An International Study in Competency Education: Postcards from Abroad

Acknowledging that national borders need not constrain our thinking, we have examined a selection of alternative academic cultures and, in some cases, specific schools, in search of solutions to common challenges we face when we consider reorganizing American schools. A wide range of interviews and e-mail exchanges with international researchers, government officials and school principals has informed this research, which was supplemented with a literature review scanning international reports and journal articles. Providing a comprehensive global inventory of competency-based education is not within the scope of this study, but we are confident that this is a representative sampling. The report that follows first reviews the definition of competency-based learning. A brief lesson in the international vocabulary of competency education is followed by a review of global trends that complement our own efforts to improve performance and increase equitable outcomes. Next, we share an overview of competency education against a backdrop of global education trends (as seen in the international PISA exams), before embarking on an abbreviated world tour. We pause in Finland, British Columbia (Canada), New Zealand and Scotland, with interludes in Sweden, England, Singapore and Shanghai, all of which have embraced practices that can inform the further development of competency education in the United States

Beyond control : will blended learning subvert national curricula?

Blended Learning seems to entail a relatively innocuous set of techniques, but closer examination reveals some of these carry implicit assumptions – of constructivist philosophy, peer collaboration and situative learning – which may make their export to other countries and national cultures problematic. They also provide a route to the Internet: a storehouse of Westernised, unauthorised and anarchic content. So will Blended Learning subvert national curricula? This paper contributes to the debate by examining the milieu of national educational policy, relating it to forms of knowledge. Web 2.0 applications and Open Educational Resources are discussed in relation to the growing gap between traditional curricula and the digitally-enabled communities of mass collectivism and direct action. Blended Learning is shown to pose cultural threats, but also open opportunities, and whether these threats can be turned to advantage depends crucially upon how national policies are formulated and implemented. The conclusion poses key questions for policy-makers and practitioners. Publisher: Information Science Reference Peer-reviewed In: Ng (ed.) Comparative Blended Learning Practices and Environments. (2010

Mapping of Scientific Production on Blended Learning in Higher Education

[Abstract] Blended learning is a set of pedagogical strategies and practices that are closely related to the emergence of new technologies in society and in higher education. They are characterized by a combination of face-to-face and online learning that integrates a variety of materials in the teaching and learning process. The aim of our research was to analyze scientific production on this topic using two prestigious international databases: Scopus and Web of Science (WOS). A bibliometric study was conducted on 508 papers, and content analysis was performed on 119 openly accessible publications. Results show that blended learning is being applied in all scientific and professional spheres. This learning model is praised for its positive impact on motivation and learning effectiveness, as well as for promoting student autonomy. With respect to content, it is worth noting that many authors observe that methodological success is related to cultural context and access to devices and materials. Furthermore, it is suggested that greater methodological diversity is preferable to a single hegemonic approach. In short, the present paper contributes to the educational community by shedding light on how blended learning is being implemented and its impact on higher education

An Annotated Bibliography of Recent Literature on Current Developments in Philanthropy

As philanthropic organizations play an increasingly important role in societies around the world, the research on philanthropy – from giving and volunteering practices to regulatory frameworks to digital innovations – has also evolved in recent decades. It is important to develop a thorough overview of the relevant scientific discourses and literature on current developments in philanthropy. This will allow researchers and practitioners to enhance the understanding of philanthropy and to improve its practice worldwide. This report provides new insights on current developments and important changes in the global philanthropic landscape, including trends in global philanthropy and its interaction with other sectors of society

Social Effectiveness of Tertiary Education for Adults in Mid-life

No abstract available

How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

Big data for monitoring educational systems

This report considers “how advances in big data are likely to transform the context and methodology of monitoring educational systems within a long-term perspective (10-30 years) and impact the evidence based policy development in the sector”, big data are “large amounts of different types of data produced with high velocity from a high number of various types of sources.” Five independent experts were commissioned by Ecorys, responding to themes of: students' privacy, educational equity and efficiency, student tracking, assessment and skills. The experts were asked to consider the “macro perspective on governance on educational systems at all levels from primary, secondary education and tertiary – the latter covering all aspects of tertiary from further, to higher, and to VET”, prioritising primary and secondary levels of education

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available

Innovative learning models for prisoners

Prison education should be a top priority issue in most societies. Prison conditions must not infringe human rights and dignity and must offer meaningful treatment programmes in order to support inmates in their rehabilitation and reintegration in society. The use of ICTs within a penitentiary context plays a crucial role in that. The present Volume looks at the learning potential in prisons and reports on innovative (e-)learning pathways for basic skills education as designed and tested in Cyprus, Greece, Italy and Romania. Research investigated on what counts as ‘educational’ in such a complex context and how to combine relevant pieces in a ‘learning mosaic’ (the broad range of any learning opportunity across it). This Volume argues that such an approach may be adopted in a wider European perspective within the frame of dynamic security