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Education and Training Monitor. The Education and Training Monitor is an annual publication that captures the evolution of education and training in the EU. It contributes to the objectives of the EU strategic framework for cooperation in education and training, the overall Commission's strategy for growth and employment and the European Semester cycle of economic policy co-ordination. The Education and Training Monitor relies on a broad range of quantitative and qualitative sources, including Eurostat data, OECD studies and surveys, analysis of education systems undertaken by the Eurydice network, quantitative analysis of survey datasets, and academic networks.

The Monitor charts EU and country progress towards: With its international comparison and country analysis, the Monitor fuels the debate on priority themes for education and training, informs national education reform debates, and stands as a reliable and up to date source of information for peer learning among EU Member States.

Education and Training Monitor 2016. Education at a Glance. Mary Meeker's 2016 internet trends report: All the slides, plus analysis - Recode. Compendium of case studies about Open Education in the Mediterranean: now online! – OpenMed. Professors in doubt over value of distance education. Dive Brief: A new survey from Gallup suggests that a predominant number of college and university faculty members, about 55%, are not confident in the outcomes of distance education when measured against traditional learning models.Of a respondent pool of more than 1,600 professors from all private, public and for-profit institutions, 40% said they have taught at least one online class, and 32% believed that learning was possible through digital and traditional classroom settings at any institution.

More than 60% of professors with no online teaching experience believe that positive outcomes are possible in either academic setting. Dive Insight: It is natural that perspectives vary among the experience levels of professors in digital teaching and learning space, but what is most interesting is that a majority of professors still have no online experience to begin with. MOOCs Expectations and Reality. Study: Digital textbook codes can be as costly as traditional materials. Dive Brief: The New York Times reports on the growing costs associated with digital textbooks and learning materials, specifically access codes for tests and homework assignments.

A new survey of 10 colleges and universities shows the average access code, which sometimes are only found in purchased textbooks, costs $100 alone, increasing by only $26 when offered with a traditional text. The average annual amount students spend on materials has declined by $100 since 2008, to about $602. Dive Insight: The real savings for learning materials are delivered by faculty, and their choice in using certain tests and responsive options offered by publishers with specific texts.

These resources are commonly found in science and humanities core offerings that a majority of students must take for general requirements, but academic leaders can audit each of these courses to determine how to best pass savings on to students. Recommended Reading. What makes a successful online learner (July 2016) 5 charts that explain the future of education. Children need to learn social and emotional skills if they are to thrive in the workplace of the future, a World Economic Forum report has found.

The new research shows that as the digital economy transforms the workplace, Social and Emotional Learning (SEL) skills such as collaboration, communication and problem solving will become ever more important as more traditional roles are mechanized. With more than half of children now entering school expected to work in jobs that don’t yet exist, adaptability is becoming a core skill.

Social and Emotional Learning skills are those abilities that lie outside core literacies such as reading, writing and arithmetic. They allow creativity, problem solving and communication and have at their heart social interactions. Of 16 skills identified in the report as important for the 21st century, 12 are SEL. Students require 16 skills for the 21st century Image: WEF How do we know that jobs are going to change? This is a trend which is predicted to continue. Study: Open access ed tech system may triple in next five years. Dive Brief: A survey of more than 500 faculty members reveals that open educational resources (OER) in higher ed could grow to become the primary digital learning resource in the next five years, tripling from 4% to 12%. STEM courses, such as computing and mathematics, yielded the highest use of the technology and associated supplemental materials. More than 70% of faculty members not currently using OER expect to use, or to learn how to use the materials in the future.

Dive Insight: While the introduction of digital teaching and learning materials is inevitable, it is the implementation of software and training for faculty that could present the biggest problems. Academic officials and IT experts should look to work with vendors to determine the best integration of tech elements in learning and service provision. Recommended Reading PR Newswire: New higher ed survey: OER may triple in use as primary courseware within five years.

Employee%20Skills%20Survey%20Leaflet. Opening up Education: A Support Framework for Higher Education Institutions. WEF GITR Full Report. 2015 nmc horizon report k12 EN. Adding some Tec Variety. Future Ready Learning. La buona scuola digitale. 01 marzo 2019 Avviso per partecipazione alla Settimana del PNSD e #FUTURAGENOVA Allegato Regolamento per la partecipazione al concorso #ilmioPNSD Allegato. WEF Future of Jobs. Partial Credit: The 2015 Survey of Faculty Attitudes on Technology. Colleges and universities have spent hundreds of millions of dollars on technology they believe will improve student outcomes and simplify administrative tasks. Educational technology companies continue to demolish investment records on a quarterly basis. With all this money raised and spent under the guise of improving postsecondary education, the 2015 Inside Higher Ed Survey of Faculty Attitudes on Technology suggests that many instructors believe the gains in student learning justify the costs -- even if the results are perhaps less significant than desired.

Inside Higher Ed partnered with Gallup to ask faculty members and academic technology administrators to share their thoughts on this and other ed-tech issues in the news. A copy of the survey results, based on responses from 2,175 faculty members and 105 administrators, can be downloaded here. Inside Higher Ed's 2015 Survey of Faculty Attitudes on Technology was conducted in conjunction with researchers from Gallup.

Textbook Prices. Can Facebook boost MOOC retention? - eCampus News. A new study on MOOC course design reveals that students prefer Facebook’s collaboration and interaction features to those of built-in MOOC communication tools. Social media tools might be the key to keeping students engaged in MOOCs and preventing course dropouts, according to new research on MOOC course design that was presented at the annual ACM conference on Learning at Scale on April 26. A study comparing students’ use of their MOOC course’s built-in message boards and forums to the same students’ use of course Facebook groupe revealed that students seemed more engaged in the Facebook groups.

Students told researchers they preferred social media interaction to interacting with the MOOC communication tools. Results of the study have implications for future MOOC course design, the researchers said in their paper, parts of which are available by registering for the Learning at Scale flipped conference online. (Next page: About the MOOC course design study) About the Author: Laura Devaney. Digital devices' exam impact 'substantially negative'

Dive Brief: A new study out of MIT shows students who use laptops, tablets or other digital devices in class perform at a significantly lower rate on exams than peers who are not permitted to use devices in class. The researchers found across a no-devices control group, a group that had restricted access to tablets and a third group with unrestricted use of digital devices, those students who had any level of access to devices performed at an average of 18% of a standard deviation lower on an exam than those with no access. Possible reasons for the decline include student distraction, differences in the way professors engage students based on whether they’re using devices, and a decreased proficiency in notetaking for students who use computers in class vs. those who take notes with pen and paper. Dive Insight: The study was conducted at West Point Academy, which is marked by tough discipline standards and incentives for performance.

Recommended Reading. Openingthecurriculum2014. Only 1 in 5 Students Obtain All Learning Materials Legally -- Campus Technology. Research Only 1 in 5 Students Obtain All Learning Materials Legally A new study on student piracy makes a convincing case for open educational resources in higher education. Students in higher education today are living in the era of the $400 college textbook, and many have had to find creative, more affordable ways to obtain textbooks. A new study looks at the ways that college and university students across the globe are accessing learning materials. The study “Student Practices in Copyright Culture: Accessing Learning Resources” was recently published by Laura Czerniewicz, an associate professor at the Centre for Higher Education Development at the University of Cape Town.

Her study was part of a larger multi-country research project between Argentina, Brazil, India, Poland, South Africa and the United States. In many cases, the students were unaware that the textbooks were illegally obtained when they downloaded digital files online. About the Author. AMDI report press release final. Work in the Future Will Fall into These 4 Categories. From The New York Public Library Organizations are more boundary-less, agile, global, and transparent — and will be even more so in the future. Work and workers (yes, humans) will always be essential to organizations, but organizations themselves will be more diverse, and work will be organized, structured, and done in new ways, increasingly through arrangements outside of regular full-time employment. How can leaders navigate this new digital work ecosystem?

How should your organization plan for the changes ahead? Important clues are emerging from a unique consortium of human resource executives and other leaders. To help frame where the world of work is going, CHREATE leaders identified five fundamental forces driving change: Social and organizational reconfiguration. Each of the four quadrants describes a different kind of organization, with different approaches to strategy, talent, and work: Current state.

How can you use this map to navigate the evolving work ecosystem? Most adults claim to be lifelong learners, but training isn't primarily online. Dive Brief: Nearly three-quarters of adults consider themselves lifelong learners but they don’t, in such large numbers, report online learning to be the source of their continuing education. New survey data from the Pew Research Center shows personal and professional learners cite community or workplace settings as the locations of their educational opportunities far more than online courses — with 30- to 35-percentage-point gaps between the in-person and online scenarios. As with other surveys, this latest data shows adults with higher educational attainment levels and higher incomes are more likely to engage in personal or professional learning, and white adults are more likely than black or Latino adults. Dive Insight: While the internet was supposed to democratize education with open access, barriers have remained in place.

Access to technology is also limiting the adoption of digital course materials on college campuses. Recommended Reading. New Vision for Education: Fostering Social and Emotional Learning Through Technology. The New Vision for Education project examines the role that technology can potentially play to improve education for the future. In phase II, we investigated innovative ways to help students develop competencies* and character qualities** broadly defined as social emotional skills, which are critical components of 21st century skill framework but not a core focus in today’s curriculum. Can technology effectively facilitate the development of competencies and character qualities, in addition to cognitive skills? If yes, what are the opportunities to capture to make it happen? What are the immediate, mid-term, and long-term barriers to remove? How can multistakeholders work together to create a roadmap for this vision? What makes students stick with a MOOC?

By Joan Brasher | Feb. 26, 2016, 12:39 PM | Want more research news? Subscribe to our weekly newsletter » MOOCs: what makes students persist? @vupeabody Researchers are trying to understand why students drop out of online courses and what factors cause them to persist. Millions of people sign up for free online higher education courses offered by top-tier institutions, but only a small percentage of registrants earn a completion certificate. Brent Evans (Vanderbilt) Brent J. “A single MOOC can easily attract tens of thousands of registrants, but maybe half of those show up and interact even once,” Evans said. The study examined a unique dataset of 44 MOOCs on the Coursera platform, comprised mostly of Stanford courses in science, technology, engineering and mathematics (STEM). Some of the results are surprising.

“We found there was this sweet spot for registering,” Evans said. The length of the lecture seemed to have no impact on whether students chose to watch. Read the paper online. PISA. TIMSS. PIRLS. The Progress in International Reading Literacy Study (PIRLS) is an international study of reading achievement in fourth graders. The international population for PIRLS consists of students in the grade that represents four years of schooling, provided that the mean age at the time of testing is at least 9.5 years.

It is designed to measure children’s reading literacy achievement, to provide a baseline for future studies of trends in achievement, and to gather information about children’s home and school experiences in learning to read. PIRLS study is conducted by the International Association for the Evaluation of Educational Achievement (IEA). Since 1995, 12 countries have raised their average mathematics achievement at the fourth grade level; eight have done so in science; and 10 have increased their reading achievement. At the eighth grade level, nine countries had increases in mathematics achievement, and 11 countries had increases in science.

National Literacy Strategy English. Monitor2013 mt en. LanguageProfile Country Report Malta EN. School Leaving in Malta June 2014. NCFHE Annual Report 2014 compressed. OneTabletPerChild PilotStudy Main results. Malta National Lifelong Learning Strategy 2020 Draft for Public Consultation. NCFHE 4th Referencing Report 2016. Digital Malta 2014 2020. Education Strategy Malta 2014 2024 ENG 19 02. A National Curriculum Framework for All 2012. EU2020 2015 malta en. Validation of non formal MOOCS lfna27660enn. Jrc101254 digcomp%202.0%20the%20digital%20competence%20framework%20for%20citizens.%20update%20phase%201. Promotig Effective Digial Age Learning EU jrc98209 r digcomporg final. Report shows digital skills are required across all types of work, also for jobs outside the office | Digital Single Market. En manifesto 2014. E skills manifesto.

DIGCOMP - Digital Competences Framework

Rethinking Education 2012. Rethinking Education Country Analysis. Camilleri et al (2014) State of the Art Review of Quality issues re OER. EU DigitalAgenda MT. Camilleri - State of the Art Review of Quality Issues related to Open Educational Resources (OER) FINAL INTERNATIONAL e Skills report Aug 14. Horizon report eu en 2015. European Schoolnet 2015 Country Report Malta. MOOCs Are Still Rising, at Least in Numbers. Top 10 Education Systems in the World. eSkills EU MONITOR Final Report 2014. Duke handbook final 03252014. BusITCareerFinal(3) OpenCases catalogue of mini cases on open education in Europe jrc96524. NETP16. Mckinsey MGI Online talent A labor market that works Full report June 2015. OECD - Education at a Glance 2015. Online education in USA in 2015 report. UNESCO ICT Competence Teachers 2015. World Economic Forum - NewVisionforEducation Report2015.

NMC Report 2016

Digital Skills for Tomorrow's World. The accelerating digitization of the US economy. DUP 758 ReimaginingHigherEducation. PreparingDigitalUniversity. Innovating Pedagogy 2015 (Open Univ) The Open University Innovating Pedagogy 2014 0. Study: Faculty members skeptical of digital course materials, unfamiliar with OER. Shifting tides: Global economic scenarios for 2015–25. Academics & CIOs' perspectives of digital content. The youngest college-goers still prefer on-campus degrees. UNESCO 2014 educ report. Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement | OZTURK. What are Educause's top 10 IT issues and technologies of 2016? Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement | OZTURK. Partial Credit: The 2015 Survey of Faculty Attitudes on Technology. "It's not chalk and talk anymore": School approaches to developing students' digital literacy.

2015 nmc horizon report k12 EN. VISION Final Report. Education to Employment FINAL. Connected Learning report. 2015 K-12 Edition. The failure of MOOCs | Learning with New Media. How Would Today’s Smartest Teens Overhaul Education? We Asked Them. LEGAL FUTURES Report: artificial intelligence will cause "structural collapse" of law firms by 2030.