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5 mai 2013

Bar set too low for Europe 2020 education goals?

http://www.aca-secretariat.be/fileadmin/templates/2009/images/logosmall.jpgThe Europe 2020 strategy, adopted by the European Council in June 2010, is the European Union’s growth strategy for the coming decade. For the EU to become a smart, sustainable and inclusive economy, five key targets have been set, among them the EU’s performance in education. This target aims at reducing the rate of early school leavers below 10% and at increasing the proportion of 30 to 34 year-olds having completed third level education to 40% by 2020. In April 2013, the statistical office of the European Union, Eurostat, released the latest data related to these key objectives, showing that most EU member states made noticeable progress in reducing the rate of early school leaving and increasing the share of people with higher education qualifications. While in 2005, 16% of the population in the EU27 aged 18-24 had at most lower secondary education, in 2012 this number dropped to 13%. As for the tertiary education attainment, 36% of persons aged 30 to 34 had completed tertiary education in 2012, compared with 28% in 2005.
However, there are great disparities between the different countries and between males and females. In Ireland, 51% of 30 to 34 year-olds have completed tertiary education, for only 22% in Italy, Malta and Romania. Cyprus (49.9%), Luxemburg (49.6%) and Lithuania (48.7%) closely follow Ireland. As for the gender divide in the EU27, on average, more women achieved tertiary education than men. Regarding early school leavers, Slovenia takes the lead, with only 4.4% of 18 to 24 year-olds currently not in further education or training, compared with 24.9% in Spain, closely followed by Malta (22.6%) and Portugal (20.8%). Next to Slovenia, the lowest proportions were observed in Slovakia (5.3%), the Czech Republic (5.5%) and Poland (5.7%). In all member states except Bulgaria, women were less likely to become early school leavers than men (11.0% compared with 14.5%). But overall, the indicators published by Eurostat seem to suggest that the bar has been set to low. Twelve member states (Belgium, Cyprus, Denmark, Finland, France, Ireland, Lithuania, Luxembourg, the Netherlands, Spain, Sweden and the UK) already exceeded the 40% share of 30 to 34 year olds with a higher education degree, and twelve member states (Austria, Czech Republic, Denmark, Finland, Ireland, Lithuania, Luxembourg, the Netherlands, Poland, Slovakia, Slovenia and Sweden) have early school leaving rates below the 10% target. Furthermore, eight countries (Denmark, Cyprus, Latvia, Lithuania, Luxembourg, the Netherlands, Finland and Sweden) already met or exceeded their national-specific goals, defined country-by-country in order to meet the EU average. The easy attainment of the EU education targets, seven years early, may suggest that the bar has been set too low for many countries. But the averages of 36% and 13% show that there still is some way to go before the EU reaches the headline goals of 40% and 10% respectively. Europa - News Release. Eurostat.

4 mai 2013

The Tech Revolution and the Future of Higher Education

https://s3.amazonaws.com/infographics/Forecasting-Higher-Education-800.pngOnlinedegrees.org presents how emerging technologies will likely influence higher education in next few years. Introducing iPads and other tablets into the classroom definitely ignited a revolutionary tech movement in higher education, but e-books and interactive lesson plans are only the beginning. Experts predict a second revolutionary tech wave will occur within the next decade that will flip old methods of teaching and learning on its head. While it’s too early to foresee all that is in store, industry leaders do forecast at least 12 emerging technologies that will impact higher education in a big way. Onlinedegrees.org has conveniently put these emerging technologies in a neatly-packaged infographic, but below is a dissection of technologies that will most likely make the biggest difference within the next three years.
* Massive Open Online Courses
Massive Open Online Courses, better known as MOOCs, are online classes students can take for free. Courses range anywhere from quantum physics to the history of rock music. Although MOOCs are offered through several elite institutions, three platforms currently dominate university-level coursework: Coursera, Udacity, and edX. Students can not earn a degree from these free courses but that still doesn’t discourage thousands of students from enrolling in MOOCs worldwide. What makes MOOCs so attractive is that they shift the control to the student. Students can take courses at their own leisure and pace. MOOCs have really improved access of higher education to people around the world, but they still have their fair share of critics. Some worry it will give officials a reason to unnecessarily slash school budgets.
* Game-Based Learning
Experts say game-based learning can improve a student’s assessment, especially for those who aren’t “natural scholars.” Although the New Media Consortium doesn’t predict widespread adoption of game-based learning until a few more years it’s already starting to make its mark. Take the University of Texas-Brownsville and Texas Southmost College in the U.S. for example. In the 2010-11 academic school year Professor Soumya Mohany gathered inspiration from the videogames Laura Croft: Tomb Raider and Little Big Planet to design a custom-made videogame used to teach the fundamentals of physics for the inaugural course, "Elementary Physics Through Video Games.
* Learning Analytics
In a nutshell, learning analytics refers to the “analysis” of data collected by and for students. It’s specifically gathered so that administration can improve the overall functionality and performance of both traditional and online courses. There are various times when this data is collected, for example after a student completes an exam or participates in a group project, class discussion, or online forum. This data is then used to identify issues and make way for progress. While not all schools have jumped on the learning analytics bandwagon yet, some prestigious universities have already starting taking full advantage to improve performance.
That said, to learn more about the future of higher education checkout the infographic below created by Onlinedegrees.org.
3 mai 2013

Chinese Govt to Support 50,000 International Students in 2015

http://www.womenofchina.cn/res/womenofchina/1009/100999106.jpgBy Tuo Yannan. The Chinese government will support about 50,000 international students in China in 2015, and the country will become the largest Asian destination for such students in 2020, high-level Chinese officials said on April 25.
About 320,000 overseas students came to China in 2012, the majority from South Korea and the United States, said Liu Jinghui, secretary-general of the China Scholarship Council.
Last year, the ministry implemented the 12th Five-Year Plan (2011-15) for the education sector, she said. According to the plan, in 2015, the number of international students in China supported by the government's scholarship program will reach 50,000.
While Europe has become the second-largest destination for Chinese students abroad, "only about 35,000 students came from EU member states to study in China last year, so we will promote China's education system in Europe now," Liu said.
Du Yubo, vice-minister of education, said that by 2020, about 500,000 international students will be in China, enabling the country to become the largest Asian destination for international students.
China and the European Union will deepen education and exchange cooperation this year, said European commission and Chinese government officials at the first meeting of the EU-China Higher Education Platform for Cooperation and Exchanges, which was held on Thursday in Brussels. Read more...

1 mai 2013

International Conference "The Future of Education"

http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/events/pixel_0.jpgInternational Conference "The Future of Education". 13 June 2013 - 14 June 2013. Florence, Italy.
The objective of The Future of Education Conference is to promote transnational cooperation and share good practice in the field of innovation for education.
The Call for Papers, within the Future of Education Conference, is addressed to teachers, researchers and experts in the field of education as well as to  coordinators of education and training projects.
The abstract should be written in English (between 200 and 500 words) and sent via e-mail to foe@pixel-online.net no later than 21 January 2013.
1 mai 2013

El futuro de la educación suprime las aulas, el mundo ahora es el salón clase!!

http://revistaeducacionvirtual.com/wp-content/uploads/2013/03/social-L.gifBy . Escrito por: Marina Gorbis. Mariana Gorbis, resalta el potencial del conocimiento que nace a partir de los encuentros casuales, los MOOCs son el primer paso en una revolución no solo en la metodología de transmisión de conocimiento, sino en la gestación del mismo. La virtualidad además de ser un vehículo educativo más eficiente que cualquiera también permite capturar conocimiento espontáneo,  ya wedubox, permite a cualquier persona con acceso a un computador crear cursos con la misma calidad que la mejor universidad, sin limitaciones de longitud, o cantidad de contenido, las posibilidades son ilimitadas, pero vamos viendo cual sera el futuro de la educación, sin barreras geográficas, pero tampoco disciplinarias.
Los Cursos Abiertos Masivos en línea (MOOC’S) pueden ser la mejor manera de utilizar la Internet para expandir la educación a todos, pero puede que no se este pensando en grande. La tecnología puede convertir nuestras vidas en verdaderas experiencias de aprendizaje. Read more...
10 avril 2013

What is the Future of Digital Resources for Learning & Teaching?

What is the Future of Digital Resources for Learning & Teaching?Essen, April 2013 - To discuss this matter, the University of Duisburg-Essen invites educators and researchers to a European conference on May 16 and 17, 2013. Some main points of dialogue will include defining quality in learning and innovations in learning resources.
Recently Massive Open Online Courses (MOOCs) have shaken up the blogosphere and media reports on higher education. These courses make use of open digital resources for learning and have attracted hundreds of thousands of online learners at no cost. A digital resource for learning can be a written text, pictures, slides, videos, a 3-D simulation or a website combining all of them into ready-made curricula including tools for (self-)assessment for educators or learners. More and more digital resources with open licenses facilitate educators and learners in editing, improving, and adapting to different learning situations inside or outside of the classroom and in turn share their own work with the online community. These open digital resources provide the foundation for a borderless exchange of teaching and learning methods in many different fields. But a potential conflict exists between open learning resources and the quality of those resources. Restrictions on the certification of the creators of such content or the access to learning materials through paywalls have to some degree defended the quality of those resources in the past. How can creators ensure that their digital resources meet an appropriate level of quality and how can users be certain that said resources are worth their time?
7 avril 2013

Prospective university students 'swayed by league tables'

The Guardian homeBy Richard Adams. Research by economists at University of London finds departments moving up league tables see rise in applications. Prospective students are increasingly influenced by university league tables when deciding where to study, according to research that found rises and falls within league standings provoking sharp changes in numbers of applications. The research by economists at Royal Holloway, University of London, found that individual departments moving up a subject-level league table experienced a rise in applications of almost 5%, with the increase most pronounced among overseas applicants. Read more...
4 avril 2013

An avalanche is coming: Higher education and the revolution ahead

An avalanche is coming: Higher education and the revolution ahead. Author(s):  Michael Barber, Katelyn Donnelly, Saad Rizvi. Download full publication.
'Our belief is that deep, radical and urgent transformation is required in higher education as much as it is in school systems. Our fear is that, perhaps as a result of complacency, caution or anxiety, or a combination of all three, the pace of change is too slow and the nature of change too incremental.'
‘Should we fail to radically change our approach to education, the same cohort we’re attempting to “protect” could find that their entire future is scuttled by our timidity.’
David Puttnam, MIT, 2012
This wide-ranging essay aims to provoke creative dialogue and challenge complacency in our traditional higher education institutions.
'Just as globalisation and technology have transformed other huge sectors of the economy in the past 20 years, in the next 20 years universities face transformation.'
With a massive diversification in the range of providers, methods and technologies delivering tertiary education worldwide, the assumptions underlying the traditional relationship between universities, students and local and national economies are increasingly under great pressure – a revolution is coming. Download An avalanche is coming.
4 avril 2013

Surviving an avalanche: universities need to move in the right direction

The Guardian homeBy Nick Petford. The sector has seen steady growth for centuries. But in the changing climate, Nick Petford asks, how long will it last? March saw the publication of Michael Barber's Avalanche report on the future of UK universities. Unusually for a sector where levels of public interest in thought pieces on its future are marginal at best, the Metro covered the story, claiming that even "red brick institutions" were under threat if they failed to find a niche in the new world order. The Telegraph's headline was even more direct: adapt or die. Read more...
28 mars 2013

A European Commission call for Visionary Papers on the future of “Open Education” and the use of OER

HomeThe Institute for Prospective Technological Studies (IPTS) --part of the Joint Research  Center of the European Commission- in a study for Directorate General Education and  Culture -- is now calling upon experts and practitioners to come up with visionary papers  and imaginative scenarios on how Open Education in 2030 in Europe might look with a major focus on Open Educational Resources and Practices.

Open Educational Resources (OER) and Practices (OEP) have recently become hot topics, not  only for educational researchers, but also for policy makers in Europe and abroad. There is a general agreement that openness has the potential to widen access to education and to  improve, amongst others, cost-efficiency and quality of teaching and learning. In its recent  Communication on Rethinking Education, the European Commission announced a new  initiative on "Opening-up Education" to be launched mid-2013. To this end, the Institute for Prospective Technological Studies (IPTS)--part of the Joint Research  Center of the European Commission- in a study for Directorate General Education and  Culture--is now calling upon experts and practitioners to come up with visionary papers and imaginative scenarios on how Open Education in 2030 in Europe might look with a major focus on Open Educational Resources and Practices, in each of the following education sectors:
(a) Lifelong Learning (Submission deadline: 31 March 2013)

(b) School Education (Submission deadline: 28 April 2013)

(c) Higher Education (Submission deadline: 7 May 2013)
The foresight scenarios submitted can be normative or descriptive, idealistic or provocative, critical or imaginary, reflective or polemic, imaginative or concrete, comprehensive or selective, general or specific. They should be both inspiring and scientifically sound. Submissions are free to choose any angle, subject, approach, but the future vision and/or scenario should address the key question of how Open Education in 2030 in Europe might look, and include the role of OER. OEREU_Call final.pdf.

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