171,806 research outputs found
Professional Learning Portfolios for Argumentation in School Science
This paper reports on the use of portfolios in a continuing professional development programme to advance teachersâ skills in their pedagogy of argumentation. The programme adopted a cyclical process of expert input- teacher practice- sharing practice, in order for professional learning to include reflective analysis of growing accomplishment. Accomplishment was initially defined according to previous research and development on the teaching of argumentation, but was redefined during the programme as teachers shared practice and discussed their achievements. Portfolios were used to help teachers apply their learning, collate evidence of their accomplishment and share reflective analysis of practice with other colleagues on the programme. The paper includes extracts of two teachersâ portfolios; these provide evidence of each teacherâs developing accomplishment in the teaching of argumentation. Portfolios are idiosyncratic and are constructed according to an individual teacherâs motivations, interpretations and situations. Teachers need structure and guidance in creating purposeful portfolios that enhance reflective practice
Professional Learning Portfolios for Argumentation in School Science
This paper reports on the use of portfolios in a continuing professional development programme to advance teachersâ skills in their pedagogy of argumentation. The programme adopted a cyclical process of expert input- teacher practice- sharing practice, in order for professional learning to include reflective analysis of growing accomplishment. Accomplishment was initially defined according to previous research and development on the teaching of argumentation, but was redefined during the programme as teachers shared practice and discussed their achievements. Portfolios were used to help teachers apply their learning, collate evidence of their accomplishment and share reflective analysis of practice with other colleagues on the programme. The paper includes extracts of two teachersâ portfolios; these provide evidence of each teacherâs developing accomplishment in the teaching of argumentation. Portfolios are idiosyncratic and are constructed according to an individual teacherâs motivations, interpretations and situations. Teachers need structure and guidance in creating purposeful portfolios that enhance reflective practice
Overview of New Forms of Employment - 2018 Update
Across Europe, new forms of employment are emerging that differ significantly from traditional employment. Some of these forms of employment transform the relationship between employer and employee while others change work organisation and work patterns. They often involve locations other than the usual employerâs premises, and or extensive use of information and communications technology. This report identifies nine forms of employment that are either new or have become increasingly important in Europe since the year 2000. All of the nine forms discussed are aimed at increasing flexibility for employers and/or employees. Some may benefit employers and employees equally, but in a few cases there are concerns regarding their impact on working conditions and the labour market. The report highlights the need for awareness of potential problems and of safety nets for workers
Teacher competence development â a European perspective
This chapter provides an European perspectives on teacher competence development
9 steps to scale climate-smart agriculture: Lessons and experiences from the climate-smart villages in My Loi, Vietnam and Guinayangan, Philippines
The Climate-Smart Village approach is a CCAFS agricultural research for development (AR4D) strategy for stimulating the scaling of climate-smart agriculture. CSVs are established in Southeast Asia through the CCAFS program to serve as sites for âtesting, through participatory methods, technological and institutional options for generating evidence of CSA effectiveness as well as drawing out scaling lessons for policy makers from local to global levels (CCAFS, 2016). The CSVs in My Loi in Vietnam and Guinayangan in the Philippines were established following this strategy starting 2014 by the World Agroforestry (ICRAF) Vietnam and the International Institute for Rural Reconstruction, respectively. This guidebook showcases the common experiences of the IIRR and ICRAF in the Philippine and Vietnam CSVs, which are outlined in 5 major stages and broken into 9 steps
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ALT-SURF seminar: ePortfolios and Digital Repositories, 22 and 23 April 2004, Edinburgh UK
ALT (Association for Learning Technology) and SURF (collaborative organisation for IT innovation in Dutch HE) have similar goals and started working together in 1999. In 2001 they signed a Memorandum of Understanding to bring together learning technologists from the UK and the Netherlands in a variety of exchange activities. Sharing experiences and views internationally between peers proved to be an excellent way to learn new things, find inspiration to meet joint challenges and engage in healthy reflection.
ALT and SURF organised mutual study visits (50 Dutch learning technologists visited universities in the UK in 2002 and 40 UK colleagues visited Dutch institutes in 2003), joint conferences and seminars, and a expert study trip to Australia (8 UK and 8 Dutch experts visited 14 institutes in 2002). SURF and ALT reported on these in presentations and publications.
A new activity is the joint working seminar, where a specific theme can be discussed by experts in the field with the purpose of describing in a so-called âbriefing paperâ the current state of affairs, the underlying beliefs, hopes and desired situation, and possible ânext stepsâ in joint conceptualisation and/or developing activities. In the process of composing the briefing papers differences between the countries will surface, e.g. organisational, cultural or political. The themes are therefore not isolated topics but seen as developments within a context.
The first joint ALT-SURF working seminar took place in April 2004 in Edinburgh, immediately following an ALT spring conference, and addressed two related topics: e-(or Digital) Portfolios and Digital Repositories. The aim was to establish working relationships between experts in both countries through discussion and collaborative writing of briefing papers aimed at experts, researchers, managers and policy makers. The objectives of the working seminar were threefold:
âą describe the basic belief that leads to so much energy being put into these concepts
âą outline current thinking in ePortfolios and Digital repositories as a common reference point for deeper understanding
âą devise a roadmap to meet required conditions to further develop ePortfolios and Digital Repository concepts and use.
This report is the result of that seminar, namely a briefing paper on ePortfolios and another on Digital Repositories. In the papers the potential and ultimate goal of using ePortfolios and Digital Repositories for learning and teaching is outlined; the current state of achievements is described, and thirdly the briefing paper concludes with desired next steps to reach the ultimate goals, what conditions need to be in place,
what activities need to be set in motion. The papers highlight any apparent differences in approaches between UK and Netherlands as well as opportunities for future collaboration. SURF and ALT will use the conclusions and suggestions as input for joint future development and networking activities
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
Early childhood portfolios as a tool for enhancing learning during the transition to school
From 2005-2008 Mangere Bridge Kindergarten in New Zealand carried out a Centre of Innovation research project exploring the transition between early childhood education and school. A flexible action research approach was used, with the three teacher researchers, supported by two university research associates, developing and researching a range of strategies for supporting childrenâs learning as the children and their families âcrossed the borderâ from early childhood education to school. Many of these initiatives involved working closely with teachers in the local school setting. This paper focuses on one aspect of the findings, the ways in which the early childhood portfolios could be used to enhance childrenâs learning during the transition to school. Portfolios were identified as a belonging and empowerment tool; a means for school teachers to access to childrenâs funds of knowledge; playing a role in constructing a positive self-image about learning; and as valuable literacy artefacts
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Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project): Executive Summary, Conclusions and Recommendations
LLiDA set out to:
review the evidence of change in the contexts of learning, including the nature of work,nknowledge, social life and citizenship, communications media and other technologies
review current responses to these challenges from the further and higher education sectors, in terms of:
a) the kinds of capabilities valued, taught for and assessed (especially as revealed through
competence frameworks);
b) the ways in which capabilities are supported ('provision')
c) the value placed on staff and student 'literacies of the digital'
collect original data concerning current practice in literacies provision in UK FE and HE, including 15 institutional audits and over 40 examples of forward thinking practice
offer conclusions and recommendations, in terms of the same issues reviewed in
New Forms of Employment
Societal and economic developments, such as the need for increased flexibility by both employers and workers, have resulted in the emergence of new forms of employment across Europe. These have transformed the traditional one-to-one relationship between employer and employee. They are also characterised by unconventional work patterns and places of work, or by the irregular provision of work.
However, little is known about these ânew forms of employmentâ, their distinctive features and the implications they have for working conditions and the labour market. To fill this knowledge gap, Eurofound conducted a Europe-wide mapping exercise to identify the emerging trends. This resulted in the categorisation of nine broad types of new employment forms. On the basis of this, the available literature and data were analysed; 66 case studies were also conducted and analysed to illustrate how these new employment forms operate in Member States and their effects on working conditions and the labour market
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