12,627 research outputs found
Big data for monitoring educational systems
This report considers âhow 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 sectorâ, big data are âlarge amounts of different types of data produced with high velocity from a high number of various types of sources.â 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 âmacro perspective on governance on educational systems at all levels from primary, secondary education and tertiary â the latter covering all aspects of tertiary from further, to higher, and to VETâ, prioritising primary and secondary levels of education
Lifelong guidance policy and practice in the EU
A study on lifelong guidance (LLG) policy and practice in the EU focusing on trends, challenges and opportunities. Lifelong guidance aims to provide career development support for individuals of all ages, at all career stages. It includes careers information, advice, counselling, assessment of skills and mentoring
Teaching and learning in virtual worlds: is it worth the effort?
Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isnât without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to
support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the
question: is it worth the effort
Transforming pre-service teacher curriculum: observation through a TPACK lens
This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In todayâs technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning
Metaversia: a mooc model for higher education
Globalization and economic interdependency of a post-modern society point toward an internationalization
mission for the university. However, on a global scale, social, economic, and cultural circumstances
have significant effects upon an individualâs ability to show the merit required in higher
education. The growing open access movement reveals the early emergence of a meta-university
that bring cost-efficiencies to institutions through the shared development of educational materials,
which is particularly important to the developing world. But despite the huge success in the dissemination
and democratization of knowledge provided by the open access movement, it has attached a
severe financial downside, and configures a hamper in educational innovation due to its failure in
harnessing Web 2.0 collaborative technologies.
In order to find a model that better suits the needs of collaborative teaching and learning in a networked
information economy, two approaches are followed in this dissertation. The first consists in
the analysis and comparison of the open education ecosystem. On the other approach, based on the
previous results, we propose a MOOC model, Metaversia, for a collaborative network that harness
the capital exchange potential, and knowledge-building opportunities that rests on the connections
between people, enabling citizen's full participation in the actual networked information economy.A globalização e interdependĂȘncia econĂłmica de uma sociedade pĂłs-moderna impelem a universidade
para uma missão de internacionalização. Mas à escala global, circunstùncias sociais, económicas
e culturais tĂȘm implicaçÔes significativas sobre a capacidade dos indivĂduos em mostrar o mĂ©rito
exigido no ensino superior. O movimento de acesso livre revela o surgimento precoce de uma
meta universidade que traz mais valias do ponto de vista financeiro para as universidades através do
desenvolvimento partilhado de materiais educativos. Mas, apesar do enorme sucesso na disseminação
e democratização do conhecimento proporcionado pelo movimento de acesso livre, este possui
severas desvantagens financeiras e configura um grande passo atrås na inovação pedagógica devido
a sua falha no devido aproveitamento das tecnologias colaborativas da Web 2.0.
A fim de encontrar um modelo que melhor se adeque Ă s necessidades de ensino e aprendizagem colaborativa
numa economia da informação em rede, duas abordagens são seguidas nesta tese. A primeira
consiste na anålise e comparação do ecossistema educação aberta. Na outra abordagem, com
base nos resultados anteriores, propomos um modelo para um MOOC, Metaversia, para uma rede
de colaboração que aproveita o potencial de troca de capital, e de construção de conhecimento que
existe no relacionamento interpessoal, permitindo uma plena participação dos cidadãos numa economia
da informação em rede
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