The future of learning
Lieve Van den Brande, European Commission, DG Education and Culture
Contact: godelieve.van-den-brande@ec.europa.eu
ICT and education
 Policy context E&T
2
The European Policy Framework
Key Competences for Lifelong Learning,
2006/962/EC
mother tongue; foreign languages; maths/science/technology;
digital competence, learning to learn; social & civic
competences; entrepreneurship; cultural awareness &
expression
Strategic Framework for
European Cooperation in E&T,
COM(2008) 865
• Lifelong learning and mobility
• Quality & efficiency of E&T
• Equity & active citizenship
• Innovation, creativity, entrepreneurship
Education
SWP: The Use of ICT to
support innovation and
lifelong learning for all,
SEC(2008) 2629
3
ICT cluster under OMC – ET2010
Representatives of 18 Ministries of Education of 18 Member States compiled
key recommendations
It is timely to move away from perceiving ICT
diffusion and usage as a goal and instead see ICT
as an enabler of teaching and learning. It is not
about ICT but about transformation …”
“The ICT cluster has influenced
the development of improved
indicators for measuring ICT
use and impact. This has led to
the first European-wide
comparative study on the use
and impact of ICT in school
education”.
“The cluster has contributed to a
fundamental change in
discourse from accessibility to
innovative learning through the
support of ICT”.
4
Lessons learned by the ICT cluster
Final Report - Learning, Innovation and ICT
Leadership and
institutional
change for a
renewed strategy
on learning
Digital
competences as
core life and
employability
skills
VISION
future!
Towards a new
learning paradigm
Allow more
learner-centred
approaches
Professional
development –
the teacher as
learner at the
centre
5
The future of learning...
• As our societies are changing…
• we need to rethink E&T and to envision future
learning that is more efficient, equitable,
innovative and meaningful than it ever was in
the past
Foresight is not about predicting the future but rather a tool for
longer-term strategic thinking and priority setting based on
collaboratively developed shared visions and scenarios
OK but what is changing?
Learning Spaces: a vision of future learning
8
2
0
0
6
Teaching
Learning
Student
Learner
Individual
Social
Teacher
Guide
Hierarchical
Heterarchical
Rote Learning
Learning by doing
Institutional
Formal
certification/validation
Multiple ways
2
0
2
0
Informal and Lifelong
Key competences for lifelong
learning
(Cf. 2006 Council
0%
20%
40%
60%
Recommendation)
90% assert that schools have to increase their
2%7%
efforts to open up to society and integrate real 1%
life experiences into their teaching practices.
67% believe that more attention should be paid
3% 13%
to general competences and transversal skills.
66% underline that learning needs to become
competence based, rather than knowledge 3%9%
based.
strongly disagree
disagree
38%
17%
35%
agree
100%
52%
42%
22%
not inclined either way
80%
24%
31%
strongly agree
Shift towards competence-based learning and transversal skills
Personalised learning
0%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
N=
85% believe that technology will allow schools and
educators to create tailor-made learning experiences 0%
4% 11%
which increase learning outcomes.
52%
76% think that a range of technological tools will help
[students] to design [their] own learning trajectory,
1%
5% 17%
combining face-to-face tuition at school with online
university courses and online learning communities.
92% emphasize that the advantages of technologies
0%8%
need to be better exploited for personalising school 0%
education.
strongly disagree
disagree
33%
91
92
46%
30%
37%
not inclined either way
55%
agree
92
strongly agree
ICT “can” favour personalisation and learner-centred learning
Lifelong learning
0%
10%
20%
87% think that people w ill need to
become increasingly self-responsible for1%
3%
10%
their ow n qualifications.
87% expect that it w ill be normal that
people w ill need to supplement their
0%
2%
11%
official qualifications w ith extra on the
job training.
stro ngly disagree
disagree
no t inclined either way
30%
40%
50%
49%
60%
70%
80%
100%
37%
53%
agree
90%
33%
stro ngly agree
Increasing importance of self-regulated learning
– Significant changes in
– what we learn,
– how we learn,
– where we learn and
– when we learn
– Towards educational transformation in a
digital world
– But progress is slow!!!
The problem…
• ICT is embedded in a traditional learning paradigm
• The real potential of ICT to make learning more innovative, creative,
relevant and interesting is not being realised within formal E&T
• While emerging in other areas, for example:
• Mobiles for L2L of IEM
• Digital games for excluded youth and early school drop outs (E.g.
Notschool UK)
• Telecentres for digital competence and entrepeneurship
• Informal language learning via social media applications
• Lots of innovative ICT projects in Europe but do not reach beyond
“early adopter stage”:
“We need to scale-up, learn from each other, be clear on visions,
goals and outcomes, and we need to act NOW…” (Digital Agenda
Assembly, 16 June, BXL)
ICT and education
 EU support
14
EU support
ICT in education and training programmes
Minerva
Socrates
2000-2006
2004-2006
2007-2013
Promote European cooperation in the field of
Open and Distance Learning (ODL) and
Information and Communication Technology (ICT)
in education
Improving the quality and accessibility of European
education and training systems through the
effective use of information and communication
technologies (ICT)
Specific objectives include:
to support the development of innovative ICTbased content, services, pedagogies and
practice for lifelong learning
15
EU support
Comenius: eTwinning for schools
•
Support for online partnerships
between two or more European
primary or secondary schools
•
Flexible, teacher friendly
scheme to mainstream
pedagogical use of ICT and
support professional
development
•
Mainly based on joint
pedagogical projects
•
Increasing use of online
Communities of Practice for
teachers
•
Quality label for good practice
examples
www.etwinning.net
16
EU support
The eLearning Portal
• Supporting the exchange of
ideas, good practice and
resources in elearning
across Europe and the world
• Open to everyone,
everywhere
• Funded by the Lifelong
Learning Programme
eLearning Papers n° 2 (2007)
http://www.elearningpapers.eu/index.php?page=home&vol=2
http://www.elearningeuropa.info
17
Studies at DG EAC
•
•
•
•
Learning 2.0 (IPTS, 2008)
New learning communities through ICT (IPTS, 2009)
Foresight - Future of learning (incl.ICT) (IPTS, 2011)
European-wide comparison of the use and impact of ICT
on school education (STEPS -2009)
• Development of methodologies for ICT indicators (2009)
• Benchmarking study by DG INFSO (2012)
• Key data on Learning and Innovation through the use of
ICT in Europe 2011 (EURIDYCE)
18
ICT and education
 And next …
19
EU Policy context
Lifelong Learning Programme (LLP) contributes to strategies and initiatives:
Europe 2020
ET 2020
Early school leaving
Higher education attainment
Making LLL and mobility a reality
E&T quality and efficiency
Equity, social cohesion, active citizenship
Creativity and innovation
Flagships initiatives
Youth on the move
(Sept.2010)
Digital Agenda
Agenda for new skills
and jobs (Nov.2010)
20
A new policy agenda: Europe 2020
Smart Growth
Sustainable Growth
Inclusive Growth
Innovation
« Innovation Union »
Climate, energy and
mobility
« Resource efficient
Europe »
Employment and
skills
« An agenda for new
skills and jobs »
Education
« Youth on the move »
Competitiveness
« An industrial policy
for the globalisation
era »
Fighting poverty
« European platform
against poverty »
Digital society
« A digital agenda for
Europe »
21
Europe 2020 targets related to E&T
Early School Leaving
2009
2020
14.4%
10% at most
Higher Education Attainment (Age 30-34)
2009
2020
40% at least
32.3%
22
Europe 2020  ET 2020
Strategic challenges
Quality & efficiency
Lifelong learning +
mobility
Equity & citizenship
Innovation & creativity
23
Priorities under ET 2020
E&T have a unique role to play in enhancing the
use of ICT for learning and should take up a
leadership role.
Actions are oriented around 3 objectives to be
tackled simultaneously:
1. Increasing digital competences
2. ICT and an enhancer of innovation of E&T
3. improving the e-skills of professionals
24
1. Increasing digital competences
• Development of better descriptors for digital
competence as a complement to the Key
Competences FW
• Development of an ICT skills supplement to
European Skills passport
• Development of better ‘measurements’ for the
use and impact of ICT in education
• Support to MS (see next)
•  Communication 2012 – Rethinking skills
25
2.
ICT and an enhancer of
innovation of E&T
• Support to MS for mainstreaming ICT in education
• New Thematic Working Group under ET 2020
–
–
–
–
On ‘ICT and education’ (24 MS involved)
Peer learning and sharing of practices
Policy handbook for policy makers
To design and support a European-wide initiative on
‘Creative Classrooms/ Creative Learning Environments’
• Reinforcement of e-Twinning for other learning
domains
26
3.
Improving the e-skills of
professionals
• Setting up of a multistakeholders platform-forum
for ICT skills ( bridge worlds of education and
work)
• E-skills awareness week DG ENTR
(first week of March 2012)
27
Creative Classrooms
for an innovative Europe
The reality – implementation gap
While ICT is well mainstreamed
outside schools, formal E&T
is only in its early adopter’s stage.
Education can not stay behind these changes in
an increasing networked and digital society.
29
29
Shortages
• Teachers lack pedagogical strategies and experiences to
effectively use ICT
• Professional development of teachers lacks the
pedagogical, innovation and practical dimension
• Assessment of digital literacy is not widespread
• Major lack of systematic impact in practices
• Innovations not enough supported by changes in
pedagogy
• Discrepancy between children’s under-use of ICT at
school and frequent and sophisticated use at home
30
What is at stake?
+
•
•
•
–
The infrastructure to
promote ICT
Research base to guide
• No systemic integration
the process
and mainstreaming in
Bottom-up initiatives
formal education
(pilots,research, policies, but
action plans, …)
31
LACK OF SYTEMIC IMPACT
–
–
–
–
–
–
–
Top-down policies not close to users and practitioners
Lack of brokerage mechanisms to policy makers
Lack of evidence-base for policy making
Small scale, grass roots initiatives
Short-term - lack of sustainability/ scalability
No cross-sector dimensions
Whole systems integration and leadership
32
32
False assumption about implementation
There is a common assumption or conviction
about the spread of best practices:
First step: Elaboration of a best practice
Second step: Implementation of the best
practice
Third step: Demonstration of the results of the
best practice (conferences, marketing, etc)
Fourth step: Automatic spread of the best
practice
False assumption about implementation
The real model of the spread of best practices
The false assumption and the
reality
(B. Magyar, 2011)
Degree of
saturation
Prediction of
spreading
Dedicated
submission of
the pilot
The
unreached
last mile
Success
reports
Depreciatio
n of the
best
practice
Implementation
of the pilot
New best practice
Time
EU Policy context
Lifelong Learning Programme (LLP) contributes to strategies and initiatives:
Europe 2020
ET 2020
Early school leaving
Higher education attainment
Making LLL and mobility a reality
E&T quality and efficiency
Equity, social cohesion, active citizenship
Creativity and innovation
Flagships initiatives
Youth on the move
(Sept.2010)
Digital Agenda
Agenda for new skills
and jobs (Nov.2010)
37
Objectives linked to Europe 2020 & ET2020
 Increasing digital competence/ e-literacy
 ICT enhancing innovation of E&T
 Support to Member States to mainstream ICT use in
educational policies and practices
IDEA: Creative Classrooms
38
The term ‘Creative’ =
innovation of learning
and teaching process
with the support of ICT
Creative Classrooms
The term ‘Classrooms’ =
all types of
learning environments
Focus on what is possible
in today’s practices with
today’s technologies
Creative classrooms
Policy makers /
Decision makers
Theme 1
e.g. Thematic
Working Group
Transfer
Localise
E
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I
O
N
Theme 2
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Lessons learned
40
The Initiative on Creative Classrooms is
innovative due to:
 its experimental nature
 its transversal scope
 the upscaling of innovations
 making changes systemic and sustainable
 emphasis on European–wide policy development
What ? Creative Classrooms initiative
•
•
•
•
•
•
•
•
•
Experimentations which are linked up
Based on concrete problems
Whole-system oriented
Providing evidence-based responses
Real-life experimentations in local context
Carried by the users - innovation (bottom-up)
Upscaling of innovations
Leadership top-down (policy makers; key stakeholders)
Emphasis on European-wide cooperation in policy
development
42
42
What ?
• Providing guidance to policy makers and
practitioners
• ‘Learning what works and what does not’ as input
to evidence-based policy making at all levels of E&T
• Linking policy experimentations in real life
settings
• Upscaling across Europe
• Increase impact on systemic level
• Reaching a large number of learners, institutions,
learning centres
• Involving multiple stakeholders (informal, nonformal & formal)
43
43
Transversal issues
• Based on sound research methodologies
• Monitoring and evaluation of the various
experimentations
• Deriving key lessons
• Transferring these lessons to the policy makers
as well as to practice
• Reporting and brokering the lessons
44
44
Testing innovation in real life
settings = policy experimentation
Evaluate the
potential impact of
a policy measure
Creative classrooms
Theme 1
Transfer
Localise
E
V
A
L
U
A
T
I
O
N
Case 1
Country 1 Case 2
Case 3
…
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Case 3
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Lessons learned
C
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S
C
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T
R
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S
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January
2012
Concept CC
March
2012
Definition of the
optimal conditions
June 2012
Validation of the concept through DEBATE
June 2012
Analysis of
the progress
and gaps
Launch call for
pilots
Testing at a large
2013/ 2014 scale through real
life pilots
2014
2014
2014
Creative
Classrooms
ROADMAP
Developing
a broad
stakeholders
partnership
DEBATE with stakeholders
Drawing lessons from
cases
DEBATE with stakeholders
46
Thank you !
‘Learning and innovation go hand in hand. The arrogance of success is
to think that what you did yesterday will be sufficient for tomorrow. ’
William Pollard
DG Education and Culture:
http://ec.europa.eu/dgs/education_culture/index_en.html
The Lifelong Learning Programme:
http://eacea.ec.europa.eu/static/en/llp/index_en.htm
Contact person: Lieve Van den Brande – DG EAC-A2
Godelieve.van-den-brande@ec.europa.eu
Thank you !
‘Learning and innovation go hand in hand. The arrogance of success is
to think that what you did yesterday will be sufficient for tomorrow. ’
William Pollard
DG Education and Culture:
http://ec.europa.eu/dgs/education_culture/index_en.html
The Lifelong Learning Programme:
http://eacea.ec.europa.eu/static/en/llp/index_en.htm
The Executive Agency:
http://eacea.ec.europa.eu/index.htm
eacea-info@ec.europa.eu