Brief Bio
Electrical and Computer Engineering educator in the Spanish University for Distance Education (UNED), has an industrial engineering degree from the ETSII (Industrial Engineering School) of the Madrid Polytechnic University (UPM) and a doctoral engineering degree from the same University. Has received the Extraordinary Doctoral Award in the UPM and the Viesgo 1988 Award to the Doctoral Thesis improving the Scientific Research about the Industrial Process Electricity Application. Has received the 1997 and 1999 years UNED’s Social Council for the Best Didactic Materials in Experimental Sciences and the 2001 Award for the Innovative Excellence in Teaching, Learning & Technology from the Center for the Advancement of Teaching and Learning. He works as researcher, coordinator and director in different projects, ranging from solar system and advanced microprocessor system simulation to telematics and distance learning systems, acting now as and senior technical director. He is now with the UNED (Spanish University for Distance Education) as Professor in the Electronics Technology subject inside the Electrical and Computer Engineering Department as well as he is Director of the Department. He was serving as UNED’s Vice-Rector of New Technologies, ETSII’s Research and Doctorate Vicedirector and Academic Affaires Vicedirector and UNED’s Information Services Center Director. He worked during 5 years in Digital Equipment Corporation as senior system engineer. He publishes technical books and articles for journals and conferences as well as multimedia materials and radio and TV programas. He belongs to the organizing committee of IEEE FIE, ISES, TAEE and SAAEI conferences as well as reviewer and chairman. He is Fellow member of IEEE as well as member of the Administration Committee (AdCOM) of the IEEE Education Society and Founder and Past-Chairman of the Spanish Chapter of the IEEE Education Society.


Abstract
This lecture will provide information about the services definition inside Technology Enhanced Learning as well as the support of new features and applications integrated inside the education frameworks or platforms. These new services are changing and upgrading the methods, tools, applications and possibilities used by the educators in the new integrated space of higher education and longlife learning.

Brief Bio
Mats Daniels, Senior lecturer, Department of Information Technology, Uppsala University, Sweden.  I have taught courses since 1980 at Uppsala University, except during 1989-90 when being a guest lecturer at La Trobe University, Melbourne, Australia.  I have since 1991 been director of undergraduate education at the department and as such been intimately involved in the development of the education at the department.  My dedication to education, is manifested in working towards establishing Computing Education Research as a subject and driving several development and research projects, e.g. the Runestone project where students from Sweden and USA collaborate.  My main body of publications is in educational conferences such as IEEE Frontiers in Education, ACM Australasian Computing Conference (ACE), and ACM Innovation and Technology in Computer Science Education (ITiCSE).  I’m also director of the national center for pedagogical development in technology education in a societal and student oriented context (CeTUSS, www.cetuss.se that was founded 2004.  I have been conference chair and program chair as well as functioning in other roles for the ACM ITiCSE conference, and am currently future ITiCSE Site coordinator.  I was one of the founding members, and is since 2005 acting as chair, of the IEEE Nordic Education Society Chapter, which won the first IEEE Education chapter achievement award 2006.

My ambition when it comes to education is to find new formats and especially such where the students will experience a holistic learning environment, e.g. in Open Ended Group Projects.  Vital in this work is to base it on a sound pedagogical foundation as well as the subject as such in a manner that is well anchored among the teaching practitioners.


Abstract
Learning environments based on open-ended group projects (OEGPs) have the potential to meet complex learning goals such as professional and personal development, as well as more traditional subject related goals. OEGPs offer a setting in which a holistic approach to what the students should learn. There are however several pitfalls to pay attention to. Theories related to learning in OEGPs and practical examples will be presented in an attempt to promote an enlightened use of OEGPs in our education through  raising awareness of the pros and cons of the method.