1. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 1
European approaches on the
use of ICT in Higher Education
Implications of Lifelong Learning on Higher Education
- A European Policy Perspective -
Friedrich Scheuermann
Centre for Research on Lifelong Learning (CRELL)
Ispra, Italy
2. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 2
CRELL at the
Joint Research Centre
• CRELL is hosted by the Unit of Applied
Statistics and Econometrics, JRC Ispra.
• As a Directorate General of the European
Commission, the JRC provides scientific and
technical support to Community policy-making.
• 7 Institutes in 5 Member States (total staff:
2,700).
• CRELL was established 2005 by Directorate
General Education and Culture and the Joint
Research Centre of the European Commission
• CRELL combines research in education, social
sciences, economy, econometrics and statistics
in an interdisciplinary approach
• 12 staff members
3. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 3
The Treaty of Maastricht (Treaty of the European Union) (1992)
Education, vocational training and youth ARTICLE 126 1. The Community shall contribute to the
development of quality education by encouraging co-operation between Member States and, if necessary,
by supporting and supplementing their action, while fully respecting the responsibility of the Member
States for the content of teaching and the organization of education systems and their cultural and
linguistic diversity. 2. Community action shall be aimed at:
-developing the European dimension in education, particularly through the teaching and dissemination of the
languages of the Member States;
-encouraging mobility of students and teachers, inter alia by encouraging the academic recognition of
diplomas and periods of study;
-promoting cooperation between educational establishments;
-developing exchanges of information and experience on issues common to the systems of the Member
States;
-encouraging the development of youth exchanges and of exchanges of socio-educational instructors;
-encouraging the development of distance education.
4. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 4
Emergence of European policy on Lifelong Learning
Pre-2000: Separate sectoral policy initiatives
Lisbon European Council March 2000:
Making Europe the most competitive knowledge based economy by 2010,
with better jobs and greater social cohesion.
Open method of coordination : Guidelines for the Member States
Indicators and benchmarks
Exchange of good practice
Peer reviews and mutual learning processes
Integrated + sectoral policy initiatives
Common objectives of education and training systems
European Quality Framework
Efficiency and Equity
5. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 5
Lifelong learning:
…“all learning activity undertaken throughout life, with the aim of improving
knowledge, skills and competences within a personal, civic, social and/or
employment-related perspective”.
Communication for the Commission: Making a European Area of Lifelong Learning a Reality, 2001
6. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 6
Key Competences for LLL - Reference Framework
The Reference Framework sets out eight key competences:
1) Communication in the mother tongue;
2) Communication in foreign languages;
3) Mathematical competence and basic competences in science and technology;
4) Digital competence;
5) Learning to learn;
6) Social and civic competences;
7) Sense of initiative and entrepreneurship; and
8) Cultural awareness and expression.
(RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL
of 18 December 2006 on key competences for lifelong learning)
7. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 7
The Knowledge Triangle:
Innovation, Education and Research
Innovation
Knowledge
triangle
Education Research
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Detailed Work programme of 2002
3 strategic objectives 13 detailed objectives
5 benchmarks (Reference Levels of Average Performance In EU Member States)
29 indicators for monitoring progress
Standing Group on Indicators and Benchmarks
(27 EU countries, 2 EEA countries, Commission, OECD, Cedefop,
Eurydice, CRELL)
Progress Reports
9. KERIS, Seoul, Korea on 19 June 2008 9
1. Objectives: Strategic and detailed objectives
1. Improving the quality and effectiveness of education an training systems in
the EU
– Improving education and training for teachers and trainers
– Developing skills for the knowledge society
– Ensuring access to ICT for everyone
– Increasing recruitment to scientific and technical studies
– Making best use of resources
2. Facilitating the access of all to education and training systems
1. Open learning environment
2. Making learning more attractive
3. Supporting active citizenship, equal opportunities and social cohesion
3. Opening up education and training systems to the wider world
1. Strengthening the links with working life and research and society at large
2. Developing the spirit of enterprise
3. Improving foreign language learning
4. Increasing mobility and exchange
5. Strengthening the European co-operation
10. 10
2. Benchmarks: 5 EU European Reference Levels
of Average Performance to be reached by 2010
• Reduce the share of 15 years old low achievers in reading
(PISA, level 1) by 20% compared to 2000
• No more than 10% of young people (aged 18-24) should be
early school leavers*
• At least 85% of young people (aged 22) should have
completed at least upper secondary education
• Increase the number of MST graduates by 15%
• At least 12,5% of adults (aged 25-64) should participate in
lifelong learning.
*Early school leavers: percentage of the population aged 18-24 with at most lower secondary education and not in
further education or training.
11. 11
Progress in the 5 benchmarks
Based on data 2000-2007
Benchmark already achieved:
Mathematics, science and
technology graduates
Constant, but not sufficient progress:
Early school leavers
Upper secondary attainment
Lifelong learning
participation
No progress yet:
Low achievers in PISA
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3. Indicators:
Coherent framework of indicators and benchmarks
16 core indicators
• Participation in pre-school education 1) Upper secondary completion rates of young
• Special needs education people
• Early school leavers 2) Professional development of teachers and
• Literacy in reading, mathematics and trainers
science 3) Higher education graduates
• Language skills 4) Cross-national mobility of students in higher
• ICT skills education
• Civic skills 5) Participation of adults in lifelong learning
• Learning to learn skills 6) Adults’ skills
7) Educational attainment of the population
8) Investment in education and training
(+ Creativity and Innovation)
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Data sources
LFS Participation
ESS
UOE Mobility, financing
CVTS Vocational education and training
AES Self reported adult skills
SICTU ICT
PISA survey Maths, reading, science skills
PISA-Vet Vocational education and training
TALIS survey Teacher education (CRELL)
PIAAC survey Adult skills
AHELO Learning outcomes in Higher education
ICCS survey Civic skills (CRELL)
ICILS Computer and information literacy
Language survey Language skills (CRELL)
L2L survey Learning to learn skills (CRELL)
14. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 14
The context of LLL in Higher Education
Ref. Trends V: UNIVERS ITIES SHAPING THE EUROPEAN HIGHER EDUCATION AREA, EUA , 2007
15. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 15
LLL Programme priorities reflecting policy goals
Lifelong Learning Programme Example Higher Education:
2007 - 2013
– LLP : 11 overarching objectives,
also applicable to Higher
School Higher Vocational Adult
Education Education Education Education
Education (Art.3)
– Erasmus: 2 specific programme
COMENIUS ERASMUS LEONARDO GRUNDTVIG
DA VINCI objectives (Art.21.1)
– Erasmus: 6 operational objectives
(Art.21.2)
Transversal Programmes
16. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 16
LLP – overarching programme objectives
• Quality, performance, innovation, European dimension in LLL
• Promoting the emergence of a European area of LLL
• Quality, attractiveness and accessibility of LLL
• LLL contribution to cohesion, citizenship, inter-cultural dialogue, gender equality, personal
fulfilment
• Creativity, competitiveness, employability, entrepreneurial spirit
• Increased participation for all ages and irrespective of special needs, disadvantage, socio
economic background
• Promotion of language-learning and linguistic diversity
• Developing & exploiting the innovative potential of IT for LLL
• European citizenship, human rights, democracy, tolerance
• Quality assurance
• Optimal utilisation of results and sharing of good practice
17. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 17
Policy priorities in Higher Education
the modernisation agenda for universities
new skills for new jobs
….. to support the Lisbon Strategy
and the Bologna process
• ERASMUS
• studies
18. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 18
LLP – Erasmus-specific objectives
Erasmus: specific programme objectives
• Support achievement of a European Area of HE
• Reinforce Higher Education and advanced Vocational Education and Training (VET)
contribution to innovation
Erasmus operational objectives
• Student and staff mobility (quality + volume)
• Multilateral cooperation (quality + volume)
• Qualifications: Improve transparency and make HE – advanced VET qualifications more
compatible
• HE-enterprise cooperation (quality + volume)
• Development and transfer of innovation
• ICT
19. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 19
LLP – Erasmus Actions
Students Staff
Mobility
– Students OLD NEW OLD NEW NEW
– Staff
Teaching in
– Intensive programmes Teaching
Training in H.E.I. and H.E.I.(2008-)
Standard Mobility Placements Assign-
Enterprises Training
ments
(2007)
Centralised actions
– Modernisation
– Curriculum development
– HE-enterprise cooperation
– Virtual campus
– Thematic networks
20. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 20
Erasmus − Virtual Campus
Virtual campus projects aim for a better integration of the virtual dimension in higher
education and supporting the development of content, services, pedagogies and practices
based on ICT tools.
Priorities
•developing and disseminating at European level replicable approaches for establishing
and sustaining virtual campuses
•providing open educational resources
•developing or revising integrated programmes in which ICT tools and services are used,
to allow the virtual mobility of students and staff
•promoting cooperation and exchange of strategic experience between decision makers
21. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 21
Erasmus − Example Virtual Campus
22. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 22
Higher education in the LLP programme
Lifelong Learning Programme
2007 - 2013
Budget: 6.97 billion EUR (Proposal: 13.620 billion EUR)
Min. 13 % Min. 40 % Min. 25% Min. 4%
School Higher Vocational Adult
Education Education Education Education
COMENIUS ERASMUS LEONARDO GRUNDTVIG
DA VINCI
Erasmus:
- Policy development
Transversal Programmes - Languages 3.1 billion €
Jean Monnet - ICT for 7 years
- Dissemination
23. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 23
Higher education in other LLP programmes
Lifelong Learning Programme
2007 - 2013
Budget: 6.97 billion EUR (Proposal: 13.620 billion EUR)
Min. 13 % Min. 40 % Min. 25% Min. 4%
School Higher Vocational Adult
Education Education Education Education
COMENIUS ERASMUS LEONARDO GRUNDTVIG
DA VINCI
Transversal Programmes
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Other programmes
– International cooperation programmes in Higher Education
– Erasmus Mundus (ambitious proposal for next phase)
– Global Promotion Project (funded by Erasmus Mundus)
– Tempus (plans for next phase)
– Industrialised countries (US-Atlantis, Canada, new integrated instrument for cooperation
– Ongoing programmes with Asia, Latin America
– Development cooperation (EduLink, Nyerere)
– Structural Funds
– Analytical work relating to all other EU policy areas
– European Institute of Technology
25. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 25
Achievements
• Better understanding of educational systems
• Common understanding of educational goals
• Variety of activities undertaken with increasing success relating to
– Promotion of innovation
– Transparency
– Exchange of Good Practice
– Modernisation
– Harmonisation
– European mobility
• Increasing attractiveness of European programmes
26. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 26
Erasmus Success Factors and impact
Erasmus student mobility 1987/88-2006/07
160.000
159.324
• Charters: Universities/HEI + Students (rights and 140.000
EUR31:
duties) 120.000
~160,000
100.000
• HEI: Bilateral inter-institutional agreements outgoing students
Number of students
80.000
in 2006/07
• Students: learning/training agreements
60.000
40.000
• Erasmus grants (study: on average € 200/month) 20.000
3.244
0 1987/88 1988/89 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07
• No fees for tuition or use of facilities at host
Total number 3.244 9.914 19.456 27.906 36.314 51.694 62.362 73.407 84.642 79.874 85.999 97.601 107.652 111.082 115.429 123.957 135.586 144.032 154.421 159.324
EUR31:
Erasmus teacher mobility 1997/98-2006/07
university ~ 26.000 teachers
30.000
• Recognition: ECTS & Diploma Supplement in 2006/07
25.000 Total EUR31
20.000
Number of teachers
• Preparation of mobility period (language courses 15.000
etc.)
10.000
5.000
• Flexible system for distribution funds/grants Total EUR31
0
1997/98
7.797
1998/99
10.628
1999/00
12.465
2000/01
14.356
2001/02
15.872
2002/03
16.932
2003/04
18.496
2004/05
20.877
2005/06
23.449
2006/07
25.809
27. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 27
Role of ICT
• STAFF WORKING PAPER: « The use of ICT for innovation and lifelong
learning for all. A report on progress » (November 2008)
• ICT CLUSTER of 18 Member States
• 2009 - The European Year on Creativity and Innovation Innovative
learning through the use of ICT
• Ongoing STUDIES related to :
• Learning 2.0
• New learning communities through ICT
• European-wide comparison of the impact of ICT on school education
• Development of methodologies for ICT indicators
28. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 28
ICT to support innovative & lifelong learning
• ICT generally has a positive impact on learning
– On quality and on equity
– The digital divide risk has to be addressed
• E-Learning has potential for more!
• More effective learning with new technologies
– Collaborative learning
– Learning communities
– New contents, methods, tools and spaces
• Time to take ICT into full use as an efficient learning tool
29. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 29
A 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
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A Key Challenge: ICT for Innovation
1. 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
• The use of e-Portfolio tools has a strong positive impact on learning
and teaching
• Sharing digital learning resources provide scope for new business
models for E&T
• Development of e-learning quality standards
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A Key Challenge: ICT for Innovation
• 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
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Three emerging priorities:
2. Consolidate and generalise the use of ICT as a basic
education and training tool
4. Facilitate the potential of ICT as a lifelong learning enabler
6. Enhance the potential of ICT as a key driver for innovation
and creativity
33. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 33
LLP - ICT Key Activity 3
Objectives:
• To support the development of innovative ICT based content, services, pedagogies and practice
for lifelong learning.
• To complement ICT enhanced learning activities and projects under the 4 sectoral programmes
Multilateral projects:
• Priority 1: Identifying and implementing innovative uses of ICT for lifelong learning, in particular
for groups at risk of exclusion.
• Priority 2: ICT as a catalyst for innovation and creativity in lifelong learning.
ICT networks:
• Priority 1: Addressing transversal issues for linking up and connecting learning communities
through ICT in an innovative way
• Priority 2: Reinforcing the links between ICT, creativity and innovation skills.
34. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 34
Need for regular studies on ICT impact
New technologies (e.g. ePortfolios)
Changing contextual conditions
New teaching practices
New ways of learning
Increasing policy interest in understanding phenomena,effects and interrelations
NEED TO BE FREQUENTLY UPDATED ABOUT TRENDS AND ICT Impact
35. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 35
Situation
• Most studies do not provide a clear information about the real
effects of ICT on learner and learning for policy-making
• Lack of comprehensive studies of the complex interactions
between various types of ICT implementation and the effects of
other factors such as institution-based interventions, socio-
economic status and institutional expenditures
• No large-scale longitudinal studies of ICT's impact in education
“Need for a thorough, rigorous, and multifaceted approach to
analysing the impact of ICT on education and students' learning”
(Cox & Marshall, 2007, also Kikis & Kolias 2005; Aviram & Talmi 2004 etc.)
36. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 36
Questions posed to the Assessment of ICT effects
• …what to assess
• What do we want to assess?
• Why do we want to assess (purpose)?
• What “can” we assess, what not?
• Terminology
• …how to assess effects
• What do we have to look at when assessing the effects?
• Is that what we assess that what we intended to assess?
• What are the interrelations (e.g. to “innovation, creativity etc.”)
• …how to monitor effects?
• How can we ensure regular monitoring?
• How can we monitor progress made?
• ...how to come to comparable results?
• What data sources are available and what do we have to collect?
• How can existing data feed existing indicators (e.g. on ICT skills) across
countries?
• …how can we report data (e.g. visualisation)
• …how to analyse data (analytical methodology)
37. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 37
What can we learn from surveys?
Example PISA: Availability and Use
% of respondents that use a computers, everyday or almost everyday
Netherlands
Iceland
Norw ay
Sw eden
Denmark
Canada
Liechtenstein
Finland
Belgium
Slovenia
Sw itzerland
Australia
Portugal
Lithuania
Germany
Macao-China
Czech Republic
Poland At home
Croatia
Spain
Austria At school
Bulgaria
Qatar Other places
Serbia
Hungary
Latvia
Italy
Slovak Republic
New Zealand
Korea
Jordan
Russian Federation
Greece
Chile
Ireland
Uruguay
Turkey
Thailand
Colombia
Japan
0,00 20,00 40,00 60,00 80,00 100,00 120,00
Source: PISA 2006
38. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 38
What can we learn from surveys?
Example PISA: PROFILES and PRACTICES
Percentage of students that reported use of computers for the following “Almost everyday”
Browse internet
40
Females
Emails or chat rooms Play games
30
Males
20
Write programs Write documents
10
0
Download music Collaborate on Internet
Educational Software Use Spreadsheets
Graphics programs Download software
Source: PISA 2006, CRELL calculations
Series represent % of all the students that answered the questions in PISA 2006, weighted by Final Student weight
39. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 39
What can we learn from surveys?
Example PISA: TRENDS
Source: PISA 2006, CRELL calculations: Percentage of students that reported use of computers “Almost everyday” at school
Series represent % of all the students that answered the questions Q3b, PISA 2006 and Q4b in PISA 2003 weighted by Final Student weight
40. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 40
What can we learn from surveys?
Example EMPIRICA: Classroom Practices (subject areas)
41. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 41
What can we learn from surveys?
Relationships
600
Finland
550
Canada
Japan New Zealand
Australia Netherlands
Liechtenstein Korea
Slovenia
Germany
Ireland Macao-China Czech Republic
Switzerland Belgium
Austria
Hungary Sweden
500 Poland Denmark
Croatia Iceland
Slovak Republic Lithuania Spain Latvia
Norway
Russian Federation
Science scores
Italy
Greece Portugal
450
Serbia Chile
Bulgaria
Uruguay
Jordan Turkey
Thailand
400
Colombia
350 Qatar
300
-1.50 -1.00 -0.50 0.00 0.50 1.00
ICT internet self-confidence
Source: PISA 2006, CRELL calculations
Series represent average country scores in the total Science scores (as reported in PISA 2006) and the ICT internet self-confidence scale (INTCONF weighted by
final student weight)
42. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 42
Limitations
• Skills are mainly assessed in terms of ICT literacy and attitudes, not by
pedagogical (teaching/learning) practices and mental effects on learner
and learning
• Little indications about actual instructional use of ICT and its effects
• If we want to learn about the impact of e-portfolios in education there is
little we can conclude from existing studies.
43. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 43
Challenges to be met
• Despite expected benefits for policy stakeholders at a general level
current indicators and data do not provide sufficient information about
ICT impact on learner and learning
• Studying ICT effects on learner and learning requires analysis at a
more detailed and complex level.
• A systematic approach is needed distinguishing between perspectives,
domains, indicators of ICT implementation which need to be matched
to specific objectives
44. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 44
Monitoring ICT Effects in Education for Policy-making
Resources Population
Context Rationale
Learning Culture
Socio-Economic Factors
Conceptual
Framework Model Analysis Reporting
Policy Goals,
Domains Priorities
Instruments Methodology
Indicators
Data
Stages Sources
45. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 45
Conceptual Framework for Studying ICT Effects
Domains Indicators
Policy Areas
Macro Meso Micro
e.g. European Union:
Examples 4.Improving equity in
education and training
Implementation National policies for eLearning Intentions of ICT 5.Promoting efficiency in
Policies
strategies ICT-implementation strategies in school uses in courses education and training
ICT-penetration Availability of LANs Private access 6.Making lifelong learning a
Resources ICT-availability in education in school/class to ICT reality
7.Key competences among
Extent of curricula ICT-related Level of required for young people
Curriculum ICT-related courses adaptation courses offered teaching/learning
8.Modernising school
ICT-related services for ICT in schools for Use of CMS for Internet-delivered education
Organisation
teachers, students etc. orgain. purposes class management Assignments 9.Modernising VET
ICT-implementation
Pedagogical use of Teacher’ use of 10.Modernising Higher
Teaching Extent of ICT-use ICT in classroom ICT for teaching Education
in school education
11.Employability
Extent of ICT-related Students’ ICT-enhanced ICT-related learning
Learning activities ICT-use learning in class activities at home Innovation, creativity etc.
46. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 46
10 challenges
1. Sustainable implementation of successful innovations „effective developments and
methodologies
2. Pedagogical innovation with realistic perspectives
3. Different speeds of innovation and educational implementation
4. Cultural diversity: need for flexible approaches
5. Quality of eLearning
6. Assessment: new approaches to assessment going beyond traditional ways
7. Impact assessment: Effects of ICT implementation and its impact
8. Terminology: Common understanding of what we talk about („Jingle Jangle Fallacy“)
9. Teacher Training
10. Any successful implementation needs a vision
Pedagogical, technological and organisational innovations demand a
renewed and more comprehensive approach towards the role of ICT in E&T.
48. KERIS, Seoul, Korea on 19 June 2008 48
Strategic framework (“ET 2020”)
4 strategic objectives 5 EU Reference Levels of Average
Performance to be reached by 2020
3. Making lifelong learning
and mobility a reality •Share of low achieving 15-years olds in
4. Improving the quality reading, mathematics and science less
and efficiency of than 15 %
education and training
•Less then 10 % early school leavers
5. Promoting equity, social
cohesion and active •Minimum 95 % of children participating I
citizenship primary education
6. Enhancing creativity •Minimum 40 % of 30-34 year olds with
and innovation, tertiary educational attainment
including •At least 15% of adults participating in LLL
entrepreneurship, at all
levels of education and + Mobility, Employability, Language
training Learning
49. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 49
Staff Working Paper:
« The use of ICT to support innovation and lifelong learning
for all” A report on progress » (November 2008)
ec.europa.eu/education/lifelong-learning-programme/doc/sec2629.pdf
Three main findings:
Overall strong progress on access, use and quality of use of ICT
•BUT transformation of business and public services through ICT
has not yet reached teaching and learning processes
•BUT embedding ICT in E&T systems require further changes
•BUT further work is needed on the potential of ICT to develop a
“learning continuum” supporting LLL
50. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 50
ICT Key Activity 3: Increasing participation
Overview of results of the call 2008
Received Selected
MLP 132 17 (15+2) 13%
NW 12 5 42%
144 22
Year 2009: 213 applications, less than 20 to be accepted
Notes de l'éditeur
Thank you very much for this opportunity to speak here… It is a great honour and pleasure for me to take part in this event and to have the opportunitiy to have an introductory about European Policies on the Use of ICT in Higher education I guess that most of you are alreadey acquainted with the LLL programme and have already made direct or indirect experiences with it. However, since I also presume that most of you are working in Higher education and involved in education and research – I don‘ t expect you to be familiar with that what is going on at a policy level, especially as far as the European sope is concerned.
CRELL is hosted by the Unit of Applied Statistics and Econometrics, JRC Ispra. As a Directorate General of the European Commission, the JRC provides scientific and technical support to Community policy-making. 7 Institutes in 5 Member States (total staff: 2,700). CRELL was established 2005 by Directorate General Education and Culture and the Joint Research Centre of the European Commission CRELL combines research in education, social sciences, economy, econometrics and statistics in an interdisciplinary approach on assessing educational change and to contribute to evidence-based policies 12 staff members
While vocational training had already been identified as an area of Community action in the Treaty of Rome in 1957, education was formally recognised as an area of European Union competency in the Maastricht Treaty establishing the European Community in 1992. A lot of activities have been undertaken since then: Common understanding of educational goals Better understanding of national contexts and practice, Stimulation of policies
Open method of coordination: Exchange of Good Practice / Peer reviews: CLUSTERS Cluster on Modernisation of Higher Education Cluster on Teachers and Trainers Teachers and Trainers in Vocational Education and Training Cluster on Making best use of resources Cluster on Maths, Science and Technology (MST) Cluster on Access and Social Inclusion in LLL Cluster on Key competences Cluster on Information and Communication Technologies (ICT) Cluster on Recognition of learning outcomes Working group on the Adult Learning Action Plan European Lifelong Guidance Policy Network (ELGPN) History European education and training programmes : Phase 1 (mid-1980s-1995): sectoral programmes (COMETT, ERASMUS, PETRA, EUROTECNET, FORCE etc) Phase 2 (1996-2006): rationalisation & consolidation : SOCRATES + LEONARDO Phase 3 (2007-?): The Lifelong Learning Programme
What is lifelong learning? “ ( Making a European Area of Lifelong Learning a Reality, 2001, http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2001:0678:FIN:EN:PDF) Responses to the consultation on the Memorandum called for a broad definition of lifelong learning that is not limited to a purely economic outlook or just to learning for adults. In addition to the emphasis it places on learning from pre-school to postretirement , lifelong learning should encompass the whole spectrum of formal, nonformal and informal learning . The consultation also highlighted the objectives of learning, including active citizenship, personal fulfilment and social inclusion, as well as employment-related aspects. The principles which underpin lifelong learning and guide its effective implementation emphasise the centrality of the learner, the importance of equal opportunities and the quality and relevance of learning opportunities.
As a next step… In the process of discussing about how to make this term operational a reference framework was set-up with the aim to: 1) identify and define the key competences necessary for personal fulfilment, active citizenship,social cohesion and employability in a knowledge society; 2) support Member States’ work in ensuring that by the end of initial education and training young people have developed the key competences to a level that equips them for adult life and which forms a basis for further learning and working life,and that adults are able to develop and update their key competences throughout their lives; 3) provide a European-level reference tool for policy-makers , education providers, employers, and learners themselves to facilitate national- and European-level efforts towards commonly agreed objectives; 4) provide a framework for further action at Community level both within the Education and Training 2010 work programme and within the Community Education and Training Programmes. Problem: Ill-defined
|We can only advance towards to ambitious objectives set by the Lisbon agenda if we understand the interrelationship of all 3 areas of Research , education and innovation ant that there should be an equal balance of investments made.
Objetives Benchmarks Indicators
So, there is no indicator on LLL as such, but it is hoped that the set of these indicators mentionned here should contribute to a meaningful information on LLL activities in European countries. We should also keep in mind that these indicators don’t say anything on the impact of education, the impact oft ICT on learning etc. They just provide an indication for monitoring the current state in a specified domain. Schwarz: to make full use of the following indicators 1. Participation in pre-school education 3. Early school leavers 4. Literacy in reading, mathematics and science 9. Upper secondary completion rates of young people 11. Higher education graduates 12. Cross-national mobility of students in higher education 13. Participation of adults in lifelong learning 15. Educational attainment of the population ROT: to submit to the Council, for further consideration, information on the definition of the following indicators 2. Special needs education ( ) 6. ICT skills Investment in education and training Blau: to pursue the development of indicators on 7. Civic skills (IEA) 10. Professional dev. of teachers and trainers (OECD) 14. Adults’ skills (OECD) d) to further examine the development of indicators on 5. Language competencies 8. Learning to learn skills
Statistical data, tests, interviews, analysis of questionnaires in order to arrive to European comparative data. What we can learn from it, that established structures are well in place and there is no doubt that we will get sufficient data for informing policy about a variety of skills asidentified and requested. However, we should not ever-estimated that to what these data can proovide: a very rough picture on the European skills landscape and educational performance in some areas. We definitively won‘t learn much from those as far as educational processes, teaching and learning are concerned. We can also welcome the debates such test and comparative surveys produce but we have to be aware that they just constitute a snapshot of a specified aspect in a very specific moment. Just to remind you: These data just contribute to a monitoring exercies, but policies are made at a national level.
If we now look at the context of LL in Higher Educcation
Curricula are not up to date Higher education is fragmented, over-regulated and under-funded Not enough young people in higher education Not enough adults in lifelong learning ... Modernisation Agenda Curricular reform: the three cycle system, competence based learning, flexible learning paths, recognition . Governance reform: autonomy, strategic partnerships, cooperation with enterprises, quality assurance . Funding reform: diversified income, promoting equity, access and efficiency, role of tuition fees, grants and loans. New skills for new jobs: What jobs will be available in about 10 years ? Is the training provided now useful to find a job tomorrow ? Are skills needs and jobs changing all over the EU ?
Modernisation Updating of curricula Open learning centres Diversifying funding Governance Enhancing quality Accountability Attractiveness
ERASMUS New centralised actions Modernisation (new) HE-enterprise cooperation (new) Virtual campuses (new) Networks (new: structural network) Transversal actions : preparatory visits, accompanying measures Decentralised actions : Mobility Students ( new : placements at all 3 cycles) Staff from HEI ( new: all staff, training) Staff from entreprise (new, ) Intensive programmes ( previously :centralised action) Centralised actions Curriculum development Joint development of European modules Joint development of study programmes Project on development of the curriculum including implementation and dissemination Modernisation (new) Updating of curricula Open learning centres Diversifying funding Governance Enhancing quality Accountability Attractiveness HE-enterprise cooperation (new) Enhancing employability and competences of graduates Promotion of placements Development of recognition and Quality Assurance arrangements Virtual campuses (new) Networks (new: structural network) Large-scale consortia (avg. 60 partners), all countries represented (min. 31 partners except in duly justified cases) Higher Education Institutions, public bodies, enterprises, professional associations etc. Focus on an academic discipline, to develop new learning concepts and competences transversal actions : preparatory visits, accompanying measures ERASMUS New decentralised actions Student placements Mobility of teachers & other higher education institutions (HEIs) staff for training in enterprises (including HEIs) Invited staff from enterprise to teach in HEI Intensive programmes (before:centralised) Erasmus Programme Continuity of core programme elements New programme components (staff training) Integration of components from other programmes (work placements, HE-enterprise cooperation, modernisation of higher education, virtual campuses) Further decentralisation (intensive programmes)
HE in other programmes: Comenius Teacher education mostly in HE institutions Analysis and development of school education (centralised actions) Leonardo da Vinci Placements for graduates Analysis and development of vocational training (centralised actions) Grundtvig Outreach activities of HE institutions Training of adult education staff Analysis and development of adult education (centralised actions) Transversal programme Education policy development, studies, indicators and statistics, language learning strategies, dissemination activities Jean Monnet Universities and European integration
HE in other programmes: Comenius Teacher education mostly in HE institutions Analysis and development of school education (centralised actions) Leonardo da Vinci Placements for graduates Analysis and development of vocational training (centralised actions) Grundtvig Outreach activities of HE institutions Training of adult education staff Analysis and development of adult education (centralised actions) Transversal programme Education policy development, studies, indicators and statistics, language learning strategies, dissemination activities Jean Monnet Universities and European integration
All in all, we can resume that
> 3700 higher education institutions with Erasmus Charter (90% of European HEI involved in the programme) 1.7 million students, 2 mio by 2008, 3 mio by 2012 >150,000 and 23,000 staff annually mobile Both student and staff mobility rose every year under Socrates-Erasmus (2000-2006) in total Strong growth rates in new Member States partly conceal stagnation and decline in mobility in some ‘older’ MS These results provide an info on the effects of ERASMUS programme and certain policies in EU, such as relating to the Bologna process Impact of ERASMUS Environment of trust and cooperation Lasting impact on the individuals involved Erasmus triggered the Bologna Process – modernisation of the HE sector (system level) Major impact at institutional level Impact at individual level Upgrading skills Promoting European citizenship Stimulating self reliance Enhancing employability Impact of the Erasmus Programme Recent studies found that the programme has had a high degree of influence on the quality, internationalisation and modernisation of higher education at individual, institutional and system/policy levels Impact at institutional level introduction of international offices and support services new teaching methods and exchange of good practices modernisation and internationalisation of curricula transparency and transferability of qualifications active participation in international research projects University-Enterprise cooperation high impact on the professionalization of the management of higher education institutions. Impact at system level: no Bologna without Erasmus Mobility (need for convergence and recognition) Quality (ENQA, EQAR, Qrossroads) Recognition (ECTS and DS) Joint Degrees (CD, EM) Impact at system level: Influence on HE national policy
EU year of creativity The overall objective is to promote creativity and innovation in society and economy in particular in and through learning Awareness raising events, information and initiatives Promote policy debate At European, national, regional and local levels
Key findings include: e-portfolios benefit learning most effectively when considered as part of a joined-up teaching and learning approach , rather than as a discrete entity. The approach should include online repositories, planning and communication tools, and opportunities for both students and teachers to draw out and present e-portfolios at particular times and for particular purposes. There is then likely to be substantial impact on both learning processes and learning outcomes. e-portfolio processes support both pastoral or social needs and curriculum outcomes e-portfolio processes and tools for organisation and communication support the learning outcomes of students with a wide range of abilities e-portfolios make progress and attainment more obvious to both teachers and students, because viewing and revisiting the repository of work reveals development, achievements, strengths and weaknesses Some learners in all age ranges find that software that includes structured processes and organisational tools scaffolds their learning until they are confident enough to progress to working independently Although some institutions are working together across phases to use e-portfolios to support transition, teachers and learners rarely consider the nature of a ‘lifelong’ e-portfolio repository and how this might be managed.
1. Consolidation of ICT as a basic learning tool Step up efforts to ensure general take-up and full pedagogical integration Invest on proven value tools and resources: interactive whiteboards, game-based approaches, personalisation, e-quality, e-portfolios, e-assessment and social software are six promising areas 2. Facilitate the potential of ICT as a lifelong learning enabler Focus on pedagogy, not on technology Focus on providing access and support across time, space and social barriers Focus on areas less well covered so far, yet with the highest potential for efficiency and equity: Special education needs Continuing professional development Access to learning resources anytime anywhere Support to geographical, job-related and social mobility 3. Enhance the potential of ICT as a key driver for innovation and creativity An increasing part of learning occurs informally User involvement has proven to be a factor for successful innovation (open innovation) Communication and collaboration technologies support the development of personal competences such as creativity The pervasion of ICT (Web 2.0, broadband and mobile) reveals a wide potential for fostering creativity and innovation in E&T
( Comenius, Erasmus, Grundtvig and Leonardo da Vinci ) across two or more of those sectors = TRANSVERSALITY . Multilateral projects: Priority 1; Projects should cover : the development and implementation of experimental approaches related to these new trends and tools, including the analysis of their impact in learning outcomes; comparative analyses of existing practice to identify transferable good practice and success factors. Priority 2: Priority is given to projects: to foster creativity, where the learner can learn through creative expression, critical and lateral thinking to generate new ideas and innovative solutions; to foster inquiry based and problem solving approaches, where the learner can learn-by-doing through experiments in real and/or virtual settings; ICT networks: Networks should Support knowledge sharing Increase the visibility and awareness of the benefits and impacts of ICT enabled learning Contribute to the uptake and efficient use of ICT enabled learning Activities Organisation of conferences, workshops, fora, summer universities, etc. designed to help attain the objectives of the network and disseminate results Priority 1: sharing knowledge and implementing partnerships covering both the demand and the supply sides; providing advice and support on transversal issues which apply to the use of digital content services in formal, non-formal and informal learning settings; developing wider educational innovation, based on the capacity of ICT to support new pedagogies and their adaptation to social and economic changes, new learning skills, and change management Priority 2: sharing knowledge and implementing experimental approaches to develop creativity and innovation through ICT use; providing advice and support to institutions and practitioners in the field; identifying good practice in teaching and learning approaches underpinning the capacity for innovation; engaging in publicity and awareness-raising activities
However, we still don’t know about about the real impact if ICT in education but we need to know more in order to have the information needed to formulate policies. In general, a more systemic approach is needed in order to ensure effective implementation. Relevance Formulating government strategies Updating national curricula Design of teacher training programmes Designing and revising university (“classroom”) implementation Costs and benefit studies
ucture available at different locations
report
Culture diversity: different countries have different needs. There are no standardised solutions and success always depends on the context. This is also underlined by the eportfolio report. And what you bserve from an EU level you can also state at a more regional level: what works in Vienna might not work in Tyrol and the other way round. National education is the central authority to implement educational change, EU has no active role! That means: you cannotexpect too much from the EU level Therefor, policy has do provide the right frame to which is open and flexible for adaptation according to specific needs I am convinced that this large amount of given information provides sufficient food for good discussions during the conference. Austria belongs to the frontrunners of looking into the potentials of portfolios and software applications. With these remarks I would like to end my talk and I wish zou a very successful conference day. Thank you very much for your attention.
Strategic objective 1: Making lifelong learning and mobility a reality The challenges posed by demographic change and the regular need to update and develop skills in line with changing economic and social circumstances call for a lifelong approach to learning and for education and training systems which are more responsive to change and more open to the wider world. While new initiatives in the field of lifelong learning may be developed to reflect future challenges, further progress with ongoing initiatives is still required, especially in implementing coherent and comprehensive lifelong learning strategies . In particular, work is needed to ensure the development of national qualifications frameworks based on relevant learning outcomes and their link to the European Qualifications Framework , the establishment of more flexible learning pathways - including better transitions between the various education and training sectors, greater openness towards non-formal and informal learning, and increased transparency and recognition of learning outcomes . Further efforts are also required to promote adult learning , to increase the quality of guidance systems , and to make learning more attractive in general - including through the development of new forms of learning and the use of new teaching and learning technologies. As an essential element of lifelong learning and an important means of enhancing people's employability and adaptability, mobility for learners , teachers and teacher trainers should be gradually expanded with a view to making periods of learning abroad - both within Europe and the wider world - the rule rather than the exception. In so doing, the principles laid down in the European Quality Charter for Mobility should be applied. To achieve this will require renewed efforts on the part of all concerned, for instance with regard to securing adequate Funding. ■ Strategic objective 2: Improving the quality and efficiency of education and training High quality education and training systems which are both efficient and equitable are crucial for Europe's success and for enhancing employability. The major challenge is to ensure the acquisition of key competences by everyone, while developing the excellence and attractiveness at all levels of education and training that will allow Europe to retain a strong global role. To achieve this on a sustainable basis, greater attention needs to be paid to raising the level of basic skills such as literacy and numeracy, making mathematics, science and technology more attractive and to strengthening linguistic competences . At the same time, there is a need to ensure high quality teaching , to provide adequate initial teacher education, continuous professional development for teachers and trainers, and to make teaching an attractive career-choice. It is also important to improve the governance and leadership of education and training institutions, and to develop effective quality assurance systems. High quality will only be achieved through the efficient and sustainable use of resources - both public and private, as appropriate - and through the promotion of evidence-based policy and practice in education and training. ■ Strategic objective 3: Promoting equity, social cohesion and active citizenship Education and training policy should enable all citizens, irrespective of their personal, social or economic circumstances, to acquire, update and develop over a lifetime both job-specific skills and the key competences needed for their employability and to foster further learning, active citizenship and intercultural dialogue. Educational disadvantage should be addressed by providing high quality early childhood education and targeted support, and by promoting inclusive education. Education and training systems should aim to ensure that all learners - including those from disadvantaged backgrounds, those with special needs and migrants - complete their education, including, where appropriate, through second-chance education and the provision of more personalised learning. Education should promote intercultural competences, democratic values and respect for fundamental rights and the environment, as well as combat all forms of discrimination, equipping all young people to interact positively with their peers from diverse backgrounds. ■ Strategic objective 4: Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training As well as engendering personal fulfilment, creativit y constitutes a prime source of innovation, which in turn is acknowledged as one of the key drivers of sustainable economic development. Creativity and innovation are crucial to enterprise development and to Europe's ability to compete internationally. A first challenge is to promote the acquisition by all citizens of transversal key competences such as digital competence, learning to learn, a sense of initiative and entrepreneurship, and cultural awareness . A second challenge is to ensure a fully functioning knowledge triangle of education-research-innovation. Partnership between the world of enterprise and different levels and sectors of education, training and research can help to ensure a better focus on the skills and competences required in the labour market and on fostering innovation and entrepreneurship in all forms of learning. Broader learning communities, involving representatives of civil society and other stakeholders, should be promoted with a view to creating a climate conducive to creativity and better reconciling professional and social needs, as well as individual well-being. Benchmarks: - By 2020, the share of low-achieving 15-years olds in reading, mathematics and science should be less than 15%. - By 2020, the share of early leavers from education and training should be less than 10%. By 2020, the share of 30-34 year olds with tertiary educational attainment should be at least 40%. By 2020, an average of at least 15 % of adults should participate in lifelong learning. By 2020, at least 95% of children between 4 years old and the age for starting compulsory primary education should participate in early childhood education. In addition, the Council invites the Commission to work further in the following areas: Mobility Employability Language Learning
Starke Aspekte von Minerva und e Learning Entwicklung einer Wissensbasis über den Gebrauch von IKT um das Lernen zu verbessern Bereichsübergreifende Auswirkung des Lebenslangen Lernens Übergreifender Wirkfaktor durch die Unterstützung anderer Initiativen und durch die Kooperation zwischen Projekten Ergänzung : Minerva fokusiert auf Methode und pedägogische Aspekte; eLearning auf Kompetenz, Systeme und Unterstützung durch das Konzept von Lebenslangem Lernen. Beide fördern Innovation und “ good practice” Schwache Aspekte Partnerschaft überlebt oft nicht das Ende der Drittmittelförderung Verbreitung und Nutzung der Ergebnisse ist manchmal nicht gründlich durchgeführt Nutzung des Projektes kommt nur den Partnern zugute
