banner-measuring-progress-LLL EUCIS-LLL organises an international seminar on “Measuring progress in Lifelong Learning” on 5 December (12:00 to 15:00) in the framework of its Lifelong Learning Week. It will take place ...
The UNESCO Institute for Lifelong Learning (UIL) is a non-profit, policy-driven, international research, training, information, documentation and publishing centre of UNESCO. One of six educational institutes of UNESCO, UIL promotes lifelong learning policy and practice with a focus on adult learning and education, especially literacy and non-formal education and alternative learning opportunities for marginalized and disadvantaged groups.
What is the current state of research on recognition and accreditation systems for informal and interest-driven learning? In the Badges for Learning Research Collection, we explore some of the opportunities provided by employing badges and other assessment systems in learning communities, some of the dangers, and consider the pressing research questions that need to be addressed.
Over the last year, a wide-ranging public conversation about potential future applications of badges and the place of badges in our learning ecosystem has captured the attention of educators, technology makers, and researchers. How can current and past research inform these debates?
What are the most important questions we need to raise about the effective design and deployment of badge and reputation systems? What empirical and theoretical research supports and informs the design, development, and deployment of digital badges and badge systems across a diverse range of learning content, institutions, and approaches?
Design and planning resource for classroom teachers, instructional designers, and professors of education. The glossary lists, describes, and provides links for over 800 educational strategies, theories, and activities.
Thanks to all authors for their inspiring thoughts on how Open Education may look like in 2030, when considered from the perspective of Lifelong Learning. We were pleased to receive 16 vision papers in reply to our call, all of them insightful and inspiring. Interestingly, the papers are quite diverse, not only in style and approach, but also in content. We left the call open, on purpose, hence these different views, but it will help us to further shape and prioritise the foresight exercise. This is just a first step. Have a look for yourselves: Below are the 16 contributions in alphabetical order.
We are very pleased with all papers and grateful to all authors for the time and effort they devoted to thinking about Open Education 2030. It was difficult for the selection committee to decide on the “winners”,but a decision had to be made, because places for the workshop are limited. Congratulations to the authors of the six contributions that were finally selected!
Success and how it is measured continues to be one of the "known unknowns" for MOOCs. Debate (hype) on success is heightened by the now recognised and recorded high drop out rates. If "only" 3,000 registered users complete a MOOC then it must be failing, mustn't it? If you don't get the certificate/badge/whatever then you have failed. Well in one sense that might be true - if you take completion to equate with success. For a movement that is supposed to be revolutionising the (HE) system, the initial metrics some of the big xMOOCs are measuring and being measured by are pretty traditional. Some of the best known success of recent years have been college "drop outs', so why not embrace that difference and the flexibility that MOOCs offer learners?
Well possibly because doing really new things and introducing new educational metrics is hard and even harder to sell to venture capitalists, who don't really understand what is "broken" with education. Even for those who supposedly do understand education e.g. governments find any change to educational metrics (and in particular assessments) really hard to implement. In the UK we have recent examples of this with Michael Gove's proposed changes to GSCEs and in Scotland the introduction of the Curriculum for Excellence has been a pretty fraught affair over the last five years.
As higher education institutions evolve over the next half-century, continuing education units should gain more autonomy as degree-granting units on campus, allowing the institution to capitalize on the particular elements that help these units to...
The European Commission has launched a new Call for Proposals under the Lifelong Learning Programme for the 'Implementation of the European strategic objectives in education and training (ET 2020).In general, the aim ...
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