BeLearning: environments for expanding knowledge. by @TransitCultura

Hoy traemos a este espacio un proyecto europeo de Transit Projectes

BeLearning used new technologies through a blend training combining meeting, working and researching involving virtual spaces, digital tools and online platforms in a rich mix of interactions with traditional media: presentations, workshops, classes.

Training actions have had a clear impact in the development of derived competences to improve the employability of cultural practitioners or students in one of the most active sectors in EU growth and competitiveness in 2020 horizon: cultural and creative industries.

Transfer happened amongst the consortium target: grass-roots associations leaders in the way of professionalism (UK), teachers of adult education (BE) and audiovisual learners in vocational training in an institution inside the national educational system (FR)

Partners dealt with similar characteristics: lack of digital skills, inexperience in open learning processes, possibility of immediate application and transfer into the current activities or the organizations, urban contexts and demand for innovation, and the promotion of innovation via new learning methods.

General aim of the project has been to transfer BeLearning in order to be used all over the European Union to expand the employability possibilities of learners via the acquisition of a mix of digital, educational and social competences.

Specific achieved objectives:

- the adaptation of the blended model developed in Spain, to social entrepreneurs in North London in the UK, teachers of adult education and vocational training in Brussels and audiovisual learners in France and to readjust the previous model, making it more efficient, to cultural managers in Spain

- the local, national and at European level impact thanks to the results obtained through the experimentation done in each of the participating organizations.

- new job opportunities in the frame of each of the sectors involved in the 4 countries

- the creation of productive ties with employers, clients and other educative institutions in the sectors of reference

Activities has been the creation of a methodological guide for transferring, adaptable to different context, the running of 4 tests for implementing it, an International Transfer Conference and 4 national seminars. Impact has come from:

- use of BeLearning methods and contents in the current pedagogic life of partner institutions
- change of mind and attitudes about the possibilities of expanded use of new technologies applied to training
- a "corpus" of methods, contents, strategies, materials and real and successful practices available in the methodological guide and ready to be use immediately
- a set of workshops developed, open and free, to national and EU VET Community in accessible languages.

(leer más...) Fuente: [open education europe ]

APRIL 2015 VOLUME: 1 NUMBER: 2 revista Glokal de


Hoy traemos a este espacio a la revista Glokal de ISSN 2148-7278 , concretamente su último número de APRIL 2015 VOLUME: 1 NUMBER: 2
[DESGARGA completa PDF]

Contents

From the Editor-in-Chief
Prof. Dr. Ugur DEMIRAY
PDF

ANNOUNCEMENT OF UDEEEWANA LAUNCHING

Prof. Dr. Ugur DEMIRAYPDF

Notes for Editor

MOBILE LEARNING IN THE UK TODAY: SUCCESESS, FAıLURES, FUTURE

Oleksii P. MUKOVIZ, Pavlo Tychyna Uman State Pedagogical University, UKRAINE

STUDENT ENGAGEMENT, E-CONNECTIVITY, AND CREATING
RELATIONSHIPS IN THE ONLINE CLASSROOM: Emerging Themes


Andree SWANSON,Bill DAVIS, Omar PARKS, Stan ATKINSON, Brenda FORDE, Kunsoo CHOI, Vanessa WASHINGTON
Ashford University, Denver, CO, USA

COMPARISON OF MANAGEMENT SYSTEMS OF ALLAMA IQBAL
OPEN UNIVERSITY WITH THE OPEN UNIVERISTY SRI-LANKA


Asim ALI, Islamabad, PAKISTAN
Muhammad Asif CHUADHRY, Islamabad, PAKISTAN
Sumaira LIAQUAT, Islamabad, PAKISTAN
Almas KIANI, AIOU, Arid University, Rwp, Islamabad, PAKISTAN

Articles

WITHIN WESTERNIZATION MOBILITY OF
THE DISTANCE EDUCATION FOR A CASE OF UDEEEWANA:
Adaptations, Challenges, Limitations and New Sustainable Innovations


Ugur DEMIRAY, President of UDEEEWANA, Eskisehir, TURKEY

EXISTENTIALISM AND ITS UNDERPINNINGS FOR ANDRAGOGY

Gail CARUTH, Support Eastfield College, Texas 75150, USA

PREPARING TEACHERS TO USE TECHNOLOGY EFFECTIVELY 
USING THE TECHNOLOGICAL, PEDAGOGICAL, CONTENT 
KNOWLEDGE (TPACK) FRAMEWORK

HELEN CROMPTON, Old Dominion University, USA

A COMPARATIVE STUDY OF PERFORMANCE OF TEACHERS 
TRAINED FROM AIOU AND THE UNIVERSITY OF EDUCATION LAHORE

Aftab SADIQ
Muhammad Asif CHUADHRY
Sumaira LIAQUAT, AIOU, Islamabad, PAKISTAN
Almas KIANI, PMAS- Arid University, Rwp, PAKISTAN

QUALITY ASSURANCE IN OPEN AND DISTANCE LEARNING
THE CASE OF THE INSTITUTE OF DISTANCE AND CONTINUING 
EDUCATION, UNIVERSITY OF GUYANA

Francis GLASGOW, GUYANA

THE THEORY OF MULTIPLE INTELLIGENCES AND CRITICAL THINKING
Paula J. ZOBISCH
Donald G. PLATINE
San Diego, CA 92123, USA
Andree SWANSON, Ed.D.
Ashford University, Denver, CO, USA

THE EFFECTS OF INTERACTIVE EXERCISES ON STUDENTS’ ACHIEVEMENT: Using the Open Source Authoring Application
Omür AKDEMIR
Kürsat KUNT
Inan TEKIN, Bülent Ecevit University, Zonguldak, TURKEY

EXPLORING ACTIVE LEARNING 
TO CONNECT SOCIAL ISSUES AND GAME THEORY

Larry LANGLEY
University of the Pacific, Stockton, CA USA
Jace HARGIS, Chaminade University, Honolulu, HI USA

Book Review(s)

Reviewed by Ugur DEMIRAY
Anadolu University, TURKEY

Reviewer Ela AKGUN-OZBEK
Anadolu University, Eskisehir, TURKEY
(leer más...)
 Fuente: [ Glokal de]

Open Educational Resources (OER) in less used languages: a state of the art report

Hoy traemos a este espacio de

LangOER publications & reports

Open Educational Resources (OER) in less used languages: a state of the art report  - July 2014
This report presents the results of an in-depth investigation and analysis of Open Educational Resources (OER) in 23 languages, including the target languages of the LangOER consortium: Dutch, Frisian, Greek, Latvian, Lithuanian, Polish and Swedish. Target languages have also been extended to more European languages, regional and minority languages (RML) such as: Catalan, Danish, Estonian, Finnish, Flemish, Hungarian, Icelandic, Italian, Latgalian, Norwegian, Romanian and Welsh. The investigation also included a more global overview by using languages such as English, French, and German for reference
The scope of this report is to present the state of the art of OER in less used languages, and to frame some current features of relevance for further development.
The study will be translated in several languages (Dutch, Frisian, Greek, Latvian, Lithuanian, Polish and Swedish) by early September.

(leer más...) Fuente: [ Lang OER  ]

ANUARIO THINKEPI 2014 . Grupo ThinkEPI @thinkepi





Hoy traemos a este espacio la  Octava edición del Anuario ThinkEPI [PDF] OPEN Por Javier Guallar, Enrique Orduña-Malea e Isabel Olea de el grupo ThinkEPI . 


SUMARIO:

PRESENTACIÓN

Octava edición del Anuario ThinkEPI [PDF] OPEN
Por Javier Guallar, Enrique Orduña-Malea e Isabel Olea

Mosaico Anuario ThinkEPI 2014OPEN



TEMAS ANALIZADOS EN 2013

A. FORMACIÓN Y PROFESIÓN

Informe de situación:
Aún en torno a la formación universitaria, el empleo y la recesión
Por José-Antonio Moreiro
Informe de situación:
Las cifras de la enseñanza universitaria en documentación en España: 2012
Por Mercedes De-la-Moneda-Corrochano

A.1. Los profesionales de la información en España, tres años después
Por Hilario Hernández-Sánchez, José-Antonio Gómez-Hernández y
José-Antonio Merlo

A.2. Los moocs: viables, inquietantes y consistentes
Por Lluís Anglada

A.3. Information schools. Perspectiva y tendencias en 2013
Por Josep Cobarsí-Morales

A.4. Expectativas y carencias en las visitas docentes a centros de documentación y bibliotecas: la oportunidad perdida
Por Eugenio López-de-Quintana

A.5. Dos códigos deontológicos globales para profesionales de información y documentación: Ifla y Sedic-Fesabid
Por Luis Rodríguez-Yunta

A.6. 20 aniversario de la lista de correo IweTel
Por Tomàs Baiget

A.7. El profesional la de información como gestor de eCommerce
Por Jorge Serrano-Cobos

A.8. Perfiles profesionales de community manager y content curator: convergencias y divergencias
Por Javier Guallar y Javier Leiva-Aguilera

Reseñas de informes: Formación y profesión

B. BIBLIOTECAS

Informe de situación:
Bibliotecas en 2013: deconstrucción en 6 decálogos
Por Grupo Durga
B.1. El bibliotecario desactivado
Por Fernando Juárez-Urquijo

B.2. Bibliotecas en 2014: 10 recetas para continuar innovando
Por Roser Lozano

B.3. Pinchar la burbuja de las bibliotecas en Facebook: el reto de la comunicación
Por Natalia Arroyo-Vázquez

B.4. La biblioteca ante los nuevos retos de la comunicación: el bibliotecario desorientado
Por Fernando Juárez-Urquijo

B.5. Las bibliotecas y su necesidad de protección ante los derechos de autor
Por Gloria Pérez-Salmerón

Reseñas de informes: bibliotecas

C. GESTIÓN DE INFORMACIÓN

Informe de situación:
Gestión de información en organizaciones 2013: perspectivas y tendencias
Por Josep Cobarsí-Morales
C.1. Un encaje perfecto: ISO 30300 y sistemas integrados de gestión empresarial
Por Elisa García-Morales

C.2. El mapa documental y la gestión documental orientada a procesos
Por Elisa García-Morales

C.3. La nueva norma de tesauros UNE ISO 25964-1
Por Francisco-Javier García-Marco

C.4. ¿Se inicia la transición?: Adiós a Marbi, bienvenido MAC
Por Xavier Agenjo

C.5. La gestión de la información y el conocimiento como clave de éxito del activismo social
Por Sandra Sanz-Martos

C.6. Tras el comportamiento informacional colaborativo
Por Gabriel Navarro

Reseñas de informes: Gestión de información

D. COMUNICACIÓN CIENTÍFICA

Informe de situación:
La comunicación científica en 2013. Reflexiones sobre la comunidad informétrica: más enredados que nunca
Por Juan Gorraiz
D.1. Retos de la comunicación científica
Por Alexandre López-Borrull

D.2. Megajournals, ¿hacia la posible fusión de revistas y repositorios?
Por Alexandre López-Borrull

D.3. Indización en profundidad y aplicación de metadatos a materiales suplementarios en la edición de revistas
Por Luis Rodríguez-Yunta

D.4. Ruta dorada del open access en Web of science
Por Daniel Torres-Salinas y Enrique Orduña-Malea

D.5. Desarrollo de servicios para repositorios en el Reino Unido: el proyecto UK RepositoryNet+
Por Pablo De-Castro

D.6. Rejected papers: fracaso y oportunidad
Por Mari-Carmen Marcos

D.7. ¿A quién “pertenecen” los artículos académicos? Derechos morales y derechos de explotación de las obras científicas
Por Javier Díaz-Noci

D.8. Comunicación y documentación: dos disciplinas convergentes pero distintas
Por Rafael Repiso-Caballero y Daniel Torres-Salinas

Reseñas de informes: Comunicación científica

E. MERCADO, INDUSTRIA Y SECTOR INFORMACIÓN

Informe de situación:
Economía, industria y mercado de la información en 2013
Por Tomàs Baiget e Isabel Olea
E.1. La pérdida de valor de la información periodística: causas y consecuencias
Por Andreu Casero-Ripollés

E.2. Audiencias activas, democracia y algoritmos
Por Pere Masip

E.3. El declive del ROI social
Por Nieves-González-Fernández-Villavicencio

E.4. Nuevas tendencias en el libro electrónico universitario
Por José-Antonio Cordón-García

E.5. Préstamo de libros electrónicos en las bibliotecas: entre las realidades y los deseos
Por José-Antonio Merlo-Vega

Reseñas de informes: Mercado, industria y sector información

F. SISTEMAS Y TECNOLOGÍAS DE INFORMACIÓN

Informe de situación:
Tecnologías y sistemas de información. Informe de situación 2013
Por Juan-Antonio Pastor-Sánchez y Tomás Saorín
F.1. La visualización en la recuperación de información: estándares, tendencias y limitaciones
Por Mario Pérez-Montoro

F.2. Comunidad y red: el principio de incertidumbre
Por Antonio Calderón-Rehecho

F.3. Aspectos prácticos para proyectos de datos abiertos en las administraciones públicas
Por Juan-Antonio Pastor-Sánchez

F.4. Carencias informativas de los datos abiertos en España
Por Fernanda Peset y Antonio-Lázaro Fernández-López

F.5. Avances en sistemas de gestión de las bibliotecas en respuesta a los nuevos desafíos de sus colecciones
Por Marshall Breeding

F.6. El #hashtag ya tiene historia
Por Nieves González-Fernández-Villavicencio

F.7. Descubrimiento, selección y recomendación de aplicaciones nativas para móviles en bibliotecas
Por Natalia Arroyo-Vázquez

F.8. El efecto ROPO y las bibliotecas
Por Nieves González-Fernández-Villavicencio

F.9. Alfabetizar en tecnologías sociales para la vida diaria y el empoderamiento
Por Tomás Saorín y José-Antonio Gómez-Hernández

F.10. Herramientas para el análisis y desarrollo de estrategias SEO
Por Jorge Serrano-Cobos

Reseñas de informes: Sistemas y tecnologías de información

2013 EN 50 NOTICIAS
Por Tomàs Baiget (Coord.).

QUIÉN ES QUIEN EN EL ANUARIO THINKEPI 2014

(leer más...)
Fuente :[ThinkEPI]

"Apps for #mlearning in Higher Education" RUSC Vol 11, No 1 (January 2014) @UOCUniversidad

Hoy traemos a este espacio al  Vol 11, No 1 (January 2014) de la Revista RUSC de la UOC:
In this issue, the special section entitled "Apps for M-learning in Higher Education" has six articles which analyze the current state of m-learning and its prospects for the future. This special section is coordinated by two experts in the field, Professor Mohamed Ally from the University of Athabasca, Canada, and Professor Josep Prieto, researcher with the Mobility, Multimedia and Multidevice Innovation Group (mUOC) at the UOC. As well as the special section, the journal also contains nine articles about research into education and technology, including a study into learning networks to enhance reflectivity or a study of a mathematics program for detecting plagiarism entitled “Determination of writing styles to detect similarities in digital documents”.

Full Issue
View or download the full issuePDF

Table of Contents

EditorialPDF PDF (ESPAÑOL) PDF (CATALÀ) EPUBEPUB (ESPAÑOL) EPUB (CATALÀ)
Josep M. Duart1-3

Research Articles

Open educational practices and technology appropriation: the case of the Regional Open Latin American Community for Social and Educational Research (CLARISE)PDF PDF (ESPAÑOL) EPUB EPUB (ESPAÑOL)
María del Carmen Betancourt Franco, Rosario Celaya Ramírez, María Soledad Ramírez Montoya4-17
Academic writing supported by digital templates in teacher trainingPDF PDF (ESPAÑOL) EPUB EPUB (ESPAÑOL)
Beatriz Figueroa Sandoval, Mariana Aillon Neumann, Andrés Fuentealba Urra18-31
Learning networks to enhance reflectivity: key elements for the design of a reflective networkPDF EPUB
David Garcia Cardenas32-48
Educational innovation through ICTs in the university setting. What do students think of these practices?PDF PDF (ESPAÑOL) EPUB EPUB (ESPAÑOL)
Fernando Gómez Gonzalvo49-60
Competency training in universities via projects and Web 2.0 tools. Analysis of an experiencePDF PDF (ESPAÑOL) EPUB EPUB (ESPAÑOL)
Rosa García-Ruiz, Natalia González Fernández, Paloma Contreras Pulido61-75
Project-based learning in virtual environments: a case study of a university teaching experiencePDF PDF (ESPAÑOL) EPUB EPUB (ESPAÑOL)
Esther Márquez Lepe, María Luisa Jiménez-Rodrigo76-90
Application and validation of a techno-pedagogical lecturer training model using a virtual learning environmentPDF PDF (ESPAÑOL) EPUB EPUB (ESPAÑOL)
Mónica Inés Monsiváis Almada, Lewis McAnally Salas, Gilles Lavigne91-107
Creating and using educational resources to improve practical teaching in the Human Physiology subject on the bachelor’s degree course in Physical Activity and Sports Sciences. Assessment of resultsPDF PDF (ESPAÑOL) EPUB EPUB (ESPAÑOL)
Gemma Olmos, M. Piedad Ruiz-Torres, Laura Calleros, María Alicia Cortés, Sergio de Frutos, Rafael Ospina, Manuel Rodríguez-Puyol108-127
Determination of writing styles to detect similarities in digital documentsPDF PDF (ESPAÑOL) EPUB EPUB (ESPAÑOL)
Yohandri Ril Gil, Yuniet del Carmen Toll Palma, Eddy Fonseca Lahens128-141

Special Section

What is the future of mobile learning in education?PDF EPUB
Mohamed Ally, Josep Prieto-Blázquez142-151
Mobile learning in the field of Architecture and Building Construction. A case study analysisPDF PDF (ESPAÑOL) EPUB EPUB (ESPAÑOL)
Ernest Redondo, David Fonseca, Albert Sánchez, Isidro Navarro152-174
Mobile learning: a collaborative experience using QR codesPDF PDF (ESPAÑOL) EPUB EPUB (ESPAÑOL)
Meritxell Monguillot Hernando, Carles González Arévalo, Montse Guitert Catasús, Carles Zurita Mon175-191
Student projects empowering mobile learning in higher educationPDF PDF (ESPAÑOL) EPUB EPUB (ESPAÑOL)
Àngels Rius, Robert Clarisó, David Masip192-207
M-learning patterns in the virtual classroomPDF PDF (ESPAÑOL) EPUB EPUB (ESPAÑOL)
Fernando A. López, María Magdalena Silva208-221
A comparative study of computer and mobile phone-mediated collaboration: the case of university students in JapanPDF EPUB
Gibran Alejandro Garcia222-237


RUSC. Universities and Knowledge Society Journal is an e-journal coedited by the Universitat Oberta de Catalunya (Barcelona) and its eLearn Center, and the University of New England (Australia) and its DeHub.
Creative Commons
The texts published in this journal are – unless indicated otherwise – covered by the Creative Commons Spain Attribution 3.0licence. You may copy, distribute, transmit and adapt the work, provided you attribute it (authorship, journal name, publisher) in the manner specified by the author(s) or licensor(s). The full text of the licence can be consulted here:http://creativecommons.org/licenses/by/3.0/es/deed.en.

(leer más...) Fuente: [ RUSC . UOC ]

Open Education Resources: Innovation for Development Asha Kanwar and Balasubramanian


Corner_BotswanaStudents.jpg

Hoy traemos a este espacio  un artículo y su presentación  titulado

Open Education Resources: Innovation for Development 


International Perspectives on Technology-Enhanced Learning

University of British Columbia
Faculty of Education
Vancouver, Canada
13 July 2013

Jointly authored by
Professor Asha Kanwar and Dr. K. Balasubramanian
Commonwealth of Learning

Distinguished Colleagues, It is a pleasure and an honour to be here and I am very grateful to the Professor Tom Sork and the organisers for the opportunity. My topic today is: Open Education Resources: Innovation for Development?
I will first look at the Commonwealth context and the issues of development that need to be addressed as a matter of urgency if the internationally agreed development goals are to be achieved by 2015. I will then look at the emergence of OER which are seen as an innovation that cut costs, improve quality and enhance access to education and training. This will lead to the question of whether the development and use of OER are addressing some of the development challenges in many countries of the global south. I will outline some of the strategies that we need to harness OER so that the development objectives can be achieved. Finally, I will share some examples of what my own organization, the Commonwealth of Learning had done to promote OER for development.
But first a word about the Commonwealth of Learning or COL which might well be one of the best kept secrets of beautiful British Columbia.
COL is an intergovernmental organisation, established by Commonwealth Heads of Government when they met in Vancouver in 1987. COL is the only Commonwealth intergovernmental organization to be located outside London. We are very grateful to the Government of Canada for hosting us and for its continued financial and intellectual support. (...)



 Fuente: [ International Perspectives ]

A guide to open educational resources. JISC

Recientemente JISC ha puesto online

A guide to open educational resources

Contents:



  • What are open educational resources? 
  • Open educational resources – the story so far
  • Finding and sharing open educational resources
  • Open licensing
  • Approaches to releasing, using, reusing and repurposing open educational resources 
  • The rationale for adopting open educational resources
  • Practical guidance: Manage, Find , Use and Reuse, Release, Share, License, Track, Collaborate
  • Benefits case studies: Teacher, Learner, Institution, Communitities

  • What are open educational resources?

    Open educational resources (OER) are learning and teaching materials, freely available online for anyone to use. Examples include full courses, course modules, lectures, games, teaching materials and assignments. They can take the form of text, images, audio, video and may even be interactive.
    Teachers, learners and the general public can access and make use of open educational resources, irrespective of their location or affiliation with any particular institution. Open educational resources are shared via the websites of education providers and through public services like i-Tunes U, SlideShare, YouTube and Jorum.
    Individuals and organisations can create and share their own open educational resources. Once released, the resources can be used by a learner, reused by a teacher, remixed with other resources or repurposed to create new educational materials. While it is not essential to embrace all aspects – release, use, reuse and repurposing – involvement with one aspect tends to lead naturally to another.
    Releasing open educational resources is not simply about putting learning and teaching material online; it involves making the material available in a genuinely open way. Creative Commons or similar licenses are used so that the creator of the resources can retain copyright, while others can copy, distribute, and make some uses of their work.
    OER can be looked upon as a process as well as a set of products. This is because educators need to rethink the way in which they create, use and distribute learning and teaching materials.
    Opening up learning and teaching materials does not equate to providing a free education. Open educational resources are components of a rich educational package which includes staff expertise, institutional facilities, tuition and feedback.

    Para los que aún no sepan que es JISC:

    What is Jisc?

    We drive innovation in UK education and research, and have been doing so for more than 15 years.
    We are a registered charity and work on behalf of UK higher education, further education and skills to champion the use of digital technologies.
    Historically, JISC stood for Joint Information Systems Committee but over the last decade we have evolved and as a company we are now known as Jisc.
    Read more about our strategy and vision »
    View our timeline of achievement »

    (leer más...) Fuente: [JISC ]