By Donald Clark. As the MOOCosphere expanded, more and more platforms sprung into action. Some have already delivered large numbers of MOOCs, such as the open source platform EdX and the Coursera. The other big ticket platform is Udacity which has now morphed into a specific market – corporate training. Although the wellspring was in the US, the UK, Europe, India, Russia, Brazil and many others have joined the party. The global LMS/VLE vendors (Blackboard, Desire2learn, SAP) and Moodle have jumped on the bandwagon. Some so-called MOOC platforms aren’t really platforms at all – they’re aggregators. More...
Countries, employers and individuals need a clear idea of how labour markets and economies are changing and how people are meeting the demand for skills in the 21st century. People with low skills face a greater risk of economic disadvantage. They are more likely to be unemployed and suffer from poor health.
The Organisation for Economic Co-operation and Development (OECD) survey of adult skills (PIAAC) aims to provide some insights into how skills are being developed and used in 24 countries. The first findings of the survey were published in October 2013. They show that the young are more literate, but proficiency in literacy peaks at around 30 years of age. More...
Cedefop Director James Calleja told participants at a conference on skills mobility and competitiveness that there are solutions to the ‘worrying situation with millions of jobs in Europe still remaining vacant while 27 million people are unemployed’.
Mr Calleja addressed particularly the issue of youth unemployment, saying that it is up to 23 % – in some countries even hitting the 60 % mark.
‘This is an issue, which will be picked up again in this particular city next year because Thessaloniki will be European Youth Capital, and I think it will be particularly appropriate for us as an EU agency to really focus on this,’ he noted in his speech at the conference organised by the European Economic and Social Committee’s Labour Market Observatory. More...
The challenges of greening the economy and the implications for employment and skills vary across regions and local areas, depending on their economic and industrial structure, as well as their current and potential innovative activities. Despite these national differences, sustained and inclusive employment is a shared objective for policy makers in all types of localities.
The 2nd Green Skills Forum will have a special focus on the links between skills and knowledge needs and inclusive green growth. Experts in innovation, employability and skills development policies will draw lessons from work conducted by Cedefop, the OECD and other organisations in this area. The discussions will help identify the obstacles and challenges lying ahead for the development of skills, education and training policies. The Forum’s outcomes will contribute to inform new work to be conducted to address the transition of labour markets to greener employment growth.
Link: Green Skills Forum website.
Digital learning package for early Dutch, French and German
How can young children be motivated to learn languages that are not part of their daily life, when English seems to be the most popular option? How can parents and carers be involved in the learning of these languages both inside and outside of school?
These questions are addressed in the ELENA project. The ELENA project aims to create a motivating environment for the learning teaching and learning of the neighbouring languages Dutch, French and German. ELENA is not only the name of the project, but also the name of the central character. Elena takes children aged between 4 and 8 years old on an adventure, introducing them to their neighbouring languages through various themes that relate to the child’s world and experiences, such as family and school. ELENA goes also mobile, connecting children through their mobile phone to neighbouring languages in a real world context in an interactive and playful way. The game "Elena goes shopping", for example, directs and guides the players to go shopping for ingredients to make Dutch pancakes.
For more information, visit the ELENA website.
The Government has announced that it will remove the cap on student numbers at publicly-funded universities and colleges from 2015-16, with an additional 30,000 students for 2014-15, and provide an additional £185 million for STEM subjects over four years from 2015-16.
Steve Egan, HEFCE Interim Chief Executive, said:
'Removing controls on the numbers of students entering higher education will give more people the opportunity to benefit from higher education. We welcome the additional support for STEM subjects, which will help universities and colleges to capitalise on the upturn in demand in these areas and support economic growth.
'We look forward to further details from the Department for Business, Innovation and Skills in due course.'
By Christopher Pappas. The rise in e-Learning's popularity isn't showing any signs of slowing. In fact, judging by the following Top 10 eLearning statistics for 2014 article and infographic, the future of the e-Learning Industry is brighter than ever.
e-Learning has revolutionized the educational sector, and has changed the way we look at knowledge and skill acquisition altogether. Thanks to modern educational technology, e-Learning tools and techniques just keep getting bigger and better. Today, they are providing learners with a more impressive, and more effective, educational experience. More...
C’est en assistant à un concert de Jazz ce vendredi que le rapport entre cette structure musicale ou plutôt la méthode musicale mise en œuvre et les cMOOC s’est imposé.
Le Jazz repose sur l’interaction entre les différents musiciens. Ils s’écoutent et se répondent. Il y a aussi une grande part d’improvisation. C’est de l’interaction entre les différents musiciens que l’œuvre né à elle même.
Alors que dans un concert de musique classique, les partitions existent déjà et sont respectées "à la note" par les musiciens. Ces derniers n’ont guère de liberté à l’intérieur de la partition, ni d’espace de créativité, mise à part l’interprétation.
Comme l’a dit Stephan Downes, lors des entretiens Jacques Cartier du 25 et 26/11/2013 à l’ENS-Lyon : " Dans les MOOC l’important ce ne sont pas tant les contenus, mais ce qui se passe entre les gens. L’interactivité est créatrice, les ressources doivent venir des différents participants ".
Pour mémo : une définition des xMOOC et cMOOC donnée sur son blog par Simple It, http://www.simple-it.fr/blog/2013/06/xmooc-cmooc-quest-ce-qui-marche-vraiment/. More...
By . Africa and the Middle East bypass e-learning and head straight for mobile learning.
The mobile learning markets in Africa and the Middle East are thriving, according to two new reports from industry analyst Ambient Insight.
In fact, the mobile learning market in Africa is the highest in the world, according to The 2012-2017 Africa Mobile Learning Market, which reports that the five-year compounded annual growth rate is 38.9 percent. The report also forecasts revenues from mobile learning products to grow more than five times to reach $530.1 million by 2017, up from the $102.4 million reached in 2012. More...
By Moira MacDonald. How falling flat on your face may be a terrific way to learn.
In the world of education, “failure” is about as dirty a word as you’ll find, short of four letters. Heavy with negative baggage, considered by some a motivation killer, failure is the term that gets shushed out of the room – the thing that’s best not talked about. More...