We will discover effective strategies for prompting AI models in order to augment creativity and innovation in the classroom. We will explore practical applications of Generative AI, ranging from transforming text into speech to creating captivating videos and images. We will showcase real-world examples that illustrate the potential of this technology. Additionally, we will cover the creation of interactive chatbots that enhance student engagement and facilitate learning.
— Leggi su school-education.ec.europa.eu/en/professional-development/webinars/european-commissions-webinar-series-artificial-intelligence-teacher-professional-development
Towards a European Degree
Commission presents a blueprint for a European degree
The European Commission has adopted a package of ambitious proposals for Europe’s higher education sector, with the aim of working towards a European degree. The package contains a blueprint for this new and universally recognised qualification, as a result of deeper and wider transnational cooperation between higher education institutions – a key component of the European Education Area.
The blueprint proposes a concrete cooperation path and outlines support measures for European Union (EU) countries and their higher education systems towards the creation of a European degree.
As part of the package, the Commission has also adopted 2 proposals for Council recommendations on
- a European quality assurance and recognition system in higher education
- attractive and sustainable careers in higher education
Both proposals go beyond the pure ambition of developing a European degree and are advantageous for the wide and diverse higher education sector.
On this pageThe blueprint for a European degreeThe path towards a European quality assurance and recognition systemAttractive and sustainable careers in higher education
Blueprint for a European degree
This blueprint builds on the results of 6 Erasmus+ pilot projects that have involved more than 140 higher education institutions from all EU countries.
What is a European degree?
- A new type of degree awarded after transnational Bachelor, Master, or Doctoral programmes delivered at national, regional, or institutional level
- Automatically recognised everywhere in the EU
- Awarded jointly and on a voluntary basis by a group of universities across Europe
- Based on a common set of criteria agreed at European level
Objectives
- Contribute to Europe’s competitiveness by equipping graduates with future-proof skills to master the green and digital transitions
- Provide a strong symbol of our common European identity and strong sense of European belonging, reinforcing our common academic values and bringing people and universities together
What is the added value of a European degree?
For students, it will offer more opportunities to study at various universities in different EU countries and to graduate with one universally recognised diploma. It will give access to innovative and transdisciplinary learning opportunities across campuses to acquire the future-proof skills that Europe needs.
For higher education institutions, it will make it simpler to set up a joint degree programme with several universities across Europe, by removing unnecessary barriers. It will also help those universities to increase their competitiveness and attractiveness.
For employers, it will ease the recruitment of highly skilled qualified graduates who are ready to face the challenges of a rapidly changing world.
Next steps
In view of the diversity of the European higher education systems across Europe, the Commission proposes a gradual approach for EU countries towards a European degree, with 2 possible entry points:
- A preparatory European label – given to joint degree programmes that meet the European criteria; this means students receive a European degree label certificate together with their joint degree
- A European degree – a new type of qualification awarded either jointly by several universities from different countries or possibly by a European legal entity established by such universities; this means students receive a ‘European degree’
How the Commission will support EU countries and the higher education sector
- A European degree policy lab to develop detailed guidelines and action plans for the implementation of a European degree with national experts, higher education institutions, quality assurance/accreditation agencies, students, and economic and social partners
- A new annual European degree forum that monitors progress and provides guidance, gathering high-level representatives from EU countries, key organisations in quality assurance and recognition, and representatives from economic and social partners
- New Erasmus+ support for European degree Pathway Projects enabling EU countries, together with their accreditation and quality assurance agencies, universities, students, economic and social partners, to navigate the pathway towards a European degree; and for European degree Design Measures to enable higher education institutions to adapt existing joint programmes or to create new ones leading to a European degree
Why do we need joint degree programmes?
Transnational education is no longer a ‘nice-to-have’ option but a necessity, as
- the key challenges of our time are becoming increasingly global, and Europe’s open strategic autonomy increasingly urgent
- future generations must be equipped with the competences and skills that European societies will need to thrive in an ever more interconnected world
For this, we need to facilitate and accelerate the development of future-proof joint degree programmes, especially a universally recognised, European degree.
Imparare le lingue straniere in Europa. Nuova pubblicazione Eurydice con dati comparati e infografiche
Quali e quante lingue sono studiate, chi le insegna e qual è l’approccio all’insegnamento nei sistemi scolastici europei? Di questo tratta l’ultimo volume della collana “I Quaderni di Eurydice Italia”, Cifre chiave dell’insegnamento delle lingue a scuola in Europa, che accoglie la traduzione italiana del rapporto della rete Eurydice Key Data on Teaching Language at School in Europe – 2023 Edition.
Il quaderno è suddiviso in 5 capitoli tematici che affrontano rispettivamente:
- Contesto in cui vengono prese in esame tutte le lingue ufficiali in Europa e la diversità linguistica nelle classi odierne;
- Organizzazione: si esamina qui l’offerta di lingue straniere nel curricolo;
- Partecipazione, che si concentra sui tassi di partecipazione degli studenti all’apprendimento delle lingue;
- Insegnanti, in cui si tratta del grado di specializzazione e delle opportunità di formazione degli insegnanti di lingue straniere. Si esamina inoltre la loro mobilità transnazionale;
- Processi di insegnamento, in cui si esamina il tempo dedicato all’insegnamento delle lingue straniere e i risultati di apprendimento attesi delle prime due lingue straniere. Vengono presi in esame anche i test linguistici e le misure di sostegno per gli studenti immigrati.
Il tutto è corredato da una sintesi che evidenzia i principali risultati, da un interessante glossario e da un allegato dedicato al CLIL (Content and Language Integrated Learning)nell’istruzione primaria e secondaria, ossia alla metodologia che prevede l’insegnamento di alcune discipline non linguistiche in lingua straniera.
Per maggiori informazioni sul contesto politico, i contenuti, alcuni risultati chiave in chiave comparata europea e relativi all’Italia, la fonte dei dati e la metodologia, è possibile leggere questo articolo di approfondimento sul sito di Eurydice.
Insieme alla traduzione, alla cura editoriale e alla pubblicazione di questo ultimo quaderno in italiano, l’unità italiana ha tradotto anche le infografiche del rapporto Eurydice che offrono una sintesi grafica dei principali dati emersi da tale indagine sull’insegnamento delle lingue.
Vai al Quaderno “Cifre chiave dell’insegnamento delle lingue a scuola in Europa”
Leveraging PISA insights to promote student well-being
It goes without saying that mental health, social interactions, and exposure to diverse cultures significantly influence students’ well-being, preparedness for the future, and overall happiness. For this reason, educational systems all over the world acknowledge that education goes beyond mere grades.
Description
Although academic performance remains a common indicator for a school’s success, it’s no longer the sole criterion; happiness and overall well-being are now recognized as crucial factors as well. Student well-being depends on many factors and schools play a key role to achieve it. Schools can support students to foster resilience, develop positive relationships with their peers and motivate students to strive for their best. Schools are also expected to be prepared to recognise and address issues such as students ‘mental health difficulties (e.g. depression), stress, or demotivation, as these can hinder both academic and future success. But how much do we know about student well-being and how to foster it at school?What should schools do to foster a caring school environment? And what does research tell us about it? In this course, we will reflect on these and other questions by exploring key insights from The Program for International Student Assessment (PISA).PISA has consolidated data on student well-being through the PISA Happy Life Dashboard. The dashboard considers nine key aspects to student well-being including engagement with school, openness to diversity, psychological well-being, social relationships, and study-life balance.
Learning objectives
In this course, you will:
- Understand what wellbeing is, how it is measured through international research instruments (e.g. PISA) and how to foster it at school.
- Understand the purpose and importance of PISA in evaluating educational systems and how it relates to student well-being.
- Get acquainted with the well-being indicators used in PISA and the OECD well-being framework and reflect on their implications for student welfare.
- Understand the implications of students´ offline and online experiences for their well-being and reflect on the impact of these experiences for students’ well-being.
- Explore strategies to integrate well-being principles into the curriculum.
Methodology & assessment
The course is offered as an asynchronous course with flexibility in regard to when and where participants follow the course content and join the course activities. However, there is a final deadline in place for the submission of a course product. Participants are required to actively contribute to the course activities by sharing their work and submitting a course product. This product is submitted and assessed by peers or the course instructor in the final module of the course.
Certification details
Upon successful completion of the course, a digital course certificate is awarded. The certificate shows the name of the learner and key course details such as the estimated learning hours, the learning objectives, and a link to the course homepage.
« Harnessing digital resources for effective teaching »
Course details
Digital competence does not solely refer to mastering technology but rather to the way that teachers can use this technology to enhance their professional practice, empower their learners and improve learning outcomes.
In the second course of the course series on Unlocking the Power of Teacher Digital Competence, we focus on effectively helping teachers identify recourses that best fit their needs, their teaching style, and their learners. At the same time, we’ll assist teachers in modifying and adapting resources to meet their exact requirements, learn how to share them responsibly, protect sensitive data, manage content ethically and respect copyright rules.
The course is offered by the European School Education Platform. Visit our website for more information.
Duration and workload
Start date: Monday 8 April 2024
End date: Wednesday 15 May 2024
Duration: 5 weeks
Workload: 15-20 hours
Course competences
The recipient of this certificate has demonstrated B2 level proficiency of the following competences according to the digital competence framework of the European Commission’s SELFIE for TEACHERs tool:
- Searching and selecting (Using searching and selection criteria to identify digital resources for teaching and learning)
- Creating (Creating digital resources that support and enhance teaching and learning aims)
- Modifying (Modifying existing digital resources to support and enhance teaching and learning aims, respecting copyright and licencing rules)
- Managing and protecting (Organising digital content, enabling easy and secure access for students, parents and teachers, while protecting sensitive and personal data)
- Sharing (Sharing digital content with respect to intellectual property and copyright rules)
For more information about the competences and the proficiency levels see the SELFIE for TEACHERs toolkit
Target audience
The course is relevant to all primary and secondary teachers, irrespective of their teaching subjects. Additionally, the course is beneficial for all educators interested in improving their digital competence and enhance their learning in the digital age.
Learning objectives
As a participant, you will:
- Analyse and select digital resources based on criteria that meet specific teaching and learning aims,
- Apply design principles and processes to create digital resources to meet teaching and learning aims, including with the use of generative AI,
- Select existing digital resources, taking into consideration copyright and distribution licences, to modify and adapt them to meet teaching and learning aims,
- Define and apply protection and security measures for the storage, management and access of digital content,
- Select and apply copyright licences when sharing digital resources you create, supporting open educational resources.
Offered by
This content is offered by the European Commission. The European Commission is the European Union’s politically independent executive arm. It is alone responsible for drawing up proposals for new European legislation, and it implements the decisions of the European Parliament and the Council of the European Union.
Italianistica, Didattica Innovativa, Internazionalizzazione 