National application of eLearning initiatives from the EU Dr. Bálint Magyar Minister of Education

eLearning components n network – the wider the better, n computers – the more the better, n authentication and authorization – the more reliable the better, n intention to learn – the harder the better, n something to learn – the digitalised the better.

Accelerating time n 5% of the existing professions change in every five years, n 5% decrease in the professions not based on knowledge of info-communication technology in every two years, n Existential perspectives of professions not based on ICT knowledge move around the average minimal wage, n learnt professional skills become out of date within 10 years.

Employee of our time n Very flexible n Possessing up to date knowledge and skills n Ready to learn again and again n Fluent in ICT skills

Objective of the EU n The EU intends to have the most dynamic and most competitive economy in the world by 2010.

EU Initiatives, Programmes, n Socrates and Leonardo da Vinci programmes n Lisbon objectives n Initiative “eLearning: designing tomorrow's education” n ‘eLearning Action Plan’ n The Bologna Declaration n eEurope n eEurope 2002 n eEurope 2005: An information society for all n eContent Programme

Results of eEurope 2002 n Major success on the field of infrastructure n Internet connectivity has grown rapidly

Results of eEurope 2002 n More than 90% of schools are connected to the Internet n Europe has the fastest backbone research network in the World (GEANT) n All large enterprises and 80% of SMEs are connected.

n „As the date of 2010 is getting closer and closer a wake-up call is therefore essential at all levels if there is still to be a chance of making the Lisbon strategy a success.” "EDUCATION & TRAINING 2010” report Communication from the Commission

Why eLearning?

Paradigm change Industrial societyKnowledge-based society Facts, data, rulesSkills and Competences Transfer of closed, final, textbook-knowledge in one occasion Lifelong learning knowledge-networks Fixed, homogeneous team- studying method Flexible, heterogeneous team- studying method (individual- centred education) Frontal pedagogy„Constructivist” education

eLearning has the potential n to help the Union respond to the challenges of the knowledge society, n to improve the quality of learning, n to facilitate access to learning resources, n to address special needs, and n to bring about more effective and efficient learning and training at the workplace.

eLearning components n network – the wider the better, n computers – the more the better, n authentication and authorization – the more reliable the better, n intention to learn – the harder the better, n something to learn – the digitalised the better.

Hungary in educational numbers n citizens n pupils in primary and secondary education n teachers n primary and secondary institutions n students in higher education

eLearning Initiative n to provide all schools with access to the Internet and multimedia resources by the end of 2001, n EU average n 93% of schools are connected by the end of 2002

eLearning Initiative n to provide all schools with access to the Internet and multimedia resources by the end of 2001, n Hungarian results: n all higher educational institutions are connected through broadband fibre optic cable n broadband (ADSL) Internet access to all (5500) primary and secondary schools until (3200 already connected)

Public Utility Network Hungary n More than 7000 broadband access points, n This huge network capacity opens the possibility for:  Voice Over IP solutions,  for central authentication and authorization,  for streaming,  for video conferencing,  for GRID computing and first of all:  for eLearning

eLearning Initiative n to equip all classrooms with a fast Internet connection by the end of 2002, n Hungarian results n 60% of existing PC labs are connected n 300 wireless network has been given out to secondary schools this spring as a trial for a wide range of program which aims to cover all schools with broadband wireless access by the end of 2006.

eLearning Initiative n to connect all schools to research networks by the end of 2002, n Hungarian results n All higher educational institutions’ network are also part of the GEANT, the European research network.

eLearning Initiative n to achieve a ratio of 5-15 pupils per multimedia computer by 2004, n EU average n 10 pupils per off ‑ line computer compared with. The number of pupils per online computer has fallen from 25 to 17, although there are wide variations around these averages across Member States.

eLearning Initiative n to achieve a ratio of 5-15 pupils per multimedia computer by 2004, n Hungarian results n The ratio of pupil/online computer was 20 last year. By the end of 2005 it will fall to 12 by connecting the schools, and decrease further down with opening new computer labs.

ICT in frontal teaching n Mobile, digital presentation equipment („digital trolley”)

ICT in frontal teaching 1100 mobile, digital presentation tool („digital trolley”) for all secondary schools n Contents:  1 laptop  1 projector  Amplifier, speaker, microphone  VHS, DVD  Keeping box Responsible for this project: Ministry of Informatics and Communications.

Tax deduction from ICT equipment n Schoolnet Express Program n Anyone who buys a PC, can deduct 50% of the price up to 240 euros each year as part of a direct tax deduction program. n new computers, n upgraded computers in n More than new computers needed yearly to bridge the gap between EU average and Hungarian average in home computers.

ICT equipment in schools n The Ministry of Education plans to start a normative financing program in 2005 for educational institutions to make them able to develop and to maintain ICT infrastructure.

eLearning Initiative n to ensure the availability of support services and educational resources on the Internet, together with on-line learning platforms for teachers, pupils and parents, by the end of 2002, n Hungarian results: n Sulinet Portal n Sulinet Digital Knowledge Base n Sulinet curriculum

n Digitalized teaching materials for K n Examples, animations, demonstration films, n Supplementary data bases, background information, n Methodological assistance, lecture drafts, n Opportunity for individual editing and content forming n Forum, chat, collaborative opportunities. Sulinet Digital Knowledge Base

Sulinet Digital Knowledge Base n Instructor n Utilization of prepared, team or individually developed output, n Consultation, restructuring of the subject, n Cooperative work in class or project task. n Student n Individual learning, n Background for preparation (home essay, presentations etc.), n Collaborative, cooperative learning, n Content development individually or in cooperation.

eLearning Initiative n to support the evolution of school curricula with integrating new learning methods based on ICT by the end of 2002, n Hungarian approach: n Human Resource Operative Programme is responsible for building up the skills of Life Long Learning in the pedagogical methodology reform in primary and secondary education on a competency based way until 2006.

Lifelong learning n Skills, competences backing continuous studying process should be the focus of education:  Intelligent learning  Digital literacy  Problem solving skills  Communication skills  Social and career building competencies

eLearning Initiative n to start training at all levels, especially by promoting digital literacy and the general availability of appropriate training for teachers, n EU results: n 50% teachers officially trained in the use of PCs n 40% in how to use the Internet, n 90% teachers use a computer at home, n 80% have an Internet connection at home.

eLearning Initiative n to start training at all levels, especially by promoting digital literacy and the general availability of appropriate training for teachers, n Hungarian results: n Most of the teachers don’t have computers at home, n Only 10% of the teachers use computers regularly in the classroom, n Less then 1% use computers daily, n Teacher training program modules are ready on the field of basic ICT knowledge and using ICT in education, n Mass training has started in 2004.

eLearning Initiative n Creating appropriate conditions for the development of content, services and learning environments. n Opening the market

Other relevant issues n Administration n Authentication, authorization n Access control n Unified Educational Identification Number n Foreign language teaching n Year of Language Learning

Four pillars of ICT in education n Internet access – fast, inexpensive, and readily available connectivity, n Hardware and Software – provision of suitable infrastructure, n Skills and competencies, necessary for making full use of technology and finally, n Content provision, to communicate current and authentic knowledge.

Learning in 2010 n Interactive process, n Knowledge building communities, n Learn and share at the same time, n Increase equity and understanding, n Altering the whole infrastructure of teaching.

Barriers of digital content n Overwhelming majority of English content and lack of content in other national languages, especially those of minorities, n Lack of response to teachers’ needs, n Missing standards about how to define educational content in a pedagogical way, n Lack of pedagogical methodology for using ICT in the classroom, n Missing appropriate standards about how to define content in a technical way,

Barriers of digital content n Missing international accreditation system for educational content, n Few standardised Content Management Systems, n Lack of experience and practice in educational publishing companies, n Limited government subsidy for the publication of digital educational content, n Unregulated property- and copyright management.

Possible solutions n Making common market requires more than open coordination. n Standardization, n legal clearing, and n identifying common needs.

Clearinghouses n monitor and n evaluate products, n publicise best practice and n catalyse further development in the field.

n All digital databases and digital content developed within the framework of EU-co- funded projects should be made available free of charge for all citizens for non- commercial and educational purposes.

n The solution in the long run not the sharing of centrally developed content for free, but a healthy, self determining content market. n However such a market can not evolve without the help of central regulations and demand creating investments.

Proposal The establishment of National Clearinghouses for Educational Content, that will n collect, n catalogue, n clear for copyright, n evaluate, and n eventually translate best examples of digital teaching aids into different languages.

Proposal European Centre for Exchange of Digital Educational Content n This Centre should provide the EU member states with recommendations:  on defining and classifying educational content,  on suggested technical standards  on suggested meta data system  on managing property right issues

Proposal European Centre for Exchange of Digital Educational Content n This Centre should provide the EU member states with recommendations:  on international accreditation of digital educational content  on sharing best practices about learning content management systems and content  on unified applying for eContent tenders  on establishing national clearinghouses.

Proposal European Centre for Exchange of Digital Educational Content n The Centre should provide the Committees of the Council with:  recommendations on eContent tenders  recommendations on eLearning tenders

n We would like to invite governments and major commercial software and content producers in Europe to consider supporting these proposals to take some steps forward to the foundations of a sustainable and developing market for eLearning services.

Thank you for your attention!