30,151 research outputs found

    Developing Digital Competences. Work learn trajectories in Italian School System

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    The work based learning is the core European dispositions on educational and training issue and a pillar of the Europe 2020 strategy (EUCOM 2009/C119/02). Therefore, the educational system has to increase the quality of standards and learning results in order to response adequately to competence needs and to permit the successful entrance of the youth in the world of work. The SWA is a coherent reaction. Indeed, the current literature lead to reflect on the SWA as a new prospective of school and world of work relationship (Arlotti and Barberis 2015), and as a resolution for the skills mismatch (Caputo and Capecchi 2016; Froy, Giguere, Hofer, 2009; A. Green, Hasluck, Hogarth, Reynolds, 2003). In a context which needs a different school that provides different types of skills, it is desirable that a policy instrument such as the SWA – became mandatory by the reform “La Buona Scuola” (Law 107/2015) – is included in the scientific debate, especially for its potential to contribute to renewal of the school system. Many authors encourage the scientific debate regarding the question to clarify the peculiar characteristics of the SWA model in Italy and to begin effective reflection on its revolutionary impact for the school system. According to Tino and Fideli (2015), the SWA is a process, not only as an experience, a fundamental methodology to promote the knowledge of the world of work and the development of competences (professional and citizenship) thanks to the interconnection between formal-informal learning and creative combination process between theory and practice

    save to DISC: Documenting Innovation in Music Learning

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    The paper discusses an approach to determining the worth and value of innovation in music education and measuring it’s capacity for meaning and engagement. It also aims to identify new examples of innovation across a broad range of music learning contexts and establish a rigorous digital process for documenting, evaluating and distributing innovative cases and resources for present and future contexts. It discusses specifically a pilot project that seeks to document innovation in sound curriculum (DISC). save to DISC is an exploratory study in an Australasian CRC for Interaction Design (ACID) project that proposes to establish flexible and effective procedures for the sourcing, evaluating, refereeing, editing, producing, validating, storing, publishing, and distributing of a wide range of media and content types. It involves documenting innovative and successful practice in music education, creating and evaluating programs in difficult/challenging school contexts and commissioning and encouraging the production of resource materials for 21 st century contexts

    Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project

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    Despite the growing interest in digital literacy within educational policy, guidance for secondary educators in terms of how digital literacy translates into the classroom is lacking. As a result, many teachers feel ill-prepared to support their learners in using technology effectively. The DigiLit Leicester project created an infrastructure for holistic, integrated change, by supporting staff development in the area of digital literacy for secondary school teachers and teaching support staff. The purpose of this article is to demonstrate how the critique of existing digital literacy frameworks enabled a self-evaluation framework for practitioners to be developed. Crucially, this framework enables a co-operative, partnership approach to be taken to pedagogic innovation. Moreover, it enables social and ethical issues to underpin a focus on teacher-agency and radical collegiality inside the domain of digital literacy. Thus, the authors argue that the shared development framework constitutes a new model for implementing digital literacy aimed at transforming the provision of secondary education across a city

    Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe

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    OER4Adults aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The project was conducted in 2012-2013 by a team from the Caledonian Academy, Glasgow Caledonian University, funded by The Institute for Prospective Technological Studies (IPTS). The project drew on data from four main sources: ‱ OER4Adults inventory of over 150 OER initiatives relevant to adult learning in Europe ‱ Responses from the leaders of 36 OER initiatives to a detailed SWOT survey ‱ Responses from 89 lifelong learners and adult educators to a short poll ‱ The Vision Papers on Open Education 2030: Lifelong Learning published by IPTS Interpretation was informed by interviews with OER and adult education experts, discussion at the IPTS Foresight Workshop on Open Education and Lifelong Learning 2030, and evaluation of the UKOER programme. Analysis revealed 6 tensions that drive developing practices around OER in adult learning as well 6 summary recommendations for the further development of such practices

    Research-based learning in initial teacher education in Catalonia

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    The teaching profession is undergoing significant changes, some of which are imposed by the new paradigm of education. This new context marks the shift from the teachers' position as 'knowledge users' towards the more complex position of 'knowledge creators'. In this new professional culture adapted to a changing society, teaching as a profession is understood as undergoing a continuous transformation and innovation process, while the professionals in the educational field appear to be research users and research promoters able to think thoroughly about their own professional needs and the new topics arising in their field. There is, therefore, a shift from a passive to an active position, enabling educators to become aware of how complex their field is and to understand that it cannot be acknowledged and managed from outside the social, cultural, historical, philosophical, and psychological contexts shaping it. Taking into consideration the characteristics of the new professional culture, this paper is focused on the development of research skills as one of the teachers' core skills. The study is framed at the Universitat AutĂČnoma de Barcelona, where the Student Perception Research Integration Questionnaire (SPRIQ) of Visser-Wijnveen et al. (2015) was applied to measure students' perception of research integration in university courses (n=113). Additionally, analysis of the documents on the syllabus of each course of the BA in Primary Education programme was applied to review the research component of initial teacher education curricula. Findings from students' responses show that they are more consumers than producers of research. We emphasise the importance of student teachers being able to both consume as well as produce research in order to develop professionally

    Can a teaching university be an entrepreneurial university? Civic entrepreneurship and the formation of a cultural cluster in Ashland, Oregon

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    There has been debate over whether a teaching university can be an entrepreneurial university (Clark, 1998). In a traditional conception of academic entrepreneurship focused on achieving commercial profit, a research base may be a pre-requisite to creating spin-offs. However, if we expand entrepreneurship into a broader conception to map its different forms such as commercial, social, cultural and civic entrepreneurship, it is clear that the answer is positive. In this study, we focus on the Oregon Shakespeare Festival (OSF), which has transformed a small town based on resource extraction, a market center and a rail-hub into a theatre arts and cultural cluster. The convergence of entrepreneurship, triple helix model, cluster and regional innovation theories, exemplified by the Ashland case, has provided a model as instructive as Silicon Valley, to seekers of a general theory and practice of regional innovation and entrepreneurship. The role of Southern Oregon University (SOU) in the inception of a cultural cluster gives rise to a model for education-focused universities to play a significant role in local economic development through civic entrepreneurship

    Brighton Energy Co-op: an innovation history

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    Pacific leaders in open, online and distance learning

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    The Pacific is a vast region, with a diverse range of cultures and stretched geographical lands, which covers large territories and long distances. Open, online and distance learning (ODL) has always played a key role in providing access to education to remote and rural students and disadvantaged groups. In fact, it could be argued that without ODL, the levels of educational attainment in these regions would be much lower. However, there is work to be done, as some countries in the region still have infrastructure problems, such as Internet connectivity and availability, which directly impact access to online and distance learning. In this piece about Pacific leaders in ODL, I noticed that despite the fact that many leaders have or have had a formal professional base at their institutions, many have worked across different nations and in collaboration with several national and international organisations. Also, initially, ODL leaders were predominantly male, but it did not take long for their female counterparts to join in and be recognised. Encouraged by this journal's editorial board, I made sure that the ODL female leaders are well represented in this piece. This manuscript is divided in three sections; Australia, New Zealand and some small islands of the Pacific region. This is by no means an exhaustive list of ODL leaders in the region, but one that recognises the contributions of earlier theorists and some more current researchers and practitioners. Finally, it is also important to highlight that the large majority of the leaders recognised here are renowned academics, researchers, practitioners and leaders due to their success, leadership and contributions to ODL. Therefore, most of them have published extensively, been invited to present at conferences and other national and international events, and have worked as consultants for key ODL organisations and their partners, some during the course of their employment and/or after retiring. Their career and academic successes are very important, but here I would like to focus on some of their key contributions to ODL in the Pacific region.</p

    In Print

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    Changing the Game: Women at Work in Las Vegas, 1940-1990, Joanne Goodwin University of Nevada Press Global Patents: Limits of Transnational Enforcement, Marketa Trimble Oxford University Press Neuropsychological Aspects of Substance Use Disorders: Evidence-Based Perspective, Daniel Allen and Steven Paul Woods Oxford University Press Racialized Schools: Understanding and Addressing Racism in Schools, Jesse Brinson and Shannon Smith Routledg

    Making the most of technology in education Lessons from school systems around the world

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    Education is our most powerful tool to improve and shape the lives of young people, but our school systems around the world face huge problems. These problems vary from country to country - from vastly unequal access or crises in teacher recruitment, to the growing costs of modernisation or stalling social mobility - and should leave us with some concern about the future. With our concern should come a degree of optimism. While the challenges our school systems face are big, technology - designed, used and implemented effectively - is providing an increasingly sophisticated set of tools to help us address them. We can find inspiring examples of the benefits for teachers and learners, often with dramatic improvements across a range of measures from attainment or attendance, to parental engagement or teacher workload. However, examples of technology achieving impact at scale and impacting on school systems as a whole (beyond the particular context of a small number of schools) are rarer than we might think. And while we can find extraordinarily clever pieces of software and hardware, often EdTech is too far-removed from the immediate concerns and context of teachers and learners in the classroom. There remains a marked gap between the excitement surrounding a technology-enabled school-system of the future and the reality of technology in most classrooms today. This report examines nine examples - three in Italy, three in the rest of Europe, and three in the rest of the world - of inspiring practice where technology is impacting on large numbers of teachers and learners. Drawing lessons from shared problems and successful approaches from across these examples, this report provides recommendations for making the most of technology in school systems. These recommendations are grouped in three sections. The first relates to scale. How can we ensure that the benefits of investment in technology are felt more widely, and that the exciting practice seen in exceptional schools can be felt elsewhere? The second relates to schools. How can we gain buy-in from schools to wider programmes of change? And how can school leaders support their school community to make the most of change in their school? The third relates to philanthropic foundations. Foundations emerge from many of our case studies as playing a vital role in supporting innovation and brokering complex relationships within our school systems. We explore how foundations can use their resources and status outside government to support innovation and EdTech
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