Archive for the ‘academia’ Category

TACCLE 3 – Coding Project @ Zenodo

December 19th, 2016 by Daniela Reimann

TACCLE 3 coding Logo

Please find here the Zenodo Community of “TACCLE3 coding” track on “computational thinking in pre-university education” of the TEEM 2016 conference including all TEEM 2016 papers and presentations related to it, curated by Prof. Dr. Francisco José García Peñalvo, Director del Grupo GRIA, University of Salamanca

New book: “Gestaltungsorientierte Aktivierung von Lernenden: Übergänge in Schule – Ausbildung – Beruf”

November 4th, 2016 by Daniela Reimann

Our new book is out ‘Gestaltungsorientierte Aktivierung von Lernenden: Übergänge in Schule – Ausbildung – Beruf’ and available as print and e-book.

Here is the German summary:

“Die Berufseinmündung ist ein wichtiger Aspekt der gesellschaftlichen Integration von jungen Menschen. Wissenschaftler und Wissenschaftlerinnen diverser Disziplinen, aus Berufs- und Medienpädagogik, Bildungs- und Sozialwissenschaften, Soziologie sowie aus der Ästhetischen Bildung, die zu diesem Band beigetragen haben, entwickeln neue Ansätze und erforschen innovative Konzepte für eine Verbesserung der Situation von Jugendlichen ohne Arbeit oder Ausbildung.
Der vorliegende Band versammelt Beiträge an der Schnittstelle von berufs- und bildungsbiografischen Übergängen, ihrer aktiven Gestaltung durch die Betroffenen selbst und ihrer pädagogischen Begleitung. Es werden Probleme des Übergangs und der Berufseinmündung diskutiert und neue Konzepte zur Berufsorientierung und -vorbereitung präsentiert, die Jugendliche in Deutschland sowie auf internationaler Ebene durch spielerische und ästhetische Methoden, mediale und künstlerische Zugänge ermutigen sollen, ihren beruflichen Werdegang aktiv gestaltend in die Hand zu nehmen.”

Source: Reimann, Daniela; Bekk, Simone; Fischer, Martin (Hrsg.): Gestaltungsorientierte Aktivierung von Lernenden. Übergänge in Schule – Ausbildung – Beruf. Norderstedt

TACCLE 3: CODING

August 13th, 2015 by Daniela Reimann

TACCLE 3 Coding is a new research project which looks at Teachers’ Aids on Creating Content for Learning Environments in the field of coding. It is funded (from 9/2015 to 8/2017) under the European Commission’s Erasmus+ program, key action: Cooperation for innovation and the exchange of good practices.

The project’s aims are:

• To encourage and support teachers to introduce coding, programming and / or computational thinking as part of the curriculum in the 4 – 14 classroom to better equip pupils to develop the skills needed by the European labor market.
• To broaden teachers’ digital skills base and enhance their professional competence
• To show how entrepreneurial skills can be developed and integrated with programming skills The project objectives are:
• To produce an on-line support package of ideas, activities, materials and downloadable resources for teachers who are teaching coding or programming or who want to.
• To provide CPD courses in a variety of formats and a template and materials for local delivery.
• To establish a dialogue between teachers and programmers, teachers and resource producers, teachers and organizations involved in teaching coding and to act as an agency for exchanges of curricula, ideas and practice.

The demand for ICT professionals continues to grow. The European Commission estimates there will be 700, 000 unfilled vacancies for ICT practitioners in the EU by the year 2016. Of all job vacancies in ICT, computer programmers are the most in demand outnumbering the demand for other IT professionals by a factor of 5 to 1. The greatest demand is in UK, Germany, Estonia and other Northern European countries, which reflects the make up of the project partnership.

Despite this skills shortage, there has been limited response from the European education system. Estonia has already introduced computer programming for all ages across the school curriculum, Denmark partially so. Others are about to introduce it (such as England in 2014) and others are considering it (e.g. Finland, Ireland). Some German Länder such as Bavaria are well advanced; others are not. In other countries, whilst not part of the compulsory curriculum, there are agencies and individual teachers who are trying to introduce programming into the classroom. What seems inevitable is that all member states must surely move in this direction if they are to meet the skills demands of the European economy. The biggest problem we face is a desperate shortage of teachers. Mathematics and computer-science graduates generally choose more lucrative trades; the humanities and social-science graduates who will find themselves teaching coding will need plenty of support as will the primary teachers. In addition the OECD reports that more and more computer programmers prefer to be self-employed or working in micro-SME partnerships and not committed to one particular long-term employer and the vacancy market is beginning to reflect the increase in a new form of employment in the ICT sector. For this reason the project is looking to produce resources for developing entrepreneurship skills alongside programming skills.

The project will:

· Develop a website of activities and ideas that teachers can use in the classroom to teach children about coding and programming. These will support diverse curricula across member states and, where there is no formal curriculum, support individual schools and teachers who want to introduce computing / informatics / programming etc. in their own practice
· Develop some affordable resource kits that can be downloaded or for which instructions for making them can be provided on-line. This could result in selling the resource kits after the project as part of the exploitation and sustainability.
· Design and pilot some staff development opportunities and learning resources for teachers who are total newcomers to programming.
· Stimulate a positive attitude towards STEM with young children
· Test and evaluate existing resources such as the range of software currently available to help children develop programming skills.
· Explore and follow up existing research and projects addressing this issue (e.g. work on Tangible User Interface for children.)
· Enter into policy dialogue and inform policy in countries around issues concerning the teaching and learning of programming in schools” (source: project proposal).

Co-ordinator: Jens Vermeersch, adjunct van de directeur, GO! Onderwijs van de Vlaamse Gemeenschap, afdeling Beleid & Strategie, Internationalisation, Brussels

Project partners:
IBP/KIT, Germany
Pontydysgu, Wales, U.K.,
SGR Antigon Schoöengroep 1, Antwerpen, Belgium
HITSA HariDUE INFOTHHNOLOGIA SIHTASUTUS, Research centre, Tallinn, Estonia
TALLINN University, Tallinn, Estonia
UNIVERSiDAD DE SALAMANCA, Spain
AALTO UNIVERSITY, Helsinki, Finland
University of Eastern Finland, School of Computing, KUOPIO, Finland

Vocational biography design to support young unemployed people goes Europe

November 2nd, 2014 by Daniela Reimann

We just managed to tranfer the idea of enabling young unemployed people to visualize their vocational experience and biography using digital media to the European level. The research project “Show Your Own Gold (Acronym) develops, tests and evaluates „a European Concept to Visualize and Reflect One’s Vocational Biography Using Digital Media”. It is funded under the ERASMUS+ Key Action 2, Strategic Partnerships programm for 3 years (2014-2017), co-ordinated by IBP/KIT

EU_flag-Erasmus+

Aims and objectives
The project aims to develop a European concept for consultancy, including course design, to enable young, unemployed people to display their vocational biography. This is realized by producing media available on a multimedia-based online environment to visualise informally and formally acquired skills. The letter is realized by introducing media-based competence portfolios. Within the framework of the project, both the Internet-based competence portfolio as well as consultancy offered for the participants of vocational preparation courses will be developed in the form of an scientifically accompanied course. The course will be developed, realized with young people in the 6 countries and evaluated.

Project partners:
• Instituto Politécnico de Beja, Art and Multimedia Laboratory, Education Faculty, Beja, Portugal (Prof. Dr. Aldo Passarinho, Prof. Ana Sofia Velhinhu Sousa), Website

• PONTYDYSGU LTD, The Bridge To Learning, Wales, U.K. (director: Graham Attwell) Website

• SC AxA Consulting 99 SRL, a consultancy and training company providing high quality skills training programmes for corporate and industrial clients. (Liliana Voicu), Bucarest, Romania, Website

• UNIVERSITAT DE BARCELONA, Cultural Pedagogies, Faculty of Fine Arts, Esbrina Research Group – Subjectivitats i Entorns Educatius Contemporan“, dedicated to the study of the conditions and current changes in education in a world mediated by digital technologies and visual culture. (Prof. Dr. Fenando Hernandez, Prof. Dr. Juana Sancho-Gill, Rachel Fendler), Website

• Zavod NEFIKS Institut za promocijo in belezenje neformalno pridobljenega znanja/ aims to educate young people in different fields, persuading employers to consider non-formal education as a reference when getting a job.
Ljubljana, Slovenia (Alenka Blazinšek) Website

• Co-ordinator: Institute of Vocational and General Education at the Karlsruhe Institute of Technology KIT (Dr. Daniela Reimann, Prof. Dr. Martin Fischer, M.A. Kerstin Huber, M.A. Kristina Stoewe, Nadine Görg)

Summary
The project intends to make young unemployed people set up, reflect and visualize their individual vocational and educational biography, actively producing media available on a Web-based multimedia environment. Formally and informally acquired skills and competencies are visualized using a particular type of online portfolio developed in the project (by the partner PONTYDYSGU LTD). Within the framework of the project, both the Web-based multimedia environment as well as the consultancy of young people will be developed in the form of an accompanying course offered in each of the participating countries.

In the project, a consultancy concept with a specific scope of courses offered for the generation and reflection of appropriate media formats, such as video clips showing the young participants at the workplace, in work processes, at the company, during internships. Further interviews with the trainees and skilled workers of a branch, including images of their own work pieces and projects are to be provided.

The research design is based on several distinct research strategies:

1. A desk study (analysis, literature review) of the situation of vocational preparation organised and embedded in the VET system and the employment situation of young people in the partner countries. This is necessary in that no studies are at present available on the analysis of the integration of the concept of vocational biography design in vocational preparation in the participating countries;
2. The development of the course (curriculum design) and
3. Its’ application in vocational preparation, followed by
4. a set of in-depth group interviews and surveys with the social actors involved, such as trainees and trainers, accompanied by a series of transnational work meetings.

Dissemination
The results of the project will be clearly spelled out to be easily circulated and disseminated via an International Youth Panel, including the BIBB the German Federal Institute of Vocational Education and Training, as well as social media in order to enhance their usability within the policy making process. The project aims to support EU and national policy makers for what concerns the development & implementation of new VET related policies towards a European concept of successful vocational biography design.

The interim project Web site can be accessed here

EU_flag-Erasmus+

Symposium “Mapping and evaluating research on Young people as Visual Culture Producers”

November 19th, 2013 by Daniela Reimann

The 1st International Symposium ” mor thN img cnsmrs: Mapping and evaluating research on Young people as Visual Culture Producers “ will take place in
Iruña-Pamplona over 22 – 23 November – 2013. It is Organized by the EDARTE (UPNA/NUP) Research Group (Dr. Imanol Aguirre) at the Departament of Psychology and Pedagogy at the Public University of Navarra funded by the Ministry of Science and Innovation – Government of Spain.

ABOUT THE SYMPOSIUM

The research group of the Public University of Navarre, EDARTE, announces the first International Symposium “mor thN img cnsmrs. Mapping and evaluating research on Visual Culture youth producers” which will take place in Pamplona on November 22-23, 2013.

Since 2010, EDARTE is developing the research project “Young People as Visual Culture Producers: Artistic Skills and Knowledge in Secondary Education” (EDU 2009-13712). Now, in the final stage of this study, we’ve considered necessary to organize a scientific encounter to share the results of our investigation with other international research groups that have worked on this field of study.

This meeting pursues a triple objective: First, to disseminate different studies on youth as visual culture producers that have been developed in the last five years in different parts of the world. Second, to enable the creation of a map of this area of study that will contribute to structure the field of research with other experts. Finally, to evaluate our own research project, its goals, its methods and results, comparing them with those obtained by the participant groups in their researches.

As we have explained, this is a meeting of invited experts, not open to paper submissions from other researchers. However, the participation of those people who want to join us in the symposium will be welcomed, especially in the debates that will take place after each of the presentations.

The debates will focus on the following questions:

Ethical and academic concerns in the research of/with the youth as VC producers.
Media education and the VC production of the youth.
Art education and VC in relation with the production of young people.
Museums as out-school settings in relation with the VC production of the youth.
Youth digital production and VC.
Skills/knowledges/saviors of young people.
School learning/researching experiences in relation with the production of VC

INVITED SPEAKERS

The studies to be presented in the talks have been selected for their scientific rigor and its relevance to the fields of education, arts, youth, or information technologies.

ponentes

PROGRAMME

VIERNES 22
09.15 – 09.30: Arrival.
09.30 – 09.40: Opening.
09.40 – 10.55: Conference: Kerry Freedman “Art Outside of School: Youth Visual Culture Learning Communities”
10.55 – 11:15: Coffee Break.
11:15 – 12.30: Conference: EDARTE “Saberes y lugares de la producción de cultura visual de los jóvenes”
12.30 -13.45: Conference: Crystle Martin “Fantasy Wrestling: Youth Digital Production and Visual Culture in a Competitive Fandom and Connected Learning Environment”
13.45 – 15.45: Lunch Break.
15.45 – 17.00: Conference: Daniela Reimann “Digital media in creative processes with young people in vocational preparation measures”
17.00 – 17.15: Coffee Break
17.15 – 18.30: Conference: Alfred Porres “9nubes. Nueve anotaciones flotantes en torno a la investigación con jóvenes como productores de cultura visual en contextos educativos”

SÁBADO 23
09.45 – 11.00: Conference: Vitus Vestergaard “Playing with the Camera – Creating with Each Other: Video Production and Collaborative Emergence in a Museum Setting”
11.00 – 11.20: Coffee Break.
11.20 – 12.35: Conference: Rachel Fender “Visual culture as living inquiry: looking at how young people reflect on, share and narrate their learning practices in and outside school”
12.35 – 13.50: Conference: Julian Sefton-Green “Critical synthesis of the different perspectives around media production, digital culture, youth participation and visual culture”
13.50 – 14.00: Closing and lunch time.

LANGUAGES
English will be the official language of the symposium. Bilingual simultaneous interpreting (English-Spanish-English) will be facilitated during the talks.

VENUE
Museum of Navarre (more info): Address: C/ Santo Domingo, 47, 31001 Pamplona

ATTENDEE REGISTRATION
Registration is free. Each attendee must register sending an e-mail with his/her name and surname to info@edarte.org.

Info via the symposium Website

Overcoming the academic media divide

June 27th, 2013 by Graham Attwell

If I was paid for the number of times i have heard researchers / teachers / lecturers / managers saying they discourage / ban / mark down students from using Wikipedia I would be a rich man (and I am not!). The reasons vary. The usual one is that Wikipedia is unreliable because it is crowdsourced. Another is that they want students to use ‘proper’ sources. Yet another is that Wikipedia makes life too simple.

Anyway the divide between academia and Wikipedia seems to be narrowing. In a welcome press statement, the UK universities based JISC announce:

Jisc and Wikimedia UK are collaborating on a project to bring the academic world and Wikipedia closer together. This will create opportunities for researchers, educators, and the general public to contribute to the world’s freely available knowledge.

They go on to say:

This is a national project, based at the University of Bristol. It will train experts in their workplaces and also run ‘editathon’ events which will be open to the public. Dr Martin Poulter, who is a Wikipedia editor as well as a professional creator of educational materials in the university, will be an ambassador between the two communities. This will include working with Jisc’s communities to identify specific topics for development.

Art and Robotics Workshop at IEEE International Conference on Robotics and Automation Karlsruhe ICRA 13

May 9th, 2013 by Daniela Reimann

ICRA 13 LOGO

art and robotics

Just a quick announcement – currently the IEEE International Conference on Robotics and Automation ICRA 2013, organised by the Institute for Anthropomatics at KIT, takes place in Karlsruhe, Germany. On May 10 a full day workshop on Art and Robotics: Freud’s Unheimlich and the Uncanny Valley will be held at the Kongresszentrum. See here for the programme, the list of speakers can be accessed here.

The Web stream of the main conference be accessed here.

ICRA13

photos/source via ICRA Website at ira13.org and http://uncannyvalley_icra2013.sssup.it/index.html

Hands-On-workshop “moves make music” at KIT

January 30th, 2013 by Daniela Reimann

WS moves make music

The research project MediaArt@Edu at KIT’s Institute of Vocational Education and General Education will be hosting the Hands-On workshop “moves make music” with the artist Onyx Ashanti over 27 to 28 February at KIT.

The workshop was developed in the framework of the BMBF research project InformAttraktiv of the “Digitale Media in Education” research group at the University of Bremen. It is part of the study profile on “artificial intelligence, cognition and robotics”, one of 3 study profiles in computer science in Bremen.

See here for Onyx Ashanti’s performance on the TED conference.

For further information please see here

Here is some information about Onyx Ashanti published on TED:

“Why you should listen to him:

Onyx Ashanti is a musician, geek, open-source advocate, Maker, collaborator … and we come back around again to musician. The intrumentation he has created fuses technique and technology into a full-body musical system, playable with hands, arms, mouth and body. As he says:

I am what can only be described as a cyborg musician. in other words, the music i create live, can not be replicated without technology. My music is called “Beatjazz.” It is a mix of sound design, live looping and jazz improvisation. My instrument of choice over the years has been a Yamaha Wind MIDI controller, but now the limitations have started to stunt the growth of this new form, so i designed an instrument that can take it into future.

He is now working on the next iteration of his instrument, codenamed Tron, and built around a helmet-mounted controller.”

WS moves make music

MediaArt@Edu – mentoring media and art education processes in vocational preparation

November 5th, 2012 by Daniela Reimann

IMAGE

It has been silent here for a while, which has to do with the ongoing research and teaching activities related to new projects such as the research project „MediaArt@Edu“ (ACRONYM), which looks at artistic approaches to support media literacy of young people in vocational preparation and vocational orientation programs.
It aims to develop new concepts to enhance digital media skills of young people. The project is co-ordinated by the Karlsruhe Institute of Technology’s Institute of Vocational and General Education and realised in collaboration with the Center for Art and Media ZKM’s department of Museum Communication, the German Federal Agency of Employment Karlsruhe as well as the Hardtstiftung e.V. Karlsruhe, a youth welfare service for young women.

The project is funded for 3 years under the German research programme entitled „strengthening media skills for sustainable media education in vocational qualification” of the German Federal Ministry of Education and Research (BMBF).
It aims to scrutinize artistic approaches and new mentoring and portfolio concepts to be applied in media technology education with young participants of vocational preparation and vocational orientation programs. In vocational preparation measures outside of vocational schools, young people are prepared for work or to take up a formal vocational training place. They are placed in a transit situation, hoping to get employed in the future.
However, in the project, a new concept to support digital media literacy of young people is developed, tested and evaluated. It brings together concepts of art, technology and vocational education as well as a specific mentoring model including portfolio research books to improve processes of self-reflexion of the learners.

In the project students of pedagogy, vocational education, engineering pedagogy as well as art and technology education accompany the young participants of vocational preparation programs. We intend to realize an education-through-art approach to technology by means of introducing artistic processes with digital media as well as didactic concepts of art education to vocational preparation. By improving media literacy of the young participants, the project aims to motivate them imagining and shaping pathways towards their own vocational biography and a perspective of future employment.

For further information, the (German) Web site can be accessed at http://www.ibp.kit.edu/berufspaedagogik/media-art-edu.php
English information will be available soon as well.

BMBF

IMAGE

The Culture of Digital Education: Innovation in Art, Design, Science and Technology Practices – Leonardo Electronic Almanac

July 24th, 2012 by Daniela Reimann

Call for Papers

The Culture of Digital Education: Innovation in Art, Design, Science
and Technology Practices – Leonardo Electronic Almanac

Senior Editors for this volume: Lanfranco Aceti, Nina Czegledy and Oliver Grau
Editor: Wendy Coones
Junior Editor: Manuelle Freire

In an era of fast technological growth and transforming art forms there is an increasing need for educational flexibility by academic
institutions. It is essential to keep in mind that the profile of higher education in the 21st century is going to be very different to
what it used to be.
What is our role in this changing environment and how do we proceed? Deliberations on the prevalent trends and the future of education indicate that “innovation” combined with breakthrough partnerships are considered keys to the future.
The Leonardo Electronic Almanac (LEA) is inviting proposals from academics, critical theorists and artists for this special issue investigating the changes and innovation in the new culture of digital education. Relevant areas of interest addressed by the issue’s contributors could include, but are by no means limited to:

• Education, art, science and technology
• Education and social media
• Innovation at the intersection of interdisciplinary teaching and learning practices
• Crisis in the digital classroom?
• e-learning: give me that video link of your recorded lecture and let me be!
• Learning and teaching in interdisciplinary and transdisciplinary practices
• Ownership and copyrights of learning materials
• Economic crisis and classroom crisis: rethinking the economy of learning
• Brain Gain/Brain Drain: who gains and looses in the contemporary classroom
• Emerging countries, emerging universities and emerging interdisciplinary practices
• Hacktivist class: the class as research center
• Hybrid educational models
• Tactical Media and its progeny
• Histories of classroom methodologies and contemporary innovative approaches

For further information please go to: http://www.leoalmanac.org/the-culture-of-digital-education-lea-call-for-papers/

Abstract deadline November 1, 2012

via Roger Malina /LEF

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    Learning about technology

    According to the University Technical Colleges web site, new research released of 11 to 17-year-olds, commissioned by the Baker Dearing Educational Trust, the charity which promotes and supports University Technical Colleges (UTCs), reveals that over a third (36%) have no opportunity to learn about the latest technology in the classroom and over two thirds (67%) admit that they have not had the opportunity even to discuss a new tech or app idea with a teacher.

    When asked about the tech skills they would like to learn the top five were:

    Building apps (45%)
    Creating Games (43%)
    Virtual reality (38%)
    Coding computer languages (34%)
    Artificial intelligence (28%)


    MOOC providers in 2016

    According to Class Central a quarter of the new MOOC users  in 2016 came from regional MOOC providers such as  XuetangX (China) and Miríada X (Latin America).

    They list the top five MOOC providers by registered users:

    1. Coursera – 23 million
    2. edX – 10 million
    3. XuetangX – 6 million
    4. FutureLearn – 5.3 million
    5. Udacity – 4 million

    XuetangX burst onto this list making it the only non-English MOOC platform in top five.

    In 2016, 2,600+ new courses (vs. 1800 last year) were announced, taking the total number of courses to 6,850 from over 700 universities.


    Jobs in cyber security

    In a new fact sheet the Tech Partnership reveals that UK cyber workforce has grown by 160% in the five years to 2016. 58,000 people now work in cyber security, up from 22,000 in 2011, and they command an average salary of over £57,000 a year – 15% higher than tech specialists as a whole, and up 7% on last year. Just under half of the cyber workforce is employed in the digital industries, while banking accounts for one in five, and the public sector for 12%.


    Number students outside EU falls in UK

    Times Higher Education reports the number of first-year students from outside the European Union enrolling at UK universities fell by 1 per cent from 2014-15 to 2015-16, according to data released by the Higher Education Statistics Agency.

    Data from the past five years show which countries are sending fewer students to study in the UK.

    Despite a large increase in the number of students enrolling from China, a cohort that has grown by 12,500 since 2011-12, enrolments by students from India fell by 13,150 over the same period.

    Other notable changes include an increase in students from Hong Kong, Singapore and Malaysia and a fall in students from Saudi Arabia and Nigeria.


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