Article Notice – Mekorot: A Blended Learning Approach To Judaic Studies

As was referenced in the Recommended Articles entry earlier this morning, here is the third of three articles related to K-12 distance, online, and/or blended learning that I discovered in the Jewish Educational Leadership Journal.

21st Century Learning (Spring 2014)

Research

Mekorot: A Blended Learning approach to Judaic studies by: Rabbi Elchanan Jay Weinbach

Rabbi Elchanan Jay Weinbach is the Executive Chairman of Project Kodachrome, a non-profit venture developing Blended Learning curriculum and alternative school models, and Principal of the Great Schools Consulting Group. He has served as Head of School at Kohelet Yeshiva High School in Philadelphia, the Shalhevet School in Los Angeles, and Principal at both the Jewish Educational Center (J.E.C.) in Elizabeth, New Jersey and Hillel High School in Ocean, New Jersey.

Elchanan Weinbach presents an innovative approach to Jewish studies with significant educational and financial benefits.

Article Notice – Advancing Online / Blended Learning In Jewish Day Schools

As was referenced in the Recommended Articles entry earlier this morning, here is the second of three articles related to K-12 distance, online, and/or blended learning that I discovered in the Jewish Educational Leadership Journal.

21st Century Learning (Spring 2014)

Research

Advancing Online / Blended Learning in Jewish Day Schools by: The AVI CHAI Foundation

This article was created by The AVI CHAI Foundation staff working in this area. They include Rachel Mohl Abrahams, Galli Aizenman, Steve Brown and Eli Kannai.

The AVI CHAI Foundation has been at the forefront of support for Jewish education. In this article the authors describe AVI CHAI’s initiatives in the realm of 21st century learning.

Article Notice – What Jewish Educational Leaders Need To Know About Online Education

As was referenced in the Recommended Articles entry earlier this morning, here is the first of three articles related to K-12 distance, online, and/or blended learning that I discovered in the Jewish Educational Leadership Journal.

21st Century Learning (Spring 2014)

Research

What Jewish Educational Leaders Need to Know About Online Education by: Chana German

Chana German presents theoretical underpinnings of online education along with a practical guide for day school teachers and school leaders.

[IRRODL] New notification from The International Review of Research in Open and Distributed Learning

A new issue notice from IRRODL.  No K-12 specific articles in this issue, but there is one article focused on student persistence that may have some use for folks that work in the full-time K-12 online learning environment.

You have a new notification from The International Review of Research in Open and Distributed Learning:

An issue has been published.

Link: http://www.irrodl.org/index.php/irrodl/issue/current

IRRODL Manager

International Review of Research in Open and Distributed Learning (IRRODL)
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3, Canada

irrodlmanager@athabascau.ca

Early View Alert: European Journal of Education

This is not K-12 distance/online learning specific, it does have a broad focus for those interested in K-12 blended learning.

European Journal of Education Early View Online Version of Record before inclusion in an issue

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ORIGINAL ARTICLES

Building a policy space via mainstreaming ICT in European education: The European Digital Education Area (re)visited

Florin D. SalajanVersion of Record online: 10 October 2019

You are receiving this content alert because you are subscribed to European Journal of Education.

The specific information about this article includes:

ORIGINAL ARTICLE

Building a policy space via mainstreaming ICT in European education: The European Digital Education Area (re)visited

Florin D. Salajan

First published: 10 October 2019

https://doi.org/10.1111/ejed.12362

Abstract

This article examines the ideational construction and definition of the European Digital Education Area (EDEA) as a policy space and mechanism for the mainstreaming of digital technologies in Europe’s education and training systems. It revisits the foundational pillars on which it is premised, proposed in a previous iteration of the concept: formal legislation, mainstreaming of digital education actions and interlinked networks of practice. Employing a mixed methods approach, involving discourse analysis of key policy documents enacted over the past two decades, an online survey of ICT project coordinators under the Lifelong Learning Programme, and interviews with policy officers at the European Commission, the study reinforces the structure and utility of the EDEA for ICT diffusion in education. It argues for its formal acknowledgment as a political priority and key policy area enforceable through instruments similar to those existing under the Bologna Process for a coherent, concerted and strategic approach to digital education at EU level.