CRELL is sponsored by the European Commission Directorate General Education and Culture (DG EAC) and co-ordinated by the Joint Research Centre of the European Commission (DG JRC). The Centre is hosted by the Econometrics and Applied Statistics Unit of the Institute for the Protection and Security of the Citizen at the JRC in Ispra, northern Italy. More about CRELL...
ESCL - European Survey on Language Competences
Implemented in 2011 in 14 countries in a total of 16 educational systems, this pioneer study offers indicators on secondary students' foreign language achievement. Downloadable datasets are avaliable now at this page.
Education databases and catalogues
BEI- British Education Index
Index to the contents of 300 education and training journals published in the British Isles, together with some internationally published periodicals. Includes: Education-line, a freely accessible database of the full text of conference papers, working papers and electronic literature which supports educational research, policy and practice; catalogue of professionally evaluated internet sites; conference programmes and papers.
CERUK - Current Educational Research in the UK
CERUK aims to provide a complete record of current or on-going research in education and related disciplines.
EENEE - European Expert Network on the Economics of Education
Network on economics of education with a directory of experts and researchers by field and country, journal databases and other information.
EPPI-Centre - Evidence for Policy and Practice Information and Co-ordination Centre
EPPI-Centre supports the writing of systematic reviews of research evidence in the field of education. Seventeen review groups undertake reviews of individual topics, and a series of reviews commissioned by the Teacher Training Agency is also produced. All the reviewed research is included in a database.
ERIC - Education Resources Information Centre
Sponsored by the Institute of Education Sciences (IES) of the US Department of Education, hosts a large database of journal and non-journal education literature.
ETV Library - European Training Village
The ETV library maintains a host of databases and catalogues on VET, including: European Research Overview (ERO Base); bibliographical database; VET internet resources; training institutions database; collection of 300 electronic-journals.
Eurostat - Eurostat
The statistical office of the European Communities, with extensive data collections in the area of education and training (Population and Social Conditions).
Eurydice - Eurydice
Information network on education in Europe. Includes several databases on education systems, Key Data publications and thesauri.
INCA - International Review of Curriculum and Assessment Frameworks Internet Archive
INCA provides descriptions of government policy on education in Australia, Canada, England, France, Germany, Hungary, Ireland, Italy, Japan, Korea, the Netherlands, New Zealand, Northern Ireland (forthcoming), Scotland, Singapore, Spain, Sweden, Switzerland, the USA and Wales. It focuses on curriculum, assessment and initial teacher training frameworks for pre-school, primary, lower secondary and upper secondary education in schools (3-19 age range).
NCES - National Centre for Education Statistics (US)
Database of US education statistics and analysis. The Education Statistics Quarterly is also available - an overview of all work carried out at NCES, including publications and data products.
PERINE - Pedagogical and Educational Research Information Network for Europe
The 'PERINE Internet Resource Catalogue' is a collection of information about national and cross-national resources supporting educational research in Europe. The catalogue will contain references produced by partners, presented within a multilingual search environment utilising the European Education Thesaurus. Initially the catalogue is experimental, providing information on themes identified by educational researchers connected with the European Educational Research Association (EERA).
VOCED - Vocational Education and Training Research Database
VOCED is the UNESCO/NCVER research database for technical and vocational education and training, an international database of research abstracts, in English.
WIFO - Gateway to Research on Education in Europe
This website has emerged in the context of European research projects carried out by the Research Forum WIFO (Wissenschaftsforum Bildung und Gesellschaft). It is an free information service provided by researchers for researchers. Focus on vocational education, recently also including human resource development. The database also includes a ‘search by method/approach’ facility.
See also About CRELL (Centre for Research on Lifelong Learning).
Building the legal framework for FPs is based on a proposal by the Commission, followed by a decision by the Council and Parliament. This decision is taken in an "ordinary legislative procedure" (formerly "codecision procedure").
Proposal on Horizon 2020 -The Framework Programme for Research and Innovation
On 30 November 2011 the European Commission proposed a package of measures called Horizon 2020 which brings together all EU research and innovation funding under a single programme.
Within the concept of Joint Programming, Member States shall coordinate national research activities, bundle resources, benefit from complementarities and develop common research agendas, in order to face the grand societal challenges – all in variable geometry and therefore on a voluntary basis. Joint Programming intends to tackle the challenges that cannot be solved solely on the national level and allows Member States to participate in those joint initiatives that seem useful for them. The Council of the European Union welcomed the concept and the objectives of Joint Programming in its respective Conclusions adopted on 2 December 2008, and called “for the implementation of that process led by the Member States to step up their cooperation in the R&D area in order to better confront major societal challenges of European or worldwide scale, where public research plays a key role”.
To implement this concept, the High Level Group for Joint Programming (GPC for short, from the French “Groupe de haut niveau pour la Programmation Conjointe") has been established. The group's task is to identify and define the thematic fields for the first Joint Programming Initiatives, and to contribute to the preparation of Council decisions in this matter.
The Tertiary Education Quality and Standards Agency (TEQSA) has called for applications for individuals to be included on its Register of Experts.
According to the TEQSA Register of Experts webpage (http://www.teqsa.gov.au/experts) members of the Register of Experts will be expected to have and maintain significant knowledge and experience in one or more identified areas of expertise, including:
a. area(s) of identified disciplinary expertise (by Broad, Narrow and Detailed ASCED fields);
b. academic governance;
c. corporate governance;
d. financial capability and processes;
e. financial business planning, solvency, viability and sustainability;
f. outsourcing (including third party arrangements);
g. human resources management;
h. facilities planning and management;
i. Library and Information Services;
j. risk management;
k. student services/administration;
l. academic administration (including admission and enrolment process);
m. marketing strategies and recruitment;
n. IT/Systems administration;
o. academic quality assurance;
p. learning and teaching in higher education;
q. curriculum development and design (including alignment with the Australian Qualifications Framework);
r. academic assessment and moderation methodologies;
s. research management;
t. research training;
u. higher education delivery in a language other than English;
v. vocational education pathways to higher education;
w. dual sector arrangements;
x. work integrated learning;
y. learning technologies (including flexible delivery, online delivery, e-learning, distance education;
z. international education – on shore;
aa. international education - off shore;
cc. foundation programs; and
TEQSA can invite individuals whom it deems to be appropriately qualified to be included on the Research Experts to provide written advice or answer to specific questions. On rare occasions Experts might be required to undertake site visits. The advice will relate to elements of TEQSA’s regulatory assessments and reviews, including advice on TEQSA’s assessment of provider or course applications and other scheduled and non-scheduled reviews
Importantly, Experts will not be drafting recommendations on applications, providing commendations, nor formulating draft conditions or time periods for registration/renewal of registration and accreditation/renewal of accreditation.
Applications for the Register of Experts close at 5pm on Friday 11 December. No late applications will be accepted.
Interested members should go to TEQSA Register of Experts webpage (http://www.teqsa.gov.au/experts) where they will find more information and application forms.
Applications close 5pm, 11 December 2012.
Register of Experts: Summary of Requirement (pdf, 109KB)
Attachment A: Statement of Requirement (pdf, 100KB)
Attachment B: Application Form (doc, 115KB)
Attachment C: Multi-Use List Rules (pdf, 125KB)
Attachment D: Statement of Compliance (doc, 101KB)
Attachment E: Draft Contract and General Conditions of Contract (pdf, 316KB)
Frequently Asked Questions (pdf, 110KB)
Hedda associate Jens Jungblut examines the establishment of a new university alliance in Germany and the implications of this to the system.
The foundation of the university alliance and lobby group German U15, encompassing 15 of the large comprehensive and research intensive universities could mark yet another step in the break-up of the classical formal equality of universities in Germany and could have serious impact on the position of the rectors’ conference as well as the cooperation between politics and the higher education sector in general.
The German universities have been characterised by a formal and structural equality for a long time. Although several universities always had a better reputation for certain subjects, stemming mainly from the employed professors, there was no top-down structural stratification between the universities and all institutions received their core funding based more or less on the same criteria (with some differences between the Bundesländer). It was only with the start of the excellence initiative of the federal government and the Bundesländer that one could identify a group of universities that would be regarded in the public arena as better than other and for this would also receive a significant amount of additional funds. However, the recent foundation of an alliance of 15 large German comprehensive and research intensive universities, the German U15, indicates that the dynamics that the excellence initiative introduced to the higher education system in a top-down manner are continued through bottom-up collaborations.
The newly founded German U15 group is not the first university alliance in Germany. Already since 2003 the 9 oldest German technical universities agreed to cooperate under the umbrella of TU9 – The German Institutes of Technology. This closed group, the admission criteria is that the institution needs to be a technical university and established before 1900, sees itself as a lobby group towards society, economy and politics that especially addresses the needs of the technical and engineering subjects. They do so not only through internal cooperation but also through press releases and public statements and they clearly try to separate themselves concerning the perceived quality of their education and research from other institutions in the same field in Germany.
With technical universities having of a special and clearly defined role and mission within the higher education sector, the TU9 is perceived as mainly a strong lobby group for interests of a particular type of universities. The newly established German U15 however, is going more clearly into the direction of stratification within universities that follow similar missions and offer similar types of programs. All of the members of the German U15 are comprehensive and large universities that perceive themselves as strong research institutions and have medical faculties. Some of the members were successful in the latest excellence initiative and most of the members are within the top group of recipients of funds from the German Research Foundation (DFG). However, the admission criteria are less clear then in the case of TU9. The members of the German U15 are (along with their success in the 3rd line of the excellence initiative 2012):
This next step in the bottom-up movement towards a higher stratification between the German universities might cause more tension in the higher education system than the formation of the TU9 due to the demands and aims of the German U15. In its foundation statement the alliance sees itself as a strategic cooperation that acts as a lobby group towards society, politics and economy. Its main aim is to improve the conditions for research and teaching and strengthen the awareness of the performance of its members in the society. The group generally demands that the difference in mission, potential and capabilities between the higher education institutions in Germany is also reflected in the legal regulations, allocation of tasks as well as the public financial support. The members of U15 see research and teaching as the unified task of the universities that demands the guarantee of academic freedom and institutional autonomy.
Specifically the German U15 positions itself in regard to 12 main issues:
1. Division of labour in the higher education system
Based on the results of the excellence initiative it is clear for the members of U15 that higher education institutions in Germany are diverse in their mission, potential and capabilities, thus also the labour in the higher education system needs to be divided accordingly. This division should also be reflected in the legal regulations and the public funding instruments.
The German U15 see academic freedom and institutional autonomy as one of the core characteristics of universities. In times of growing international competition autonomy plays an important role especially for universities that are mainly active in basic research.
3. Growing student numbers
The members of U15 see the growth of student numbers in Germany as a challenge that grew to the extent of endangering the research activity. They demand more public money for research-accompanying teaching to ensure good education and scientific quality.
4. Financing of higher education
The members demand that both the federal level and the Bundesländer are allowed to jointly finance higher education again. For this to be possible they request a fast agreement between the different political parties to amend the constitution accordingly, so the universities would be able to receive more money to cater to the growing number of students but also to continue the excellence initiative projects.
5. Research focus
The U15 see themselves as research universities that are highly engaged in basic research and thus as the basis for research and research-based teaching on an internationally competitive level.
6. Support of young researchers
The group sees a strong need for improvement in Germany regarding Post-Doc career opportunities. To offer young researchers who have just completed their PhD a good employment situation, the U15 demand the implementation of a tenure-track system in Germany that also allows for externally funded positions.
7. Cooperation with research institutes
The German U15 wants to put a stronger emphasis on cooperation between universities and research institutes in the future including joint support structures for young researchers, cooperative graduate school and the shared use of infrastructure.
The group acknowledges and accepts the international competition and wants to work together with politics, other societal actors as well as their international partners to ensure a high amount of international visibility of its members.
The U15 supports the idea of benchmarking through qualified ratings to measure their performance. At the same time they question the usefulness of rankings that measure different institutions with different missions with the same criteria thus not reflecting the fitness for purpose of these institutions. They demand that the participating universities should have the right to decide upon the indicators as well as the methodology used for rankings. Finally, the U15 prefers topic-based ratings rather than regular cycle-based (i.e. yearly) ratings.
10. Management structures
In their view, modern universities need a stable and professional management structure and a clear division between management and control structures. To ensure a reliable work environment the members of U15 support the retention of university boards as control and oversight structures.
The medical faculties are integral parts of universities. Even though they also fulfil the public task of medical care this should not lead to a spin-off of the medical faculties.
12. The German rectors’ conference
The U15 demand that the rectors’ conference needs to be more present as the voice of the higher education institutions in Germany. This requests that the different types of institutions within the rectors’ conference formulate their interests more clearly. The U15 wants to engage in a process of reflection on the role of the rectors’ conference within and outside of the conference.
This last demand coincides with a growing debate within the German higher education system and between rectors about the role of the rectors’ conference and to what extend the old tradition of a decision-making process aiming at a consensus should be abolished (see this article in The Spiegel).
Clearly the formation of the German U15 serves as a preparation by the members of the alliance to successfully engage in the growing competition for public and private funds. By positioning themselves as leading comprehensive universities and through the inclusion of several institutions that were successful in the excellence initiative it seems that the group tries to develop a label and influence decision makers to ensure a good position for its members.
From a more system-level perspective, when looking at the excellence initiative, the existence of the TU9 and U15 lobby groups and the growing tension within the rectors’ conference several questions arise. Is this the start for a full-blown stratification of the German higher education system, following the Anglo-Saxon model or is it merely a paper exercise that creates a joint label but without enough political impact to actually lead to structural or financial changes? In how far will the success of the lobby groups also be tied to the possibility of strengthening again the influence of the federal level on higher education? Will the cooperation in the TU9 or U15 lead to stronger convergence of the institutions concerning their attraction of competitive research funds or will the competition be as strong within the group as between the group and the rest of the institutions? What does this development mean for the rectors’ conference as well as the institutions that are not part of one of the lobby groups?
And finally, how will politics, society and economy react to this development, will they accept the move from structural equality to a “difference in mission” and “difference in funding and regulation” approach? At least for the latter point first statements show a mixed reaction, while the federal minister for higher education Annette Schavan welcomed the formation of the group, representatives of different local student unions from U15 member institutions as well as critical voice within the higher education system, such as the sociologist Prof. Michael Hartmann criticized it.
Growing importance of mobility
Mobility is strongly linked to the EU’s wider goal of building “smart and sustainable economic growth, fostering employability and social cohesion”. The EU growth and competitiveness strategy ‘Europe 2020’ also includes growing incentives for researcher mobility. ‘Erasmus for All’, the upcoming education programme framework for 2014–2020, places emphasis on mobility strategy, “there will be stronger EU added value under the programme, which will strengthen the outcomes and conditionality attached to mobility, and require that mobility be set within a coherent institutional development strategy”. There is also a need for capacity to enable institutions to keep in step with the resolution endorsed by Bologna ministers in Bucharest 2012: “We agree that all member countries develop and implement their own internationalisation and mobility strategies or policies with concrete aims and measurable mobility targets”.
With such importance being placed on mobility by the EU, how do we close the gap between policy and institutional practice?
Identifying trends and perceptions in the management of mobility
MAUNIMO (Mapping University Mobility of Staff and Students) is a project which was launched by the European University Association (EUA) and four of its member universities (University of Marburg, Denmark, University of Trento, Italy, University of Oslo, Norway and Swansea University, UK), designed to study opinions on the value and benefit of mobility, and to raise awareness of institutional strategies. The project ran from October 2010 to September 2012 and was tested on 30 additional universities in 21 countries from January to April 2012. The focal point of the project was a mobility mapping tool (MMT) – a web-based mobility self-evaluation instrument.
The MMT was designed as a ‘dynamic’ survey, raising complex analytical questions on all types of mobility, which included 70-90 questions depending on the profile of respondents. Key questions were:
What is the role of institutions in meeting national and European mobility targets?
To what extent do institutions formulate their own goals regarding mobility and how do they relate to other institutional strategies (teaching/research/internationalisation)?
How do institutions collect data on mobility and why?
Does this data collection support their strategic interests?
How can institutions better support and influence policy agendas regarding mobility?
Disconnect between practice and policy
Only a few respondents linked their strategic discussions on mobility to developments at European level and to policies such as Europe 2020. As for doctoral mobility, this is viewed as a high strategic priority. But it was mobility at Bachelor’s and Master’s level that generated the most extensive strategic discussion. This contrast in emphasis may be explained by the fact that doctoral candidate mobility is often managed by a separate structure within the institution and that the potential links between the mobility of Bachelor’s/Master’s students and doctoral candidates are insufficiently exploited in strategic planning. Enhanced mobility at doctoral level is often stimulated by mobility experiences in the first and second Bologna cycles. In short, those who are mobile as students are more likely to be mobile researchers.
Obstacles to mobility may be lack of trust of the quality of educational provision in another institution. Worries about losing good doctoral candidates to other institutions also occur. As for staff mobility, indifferent and/or negative attitudes to mobility emerged, such as:
“There is no real policy. Staff mobility is based on personal initiatives and not evaluated.”
“Many think it irrelevant and that administrative staff does not have the need for further education.”
“Everything that breaks the current work organisation is seen more as a problem than as an opportunity for growth.”
However, the following response from the academic staff, who was the largest respondent group, is more encouraging:
“[Mobility] triggers independent thought, improves our ability to deal with difference and makes us question the established ways of seeing and doing things. Mobility is a great experience that enhances your personal development, your job opportunities, your confidence and your enjoyment of life.”
Yet underlying all the concerns listed above is a mixture of unanswered questions: how much mobility do we actually need, and should mobility be voluntary or a compulsory element of academic studies? Can benefits and drawbacks of mobility be defined unambiguously?
View the full copy of the MAUMIMO project report here.
Morten Kielland works as Institutional LLP Coordinator at Oslo and Akershus University College of Applied Sciences (HIOA), Norway.
“Rethinking skills: A civil society perspective”, 26-29 November 2012, Brussels
The aim of Lifelong Learning Week, organised for the first time in 2011 by EUCIS-LLL, is to raise awareness on the social dimension of education and training, as the important factor to reach the headline targets of Europe 2020 in this field. With this year edition, we would like to tackle topics such as active inclusion, social innovation, equity and social cohesion in all forms of education and training, with the intention of putting an emphasis on the development of peoples’ skills and competences, as prerequisite to enable full participation in society in its civic, social and economic dimensions.
Monday 26 November
Introducing Historiana – History Education and 21st Century Competences-Based Learning
Schedule: 16:30-18:30. Venue: European Parliament, Jozsef Antall Building, room 6Q1. Organiser: EUROCLIO, Ritesh Kowlesar
EUROCLIO presents its programme Historiana, Your Portal to the Past, an on-line multimedia tool that offers a framework for comparing and contrasting the impact on and responses by Europe’s nations to a range of different events and developments which have shaped Europe from the distant past to modern times. This online tool to teach and learn history is a result of EUROCLIO’s 20-year-long commitment to improve excellence and equity in education, a pillar of the new EU policy framework. Cocktail reception: Celebrating 20 years of EUROCLIO Tuesday 27 November
SOLIDAR-Eurofound conference “Active Inclusion and Social Innovation”
Schedule: 10:00-16:00. Venue: EESC, room TRE7701. Organiser: SOLIDAR-Eurofund
Facing new challenges: how social innovation contributes to active inclusion
Parents –Pivot in Lifelong Learning
Schedule: 16:30-18:00. Venue: EUCIS-LLL Events room. Organiser: EPA
During this workshop, EPA will present its activities and look at parents as providers of informal learning and partners of the formal education system that progress in parallel by non-formal learning. The winner of EPA’s ALCUIN-Award 2012, the Austrian programme “Parents’ Health Platform” (Plattform Elterngesundheit) will be introduced by the initiator Ingrid Wallner. This initiative is an encouraging example of how to bridge the sectors and co-operate with education, health, social and other policy fields.
Wednesday 28 November
EUCIS-LLL Public Hearing on “Basic Skills for Inclusive Growth: A civil society perspective”
Schedule: 9:30-12:30. Venue: EESC, room VM3. Organiser: EUCIS-LLL
As the Commission is about to release a Communication on “Rethinking Skills in Europe” partly aiming to raise the level of basic skills, EUCIS-LLL will dedicate a public hearing on the role of basic skills in lifelong learning strategies in a context of crisis, on 28th November in Brussels. Contributing every day through grassroots initiatives to equip people with the right competences to become fulfilled, active and employed citizens, civil society can help framing the concept and fostering basic skills in lifelong learning strategies. The public hearing will include the presentation of three cases studies from EUCIS-LLL members, followed by an open discussion with the participants and representatives from the EU Institutions. Programme. Registration.
Round table on “Building learning societies: Recognition and validation of learning outcomes of social work and volunteering”
Schedule: 14:00-16:00. Venue: EESC, 74 rue de Treves, 7th floor, room TRE7701. Organiser: SOLIDAR – CEMEA
Currently one can observe a severe increase of inequalities in Europe: more than 120 million people are living in poverty or are threatened to fall into poverty and 14 million young Europeans are not in employment, education and training (NEETs). In order to diminish inequalities and to promote the well-being of our society at large, the inner potential of communities has to be unlocked. The promotion of Learning Societies in which each member’s personal contribution is being utilised, and knowledge, skills and competences are both shared and developed has to be at the core of this endeavour. SOLIDAR and CEMEA invite you to discuss with education and training practitioners, social service providers, representaties of EU Institutions and researchers how recognition and validation of non-formal and informal learning outcomes can be better integrated into policy strategies on national and European levels. Programme. Registration. More information.
EUCIS-LLL LifeLong Learning Week 2012 Cocktail Reception
Schedule: 18:00-20:00. Venue: EUCIS-LLL office. Organiser: EUCIS-LLL
Thursday 29 November
Workshop on “Technology Enhanced Learning with Game Based Learning”
Schedule: 11:00-13:00. Venue: EUCIS-LLL Events room. Organiser: ETDF
Lifelong Learning Week “Different Pathways to Learning”, 14-17 March 2011, Brussels
“Different Pathways to Learning”, Permanent Exhibition, 14-17 March
During the Week, EUCIS-LLL and its members organised an exhibition on “Different pathways to learning” within the European Parliament aiming at raising awareness on Lifelong Learning and on the various actors that contribute to make it a reality for all European citizens. EUCIS-LLL members held stands organised by sectors and organised several animations. A cocktail reception took place on 16th March hosted by Marie-Christine Vergiat (GUE), member of the European parliament and sponsor of the LifeLong Learning week.
Round table on investing in New Skills and Competences, 16 March
A special focus of the Week was to ring the alarm bells on austerity measures that particularly endanger the equity and efficiency of our education and training systems. EUCIS-LLL co-organised together with SOLIDAR a round table with MEPs on “Investing in New Skills and Competences: the social dimension of education and training” on 16th March 2011. Chaired by Doris Pack, it gave a possibility to more than 120 stakeholders to establish a dialogue on promoting investment on skills and competences development amongst socially and economically vulnerable groups.
Public Hearing on transnational learning mobility, 17 March
It was also an opportunity to launch a debate on the impact and added value of learning mobility schemes for learners of all ages and from all levels and sectors. EUCIS-LLL public hearing on “The impact and added value of transnational learning mobility to develop personal, social and civic competences” was held on 17th March 2011 at the European Economic and Social Committee. Around 70 participants exchanged ideas and practices and came up with some policy-recommendations on competences as well as on mobility programmes.
Learning opportunities and training possibilities available throughout the European Union. This section contains a lot of links to web sites of universities and higher education institutions, databases of schools and vocational training and adult education courses.
Exchange & Grants
Exchange programmes and grants (Comenius, Erasmus, Leonardo da Vinci, Grundtvig, Youth in Action) available in European countries. Who to contact, how to apply for grants, etc.
Moving to a country
Everything you need to know when moving abroad to another European country: cost of living, tuition fees, finding accommodation, legal framework and other general information for European countries.
Education and training systems: descriptions and explanations about the different education systems of European countries.
Do you need further information? Here you may find relevant guidance contacts.
PLOTEUS is managed by Directorate General for Education and Culture of the European Commission with the collaboration of the National Resources Centres for Vocational Guidance (Euroguidance). PLOTEUS VIDEO: BG - DE - ES - FR - IT - PL - EN.
This video is available in seven languages. For the download, just right click on the link and select "Save as ..." in the menu.
While learning has always expanded beyond the walls of the classroom, the proliferation of devices and applications, which have greatly expanded when, where and how information can be accessed and stored, brings this issue to the fore. How have such devices had an impact in learning, and what role may they play in the future? This issue hopes to showcase practical examples and generate serious reflection on an emerging topic.
Today’s youth are growing up in a world very different from the world their teachers or parents knew when they were young. Where and how they learn is changing as mobile learning and social networking become part of their every day life. Ubiquitous access to social media, tools and knowledge resources is taken for granted, while passive teacher-directed work dominates life at school.
Open, social and participatory media have significant potential to transform learning and teaching. They offer numerous ways to communicate, collaborate and connect with peers. The range of free educational resources and tools is rapidly increasing. Cloud computing has enabled free or inexpensive access to applications that were once available only to those who were willing to pay premium license fees.
The gap between the potential and actual use of technology in education is a paradox. eLearning Papers seeks to facilitate the sharing of innovative and creative uses of technology to support learning among its readers. The upcoming 32nd issue focuses on mobile technology applications and their potential to enhance learning within the broad spectrum of education and training. Papers are welcome on any aspects related to the use of open, social and participatory media, cloud computing or mobile learning. Some suggested focus areas are listed below:
- How do mobile devices enhance learning and creativity?
- Mobile learning and creative classrooms
- OER for mobile learning
- Mobile learning management models and strategies
- Learning design for mobile learning
- Mobile learning platforms, devices and operating systems
- Authoring tools and technologies for mobile learning
- Content design and development for mobile learning
- Platform specific applications for learning
- Augmented reality in education
- Mixed reality and mobile devices supporting learning
- Mobile devices and schoolwork, in classrooms and beyond
- Mobile devices supporting performance and learning at work
- Low-tech mobile learning, e.g. the power of SMS