Formation Continue du Supérieur

29 juillet 2013

PLEDS project

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The PLEDS project aims to analyse the use of digital technologies, more specifically the web 2.0 tools, in order to respond to two main needs identified in doctoral education in sub-Saharan Africa: 1) the supervision of doctoral students and 2) the visibility of research.
Launched in June 2013 by the Open University of Catalonia (Spain), Kenyatta University (Kenia) and the Catalan Association of Public Universities, the project explores the use of Personal Learning Environments for Doctoral Students (PLEDS), a lifetime personal web space equipped with software, communication, search, social and multimedia tools that allows students to gather and organise relevant learning information from the web and to disseminate their own material. Read more...

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29 juillet 2013

The Virtual Linguistics Campus MOOCs

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Part of the Phillipps-University Marburg (Germany), the Virtual Linguistics Campus (VLC) is the world's largest e-learning platform for linguistics, offering fully certified linguistic courses and course material for theoretical and applied linguistics.
The Virtual Linguistics Campus (VLC) has been operational since 2001 and the experience it has gained through the years has now been applied to the world's most recent concept of computer-based learning and teaching, the free Massive Open Online Courses (MOOCs). Read more...

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29 juillet 2013

6th International Conference on Ubiquitous Learning

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The 2013 Ubiquitous Learning Conference will be held at the Universidad Nacional de Educacion a Distancia (UNED) in Madrid, Spain, on November 14-15, 2013. The conference will examine the ways in which new technologies are changing how, where and when learning takes place. It will consider, for example, how computing and networking devices might benefit learning not only in the classroom but well beyond the times and places traditionally considered the purview of education. The e-Learning Conference will feature plenary sessions by some of the world’s leading thinkers and innovators in the field, as well as numerous parallel presentations by researchers and practitioners. Read more...

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29 juillet 2013

Education is best if you are in charge of it and learn things that you care about

Philipp Schmidt is executive director and co-founder of Peer 2 Peer University (P2PU), the grassroots community for social open learning. An open education activist, he co-authored the Cape Town Open Education Declaration and served as a founding board member for the OpenCourseWare Consortium. A Shuttleworth, Ashoka, and MIT Media Lab Director's fellow, he delivered one of the keynote speeches at Edulearn13, the 5th International Conference on Education and New Learning Technologies, held in Barcelona (Spain) on July 1-3, 2013. Read more...

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29 juillet 2013

Submit your paper for the 2nd MOOC European Stakeholders Summit

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EMOOCs 2014, the Second MOOC European Stakeholders Summit, will be held on February 10-12, 2014 in Lausanne (Switzerland). Organised by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education, the event aims to be an opportunity to gather European actors involved in the Massive Open Online Courses (MOOCs) phenomenon, from policy makers to practitioners and researchers. Read more...

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29 juillet 2013

First ICORE official meeting successfully concluded

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The International Council for Open Research and Education (ICORE) was successfully launched on May 16, 2013 in Rome (Italy) during the Learning Innovations and Technology (LINQ) conference.
Over 40 participants from more than a dozen countries gathered in Rome to provide their professional experience, elaborating on the ICORE mission. Their diverse backgrounds, including computer science, information management, language learning, literature, physics, and quality management, brought a constructive and varied input to the meeting. Read more...

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29 juillet 2013

Education at a Glance 2013 OECD's report released

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The jobs gap between well-educated young people and those who left school early has continued to widen during the crisis. A good education is the best insurance against a lack of work experience, according to the latest edition of the OECD’s annual Education at a Glance report.
Unemployment rates are nearly three times higher among people without an upper secondary education (13% on average across OECD countries) than among those who have a tertiary education (5%). Between 2008 and 2011, the unemployment rate for the poorly-educated rose by around 4 percentage points, while it increased by only 1.5 percentage points for the highly educated. Read more...

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29 juillet 2013

School of Open launches 7 new free courses in August

The School of Open is offering its second round of facilitated courses. A total of 7 courses will be offered free of charge. Registration closes on 4 August, and classes will start on or after 5 August.
Launched in March 2013 and coordinated by Creative Commons and P2PU, the School of Open is a community of volunteers from around the world passionate about peer learning, openness, and the intersection of the two. The new round of free courses they are offering are:

Copyright 4 Educators (AUS) (7 weeks) – This course is open to anyone in the world, but will focus on Australian copyright law. This course will equip Australian educators with the copyright knowledge to confidently use copyright material in the classroom.
Copyright 4 Educators (US) (6 weeks) – This course is open to anyone in the world, but will focus on US copyright law as pertains to education.
Creative Commons for K-12 Educators (7 weeks) – This course will help K-12 educators find and adapt free, useful resources for their classes. It will also help them incorporate activities that teach their students digital world skills.
Designing Collaborative Workshops (4 weeks) – This course brings together case studies of some great collaborative workshops that have been run in the past.
Writing Wikipedia Articles: The Basics and Beyond (6 weeks) – Participants will learn about the software, the rules, and the cultural values that drive and support Wikipedia. It will focus on articles about openness in education.
Open Science: An Introduction (4 weeks) – This course is a collaborative learning environment meant to introduce the idea of Open Science to young scientists, academics, and makers of all kinds.
Why Open? (3 weeks) – This course will facilitate discussion on the different meanings of openness, how openness applies to different domains, as well as participants’ views of what it means to do things openly.

More information.

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29 juillet 2013

Exploration of Open Educational Resources in Non-English Speaking Communities

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By Dr. Juan Cristobal Cobo Romaní. Over the last decade, open educational resources (OER) initiatives have created new possibilities for knowledge-sharing practices. This research examines how, where, and when OER are attracting attention in the higher education sector and explores to what extent the OER discussion has moved beyond the English-speaking world. This study analysed English, Spanish, and Portuguese OER queries over a long-term period (2007-2011). The data retrieval was conducted using four online platforms: two academic journal databases (Web of Knowledge and Scopus), one video-sharing Web site (YouTube), and one document-sharing Web site (Scribd). The number (more than 32,860) of search results collected indicate an increasing interest in online OER discussion across languages, particularly outside academic journal databases. Additionally, a widening “language gap” between OER discussions in English and other languages was identified in several platforms. This research reports some of the cultural and language challenges caused by the expansion of the OER discussion and highlights relevant findings in this field. Read more...

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29 juillet 2013

Government support for open educational resources: Policy, Funding, and Strategies

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By Paul Stacey. Foundations like Hewlett, Mellon, and Gates provided start-up funding and support that nurtured the field of open educational resources (OER) from infancy to a robust early adolescence characterized by energy and idealism (Casserly & Smith, 2008). However, foundation grants typically focus on establishing exemplars and cannot be relied on for sustaining ongoing operations or generating widespread adoption. Read more...

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