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

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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

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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

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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

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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

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Equity/ digital divide Creativity & Innovation

Efficiency / qualityImpact

Organisational innovation

Pedagogical Innovation

Technological innovation

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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

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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

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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

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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

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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

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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.

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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

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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

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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

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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

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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

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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

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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

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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?

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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.

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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

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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

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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

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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

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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!

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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)

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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

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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

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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

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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

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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

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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.

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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

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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)

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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

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Barriers to Home Access

0%5%

10%15%20%25%30%35%40%45%

acce

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lsew

here

Don

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ant

Don

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Equi

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Acc

ess

cost

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Lack

ski

lls

Phys

ical

dis

abili

ty

Priv

acy

or s

ecur

ityco

ncer

ns

Oth

er re

ason

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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

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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

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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.

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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

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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

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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

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Quality & efficiency

Innovation & creativity

(incl. entrepreneurship)Equity & citizenship

Lifelong learning + mobility

Strategic challengesStrategic challenges

Thank you for your attention!Thank you for your attention!