Das Projekt ENGAGE – Ein EU Projekt zum Thema Responsible Reasearch and Innovation (RRI)
ENGAGE führt die Schüler mit spannenden Themen an gesellschaftliche und ethische Fragestellungen heran. Die Schüler erfahren, dass es nicht immer einfach ist, Forschungsergebnisse gesellschaftlich einzuordnen. Und sie erfahren, dass dabei immer neue Fragen auftauchen, die man aus verschiedenen Blickwinkeln betrachten kann. Damit hilft Engage, aus Kindern verantwortungsbewusste Bürger zu machen.
A short video describing the ImREAL project
The ImREAL – Immersive Reflective Experience-based Adaptive Learning -project has developed a suite of intelligent services that can be used to enhance e-Learning environments and simulated environments for adult, reflective, experience-based, adaptive learning in the area of social interaction skills and intercultural competence.
After three years of intensive Research and Development work the project has been concluded. According to the external scientific reviewer “the project has made an excellent progress. All objectives stated in the work program have been achieved. The project has exceeded the expectations”
Three demonstrations domains were used: Medical interviews, Job interviews and Social Interaction between foreign visiting (Erasmus) students and their on-site buddies. The “Erasmus Simulator” was designed and tested in close collaboration between ILI and the FAU Welcome Center. In two piloting phases FAU buddies had the chance to develop their intercultural competences in a training enviroment–learning modules and simulation environment – especially conceived for their very specific needs.
The innovation in the ImREAL simulation approach is based on
For more information visit the project website: www.imreal-project.eu and whatch the ImREAL -video https://www.youtube.com/watch?v=8e53IxX1Gto
The ImREAL project is supported by the European Commission, in the theme ICT-2009 Digital Libraries and technology-enhanced learning, as a Specific Targeted Research Projects (STREP),
under the 7th Framework Programme
Educators, technologists and career changers from all disciplines convene on the fickle E-learning stage for a unique wordplay. Their creative potential is combined. New terms are coined and existing ones redefined. Oh yes, the creative power of e-learning is enormous. This is how a myriad of novel, crazy, wayward, catchy, unspeakable, yet successful terms have emerged. Here are some highlights:
Project ImREAL on BBC digital planet
Could virtual training really replace face-to-face human interaction in career development? There are all kinds of schemes to perfect simulated training environments for the workplace – get a computer programme to create a virtual mentor to help employees with scenarios like conducting job interviews, and you save money on expensive human trainers – particularly significant for the voluntary sector. A nice idea in theory, especially in these financially precarious times, but are machines really good enough at chiming with human behaviour to be effective as trainers? A team of researchers from across Europe is trying to crack that through an initiative called ImREAL. Dr. Vania Dimitrova from the University of Leeds School of Computing tells us more about the project.
http://www.bbc.co.uk/iplayer/console/p00cx67g/Digital_Planet_11_01_2011
http://www.imreal-project.eu
Serious Games (SG) are entering more and more the educational world. Games in education make it possible to overcome practical constraints of real-world settings and explore the boundaries of virtual spaces. Modern Game-Based Learning (GBL) approaches are commonly build on applications that have defined learning outcomes and are designed to promote active participation and interaction, balancing the pedagogical objective with the game play, in order to enhance the ability of the learner to retain and apply the knowledge gained to the real world while being completely involved and thus more receptive. SGs often exploit narratives, storylines, visual elements and other features common to entertainment games, such as scoring and social networking in order to motivate and engage players in a learning activity. Continue reading Serious Games and Game-based learning
Storytelling is a powerful instrument, often applied in educational and training situations to facilitate the construction of fictional examples or the telling of real stories to illustrate a point and effectively transfer knowledge (e.g. Weik 1995). Storytelling is used as “a medium of collective intelligence” (Frenzel et al, 2004, p.9) by promoting multi-perspective views on certain topics and thereby enriching the individual perspective. Storytelling is a process and a means for sharing, interpreting and offering knowledge and experiences to an audience. Told stories provide a context, they embed knowledge into a concrete situation, they not only comprise pure facts, but also connections and emotions. Stories are a prime vehicle for assessing and interpreting events, experiences, and concepts from minor moments of daily life to the point of a broader e.g. historical, political, work, social level. Storytelling is an intrinsic and indispensable form of human interaction. Continue reading Storytelling for storyboarding and Serious Games
It is consensus that promoting digital competence amongst senior citizens is a way to support older people to actively get involved in the knowledge and information society, furthermore it prevents social isolation and dependent living and proactively confronts the problems that ageing European societies face.
But how to do it? The use of advanced learning and communication technology for the sake of the personal development of seniors it is a feseable and very promising way. Older people are among the target groups that qualify most for technology-enhanced learning: Continue reading Digital competence & e-Learning for Seniors
Sónia Hetzner 