It is arguably that the surplus of information available in the knowledge society, on a variety of devices and in multimedia formats, can have per se an immediate positive impact on learning. Other than basic ICT skills, the digital competence, intended primarily as the ability to retrieve information and to assess its suitability to learner’s needs, can make the difference in learning outcomes. A learner-focused approach devoted to develop, consolidate and secure transversal competences in retrieving and selecting the text to read and/or data to analyse is the strategic element that can foster the passage between school and university, reducing drop-out rates, modifying the style of learning and nurturing an independent study through ICT in a lifelong perspective. Low achievers aged 16-24 are LIBE courses target group for two reasons: • ICT represents for them one of the best motivators to learn, because it can free them from prejudices linked to their own gaps in preparation and, even if almost completely only for social and leisure reasons, it is pervasive in young people’s daily experiences • Compared to the other age groups, young people are less frequently developing their skills through systematic self-study or formal e-learning training courses, and almost never with specific reference to digital competence, as the key information processing competence. The project LIBE, funded with support of the EACEA in the LLPKA3P programme (Project Ref. No. 543058-LLP-1- 2013-1-IT-KA3-KA3MP), aims at designing, developing and try out, in 3 different countries in Europe (Italy, Portugal, Norway), an innovative e-learning management system devoted: • To develop key information processing skills for ICT (literacy, numeracy and problem solving), with an inquiry- based approach to learning, in low educational achievers aged 16-24. • To produce a high level of personalization in learning based on: automated computer-based assessment (CBA) and computer adaptive testing (CAT); an innovative way of delivering learning materials, through automated texts modulation, to reduce reading comprehension difficulties. The project will provide a learning content management system in 4 languages (English, Italian, Portuguese, Norwegian) devoted to information-centred courses to upper-secondary school, undergraduate students and unemployed young people. The innovative educational platform will use automated adapted algorithms in order to modify learning object contents according to learner’s lexical profile. The course will offer a full learning experience to improve learner skills into retrieve effectively specialized information on the internet. The inquiry-based learning will be the theoretical model in the design of courses in order to achieve an effective individualization of the path of acquisition of knowledge and to motivate learners. The LIBE project has a 2-year duration. In the first year, the work will be focused on the production of a Framework for ICT key information processing competences and on the analysis of current OERs and MOOC existing repository in order to propose a sounded solution for an innovative inquiry-based learning approach into the development of the digital competence. The international consortium of LIBE project is formed by Roma Tre University (Italy – coordinator), Twente University (The Netherlands), Lillehammer University College (Norway), Birkbeck University College (United Kingdom), Porto University (Portugal).
Agrusti, F., Corradi, F., & Damiani, V. (2014). LIBE PROJECT – SUPPORTING LIFELONG LEARNING WITH INQUIRY-BASED EDUCATION, 599-602.
|Titolo:||LIBE PROJECT – SUPPORTING LIFELONG LEARNING WITH INQUIRY-BASED EDUCATION|
|Data di pubblicazione:||2014|
|Citazione:||Agrusti, F., Corradi, F., & Damiani, V. (2014). LIBE PROJECT – SUPPORTING LIFELONG LEARNING WITH INQUIRY-BASED EDUCATION, 599-602.|
|Appare nelle tipologie:||4.3 Poster|