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

Pre-service teachers' perceptions on educational networking : an exploratory study

The motivation to carry out the learning experience presented in this paper derived from three premises found in the review of literature that sustains the empirical sudy: i) social networking is a daily routine for most western world citizens; ii) (portuguese) non superior schools are equipped with computers and Internet access; iii) the integration of the technologies in the curriculum is related to the ICT training teachers have in their initial education programs. Taking these assumptions as a guide, social networking activities were integrated in an ICT program at a Portuguese university enrolling 26 preservice teachers from humanities (History, Geography and Philosophy). For one semester student teachers used PROEDI (www.proedi.ning.com) a social networking created to be an informal space for professional growth Portuguese speaking teachers. For data collection we used observation of the interactions (sociometric analysis) as well as two online questionnaires (initial and final) to evaluate students´ perceptions on educational networking. Results are presented and discussed.Fundação para a Ciência e a Tecnologia (FCT

Social Networking in Education

Social networking has become one of the most popular communication tools to have evolved over the past decade, making it a powerful new information sharing resource in society. To date realising the potential of Social Networking Sites (SNSs) beyond their leisure uses has been severely restricted in a number of areas. This paper focuses on the application of SNSs in a learning environment and the impact this could have on academic practices. While undoubtedly, due to the very casual nature of social networking, there are serious concerns over how it could be integrated in a learning environment; the potential positive outcomes are many and varied. As a communication tool, its effectiveness is already manifesting in the millions who use these networks to communicate on a daily basis. So it is conceivable that educators should be able to create a learnscape - an environment for formal and informal learning - that adheres to educational guidelines, but also harnesses the social support system of these on-line communities. This paper examines the risks involved in the creation of this new learning ecology, and explores the challenges faced by both technology experts and teachers in delivering a truly innovative and effective new approach to education.</p

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

A Student-Created, Open Access, Living Textbook

Textbooks are expensive, updated infrequently, and rarely used effectively by students. We discuss here a way for students to create the textbook for the course, helping them feel ownership over the course material. This Wiki-based, student-created textbook is online free for use, widely accessible by all, and editable during the course of and as topics evolve. This type of textbook format is particularly well suited to upper-level electives on topics that are rapidly emerging. We have nucleated a student created textbook here, fully online and open access, for two upper elective courses in chemical engineering. Wikis offer an easy-to-learn platform that does not require previous training in coding, and we have found it to be an excellent way to increase student learning while encouraging student buy-in and ownership of their course textbook

Proceedings of the First International Workshop on Mashup Personal Learning Environments

Wild, F., Kalz, M., & Palmér, M. (Eds.) (2008). Proceedings of the First International Workshop on Mashup Personal Learning Environments (MUPPLE08). September, 17, 2008, Maastricht, The Netherlands: CEUR Workshop Proceedings, ISSN 1613-0073. Available at http://ceur-ws.org/Vol-388.The work on this publication has been sponsored by the TENCompetence Integrated Project (funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org]) and partly sponsored by the LTfLL project (funded by the European Commission's 7th Framework Programme, priority ISCT. Contract 212578 [http://www.ltfll-project.org