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Demetrios G Sampson, Digital Technologies for Supporting Educational Innovations in K-12, Invited Seminar, ICT in Language Learning, Athens, Greece - 24 June 2014.
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University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
1/52
Digital Technologies for Supporting Educational Innovations in K-12
Demetrios G. Sampson
Senior and Golden Core Member IEEE
Professor, Department of Digital Systems, University of Piraeus, GREECE
Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE
Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA Co-editor-in-Chief, Educational Technology and Society Journal
Steering Committee Member, IEEE Transactions on Learning Technologies Past Chair, IEEE Computer Society Technical Committee on Learning Technology
ICT Advisory Board Member, Arab League Educational, Cultural and Scientific Organization (ALECSO)
This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this
license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott
Way, Stanford, California 94305, USA.
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
2/52
… the speaker … Professor, Department of Digital Systems, University of Piraeus, GREECE
Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU
Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE
Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA
Co-Editor-in-Chief, Educational Technology and Society Journal
Steering Committee Member, IEEE Transactions on Learning Technologies
Past Chair, IEEE Computer Society Technical Committee on Learning Technology (2008-2012)
Senior and Golden Core Member, IEEE Computer Society
IEEE Computer Society Distinguished Service Award, July 2012
Co-author of 327 publications with at list 1460 citations (h-index:21)
Received 7 times Best Paper Awards in International Conferences on Learning Technologies
Guest Editor of 26 Special Issues in International Journals
Member of Editorial Board, 22 International Journals in Learning Technologies
Keynote/Invited Speaker on 56 International and/or National Conferences in Learning Technologies
General and/or Program Committee Chair in 35 International Conferences in Learning Technologies
Program Committee Member in 360 International and/or National Conferences in Learning Technologies
Project Director, Principle Investigator and/or Consultant in 65 research projects with external funding 14M Euro (1991-2016)
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
3/52
overview Digital Technologies for Learning and Education
When ? Why ? How ? Which ?
Basic Design Considerations for Course Design Constructive Alignment
Learning Outcomes – Teaching Models – Assessment Methods
Opening Up Education at a Global Scale Beyond Sharing Educational Resources
Towards Sharing Resources – Practices – Tools – Experiences – Teachers - Data
An Hierarchical Framework for Scaling Up Open Access to Global Online Education Elements – Stakeholders
Digital Tools to Support Large Scale Implementation
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
4/52
Digital Technologies for
Learning and Education
When ? Why ? How ?Which ?
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
5/52
Digital Technologies for Learning and Education
when ?
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
6/52
Digital Technologies:
•technology as an enabler for transformations
•use to provide learning experiences that would not
possible without the digital technologies
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
7/52
http://www.engineeringchallenges.org/cms/8996/9127.aspx
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
8/52
«personalized learning»
teaching – scaffolding - feedback
(«learning experiences»)
adopted to
individual students
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
9/52
Digital Technologies for Learning and Education
why ?
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
10/52
Digital Technologies as an enabler for
incremental or disruptive transformations
to the way that individuals, groups and organizations
“learn” and the way to “assess” learning in 21st Century
Objectives: From acquiring new “knowledge” to develop new and relevant “competences”
Methods: From “classroom” based teaching to “context-aware” personalized learning
Assessment: From “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
11/52
Digital Technologies for Learning and Education
how ?
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
12/52
The Flipped Classroom
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
13/52
The Flipped Classroom http://www.youtube.com/watch?v=ojiebVw8O0g
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
14/52
Digital Technologies for Learning and Education
which ?
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
15/52
• open access to
• digital resources/practices • digital tools • digital courses/classrooms
• via multiple devices • smart phones – tablets - laptops • game engines
• supported by • cloud technologies and cloud infrastructure
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
16/52
Basic Design Considerations
for Course Design
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
17/52
Constructive
Alignment
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
18/52
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
19/52
Biggs, J. (1996). Enhancing Teaching Through Constructive Alignment. Higher Education, 32, 347 – 364.
Constructive Alignment: An Example
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
20/52
Taxonomies of
Learning Objectives
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
21/52
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
22/52
Taxonomy of
Teaching Models
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
23/52
INFORMATION PROCESSING
MODEL
SOCIAL INTERACTION
MODEL
PERSONAL MODEL
BEHAVIOUR MODIFICATION
MODEL
Models of Teaching
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
24/52
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
25/52
Taxonomy of
Assessment Methods
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
26/52
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
27/52
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
28/52
Course Design in a Netshell: - Define appropriate learning objectives for the targeted
competence profile
- Select appropriate teaching strategies for the anticipated learning objectives taking into consideration the educational setting
(context of learning and training)
- Populate the teaching strategy with appropriate resources, tools, tutors
- Incorporate appropriate formative and summative assessment tools and methods
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
29/52
Opening Up Education
at a Global Scale:
Sharing Educational
Resources – Practices – Tools – Experiences
– Teachers - Data
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
30/52
Open Educational Resources (OERs)
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
31/52
web-based systems that
organize, classify, store and share OERs (or Learning
Objects – LOs) and their associated metadata
national – thematic
include limited explicit information about the
learning and educational context of use of their
hosted OER
OER or LOs Repositories
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
32/52
OER Repositories Examples
OER Commons, USA Learning Resource
Exchange, EU
Le@rning Federation, Australia Jorum, UK
MERLOT, USA
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
33/52
From OERs to Open Educational Practices (OEPs) and OEP Repositories
LO #1
LO #2
LO #N
….. Learning Object
Repository Learning Design
Repository
Open LD #1
….. Move to…
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
34/52
Title: Inquiry-based Teaching
Description: This strategy is
often contrasted with more
traditional expository methods
and reflects the constructivist
model of learning, often referred
to as active learning, so strongly
held among science educators
today.
Pedagogical Model: Inquiry-based Teaching
Source: PATHWAY Project (http://www.pathway-
project.eu/)
Open LD Templates Examples
PHASE 1:
QUESTION – Investigation of
scientifically oriented questions
PHASE 2:
EVIDENCE – Give priority to evidence
PHASE 3:
ANALYSE - Analyse evidence
PHASE 4:
EXPLAIN - Formulate explanations
PHASE 5:
CONNECT - Connect explanations
PHASE 6:
COMMUNICATE - Communicate and
Justify
PHASE 7:
REFLECT – Reflect on the inquiry
process
POSE A SCIENTIFICALLY ORIENTED
QUESTION
COLLECT EVIDENCE AND DATA
DECIDE THE EVIDENCES’ ANALYSIS
DECIDE EXPLANATIONS’
FORMULATION
CONNECT RESOURCES TO SCIENTIFIC
KNOWLEDGE
CHOOSE HOW TO COMMUNICATE
STRUCTURE REFLECTION ON THE
INQUIRY PROCESS
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
35/52
OEP Repositories
LAMS Repository, Australia The Canadian LD Repository, Canada
iCOPER LD Repository, EU OSR LD Repository, EU
COSMOS LD Repository, EU
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
36/52
Opening Up Education - Aspects of Openness
Open Curriculum: learners can mix educational resources, learning activities, and/or educational courses for different disciplines to meet their needs. This places learners in charge of their own learning and ensures that they will learn what they need to meet their personal desires and requirements.
Open Learning: teachers, experts and/or peers can share new ideas and new understanding during the learning process. This provides learners with opportunities for self-determined and independent learning.
Open Assessment: instead of formal evaluation of learning results, previously led by accredited education providers, assessment of what learners have learned can be carried out by their teachers, others and peers during the learning process via peer to peer or crowd-sourced assessment with on-demand accreditation for learners.
Open Platform: cloud–based provision and the use of open standards make it easier for different platforms and services to exchange information and data
European Commission (2011). Public consultation on opening up education - a proposal for a European initiative. Directorate-General for Education for Culture. Retrieved December 12, 2013, from http://ec.europa.eu/dgs/education_culture/documents/consult/open_en.pdf
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
37/52
A Hierarchical Framework for
Scaling Up Open Access to Global
Online Education
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
38/52
Educational Content
Learning Activities
Educational Courses
Education and/or Training
Programmes
Hierarchical Open Access Framework: Elements
Learning Objects Educational Metadata (EM)
Hierarchical Elements
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
39/52
Within this context, to deal with the different levels of granularity (namely, educational content, learning activities, educational courses, education and/or
training programmes), and the different tools and services needed to handle the particularities of each
granularity level, we propose a hierarchical open access framework that considers different hierarchical elements for supporting the main stages of a typical e-
Learning chain and we present a set of tools that support this framework
A Hierarchical Open Access Framework
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
40/52
Hierarchical Open Access Framework: Main Stakeholders
EducationalContent
EducationalContent
Learning ActivitiesLearning Activities
Educational Courses
Educational Courses
Education and/or Training
Programmes
Education and/or Training
Programmes
Learning ObjectsLearning ObjectsEducational Metadata (EM)
Educational Metadata (EM)
Hierarchical Elements
Hierarchical Elements
ParticipateParticipateDeliver
Deliver
Design and Develop
Design and Develop
Design and Develop
Educational Content
Supplier / Teacher
Instructional Designer / Teacher
e-Learning Services Provider
Learner/Teacher
Search / Select
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
41/52
• Educational Content: This is the lowest level of the hierarchical open access framework and it includes:
• Open Educational Resources (OERs) in the form of Learning Objects (LOs) and
• Educational metadata that are used to describe the different educational characteristics and attributes of a LO
• Learning Activities: This is the second level of the hierarchical open access framework and for the purpose of our work, a Learning Activity (LA) is defined as: “the interaction of learner(s) with other(s) (peers and/or tutors) and with a learning environment (optionally involving educational content, tools and services), which emerges as a result of performing a task following a specific pedagogical strategy in order to achieve one or more learning objectives” (Beetham, 2007).
• Educational Courses: This is the third level of the hierarchical open access framework and it can be developed as a sequence of LAs following a specific pedagogical strategy. Moreover, for the purpose of our work we consider that an educational course is delivered entirely online and can be facilitated by desktop and/or mobile devices towards addressing one or more learning objectives (Sampson & Zervas, 2011)
• Education and/or Training Programmes: This is the highest level of the hierarchical open access framework and it can be developed as a synthesis of educational courses. An education and/or training programme typically includes the educational courses that constitute it, as well as the virtual classrooms that are used for supporting the delivery of the educational courses and may lead to a competences-based qualification (Sampson & Zervas, 2012)
Hierarchical Elements
Beetham, H. (2007). An approach to learning activity design. In Beetham, H. & Rhona, S. (Eds.) Rethinking pedagogy for a digital age: designing and delivering e-learning (pp. 26–40). Routledge. Currier, S. (2008). Metadata for Learning Resources: An Update on Standards Activity for 2008, ARIADNE, 55. Sampson, D. & Zervas, P. (2011). Supporting Accessible Technology-Enhanced Training: The eAccess2Learn Framework, IEEE Transactions on Learning Technologies (TLT), 4(4), 353-364 Sampson, D. & Zervas, P. (2012). Mobile Learning Management Systems in Higher Education. In A. Azevedo & R. Babo (Eds.), Higher Education Institutions and Learning Management Systems: Adoption and Standardization (162-177), IGI Global Sampson, D. & Zervas, P. (2013). Learning Object Repositories as Knowledge Management Systems, Knowledge Management & e-Learning Journal, vol. 5(2). Sampson, D. & Zervas, P. (2014). A Hierarchical Framework for Open Access to Learning and Education. International Journal of Web-based Communities (IJWBC) vol. 10(1), pp. 25-51, Inderscience Publishers.
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
42/52
ASK Tools for Supporting the
Proposed Hierarchical Open
Access Framework
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
43/52
• The ASK Learning Objects Metadata Authoring Toolkit 2.0 (ASK-LOM-AT 2.0)
• The ASK Learning Objects Metadata Application Profiling Toolkit (ASK-LOM-AP)
• The ASK Learning Objects Social Tagging Toolkit (ASK-LOST 2.0)
• The ASK Learning Design Toolkit (ASK-LDT)
• The ASK Mobile Learning Design Player (ASK-Mobile-LD-Player)
• The ASK Mobile SCORM Player
• The ASK Mobile Moodle
• The ASK 3D Virtual Classroom Simulation (ASK 3D VCS)
http://www.slideshare.net/Demetrios_Sampson/ask-tools-4-scalingup-open-access-2-global-education
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
44/52
A Case Study: MW-TELL
Mobile and Wireless Technologies
For Technology-Enhanced Language Learning
http://www.Mobile2Learn.eu/
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
45/52
Mobile2Learn
Metadata Authoring
Toolkit
Mobile2Learn
MALL Courses
Authoring Toolkit
Mobile2Learn
Metadata Authoring
Toolkit
Mobile2Learn
Web Repository
MALL Content
Suppliers
MALL Services
Providers
inform
MALL
Resources/
Courses
MALL Courses
Suppliers
Educational
Metadata
Produce
MALL
Resources
Metadata
Tagging Retrieve/Deliver
MALL Courses
Search MALL
Courses
Use MALL
Resources
Produce
MALL
CoursesMetadata
Tagging
inform
Mobile2Learn
Guidelines for Web
Mobile Language
Learning Content
Foreign Language
Learning
Requirements
Mobile2Learn
MALL Strategies
Mobile2Learn MALL
Courses Delivery Tool
inform
Foreign Language
Learning
Requirements
Foreign Language
Learning
Requirements
inform
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
46/52
Relating Educational Resources (Learning Objects and Course
Activities) with Educational Objectives based on Common European Framework of Reference for
Languages (CEFR) has resulted to significant re-use benefits across
Online Courses
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
47/52
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
48/52
Πρόγραμμα Μεταπτυχιακών Σπουδών
«Ψηφιακά Συστήματα και Υπηρεσίες»
Κατεύθυνση Ηλεκτρονική Μάθηση
Τμήμα Ψηφιακών Συστημάτων
Πανεπιστήμιο Πειραιώς
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
49/52
ICALT2014: Τhe 14th IEEE International Conference on Advanced Learning Technologies - Advanced Technologies for Supporting
Open Access to Formal and Informal Learning 7-10 July 2014 Athens, Greece
225 papers – 300 participants – 40 countries http://www.ask4research.info/icalt/2014/
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
50/52
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
51/52
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. Sampson 24 June 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
52/52
… stay in contact …
e-mail: [email protected] skype: dem-sampson
twitter: @dem-sampson www.ask4research.info