The Development of eServices in an Enlarged EU: eLearning in Lithuania

In 2005, IPTS launched a project which aimed to assess the developments in eGoverment, eHealth and eLearning in the 10 New Member States at national, and at cross-country level. At that time, the 10 New Member States were Cyprus, the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovenia and Slovakia. A report for each country was produced, describing its educational system and the role played by eLearning within both the formal education system and other aspects of lifelong learning. Each report then analyzes, on the basis of desk research and expert interviews, the major achievements, shortcomings, drivers and barriers in the development of eLearning in one of the countries in question. This analysis provides the basis for the identification and discussion of national policy options to address the major challenges and to suggest R&D issues relevant to the needs of each country - in this case, Lithuania.JRC.J.4-Information Societ

International conference "Information technologies in education in the 21st century": Conference proceedings.

Proceedings of a conference which concluded TEMPUS project JEP 25008_200

TEACHERS’ TRAINING BY DISTANCE TEACHING METHOD: THE 15-YEAR EXPERIENCE AT KAUNAS UNIVERSITY OF TECHNOLOGY

The modern epoch raises greater and greater requirements for teachers’ competence and qualification. So a pedagogue is obliged to constantly develop them. For 15 years Kaunas University of Technology has already provided teacher training by distance teaching method. In order to achieve the aim it has modern technical base and the teacher training programme “Pedagogical Studies”. Considering the time and its requirements the programme content also changed. This article reviews the content and its change of the teacher training programme. 

The Development of eServices in an Enlarged EU: A Synthesis Report on eLearning

In 2005, IPTS launched a project which aimed to assess the developments in eGoverment, eHealth and eLearning in the 10 New Member States at national, and at cross-country level. At that time, the 10 New Member States were Cyprus, the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovenia and Slovakia. A report for each country was produced, describing its educational system and the role played by eLearning within both the formal education system and other aspects of lifelong learning. Each report then analyzed, on the basis of desk research and expert interviews, the major achievements, shortcomings, drivers and barriers in the development of eLearning in one of the countries in question. This synthesis report developed in the final phases of the project offers an integrated view of the developments of eLearning in the New Member States. Furthermore, the project has prepared a prospective report looking across and beyond the development of the eGoverment, eHealth and eLearning areas to summarize policy challenges and options for the development of eServices and the Information Society towards the goals of Lisbon and i2010.JRC.J.4-Information Societ

Multiple Criteria Analysis of the Life Cycle of the Built Environment

To design and achieve effective the life cycle of the built environment a complex analysis of its stages as well as stakeholders, their aims and potentialities is needed. The effect of micro, meso and macro environmental factors should also be taken into account. A thorough built environment’s life cycle (brief; design; raw material extraction, transport and processing; construction materials production and distribution; construction; use, repair and maintenance; demolition; disposal, reuse, or recycling) analysis is quite difficult to undertake, because a buildings and its environment are a complex system (technical, technological, economical, social, cultural, ecological, etc.), where all sub-systems influence the total efficiency performance and where the interdependence between sub-systems play a significant role. Various stakeholders (clients, users, architects, designers, utilities engineers, economists, contractors, maintenance engineers, built environment material manufacturers, suppliers, contractors, finansing institutions, local government, state and state institutions) are involved in the life cycle of the built environment, trying to satisfy their needs and affecting its efficiency. The level of the efficiency of the life cycle of the built environment depends on a number of variables, at three levels: micro, meso and macro level. The problem is how to define an efficient built environment life cycle when a lot of various parties are involved, the alternative project versions come to hundreds thousand and the efficiency changes with the alterations in the environment conditions and the constituent parts of the process in question. Moreover, the realization of some objectives seems more rational from the economic perspective thought from the other perspectives they have various significance. Therefore, it is considered that the efficiency of a built environment life cycle depends on the rationality of its stages as well as on the ability to satisfy the needs of the stakeholders and the rational character of environment conditions. Formalized presentation of the research shows how changes in the environment and the extent to which the goals pursued by various stakeholders are satisfied cause corresponding changes in the value and utility degree of a built environment life cycle. With this in mind, it is possible to solve the problem of optimization concerning satisfaction of the needs at reasonable expenditures. This requires the analysis of the built environment life cycle versions allowing to find an optimal combination of goals pursued and finances available. References to the most modern world scientific literature sources are presented in the monograph. The monograph is prepared for the researchers, MSc and PhD students of civil engineering, construction management and real estate development. The book may be useful for other researchers, MSc and PhD students of economics, management and other specialities. The edition was recommended by the Committe of Studies of VGTU Faculty of Civil Engineering. The publication of monograph was funded by European Social Fund according to project No. VP1-2.2-ŠMM-07-K-02-060 Development and Implementation of Joint Master’s Study Programme “Sustainable Development of the Built Environment”.The edition was recommended by the Committe of Studies of VGTU Faculty of Civil Engineering. The publication of monograph was funded by European Social Fund according to project No. VP1-2.2-ŠMM-07-K-02-060 Development and Implementation of Joint Master’s Study Programme “Sustainable Development of the Built Environment”

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development

Community-based mentoring and innovating through Web 2.0

The rise of social software, often termed Web 2.0, has resulted in heightened awareness of the opportunities for creative and innovative approaches to learning that are afforded by network technologies. Social software platforms and social networking technologies have become part of the learning landscape both for those who learn formally within institutions, and for those who learn informally via emergent web-based learning communities. As collaborative online learning becomes a reality, new skills in communication and collaboration are required in order to use new technologies effectively, develop real digital literacy and other 21st century skills

Policy Approaches to Open Education - Case Studies from 28 EU Member States (OpenEdu Policies)

This study provides the first-ever EU-wide overview of the state of play with policies on open education involving all the 28 Member States. For each Member State, a full account of their understanding of open education and strategic policy approach is given.  JRC.B.4-Human Capital and Employmen

Researches in Adult Learning and Education: the European Dimension

The book represents several contributions that guide the readers in the comprehension of the paradigmatic shift from adult/lifelong education, to adult/lifelong learning. At the same time it presents the contexts where adults learn: the organized contexts, such as the institutions and services, and the informal contexts. The book is one of a series dedicated to adult learning and education developed under the auspices of ESRALE (European Studies and Research in Adult Learning and Education) an EU supported project. Its companion books are Maria Slowey (ed.) Comparative Adult Education and Learning. Authors and Texts and Vanna Boffo, Paolo Federighi, Ekkehard Nuissl, Empirical Research Methodology in Adult Learning and Education. Authors and Texts

Respectus Philologicus, 2008 Nr. 13 (18A)

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