• All about M-learning
• A Literature Review about Digital Divide, Ayse Kok
• ICT Integration into Classrooms
• Video Conferencing
• The European Qualification Framework
• E-book about E-learning
• Amy Jo kim - Communities on the web
• Scandinavian Book and English Reports about Online Education
• Professor Börje Holmberg - Reading list for Distance Educators
• Change in European Education and Training Systems
• Models of Technology and Change In Higher Education

All about M-learning

http://www.nettskolen.com/forskning/m_Learning_2000_2005.pdf

Prosjekt 1, M-learning - From e-learning to m-learning, 2000-2002
http://learning.ericsson.net/mlearning2/index.shtml

Prosjekt 2, Mobile Learning: The Next Generation Of Learning, 2003-2005
http://learning.ericsson.net/mlearning2/project_one/index.html

Prosjekt 3, Incorporating Mobile Learning Into Mainstream Education 2005 - 2007
http://www.ericsson.com/mlearning3

Evaluation of an on line MBA platform of a Turkish University: PDF (Emba-Kok)

A Literature Review about Digital Divide

The purpose of this literature review is to provide information about several ICT initiatives undertaken in education on a global basis in order to overcome the digital divide and summarise the findings of these initiatives. Due to the limited scope of the study, the bulk of the review mainly concerns initiatives undertaken in secondary schools, though general information regarding other areas of digital development has been included where relevant.

ICT Integration into Classrooms

In this paper, a literature review regarding the use of ICT in education was provided. Benefits and roles of ICT in education, along with planning for ICT Integration into classrooms were also mentioned. Besides, a theoretical overview of the term “digital divide” was provided.

Finally, the author focuses on Turkey’s ICT reform and depicts the related issues in order to illustrate that what kind of problems the developing countries might face when integrating ICT into their classrooms.

Video Conferencing

This paper outlines the functionality and application of video conferencing in relation to relevant learning theories. It also explores the strengths and weaknesses that might be created by this technology. The outcomes of a trial undertaken at the University of Oxford during a group project also provides the basis for predicting the usefulness of the technology for learner-centred interactions.

As part of the wider discussion, this paper helps to identify circumstances in which organisational members may prefer to use VC as a step in understanding how VC can become incorporated into organisations as an additional medium for workplace learning (Panteli, N., Dawson, P., 2001). Moreover, it presents a decision-making framework for employers to consider when integrating videoconferencing into their daily practices.

Furthermore, a detailed plan including a full rationale for the application of video conferencing in a work place has been put forward.

The European Qualifications Framework

The EC-paper on the European Qualifications Framework outlines the main features of a possible future European Qualifications Framework (EQF).
EU Heads of Government at their meeting in Brussels in March 2005 requested the creation of an EQF, thus supporting and strengthening previous recommendations (February and December 2004) made by the Ministers of Education and Training.
The paper constitutes the basis on which a wide ranging consultation will take place in the period July-December 2005 of policy makers, social partners, stakeholders and experts in qualifications systems throughout Europe.

Main purposes and functions
An EQF would be developed and implemented on a voluntary basis, not entailing any legal obligations. It is envisaged as a meta-framework increasing transparency and supporting mutual trust. It would thereby enable qualifications frameworks and systems at national and sectoral level to be related to each other - thus facilitating the transfer and recognition of the qualifications of individual citizens.
However, the Directive on professional qualifications adopted on 6 June 2005 (This Directive replaces 15 directives in force for many years. It recasts and modernises existing law on recognition of professional qualifications without modifying its basic principles. The new directive has not been yet published.) is the legal instrument at EU level that is binding on Member States whenever it comes to the recognition of professional qualifications in the field of regulated professions.

Core elements
An EQF would consist of three main elements:

• The core would be a set of common reference points - referring to learning outcomes - located in a structure of 8 levels.
• These reference levels would be supported by a range of tools and instruments addressing the need of individual citizens (an integrated European credit transfer and accumulation system for lifelong learning, the Europass instrument, the Ploteus database on learning opportunities).
• An EQF would also include a set of common principles and procedures providing guidelines for co-operation between stakeholders at different levels - in particular focussing on quality assurance, validation, guidance and key competences.

Multiple stakeholders and users
The three main elements of a possible EQF address different groups of stakeholders. The common reference levels have been designed and written to support the work of policy makers and experts at national and sectoral levels and provide 'a reading grid' facilitating comparisons and cooperation between national and sectoral frameworks and systems.
The same applies to principles and procedures supporting co-operation and policy coordination. However, common instruments and tools play a different role by directly promoting individual mobility in learning and at work. The relevance of an EQF to individual citizens will be further strengthened when national and sectoral qualifications are systematically referenced to the EQF.

8 levels referring to learning outcomes
Qualifications at each level in a possible EQF are described in terms of three types of learning outcomes:

• knowledge;
• skills; and
• wider competences described as personal and professional outcomes.

Each level of the EQF is described in terms of typical learning outcomes that can be related to qualifications and qualification frameworks throughout Europe. However, the learning outcomes do not include details of specific qualifications as these are national or sectoral responsibilities. By approaching the design of the EQF in this way, each national or sectoral qualification or level can be matched by national and sectoral experts and competent bodies to a particular level in the EQF.

Supplementary indicative information is provided to explain the way EQF levels would relate to existing, formal education and training systems and frameworks. This general information should be useful in the consultation process. At a later stage when reaching the stage of implementation further development by national and sectoral authorities and bodies is necessary.

EQF as a framework for co-operation
The proposal outlines the relationship between the EQF and qualifications frameworks and systems at the national and sectoral levels. As the EQF would be voluntary and will not entail any legal obligations, the success of the initiative depends on the level of commitment to the framework from different stakeholders operating at different levels. National authorities must determine how the qualifications within each country are linked to an EQF. From the point of view of an EQF, the optimal approach would be that each country set up a single National Framework of Qualifications and link this single National Framework to the EQF. Considering the rich diversity of national education and training systems and their stages of development, each country should therefore put in place a process whereby existing qualification structures and systems (whether a single national framework or system of qualifications, or various systems of qualifications) are linked to the EQF.
An EQF would also provide a common reference point to guide and inform developments of education, training and learning at sector level. Where possible, these sectoral developments should be linked to national frameworks - thus facilitating transfer and compatibility. The EQF common reference would also make it possible to link sector initiatives to national qualifications and thus facilitate transfer and compatibility. Linking a sectoral framework to the EQF furthermore implies an acceptance of, and a commitment to, a set of criteria regarding quality and transparency. The decision on linking sectoral initiatives to the possible EQF should be made by the stakeholders themselves, in consultation with representatives of national authorities responsible for qualifications.

Relevance and credibility
The success of a European Qualifications Framework depends on its relevance and credibility for education and training institutions, employers and policy-makers and ultimately for individual learners. In particular, the stakeholders must be convinced that a European meta-framework is needed and can contribute-indirectly and directly-to lifelong learning.
Consequently, the framework can only be developed and implemented on the basis of an extensive consultation process.
The following questions are of particular importance for this consultation process:

The rationale of an EQF

• Are the most important objectives and functions to be fulfilled by an EQF those set out in the consultation document?
• What is needed to make the EQF work in practical terms (for individual citizens, education and training systems, the labour market)?

The reference levels and descriptors

• Does the 8-level reference structure sufficiently capture the complexity of lifelong learning in Europe?
• Do the level descriptors, in table 1, adequately capture learning outcomes and their progression in levels?
• What should be the content and role of the 'supporting and indicative information' on education, training and learning structures and input?
• How can your national and sectoral qualifications be matched to the proposed EQF levels and descriptors of learning outcomes?

National Qualifications Frameworks

• How can a National Qualification Framework for lifelong learning be developed in your country - reflecting the principles of the EQF-be established?
• How, and within which timescale, can your national qualifications systems be developed towards a learning outcomes approach?

Sectoral qualifications

• To which extent can the EQF become a catalyst for developments at sector level?
• How can the EQF be used to pursue a more systematic development of knowledge, skills and competences at sector level?
• How can stakeholders at sector level be involved in supporting the implementation of the EQF?
• How can the link between sectors development and national qualifications be improved?

Mutual trust

• How can the EQF contribute to the development of mutual trust (e.g. based on common principles for quality assurance) between stakeholders involved in lifelong learning-at European, national, sectoral and local levels?
• How can the EQF become a reference to improve the quality of all levels of lifelong learning?
  

Consultation EQF

E-book about E-learning

A new, comprehensive and innovative book about e-learning is now available in print and online in several electronic formats. The book's web-site presents tidbits of the content in several electronic formats such as text, audio, speech synthesis and video. Dr. Erwin Wagner, former President of the European Distance Education Network, characterizes the book as interesting, important, innovative, international and impressive. In his foreword, Dr. Wagner states that the "book comprises a rich variety of material, perspectives, insights and assessments. Valid information can be found there for researchers, for students in the field, for teachers, for managers and for politicians who are looking for reliable knowledge" (www.studymentor.com/studymentor/Forewords.pdf).

Title: Online Education and Learning Management Systems - Global E-learning in a Scandinavian Perspective Author: Morten Flate Paulsen Web-site: www.studymentor.com Publisher: NKI Forlaget Pages: 337 ISBN 82 562 5894 2 (Printed version) ISBN 82 562 6048 3 (PDF version) ISBN 82 562 6049 1 (Microsoft Reader version) The book comprises the following four parts: Online Education, Teaching and Learning Commercial and Self-developed LMS Systems Global E-learning in a Nordic Perspective Trends and Future Developments

The book is published as a traditional, printed book. But it is also designed and developed as an online publication with experimental use of multimedia. More information about this is available at the book's web-site www.studymentor.com, which includes samples and information about:

• a pdf-version with active links, colors, and opportunities for text search and electronic annotations
• an e-book version for PDAs,
• digitized audio content in MP3 format,
• multimedia presentations,
• links to additional online resources,
• an international online conference in November 2003 discussing issues in the book.

Amy Jo kim - Book: Communities on the web

Amy Jo Kim, Ph.D. has been designing innovative online environments for over 15 years. Trained as a research scientist and software engineer, Kim's career in Behavioral Neuroscience was permanently derailed by a fascination with building systems that people use. She's now a leading specialist in Web community design, with a deep and diverse background in client-server engineering, multimedia interface design, and online gaming environments.

Kim is the Founder and Creative Director of NAIMA, a design studio specializing in cutting-edge Web communities. NAIMA's clients include some of the most innovative and influential companies on the Net. She also teaches online community design at Stanford University, and has spoken and written extensively about Web communities, including recent feature articles for WIRED and Web Techniques. She lives near Half Moon Bay, California with her husband and son, and has recently completed her first book, Community-Building on the Web.

reader reviews:

Howard Rhiengold, HR Associates: If you're thinking about building an online community, read this book.

Kevin Kelly, Whole Earth "Tools" issue: This is the book I hand out to anyone serious about building online communities.

Jon Katz, Slashdot: In addition to being useful, this book is a mirror into the culture and future -- even the anthropology -- of online communities.

Kevin Kelly, WIRED 8.08, August 2000: Relationships, not atoms or electrons, are the building blocks of the new economy. No village, no mall. But how does one intentionally build a community? I'm often asked that question by companies large and clueless, young and impatient, and my answer is simple: Read the book.
Amy Jo Kim, a consultant and veteran online community builder, has distilled the essential components of this art into an understandable framework with practical nuts and bolts advice: how to encourage volunteers, when to nurture rituals, what to do about disruptive jerks, where to go for specialized software. It's all here. And even if you know all this, your new hires don't. Kim also provides wonderful inspiration for noncommercial sites --say,for building dialog around a cause or a game, or bringing a flat home page to life. This book is a short course for putting soul into the web.

See also: www.naima.com/community.

Scandinavian Book and English Reports about Online Education

The book "Nettbasert utdanning - erfaringer og visjoner" is now available in both a Norwegian and a Danish version.

The book is written for people who are interested in education and the Internet. It should be of especial interest for those who consider to become an online student or an online tutor. It is, however, primarily written for faculty and staff in universities and colleges and for decision makers in all educational institutions.

The book comprises five main sections:

1. Status and trends in online education
2. The online students
3. Design, development, and teaching of online courses
4. Administration systems and support services for online education
5. Globalization and future development of online education

The author, Morten Flate Paulsen, has worked with online education since 1986. In the book, he summarizes many of his experiences from his work. Much of his work has previously been used in The Specialization Program in International Online Education (www.nettskolen.com/in_english/) and published in English in the following reports:

Paulsen, M. F. and T. Rekkedal. 2001. The NKI Internet College: A Review of 15 Years Delivery of 10,000 Online Courses. The International Review of Research in Open and Distance Learning (www.irrodl.org) Volume 1, Number 2.
Paulsen, M. F. 2000. Online Education, An International Analysis of Web-based Education and Strategic Recommendations for Decision Makers. NKI.

Paulsen, M.F. 1998. Teaching Techniques for Computer-mediated Communication, Ann Arbor, Mi, UMI Dissertation Services

More information about the book is available via the authors' homepage (home.nettskolen.nki.no/~morten/).

While organised distance education is more than 200 years old little had been written about it until about 1970. Since then much literature on this mode of education has been published, however, and, as a search on the web shows, is now so extensive that it is difficult not only for newcomers to the field but also for practitioners to identify what is of particular importance or relevant in special situations.

The following will be a presentation of some works which survey the field of distance education generally and/or can be said to describe, analyse and comment on the discipline of distance education. I apologise for having to refer to two of my own works in my attempt to cover works of this kind. As to special aspects of our subject (like target groups,
course development, student-tutor interaction, special applications etc.) further lists will be required. Here, thus, follow brief presentations of some of the best-known general works on distance education and of the journals in the field.

Keegan, D. (1990 and 1996) Foundations of distance education (London and New York: Routledge), presents in a clear and simple way the concept of distance education, well-known distance-education theories and the evaluation of this type of education. This book further contains a chapter providing a theoretial framework, a typology of distance education systems and a discussion of planning. It contains the so-far most lucid description of distance
education as different from face-to-face teaching and learning. In a new, short book of mine (Distance education in essence, bis Universität Oldenburg, Germany 2001) I discuss and supplement Keegan's characteristics of distance education against the background of new technological developments and contribute some updating to the Holmberg book mentioned below.

Moore, M.G. & Kearsley, G. (1996) Distance education: a systems view (Belmont: Wadsworth /USA) applies a systems approach in discussing largely the same issues as Keegan, looks into methodology and also offers examples to be considered. While duly referring to international literature it is more concerned with American than European distance education.

Bates, A.W. (1995) Technology, open learning and distance education (London and New York: Routledge) is a useful standard handbook not only on media use but of educational, organisational and financial principles applied to the media now available to distance education. This book also looks into differences between American and European views of distance education in an elucidating and thought-provoking way (pp. 167-168).

Holmberg, B. (1995 with some updating in a reprint of 2001) Theory and practice of distance education (London and New York: Routledge) is a comprehensive work on the background, character, planning, media, organisation and evaluation of distance education, on course development, student-tutor interaction and theoretical approaches. It argues that the study of distance education has now become an academic discipline of its own.

Verduin, J.R. & Clark, Th. A. (1991) Distance education. The foundations of effective practice (San Francisco and Oxford: Jossey Bass) is an equally comprehensive book. It consists of three parts: Distance education and lifelong learning, Strengths and limitations of current practice, and Strengthening the theory and practice of distance education. In the second part a chapter devoted to "key approaches to distance education" carefully studies a number of American distance-teaching organisations. Relevant American literature is summarised in this book, which also pays some attention to European contributions to the study of distance education.

Peters, O. (1998), Learning and teaching in distance education (London: Kogan Page) is a learned and very comprehensive work on university distance education. It starts out from principles and concepts in a very thought-provoking and illustrative way and also includes a chapter on teaching and learning models specific to institutions, among which the University of South Africa, the Open University and the FernUniversität are dealt with. This book first appeared in German (Didaktik des Fernstudiums; Neuwied: Luchterhand 1997). The English version, which is not wholly identical with the German one, is in my view superior to
the latter. Otto Peters is an outstanding scholar in the field. This book bears witness to this.

Keegan, D. (ed.) (1983) Theoretical principles of distance education (London and New York) contains no less than fifteen articles relevant to the title of the book. They illuminate and discuss didactic, academic, analytic, philosophical and technological 'underpinnings'. Among the authors are Randy Garrison, Michael Moore, Otto Peters, Desmond Keegan, Erling Ljoså, Tony Bates and Gary Boyd. This book provides a good survey of issues and theoretical approaches important to distance education.

Of earlier still highly interesting books on distance education of a general character should be mentioned Charles Wedemeyer's 'Learning at the back door' (The University of Wisconsin Press) and Renée Erdos's 'Teaching beyond the campus' (Glebe, Australia: Fast Books), the
former a humanist's study of thinking on students' independence, the latter a kind of auto-biography illustrating the international development of distance education from the nineteen-forties to about 1990.

Finally should be mentioned four international distance-education journals constantly offering information on developments, reports on research of importance and discussions of relevance to distance educators. They are
Open Learning (the successor of Teaching at a Distance, the periodical of the Open University in the UK) , Carfax Publishing,
Distance Education (an Australian periodical), Carfax Publishing,
The Journal of Distance Education/ Revue de l'éducation à distance, Canadian Association for Distance Education, and
The American Journal of Distance Education, American Center for the Study of Distance Education, The Pennsylvania State University.

There can be little doubt that the first-mentioned journal is of particular interest to European distance educators. It invariably contains well-written articles on theoretical and practical issues.

Börje Holmberg

Change in European Education and Training Systems
related to Information Society Technologies (IST)

This report, published by Middlesex University Press in October 2002, provides an overview of the current situation and future evolutions and challenges for the development of quality eLearning in Europe. Market strategies, policy impact, innovative practices and research developments relevant to the issue of innovation in education and training are the main themes addressed by the report, which is the main result of the first year of activity of the "L-change" Project, funded by the European Union, DG Information Society.
The report can be ordered from EDEN at www.eden.bme.hu/contents/publications/100.html

Models of Technology and Change In Higher Education

An international comparative survey on the current and future use of ICT in Higher Education, Edited by Betty Collis and Marijke van der Wende.

The aim of the study is to investigate what scenarios are emerging with respect to the use of ICT in higher

education and how future developments can be predicted on which strategic choices can be based. The study applies an international comparative methodology and was carried out in the Netherlands, Germany, Norway, the United Kingdom, Australia, Finland and the USA.

Data was collected through Web-based questionnaires tailored to three different response groups: decision makers, support staff and instructors. In total 693 persons responded to the questionnaire. This implies that between 20 and 50 percent of the institutions in the various countries responded, with the exception of the USA where the response was much lower.

We are grateful to EDEN for drawing attention to this study and the report above. Visit the EDEN web site www.eden.bme.hu/contents/dissemination/bulletin.html to learn how to access the study.

Technology Based Training & On-line Learning
An overview of authoring systems & learning management systems available in the UK. Produced by Christopher Dean, PeakDean Interactive Ltd, Sheffield.

A useful publication that looks at the issues involved in designing and delivering technology based training packages. There is a discussion of authoring systems and learning management systems, followed by suggestions of specific features and facilities of the systems and their suppliers which, depending on your circumstances and aims, you may wish to look for. There is a Glossary that describes terms and abbreviations. To obtain a copy contact Christopher Dean at christopher.dean@peak.dean.co.uk.