| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Background Review for Developing the Digital Competence Framework for Consumers: A snapshot of hot-button issues and recent literature |
0 |
0 |
2 |
79 |
0 |
1 |
13 |
239 |
| Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in EU Member States |
1 |
4 |
30 |
1,634 |
3 |
18 |
131 |
5,890 |
| Developing digital competence for employability: Engaging and supporting stakeholders with the use of DigComp |
0 |
0 |
12 |
143 |
0 |
1 |
31 |
326 |
| DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: the Conceptual Reference Model |
22 |
69 |
267 |
1,824 |
55 |
175 |
700 |
5,524 |
| DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use |
5 |
8 |
28 |
880 |
25 |
46 |
157 |
2,988 |
| DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes |
12 |
27 |
275 |
985 |
28 |
76 |
729 |
2,353 |
| Emerging technologies and the teaching profession: Ethical and pedagogical considerations based on near-future scenarios |
0 |
4 |
11 |
80 |
2 |
9 |
22 |
187 |
| EntreComp: The Entrepreneurship Competence Framework for Citizens |
0 |
3 |
14 |
266 |
5 |
9 |
43 |
1,109 |
| Envisioning Digital Europe 2030: Scenarios for ICT in Future Governance and Policy Modelling |
0 |
0 |
0 |
11 |
0 |
1 |
4 |
58 |
| Evidence of innovative assessment: Literature review and case studies |
0 |
0 |
1 |
31 |
1 |
3 |
7 |
114 |
| How are Higher Education Institutions Dealing with Openness? A Survey of Practices, Beliefs, and Strategies in Five European Countries |
0 |
0 |
0 |
87 |
0 |
2 |
4 |
276 |
| ICT-enabled innovation for learning in Europe and Asia. Exploring conditions for sustainability, scalability and impact at system level |
0 |
0 |
0 |
160 |
1 |
2 |
11 |
531 |
| Innovating Learning: Key Elements for Developing Creative Classrooms in Europe |
0 |
0 |
4 |
56 |
0 |
1 |
12 |
238 |
| Learning 2.0: the Impact of Web 2.0 Innovations on Education and Training in Europe |
0 |
0 |
0 |
169 |
0 |
1 |
2 |
616 |
| Learning2.0. The Impact of Web2.0 Innovation on Education and Training in Europe |
0 |
0 |
3 |
110 |
0 |
4 |
16 |
422 |
| LifeComp: The European Framework for Personal, Social and Learning to Learn key competence |
0 |
9 |
31 |
285 |
1 |
22 |
95 |
1,022 |
| Mainstreaming ICT enabled Innovation in Education and Training in Europe- Policy actions for sustainability, scalability and impact at system level' |
0 |
0 |
1 |
103 |
0 |
1 |
6 |
323 |
| Makerspaces for Education and Training: Exploring future implications for Europe |
0 |
1 |
13 |
193 |
1 |
4 |
39 |
537 |
| OpenCases: Case Studies on Openness in Education |
0 |
0 |
0 |
24 |
0 |
0 |
0 |
86 |
| Opening up Education: A Support Framework for Higher Education Institutions |
0 |
2 |
11 |
267 |
0 |
8 |
38 |
864 |
| Policy Approaches to Open Education Case Studies from 28 EU Member States (OpenEdu Policies) |
0 |
0 |
0 |
33 |
0 |
0 |
2 |
103 |
| Promoting Effective Digital-Age Learning - A European Framework for Digitally-Competent Educational Organisations |
0 |
0 |
22 |
437 |
1 |
6 |
82 |
1,378 |
| SELFIE Forum – Teaching and Learning in the Digital Age |
0 |
1 |
10 |
79 |
1 |
5 |
26 |
280 |
| The Impact of Social Computing on the EU Information Society and Economy |
0 |
0 |
1 |
14 |
0 |
0 |
2 |
82 |
| The changing nature of work and skills in the digital age |
1 |
5 |
36 |
382 |
6 |
21 |
135 |
1,071 |
| Towards a Mapping Framework of ICT-enabled Innovation for Learning |
0 |
1 |
1 |
38 |
0 |
2 |
3 |
99 |
| Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe (OpenCred) |
0 |
0 |
0 |
74 |
0 |
1 |
4 |
179 |
| What makes a fair society? Insights and evidence |
0 |
2 |
8 |
50 |
2 |
8 |
30 |
285 |
| Total Working Papers |
41 |
136 |
781 |
8,494 |
132 |
427 |
2,344 |
27,180 |
LogEc is hosted by the
Örebro University School of Business.