Welcome to Digiskills Platform
The strategic guidelines of Europe 2020 put particular emphasis in strengthening horizontal cooperation and the sharing of experience and good practice among the Member States. It’s really crucial for education to fulfil its role in the knowledge triangle, research and innovation objectives and outcomes need to feed back into education, with teaching and learning underpinned by a strong research base, and with teaching and learning environments developed and improved through greater incorporation of creative thinking and innovative attitudes and approaches. Additionally there is a mainstream of eLearning in national policies for the modernisation of education and training, including in curricula, assessment of learning outcomes and the professional development of teachers and trainers.
According to the OECD survey, teachers have few incentives to improve their teaching, as while the most common types of professional development activity available to them are not the most effective. The majority of teachers would like more professional development (particularly on ICT skills, and student behaviour). It has to be mentioned that education and training play a fundamental role in achieving the ‘Europe 2020’ objectives.
All the above create a great deal of activity to ensure basic ICT skills as part of digital competence and learning to learn skills. Current developments in ICT and Web 2.0 technologies have offered the potential for new services, which has significantly transformed our day-to-day personal and professional activities; bare the potential to do the same for education and training. Known as ICT learning, using such technologies can be as simple as accessing a training timetable online, through very complex as developing virtual communities of practice for sharing and creating knowledge
Recent Practices
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In the spring of 2012, a high school class of a secondary school were involved in English language education teaching in Facebook groups. The students were encouraged to interact in the Facebook group specifically created for this exercise. The learning process was individualization, a method that could become teaching methodology.
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A place to share thoughts and problems and practical tips of ICT integration in everyday teaching practices to and from practicing teachers. Soon it became the hub of ICT practices.
The primary appeal of the website is that it is a grassroots initiative, with teachers discussing real issues as they emerge in the classrooms,” says Prievara. "As we say, we are not in the command seat of ICT but report from the front lines or – if you like – the trenches.”
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The 7Cs of learning design framework illustrates the key stages involved in the design process, from initial conceptualisation of a learning intervention through to trialing and evaluating it in a real learning context.
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This free, open and online course (MOOC) has been designed for anyone with an interest in curriculum and learning design. The structure of the MOOC reflects a proposed process for a design inquiry project. In such a process, designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs.
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This study shows that in technology-enhanced learning enforced with e-feedback, highly motivated students do engage with tutor feedback and make active efforts to integrate it. It suggests that a tutor’s incorrect assumptions about the student’s abilities, expectations or attitudes in relation to feedback can contribute to these occasional breakdowns in communication.
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Students discuss about an application of new technology in computer science, introduce nanotechnology applications, meaning of the term “nano”, use of maths in nanoscience. There is a connection with the curriculums of Chemistry, Physics and Biology. Students explore ways of using nanomaterials and meanings of nanotechnology in maths and computer science fields.
iPads are devices which interact with the environment: Their internal sensors and cameras allow them to “see”, “hear” and respond to physical movement and acceleration. The instant read out and optically appealing presentation of collected data turns the iPad into a mobile laboratory.
This best practice offers information and eLearning scenarios for the use of iPads in science teaching.
The SoRuraLL project (LLP, KA3, 2009-2010) aims to explore opportunities for enhancing learning throughout life offered by the tools and platforms of social networks for people living in rural areas disadvantaged geographically and socio-economically.
This can be used for many types of group work where groups are asked to discuss a question, find information about a subject, test different ICT tools or web services, brainstorm ideas etc. The students can either be in the same room or work virtually. For virtual work it is necessary to establish how the different groups will communicate during the group work – eg Skype or Google Hangout.
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Aim of the course is to offer to first year students an online electronic book about university library and its resources.
At the end all students have to pass an online test (there is a pool of 80 questions in total and system is choosing 20 for each student to answer).
This project allow for:
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Best Practice