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| Date | Name | Thumbnail | Size | Description | Versions |
|---|---|---|---|---|---|
| 12:30, 28 May 2024 | Manifesto-May2024-final.pdf (file) |  |
213 KB | The landscape of all sectors of education in England has been undergoing a significant transformation driven by digital technologies, as documented in recent national and international reports from OECD and other agencies. This manifesto uses these inputs including our own studies to propose key strategic initiatives necessary to harness the full potential of digital learning in England at school level. Our goal is to ensure that every student, teacher, parent and school-level provider c... | 1 |
| 13:57, 14 March 2024 | NZ-Handbook-2018.pdf (file) | |
562 KB | New Zealand schools use supplementary online learning approaches whereby students take classes from other schools using videoconferencing, the Internet, and other technologies. Particularly common in rural secondary schools, online blended learning and research regarding this have been conducted for over 15 years. This chapter (of the book [https://press.etc.cmu.edu/books/handbook-research-k-12-online-and-blended-learning-second-edition "Handbook of Research on K-12 Online and Blended Learni... | 1 |
| 17:04, 21 December 2023 | DigitalLearning Z COMP.pdf (file) | |
1.29 MB | This chapter aims to compare the contexts, features, trends, and issues of digital learning (DL) in K-12 education among 11 high-digital-competitiveness countries. Based on the country-specific reports in previous chapters, the following findings about DL are presented: (1) Most countries claim to be in the second stage of digital transformation (digitalization), while three countries claim to have reached the third stage of digital transformation. (2) The governments of these countries have... | 1 |
| 17:03, 21 December 2023 | DigitalLearning US.pdf (file) | |
1.06 MB | The U.S. education system is overseen by a federal Department of Education, but each locality and state has a level of autonomy to determine how curricula are implemented for their specific group of learners. Digital transformation and equity in digital learning are cornerstones of United States K-12 education, and the federal Department of Education provides oversight and financial assistance to school systems to assist in providing digital learning artifacts. U.S. public school education ha... | 1 |
| 17:02, 21 December 2023 | DigitalLearning UK.pdf (file) | |
778 KB | This chapter reviews the current state of digital K-12 in the United Kingdom with emphasis on England. It gives evidence to substantiate the UK's high ranking in digital maturity studies and analyses. The chapter begins by summarising England's K-12 system and the factors of the National Curriculum and National Exams which produce a uniform system despite the wide variety in size, purpose, organisation and funding of schools. It describes the digital policy interventions, funding schemes, lar... | 1 |
| 16:57, 21 December 2023 | DigitalLearning SE.pdf (file) | |
767 KB | This chapter discusses the trends and issues surrounding digital learning in K-12 schools in Sweden. It begins with an introduction to digital transformation in education and highlights its importance, both in Sweden and also more generally. The focus then shifts specifically to K-12 schools in Sweden and examines the current status of digital learning in this context, explaining the established physical IT infrastructure and broad use of digital tools at all levels of education. The challeng... | 1 |
| 16:55, 21 December 2023 | DigitalLearning KR.pdf (file) | |
1.08 MB | This chapter aims to explore the trends and issues in digital learning in Korea, showcasing the country's progressive efforts primarily driven by the Master Plan for ICT in Education. Notably, Korea has taken significant strides towards digital transformation, embracing innovative changes in education through digital technology. The COVID-19 pandemic accelerated the adoption of various online learning platforms, facilitating a smooth transition to remote learning. As the 4th Industrial Revolu... | 1 |
| 16:54, 21 December 2023 | DigitalLearning IL.pdf (file) | |
979 KB | This chapter explores the trends and issues of digital learning in Israel, with a focus on the challenges faced by educators in adapting education systems to the digital age. The authors, Prof. Orit Avidov-Ungar and Oded Busharian, discuss the importance of digital leadership in promoting the effective integration of technology into teaching, and highlight the significance of institutional norms and environmental conditions in this process. They also examine the impact of the COVID-19 pandemi... | 1 |
| 16:53, 21 December 2023 | DigitalLearning hk.pdf (file) | |
915 KB | The Hong Kong Special Administrative Region (HKSAR) government recognizes the importance of Digital Learning (DL) in nurturing future-ready citizens, and has taken steps to promote its adoption in the K-12 education system. The first official strategy document for promoting DL was published in 1998, with a focus on establishing physical infrastructure such as desktop computers. However, the third strategy document in 2008 shifted towards a more techno-centric and human-centric approach to int... | 1 |
| 16:52, 21 December 2023 | DigitalLearning FI.pdf (file) | |
1,019 KB | This chapter presents trends and issues of digital learning (DL) in Finland, particularly those focusing on K–12 education. Finland has been globally recognized for its education system that emphasizes equity, high-quality teaching, and a holistic approach to learning. In general, education is highly valued in Finland and is considered a cornerstone of personal development and vital for overall societal well-being. During the past 20 years, Finland has been investing strongly in the digital i... | 1 |
| 16:51, 21 December 2023 | DigitalLearning ee.pdf (file) | |
1.29 MB | Estonia is a country with a high level of digital readiness and good student achievement in international comparisons. This increases the responsibility of Estonian educational technology researchers to study the use of digital technologies and to suggest directions for improvements, as the Estonian case could be a valuable example worldwide. In this chapter, the authors aim to provide an overview of the Estonian education system and strategic directions for empowering teachers and students i... | 1 |
| 16:50, 21 December 2023 | DigitalLearning DE.pdf (file) | |
1.02 MB | The description of the German educational system reveals that fostering specific education in schools and other educational institutions is not easy for the national government due to the fact that education is up to the federal states of Germany. This chapter reveals that many different approaches to digital learning have been developed by the states and the schools, and introduces which changes have been made so far to achieve digital learning. A categorization of the different levels of K-... | 1 |
| 16:48, 21 December 2023 | DigitalLearning AU.pdf (file) | |
888 KB | This chapter examines the state of digital learning in Australian schools. Digitalization has become integrated throughout schools, playing an essential role in teaching, learning, administration and communication. Despite infrastructure constraints, many Australian teachers actively employ digital technologies to enrich learning experiences to prepare students for a digitally interconnected world. The Australian education system’s approach to digital learning diverges from its OECD counterpa... | 1 |
| 17:46, 11 December 2023 | Virtual-school.jpg (file) |  |
34 KB | 2 | |
| 14:42, 22 November 2023 | Open Education Initiatives in Germany.pdf (file) | |
627 KB | 1 | |
| 09:35, 22 November 2023 | ADOERUP UK.pdf (file) | |
409 KB | 1 | |
| 09:34, 22 November 2023 | ADOERUP Sweden.pdf (file) | |
210 KB | 1 | |
| 09:34, 22 November 2023 | ADOERUP Spain.pdf (file) | |
150 KB | 1 | |
| 09:34, 22 November 2023 | ADOERUP Romania.pdf (file) | |
245 KB | 1 | |
| 09:33, 22 November 2023 | ADOERUP Portugal mini-report.pdf (file) | |
105 KB | 1 | |
| 09:33, 22 November 2023 | ADOERUP Poland mini-report.pdf (file) | |
98 KB | 1 | |
| 09:32, 22 November 2023 | ADOERUP Norway.pdf (file) | |
119 KB | 1 | |
| 09:32, 22 November 2023 | ADOERUP Netherlands mini-report.pdf (file) | |
77 KB | 1 | |
| 09:31, 22 November 2023 | ADOERUP Latvia.pdf (file) | |
345 KB | 1 | |
| 09:30, 22 November 2023 | ADOERUP Ireland mini-report.pdf (file) | |
104 KB | 1 | |
| 09:30, 22 November 2023 | ADOERUP Hungary.pdf (file) | |
167 KB | 1 | |
| 09:29, 22 November 2023 | ADOERUP Germany.pdf (file) | |
168 KB | 1 | |
| 09:29, 22 November 2023 | ADOERUP France.pdf (file) | |
301 KB | 1 | |
| 16:58, 16 November 2023 | PLAR Masters benchmark Annex 12 Methodology and Reflections.pdf (file) | |
399 KB | This descriobes the search methodologies used to generate data for the study and reflects on issues raised. | 1 |
| 16:56, 16 November 2023 | PLAR Masters benchmark Annex 11 South Africa.pdf (file) | |
225 KB | This reviews PLAR and credit transfer for online masters programmes in South Africa at: * University of South Africa - UNISA - a distance teaching university | 1 |
| 16:55, 16 November 2023 | PLAR Masters benchmark Annex 10 Sweden.pdf (file) | |
249 KB | This reviews PLAR and credit transfer for online masters programmes in Sweden at: *Uppsala University * University of Gävle - a University of Applied Sciences | 1 |
| 16:53, 16 November 2023 | PLAR Masters benchmark Annex 9 Ireland.pdf (file) | |
280 KB | This reviews PLAR and credit transfer for online masters programmes in the Republic of Ireland at: * Cork Institute of Technology * University of Limerick * Dublin City University * Institute of Technology Sligo | 1 |
| 16:51, 16 November 2023 | PLAR Masters benchmark Annex 8 Spain.pdf (file) | |
304 KB | This reviews PLAR and credit transfer for online masters programmes in Spain at: * Open University of Catalonia * International University of La Rioja - UNIR - a private university | 1 |
| 16:46, 16 November 2023 | PLAR Masters benchmark Annex 7 Germany.pdf (file) | |
268 KB | This reviews PLAR and credit transfer for online masters programmes in Germany at: * FernUniversität - the German Open University * Hochschule Wismar - Wismar University of Applied Sciences: Technology, Business and Design | 1 |
| 16:43, 16 November 2023 | PLAR Masters benchmark Annex 6 Netherlands.pdf (file) | |
475 KB | This reviews PLAR and credit transfer for online masters programmes in the Netherlands at: * Open Universiteit - Dutch Open University * Maastricht University * Fontys University of Applied Sciences | 1 |
| 16:41, 16 November 2023 | PLAR Masters benchmark Annex 5 Australia.pdf (file) | |
323 KB | This reviews PLAR and credit transfer for online masters programmes in Australia at: * Charles Sturt University * Royal Melbourne Institute of Technology - RMIT | 1 |
| 16:39, 16 November 2023 | PLAR Masters benchmark Annex 4 New Zealand.pdf (file) | |
316 KB | This reviews PLAR and credit transfer for online masters programmes in New Zealand at: * Massey University * Open Polytechnic of New Zealand * Otago Polytechnic * Universal College of Learning | 1 |
| 16:38, 16 November 2023 | PLAR Masters benchmark Annex 3 United Kingdom.pdf (file) | |
437 KB | This reviews PLAR and credit transfer for online masters programmes in the United Kingdom, at: * Open University UK * University of Derby * Anglia Ruskin University * Credit transfer from higher vocational programmes to Masters, with case study of ATHE | 1 |
| 16:35, 16 November 2023 | PLAR Masters benchmark Annex 2 United States.pdf (file) | |
351 KB | This reviews PLAR and credit transfer for online masters programmes in the United States, at: * Penn State University * University of Central Florida * University of Maryland University College | 1 |
| 16:32, 16 November 2023 | PLAR Masters benchmark Annex 1 Canada.pdf (file) | |
363 KB | This reviews PLAR for online Masters programmes at five universities in Canada spread across four provinces. | 1 |
| 16:29, 16 November 2023 | PLAR Masters benchmark Concise Version.pdf (file) | |
481 KB | 1 | |
| 16:29, 16 November 2023 | PLAR Masters benchmark Full Version.pdf (file) | |
826 KB | The following paper (of 50 pages) is the Full Version of the report on "Credit Transfer for Open/Online Graduate Programs", completed in response to a request in 2016 from Thompson Rivers University, Canada, for a study on the topic of "Residency Requirements for Graduate Programs", taking a global perspective on the matter across a range of countries seen as relevant to the Canadian situation. This Full Report was accompanied by a separate Annex consisting of a series of detailed reports... | 1 |
| 15:01, 21 July 2023 | Ccby.png (file) |  |
1 KB | 1 | |
| 10:36, 10 May 2023 | SouthSudan.png (file) |  |
64 KB | map needed for South Sudan page | 1 |
| 19:44, 24 April 2023 | Pink marker.png (file) |  |
1 KB | for Maps | 1 |
| 19:43, 24 April 2023 | Yellow marker.png (file) |  |
1 KB | for Maps | 1 |
| 19:42, 24 April 2023 | Green marker.png (file) |  |
1 KB | for Maps | 1 |
| 19:41, 24 April 2023 | Grey marker.png (file) |  |
420 bytes | for Maps | 1 |
| 19:40, 24 April 2023 | Black marker.png (file) |  |
307 bytes | 1 | |
| 19:40, 24 April 2023 | White marker.png (file) |  |
425 bytes | 1 |
