Report on argumentation and teacher education in Europe

This document will ultimately form part of a comprehensive package of materials for teacher education and professional development in argumentation. The initial deliverable from Kaunas University of Technology described the rhetorical basis of argumentation theory for pre‐ and in‐service teachers, whilst this state of the art report sets out the current and rather unsatisfactory status of argumentation in curricula, initial teacher training/education and teacher professional development, across the fifteen S‐TEAM partner countries. We believe that this is a representative sample and that the report can be taken as a reliable snapshot of the situation in Europe generally

HSCI2012: proceedings of the 9th International Conference on Hands-on Science

Including 1st Childrens’ Summit on Hands-on Science & Environmental Education. The core topic of the 9th Hands-on Science Conference are “Science Education, Environment and Society" and "Reconnecting Society with Nature through Hands-on Science”.Livro que reúne os trabalho extensos aceites para publicação nos proceedings da 9th HSCI conferenc

Selected papers on Hands-on Science II

This second volume of the "Selected Papers on Hands-on Science" the Hands-on Science Network is publishing, reunites some of the most relevant works presented at the 2008, 2009, 2010 and 2011 editions of the annual International Conference on Hands-on Science. From pre-school science education to lifelong science learning and teacher training, in formal non-formal and informal contexts, the large diversified range of works that conforms this book surely renders it an important tool to schools and educators and all involved in science education and on the promotion of scientific literacy.info:eu-repo/semantics/publishedVersio

Virtual Architecture: Designing and Directing Curriculum-Based Telecomputing

Is it worth it, all this Internet stuff? Worth the time and energy it takes? Worth it because your students will learn more? Worth it because you\u27ll be a better teacher? The answer to these questions-yes and no-can be found in this readable, conversational, practical, and slyly revolutionary work. The author proposes that integrating computer-mediated technology into your classroom is well worth it if accomplished in a way that helps new and worthwhile things happen there. And then she shows you how to do just that. You\u27ll begin building with a flexible framework-clear, strong, and simple activity structures-that becomes your foundation for designing and implementing powerful curriculum-based telecomputing projects. Don\u27t expect a project directory, general reference, or manual. This is a book you\u27ll read from start to finish and be glad you did. It\u27s worth it

The Use of ICT for the Assessment of Key Competences

This report assesses current trends in the area of ICT for learning and assessment in view of their value for supporting the assessment of Key Competences. Based on an extensive review of the literature, it provides an overview of current ICT-enabled assessment practices, with a particular focus on more recent developments that support the holistic assessment of Key Competences for Lifelong Learning in Europe. The report presents a number of relevant cases, discusses the potential of emerging technologies, and addresses innovation and policy issues for eAssessment. It considers both summative and formative assessment and considers how ICT can lever the potential of more innovative assessment formats, such as peer-assessment and portfolio assessment and how more recent technological developments, such as Learning Analytics, could, in the future, foster assessment for learning. Reflecting on the use of the different ICT tools and services for each of the eight different Key Competences for Lifelong Learning it derives policy options for further exploiting the potential of ICT for competence-based assessment.JRC.J.3-Information Societ

European Distance and E-Learning Network (EDEN). Conference Proceedings

Erasmus+ Programme of the European UnionThe powerful combination of the information age and the consequent disruption caused by these unstable environments provides the impetus to look afresh and identify new models and approaches for education (e.g. OERs, MOOCs, PLEs, Learning Analytics etc.). For learners this has taken a fantastic leap into aggregating, curating and co-curating and co-producing outside the boundaries of formal learning environments – the networked learner is sharing voluntarily and for free, spontaneously with billions of people.Supported by Erasmus+ Programme of the European Unioninfo:eu-repo/semantics/publishedVersio