Integrated e-learning projects in the European Union

2008 ◽  
Author(s):  
G. Sziebig ◽  
P. Korondi ◽  
Z. Suto ◽  
P. Stumpf ◽  
R.K. Jardan ◽  
...  
Keyword(s):  
European Union ◽  
The European Union ◽  
E Learning ◽  
Learning Projects

scholarly journals Contemporaneous Issues in e-Learning Projects of the European Union

2015 ◽  
Vol 191 ◽  
pp. 540-545
Author(s):  
Andrei Hutanu ◽  
Gabriela Prostean ◽  
Alin Vasile Mnerie ◽  
Raluca Schiopu
Keyword(s):  
European Union ◽  
The European Union ◽  
E Learning ◽  
Learning Projects

Who are You? Theorising from the Experience of Working through an Avatar

2005 ◽  
Vol 2 (4) ◽  
pp. 414-425 ◽  
Author(s):  
Chris Jones
Keyword(s):  
European Union ◽  
Interest Groups ◽  
Three Dimensional ◽  
Point Of View ◽  
Networked Learning ◽  
The European Union ◽  
Significant Interest ◽  
E Learning ◽  
Funded Project ◽  
Set Up

This article explores the experience of a researcher who was part of a pan-European team exploring one of the currently available avatar worlds used for educational purposes. The article reports research undertaken as part of the European Union (EU)-funded project EQUEL (e-quality in e-learning) from the point of view of a single researcher. The EQUEL project was organised into several Significant Interest Groups (SIGs) and the Agora SIG was set up to explore knowledge-sharing in 3D (three-dimensional) avatar-based systems, in particular Active Worlds Educational Universe (AWEDU – http://www.activeworlds.com ). AWEDU is a relatively common, stable and explored 3D system. Further details of the research reported here can be found in papers presented by Jensen and Fejfer Olsen et al at the networked learning conference 2004 ( http://www.networkedlearningconference.org.uk/past/nlc2004 ).

Cooperative E-Learning in the Multilingual and Multicultural School

2013 ◽  
pp. 137-150 ◽  
Author(s):  
Jonathan Bishop
Keyword(s):  
European Union ◽  
Learning Outcomes ◽  
School Age ◽  
The European Union ◽  
Digital Classroom ◽  
E Learning ◽  
Technical Issues ◽  
Multicultural School ◽  
The Impact ◽  
Individual Education

The Classroom 2.0 initiative is one of the most fundamental reforms to the way education is performed across the European Union. Starting its life at the Digital Classroom of Tomorrow (DCOT) Project in Wales, the initiative has shown that concepts like electronic individual education programmes (eIEPs) and the electronic twinning of schools (eTwinning) can play an important role in enhancing learning outcomes for school age learners. This chapter presents a review of the impact of the original Classroom 2.0 Project – DCOT – and explores some of the technical issues essential to the project’s success across Europe.

Co-Operative E-Learning for Multilingual and Multicultural Education

2022 ◽  
pp. 184-204
Author(s):  
Jonathan Bishop ◽  
Ray Kingdon ◽  
Mike Reddy
Keyword(s):  
European Union ◽  
Multicultural Education ◽  
Learning Outcomes ◽  
School Age ◽  
The European Union ◽  
Digital Classroom ◽  
E Learning ◽  
Technical Issues ◽  
The Impact ◽  
Individual Education

The Classroom 2.0 initiative is one of the most fundamental reforms to the way education is performed across the European Union. Starting its life at the ‘Digital Classroom of Tomorrow' (DCOT) Project in Wales, the initiative has shown that concepts like electronic individual education programmes (eIEPs) and the electronic twinning of schools (eTwinning) can play an important role in enhancing learning outcomes for school age learners. This chapter presents a review of the impact of the original Classroom 2.0 Project – DCOT – and explores some of the technical issues essential to the project's success across Europe and how this has led to Technologies 4.0, which has taken the form of ‘Supporting Information and Education with Multimedia and E-Learning for Networked Societies' (SIEMENS) in Wales.

scholarly journals The Pedagogic Architecture of MOOC: A Research Project on Educational Courses in Spanish

2017 ◽  
Vol 18 (6) ◽  
Author(s):  
Elia Fernández-Díaz ◽  
Carlos Rodríguez-Hoyos ◽  
Adelina Calvo Salvador
Keyword(s):  
European Union ◽  
Open Data ◽  
Head Model ◽  
The European Union ◽  
Communication Tools ◽  
Research Project ◽  
Talking Head ◽  
E Learning ◽  
The One ◽  
Academic Year

<p>This study has been carried out within the context of the ECO European Project (E-learning, Communication Open-Data: Massive Mobile, Ubiquitous, and Open Learning) which is being financed by the European Union over four years (2014-17). It analyses the pedagogic architecture of MOOC on pedagogic/educational subjects in Spanish over one academic year (September 2015-June 2016). The analysis focuses on five major dimensions from a qualitative perspective: subjects and the promoting institution, methodology, resources, type of videos, and evaluation. The results demonstrate the hegemony of subjects linked to the Society of Knowledge, such as the widespread use of traditional methodology based on video lessons (the “talking head” model). Communication tools are clearly underused and evaluation based on the use of questionnaires is dominant. The findings show the need for further research into MOOC based on a pedagogic approach such as the one adopted here.</p>

scholarly journals High performance Athletes dual career support opportunities in the context of the European Union

2015 ◽  
Vol 2 ◽  
pp. 517
Author(s):  
Ilvis Ābeļkalns
Keyword(s):  
European Union ◽  
Support System ◽  
High Performance ◽  
Dual Career ◽  
The European Union ◽  
Career Support ◽  
Entrance Exams ◽  
E Learning ◽  
The Uk ◽  
Study Plan

This article aims to provide an overview of high performance athletes - students dual-career support opportunities in the European Union, in order to create dual career support system in Latvia. The paper provides an explanation of terms, and analyzes the UK, Ireland, Germany, Belgium and other countries' experience in the dual career. In the process is created a comparative overview of the possibilities for support in several European countries. High-performance athletes main types of support are flexible exam schedule, individual study plan, consultations with lecturers, distance learning studies (e-learning), the mentor's advice, and reduced requirements for entrance exams. In Latvia there is not created united support system, each university tries to find support for their athletes at their own discretion.

Sign in / Sign up

Export Citation Format

Share Document