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UID:9601-1371427200-1371427200@eden-europe.eu
SUMMARY:2013 Oslo
DESCRIPTION: \nE-learning\, open and distance education have been increasingly important fields of intellectual excitement and innovative development. The challenges posed by the new technologies are permanent\, and students constantly keep teachers under pressure to develop. The human elements are moving to the forefront\, employing creative methods and smart solutions. In Europe\, despite economic and social pressures\, there is a collective drive towards realising the creative potential. \nStandards and accountability have also been emphasized but personalization of learning\, individual and collective motivation\, enhancement of the learning experience\, and an overall improvement of learning quality are gaining ever-increasing traction. \nLearning is becoming more and more individualized and self-managed. Personalization helps foster motivation and engagement\, and supports awareness and motivation. Personal learning environments and personalized assessment (including learning analytics) offer resources to monitor and assess the  process. \nHow can we do our best to make learning a thrilling experience for learners\, including providing a sense of joy in the virtual classroom? \nThe question is an exciting one and discussion and debate provided a range of innovative theories and approaches\, and help to determine the tools necessary to achieve our goals. Should they be about the smart use of ICT tools\, new methodologies for enhanced learning experience\, content management systems\, or about fascinating inter-disciplinary solutions supported by e.g. game based learning\, immersive environments\, multimedia\, etc. The answers we will find may be dynamic and or even provoking. \nThe EDEN 2013 Conference discovered and presented the latest best practice in this field\, share progressive concepts\, inventive solutions\, and promote joint-thinking and collaboration.\nThe Conference programme will include plenaries\, parallel sessions with paper presentations\, workshops\, moderated poster and demo sessions. The event started on Wednesday afternoon on 12 June\, with Pre-Conference Workshops and Registration\, followed by the Welcome Cocktail and ended with a Farewell Coffee on 15 June. \nResources\n\nThe full program booklet in pdf format can be downloaded from here.\nKeynote speakers’ pre-conference interviews: Click here.\nEDEN Interview series | Video-interviews by Steve Wheeler: Click here\nKeynote presentations can be read here.\nThe Book of Abstract is downloadable here.\nThe 2013 Best Research Paper is downloadable here.\nSocial online conference tools: Conference blog | EDEN NAP Conference Group | Tweet #EDENOslo | Facebook | Content curation on Scoop.it
URL:https://eden-europe.eu/event/oslo/
CATEGORIES:Annual conferences
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CREATED:20230227T103632Z
LAST-MODIFIED:20230404T050509Z
UID:9600-1339372800-1339372800@eden-europe.eu
SUMMARY:2012 Porto
DESCRIPTION:Social and policy context\nThe European Year and movements for Active Ageing\nThe population in Europe is getting older. The EU Commission stressed in the Europe 2020 strategy the importance of healthy and active ageing. Values represented by mature citizens are becoming increasingly important in contemporary European societies. The year 2012 will be “The European Year of Active Ageing and the Solidarity Between Generations”. \nThe European Year serves as framework for raising awareness\, generating innovative approaches\, disseminating good practice and encouraging stakeholders to participate. In a time of great challenges for Europe\, all generations are called to act together and also to learn\, to produce\, share and preserve knowledge. In the digital knowledge society\, technology and social media should not divide\, rather they should foster cohesion amongst generations. \nGeneration Y\nAnother frequent question has been: how to deal with the new generation of learners who have grown up with the Internet and who are currently entering our schools and universities? The members of ?Generation Y? or ?Net Generation? are technology-immersed learners\, easily adapting to technological developments\, to the changing media and ubiquitous networks. They have developed critical thinking towards sourcing and judging information and even knowledge. Their expectations and behaviour are enormously different from the previous cohort. \nMature generation and e-learning\nPromoting access of older persons to education and to information and communication technologies\, and updating skills by providing access to lifelong learning\, helps them to remain active and involved in the society. ICT enhanced learning has its place in the lifelong learning of the ?silver age group?. Their electronic media use is more frequent and intensive. Media and the Internet makes it easier to reach them and they may gain ICT skills to maintain contact with relatives and friends. \nThere is a lot to do to avoid exclusion and marginalisation of older persons: lowering of access barriers to ICT enhanced learning; and remove cultural\, technological\, situational\, educational obstacles. Provision of e-learning products and services including learning environments suitable for them is however a bottleneck. The few existing attempts have been predominantly “pilots” rather than being consolidated in character. There is poor knowledge only on the didactic level. It is important to care about the constructive social embedding of eLearning based on interests and ambitions. \nOpen learning for and amongst diverse generations\nThe movements aiming to enhance openness of educational resources encourage institutional policies which support innovative pedagogical models. Such models have been significant in empowering learners and their communities as co-producers in networked lifelong learning. Open resource attitude promotes democratic transformations in the information society. New media and technologies help to accelerate this process. \nThe development of an open climate and culture of learning enables educational institutions to better meet the demands of the public. Helping to spread educational resources as digitised content which accommodate different learning pathways\, widening participation and promoting shared learning experiences between generations contributes to closing the technology gap. \nThe EDEN 2012 Conference\nThe Annual Conference approached the key questions of learning methodology and technology focusing on the ?Open learning generations?\, the contexts of socially significant target groups: junior and senior e-learners. We will explore their learning cultures\, technology use patterns\, and discuss new approaches in pedagogy and andragogy that respond to them. \nThe changing technology dimension: development of networking tools\, new platforms and standards\, and interoperability questions\, will also be addressed from the perspective of different groups of users. \nPragmatic observers may state meanwhile that there is not that much novelty in new generations applying different tools and approaches to changing social and technology conditions. Thus there is space for interpretation by established distance learning professionals to consider the diverse practice and experience with young and adult learners in the open learning arena. \nDownloads\n\nthe Book of Abstracts (PDF\, 1.51 MB) available  here\nDetailed Programme Booklet (PDF\, 3.2 MB) available here.
URL:https://eden-europe.eu/event/porto-2/
CATEGORIES:Annual conferences
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DTSTART;TZID=UTC:20110628T000000
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CREATED:20230227T103631Z
LAST-MODIFIED:20230404T050509Z
UID:9598-1309219200-1309219200@eden-europe.eu
SUMMARY:2011 Dublin
DESCRIPTION:Different Perspectives on Sustainability\nThe issue of a socially and environmentally sustainable future is high on the global agenda. We now face problems of an exceptionally complex nature. Sustainability is therefore acquiring a new meaning as an inclusive concept\, where its scope extends far beyond purely environmental dimensions. \nMany policies and programmes now take on board a new vocabulary of sustainable development. This includes a range of environmental\, financial\, social or economic issues. Movements around sustainability and ecology in the past decade changed our approaches and thinking in radical and inclusive ways. Even in everyday actions\, systems thinking is now stronger than ever. We can calculate an intellectual carbon footprint ? even for innovative e-learning… \nTrends that capitalize new technologies in a sustainable way are now critically important. Moving consciously from quantitative towards qualitative growth\, from technological evolution to innovation\, implies the development of smart approaches for human-centered actions. \nSustainable strategies also include the flexibility offered by ICT-supported solutions. Smart use of ICTs in learning is one of the vital factors in making our world more sustainable. Learning always implies critical enquiry. Exploring the complexity of sustainability as well as its connected economic\, political\, social\, cultural\, technological and environmental aspects is central to this enquiry. \nSustainability is linked to mass collaboration. Critical understanding is linked to challenging and empowering individuals on a personal level. The web itself is a kind of ecosystem of innovation for learning. The sustainability scenario includes re-interpretation of mobility: being always connected by new generations of mobile devices\, realizing virtual collaboration through e-infrastructures. \nNew Technologies and Openness for Sustainable Learning\nThe aim of the 2011 EDEN conference is to highlight different ways and approaches\, in order to integrate better the concept of responsible and sustainable development within learning\, in its widest sense. \nThe links between sustainability and the world of learning and education are numerous and natural. Embedding learning as a critical factor in the diversity of socio-economic settings plays an important and acknowledged role in strategic viability and impact. We can visualize the relationship between sustainability and learning in many contexts. E-learning\, learning innovation\, open learning\, ICT enhanced learning\, so called atypical learning forms: all are modernization factors enhancing the ecological consequences of technical development. The main elements of the sustainable professional learning toolkit include: good instructional design\, user-friendly learning environments\, responsible use of technologies\, informal learning\, accreditation of prior learning experience. \nAmong the elements which sustain and shape our quality of life and well-being\, the issue of ?eco-design? of learning spaces ? including e-learning ? is central and also closely connected to creative aspects and the arts which further broaden this paradigm. \nAspects around equality and access are nowadays increasingly being understood and treated with deepened sensitivity and importance. Equal opportunities and socially inclusive outcomes are emerging as key aspects of social sustainability ? particularly evident as part of intergenerational approaches and access. We therefore need to revisit how e-learning may contribute to increasing quality of opportunity\, empowering participation in the sustainable learning communities of the future. \nSustainable e-learning linked to professional development is based on organic organizational and pedagogic perspectives\, while using ecologically appropriate technological solutions. In this context\, it is most important to conceptualize and analyze the changing nature of learning ? including lifecycles of learning and knowledge and their methods and paradigms. This connects naturally to the conscious use and re-use (recycling) of learning objects\, in a matrix of organic sustainable development. \nSustainability and openness go hand in hand. Transformed approaches around access to information\, resources and knowledge in the digital world have fundamentally changed business models\, structures and processes. Sustainability and openness together represent collaborative creativity\, connectivity\, access and transparency – while also maintaining a balanced\, flexible and dynamic level of operation. \nHigh rates of change\, due to information technology development and the momentum of innovation in e-learning\, mean we must seriously approach sustainability of the culture and community of e-learning. Education has an essential role to play in motivating and empowering people to participate in more sustainable lifestyle changes. Thus the role of innovative learning and training as critical awareness raising factors for global sustainability links organically to education around understanding the contexts of ecological challenges and opportunities. \nThe Keynote Speeches\nThe presentations of the keynotes are available in the Publications section of the website. \nThe Recordings of the keynote sessions are available here.
URL:https://eden-europe.eu/event/dublin/
CATEGORIES:Annual conferences
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CREATED:20230227T103512Z
LAST-MODIFIED:20230404T050509Z
UID:9593-1298678400-1298678400@eden-europe.eu
SUMMARY:2009 Gdansk
DESCRIPTION:  \nInnovation\, learning and learning innovation in Europe\n\nEurope’s growth potential needs to be enhanced for sure. Europe needs a strategic approach to boost its capacity for creativity\, whilst establishing an environment where knowledge is successfully converted into innovative products and services. For a flexible\, competitive and open economy\, independent innovation as the main driver of development has been fully acknowledged. \n\nThe development of Europe’s population its human capital –  is critical for the success of this strategy. The role of education and training as a determining factor in enhancing creativity\, innovation performance and competitiveness is recognized in the concept of the “knowledge triangle”\, comprising education\, research and innovation. Without education as a core policy\, innovation in Europe may remain unsupported. \nPresent education and training systems are however still inadequately equipped to face this challenge. The extent of innovative uses of technology is lower than had been hoped for: a new “innovation oriented” wave of policy making is urgently required. Substantial learning innovation is needed for which the knowledge base is now only fragmentary. \nDeveloping creative\, innovative skills demands the renewal of traditional teaching approaches\, to be replaced by learner-focused models which support active involvement in the process of reflection and interpretation. An organisational culture supporting openness and creativity is a precondition for successful learning and innovation. \nThe birth of new knowledge and the process of its manifestation in this environment is being re-valorised. Pathways to novel solutions must be significantly shortened. In this process\, Lifelong Learning and ICT are key boosters of change. Informal and non-formal learning helps shift the diffusion of innovation into every day life-practice. Supported by ICT\, collaborative methods\, exploratory learning\, the social web\, knowledge sharing and management occupy important positions. \nAt present modern practical strategies and communication channels are being created\, and new businesses built\, changing the conventional patterns. The innovation ecosystem seeks inventions\, with strategic thinking and business value\, enabled by technology. \nEducation vs. Innovation\nWhat is the actual relation between innovation and education? Is innovation really a leading paradigm in our society? We often hear that education even kills innovation. And in reality\, standardisation in big systems – nowadays a permanent process accompanying modernisation practice – may well contradict requirements for innovation. A critical relationship persists: original\, creative ideas\, more often than not\, occur outside educational systems. \nThere are important related questions to answer: \n\nHow to empower innovation within the huge diversity of different learning situations and settings?\nHow is it possible to measure creativity and innovation in learning systems?\nHow can we evaluate learning results if traditional learning objectives are not the only ones to be measured?\nHow to measure collaborative learning efforts?\nHow to use existing and emerging technologies to create new value for learning?\nWhat are the key drivers for competitiveness and innovation in learning?\n\nThe European Year\nCommunities of creativity and innovation are often not well connected\, thus the European Year aims to bridge these worlds. Innovation is the successful realisation of new ideas; creativity is the sine qua non of innovation. \nThe objective of the European Year of Creativity and Innovation is to promote creativity for all as a driver for innovation and as a key factor for the development of personal\, occupational\, entrepreneurial and social competences through lifelong learning.  \nThe First Five Years of EU25\nNot so long ago though it is already half a decade since 2004\, the European Union realised its most significant enlargement process. The EDEN conference will also address this theme\, in the context of human resource development and learning systems innovation. We particularly encourage colleagues to join us from the new EU member countries!
URL:https://eden-europe.eu/event/gdansk/
CATEGORIES:Annual conferences
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CREATED:20230227T103512Z
LAST-MODIFIED:20230404T050509Z
UID:9594-1298678400-1298678400@eden-europe.eu
SUMMARY:2010 Valencia
DESCRIPTION:  \nTaken by Storm\n\nThe volume of information we get is enormous and there is a revolutionary change in the ways we use media. New social media culture is extending human capacity\, reshaping identity and community. The awareness of the many forms of digital media is increasing and of the skills that allow better intellectual and emotional understanding. \n\nThe diffusion of digital creative content and the multiplication of online and mobile platforms\, the changeable\, participatory\, rapidly re-created information generate unprecedented opportunities for the world of learning. Teachers’ and learners’ abilities to make informed and diversified choices for media now make up a significant part of their skills portfolio. \nThe many economic\, social and technology drivers are changing the nature and methods of education and training. In particular\, the informal learning field is being transformed and re-positioned. All this represents huge challenges for the professional development of teachers\, tutors and instructors. A quest for new structural and institutional models is emerging within the learning society. \nIn Europe\, content industries create added value by exploiting and networking European cultural diversity\, with innovation being part of the Lisbon strategy beyond 2010. The EU i2010 initiative aims to boost competitiveness in the ICT sector and create a single European information space. \nNew Criteria for New Media in Learning\nThe opportunity offered by digital media and virtual reality leads to the development of new organic learning environments. A major challenge is how to turn these environments into instrumental knowledge. New elements include development of mobile\, ubiquitous and contextual computing\, microlearning\, functional networking\, direct access to databases\, with which to build up integrated knowledge bases. Within the new distribution channels\, trends in the media habits of learners show significant changes. \nThere are quite a few related questions to answer: \n\nWhere do new media take us as educators?\n\nWhat in the end is their suitability for education?\n\n\nFor teachers and learners\, what is the value of being active in new media?\n\nHaving a presence on Twitter?\nBeing an active blogger?\n\n\nWhat is the validity of knowledge in Web 2.0\n\nHow can we measure recognition and achievement?\n\n\nHow do media portray the changing open and distance learning practice?\nHow can we control the potential of media to ensure that they work for all?\nHow all is this affecting the modes of knowledge organisation?\nWith the convergence of media\, how are the major issues of learning mirrored in the “traditional” media channels\, in TV\, newspapers and journals?\n\nOpenness Emerges\nOrganically linked to these developments are the further changes in form and function\, representing the greater and greater potential of open collaboration and information sharing. Globalization\, information technology and the flow of information are transforming our economies and communities. The evolving new openness is unlocking the potential effectiveness in implementing open ICT ecosystems and enabling innovation and growth. \nCollaborative creativity\, connectivity\, access and transparency\, are revolutionizing how we communicate\, learn\, connect and compete. Openness reshapes ICT ecosystems\, and makes it possible to rewrite business models and deliver customized services to citizens. Increasing these capacities helps to create flexible\, service-oriented ICT applications in the world of learning. This has also profound implications for the publishing industry\, leading to a kind of new knowledge and media economy.
URL:https://eden-europe.eu/event/valencia/
CATEGORIES:Annual conferences
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CREATED:20230227T103512Z
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UID:9595-1298678400-1298678400@eden-europe.eu
SUMMARY:2001 Stockholm
DESCRIPTION:Informal arenas of learning\nMuch learning occurs beyond traditional lecture halls and formal credit programmes.This strand addresses different aspects of integrating multiple forms of learning opportunities into daily life and in the workplace. \nTearing down boundaries\nDistance education methods are often embedded in the developing new structures of education. Ways of working in different education systems seem to merge. Do we also need a merge between education systems and the breaking of barriers between educational sectors and institutions? \nOpening the systems\nOpen systems are placed on the political agenda in some countries. New student groups and new providers are expected to enter education putting new demands and challenging the education systems. One key question is how to provide efficient and fast credit transfer across different forms of education and experience.\nSearching for best practice\nHighlighting and sharing new trends and practices gives an unlimited chance for professionalisation. New demands on education grow in praxis and so do new methods. Students\, clients make choices and express their expectations of service and quality outcomes. Teachers and practitioners invent new ways of arranging situations for learning. What is the state of the art? \nThe European dimension\nNetworking and co-operation within Europe is of growing importance and it is strongly supported by the European Commission. How can that work further develop? What are the impact of globalisation on the European learning arena?
URL:https://eden-europe.eu/event/stockholm-2/
CATEGORIES:Annual conferences
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CREATED:20230227T103511Z
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UID:9591-1298678400-1298678400@eden-europe.eu
SUMMARY:2007 Naples
DESCRIPTION:Snapshot of the Scene\nThe rush is on: the rapid evolution and widespread penetration of new media and technologies\, emerging new tools and solutions constantly change and challenge  the ways and means of accessing and sharing knowledge. \n\n\nThe educational landscape is now also alive with catchwords about the ”hot technology tools”\, the Web 2.0\, aggregators\, the Social Web\, collaborative content creation\, writing and bookmarking\, etc. The road for the ”nomadic learners” on the web is paved by online knowledge communities – social tagging – folksonomies – inquiry learning – ubiquity – digital learning games\, etc. \nA growing pressure persists to improve ICT uptake in support of the European strategy to become a powerful knowledge economy\, to help the development for growth and jobs. The importance of workplace learning\, non-formal and informal learning is increasing\, influencing more and more the culture of learning.\nQuality – recognition – assessment – accreditation\, together with competences\, remain core issues in the light of the coming European Qualification Framework and the EU Lifelong Learning Programme starting in 2007. \n\nTrust or Not?\nThe critical voices are however also present. ”E-learning is not a shortcut to happiness” – ”Don’t trust e-learning – as it is now”…  The usability of e-learning is questioned\, ICTs are criticised for not meeting the requirements of the future\, rather serving the learning needs of the past. \nIt is apparent that it will take quite more time to learn how to use the e-learning technologies properly\, to change learning paradigms to benefit fully from the possibilities offered by ICTs. But all in all: is e-learning really transformative? Whilst it is often stated that new technology solutions require new pedagogical approaches and organisational structures\, no radical de-institutionalisation seems to occur\, as it was earlier predicted. Emerging technologies are far from being implemented and supported in the systems. A gap exists between concepts and visions on e-learning and the real impact of the new technologies on mainstream education and the training process. Looking critically at the vision for e-learning seems to be a responsible response once again. \n\nWanted: Realistic Futurists and Progressive Practitioners\nE-learning is evolving\, like is the world around us. The relationship between learning\, working and the rest of life is also subject of profound changes. The quest for a long term e-learning model and the concern of e-learning as distinct field being ”dissolved” by the limitless penetration of ICT in everyday life are present in parallel. Successes are vulnerable because of the never-ending paradigm shifts. The poor visibility of valuable achievements hinders the mainstreaming of credible solutions. \nReaching the point of critical mass with convincing examples and practices should help to consolidate the professional knowledge. There is an ever stronger need for the validation of the visions\, the conceptualisation of the results available\, the credible ”demonstrations of the possible”. A kind of strategic mechanism for accelerated progress could support the timely consolidation. \nThe need for a transversal\, holistic approach is strengthening\, in the meantime\, a kind of cycle in the innovation process seems to have come to an end. We can expect a new wave of ambitious initiatives to come. This may be realised quite differently in the corporate environments\, in training\, in higher education\, in informal learning\, etc. \nThe traditional educational systems and settings are changing slowly. Together with visionaries and the socio-technical forerunners\, important role remains with the progressive practitioners\, who investigate\, develop\, experiment with new solutions and deliver proofs of good practice in e-learning. \nWhilst many researchers anticipate quick the transformative impact of the social web and the consequent radical conversion in the world of learning\, quite a few successful practices seem to show consolidation along the well known open and distance learning methods and principles. \nSeveral professionals argue that successful and acknowledged e-learning practice in most cases has a lot to do with well designed and implemented distance learning in contemporary technology environments. In the years to come\, hard work will be needed to develop\, test and validate the methodologies\, in order to identify their role accurately. \n\nDigital Territories\, Continuities and Divides\nThe present transformations are accompanied by the emergence of “new digital territories” – as well as the web: geopolitical\, social spaces\, academic and subject territories\, different fields of e-learning and training. They may generate or facilitate both continuities\, or on the contrary\, divides of several kinds\, between what has traditionally been well demarcated and what should not be divided. \nSocial exclusion is becoming nowadays a major concern. A developing praxis leads from the ideal conception of ‘inclusiveness’ to the reality of embedded inclusive learning. New economic and business models may bridge the divide between the creative and social values\, and commercial interests. The fast increasing interest in the questions related to open content and open educational resources is a good example of emerging significant trends.
URL:https://eden-europe.eu/event/naples/
CATEGORIES:Annual conferences
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DTSTAMP:20260623T161721
CREATED:20230227T103511Z
LAST-MODIFIED:20230404T050509Z
UID:9592-1298678400-1298678400@eden-europe.eu
SUMMARY:Lisbon
DESCRIPTION:Valuing learning cultures – a step towards shrinking the digital divide\n\nAmong the primary factors influencing the development and implementation of e-learning\, those that look beyond just the aspects of technology and management are fast gaining importance. Information and knowledge moves in cyberspace through very different learning environments. Exploratory learning has recently developed into a widely-used term. More and more educational activities are supported on the Internet and interaction can largely be managed virtually. The understanding of cultural  features in communication processes and their impact on e-learning\, together with the most effective positioning and interpretation of intercultural issues pose today highly relevant questions. \n\nIntroducing and embedding learning into every human activity is high on the agenda. A holistic approach in distance and e-learning requires a deep understanding: the ability to compare\, understand and integrate. Understanding the relevance of the ‘cultural dimension’ requires intense efforts\, if we are to go beyond its abstract meaning\, beyond slogans. \nThe year 2008 will be the year of intercultural dialogue\, offering the opportunity to put the issue of learning cultures and their impact as the focus of the EDEN Annual Conference. Intercultural issues are becoming even more relevant in the light of emerging policy initiatives – like the ‘Riga Declaration’; the proposed 2008 e-inclusion initiative\, and i2010 – that link ‘culture’ and ‘learning’ within the context of e-government\, active citizenship and social cohesion. Learning to be a good citizen and learning to be a good European require a new orientation for e-learning\, that can help to bring together different cultural backgrounds. \nWe are witnessing the emergence and manifestation of different ‘digital learning patrimonies’\, which have in the recent period become key terms and have been instrumental in understanding the contemporary e-learning phenomenon. The extension of this understanding is highly relevant to the closely linked ‘cultural patrimonies’. \nCultural understanding\, efficiency and quality go hand in hand\nBridging professional cultures is not only important for the development of human understanding but also from the e-learning perspective for adopting and facilitating the integration of tools and solutions and developing synergies. There is a challenging variability in the cultural adaptation of ICTs. A well-understood intercultural approach is instrumental in re-structuring the educational enterprise and exploring new development scenarios. The effectiveness of technology may be reduced or improved by factors such as the values and learning styles of users. The emotional and motivation aspects for learning also emerge as highly relevant. \nOpen thinking and building on well integrated cultural diversity can also promote help in creating a reflective learning space. Cultural understanding in learning also means gaining knowledge from other training cultures and learning design solutions\, which have developed in different professional sectors or geographical regions\, where the settings necessitate the application of different approaches. Importantly\, cultural understanding also supports diversity\, releasing aspirations for achievement\, the desire for self-sufficiency and independence – essential factors of 21st century knowledge and competence development. \nLearning culture – how  does it work in the ‘2.0’ environment?\nLearning is becoming an increasingly personalised experience. We can learn practically everywhere and it is more and more the student who finds the ways to learning. The social web has also largely extended the scope of collaboration in learning. The new generation technology solutions and Web 2.0 tools are necessarily cultural matters. Cultural understanding may help to raise and exploit fully the new e-learning concepts based on social web. \nCollaboration and partnerships in distance and e-learning reduce fragmentation\, promote integration and cohesion\, improving not only the pooling of knowledge but also engagement. The intercultural approach helps to understand and better support the much quoted inclusion and access aspects of ICTs and learning. On the other hand\, if we use intercultural learning as an operational concept\, for understanding and exploiting different learning styles and learning methods\, this may well help both to increase learning efficiency and to implement new learning systems. \nCultural aspects certainly make part of the social change and inclusion scenario in e-learning\, raising the ‘solidarity’; ‘individuality’ and ‘communality’ questions. Broadening of the idea of the ‘civilised society’ can also evidently be promoted through learning. The increased mobility of both individuals and groups\, but also within communities and nations\, has stressed the great importance of learning to cope and to understand cultural diversity. People are communicating more than ever\, but being as physically apart from each other as never before. This phenomenon is changing the very nature of our way of learning\, working and living.
URL:https://eden-europe.eu/event/lisbon/
CATEGORIES:Annual conferences
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CREATED:20230227T103312Z
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UID:9590-1298678400-1298678400@eden-europe.eu
SUMMARY:2006 Vienna
DESCRIPTION: \nExperience and understanding of the knowledge society is taking ever greater root in Europe. Globalisation\, technology development\, and changes in the economic and social environment are modifying the ways in which the knowledge society is developing. The accelerating development of information and communication technologies\, especially with their integration in so many different fields of life\,  is creating way forward to new solutions. \nThe impact of economic challenges\, market developments and macro-level policies – both at national and European levels – have considerably influenced these processes. Growth and employment are the present keywords\, that embody the strong message of the relaunched Lisbon strategy. Intended change in education and training systems in connection with the world of work are above all seen from this perspective. \nIn this broad context innovation is the key element. It has been one of the core factors emphasized in recent understandings of modernisation and economic growth. Innovation systems and industrial policy share common interests\, and there is an ever stronger demand for the integration and more effective use of innovation in the economy\, particularly in the knowledge industries. \nAccording to the recent EU Economic Policy Guidelines\, all forms of innovation should be facilitated\, accompanied by the improvement of innovation support services\, and the creation and development of innovation poles\, bringing together universities\, research institutions and enterprises. The development of ICT and content industries make up key areas to be promoted. Increased performance in these fields is expected to contribute to the creation of the sustainable knowledge economy. \nNew competences – E-learning – European competitiveness\nThe academic and professional community is continuously at work on developing efficient solutions and identifying new\, creative forms of education. It is becoming increasingly clear that the new learning space will be realised in the context of its contribution to employment and economic development. E-competences and professional development are important elements in establishing the background for competitiveness and economic growth. The need for flexible response to new challenges\, for better adaptability\, for training the workforce with renewed competences\, and above all the broad concept of lifelong learning\, make up the key terms in the new generation EU educational programmes. \nE-competences are essential for successful careers and for the promotion of links between education\, training and business. E-learning is the major enabling factor for the efficient involvement in the new competence development process\, contributing also to the mainstreaming of innovation. A developing consensus is confident that e-learning has moved from vision to reality\, accompanied by the evolution of its practical meanings and concepts. \nPart of this process is the constantly growing need for the development of ICT skills for citizens. However e-competences are used in a much wider sense than the term ‘digital literacy’. The new competency system is strongly rooted in and related to e-learning\, using collaborative and knowledge management tools\, in the increasingly integrated contexts of education – training – work – home. \nProper identification and development of competences\, and e-competences in the digital economy requires the reconsideration of different modalities of achieving knowledge and integrating it into personal portfolios. The ongoing Bologna process is adding further requirements to the new structuring of skills and competences\, with creative contributions from the educational community. \nRecognition of informal and non formal learning – from the uncertain attempts to define what it was only recently – is fast becoming a massive movement\, incorporated in educational and employment policies\, and with the prospect of leading to a European qualification framework. An even more confident approach to issues of quality in learning is a pre-requisite for consolidated implementation. \nEducational research\nNew forms of learning\, and the process of their contributing to the economy\, are also very challenging in academic and educational research contexts. A related substantial question is therefore the promotion of educational research in Europe\, particularly in Learning Systems Innovation and with information and communication technologies. EDEN has been devoting sustained attention to the support of research in distance and e-learning\, strengthening both academic and professional backgrounds. An important message of the conference should be the promotion of policy efforts\, oriented towards guaranteeing focus\, effectiveness and synergy with other actions at EU and national level\, to reduce and eventually remove the existing knowledge and research gap in education\, training and lifelong learning at large\, including e-learning. \nArts and culture\nICTs have for a long period contributed to the European dimension\, and to reinforcing European identity. Acknowledging and welcoming the strenghtening role of interdisciplinarity in developing innovation and creativity in education\, the EDEN 2006 Conference intends to encourage the inclusion and presentation of the themes of arts\, culture and languages in the context of e-competences\, open\, distance and e-learning.
URL:https://eden-europe.eu/event/vienna/
CATEGORIES:Annual conferences
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DTSTAMP:20260623T161721
CREATED:20230227T103311Z
LAST-MODIFIED:20230404T050509Z
UID:9588-1298678400-1298678400@eden-europe.eu
SUMMARY:2003 Rhodes
DESCRIPTION:Scope and objectives of the conference\n\nThe “Quality issue” has become one of the leading concepts in modern society\, economy and education. It serves different perspectives and stakeholders: providers\, customers\, partners and citizens. Different stakeholder perspectives give rise to different “quality cultures”. In the emerging range of open\, flexible\, distance and eLearning settings\, there is an increasing need for information and understanding to permit judgement on the quality of the educational offer\, including schools\, universities\, vocational training and adult education. Quality frameworks and quality assurance procedures represent the priority for both the policy makers and educational providers as well as for the learners\, students\, trainees and the corporate sector. \neLearning is perceived either as new ICT media and pedagogies\, making up the emergent flexible learning environments\, or as the new paradigm of knowledge acquisition with related competencies in the Information Society. Whichever the perception\, in order to succeed with the mainstreaming of the various ICT-supported learning solutions\, it is essential to bring about dialogue between experts\, academia\, the ICT industry and the publishing sector as well as the education and training authorities across Europe. There is huge interest in the definition of quality assurance practice to be deployed by the broad range of stakeholders in education and training in the public and private sectors\, in order to consolidate knowledge\, ensure consistent approaches and to add value. \nThe aim of the 12th Annual Conference of the European Distance Education Network organised in Rhodes\, Greece in 2003 was to raise awareness and disseminate knowledge\, addressing this strategic area in the learning agenda in Europe. The Greek Presidency of the EU\, during the first semester of 2003\, has already prioritized ICT and Lifelong Learning as the means for pursuing the upgrading of quality for European education systems. \nThe conference themes\n\nQuality assurance\, quality management systems and frameworks in flexible and eLearning\nDistance and eLearning quality approaches\, criteria\, standards – formulation and implementation; theory and practice\nConvergence towards standardization and platforms\nPrinciples and practice of accreditation of courses and institutions\nDevelopment and operation of quality concepts and frameworks in open and distance learning with the integration of emerging ICT solutions\nQuality in the context of innovation\, competitiveness and marketability\nEvaluation and benchmarking methods and procedures\, testing and certification\nCompetencies and the added value of different learning cultures and quality approach
URL:https://eden-europe.eu/event/rhodes/
CATEGORIES:Annual conferences
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