eKnowledge Repositories in eLearning 2.0: UNITE - a European-Wide Network of Schools

Hornung, Christoph; Granić, Andrina; Ćukušić, Maja; Nazemi, Kawa

doi:10.1007/978-3-540-85033-5_11

Cited by 1 publication

(3 citation statements)

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“…UNITE platform is a web 2.0 e-Learning platform that seamlessly integrates three distinct technologies and their diverse functionalities into usable and effective e-/m-Learning environment (Hornung, Granić , Ć ukušić , & Nazemi, 2008): (i) an e-Learning portal, supporting the learning process and specifically group-oriented learning in classes of students, (ii) a knowledge repository, containing both the traditional e-Learning material (like assets, pages and courses), and also images shot during ''learning at excursions", knowledge sharing sessions and best practices and (iii) a mobile learning component, that allows direct contact with other learners and to participate in mobile learning scenarios taking advantage of the m-Learning quizzes, mediaBoards and so on.…”

Section: The Unite Platform/systemmentioning

confidence: 99%

“…The platform has two access points (Hornung et al, 2008); the learning portal and the learning management system are accessed via a web server (http://pilot.unite-ist.org), while the mobile devices connect via a dial-in server.…”

Section: The Unite Platform/systemmentioning

confidence: 99%

“…To exemplify this implementation, a case of the realisation of a scenario in a Croatian school is provided in (Hornung et al, 2008). A team of five people was formed in the Spinut School consisting of the school headmaster, the pedagogical advisor and three subject teachers.…”

Section: Platform Preparation and Its Usementioning

confidence: 99%

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Design, implementation and validation of a Europe-wide pedagogical framework for e-Learning

Granić

Mifsud

ukušić

2009

Computers & Education

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a b s t r a c tWithin the context of a Europe-wide project UNITE, a number of European partners set out to design, implement and validate a pedagogical framework (PF) for e-and m-Learning in secondary schools. The process of formulating and testing the PF was an evolutionary one that reflected the experiences and skills of the various European partners and secondary schools involved in the project. The framework involved pedagogies which underpin the teaching of subject matter in a number of European secondary schools as well as the ways in which learning is delivered and assessed. The PF represents an essential part of the e-Learning system conceptualization and development and offers sound concepts for the development of learning scenarios in order to enhance the learning experience of students in secondary schools. A five-component framework which, by means of its constituents, drives and guides the creation of e-Learning scenarios was designed and tested. It is composed of the pedagogical framework context, pedagogical approaches, assessment techniques, teacher education and national specifics and current pedagogical practices implemented in national curricula. A series of learning scenarios were created to test the PF in classrooms. A detailed exemplar of a scenario in practice is offered. An evaluation of the scenarios based on [Reeves, T. C., 1994. Evaluating what really matters in computer-based education. In M. Wild, D. Kirkpatrick (Eds.), Computer education: new perspectives (pp. 219-246). Perth, Australia: MASTEC] pedagogical dimensions revealed that UNITE is based on constructivist and cognitive foundations. With increased experience of the system the teachers' implementation of the pedagogical framework developed into increased mastery in the school context. Teachers from the second validation phase became more confident in their application of the framework principles and evaluated more positively the outcomes. This helped them to become more aware of the opportunities offered by the framework in their secondary school teaching. In order to bring this about the supports for change were put into place at the levels of pedagogical design, administrative support and the provision of the required resources and appropriate continuing professional development. The project has sought to create this support structure to ensure maximal benefits of the system for teaching and learning. Such a pedagogical support PF has offered scope for both collaborative and autonomous learning which have brought about value-added teaching and learning effects in the Europe-wide network of schools.

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Section: The Unite Platform/systemmentioning

confidence: 99%

Section: The Unite Platform/systemmentioning

confidence: 99%