teaching methods

Teaching methods

Alternative education (6)
Blended learning (24)
Diastance learning (77)
Educational innovation (10)
Educational research (7)
Flipped classroom (6)
Formal education (29)
Non-formal education (10)
Open education (10)
Self-directed learning (3)
Teacher education (7)
Teaching materials (26)
Teaching method (13)
Teaching practice (18)

such as multidisciplinary research results, the innovation fields, social system, culture and motivations, long-and mid-term economic and Educational innovation Landscape and Fields 5 planning and motivation to work.

offered distance learning to all, helped people to communicate and become clever in communication in order to become leaders.

The teaching methods do not facilitate obtaining the skills required by the current economic environment. Each subject of core curricula is taught by specialized professors (geography

The teaching methods have to show how to do the right movement in order to be able to decompose it into instructions

Ondernemen. meerdan. ondernemen, an online learning platform Creativity Class for young high-potentials Flanders DC Fellows, inspiring role models in business creativity Creativity Talks, monthly

Additionally, the lack of specific entrepreneurship education modules in teacher education programmes creates challenges because most teachers lack the experience to deliver these specialised programmes.

EI) 249 Complete the pilot Platform 4 Growth online learning management development programme involving 100 companies

websites and teaching materials, provided that suitable acknowledgment of OECD as source and copyright owner is given.

American Educational research Journal, 4, 13-17. Korhonen P.,Tainio R, . and Wallenius J. 2001), Value efficiency analysis of academic research, European Journal of Operational Research, 130: 121-132.

open education, open universities, Massive open online courses (MOOCS) and online learning are affecting the way education is being delivered today and onwards.

Other barriers include the lack of relevant content in a language understood by the user and limited access to open education resources. 110 Figure 7. 2:

-and-mobile-learning 111 transformation of distance education into e-learning and blended learning offers new options for delivery and new opportunities for in service teacher training and support.

The capacity of ICT to build borderless networks represents possibilities for innovative peer learning across territories and countries.

qualifications & accreditation of formal and informal education for instances through badges. Greater awareness and presence of badging through social networks is required still,

so that new teaching methods and curricula are informed by analysis of previous experience. Methods of learning analytics not only examine past interactions but also support future outcomes for students and educators.

teaching practices can gain superficial elements of entertainment and reward. This may encourage learners to continue,

The impact of ICTS are revolutionary in formal education as well as in lifelong learning, and informal education as they enable sharing of resources,

overcome distance, allow for exchange of experience and provide digital class rooms for anyone, anywhere. MOOCS are a good example of ICT enabled social innovation,

which potentially can tailor online education to the needs and interests of each participant. However differentiation in learning possibilities and online pedagogy are still topics to be improved further on Coursera

Alongside earlier models of open universities, distance learning and ICT enabled education MOOCS enable new ways of providing Higher education and possible transformation of the organisation of Higher education.

Furthermore concerns regarding assessment have been expressed around cheating and plagiarism with online learning. This is especially the case

Professor Why on the other hand does not represent an alternative school form and thus struggles to attract enough users to be a sustainable business model to achieve significant outcomes in terms of higher achievement of its students in chemistry.

Whilst there have been based paper concepts for open universities/open education, ICT are considered widely as a game changer for education.

Strategic and operational considerations related to ICT in social innovation ICT is the main enabler for online education that is provided through a digital online platform.

which potentially can tailor online education to the needs and interests of each participant. A further success factor is that all these examples demonstrate the importance of experimentation.

cooperation-Building capacity and skills-Lack of sustainable business models & delivery model for online education-Lack of-Good ICT infrastructure-High level of digital literacy-Provides access to education anywhere

and the private sector & then scaled within the formal education sector New forms of regulation may be needed to include personalised education formats.

Index Terms Blended learning, social media, smart phones, informal education, obsolete education. I. INTRODUCTION IBM predicts that in the next couple of years,

In addition, those who took"blended"courses those that combine elements of online learning and face-to-face instruction seemed to do best of all.

A blended learning approach means that face-to-face instruction turns out to be more effective because the mundane elements of basic instruction are moved to an e-learning environment,

it is important to note that supporting a change in mind-set towards entrepreneurship should not be limited to formal education

Supporting schools to incorporate entrepreneurship in their curriculum e g. distribution of teaching materials funding of pilots, promotion of best practices through various channels and promotion of partnerships with businesses.

44 7. 1. 1 Blended learning...44 7. 1. 2 Self-directed learning...46 7. 1. 3 Collaborative learning...

flipped classrooms, mobile learning, and other innovations are redefining the realm of the possible, propelling a learning revolution that has the potential to reach a far greater proportion of the world's youth.

the authors encountered a huge volume of job matching services, employability programs, contests and other programs for entrepreneurs, online learning platforms,

The association will produce educational materials for business leaders designers, and software developers; administer professional accreditation certifications; elevate awareness of local and regional activities, and;

BYB uses a blended learning strategy in which skills introduced on e-learning modules are enriched reinforced and with face-to-face instruction led by a classroom facilitator and hands-on activities conducted by the learners in their communities.

E learning can occur out of sequence as a result of intentional and serendipitous interactions on and offline. f. Students construct content rather than just consuming it.

Designing Blended learning Space Student Experience, in Learning Spaces. eds. Diana G Oblinge (EDUCAUSE, 2006. Digital opportunities:

Blended learning encompasses flipped classroom, mix-mode, hybrid, technology-mediated instruction, and web-enhanced instruction. In flipped classrooms, 149 for instance, technologies are integrated intricately in the teaching process.

The use of new technologies in learning is more than a mere substitution of the medium of instruction;

it is an intentional design that takes advantage of digital tools and technology to enhance learning. 149 Flipped classroom is a blended learning model that where the teacher leverages technology to instruct,

while reserving the classroom time to interact with students. Video lectures and other class-related information are delivered via the internet.

Blended learning and ICTS Source: Authors The blended learning process relies on digital environments called Learning Management Systems (LMS.

LMS enable the creation of a virtual classroom for the students, complete with lessons plans, discussion fora, grades, quizzes,

Blended learning requires active participation and engagement from the students, thereby changing the experience of knowledge acquisition.

The innovative aspect of blended learning rests on the new way it encourages students to learn about the technology

Innovative ICT solutions for youth employment 46 Blended learning has gained popularity mostly in European and North american high schools, colleges and universities,

The implementation of blended learning is growing slowly in the developing world, where connectivity and infrastructure continue to present challenges.

Nonetheless, a number of universities from the South have enhanced their distance education programmes by turning them into blended learning opportunities to reach migrant populations living abroad,

AVU has the largest elearning network, and it currently works in 27 countries, through 53 partner institutions, reaching Anglophone, Francophone and Lusophone African students.

and institutions will be using the blended learning model around the world. 7. 1. 2 Self-directed learning With ICTS

They have in common the desire to democratize high-calibre educational materials across the world, empower learners of any age to take learning into their own hands by providing them with good educational options,

while others integrate mobiles into a broader educational experience following the blended learning, self-directed learning, and collaborative learning examples discussed earlier.

traditional models of education are not adequately preparing students to meet the demands of a changing job market. 177 The report emphasizes that formal education remains the primary vehicle for improving the supply of skills needed for driving innovation,

/187 The Plan CEIBAL, Conectividad Educativa de Informática Básica para el Aprendizaje en Línea/Educational Connectivity of Basic Informatics for Online learning. www. ceibal

Innovative ICT solutions for youth employment 59 8. 2 ICT skill development in non-formal educational settings The examples from Uruguay and Estonia fall within the formal education systems.

Government can lead efforts to incorporate a number of the learning programmes and pedagogical models, such as blended learning and flipped classrooms, into K-12 and higher education.

thereby opening up ways to recognize skills mastery outside of formal education. Government can also lead dialogues with industry, academia, nonprofit organizations,

Designing Blended learning Space Student Experience, in Learning Spaces. eds. Diana G Oblinge. EDUCAUSE, 2006. Monitor Group.

Conectividad Educativa de Informática Básica para el Aprendizaje en Línea, in English Educational Connectivity of Basic Informatics for Online learning. www. ceibal. edu. uy/.

Flipped classroom An instructional model where students view video lectures and other online resources outside of class,

and other models of distance learning have made education much more widely available. The same goes for the way scientific research is being done

These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,

social media, crowdsourcing, crowdfunding, big data, machine learning, 3d printing, online learning and e-petitions. The main technological trends in DSI 0100 200 300 400 Arduino Smart Citizen Kit Fairphone Safecast OPEN NETWORKS Tor Confine Guifi. net Smart

Bridging this digital divide can help members of disadvantaged social groups to participate on a more equal footing in the digital society (including services of direct interest to them such as elearning, egovernment, ehealth) and increase their employability and quality of life (Europe's Digital Agenda.

or leaving formal education. P A r T I I M A i N d E V E L O P m E N t S i N e U P O L

of non-formal and informal learning110 also makes an essential contribution to the Europe 2020 Strategy goals by increasing the opportunities for skills acquired outside formal education

the second in strengthening the use of existing applications in a number of relevant settings, such as ehealth, elearning and einclusion.

Indeed, much of the most creative action is happening at the boundaries between sectors, in fields as diverse as fair trade, distance learning, hospices, urban farming, waste reduction and restorative justice.

There are similar patterns emerging in healthcare (the home as hospital), education (online learning), and social care. 231) Changing the‘scripts'around services.

and educational materials related to lab experiments as widely as possible to support distance learning and distributed innovation. 313) Peer-to-peer platforms are distributed

in addition to its users in east Africa. 451) Corporate not-for-profit management of social provision such as Academy Schools in the UK and Charter schools in the US. 452) Partnerships between social enterprises and corporations

Bank 186 Charter schools 184 Chicagoland Chamber of commerce 87 Children 15; 36; 42; 85; 111; 116; 174 Children's Express 42 Cinepop 95 Cisco 185 Cities of Migration 45 Citizens Juries 43 Citizens bank 188 Citylife 186 Civic Innovation

for example models of distance learning that were pioneered in social organizations but then adopted by businesses, or for-profit businesses innovating new approaches to helping disabled people into work.

and other models of distance learning have made education much more widely available. The same goes for the way scientific research is being done with its culture being influenced through the ability to globally access

These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,

and digital services adopted by DSI activities such as social networking, social media, crowdsourcing, crowdfunding, big data, machine learning, 3d printing, online learning,

when such platforms are combined with other educational materials. In 2013 a Raspberry Pi ICT learning environment was installed at Dachio Primary and JHS Schools,

all of the educational materials are free. After procuring a Raspberry Pi, eager students simply follow instructions to download information onto an SD card,

and help develop educational material to go with the technology. What are the main barriers to innovate

These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,

and digital services adopted by DSI activities such as social networking, social media, crowdsourcing, crowdfunding, big data, machine learning, 3d printing, online learning,

when such platforms are combined with other educational materials. In 2013 a Raspberry Pi ICT learning environment was installed at Dachio Primary and JHS Schools,

all of the educational materials are free. After procuring a Raspberry Pi, eager students simply follow instructions to download information onto an SD card,

and help develop educational material to go with the technology. What are the main barriers to innovate

Networked technologies are likely to enhance the potential offered by distance education in formal and informal settings,

Similarly, informal education offered through platforms for user-generated content is enabled by technological progress (Facer & Sandford 2010). 4. 2. Uncertainties about the effects of a global education and eskills Although the globalisation of education and the diffusion of e-skills are projected often to be associated with better labour market prospects for graduates,

"The International Review of Research in Open and Distance learning, Special Issue-Connectivism: Design and Delivery of Social Networked Learning, Vol. 12, No. 3, 2011.

it could provide students with more real life work experience as part of their formal education; and it could use the students as a conduit for feeding problems and concerns of small and medium-sized enterprises back into the teaching activities of the university faculty.

education (digital libraries, elearning; entertainment (CG animation &sfx, games, e-music, film, TV, digital radio;

Born to working class parents without much formal education, the children are exposed to a higher risk of violence and domestic conflict,

In early the 2000s educational pioneers such as Ann Kirschner helped Columbia University create Fathom, a global, online learning experiment and precursor to today's MOOCS.

Hybrid courses combine face-to-face instruction and online learning. In one hybrid journalism course the author taught in the late 1990s,

but it severely limits the educational potential of online learning. While instructors can request special access be granted to individual alumni or other guests on a case-by-case basis each semester

This kinesthetic learning approach builds on a well-established body of educational research called legitimate peripheral participation (LPP)( Wikipedia, 2014a;

either or hard to replace in an online learning environment (Hayes, 2011). ) These nonverbal cues are sometimes critical to comprehension

(although there are techniques to introduce nonverbal communication in an online learning environment). In the years ahead, educators can optimize their instruction with a wide spectrum of digital tools.

Recommendations for educational innovation based on this emerging paradigm include the following. First, educators can build on and incorporate digital resources more broadly into teaching at any level and in any field.

) Nonverbal communication and computer mediated communication to enhance online learning. Retrieved on 9 june 2013 from http://sloanconsortium. org/conferences/2011/aln/nonverbal-communication

and other models of distance learning have made education much more widely available. The same goes for the way scientific research is being done

These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,

, elearning), a more effective public administration (egovernment Action plan, eprocurement, ejustice) and dialogue between citizens and decision-makers (eparticipation), safer and more efficient transport solutions (Intelligent Transport Systems

In many areas this is aided by the proliferation of distance learning technologies. These new forms of partnerships and flexible approaches need to be much more actively promoted. 67 In a knowledge economy driven by rapid technical change, investments in high-skilled labour

Also called‘Virtual Company Dossier',this STORK 2. 0 Cross-border eid services in real life settings (pilots in elearning and Academic qualifications, ebanking, Public services for Businesses and ehealth

websites and teaching materials, provided that suitable acknowledgment of OECD as source and copyright owner is given.

and provide simple but clear educational material. Focus groups in each pilot community identified what worked and

Established a Teacher education Ministerial Advisory Group to improve schooling outcomes, and a review of the Australian Curriculum.

The Government established a Teacher education Ministerial Advisory Group, in February 2014, that will advise on how to improve STEM subject knowledge in teacher training.

especially those that are based digitally via online learning. The use of media only enhances learning when the media matches the learning content.

It is an innovative structure created to promote self learning among employees of the car manufacturer. The first of its kind in Italy, it has thirty-five multimedia computers, two telematic workstations and a room for videoconferences. 100 electronic programmes, CD-ROMS, encyclopedias and web sites,

car manufacturer http://www. bized. ac. uk/virtual/vla/index. htm The Virtual learning Arcade (VLA) is an exciting new section on Biz/ed that provides interactive online

Related topics are based web learning, computer-based learning and elearning. 9. 2. 7. Resources Bibliography Allen, M.,Michael Allen's Guide to E-learning, John

John Wiley & Sons, Inc.,2000 Kurtus, R.,Study Some Examples of elearning, CBT or WBT, 2000, http://www. school-for-champions. com/elearning/study

Schunk, D. H.,Zimmerman B. J.,Self-regulated learning from teaching to self-reflective practice, Guilford Press, 1998 Thorne, K.,Blended learning how to integrate online

Foreign language competence page 263 of 271 Self learning tool for English grammar, run by the Technical University of Chemnitz.

Integrate entrepreneurship at all levels of the formal education system and ensure access to information, skills and expertise relating to entrepreneurship via lifelong learning programmes for the adult population.

The uses of qualitative methods in social and educational research. Lewis, UK: Falmer Press. Fink, D. and Kazakroff, K. 1997.

innovation management etc. in economic, engineering, natural science, research and public service courses alike. 5) The talent identification and development in the formal and nonformal, informal education;

OECD, Paris 68 bibliography 69 bibliography OFI Hungarian Institute for Educational research and Development (2011: Javaslat a Nemzeti Oktatási Innovációs Rendszer fejlesztésének stratégiájára Proposal for the development strategy of the National Education Innovation System (principal investigator:

Gábor Halász) Oktatáskutató és Fejleszto Intézet Hungarian Institute for Educational research and Development, Budapest, p. 203 Papanek, G. 1999:

o Strengthening creativity, problem solving and innovative thinking in the whole formal and non-formal, informal education sector, o Strengthening the view and instruments of creative team work (workshops, competitions etc.

in 1994 the Technology Enhancement Programme commissioned Shadow to create educational material introducing the Shadow Air Muscle to schools;

It is highlighted however also that the full potential of ICT is not being realised in formal education settings

and other world regions to speed up the transfer of innovation research into educational practice. However success in initiating change does not guarantee that such changes can be sustained over time

and become fully embedded in educational practice. As a result, although the infrastructure to mainstream ICT-ELI and a sound research base to guide the process are widely available,

the full potential of new technologies is not being realised in formal education settings across Europe. The purpose of this report is to present a comprehensive set of policy action recommendations that would help to further develop and mainstream ICT-ELI across Europe.

However, there is still an implementation gap in formal education settings, which is reported in several surveys and studies (e g.

the full potential of ICT is not being realised in formal education settings. Hence, the majority of schools in Europe and beyond are not reaping the benefits of new technologies as enablers to modernize teaching

and other world regions to speed up the transfer of innovation research into educational practice. However, success in initiating change does not guarantee that such changes can be sustained over time

and become fully embedded in educational practice. The purpose of this report is to present a comprehensive set of policy action recommendations that would help in further developing and mainstreaming ICT-ELI across Europe.

scales and levels of educational innovation in Europe and beyond. 1. 2 Scope of the report The project‘Up-Scaling Creative Classrooms in Europe'(SCALE CCR), 3 which was launched by the Information Society Unit at IPTS

and participants, including groups of learners and teachers5 at system level, both within and outside formal education settings;

and others. 6 Creative Classrooms can be defined as innovative learning environments that fully embed the potential of ICT to modernise learning and teaching practices.

and scaling up educational innovations at local, regional, national, and European level. Thematic analysis goes beyond simply counting phrases

Learning Practices and Teaching practices were not separate areas of policy recommendations, but they were merged into School Staff Professional Development area;

Additionally, the survey was promoted through the Open education Europa portal; 10 the Future of Learning Linkedin Group;

) Thus, scaling up educational innovation should be an'organic'process that allows for continuous change and flexibility for future adaptations in order to address the shifting priorities and requirements of society.

and online learning and also have the potential to reduce the costs of educational materials. Hence, policy-and decision-makers should promote through curricula the use of Open Educational Resources

In particular, I believe a blended learning approach with networked learning as the online component and a limited number of offline meetings, all of

and following innovative practice development of the field should become part of both initial teacher education and in service training.

Making sure that technological innovation (e g. 1 to 1 computing) in formal education settings is part of a wider transformation agenda

educational practice (e g. 122 55.7 25 Relevance according to four groups of participants For teachers/trainers and researchers the most important recommendation is Encouraging the development of a'culture of innovation'at system level,

IT providers), research (e g. research centres), higher education (e g. teachers trainers), cultural bodies (e g. museums), educational practice (e g. school leaders, teachers, teacher unions), families,

Infrastructure is a key enabler of educational innovations. ICT infrastructure could extend the boundaries of the learning across time

Such ICT infrastructure could extend the boundaries of the learning space across time (access to resources 24/7) and space (virtual learning spaces.

Infrastructure is a key enabler of educational innovations. Updated ICT infrastructure should be complemented by physical learning spaces that offer inspiration,

This means increasing teacher competence in the teaching practices applicable to new curricula and also an additional workload for teachers. 21 Teachers'competences are developed

and initial teacher education and also through networking and peer-collaboration (Connectedness). Any policy interventions related to Infrastructure should be part of a wider strategic plan that takes into account many parameters.

and validated and evaluated through an online consultation with educational stakeholders involved in a wide diversity of contexts, scales and levels of educational innovation in Europe and beyond.

Key elements for developing Creative Classrooms in Europe. elearning Papers, Special edition 2013,8-20. Boyatzis, R. E. 1998.

Educational innovations beyond technology-Nurturing leadership and establishing learning organizations. New york: Springer Marshall, M. N. 1996.

Innovative Learning Environments, Educational research and Innovation. Retrieved 10 november 2013, from OECD Publishing, http://dx. doi. org/10.1787/9789264203488-en OECD. 2013.

Making sure that technological innovation (e g. 1 to 1 computing) in formal education settings is part of a wider transformation agenda

educational practice (e g. teacher associations) and the wider public (e g. parents associations) to build trust, assure mutual objectives,

) in formal education settings is part of a wider transformation agenda which includes pedagogical and organisational innovation..

educational practice (e g. teacher associations) and the wider public (e g. parents associations) to build trust, assure mutual objectives,

. 6 25 5. 59 17 (1. 47)( 0. 87)( 1. 41)( 1. 54) Making sure that technological innovation (e g. 1 to 1 computing) in formal education

IT providers) research (e g. research centres), educational practice (e g. teacher associations) and the wider public (e g. parents associations) to build trust

10.2788/52088 Abstract Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being realised in formal education settings

and major questions are being asked about the sustainability, systemic impact and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe.

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 multilingual communications. elearning Analyse the extent of use 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

of ehealth development according to selected indicators. Table A1. Survey themes 68 Survey development The survey instrument was developed by the GOE with broad consultation and input from ehealth.

where Internet access provides the vehicle for online learning and access to educational content. 21 In addition to the educational benefits resulting from the use of ICTS in schools,

and create networks among teachers Broaden the availability of quality educational materials/resource Increase access to linguistically

Special campaigns and trainings Promoting open database as an opportunity for informal education Provide trainings on the methodology of developing digital skills Provide materials

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

The existence of an ICT network in each school will also allow a better management of educational materials

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.

and informal education for citizens to develop digital literacy in all levels of education. 8 According to the European Digital Agenda,

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

The development of distance learning and the promotion of lifelong education: broadband communications will contribute to the implementation of the new learning methods,