OEB 2016 Pre-Conference Workshops
Sign up to one of our pre-conference workshops for a chance to develop practical skills, in-depth insights and specialised knowledge.
FD1 Full-day Event
Date Wednesday, Nov 30 Time – Price: 320.00 € Status: places available
Serious e-Learning: Integrating Learning Science with Experience Design
Clark Quinn, Ph.D., helps organizations work smarter: aligning technology with how we think, work, and learn. He integrates creativity, cognitive science, and technology to lead development of strategic solutions including award-winning online content, educational computer games, and websites, as well as adaptive, mobile, and performance support systems. After an early academic career, Dr. Quinn has served as an executive in online and elearning initiatives and has an international reputation as a speaker and scholar, with four books on learning technology and strategy as well as numerous articles and chapters. He works through Quinnovation.
This workshop takes learning design beyond the basics, and dives deep into the learning sciences to add substance to each of the elements of a learning experience. Participants will come away with specific steps along the design process to develop and deliver elearning that has a real impact on the ability to do. Too much of e-learning is being developed as content presentation and knowledge test, and the evidence is that such experiences don’t lead to persistent and real changes. Yet with simple changes to processes, learning can tap into what’s know about how our brains work in ways that will yield real outcomes.
Most of e-learning is failing in matching what’s known about learning science. From the wrong objectives, through content presentation and under-explored examples to abstract and inappropriate practice, what we know from learning science isn’t adequately dealt with. To compound matters, most e-learning is also missing the emotional component, addressing learner motivation, anxiety, and confidence. And that’s not to mention the social aspect. Yet, e-learning could be a powerful tool for achieving real impacts on the ability of individuals to acquire new abilities and skills. The opportunity is there, even under real world constraints, but the knowledge to design and develop such e-learning isn’t sufficiently spread. In this workshop, the intent is to go deeper than surface e-learning, unpacking the science behind each of the elements, and developing a process that can systematically, reliably, and repeatedly deliver learning experiences that engage and are effective educationally.
|1 hour||Cognitive Science 101: Understanding learning|
|1 hour||Developing Meaningful Objectives: working with SMEs|
|1 hour||Practice Developing Practice: making learners do|
|1 hour||‘Content’ that connects: Designing Concepts and Examples|
|1 hour||Emotional Enhancement: Elements that Engage|
|1 hour||Putting it together: Designing Processes|
All sectors, HE, Corp, Gov, even K12
Learners ideally will have experience with basic Instructional Design
The workshop will start with getting meaningful objectives, move to designing practice that engages the necessary cognitive processes, talk about the power of models as the basis for action and the methods to get them, and unpack the necessary elements that create effective examples. In addition, creating introductions and closings that prepare the learner affectively as well as cognitively for the learning experience, and close it as well, will be covered. The goal is to take participants from a rote understanding of learning design to real learning engineering; applying science to create learning that makes a difference.
FD2 Full-day Event
Date Wednesday, Nov 30 Time – Price: 320.00 € Status: places available
GBSN Summit on Experiential eLearning. Training Global Leaders through Practice and Partnership
Global Business School Network (GBSN), USA
After 40 years as an economist at the World Bank, including 15 years as Chief Economist of the International Finance Corporation, he saw too often how lack of management talent was impeding economic and social development in communities throughout the developing world. Now as CEO of GBSN, which started at the IFC and is today an independent nonprofit, Guy oversees programs and events that harness the expertise and passion of a worldwide network of leading business schools to strengthen the institutions and educators who deliver management education for the developing world. GBSN’s unique approach pairs a robust network of experts with efficient administration to build institutional capacity, foster collaboration and disseminate knowledge, all aimed at promoting management education that delivers international best practice with local relevance.
Born in Montauban, France, Mr. Pfeffermann received his Licence en Droit et Sciences Economiques in Paris in 1962 and was awarded first prize, Concours General, a French national inter-university essay competition. He was a Besse scholar at St. Antony's College, Oxford from 1962-65 and received a B.Litt. (Oxon.) in 1967 for his thesis: "Industrial Labour in Senegal," which was also published as a book.
From 2000-2003 he was an Adjunct Professor at Johns Hopkins University, School of Advanced International Studies. From 2003-2007, he was a member of the Board of Directors of the GlobalGiving Foundation. He published "Paths out of Poverty – The Role of Private Enterprise in Developing Countries (IFC, 2000). He is currently on the Advisory Board of the Association of African Business Schools (AABS). Guy is also a member of the African Management Initiative's Advisory Panel. His most recent publications include “Technology, Education and the Developing World” in nBizEd, a publication of the AACSB (July/August 2013) and “Cutting a Path to Prosperity – How Education Pioneers are Building Better Business Schools for the Developing World… and Why” (with co-authors, 2013). Guy is a Fellow of the International Academy of Management.
ETH Zurich, Switzerland
Dr. Erik Jentges is the educational developer at ETH Zurich’s Department of Management, Technology and Economics (D-MTEC). He consults and works on a range of activities from conceptualizing and re-designing courses to developing feedback and evaluation processes with faculty. Erik has been a lecturer in Sociology, Political Science, Media Studies and Management at universities in Switzerland and abroad. He has worked for many years with several NGOs on intercultural youth exchanges and adult education across Europe.
Erik completed his PhD in sociology in 2009 at Humboldt University Berlin and holds a diploma in social sciences following studies at Humboldt and at ENS de Cachan in Paris. In 2014-15, he conducted research as the Swiss Scholar in the Global Europe Program at the Woodrow Wilson Center for International Scholars in Washington DC. He is perminent resident in the D-MTEC Teaching Innovations Lab at ETH Zurich.
The Open University Business School, UK
Mark Fenton-O'Creevy is an educator, researcher and consultant with three current primary areas of interest.
1) He has a long standing interest in the work, behaviour and performance of professional traders. and the role of emotion in financial decision-making for traders and investors.
2) He studies the ways in which business and management practices develop and are transformed or corrupted within businesses and organisations.
3) He has a profound interest in the relationship between formal and informal learning. He previously ran a national Centre for Excellence in Teaching and Learning, the Centre for Practice-Based Professional Learning. His book on "Learning in Landscapes of Practice" with Etienne Wenger-Trayner, Beverly Wenger-Trayner, Chris Kubiak and Steve Hutchinson, further develops work on communities of practice. He codirects the AACSB Seminar on "Online and Blended Education".
Mark has also acted as an academic advisor to a range of BBC documentaries.
Today's students want to be active participants in the learning experience, whether they are in the classroom or learning online. They are looking for an education that will translate fluidly into their working lives on day one. Employers need to hire and train knowledgeable managers who can work in an increasingly multi-cultural environment, doing business across borders and utilizing multiple platforms to get the job done. As these students and employers look more and more to online education options, innovative educators are using technology to transform the experiential learning techniques that are used at leading business schools around the globe for the eLearning environment.
Technology gives students access to more than just knowledge and connections. It can provide unprecedented opportunities for real-world experiences and engagement that enhance knowledge development, skills retention and intercultural fluency. What’s more, eLearning platforms are expanding access to world-class education in developing countries, facilitating not only information transfer, but cross-border dialogue and knowledge sharing among students around the globe.
This interactive one-day summit organized by the Global Business School Network will explore how educators can apply innovations in technology to enable experiential learning and expand international partnerships.
|9:00 – 9:30||Introductions and Icebreaker|
|9:30 – 11:00||Innovations in Experiential Learning Through Technology||Panel discussion on how institutions use advancements in technology to enable access to more than just knowledge and connections, but also real engagement and experiences that can enhance their learning, as well intercultural fluency.|
|11:00 – 11:15||Educators/Sponsors Showcase|
|11:15 – 11:30||Tea Break|
|11:30 – 1:00||Working with Industry: The Role of Technology in Developing Business Leaders||Panel discussion on how advances in technology are preparing students to be innovative leaders in a global market.|
|1:00 – 2:00||Networking Lunch|
|2:00 – 3:15||Small Group Discussions: Expanding access to educational best practice||Share your interest and experience with experiential eLearning; Discover new collaborative opportunities and explore how you can apply innovative techniques to your own institution or business.|
|3:15 – 4:00||Report Back and Final Thoughts|
- Faculty, administrators and program directors from business schools and universities around the world
- Education professionals interested in experiential education and management skills development
- Online education entrepreneurs focused on the business, management end entrepreneurship education markets
- International aid and government officials working to expand access to quality education and facilitate cross-border partnerships
The summit will feature interactive panel discussions with leading innovators in technology and in business education from Africa, Asia, the Americas and Europe. Participants will have the opportunity to meet in small working groups to share their experiences and develop ideas for using technology to enhance and expand their own educational programs.
GBSN Summit Participants will:
- Discover ways technology is enabling experiential education
- Explore how schools utilize tools and advancements in technology to develop partnerships across borders
- Engage with international peers to discuss what technology’s role is in developing workforce readiness
- Discuss how technology is enabling access and connections to emerging markets
FD3 Full-day Event
Date Wednesday, Nov 30 Time – Price: free of charge Status: places available
Speexx Exchange Reality Check
Towards Maturity, UK
Laura Overton has over 2 decades of experience helping organisations to improve business impact of learning technologies in the workplace.
She is the Managing Director of Towards Maturity – a not for profit organisation that provides research and online resources to help organisations deliver effective learning intervention at work.
Laura is the co-author of ‘Driving Business Benefits’ (09) and ‘Towards Maturity’ (07) – two studies with over 500 organisations into effective e-learning practices in the workplace. She is also the author of ‘Linking Learning To Business’ – one of the first studies with both organisations and learners looking at good practice of successful implementations (Jan 04).
Laura is a founding ambassador for Next Generation Learning @ Work, a national initiative in the UK backed by Becta to promote the effective use of technology in learning, training and development in the workplace, colleges and schools.
She works with government policy makers representing employer interests and has contributed to initiatives associated with the European Commission, the UK’s Learning and Skills Council (LSC) and Becta both in her current organisation and as a member the original advisory board to the LSC.
Laura is a Fellow of the Institute of IT training and of the British Institute of Learning and Development and is a popular industry commentator.
Armin Hopp is founder and president of dp (digital publishing AG), the global provider of the world’s leading online language training resource Speexx. His academic background is in Linguistics and English literature. Mr. Hopp is a regular speaker at conferences and seminars. He has been bestowed with the National German Award for Further Education and is member of the steering committee to the HR Expo Professional Learning Europe Conference, LEARNTEC, ELIG (European Learning Interest Group), and ambassador for Towards Maturity.
World Bank Group, USA
Brenda is a Knowledge and Learning professional with over twenty-five years of experience leading teams and managing projects that empower people to capture and use knowledge well. She is acting Manager of the Knowledge and Communications Department of the World Bank Group’s (WBG) Independent Evaluation Group (IEG). She also leads IEG’s Knowledge, Learning, and IT team, whose goal is ensuring effective learning and knowledge sharing from IEG’s work.
Chris Proulx has been working for over twenty years on breakthrough ideas and business models, especially at the intersection of learning and technology, that expand the reach and impact of learning globally. As CEO of LINGOs, he leads a global team and robust network of social and private sector organizations seeking new and innovative models for learning and professional development in the NGO and social sector; quite literally delivering learning to those doing the hardest work in the hardest to reach places on Earth.
Steven has been involved with the HCM market for over 9 years, initially at Softscape and more recently at Saba. Here he has helped organisations achieve value and transformation using Saba’s cloud-based Intelligent Talent Management solution to develop and engage their employees. With machine learning at its core, Intelligent Talent Management offers proactive, personalized recommendations on candidates, connections and content to help your employees and organization lead and succeed.
Pharmaceutical MNC, China
Mr. James Ma is Head of Learning & Development Center at a pharmaceutical MNC in China. James has over 20 years experience in Talent Management, Organization Development and Leadership Training and Development, covering pharmaceutical and healthcare, Fast Manufactured Consuming Goods, consulting and training industry. James received his MBA degree in UK and is also a Certified Assessor and Facilitator from some outstanding international consultation and training company. He has collaborated with GE, P&G, FedEx, Amway, PepsiCo, Goldman Sachs, Baidu, HSBC, Shell, Intel, HP, Merck, Huatai Insurance and others. James will discuss the Chinese perspective as part of a global HR organization.
Jorge Reyes Lindsay
Mr Reyes Lindsay has a long-spanning career within Santander in support of employee development within the highly ambitious country department of Santander Chile, spearheading a Digital Transformation L&D project. Santander was founded in 1857 and is one of the world´s leading international banks. The company boasts an 82% employee satisfaction index and in 2016 has over 193,000 people under – a staggering 97% permanent- contract. More than 55,000 Santander employees are enrolled in charity projects.
Please note that this event is targeted at HR & L&D Professionals; your registration for this event is subject to confirmation by the event organisers.
Reality check – the state of the e-learning industry
|09:00||Breakfast and registration|
|10:00 Welcome||Laura Overton & Armin Hopp | Founder & President | Speexx||Structure of the day|
|Key note: 10:15 – 10:45||Laura Overton | CEO & Founder | Towards Maturity||“Make it happen: Unleashing the Power of your People”|
|Speaker slot #1: 10:45 – 11:15||Brenda Barbour | Lead Knowledge Management Officer | The World Bank Group||“Training and KM for a Global Workforce: A Journey toward Our Shared Goal”|
|11:15||Coffee and Networking|
|Speaker slot #2: 11:30 - 12:00||Jorge Reyes Lindsay | Training Manager | Santander Bank, Chile||“World Class Digital Transformation at Santander”|
|Speaker slot #3: 12:00 – 12:30||Chris Proulx | President & CEO | LINGOs||"Developing Talent in the Hardest to Work Places"|
|12:30||Lunch and Networking|
|13:30||Reality Check - Speexx Exchange 2016 Live Survey part #1|
|Speaker slot #4: 13:45 - 14:15||Steven Atkins | Alliances Manager | Saba||“Mobile & Flexible Learning - A Case for Blended Training at Air Canada”|
|14:15||Coffee and Networking|
|Speaker slot #5: 14:30 – 15:00||James Ma | Head of HR | Head of the Learning & Development Center | Pharmaceutical MNC China||“Accelerated Leadership Development Program for Emerging Leaders in China”|
|Speaker slot #6: 15:00 – 15:30||TBC||TBC|
|15:30 - 15:45||Reality Check - Speexx Exchange 2016 Live Survey part #2 (TED voting)|
|15:45 - 16:50||Interactive, crowd sourcing activity part #1||Table interviews: Key questions from Speexx Exchange Survey, focusing on “Make it happen: how will take action?”|
|16:50||Refreshments & Networking|
|17:00 - 17:30||Interactive, crowd sourcing activity part #2||Table interviews: Key questions from Speexx Exchange Survey, focusing on “Make it happen: how will take action?”|
|17:30||Closing remarks & Finish|
HR and L&D Directors
Strategic HR, L&D
Network with senior HR and L&D peers from all over the world and a range of industry backgrounds. Gain a deep understanding of what the most successful organisations our there are doing in terms of their HR, learning and talent management strategies. Get practical ideas and best practice tips which can be implemented in the workplace right away. Witness exclusive research results and case studies which will help you drive performance in your organisation.
M1 Morning Event
Date Wednesday, Nov 30 Time – Price: 95.00 € Status: places available
Reconceptualising and Embedding Graduate Attributes for Enhanced Employability
University of Northampton, UK
Alejandro (Ale) Armellini is Professor of Learning and Teaching in Higher Education and Director of the Institute of Learning and Teaching in HE, University of Northampton.
Ale’s key role is to lead change in the area of learning and teaching across all schools and services at Northampton. Three aspects of Ale’s work are (1) the development, implementation and evaluation of Northampton’s Learning and Teaching Strategic Plan, (2) the development of a robust framework for continuous professional development for academic staff, and (3) fostering evidence-based, innovative practices in both campus-based and online learning and teaching. Ale’s research focuses on learning innovation, online pedagogy, course design in online environments, institutional capacity building and open practices.
Ale has extensive international teaching and programme development experience across different education sectors and modes of study. Over the years, he has used, researched and refined evidence-based design-for-learning interventions to promote positive change in further and higher education. Teams under his leadership have researched the application of learning technologies in diverse academic settings. His PhD tutees research specific areas in the field of educational technology, pedagogy, openness and innovation. Ale is active in consultancy work globally.
University of Northampton, UK
Dr Rachel Maxwell (@DrRachLTB) is Head of Learning and Teaching Development at the University of Northampton. Rachel is currently leading a number of projects supporting the student experience, including improving the first year experience. A key focus this year has been the development of a framework of graduate attributes embedding employability and Changemaker skills across our curricula. Her work also focusses on developing assessment and feedback practices suitable for the 21st century, promoting academic integrity and supporting staff to introduce innovation into their own pedagogic practice. Rachel previously worked as a Learning Designer, supporting staff to redesign modules and programmes as part of an institutional move to blended learning. This work draws on her experience as a lecturer in both Higher and Further Education in the UK.
University of Northampton, UK
Elizabeth Palmer (@ejpalmer1986) is a Learning Designer at the University of Northampton, where she is responsible for supporting staff in pedagogical design. Teaching and Learning design, and redesign, at the University of Northampton is undergoing substantial change in anticipation of a new Campus in 2018. The new teaching and learning plan places blended and active learning, ‘real world’ learning experiences, embedded opportunities for social innovation and both academic and graduate skill development as core requisites for teaching practice. In addition, Elizabeth is currently leading a meta-analysis of blended learning provision at the institution and supporting Dr Rachel Maxwell in the development of the ChANGE project (the development of a framework of graduate attributes embedding employability and Changemaker skills across the curriculum). Her role is underpinned by a background in Undergraduate course leadership and lecturing within the Arts, as well as teaching research methodologies, academic and cognitive skills across all levels of Higher Education provision.
Participants of the workshop are expected to bring their own internet-enabled devices (tablets or laptops).
At the University of Northampton, the imperatives of student recruitment, retention and progression in an “uncapped” UK sector is being addressed through wholesale pedagogic change. We are seeking to make best use of technological disruptions and carve out an identifiable niche in an increasingly undifferentiated market. The lecture model, for centuries the hallmark of University learning and teaching models, is being reconceptualised around a more active, engaged, blended and personalised pedagogy that situates the dissemination of knowledge as only one step in a learning process that focuses more on what a learner does with that knowledge than it does on the knowledge itself.
Other disruptions, identified clearly in the Ernst and Young 2012 report on the University of the Future (Bokor, 2012), mean that adding value to a University experience is vital for survival. At Northampton, we do this best through our institutional mission to transform lives and inspire change, whether within the University, the local community or more widely within society. Broadly conceptualised through being a ‘Changemaker’ (defined most simply as seeing a social problem and doing something about it), and embedding this understanding across all programmes and courses, means that our students will graduate from Northampton better prepared to meet these challenges.
The ‘Changemaker’ difference will become tangible as our students understand traditional notions of selfdirection, change management, collaboration and integrity in new ways, to embody social innovation and enterprise within a higher education environment. Our ChANGE initiative - Changemaker Attributes at Northampton for Graduate Employability – seeks to consciously embed identified aspects of ‘character education’ (Matthews, 2016), across all academic programmes. This innovative approach provides each student with a meaningful entitlement to engage with our Changemaker agenda throughout the duration of their studies.
- Welcome, introductions and overview: ‘blended as the new normal’ at the University of Northampton
- Group identification of key, transferable and lifelong learning skills
- Alignment of identified skills to the ChANGE model, with a rationale (employability, Changemaker and digital fluency)
- Alignment of identified skills to models brought by participants
- Critique of the model – what’s missing, what would you change?
- Consider the skills and attributes definitions as expressed in the University of Northampton framework for final year undergraduates
- Revise own framework in the light of the discussions: come up with revised versions
- Share with colleagues, who will provide feedback
- Next steps – projects and collaboration
- Reflection: what have we learned?
This session is designed for middle and senior university management and those involved in leading pedagogic change initiatives within their institutions with an eye on employability and graduate outcomes. It will offer an opportunity to engage with different frameworks of graduate attributes from across the participant audience, with a view to redefining and reconceptualising these accordingly. Scope will exist for reframing the graduate attribute conversation around ‘changemaker attributes’, identifying areas of commonality and synergy potentially culminating in consideration of a project to develop a framework for use in national or even international contexts.
This session offers an opportunity to engage with our ChANGE framework for yourself, compare it to your own approaches to graduate attributes and explore synergies. By the end of this workshop you will have had an opportunity to:
- Critique your institutional graduate attribute statement in relation to alternative models
- Capture key graduate attributes relevant to your own context in a visually appealing, transferable, reusable artefact, suitable for further consideration, adaptation and implementation at institutional level
- Align those attributes to key institutional values
- Receive feedback on your draft framework from colleagues
- Provide feedback for action on frameworks developed by colleagues at the workshop.
M2 Morning Event
Date Wednesday, Nov 30 Time – Price: 95.00 € Status: fully booked
Research Revealed: Using Academic Video to Impact Blended Teaching and Learning
Inholland University of Applied Sciences, The Netherlands
Zac Woolfitt is a lecturer and researcher at Inholland University in The Netherlands. With a background in tourism where he worked in the US and Canada for ten years, he is now based near Amsterdam. Since 2010 he has been conducting research into the effective use of video in higher education. His master thesis examined the obstacles that teaching staff face when transitioning from face-to-face, to teaching via video (from 3d to 2d). Using a variety of technologies, he has recorded over 100 web lectures that are used when ‘flipping’ the classroom in a blended learning format. He is also experimenting with integrating video as part of a dynamic and interactive learning environment
Participants will develop hands on experience examining a variety of technological and didactic aspects. Research findings will be presented that show perspectives on lecturers making videos of their teaching and the stages they and organisations go through. Student preference for recorded lectures will be examined along with their experiences of participating in more interactive classes. Participants will experiment with the ideas presented and reflect on teaching and learning processes by recording a short video reflection. This video will be discussed in small groups to understand challenges facing educators when using video in their teaching and using technology in class to support learning. A Padlet and Mentimeter will be used to collect key ideas generated by the group. Consequences and repercussions for educational organisations moving into blended learning will be discussed.
- Overview and discussion of some of the ways video is being used in higher education.
- Outline of steps an organisation goes through when including more video in blended format.
- Examination of consequences (teachers/students/org.) of moving into a blended format.
- Each participant will make a short video interview recording using their smart phone.
- These will be reviewed and reflected on in pairs.
- Ideas shared back to the group and posted on Padlet.
- Impact of teaching ‘through’ video will be examined and how that impacts the relationship between the educator and their students, and their own role as an educator.
- In discussion groups, sections of a traditional course will be re-imaged to incorporate different technological and didactic approaches.
- Different forms of video technology will be used demonstrated from web lectures to 360 cameras.
Educators, curriculum planners, IT departments, education specialists
Background understanding of changes and trends in education from the perspective of technology and didactic approaches. Interest and insight in impact of technology on didactic approaches. Basic knowledge of making videos on smart phones and making and editing video clips. Experience of course planning and curriculum design useful.
- Educators and IT departments will be able to place their own organisations in the curve of technology development.
- A set of tools and ideas on how to plan and prepare for the next stages of organizational development moving into increased use of teaching via video.
- Understanding of the impact of blended learning (with video) on the role of the educator.
- Participants will gain a set of approaches and ideas to creating interactive educational courses with video as part of a blended learning approach.
M3 Morning Event
Date Wednesday, Nov 30 Time – Price: free of charge Status: places available
A Knowledge Exchange on Open Education: in Search of Sustainable Models
Perrine de Coëtlogon
French Ministry for Higher Education, France
Perrine de Coëtlogon is an expert for Digital technology, Europe & International, within the MIssion for Pedagogy and Digital Technology (MIPNES) of the French Ministry for Higher Education. She is member of the working group of the European Commission “Digital skills and competences” since January 2016 and has been member of the team that lead to the French innovative portal www.sup-numerique.gouv.fr. She has practised for 6 years as general secretary for the Frenchspeaking Digital University for Health and Sport Sciences (UNF3S), having therefor knowledge and practice in OER, in France but also in French speaking countries (Senegal, Ivory Cost, #IDENEUF). She has studied law and German law in Paris Ouest Nanterre La Defense and the Potsdam University (Germany). Before going back to higher education in 2009, she practised law at the Paris Bar for 7 years in French, English and German.
Open Education Consortium, France
Sophie Touzé is Head Elearning of VetAgro Sup, Veterinarian and Agronomic Institute of Higher Education in France. Vetagro Sup is member of Université de Lyon. Born in 1761 by the king Louis XV, it is the first Veterinarian school in the world.
Expert on new technologies and Innovation for ministers from 1997, Sophie has over 15 years od experience advising teachers and governance on pedagogical scenarios integrating new technologies.
She received two awards on pedagogical innovation for her work in 2004, 2007 and the leardership Learning impact "best multimedia platform" in 2009.
Convinced on the power of knowledge to make the world a better place to live, she is engaged with MIT and OCWC on the movement of Open Education. Head project manager for Université de Lyon, member of the Europeen project OCW EU for mobility, she is writing a report "Etat de l'art" on Open Education in France for Unesco.
Sotiris launched one of the very first e-schools back in 1997 but failed to make a commercial success. After 12 years building Operating Systems at Nokia he moved and created Eliademy.com with a mission to democratize education with technology. He is passionate about books, travel, and technology. Father of 2 and inspired by the open source movement.
Centrum Cyfrowe, Poland
Dr Alek Tarkowski (1977). Sociologist, copyright reform advocate and researcher of digital society. Director of Centrum Cyfrowe, a think-and-do-tank building a digital civic society in Poland. Public Lead of Creative Commons Poland, the Polish branch of the global organization promoting flexible copyright models, for which he also works as European Policy Fellow. Member of the Administrative Council of Communia, a European advocacy association supporting the digital public domain. Former member of the Polish Board of Digitisation and member of the Board of Strategic Advisors to the Prime Minister of Poland, responsible for issues related to the development of digital society. Co-author of the report "Poland 2030" and the Polish long-term growth strategy. International policy expert on open content licensing and copyright policies, open and digital education, ICT for culture and heritage. For over a decade involved in building a digital commons and public domain in Poland and abroad.
Pursuant to Socratic maieutic principles, several influencers such as Sugata Mitra (https://www.ted.com/speakers/sugata_mitra) believe pupils should be given “only” pedagogical contents and psychological supports to learn at school.
However, despite some successful experiments for young pupils, the reality of most of Western countries young adults is to go to university and study in a more or less “traditional” way more or less “traditional” courses. They can trust mostly only their own motivation and support. However, with the development of OER (Open Educational Resources), including MOOCs, produced by public higher education institutions or private companies, professors and students are able to find top quality contents.
French Ministry for Higher Education has been supporting the development of OER for more than 10 years and reaches in 2016 a certain degree of maturity on the subject, with more than 30.000 pedagogical resources available through the innovative portal www.sup-numerique.gouv.fr.
Nevertheless, in Europe in particular, more and more voices speak for a sustainable model for open educational resources.
The actual presentation aims to propose the following: OER will be still accessible for everyone. But when indexed with LOM or MLR and therefore registered in a sort of “streaming platform”, a global fee will be proposed to any company interested in their commercial use. The payment would be possible in euros and bitcoin, based on the blockchain technology.
The session will propose to the participants to join the association of authors of digital pedagogical contents, open or not, dealing with the intellectual property rights of the authors but also of the producers, only when the contents are used for a commercial purpose.
- Description of the existing and proposed sustainable models for the creation and use of Open Education Resources (one hour):
- French governmental Platform www.sup-numerique.gouv.fr and its extension to be a “streaming platform” to OER for commercial purpose, Perrine de Coëtlogon
- The need for sustainability, a problem for public institutions and private companies producing OER, Sotiris Makrygiannis
- The existing sustainable models in Europe, Alek Tarkowski
- Open Education Consortium’s Point of view, Sophie Touzé
- Co-design workshop for one to three sustainable models for OER (two hours)
All public of OEB16, in particular the producers of Open Educational Resources
One picture of the existing sustainable models for OER and one to three R&D projects for a sustainable model for OER and their networks
M4 Morning Event
Date Wednesday, Nov 30 Time – Price: 95.00 € Status: places available
“Be a Game Changer!” Making Learning Addictive Using Game Design Thinking and Practices
Coventry University, UK
Dr. Sylvester Arnab is a Reader in Game Science at Coventry University, co-leading research at the Disruptive Media Learning Lab (DMLL). With more than 10 years research experience in simulation, serious games and gamification combined, his research interests include gameful, playful and persuasive designs that transform ordinary tasks into extraordinary experiences. As leader of Games Science research at the Disruptive Media Learning Lab, Sylvester is coordinating the EC Horizon 2020 BEACONING project which aims to foster ‘anytime anywhere’ learning using pervasive, context-aware and gamified techniques. He is also leading DMLL’s contribution to the EC H2020 C4Rs project and the Erasmus+ Gamification for Hard to Reach project. He currently has over 80 publications and has a portfolio with a total value of in excess of £7 million research funding. He is consistently ranked in the top 10 of the Gamification Guru Power 100 (Rise.Global). He delivers regular keynotes at national and international events related to serious games, gamification and technology-enhanced learning (https://sylvesterarnab.wordpress.com/speaking/).
Coventry University - Disruptive Media Learning Lab, UK
Helen Keegan is a UK National Teaching Fellow, currently holding a dual role as Principal Project Lead for the Disruptive Media Learning Lab (University of Coventry) and Senior Lecturer/Researcher at the University of Salford, MediaCity UK.
Her expertise lies in curriculum innovation using mobile and participatory media, with a focus on creativity, interdisciplinarity and playful learning. She is particularly known for her work on alternate reality gaming, digital cultures and identities, and the interplay between formal and informal learning. Helen works across sciences and media arts, developing partnerships and creative approaches to learning and collaboration, both in the UK and overseas.
As a regular international speaker, Helen has delivered keynotes and invited talks across Europe, the US and Canada, Australia and New Zealand, at events ranging from research seminars and academic conferences through to film festivals, BBC Global News, and the New Media Consortium at Massachusetts Institute of Technology (MIT). Alongside consulting and advising institutions on the use of social technologies in Higher Education, Helen has published in journals and edited collections including the European Journal of Open and Distance Learning, Selected Papers of Internet Research, A Manifesto for Media Education and the Handbook of Research on Social Software and Developing Community Ontologies.
Coventry University, UK
I have a master in psychology, with a particular focus on learning and social-systemic perspectives, and a Ph.D. in Education and Communication obtained at the University of Milano Bicocca. My main area of research pertained the creation of games in informal participatory communities, both online and in real contexts, and its implications for the future of learning ecosystems. I am currently working on both H2020 and local projects at Coventry University, as to explore innovative, ethical and participatory ways to include game creation practices in learning institutions.
In this hands-on workshop, participants will be introduced to several Game Changers projects including the escape room-influenced EscapED, the card game What’s Your Story, the pedagogical toolkit Flipped In A Box - and of course the Game Changers Open Course (including Web TV). These case studies will be presented both for inspiration and also to demystify the development process. Participants will be guided on how to develop engaging game-based learning solutions that are focused on the message ‘technology enhanced, not technology led’. Embodying this message, the workshop will shed light on how to assess the learner’s needs and to adopt the right technology accordingly. The workshop will also discuss some of the most commonly used methods and tools for developing digital games that participants can look to apply in their own gameful developments.
Using a design sprint methodology, participants will develop core skills in collaborative and interactive games design and by the end of the workshop will have developed blueprints for their own gameful and/or playful learning experiences.
The Workshop will help participants in furthering their understanding of playful and gameful approaches to learning and, more in general, demystify the process of game design and development as something strictly hi-tech based (and therefore hardly accessible to many learners and teachers). This will in turn facilitate the development of participants’ game ideas, be they for serious games or for any other kind of playful implementation, and provide them with basic toolkits and frameworks for designing and implementing playful learning experiences, therefore promoting the emergence of a more playful, creative culture in their everyday contexts.
PART ONE – setting the scene
- Introduction to Game Changers
- Game Changers holistic approach (the 4 layer model for game design considerations)
PART TWO – in practice
- Back to basics: paper based approach (storytelling and interactive fiction)
- Co-design teacher/student experience (digital tech example – setting scene for a hybrid approach)
- Hybrid approach: escapED (leading to a design framework to be used for the sprint)
PART THREE – hands on development
- Elevator pitch
- Educators who are interested in implementing playful/gameful approaches to their teaching and learning practice.
- Facilitators of organizational learning.
The Workshop is oriented at giving even complete newcomers to game design a hands-on experience of how this systemic, iterative process works. The workshop will highlight the inherent value of collaborative game design thinking and practices as pedagogical and heuristic approaches, their deep potential for community and team building, and will explore their possible applications in a variety of learning/organisational contexts and through a plurality of transmedial technological supports and environments.
After the Workshop participants will be able to recognise and implement basic game design patterns and techniques, independently from the specifics of context and the technologies at hand, and to employ their newfound gaming literacy in the reframing of everyday organisational and educational issues. Participants will also be expected to be able to autonomously replicate (and promote transmedially) the experience in their own workplaces or teaching/learning contexts, promoting the emergence of playful/gameful cultures, conducive to innovative problem framing and solving practices.
M5 Morning Event
Date Wednesday, Nov 30 Time – Price: free of charge Status: fully booked
Key Steps to Creating and Implementing a Learning Analytics Policy
University of Edinburgh, UK
Dragan Gasevic is a Professor and Chair in Learning Analytics and Informatics in the Moray House School of Education and the School of Informatics at the University of Edinburgh. He is the current president and a co-founder of the Society for Learning Analytics Research (SoLAR) and holds several honorary adjunct appointments in Australia, Canada, and USA. A computer scientist by training and skills, Dragan considers himself a learning analyst developing computational methods that can shape next-generation learning technologies and advance our understanding of self-regulated and social learning. Funded by granting agencies and industry in Canada, Australia, Europe, and USA, Dragan is a recipient of several best paper awards at the major international conferences in learning and software technology. Committed to the development of international research community, Dragan had a pleasure to serve as a founding program co-chair of the International Conference on Learning Analytics & Knowledge in 2011 and 2012 and the Learning Analytics Summer Institute in 2013 and 2014. Currently serving as a founding editor of the Journal of Learning Analytics and the general chair of International Conference on Learning Analytics and Knowledge (LAK2016), Dragan is a (co-)author of numerous research papers and books and a frequent keynote speaker. Recently, he has founded ProSolo Technologies Inc that supports personalized, competency-based learning through social interaction.
University of Edinburgh, UK
Jeff is Emeritus Professor of Education & Technology in the School of Education at the University of Edinburgh. His research interests are in the development of strategies for effective use of ICT in education at institutional, national and international levels, with a particular emphasis on understanding learner experiences. He has led, and been a partner in, numerous EU-, JISC-, SFC- and Research Council-funded projects in the field of technology in higher education and lifelong learning. Jeff was academic lead on a study for the European Commission looking at options for EU governments for modernising their HE systems using technology. He is a past member of the UK JISC Board, the Chair of the Coimbra Group E-Learning Group, and a member of the Scottish Government’s ICT for Excellence Group.
Until 2016 he was the Vice-Principal Digital Education at the University of Edinburgh, leading the university’s digital education strategy, including its expanding portfolio of taught online Masters degrees and CPD, distance PhDs, and MOOCs.
His presentations and publications can be found at http://thinking.is.ed.ac.uk/jeffhaywood/
Tallinn University, Estonia
Kairit Tammets, PhD, is the senior researcher of educational technology and the head of the Centre for Educational Technology in the School of Digital Technologies, Tallinn University (EST). Kairit's research interests are related mainly with the teacher education (teachers' digital competencies, competency-based teacher education, teachers' online communities) and learning analytics in the teacher education context and in curriculum development process.
Open Universiteit Nederland, The Netherlands
Maren Scheffel is a PhD researcher at the Welten Institute (Research Center for Learning, Teaching and Technology) at the Open University of the Netherlands. She studied computational linguistics at the University of Edinburgh and the University of Bonn and received her M.A. in 2008. She previously worked at the Fraunhofer Institute for Applied Information Technology (FIT) focussing on research related to technology-enhanced learning. Since 2014 she has been working at the Welten Institute where she was involved in the management as well as the research for the Learning Analytics Community Exchange (LACE) project and now contributes to the Supporting Higher Education to Integrate Learning Analytics (SHEILA) project. Her PhD work focuses on creating an evaluation framework for learning analytics (EFLA). She is a member of the SURF SIG Learning Analytics.
Learning Analytics (LA) is currently a very active topic in education, but its implementation is beset with potential pitfalls for an organisation wishing to develop extensive use of it. Building upon international experience and local knowledge, the EC-funded SHEILA Project (Jan 2016-June 2018) is creating a policy framework for higher education institutions to enable them to design and enact an LA policy for themselves, using an innovative concept mapping approach (ROMA) combined with interviews of key stakeholders in several European countries. It is a partnership of the Universities of Edinburgh (coordinator), Tallinn, Open University NL and Carlos III Madrid, with Brussels Education Services, Erasmus Student Network and European Quality Assurance Network (ENQA).
The project will be at a key stage of development and OEB 2016 offers an opportunity for us to present our interim findings for comment and advice from participants, both novice and expert, in other words a reality check for the project, and also enables participants to take away lessons from other organisations plus a draft LA framework to support discussions in their own universities and organisations.
We shall discuss with participants our interim data from:
- interviews from senior HEI leaders charged with the implementation of learning analytics to understand the current processes, barriers, and opportunities;
- concept mapping by international expert panel to identify critical concerns for learning analytics policy;
- benchmark of the learning analytics sophistication in the European HE sector by administering a survey to members of the EUA.
The workshop aligns with the themes of Learning and Investment (by learners, by organisations) and Learning and Design (of educational opportunities). LA is focused on enhancing the learning experience of learners and at the same time on enabling education providers to design and modify their offerings to be more effective and fit for purpose.
The workshop will have max. 15 min. presentations by each speaker, each followed by a 15 min. group discussion session with feedback to enable participants reactions, suggestions, ranking of importance etc. for the points made and the questions posed to them about creating learning analytics policy and implementing it. After the 4 sections of the workshop, a plenary discussion will be held to enable participants to offer further input, to create an overall ranking of policy and implementation factors and to share any further experiences. The workshop will conclude with a short feedback evaluation.
Members of universities, higher education ministries and their agencies, with an interest in learning analytics, especially those charged with developing policy for LA
Some basic understanding and awareness of LA but direct experience or advanced knowledge is not necessary
The session will enable participants to learn at first hand the lessons about learning analytics policy and implementation from a wide range of European universities and educational agencies/ministries. As active participants they will be able to add their own experiences and share these with others, help us to rank and rate critical challenges and solutions in LA policy and implementation and explore the draft LA policy framework which they can take and trial in their own universities.
M6 Morning Event
Date Wednesday, Nov 30 Time – Price: 160.00 € Status: places available
Social Media for Learning Clinic
State of North Carolina, USA
Jane Bozarth is a veteran classroom trainer who transitioned to eLearning in the late 1990s and never looked back. As leader of the State of North Carolina USA's award-winning eLearning program, Dr. Bozarth specializes in finding low-cost ways of providing online training solutions. Her abiding interest in social learning and communities of practice framed her graduate work and dissertation and led to the publication of her bestselling book Social Media for Trainers and the new Show Your Work: The Payoffs and How-Tos of Working Out Loud. She is the author of several other books, including eLearning Solutions on a Shoestring, Better than Bullet Points, and From Analysis to Evaluation. She frequently contributes material to trade publications and writes the monthly "Nuts & Bolts" column for Learning Solutions Magazine. A popular conference speaker, Dr. Bozarth has keynoted events in the US, Canada, Australia, Turkey, and Scotland. She and her husband live with Thomas the Corgi in Durham, North Carolina, USA
Participants of the workshop are expected to bring laptops (not tablets or phones) from which they can access public social sites like Twitter or Facebook (not work computers which are often configured to block such websites).
In this clinic we will take a look at defining and differentiating ideas like "social learning" and "social media". We will then work with some popular public social tools -- Facebook, Twitter, blogs, wikis, a photo-based tool, and bookmarking tool -- to examine ways of enhancing and extending our practice as L&D professionals, particularly through use of collaborative approaches.
Please note that this is not a "Social Media 101" course. The goal of this program is to demystify tools a bit and help participants feel more comfortable in choosing and using them to extend their practice. To this end the workshop offers a similar activity repeated with the same framework. Depending on the tool each iteration takes about 25 minutes. Examples used are pulled from the world of workplace training (ie, Customer Service, Leadership, Safety) rather than academia. This format repeats throughout the program. We will likely also do a photo-based tool like Instagram, a bookmarking tool like Pinterest, and Twitter. The idea is that information about, say, Twitter, can mostly apply to similar messaging tools like Yammer.
Depending on time and the interests of the group we can have some conversation around policy, implementation, and measurement. I do need to stress that this is not a 'change management' workshop. I can address it but it will not be the focus.
Opener: Discussion of social learning vs. social tools, conversation about ways people learn at work apart from formal instruction
Explore some examples of (blogs)
- Set up a blog
- Groups work together to write an initial post and upload this with a photo
- Discussion of uses of blogs to extend our practice: prework, postwork, guest posts, providing a course base site, supporting initiatives/departments, etc., specific activities tied to training topics.
Explore examples of wikis or collaborative Google documents
- Discuss difference between blogs and wikis, how they might be used differently
- Set up a Google Doc (or wiki)
- Participate in a collaborative activity with all participants contributing to the document
- Discussion of uses of wikis or other collaborative tool for extending our practice
Explore examples of (Facebook groups)
- Discuss uses of groups as compared to tools like blogs or wikis
- Explore ideas around nurturing community
Closing: Action plan for applying ideas to specific problems/tasks at work. Immediate post-workshop assignment is to use assorted platforms of choice -- blog, conference Twitter backchannel, etc. to post comments or images or whatnot about what they are doing at the event.
The target audience for this preconference event uses social tools for learning, training and development in the workplace, government or corporate environments (rather than in an academic environment)
Learners have some experience and interest in supporting social learning in the workplace, and are willing to try and use new methods and tools
After attending this workshop, participants will be able to:
- Define social learning as distinct from tools and programs
- Explore application of social tools to extend practice through means other than broadcasting
- Identify basics of choosing tools for particular types of activities
- Recognize the different forms online interactions can take, from private conversations to interconnected communities
A1 Afternoon Event
Date Wednesday, Nov 30 Time – Price: free of charge Status: fully booked
Creating a New Mobile User Experience for Delivering Online Learning and Teaching
The Open University, UK
Louise Olney is the Head of Online Student Experience at the Open University in the UK, she has worked at the OU for the last 14 years. Tammy Alexander and Sharon Monie are both Product Development Managers in the Online Student Experience team in the Learning and Teaching Solutions Unit and have been at the OU for over 10 years. The team have a broad range of skills and experience including educational technology, web and mobile development, teaching, project management and user experience design. Over the last two years they have all been committed to delivering an engaging and purposeful online learning and teaching experience for students at the OU, transforming the current online learning systems to exceed increasing market-based student expectations and digital skills
The Open University, UK
Sharon Monie and Tammy Alexander are both Product Development Managers in the Online Student Experience team in the Learning and Teaching Solutions Unit and have been at the OU for over 10 years. The team have a broad range of skills and experience including educational technology, web and mobile development, teaching, project management and user experience design. Over the last two years they have all been committed to delivering an engaging and purposeful online learning and teaching experience for students at the OU, transforming the current online learning systems to exceed increasing market-based student expectations and digital skills.
The Open University, UK
Tammy Alexander and Sharon Monie are both Product Development Managers in the Online Student Experience team in the Learning and Teaching Solutions Unit and have been at the OU for over 10 years. The team have a broad range of skills and experience including educational technology, web and mobile development, teaching, project management and user experience design. Over the last two years they have all been committed to delivering an engaging and purposeful online learning and teaching experience for students at the OU, transforming the current online learning systems to exceed increasing market-based student expectations and digital skills.
Considering what the user wants within web design is not something revolutionary, but within an increasingly competitive and continually changing marketplace, in online distance education, researching and identifying key design principles to deliver a cutting edge and user-led study experience is central to retaining and offering students a stimulating and efficient interaction with their online learning and teaching. The Open University has recently evaluated its entire online student experience and reviewed whether it would continue to be fit for purpose within the current changing higher education and online landscape. The workshop will focus on explaining the process the OU has taken to evaluate, design and develop a new online environment for learning and teaching, using a three stage user-centred iterative design process. It will, through a series of workshop activities, invite participants to consider their own online environments and then explore methods to help discover, design and develop a new online space for their students.
- Introduction and overview
- Exploring an iterative discovery, design and development process (Presentation)
- Discovering user-centred requirements for an online learning environment (Group Work and discussion)
- What are the key capabilities for an online learning environment?
- Who are your students?
- How to define an online student journey?
- Coffee Break
- Designing an online learning environment (Group Work and discussion)
- What is the ideal user interface for your new online learning environment?
- How would students use the interface on mobile devices?
- How does this interface meet your students’ needs and expectations?
- Developing an online learning environment (Presentation and Discussion)
- What are the challenges when implementing a new online learning environment?
Those involved in thinking about or actively changing their institution’s online environment as at this workshop participants will gain an insight into the methodology used by the OU to evaluate their learning systems and will gain skills in eliciting and implementing change.
This workshop provides an opportunity for participants to explore the process the Open University has taken to evaluate their online student experience, and share in the outcome of this work. Participants will be invited to take part in a series of activities involving exploration of the three key stages, discovery, design and delivery, of the Open University user-centered iterative design process. Participants will leave with an understanding of the capabilities they have identified as key for their online environment, and be able to map the online student journey for their institution and create example personas that they can use and take away to help start thinking about what an optimal online environment/experience would be for their students. They will also leave with an understanding of how using user centered design approaches can help develop an online environment that will help connect their students and enable mobile learning.
A2 Afternoon Event
Date Wednesday, Nov 30 Time – Price: 160.00 € Status: places available
Creating a Personal Learning Infrastructure
National Research Council (NRC), Canada
Stephen Downes works for the National Research Council of Canada where he has served as a Senior Researcher, based in Moncton, New Brunswick, since 2001. Affiliated with the Learning and Collaborative Technologies Group, Institute for Information Technology, Downes specializes in the fields of online learning, new media, pedagogy and philosophy.
Downes is perhaps best known for his daily newsletter, OLDaily, which is distributed by web, email and RSS to thousands of subscribers around the world, and as the originator of the Massive Open Online Course (MOOC). He is a popular speaker, appearing at hundreds of events around the world over the last fifteen years. He has published hundreds of articles both online and in print through two decades of research and development into learning networks and related technologies.
Prior to joining the NRC, Downes worked for the University of Alberta as an information architect, and prior to that, as a distance education and new media design specialist for Assiniboine Community College in Brandon, Manitoba. This followed a decade of teaching experience both in person and by distance with Athabasca University, the University of Alberta, and Grande Prairie regional college.
At the University of Alberta he built a learning and research portal for the municipal sector in that province, Munimall, and another for the Engineering and Geology sector, PEGGAsus. He also pioneered the development of learning objects and was one of the first adopters and developers of RSS content syndication in education. Downes introduced the concept of e-learning 2.0 and with George Siemens developed and defined the concept of Connectivism, using the social network approach to deliver open online courses to three thousand participants over two years.
Downes obtained a BA and MA in philosophy from the University of Calgary, specializing in epistemology and the philosophy of science. He also studied at the PhD level at the University of Alberta, completing all but his dissertation. Among numerous volunteer and committee positions while a student, Downes served as editor of the Calgary student newspaper, the Gauntlet, for two terms, and as president of the Graduate Students' Association at the University of Alberta, also for two terms. He served as a member of the Board of Governors, University of Alberta, and with the Athabasca University Governing Council.
After completing high school at Ottawa's School of Continuing Education while working as a concession stand worker and dishwasher, Downes studied computing science for one year at Algonquin College while working as a telephone equipment installer and (later) as a security guard. He worked for a year as a computer operator for Texas Instruments in Calgary, then as a pot washer, 7-Eleven clerk, and development education programmer for the Arusha International Development Centre. Downes has also been a newspaper carrier, waiter at a race track, hot dog vendor, building cleaner and camp counsellor. He was a candidate for mayor in the city of Brandon in 1995.
Downes was born in Montreal, Quebec, in 1959 and has four brothers (all younger). He lives in Moncton, New Brunswick, with his wife Andrea (b. Colorado Springs, Colorado; married 1998) and four cats (Bart, Polly, Lexi and Alex).
Stephen reads a lot of science fiction and books in general. He enjoys movies, television and sports, especially hockey. He enjoys playing darts and NTN Trivia (though since Moncton has no NTN locations, it's a lot harder to play). He is an avid Civilization III player and an enthusiastic photographer.
Read more about Stephen Downes' views on the next era of learning.
This workshop will map the technological infrastructure for a personal learning network. It will describe the major protocols supporting personal learning and describe how third party applications (such as simulation engines or learning management systems) interact with personal learning environments. It will draw on the technology developed by the National Research Council’s ‘Learning and Performance Support Systems’ to create a testbed technology environment.
|14:30 – 15:00||Introductions / Overview of the Concept of PLEs|
|15:00 – 15:30||Why a personal learning environment? (Interactive exercise to identify the underlying value propositions)|
|15:30 – 16:00||What is a PLE? Elements of a personal learning environment (interactive exercise to define major elements, e.g. resource network, personal learning record, learning assistant, analytics)|
|16:00 – 16:30||Break|
|16:30 – 17:00||Core interaction elements in cloud technologies (APIs, REST.JSON, OAuth, and related core technologies)|
|17:00 – 18:00||Building the PLE environment: with knowledge of e-learning interoperability technologies, we will ‘moot’ a PLE infrastructure|
Web technology developers, commercial e-learning technology providers, learning content providers, learning management specialists
General understanding of internet and e-learning technologies (browsers, servers, LMSs, etc.)
We will develop an understanding of the overall architecture of e-learning technology support for a personal learning infrastructure, and will develop a first-draft map of this infrastructure.
A3 Afternoon Event
Date Wednesday, Nov 30 Time – Price: free of charge Status: places available
DistancE-Learning in Europe - Exchanging Experiences and Knowledge
Forum Distance Learning (FDL) / European Association for Distance Learning (EADL), Germany
Jens Greefe is the Director of Studies at the ILS in Hamburg, Germanys biggest distance learning provider, educating app. 70.000 students in more than 300 distance courses. He is responsible for the development and the organization of the course programs and for the quality management of the ILS.
Jens Greefe holds a diploma in Economics and is member of the board of the Forum Distance Learning, the german association for distance learning. Since 2014 he is also Chairman of the Research & Developing Committee of EADL.
Bundesinstitut für Berufsbildung (BIBB), Germany
Head of Section 3.2 “Digital Media, Distance Learning, Training Personnel”
Advisory services to the Federal Government and to the corporate sector in the thematical field of ICT-based VET learning and working environments, designing, launching, monitoring & evaluation of national funding programms, joint shaping of implementation strategies for high quality results into the world of work. Ongoing improvement of web based services for trainers in VET (www.foraus.de) to support their daily practice of training in companies. Development of national standards for teacher & trainer qualification (Trainers`s Aptitude – AEVO, www.foraus.de), designing of (web based) training moduls and tools for further training of teachers & trainers (e.g. IT-Literacy). Advisory services within BIBB´s international co-operation activities. Appraising, quality management and certifying of (web based) distance learning courses for continuous training.
Forum DistancE-Learning (FDL), Germany
Vice President Forum DistancE-Learning
Engaged in e-learning projects and e-learning training since 1994. Vice President of Forum DistancE-Learning, the German Association for DistancE-Learning and Learning Media. Chairman of the section for pedagogical and didactical issues in distance learning.
Initiator and organizer of the annual German FDL-FachForum, designed to identify future demands for vocational media-enhanced learning.
European Association for Distance Learning (EADL), UK
John Trasler is the founder of Elearn which provides provides consultancy in distance and blended learning together with training programme for individulas and organisations in management, leadership and coaching.
With over 25 years in the education and training business John has managed multi-national companies for Pearson and News Corporation in both Europe and Asia. John holds a masters degree and is a Fellow of the Chartered Institute of Personnel and Development (CIPD) and an Executive Member of European Association of Distance Learning (EADL).
VU University Amsterdam, The Netherlands
Marjolein Zweekhorst is associate professor at the Athena Institute, VU University Amsterdam. She graduated in Medical Biology in 1996 and then joined the department Biology and Society as a researcher. She wrote her PhD thesis on institutionalisation of an interactive approach to technological innovation. Her current research is focused on methodology development for interactive policy and interactive technology development in public health, biotechnology and biomedical sciences and on innovations in education. Marjolein is also Program director of the master Management Policy-Analysis and Entrepreneurship in the Health and Life Sciences, chair of the educational board of the bachelor health sciences and chair of the examboard of the bachelor and master biomedical sciences. Furthermore she is member of the curriculum committee of the bachelor program Health and life sciences of at the VU University and member of the International Academic Board of the Dutch Royal Tropical Institute.
Goethe-University Frankfurt/Main, Germany
Claudia Bremer is the head of studiumdigitale, the elearning center of the University of Frankfurt. She coordinates the project lehr@mt, a project for the state wide qualification of teachers in the area of media competencies and a certificate for new media for teacher students. Claudia Bremer conducts research and gives consultation in the are of elearning scenarios and implementation, usage of web 2.0 technologies and the implementation of elearning strategies at educational institutions. Her organisation offers one of the largest elearning qualification programs for teachers, trainers and educational institutions.
Institut für Lernsysteme (ILS), Germany
Kirsten Huter has taught German as a second language at all levels and has been a lecturer in German Linguistics and Second Language Acquisition Research at the University of Sydney and the University of Hamburg.
For the last ten years, she has worked in the field of distance learning, focusing on curriculum design and learning styles. The latest course development project that she has been involved in at the Institute for Personal Development and Health at ILS, Hamburg is the Refugee and Integration Worker. This is a course which supports volunteers and professionals in the field of migration.
K. Huter received her Masters in Second Language Research, Linguistics and Japanese Studies from the University of Hamburg, Germany and her PhD in Linguistics from the Australian National University, Canberra.
With the preconference within the framework of the Online Educa Berlin the organizers intend to create an opportunity for networking and knowledge sharing for individuals and institutions who offer programs for lifelong learning and vocational education using distance learning methods.
The intention is to establish an international forum enabling the participants to develop and find a position regarding the variety of technological developments for digital teaching and learning programs in the field of distance learning.
A special focus is put on the services which distance learning providers can offer to volunteers who want to improve their knowledge to engage professional in providing optimal support for refugees in Germany.
- Presentation # 1: “Blended Learning as Solution for Dealing Effectively with Diversity in Higher Education“ by Marjolein Zweekhorst, VU Amsterdam
- Presentation # 2: “Blended Learning – Practice Orientation and Heterogenous Learning Groups” by Claudia Bremer, Frankfurt University
- Presentation # 3: “Helping The Helpers – Professionalizing Volunteer Work for Refugees” – A Blended Learning Concept presented by Kirsten Huter, ILS Hamburg
This Pre-Conference is for Distance Education experts who want to expand their network and share their knowledge with others and for anyone who is interested in distance learning methods as well. The Pre-Conference is especially for those who work in the adult education business.
With the presentation of the non-Profit course program “Help the helpers” it is intended to pull the idea of educating volunteer helpers of refugees with a blended learning concept in the focus and to inspire others to work in this field.
- The goal is to provide information and to initialize discussions about the presented topics. The last two years showed that the format of the pre-conference with the combination of presentations with following discussion is ideal to reach the goal.
- To receive information about blended learning concepts to solve pedagogical problems such as heterogeneous target groups.
- Better Networking with other distance learning experts in an international Framework.
- Get ideas to aid volunteer helpers of refugees.
A4 Afternoon Event
Date Wednesday, Nov 30 Time – Price: 160.00 € Status: places available
More Than Blended Learning: Designing Effective Workplace Learning
The More Than Blended Learning Company, UK
Clive is a learning and development consultant, with a long-standing fascination for the applications of media and technology to learning at work. In a career spanning more than 35 years, Clive has headed up a corporate training function, co-founded a leading multimedia development business and operated as an independent consultant operating worldwide. In recent years, Clive has devoted his attention to design of next generation workplace learning solutions. He is a regular speaker at international conferences, has been recognised with two lifetime achievement awards, has written five books and more than 200 articles, and nearly 1000 posts to his blog, Clive on Learning. For four years he was Chair of the eLearning Network. His most recent book, More Than Blended Learning, was launched in January 2015. He now provides his consulting services through The More Than Blended Learning Company
Blended learning is right now the strategy of choice for most major employers and for many educational institutions, whether or not they describe their approach as ‘blended learning’. The blended learning of today is broad in scope, extending well beyond formal courses to include all sorts of online business communications, from webinars to videos, as well as social and collaborative learning, the use of performance support materials and providing opportunities for accelerated on-job learning.
Employers recognise that learning at work takes place continuously, whether or not it is formally planned. They understand that courses are not enough to change behaviour and increase performance. As a result, they increasingly expect more far-reaching solutions that go well beyond the presentation of information and half-hearted attempts at providing opportunities for practice. They want learning solutions that deliver and that places fresh demands on the designers of those solutions.
This workshop provides you with an opportunity to explore a new approach to the design of learning interventions that goes well beyond conventional views on blended learning. This approach stresses the need for end-to-end solutions that blur the boundaries between formal and informal learning.
- Defining blended learning
- Determining the underlying need
- Analysing the situation in terms of the Learning, the Learners and the Logistics (the three Ls)
- Structuring blended solutions using the Preparation, Input, Application, Follow-up model (PIAF)
- Selecting methods to maximise effectiveness
- Selecting media to maximise efficiencies (cost, time, accessibility, scalability, flexibility)
The workshop is aimed at anyone who designs learning interventions for adults and who wants to deliver greater value to the organisations that they serve.
Everyone will take something different from the workshop, depending on their previous experience and their interests. However, you should expect to become more capable at:
- analysing and responding to requirements
- determining genuine priorities
- structuring blended solutions
- selecting appropriate learning and teaching methods to maximise the effectiveness of the solution
- selecting appropriate media to maximise the efficiency of the solution
A5 Afternoon Event
Date Wednesday, Nov 30 Time – Price: 95.00 € Status: places available
The Electricity of Learning
EOI Academy, Belgium
“Why don’t organisations learn and innovate fast enough?”
Jef Staes offers an answer to this question. As a thought leader in the fields of learning and innovation management, he analyses the way in which people resist and even obstruct change processes. And Jef does not shy away from confrontation! With a vast range of new insights and metaphors, he illustrates why managers and policymakers often reach the wrong decisions.
Jef Staes (Belgium, 1956) is one of the leading experts on these topics in Belgium and is quickly gaining international respect for his energizing mindset. He currently assists organizations in their quest to find a comprehensive answer and approach to the changing dynamics of today’s world. Based on his career as a software designer (GTE ATEA in Belgium & USA), training Manager and Corporate Learning Officer (Siemens, Belgium), he gained practical insights in the dynamics of organizational development.
Jef Staes is often the keynote speaker on various topics concerning culture innovation and this for a diverse audience (conferences, education, in-company, ...). He has given hundreds of keynotes, both in English and Dutch. Furthermore, he’s a visiting lecturer at several Management schools (Vlerick, UAMS, EHSAL). His refreshing stories are guaranteed eye-openers and his new look at the role of managers has inspired many.
He is also the author of a number of books on the topics of innovation and change management. One of which, “My Organisation is a Jungle”, was also translated to English. Through the use of rich metaphors and exciting parallels, he truly engages you in the story of the Red Monkey. Other books in the series, “My Manager is a Hero” & "I was a Sheep" continue the story and are often featured in Jef's speeches. All books have been bestselling publications with over 15.000 copies sold.
The world is changing faster and faster. From a flat 2D-World to a chaotic and ever changing 3D-World. Organizations, companies, schools and regions have to adapt to a 3D-World that is flooded with information and need to increase their power to learn and innovate dramatically. In order to become sustainable we need to discover the best of us.
Today’s educational system and companies however are not able to create the right learning and working environment that enables and energizes disruptive innovation by using the passion and talents of students and employees. We unintentionally transformed talented adults and children into passionless sheep. We have to boldly go for a new balance between education and work. We have to disrupt the organization of working and learning.
This session is a plea for a dramatic change in the organization of work and education. After this session 2D, 3D, 2D-Sheep, 3D-Smarts, 3D-Learning Power and 3D-Management will be branded in your brain. You will become disrupted.
- Switch-3D, the disruptive evolution from Information Shortage to Information luxury.
- The Global 3D-Smart Wave and the battle of the species.
- The impact of 3D-Smarting on Learning, Motivation, Competence Development and Innovation.
- The extinction of 2D-Smarts (Sheep) and 2D-Diploma Addiction.
- Organizations in Search of a New Balance. No more Sheeping!
- The Competence Playlist and Social Validation. A new deal between Education and Work.
- Jeff’s Law and the Electricity of Learning. A new paradigm for Learning Power.
- 3D-Management Style as the next step in management evolution.
- Your next step …
Everyone who is interested in evolution in working and learning.
Open minded. Willingness to disrupt existing paradigms.
Participants will go home with a completely different view on working and learning.
A6 Afternoon Event
Date Wednesday, Nov 30 Time – Price: free of charge Status: places available
Lern- und Arbeitsaufgaben multimedial gestalten - Praxisbeispiele aus der beruflichen Bildung
Bundesinstitut für Berufsbildung, Germany
Isabel García-Wülfing ist wissenschaftliche Mitarbeiterin im Bundesinstitut für Berufsbildung in Bonn und seit Anfang 2011 zuständig für die fachliche Begleitung der Fördermaßnahmen des Bundesministeriums für Bildung und Forschung zur Entwicklung und zum Einsatz digitaler Medien in der beruflichen Bildung.
Zuvor war sie mehrere Jahre im Presse- und Informationsamt der Bundesregierung tätig, in dem sie im Bereich Öffentlichkeitsarbeit in der Auslandsabteilung arbeitete. Im Jahr 1999 wechselte sie ins Bundesinstitut für Berufsbildung und war bis 2010 im Arbeitsbereich „Modellversuche, Innovation, Transfer“ für die Begleitung der Transfermaßnahmen in die Berufsbildungspraxis und für die Öffentlichkeitsarbeit der Modellprojekte zuständig.
Handwerkskammer des Saarlandes, Germany
Dr. Frederick Schulz befasst sich als Diplom-Informatiker und Pädagoge mit den Gestaltungsmöglichkeiten der digitalen Technologien für die Bildung. Im Schwerpunkt steht dabei die Transformation bewährter didaktischer Modelle und ihre Ergänzung und Erweiterung mit innovativen Entwicklungen. Dabei deckt er thematisch ein breites Feld von der beruflichen Erstausbildung über Studium und Wissensmanagement bis zur Altenbildung ab.
Momentan leitet er für die Handwerkskammer des Saarlandes das BMBF-Projekt „KOLA – Kompetenzorientiertes Lernen im Arbeitsprozess mit digitalen Medien“, das die Potentiale mobiler Endgeräte für die Lernortkooperation in der handwerklichen Berufsausbildung erforscht.
Bundesbildungszentrum des Zimmerer- u. Ausbaugewerbes GmbH, Germany
Herr Dr.-Ing. Schopbach ist promovierter Bauingenieur mit langjähriger Erfahrung in einem renommierten Ingenieurbüro für Holzbau. Aktuell ist er Geschäftsführer am Bundesbildungszentrum in Kassel, Kompetenzzentrum für Zimmerer- und Holzbauarbeiten. Er ist Lehrbeauftragter der Universität Kassel, Vorsitzender des Zimmermeisterprüfungsausschusses der Handwerkskammer Kassel und stellv. Chefredakteur der Zeitschrift "Holzbau – die neue quadriga".
Abgeschlossene und laufende Forschungsvorhaben beschäftigen sich unter anderem mit den Auswirkungen der europäischen Bemessungsnorm EC5 sowie dem Einfluss digitaler Medien in der beruflichen Bildung. In seiner Freizeit ist er als Stadtrat seiner Heimatgemeinde Romrod im Einsatz.
Technische Universität Berlin, Germany
Bernd Mahrin ist Maschinenbau-Ingenieur und Berufspädagoge. Nach Tätigkeiten als Konstrukteur und Fertigungsingenieur arbeitet er für die gewerblich-technische Berufsbildung in wechselnden Funktionen, Bereichen, Praxis- und Forschungsprojekten im In- und Ausland für verschiedene Universitäten, Institutionen der Wirtschaft und freie Träger.
Zurzeit unterstützt er als wissenschaftlicher Mitarbeiter am Institut für Berufliche Bildung und Arbeitslehre der Technischen Universität Berlin zwei Projekte aus der Förderlinie „Digitale Medien in der beruflichen Bildung“ des Bundesministeriums für Bildung und Forschung (BMBF) konzeptionell, didaktisch, methodisch und durch formative Evaluation. Seine Arbeitsschwerpunkte sind digitale Medien in der technischen Berufsbildung, Kooperation und Netzwerkbildung, Berufsbildung im internationalen Kontext, Fachdidaktiken Bautechnik, Metall- und Elektrotechnik und Benachteiligtenförderung in der Berufsbildung.
Zugleich ist er im Auftrag des Bundesinstituts für Berufsbildung (BIBB) und des Bundesamtes für Wirtschaft und Ausfuhrkontrolle (BAFA) tätig als Gutachter für überbetriebliche Berufsbildungsstätten und Kompetenzzentren und moderiert das bundesweite Kompetenznetzwerk Bau und Energie e.V., einen Zusammenschluss anerkannter Kompetenzzentren der beruflichen Bildung.
Die Digitalisierung der Arbeitswelt wirkt sich deutlich auf die betriebliche Facharbeit und berufliche Aus- und Weiterbildung aus. Es besteht ein großer Bedarf an neuen Formen der Gestaltung von Lernen und Wissenserwerb. Der Einsatz digitaler Medien bietet vielfältige Möglichkeiten Lehr- und Lernangebote multimedial zu präsentieren, zu organisieren, zu erstellen und an die sich stetig ändernden Anforderungen am Arbeitsplatz anzupassen. Die Visualisierung von Lerninhalten, die Vermittlung von komplexen Arbeitsprozessen z.B. mithilfe Augmented Reality Anwendungen und die neuen Möglichkeiten der Kommunikation und Kollaboration zeigen die Potenziale des Einsatzes neuer Lerntechnologien in der beruflichen Bildung. Die Einbettung digitaler Lernszenarien in Lehr-/Lernprozesse ist eine Chance und zugleich eine Herausforderung für Lehrende und Lernende.
Das Bundesinstitut für Berufsbildung begleitet Pilotprojekte des Bundesministeriums für Bildung und Forschung, die den Einsatz von digitalen Medien in der beruflichen Bildung erforschen, digitale Lernumgebungen entwickeln und in unterschiedlichen Anwendungsszenarien erproben.
Im Rahmen dieser Pre-Conference werden drei Pilotprojekte vorgestellt, die erste Ergebnisse und Erfahrungen zum Einsatz digitaler Medien aus verschiedenen Kontexten der Aus- und Weiterbildung präsentieren. Es werden unterschiedliche methodisch-didaktische Vermittlungsformen dargestellt und verschiedene Gestaltungsmöglichkeiten des Lernens im Prozess der Arbeit gezeigt. Wir diskutieren anschließend über die Chancen der Visualisierung von Handlungsabläufen, über die Anforderungen an Lehrende für eine effektive Einbindung von digitalen Lernformaten am Lernort und wie lernortübergreifende Kooperation mithilfe digitaler Medien gelingen kann.
|14:30||Begrüßung und Einführung (Isabel García-Wülfing, Bundesinstitut für Berufsbildung)|
|14:45||Praxisbeispiel 1: Glassroom – Revolution im Technischen Kundendienst durch Smart Services (Dr. Matthias Bues, Fraunhofer IAO, Stuttgart)|
|15:15||Praxisbeispiel 2: Mobiles Lernen vernetzt Lernorte: Digitale Unterstützung für Azubis im Handwerk (Dr. Frederick Schulz, Handwerkskammer des Saarlandes)|
|16:15||Praxisbeispiel 3: DaviD – Das virtuelle Digitalgebäude (Dr. Holger Schopbach, Bundesbildungszentrum des Zimmerer- u. Ausbaugewerbes GmbH, Bernd Mahrin, TU Berlin)|
|17:30||Ende der Pre-Conference|
Berufsbildungspraxis, Berufschullehrer und Ausbildende, Bildungsanbieter, universitäre Forschungseinrichtungen im Bereich der Aus- und Weiterbildung
Der Workshop ist in deutscher Sprache.
Der Workshop gibt Einblick in neue Lernmethoden, wie z.B. Augmented Learning, die zunehmend in der beruflichen Aus- und Weiterbildung eingesetzt werden und stellt Good Practice Beispiele für die multimediale Gestaltung von Lehr-Lernaufgaben vor. Die Teilnehmer und Teilnehmerinnen lernen unterschiedliche Lernszenarien kennen, in denen digitale Technologien eingesetzt werden und wie eine effektive Einbindung in ein didaktisches Konzept ermöglicht werden kann.