Book on Video Education in Europe
The main aim of the viducate network is to promote video education across all educational sectors in Europe.
To pursue this target the viducate network has produced the book Video Education, Media Education and Lifelong Learning. A European Insight. This publication includes conceptual ideas, an insight into European perspectives and a section with best practice examples pointing out how video education can be put into practice across different educational sectors.
iTEC (Innovative Technologies for an Engaging Classroom) is a four-year, pan-European project focused on the design of the future classroom. With funding of €9.45M from the European Commission, the involvement of 15 Ministries of Education and school pilots in up to 1 000 classrooms in 12 countries, iTEC is the largest and most strategic project yet undertaken by European Schoolnet and its supporting Ministries.
Historiana - Your Portal to the Past - is an international programme coordinated by EUROCLIO - European Association of History Educators. Historiana is an educational website that offers young people free access to quality education on history and heritage from a global perspective.
the project targets the following results, in order to answer significant questions:
1. A model for analyzing teachers' ICT‐pedagogical competency profiles, relating to European frameworks and based on conclusions from topical need analyses in the partner countries.
2. The further education module 'E‐teacher 2.0', developed jointly by the project partners and based on previous best‐practice projects as well as topical surveys.
The module will empower teachers within new technologies, facilitate the process of redidactization and arm teachers to spot and integrate new relevant technologies as they emerge. The module will be developed as a generic model, adaptable to local needs, but within an internationally agreed upon framework. 'E‐teacher 2.0' will be trial‐run in each partner country in order to test, evaluate and optimize the module. Specific national versions of 'E‐teacher 2.0' will be developed in each country's language, adapted to local needs.
3. An accreditation of 'E‐teacher 2.0' and/or integration into continuing education in each partner country, with the aim of border-crossing mutual recognition.
New technologies are central to modern life and sensitive topics are often discussed on the internet rather than face to face. However, this could be potentially damaging, especially for young people. The European project Virtual Stages Against Violence (VSAV) discovers possible risks concerning the use of new technologies and offers teaching and learning pathways for a sensible use of the internet and new technologies. The project has started in March 2011 and the project team has already developed innovative products for teachers, students, schools, youth organisations and so on.
Study report "Virtual Learning Platforms in Europe: What can we learn from experience in Denmark, the United Kingdom and Spain?" has now been released.With the proliferation of ICT equipment and the pedagogical approaches underpinning it, the concept of virtual learning platforms has emerged in several educational systems. This study, entrusted by the Caisse des dépôts to European Schoolnet, offers an analysis of policies and initiatives in the field of virtual learning platforms in Denmark, the United Kingdom and Spain (Andalusia and Catalonia).
The first part of this study report provides a summary of each national situation according to a common structure that addresses key features of existing platforms, the services they offer, the status of their deployment, their modes of deployment and governance, their uses and the success factors determining their wider deployment. The second part of the report compares these three national situations in terms of these aspects
The aim of the project is to transfer positive experience and knowledge in the use of Learning Platforms by European Organisations into the Vocational Education and Training sector.
Objectives: - Carry out a survey of Education Organizations in Europe to determine their needs, experiences and preferences regarding Learning Platforms/VLEs.
- Advise and support the CDVEC in selecting an organisation wide VLE solution
- Share experiences with the VET sector in Ireland and a wider audience in the EU
One of the major challenges facing ESA is to meet the very diverse educational needs of all our Member States. Supporting European teachers is a complex task, given the different national educational systems and languages.
The European Space Education Resource Office (ESERO) project is ESA's primary way to support the educational community.
The digital-earth.eu project examines the use of geographic media in schools and teacher education. Geo-media is the visualisation of information from different media sources and is concerned with digital content and its processing based on place, position and location. Many geographic media are widely used for navigation and routing purposes. Cartographic communication has never been so easy to implement, therefore 21st century school education needs to include geo-media into daily work. Innovative approaches to teaching and learning are needed to study environments from local to global scale.
The digital-earth.eu network links innovative centres around Europe where geo-media use is well developed. Products, resources, experiences and ideas are shared between the centres and opened to the public wherever possible.
A digital-earth.eu infrastructure is under development. The European Centre and an accredited network of national and regional Centres of Excellence are developing an online catalogue of materials, courses, publications, links and good practice scenarios, and are publishing a series of core publications.
The Web 2.0ERC European Union funded project is designed to help educators who find ICT confusing to have a simple and secure environment to use ICT in their work and in their classes.
The project project has built a simple web platform that includes the most popular tools (Wikis, Blogs, communications, Social Networking etc.) with clear guides on:
How to use the toolsHow they can be used in educationThe platform is currently undergoing final piloting and adjustments, and will be available soon.
The project has also looked at other Web 2.0 tools that can be used to create content, share the content and communicate. Members of the Web2.0ERC Community of Practice have contributed to the repository of tools.All the work of the project has been piloted with the target groups of the project and the resources produced adapted based on the piloting.
Historiana is an initiative of EUROCLIO, the European Association of History Educators and the Netherlands Institute for Heritage, in which an online, interactive, multimedia tool will be developed on the learning and teaching of common themes in history
The use of web 2.0 social platforms such as wiki's, blogs and podcasts offers new possibilities for networking, and project management. Users are able to publish their own texts, images or videos, and can share them with others. A European partner consor
rom August 2008 to November 2009, Inspire (Innovative Science Pedagogy in Research and Education) gathered teachers from five European countries to test and analyse digital learning resources in Maths, Science and Technology (MST) education. The results a
EduComics is an European Union Comenius education project under the Life Long Learning Programme (ref num 142424-2008-GR-COMENIUS-CMP). It will show educators how online comics can be used in the classroom to enhance learning, engage and motivate studen
Blended learning support portal is created within the framework of b-learning4all project, which is project funded with support from the European Commission - Education and Culture - under the LEONARDO DA VINCI Programme. b-learning4all is directed to te
October 11th, 2011 by Jenny Hughes Have been in Brussels for the last two days - speaking at 9th European Week of Regions and Cities organized by DG Regio and also taking the opportunity to join other sessions. My topic was Evaluation 2.0.
This report shows that two actions are at the heart of the drive to make MST studies and professions more popular option for young learners: the development of effective and attractive MST curricula and teaching methods, and improved teacher education and professional development. Some countries (the Netherlands, Norway, Ireland, Israel, Switzerland, and Italy), have implemented national strategies and others have set up dedicated national, regional, or local centres (Norway, Finland, Sweden, the Netherlands, Switzerland, Denmark, the Czech Republic, Portugal, Spain, and Ireland). These centres aim to improve the quality of MST teaching, and sometimes more particularly, to increase science and technology's popularity (also achieved through campaigns and competitions). This holistic approach usually includes all MST subjects, covers the lifelong learning span and involves the government, educational sector and industry. Public-private partnerships are an important feature of these all-encompassing approaches, aimed at developing a sustainable scientific culture which is deep-rooted in society. Other common approaches are to establish networks of teachers and teacher trainers, as well as other relevant stakeholders, and to implement curricular reform and initiatives favouring inquiry-based learning (e.g. cross-disciplinary, thematic or project work). In some countries, extra time, funding and smaller student groups enable more handson MST activities in laboratories and outdoors.
The INSPIRE project aimed to develop and experiment new teaching methods in the field of math, science and technology (MST). The purpose is to challenge the lack of interest of students to start scientific studies and more widely to extend the supply of scientific specialists and to develop a scientific culture in European countries
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