TEMPUS-EFA English For All in Academia
To Foster Education, Research and Innovation
SHAMOON COLLEGE OF ENGINEERING
NEWSLETTER | 2011 | ISSUE NO.1
Project No. 510941 TEMPUS 1-2010-1-IL-TEMPUS-SMHES
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 2
ABOUT TEMPUS-EFA PROJECT
CONFERENCES AND ACTIVITIES
INNOVATIVE LEARNING ENVIRONMENT
MEET THE PARTNERS
WELCOME ADRESS Prof. Jehuda Haddad, SCE President
Dr. Miri Yemini Director of The Entrepreneurship and Innovation Center, SCE
Dear Colleagues and Supporters,
It is a great honor for me to inaugurate the first official newsletter of the TEMPUS-EFA project. As president of SCE, the project’s coordinators, I am proud to have the opportunity to lead such an important endeavor. The TEMPUS-EFA project is a major step in realizing SCE’s goals and flagship policy.
I am thrilled to open the first newsletter of the first national TEMPUS project for the advancement of higher education in Israel. This issue contains information on the project and profiles of its partners.
Improving higher education by institutionalizing standardization and internationalization, and increasing accessibility and equal opportunity in an era of unparalleled technological advances and some of the greatest challenges facing Europe and the entire globe in twenty-first century. Despite significant progress in the quality of higher education in Israel during the last twenty years, noticeable gaps still remain in the level of English required of and attained by students especially from marginalized sectors of society. Pursuing higher education through teaching in the Englishlanguage, even if only some of the courses are in English at this point, will, nevertheless, provide graduates with the skills needed for employment in global enterprises. One of Israel’s priorities is to foster the education-innovationresearch triangle. Enhancing students’ English-language proficiency in communication, cooperation, learning, creativity, and innovation will have a positive impact on all areas of Israeli society. To all of us I wish the very best of luck and ongoing productive collaboration, Together we will succeed!
TEMPUS (Trans-European Mobility Program for University Studies) was founded by the European Commission in 1990 with the aim of supporting the modernization of higher education in Europe and neighboring states. Today the program runs in 54 countries in Europe, Central Asia, North Africa, and the Middle East. The purpose of TEMPUS-EFA (English for All) is to raise the level of English and innovative capability through cooperation and information exchange. The project is a direct follow-up to the Bologna Process (a pan-European program that began in 1999 and is devoted to promoting cooperation and uniformity among institutions of higher education in European Union countries and creating a broad educational matrix based on common goals, objectives, and standards). Israel’s education system in 2011 is confronted with complex challenges: the recurrent failure of Israeli students in all international tests, stagnation in the higher education system, a brain drain, and the absence of entire populations (ultra-Orthodox Jews, for example) from the academic scene. These shortcomings have cumulatively contributed to the existential challenge facing Israel today, one no less dangerous to the country than its perennial security threats, but one which has not, unfortunately, received the attention it deserves. Israel’s participation in the Bologna Process and in international programs such as TEMPUS may be part of the solution for retaining and ameliorating the state’s competitive edge. I congratulate all of the project’s participants and supporters on the two productive years of development, teaching, research, and activity. I wish all of us the utmost success.
TEMPUS EFA ABOUT TEMPUS-EFA PROJECT Mr. Kobi Frishman- The Project Manager, SCE
The EFA project aims to foster teaching in the English language in Israeli institutions of higher education by using creative tools and innovative approaches. Another goal is to improve higher education in Israel by enhancing its quality and increasing its involvement in international developments. The project consortium has nineteen partners from different countries (including Israel, Italy, Cyprus, Poland, England and Germany) as well as academic institutions, commercial companies, non-profit organizations (NPOs), and Israel’s CHE. The 2-year long, multidisciplinary, interactive project is based on four academic modules: 1. Four (at least) B.A. and B.Sc. courses will be translated into English in the first year and implemented in the second year in Israeli academies taking part in the project. 2. A unique semestrial English-language course – Applied English Language Skills (AELS) - will be developed within the first year and taught in the second year on two different levels. The course will address the need for applied English and communications skills in the global environment. 3. A multidisciplinary, undergraduate, pilot course called the “Development of Thinking Skills Course” will be developed within the first year and taught in the second year. Its aim is to strengthen the education–innovation– research triangle. The one year long English-language course will be conducted simultaneously in all Israeli and EU academic institutions. 4. Workshops and a teachers training course will be developed in order to support and monitor the transposition of courses into the English language. The main academic modules will be supported by two accompanying ones: 1. A Learning Portal System (LPS) will be developed for bringing the best-in-class capabilities to students’
learning requirements. It will provide a single application portal, English-Learning-Knowledge-Center (ELKC), and unite the formal and informal learning assets of EFA with options for filtering results to suit the needs and preferences of lecturers and students. 2. A quality control system for monitoring and managing the EFA project will also be developed as a part of the project. All of the modules are geared to design and develop new teaching methodologies, as well as a master plan for enhancing English knowledge acquisition in the partner countries. A work program will be drawn up for to improve English-language proficiency in higher education at the national level. These efforts will contribute to the policy making and system change that the CHE is calling for in the Israeli system of higher education. As an Engineer, my personal experience in global high-tech companies has taught me that improving the level of English, especially communication skills, is crucial for integration into the global workplace. Developing new approaches and methodologies, along with the implementation of a cuttingedge learning infrastructure, will enhance the students’ educational experience in the academic world and, later, their problem-solving capabilities in business and industry. I hope that Israel’s higher education authorities will assume responsibility for the support and preservation of our college graduates’ competitive edge. I firmly believe that if we’re prepared to go the extra mile, to step beyond conservative academic frameworks, we’ll succeed in laying the groundwork for improving international cooperation, and the project will prove itself an effective vehicle for graduates to develop language and cognitive proficiency. I wish us all success in the project.
CONFERENCES AND ACTIVITIES Israeli partners meeting On August 30, 2010, SCE hosted its Israeli project partners in an acquaintanceship and kickoff meeting. The participants were welcomed by Professor Jehuda Haddad – president of SCE; Dr. Miri Yemini – director of SCE’s Entrepreneurship and Innovation Center (EIC), who led SCE’s successful entry into the TEMPUS project; and Mr. Jacques Kemp – a senior TEMPUS official from the Brussels head office. Dr. Yemini presented an overview of the project, after which the partners expressed their expectations. Representatives of participating Israeli academic institutions (SCE, the Interdisciplinary Center (IDC) in Herzliya, Holon Institute of Technology, Ort Braude College, and Sapir College); members of CHE; representatives of partner companies (i-Con Group, Apple in Israel, and SIT), and representatives of Young Entrepreneurs Israel participated in the meeting as well.
The first tempus conference was held in conjunction with an open day with the Slovenia-based EMUNI university (Euro-Mediterranean University) On December 14-16, 2010, SCE hosted the first international conference including all consortium participants. The conference opened with a study day devoted to EMUNI University, which was founded by the European Union. The introductory speakers were: Mr. Andrew Standley – head of the EU delegation to Israel; Mr. Boris Sovic – Slovenian Ambassador to Israel; Rabbi Professor Daniel Hershkovitz – minister of science and technology; Professor Jehuda Haddad – president of SCE; and Dr. Miri Yemini – director of EIC. Later on, the president of EMUNI University, Professor Joseph Mifsud, presented his university’s vision, possible opportunities for cooperation, and the range of options available for integrating graduate students into the programs. The second part of the day, after a joint lunch, was limited just to the TEMPUS participants. Following the opening addresses, the partners in charge of developing the project’s core contents and technological infrastructure presented basic issues: Dr. Sara Greenberg of the Holon Institute of Technology - on the development of thinking skills; Dr. Linda Weinberg of Ort Braude College - on the AELS (Applied English Language Skills) course; and Dr. Hanan Maoz of Sapir College - on the LPS (Learning Portal System).
activity framework and timetable together with the relevant partners. In addition, Dr. Yemini, who had just returned from a TEMPUS instruction conference held in Belgium, instructed the participants on administrative management of the project.
The first day concluded with group activities led by the project manager, Mr. Kobi Frishman. These consisted of workshops on risk analysis, key points for attaining success, challenges inherent in the various work packages, and a concluding discussion. Over the next two days the participants were asked to review their project commitments, met with their work package partners, and began drafting the outline for implementing the project. The group leaders undertook responsibility for their work packages and the outlining of
Eran Tor, CEO of iDigital, representative of Apple in Israel, and project partner
Among all the twenty-first century projects dealing with innovative learning approaches, TEMPUS-EFA shines forth like an impressive lighthouse beacon, impressive in its progress-inspired planning and application of the latest teaching technologies. These are pioneering elements that will enable the project’s stainability for years to come. For decades Apple has been simplifying technology, empowering educators, and inspiring students through products especially designed for teaching and learning. Apple understands that the key to successful learning lies in reducing the gap between the world of knowledge and the student’s personal universe. Increased accessibility, communicability, and user-friendliness of study materials make it easier for students to realize their potential. The Apple learning environment consists of unrivaled technological solutions that were developed in conjunction
with teachers, scientists, IT experts, and students for today’s demands. Apple solutions are designed to augment the students’ creative talents and sharpen their critical thinking. Through iLife, Apple’s prize-winning digital editing and production application package, students can develop their own digital projects and give free reign to their creative instincts. The in-built accessibility properties of Apple operating systems enable every student to begin work almost immediately. When innovative approaches are sought for twenty-first century learning requirements, Apple provides the answers to technological education. iDigital is proud to be a partner in the TEMPUS project and to assist in building the unique platform for open communication, accessibility, and cooperation. We welcome the challenge of jointly developing the technological and educational platform that the project’s content producers, lecturers, students and partners will work on, and we promise to provide state-of-the-art solutions to education’s critical needs. The project is based on a solid technological system, but as I see it the system is only the infrastructure for learning and teaching, which lie at the heart of the project. The system will enable the integration and application of the seven learning skills that are the basis of the TEMPUS project, and will prove to be a cornerstone for turning TEMPUS into an international success story. In recent years, I have grown to respect the project leaders and their innovative spirit and cognitive flexibility. I’m sure that with the combined input of iDigital, Apple, and TEMPUS project leaders, in addition to the unflagging efforts and resolve of the men and women steering the project, we will succeed in ensuring the future of higher learning in Israel and Apple’s contribution to global education. I wish all of us boundless success in the project.
TEMPUS EFA PROJECT HIGHLIGHTS Development of Thinking Skills Course Dr. Sara Greenberg, Holon Institute of Technology (HIT)
Our today’s fast developing industries and communities need a new vision for the next generation’s education, creating new high quality education systems. The mission is to add new teaching programs for developing students thinking skills. The TEMPUS “Development thinking skills” course, will deal with thinking algorithms and their use in various academic fields such as: Engineering Science and natural systems Marketing Management Storytelling, films, humour, war strategies, games and toys, crime mysteries etc. The course will consist of three students conferences and project competitions held throughout the academic year.
The Applied English Language Skills (AELS) Course Dr. Linda Weinberg, Ort Braude College of Engineering
AELS course is geared to Israeli graduates who need improved English-language skills. Unlike other courses, AELS focuses on developing proficiency and fluency in speaking and writing. Students will be admitted to one of two levels. The intermediate level is based on group work that will increase the students’ self-confidence in communicating in real-life contexts. Advanced level students will learn to apply their English knowledge in business, industry, and academic contexts. Students will undergo intense practice in formal and informal conversations and discussions, in preparing and delivering oral presentations and reports, and writing emails and memos.
“Development thinking skills” course aims to: Appreciate how problem solving can be improved by utilising thinking algorithms, that are used as a main tool for generating innovations in many aspects of our lives. To understand the methods we use for solving conflicts and improve our decision-making process in our everyday activities. To effectively evaluate and carry out problem solving by understanding conflicting demands, use suitable thinking tools and choose the ideal solution. Learning outcomes and benefits: Understand and explain the systematic process of problem solving. Identify, classify, define and analyze problems. Evaluate which thinking algorithm should be used for problem solving and decision making. Systematically generate solution and innovative ideas practising thinking skills. Choose the “ideal solution” for your problem. Thinking algorithms problem solving methods and their component will be studied by introducing models of problems, thinking tools for problem solving (TRIZ) and models of solutions. 9
INNOVATIVE LEARNING ENVIRONMENT LEARNING PORTAL SYSTEM (LPS) Dr. Hanan Maoz, Sapir Academic College
The Learning Portal System (LPS) is the educational platform in the TEMPUS-EFA (English For All) program for accumulating, documenting, and disseminating training programs, classroom and online events, and e-learning materials. It will centralize and automate administration, assemble and deliver learning content, consolidate training initiatives on a scalable web-based platform, personalize content, enable knowledge reuse, and offer self-service and self-guided services. LPS will facilitate communication, coordination, and collaboration among all the participants (instructors, course designers, and students) in the TEMPUS-EFA program. LPS focuses on the development, management, and publishing of EFA content that is delivered via the multi-user, social networking environment, where education designers can create, store, reuse, manage, and convey digital learning content. The platform is a technology-based, coherent methodology that supports a multi-purpose educational environment and is adapted to today’s social networking. LPS applies the concept of “7 blended learning” using a wide variety of learning methods and techniques in the training program: IDT (Instructor-Distance-Training) Provides digital content interaction between instructors and students. LW (Live-Webcasting) Leverages live publishing methods and techniques to enrich learning and enable free accessibility. MCP (Multimedia-Content-Publishing) Webcasts (asynchronous multimedia content creation and publishing).
SPOT (Self-Pace- Online-Training) Accesses a learning management library with course material, articles, and case studies for completing self-training. eRooms Enable questions to be asked in either a private or shared forum. ML (Mobile-Learning) Furnishes students, faculty, and staff members with access to vital TEMPUS resources and essential training information anytime, anywhere. OSNT (Open-Social-Networking-Tools) Uses social networking elements of groups, feeds, links, forums, and wikis in a modern, open learning environment.
TEMPUS EFA MEET THE PARTNERS
SHAMOON COLLEGE OF ENGINEERING
Students’ Union OBC
University of L’Aquila
SHAMOON COLLEGE OF ENGINEERING
THE SAMI SHAMOON COLLEGE OF ENGINEERING (SCE), Israel’s largest engineering college, was inaugurated in 1995 with CHE approval. Over 4000 students study in six departments: mechanical engineering, chemical engineering, electrical and electronic engineering, industrial management, civil engineering, and software engineering. The college designed its academic tracks to meet the economy’s demands and has fostered exceptionally close ties with industry. The nearly 90% of SCE graduates who have joined the workforce based on their professional skills testify to SCE’s success rate. The college is the first Israeli institution to be chosen to lead the prestigious European Commission-sponsored TEMPUS project. This is SCE’s opportunity to develop innovative academic-level teaching programs in Israel and Europe, contribute to the advancement of graduates and lecturers by inculcating new skills, and establish a bridge to future partners.
SCE’S STUDENT UNION is an NPO responsible for organizing and representing the students on both campuses (Beer Sheva and Ashdod). A new management was elected in December 2009 and together with the proactive student council the union vigorously pursues its work. Under the heading “Awakening”, it promotes the students’ academic and cultural world. Since 2010 we’ve been encouraging student involvement in the community. The Student Union seeks to develop its relations with public bodies and businesses in order to improve the students’ local cultural life. The union is determined to keep to its commitment to contribute to the students’ welfare. The union’s raison d’être is to cement its ties with the college’s academic and administrative staffs, with outside bodies, such as the Ashdod and Beer Sheva municipalities, and with numerous private organizations in order to provide students with inexpensive, efficient services and scholarships. The Student Union at SCE is honored to be working hand in glove with the prestigious TEMPUS project, given its importance to students. We hope the project will indeed furnish them with the necessary English-language skills so they can enter the European job market. Our goal is to encourage students to join this project while we preserve their rights and academic status.
HIT- HOLON INSTITUTE OF TECHNOLOGY was established in 1969. Three years later CHE certified it as an academic institute of higher education. HIT offers courses in the sciences, engineering, technology, and technological management and design. It also conducts applied research based on advanced technologies. The college’s graduates are highly qualified scientists, engineers, managers, and designers who fill key positions in hi-tech and can be found in the vanguard of industry and the economy. HIT is proud to be a partner in the TEMPUS-EFA project. The Institute strives for quality and excellence in its teaching, research methods, and technological development.
Since its establishment in 1991, the HIT’S STUDENT UNION has been promoting academic excellence, and leading the Institute’s students to the forefront of technological innovation and development. The union supports the administration’s vision of maintaining the highest academic standards and introducing students to new courses, innovative interdisciplinary fields, and the latest instruction technologies. It works shoulder to shoulder with the staff in realizing the intellectual and professional potential of each student in today’s rapidly changing world of technology breakthrough. The Student Union is proud to be part of the TEMPUS-EFA Project which, it believes, will enable HIT students to fill key roles in the private and public sectors.
SAPIR ACADEMIC COLLEGE is located in Israel’s southern coastal region. It is noted for its exceptional openness to minority groups, both students and lecturers, and its quality educational programs and supportive, human-oriented instruction. Sapir Academic College offers a variety of educational opportunities in six academic departments: technology marketing, industrial management, logistics, software management, economics and accounting, and public administration. It also has two professional schools - law and communications, and other facilities ranging from first grade classes to a senior citizens day center. Sapir Academic College’s sees its participation in the TEMPUS program as a golden opportunity to develop a global-orientation in its education program that will benefit students in technology, engineering, and business administration.
SAPIR’S STUDENT UNION is an independent NPO dedicated to assisting students socially and economically, and serving as their voice in the college and community.
THE INTERDISCIPLINARY CENTER IN HERZLIYA (IDC) is Israel’s first privately funded, fully-accredited institution of higher education that offers a broad range of undergraduate and graduate programs. Since its founding in 1994, IDC has been in the forefront of the academic world, spearheading constitutional and governmental reconstruction, economic growth, and a re-evaluation of Israel’s strategy and foreign policy, and the country’s social and moral agenda. IDC is unique in its research and educational methods, which are based on an interdisciplinary approach that combines information technology and global marketing. IDC integrates theory with real world experience in order to provide its students with vitally needed skills at the highest possible level. Rooted in the twin concepts of individual freedom and responsibility, IDC emphasizes student entrepreneurship and leadership along with a strong commitment to community service.
IDC’S STUDENT UNION invests a great deal of energy in promoting student initiatives and furnishing a platform to launch their projects (clubs, events, extra-curricular activities, and so forth). The union is an integral part of IDC and the backbone of the students. It is tasked with bringing the EFA project to the students and representing them on the project.
By taking part in the TEMPUS -EFA project we hope to develop a better understanding of how to introduce maximum English-language instruction in our Hebrew-language study programs.
Students’ Union OBC
THE ORT BRAUDE ACADEMIC COLLEGE OF ENGINEERING was established in the city of Karmiel (in the Western Galilee) in 1988. Working closely with industry, the college plays a key role in the development of the region’s communities and hi-tech industries. CHE certified ORT Braude to award undergraduate degrees in industrial engineering and management, software engineering, information system engineering, biotechnology engineering, electrical and electronic engineering, mechanical engineering, optical engineering, and applied mathematics. The college also has graduate programs in biotechnology engineering, systems engineering, and software engineering. The school’s graduates are employed in leading companies, factories, and research institutes. Many of them pursue advanced degrees. The college views its participation in this project as an opportunity to hone their students’ and faculty members’ English-language skills. The TEMPUS project is expected to pave the way to increased cooperation throughout Israel and between Israel and Europe.
THE ORT BRAUDE STUDENT UNION is an NPO that handles students’ welfare and represents them in the college and local community. The union also organizes social and cultural events throughout the year, and fully supports the efforts to transform the college into a green campus.
University of L’Aquila
THE UNIVERSITY OF L’AQUILA (UNIVAQ) has 24,000 students and 644 faculty members. There are nine faculties (sciences, medicine, engineering, humanities, psychology, economics, educational sciences, physics, and biotechnology); seventeen departments; two excellence centers; and three interdepartmental research centers. The internationalization activities raised three joint Bachelor and honor Bachelor degrees, five joint Master degrees, one Erasmus Mundus Master degree, and one joint Ph.D.
THE UNIVERSITY OF NICOSIA is a thriving international university and the only academic institution in Cyprus with three campuses (located in the major cities of Nicosia, Limassol, and Larnaca). It attracts students of many ages from diverse ethnic and cultural backgrounds. It grants undergraduate and graduate degrees as well as professional certificates. The University of Nicosia is the largest private academic institution in Cyprus, and its current enrolment is about 5,000 students.
The university promotes student and faculty advancement via the International Relations Office (IRO) and other services, such as Centro Linguistico. UNIVAQ and its language department offer English-language courses to all students. Many lectures are already given in English. UNIVAQ’s International Project Office warmly supports the administration’s favorable response to the EU’s call for joining the TEMPUS-EFA project. The International Project Office and IRO have already taken part in a number of international projects, such as LLP, Erasmus Mundus Master, and ECW, 8 TEMPUS, and others.
The institute began as an undergraduate college. Gradually it added master degree programs, established ties with other universities and professional bodies, recruited worldrenowned faculty members, invested heavily in research and publications, and became the first private university in Cyprus. In September 2007, the twenty-seven year old college was recognized as a full-fledged university and acquired its current name - the University of Nicosia. Faculty members have coordinated and collaborated on numerous EU research projects. In 2010 the university joined the TEMPUS-EFA project and is looking forward to sharing its experience with its partners and working towards a successful implementation of the project.
WROCLAW UNIVERSITY OF ENVIRONMENTAL AND LIFE SCIENCES Wroclaw University is a public academic institution founded in 1951. Enrolment: approximately 10,000. Study programs are in accordance with the Bologna Declaration. English-language programs. Received “Recognition for Distinction” from the National Committee of Accreditation. Wroclaw University of Environmental and Life Sciences (WUELS) is the only academic institution in this field in southwest Poland. Approximately 10,000 students study in WUELS’ five faculties. The university attracts both Polish and international students. The latter come to study in the Erasmus, CEEPUS, and Go-East programs. English-language programs are geared to the international student body. Wroclaw University believes that participation in the prestigious TEMPUS project, coordinated by SCE, is an excellent opportunity to share innovative teaching methods and develop collaborative links with institutes of higher learning in Israel and Europe.
UNIVERSITY OF LEICESTER “ELITE WITHOUT BEING ELITIST...” The University of Leicester is a leading UK university committed to international excellence through the creation of world changing research and top quality, inspired teaching in an inclusive academic culture. At Leicester research and teaching are truly synergistic. New techniques have been developed that are shaping the future of learning in the twenty-first century. The Centre for Interdisciplinary Science has assembled academic staff from the Colleges of the university. In particular, the two Colleges of Science & Engineering, and Medicine, Biological Sciences & Psychology, through constituent departments of Biology, Chemistry, Geology and Physics & Astronomy, deliver high-level, research-oriented, tuition to the Interdisciplinary BSc degree programme. The iScience Centre works closely with the School of Education through the Education for Sustainable Development (ESD) Forum and has gained considerable experience in the implementation of international cooperation projects and in teaching in English to overseas students.
THE COUNCIL FOR HIGHER EDUCATION (CHE) Law of 1958 formally established CHE and set forth the procedures for accrediting institutions of higher education. CHE’s responsibilities include: the overall planning of the higher education system; granting permission for the opening and operating of institutions of higher learning; accrediting institutions of higher education; revoking accreditation; approving new degrees and programs; authorizing an accredited institution to grant an academic degree in a specific study program; permitting an institution to use designations that require approval in accordance with the CHE Law; and licensing foreign institutions. CHE will contribute to the planning and development of an operative master plan that enhances English-language skills in Israeli institutes of higher education.
YOUNG ENTREPRENEURS ISRAEL is an NPO that introduces young people to the world of creative entrepreneurship and business, and develops independent thinking and learning through hands-on experience. It is a member of Junior Achievement Worldwide (JAW), which is active in over 100 countries and has an annual membership of over 6 million students (from elementary grades to high school). Its goal is to educate young people and prepare them for entry into the demanding world of labor, manufacturing, services, and business. JAW emphasizes its commitment to promoting the business community’s cooperation with the educational system. We at JAW work in close collaboration with Junior Achievement Young Enterprise (JA-YE) Europe which is made up of forty-two countries. Business, industry, and academia are the mainstays of JA-YE’s programs and supply its most valuable resource: business mentors who provide logistic support and financial assistance. We strongly believe that our participation in the project will be a unique opportunity to enrich and improve young people’s English-language skills in simulated business environments.
ICON GROUP is the Apple Authorized Distributor in Israel. It is Apple that sparked the personal computer revolution in the 1970s with Apple II and reinvented the personal computer in the 1980s with the Macintosh. Today Apple continues to lead the industry in innovations with award-winning computers, the OS X operating system, iLife, and a wide range of professional applications. iCon Group’s endeavors to remain the foreunner in digital lifestyle in Israel through its unrelenting pursuit of excellence, innovation and creativity, and its passion for technological breakthrough. The company distributes and markets familiar Apple products (Mac and iPad) and also generates the ongoing evolution in digital lifestyle. Recognizing that education is the key to progress and fully aware of the educational system’s needs, iCon Group will strive to convey Apple’s unrivalled experience in devising unique technological solutions. iCon Group views the TEMPUS project as the ideal platform for providing crucially needed learning tools and technological solutions to teachers and students, and will contribute its share in the realization of the project’s vision and goals.
SYSTEMATIC INVENTIVE THINKING (SIT) LTD. is the name of both a company and a method that help organizations and individuals develop greater creativity. Thousands of professionals around the globe have adopted the SIT method in projects, courses, and publications, and thus form a worldwide network of practitioners. The result has been state-of-the-art products, innovative marketing campaigns, and original solutions to complex problems. The SIT method is successfully applied in a wide range of industries in over 850 companies of various size (from 70 to 30,0000 employees). The method, termed SIT Onion, consists of five distinct layers of tools, principles, skills, proficiencies, and activities necessary for innovative solutions. SIT’s expertise in effectively integrating all of the layers enables our clients to develop the end products. The SIT team comes from diverse professional backgrounds and works in close contact with academic researchers and business partners in order to adapt and apply the “Onion” method in novel ways.
THE PYRAMID GROUP offers a wide range of specialized academic and industry-oriented English-language training in the following areas: national and international law, political science, IT, technology, HR, insurance, logistics, construction, environmental studies, and business administration. It also provides translation and interpreting services in 58 languages. Pyramid Group specializes in Common European Framework (CEF) European Credit Transfer System (ECTS) module training and English language training in communications skills and terminology acquisition, using both traditional approaches and cutting-edge “information and commuications technology” (ICT) approaches. Pyramid Group is also a leading provider of Blended
Learning training (our colleagues, Pete Sharma and Barney Barrett, are the co-authors of Blended Learning published by Macmillan Publishers Ltd.). eBooks World are also part of Pyramid Group. Pyramid Group’s staff comes from leading UK and German universities (Hamburg, St. Gallen, Ulm, and Dresden). The numerous training seminars and courses in universities it has conducted have cemented the links between academia and industry.
Published on Mar 23, 2011
Welcome to the 1st newsletter of TEMPUS-EFA project. This issue is filled with information on the project and profiles of its partners. We w...