CURRENT

SITUATION,

TRENDS AND

CHALLENGES

EU PROJECTS

FROM DIFFERENT

PERSPECTIVES

CURRENT

SITUATION,

TRENDS AND

CHALLENGES

SUMMARY FROM THE EUROPEAN

PERSPECTIVE FOR THE CONFERENCE ON

E-LEARNING 2014, REPUBLIC OF KOREA

„Drop the “e” in e -learning – it is

about learning in a digital and

networked society.“

LEARNING,INNOVATION and ICT

Lessons learned by the ICT cluster

CURRENT SITUATION

POLICY

SURVEY

SCHOOLS

TEACHERS

STUDENTS

CURRENT SITUATION

EUROPEAN COMMISION

ICT cluster

Digital agenda Europe (part of Europe 2020)

OECD

Equity and quality in education

Education at a glance 2014

UNESCO

Iniciative OPENING UP EDUCATION:

„to stimulate ways of learning and teaching

through ICT and digital content, mainly through

the development and availabil ity of OER “

OPEN EDUCATION EUROPA PORTAL:

„to grant access to all existing high -quality

European OER repositories in different languages

in order to make them easily accessible for

learners, teachers and researchers “

DIGITAL AGENDA, EUROPE 2020:

„to increase regular internet usage from 60 % to

75 % by 2015, and from 41 % to 60 % among

disadvantaged people“

POLICY

SURVEY

SCHOOLS

TEACHERS

STUDENTS

CURRENT SITUATION

EUROPEAN COMMISION

Survey of Schools: ICT in Education (2013)

EACEA

Eurydice: Key data on learning and innovations

through ICT (2011)

IIPSE: Study on indicators of ICT in primary and

secondary Education (2009)

STEPS: Study of the impact of technology in

primary schools (2009)

IEA

ICILS: International Computer and Information

Literacy Study (20.11.2014)

SURVEY OF SCHOOLS: ICT IN EDUCATION

• students use ICT in school more often

with existing ICT policy

• Teachers confidence and opinion about

ICT affects the ICT use in school

• Students are much more confident about

their ICT competencies if they use ICT

often both at school and home

POLICY

SURVEY

SCHOOLS

TEACHERS

STUDENTS

CURRENT SITUATION

50% OF STUDENTS GO TO SCHOOL,

WHERE…

• formalised school policy exists

• teachers are supposed to

collaborate

• headmaster and teachers disscuss

the use of ICT

• ICT coordinator works full -time

POLICY

SURVEY

SCHOOLS

TEACHERS

STUDENTS

CURRENT SITUATION

• USE OF ICT MOSTLY IN PREPARATIONS

• MISSING ICT PEDAGOGY & DIDACTICS

• MISSING APPROPRIATE TEACHERS

TRAINING

„Most marked is the decline in

percentages of teachers considering that

the benefits of ICT are unclear.“

Survey of Schools – ICT in educ. 2013

„The extent and quality of ICT application

in teaching and learning depend mainly

on the school teachers and school

educational technologists. “

ICT Cluster 2010

POLICY

SURVEY

SCHOOLS

TEACHERS

STUDENTS

CURRENT SITUATION

• new design of the curriculum (digital

skills/ICT tools/programming)

• mostly missing competence: critical

and quality use of ICT

• 87% are more motivated when using

ICT at school

POLICY

SURVEY

SCHOOLS

TEACHERS

STUDENTS

RECOMMENDATIONS

FOR POLICY

MAKERS

5C RECCOMENDATIONS

Capacity building

Concrete support measures

Combined policies and actions

Country-specific support

Competence development

TRENDS

SUPPORTIVE

STRATEGY

OPENNESS

AVAILABILITY

ROLE

CHANGE

TRENDS

SUPPORTIVE

STRATEGY

OPENNESS

AVAILABILITY

ROLE

CHANGE

EUROPEAN LEVEL: Opening up Europe, 5C

NATIONAL LEVELS: Digital strategies

• all the EU country have

• dif fers in integration in the system:

curriculum/ methods/ HR/ schools/

technicalities/ national level support

ACTION 1.1: The policies on ‘ICT for learning’ should be based on long-term educational

objectives and become an integral part of the core educational agenda‚ ICT Cluster

DIGITAL STRATEGY OF THE CZECH REPUBLIC

CURRENT SITUATION

OER SUPPORT

Obstacles and challenges

• PUBLIC FUNDING

• IPR

• MODIFICATION

TRENDS

SUPPORTIVE

STRATEGY

OPENNESS

AVAILABILITY

ROLE

CHANGE

SIX RECOMMENDATIONS for advancement

of OEP for adult learning in Europe

1. Recognise that ‘learning’ takes place

everywhere

2. Extend the range of people and

organisations who produce and use resources

3. Think of OER more broadly than as content

4. Promote awareness of open licensing and

its implications

5. Improve the usability of OER

6. Plan for sustained change

CURRENT SITUATION TRENDS

SUPPORTIVE

STRATEGY

OPENNESS

AVAILABILITY

ROLE

CHANGE

OVERCOMING THE FRAGMENTATION

• big open repositories

• modification of existing instead of

creating the new ones

• easy to find, search, filter

• clear IPR situation (authors/users)

CURRENT SITUATION

guide at the student‘s

journey

manager of own

learning

part of the learning

environment

TRENDS

SUPPORTIVE

STRATEGY

OPENNESS

AVAILABILITY

ROLE

CHANGE

TEACHER

STUDENT

SCHOOL

„Research shows that ICT and in particular

the recent wave of social computing

technologies are strong enablers of more

learner-centred approaches whereby learners

are taking more control over what or how is

learned, and when learning takes place.“

…

„The vision of learning spaces presents a

desirable and necessary future for learning. It

puts learners at the centre of learning, but, at

the same time, conceives learning as a social

process. Learners become co-producers and

not just consumers of learning content .“

ICT Cluster, Key lessons

CONSTANT

READINESS

TO CHANGE

EFFECTIVE

KNOWLEDGE

SHARING

QUALITY

ASSURANCE

CHALLENGES

CONSTANT

READINESS

TO CHANGE

EFFECTIVE

KNOWLEDGE

SHARING

QUALITY

ASSURANCE

CHALLENGES

„For every Euro spent on ICT infrastructure

another Euro should be spent on training and

a third one on providing educational

resources and software.“

ICT Cluster, Key lessons

CONSTANT

READINESS

TO CHANGE

EFFECTIVE

KNOWLEDGE

SHARING

QUALITY

ASSURANCE

CHALLENGES

„The solution lays in open technologies that

grant access to education for everyone and

allow teachers to create communities of

practice to exchange teaching materials and

best practices .“ ICT Cluster, Key lessons

CONSTANT

READINESS

TO CHANGE

EFFECTIVE

KNOWLEDGE

SHARING

QUALITY

ASSURANCE

CHALLENGES

UNIQUe (EFQUEL)

• certification for higher education

• benchlearning

TEACHER‘S COMPETENCIES (UNESCO)