kcks'2010 4th day program

Key Competencies in the Knowledge Society

23rd

PROGRAM

KCKS’2010

Sindre Røsvik, NORWAYMembers of the panel: Sindre Røsvik (AGORA chair), Bernard Cornu, Raymond Morel, Marta Turcsányi-Szabó, Barbara Kedzierska and Johannes Magenheim.AGORA Workshop:Learning Communities and Knowledge Management

Sindre Rosvik, Norway (AGORA), chairing the panel, aiming at

approaching the theme from different perspectives – what, how

and why it is of importance to organisations: Barbara Kedzierska, Poland : Cooperation between universities and the

labour market (employers) as one of the major determinants of

the lifelong learning and knowledge management process - Some

reflections of experience from the European project MEETA US!

Johannes Magenheim, Germany: MATURE, ICT-Support for Knowledge

Maturing in Learning Organizations and CommunitiesMarta Turcsanyi-Szabo, Hungary: How could Web 2.0 provide technical

setting-up for creating learning communities and facilitate

knowledge management in order to sustain continuous innovation

and networking. Case studies will be presented.Additionally will Bernard Cornu (France) and Raymond Morel,

(Switzerland) join the panel with short contributions.

THURSDAY 23rd 10:30-12:30

The panel presented background for AGORA (from ancient Greek -

open place of assembly were citizens would gather to hear public

statements and discuss). In the opening the main idea of sharing

and cooperation across subjects, levels of education and working

life/business was elaborated along with definitions of learning

communities and knowledge management. This was followed by

examples of transversal academia and business sector and use of

relevant Web 2.0 tools. From the discussion and input from the

audience it was pointed out that we need to develop new

competences like mastering digital technologies but also needed

to emphasis critical thinking and citizenships related to the

changes we experience. A main challenge is to facilitate learning

and development of learning communities. We may assume that

everybody will be active in learning communities, but some are

unwilling, others unable so facilitating and motivating is essential.

AGORA will continue its work to develop its ideas and relevant

methodology.


Dr Ana Amelia Amorim Carvalho, University Of Minho, PORTUGALAna Amelia Amorim Carvalho – FULL:ICT in Teacher Education: Developing Key Competencies in Face-to-Face and Distance Learning

This paper reports the training of 56 Teachers in ICT and Education

Course. This course included one week face-to-face and seven

weeks in distance learning. Students developed several ICT

competencies during theses weeks, reporting its use in their

classes. A characterization of the subjects’ digital literacy is

presented, as well as their participation in chat sessions and in the

forum, which were not mandatory but highly recommended. The

majority of students did not participate in the synchronous and

asynchronous communication facilities. However, those that

participated in the chat sessions and forum debates completed all

tasks and assignments. The students recognized the importance of

learning about ICT and how it changed their teaching methods.


Dr Anthony Jones, University Of Melbourne, AUSTRALIAAnthony Jones and Karina Wilkie – FULL:A teacher's perspective of interacting with long-term absent students through digital communications technologies

This paper uses an hypothetical scenario to report on the use of ICT to

enable students with a chronic illness to partly overcome

prolonged absence for school. The focus is on the responses of

teachers when one of their students can no longer attend school

regularly as a consequence of a serious illness, but wants to

continue their education. The special education needs of students

participating in the Link ’n Learn project result from a desire to

continue studying while absent from school for prolonged periods.

It appears that this desire for continuity is misunderstood by many

adults, including teachers. Discussion is centred around a

hypothetical case study of two teachers as they work with

students absent for an extended period.


Assoc. Professor Pascal Ravesteijn HU University Of Applied Science, NETHERLANDSPascal Ravesteyn and Johan Versendaal – FULL:Design and Implementation of Business Process Management Education: A Case in Dutch Higher Education

This paper describes a joint effort by two educational and scientific

institutes, the HU University of Applied Sciences and Utrecht

University, in designing a BPM course that not only transfers

theoretical knowledge but lets students also experience real life

BPM-systems and implementation issues. We also describe the

implementation of the developed module with an indication of its

success: it is now running for the fifth time, and although there

continue to be points for improvement, over the years several

scientific papers in the BPM domain resulted from the course, as

well as a reasonable amount of students started their final thesis

project in the BPM-domain.


Asst Professor Mun Fie Raymond Tsoi, National Institute Of Education Nanyang Technological University, SINGAPOREMun Fie Raymond Tsoi – SHORT:Supporting productive integration of Web 2.0-mediated collaboration

This paper describes a research evidence-based practice model, TSOI

Hybrid Learning Model as a viable alternative to support

productive integration of Web 2.0-mediated collaboration for

learning. The model is advanced from the Science learning cycle

and the Kolb’s experiential learning cycle. An authentic example on

understanding multimedia learning pedagogy for pre-service

teachers in chemistry education is illustrated. The model guides

the learning design involving Web 2.0-mediated collaborative

activities. Outcomes in terms of richness of collaborative learning

and reflections have been positive. Implications will be discussed

in the context of blended learning in science education.


Professor Barbara Kedzierska, , Pedagogical University Of Krakow, POLANDBarbara Kedzierska – SHORT:University as an environment for shaping key teachers’ competence for the Knowledge Society

Dynamic development of information & communication technologies

determines the changes, which more and more often are taking

place in all spheres of life of a contemporary human being, forcing

him to lifelong learning process, which will allow him to acquire

and develop social and professional competence, but first and

foremost the most important ones – key competence.

Synchronous and asynchronous tools of digital communication

stimulate the globalization of processes and services, making

people independent from time and place and Internet sources of

dispersed and diversified in form information force into

responsible autonomy. The following text tries to answer the

questions: Does contemporary education take into consideration

these determinants and needs of contemporary society? How

should a didactic process look like so that university graduates can

be prepared to responsible and creative social and professional

activity?


Professor Tatjana Welzer, University Of Maribor-FERI, SLOVENIATatjana Welzer, Marjan Družovec, Marko Hölbl and Mirjam Bonačić – SHORT:Need for the Intercultural Awareness in Erasmus Mobility - Administrative Point of View

In recent years, mobility has become one of the most important goals

inside the European Union (EU). Different projects and programs

support the mobility of students, teachers and other employed

persons. From program to program and project to project, goals

are different. Through employment, companies have the need for

different experts or the need to work with international teams.

They can also offer jobs for placements and for young experts for

their first employment (like the Leonardo da Vinci program), while

for students and teachers, the main goals of mobility are learning

and teaching in different environments (like the Erasmus program)

as well as learning languages and benefiting from cross-cultural

experiences. Both students and teachers come from different

cultural environments and the host organisation has to take care

of intercultural awareness in all levels of activities, from

administration up to teaching and passing exams.


Mrs Adelina Moura, University Of Minho, PORTUGALAdelina Moura and Ana Amélia Carvalho – SHORT:Mobile Learning: Using SMS in Educational Contexts

The Short Message Service (SMS) technology is one of the most

powerful mobile technologies in current usage. Most students

own a mobile phone with free SMS which can be used for learning.

In this paper we explain how we used SMS for teaching and

learning languages (both native and foreign). The conducted

experiment presented a range of opportunities for integrating text

into teaching and learning strategies and for demystifying the use

of SMS in educational contexts. Via SMS technology we can deliver

several learning activities to students easily and immediately. The

research findings showed that students had positive perceptions

about the experiment and SMS use for learning improvement and

the use of their own mobile phone as a learning tool. All groups

showed interest in receiving educational content via SMS. Some

students greatly improved their language learning performance.


Twitter Q+A

Send Tweets with #kcks2010… and …

See what others are tweeting: http://twitter.com/#search?q=%23kcks2010


GREAT EVENT!Worth attending

and much more…http://grou.ps/ifip_education/220114

www.wcc2010.org

kcks'2010 4th day program

Technology