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Learning, innovation and ICT A new discourse for eLearning Lieve Van den Brande, European Commission, DG Education and Culture Contact:

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Presentation on theme: "Learning, innovation and ICT A new discourse for eLearning Lieve Van den Brande, European Commission, DG Education and Culture Contact:"— Presentation transcript:

1 Learning, innovation and ICT A new discourse for eLearning Lieve Van den Brande, European Commission, DG Education and Culture Contact:

2 2 Presentation 1.Staff Working Paper on the use and impact of ICT supporting innovation and LLL (2008) 2.Efficiency and Impact: more studies 3.Digital competence as a core life and career skill towards a new discourse 4.The role of ICT for learning supporting innovation : towards a new discourse

3 3 Lifelong learning & mobility Equity/ digital divideCreativity & Innovation Efficiency / quality Impact Staff Working Paper Analysis of the role of ICT for learning Overall strong progress on access, use and quality

4 4 Staff Working Paper BUT … Three main findings: 1.Transformation of business and public services through ICT has not yet reached teaching and learning processes 2.Embedding ICT in E&T systems require further changes 3.Further work is needed on the potential of ICT to develop a learning continuum supporting LLL 1.Transformation of business and public services through ICT has not yet reached teaching and learning processes 2.Embedding ICT in E&T systems require further changes 3.Further work is needed on the potential of ICT to develop a learning continuum supporting LLL

5 5 Staff Working Paper A Key Challenge: ICT for Innovation 1. Pedagogical innovation: 1. Technological innovation 1. Organisational innovation 1. Pedagogical innovation: 1. Technological innovation 1. Organisational innovation

6 6 Equity/ digital divideCreativity & Innovation Efficiency / quality Impact Organisational innovation Pedagogical Innovation Technological innovation

7 7 A Key Challenge: ICT for Innovation 1.Pedagogical innovation: Innovate the teaching & learning approaches Improve competencies for innovation by e- learning Bridge the distinction between learning, work and leisure via new LLL opportunities and models Bring organised learning approaches closer to the everyday practices of future generations Support personalisation / learners are also knowledge builders and creators 1.Pedagogical innovation: Innovate the teaching & learning approaches Improve competencies for innovation by e- learning Bridge the distinction between learning, work and leisure via new LLL opportunities and models Bring organised learning approaches closer to the everyday practices of future generations Support personalisation / learners are also knowledge builders and creators

8 8 A Key Challenge: ICT for Innovation 2.Technological innovation: New opportunities through emerging technologies with enhanced networking capabilities and personalization Digital media will enable the use of pod-casts, digital TV and radio and interoperability across platforms for learning New creative approaches, such as simulations, gaming,… offer learning tools Sharing digital learning resources provide scope for new business models for E&T Development of e-learning quality standards 2.Technological innovation: New opportunities through emerging technologies with enhanced networking capabilities and personalization Digital media will enable the use of pod-casts, digital TV and radio and interoperability across platforms for learning New creative approaches, such as simulations, gaming,… offer learning tools Sharing digital learning resources provide scope for new business models for E&T Development of e-learning quality standards

9 9 A Key Challenge: ICT for Innovation 3.Organisational innovation: Schools evolve towards open learning centres, universities towards learning service providers, companies towards learning organisations and cities and regions towards learning support environments e-Assessment can help the management and the practical aspects LLL requires updating and recognition of knowledge, skills and competences at all educational levels 3.Organisational innovation: Schools evolve towards open learning centres, universities towards learning service providers, companies towards learning organisations and cities and regions towards learning support environments e-Assessment can help the management and the practical aspects LLL requires updating and recognition of knowledge, skills and competences at all educational levels

10 10 Three emerging priorities: 1.Consolidate and generalise the use of ICT as a basic education and training tool 2.Facilitate the potential of ICT as a lifelong learning enabler 3.Enhance the potential of ICT as a key driver for innovation and creativity 1.Consolidate and generalise the use of ICT as a basic education and training tool 2.Facilitate the potential of ICT as a lifelong learning enabler 3.Enhance the potential of ICT as a key driver for innovation and creativity

11 11 Equity/ digital divideCreativity & Innovation Efficiency / quality Impact Organisational innovation Pedagogical Innovation Technological innovation Enhance potential ICT as key driver of C&I Facilitate potential ICT as a LLL enabler Consolidate & generalise the use of ICT as a basic E&T tool

12 12 Staff Working paper A final conclusion Pedagogical, technological and organisational innovations demand a renewed and more comprehensive approach towards the role of ICT in E&T. XXX The Report feeds into the discussions on 'An updated strategic framework for European cooperation in education and training' and the MS' policies integrating ICT for LLL and innovation. Pedagogical, technological and organisational innovations demand a renewed and more comprehensive approach towards the role of ICT in E&T. XXX The Report feeds into the discussions on 'An updated strategic framework for European cooperation in education and training' and the MS' policies integrating ICT for LLL and innovation.

13 13 And next … Efficiency and quality/ Impact Digital competence as a core life, employment & career skills ICT enhancing innovation and change Efficiency and quality/ Impact Digital competence as a core life, employment & career skills ICT enhancing innovation and change

14 14 And next … Efficiency and quality/ Impact New studies ongoing: STEPS-First European-wide study of technology use in primary education (Empirica/EUN - Sept. 2009) Indicators for ICT in education (IIE)- (Hans Pelgrum - Dec.2009) Together with other studies time to reflect on changes in int. assessment methodologies New studies ongoing: STEPS-First European-wide study of technology use in primary education (Empirica/EUN - Sept. 2009) Indicators for ICT in education (IIE)- (Hans Pelgrum - Dec.2009) Together with other studies time to reflect on changes in int. assessment methodologies

15 15 Aims of STEPS To compare strategies To analyse impact on To identify To provide evidence To compare strategies To analyse impact on To identify To provide evidence For IT in primary schools in the EU 27 + IS, NO, LI Learning and learners; teachers and teaching ; school plans and strategies Barriers and enablers For recommendations

16 16 Methodology from multiple perspectives Teacher survey: interviews 60 research studies: 20 countries Policy survey: 30 correspondents School survey: 255 respondents 25 case studies: 13 countries Teacher survey: interviews 60 research studies: 20 countries Policy survey: 30 correspondents School survey: 255 respondents 25 case studies: 13 countries

17 17 Impact on learners (1/2) Teachers are positive Skills and competence development are supported by ICT ICT helps children better to understand ICT improves provision for individual needs Teachers are positive Skills and competence development are supported by ICT ICT helps children better to understand ICT improves provision for individual needs Learners may lack basic computer skills Discrepancy between home and school ICT use

18 18 Impact on learners (2/2) More motivated and attentive Positive attitude and engagement Impact on group processes and collaborative learning Overcome low motivation, social diversity and disengagement More motivated and attentive Positive attitude and engagement Impact on group processes and collaborative learning Overcome low motivation, social diversity and disengagement -Learners participate more actively -Guided enquiry-based tasks are motivating -Learning inside and outside school -Parental engagement

19 19 Impact on teachers (1/2) 3 in 4 teachers use computers Range of pedagogies supported Constructive learning environments 3 in 4 teachers use computers Range of pedagogies supported Constructive learning environments -Teachers in some countries are more ICT optimistic than others -A sceptical minority -Low correlation: ICT- optimism/equipment/use & skills -ICT is pedagogically under- used/ more use for adm. org. & planning -Lack of pedagogical vision -New pedagogical approaches only if integrated into subjects

20 20 Impact on teachers (2/2) ICT improves motivation and teaching skills All countries are developing ICT skills Step by step, on-site training, minimal disruption ICT improves motivation and teaching skills All countries are developing ICT skills Step by step, on-site training, minimal disruption -Little ICT training for new teachers -Courses lack practical dimension -Technical and pedagogical support?

21 21 Impact on schools ICT integration key to changing practices School leader support crucial ICT in classrooms rather than computer labs ICT improves administration and access to info. ICT integration key to changing practices School leader support crucial ICT in classrooms rather than computer labs ICT improves administration and access to info.

22 22 Recommendations (1/2) EDUCATION POLICY Increase, improve & diversify teacher education & support Build ICT into general educational policies Focus on a vision for learning Allow for initiative in asessment Ensure access to quality equipment and learning resources EDUCATION POLICY Increase, improve & diversify teacher education & support Build ICT into general educational policies Focus on a vision for learning Allow for initiative in asessment Ensure access to quality equipment and learning resources SCHOOLS -Emphasise pedagogy not ICT -Capitilise on learners ICT competence and exploit the reach of technology to families -Invest in school leaders traning to lead change -Develop roles and responsabilities for ICT and pedagogical support

23 23 Recommendations (2/2) RESEARCH Complement the current picture by exploiting other methods and topics Establish a long term and continuous monitoring system on the impact of ICT in schools RESEARCH Complement the current picture by exploiting other methods and topics Establish a long term and continuous monitoring system on the impact of ICT in schools EU COOPERATION Provide a toolkit for indicator use by schools and policy-makers Improve the flow of knowledge of what works between countries EU COOPERATION Provide a toolkit for indicator use by schools and policy-makers Improve the flow of knowledge of what works between countries

24 24 And next … Digital competence as a core life and career skill EC Communication New Skills for New Jobs Digital competence as a core life and career skill EC Communication New Skills for New Jobs

25 25 Changing context Changes (demographic, globalisation, low-carbon economy, technological and organisational) require different and new skills and competencies Address the short-term employment impact of the economic crisis and improve the long-term job prospects of the EU workforce The financial crisis should not lower the investment in education and research - need to have a long-term vision But … impact on the organisation of education and training and lifelong learning Changes (demographic, globalisation, low-carbon economy, technological and organisational) require different and new skills and competencies Address the short-term employment impact of the economic crisis and improve the long-term job prospects of the EU workforce The financial crisis should not lower the investment in education and research - need to have a long-term vision But … impact on the organisation of education and training and lifelong learning

26 26 1. New Skills for New Jobs Anticipating and Matching Labour Market and Skills Needs A need to increase skills at all levels… … but not just any skills : a need to match real labour market needs … a quickly changing skills demand Improving capacities for skills assessment, anticipation and matching; Limits : projections are uncertain! A need to increase skills at all levels… … but not just any skills : a need to match real labour market needs … a quickly changing skills demand Improving capacities for skills assessment, anticipation and matching; Limits : projections are uncertain!

27 27 Political mandate of the initiative The European Council Conclusions stressed that Member States and the Commission should give priority to the implementation of the New Skills for New Jobs initiative (December 2007) Invite the Commission to present a comprehensive assessment of the future skills requirements in Europe up to 2020, taking account of the impacts of technological change and ageing populations and to propose steps to anticipate future needs. Economic migration can play a role in meeting the needs of the labour market and can contribute to help skills shortages (March 2008)

28 28 The 2008 Communication A first assessment of future skill needs based mainly on Cedefop work, but also on Eurofound studies and academic research Policy recommendations and actions A first assessment of future skill needs based mainly on Cedefop work, but also on Eurofound studies and academic research Policy recommendations and actions

29 29 A first assessment up to 2020 Jobs creation by broad sectors ( ): labour market increasingly dominated by services Jobs creation by broad sectors ( ): labour market increasingly dominated by services Source: Cedefop, data for EU 25

30 30 A first assessment Job openings between 2006 and 2020 by broad categories of occupation: a risk of job polarisation Source: Cedefop; data for EU 25

31 31 A first assessment Past and future structure of jobs by education attainment level: a need for higher education attainment Source: Cedefop, data for EU 25

32 32 The right skills A growing demand from employers for transversal key competencies, such as problem- solving and analytical skills, self-management and communication skills, linguistic skills A broader portfolio of skills is required A growing demand from employers for transversal key competencies, such as problem- solving and analytical skills, self-management and communication skills, linguistic skills A broader portfolio of skills is required

33 33 How educational systems can response efficiently to the demands of the 21st century society ? There is a need for visioning what learning in the future knowledge-based society in Europe will be, and what kind of skills and competences need to be learned for the new jobs of the future. New technologies will undeniable play a major role (1) as triggering new skills for new jobs (2) to find new and more effective ways of operating, supporting pedagogical and organisational innovation. How educational systems can response efficiently to the demands of the 21st century society ? There is a need for visioning what learning in the future knowledge-based society in Europe will be, and what kind of skills and competences need to be learned for the new jobs of the future. New technologies will undeniable play a major role (1) as triggering new skills for new jobs (2) to find new and more effective ways of operating, supporting pedagogical and organisational innovation.

34 34 Digital competence and e-skills Close cooperation of DG EAC with the digital literacy work (DG INFSO) and the e-skills communication (DG ENTR) Peer learning among the Member States: E&T2010 cluster on ICT Joint Progress Report - Education & Training 2010 Programme Close cooperation of DG EAC with the digital literacy work (DG INFSO) and the e-skills communication (DG ENTR) Peer learning among the Member States: E&T2010 cluster on ICT Joint Progress Report - Education & Training 2010 Programme

35 35 Digital competence as a basic life skill Digital Literacy and e-skills work based on the definition of Digital Competences as defined under the Key Competences for Education and Training involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication underpinned by basic skills in ICT: the use of computers, exchange information (e-skills) underpinned by basic skills in ICT: the use of computers, exchange information (e-skills) Digital Literacy and e-skills work based on the definition of Digital Competences as defined under the Key Competences for Education and Training involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication underpinned by basic skills in ICT: the use of computers, exchange information (e-skills) underpinned by basic skills in ICT: the use of computers, exchange information (e-skills)

36 36

37 37

38 38 Digital competence and e-skills as a professional skill for employability Since global competition is becoming increasingly knowledge- centric digital competences and e-skills are : - the entry ticket to better jobs and to employment in general - a requirement not only to enter the workplace, but also to benefit from upward and horizontal mobility once employed Since global competition is becoming increasingly knowledge- centric digital competences and e-skills are : - the entry ticket to better jobs and to employment in general - a requirement not only to enter the workplace, but also to benefit from upward and horizontal mobility once employed

39 39 Digital competence and e-skills as a professional skill for employability The demand for e-skills is growing while supply is declining the gap is growing E &T systems prove slow to react and adapt (lag of 10 to 20 years) decline in the # of students starting ICT courses > 1/3 have no basic ICT skills. < 20% of ICT practitioners in EU are women The demand for e-skills is growing while supply is declining the gap is growing E &T systems prove slow to react and adapt (lag of 10 to 20 years) decline in the # of students starting ICT courses > 1/3 have no basic ICT skills. < 20% of ICT practitioners in EU are women

40 40 Digital competence as an enhancer of innovation skills Not only computer skills and the ability to master and combine IT skills, but also a more generic set of competencies relating to the ability to communicate across cultural and institutional boundaries, to work in teams (often remotely), and, more generally, to create and share knowledge.

41 41 And next.... The role of ICT for learning as a basic life skill as a skill for employability as an enhancer of innovation skills as an enabler of innovation in E&T as a basic life skill as a skill for employability as an enhancer of innovation skills as an enabler of innovation in E&T

42 42 Increasing importance of Innovation Skills No one-size-fits-for-all in innovation –Skills needs vary and change Soft skills important for all innovation –Learning to learn, problem solving, decision-taking, critical thinking –Communication skills, social skills, cultural competences –Entrepreneurial skills, sense of initiative, risk assessment, Learning and knowledge-creation skills crucial Absorptive capacity, a key to performance –Recognizing the value of new information, assimilating and to applying No one-size-fits-for-all in innovation –Skills needs vary and change Soft skills important for all innovation –Learning to learn, problem solving, decision-taking, critical thinking –Communication skills, social skills, cultural competences –Entrepreneurial skills, sense of initiative, risk assessment, Learning and knowledge-creation skills crucial Absorptive capacity, a key to performance –Recognizing the value of new information, assimilating and to applying

43 43 2. Updated Strategy for Education and Training 2010 and beyond Build on achievements of E & T 2010 Strategic challenges/priority themes = more focused OMC Improved working methods = more effective implementation Link to future Lisbon Build on achievements of E & T 2010 Strategic challenges/priority themes = more focused OMC Improved working methods = more effective implementation Link to future Lisbon

44 44 Quality & efficiency Innovation & creativity (incl. entrepreneurship) Equity & citizenship Lifelong learning + mobility Strategic challenges

45 Thank you for your attention!


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