Outils personnels
Vous êtes ici : Accueil Publications Learning Technologies Proceedings iLearning Forum 2007
Se connecter

Mot de passe oublié ?

iLearning Forum 2007

Proceedings of the conference

Folder Presentations
The presentation files of the conference
File An instructional model to develop cognitive, metacognitive and motivational skills in problem-based learning environments
The present study investigates the experience of a nation-wide training initiative addressed to administrative and technical school personnel,based on an instructional model developed by INDIRE and supported by a technology-rich, open, and flexible training environment. This initiative was funded by the Italian Ministry of Education and supported by a national agreement between the Ministry and the main trade unions. The objective was the the in-service re-qualification of administrative and technical school staff, including the different professional profiles (laboratory technicians, administrative assistant, director...). The plan of contents covered a wide range of topics related to the professional area and to the school system, depending on the target profile (i.e. safety, first aid, privacy, special needs support, computer and Internet literacy, accounting, communication, human resources management).
File Ressources pédagogiques en ligne et Web 2.0 Ontologie, Indexation...
L'administration française est en pleine mutation en devenant « électronique ». Le programme gouvernemental ADELE 2004-2007 (ADministration ELEctronique) prévoit un traitement personnalisé, centré sur les besoins individuels de chaque usager, dans une relation privilégiée avec les services publics. Le Ministère de la Fonction publique, de la Réforme de l’État et de l’Aménagement du territoire (Secrétariat d’État à la Réforme de l’État)a mis en place le Plan d’Action de l’Administration Électronique (P2AE) 2004-2007.L'Agence pour le Développement de l'Administration Électronique ADAE a été créée. L' administration « Éducation Nationale » soucieuse de s’inscrire dans le cadre de la LOLF pour « travailler mieux » avec plus d’efficacité ne peut pas se dispenser de réfléchir et de mettre en place des dispositifs innovants et fonctionnels afin de répondre aux attentes de ses usagers. Elle favorise le déploiement des environnements numériques de travail ou "bureaux virtuels" constitués d’un ensemble homogène de services numériques: travail collaboratif, vie scolaire, accès aux ressources numériques …
File Interoperability between the new open e-learning platforms: an intelligent answering machine
Nowadays, all of us know that interoperability is a very important issue in the e-learning research area, due to the importance of being able to share contents and knowledge from one e-learning platform to another. Mostly, the efforts are focussed on creating and using standards to allow the mentioned content sharing, as XML, SCORM, etc. In our organization we are also interested in another issue related with interoperability: sharing the knowledge of e-learning platforms in a transparent way, due to the fact that sometimes a student in a platform require information hosted in another platform or knowledge source. To get this goal we are involved in the creation of a new tool capable of accessing to the content of several e-learning platforms, allowing a student to use one platform to access transparently to the knowledge hosted in another platform.
File a successful e-learning strategy for a large U.S. retail organization
As the use of e-learning in the corporate world has expanded, it has often become less effective. Many companies have rushed to “put content online” and track employees’ training scores without clearly defining an educationally-sound strategy for using the Internet and intranets to improve employee job performance. Today, most corporate e-learning strategy revolves around technology, designed to ensure systems “work” efficiently and without error. This technocentric view also leads to overemphasizing typical systems activities, such as scheduling and tracking training, then reporting results in a myriad of formats. Unfortunately, these approaches fail to help employees, because they favor computers, programming, and administration over learning and support.
File Quality of DIDACTIC resources: The Università Telematica “Guglielmo Marconi” experience
On the debate of educational courses quality, the Università Telematica Guglilemo Marconi (U.T.G.M.) started from the anaysis of the more frequent “worst practices” in order to translate quality criteria into useful indications to design and manage a course. Given the focus on methodologies rather than technologies, the research objective is to achieve a balance between teaching needs and technological systems, also taking into accout creative possibilities that the latter offers.
Competency management is a very important part of a well-functioning organisation especially when considering individual long-term development planning and organisational learning. Unfortunately competency descriptions are not uniformly specified nor defined across boarders: National, sectorial or organisational, leading to an opaque competency description market with a multitude of competency frameworks and competency benchmarks. The aim of the Leonardo sponsored project TRACE (TRAnsparent Competence in Europe) is to enable transparency between European competency frameworks that will include the use of an individualised common description language. This description will be based on a ontological competency description which will add semantic value to any description which has references to or bindings with it.
File the Future oF Learning
Over the years, we have come to expect the delivery of knowledge and information at light speed. Knowledge and information are our lifelines and the lifelines of the organizations we work for and with. Through physical presence, virtual contact, social networking and other means, knowledge and infor- mation come to us and from us, and from these interactions and the things we do, we continuously learn. Alvin Toffler wrote, “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”1 Learning is one of the major topics that make the critical difference between our success and failure, now and in the future. W. Edwards Deming once said, “Learning is not compulsory but neither is survival.”2 The significance of learning, and learning about learning, is unquantifiable in its importance to who we are and what we do today and in the future. This, then, is an article about the future of learning. And it is not as easy to write about as you might think.
Quality of higher education is a central part in the Bologna process, starting 1999 and intending to implement the EHEA by 2010. In this presentation special attention is paid to online learning, what professional competencies are needed, particularly the e-competence and quality of university staff when embarking on new practices. An international case study will be presented, where a special course in Pedagogy for Online Learning (POL) was designed to qualify university professors for the new challenges. The course has received very positive attention within the Global Virtual University, a subsidiary of the UNU, as a key issue for implementing e-learning at Universities in developing countries. The majority of POL students
The Learning Landscape project described here is known as RedGloo and has several objectives; among others it aims to help students to make friends, contacts and join communities based on interests and competencies. RedGloo provides a space where students can support each other with personal, academic and career development, sharing insights gained from extracurricular activities as well as their degree programmes. The current version of RedGloo is developed on top of the open source project Elgg. It is aimed at members of the School of Systems Engineering within the University of Reading. The School includes the following disciplines: Computer Science, Cybernetics, Electronic Engineering and Information Systems.
The Interuniversity Consortium FOR.COM. (hereafter FOR.COM.), recognized by MIUR (the Italian Ministry of Education, University and Research) offers on line learning courses delivered through an integrated learning system consisting of an e-platform, a m-platform and a t-platform. The FOR.COM. has been developing and experimenting an innovative learning methodology since its establishment in 2004, merging e-learning, m-learning and t-learning solutions. The choice to set up an integrated system represents the effective combination of different delivery channels, teaching models and learning styles, based on interactive and multimedia communication among all the subjects involved within the educational process. The FOR.COM. promotes a learning integrated system set up by the Edu C@mpus e-learning platform, the m-learning platform and the interactive television t-C@mpus platform, with the aim to meet the different and various learning needs of the FOR.COM. students and to offer different training paths based on a wide multimedia ICT solution.
File Taxonomie pour évaluer les models pédagogiques dans le context de l'enseignement on-line.
L'objectif de notre recherche est le suivant: Désigner une modèle d'évaluation pour analyser chaque aspect pédagogique que nous devons considérer dans les expériences de l'enseignement supérieur. Un des facteurs les plus importants à considérer dans la planification d'expériences de e-learning est la définition d'un modèle pédagogique qui tient en compte des diverses dimensions spécifiques qui influeront sur l'expérience, au-delà des dimensions classiques du dessin curricular qui devront être aussi tenues en compte.
Le Système d’Elearning federé pour l’Administration Publique en Emilia-Romagna a pour objectif de définir un modèle coopératif qui réponde et renforce l’utilisation de la formation avec les nouvelles technologies. Son objectif est de constituer un réseau qui intègre les ressources humaines, compétences, contenus, procédures et technologies avec tout le territoire de la région Emilia-Romagna, en poursuivant un équilibre entre la dimension régionale et locale.
File 138 Evaluation de la qualité d'un dispositif du e-learning : la nécessité d'une approche par le marketing relationnel
Le e-learning est un mode d’apprentissage qui tire parti de l’usage des technologies de l’information et de la communication à tous les niveaux de l’activité de formation. Il désigne plus particulièrement un dispositif de formation dont les principaux objectifs peuvent être définis comme l’autonomie d’apprentissage, la formation à distance, l’individualisation des parcours de formation et le développement des relations pédagogiques en ligne. Il nécessite un degré d’implication élevé de l’apprenant car il interpelle tout au long du processus d’apprentissage la présence et l’intervention de l’apprenant à différents niveaux. Peu de recherches ont travaillé sur le lien qui existe entre les actions des acteurs et la qualité perçue par l’utilisateur dans une démarche plus relationnelle.
File Les jeux en ligne : des exemples d’intégration dans la pratique des intervenants en employabilité
L’avènement de l’inforoute et la diversification des technologies d’information et de communication (TIC) accroissent de plus en plus l’intérêt pour l’utilisation des jeux éducatifs dans un contexte d'apprentissage, qu’il soit initial ou continu. Selon Ridley (2004), les jeux sont devenus la principale forme de divertissement des apprenants par rapport aux livres et aux autres médias. Au Canada, 63 % des Canadiens âgés entre 15 et 69 ans possèdent un téléphone portable (Ericsson, 2004) et l’utilisent régulièrement pour y jouer. Au Québec, 67% des Québécois vivent dans un foyer qui possède un ordinateur et 26% possèdent une console de jeu fixe ou portable (Alliance numériQC, 2005). Alors que la littérature académique discute beaucoup du potentiel créatif des nouvelles technologies dont les jeux éducatifs, le constat qui est fait, côté apprenant, est celui de la mise en sommeil des nouvelles aptitudes susceptibles d’être développées. Dans l’ensemble des pays, notamment au Canada, le potentiel éducatif des jeux numériques ne donne lieu à aucune réalité sur le terrain (Piette, 2005; Prensky, 2005a, b)
File Employability in a Flat World
Employability skills, a key indicator in the labor exchange for highly competitive business sectors, are morphing, and traditional models of identifying and placing the right person in the right job at the right time are showing significant stress fractures. Job and project requirements are changing at record speeds and skills and competence inventories are evolving. The two dynamics are not properly connected and are causing unwanted turbulence.
Une étude de Sauvé et St-Pierre (2003) montre que les formateurs ont des compétences très hétérogènes par rapport à la formation en ligne; que le temps d'apprentissage varie d’un formateur à l’autre pour s'approprier des compétences; que les formateurs ont de la difficulté à s’adapter à une situation d'apprentissage individualisée où leur rôle n'est plus d'être un transmetteur de savoirs mais plutôt un facilitateur, un accompagnateur, un conseiller; qu’ils ressentent le besoin de développer des compétences d'aide et de support à la personne apprenante en démarche de formation en ligne et enfin qu’ils opteraient pour une formation sur mesure qui tienne compte de leurs connaissances et compétences préalables et surtout de leur caractéristiques d’apprentissage.
File Rethinking Quality for Building a Learning Society
The article explores how the issue of quality in the knowledge economy and learning society of the 21st century might dramatically differ from that we have known in the industrial age. Until now, most approaches to quality were based on the idea that there is a clear separation between the producer of a good or service and its consumer. How should we define the quality of a learning environment where learners are not simply consumers of knowledge, but co-producers of their own as well as their organisation’s and community’s knowledge? How de we define quality in a system of prosumption, where consumers and producers merge? To suggest a response to this issue, the article will examine how the understanding of the organic link between individual, community, organisational and territorial learning is critical to realise the true power of e-Learning, i.e. the e-transformation and quality of all the processes linked to education, training, human resource and community development.
File Informal Learning Opportunities in the Workplace – a practical approach with Small and Micro firms in traditional Manufacturing and Hospitality sectors
This paper seeks to explore how informal learning can be recognised, validated and accredited within small enterprises. It is based on the experiences to date within the Leonardo Da Vinci project, Informal Learning Opportunities in the Workplace, INFLOW. The developments provide input into considerations regarding the development of learning communities and communities of practice and how technology can facilitate processes of informal recognition and validation. This specifically relates to Theme #1 for the ilearning Forum 2007 around eStrategies and learning organisations and presents an approach that focuses on smaller enterprises in the real business world rather than Corporates and Universities.
It is widely known that the quality of electronic learning resources is very varied; however there is little empirical evidence as to what the actual users' opinions are. It is very difficult to collect the views of users; even in traditional class room based education there is reluctance by users to complete evaluation forms and so it is necessary to consider alternative ways of obtaining feedback, that are closely intertwined with the use of the electronic learning resources so that the evaluation occurs ambiently.
File Un nouvel espace de formation tout au long de la vie vie : le web 2.0
Le Life Long Learning, le développement professionnel continu ou l´apprentissage tout au long de la vie, constitue un élément central dans l´engagement européen de « devenir l'économie de la connaissance la plus compétitive et la plus dynamique du monde, capable d'une croissance économique durable accompagnée d'une amélioration quantitative et qualitative de l'emploi et d'une plus grande cohésion sociale ».
The paper presents the results of the piloting or pilot test in a virtual classroom1. This e-portfolio was carried out in the 2005-2006 academic year, with students of the Doctorate in Information Society, at the Open University of Catalonia. The electronic portfolio is a strategy for competence based assessment. This experience shows the types of e-portfolios, where students show their work without interactions, and apply the competence-based learning theories in an interactive portfolio system. The real process of learning is developed in the competency based system, the portfolio not only is a basic bio document, has become a real space for learning with competence model. The paper brings out new ideas and possibilities: the competence-based learning promotes closer relationships between universities and companies and redesigns the pedagogic act.
File e-qualité et soutien aux concepteurs pédagogiques
Assurer une e-formation de qualité nécessite d’assurer dans un même temps le maintien et le développement des compétences professionnelles du concepteur pédagogique, acteur central de la phase projet de la e-formation. Or, sa tâche se caractérise par une grande complexité tant au niveau de la gestion du projet global (gestion des interactions avec d’autres personnes (client, expert de contenu, informaticien), gestion des ressources (cahier des charges, référentiel de connaissances, architecture pédagogique, module etc.) qu’au niveau de sa tâche de conception d’activités d’apprentissage au sein de scénarios pédagogiques afin d’offrir des parcours de formation adaptés aux besoins des apprenants. De fait, son travail doit pouvoir être facilité notamment au niveau d’une tâche particulière du processus d’ingénierie telle que la tâche de scénarisation et de conception. Dans cette perspective, l’objet de cet article est de présenter les différents dispositifs de soutien : le dispositif MOSCA, travail de recherche en cours et le dispositif Form@tan, mis en place au sein de LCL.
File A user-centered design process to ensure the quality of the new e-classroom
his work-in-progress describes the redesign of the virtual classroom using User-Centered Design (UCD) methodologies. The UCD approach is used to ensure the quality of the resulting virtual classroom so that it meets students’ needs and expectations. This project began in September 2005 with the user requirements gathering phase. Focus groups, interviews and user tests with students and faculty were the techniques used to obtain information about the usage of the current classroom as well as its positive and negative aspects from the student point of view. These user requirements were the base for the iterative design process. Several prototypes of different fidelity were created and tested with students to evaluate their usability and added value. For Fall semester 2006 a set of pilot classrooms were launched to evaluate the new classroom in a real learning setting. With the results from this evaluation, a second set of test pilots will be run before deploying the new classroom university-wide. When this will happen, we can ensure that the new product is going to meet the learners’ needs and that it will be useful and usable for them thanks to applying a UCD development process.
File Fingertip Learning is going mobile
Every decade or so, education and learning technology gets a new boost — a new medium through which it can inform, communicate, interact, empower, and enlighten. The last decade was about a deluge of web-based training, virtual conferences and classrooms, LMSs, LCMSs and e-learning standards being typical examples. Now, learning is making another leap of faith into the technologies of wireless mobile devices and applying them to social learning experiences.
File Integration of all public schools of a Region in a single educational platform
The Consejería de Educación de la Junta de Andalucía (Cabinet Meeting of Andalusia) (Spain) has developed the Educational Plan AND@RED creating networks among the educational centers and implementing ICT to the educative community. The e-ducativa Open platform integrates in a single system 800 schools of Andalusia (Spain). The system not only provides one LMS specially adapted to standard / presential education, but also it gives an administration system for a website for each school, plus an administration system for blogs and tools as news syndication and unified access to the whole system. All this constitutes a single integrated system for the creation and administration of a real virtual educational community.
It is widely known that the quality of electronic learning resources is very varied; however there is little empirical evidence as to what the actual users' opinions are. It is very difficult to collect the views of users; even in traditional class room based education there is reluctance by users to complete evaluation forms and so it is necessary to consider alternative ways of obtaining feedback, that are closely intertwined with the use of the electronic learning resources so that the evaluation occurs ambiently.
Present time which is characterized by fast developing business and technological environment places new and new requirements on personnel of each company or organization. In strong competition only such an organization can succeed which in addition to other competitive advantages gains the advantage of educated and permanently trained workers at all levels of the company hierarchy. It is clear that time and expenses spent on education have to be reflected in a corresponding way in the final results.
File The Finnish eLearning Quality Mark
The Association of Finnish eLearning Centre (later: Finnish eLearning Centre) started in 2005 a project to develop the “Finnish eLearning Quality Mark”. The objective of this development work was to emphasize the importance of the quality approach in developing the eLearning business, and it had also as a central aim to initiate the “internal quality movement” within Finnish eLearning actors.
File Teaching and Learning in Stanford’s Smart Classrooms
Recent research in the science of learning (National Research Council 2000) emphasizes the importance of active, lifelong learning requiring students to be active inventors rather than passive recipients. Furthermore, new technologies are becoming an increasingly in- tegral part of university learning and teaching in an age of telecommunications and mul- timedia. Consequently, both instructors and students face new challenges, since the de- sign of technology-enhanced learning environments as well as active learning are crucial. Thus, with its high performance learning spaces Wallenberg Hall,1 the home of the Stan- ford Center for Innovations in Learning (SCIL)2, and with CourseWork, a university- wide course management system, Stanford University provides a rich and flexible state- of-the-art learning environment facilitating innovative pedagogies and active student learning.
File La formation à distance pour les demandeurs d’emploi wallons : premiers retours d’expérience
Depuis octobre 2005, FOREM Formation propose un catalogue de formations à distance pour tous les demandeurs d’emploi wallons. Cette offre est entièrement gratuite pour ce public ; chaque module est accompagné par un coach à distance. Ces nouvelles propositions élargissent l’éventail des formations qui se déroulent depuis de nombreuses années dans les centres répartis sur toute la Wallonie.
File Media Literacy skills for adults
By offering Media Literacy courses for adult learners PAKK has take part to reduce digital diving between all aged of learners. Feedback from learners has been very positive and they have got skill to survive in the information society. This model was developed in MediaL-project which was partly funded by ESF. At the moment PAKK is disseminating and mainstreaming developed model around Finland and it seems to included part of especially the labour market training.
L’e-portfolio est défini comme « une collection d’informations numériques décrivant et illustrant l’apprentissage ou la carrière d’une personne, son expérience et ses réussites. »1 Il « utilise une rhétorique particulière spécifique à chaque situation et chaque public (éducation, formation professionnelle). C’est à la fois un processus et un produit, une méthodologie qui permet d’examiner et d’utiliser des matériaux en vue de la conduite d’un projet. (...) Le portfolio numérique tend vers une évaluation critique d’un parcours à travers le processus d’apprentissage de la construction de sens partagé. C’est un outil d’apprentissage et un instrument d’évaluation. Pour soi et pour les autres.»
File Un eportfolio pour la validation des compétences des enseignants dans le cadre d’une formation individualisée : l’exemple du Certificat Informatique et Internet niveau 2 enseignant (C2i2e) au ministère de l’Agriculture
L’Ecole Nationale de Formation Agronomique (ENFA) a en charge la formation des professeurs de l’enseignement agricole public français. La première année, la formation initiale se déroule en alternance, s’articulant autour de périodes de formation à l'ENFA (17 semaines) et de stages pédagogiques en établissements (18 semaines). Six semaines de formation continuée doivent ensuite être suivie par les nouveaux enseignants au cours des trois années suivantes. Ce dispositif de formation s’appuie sur une plateforme de formation en ligne qui intègre, depuis 2004, un ePortoflio1. Il s’agit d’un portfolio d’évaluation, si l’on reprend la définition généralement acceptée, c'est-à-dire qui s’inscrit dans un processus d’évaluation continue qui consiste à cumuler les informations afin de rendre compte des apprentissages. Il permet le positionnement des stagiaires par rapport à un référentiel métier et l’évaluation de leurs compétences par les différents intervenants dans la formation.
File The UNESCO/OECD Guidelines for Quality Provision in Cross-border Higher Education
The UNESCO/OECD Guidelines for Quality Provision in Cross-border Higher Education aim to provide an educational response to the increasing trend of cross-border higher education, based on UN and UNESCO principles and instruments. The Guidelines aim to support and encourage international cooperation and understanding of the importance of quality provision in cross-border higher education. The purposes of the Guidelines are to protect students and other stakeholders from low-quality provision and disreputable providers as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs.
File Electronic Student Career Portfolios (ePortfolios) at NYC College of Technology
New York City Technical College (NYCCT) has developed a project that implements the use of Electronic Student Career Portfolios (ePortfolios). The ePortfolio project incorporates both career and transfer (transition) information so students can explore career goals, scholarships and professional development opportunities early in their academic careers.
File Apprendre au 21ème siècle : du m-learning au p-learning
File Taxonomie pour évaluer les modèles pédagogiques dans le contexte de l'enseignement on-line
File Une approche sémantique de la gestion d’Objets de Savoir
Ce papier porte sur l'utilisation d’outils « qualité » dans le cadre d’une démarche de maîtrise et d’amélioration des processus d’une structure de conception/réalisation de FOAD (Formation Ouverte et A Distance), allant du re-engineering à la certification ISO 9001.
File Base de contenus pédagogiques structurés : retour sur 8 ans d'expérience
Ce papier vise à montrer que la mise en place de bonnes pratiques en matières de création de contenus peut être très rentable sur le moyen terme. L'enjeu est important puisqu'il s'agit de sortir de la spirale de la création de contenu en réutilisant d'un projet sur l'autre les contenus déjà produits. Les moyens ainsi économisés permettent alors de travailler de façon plus approfondie sur les autres composantes des dispositifs (scénarisation, interaction, etc.), tout en bénéficiant d'une base documentaire de qualité.
File Environnement éditorial pour les contenus sonores en formation
Transposez un média - la radio - sur un autre média - Internet. Conservez les avantages du premier et ajoutez y les possibilités du second, vous obtiendrez une radio "augmentée" où la perception sensible guide la découverte accompagnée de nouvelles connaissances. La puissance d’évocation de l’audio servant alors de médiateur, d’outil de navigation à l’intérieur du contenu. L’ambition de ce papier est d’abord de reposer la question de l’usage du média audio dans le contexte numérique, interactif et pédagogique. Il s’attachera ensuite à montrer que les progrès technologiques de la gestion documentaire rendent aujourd’hui accessible la production de ce média, particulièrement en phase avec les évolutions récentes des dispositifs mobiles d’accès à l’information.
File Le portfolio numérique : un atout pour le citoyen apprenant
Le présent document aborde le rôle, l’utilité et la pertinence du portfolio numérique dans le processus d’apprentissage tout au long de la vie. Il a été commandé par la Direction de la formation générale des adultes du ministère de l’Éducation, du Loisir et du Sport. Ce document n’a pas la prétention d’être exhaustif; il s’agissait pour le comité de travail de présenter ses recherches et d’illustrer à travers ses réflexions ce qu’est devenu au cours des dernières années le concept de portfolio. Le comité de travail avait également comme mandat de proposer quelques pistes ou orientations afin de faire avancer la réflexion sur ce sujet.
File IPM-Portfolio : Le e-portfolio du Master Ingénierie Pédagogique Multimédia Exemple de mise en place collaborative
Nous souhaiterions montrer, à travers cette étude de cas, que la conduite d’un projet de e-portfolio ne se résume ni à la décision d’utiliser le e-portfolio ni au choix d’outils. La multiplicité des usages possibles impose une approche pragmatique par étapes permettant en particulier d’associer les utilisateurs.
File une approche sémantique des objets de savoir
Actuellement, on constate une convergence des intérêts des grands comptes, des universités et des grandes écoles, des prestataires de services pour la gestion des objets de savoirs : capitalisation des ressources, maintien et localisation des contenus dans une logique industrielle, partage de ressources dans une logique de communautés de pratique, optimisation des coûts et des délais de développement et rationalisation des processus de production dans une logique économique. Or, on constate que les ressources pédagogiqueoubliées et détruites, difficilement réutilisables.
The purpose of this paper is to provide information about several ICT initiatives undertaken in education on a global basis in order to overcome the digital divide and summarise the findings of these initiatives. Due to the limited scope of the study, the bulk of the review mainly concerns initiatives undertaken in secondary schools, though general information regarding other areas of digital development has been included where relevant.
File Intelligents Agents for innovative training solutions: the PARMENIDE Project
PARMENIDE Project (Promoting Advanced Resources and Methodologies for New Teaching and Learning In Digital Education), co-funded by the the Leonardo Da Vinci Programme, intends to design and spread out an innovative learning system with the purpose to match the E- learning training modalities with an advanced knowledge acquisition system based on Intelligent Agents (IA). The new learning methodology proposed is applied to train the transport sector employers.
File Accessibility – how to ensure accessibility to digital tools and resources to those with a physical or learning disability?
During 2003, the European year of people with disabilities, the Italian Government chose to address the topic of eAccessibility through a body of legislative acts which at the moment is made up of a law (no. 4/2004), containing the general principles, and two decrees, containing the implementation regulations and the technical accessibility requirements.
File L’apport du e-learning dans la e-stratégie luxembourgeoise pour la sensibilisation aux risques liés à la sécurité des systèmes d’information.
File CURRIKI An Advanced Platform for Open Source Curricula Supporting Global Educational Learning Communities
File Avancées des approches qualité
File From quality of eLearning to eQuality of learning
Keynote address. PPT
File Web 2.0 a new challenge for the corporate function?
Keynote address PPT
File Final.zip
Actions sur le document