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BREAKING: Moodle 3.4! Everything You Need To Know About The Latest Release Of The Best, Open Source LMS On Earth
Interesting post from Tony bates answering the question in the title. Well, first he responds along the lines of "aw, shucks, it isn't that much really." But when he gets to it he makes some obvious points (history and geography, government policy) and one really interesting one: "where there has been a large and important open university, this has resulted in slower growth in online learning." Why? For one thing, "a heavy, front-ended print development model requiring a very large investment." And second, "where a fully distance institution or open university operated, this seems to have inhibited or slowed down the adoption of distance and hence online courses in the campus-based institutions."[Link] [Comment]
Clayton R. Wright,
Nov 14, 2017
The 38th edition of the conference list covers 1,529 confirmed professional development opportunities that primarily focus on the use of technology in educational settings and on teaching, learning, and educational administration. When the 39th version of the list is distributed in May 2018, additional events will be added to June 2018. MS Word Document.[Link] [Comment]
I was doing my usual stuff in Denmark this week, a keynote on ‘Teaching for a digital age: why blended learning is so important,’ when someone at the end of my keynote asked me why does Canada have so much online learning.
The question kind of stopped me in my tracks. My presentation was about designing courses for a digital age, not about our recent survey, but I had thrown in a couple of slides to show the expansion of online learning both in the USA and in Canada over the last 10-15 years. Our survey did indicate quite clearly the following (among other things):
- the vast majority of post-secondary education institutions in Canada do offer at least some credit-based online learning courses
- the rate of growth in fully online enrolments over the last five years has been strong (between 12-15% per annum)
- online learning now constitutes between 12%-16% of all credit based teaching
- as well as fully online courses, a large majority of Canadian universities and colleges are moving aggressively into blended and hybrid learning
- most Canadian post-secondary institutions consider online learning very or extremely important for their future.
Remember, this expansion is in credit-based online learning, not MOOCs. In Canada. less than 20% of institutions were developing MOOCs in the year 2015-2016.But is this a lot?
Well, everything’s relative.
We tend to compare ourselves with the USA, and our results weren’t so different from the Babson and the more recent U.S. Federal government surveys, although making such comparisons are always fraught because the two systems are somewhat different. Nevertheless in comparison for instance with the U.S. public universities and two year colleges, it is likely that Canada has at least the same proportion of online course enrolments, if not more.
I’m not sure whether 12-15% of courses enrolments being fully online is a lot in absolute terms. There’s probably more room for growth yet, but I doubt if most of the existing campus-based institutions will go much over 20% of all their teaching being fully online. Where the real growth is likely to be from now on is in blended and hybrid learning.
I’m assuming from the question that Denmark does not have a lot of fully online or distance learning. However, I also came across a recent opinion piece from David Kernohan, the Director of the Observatory of Borderless Higher Education, entitled: ‘Whatever happened to the promise of online learning?’. Kernohan pointed out that in the United Kingdom:
‘distance, flexible and distributed’ students peaked at about 11% of undergraduates (c.220,000) and 10% of postgraduates (c.55,000) in 2009/10. By 2015/16, total distance enrollment had fallen by 35%, most obviously at sub-degree level but also among bachelor’s and master’s students. Over the same period, full-time students were up 9%.
This of course is completely different from what’s happening in the U.S. and Canada. So what is the explanation for this discrepancy between North America and at least two countries in Europe?Key factors influencing growth in online learning
This is one of those questions where I think your guess will be as good as mine. This is an area where we need more facts and more research. However, here are my thoughts on this.1. The growth of lifelong learning
With the development of a knowledge-based economy,and with the amount of research and knowledge increasing rapidly each year, more and more people will need to go on learning new things well after they finish their full-time post-secondary education. A lot of this can be done informally (such as through the Danish adult education centres or MOOCs), but there has certainly been strong growth in North America in fully online professional masters programs, for instance. Such programs will become increasingly important given the need for continuous learning in a knowledge-based society.2. History and geography
It is important to understand that Denmark is a small, compact European country that you can drive across in five hours. Hardly anyone lives more than an hour’s drive (or bike ride) from a post-secondary institution, tuition is free, and there is an excellent campus-based higher education system – so there has probably been little demand for distance education programs in Denmark.
Also for many, many years Scandinavian countries have had a very strong adult education movement, where both credit and non-credit courses are taken in the long, dark evenings at local adult education centres, thus catering for lifelong learners.
On the other hand, in both Canada and many parts of the USA, many provinces and states established public, land-grant universities with a mission to provide not only on-campus education, but lifelong learning opportunities, particularly in health and education, for everyone in the state or province, including or especially those living in sparsely populated areas. At such institutions, distance education was offered long before online learning appeared. Queen’s University in Kingston, Ontario, started offering correspondence-based distance education in the late 19th century, using the Royal Mounted Police to deliver the packages to remote areas. The University of British Columbia, one of the largest campus-based research universities in Canada, located in Vancouver, has offered distance education across the whole province since the 1930s.
When online learning appeared around the early 1990s, it was natural for the departments providing distance education in Canada to move into online learning. Our survey found that many institutions in Canada have been offering online learning for 15 years or more.
This experience in fully online learning of course is invaluable as instructors move more into blended and hybrid learning.3. Government policy
The sudden drop in distance education (and hence online) students in the U.K. is almost certainly due to recent government policy. Kernohan wrote:
The primary cause of the distance learning drop was higher tuition fees and reduced public funding for part-time undergraduates. Almost all domestic distance learners in UK higher education study part-time. Distance enrollment held up better than part-time numbers overall, which almost halved over the period.
The UK’s largest distance institution, the Open University, dropped from 209,000 to 126,000 students between 2009/10 and 2015/16. Other institutions saw distance enrollment rebound in recent years but the total is still short of the 2009/10 baseline, and some 64,000 domestic distance students are scattered across 124 colleges and universities.In comparison several provincial governments in Canada, and federal and state governments in the USA, have encouraged online learning through targeted funding. For instance several provinces have set up eCampuses to provide funding for online courses, open textbooks and open educational resources, for faculty development opportunities, and for shared services, to encourage online learning. Although the Obama administration’s tightening of student financial aid rules has led to a large drop in online enrolments in the for-profit university sector, this has been more than compensated by increases in online enrolments in the state-funded universities and colleges in the USA. Again, given the ‘gig’ economy, the need for lifelong learning, and the increasing proportion of students who are working to keep down the debt resulting from tuition fees of $16,000 a year, the U.K. government’s policies regarding student financial support, and its impact on online learning and lifelong learning, could be considered catastrophic for the future British economy, unless it is quickly reversed. 4. 21st century skills
One other factor that is likely to increase pressure for more online or at least blended learning is the need to develop the skills that students will need in the 21st century, such as independent learning, IT skills embedded within a subject domain, and knowledge management. Online learning is particularly useful in not only helping students directly to develop such skills, but also in providing opportunities for practicing and demonstrating such skills, through, for instance, e-portfolios.5. The negative impact of open universities on online learning
More controversially, I will argue that where there has been a large and important open university, this has resulted in slower growth in online learning, for two separate reasons.
Most open universities were designed in the 1970s around a heavy, front-ended print development model requiring a very large investment. It is common in such institutions for it to take two years or more to develop a course, with an army of support staff as well as faculty. This was possible with very large numbers of enrolments, through economies of scale.
However, such large industrial-type organizations have found it very difficult to move into online learning, and especially into more rapid, lightweight designs. Even now, there are still large numbers of either print-based courses, or print-based courses merely transferred to online delivery, in many of the open universities. As a result, enrolments are dropping in open universities, while more traditional universities have been able to adopt a more agile and low-cost but still good quality online course design and development model. Indeed, long-established open universities seem to be struggling in all countries where online learning is being developed.
Also, there was evidence from the Canadian survey that where a fully distance institution or open university operated, this seems to have inhibited or slowed down the adoption of distance and hence online courses in the campus-based institutions within the rest of the province. Thus in Alberta, the Universities of Alberta and Calgary have really left distance programs (other than MOOCs) to Athabasca University, whose enrolments have been in decline (partly because they have lost lots of students from Ontario, where online learning has been growing rapidly in Ontario universities and colleges). Similarly in Québec, the province-wide Cégep à Distance been losing enrolments without a corresponding increase in online enrolments from the other Cégeps. Open or distance universities or colleges then tend to have a negative effect on online enrolments in the overall system.Is more online learning a good thing?
But is this general growth in online learning a good thing? For instance, will this undermine the value of the campus? As someone working in online learning, it is an assumption on my part that in general, if done well, online learning is a good thing and we could do with more of it, mainly because it suits a large number of students, giving them flexibility and easier access, but also because I genuinely believe that it can help develop somewhat better than traditional teaching the knowledge and skills that students will need in the 21st century. However, it does not suit all students or subject disciplines or topics, so it needs to be used selectively.
Furthermore, as with all teaching, it can be done well or it can be done badly. There is no or little evidence to date that online learning is any less costly than campus-based teaching, mainly because with developments spread across a large number of institutions, it is difficult to generate economies of scale. Quality online learning requires good faculty development and adequate technical and pedagogical support, and that costs money.
Nevertheless, online learning in general will probably continue to grow, especially through blended or hybrid learning, mainly for economic reasons, because online learning is a very powerful means to develop the knowledge and skills that our students will need in the future, and because of the greater flexibility and access to learning it provides for students.
Today (11.11.2017) I noticed by chance that I had started my career as a Pontydysgu blogger exactly ten years ago. The start was not great and there were periods of hibernation. Although I renamed my blog I didn’t quite get the swing immediately. But then, about exactly five years ago (16.11.2012) I started blogging on the Learning Layers (LL) project – and became a regular blogger. Now, almost one year after completing LL project I have kept myself busy with reporting on the follow-up activities. And indeed – during these active years – I have also learned to write on other topics alongside the work-related blogs. These anniversaries call for a brief reflection on my ideas during the earlier phases and during the active project-related blogging and in the follow-up phase.I-Europe – The difficult beginning
I first named my blog as “I-Europe”. This needs an explanation. In the ECER conference in 2003 in Hamburg there was a special session of the VETNET network under the heading “Open meeting”. Alan Brown had initiated it to discuss different options for European cooperation (independently of EU-funding). He was at that time working part time as a programme director for a national research programme and had the opportunity create networking among similar research councils. Alan presented a preliminary framework “Learning in Knowledge Society (LinKS)”. I came up with a parallel initiative “I-Europe” – to promote knowledge development on international, innovative, integrative and inclusive developments in European vocational education and training cultures. Obviously, I didn’t have institutional backing or resources for supporting any practical measures based on such framework (I had just recently ceased to work as Cedefop project manager). However, my initiative had some positive feedback, but there was very little that we could have done.
Four years later I thought that I could start a new round of discussions. I had got settled to ITB in Bremen and started working on transnational projects that included fieldwork. At that time the European policy processes were geared to the framework processes – the Bologna process promoting the European Higher Education Area and the Copenhagen process pushing forward the European Qualification Framework (EQF). A working group in ITB had prepared a critical discussion paper on the EQF. I wanted to take the discussion further – to positive ideas on thematic knowledge development at the European level. But once again I had to observe that I was floating high up – and couldn’t get my ideas properly grounded.Working & Learning – a new start (but shaky)
After some time and some self-critical reflections I decided to try a new start with a renamed blog. “Working & Learning” seemed to me an appropriate title because it referred to my research context and to the way I wanted get my blogging grounded. I was hoping that I could rely strongly on the projects of that time – Consultation seminars (on teachers and trainers in VET) and the network ‘Trainers in Europe”. However, the blogs for the Consultation seminars had to published exclusively on the project website, whilst the Trainers in Europe network allowed publishing on multiple websites. That already caused a split in the project landscape and made it difficult to reflect on the work in parallel activities. Two further projects of that time – the Politics project and Coop-PBL in VET – required content creation on the respective project websites. At that time I didn’t see any added value in posting on multiple websites. Therefore, I ended up with another period of hibernation with my blog.Working & Learning gets a new start with the Learning Layers project
The start of our major EU-funded research & development project Learning Layers (LL) changed the situation radically. We (ITB) had joined in the consortium at the late phase of preparations and we had the responsibility to coordinate the work with application partners in the Construction pilot in Germany. So, we had to work ourselves in and position ourselves as a research partner with genuine research contribution. And the project schedules pushed us into a rapid start (the initial interviews, the Application Partner Days, the preparation of the User Stories, the Helsinki Design Conference …). All this brought me back to blogging – and I got accustomed of regular blogging.
In the beginning this was just quick documentation on activities and events. But gradually there was more in it – reflection on lessons learned in the fieldwork, discussion on working issues, reorientation in the co-design work, introduction of training activities … In addition to this we redefined some aspects of the work as ‘development projects’, had a consortium-wide “Theory Camp” and prepared sustainability plans. The ‘hot’ phases of the work started when the idea of Learning Tool started to take shape, when the multimedia training was expanded to the “Theme Room” campaign and when the Learning Toolbox was piloted in the field. Furthermore, much of the discussion on the final reporting was supported by numerous blogs posts. At the end of the day, the annual logbooks of LL-related blogs were rather massive documents.Working & Learning continues with follow-up activities of the Learning Layers project
When the Learning Layers project had reached the stage of final review and completed the final-final reporting duties, this could have been the end of the story – both for the project and for the project-related blogging. But it was not the case. Instead, the main actors in the Construction pilot – ITB, the application partners and the developers of the Learning Toolbox were keen to move on to follow-up activities. Although it was not easy to find appropriate ways to continue the development work and to find suitable funding opportunities, several smaller follow-up initiatives emerged. In this way the work with Learning Toolbox was linked to shaping of new ecosystems for coordinating work processes and/or supporting integrative training and learning arrangements. Moreover, the challenge to support the multimedia training for trainers and instructors has become actual time and again. All this makes me confident that there is work to be done in the follow-up activities.
– – –
I guess this is enough as a quick review and reflection on lessons learned. I may not have achieved a record number of blog posts during the ten years (and definitely not during the first five years). But that doesn’t matter to me. I have gone through quite a learning journey and found my way of blogging during the last five years. And with that I can be happy to continue.
More blogs to come …
Georgi Dimitrov joined the European Commission in 2008 where he was instrumental in establishing the European Institute of Innovation and Technology (EIT). In his current role Georgi manages the initiative HEInnovate which was jointly launched in November 2013 by the European Commission and the OECD. HEInnovate focuses on higher education institutions (HEI) interested in developing their entrepreneurial strategies and capabilities. He also manages the development of evidence based and policy initiatives related to innovation and entrepreneurship in higher education.
Before joining the Commission, Georgi worked for a leading multinational telecommunication company in Düsseldorf, Germany. Prior to that, he worked an IT start-up for four years in different functions (Erlangen, Germany). Georgi studied at the University of Bonn with a first degree in European Studies, and the University of Erlangen-Nürnberg where he completed his PhD. He is currently a student at the British Open University where he is studying technology management.
The conversation ranged from diversity and innovation to the digital economy and ICT in schools, colleges and universities across Europe. The interview offers fascinating insights into the future of European education and the role technology will play in developing new pedagogies and approaches.
The EDEN interviews: Georgi Dimitrov by Steve Wheeler was written in Auckland, New Zealand and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's
Fundación Endesa ha lanzado la segunda edición de los Premios a la Ecoinnovación Educativa 2017-2018, que convoca a estudiantes y profesores de toda España, tanto de Secundaria, Bachillerato y Formación Profesional de Grado Medio, como a los centros docentes en su conjunto.
El objetivo de esta iniciativa es identificar actitudes innovadoras y comprometidas con la conservación de la naturaleza e impulsar proyectos que fomenten, desde el protagonismo de los jóvenes, una cultura ecológica a través de la educación.
Podéis registrar vuestros proyectos, antes del 15 de diciembre, aquí: https://ecoinnovacion.fundacionendesa.org/site/wp-login.php?action=register
Además, tenéis toda la información disponible en http://ecoinnovacion.fundacionendesa.org.
Requisitos de Participación:
- Nivel al que se dirige: Educación Secundaria, Bachillerato y Formación Profesional de Grado Medio menores de 18 años o cumplan 18 años en el curso académico y centros docentes del territorio nacional español.
- El registro de las distintas candidaturas: Se realizará exclusivamente online.
- Presentar telemátiamente proyectos en la pagina web: ecoinnovacion.fundacionendesa.org
- Fecha límite para el registro de las candidaturas:15 de diciembre de 2017
- Fecha límite para la entrega de proyectos: 15 de abril de 2018
Dotación de los Premios fundación Endesa
La dotación de los Premios se distribuye del siguiente modo:
En la 1ª Categoría se entregarán tres galardones, uno por cada nivel educativo, acompañados de un poyo económico para actividades o equipamiento que permitan seguir desarrollando las iniciativas ambientales del centro, por un valor de 2.000 euros cada uno.
En la 2ª Categoría se entregarán tres galardones, uno por cada nivel educativo, acompañados de un poyo económico para actividades o equipamiento que permitan seguir desarrollando las iniciativas ambientales del centro, por un valor de 2.000 euros cada uno.
En la 3ª Categoría se entregará un galardón acompañado de un apoyo económico para actividades o equipamiento que permitan seguir desarrollando las iniciativas ambientales del centro por un valor de 4.000 euros; o bien para su reforma y adaptación a un consumo responsable de energía y agua a través de la Entidad Fundadora (ENDESA, S.A.) por importe equivalente.
I don't know if it counts to say I've been 'attending the Open Education MOOC' for the last six weeks if all I've done is create some videos ahead of time and read some blog posts during the course. But hey, it counts for me, and I'll chalk it up as a 'completed MOOC' even if I didn't really visit the course website (sorry Dave and George, it was an EdX page-turner, I hope you understand). As usual, Jenny Mackness captures some really useful insights, including especially the idea of OER as ephemeral art. Anyhow , the course did what it was supposed to, generated some controversy, and a good time was had by all. Now we'll all wait for the open analytics from the course.[Link] [Comment]
Nov 10, 2017
This is pretty interesting. According to the documentation, "H5P is a plugin for existing publishing systems that enables the system to create interactive content like Interactive Videos, Presentations, Games, Quizzes and more. Currently we support Wordpress, Moodle and Drupal. Everything is open source and free to use." My experience is that it's really hard to get ed tech developers to think that content creation tools are important (I have a long history of arguing with developers about this). Now the moment here (or if we believe the headline, just past here). No matter."Educators and designers can already take advantage of the growing list of interactive “content types” H5P offers, which continue to grow, improve, and become easier to customize." Yay. I mean, YAY. Now, next step, put this into students' hands.[Link] [Comment]
The trends reported here are the result of the Campus Computing project, an ongoing research initiative (flip through the slide show on their page). The term 'high cloud' was new to me; it refers to cloud support for enterprise resource planning (ERP) applications, high performance computing (HPC) and business continuity. By contrast, by 'low cloud' they mean stdudent email, and by 'middle cloud' they mean calendar, learning management systems (LMS) and customer relations management (CRM) applications. Meanwhile, on OER, "Eighty-two percent of institutions say open educational resources (OER) will be an important source of course content in 5 years." Nice.[Link] [Comment]
According to this report, the vast majority of complaints about being defrauded by a college are against for-profit institutions. This from "new data from the U.S. Department of Education about nearly 100,000 “borrower defense claims”—applications for loan relief from students who maintain that they have been defrauded or misled by federally approved colleges and universities." According to the data, out of the total of 98,868 complaints, "for-profit colleges generated more than 98.6 percent of them (97,506 complaints). " Via the Chronicle.[Link] [Comment]
This article covers a study (covered here October 29) explaining how fact checkers are more able than studens or historians to spot fake news. I'm not sure why the Chronicle is two weeks late with this story. Anyhow, it makes a good point: "The students and historians tended to read 'vertically,' the report notes, delving deeply into a website in their efforts to determine its credibility." Right. What's key is the method: "That, the researchers point out, is more or less the approach laid out in many checklists designed to help students use the internet well, which tend to suggest looking at particular features of a website to evaluate its trustworthiness. This is why I complain (for example, here) about the 'pop' critical thinking found so often on education sites. The fact checkers, um, check facts - and don't rely on tone, source, motive and how it makes you feel. A checklist is not enough. Image of a checklist: National Geographic.[Link] [Comment]
Nov 10, 2017
I've been reporting on the disturbing videos on YouTube (here on October 23 and here when James Bridle's article appeared November 6). According to this article, Google will remove the videos if they are reported. But the scale of the problem is overwhelming. As James Bridle noted, "the videos had been algorithmically generated to capitalise on popular trends. 'Stock animations, audio tracks, and lists of keywords being assembled in their thousands to produce an endless stream of videos,' he said." How many human hours would it take human viewers to report these? Thousands? Millions? And why is Google trying to offload its responsibilities on its viewers? There's a limit to what companies should expect to crowdsource - this is one of them.[Link] [Comment]
A particular feature of the TeachUP (Teacher UpSkilling) Project is a series of Dialogue Labs supporting cross-institutional collaboration in teacher education at national and European levels.
Country Dialogue labs are one day workshops which take place at country level and provide opportunities for collaboration, knowledge sharing and co-creation between Initial Teacher Education (ITE) and Continuous Proffesional Development (CPD) organisations and other relevant stakeholders.
The first Country Dialogue Lab took place in Spain on Tuesday November 7. 28 people from different profiles (student teachers, teachers, teacher educators and policy makers) engaged themselves actively in exchange of views and ideas, sharing expertise through dialogue around mixed tables to co-create new possibilities for teacher education.
Through different dynamics, participants had the opportunity to answer the following reflective questions, organised in four main topics:
- Identify gaps in ITE and CPD provision in relation to the teachers’ new roles and key competences
- What do we expect for teacher education?
- What kind of new competences or set of skills do teachers need for new ways of working in schools?
- How does curriculum fit with new ways of working in schools?
- Formative assessment
- What are the main characteristics of formative assessment?
- Is there a mechanism to upscale formative assesment?
- How can we introduce formative assessment in teacher education?
- Personalised Learning and Teaching and Collaboration
- What are your views about personalised/differentiated learning?
- How do spaces in school help/constrain collaboration and personalised learning?
- How can a collaborative classroom culture be created?
- How can we encourage collaboration between teachers?
- Creative thinking
- How do we understand Creativity in Education?
- What methodologies promote the development of Creativity?
- How can we integrate Creativity in the Curriculum?
- How can we integrate Creativity in teacher education?
All the conclusions of the different workshops will be reported during the Cross-country Dialogue Lab that will take place in Brussels on December, 13-14. The Cross-country Dialogue Lab will give the opportunity of drawing together key points made across countries to enable comparative analysis and agree on any changes to be made to the courses that will be launched in 2018.
Listen, folks (particularly educators). If you’re going to decry “fake news,” then you best not be sharing it. If you’re going to talk about the importance of digital literacy or information literacy or media literacy or what have you, then you best practice it. Did you share this Raw Story story – “Education officials expect ‘ineffective’ Betsy DeVos to step down as her agenda collapses: report” – or this Salon story – “Expert: Expect DeVos to resign from Trump administration”? Why? Did you read the Politico profile of Betsy DeVos that these (and many other) pieces of clickbait were based on? Did you see evidence in that well-reported story that a resignation was imminent? Or did you just want a story to confirm your gut feelings that she should hit the road? Because, see, that’s part of the whole problem. It’s not just that these stories get written. It’s that folks share them so quickly and uncritically. Anyway, as Matt Barnum writes, “No, there’s no reason to think DeVos is planning to resign, contrary to viral news stories.”
The American Oversight notes that “DeVos Calendars Show Frequent Days Off.” (In fairness, I’m not sure what the typical work-week looks like for a Secretary of Education.)
Via The Washington Post: "Betsy DeVos lauds innovative teaching practices at awards ceremony.“ From the article that ”innovative teaching practice" appears to be project-based learning.
Via Education Week: “Trump Nominee for Career-Tech Position Being Pulled Due to Offensive Blog Posts.” That’s Tim Kelly, a Michigan state representative who Trump had nominated head the office of career, technical, and adult education at the Department of Education. More via Politico.
Via Inside Higher Ed: “Frank Brogan, the chancellor of the Pennsylvania State University System from 2013 until retiring this year, has joined the Department of Education in the Office of Planning, Evaluation and Policy Development – likely ahead of a nomination to a separate position.”
Reactions to the Congressional tax cut proposal – Via Education Week: “Five Things to Know About the $250 Tax Break That Teachers Could Lose.” The CATO Institute doesn’t like 529 plans for K–12. “Graduate students and higher education experts warn** GOP plan to tax tuition waivers** would be disastrous to both students’ finances and institutions’ teaching and research missions,” says Inside Higher Ed.
The Senate Republications introduced their tax cut bill. The Washington Post reports that “Senate Republicans would leave student loan interest tax deduction untouched.” More on the tax reform proposal in IHE.
The Trump Administration says it will reinstate some of the sanctions on Cuba that Obama rolled back. Inside Higher Ed says that “Experts expect new regulations on travel to Cuba published in the Federal Register to have limited effect on educational travel to the nation.”
Via Inside Higher Ed: “Representative Ron DeSantis introduced a bill Tuesday that would allow states to set up a parallel accrediting system to direct federal student aid money to a range of career training programs.”
Via Wired: “Al Franken Just Gave the Speech Big Tech Has Been Dreading.”
“Behind Randi Weingarten’s secret meeting with Steve Bannon” by Mike Klonsky.
The George W. Bush Presidential Center calls “accountability” “a dirty word in education.”
Via The New York Times: “A toxic cloud has descended on India’s capital, delaying flights and trains, causing coughs, headaches and even highway pileups, and prompting Indian officials on Wednesday to take the unprecedented step of closing 4,000 schools for nearly a week.”
Via Inside Higher Ed: “E.U. Data-Protection Law Looms.”(State and Local) Education Politics
Via Mother Jones: “Voters in This Colorado County Just Sent Betsy DeVos a Helluva Message.” The message: “The election of seven anti-voucher candidates to Douglas County’s school board means a likely end to its controversial school choice program.”
Via The Intercept: “Puerto Ricans Fear Schools Will Be Privatized in the Wake of Hurricane Maria.”
Via NOLA.com: “Florida school lets parents buy bulletproof panels for students to put in backpacks.”
Via The News & Observer: “New charter school for more than 2,000 students is coming to Cary.” It would be one of the largest in North Carolina.
Via Chalkbeat: “As a major provider of Head Start exits the program, hundreds of vulnerable Detroit families brace for change.”
Via Inside Higher Ed: “A student loan bill of rights will be going into effect in Illinois after the state’s House of Representatives voted Tuesday night to override a veto by Governor Bruce Rauner.”
Via Education Week: “The New York City Council is considering a requirement that all city agencies publish the source code behind algorithms they use to target services to city residents, raising the specter of significant changes in how the country’s largest school district assigns students to high school, evaluates teachers, and buys instructional software.”
Via The 74: “Illinois Lawmakers Override Their Governor on Cursive, Say All Students Will Benefit From Handwriting Instruction.”
Via The Voice of San Diego: “‘A Tax on Poor People’: San Diego Unified Sends Parents Who Can’t Pay for School Bus Rides to a Collections Agency.”
Via the AP: “Iowa City schools to stop using padded seclusion rooms.”
Via The Chicago Tribune: “Aldermen vote 48–1 for new police academy despite Chance the Rapper’s speech.” A $95 million police academy in a city that keeps closing down K–12 schools and firing teachers.
Via the AP: “The Homeless Defy Stereotypes in Wealthy Silicon Valley.”
Via The Post Gazette: “New Pittsburgh teachers contract could phase out performance pay.”
Via In These Times: “When Unions Lead Education Reform.”
The Nation’s Megan Erickson on Success Academy’s Eva Moskowitz.Immigration and Education
Via Feministing: “Two Months After Trump Withdrew DACA, This Is Where the Program Stands.”
Via Inside Higher Ed: “Princeton University and Microsoft have joined together to file a lawsuit against President Trump’s rescinding of the Deferred Action for Childhood Arrivals program. A DACA-protected student at Princeton, Maria De La Cruz Perales Sanchez, is also listed as a plaintiff.”
The New York Times with some fearmongering about “The Disappearing American Grad Student.” The article is accompanied by a photo of a classroom full of Asian students – as if Asian is not American.Education in the Courts
Via the BBC: “Police investigate 17 child sexting cases a day.”
More legal wrangling about DACA in the immigration section above.The Paradise Papers
The Paradise Papers – “The new files come from two offshore services firms as well as from 19 corporate registries maintained by governments in jurisdictions that serve as waystations in the global shadow economy.”
Via The New York Times: “Kremlin Cash Behind Billionaire’s Twitter and Facebook Investments.”
Via The Guardian: “Russia funded Facebook and Twitter investments through Kushner associate.”
For those keeping track of how ed-tech is intertwined in all this, here’s a list of Yuri Milner’s education investments: 17zuoye, Remind, Coursera, Clever, Codecademy, ClassDojo, and General Assembly. And more generally, via Crunchbase: “These Are The US Startups That Russian Investors Are Backing.”
Via The New York Times: “After a Tax Crackdown, Apple Found a New Shelter for Its Profits.”
Via The New York Times: “Endowments Boom as Colleges Bury Earnings Overseas.” As I noted on Twitter, this is what happens when you tell schools they should be run like a business.
Via The Guardian: “Paradise Papers: Oxford and Cambridge invested tens of millions offshore.”“Free College”
Via The Tennessean: “Most Tennessee high school students apply for Tennessee Promise program.”
Via Bklyner.com: “Brooklyn Public Library and Bard College to Offer Free College Degree Programs in 2018.”The Business of Student Loans
Via Inside Higher Ed: “Trump administration will ask negotiators of borrower-defense rule to reconsider institutions’ liability for claims of misrepresentation – a request that has some worried DeVos plans to let bad programs off the hook.”The “New” For-Profit Higher Ed
Via Inside Higher Ed: “The long wind-down of Corinthian Colleges continued Wednesday with the planned closure of all but three of the remaining campuses that the defunct for-profit chain formerly owned.” More via Buzzfeed.
“In a move that wouldn’t have been allowed a generation ago, a for-profit medical school is relocating from Dominica to Tennessee as its campus undergoes repairs from damage caused by Hurricane Maria,” says Inside Higher Ed. “Other for-profit medical schools are already operating in the U.S.”
Via The Chronicle of Higher Education: “Which Colleges Do Students Say Defraud Them Most Often? For-Profit Colleges.”Online Education and the Once and Future “MOOC”
“How Much Hollywood Glitz Should Colleges Use in Their Online Courses?” asks Edsurge.
Via The 74: “Inside the $1 Million Fight to Hold South Carolina’s For-Profit Virtual Charter Schools Accountable.”
Via Education Week: “For Online Schools, Unique Challenges in Serving Transgender Students.”
“Whatever happened to the promise of online learning?” asks WonkHE.
“How can online learning help Canadian colleges meet the challenges ahead?” asks Tony Bates.
More on online education research in the research section below. And there’s some human resources news in the HR section below too.Meanwhile on Campus…
Via The Chronicle of Higher Education: “2 Flagship Universities Surveyed the Campus Climate. Here’s What They Found.” Via The Cap: “Survey: Politically conservative students feel safe, respected and at home at UW-Madison.” But keep writing those op-eds about how ostracized conservative students are.
Amy Silverman writes in The Phoenix New Times about ASU’s decision not to approve a disability studies major.
Via The Chronicle of Higher Education: “Oxford Professor Is on Leave Amid Allegations of Sexual Assault.” That’s Tariq Ramadan, a professor of contemporary Islamic studies.
“A Refuge for Jae-in Doe: Fugues in the Key of English Major” by Seo-Young Chu. In the essay, Chu accuses Jay Fliegelman, a Stanford literature professor, of rape and harassment.
And another, different Stanford literature professor too has been accused of sexual assault: Franco Moretti.
Via The Chronicle of Higher Education: “Signs Naming Students Accused of Sexual Assault Reopen Wounds at Atlanta Colleges.”
Purdue president “Mitch Daniels is shaking up higher education,” says Education Dive.
Via NPR: “Air Force Academy Cadet Wrote Slur Outside His Own Door, School Says.”
In a response to protests at Reed College, The Atlantic argues “Why Everyone Should Learn About Western Civilization.”
Related I predict the canon wars are going to be revived, particularly as education reformers turn to “curriculum” as their new focus. See also, this via The New York Times: “Why Arthur Schlesinger’s ‘Disuniting of America’ Lives On.”
Via Inside Higher Ed: “Florida State University has banned fraternities and sororities following the death of a student, its president announced Monday.”
Via The Chronicle of Higher Education: “In Reversal, Notre Dame Will Continue to Cover Contraception for Employees.”
Via Inside Higher Ed: “Syllabus at Duke barred staffers of campus paper from class on hedge funds.”
Another Duke story – The Chronicle of Higher Education looks at the school’s Technology Scholars Project: “Steering More Women to Silicon Valley.”
And news from a well-known former Duke student:
HA HA HA Richard Spencer's check to the University of Florida covering the rental fee for the ODome bounced! pic.twitter.com/0oMZuYGFbD— Mike Bowen (@DrMBowen) November 8, 2017
“What does college look like in prison?” asks The Hechinger Report.
Via The Washington Post: “ Students’ grades determine where they may eat lunch at Florida schools.”
Via The Chronicle of Higher Education: “To Help Combat Racism, Kansas State U. Will Cancel Classes (for 2 Hours).”
“Activists leading protests at UNC-Chapel Hill about Silent Sam have identified and outed a campus police officer who went undercover in an apparent effort to keep tabs on what they were up to,” The Herald Sun reports.
Via The NYT: “N.Y.U. Will Waive Tuition for Displaced Puerto Rican Students.”
More NYU news – via The Chronicle of Higher Education: “NYU Faculty Members Shun Abu Dhabi Campus Over Academic-Freedom Issues.”
Via Getting Smart: “Competency-Based Micro-credentials are Transforming Professional Learning.” Are they?
Rasmussen College is expanding its CBE program, Campus Technology reports.Testing, Testing…
Via The Hechinger Report: “Known for its intense testing pressure, top-performing South Korea dials it back.”Go, School Sports Team!
The Ringer profiles Brenda Tracy and her work to end college football’s rape culture.
Via The Wall Street Journal: “Coming Soon to Campus: The $100,000 Hotel Room.” To the Texas A&M campus, to be precise – just 96 feet away from the football stadium.
Via Inside Higher Ed: “The proportion of athletes in the National Collegiate Athletic Association’s top competitive division who graduated within six years of enrolling rose to 87 percent (by the NCAA’s count) this year, continuing what has been a consistent increase since the association altered its approach to academic performance 15 years ago.”From the HR Department
Shernaz Daver, Udacity’s chief marketing officer, is leaving the company.The Business of Job Training
Via Edsurge: “How Apple, Salesforce and Other ‘Platform’ Companies Can Help Close the Skills Gap.”
“Salesforce will start selling its online learning platform, which has helped its own employees change roles and get promotions,” says MIT Technology Review, going with the wonderful lie in the headline “Making Job-Training Software People Actually Want to Use.”This Week in Betteridge’s Law of Headlines
“Are Big Tech Companies Doing Right by America’s Students?” asks MIT Technology Review.
“Does ‘The Mooch’ Belong on Tufts Advisory Board?” asks Inside Higher Ed.
“Can a Mathematical Model Detect Fake News?” asks Edsurge.
(Reminder: according to Betteridge’s Law of Headlines, “Any headline that ends in a question mark can be answered by the word no.”)Upgrades and Downgrades
“How Silicon Valley Plans to Conquer the Classroom” by The New York Times’ Natasha Singer – through some pretty shady practices, no doubt.
(Education Next suggests, as part of its “behind the headlines” takes, an article by Curriculum Associates’ Rob Waldron," How To Avoid Getting Ripped Off by Ed-Tech Vendors.” Waldron’s company is featured in Singer’s story and not in a very good light. More Curriculum Associates news in the VC section below, incidentally.)
“Something is wrong on the internet,” says James Bridle. Via The New York Times: “On YouTube Kids, Startling Videos Slip Past Filters.” YouTube now says it has a “new policy” to flag this content. (Nice timing to promote “picting” in the classroom.)
Maybe social media is broken, Cathy O’Neil suggests. And maybe educators will rationalize using it anyway…
“Google’s Mass-Shooting Misinformation Problem” by The Atlantic’s Alexis Madrigal.
“Media Literacy When the Platforms Are Complicit” by Bill Fitzgerald.
“Facebook will teach the unemployed digital/social media skills in 30 cities,” says Techcrunch. Facebook breaks democracy and then turns around and sells you the fix. Clever.
In other Facebook news, “Facebook’s testing a new method to prevent revenge porn that requires uploading your nudes,” says Techcrunch.
Via the BBC: “Facebook’s fake news experiment backfires.”
Via Newsweek: “Meet Naomi Wu, Target of an American Tech Bro Witchhunt.” Maker CEO Dale Dougherty is accused of harassing Wu online “alleging that she’s only a model who serves as the face of engineering projects completed by a team of men.”
Via Techcrunch: “How littleBits grew from side project to Star Wars.”
Via EdWeek’s Market Brief: “Follett to Start Selling LEGO Education Materials for Hands-On Lessons.”
Inside Higher Ed looks at “inclusive access,” which is a very misleading way of saying you’re forcing everyone to buy the course materials or digital textbooks thru a fee tacked on to tuition. Publishers love this, of course.
“It’s Time For A Deeper Conversation About How Schools Use Technology,” says KQED Mindshift.
Via Edsurge: “Educators Question AltSchool’s Pivot: Where Does Silicon Valley’s Philanthropy End and Profits Begin?” Two educators, at least, had questions for Edsurge.
One tech industry CEO’s vision of revolutionizing schools withers, and another is there to take its place. This week, it’s WeWork, which recently acquired the troubled coding bootcamp Flatiron School. Bloomberg reports that “WeWork Is Launching a Grade School for Budding Entrepreneurs.” “In my book, there’s no reason why children in elementary schools can’t be launching their own businesses,” [says founder] Rebekah Neumann. Except maybe child labor laws. IP concerns. Ethics. A commercial-free childhood. Never one to shy away from promoting the techno-dystopia, Fast Company weighs in: “WeWork Founder Hopes Her New School Will Help 5-Year-Olds Pursue Their Life’s Purpose.” (This seems closely related to Ivanka Trump’s notion that 5 year olds need to learn to code so they can get a job. Good thing no one in the current administration actually advocates child labor. OH WAIT.)
Via Business Insider: “An MIT psychologist explains why so many tech moguls send their kids to anti-tech schools.” That’s Sherry Turkle.
“Why Moodle Supporters Should be Concerned,” according to Mindwires Consulting’s Michael Feldstein. And from Phil Hill: “A Note on Data Used for LMS Market Analysis.” Also by Feldstein: “How and Why the IMS Failed with LTI 2.0.”
Via Times Higher Education: “Scholars launch non-profit rival to ResearchGate and Academia.edu.” It’s called ScholarlyHub, and I’d tell you more about it but like ResearchGate and Academia.edu, there’s a paywall that prevents me from reading the Times Higher Education article.
“Inventor creates device to help fidgety kids learn better,” the AP reports. The device is called “Bouncy Bands.” It’s been featured on Dr. Oz so it must work.
“Tech is making ed more inclusive, accessible to students with special needs,” says Education Dive. I’m not quire sure this is true, as I’m working on my year-in-review series and see a lot of stories about how tech exacerbates inequalities and excludes those with disabilities.
As I’m working on that series, I can see how certain “trends” in ed-tech are being carefully cultivated by ed-tech companies and the ed-tech press. One of those “trends” is surely “character development” (a.k.a. “grit” a.k.a. “mindsets” a.k.a. “social and emotional learning.”) The CEO of Schoolrunner writes in Education Week’s Market Brief, for example, that “Science of Character Development Initiative to Help Students Achieve Goals.” The 74 says that “There’s Lots of Social-Emotional Support for Students, but Not for Teachers. Here Are Some Programs Looking to Change That.” Getting Smart reviews The Flexible SEL Classroom. Via Education Dive: “Principals support SEL efforts, but want more teacher training.” Oh and there’s fundraising news on this topic too via Edsurge – that’s in the VC section below.
It’s not “social emotional learning,” but it’s… something. “What is Agentic Learning and Why is it Important?” asks Getting Smart. Via The 74: “25 Years, 1 Million Kids. How Expeditionary Deeper Learning Engages Students Through Inquiry, Discovery & Creativity.”
“The path to personalized learning is not straight,” says The Hechinger Report.
The latest Have You Heard podcast episode: “What We Talk About When We Talk About the Corporate Education Agenda.”
“As Corporate World Moves Toward Curated ‘Microlearning,’ Higher Ed Must Adapt,” says Edsurge.
Via Techcrunch: “Apple’s ‘Everyone Can Code’ initiative expands to colleges and universities outside of the US.”
Via Education Dive: “Tech for ELL students can bridge content and digital learning gaps.”
“Networked U.’s: This Is What Will Save Higher Ed,” says Jeff Selingo.
Edsurge talks with former LAUSD superintendent John Deasy, who’s now the editor-in-chief for a new publication run by Frontline Education, a K–12 software company.
I’m just including this because I think the headline underscores how some in technology think that technology adoption is simply a matter of tech and not of other social, cultural, economic forces: “A Mind-Bending Cryptographic Trick Promises to Take Blockchains Mainstream.”
The idea that Sean Parker is a “conscientious objector” to social media is fucking hilarious. But anyway…Robots and Other Ed-Tech SF
The Next Web says “This smartphone app is like an AI chastity belt for teens.” No. Just. No.
Via the Observatory of Educational Innovation: “Can you predict your students’ final grade at the start of the course? Yes, you can with Artificial Intelligence.” Sigh.
Via MIT Technology Review: “Andrew Ng Wants a New ‘New Deal’ to Combat Job Automation.” That is, he wants the federal government to invest in retraining workers.
“What will universities look like in 2030?” asks Times Higher Education. Something something robots something something.
Via Edsurge: “Who Controls AI in Higher Ed, And Why It Matters (Part 1).”(Venture) Philanthropy and the Business of Ed Reform
NewSchools Venture Fund has announced the startups in its “early learning cohort”: AppleTree Institute for Education Innovation, Brightwheel, CodeSpark, Cognitive ToyBox, Family Engagement Lab, Kaymbu, Learning Genie, Mawi Learning, MIND Research Institute, Sparkler, Peekapak, Reasoning Mind, Teachley, Waterford Institute, and WriteReader. These companies get $1.5 million in grant funding.Venture Capital and the Business of Ed-Tech
Panorama Education has raised $16 million from the Emerson Collective, Spark Capital, Owl Ventures, SoftTechVC, and the Chan Zuckerberg Initiative. Once upon a time, this was a school survey company but it now markets itself as a social emotional learning company. That seems to have worked with investors – it’s raised $32 million total.
Tutoring company Acadsoc has raised $15 million from Shenzhen Capital Group and IDG Capital Partners.
Language learning tutoring startup PandaTree has raised $1.5 million from Michael Dearing and Randy Ching.
Montessorium has raised $1 million from Bluestem Capital, SD Angel Funds, Falls Angel Fund, Two Bridges Capital, Kampeska Capital, and SDSU/Brookings Angel Fund. The app maker has raised $2 million total.
Once upon a time, Musical.ly was an ed-tech startup. Then it opted to become a “viral sensation.” Now it “is being sold for between $800 million and $1 billion to Bytedance, the company that controls the Chinese news aggregator Toutiao,” The New York Times reports.
Curriculum Associates has acquired Motion Math.
Via EdWeek’s Market Brief: “New Venture Capital Firm Bullish on Future of Europe’s Ed-Tech Market.” I mean, I guess you’d have to be to start a new ed-tech venture capital firm, right?Privacy, Surveillance, and Information Security
Jade E. Davis writes in DML Central on “The Importance of Student Privacy in Big Data.”
“High School Safety Includes Protecting Teens’ Data” says US News & World Report.
Via The Hans India: “District Education Officers asked to ensure 100% biometric attendance in schools.”
Via KSN.com: “Derby schools computer software could track cyber bullying, suicide threats.” What could possibly go wrong in Kansas.
Via NBC Connecticut: “Newtown Among 800 School Sites Attacked By Hackers.”
Via Naked Security: “Student charged by FBI for hacking his grades more than 90 times.” 90. Times.
Via The Guardian: “Big Brother isn’t just watching: workplace surveillance can track your every move.”Research, “Research,” and Reports
Via The Hechinger Report: “How preschool teachers feel about science matters, new research finds.”
Via The Washington Post: “Hate at school: 90-plus ‘poisonous’ incidents reported on K–12 campuses in October.”
“A Nation of Snowflakes” – Inside Higher Ed on a new survey on campus free speech.
Via Inside Higher Ed: “President of higher ed research group documents white dominance in the academy and urges scholars to use their work to help disenfranchised people.” That’s Shaun Harper, a professor at USC and executive director of the university’s Race and Equity Center
Via Inside Higher Ed: “Study finds male Ph.D. candidates submit and publish papers at much higher rates than women, even at the same institution. One factor is that women teach more during their Ph.D. programs and men serve more often as research assistants.”
A report from the Shanker Institute: “Public and Private School Segregation in the District of Columbia.”
The 74 on a research brief from the American Institutes for Research: “The Hidden Mental Health Crisis in America’s Schools: Millions of Kids Not Receiving Services They Need.”
“Poverty Is Largely Invisible Among College Students,” writes Sara Goldrick-Rab.
Via Inside Higher Ed: “Private colleges and universities are expected to grow tuition revenue faster than public institutions in 2018, breaking from recent trends, according to an annual survey of colleges rated by Moody’s Investors Service.”
Via The Hechinger Report: “Federal data shows 3.9 million students dropped out of college with debt in 2015 and 2016.”
Via UNESCO’s World Education Blog: “The Partnership Schools for Liberia: A critical analysis.”
The Chronicle of Higher Education on “Why Faculty Members Still Aren’t Sure What to Make of Education Technology.” Bonus points for the Educause researcher who described this stance on ed-tech as “some very weird doublethink.” Perhaps the dangers actually lie with those who believe that nuanced views of technology are somehow problematic.
Via Inside Higher Ed: “Oregon State University Ecampus has created a database compiling research on the efficacy of online learning. The Online Learning Efficacy Research Database, which launched this week, is a searchable resource of academic studies that was created in response to skepticism about online education.”
Campus Technology writes up the results of a poll from McGraw-Hill that claims “More Than Half of Students Want Their Classes to Go Digital.”
Via NPR: “Free Books Boost Early Literacy.”
It’s not directly related to ed-tech, sure, but damn ed-tech sure does love this stuff so I’m including it here anyway. Via The New York Times: “Don’t Nudge Me: The Limits of Behavioral Economics in Medicine.”
From Harvard’s Shorenstein Center: “Information Disorder: Toward an interdisciplinary framework for research and policymaking.”
Here’s Forbes with some “fake news”: “Millennials And Their Kids: Why They’re Choosing DIY Education.” (n=2)
Icon credits: The Noun Project
El proyecto europeo TeachUp (Teacher UpSkilling) se basa en las conclusiones del grupo de trabajo sobre centros educativos ET2020, que destacó la necesidad de una formación docente de calidad sobre el nuevo papel y las competencias de los docentes a lo largo de su carrera. Y es, precisamente, para tratar sobre esas competencias docentes del siglo XXI y su incorporación a la formación del profesorado para lo que, el pasado martes, 7 de noviembre, se celebró en la sede del INTEF el Primer Country Lab del proyecto.
En este primer encuentro, en el que se han dado cita 28 profesionales de distintos ámbitos de la educación, que ya habían participado en el cuestionario inicial de diagnóstico (representantes de las administraciones, docentes de distintos niveles educativos -desde infantil hasta universidad- y futuros docentes), y a través de dinámicas distendidas que propiciaban el debate y la participación, se dio respuesta a las siguientes preguntas, organizadas en torno a cuatro grandes bloques de contenido:
- Identificación de desajustes entre la formación docente y los nuevos roles y competencias exigidos al profesorado
- ¿Qué esperamos de la formación del profesorado?
- ¿Qué competencias y/o habilidades requiere un docente para poder trabajar en los centros educativos del siglo XXI?
- ¿Encajan los currículos con las nuevas metodologías de trabajo propias del siglo XXI?
- La evaluación formativa y su integración en la formación del profesorado
- ¿Cuáles son las características básicas de la evaluación formativa?
- ¿Cuál puede ser el papel de la evaluación formativa en los procesos de enseñanza-aprendizaje?
- ¿Cómo se podría mejorar el uso de la evaluación formativa a través de la formación del profesorado (o de futuros docentes)?
- Aprendizaje personalizado y colaboración
- ¿Cómo podríamos incorporar la idea de aprendizaje personalizado en la formación del profesorado?
- ¿Cómo se puede crear una cultura de colaboración en el aula?
- ¿Cómo pueden los espacios favorecer la colaboración en el aula?
- ¿Cómo podemos fomentar la colaboración entre el profesorado?
- ¿Cómo entendemos la creatividad en educación?
- ¿Cuáles serían las características de una persona creativa?
- ¿Qué metodologías favorecen el desarrollo de la creatividad?
- ¿Cómo podemos orientar a nuestro alumnado en el desarrollo de su creatividad?
- ¿Cómo podemos valorar la creatividad de un producto presentado?
- ¿Cómo podemos integrar la creatividad en el currículo?
- ¿De qué manera podemos integrar la creatividad en la formación inicial del profesorado?
- ¿De qué manera podemos integrar la creatividad en la formación continua del profesorado?
Las conclusiones de esta intensa jornada de trabajo serán llevadas al Country Lab que tendrá lugar en Bruselas los días 13 y 14 de diciembre. Este encuentro servirá para poner en común las aportaciones de todos los países participantes en el Proyecto con el fin de dotar de contenido y dar forma a cuatro cursos online en relación con los temas tratados.