View
214
Download
0
Category
Tags:
Preview:
Citation preview
Learning, innovation and ICT
A new discourse for eLearningLieve Van den Brande, European Commission, DG Education and Culture
Contact: godelieve.van-den-brande@ec.europa.eu
2
Presentation 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
4. The role of ‘ICT for learning’ supporting innovation: towards a new discoursetowards a new discourse
3
Lifelong learning & mobility
Equity/ digital divide Creativity & Innovation
Efficiency / qualityImpact
Staff Working Paper
Analysis of the role of ICT for learningStaff Working Paper
Analysis of the role of ICT for learning
Overall strong progress on
access, use and quality
4
Staff Working Paper BUT …Three main findings:
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
Staff Working Paper A Key Challenge: ICT for InnovationStaff 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
Equity/ digital divide Creativity & Innovation
Efficiency / qualityImpact
Organisational innovation
Pedagogical Innovation
Technological innovation
7
A Key Challenge: ICT for InnovationA 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
A Key Challenge: ICT for InnovationA 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
A Key Challenge: ICT for InnovationA 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
Three emerging priorities: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
Equity/ digital divide Creativity & Innovation
Efficiency / qualityImpact
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
Staff Working paper A final conclusion
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
And next …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
And next … Efficiency and quality/ Impact
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
Aims of STEPSAims 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
• 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
Methodology from multiple perspectives
Methodology from multiple perspectives
Teacher survey: 18.000 interviews
60 research studies: 20 countries
Policy survey: 30 correspondents
School survey: 255 respondents
25 case studies: 13 countries
Teacher survey: 18.000 interviews
60 research studies: 20 countries
Policy survey: 30 correspondents
School survey: 255 respondents
25 case studies: 13 countries
17
Impact on learners (1/2)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
• Learners may lack basic computer skills
• Discrepancy between home and school ICT use
18
Impact on learners (2/2)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
- Learners participate more actively
- Guided enquiry-based tasks are motivating
- Learning inside and outside school
- Parental engagement
19
Impact on teachers (1/2)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
- 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
Impact on teachers (2/2)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?
- Little ICT training for new teachers
- Courses lack practical dimension
- Technical and pedagogical support?
21
Impact on schoolsImpact 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
Recommendations (1/2)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
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
Recommendations (2/2)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
And next …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
Changing contextChanging 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
1. New Skills for New JobsAnticipating and Matching Labour Market and Skills Needs 1. New Skills for New JobsAnticipating 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 initiativePolitical 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)
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
The 2008 CommunicationThe 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
A first assessment up to 2020A first assessment up to 2020
Jobs creation by broad sectors (2005-2015): labour market increasingly dominated by servicesJobs creation by broad sectors (2005-2015): labour market increasingly dominated by services
-2,3
-0,5
0,4
3,5
8,9
3,2
13,3
-2,3
0,4
1,1
4,4
10,5
3,8
18,0
-2,3
-1,2
-0,1
2,7
7,4
1,5
8,1
-5 0 5 10 15 20
Primary sector & utilities
Manufacturing
Construction
Distribution & transport
Business & other services
Non-marketed services
All industries
Million jobs
Baseline scenario
Optimistic scenario
Pessimistic scenario
-2,3
-0,5
0,4
3,5
8,9
3,2
13,3
-2,3
0,4
1,1
4,4
10,5
3,8
18,0
-2,3
-1,2
-0,1
2,7
7,4
1,5
8,1
-5 0 5 10 15 20
Primary sector & utilities
Manufacturing
Construction
Distribution & transport
Business & other services
Non-marketed services
All industries
Million jobs
Baseline scenario
Optimistic scenario
Pessimistic scenario
Source: Cedefop, data for EU 25
30
A first assessmentA first assessment
Job openings between 2006 and 2020 by broad categories of occupation: a risk of job polarisation
Source: Cedefop; Source: Cedefop; data for EU 25data for EU 25
-5 0 5 10 15 20 25 30
High skillednon manualoccupations
Skilled non-manual
occupations
Skilledmanual
occupations
Elementaryoccupations
Million jobs
Other job openings due to replacement demand
Net job creation
-5 0 5 10 15 20 25 30
High skillednon manualoccupations
Skilled non-manual
occupations
Skilledmanual
occupations
Elementaryoccupations
Million jobs
Other job openings due to replacement demand
Net job creation
31
A first assessmentA first assessment
Past and future structure of jobs by education attainment level: a need for higher education attainment
0%
20%
40%
60%
80%
100%
1996 2001 2006 2015 2020
High
Medium
Low
0%
20%
40%
60%
80%
100%
1996 2001 2006 2015 2020
High
Medium
Low
Source: Cedefop, data for EU 25
32
The “right” skillsThe “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
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
Digital competence and e-skills 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
Digital competence as a basic life skill 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 involves the confidentconfident and and criticalcritical use of Information use of Information
Society Technology (IST) for work, leisure and Society Technology (IST) for work, leisure and
communication communication
underpinned by basic skills in ICT: the use of computers, underpinned by basic skills in ICT: the use of computers,
exchange information (e-skills)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 involves the confidentconfident and and criticalcritical use of Information use of Information
Society Technology (IST) for work, leisure and Society Technology (IST) for work, leisure and
communication communication
underpinned by basic skills in ICT: the use of computers, underpinned by basic skills in ICT: the use of computers,
exchange information (e-skills)exchange information (e-skills)
36
Good Progress, but far to go
0 20 40 60 80 100
economically inactive/retired
unemployed
living in rural areas
low education
Women
55-64 years old
65-74 years old
internet use index
2007 2005
37
Barriers to Home Access
0%5%
10%15%20%25%30%35%40%45%
acce
ss e
lsew
here
Don
't w
ant
Don
't ne
ed
Equi
pmen
t cos
ts
Acc
ess
cost
s
Lack
ski
lls
Phys
ical
dis
abili
ty
Priv
acy
or s
ecur
ityco
ncer
ns
Oth
er re
ason
38
Digital competence and e-skills as a professional skill for employabilityDigital 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
Digital competence and e-skills as a professional skill for employability 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
Digital competence as an enhancer of innovation skills 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.
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
And next ....The role of ICT for learning
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
Increasing importance of Innovation SkillsIncreasing 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
2. Updated Strategy for Education and Training 2010 and beyond 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
Quality & efficiency
Innovation & creativity
(incl. entrepreneurship)Equity & citizenship
Lifelong learning + mobility
Strategic challengesStrategic challenges
Thank you for your attention!Thank you for your attention!
Recommended