ICDE » Publication opportunity for innovative research and practice

Open Praxis, a peer-reviewed open access scholarly journal welcomes submissions which highlight challenges, lessons and achievements in the practice of distance and e-learning from all over the world.

Its current call for papers is open until 30 April for publication in July 2015.

Call for papers: Open Praxis, July-September 2015 edition

An article may present research or surveys of recent work, describe original work, or discuss new technology and its possibilities, implications and/or other related issues.

You may submit one or more of the following:

  • Research articles – approximately 5000 words – these may focus on concepts, analysis and results of studies regarding open and distance education.
  • Innovative practice articles – approximately 3000 words – these may provide analysis of concrete experiences.
  • Reviews – approximately 1000 words – these include books, reports, software or internet resources.

Open Praxis is a peer-reviewed open access scholarly journal focusing on research and innovation in open, distance and flexible education. Open Praxis is published by ICDE and is under the editorship of Dr. Inés Gil-Jaurena at Universidad Nacional de Educación a Distancia (UNED), Spain.

viaICDE » Publication opportunity for innovative research and practice.

Open Praxis

2015 – HEFCE – Changing the learning landscape

Students, practitioners and university leaders from across 145 UK universities and colleges have taken part in a ground-breaking HEFCE-funded programme, led by the Leadership Foundation, to advance technology-enhanced student learning.

A summary report has been published, and a range of online resources to share innovative practice and support ongoing development has been launched.

The programme recognised that the student experience can be enhanced by technology in a number of ways, including:

  • the opportunity to gain additional digital skills and confidence
  • opportunities to collaborate and learn with other students remotely
  • improved interaction with lecturers
  • access to new and cutting-edge ‘live’ content
  • ultimately creating a more flexible, mobile, and personalised approach to their own learning.

summary report

via2015 – Higher Education Funding Council for England.

Learning and Teaching Technology Options: STOA Options Brief

The education system is very wide and no technology will be adequate to solve all problems. Moreover there are many and fast evolving technologies while every region and country face specific challenges and have specific contextual factors. Therefore the policy options are intended as strategic approaches that provide a framework for decision-makers to define more concrete policies.

Study : Learning and teaching technology options: Study
Executive Summary : Learning and teaching technology options: In-Depth Analysis
Annex : Learning and Teaching Technology Options: STOA Options Brief

viaSTOA | Studies and Options Briefs.

Préconisations sur la pédagogie numérique : le CESE a rendu son (…) – France Université Numérique – FUN

Le CESE (Conseil Économique Social et Environnemental) a rendu ses préconisations sur la pédagogie numérique le 24 février 2015. Pour le CESE, le défi de la pédagogie numérique ne pourra être relevé que par la mise en place d’une stratégie nationale qui permet la transition vers la pédagogie numérique dans un objectif de démocratisation. Le numérique représente une opportunité permettant d’apporter des solutions inédites.

viaPréconisations sur la pédagogie numérique : le CESE a rendu son (…) – France Université Numérique – FUN.


How MOOC Video Production Affects Student Engagement | edX

« Here are our seven main findings and corresponding recommendations for creators of online educational videos:

  1. Shorter videos are much more engaging. Engagement drops sharply after 6 minutes. Recommendation: Invest heavily in pre-production lesson planning to segment videos into chunks shorter than 6 minutes. This is the most significant recommendation!
  2. Videos that intersperse an instructor’s talking head with PowerPoint slides are more engaging than showing only slides. Recommendation: Invest in post-production editing to display the instructor’s head at opportune times in the video. But don’t go overboard because sudden transitions can be jarring. Picture-in-picture might also work well.
  3. Videos produced with a more personal feel could be more engaging than high-fidelity studio recordings. Recommendation: Try filming in an informal setting such as an office to emulate a one-on-one office hours experience. It might not be necessary to invest in big-budget studio productions.
  4. Khan-style tablet drawing tutorials are more engaging than PowerPoint slides or code screencasts. Recommendation: Introduce motion and continuous visual flow into tutorials, along with extemporaneous speaking so that students can follow along with the instructor’s thought process.
  5. Even high-quality prerecorded classroom lectures are not as engaging when chopped up into short segments for a MOOC. Recommendation: If instructors insist on recording traditional classroom lectures, they should still plan lectures with the MOOC format in mind and work closely with instructional designers who have experience in online education.
  6. Videos where instructors speak fairly fast and with high enthusiasm are more engaging. Recommendation: Coach instructors to bring out their enthusiasm and reassure them that they do not need to purposely slow down. Students can always pause the video if they want a break.
  7. Students engage differently with lecture and tutorial videos. Recommendation: For lectures, focus more on the first-time watching experience. For tutorials, add more support for rewatching and skimming, such as inserting subgoal labels in large fonts throughout the video. »

viaHow MOOC Video Production Affects Student Engagement | edX.

Liberating learning: experiences of MOOCs | The Higher Education Academy

Research into MOOCs – massive, open, online courses – is proliferating as they become increasingly popular in the UK.The study reported here sought in-depth accounts of learning on a MOOC from ten people who completed one of the University of Southampton’s first two such courses during 2014. Its goal is to better understand their motivations for studying in this way, and the learning opportunities and problems they encountered. Findings were discussed with five academics involved in leading, developing and teaching on the MOOCs in order to explore issues from both perspectives. Given the small-scale nature of the project no specific recommendations are made as a result of it. Instead, the final paragraphs offer reflections from the project team about how the research is likely to impact their own practice in the future, and suggestions about how learners might make the most of the opportunities MOOCs offer.

viaLiberating learning: experiences of MOOCs | The Higher Education Academy.


10 tendances pédagogiques à surveiller en 2015 – Infobourg.com

En 2014, ce sont probablement les MOOC et la classe inversée qui ont joui de la plus grande visibilité sur le plan du potentiel pédagogique. Quelles sont les tendances pédagogiques dont nous entendrons parler en 2015 et dans les années à venir? Des réponses se trouvent peut-être dans un récent rapport.

L’Open University, une institution universitaire britannique dispensant de la formation en ligne, publie depuis 2012 un rapport annuel portant sur les formes de pédagogie innovante. Elle vient récemment de publier le rapport de 2014, intitulé « Innovating Pedagogy 2014: Exploring new forms of teaching, learning, and assessment, to guide educators and policy makers ». Ce rapport, produit par des membres de l’Institute of Educational Technology, identifie 10 tendances pédagogiques susceptibles de se développer dans les prochaines années.

via10 tendances pédagogiques à surveiller en 2015 – Infobourg.com.

consultez le rapport ici

2014 Survey on e-learning in the European Higher Education Institutions

The study, which was launched in November 2014, presents and analyses the results of a survey conducted by EUA between October and December 2013 which gathered 249 answers from higher education institutions from across Europe.

The goal of the survey was to map European university capacities for e-learning and assess perceptions regarding its general impact on learning and teaching.

The survey asked about the type of e-learning institutions use, their experiences in this area and their expectations. It considered blended and online learning in various formats. Given the strong interest in Massive Open Online Courses (MOOCs), a large section of the report is also dedicated to this issue.  The survey also posed questions regarding support structures and services, intra-institutional coordination, quality assurance and recognition.

The results of the survey showed that the vast majority of institutions offer blended learning and online learning courses (91% and 82% respectively). Less frequent, but seemingly also on the rise, were other forms of provision such as joint inter-institutional collaboration and online degree courses. Furthermore, nearly half of the surveyed institutions said they already had an institution-wide strategy (for e-learning) in place, and one fourth were preparing one.

The survey also demonstrated for example that Massive Open Online Courses (MOOCs) are still of high and seemingly growing interest at European universities. At the time of the survey at the end of 2013, only 31 of the responding institutions (12% of the sample), offered MOOCs or were just about to launch them. But almost half of the institutions that did not offer MOOCs indicated their intention to introduce them.

The study results will be used by EUA in the European higher education policy debate, with regard to the EC Communication on “Opening up education” (September 2013) and the ongoing discussion on teaching and learning in the Bologna Process. EUA will also use them to devise measures for supporting and providing networking opportunities for higher education institutions committed to or interested in the topic.

via2014 Survey on e-learning in the European Higher Education Institutions.

For the publication, please click here.

Jules Ferry 3.0 – Conseil national du numérique

Jules Ferry 3.0, Bâtir une école créative et juste dans un monde numérique.

Le 3 octobre, le Conseil national du numérique CNNum a publié ses recommandations pour bâtir une école créative et juste dans un monde numérique.

Huit axes déclinés en 40 recommandations

  • Enseigner l’informatique : une exigence
  • Installer à l’école la littératie de l’âge numérique
  • Oser le bac HN Humanités numériques
  • Concevoir l’école en réseau dans son territoire
  • Lancer un vaste plan de recherche pour comprendre les mutations du savoir et éclairer les politiques publiques
  • Mettre en place un cadre de confiance pour l’innovation
  • Profiter du dynamisme des startups françaises pour relancer notre soft power
  • Ecouter les professeurs pour construire ensemble l’école de la société numérique

viaConcertation sur l’éducation et le numérique | Conseil national du numérique.

Le rapport


Communiqué de presse (03/10/2014)

Dossier de presse

German Rectors’ Conference – MOOCs in the context of digital teaching

The potential and problems of MOOCs – MOOCs in the context of digital teaching

The German Rectors’ Conference (HRK) published a reader which offers an analysis of the current situation of MOOCs and discusses fields respectively scenarios of possible applications.

viaNew Media – HRK.