| Alternative education (32) |  |
| Blended learning (30) | |
| Competency-based education (1) | |
| Diastance learning (104) | |
| Educational experiment (3) | |
| Educational innovation (13) | |
| Educational method (3) | |
| Educational research (7) | |
| Flipped classroom (8) | |
| Formal education (30) | |
| Home education (5) | |
| Non-formal education (11) | |
| Open education (8) | |
| Programmed learning (3) | |
| Progressive education (3) | |
| Self-directed learning (4) | |
| Teacher education (10) | |
| Teaching materials (33) | |
| Teaching method (16) | |
| Teaching practice (21) | |
G#2v 4128 Teaching practice 0#3#educational practice Teaching practice 0#3#teaching practice Teaching practice G#1v 4129 Training
0#2#training Training G#1v 4130 Vocational education G#2v 4131 Agricultural education 0#3#agricultural education Agricultural education
0#3#agricultural training Agricultural education G#2v 4132 Air force academy 0#3#air force academy Air force academy G#2v 4133 Business education
teaching practices can gain superficial elements of entertainment and reward. This may encourage learners to continue,
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
-periment with new educational practices, enhanced by the way technology is appropriated and integrated within the learning environment 27
-periment with new educational practices, enhanced by the way technology is appropriated and integrated within the learning environment 27
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
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
in educational practice. As a result, although the infrastructure to mainstream ICT-ELI and a sound
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
embedded in educational practice The purpose of this report is to present a comprehensive set of policy action recommendations that
ICT to modernise learning and teaching practices. Creative refers to innovative practices, such as collaboration and personalisation,
Learning Practices and Teaching practices were not separate areas of policy recommendations, but they were merged into School Staff Professional
IT providers) research (e g. research centres), educational practice (e g 122 55.7 25 Relevance according to four groups of participants
cultural bodies (e g. museums), educational practice (e g. school leaders, teachers, teacher unions families, and the wider public (e g. local communities) to build trust
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
centres), educational practice (e g. teacher associations) and the wider public (e g parents associations) to build trust, assure mutual objectives,
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
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