Introducing KeySkills4U: the e-learning resource for key skills learners - Learning and Skills Network, 2011
Introduction: The use of information and communication technology (ICT) in teaching and learning has developed rapidly in recent years. ‘e-learning’ and ‘information and learning technology’ (ILT) have become familiar terms to practitioners in many areas of the curriculum, from primary school through to adult education. Key skills are no exception to this. An increasing number of online resources have become available (see the KSSP Good practice guide: using IT in delivering key skills) and, of course, the tests at Levels 1 and 2 are available on-screen.This publication is designed to introduce KeySkills4U to practitioners who have never used it, and to reintroduce it, in its new format, to those who are already familiar with it. It shows how KeySkills4U can be used in a variety of ways to support learning and achievement in key skills. It is therefore suitable for any member of staff who wants to know more about KeySkills4U and how it can be used to support the delivery of key skills. Readers will include key skills coordinators, ILT or e-learning coordinators, specialists in teaching any of the key skills, or teachers/trainers of other subjects who are aiming to integrate elements of e-learning into the delivery of key skills in their programme.
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Innovative entrepreneurship policy: linking innovation and entrepreneurship in a European context - Åsa Lindholm Dahlstrand and Lois Stevenson - Annals of Innovation & Entrepreneurship, Vol 1, No 1 (2010)
Abstract: Today it is a well-established fact that small- and medium-sized enterprises (SMEs) are important for economic growth and renewal. The ‘carrying out of new combinations’ may, however, have less to do with the size of a firm or organization, instead ‘newness’ in the form of innovation and entrepreneurship has again caught the attention of many academics and policymakers. Even so it is argued in this paper that the two areas of innovation policy and entrepreneurship policy (both relatively recent as distinct policy areas) are seldom integrated and the concept of ‘innovative entrepreneurship policy’ has not yet fully emerged. This paper attempts to make a bridge between and integrate innovation and entrepreneurship policy. The paper presents an overview of innovation and entrepreneurship policies as derivatives of other policy areas, hinting at why it might be problematic to integrate an innovative entrepreneurship policy into existing policy areas. It is argued that public policy promoting innovation and economic growth must also involve instruments promoting entrepreneurship. Since this task is not easily accomplished, the concept of an Innovative entrepreneurship policy is also introduced in the discussion. It is argued that policies in favor of ‘innovative’ entrepreneurship should be considered in the context of a ‘holistic’ entrepreneurship policy framework. For innovative entrepreneurship to be able to fully contribute to economic growth and development, it is suggested that its importance will need to be further acknowledged in innovation as well as entrepreneurship policies.
Keywords: small- and medium-sized enterprises; science and technology; innovative firms; entrepreneurial firms; start-ups; growth
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Abstract: Today it is a well-established fact that small- and medium-sized enterprises (SMEs) are important for economic growth and renewal. The ‘carrying out of new combinations’ may, however, have less to do with the size of a firm or organization, instead ‘newness’ in the form of innovation and entrepreneurship has again caught the attention of many academics and policymakers. Even so it is argued in this paper that the two areas of innovation policy and entrepreneurship policy (both relatively recent as distinct policy areas) are seldom integrated and the concept of ‘innovative entrepreneurship policy’ has not yet fully emerged. This paper attempts to make a bridge between and integrate innovation and entrepreneurship policy. The paper presents an overview of innovation and entrepreneurship policies as derivatives of other policy areas, hinting at why it might be problematic to integrate an innovative entrepreneurship policy into existing policy areas. It is argued that public policy promoting innovation and economic growth must also involve instruments promoting entrepreneurship. Since this task is not easily accomplished, the concept of an Innovative entrepreneurship policy is also introduced in the discussion. It is argued that policies in favor of ‘innovative’ entrepreneurship should be considered in the context of a ‘holistic’ entrepreneurship policy framework. For innovative entrepreneurship to be able to fully contribute to economic growth and development, it is suggested that its importance will need to be further acknowledged in innovation as well as entrepreneurship policies.
Keywords: small- and medium-sized enterprises; science and technology; innovative firms; entrepreneurial firms; start-ups; growth
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Developing 21st century skills: Web 2.0 in higher education. A Case Study - Ilona Buchem, Henrike Hamelmann - eLearning Papers, N°24, April 2011
Abstract: The European Digital Agenda emphasises the importance of digital and media skills for learning, creating, participating and employability (COM, 2010). Understanding and using Web 2.0 become critical 21st century skills. Being able to use the read-write Web in an informed and apt manner is essential to participate in society and meet the growing demand for e-skilled workforce (COM, 2010). Higher education plays a crucial role in developing e-skills of both those entering the labour market and those from the existing workforce (Fonstad & Lanvin, 2009). It is argued that Web 2.0 could enable universities to “reinvent” themselves through more collaborative approaches to learning, innovations in teaching practices, and improved quality of student learning (Conole & Alevizou, 2010). However, university-led efforts targeting students’ Web 2.0 skills are still scarce. In this article we provide a compact summary of two courses with innovative curricula integrating (1) Web 2.0 as the course subject, and (2) Web 2.0 as tools to support teaching/learning. We particularly focus on pedagogical approaches, applied methodologies and evaluation outcomes, indicating achieved impacts and possible ways to transform practice in higher education.
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Abstract: The European Digital Agenda emphasises the importance of digital and media skills for learning, creating, participating and employability (COM, 2010). Understanding and using Web 2.0 become critical 21st century skills. Being able to use the read-write Web in an informed and apt manner is essential to participate in society and meet the growing demand for e-skilled workforce (COM, 2010). Higher education plays a crucial role in developing e-skills of both those entering the labour market and those from the existing workforce (Fonstad & Lanvin, 2009). It is argued that Web 2.0 could enable universities to “reinvent” themselves through more collaborative approaches to learning, innovations in teaching practices, and improved quality of student learning (Conole & Alevizou, 2010). However, university-led efforts targeting students’ Web 2.0 skills are still scarce. In this article we provide a compact summary of two courses with innovative curricula integrating (1) Web 2.0 as the course subject, and (2) Web 2.0 as tools to support teaching/learning. We particularly focus on pedagogical approaches, applied methodologies and evaluation outcomes, indicating achieved impacts and possible ways to transform practice in higher education.
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Towards a Sense-Making Pedagogy: Writing Activities in an Undergraduate Learning Theories Course - David Holliway - IJTLHE, Volume 20, Number 3, 2009
Abstract: This article describes a possible praxis for an undergraduate learning theories course. The philosophies of “a language-based theory of learning” (Wells, 1999), writing across the curriculum (Young, 1994), learner-centered education (Lambert & McCombs, 1998), and critical-thinking (Paul, 1995) are interwoven with the rationale and practice of this course. The paper is structured with descriptions of the institutional context, the theoretical frame, the course organization, the writing assignments and criteria used in this course. In addition, samples of student writing are reviewed to demonstrate students’ developing sense-making of the content studied. Possible crossdisciplinary applications and the author’s self-reflections about the course viewed through “constructivist dilemmas” (Windschitl, 2002) are addressed in the conclusion.
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Abstract: This article describes a possible praxis for an undergraduate learning theories course. The philosophies of “a language-based theory of learning” (Wells, 1999), writing across the curriculum (Young, 1994), learner-centered education (Lambert & McCombs, 1998), and critical-thinking (Paul, 1995) are interwoven with the rationale and practice of this course. The paper is structured with descriptions of the institutional context, the theoretical frame, the course organization, the writing assignments and criteria used in this course. In addition, samples of student writing are reviewed to demonstrate students’ developing sense-making of the content studied. Possible crossdisciplinary applications and the author’s self-reflections about the course viewed through “constructivist dilemmas” (Windschitl, 2002) are addressed in the conclusion.
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Reflexive practice: To enhance student learning - J. Roebuck - Journal of Learning Design Vol. 2, No. 1, 2007
Abstract: This paper reports on the use of reflexive practice activities designed to enhance learning for first year law students at James Cook University, Australia.The paper considers various aspects of student learning and explores connections between reflexive practice and concepts such as deep learning, understanding, motivation and engagement, and identifies abilities developed by reflexive practice. The paper explores terms such as reflection, reflexivity and reflexive practice, and provides a context, justification and rationale for incorporation of reflexive practice in university curriculum to enhance learning. A description of reflexive practice, informed by Prpic (2005) and adapted for student learning is offered. Learning activities which incorporate reflexive practice are described and potential problems are highlighted.
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