of Ubiquitous Mo
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Differentiated Technology-Based Int
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Using Digital Technologies for Incl
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Video in Higher Education: Examinin
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Policy Review of Open Badges for Op
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Open Educational Resources (OER): G
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Monitoring Progress on Open Educati
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
A Programmatic Approach to Blended
Page 211 and 212:
Page 213 and 214:
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Teaching Science through Technology
Page 223 and 224:
Page 225 and 226:
Page 227 and 228:
Page 229 and 230:
Page 231 and 232:
Contributions to Teaching Practice
Page 233 and 234:
Page 235 and 236:
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
The Irish Online Learning Landscape
Page 245 and 246:
Page 247 and 248:
Page 249 and 250:
Page 251 and 252:
Page 253 and 254:
Page 255 and 256:
The State of Distance Education in
Page 257 and 258:
Page 259 and 260:
Page 261 and 262:
Page 263 and 264:
Page 265 and 266:
Page 267 and 268:
Page 269 and 270:
Page 271 and 272:
Page 273 and 274:
Scaling Learning Analytics: The Pra
Page 275 and 276:
Page 277 and 278:
Page 279 and 280:
Integration of Learning Analytics i
Page 281 and 282:
Page 283 and 284:
Page 285 and 286:
Page 287 and 288:
Page 289 and 290:
Learning Reprioritised: Supporting
Page 291 and 292:
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
Page 299 and 300:
Page 301 and 302:
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Personal Learning Environments: Mov
Page 313 and 314:
Personal Learning Environments: Mov
Page 315 and 316: Personal Learning Environments: Mov
Page 317 and 318: Personal Learning Environments: Mov
Page 319 and 320: Learning Analytics in Distance Educ
Page 327 and 328: Credit, Trust and Open Education Ka
Page 329 and 330: Credit, Trust and Open Education Ka
Page 331 and 332: Forging new pathways of research an
Page 333 and 334: Supporting the Capacity Development
Page 335 and 336: Supporting the Capacity Development
Page 339 and 340: The Role of Learning Design and Lea
Page 347 and 348: Changing Landscape of the Lifelong
Page 353 and 354: eLene4work - Developing a Framework
Page 361 and 362: Collection of "Synergy" Synopses 35
Page 363 and 364: I-LINC The stakeholders’ platform
Page 365: EuroDuaLE European cooperative fram
Page 369 and 370: eLene4work Learning to learn for ne
Page 371 and 372: ARMAZEG Developing Tools for Lifelo
Page 373 and 374: LeHo Learning at Home and the Hospi
Page 375 and 376: SeaL Seamless Learning in Lake Cons
show all

Forging new pathways of research and innovation in open and distance learning

Create successful ePaper yourself

Delete template?

Save as template?