Copy the following link for free access to the first chapter of this title: http://www.springerli... more Copy the following link for free access to the first chapter of this title: http://www.springerlink.com/content/j23468h304310755/fulltext.pdf This book is a warning. It aims to warn policy-makers, industry, academia, civil society organisations, the media and the public about the threats and vulnerabilities facing our privacy, identity, trust, security and inclusion in the rapidly approaching world of ambient intelligence (AmI). In the near future, every manufactured product our clothes, money, appliances, the paint on our walls, the carpets on our floors, our cars, everything will be embedded with intelligence, networks of tiny sensors and actuators, which some have termed "smart dust". The AmI world is not far off. We already have surveillance systems, biometrics, personal communicators, machine learning and more. AmI will provide personalised services and know more about us on a scale dwarfing anything hitherto available. In the AmI vision, ubiquitous computing, communications and interfaces converge and adapt to the user. AmI promises greater user-friendliness in an environment capable of recognising and responding to the presence of different individuals in a seamless, unobtrusive and often invisible way. While most stakeholders paint the promise of AmI in sunny colours, there is a dark side to AmI. This book aims to illustrate the threats and vulnerabilities by means of four "dark scenarios". The authors set out a structured methodology for analysing the four scenarios, and then identify safeguards to counter the foreseen threats and vulnerabilities. They make recommendations to policy-makers and other stakeholders about what they can do to maximise the benefits from ambient intelligence and minimise the negative consequences.
Open Education is understood as “a mode of realising education, often enabled by digital technolo... more Open Education is understood as “a mode of realising education, often enabled by digital technologies. It aims to widen access and participation to everyone by removing barriers and making learning accessible, abundant, and customisable for all. It offers multiple ways of teaching and learning, building and sharing knowledge, as well as a variety of access routes to formal and non-formal education, bridging them”
This report provides a brief overview of the theoretical foundations for creativity and innovatio... more This report provides a brief overview of the theoretical foundations for creativity and innovation in the context of education, as a background for the other planned reports. It attempts to define creativity and innovation in the educational context and provide an overview of research on creativity and innovation, especially for creative learning and innovative teaching. This work aims to capture the fruitful interdisciplinary debate on the role of Creativity and Innovation in the knowledge society and different schools of thought contributing to this debate. The mission of the Joint Research Centre is to provide customer-driven scientific and technical support for the conception, development, implementation and monitoring of European Union policies. As a service of the European Commission, the Joint Research Centre 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.
"Personal, Social and Learning to Learn" was set as a key competence in 2018 by the Cou... more "Personal, Social and Learning to Learn" was set as a key competence in 2018 by the Council Recommendation on Key Competences for Lifelong Learning. The LifeComp framework regards "Personal, Social and Learning to Learn" as a set of competences applying to all spheres of life that can be acquired through formal informal and non-formal education, and can help citizens to thrive in the 21st Century. These competences have been established following a thorough literature research and several consultations with experts and stakeholders. LifeComp has nine competences with three descriptors each. The framework is conceptual and non-prescriptive. LifeComp can be used as a basis for the development of curricula and learning activities fostering personal, and social development, and learning to learn. The description of the competences can help in exploring its implementation and be contemplated as the embryo of a continuous discussion with teachers and educational policymakers.
The European Digital Competence Framework for Citizens, also known as DigComp, offers a tool to i... more The European Digital Competence Framework for Citizens, also known as DigComp, offers a tool to improve citizens’ digital competence. DigComp was first published in 2013 and has become a reference for many digital competence initiatives at both European and Member State levels. This document introduces DigComp 2.0. It constitutes phase 1 of the update of the framework which focuses on the conceptual reference model, new vocabulary and streamlined descriptors. The current document also gives examples of how DigComp is used at the European, national and regional levels.
DigComp 2.1 is a further development of the Digital Competence Framework for Citizens. Based on t... more DigComp 2.1 is a further development of the Digital Competence Framework for Citizens. Based on the reference conceptual model published in DigComp 2.0, we present now 8 proficiency levels and examples of use applied to the learning and employment field.
This study was run by the European Commission’s Joint Research Centre (JRC) in collaboration with... more This study was run by the European Commission’s Joint Research Centre (JRC) in collaboration with the Research Institute for Innovation & Technology in Education (UNIR iTED) at the Universidad Internacional de la Rioja (UNIR). It is part of the OpenEdu Policies project and accompanies the JRC Science for Policy report Going Open – Policy Recommendations on Open Education in Europe (JRC 2017). This report covers the 28 Member States of the EU: Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Poland, Portugal, Slovenia, Spain, Romania, Slovakia, Sweden, and the United Kingdom. The study: a) Identifies and analyses, through desk research, national-level policies which focus on open education, or which contribute to opening up education by making a specific contribution to one or more of the 10 dimensions of open education from the OpenEdu framework...
... The study provides evidence, data, examples of good practices and policy options for developi... more ... The study provides evidence, data, examples of good practices and policy options for developing creative capacity at schools, which ... Given the complex nature of studying how creativity and innovation are framed in education, a mixed methods approach was employed. ...
Copy the following link for free access to the first chapter of this title: http://www.springerli... more Copy the following link for free access to the first chapter of this title: http://www.springerlink.com/content/j23468h304310755/fulltext.pdf This book is a warning. It aims to warn policy-makers, industry, academia, civil society organisations, the media and the public about the threats and vulnerabilities facing our privacy, identity, trust, security and inclusion in the rapidly approaching world of ambient intelligence (AmI). In the near future, every manufactured product our clothes, money, appliances, the paint on our walls, the carpets on our floors, our cars, everything will be embedded with intelligence, networks of tiny sensors and actuators, which some have termed "smart dust". The AmI world is not far off. We already have surveillance systems, biometrics, personal communicators, machine learning and more. AmI will provide personalised services and know more about us on a scale dwarfing anything hitherto available. In the AmI vision, ubiquitous computing, communications and interfaces converge and adapt to the user. AmI promises greater user-friendliness in an environment capable of recognising and responding to the presence of different individuals in a seamless, unobtrusive and often invisible way. While most stakeholders paint the promise of AmI in sunny colours, there is a dark side to AmI. This book aims to illustrate the threats and vulnerabilities by means of four "dark scenarios". The authors set out a structured methodology for analysing the four scenarios, and then identify safeguards to counter the foreseen threats and vulnerabilities. They make recommendations to policy-makers and other stakeholders about what they can do to maximise the benefits from ambient intelligence and minimise the negative consequences.
Open Education is understood as “a mode of realising education, often enabled by digital technolo... more Open Education is understood as “a mode of realising education, often enabled by digital technologies. It aims to widen access and participation to everyone by removing barriers and making learning accessible, abundant, and customisable for all. It offers multiple ways of teaching and learning, building and sharing knowledge, as well as a variety of access routes to formal and non-formal education, bridging them”
This report provides a brief overview of the theoretical foundations for creativity and innovatio... more This report provides a brief overview of the theoretical foundations for creativity and innovation in the context of education, as a background for the other planned reports. It attempts to define creativity and innovation in the educational context and provide an overview of research on creativity and innovation, especially for creative learning and innovative teaching. This work aims to capture the fruitful interdisciplinary debate on the role of Creativity and Innovation in the knowledge society and different schools of thought contributing to this debate. The mission of the Joint Research Centre is to provide customer-driven scientific and technical support for the conception, development, implementation and monitoring of European Union policies. As a service of the European Commission, the Joint Research Centre 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.
"Personal, Social and Learning to Learn" was set as a key competence in 2018 by the Cou... more "Personal, Social and Learning to Learn" was set as a key competence in 2018 by the Council Recommendation on Key Competences for Lifelong Learning. The LifeComp framework regards "Personal, Social and Learning to Learn" as a set of competences applying to all spheres of life that can be acquired through formal informal and non-formal education, and can help citizens to thrive in the 21st Century. These competences have been established following a thorough literature research and several consultations with experts and stakeholders. LifeComp has nine competences with three descriptors each. The framework is conceptual and non-prescriptive. LifeComp can be used as a basis for the development of curricula and learning activities fostering personal, and social development, and learning to learn. The description of the competences can help in exploring its implementation and be contemplated as the embryo of a continuous discussion with teachers and educational policymakers.
The European Digital Competence Framework for Citizens, also known as DigComp, offers a tool to i... more The European Digital Competence Framework for Citizens, also known as DigComp, offers a tool to improve citizens’ digital competence. DigComp was first published in 2013 and has become a reference for many digital competence initiatives at both European and Member State levels. This document introduces DigComp 2.0. It constitutes phase 1 of the update of the framework which focuses on the conceptual reference model, new vocabulary and streamlined descriptors. The current document also gives examples of how DigComp is used at the European, national and regional levels.
DigComp 2.1 is a further development of the Digital Competence Framework for Citizens. Based on t... more DigComp 2.1 is a further development of the Digital Competence Framework for Citizens. Based on the reference conceptual model published in DigComp 2.0, we present now 8 proficiency levels and examples of use applied to the learning and employment field.
This study was run by the European Commission’s Joint Research Centre (JRC) in collaboration with... more This study was run by the European Commission’s Joint Research Centre (JRC) in collaboration with the Research Institute for Innovation & Technology in Education (UNIR iTED) at the Universidad Internacional de la Rioja (UNIR). It is part of the OpenEdu Policies project and accompanies the JRC Science for Policy report Going Open – Policy Recommendations on Open Education in Europe (JRC 2017). This report covers the 28 Member States of the EU: Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Poland, Portugal, Slovenia, Spain, Romania, Slovakia, Sweden, and the United Kingdom. The study: a) Identifies and analyses, through desk research, national-level policies which focus on open education, or which contribute to opening up education by making a specific contribution to one or more of the 10 dimensions of open education from the OpenEdu framework...
... The study provides evidence, data, examples of good practices and policy options for developi... more ... The study provides evidence, data, examples of good practices and policy options for developing creative capacity at schools, which ... Given the complex nature of studying how creativity and innovation are framed in education, a mixed methods approach was employed. ...
Uploads
Papers