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These contents have been obtained from the ASPECT web site and edited for presentation. Please refer to the ASPECT web site for additional information on terms of use.
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About ASPECT
Adopting Standards for European Educational Content
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ASPECT is a new, 30-month Best Practice Network supported by the European Commission's eContentplus Programme that involves 22 partners from 15 countries, including 9 Ministries of Education (MoE), four commercial content developers and leading technology providers. For the first time, experts from all international standardisation bodies and consortia active in e-learning (CEN/ISSS, IEEE, ISO, IMS, ADL) will work together in order to improve the adoption of learning technology standards and specifications.
Initially, 14 content providers add additional content (both professionally produced and user-generated by teachers/pupils) to a critical mass of educational resources in an existing Learning Resource Exchange (LRE) for schools. This is a federated network of 20 learning content repositories that has been developed by European Schoolnet and its supporting MoEs together with other partners that include the ARIADNE Foundation.
Technology providers and standards’ experts in the project work with ASPECT content providers to develop best practice approaches to implementing standards for both educational content discovery and use. Content providers apply these best practice approaches to a critical mass of resources in the expanded LRE. These resources are then validated with up to 40 schools in four countries in order to determine how the implementation of standards and specifications in the project leads to greater usability of LRE content. Based on this practical implementation of standards, which will be independently evaluated, ASPECT partners will feed the project’s experience into pre-standardisation activities and run an extensive set of dissemination actions that include international workshops, plugfests, regional events and an award. The aim is to involve a wider group of organisations in ASPECT BPN activities and to develop a unique co-operation framework for all stakeholders who will also benefit from a set of new support services that include: a LOR registry; Vocabulary Bank for Education; Application Profile registry; automatic translation service for LOM and content packaging formats; compliance testing; transformer services; and access to known interoperability issues.
As a result of its work, the ASPECT project will have a strategic impact on pre-standardisation activities and the ability of partners to submit and support proposals to European and international standardisation bodies. Together with the CALIBRATE and MELT projects, ASPECT will also help European Schoolnet and its supporting 28 MoE and partners to implement its strategic development plan for the LRE and provide standards’ based, high quality learning resources both to schools in Europe and globally.ASPECT Web Site |
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These contents have been obtained from the EdReNe web site and edited for presentation. Please refer to the EdReNe web site for additional information on terms of use.
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Educational Repositories Network
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A gap exists between users, who ask “where are the learning resources” and the content providers, who ask “where are the users”. Repositories address this missing knowledge about opportunities and resources. They are key disseminators of information of available learning resources. In repositories users search or browse for relevant resources (text books, websites etc.) among the vast supply on the market. Therefore, in many countries ministries of education/authorities or professional organisations have established national repositories of educational resources.
The objective of EdReNe (Educational Repositories Network) Thematic Network is to bring together these web-based repositories of learning resources with content owners and other stakeholders within education in order to share, develop and document strategies, experiences, practices, solutions, advice, procedures etc. on the organisation, structuring and functionality of repositories.
The project will link to/collaborate with other cross-national and/or local repositories/ collections/ catalogues, and publishers’ associations. The project will develop practical guidelines and recommendations, but most importantly, it will establish a lasting collegial network of European repository nodes and stakeholders.
The main output of the EdReNe project will be a comprehensive website with recommendations, documentation, templates, roadmaps and documents describing issues, state-of-the-art and offering possible solutions to the problems described above. Existing repositories can cut some corners and new repositories may have a less costly and much less complicated path in life.EdReNe Web Site |
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These contents have been obtained from the EduTubePlus web site and edited for presentation. Please refer to the EduTubePlus web site for additional information on terms of use.
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The EduTubePlus project aims to develop a European hybrid, multilingual video-based service for schools. This service will integrate thousands of multi-lingual curriculum-related video-clips by major European educational TV & video providers, with tools enabling educators to enrich the library with user-generated clips. The EduTubePlus service will enable users to develop, translate and share video-based learning scenarios and lessons, to search resources using terms related to their national curriculum and to use video in a pedagogically relevant manner in-class.
The EduTubePlus service will come about as a result of the effective adaptation, extension and integration of existing digital educational video resources and services, robust technical solutions, pedagogical knowledge, best practices and success stories.
An on-line, European multi-lingual video-clip library with 9.000 curriculum-related clips is being created by selecting, from existing educational resources provided by the project partners, core-concept video-clips suitable for in-class use, according to a well-defined video selection strategy.
The video-on-demand platform of France5/lesite.tv service is being extended to support user-generated video-clip uploading and manipulation, as well as efficient search mechanisms based on a multilingual ontology of curriculum related terms, enabling teachers and pupils navigate and find multicultural resources using terms related to their national curricula in their native language. The search capability of the service is being further enhanced by combining a graphical interface by RAI Educational used for organising and retrieving resources related to when and where the topics under discussion took place.
By integrating an on-line Learning Scenario Design tool within the system, teachers are encouraged to develop and share video-based learning scenarios and activities, using suggested customizable templates or modifying existing ones, based on a sound pedagogical framework for video-based active learning.
With the support of a Learning Content Management System linked to the EduTubePlus video-clip library (AeL LCMS), teachers will also be able to develop and share on-line lessons, combining all types of learning objects.
A translation service for the on-line translation and localisation of video-clip subtitles and learning scenarios further strengthens the EduTubePlus service.
The EduTubePlus service will be available at the http://www.edutubeplus.eu site. Within the context of the project more than 50 European schools will use and evaluate the service in real class conditions, creating an active educational community and providing valuable feedback.
This hybrid European video-based e-service is also in the process of developing new business models for the Educational TV and video market and the market of Internet based services for schools.
The EduTubePlus project is co-funded under the European eContentPlus programme which aims to make digital content in Europe more accessible, usable and exploitable. This 2.5 year long project started in September 2008 and will finish in February 2011.EduTubePlus Web Site |
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These contents have been obtained from the eQNET Web site and edited for presentation. Please refer to the eQNET Web site for additional information on terms of use.
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eQNET logo
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QNET is a three-year (September 2009-2012) Comenius Multilateral Network funded under the European Commission’s Lifelong Learning programme. The project is coordinated by European Schoolnet and involves 9 Ministries of Education (MoE), - AT, BE, CZ, IT, LT, NO, PT, SK, SE or agencies nominated to act of their behalf. The primary aim is to improve the quality of educational resources in European Schoolnet’s Learning Resource Exchange that was officially launched as a public service for schools in December 2008 (http://lreforschools.eun.org) and which currently offers almost 130,000 learning resources/assets from over 25 providers. As a pan-European service, the LRE particularly seeks to identify resources that ‘travel well’ across national borders and can be used in a cultural and linguistic context different from the one in which they were created.
eQualityNet will do this by establishing a network consisting of policy makers and practitioners (teachers) that will develop and apply ‘travel well’ quality criteria to both existing LRE content as well as that to be selected in future from national repositories. The vision driving the LRE is that a significant percentage of high quality resources developed in different countries, in different languages and to meet the needs of different curricula can be re-used at European level. A sustainable platform for the exchange of that content is consequently needed.
eQualityNet will provide “a forum for joint reflection and co-operation” related to the exchange and re-use of educational content and allow network members to:
- Better share information and expertise particularly related to ‘travel well’ quality criteria (pedagogical, technical and IPR factors)
- Develop new frameworks (including a network of expert teachers) to:
- improve the quality of resources and metadata in both national repositories and the LRE, including the growing volume of user-generated content/metadata
- improve the multilinguality of LRE content as a result of the translation of metadata, making use, where appropriate, of automatic metadata translation approaches and technologies.
- Enable schools (including those in the Commission’s eTwinning initiative) to participate in a Community of Practice (CoP) related to the use digital resources at European level.
Major results will include: the development of ‘travel well’ quality criteria to more easily identify resources with the potential for cross-border use; the practical application by teachers of these criteria to >3,500 resources in the LRE; ‘showcases’ of the best of these resources in a “Travel Well” section of the LRE portal; where necessary, the enrichment of selected resources with new/better metadata (including translations); a Community of Practice for teachers around these resources.eQNET Web site |
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These contents have been obtained from the Eurogene web site and edited for presentation. Please refer to the Eurogene web site for additional information on terms of use.
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EUROGENE is a project sponsored by the European Commission’s e-Content Plus program which is establishing a multilingual reference portal for Genetics training based on the IMS learning design metadata framework. It is identifying and bringing together top quality digital educational content, which when enhanced with domain ontology metadata, allow educators to search for and assemble multilingual pedagogic and scientific peer-reviewed materials into customizable lecture support materials. This will enabling educators to develop multimedia educational content better, faster and with fewer resources.
The Eurogene idea
Authoring of educational content gradually shifts from a traditional approach (lectures with text books) to a more complex blended learning approach, in which publishers, lecturers and students play a complementary role. At the same time, specific domains such as human genetics have become "fast moving educational domains" due to continuous breakthrough research and innovation. Coherent supportive services and frameworks are lacking to support authors in their task of continuous development and updating of high quality educational packages with limited resources.
The EUROGENE's project objective is to migrate towards more efficient development of higher quality (multimedia) didactic material on genetics through the guided editing and "assembly" of educational packages based on the IMS learning design metadata framework and the sharing of different types of "learning objects" between content owners, in 9 languages.
The project will identify and bring together owners of complementary types of top quality digital educational content, enhance their existing content with domain ontology based metadata using state of the art annotation tools, develop and implement a shared quality control procedure for both pedagogic and scientific peer-review and tailor an advanced multilingual content search and editing tool to help content developers in constructing pedagogically sound educational packages.
Final aim is to establish the European reference portal for genetics that enables authors to develop multimedia educational content better, faster and with lesser resources.Eurogene Web Site |
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These contents have been obtained from the Europeana Web site and edited for presentation. Please refer to the Europeana Web site for additional information on terms of use.
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Europeana logo
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Europeana is a Thematic Network funded by the European Commission under the eContentplus programme, as part of the i2010 policy. Originally known as the European digital library network – EDLnet – it is a partnership of 100 representatives of heritage and knowledge organisations and IT experts from throughout Europe. They contribute to the Work Packages that are solving the technical and usability issues.
The project is run by a core team based in the national library of the Netherlands, the Koninklijke Bibliotheek. It builds on the project management and technical expertise developed by The EuropeanLibrary, which is a service of the Conference of European National Librarians.
Overseeing the project is the EDL Foundation, which includes key European cultural heritage associationsfrom the four domains. The Foundation’s statutes commit members to:
- Providing access to Europe’s cultural and scientific heritage though a cross-domain portal
- Co-operating in the delivery and sustainability of the joint portal
- Stimulating initiatives to bring together existing digital content
- Supporting digitisation of Europe’s cultural and scientific heritage
The current website is a prototype providing links to 6 million digital items. Europeana v1.0 is being developed and will launch in 2010 with links to over 10 million digital objects.Europeana Web site |
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These contents have been obtained from the EUscreen Web site and edited for presentation. Please refer to the EUscreen Web site for additional information on terms of use.
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EUscreen is a three-year Best Practice Network (October 2009-2012)) coordinated by The University of Utrecht and funded by the European Commision’s eContentplus programme.
The EUscreen project aims to promote the use of television content to explore Europe's rich and diverse cultural history.
It will create access to over 30,000 items of programme content and information, and by developing a number of interactive functionalities and dynamic links with Europeana it will prove valuable to the widest range of cultural, educational and recreational users.
Building on EBU Core and open web standards EUscreen will work towards standardization and provide the technical solutions needed to achieve interoperability between the audiovisual collections of Europe themselves and with Europeana in particular, for which EUscreen will deliver the audiovisual content. It will develop long-term solutions to rights issues. EUscreen will support user-led demand and interest for services and content as well as the development of scenarios for using this content in different contexts (research, learning, leisure and creative reuse), whilst also providing contextual information on the available resources.EUscreen Web site |
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These contents have been obtained from the eViP web site and edited for presentation. Please refer to the eViP web site for additional information on terms of use.
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Electronic Virtual Patients
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eViP stands for Electronic Virtual Patients. The aim of the eViP programme is to create a repository, or bank of 320 repurposed and enriched virtual patients (VPs), which will be made available under a Creative Commons License.
Why use virtual patients?
Virtual patients play a vital role in teaching medicine and other healthcare professions. Student-patient contact, which is at the heart of clinical competency, is declining in most member states.
Training is hampered by two important factors:- the healthcare budget constraints that increasingly limit clinical teaching; and
- the reduction in the time that patients stay in hospital.
Electronic virtual patients (VPs) are now recognised by the medical education community as very effective tool for developing clinical reasoning.
A recent eViP survey showed that 55% of respondents use their own virtual patients, with the majority being used for independent, and problem-based learning.
Re-use and recycle!
VPs are time-consuming and expensive to produce from ’scratch’, and even leading e-learning institutions cannot produce a sufficient number to give full coverage of the medical or healthcare curricula.
To address this issue, eViP is a 3-year programme co-funded by the European Union and partner institutions to create a bank of repurposed and enriched multicultural virtual patient cases from across Europe.
The programme officially started in September 2007 and is due to finish in September 2010.eViP Web Site |
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These contents have been obtained from the iCOPER web site and edited for presentation. Please refer to the iCOPER web site for additional information on terms of use.
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Project Objectives
Adopting Standards for European Educational Content
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ICOPER is the community of the 30 month eContentplus Best Practice Network ICOPER started in September 2008
The ICOPER networking capacity is grounded in key and leading experts in digital educational development and technology enhanced learning (TEL). Driven by a consortium of 23 key players in Europe will provide access to a critical mass of more than 12,500 hours of integrated educational content. Based on this beneficial infrastructure the project will systematically analyse the specifications and standards available and in use, to draw conclusions on their validity in ICOPER Suitability Reports for Better Practice. ICOPER’s underlying educational framework will guide a consensus building approach to developing Best Practices, addressing issues such as: (1) exchange of competency models and learning outcomes, (2) collaboration around learning designs, (3) integration of content via federated search and harvesting, (4) reuse of instructional models and content in learning delivery environments, (5) interoperability of item banks for assessment and evaluation.
ICOPER will provide mechanisms to ensure European-wide user involvement, cooperation, and adoption of standards within a large community to support all phases of standardization.
Overall, the confusion around the applicability (fit-for-purpose) of standards and specifications in technology enhanced learning results in a lack of adoption, which consequently has a profound negative impact on making digital content in Europe more accessible, usable, and exploitable.
The work in ICOPER is driven by an educational framework that is competency-driven and consists of 4 process stages where best practices and use of specifications and standards are analysed, and the result is integrated in the ICOPER reference model. |
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These contents have been obtained from the Intergeo web site and edited for presentation. Please refer to the Intergeo web site for additional information on terms of use.
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Interactive Geometry is a way to improve mathematics education with the help of a computer. With the help of sophisticated software sketches and figures can be brought to life, comparable to what movies mean to images. Although many examples of helpful activities that were created using Interactive Geometry Software exist, interactive geometry software is still not used regularly in classrooms. In fact, many teachers do not know about the new possibilities, or they do not have access to the necessary resources.
The EU-co-funded project Intergeo will attack the three main barriers for a EU-wide adoption of the existing material: missing search facilities, lack of interoperability, and missing quality information. The available content will be enriched with curricular Meta-data that makes it easy to find the proper examples for a certain teaching situation. The intellectual property rights for the content will be cleared. Teachers should not have to bother whether they are allowed to redistribute material to their students or not.
Also, a common file format for interactive geometry software will be provided. Because the project consortium includes leading commercial and open source software suppliers for interactive geometry this format will enable teachers to use the content regardless of which software they use. Finally, experts in mathematics education will test material for its classroom suitability and make this data available to others.
Teachers all over Europe will be able to use and re-use quality teaching material. The project partners already identified more than 3000 resources that will serve as an initial seed for the database. User contributions to it are highly encouraged, both for content and quality assessment. The project involves contact persons from the governments and school administration, as well as curriculum experts. Software and content providers as well as people working in math education can join the project as associate partners. After the official project duration of three years the infrastructure will be transferred to the public for a sustainable success of the initiative.Intergeo Web Site |
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These contents have been obtained from the iTEC web site and edited for presentation. Please refer to the iTEC web site for additional information on terms of use
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About iTEC
Innovative Technologies for an Engaging Classroom
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iTEC (Innovative Technologies for an Engaging Classroom) is a four year, large-scale project that takes an informed look at the potential classroom of the future.
Starting in September 2010, iTEC will bring together policy makers, researchers, technology suppliers, other technology-enhanced learning experts and innovative teachers in order to design and build scalable learning and teaching scenarios for the future classroom with recognition of the realities of pace of the educational reform process. Rigorous testing of these future classroom scenarios in large-scale pilots will then be carried out in order to significantly increase the possibility that innovation can be mainstreamed and taken to scale when the project ends.
With 27 project partners, including 14 Ministries of Education (MoE), and funding from the European Commission of 9.45 million Euros, iTEC will provide a model describing how the deployment of technology in support of innovative teaching and learning activities can move beyond small scale pilots and become embedded in all Europe's schools. The strategic nature of the project is underlined by the fact that the iTEC piloting in >1,000 classrooms in 12 countries is by some margin the largest pan-European validation of ICT in schools yet undertaken.
The key aim is to develop engaging scenarios for learning in the future classroom that can be validated in a large-scale pilot and be subsequently taken to scale.
This will be achieved through an increased understanding of the ways in which new and emerging technologies can support more effective forms of learner engagement.
A number of previous scenarios for the school of the future have proposed a radical vision in which governments announce the end of compulsory schooling by 2020 and the school has even disappeared. Such blue-sky thinking has a role to play but there is a danger that this approach results in designs for the future classroom that are simply too unconnected with current practice, fail to engage teachers and cannot be mainstreamed because they are divorced from educational policy making in the real world. While iTEC will develop ambitious scenarios for the future classroom, it will also recognise the realities and pace of the educational reform process. By the end of the project, schools will most certainly still exist but the organization of learning will be changing as social interaction and personalization becomes much more prevalent.
iTEC, therefore, will explore a vision of the future where schools will remain the key location for learning and assessment as part of a wider network of physical and virtual learning locations. In doing so, the project recognises that the learning process will increasingly engage with other stakeholders including parents and cultural and business sector members and draw in adult and informal learning. iTEC also begins with a clear understanding that the starting point for change is current teaching practice and that educational policy making in the real world must be understood as the context for this change. The project will not only examine how innovative technologies can be deployed but also the underlying change processes that are required in order for innovative teaching and learning practices to be mainstreamed and taken to scale.
An underpinning principle of the project's approach is an appreciation that the power of technology to significantly enhance learning and teaching is not always transparent to practitioners. The iTEC learning centred approach is based upon the understanding that technology in itself cannot bring about schools that are competent in the use of ICT without other factors such as vision and competency, and technology that is designed with usability in mind.
The increasing use of Web 2.0 content and social tools to extend learning beyond the physical learning space is the focus for iTEC's pedagogical and technical analysis. The strategy is particularly to look beyond how schools are currently using learning platforms (LMSs, VLEs etc.) which arguably support a more formal approach to teaching and learning, and which have shown disappointing levels of adoption. Moving forward, iTEC will aim to build upon the popularity of community driven learning using personal learning spaces created by individuals through interaction with multiple personal online learning services.
Current trends suggest that tools and services supporting learning are increasingly likely to be fairly small, autonomous applications. Ways must be found to ensure that teachers and learners can reliably discover, assemble and fully exploit these tools. It is also recognised that interactive whiteboards have played a valuable role in demonstrating; how technology can engage both teachers and learners; drive transformational change in the classroom; and act as a ‘gateway' to more enhanced adoption of technology. With a range of interactive, multi-touch technologies being deployed at large scale in classrooms across Europe, it is now time to examine how these technologies can be successfully integrated with other emerging tools and services to ensure ease of adoption and maximise potential benefits.
A central objective for European Ministries of Education in order to help engage and motivate learners of the future should be to ensure that the richness of ICT used in schools does not pale in comparison to how pupils are using ICT for personal recreational use. To achieve its aims, the iTEC project may particularly need to challenge the tendency for schools to limit the learner's use of personal technologies (requiring pupils to ‘power down' when at school) and instead encourage and support learners in exploiting the potential of Web 2.0 approaches to content creation and social networking.iTEC Web site |
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These contents have been obtained from the KeyToNature web site and edited for presentation. Please refer to the KeyToNature web site for additional information on terms of use.
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Introduction
KeyToNature is a three-year project to develop interactive e-tools for learning and teaching biodiversity. This project is funded under the eContentplus programme (Contract no. ECP-2006-EDU-410019).
KeyToNature is focused on providing common access to data and interactive educational tools for the identification of organisms in order to enhance the knowledge of biodiversity at all educational levels.
One of the first steps in discovering and understanding biodiversity is to identify the organisms around us. Traditionally, this has been done using paper-printed keys which enable us to correctly name an organism. Most of them, however, are "difficult" and hardly usable for educationalpurposes. KeyToNature is developing a range of new, much easier and paper-free identification tools, for use within schools and universities across Europe. They are available on a variety of platforms including laptops and mobile phones, some of them can be tailored to individual requirements.KeyToNature Web Site |
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These contents have been obtained from the LiLa web site and edited for presentation. Please refer to the LiLa web site for additional information on terms of use
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Library of Labs
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The project "LiLa" is co-funded by the European Commission in the context of the eContentplus programme. Its duration is from May 15th 2009 until May 14th 2011.
“LiLa” is the acronym for the “Library of Labs”, an initiative of eight universities and three enterprises, for the mutual exchange of and access to- virtual laboratories (simulation environments) and
- remote experiments (real laboratories which are remotely controlled via the internet).
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LiLa builds a portal which grants the access to virtual labs and remote experiments. It includes services like a- scheduling system,
- connection to library resources,
- tutoring system,
- 3D-environment for online collaboration.
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| Moreover LiLa creates an organisational framework for the exchange of experiments between institutions and for the access to experimental setups. Supporting this, Lila provides contract templates for institutions and didactical help for lecturers for the integration of remote and virtual experiments into curricula. Primary target groups of LiLa are university teachers and their students in undergraduate and graduate classes of the natural sciences and engineering.LiLa Web Site |
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These contents have been obtained from the Math-Bridge web site and edited for presentation. Please refer to the Math-Bridge web site for additional information on terms of use
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Math-Briedge Education Solution
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Math-Bridge is an innovative and adaptive web-based environment for learning mathematics. The system guides the student in self-regulated learning, can adapt to individual knowledge state and personal interests and learning goals, and allows the learner to realize their learning potential. Math-Bridge integrates several functions and tools:- computer algebra systems
- function plotter
- concept map tool
- semantic search
- notes function
Math-Bridge Project Web Site |
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These contents have been obtained from the mEducator web site and edited for presentation. Please refer to the mEducator web site for additional information on terms of use.
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The mEducator Best Practice Network (BPN) aims to implement and critically evaluate existing standards and reference models in the field of e-learning in order to enable specialized state-of-the-art medical educational content to be discovered, retrieved, shared and re-used across European higher academic institutions.
Although there is an abundance of medical educational content available in individual EU academic institutions, this is not widely available or easy to discover and retrieve, due to lack of standardized content sharing mechanisms. The aim of mEducator BPN is to implement and critically evaluate existing standards and reference models in the field of e-learning in order to enable specialized state-of-the-art medical educational content to be discovered, retrieved, shared and re-used across European higher academic institutions.
Educational content included in mEducator covers and represents the whole range of medical educational content, from traditional instructional teaching to active learning and experiential teaching/studying approaches. It spans the whole range of types, from text to exam sheets, algorithms, teaching files, computer programs (simulators or games) and interactive objects (like virtual patients and electronically traced anatomies), while it covers a variety of topics.
mEducator aims to:- examine to what extent existing standards for the description of educational material can address all the possible types of medical educational material listed above, and make respective recommendations for standards extensions;
- examine to what extent existing standards for educational material packaging and exchange among learning management systems are adequate to support state-of-the art educational content sharing in medicine and provide respective recommendations for standards extensions
- examine to what extent a recently proposed standard-based reference model for automated educational content discovery, retrieval and sharing can be deployed for medical educational content delivery and sharing and whether extensions are required.
As a BPN, mEducator will attempt to compare two contemporary ways of achieving this content sharing, namely, a solution based on Web2.0 technologies, and a solution based on Semantic Web Services.
mEducator will work closely with MedBiquitous Europe standardization body to adopt and implement MedBiquitous technology standards for medical and healthcare education in order to make medical content interoperable and shareable across the European Union. For this to succeed, material is re-purposed for multilingual, multicultural use and access. Provision of the material to non-partner institutes is planned with the foreseen (sustainability) aim to invite more institutes in the distributed pool. Last but not least, mEducator will invite students, educators, and health professionals (continuing education) to evaluate its outcomes.mEducator Web Site |
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These contents have been obtained from the Next-Tell web site and edited for presentation. Please refer to the Nex-Tell web site for additional information on terms of use
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About Next Tell
Next Generation Teaching, Education and Learning for Life
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NEXT-TELL is an IP in the ICT challenge of the 7th framework programme of the EC. Its main objective is to provide, through research and development, computational and methodological support to teachers and students.
The project vision of the 21st Century classroom is that of a technology- and data-rich environment that supports teachers and students to use various sources of information generated in the classroom and during homework in pedagogical decision-making. Such an information infrastructure will improve instruction, diagnosis, workflow, and productivity as well as enhance collaboration and communication among students, teachers, and other stakeholders, especially parents. Teachers in particular will be supported in their function as diagnosticians who have to make constantly and rapidly decisions in a highly dynamic and complex environment.
NEXT-TELL aims at bringing this vision to life.
Next Tell Web site |
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These contents have been obtained from the OSR web site and edited for presentation. Please refer to the OSR web site for additional information on terms of use
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Open Science Resources (OSR) is a collaborative project co-funded by the European Commission under the eContentplus programme. The project started in June 2009 and will continue for 36 months.
In an era whre science education inadequacy in formal and informal contexts is becomming an increasingly challenguing issue, harvesting the potential of digital science education repositories appears as a very attractive alternative. However, an impressive abundance of high quality content that is available in European repositories remains largerly unexploited due to a number of barriers such as: the lack of interoperability standards between repositories, the inefficiency of current content organization and metadata structures as well as multi-lingual issues.
The OSR project suggests a coordinated solution at European level in order to overcome the aforementioned barriers. To implement the OSR vision, the consortium brings together a balanced mix of high quality science musseums and science centres, pedagogues, educational technologists, metadata experts, user groups and standardization bodies. The envisaged approach consists of the following steps:- Study the state-of-the-art in metadata approaches coupling them with modern social tagging and folksonomies
- Design a set of "proof-of-concept" experiments to try out the different theoretical approaches that will be developed and implement them in the OSR portal.
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These contents have been obtained from the celstec.org web site and edited for presentation. Please refer to the celstec.org web site for additional information on terms of use
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OpenScout is a project co-funded by the European Commission under the eContentplus programme. The project started in September 2009 and will continue for 36 months.
OpenScout aims at accelerating the use, improvement and distribution of open content in the field of management education and training with a focus on SMEs and continuous training by providing skill-based search of content to large communities for learning – either in professional user communities (via integration with LMS systems) as well as to open web 2.0 communities (via integration to social network platforms).
The project covers the whole value-chain of user-generated and community-improved content: from skill-based search/retrieval to support of users to improve existing and generate new contents.
There is an ever growing need for management education and related content in all education segments and application fields. A large amount of open educational resources on management topics is already available, but this open content is significantly underused in the business sector, and particularly in SMEs where the need for lifelong learning is even greater. In contrast to other domains, user involvement in the field of education and training is still low. In many web communities, new contents and artefacts are developed, such as open source software. Even though there is a lot of initial material for learning and training purposes, only very few users work on localizing, improving or adapting those materials. Thus the target application of OpenScout is "continuous learning in management", an ideal area to demonstrate the impact of our innovative approach to open content uptake, re-use and improvement, as well as its generalisability to other application areas and types of content. |
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These contents have been obtained from the Organic.Edunet web site and edited for presentation. Please refer to the Organic.Edunet web site for additional information on terms of use.
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Organic.Edunet aims to facilitate access, usage and exploitation of digital educational content related to Organic Agriculture (OA) and Agroecology. It will deploy a multilingual online federation of learning repositories, populated with quality content from various content producers. In addition, it will deploy a multilingual online environment (the Organic.Edunet Web portal) that will facilitate end-users’ search, retrieval, access and use of the content in the learning repositories.
The project will study educational scenarios that introduce the use of the Organic.Edunet portal and content to support teaching of topics related to OA and Agroecology in two cases of formal educational systems, i.e., high-schools and agricultural universities. Furthermore, it will evaluate project results in the context of pilot demonstrators in pilot educational institutions, as well as through open validation events where external interested stakeholders will be invited.
Organic.Edunet focuses on achieving interoperability between the digital collections of OA and Agroecology content that producers in various EU countries have developed, as well as facilitating publication, access, and use of this content in multilingual learning contexts through a single European reference point. In this way, digital content that can be used to educate European Youth about the benefits of OA and Agroecology, will become easily accessible, usable and exploitable.Organic.Edunet Web Site |
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These contents have been obtained from the Share.TEC web site and edited for presentation. Please refer to the Share.TEC web site for additional information on terms of use.
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Share.TEC stands for “Sharing Digital Resources in the Teaching Education Community”, a 3-year project (2008 to 2011) co-funded by the European Community’s eContentPlus programme. Share.TEC is devoted to fostering a stronger digital culture in the TE field and to supporting the development of a Europe-wide perspective among those working in and with the TE community.
To do this, Share.TEC is developing an online platform which will help practitioners across Europe search for, learn about and exchange resources of various kinds, and will support the sharing of experience about the use of those resources. The system is primarily designed for teacher educators and for teachers engaged in pre-service education and continuous professional development; it will also cater for developers and publishers of digital resources for TE.
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Working in their own language and – most importantly - with the concepts and terms typical of their particular context of practice, users will be able to perform personalised searches across a “federation” of TE-focused repositories and collections managed by public and private institutions throughout Europe. Project partners’ substantial collections will represent the starting core of this federation, which will steadily expand and diversify as new repositories join and individual users share their own resources. Indeed, Share.TEC’s efforts to propagate innovation in TE will very much rely on the active involvement of users, and the engagement of existing professional communities and other stakeholders across Europe is central to building a sustainable system capable of meeting changing TE needs beyond the project period.Share.TEC Web Site |
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These contents have been obtained from the Video Active Web site and edited for presentation. Please refer to the Video Active Web site for additional information on terms of use.
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The Video Active project (September 2006-2009) was funded within the eContentplus programme of the European Commission. The major aim of Video Active was to create access to television archives across Europe. The unlocking of these (largely) closed archives will make their content available for educational and academic purposes. It will enable an interactive discovery of television’s cultural heritage.
The project achieved this by selecting 10,000 items television archive content, which reflects the cultural and historical similarities and differences of television from across the European Union, and by complementing this archive content with well-defined contextual metadata. Video Active therefore offers an enormous resource for exploring both the representation of cultural and historical events within and across nations and the development of the medium itself at a cross-cultural level.
Audiovisual archival material is notoriously hard to access. Current digitisation activities offer not only the solution for long-term preservation, but also break new grounds for access. Yet such current digitisation at different national levels lacks standardisation, cohesion and still offers uneven access. Video Active, therefore, builds on existing digitisation activities at different national levels to provide enhanced and equal access to archive content within a well-defined and integrated pan-European framework. To do this the project has brought together eleven leading audiovisual archives, from all across Europe, to make their digitised holdings available online.
Ten languages are supported: English, French, German, Italian, Dutch, Greek, Hungarian, Catalan, Danish and Swedish.As a result, Video Active enhances an understanding of the shared histories and interrelationships that have shaped collective European memory and identity, while at the same time celebrating the multicultural dimensions that have also shaped European citizenship.Video Active Web site |
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