FECONE-Project: Creating value for Learners
It is good to see that pedagogy is focussed again. I think this project is an escellent example of how reflective learning can be build into content development and quality strategies.
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The project is based on the premises that learning is socially and culturally bounded and that the success of e-learning is highly related not just to the availability and the affordances of technology but also to the learning dispositions of the learners (i.e. the internalised social and cultural ways of valuing, engaging in and exploiting new learning), as well as the socio-cultural relevance of e-learning contents and pedagogies. The latter have not as of today received the attention they deserve in order to facilitate the operational transformation of the notion of e-learning from a “global” all-encompassing level to “glocal” ones, which are anticipated to be more relevant for the e-learners’ needs and requirements.
The specific focus of the Fe-ConE project is on e-learning contents; important questions that we seek to address are: How e-learning contents can be conceptualised given the transformative potentials of ICT in relation to education, training and life long learning? What are the challenges for designing e-learning contents that are inclusive (i.e. bias-free, socio-culturally sensitive, pedagogically flexible, customisable, and accessible)? What may be the implications in the design, diffusion and adoption of e-learning contents when taking into account the commonalities and differences in traditional and emerging learning dispositions across different European education and training systems and lifelong learning practices?
The Fe-ConE project at the current phase of its implementation is seeking to bring together experts, practitioners and interested individuals in a discussion/reflection forum which is anticipated to support the identification and deeper understanding of key factors and wider trends that may have an impact on the conceptualisation, design, evaluation, adoption and diffusion of quality e-learning contents across Europe. Focus areas of particular interest are: course contents and learning platforms, pedagogical methodologies, technologies and requirements for organizational change, and inclusive e-learning content development guidelines under the scope of pedagogy, instructional design and socio-cultural relevancy.
Approach
The approach being followed in Fe-ConE is grounded on a reflective methodology which integrates aspects of evaluation, development and transfer of knowledge.
The project design comprises of four interrelated stages. The first sets up an informal reflection forum –which will evolve into a Community of Practice of content developers, the second aims at the review of existing e-learning resources and mapping of socio-cultural factors which are in turn validated with individuals engaged in the process of e-learning (users) in seven national contexts and leads to the development of the e-contents decision making tool.
The fourth stage concerns the testing of OS-based scenarios and that of the e-learning content tool for relevancy with end-users.
The research context is the European e-learning setting with a particular focus on the less-active in the e-learning practices regions of Europe (national context of Greece, Italy, Poland, Spain and Lithuania), and reference point one of the most active e-learning national context (The Netherlands).
The target groups that will benefit directly from the proposed activity are: learners of e-learning schemes and, indirectly, stakeholders such as policy makers and e-learning facilitators will benefit as well.
MORE:
http://www.elearningeuropa.info/directory/index.php?page=doc&doc_id=7598&doclng=6
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The project is based on the premises that learning is socially and culturally bounded and that the success of e-learning is highly related not just to the availability and the affordances of technology but also to the learning dispositions of the learners (i.e. the internalised social and cultural ways of valuing, engaging in and exploiting new learning), as well as the socio-cultural relevance of e-learning contents and pedagogies. The latter have not as of today received the attention they deserve in order to facilitate the operational transformation of the notion of e-learning from a “global” all-encompassing level to “glocal” ones, which are anticipated to be more relevant for the e-learners’ needs and requirements.
The specific focus of the Fe-ConE project is on e-learning contents; important questions that we seek to address are: How e-learning contents can be conceptualised given the transformative potentials of ICT in relation to education, training and life long learning? What are the challenges for designing e-learning contents that are inclusive (i.e. bias-free, socio-culturally sensitive, pedagogically flexible, customisable, and accessible)? What may be the implications in the design, diffusion and adoption of e-learning contents when taking into account the commonalities and differences in traditional and emerging learning dispositions across different European education and training systems and lifelong learning practices?
The Fe-ConE project at the current phase of its implementation is seeking to bring together experts, practitioners and interested individuals in a discussion/reflection forum which is anticipated to support the identification and deeper understanding of key factors and wider trends that may have an impact on the conceptualisation, design, evaluation, adoption and diffusion of quality e-learning contents across Europe. Focus areas of particular interest are: course contents and learning platforms, pedagogical methodologies, technologies and requirements for organizational change, and inclusive e-learning content development guidelines under the scope of pedagogy, instructional design and socio-cultural relevancy.
Approach
The approach being followed in Fe-ConE is grounded on a reflective methodology which integrates aspects of evaluation, development and transfer of knowledge.
The project design comprises of four interrelated stages. The first sets up an informal reflection forum –which will evolve into a Community of Practice of content developers, the second aims at the review of existing e-learning resources and mapping of socio-cultural factors which are in turn validated with individuals engaged in the process of e-learning (users) in seven national contexts and leads to the development of the e-contents decision making tool.
The fourth stage concerns the testing of OS-based scenarios and that of the e-learning content tool for relevancy with end-users.
The research context is the European e-learning setting with a particular focus on the less-active in the e-learning practices regions of Europe (national context of Greece, Italy, Poland, Spain and Lithuania), and reference point one of the most active e-learning national context (The Netherlands).
The target groups that will benefit directly from the proposed activity are: learners of e-learning schemes and, indirectly, stakeholders such as policy makers and e-learning facilitators will benefit as well.
MORE:
http://www.elearningeuropa.info/directory/index.php?page=doc&doc_id=7598&doclng=6
uehlers - 27. Jun, 14:28
Thanks!
thanks for your positive comments on the FECONE project. I forwarded the link to your post to my former colleagues at IFS (www.futurestudies.org) who still work on the project.
Best Wishes
Klaus