Group items tagged

"In June 2010, the European Commission presented a ten-year vision for the future of vocational education and training in a Communication titled 'A new impetus for European cooperation in vocational education and training to support the Europe 2020 strategy' (COM(2010) 296 final). In December 2010, in Bruges (Belgium) the priorities for the Copenhagen process for 2011 to 2020 were set, establishing a vision for vocational education and training to be reached by the year 2020: attractive and inclusive VET; high quality initial VET; easily accessible and career-oriented continuing VET; flexible systems of VET based on a learning outcomes approach which cater for the validation of non-formal and informal learning; a European education and training area; substantially increased opportunities for transnational mobility; easily accessible and high-quality lifelong information, guidance and counselling services. Based on this vision a total of 11 strategic objectives were set for the period between 2011 and 2020 as well as 22 short-term deliverables for the first four years. There are a number of initiatives under development to enhance the transparency, recognition and quality of competences and qualifications, facilitating the mobility of learners and workers. These include the European Qualifications Framework (EQF), Europass, the European Credit System for VET (ECVET), and the European Quality Assurance Reference Framework for VET (EQAVET). "

The Heutagogic Archives provides comment on various aspects of 21st Century Learning from the perspective of the Learner-Generated Contexts Research Group. They are written by fred garnett (at gmail) and are sometimes complemented by comments from some of the others in that loose affiliation. The title comes from the Open Context Model of Learning, our view of a post web 2.0 pedagogy which incorporates the heutagogic playing with form, based on andragogic collaboration, that allows us to create something new; innovatively opening up possibilities for new futures; what we call the PAH Continuum, best discussed in the Craft of Teaching 2011. We would like to see learner-centred co-creation processes driving the education system.

Emergent Learning Model The ELM is an attempt to take forward the Open Context Model of Learning, which essentially are fresh ideas about how to re-conceptualise the processes of learning by taking account of the affordances of web 2.0 technologies. The Open Context Model of Learning is a way of thinking about the relationships of learning such that a (teacher) develops both a subject understanding as well as an ability in the (learner) to take forward their learning in that subject. That is often taken to mean through classroom interactions, but it doesn't have to mean only that, it could start with learner interactions; conversations, interests and collaboration.

Methode pédagogique collaborative

Methode pédagogique collaborative