Presentation on theme: "Technology-enhanced Learning in Europe"— Presentation transcript:
1Technology-enhanced Learning in Europe Marco MarsellaCultural Heritage and Technology-enhanced Learning UnitInformation Society and Media Directorate General
2Overview of the presentation DG INFSODigital AgendaHistorical elementsSome resultsFuture work
3European Commission Information Society and Media DG DG Information Society and MediaDIGITAL AGENDA FOR EUROPEICT RESULTS
4Education and Training at EU level Member States retain responsibilities - principle of subsidiarityEU actions are geared towards improving the quality of our education and training systemsICT in education and training at EU level:Connectivity/Access (Broadband,etc.)Quality content and servicesResearch and technological developmentBest practices
5Innovation in E&T through ICT Improve effectiveness and efficiencyBuild flexible and responsive learning environmentsMeet different learning styles/needsEngage and involve learners, teachers, parents, …21st century skills
6“Are the New Millenium Learners Making the Grade?” “…it is the quality, rather than the quantity, of ICT usage that determines the contribution that these technologies make to students’ academic performance”(OECD: Technology use and educational performance in PISA)
7ICT for learning Catalyst for change Empowering through richer and active experiencesPersonalised opportunitiesAssessmentDigital literacy & 21st Century SkillsUpskilling / re skillingAlignment competencies/business needs
8Some EU initiatives The European Digital Agenda “Every European Digital”Innovation and Skills- Flagships Innovation Union/Youth on the Move/New skills for jobs- Digital competencies and e-SkillsLife lifelong Learning Programme (LLLP)- Transversal Key Action on ICT for Education and TrainingResearch and Technological development - TELThe ICT Policy Support Programme (IST PSP - CIP)- Wider uptake and best use of ICT by citizens, governments and businesses
9The European Digital Agenda Europe's strategy for a flourishing digital economy by 2020Policies and actions to maximise the benefit of the digital revolution for allDigital Single Market ;Interoperability and Standards;Trust and Security;Very Fast Internet;Research and innovation;Enhancing digital literacy, skills and inclusion;ICT for Societal Challenges;International aspects
10Action 68Mainstream eLearning in national policies for the modernisation of education and training, including in curricula, assessment of learning outcomes and the professional development of teachers and trainers.”
11Digital Agenda Assembly Workshop “Mainstreaming eLearning in Education and TrainingChange is necessary – inevitable – but difficult and too slowNeed to scale up, learn from each anotherBe clear about the vision and the goalsGrassroots reformsTop/bottom approaches…
12Our contributions Provide stimulus and support Demonstrate potential benefits and raise awarenessSupport capacity buildingDisseminate best practicesEngage and involve stakeholdersCreate new opportunities for enterprises
13Key data on learning and innovation through ICT at School in Europe Eurydice, 2011Although ICT as a subject or as a tool for learning within other subjects is recommended in almost all countries, international survey data reveal a different picture of classroom practice.
14ICT in education in Europe Less disparity between schools regarding ICT equipmentLack of adequate learning software and support staff is still affecting students' instructionEurydice, 2011In European countries, according to PISA2009, at least 50 % of students were inschools where one computer is available forevery two students.On average, almost 55 % of students in thefourth grade and 45 % of students in theeighth grade have computers available duringtheir mathematics lessons.
15Delivery of ICT learning objectives Primary LevelA. ICT separate subjectB. ICT included in tech subjectD. ICT as tool for other subjectA+B+CSource: Eurydice.
16Delivery of ICT learning objectives Secondary LevelA. ICT separate subjectB. ICT included in tech subjectD. ICT as tool for other subjectA+B+CSource: Eurydice.
17Recommendations or suggestions A RANGE OF INNOVATIVE TEACHING METHODS BASED ON ACTIVE AND EXPERIENTIAL LEARNING ARE WIDELY PROMOTED IN EUROPEPrimary educationSource: Eurydice.Project-based learningPersonalised learningIndividualised/student-centred learningScientific investigationsOnline learningRecommendations or suggestionsSupport
18Recommendations or suggestions A RANGE OF INNOVATIVE TEACHING METHODS BASED ON ACTIVE AND EXPERIENTIAL LEARNING ARE WIDELY PROMOTED IN EUROPESecondary educationSource: Eurydice.Project-based learningPersonalised learningIndividualised/student-centred learningScientific investigationsOnline learningRecommendations or suggestionsSupport
19Training Research projects Training measures and research projects in areas covered by national ICT strategies2009/10ICT in schoolse-Learninge-InclusionDigital, media literacye-Skills developmentTraining Research projects
20Key data on learning and innovation through ICT at School in Europe Eurydice, 2011ICT ARE PLAYING A CENTRAL ROLE IN COOPERATION BETWEEN SCHOOLS AND THE COMMUNITY AND TO ENGAGE PARENTS IN THE LEARNING PROCESSICT IS WIDELY PROMOTED BY CENTRAL AUTHORITIES AS A TOOL FOR TEACHING AND LEARNING BUT LARGE IMPLEMENTATION GAP REMAINSICT IS OFTEN RECOMMENDED FOR ASSESSING COMPETENCES BUT STEERING DOCUMENTS RARELY INDICATE HOW IT SHOULD BE APPLIEDTEACHERS USUALLY ACQUIRE ICT TEACHING SKILLS THROUGH THEIR INITIAL EDUCATION BUT FURTHER PROFESSIONAL DEVELOPMENT IS LESS COMMON
21Research and Innovation R&I key to strengthen the transformative role of ICT in education and trainingGlobal patterns from demonstration to adoption
22RTD at EU levelEuropean Community Framework Programmes for Research, Technological Development and Demonstration.A collection of the actions at EU level to fund and promote research.Participation from countries outside of the EU, enabling international co-operation, foreseen.
23RTD on Technology-enhanced learning Research aims at improving our knowledge of how ICT enhances learning and teaching.The work on learning draws on different research disciplines (computing, technological, pedagogical, cognitive and psychological sciences)Focus on how technology-enhanced learning can better facilitate the learning process, in different learning situations, for individuals or groups of learners, motivating and supporting people who learn on their own or collaboratively with others.
24RTD on Technology-enhanced Learning Target Groups…….Pedagogical aspectsTechnical aspectsCognitive aspectsOrganisational aspectsFocus on the learning processIntertwined relationship between learner and organisation
25Main characteristics Researching & understanding learning problems Realistic assumptions about the systemic changes needed to realise the potential benefits of ICT for learningFocus on key areas where impact is more likely
26Priorities 2000 – 2001ICT-based solutions for lifelong learning (inclusion perspective), schools, virtual universities, advanced training systems;Infrastructures for broad access to learning resources and services;High Quality Educational Content: creation, access, maintenance and brokerage;Consensus Building and Standardisation activities in CEN/ISSS Learning Technologies Workshop,
27PrioritiesThe term Technology Enhanced Learning (TEL) was introducedFocus of research was less on integration of technologies but rather on how people learn - through technologiesThree main objectives:Increase efficiency of learning - for individuals and groupsFacilitate transfer and sharing of knowledge in organisationsDeeper understanding of the learning processTwo lines of ActionInteractions human learning and organisational learningLinks between human learning, cognition and technologies
28PrioritiesTechnologically-mediated responsive environments for learninglearning environments which motivate, engage and inspire learners, and make it possible to personalise learning to respond to specific needs and contexts (mass-individualisation of learning).Adaptive and intuitive learning systemsinnovative systems that self-configure their operations to optimally assist and respond to the learner’s activities according to their understanding and experience of learners' behaviour. These systems are able to identify learner's requirements from monitoring progress in an intelligent way. They make best use of the individual learning and cognitive abilities of the learner and produce meaningful advice to both learners and teachers.
29PrioritiesThe classroom of tomorrow – Large-scale pilots for the design of the classroom of the 21st centuryEmbedding learning experiences in organisational processes and practices and Combining creative, cognitive and computational processes for workplace learningAdaptive and intuitive systems - affective and emotional approachesLearning appliances and cognitive tutorsFocused interdisciplinary networksAwareness building, roadmapping, evaluation, showcases
30Where do we see potential impacts Learning, through life, in extended organisationsimprove return on investment on integrated solutions for learningshorter time periods for learning, speeding up time to competencies (goal of 56% of organisations)greater efficiency in business processes – speed up and cut costs of on-the-job learning, ease change processes in organisationsenable capitalisation of organisational intellectual assets
31Where do we see potential impacts Improve effective use of ICT-based learningresearch into better conceptual models of technology enhanced learninggreater capacity to deliver individualised or personalised learningSupport HE sector in move towards lifelong learningcoping with increasing diversity in the student population and their modes of attendancecontinuous professional developmentcompetition on a global scaleContribute to competitiveness of eLearning suppliers
32Project portfolio 32 projects resulted from the 2 Calls in FP6 26 projects resulted from the first two calls for proposals under FP713 projects resulted from FP7 Call 5 (started July-October 2010)
33Project portfolioTechnology blending learning and knowledge workplaceSupporting individualisation in learning/ adaptive systems, diagnosis and guidanceEngaging learners in science and mathsCreativity and learningSerious games
34Innovative Technologies for an Engaging Classroom Four year large-scale project starting in September 2010,27 partners, including 14 Ministries of EducationLarge scale pilots including a sizable numberof experiments in real worldto design, build and comprehensively test scalable learning andteaching scenarios for the future classroom.Funding from the European Commission of 9.45 million Euros
35NEXT TELLConceptual framework + resources for designing and implementing formative ICT-enhanced learning12 partners 6 MEUR4 years – Sept 2010
36STELLAR Network of Excellence Integrating excellence, structuring research, move tel rtd agenda forwardIntegrations instruments: leadership capacity, key researchers, doctoral academic capacity, community level capacity (stakeholders)16 partnersOpen archive
37GALA Network of excellence Games and Learning AllianceNoE for Serious Games30 Partners6 MEURSeptember 2010
38TEL MAP POSSIBLE FUTURES FOR TECHNOLOGY ENHANCED LEARNING Exploratory and roadmapping activitiesPan european observatory for innovationMind the map – building foresight capacity10 partners, 2.5 MEUR
39COSPATIALCollaborative technologies for learning social competencies by children who are typically developing and those with autistic Spectrum DisordersActive surfaces and virtual learning environmentautism every day
40Objective ICT-2011.8.1 Technology-enhanced learning Technology Enhanced Learning systems endowed with the capabilities of human tutorsEducational technologies for science, technology and mathsAdvanced solutions for fast and flexible deployment of learning opportunities at the workplace (targeting, in particular, SMEs) Computational tools fostering creativity in learning processesExploratory activities
41Target outcome a) Technology Enhanced Learning systems endowed with the capabilities of human tutors Foci: Advance systems’ capabilities to react to learners’ abilities and difficulties and systems’ understanding and use of the appropriate triggers (praise, constructive comments, etc.) influencing learning.Characteristics:use of systematic feedback based on innovative ways of interpreting the user's responses - particularly in relation to deep/shallow reasoning and thinking.improve learners’ metacognitive skills, understand and exploit the underlying drivers of their learning behaviours.Technologies: Natural language interaction (dialogues); rich and effective user interfaces; pedagogically sound; smart and personalised instructional design
42Target outcome b1) Educational technologies for science, technology and maths Supporting students to understand and construct their knowledge and meanings of scientific, technological and/or mathematical subjects.Characteristics of the solutions:- accompanying the learners through the complexity of a subject (technologically and methodologically)How?- activating and feeding curiosity and reasoning- support the creative applications of the theory
43Target outcome b2) Educational technologies for science, technology and maths Supporting European wide federation and use of remote laboratories and virtual experimentations for learning and teaching purposes.Output:- Services enabling online interactive experimentationsaccessing and controlling real instruments, or using simulated solutions- Stimulus to the growth of the network of labsOpen interfacing components for easy plug-and-play of remote and virtual labsResearch characteristics: user interfaces mediating the complexities of creation and usability of experiments, in pedagogical contexts - in primary and secondary schools, universities, etc..
44Target c) Advanced solutions for fast and flexible deployment of learning opportunities at the workplace (targeting, in particular, SMEs)Context: networking/fostering (cross-) organisational learning and help SMEs to adopt and sustain effective learning attitudes.Characteristics:faster, situated, just-in-time up-/reskillinglower the costs/efforts of production quality instructional material - in continuing education and training processes.novel business training models – undertanding overcoming barriers to adoption - take up of the technologiesFocus: specifically on the needs of SMEs - in sectors without an established tradition in the adoption of learning solutions and - facing innovation and competitiveness challenges deriving from efficiency needs or new processes/products development.Partnership: include SMEs /professional associations. SMEs users actively involved in pilots.
45Target d) Computational tools fostering creativity in learning processes Context: Creativity in the learning environmentsFocus: innovative tools encouragingnonlinear, non-standard thinking and problem-solvingexploration and generation of new knowledge, ideas and concepts, or new associations between existing ideas or concepts.Application: supporting people’s learning as well as the formation and evolution of creative teamsApproach: technological solutions that facilitate questioning and challenging, foster imaginative thinking, widen the perspectives and make purposeful connections with people and their ideas.
46Target e) Exploratory activities Looking ahead – specific exploratory actions – 10+ years horizon - for:Fundamentally new forms of learning through ICTNetworking and test-beds:Establishment of a pan-European network of living schools for validations, demonstrationsand showcases
47Use of instruments, budget and call planning 60 MeurCall: 8opens 26/7/11 – closes 17/1/12
48Looking aheadContinue exploring links learning and innovation, creativity, productivity at workplaceMobilising a more extended research communityStrengthening research capacity around emerging trendsSupporting technology transfer and take-up – from research to innovation – with validation, showcasing, best practices
49To know more ICT research results Technology Enhanced Learning ResearchDigital Agenda for Europe