Pre-Conference Workshops 2015
FD1 Full-day Event
Date Wednesday, Dec 2 Time – RoomLincke I/II Price: 160.00 € Status: places available
Making Sustainable Online Learning a Reality – Accelerating the Shift
Workshop leaders
Susi Peacock
Senior Lecturer in e-Learning, Queen Margaret University, UK
Susi Peacock is a senior lecturer in e-learning at Queen Margaret University where she leads the strategic institutional implementation of technology enhanced learning. She provides numerous staff development activities for academics within and outwith the UK as well as offering online masters modules in learning technologies. Currently she is researching into the Community of Inquiry Framework as part of her PhD by Publication. She has also published extensively on the topics of staff development and the student perspective on e-learning. For further information: https://eportfolio.qmu.ac.uk/viewasset.aspx?oid=78945&type=webfolio
Links
Lindesay Irvine
Senior Lecturer, Queen Margaret University, UK
Lindesay is a senior lecturer in the subject area of Nursing and is currently programme Director of the Professional Doctorate across the School of health sciences. She is also module lead for the Education in Action on-line learning module which is part of the MSc Professional and Higher Education. She first became interested in how people learn during her MSc studies. Over the years this passion has led her to explore various ways of facilitating learning rather than teaching. The increasing use of technology enhanced learning has widened her interest in how learning can be facilitated through the medium of technology by building a community of Inquiry. She is passionate about facilitating innovative, creative, effective and efficient approaches to supporting learning.
Links
Kath MacDonald
Senior Lecturer in Nursing, Queen Margaret University, UK
Kath MacDonald, D.H&SSc, MSc, PGCE, Dip. Adv. Nursing, Crit Care Cert, RGN, FHEA.
Currently working as a Senior lecturer in the School of Health Sciences, Division of Nursing Queen Margaret University Edinburgh. My Research interests are Long term conditions, Adolescence and Education. I am joint programme leader for the Masters in Professional and Higher Education and External Examiner for a PGCE at Greenwich University.
Links
Iddo Oberski
Senior Lecturer in Learning and Teaching, Queen Margaret University, UK
Dr Iddo Oberski is Senior Lecturer in Learning and Teaching in the Centre for Academic Practice at Queen Margaret University, Edinburgh, Scotland. His strategic role across the university focuses on enhancing the student experience by facilitating innovative, creative, effective and efficient approaches to teaching and supporting learning. He is joint programme leader of the MSc and e-PgCert in Professional and Higher Education and leads a range of other, topical academic staff development programmes. His current interests are in online teaching and learning, thinking and creativity in teaching, assessment , and contemplative pedagogies and mindfulness. Iddo has published research on a wide range of educational concerns.
An exploration of how new and emerging conceptualisations of the Community of Inquiry Framework have informed the transition of a face-to-face master’s professional programme to the online environment.
Note
All participants should bring an internet-enabled device.
Content
The aim of our workshop is to introduce participants to new conceptualisations of the Community of Inquiry Framework (Garrison 2011, and 2013), broadening and deepening their notions of planning, maintaining and evaluating online learning endeavours, through experiencing an online community.
In this interactive workshop, participants and facilitators build an online community. Moving between online and face-to-face activities, we are exploring together some of the challenges of designing, running, and evaluating an online programme.
We use as evidence our experiences of the development of an online professional programme that has been informed by an alternative approach to learning online through innovative enhancements to the Community of Inquiry Framework. Participants will experience first-hand learning in an online community; this allows them to judge how the enhancements to this well-known framework can help support their learners in their online learning. Throughout this workshop, participants critique materials, templates and activities used by the team of facilitators. Working individually and in groups, participants will explore how they can use these online resources to support them in accelerating the shift online but without compromising the educational experience, so that learners can succeed and prosper.
Agenda
Session 1: Using a new interpretation of the Community of Inquiry Framework to inform the educational experiences of learners online (90 minutes)
One of the most prominent models of online learning is the Community of Inquiry Framework which has at its heart educational experience (Garrison 2011). Participants experience a community online, working through an introduction to this Framework, and our suggested enrichments. This is followed by a face-to-face break out session in which participants explore their conceptualisations of learning online.
Coffee break (30 minutes)
Session 2: Transitioning to online learning (90 minutes)
Learners are often ill-prepared for the transition from the more traditional, didactic face-to-face learning to student-centred online learning. An online induction has been designing and trialled with our learners. As our participants work through our induction to online learning, we use breakout sessions to address some of the well-known issues accompanying online learning.
Lunch (one hour)
Session 3: The role of the tutor in student-centred online learning (90 minutes)
Participants are required to explore their notions and understandings of tutoring online. We call upon our experiences of the tutoring presence, debating how much tutoring presence online learners require, when, and what type of interventions.
Coffee break (30 minutes)
Session 4: The ‘battleground’ of online collaborative group work (90 minutes)
Collaborative, community-based learning is at the heart of a community of inquiry; however, many learners dislike group work, finding it a distraction at best especially when undertaking professional programmes. This final session raises awareness of the potential issues that learners may encounter in working in groups online.
GARRISON, D.R., 2011. E-learning in the 21st century: a framework for research and practice. 2nd ed. New York: Routledge
Target audience
Academics in any discipline, educational developers, learning technologists, researchers, learners
Prerequisite knowledge
Some experience of online learning would be helpful.
Outcomes
By the end of the session, participants will have:
- an introduction and/or refresher of the Community of Inquiry Framework
- applied new and innovative perspectives of the Community of Inquiry Framework to inform their plans for sustainable, online learning education
- experienced working and learning in an online community
- analysed barriers and enablers in relation to learners’ and facilitators’ experiences of online learning
- debated and critiqued materials, and templates supporting:
- transitioning to online learning
- tutoring online
- group work online
- reflected on learning from the session, and addressed how it will change their practice
The participants leaving our workshop will have continuing access to these resources and our emergent online community.
FD2 Full-day Event
Date Wednesday, Dec 2 Time – RoomTegel Price: 160.00 € Status: fully booked
Developing a Personal Learning Infrastructure with Stephen Downes
Workshop leader
Stephen Downes
Research Officer, National Research Council (NRC), Canada
Stephen Downes works for the National Research Council of Canada where he has served as a Senior Researcher, based in Moncton, New Brunswick, since 2001. Affiliated with the Learning and Collaborative Technologies Group, Institute for Information Technology, Downes specializes in the fields of online learning, new media, pedagogy and philosophy.
Downes is perhaps best known for his daily newsletter, OLDaily, which is distributed by web, email and RSS to thousands of subscribers around the world, and as the originator of the Massive Open Online Course (MOOC). He is a popular speaker, appearing at hundreds of events around the world over the last fifteen years. He has published hundreds of articles both online and in print through two decades of research and development into learning networks and related technologies.
Prior to joining the NRC, Downes worked for the University of Alberta as an information architect, and prior to that, as a distance education and new media design specialist for Assiniboine Community College in Brandon, Manitoba. This followed a decade of teaching experience both in person and by distance with Athabasca University, the University of Alberta, and Grande Prairie regional college.
At the University of Alberta he built a learning and research portal for the municipal sector in that province, Munimall, and another for the Engineering and Geology sector, PEGGAsus. He also pioneered the development of learning objects and was one of the first adopters and developers of RSS content syndication in education. Downes introduced the concept of e-learning 2.0 and with George Siemens developed and defined the concept of Connectivism, using the social network approach to deliver open online courses to three thousand participants over two years.
Downes obtained a BA and MA in philosophy from the University of Calgary, specializing in epistemology and the philosophy of science. He also studied at the PhD level at the University of Alberta, completing all but his dissertation. Among numerous volunteer and committee positions while a student, Downes served as editor of the Calgary student newspaper, the Gauntlet, for two terms, and as president of the Graduate Students' Association at the University of Alberta, also for two terms. He served as a member of the Board of Governors, University of Alberta, and with the Athabasca University Governing Council.
After completing high school at Ottawa's School of Continuing Education while working as a concession stand worker and dishwasher, Downes studied computing science for one year at Algonquin College while working as a telephone equipment installer and (later) as a security guard. He worked for a year as a computer operator for Texas Instruments in Calgary, then as a pot washer, 7-Eleven clerk, and development education programmer for the Arusha International Development Centre. Downes has also been a newspaper carrier, waiter at a race track, hot dog vendor, building cleaner and camp counsellor. He was a candidate for mayor in the city of Brandon in 1995.
Downes was born in Montreal, Quebec, in 1959 and has four brothers (all younger). He lives in Moncton, New Brunswick, with his wife Andrea (b. Colorado Springs, Colorado; married 1998) and four cats (Bart, Polly, Lexi and Alex).
Stephen reads a lot of science fiction and books in general. He enjoys movies, television and sports, especially hockey. He enjoys playing darts and NTN Trivia (though since Moncton has no NTN locations, it's a lot harder to play). He is an avid Civilization III player and an enthusiastic photographer.
Read more about Stephen Downes' views on the next era of learning.
Links
http://www.nrc-cnrc.gc.ca/http://www.downes.ca/
Content
This workshop will map the technological infrastructure for a personal learning network. It will describe the major protocols supporting personal learning and describe how third party applications (such as simulation engines or learning management systems) interact with personal learning environments. It will draw on the technology developed by the National Research Council’s ‘Learning and Performance Support Systems’ to create a testbed technology environment.
Agenda
| 10:00 – 10:30 | Introductions / Overview of the Concept of PLEs |
| 10:30 – 11:30 | Why a personal learning environment? (Interactive exercise to identify the underlying value propositions) |
| 11:30 – 12:00 | Break |
| 12:00 – 13:30 | What is a PLE? Elements of a personal learning environment (interactive exercise to define major elements, e.g. resource network, personal learning record, learning assistant, analytics) |
| 13:30 – 14:30 | Lunch |
| 14:30 – 15:00 | Core interaction elements in cloud technologies (APIs, REST.JSON, OAuth, and related core technologies) |
| 15:00 – 15:30 | Underlying common e-learning technologies – overview of xAPI, LTI and other e-learning tools interoperability |
| 15:30 - 16:00 | Break |
| 16:00 – 17:00 | Building the PLE environment: with knowledge of e-learning interoperability technologies, we will ‘moot’ a PLE infrastructure |
Target audience
Web technology developers, commercial e-learning technology providers, learning content providers, learning management specialists
Prerequisite knowledge
General understanding of internet and e-learning technologies (browsers, servers, LMSs, etc.)
Outcomes
We will develop an understanding of the overall architecture of e-learning technology support for a personal learning infrastructure, and will develop a first-draft map of this infrastructure.
FD3 Full-day Event
Date Wednesday, Dec 2 Time – RoomKöpenick I/II Price: 160.00 € Status: places available
From Values to Quality Enhancement: A Hands-on Journey through Technology-enabled Course Design and Delivery
Workshop leaders
Alejandro Armellini
Director, Professor of LT in HE, Institute of Learning and Teaching in Higher Education, University of Northampton, UK
Alejandro (Ale) Armellini is Professor of Learning and Teaching in Higher Education and Director of the Institute of Learning and Teaching in HE, University of Northampton.
Ale’s key role is to lead change in the area of learning and teaching across all schools and services at Northampton. Three aspects of Ale’s work are (1) the development, implementation and evaluation of Northampton’s Learning and Teaching Strategic Plan, (2) the development of a robust framework for continuous professional development for academic staff, and (3) fostering evidence-based, innovative practices in both campus-based and online learning and teaching. Ale’s research focuses on learning innovation, online pedagogy, course design in online environments, institutional capacity building and open practices.
Ale has extensive international teaching and programme development experience across different education sectors and modes of study. Over the years, he has used, researched and refined evidence-based design-for-learning interventions to promote positive change in further and higher education. Teams under his leadership have researched the application of learning technologies in diverse academic settings. His PhD tutees research specific areas in the field of educational technology, pedagogy, openness and innovation. Ale is active in consultancy work globally.
Links
Shirley Bennett
Head of Academic Practice, University of Northampton, UK
Shirley Bennett is Head of Academic Practive at the University of Northampton, leading the institutional CPD Scheme, which is accredited by the Higher Education Academy (HEA) for the award of HEA Fellowships. She is also a member of the team of national HEA Accreditors and a UKPSF Consultant for the HEA. Her research interests lie especially in aspects of professional development for HE Teaching, and most particularly in the field of Peer Review and Online Peer Observation. She previously worked in the University of Hull, where I was Programme Director for the MEd in eLearning, delivered entirely online, and various Senior Advisor roles focusing on Peer Support for Learning & Teaching, Assessment and Feedback and eLearning. She is an HEA Senior Fellow, and has worked abroad both in Sudan, as a VSO volunteer in Shambat College of Agriculture and the University of Khartoum, and in China, in Xian Jiaotong University as a British Council-recruited Professional Developer.
Kate Coulson
Head of the Centre for Achievement & Performance, University of Northampton, UK
Kate leads a team of Academic Practice Tutors at the University of Northampton. This team supports the academic development of all students at the university: undergraduate, postgraduate and beyond. In recent years the teams focus has shifted from purely face to face teaching towards blended delivery. In 2013, the University of Northampton’s first MOOC “Study Skills for Academic Success” was created and delivered by the Centre for Achievement and Performance. Following on from this, Kate has presented widely on the experiences of creating, designing and delivering MOOCs. In 2015, a Postgraduate Study Skills MOOC is being launched.
Kate’s research interests extend to the impact of blended/online learning upon the student experience. She is currently involved in a research project with the University of Newcastle (NSW), the Open University Australia and the Open University to investigate “accessMOOCs”.
Kate is also a Chartered Librarian and a Fellow of the HEA.
Links
Robert Farmer
Learning Designer, University of Northampton, UK
Robert Farmer is a learning designer at the University of Northampton. He is a Fellow of the Higher Education Academy and a Certified Member of the Association for Learning Technology. In 2014, the learning technology team in which he works was awarded the Learning Technology Team of the Year Award by the Association for Learning Technology (ALT). Prior to becoming a learning designer he worked as a learning technologist, and before this he taught for ten years, teaching at levels three, four and five, and leading courses in philosophy, critical thinking and digital film-making. He has had work published in journals and books, has presented at various national and international conferences, and has had work screened on Channel 4 and at film festivals and conferences.
Robert is interested in many aspects of learning and teaching and the ways that technology and good pedagogic design can enhance learning. His current areas of interest, activity and research include designing and creating MOOCs, designing and developing blended learning courses, mobile friendly design, active learning, the flipped classroom, patchwork text assessment, e-portfolios, collaborative learning and communities of learning, critical/engaged pedagogy, Socratic method and the importance of dialogue and discussion in education. He works with and supports a number of educational technologies on a regular basis, including Blackboard, Turnitin, Panopto, Kaltura, Edublogs (WordPress), PebblePad, and Xerte. In addition to this he has a good knowledge of film-making, sound recording and photography.
Links
http://www.northampton.ac.uk/directorie…
Note
Participants will require personal internet-enabled laptops
Content
This highly practical, full-day workshop attracts academic and support staff in a variety of roles in further and higher education. The focus of the session is on strategies that enable positive change in moving towards design and delivery of blended learning courses in a UK university. Most of the session is hands-on, so you should expect to do quite a bit of work and interact with colleagues and facilitators throughout the day.
The workshop is divided into four parts. The first part invites participants to engage in practical appreciative enquiry activities exploring values in teaching in tertiary education, and conceptions of the role of technology. It consists of three elements through which you (a) explore the value set that underpins your learning and teaching practice and the implications for a move to blended learning, (b) compare the contribution you see technology as playing in what you and your learners do, and (c) consider related staff development needs. To further explore the implications of such factors for successful change processes, we will share and discuss responses drawn from interventions at Northampton.
The second part invites you, following a brief, to draft a storyboard for a specific campus-based course that is to be re-designed for delivery in blended learning mode. To encourage you to produce an exciting, student-centred storyboard, we will draw on previous research and examples of current practice at Northampton and elsewhere. Ideas for developing effective storyboards will be presented and shared.
In the third part you will be invited to participate in a series of structured online peer observation activities. You will have the opportunity to undertake observation of practice on online courses designed on the principles explored in parts 1 and 2. The observation will be based around participant development interests and will revolve around teacher and learner activity online. Your own experience will be compared with those of participants in previous online peer observation of these courses. You will need an internet-enabled laptop for this component.
The final section of the workshop offers participants an opportunity for consolidation and reflection on the lessons learned. It brings together the first three by synthesising, “warts and all”, the process of implementing these changes at Northampton, where quality enhancement and a shift to blended learning are of critical strategic importance in the context of the development of a brand new campus, opening in 2018.
Workshop Objectives
To illustrate and critique practical strategies of a change process designed to promote positive staff engagement in the necessary move to blended learning.
To explore strategies fostering a positive, evidence-based attitude towards blended learning, capacity building and the redesign process that an institutional shift of this nature entails.
To offer a practical taster of storyboarding as a means to conceptualising effective course redesign.
To engage participants in using tools facilitating development through a participant-centred approach to online peer-to-peer observation.
To conduct and reflect on peer observation of online teaching and student support as a lever for effective institutional capacity building and quality enhancement.
Agenda
| 09.00 – 09.15 | Introduction to the Day and outline of activities |
| 09.15 – 10.45 | Practical appreciative enquiry activities exploring values in teaching in tertiary education, conceptions of the role of technology, staff development needs & implications for successful change processes. |
| 10.45 – 11.00 | Tea Break |
| 11.00 – 13.00 | Practical activity drafting a storyboard for re-designing a campus-based course for delivery in blended learning mode. |
| 13.00 – 14.00 | Lunch |
| 14.00 – 15.45 | Structured online peer observation activities |
| 15.45 – 16.00 | Tea Break |
| 16:00 – 16:20 | Discussion of learning gained & comparison with research findings. |
| 16.20 – 17.00 | Concluding reflection on mechanisms to generate positive change. |
Target audience
Academics, academic developers, learning designers, learning technologists, teaching and learning support staff.
Prerequisite knowledge
Experience and understanding of learning and teaching in the Higher Education sector and of the challenges and opportunities presented for teachers and learning in classroom, blended and online modes of delivery.
Outcomes
By the end of the workshop, participants will have
- Considered drivers and barriers for change towards blended learning in their institutions.
- Reflected on what they value in their teaching and compared perspectives on the contribution of technology.
- Developed sample storyboards with direct application to their practice.
- Undertaken real, focused online peer observation tasks.
- Reflected on course redesign strategies and peer observation as mechanisms to generate positive change.
- Gained access to all tools and materials used in the workshop as open educational resources (OERs) under a Creative Commons licence.
FD4 Full-day Event
Date Wednesday, Dec 2 Time – RoomKöpenick III Price: free of charge Status: fully booked
Open Badges for Individuals and Organisations. An Interactive Case Study
Workshop leader
Ilona Buchem
Visiting Professor of Digital Media & Diversity, Beuth Hochschule für Technik Berlin, Germany
Ilona Buchem (PhD) is Professor for Media and Communication at Beuth University of Applied Sciences in Berlin. She graduated with a Master’s degree in Applied Linguistics at the University of Warsaw (Poland), Concordia University (WI, USA) and University Duisburg-Essen (Germany). She studied Educational Sciences at Humboldt University in Berlin and obtained her PhD degree in Business Education in 2009. Her research and teaching focus on the intersections of digital media and society, with special focus on emerging technologies such as social, mobile, wearable and smart technologies. Her research interests include Digital Collaboration, Digital Diversity, Digital Learning and Digital Leadership. Ilona Buchem has led a number of R&D projects dedicated to emerging digital media for learning and digital strategies in organisations. She is the Chair of the Special Interest Group on Wearable Technology Enhanced Learning at the European Association of Technology Enhanced Learning (EATEL), the founder of the Europortfolio German Chapter and a member of several organisations related to distance education and technology-enhanced learning, including the Association of Media in Science (GMW) and the European Distance Education Network (EDEN). She has initiated and has been actively involved in a number of national and international projects both as a project coordinator and a researcher, including Mediencommunity 2.0, iCollaborate, Networked Identities, Future Social Learning Networks (FSLN), Credit Points (BMBF, BMAS, BA), BeuthBonus (BMBF, BMAS, BA, ESF), fMOOC (BMBF), Digital Future (Stifterverband) and Open Badge Network (Erasmus+).
Links
http://www.beuth-hochschule.de/impressum
Speaker
Michal Nowakowski
Institute of Sustainible Technologies - National Research Institute, Poland
Michał Nowakowski (MA) is a researcher assistant at the Department of Vocational Education Research of The Institute for Sustainable Technologies – National Research Institute. He graduated with a Masters degree in Law at the University of Wrocław (Poland) and La Coruna Universyty (Spain).
He specializes in vocational education and training, professional qualification standards, European Qualification Framework, project management (PRINCE2, Practitioner Certificate), mechanisms and structures of technology transfer. His research interests include the development of professional qualification standards, recognition of qualifications, validation of professional competences, development of modular curricula.
He has been involved in a number of national and international projects, including the system project of the Polish Ministry of Labour and Social Affairs: Development of the standards of vocational competences required by employers: 2012-2013, Strategic Programme Innovative Systems of Technical Support for Sustainable Development of Economy:2011-2013, Mapping of competencies as a new tool in knowledge management in a company: 2008-2010, Badge Europe: 2014-2017. Author or co-author monographs and scientific articles, studies and analysis.
Links
http://www.itee.radom.pl/lang/index.php
Content
This interactive session will focus on Open Badges for individuals and organisations as part of the European project “Badge Europe”, the strategic partnership founded under the Erasmus+ program.
The key aims of the workshop are to:
- introduce Badge Europe initiative by showing the guiding values, aims and output it addresses i.e.: enhancing employment opportunities, enabling wide recognition of on-demand workplace skills, creating the conditions for the recognition of formal and informal learning achievements, familiarise the participants with the Open Badge concept based on a new technological standard of describing and documenting skills and achievements,
- present real life examples of Open Badges including existing and possible applications with a focus on the use case of effective team building in an organisation,
- provide practical insights into the design and practical use of Open Badges from the perspective of individuals and organisations through an interactive, task-based workshop.
Open Badges appear to be a great and flexible tool for employees to capture skills and achievements. At the same time, they can be valuable for organisations. The main focus of the workshop is to demonstrate a use case of Open Badges for team-building to promote effective leadership. Workshop participants will be presented with a case study about a project that an organisation needs to accomplish. Participants will take the role of employees, who want to be selected for a project, and the role of HR leaders, who have to select best staff.
- In the first step, a group of participants will design a badge scheme which maps out competencies, behaviours and values required for a project/organisation as a whole, also exploring how badges can help create a positive working culture, as well as identify people with the right skills for a project. The group discusses the value of badges for both the organisation and the individual to ensure these are both aligned.
- In the second step, participants will create badges using Open Badge Factory and then explore the practical process of earning badges. Participants identify possible skills gaps from the HR perspective.
- In the third step, badges created by participants will be transferred to Open Badge Passport to create a competence map. This will show how social interaction in a community of badge earners and customers can grow the “organic” value of badges. The competence map will enhance visibility of the organisational HR potential and allow leaders to assess skills and skill gaps.
- In the final step, participants will discuss benefits and challenges of Open Badges both from the perspective of individuals and organisations. This reflection part offers a chance to explore whether the value proposition of badges as discussed earlier has been delivered. The results are used as inputs for discussion papers in Badge Europe project.
Agenda
| 09.00 – 10.30 | Introduction of participants and the workshop |
| 10.30 – 11.00 | Introduction of Open Badges and the Badge Europe project |
| 11.00 – 11.30 | Examples from practice – using Open Badges in education and beyond |
| 11.30 – 12.00 | Introduction to the workshop aims and steps |
| 12.00 – 13.00 | Lunch break |
| 13.00 – 14.00 | Workshop step 1 – defining competencies |
| 14.00 – 15.00 | Workshop step 2 – designing digital badges |
| 14.30 – 15.00 | Workshop step 3 – developing a competence map |
| 15.00 – 15.30 | Coffee break |
| 15.30 – 16.30 | Discussion on the value of open badges for individuals and organizations |
Target audience
educational experts, teachers, researchers, learners, students, software developers, HR specialists
Prerequisite knowledge
none
Outcomes
- insights into the design and practice of open badges based on case studies from real life
- hands-on experience in using tools and services to design and issue open badges
- issues about the value of open badges to inform the outputs of the Badge Europe project
- a network of persons and organisations interested connected to the Badge Europe project
- building international links to the Open Badges Community
FD5 Full-day Event
Date Wednesday, Dec 2 Time – RoomSchöneberg I/II/III Price: free of charge Status: places available
Speexx Exchange
Workshop leaders
Laura Overton
Managing Director, Towards Maturity, UK
Laura Overton is the founder and CEO of Towards Maturity – a not for profit benchmark practice that provides independent research to help organisations deliver improved performance through learning innovation. Her work is based on 30 years of practical experience in implementing innovative learning strategies for business advantage and is backed by her independent research with 5000+ Learning leaders and 25,000 workers.
Laura is an Academic Fellow of the CIPD and a fellow of the Learning and Performance Institute. She is on the steering board of Online Educa Berlin, and the L&D advisory board of the CIPD. In February 2010, she was the first woman to be awarded the LPI’s prestigious Colin Corder Award for services to training and was the recipient of the inaugural elearning age Special Achievement award at the 2012 elearning awards. In 2016 she was voted number 1 in the Top Ten’ most influential people in the corporate e-learning in the UK (a position held since 2014) and was also voted 2nd most influential in Europe and 3rd in the Globe.
Links
http://www.towardsmaturity.orghttp://www.e-skills.com
Armin Hopp
Founder and President of Speexx, Speexx, Germany
Armin Hopp is founder and president of dp (digital publishing AG), the global provider of the world’s leading online language training resource Speexx. His academic background is in Linguistics and English literature. Mr. Hopp is a regular speaker at conferences and seminars. He has been bestowed with the National German Award for Further Education and is member of the steering committee to the HR Expo Professional Learning Europe Conference, LEARNTEC, ELIG (European Learning Interest Group), and ambassador for Towards Maturity.
Links
http://www.clt-net.comhttp://www.digitalpublishing.de
Peter Fox
Global Head of the Online Academy, Credit Suisse, UK
Global Head of the Online Academy
After starting his career with an Australian e-learning design agency, Peter moved to London to work as a Project Manager for a leading European digital learning & communication company. He joined Credit Suisse in 2010, where he now leads the global Online Academy. In this role, he is responsible for all technology-based learning initiatives and partners with external vendors to ensure training for 46,000+ employees of Credit Suisse.
Yves Boudib
Senior L&D Manager, LG Electronics, France
Senior L&D Manager
A seasoned HR Learning and Development CoE with extensive expertise in leadership, Yves focusses on high potential development, performance management and change management. He is a resourceful HR partner in talent management, organizational development, assessments and regional talent acquisition. At LG Electronics, Yves leads the European Learning & Development Center of Expertise to provide L&D solutions that are aligned with business priorities.
Victoria Bethlehem
SVP Global Talent Management, Adecco, Switzerland
SVP Global Talent Management
Over the past 15 years, Victoria has held senior management roles within the Human Resources field, as HR Director for Australasia and SVP Global Talent Management at Adecco. Her talents lie in the areas of HR strategy & operations, learning & development, talent identification, development & promotion and change management. She has led global HR transformation programs involving both system and process design, delivered across a multi-cultural environment.
Sina Bader
Learning & Development Manager, Linde MH, Germany
Learning & Development Manager
For over four years, Sina has been involved in Linde's HR and organisational development, where she successfully develops and implements a new competency model for employees. This model has helped to build a standardized selection process for the entire company. Before joining Linde, Sina was in charge of introducing a company-wide e-learning portal for EDEKA, as well as managing assessment centers and talent analytics.
Nicole Smit
Head of HR, European Climate Foundation, Belgium
Head of HR
Nicole joined the European Climate Foundation in 2009 with the organisation of the office as her first big challenge. From 2009 to 2012 she managed the Brussels European Climate Foundation office on top of Human Resources Management for the Foundation’s network of European offices. Since February 2012, Nicole has been focusing completely on Human Resources Management due to the growth of both the Brussels office and the organization's overall network.
Filip Moriau
Founder and Managing Director, AGILON, Germany
Founder and Managing Director
For 20 years, Filip has been in Managerial & Executive HR roles in industry and consulting positions for global companies. His main focus areas are leadership and building the company of the future. Filip’s aim is to change the way we manage people by combining innovative learning methods and re-engineering people management. As a business-driven HR and Legal professional, he works with global players and knows what drives the managers of today and tomorrow.
Note
Registration for this event is subject to approval by event organisers.
Content
Reality check – the state of the e-learning industry
Agenda
| 09:30 | Breakfast and registration |
| 10:00 | Welcome |
| 10:15 | Modernizing learning - how to get the edge in business – Laura Overton (Managing Director of Towards Maturity) |
| 10:45 | Presentation 2 |
| 11:15 | Coffee and Networking |
| 11:30 | Presentation 3 & 4 |
| 12:30 | Lunch and Networking |
| 13:30 | Reality Check - Speexx Exchange 2015 Live Survey |
| 13:45 | Presentation 5 & 6 |
| 14:45 | Coffee and Networking |
| 15:00 | Reality Check - Speexx Exchange 2015 Live Survey |
| 15:30 | World Café and Crowdsourcing activity |
| 16:30 | Refreshments and networking |
| 17:00 | End |
Target audience
HR, L&D and talent management professionals of all sectors
Prerequisite knowledge
Basic knowledge of current talent management trends and innovation would be an advantage
Outcomes
Network with senior HR and L&D peers from all over the world and a range of industry backgrounds. Gain a deep understanding of what the most successful organisations our there are doing in terms of their HR, learning and talent management strategies. Get practical ideas and best practice tips which can be implemented in the workplace right away. Witness exclusive research results and case studies which will help you drive performance in your organisation.
Watch the trailer of the Speexx Exchange 2014 here.
M1 Morning Event
Date Wednesday, Dec 2 Time – RoomCharlottenburg I Price: 90.00 € Status: fully booked
Make Your Own MOOC! A Hands-on Learning Design Workshop
Workshop leaders
Yishay Mor
Educational Design Scientist, MOOCs & Co., Spain
Links
Steven Warburton
Head of Department, University of Surrey, UK
Professor Steven Warburton is the Head of Department of Technology Enhanced Learning (TEL) at the University of Surrey and programme leader for MA in Higher Education TEL pathway. He is also a Fellow of the Centre for Distance Education within the University of London International Programmes where he leads work within the research strategy group. He has led and cooperated on a range of national and European projects that have included developing a methodology for abstracting design patterns through sharing expert practice, learning and teaching in virtual worlds, and digital identity and social media. Recently he has been working on building design patterns for MOOCs, digital fluency, mobile learning, and attribution theory.
Links
http://www.surrey.ac.uk/tel/people/stev…http://warburton.typepad.com/
Speaker
Davinia Hernández-Leo
Associate Professor, Universitat Pompeu Fabra, Spain
Davinia Hernández-Leo is currently professor at the Information and Communitations Technologies Department of Universitat Pompeu Fabra, the coordinator of the Educational Technologies research line of the Interactive Technologies Group (GTI), Vice-Principal of the UPF Polytechnic School and the Director of its Unit for Teaching Quality and Innovation. Davinia was previously (2003-2007) a member of the (GSIC/EMIC group) multidisciplinary group at the University of Valladolid, Spain, where she received the M.S. and the Ph.D. degrees (European mention, several awards) in 2003 and 2007, respectively. She was been also visiting scholar at the Open University of the Netherlands (2006) and Virginia Tech (2012). Davinia has been honoured with several awards, such as the 2006-2007 European CSCL Award for Excellence in the field of CSCL Technology, Best Paper Award Computer Assisted Assessment Conference 2010, Best Paper Award of the International Conference In Advanced Learning Technologies 2004, ITWorldEdu2011. She has authored over 90 journal articles, book chapters and conference papers. Her research interests are framed in the interdisciplinary intersection of Telematics Applications, Human-Computer Interaction and Education; with an emphasis on Computer-Supported Collaborative Learning, ICT-mediated orchestration of activities in physical spaces, modelling techniques and (co-)design processes, specifications and standars, distributed telematics applications for integrated learning flows.
Links
http://daviniahl.wordpress.com/about-me/
Content
Is your company, organisation or institution about to venture into the world of online education? Are you planning to produce a MOOC, an online, blended or hybrid course? Or perhaps, you have already made the leap into the online world, but feel you can improve your practices and make more effective use of technology? This hands-on design workshop will give you the tools you need.
In this workshop you will learn how to:
- Identify your learners’ needs, assets and constraints
- Articulate the aims and objectives of the course for you and for your learners
- Consider the appropriate pedagogical approaches, the effective educational practices, and the suitable technologies to support them – for achieving the aims you defined in the situation you described
- Storyboard high-level design for your course, along with models of activity flows and specific exemplar activities.
- Develop tools and methods for evaluating the success of your learning innovation.
At the end of the day, you will take home a set of draft designs, which you can develop further to produce an effective learning innovation, and a toolkit for designing more innovations.
The workshop is offered by MOOCs & Co. (moocsandco.com/), Europe’s premier e-learning design agency. It will be facilitated by Dr. Yishay Mor, MOOCs & Co.’s educational design scientist, Professor Steven Warburton, head of Technology Enhanced Learning at the University of Surrey, and Professor Davinia Hernández-Leo, Vice-Principal of the UPF Engineering School and the Director of its Unit for Teaching Quality and Innovation. It draws on Professor Warburton’s and Dr Mor’s findings from the University of London’s MOOC design patterns project (www.moocdesign.cde.london.ac.uk), and utilises the Integrated Learning Design Environment (ILDE) developed by Professor Hernández-Leo.
“The workshop fulfilled all my expectations. I met other learning designers, and I have played with MOOC design. That is what I wanted! I have become aware of tools that I can use for engaging the learning community, and I have learned about different scenarios in which to use them.” – Participant in our eMOOCs 2015 design workshop.
Agenda
| 09:00 | Introduction (10 minutes) |
| 09:10 | Personas and Transition Matrices (40 minutes) |
| 09:50 | Forces and challenges (20 minutes) |
| 10:10 | Discussion (20 minutes) |
| 10:30 | Coffee break (15 minutes) |
| 10:45 | Design patterns and mini-scenarios (45 minutes) |
| 11:30 | Storyboards (45 minutes) |
| 12:15 | Presentations (30 minutes) |
| 12:45 | Discussion (15 minutes) |
Target audience
Learning / training managers; Innovation officers; Lecturers and educational managers; Learning Designers; Educational entrepreneurs
Prerequisite knowledge
None
Outcomes
Participants will develop their insights into the challenges and potentials of MOOCs, and online education in general. They will acquire an understanding of the learning experience design approach, which will allow them to develop effective learning innovations suited for their audience and their objectives. At the end of the workshop, participants will take home a set of draft designs, which they can develop further to produce their learning innovation, and a toolkit for designing future innovations.
M2 Morning Event
Date Wednesday, Dec 2 Time – RoomCharlottenburg II Price: free of charge Status: places available
Knowledge Exchange on Technology for Education
Workshop leaders
Christien Bok
Programme Manager, SURFfoundation, The Netherlands
Christien Bok, Program manager Technology Enhanced Learning, SURFnet
Boosting the quality of higher education and research requires an advanced, reliable and interconnected ICT infrastructure. In the Netherlands SURFnet supports, innovates, develops and operates this infrastructure, which consists of both network and collaborative components. As program manager Technology Enhanced Learning, Christien’s field of interest and work is to support cooperation between institutions of higher education in the area of IT innovation for improving study success and the quality of education, stimulate experiments, sharing of knowledge and developing a portfolio of services for HE institutions. She has a strong interest in Open Education, Blended Learning, Learning Analytics, Testing and Assessments, Learning Environments and Governance for successful innovations.
Links
Richard French
International Coordinator, Jisc, UK
Richard French, International coordinator, Jisc
Richard helps to coordinate international activities across Jisc's portfolio and manage engagement with its key international partners and contacts. He has a background in media and international education project management in the not-for-profit sector.
Sarah Davies
Head of Change Implementation Support, Jisc, UK
Sarah Davies, Head of change implementation support - education/student, Jisc
Sarah leads on Jisc’s research and development work to enhance the digital student experience. She has managed significant change and research and development programmes in a number of areas, including digital literacies, learning environments, and regional partnerships for learning. She has also working in a consultancy role with universities and colleges to offer tailored support to help them meet their strategic aims with technology-supported learning. Her background is in technology-enhanced learning in higher education.
Links
http://www.jisc.ac.uk/https://www.jisc…
Paul Bailey
Senior Co-design Manager, Jisc, UK
Paul Bailey, Senior co-design manager, Jisc
Paul is a Senior co-design manager at Jisc with over 20 years’ experience working in education and technology. He is an expert in learning technology and organisational change within universities and colleges. Over the past 3 years he has led a student entrepreneurship project called the Summer of Student Innovation that works with student ideas to address challenges in education. As part of the Co-design approach to research and development in Jisc he is also leading a two year project to deliver of a national learning analytics service for the UK.
Links
http://www.jisc.ac.ukhttps://www.jisc.a…
Note
As places are limited and the focus lies on regional collaboration, please apply for your participation by sending an email to @email with a short message about:
1) The areas you would like to collaborate on related to the agenda and
2) A description of the European organisation you are affiliated with
Suggested areas for collaboration may include
- Learning analytics and business intelligence
- Electronic Assessment management and assessment feedback
- Digital Literacies
- Blended and online learning
- Open Education
- Personalised and flexible learning environments
- Joining up learner information
- Student innovation approaches
- Institutional innovation approaches
- Employer engagement
You will receive a confirmation of your registration after review.
Content
The purpose is to hold an explorative event to identify organizations working on similar challenges around technology for education at a national or regional level that are eager and eligible to exchange information and are willing to work on potential collaborations and developed shared user solutions.
The workshop is being run in collaboration between SURF and Jisc.
SURF is the collaborative ICT organisation for Dutch higher education and research. SURF offers students, lecturers and scientists in the Netherlands access to the best possible internet and ICT facilities.
Jisc offers digital services and solutions for UK education and research. The charity does this to achieve its vision for the UK to be the most digitally advanced education and research nation in the world.
Agenda
Pre-activity:
Participants will be invited to provide an overview of existing activities around key technology for education areas they are working on and willing to collaborate and share. These will be used to identify 8-12 challenge areas that can be worked on within the workshop.
Programme:
| 15 mins | Introduction and overview of the day |
| 60 mins | Round 1: Participants select areas to work in groups on 4-6 challenge areas to identify opportunities for collaboration and sharing or developing shared user solutions. Groups feedback. |
| 30 mins | Coffee break |
| 60 mins | Round 2: Participants select areas to work in groups on 4-6 challenge areas to identify opportunities for collaboration and sharing or developing shared user solutions. Groups feedback. |
| 15 Mins | Plenary and next steps |
Post-activity:
A report on the challenges areas and the potential solutions will be shared with all participants.
Target audience
National or federal organisations, institutions or research groups based in Europe working in education technology areas, or other interested parties who are willing to collaborate and share.
Prerequisite knowledge
- Challenge areas in Technology for education
- An ambition to collaborate and share knowledge
Outcomes
- To identify national and regional partners who could work together to mutual benefit
- To identify areas of activity and approaches to collaborate, share and develop shared solutions to key challenges in Technology for Education.
- To work together on roadmap to facilitate efficiency gain (re-use/shared use of tools; standardisation/interoperability etc)
M3 Morning Event
Date Wednesday, Dec 2 Time – RoomTiergarten I Price: free of charge Status: fully booked
Beyond Digital Storytelling: DIY Creation of Interactive Exhibits as Educational Tool
Workshop leaders
Dick van Dijk
Creative Director, Waag Society, The Netherlands
Dick van Dijk is Creative Director at Waag Society. Part of his role at Waag Society is creating interactive concepts, strategizing design research and user involvement, and monitoring the development of the actual ‘thing’. He is mostly interested in the crossover between virtual and physical interactions, in creating a narrative space, a place for imagination.
As concept developer he has worked on projects as diverse as the MuseumApp, the Storyville storytelling apps, Scottie and Operation Sigismund. He has spoken and lectured on (location based) storytelling, interaction design, playful learning and co-creation. Dick is co-author of several publications like 'Users as Designers' and 'Waarde van Verbondenheid' (Dutch), on social connectedness. He is co-author of the book 'Connect, Design for an Emphatic Society' of age-driven design.
Dick has a background in Business Economics and History of Art and is currently extending his creative skills in the context of an Arts Academy. Dick is part of the Fontys Media Lectorate/Fontys FutureMediaLab.
Links
Speaker
Thomas Kubitza
Universität Stuttgart, Germany
Thomas Kubitza is a researcher and PhD candidate in the Human Computer Interaction Group lead by Albrecht Schmidt at the University of Stuttgart in Germany. Thomas holds a Master in Computer Science from the University of Duisburg-Essen. His professional interests lie in the area of Human Computer Interaction and Ubiquitous Computing. Specifically he is interested in Smart Environments, their creation and programming. Many of Thomas’ projects involve the creation of advanced hardware and software prototypes. Within the meSch FP7 EU project he leads the development of a software and hardware platform that allows designers and curators to easily create interactive installations. In 2014 Thomas has worked for Microsoft Research Cambridge where he was part of the Sensors and Devices Group which is currently involved in the creation of the BBC micro:bit.
Content
This Event provides a new means for storytelling/story creation by incorporating material components and physical interaction. You will have the chance to experience a new approach in relation to maker-education (where the end product and the creation process become an integral part of the learning experience). Join for know-how about DIY tools and grow your network of like-minded educators.
Storytelling is an important communication skill, we tell stories all the time. Interactive technology can foster new ways of storytelling and of multimedia story CREATION. The EU funded meSch project has delivered an Authoring Tool for cultural heritage professionals, which helps them in creating interactive exhibits in an easy-non-technical way. Within meSch, several prototypes of interactive exhibits have been developed and optimised for uptake by the cultural heritage domain.
But the authoring tool has great educational value outside the cultural heritage domain as well. By empowering pupils with the Authoring Tool, they can create their own interactive, smart and tangible exhibitions, of ‘things’ that are important to them. Using the tool will allow them to explore strategies to create meaningful participatory story experiences, combining elements from ludology, narratology and game design, and explore the affordances of different novel (technological) tools, such as (proximity) sensors, near field communication, and wearables.
The Authoring Tool now supports cultural heritage professionals (CHPs) in selecting the content and organising it into narrative templates or “cooking recipes” and assists the design process. The same approach would be valuable as a learning tool.
Using the Authoring Tool surpasses the common definition of “Digital storytelling” as it bridges the physical and digital (user) experiences. The meSch project takes the stance that materiality complements and completes cognition and therefore a personally meaningful and sensory rich experience with stories, objects and places can greatly improve both the user’s experience of a topic and their appreciation of the author’s (cultural) values.
Agenda
1) introduction - 15 min
2) demo - 30 min
3) plenary discussion - 15 min
4) mapping current landscape - 15 min
coffee break – 15 min
5) paper prototyping - 45 min
6) presentation of outcomes - 30 min
7) conclusion - 15 min
Target audience
Anyone with an interest in bringing smart objects for story telling in an educational setting
Prerequisite knowledge
none
Outcomes
- Knowledge of the meSch authoring tool
- Knowledge of co-creation and paper-prototyping for interactive storytelling
- Ideas for interactive and physical storytelling
- Ideas on how to set up knowledge creation by experience, instead of passive knowledge transfer
A1 Afternoon Event
Date Wednesday, Dec 2 Time – RoomTiergarten II/III Price: free of charge Status: fully booked
Beyond SMART: Reconsider the Concept of Quality in Times of Collaboration and Simulation in New Media Learning
Workshop leaders
Volker Lichtenthäler
Senior Consultant Global Knowledge Sharing and Learning, GIZ, Germany
He has been delivering training throughout the world, including 5 years as a lecturer in Business-German at Dublin City University in Ireland and several months in Mexico and Brazil. He has been designing, developing and delivering courses in various subjects for a diverse mix of cultures and communities, recently also in various African countries. He has also worked for 3 years as an Instructional Designer for Web Based Trainings at the Forschungsinstitut Berufliche Bildung gGmbh (Vocational Training Research Department) Nuremberg. He is now responsible for the Global Campus 21 E-Academy and the new M-Learning portal for Management Skills of the GIZ in Bonn.
In 1999 he was awarded the European Label for Innovation in Language Teaching and Learning by the Linguistics Institute of Ireland.
Links
Alessia Messuti
Learning Innovation Specialist, International Training Centre of the ILO (ITCILO), Italy
Alessia Messuti has a background in communication with a special focus on the use of new media for social inclusion and local development. Since 2009 she is working as a training specialist in both private and development sector, where she has gained experience in instructional design and quality assurance for e-Learning, facilitation of on-line and face-to-face training, educational research and web 2.0 for learning and social interaction. Fascinated by the idea that distance education and the use of new technology increases access to learning and promotes life-long learning, she keeps exploring new pedagogical approaches for adult learning.
Since 2013 Alessia has been working for the International Training Centre of the International Labour Organisation (ITC-ILO) on mobile learning for development projects.
Links
Erick Gankam Tambo
Associate Academic Officer, United Nations University Institute for Environment and Human Security (UNU-EHS), Germany
Erick Tambo is originally from Cameroon. He graduated at the Technical University of Dortmund in computer science with a focus on electrical engineering and holds a PhD in computer science from the FernUniversität in Hagen (Distance Learning University).
He is associate academic officer at the United Nation University in Bonn at the institute for Environment and Human Security (UNU-EHS). He is in charge of the conceptualization, organization and management of e-learning activities at UNU-EHS. Erick leads and coordinates UNU-EHS contributions to support the development of the Pan African University of the African Union in Algeria.
Prior to joining UNU-EHS, Erick Tambo led the working group on Information and Communication Technologies for development (ICT4D) at the chair of cooperative systems at the FernUniveesität in Hagen. The working group designed and developed socio-technical systems to support the development processes of southern countries with a special focus on sub Saharan African countries.
He has a broad expertise in educational technologies and computer supported teaching/learning systems for developing countries, socio-technical systems to support the North-South knowledge transfer, collaborative working processes between Africa and its Diaspora, endogenous/appropriated technologies and local innovation.
Links
http://www.ehs.unu.eduhttp://www.vie.unu.edu/
Content
The Open ECB Check initiative has been providing a quality improvement scheme for E-Learning programmes for almost 6 year. Many international organisations were supported in measuring how successful their e-learning programmes are and introduced continuous improvement though peer collaboration and bench learning. ECBCheck forms a participative quality environment which allows its members to benefit in a variety of ways by having access to tools and guidelines for their own practice on the one hand, and being able to join a well-established yet vibrant Community of Practice on the other hand.
It is now time to find new ways to consider the latest technological developments in the field of new learning within this initiative. In this ½ day-workshop participant will examine closely the criteria, peer-reviewing process and the business model. New partners are to be found and new ideas will arise.
Target audience
- E-learning experts & institutions with focus on e-learning for capacity development;
- institutions & experts interested in quality assurance in e-learning
Prerequisite knowledge
Basic understanding of e-learning in general and organizational development in education
Outcomes
New partnerships are won!
Institutions, organizations and individuals will partner and contribute with the project.
A2 Afternoon Event
Date Wednesday, Dec 2 Time – RoomCharlottenburg I Price: 90.00 € Status: fully booked
Higher Education Learning – Ensuring Success for All
Workshop leader
Craig Weiss
Founder and CEO, E-Learning 24/7, USA
Craig Weiss is an e-learning expert, blogger, analyst and speaker. He is the founder and CEO of E-Learning 24/7, which provides LMS consulting services to buyers and advisory and analyst services to e-learning vendors.
In 2015, he was named the most influential person in the world for e-learning.
Craig writes the E-Learning 24/7 blog, which is read every week in 154 countries, territories and colonial territories.
Since he launched the blog in late 2009, his forecasts and projections on e-learning have been over 90% accurate.
Additionally, Craig launched a think tank for corporate online learning in May 2015. It is the first of its kind in the industry.
He speaks around the world, with recent presentations in the United States, Saudi Arabia and Australia.
Craig holds a Master of Science degree in Mass Communications from Oklahoma State University and a Bachelor of Arts degree in Journalism from the University of Rhode Island.
He resides in Los Angeles, CA.
Links
Content
There is a pre-assumption that creating a higher education online learning approach is going to work right from the start. Too many people look at what others are doing and apply it to their own strategy. Following that methodology failure is guaranteed.
In this workshop, you will learn what really works and what doesn’t in higher education e-learning. Each participant will walk away with truly their own strategy incorporating various options to deliver real time student results.
Agenda
1. Understanding why higher education online learning is not delivering universal success
2. Incorporation of mobile and social – but what works and is not working, and change it so it will
3. 10 minute break at top of hour
4. Pros and Cons of MOOCs – are they really best for your students?
5. Combining on-site with off-site (e-learning), deliver results
6. 10 minute break at top of hour
7. Creating your own higher education strategy (hands-on with participants)
8. Session ends
Target audience
Higher education faculty, administrators, etc.
Prerequisite knowledge
None
Outcomes
- Identify three methods you can use to boost your e-learning success
- Understand the pros and cons of online learning strategy
- Learn what works in higher education for your students, and what doesn’t
A3 Afternoon Event
Date Wednesday, Dec 2 Time – RoomCharlottenburg II Price: 90.00 € Status: fully booked
More than Blended Learning: Designing Learning Interventions for Adult Learners
Workshop leader
Clive Shepherd
Partner, Partner, The More Than Blended Company, UK
Clive is a learning and development consultant, with a long-standing fascination for the applications of media and technology to learning at work. In a career spanning more than 35 years, Clive has headed up a corporate training function, co-founded a leading multimedia development business and operated as an independent consultant operating worldwide. In recent years, Clive has devoted his attention to design of next generation workplace learning solutions. He is a regular speaker at international conferences, has been recognised with two lifetime achievement awards, has written five books and more than 200 articles, and nearly 1000 posts to his blog, Clive on Learning. For four years he was Chair of the eLearning Network. His most recent book, More Than Blended Learning, was launched in January 2015. He now provides his consulting services through The More Than Blended Learning Company
Links
http://www.fastrak-consulting.co.uk
Content
Blended learning is right now the strategy of choice for most major employers and for many educational institutions, whether or not they describe their approach as ‘blended learning’. The blended learning of today is broad in scope, extending well beyond formal courses to include all sorts of online business communications, from webinars to videos, as well as social and collaborative learning, the use of performance support materials and providing opportunities for accelerated on-job learning.
Employers recognise that learning at work takes place continuously, whether or not it is formally planned. They understand that courses are not enough to change behaviour and increase performance. As a result, they increasingly expect more far-reaching solutions that go well beyond the presentation of information and half-hearted attempts at providing opportunities for practice. They want learning solutions that deliver and that places fresh demands on the designers of those solutions.
This workshop provides you with an opportunity to explore a new approach to the design of learning interventions that goes well beyond conventional views on blended learning. This approach stresses the need for end-to-end solutions that blur the boundaries between formal and informal learning.
Agenda
- Defining blended learning
- Determining the underlying need
- Analysing the situation in terms of the Learning, the Learners and the Logistics (the three Ls)
- Structuring blended solutions using the Preparation, Input, Application, Follow-up model (PIAF)
- Selecting methods to maximise effectiveness
- Selecting media to maximise efficiencies (cost, time, accessibility, scalability, flexibility)
Target audience
The workshop is aimed at anyone who designs learning interventions for adults and who wants to deliver greater value to the organisations that they serve.
Prerequisite knowledge
None
Outcomes
Everyone will take something different from the workshop, depending on their previous experience and their interests. However, you should expect to become more capable at:
- analysing and responding to requirements
- determining genuine priorities
- structuring blended solutions
- selecting appropriate learning and teaching methods to maximise the effectiveness of the solution
- selecting appropriate media to maximise the efficiency of the solution
A4 Afternoon Event
Date Wednesday, Dec 2 Time – RoomTiergarten I Price: free of charge Status: fully booked
Newcomers' Workshop
Workshop leader
Facilitated by the OEB Programme Committee
Programme Manager,
Content
Run on an informal basis, this seminar will give delegates new to the conference the opportunity to network with other participants, make contact with some of the individuals instrumental in facilitating the organisation of the event, understand what to expect from the conference programme, the session formats and the themes which will be covered, as well as generally break the ice and make first connections.
Agenda
- Welcome and ice-breaker introduction to all participants and facilitators
- About OEB, its history, objectives and purpose
- Understanding the conference agenda, the session formats, the themes which will be covered, OEB jargon and generally what to expect!
- Networking at OEB, special events and networking opportunities to look out for
- Making the most of your time at the conference
Target audience
This seminar is intended for first-time attendees of OEB who are interested in networking with other participants, as well as finding out more about the conference programme and generally what to expect from the two-day event.
Prerequisite knowledge
None.
Outcomes
First-time delegates should expect to make connections with other new participants as well as gain an understanding of the conference programme, the session formats to expect and the themes which will be covered.
A5 Afternoon Event
Date Wednesday, Dec 2 Time – RoomCheck Price: free of charge Status: places available
Medienbildung und Medienintegration – Praxisbeispiele aus der beruflichen Bildung
Workshop leaders
Isabel Garcia-Wuelfing
Senior Researcher, Bundesinstitut für Berufsbildung, Germany
Isabel García-Wülfing ist wissenschaftliche Mitarbeiterin im Bundesinstitut für Berufsbildung und seit Anfang 2011 zuständig für die fachliche Begleitung des Förderprogramms des Bundesministeriums für Bildung und Forschung zur Entwicklung und zum Einsatz digitaler Medien in der beruflichen Bildung.
Links
Petra Gohlke
Elektro Technologiezentrum Stuttgart, Germany
Petra Gohlke ist Verantwortliche für die Bereiche Unternehmensmanagement/ Berufspädagogik/ E-Learning am Elektro Technologie Zentrum in Stuttgart und leitete dort das Projekt „MedienNavigator für Handwerk und KMU - Nachhaltige Qualifizierung für die strategieorientierte Nutzung neuer Medien“ im Rahmen der Fördermaßnahme „Stärkung der digitalen Medienkompetenz für eine zukunftsorientierte Medienbildung in der beruflichen Qualifizierung“ des BMBF.
Seit Jahren konnte sie in verschiedenen Forschungs- und Entwicklungsprojekten Erfahrungen im Bereich des technologiegestützten Lernens unterschiedlichster Ausprägungen sammeln. Stichworte sind hier: Lernen im Web 2.0, mobile Learning, praxisintegriertes Blended Learning, Formen des Wissensmanagements in Unternehmen, selbstorganisiertes Lernen mit neuen Medien, kollaborative Contenterstellung User Generated Content, Technologien für das prozessorientierte Lernen in der Aus- und Weiterbildung. Selbst Dozentin und Onlinetrainerin für berufspädagogische Themen und Onlinecoach für zukünftige Onlinetrainer, geht es ihr dabei immer um die nachhaltige Lernförderlichkeit der Lernszenarien, um hohe Praktikabilität der Instrumente und um das richtige „Handwerkszeug“ für das technologiegestützte Lernen.
Harry Wiens
VDW-Nachwuchsstiftung GmbH, Germany
- 20.07.1981
- Informatiker
- Langjährige Erfahrung in der Konzeptionierung und Entwicklung von Softwareprojekten von der einfachen Homepage bis zu hochkomplexen Hightraffic-Projekten wie Preisvergleichsportale, Handelsmarktplätze für virtuelle - Währungen und Bewertungsplattformern.
- Seit 2014 bei der VDW-Nachwuchsstiftung an der Entwicklung der Wissens- und Kommunikationsplattform WIKOM (wikom-akademie.de) beteiligt.
- Seit 2015 Projektleiter für das Projekt MLS - Mobile Learning in Smart Factories
Dorothee Meister
Universität Paderborn, Germany
Prof. Dr. Dorothee M. Meister, Erziehungswissenschaftlerin, lehrt seit 2004 Medienpädagogik und empirische Medienforschung an der Universität Paderborn.
Ihre Arbeitsschwerpunkte sind digitale Medien in Bildungskontexten, insbesondere der beruflichen Bildung, an Hochschulen und Schulen; Kinder- und Jugendmedienforschung sowie Medienkompetenz und soziale Benachteiligung.
Anna-Maria Kamin
Wissenschaftliche Mitarbeiterin, Universität Paderborn, Germany
Dr. Anna-Maria Kamin ist Wissenschaftliche Mitarbeiterin am Arbeitsbereich Medienpädagogik und empirische Medienforschung am Institut für Medienwissenschaften der Universität Paderborn. Ihre Forschungsschwerpunkte liegen im Bereich der Lehr- Lernforschung mit digitalen Medien in der beruflichen Bildung, Medien und soziokulturelle Ungleichheiten sowie im Bereich der empirisch-qualitativen Sozialforschung.
Links
Adrian Wilke
Wissenschaftlicher Mitarbeiter, Universität Paderborn, Germany
Adrian Wilke ist wissenschaftlicher Mitarbeiter in der Fachgruppe Didaktik der Informatik an der Universität Paderborn. Dort ist er im Projekt "MLS - Mobile Learning in Smart Factories" beschäftigt. Ziel des Projekts ist eine Verbesserung der Qualität der Ausbildung im Maschinenbau durch den Einsatz von Tablet-Computern und einer arbeitsplatzorientierten, didaktisch aufbereiteten Webanwendung.
Zuvor studierte Herr Wilke Informatik mit Nebenfach Psychologie an der Universität Paderborn. Inhaltliche Schwerkunkte dort waren die Bereiche Analyse von Dokumenten- und Autorennetzwerken, sowie Lernen und Metakognition. Nach seinem Studium war er als Project Engineer in der Softwareentwicklung im Bereich Predictive Analytics tätig.
Links
http://homepages.uni-paderborn.de/wilke/
Tanja Schubert
Wissenschaftliche Mitarbeiterin, BIBB: Federal Institute for Vocational Education and Training, Germany
Tanja Schubert, Wissenschaftliche Mitarbeiterin im Bundesinstitut für Berufsbildung, Arbeitsbereich 3.2 „Digitale Medien, Fernlernen, Bildungspersonal“, seit 2008 fachliche Begleitung der geförderten Projekte des BMBF zu digitalen Medien in der beruflichen Bildung.
Content
Die zunehmende Digitalisierung der Facharbeit und die Mediatisierung sämtlicher Gesellschaftsbereiche rücken den Themenkontext „Medienkompetenz“ verstärkt in den Fokus von Bildungsverantwortlichen. Für das Lehren und Lernen in digitalisierten Arbeitsumgebungen spielt der Einsatz digitaler Medien eine immer wichtigere Rolle. Ihre erfolgreiche Nutzung erfordert eine entsprechende Medienkompetenz bei Lernenden und Lehrenden. Das Bundesinstitut für Berufsbildung begleitet Pilotprojekte des Bundesministeriums für Bildung und Forschung, die vor diesem Hintergrund den Einsatz von digitalen Medien in der beruflichen Bildung erforschen, digitale Lernumgebungen entwickeln und erproben und Konzepte zur Medienkompetenzförderung erarbeiten.
Im Rahmen dieser Pre-Conference werden drei Pilotprojekte vorgestellt, die erste Ergebnisse und Erfahrungen zur Medienkompetenzförderung und Medienintegration in verschiedenen Kontexten der Aus- und Weiterbildung präsentieren. Wir diskutieren anschließend über die Anforderungen an Lehrende und Lernende für eine effiziente und kritische Mediennutzung und wie die Integration von digitalen Medien im konkreten betrieblichen Arbeitsalltag gelingen kann.
Agenda
| 14:30 | Begrüßung und Einführung (Isabel García-Wülfing, Bundesinstitut für Berufsbildung) |
| 14:45 | Praxisbeispiel 1: Mediennavigator/-in für Medienprojekte: Passgenaue Maßnahmen zur Förderung von Medienkompetenz (Petra Gohlke, Elektro Technologie Zentrum Stuttgart) |
| 15:15 | Praxisbeispiel 2: Mobile Learning in Smart Factories – Assistenz der Ausbildung im Maschinenbau durch mobiles Lernen (Harry Wiens, VDW Nachwuchsstiftung GmbH, Adrian Wilke, Universität Paderborn) |
| 15:45 | Kaffeepause |
| 16:15 | Praxisbeispiel 3: Mediencoaches für das Berufsfeld Pflege (Prof Dr. Dorothee Meister, Dr. Anna-Maria Kamin, Universität Paderborn) |
| 16:45 | Diskussion |
| 17:30 | Ende der Pre-Conference |
Target audience
Berufsbildungspraxis, Berufschullehrer und Ausbildende, Bildungsanbieter, universitäre Forschungseinrichtungen im Bereich der Aus- und Weiterbildung
Prerequisite knowledge
Keine Vorkenntnisse.
Der Workshop ist in deutscher Sprache.
Outcomes
Der Workshop gibt Einblick in Pilotinitiativen, in denen in verschiedenen Branchen eine intensivere Einbindung von digitalen Medien in den Arbeitsprozess erforscht und erprobt wurde. Die Teilnehmer lernen verschiedene Instrumente kennen, wie die Medienkompetenz in KMU verbessert werden kann.
A6 Afternoon Event
Date Wednesday, Dec 2 Time – RoomCharlottenburg III Price: 160.00 € Status: places available
The Mobile Academy: mLearning for Education
Workshop leader
Clark Quinn
Executive Director, Quinnovation, USA
Clark Quinn, Ph.D., helps organizations work smarter: aligning technology with how we think, work, and learn. He integrates creativity, cognitive science, and technology to lead development of strategic solutions including award-winning online content, educational computer games, and websites, as well as adaptive, mobile, and performance support systems. After an early academic career, Dr. Quinn has served as an executive in online and elearning initiatives and has an international reputation as a speaker and scholar, with four books on learning technology and strategy as well as numerous articles and chapters. He works through Quinnovation.
Links
Content
mLearning is here to stay, and educational institutions are keen to take advantage of it, but there are as many questions as there are opportunities. This workshop is designed to overview the various ways in which mobile can augment education while providing concrete tools to support moving forward. The intent is to have you ready to make decisions about mLearning at the classroom, department, and institutional levels.
Offered by the author of The Mobile Academy: mLearning for Higher Education (published by Jossey-Bass in 2012) and Designing mLearning: Tapping Into the Mobile Revolution for Organizational Performance (Pfeiffer, 2011), this workshop provides frameworks to guide the use of mobile in various capacities for learning and support. The frameworks will be supported with checklists and templates to support thinking in productive ways about how mobile can be used in class and out. We will use examples to make the concepts concrete, and discuss available tools and methods.
Topics covered include content, interactivity, and social for learning as well as administrative opportunities and implementation issues; the full gamut of ways in which mobile can be used to facilitate the learning experience. This workshop provides a solid foundation upon which to make design, development, and deployment decisions. Whether an instructor, academic, or administrator, you will leave prepared to capitalize on the mobile revolution to provide better learning outcomes.
Agenda
1. Introduction: Mobile Device Characteristics and Trends
2. Content:
- Media, Channels, and Roles
- Pedagogical Alternatives
Interactivity:
- Reflection
- Application
Coffee Break
Social: In and Out
Going Beyond: Contextualization
Administrative Opportunities
Implementation:
- Development
- Policy
Target audience
This workshop is for administrators, academics, and instructors; in fact anyone who wants to understand the real opportunities for mLearning.
Prerequisite knowledge
The audience should have a familiarity with education and learning.
Outcomes
- Understand how mLearning extends the classroom
- Prepared to design support for learners inside and outside the classroom
- Know implementation alternatives and trade-offs
A7 Afternoon Event
Date Wednesday, Dec 2 Time – Room Price: free of charge Status: fully booked
DistancE-Learning in Europe – Exchange of Experience and Knowledge Sharing
Workshop leader
John Trasler
Director, EADL, UK
John Trasler is the founder of Elearn which provides provides consultancy in distance and blended learning together with training programme for individulas and organisations in management, leadership and coaching.
With over 25 years in the education and training business John has managed multi-national companies for Pearson and News Corporation in both Europe and Asia. John holds a masters degree and is a Fellow of the Chartered Institute of Personnel and Development (CIPD) and an Executive Member of European Association of Distance Learning (EADL).
Links
Speakers
Eric Tarantini
Universität St. Gallen, Switzerland
Eric Tarantini (*1992-08-13 in Lausanne, Switzerland), Bachelor of Arts HSG in Business Administration, lives in Wittenbach (CH) and studies at the University of St. Gallen in the Master of Business Innovation. In addition, he absolves a business education program for upcoming teachers in law and economics since 2012.
In June 2015, he initiated an innovative project with the pedagogical institute at the University of St. Gallen. The core of this initiative is represented by the productive and interactive work with videos recorded during school lessons teached by students of the business education program. For his master thesis, he organizes, supports and evaluates the pilot phase of the project during this semester.
Joachim Bessell
Forum Distance Learning, Germany
Joachim Bessell, Master of Arts in Soziology and German Literature, Albert-Ludwigs-University, Freigurg i. Br.
He made his first experiences with distance learning as tele-tutor and supervisor in the distance learning course "Expert for new learning technologies". This was in 1998 and some of the participants had to buy a PC in order to participate in this distance learning course. Over the years, the subject distance learning would not let him go. After a stint as eLearning consultant in a Swiss company and some years of classroom teaching, he worked the last seven years as freelancer by writing learning Textbooks for distance learning courses and guiding adult learners in their learning.
Today, he is a research assistant in the project "PM Kompare" (www.pm-kompare.de). There he developes and organizes a distance learning course on the subject of process management, which prepares the participants for the exam at the Chamber of Commerce (IHK). This distance learning offer is based on work process integrated and action-oriented learning. Here among other things come Tablets and an ePortfolio platform (Mahara) in use.
Links
Content
With the pre-conference workshop within the framework of OEB the organizers intend to create an opportunity for networking and knowledge sharing for participants who offer programmes for lifelong learning and vocational education using distance learning methods. The intention is to establish an international forum enabling the participants to develop a position regarding the variety of technological developments for digital teaching and learning programmes in the field of distance learning.
Agenda
Introduction
Cross Media & Enriched Learning
Social Video Learning
Target audience
This pre-conference event is for Distance Education experts who want to expand their network and share their knowledge with others and for anyone who is interested in distance learning methods as well. The workshop is especially for those who work in the adult education business.
Prerequisite knowledge
Participants should have a familiarity with distance education and/or adult and vocational education.
Outcomes
- Receiving knowledge of using audio and video units in distance learning programmes
- Understand the importance of Big Data for evaluating educational programmes
- Expanding networks and supporting the sharing of knowledge in Distance Education
- Get together in an international framework