Esta página reune um conjunto de publicações e relatórios online sobre educação e elearning.

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Brochure VISCED – Virual Schools and Colleges – 2012

An 8-page glossy brochure summarising the main findings of the VISCED Project has been produced by the project team and is available for distribution. The brochure describes the prevalence of virtual schools and colleges in Europe and includes a series of short descriptions of examples, a set of key success factors and a list of main recommendations.

Decoding Learning – Relatório inglês – Nov. 2012

From its beginning, Nesta has been involved in many projects related to education, including creating and spinning off FutureLab as a centre for innovation in uses of technology. More recently Nesta prepared the Next Gen. report with the computing and games industry in the UK which has persuaded the government to put computer science and coding at the heart of the school curriculum.
Through this past work, we have come to recognise an innovation deficit at the intersection of technology and education; students today inhabit a rich digital environment, but it is insufficiently utilised to support learning. Working with researchers at the London Knowledge Lab (LKL) and Learning Sciences Research Institute (LSRI), University of Nottingham, this report seeks to analyse the use of technologies for learning around the world and draw out lessons for innovation in the UK education systems.

It offers three perspectives:

the proof that technology can enhance learning
the potential to make better use of the technology, and
the promise found in areas where technology is undervalued and underused

Slideshare da Universidade de Aveiro sobre Fontes de Informação Científica – http://www.slideshare.net/bibliotecasUA/seleo-de-fontes-informao-2012

Mainstreaming Open Educational Practice – Recommendations for Policy – 2011 – EFQUEL

Open Educational Resources, and open education more generally, is considered to have huge potential to increase participation and educational opportunities at large and to promote widening participation and lifelong learning. At the same time the past decade has shown that openness in itself is not enough to unfold these potentials. A number of elements need to be taken into account in order to move from OER to Open Educational Opportunities. These elements and strategies have been the subject of a two year project, the Open Education Quality Initiative, OPAL, the findings are summarised in this paper. The intended audience of this report is policy makers in the field of education, and science and technology. On the basis of the experience of the Open Educational Quality Initiative we are arguing that the focus of OER work to date has largely been on access to and the availability of OER, We argue that t is important to shift the focus more to the actual open practice of using, reusing, or creating Open Educational Opportunities: Open Educational Practice.

The future impact of the Internet on Higher Education – 2012 – Pew Research Centre

Tech experts believe market factors will push universities to expand online courses, create hybrid learning spaces, move toward ‘lifelong learning’ models and different credentialing structures by the year 2020. But they disagree about how these whirlwind forces will influence education, for the better or the worse.

Innovating Pedagogy 2012 – Open University Report 1

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in postschool education. We have not deliberately excluded school education, but that is not our area of expertise. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in rough order of immediacy and timescale to widespread implementation.

Quality Assessment for E-learning: a Benchmarking Approach (2nd edition) – EADTU 2012

The European Association of Distance Teaching Universities (EADTU) is Europe’s leading association for Lifelong Open and Flexible (LOF) learning in distance Higher Education (HE) (www.eadtu.eu). As well as e-learning, the model of LOF learning embraces a range of other characteristics such as open learning, distance learning, online learning, open accessibility, multimedia support, virtual mobility, learning communities, and dual mode (earn & learn) approaches.

This manual is the main product of a suite of EU funded projects undertaken under the auspices of EADTU: E-xcellence (2005- 2006), E-xcellence plus (2008-2009) and E-xcellence Next (2011- 2012). The overall aim of these projects has been to develop a methodology and supporting resources for the quality assurance of e-learning in higher education.

Rethinking Assessment in HE – 2007 – (ebook) Chapter 6 – Grading, Classifying and Future Learning, by Peter Knight, Open Univ. UK

 The Future of Learning: Preparing for Change – 2011 – relatório encomendado pela CE

This report aims to identify, understand and visualise major changes to learning in the future. It developed a descriptive vision of the future, based on existing trends and drivers, and a normative vision outlining how future learning opportunities should be developed to contribute to social cohesion, socio-economic inclusion and economic growth.

JISC Strategy 2010-12

O documento da estratégia JISC pode ser descarregado do respectivo site. JISC (Joint Information Systems Committee) é uma organização especializada em tecnologias de informação digitais para a educação e investigação no Reino Unido, que defende as iniciativas abertas (open educational resources, open access, opensource).

«JISC offers leadership and support to UK educational organisations at a local, national and international level. We provide resources, knowledge and expertise that colleges and universities would struggle to source individually due to cost and resource. By staying abreast of developments across information and digital technology we help the UK education community make investment decisions that ensure they deliver the learner experience their students demand.»

Aprendijaze Invisible, Cristobal Cobo e John Moravec

Publicação online livre, em espanhol e inglês, que pode ser descarregada do respetivo site, também vendida em formato de livro. Resultado de uma investigação feita por um chileno e um americano que analisa correntes, teorias e tendências de desenvolvimentos tecnológicos e experiências internacionais que promovem a inovação na educação. O livro faz eferência a uma vasta bibliografia, um glossário e vários recursos digitais.

“El aprendizaje invisible es una propuesta conceptual que surge como resultado de varios años de investigación y que procura integrar diversas perspectivas en relación con un nuevo paradigma de aprendizaje y desarrollo del capital humano, especialmente relevante en el marco del siglo XXI. Esta mirada toma en cuenta el impacto de los avances tecnológicos y las transformaciones de la educación formal, no formal e informal, además de aquellos metaespacios intermedios. Bajo este enfoque se busca explorar un panorama de opciones para la creación de futuros relevantes para la educación actual. Aprendizaje invisible no pretende proponer una teoría como tal, sino una metateoría capaz de integrar diferentes ideas y perspectivas. Por ello ha sido descrito como un protoparadigma, que se encuentra en fase beta y en plena etapa de construcción.”

No site existem ligações para intervenções dos autores disponibilizadas no Youtube. Uma TED Talk de Cristobal Cobo.

Guidelines for OER in Higher Education

Documento de 27 páginas, editado em 2011, para descarregar livremente, produzido pela Commonwealth of Learning e UNESCO, com o objetivo de fornecer linhas de orientação para integrar os recursos educativos abertos no ensino superior e recomendar aos governos e instituições uma aposta nos recursos abertos como forma de elevar a qualidade do ensino e reduzir custos.

«Open educational resources (OER) are materials used to support education that may be freely accessed, reused, modified, and shared. These Guidelines outline key issues and make suggestions for integrating OER into higher education.

Their purpose is to encourage decision makers in governments and institutions to invest in the systematic production, adaptation and use of OER and to bring them into the mainstream of higher education in order to improve the quality of curricula and teaching and to reduce costs.»

A Basic Guide to OER

Um guia de 130 páginas, editado em 2011, pela Commonwealth of Learning e UNESCO

Learning from the Extremes

Publicação aberta editada em 2010 pela Cisco, de Charles Leadbeater e Annika Wong

Meeting Hope

In the next few decades, hundreds of millions of young, poor families will migrate to cities in the developing world in search of work and opportunity. Education provides them with a shared sense of hope. Many will be the first generation in their families to go to school. It is vital that the hopes they invest are not disappointed.

The Four Strategies

This report outlines four basic strategies governments in the developing and developed world can pursue to meet these challenges: improve, reinvent, supplement, and transform schools and learning.

Improve School: Essential But Not Enough

The most obvious strategy is to spread and improve schools. By 2015 most eligible children will have a place at a primary school. The lesson of high-performing schools systems such as Finland’s is that to get good results, you have to attract, train, and motivate good teachers and provide them with good facilities to work in.

Too much schooling in the developing world delivers too little learning as measured by high rates of teacher absence, high dropout rates among poorer children, pupils repeating years in large numbers, high failure rates in final exams, and low progression to further education and training. More children are going to school for longer but too many are not learning enough. Even in parts of the developed world, sustained investment in schools and teachers has not led to expected improvements in educational outcomes.

School improvement on its own will not be enough to meet the need for learning. Relying solely on this route will take too long. Governments must turn to more innovative strategies that will come from outside the traditional school system.

Reinventing School: Cracking the Code

Different kinds of schools are needed to teach new skills in new ways. Around the world, innovators such as the Lumiar Institute in Brazil, charter schools in the U.S., and independent schools in Sweden are reinventing school by using technology more creatively and providing more personalized, collaborative, creative, and problem-solving learning, in schools that have many informal spaces for learning as well as classrooms.

Supplement School: Invest in Families and Communities

Even reinvented schools, however, may not be enough to change cultures in communities where learning is not valued. Families and communities have a huge bearing on whether children are ready to learn at school.

That is why innovation beyond the classroom is vital to supplement schools. The Harlem Children’s Zone and the preschool play groups run by Pratham in India are prime examples of social innovation to promote learning in communities, outside schools and often without formal teachers.

Transformational Innovation: A New Logic to Learning

However, to get learning at scale to the hundreds of millions who will want it in the developing world, transformational innovation will be needed. Transformational innovation will create new ways to learn, new skills, in new ways, outside formal school.

Transformational innovation is being pioneered by social entrepreneurs such as Sugata Mitra’s Hole in the Wall and the Barefoot College in India, the Sistema in Venezuela, the Centre for Digital Inclusion in Brazil, and many others.

These programs:

•Pull families and children to learning by making it attractive, productive, and relevant

•Rely on peer-to-peer learning rather than formal teachers

•Create spaces for learning where they are needed, rather than just using schools

•Start learning from challenges that people face rather than from a formal curriculum

The test of these approaches is whether they get useful knowledge into the hands of people who need it. It is not measured by exam pass rates.

Geekonomía, Hugo Pardo Kuklinski

Livro eletrónico, editado m 2010 pelo Laboratori Mitians Interactius da Univ. Barcelona, que pode ser descarregado livremente.

«Desde la irrupción de Internet y la computación personal, los geeks son los nuevos escribas del mundo, capaces de crear los instrumentos que utilizan, o apropiarse de manera especial de los ya creados. Ellos configuran y la sociedad consume. »

Canal Youtube  com várias conversas interessantes com professores da Universidade sobre o livro – http://www.youtube.com/user/Geekonomia

All our futures: creativity, culture and education – NACCCE Report – Relatório nacional Reino Unido de 1999 coordenado por Ken Robinson (250 pág.)

This report argues that a national strategy for creative and cultural education is essential to that process. We put the case for developing creative and cultural education; we consider what is involved; we look at current provision and assess the opportunities and obstacles; and we set out a national strategy.

By creative education we mean forms of education that develop young people’s capacities for original ideas and action: by cultural education we mean forms of education that enable them to engage positively with the growing complexity and diversity of social values and ways of life. We argue that there are important relationships between creative and cultural education, and significant implications for methods of teaching and assessment, the balance of the school curriculum and for partnerships between schools and the wider world.

Video for Wikipedia and the Open Web – A guide to best practices for cultural and educational institutions – 2010 – (35 pág.)

The Open Video Alliance and iCommons, with support from the Ford Foundation, have commissioned Intelligent Television to begin to provide a practical and theoretical framework for cultural and educational institutions to provide more of their moving images cost-effectively to Wikipedia and, by extension, to the open web. This white paper is the first result of that commission.

Our Space: Being a Responsible Citizen of the Digital World – 2011 – (474 pág.)

Our Space is aimed at cultivating ethical thinking skills: perspective taking or striving to understand the motives and goals of multiple stakeholders in online communities; reflecting on one’s roles and responsibilities when online; considering the potential benefits and harms to communities of various choices online.

National Standards for Quality Online Teaching – INACOL (International Assoc. for K-12 Online Learning) – 2011 – (16 pág.)

Good Practices for Learning 2.0 – 2009 – EC Study of eight learning cases (98 pág.)

Handbook of Emerging Technologies for Learning – 2009 – George Siemens – Univ. Manitoba (65 pág.)

The MOOC Model for Digital – 2010 – Alexander Mc Auley, Bonnie Stewart, George Siemens, Dave Cormier

The MOOC Model for Digital Practice responds to the “Building Digital Skills for Tomorrow” section of the consultation paper Improving Canada’s Digital Advantage: Strategies for Sustainable Prosperity by synthesizing the current state of knowledge about Massive Online Open Courses (MOOCs). It argues that building and sustaining prosperity through Canada’s current digital strengths depends on a digital ecosystem that embraces both infrastructure and the collaborative social networks enabled by that infrastructure. Prosperity in this context requires a citizenry with the knowledge, skills, and attitudes necessary to turn these factors towards creating wealth. By exploring the relationship of MOOCs to the digital economy in general and their potential roles to prepare citizens for participation in that digital economy in particular, it illustrates one particularly Canadian model of how these needs may be addressed.

Esta página constitui uma seleção de documentos da Comissão Europeia realtivos a planos de ação, relatórios e comunicações no âmbito da agenda digital, da Internet e do elearning.

Uma Agenda Digital para a Europa – Comunicação CE 245 – 26/08/2010 

Towards a Future Internet – Interrelation between Technologies, Social and Economic Trends – 2010 – Final report for DG Information Society and Media

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