Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Integrating personal learning and working environments

This review paper part of a series of papers commissioned by the Institute for Employment Research at the University of Warwick under the title of 'Beyond Current Horizons – Working and Employment Challenge'. In turn, in forms part of a larger programme of work under the banner of Beyond Current Horizons that is being managed by FutureLab on behalf of the UK Department for Schools, Children and Families. The brief was to cover: - The main trends and issues in the area concerned; - Any possible discontinuities looking forward to 2025 and beyond; - Uncertainties and any big tensions; - Conclusions on what the key issues will be in the future and initial reflections on any general implications for education. Given the wide ranging nature of the brief, this paper largely confines itself to trends and issues in the UK, although where appropriate examples from other countries in Europe are introduced. We realise that in an age of growing globalisation the future of work and learning in the UK cannot be separated from developments elsewhere and that developments in other parts of the world may present a different momentum and trajectory from that in the UK. Thus, when reading this report, please bear in mind the limitations in our approach

Cartoon planet : micro-reflection through digital cartoons – a case study on teaching and learning with young people

Young learners of today tend to show little enthusiasm for formal schooling. This does not necessarily mean pupils are not interested in learning or developing new skills and competences. In fact, the opposite often happens in the informal settings they belong to. Finding ways of transferring pupil’s informal learning into the school setting is therefore important. This paper gives a brief overview on the development of informal learning activities to encourage young people’s active reflection on their informally acquired competencies through the use of web technologies. The researchers also explore the role of the teacher, and the need of a participatory learning environment in a less formal classroom. Reflections on the experiences and recommendations are also provided

Knowledge development at the interface of research, policy and practice: support for knowledge development within the cedefop research arena (cedra)

This paper outlines the underpinning theory and technology supporting processes of knowledge development within the CEDEFOP Research Arena (CEDRA). The support for dispersed communities of practice has been developed using web-based collaboration and knowledge sharing tools. These provide a comprehensive telematic platform for interactive and focused knowledge sharing and transformation for practitioners, policy makers, and researchers interested in vocational education and training in Europe. Note some details of how these tools work in practice, in the context of careers guidance, is given in the linked paper of Brown and Attwell (2000)

Entornos Personales de Aprendizaje: el reto de la agencia de las personas en los ecosistemas conectados

Personal Learning Environment (PLE) – as an idea, approach and concept – has demonstrated the potential to support a learner-centred digital learning ecosystem that is diverse, individualised, adaptive, integrated, transparent and skill-based. In a PLE, the locus of control shifts away from the institution to individuals, to the agency of individuals, helping them take control of their learning and build a personal cyberinfrastructure and learning ecosystem that extends learning beyond the classroom, institution, or organisation’s boundaries using distributed and portable tools. In the current conditions, understanding what a PLE is and reshaping educational systems to relocate PLE is more importanat tan ever; as well as to refocus the importance of reshaping learning and prioritizing people's agency in the current technological and social conditions. This special issue was conceived as an effort to collectively explore the pathways and challenges of adopting the PLE as a legitimate approach for self-education and lifelong learning and engaging in contextual change. The papers finally included on it, have a variety of perspectives, including - theoretical reflections, conceptual analysis, literature reviews, learning and teaching experiences – from the learners’ point of view and from the instructors’ point of view, as well as tools for improving student experiences, systemic projects to confront PLE challenges, and first approaches to research paths that explore other aspects of the implementation of the PLE. In addition, this issue brings together a number of authors, nationalities and data sources that broaden our view of the object of study and can enrich the discourse.Los Entornos Personales de Aprendizaje (PLE), como idea, enfoque y concepto, han demostrado su potencial para apoyar un ecosistema de aprendizaje digital centrado en el alumno, diverso, individualizado, adaptable, integrado, transparente y basado en las competencias. En un PLE, el lugar de control se desplaza de la institución a los individuos, a la agencia de los individuos, ayudándoles a tomar el control de su aprendizaje y a construir una ciberinfraestructura personal y un ecosistema de aprendizaje que extienda el aprendizaje más allá de los límites del aula, la institución o la organización utilizando herramientas distribuidas y portátiles. En las condiciones actuales, comprender qué es un PLE y remodelar los sistemas educativos para reubicar los PLE en el centro de ellos es más importante que nunca. Se trata de revalorizar la importancia del PLE de las personas en las condiciones tecnológicas y sociales actuales. Eso implica reestructurar la enseñanza y el aprendizaje, dando verdadera prioridad a la agencia de las personas. Este número especial se concibió como un esfuerzo para explorar colectivamente las vías y los retos de la adopción del PLE como enfoque legítimo para la autoeducación y el aprendizaje permanente y para participar en el cambio contextual. Los trabajos finalmente incluidos en él, tienen una variedad de perspectivas, incluyendo - reflexiones teóricas, análisis conceptuales, revisiones de literatura, experiencias de aprendizaje y enseñanza - desde el punto de vista de los aprendices y desde el punto de vista de los instructores, así como herramientas para mejorar las experiencias de los estudiantes, proyectos sistémicos para afrontar los retos del PLE, y primeras aproximaciones a vías de investigación que exploran otros aspectos de la implementación del PLE. Además, este número reúne una serie de autores, nacionalidades y fuentes de datos que amplían nuestra visión del objeto de estudio y pueden enriquecer el discurso

Use of web-based collaboration and knowledge transformation tools to support the development of a learning community to enhance careers guidance practice

This paper outlines progress towards the development of a learning community to enhance careers guidance practice, through the process of developing web-based collaboration and knowledge sharing tools. These will be used in order to provide a comprehensive telematic platform for interactive and focused knowledge sharing and transformation for Careers Guidance students, tutors, practitioners, policy makers, and training organisations as collaborative participants in a dynamic community of practice. Note some of the technical detail of the operation of the system is given in the linked paper of Attwell and Brown (2000) describing knowledge development in the CEDEFOP Research Arena

Understanding cultural barriers and opportunities for developing new apprenticeship programmes

There is increasing interest in many countries in training models that are practice-oriented and correspond to the needs of the labour market. The new Spanish dual system of apprenticeship (FP Dual) for teaching and learning was first implemented in the Valencia Community in 2012. Although FP Dual enjoys considerable support from institutions and from politicians who believe it has the potential to reduce youth unemployment, the dual system is still in a pilot stage. This report is based on research based in Valencia, to explore the cultural and organisational norms and the barriers and opportunities these afford to introducing apprenticeship. The research included interviews with different stakeholders. The findings reported here are seen as the precursor to a longer-term study. Existe hoy en muchos países un interés creciente por modelos de formación que estén orientados por la práctica y respondan a las necesidades del mercado de trabajo. El nuevo sistema de Aprendizaje Dual (FP Dual) para enseñar y aprender, se implantó en la Comunidad Valenciana en 2012. Si bien la FP Dual goza de considerable apoyo por parte de instituciones y de políticos que creen en su potencial para reducir el desempleo juvenil, el hecho es que se encuentra todavía en una fase piloto. Este informe se basa en la investigación llevada a cabo en Valencia (2016/2017) con objeto de explorar las normas culturales y organizacionales y las barreras y las oportunidades que pueden afectar y/o contribuir a su introducción. La investigación, fase inicial de proyecto más amplio, incluye entrevistas con las diferentes partes interesadas. Existeix avui en molts països un interès creixent per models de formació que estiguin orientats cap a la pràctica i responguin a les necessitats del mercat de treball. El nou sistema d'Aprenentatge Dual (FP Dual) per a ensenyar i aprendre, es va implantar a la Comunitat Valenciana en 2012. Si bé la FPdual gaudeix de considerable suport  per institucions i per polítics que creuen en el seu potencial per reduir la desocupació juvenil, el fet es que es troba encara en una fase pilot. El present informe es basa i dóna compter de la investigació realitzada a València (2016-2017) al objecte d?explorar les normes culturals i organitzacionals  així com les barreres i les oportunitats que puguen afectar i/o contribuir a la seva introducció, La investigació, fase inicial de projecte més ampli,  inclou entrevistes amb les diferents parts interessades