adoption of elearning for health professionals and students; collection, processing and transfer of patient information; development of legal and ethical frameworks for patient information in digital format:
and effectiveness of elearning for the health sciences for students and health professionals. ehealth country profiles Presentation of all participating Member States ehealth data aggregated by country to act as ready reference of the state
Examples are the Lifelong Learning programme, the Seventh Framework Programme for research and development and the Cohesion policy.
Social Fund (ESF) ESF under the Regional Competitiveness and Employment Objective supports the adaption of enterprises and workers through lifelong learning as well as innovation within organisations.
Calls for proposal are published on the Marco polo website at the beginning of each year. http://ec. europa. eu/transport/marcopolo/about/index en. htm 4. 4. 3 European Lifelong Learning Programme This programme,
http://eacea. ec. europa. eu/llp/leonardo/leonardo da vinci en. php http://ec. europa. eu/education/lifelong-learning-programme/doc1208 en. htm For inquiries
Sector Q1 2012, based on FÁS Regional Labour market Bulletin 2012 & CSO Figures 21 Table 3. 3 Number of Phd Graduates Midwest Region
Regional Indicators Report 2013 23 Research & Innovation Strategy for the Midwest Region of Ireland 2014-2018 13 LIT Graduate Overview, 2012 & UL Final
No. of Phd Graduates in the Midwest Region 2008-2010 University of Limerick Mary Immaculate College Limerick Institute of technology 2008-2009 102 5 1 2009-2010
95 8 0 2010-2011 129 6 1 Table 3. 3 Number of Phd Graduates Midwest Region 2008-2010 The number of graduates
Limerick Institute of technology has the highest proportion of graduates remaining in the Region at 53%(based on 2012 figures.
Currently 28%of graduates from the University of Limerick are being retained in the Midwest Region.
engineers and support staff, including 135 graduates from many disciplines including Chemistry, Biochemistry, Physics, and Engineering with 200 industry partnerships and customers globally and approximately 30 researchers in residence from some of these companies.
9 student cooperatives and 10 Jobbridge scheme placements. 4. 0 Introduction The Midwest Region has a strong research
They will offer a high quality and better-integrated set of services to students businesses and communities.
thus achieving a greater impact on students and staff than is possible by any individual institution acting alone.
and Training Boards and adult learning providers to ensure a coherent and focused approach to advancing the social and economic goals of the Region,
Examples of the range of supports provided within this network include NEXUS a‘community supportive'environment for graduates who require support to start their own business;
and provide space for potential graduate companies of the programme. The centre provides traditional offi ce rental, personalised reception services, virtual offi ce support,
To ensure that the Student Enterprise Programme currently undertaken by the Local Enterprise Offices continues to promote a culture of innovation amongst young people in the Region;
They also provide an opportunity for networking between researchers, entrepreneurs, start-ups and innovative companies, students and investors.
of Phd level graduates Number of patent applications Number of entrepreneurs/start-ups/spin outs supported with capital from private sources in the region through the investor forum.
such as those related to poverty, literacy, education or lack of electricity, as well as cultural and social barriers. 1. 3 The broadband market and Internet access Fixed (wired)- broadband
although access is limited often to students and teachers and restricted to certain hours (see section 1. 5). Public libraries
Access to high-speed Internet is necessary to enable students to use the Internet for educational purposes,
and the country's more recent One Tablet per Child (OTPC) initiative has helped increase the learner-to-computer ratio in schools.
it is equally important to look at how the technologies are used for educational purposes by both teachers and students.
a lack of qualified ICT teachers and of teachers that have been trained to use ICTS to teach their subjects hampers the development of students'ICT skills
It includes three proxy 37 Measuring the Information Society Report 2014 indicators (adult literacy, gross secondary enrolment,
ICT skills Reference value(%)9. Adult literacy rate 10. Secondary gross enrolment ratio 11. Tertiary gross enrolment ratio 100 100 100 33 33 33 ICT Development Index 40 40 20 Figure 2. 2:
but rather levels of literacy and school enrolment. Data change very little over time and advances in skills do not show immediate effects.
Among the factors holding back improved access to ICTS in LDCS are low education and literacy rates,
and the IDI are available for at least 16 countries. 41 The MDG indicators measuring Goal 2 (literacy rate
learning Train teachers through ICT-enhanced services and create networks among teachers Broaden the availability of quality educational materials/resource Increase access to linguistically
and literacy programmes specifically targeted to poor girls and women using appropriate technologies MDG4 Reduce child mortality) Data collected through
boys and girls alike, will be able to complete a full course of primary schooling 2. 1 Net enrolment ratio in primary education 2. 2 Proportion of pupils starting grade 1
who reach last grade of primary 2. 3 Literacy rate of 15-24 year-olds, women and men+++Goal 3:
of population aged 15-24 years with comprehensive correct knowledge of HIV/AIDS 6. 4 Ratio of school attendance of orphans to school attendance of non-orphans aged 10-14
secondary school or higher education studies) in Oman are offered one free computer per student. Furthermore Omantel provides discounted broadband Internet offers for eligible customers. 8 Wireless-broadband penetration levels vary considerably across the region.
The Ministry of Education of Sri lanka and esri Lanka have undertaken several actions to improve digital literacy (Galpaya, 2011). 21 Sources:
or of peer reviews that can hone and improve the analyses. Instead, consumers of such research have no option
Annex 1. ICT Development Index (IDI) methodology 224 c) ICT skills indicators Data on adult literacy rates and gross secondary and tertiary enrolment
1. Adult literacy rate According to UIS, the Adult literacy rate is defined as the percentage of population aged 15 years
Generally,‘literacy'also encompasses‘numeracy, 'the ability to make simple arithmetic calculations. The main purpose of this indicator is to show the accumulated achievement of primary education and literacy programmes in imparting basic literacy skills to the population,
thereby enabling them to apply such skills in daily life and to continue learning and communicating using the written word.
Literacy represents a potential for further intellectual growth and contribution to economic-sociocultural development of society. 5 2. Gross enrolment ratio (secondary and tertiary level) According to UIS,
inhabitants 0. 33 ICT skills 0. 20 Adult literacy rate 0. 33 Secondary gross enrolment ratio 0. 33 Tertiary gross
ICT skills are approximated by adult literacy rate, secondary gross enrolment ratio and tertiary gross enrolment ratio.
and should not include promotional offers or limited or restricted discounts (for example, only to students,
and should not include promotional offers or limited or restricted discounts (for example, only to students,
Annex 3. Statistical tables of indicators used to compute de IDI 246 Skills indicators Gross enrolment ratio Adult Seconday Tertiary literacy rate Economy 2012 2013
literacy rate Economy 2012 2013 2012 2013 2012 2013 84 Lao P. D. R. 46.5 46.5 16.7 16.7 72.7 72.7
and research 6. Pillar VI Enhancing digital literacy, skills and inclusion bridges the digital divide for all consumers
VI-Enhancing digital literacy, skills and inclusion Employment rate R&d Climate change and energy sustainability Fighting poverty and social exclusion Population to buy online Population to buy online cross-border Citizens
and internal clients for the benefit of both government and the clients that they serve 1. 3. Increasing access to digitized public services VI-Enhancing digital literacy, skills and inclusion services,
and innovation 1. 6. Improving governance on implementation of computerized public services VI-Enhancing digital literacy,
& growth 2. 1. Support for the development of ICT skills VI-Enhancing digital literacy,
forms 2. 2. Ensuring social inclusion for growth IV-Fast and ultra-fast internet access 2. 3. Training staff involved in learning
and management of ICT-assisted activity VI-Enhancing digital literacy, skills and inclusion 2. 4. Infrastructure development of ICT sector in the areas of interest:
online Public investment in ICT R&d Energy use of lighting 3. 2. Increasing the number of jobs in the ICT sector VI-Enhancing digital literacy,
50%by 2020%of pupils trained with TIC skill. Target: 75%by 2020%education facilities using OER, Web 2. 0 in education.
To be defined based on Appendix 5 Methodology Educate teachers on ICT technologies Ministry of Education (responsible) Ministry for Information Society (support) Provide ICT specific training courses, directly related to the improvement of the quality of the learning
and archiving the educational content Ministry for Information Society (responsible) Ministry of Education (support) Include Web 2. 0 platforms in the learning processes Ministry for Information Society (responsible) Ministry of Education (support) Stimulate students
to become more involved in the learning process Ministry for Information Society (responsible) Ministry of Education (support) Encourage the Life Long Learning process Ministry for Information Society (responsible) Ministry of Education (support) Page 21 of 170
and friends to benefit from support in the development of einclusion measures Facilitate communication between groups targeted for social inclusion Develop uniform digital literacy
the system of learning together Involvement of HR services within companies and public organizations: Special campaigns and trainings Promoting open database as an opportunity for informal education Provide trainings on the methodology of developing digital skills Provide materials
and friends to benefit from support in the development of einclusion measures Facilitate communication between groups targeted for social inclusion Develop uniform digital literacy
and Internet usage at the regional level Promoting the system of learning together Involvement of HR services within companies and public organizations:
To be defined based on Appendix 5 Methodology%of pupils trained with TIC skill. Target: 75%by 2020%education facilities using OER, Web 2. 0 in education.
students to get involvededucate on ICT Technologiesensure equitable access to cost-effective healthcareencourage Life Long
Learningpatient-centric service modelweb 2. 0 platforms in the learning processimprove availability of telemedicine equipmentcontribute to Europeanadevelop specific cultural contentmonitoring & evaluation of healthcaredigitize the Romanian cultural
This index is calculated as an accumulation of three factors: online services (estimated in terms of the%of use of online services depending on the 4 degrees of sophistication),
which is redesign of the existing infrastructure of future learning environments. Technology is a high spend consideration for most schools yet smarter spending on the right equipment
and infrastructure ensures that learners are engaged and motivated and that every pupil reaches their potential.
In recent years ICT skills have become essential in the learning process, once with the development of technology and thus of e-learning products.
Romania is part of the group of countries where ICT subjects are transversal, specific skills being developed
and the Internet in the learning process is the pupil access to these technologies. Besides the horizontal measures of improvement in the number of broadband connections, development of digital infrastructure and increase of digital inclusion, the best practices show as appropriate the direct intervention in education, an acceleration factor of digitalization
Thus, measures such as the provision of equipment and relevant infrastructure in schools and ICT specific training courses are directly related to the improvement of the quality of the learning process
and digital skills. 3. 1. 3 National context ICT in Education Approach in Romania The ICT instruments supporting the learning process are the most representative in the support of development pursuant to the completion of classes
Such instruments provide flexibility to the learning and specialization process in time, entailing a new specialization
the instructions to be followed related to ICT in education may be organized in 3 categories, in conformity to the specificity of learning process:
1. Education by curricular activity based on ICT This kind of education relies mainly on OER resources and Web 2. 0 on learning and evaluation based on projects and e-Portfolio of results of the pupil
or student, on creation of original digital content and interaction. On national level, a similar exercise was performed for the development on the level of ICT in education of disfavored communities from Romania,
3. Continuous professional training-Life Long Learning with the help of ICT The objective of continuous professional training consists in providing knowledge
The analysis of the PISA (Program for International Student Assessment) results in the national context highlights the need of improvement of the teaching methods, as well as the curriculum
According to PISA 2009 in Romania, students coming from schools located in urban areas (with population between 100,000 and 1 million inhabitants) manage to achieve performance, on average, by almost one level of competency higher than students in rural.
and relevant infrastructure in schools (Operational) Providing schools with ICT equipment and systems will primarily impact students'level of digital literacy,
in the long term the quality of education will improve and the phenomenon of the digital division will blur, leading to social inclusion of the disadvantaged areas.
and facilitate students'access to information. Additionally the implementation of an ICT infrastructure, complemented by the installation of educational software (for teaching,
and will impose an objective evaluation of pupils'performances. Responsible: Ministry of Education with support from Ministry for Information Society Developing pupils',students,
'and teachers'digital competencies Educate teachers on ICT technologies (Enabler) Due to the fast pace of updating the IT systems,
in order to ensure appropriate education to students, teachers themselves should be trained on a regular basis on updates of the ICT-assisted educational sector Responsible:
directly related to the improvement of the quality of the learning process Through the thorough preparation of teachers,
pupils and students will gain a competitive advantage that Page 71 of 170 and digital skills.
and Web 2. 0) in the learning process and in the Life Long Learning process LLL OER implementation efforts imply, in terms of ICT:
as well as an opportunity to develop digital interaction with the pupil/university students by creating, storing and sharing original content generated by them within OER.
Ministry of Education with support from Ministry for Information Society Include Web 2. 0 platforms in the learning processes (Enabler) For a more flexible learning process,
Web 2. 0 platforms are used currently for professional development as well as for enhancing training within the classroom.
By using Web 2. 0 tools pupils and students can prepare both complex inter/trans-disciplinary curriculum projects
and extracurricular projects to develop social and entrepreneurial skills. Social media sites can be used for documentation on innovative concepts such as"classrooms in the mirror"or distribution of the latest Page 72 of 170 Web 2. 0 applications for schools.
Responsible: Ministry of Education with support from Ministry for Information Society Stimulate students to become more involved in the learning process (Operational) Due to the novelty represented by the technological factor,
students will be stimulated to become more involved in the learning process, which, over time, will have a positive impact on their school performance,
with potential to reduce the dropout rate. Interactive visual materials and additional sources of information provided by the Internet will increase student engagement.
Using ICT will also allow the adaptation of learning subjects according to students'skills, supporting personalized and individualized learning.
Responsible: Ministry of Education with support from Ministry for Information Society Encourage the Life Long Learning process (Enabler) Regarding lifelong learning,
online learning platforms and the existing materials in digital format will encourage the distance learning, allowing adults of any age to gain knowledge in a particular field.
Responsible: Ministry of Education with support from Ministry for Information Society 3. 2 ICT IN HEALTH 3. 2. 1 Introduction Preamble Technology is providing ever more ways of storing
and progress, including the development of modern skills, adaptation of teaching and learning and intergenerational and intercultural dialogue.
Public libraries Support Improved Digital Literacy Since it began in 2009, the Biblionet Romania programme has provided E-Skills training to more than 1. 300 participants,
especially hard-to-reach citizens like the elderly, retirees, adults, students, and the unemployed. More than 1. 8 million Romanians currently use public libraries,
and informal education for citizens to develop digital literacy in all levels of education. 8 According to the European Digital Agenda,
in Romania Strategic Lines of Development Lines of Actions Description Ensuring einclusion by developing digital literacy-e-skills Increasing general awareness of the phenomenon of social exclusion (Strategic
2011 Page 86 of 170 groups targeted for social inclusion (Enabler) Develop uniform digital literacy
and Internet usage at the regional level (Strategic) Promoting the system of learning together (Operational) Involvement of HR services within companies and public organizations:
Special campaigns and trainings (Operational) Promoting opening the learning databases as an opportunity for informal education (Enabler) Provide trainings on the methodology of developing digital skills (Strategic) Provide materials
broadband communications will contribute to the implementation of the new learning methods, increasing thus the teaching quality and accessibility egovernment:
%pupils/students (19%)and engineers, physicians, architects, professors and economists (15%.%The proportions are almost identical in case of users using fixed connections,
gross and net, by sexes Page 119 of 170 Learning by levels of education 2009/2010 2010/2011 2011/2012 2012/2013 Number of learning facilities Total
673 540 464-private sector 322 240 140 100 Percent of population of learning age included within the learning system Total 78,7 77,6 76,0 76,2
8 76,0 74,9 75,3 Female 80,7 79,3 77,2 77,2 Students structure, by specialization, from superior education, in 2012/2013 academic year Page 120 of 170
by means of governmental programmes and several other means The majority of the pupils in the urban environment have a satisfactory level of digital alphabetisation A great number of universities have already been equipped with e-learning platforms (more than 70
%)The achievement of basic ICT competences by the students and the improvement of the access to technology irrespective of the provisions of the academic environment The computerisation of the libraries and the formation of digital competencies in the rural environment leading towards The decrease of the scholastic population in the pre-university teaching
between universities The students and the teachers'mobility The lack of collaboration between the business environment and the educational institutions The lack of correlation between the e-learning programmes included in the Sectoral Operational Programme Increase of economic competitiveness (SOP IEC) with the e-learning
pupils, students, adults being in the process of continuous training, persons which are in the situation of social exclusion:
and promotion of the OER and Web 2. 0 instruments'usage for continuous training among adult persons LLL Life Long Learning Detailed conclusions are described in the second field of action.
However, the low purchasing power, the demographic structure of the population as well as the low e-literacy of the older population result in low penetration of Internet connections even in grey and/or black areas;
of which 2. 219.357 women and 4. 944.974 men 691,975 people sustained the driving test, with 46.1%graduation rate Source:
the high school graduation diploma is submitted in original at the faculty chosen 4. 2 In case of failure,
indirect indirect indirect direct indirect direct direct indirect%of pupils trained with TIC skill. indirect direct direct direct direct direct direct direct indirect direct direct%education facilities using OER,
overall Population that has used never the internet Citizens using egovernment Returning completed forms%of pupils trained with TIC skill. indirect indirect indirect direct direct direct indirect indirect indirect direct direct
and institutional learning is slow. The networking of the companies is low. The undertakings have a very low level of
as well as the maintenance of the operational programmes require continuous learning, feedback and development during the seven-year planning cycle.
which envisions an internationally competitive specialization-learning-alignment process which works on the long term, and the strengthening of an STI ecosystem. 3. 2. Classification of the Hungarian counties In order to ensure that the domestic regions,
the talented students, 30 Publicly financed research site: higher education institutions, academic research centres and state-owned nonprofit research centres 79 doctoral students carrying out their research there.
As a result of the research and development made in the"open lab",new undertakings, spin-offs and start-ups can be set up.
as well as to promote the practice-oriented education of students and doctoral students and the learning of innovative professional methods as well as to develop entrepreneurial skills.
Several higher education institutions, research institutes, many large companies and small and medium-sized enterprises are involved in the collaboration along the"quadruple helix".
coordinate their accreditation activities and develop the structure and content of the practice-oriented training.
which provides R&d resources through the 10th TC, namely Investing in education, skills and lifelong learning. 83 Priority 2:
promoting access to opportunities of lifelong learning; updating the skills of employees, and matching education and training systems to labour market needs.
share learning and best practice, and seek funding and sustainable new business models. This research has identified the goals of policy,
5. 3 Research and Innovation support 5. 4 Dissemination & learning 5. 5 Evaluation 6. 1
It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely available.
These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,
enhanced by the way technology is integrated within the learning environment. Open standards A number of organisations affect DSI in Europe through acting as expert bodies on the development of policy and strategies and advocating
& constructing informal learning networks: Fab academy; Institute for network culture; Coder dojo's; and more generally the hacking culture of sharing skills and knowledge. 46 Growing a Digital Social Innovation Ecosystem for Europe Arduino OPEN HARDWARE OPEN HARDWARE new ways of making
In 2005, Massimo Banzi, an Italian engineer and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) to build electronic devices using an open-source hardware board.
& learning 5. 5 Evaluation 66 Growing a Digital Social Innovation Ecosystem for Europe Policy Tools ECONOMIC INSTRUMENTS REGULATION LEGAL FRAMEWORKS RESEARCH AND INNOVATION
SUPPORT DISSEMINATION & LEARNING EVALUATION In order to implement future DSI policy goals and strategies, several tools and instruments have to be deployed.
or playground installations are funded by citizens themselves. Seed funding is a very early-stage investment,
and entrepreneurs together to create new digital products, new public services or learning programmes. The creation of a European network that would encompass regional innovation labs (both public
& NETWORKING TRAINING DSI networking and crowdfunding platform Fabacademy 5. 4 DISSEMINATION & LEARNING Growing a Digital Social Innovation Ecosystem for Europe 81 Firstly,
phased evaluation ü Avoid isolated evaluation ü Provide link between academic evaluation and evaluation reports (more professional, consultancy based, etc.)
whose goal it is to help‘students use new technologies to design and make products that can make a difference to their world',19 http://www. bmbf. de/en/19955. php about-city-budgets-heres
mobile learning, mobile technologies, mobile learning, authentic learning, design-based research, higher education Introduction Personal mobile devices such as ipods and mobile phones are now ubiquitous amongst student
he or she may feel ill-prepared to use them with students in pedagogically innovative and appropriate ways.
descriptions and acronyms that currently abound in discussions on new technologies are likely to deter rather than facilitate teachers'self-directed learning in new technologies.
An alternative to personal learning is group-based professional development (PD) classes provided by universities.
generally preferring to focus on more mainstream educational technologies such as computers, learning management systems software packages and audiovisual tools.
Cox and Marshall (2007) listed five important reasons for knowing more about the impact of information and communication technologies (ICTS) on pedagogical practice and student learning, namely:(
) designing or reforming classroom implementation and (e) analysing costs and benefits (p. 59). Few of these functions are addressed
and to engage students in authentic and meaningful tasks. In an extensive literature review of mobile learning, Naismith, Lonsdale, Vavoula and Sharples (2004) proposed six broad theory-based categories of activity in the field:(
1) Behaviorist theory-activities that promote learning as a change in observable actions (e g.,, Wood, 2004, classroom response systems for Proceedings ascilite Melbourne 2008:
Full paper: Herrington 420 providing feedback on multiple choice questions;(2) Constructivist theory-activities in which learners actively construct new ideas or concepts based on previous and current knowledge (e g.,
, Chesterman, nd, issues related to educational media explored through videos, documentaries, animations of educational concepts and news bulletins with mobile phones;(
3) Situated learning-activities that promote learning within an authentic context and culture (e g.,, Proctor & Burton, 2003, multimedia tools at the Tate Modern art gallery;(
4) Collaborative learning-activities that promote learning through social interaction (e g.,, Palm Inc.,2005, teacher trainers use of personal digital assistants PDAS to beam questions for a virtual treasure hunt to groups of teachers;(
5) Informal and lifelong learning-activities that promote learning outside a dedicated learning environment and formal curriculum (e g.,
, Wood, Keen, Bassu, & Robertshaw, 2003, breast cancer care in the delivery of text images and audiovisual materials to patients'PDAS during their course of treatment);(
6) Learning and teaching support-activities that assist in the coordination of learners and resources for learning activities (e g.,
Similarly, in terms of student use of mobile technologies, the focus of the debate has been upon the problematic use of mobile phones in schools (e g.,
and to discover new pedagogies for the use of these new technologies to enhance the learning experience of students in higher education.
Originally, the project was focused on three devices commonly used by university students: mobile phones, PDAS and mp3 players.
or‘affordances'of the smartphone and ipod 2. Engage teachers from a Faculty of education using an action learning professional development framework to explore
and invent pedagogies appropriate to their students'use of a mobile device in completing a complex task within an authentic learning environment. 3. Implement the use of mobile technologies
and authentic tasks in learning activities over a period of 3-5 weeks in a range of different subject areas. 4. Describe,
2. What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices?
3. What pedagogical strategies facilitate the use of m-learning devices in authentic learning environments in higher education?
4. What pedagogical principles facilitate the use of m-learning devices in authentic learning environments in higher education?
Authentic learning (Herrington & Oliver, 2000; Herrington & Herrington, 2006) provided the basis for the pedagogical activity while action Proceedings ascilite Melbourne 2008:
Herrington 421 learning was adopted as the framework for professional development. Both theories reflect a constructivist epistemology emphasising group collaboration in the creation of further knowledge and understandings.
Authentic learning situates students in learning contexts where they encounter activities that involve problems and investigations reflective of those they are likely to face in their real world professional contexts (Brown, Collins, & Duguid, 1989;
Herrington and Oliver (2000) have identified nine characteristics of authentic learning: authentic contexts that reflect the way the knowledge will be used in real-life authentic activities that are complex,
Action learning (Revans 1982) was adopted as a professional development framework to assist in the design of each teacher's learning environment.
The approach typically involves a small group of colleagues solving workplace problems utilising their own processes of sharing, reflection and facilitation (e g.,
comprising investigation of the devices themselves and their functionality, the design and implementation of action learning professional development sessions for university teachers,
Palm Treo 680 smartphones and Apple 30g ipods were purchased by the University from Teaching and Learning funds, for use in the professional development workshops and implementations with students in classes.
Summary of project processes and outcomes m-learning affordances What are the technology affordances of smartphones,
m-learning professional development What are appropriate strategies for the PD of higher ed teachers in the pedagogical use of m-learning devices?
m-learning strategies What pedagogical strategies facilitate the use of mlearning devices in authentic learning environments in higher education?
m-learning principles What pedagogical principles can guide the use of m-learning devices in authentic learning environments in higher education?
Science education Physical education Visual Arts education Maths education IT in education Multimedia education Web-based learning Literacy education Reflective practice Adult education Final
workshops Formative evaluation of learning environments and project website Effectiveness evaluation of 12 learning environments Effectiveness evaluation of whole project Peer review of chapters by team
Seminars and brainstorming sessions were held also to create a catalogue of educational affordances to provide a useful reference on the functions and usefulness of each device prior to the design of learning activities.
What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices?
‘An individual's likelihood of voluntarily making use of a particular type of technology for a learning-related purpose is a function of four‘E's:
the environmental context, the individual's perception of educational effectiveness and of ease of use, and the individual's sense of personal engagement with the technology'(p. 219).
The PD used an action learning approach rather than a fully preplanned scope and sequence of activities.
Action learning is described by Revans,(1982) as an inquiry-based approach for professional learning that focuses on the personal concerns or interests of the participants.
The PD framework generally took the form of regular action learning meetings where project members,
As such, the workshops represented a‘group learning process'in which teaching ideas were discussed, and refined through all phases in an ongoing cyclical process.
and worked within the workshop environment to plan an authentic learning environment that comprised 4-6 weeks (about a third of a semester).
When teachers had designed their learning tasks, they were able to trial their ideas in the PD group during this phase,
and plan procedures to evaluate their learning environment when they were implemented in Phase 3. By the end of Phase 2,
the teachers had designed learning environments ready to be implemented in Phase 3, each comprising: an authentic task (to be completed over a period of 4-6 weeks), a range of resources, appropriate supports and integrated assessment strategies.
Evaluation and testing of solutions in practice (Semesters 3 and 4) During Phase 3, the learning tasks were implemented
and evaluated with students in classes conducted over two semesters. The focus of the project moved to the third research question:
What pedagogical strategies facilitate the use of m-learning devices in authentic learning environments in higher education?
One class set (25) of each device was used in this phase to ensure specific affordances were available to students as they completed a task.
Students were issued with an appropriate device on loan to use individually or in groups, as they completed the given
teachers used data collection methods such as focus group interviews, observations, video recordings, individual interviews, journals, weekly logs, reflective essays, student blogs
teachers had implemented the learning tasks (with appropriate resources, supports and assessment items) and uploaded descriptions of pedagogies to the project website.
What pedagogical principles facilitate the use of m-learning devices in authentic learning environments in higher education?
and exemplars of the pedagogies developed for the m-learning devices. A practical edited book (currently in preparation) will also offer advice
and modelling of the implementation and pedagogy of mobile devices, using a theoretical foundation of authentic learning, rather than a transmissive, technology-driven perspective.
a compilation of the learning tasks(‘pedagogies')created by the teacher/researchers, a two day conference showcasing the pedagogies from the project,
currently no specific and cohesive national policy on the use of mobile technologies in learning exists in Australia.
authentic pedagogies for mobile devices but also in the action learning approach adopted for the professional development of participants.
literacy, teacher professional learning, ICT, science education, visual education albeit all were within the Faculty of education.
but to a range of other contexts requiring a self-reliant action learning approach. The actionlearning nature of the professional development lends itself to the ready adaptation,
Acknowledgments Support for this paper has been provided by The Carrick Institute for Learning and Teaching in Higher education Ltd, an initiative of the Australian Government department of Education, Science and Training.
The views expressed in this paper do not necessarily reflect the views of The Carrick Institute for Learning and Teaching in Higher education.
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