This is a multi-author book that provides a valuable resource for those who already undertake PBL within their curriculum or for those who are planning its introduction. The book is divided into th...

Problem Based Learning: Case Studies, Experience and Practice.

Over the last few years, “web 2.0” or “social computing” applications like blogs, wikis, photoand video-sharing sites, as well as online social networking sites and virtual worlds, have seen unprecedented take up. This has changed the way people access, manage and exchange knowledge, and the way they connect and interact. Younger people especially are using these tools and services as a natural way of extending their personal relations and as a means of keeping in touch with friends. This trend is accompanied by the emergence of structurally different learning styles, especially among young people. As a result, living, learning and working patterns have already changed significantly and are expected to change even more dramatically in the future. Education and training systems need innovative ways of fostering new skills for new jobs, taking into account the changing living, working and learning patterns in a digital society. So far, however, education and training systems have not, on the whole, reacted to these changes. Neither schools nor universities have seized the potential of digital media for enhancing learning and addressing their learners’ needs. Due to the novelty of social computing, take up in education and training is still in an experimental phase. There are various diverse small-scale projects and initiatives all over Europe, which try to exploit social computing for a multitude of learning purposes, but research on enabling and disabling factors is scarce. This study is part of a collaboration project between the European Commission’s Joint Research Centre (JRC-IPTS) and its Directorate General for Education and Culture (DG EAC). The objective is to investigate the innovative and inclusive potential of social computing applications in formal education by reviewing current practice. The report identifies, structures and analyses existing Learning 2.0 practice in Europe with a view to generating evidence on the impact of social computing for learning and its potential in promoting innovation and inclusion. It combines a review of research on Learning 2.0 with the collection of experience and good practice from a broad variety of cases. How to obtain EU publications Our priced publications are available from EU Bookshop (http://bookshop.europa.eu), where you can place an order with the sales agent of your choice. The Publications Office has a worldwide network of sales agents. You can obtain their contact details by sending a fax to (352) 29 29-42758. The mission of the JRC is to provide customer-driven scientific and technical support for the conception, development, implementation and monitoring of EU policies. As a service of the European Commission, the JRC functions as a reference centre of science and technology for the Union. Close to the policy-making process, it serves the common interest of the Member States, while being independent of special interests, whether private or national.

Study on the Impact of Web 2.0 Innovations on Education and Training in Europe

This study investigates research writing anxiety and self-efficacy beliefs among English-as-a-Foreign-Language (EFL) graduate students in engineering-related fields. The relationship between the two writing affective constructs was examined and students’ perspectives on research writing anxiety were also explored. A total of 218 survey responses from engineering graduate students at Taiwanese universities were analyzed, along with qualitative data from open-ended questions and semi-structured interviews. The findings show that while master’s and doctoral students felt a similar moderate level of writing anxiety, senior doctoral students were more self-efficacious about writing research papers in English than their junior counterparts. Overall, students with higher writing self-efficacy felt less apprehensive. Additionally, among the individual variables, experience in writing for publication better predicted writing anxiety and self-efficacy than students’ self-reported English proficiency and the number of writing courses taken. The qualitative findings indicated various sources of graduate-level writing anxiety, including insufficient writing skills in English, time constraints, and fear of negative comments. Furthermore, composing different sections of a research paper provoked different levels of anxiety due to the variations in the rhetorical purposes and discourse structures of particular sections. Implications on dealing with research writing anxiety are also discussed.

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Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan

One of the main advantages of online learning materials is that they can be adapted for students with different learning styles. This article presents a study and a methodology to investigate whether students with different learning styles make use of the potential flexibility of online learning materials, i.c. in the context of an online writing center. The study aims to investigate the effect of learning styles on (a) the students' approach to the writing task (process), and (b) on the letters they write (product). Twenty students each completed a module on writing 'bad news' letters designed for Business Communication courses. Their reading and writing processes were recorded. The letters were also graded to determine their quality. An effect of learning style was found: Active and Reflective writers approached the task differently, but only in the beginning of the process. In this early stage Reflective learners were more likely to focus on the theory section than Active learners. This suggests that writers with different learning styles tackle the learning materials in different ways, often in line with the preferences that characterize their learning styles. However, no effect of learning style on text quality was found.

Learning to write in an online writing center: The effect of learning styles on the writing process

Este articulo analiza el concepto y uso de tres modalidades de evaluacion emergentes en las universidades espanolas: autoevaluacion, evaluacion entre iguales y coevaluacion Un estudio bibliometrico en publicaciones especializadas y un analisis de contenido de las regulaciones de las universidades espanolas ponen de manifiesto tres importantes conclusiones En primer lugar, existe una confusion terminologica En segundo lugar, estas modalidades de evaluacion no se mencionan en las directrices y orientaciones que las universidades espanolas ofrecen sobre el modo de afrontar la evaluacion del aprendizaje Y, en tercer lugar, mas de la mitad de las universidades espanolas dedican sus regulaciones y recomendaciones a los examenes Un cambio de la situacion actual que facilite la introduccion de nuevas modalidades de evaluacion requiere una aclaracion conceptual y la definicion de unas politicas institucionales sobre evaluacion que integren dichas modalidades y abran asi la puerta a la participacion de los estudiantes en la evaluacion

/pdf/autoevaluacion-evaluacion-entre-iguales-y-coevaluacion-1631zx011e.pdf

Autoevaluación, evaluación entre iguales y coevaluación: conceptualización y práctica en las universidades españolas

An online writing center developed at the University of Antwerp, Belgium, called Calliope, provides a modular platform aimed at enhancing learners’ professional writing skills in five different languages: Dutch, English, French, German, and Spanish. It supports courses in business and technical communication. The current version includes modules on press releases in English, business letters in French, and minute taking in Dutch. Unlike many online writing centers, it is genre-specific and context-specific, it is highly interactive rather than linear, it uses a process approach to cater to different learning styles, it accommodates different writer profiles, and it is an instructional tool not connected to a physical writing center.

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A Multilanguage Online Writing Center for Professional Communication: Development and Testing

Implementing an open process approach to a multilingual online writing center: The case of Calliope

Quadem: manual for the quality assessment of digital educational material

Implementing an online writing center in career management services: six perspectives on quality assessment

In a globalized market economy companies are more than ever forced to act internationally and transculturally in a competent way. Different cultural standards and communication habits need to be negotiated successfully within international cooperations, in the course of treaty negotiations, in advertising – just to name a few challenges of today’s common business communication. Innovative research on business communication (e.g. Boenigk et al. 2006) and the development of professional communication training (e.g. Crijns/Janich 2005) has long taken on this new challenge. While research analyzes intercultural aspects of international corporate interaction through (non-) verbal and written language, in the field of training development digital educational materials appears for various uses (formal staff development, independent learning, college training) and on different topics (creative advertising, knowledge management, conflict management) – just to name a few aspects of this still rather recent branch of formal and informal professional education.

Quality Assessment of Digital Educational Materials – Theory and Practice

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