IT tools in a university - E-learning environment : students' opinion survey

Publikacja jest wydana w ramach projektu unijnego IRNet (www.irnet.us.edu.pl)This article presents a diagnostic instrument and data analysis results within the European IRNet Project, Work Package 3. One of the aims of the survey was to analyze the benefits of a modern university e-learning environment, students’ opinion about an e-learning environment and its IT tools. The data cannot only be the basis of determining the degree of students’ activity in a university e-learning environment, but can also help to identify ways to improve a university electronic environment. The paper includes results of the research carried out at several partner universities - Herzen State Pedagogical University of Russia, St. Petersburg (HSPU), The University of Silesia in Katowice (US), Poland, Borys Grinchenko Kyiv University (BGKU) and Constantine the Philosopher University in Nitra (UKF), Slovakia.University of Silesia, E

Intercultural and digital competence in teacher training from an international perspective: Poland Portugal, Slovakia, Spain and Russia

This article presents one of the studies from the European project IRNET, a network that pursues the development of new tools and methods for advanced pedagogical science in the field of ICT instruments, elearning and intercultural competences. We intend to explore the application of international and national policies of innovative, digital Education and intercultural competences in teacher training, as well as innovative educational practices. Another objective of the project is also to identify such practises and/or research projects in order to foster intercultural and digital competences in Spain, Poland , Slovak, Portugal and Russia. From a comparative perspective and on a qualitative paradigm, we have analyzed three comparative units that have allowed, among other things, us to look at the impact of projects financed with European or national funds as promoters of change and innovation related to intercultural training and technologies information. Finally, it has been observed that teaching trends point to a professorship endowed with skills that integrate intercultural models from the joint search for the school of the future, and for that online networks and virtual learning communities are key resources

Report on the implementation of WP3 "Analyses and evaluation of the ICT level, e-learning and intercultural development in every participating country" in the framework of the IRNet project

This article, prepared by an international team of authors – researchers from different scientific areas, connected with ICT, e-learning, pedagogy, and other related disciplines – focuses on the objectives and some results of the IRNet international project. In particular, this article describes the research tools, methods and some procedures of the WP3 “Analyses and Evaluation of the ICT Level, E-learning and Intercultural Development in Every Participating Country”: Objectives, Tasks, Deliverables, and implementation of research trips. Except that, the article presents more important events, such as (video)conferences, seminars, workshops, an e-round table debate; among these events are ICTE2014, DLCC2014, “New Educational Strategies in Modern Information Space,” “Hightech information educational environment,” during which some more important results of the project research were presented. The list of publications includes 32 papers and a manuscript with WP3 results. Researchers from Poland, Russia, Ukraine, the Netherlands, Spain, Slovakia, Portugal, Czech Republic and Australia analysed the results of WP3 in the context of the next stages and Work packages of IRNet project – International Research Network

La competencia digital e intercultural en la formación del profesorado desde una perspectiva internacional: Polonia, Portugal, Eslovaquia, España y Rusia

Este articulo presenta un estudio procedente del proyecto europeo IRNET, una red universitaria que persigue el desarrollo de nuevas herramientas y metodos para el avance pedagogico de la Tecnologias de la Informacion y la Comunicacion, el elearning y la competencia intercultural. Con este trabajo pretendemos explorar la aplicacion de politicas nacionales e internacionales innovadoras respecto a la competencia digital e intercultural en la formacion del profesorado y en concreto, el desarrollo de practicas educativas innovadoras. Otro objetivo de este trabajo es ademas identificar dichas practicas y/o proyectos de investigacion puestos en marcha en cada pais para el fomento de la competencia digital e intercultural en Espana, Polonia, Eslovaquia, Portugal y Rusia. Desde una perspectiva comparada, basada en el paradigma cualitativo, se han analizado tres unidades de comparacion que han permitido, entre otras cosas, prestar atencion en el impacto de los proyectos financiados con fondos europeos o nacionales hacia estas tematicas, como promotores del cambio y la innovacion relativa a la formacion intercultural y las tecnologias digitales. Finalmente, se observa que las tendencias con respecto a la formacion del profesorado reflejan la necesidad de alcanzar un perfil docente que reuna destrezas que integren modelos interculturales desde la busqueda conjunta de la escuela del futuro, donde las redes virtuales y las comunidades virtuales de aprendizaje son recursos indispensables.This article presents one of the studies from the European project IRNET, a network that pursues the development of new tools and methods for advanced pedagogical science in the field of ICT instruments, elearning and intercultural competences. We intend to explore the application of international and national policies of innovative, digital Education and intercultural competences in teacher training, as well as innovative educational practices. Another objective of the project is also to identify such practises and/or research projects in order to foster intercultural and digital competences in Spain, Poland , Slovak, Portugal and Russia. From a comparative perspective and on a qualitative paradigm, we have analyzed three comparative units that have allowed, among other things, us to look at the impact of projects financed with European or national funds as promoters of change and innovation related to intercultural training and technologies information. Finally, it has been observed that teaching trends point to a professorship endowed with skills that integrate intercultural models from the joint search for the school of the future, and for that online networks and virtual learning communities are key resources.peerReviewe