Pomimo dużego znaczenia zgodności między kształceniem a życiem zawodowym, na drodze tej pojawiają się istotne trudności. Grywalizacja oznacza wprowadzanie elementów gry do innej sfery życia. Chociaż przydatność grywalizacji w procesie kształcenia jest udowodniona, to jej potencjał w zakresie łączenia edukacji i życia zawodowego wciąż pozostaje niewykorzystany. Learning in cyber-physical worlds_From-field_39_3.pdf. More...

Trotz der Bedeutung der Zusammenarbeit zwischen Bildung und Arbeitsleben, gibt es erhebliche Schwierigkeiten auf der Straße. Gamification bezieht sich auf die Einführung von Spielelementen in einer anderen Domäne. Zwar gibt es Hinweise auf die Nützlichkeit von Gamification in der Ausbildung, ist ihr Potenzial bei der Überbrückung Bildung und Arbeitsleben immer noch ungenutzt. Learning in cyber-physical worlds_From-field_39_3.pdf. More...

A pesar de la importancia que tienen la cooperación entre la educación y la vida laboral, nos podemos encontrar dificultades considerables en el camino. La gamificación se refiere a la introducción de elementos del juego en otra área. Learning in cyber-physical worlds_From-field_39_3.pdf. More...

Malgré l’importance de la coopération entre l’éducation et la vie professionnelle, le chemin demeure semé d’embûches. La ludification fait référence à l’introduction d’éléments de jeu dans un domaine distinct. Bien que l’utilité de la ludification au sein de l’éducation a été démontrée, son potentiel quant à sa capacité à lier l’éducation à la vie professionnelle est encore inexploité. Learning in cyber-physical worlds_From-field_39_3.pdf. More...

Nonostante l'importanza della cooperazione tra istruzione e mondo del lavoro sia riconosciuta, ci sono ancora molte difficoltà da superare prima di poter parlare di integrazione. La gamificazione sta nell’introdurre elementi di gioco in un altri campi. Mentre non vi sono prove sull’utilità della stessa ai fini d'istruzione, il suo potenziale nel riuscire a collegare l’istruzione ed il mondo del lavoro è ancora da sfruttare. Learning in cyber-physical worlds_From-field_39_3.pdf. More...

At the release of the results of the OECD Teaching and Learning International Survey (TALIS), the European Commission published a policy note on the results of the survey for EU countries and their implications for education and training policies. More...

Despite the level of excitement in the higher education sector, and speculation that they form the “future of education”, there has been very little research on Massive Open Online Courses (MOOCs) at the secondary or K-12 level. Opportunities_for_MOOCs_in_schools. More...

In October 2013, the OECD together with the European Commission published the results of the Survey of Adult Skills (PIAAC), the first comprehensive assessment of the skills of the working age population carried out in the majority of EU Member States. More...

In December 2013 the OECD together with the European Commission published the results of the Programme for International Student Assessment (PISA) 2012 survey. On that occasion the Commission presented its own analysis with regard to performance of EU Member States. More...

The Metis project is developing an Integrated Learning Design Environment (ILDE) that brings together a set of existing learning design tools. Their current survey seeks to identify requirements and additional features to include in the next release of the ILDE. More...