Clil4U CLIL implementation with pools of resources for teachers, students, and pupils
Back to Top The project needs are based on several reports, e.g. Eurydice “Content and Language Integrated Learning (CLIL) at School in Europe 2006” which in “Factors inhibiting general implementation” points at a need for training language teachers in the special skills needed to provide CLIL through initial and in-service training programs devoted to methods used to teach a subject in other languages. The report also points at a need for teaching materials geared to CLIL in the target language that cover subjects in the national curriculum. In “CLIL/EMILE in Europe”, the recommendations for extending good practice proposes to develop thematic CLIL modules that would also act as a means for developing teacher competence in CLIL. CLIL (Content and Language Integrated Learning) is emerging across Europe where only six countries appear to be bystanders. The project consortium represents different stages in the application of CLIL. Saving Energy Level A2 Compost Staying Healthy Level A1+ Seasons
Evidence of the month: "Scaling up" learning design
Each month, we highlight one of the new additions to the LACE Evidence Hub, which brings together evidence about learning analytics. You are welcome to add to the Hub site, which you can visit via a tab at the top of this page. The evidence of the month for January 2016 is a paper from Rienties, Toentenel and Bryan (2015): “”Scaling up” learning design: impact of learning design activities on LMS behavior and performance”. This paper is the first empirical study linking learning design information for a substantial number of courses with Learning Management Systems (LMS)/Virtual Learning Environment (VLE) data and with learning performance. The paper used hand-coded learning design data for 87 modules: the amount of time learners were expected to spend on each of seven types of learning design activity: assimilative; finding & handling information; communication; productive; experiential; interactive/adaptive; assessment. : Bart Rienties, Lisette Toetenel, and Annie Bryan. 2015.
7 Essential Principles of Innovative Learning
Flirck:WoodleyWonderworks Every educator wants to create an environment that will foster students’ love of learning. Because the criteria are intangible, it’s difficult to define or pinpoint exactly what they are. But one group is giving it a try. Researchers at the Organization for Economic Cooperation and Development (OECD) launched the Innovative Learning Environments project to turn an academic lens on the project of identifying concrete traits that mark innovative learning environments. Their book, The Nature of Learning: Using Research to Inspire Practice and the accompanying practitioner’s guide, lay out the key principles for designing learning environments that will help students build skills useful in a world where jobs are increasingly information and knowledge-based. “Adaptive expertise tries to push beyond the idea of mastery,” said Jennifer Groff, an educational engineer and co-founder of the Center for Curriculum Redesign. Katrina Schwartz
ABC has reached 21 | UCL Digital Education team blog
By Natasa Perovic, on 24 March 2016 Digital Education has now run 21 of our popular rapid learning design workshops. ABC uses an effective and engaging paper card-based method in a 90 minute hands-on workshop. It is based on research from the JISC and UCL IoE and over the last year has helped 70 module and course teams design and sequence engaging learning activities. It has proved particularly useful for new programmes or those changing to an online or more blended format. To find out if ABC is for you this short video captured one of our workshops earlier this year. Participants feedback remains encouragingly positive “I thought the ABC session was really helpful. For questions and workshops contact Clive and Nataša For more information see : ABC Curriculum Design 2015 S ABC workshop resources and participants’ feedback ABC News:
The Nature of Learning: Using Research to Inspire Practice
Key messages || Executive summary || Table of contents || How to obtain this publication || Other Information Executive summary Why such interest in learning? Over recent years, learning has moved increasingly centre stage for a range of powerful reasons that resonate politically as well as educationally across many countries, as outlined by Dumont and Istance (Chapter 1). OECD societies and economies have experienced a profound transformation from reliance on an industrial to a knowledge base. Similar factors help to explain the strong focus on measuring learning outcomes (including the Programme for International Student Assessment [PISA ]) over the past couple of decades, which in turn generates still greater attention on learning. The rapid development and ubiquity of ICT are re-setting the boundaries of educational possibilities. Complete executive summary Table of contents ForewordExecutive summaryChapter 1. How to obtain this publication Government officials can go on OLIS.
Research Paper, Networked Learning Conference 2016 - NLC2016, Lancaster University UK
Francesca Pozzi, Andrea Ceregini, Donatella Persico, Istituto per le Tecnologie Didattiche (ITD), Consiglio Nazionale delle Ricerche (CNR) This paper tackles the issue of how to support the design of effective collaborative activities in networked learning contexts. At the crossover between the ‘learning design' and the ‘networked learning' research sectors, notions such as ‘collaborative techniques', ‘design patterns' or ‘scripts' are often used to describe and/or run online collaborative learning activities. Based on these concepts, technological tools have been implemented that reify these notions and support several phases of the learning design process, including the sharing and reuse of design representations. Keywords networked learning, collaborative learning, learning design, 4Ts model, collaborative technique Full Paper - .pdf <back
Reimagining learning for a post-digital world (part 1) – Solutions not problems | Peter Bryant
Over the last few years I have made the case for a substantive and meaningful debate about redefining pedagogy and reimagining teaching and learning firstly for a digital age and more recently for what many are calling the post-digital world. The logical impossibility of Status Quo: Six disconnects that demand a digital pedagogy (or at least a good debate about it) ‘I am going to blow the whole thing to kingdom come’: In praise of discontinuity within a digital pedagogy Shit or get off the pot: Why are we still talking about the seismic impacts technology will have on higher education? But why do we need to debate or design a new pedagogical approach for our modern institutions? Time after time in surveys like the NSS we see students wanting more of what we might call a traditional academic experience. The elephant in the room Within many institutions, the patterns and responses of resistance to change position anything different as being the position that has to justify why?
Deborah Millar by Deborah Millar on Prezi
Pedagogical planner
Kevin designed software to help teachers plan courses and learning sessions, working with Prof Diana Laurillard at London Knowledge Lab, as part of a JISC-funded project on learning design. The software attempted to streamline a complex planning process, automating the allocation of course hours and activities and creating timetables and budgets. This was based on Prof Laurillard’s work, as documented in her well-known 2002 book Rethinking University Teaching, as well as her work heading up e-learning for the Labour government.
