eLearning expo conference Athens 2011 - Peter Birch


Published on

Peter Birch - presentation on ICT in education and the role of the lifelong learning programme

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

eLearning expo conference Athens 2011 - Peter Birch

  1. 1. Athens 8 October 2011<br />ICT for learning: the experience of the Lifelong Learning ProgrammePeter BirchHead of Sector: ICT, Languages and RomaEducation Audiovisual and Culture Executive Agency <br />
  2. 2. Opportunities and challenges<br />Most knowledge is learning from the other across the border.<br />Amartya Sen - Indian Economist Nobel-prize winner<br />Blogs have given people a chance to stop yelling at their TV and have a say in the process.<br /> überblogger Glenn Reynolds<br />The idea is to constantly learn. You are always taking an examination. There is no end to learning… There is no real end to what can be done by whom. <br /> Vivek Kulkarni – Manager of B2K in Bangalore talking about the market opportunities of personal remote executive assistance<br />2<br />
  3. 3. <ul><li>The Executive Agency
  4. 4. The programmes
  5. 5. Taking stock
  6. 6. What next?</li></ul>3<br />
  7. 7. <ul><li>The Executive Agency
  8. 8. The programmes
  9. 9. Taking stock
  10. 10. What next?</li></ul>4<br />
  11. 11. The Executive Agency (1)<br />Comenius<br /> Erasmus<br /> Grundtvig<br /> Leonardo da Vinci<br />Jean Monnet<br /> Key activities<br /> Eurydice<br />Executive Agency for Education, Audiovisual and Culture<br />http://eacea.ec.europa.eu/EACEA-INFO@ec.europa.eu<br />€ 131 million (2011)<br />5<br />
  12. 12. Lifelong Learning<br />Erasmus Mundus<br />Tempus<br />External <br />cooperation<br />Europe for Citizens<br />Youth in Action<br />Culture 2007<br />Media 2007<br />Our portfolio<br />2011 Total Budget: ~614 Million €<br />6<br />
  13. 13. Agency’s mission:Turning policy into action and results<br />Implementing programmes<br />Managing the whole life cycle of the projects<br />But also information and communication with beneficiaries: daily, seminars, conferences, infodays, etc<br />In 2010, more than 11.000 project proposals were submitted, of which around 4000 were selected for funding.<br />7<br />
  14. 14. <ul><li>The Executive Agency
  15. 15. The programmes
  16. 16. Taking stock
  17. 17. What next?</li></ul>8<br />
  18. 18. <ul><li>The ExecutiveAgency
  19. 19. The programmes
  20. 20. Taking stock
  21. 21. What next?</li></ul>9<br />
  22. 22. Promote European cooperation in the field of Open and Distance Learning (ODL) and Information and Communication Technology (ICT) in education<br />Minerva<br />Socrates<br />2000-2006<br />Improving the quality and accessibility of European education and training systems through the effective use of information and communication technologies (ICT)<br />2004-2006<br />Specific objectives include the support and development of innovative ICT-based content, services, pedagogies and practice for lifelong learning<br />2007-2013<br />ICT in Education and training programmes<br />10<br />
  23. 23. The Lifelong Learning Programme 2007-2013 (1)<br /><ul><li>New call for proposals EAC/27/11 2011
  24. 24. Deadlines 02/02/12 and 01/03/2012
  25. 25. http://eacea.ec.europa.eu/llp/funding/2012/index_en.php</li></ul>Grundtvig<br />Leonardo <br />da<br />Vinci<br />Erasmus<br />Comenius<br />Grundtvig<br />Leonardo <br />da<br />Vinci<br />Erasmus<br />Comenius<br />Comenius<br />Adult education <br />Higher education & <br />School education<br />Adult education <br />Higher education & <br />School education<br />School education<br />Vocational education <br />advanced training<br />advanced training<br />and training<br />ICT<br />ICT<br />ICT<br />ICT<br />Transversal Programme<br />Transversal Programme<br />KA2 Languages; <br />KA3 ICT<br /> KA1 Policy Cooperation; <br />4 key activities <br />–<br />4 key activities <br />–<br />KA4 Dissemination<br />results (valorisation)<br />and exploitation of <br />Jean Monnet Programme<br />Jean Monnet Programme<br />3 key activities <br />–<br />Jean Monnet Action; European Institutions; European association<br />s <br />3 key activities <br />–<br />Jean Monnet Action; European Institutions; European association<br />s <br />11<br />
  26. 26. http://ec.europa.eu/education/lifelong-learning-programme/doc1208_en.htm<br />The Lifelong Learning Programme 2007-2013 (2) Type of projects (non-exhaustive list)<br />http://eacea.ec.europa.eu/index_en.php<br />12<br />
  27. 27. The Lifelong Learning Programme 2007-2013 (3) General and common features of projects<br />Centralised actions<br />Partnerships<br />Transnational dimension<br />Limited in time (between 1 and 3 years)<br />Co-funding principle (limited grants)<br />Ownership belongs to you (responsibility rests with you, too)<br />Aim at:<br /> developing, piloting, evaluating, disseminating, extending, transforming (etc.) solutions<br /> creating, stimulating, expanding (etc.) networks<br />13<br />
  28. 28. The Lifelong Learning Programme 2007-2013 (4)Success rate 2011<br />14<br />
  29. 29. The Lifelong Learning Programme 2007-2013 (5)Success rate over time – KA3 ICT<br />15<br />
  30. 30. KA3 quality: General remarks<br />High quality projects selected, priorities well addressed by applicants but...<br />...Pedagogical dimensionto be further strengthened (better involve the world of education)<br />...Innovationto be improved through better awareness of the state of the art<br />16<br />
  31. 31. KA3 proposals: basic elements<br />17<br />
  32. 32. Priorities 2012 call (1)KA3 Multilateral projects<br /> Priority 1 <br />Reinforcing transversal competences, such as digital competence, bridging the worlds of education and work<br />Priority 2<br />Innovative pedagogy and assessment methods for diverse learning pathways<br />18<br />
  33. 33. Priorities 2012 call (2)KA3 Networks<br />Priority 1<br />European-wide stakeholders' communities promoting digital competence and other key transversal competences for life and employability <br />Priority 2<br />European-wide stakeholders' communities tackling the socio-economic digital divide<br />19<br />
  34. 34. Application quality – some advice…<br />Clearly-defined (a proposal is not about solving the worlds' problems, but about solving a specific issue however complex this might be)<br />Coherent (problems, solutions, target groups, activities, budget, ambitions/resources/competence)<br />Simple and clear (identifying the need for such a proposal, the solutions, and the outputs)<br />Evidence based (ex-ante needs analysis, state of art)<br />Rigorous planning (which activities, when, for how long, and with what resources)<br />Explicit (do not take for granted any information, if it is not in the application it cannot be taken into account)<br />20<br />
  35. 35. <ul><li>The Agency
  36. 36. The programmes
  37. 37. Taking stock
  38. 38. What next?</li></ul>21<br />
  39. 39. <ul><li>The Agency
  40. 40. The programmes
  41. 41. Taking stock
  42. 42. What next?</li></ul>22<br />22<br />
  43. 43. Taking Stock<br />23<br />
  44. 44. Examples from the LLPKA3 – ICT: Atlas@CERN<br />143719-LLP-1-2008-1-GR-KA3-KA3MP<br />www.learningwithatlas-portal.eu<br />http://www.learningwithatlas.eu/<br />Increasing interest in science by changing science teaching pedagogy from deductive to inquiry-based approach<br />Repository of educational content and learning missions, now also going mobile<br />24<br />
  45. 45. Examples from the LLPKA3 – ICT: EA Training - Revit<br />Conjugating problem-based learning with Web 2.0 for architect professionals and students <br />143434-LLP-1-2008-1-GR-KA3-KA3MP<br />http://eatraining.eu<br />143664-LLP-1-2008-1-GR-KA3-KA3MP<br />http://revit.cti.gr/<br />Distance learning services built on user needs in hard to reach rural environments<br />25<br />
  46. 46. Examples from the LLP KA 3 – ICT: Bridge <br />To help older people to use ICT in daily life and to take advantage of the opportunities of the information society<br />Develop educational materials in the main partner languages (English, Italian, German, Polish, Slovenian) for older people, for use in training courses and self-instruction<br /> 504867-LLP-1-2009-1-SI-KA3-KA3MP<br />http://www.seniors-bridge.eu<br />26<br />
  47. 47. Examples from the LLP Grundtvig – Migrant ICT <br />Integrating migrants into a new culture and also helping them to develop IT skills and secure a relevant job or go on to further education<br />Products and results of interest to Adult Education Authorities and Providers, Tutors and Guidance Counsellors working in the education centres and in the community<br />134275-LLP-1-2007-1-IE-GRUNDTVIG-GMPhttp://migrantict.ning.com/<br />27<br />
  48. 48. Examples from the LLP Comenius - eTwinning<br />135.000 registeredteachers all around Europe comingfrom about 85.000 differentschools<br />Schools of everyorderfromkindergarden to highschool<br />32 countries (27 MS + TR, CH, HR, NO, IS)<br />www.etwinning.net<br />For students: a natural way to use ICT with meaningful activities<br />For teachers: a way to deliver the curriculum, enter into transnational cooperation and develop professional cooperation with other teachers<br />28<br />
  49. 49. What Next<br />?<br />29<br />
  50. 50. European Union Policy<br />Europe 2020<br /><ul><li>Smart, sustainable and inclusive growth</li></ul>Education and Training 2020<br /><ul><li>Making lifelong learning and mobility a reality;
  51. 51. Improving the quality and efficiency of education and training;
  52. 52. Promoting equity, social cohesion and active citizenship;
  53. 53. Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training</li></ul>Digital Agenda<br /><ul><li>focuses on the 21st century technologies and online services
  54. 54. Increase the digital skills of all EU citizens</li></ul>30<br />
  55. 55. Skills & competences for the 21st Century <br />OECD conference on New Millennium Learners<br />21st century skills to support creativity and innovation:<br />Digital competence<br />Ability to work in teams<br />Autonomy<br />Sensitivity to different cultures<br />Ethics, etc<br />From specialists to ‘versatilists’<br />http://www.nml-conference.be<br />31<br />
  56. 56. Reinforcing Digital competence<br />One of eight key competences (EU, 2004) <br />More than basic ICT skills<br />Combination of skills, knowledge, aptitudes and attitudes<br />Confident and critical use of ICT for work, leisure and communication<br />‘To retrieve, assess, store, produce, present and exchange information, and to communicate and participate in networks via the Internet’<br />32<br />
  57. 57. Overcoming the digital divide<br />Typical barriers and challenges<br />Physical access<br />Socio-economic background<br />Physical and mental disabilities<br />Digital competence<br />Language skills<br />Lack of guidance and pedagogical support<br />Lack of self-confidence, self-esteem,motivation, inspiration .... <br />33<br />
  58. 58. Re-thinking Learning<br />European Teachers’ Visions<br />Report on a foresight consultation<br /><ul><li>Learning objectives will focus on competencesrather than knowledge
  59. 59. Learning will be more tailored to the needs of individuals
  60. 60. Learning will be more active and connected to real life
  61. 61. Technologies will be an integral part of learning and life
  62. 62. Teachers will become lifelong learners themselves</li></ul>Ala-Mutka (2010)<br />34<br />
  63. 63. Fostering creativity and innovation<br />Report on the place of creativity and innovation in EU27 education systems<br />Curricula: too much content<br />Pedagogy: chalk and talk!<br />Assessment: the bastion of traditional learning<br />Teacher training: the 21st century educators <br />ICT and digital media: digital competence for all<br />Educational culture and leadership: change the environment<br />Cachia (2010)<br />35<br />
  64. 64. Move on. From...<br />Information<br />Communication<br />Technologies<br />36<br />
  65. 65. ...to<br />Innovation<br />Change<br />Transformation<br />37<br />
  66. 66. The influence circle<br />38<br />
  67. 67. Social, networked learning<br />Flexible learning; any time, anyplace, anyone, any reason<br />Personalised, networked and social<br />Collaborative, with peers, in communities<br />Creative, innovative, stimulating<br />Formal, non-formal, informal<br />Learning orchestrated by teachers,trainers, facilitators, ...<br />39<br />
  68. 68. Challenges and opportunitiesahead<br />As soon as one can no longer think things as one formerly thought them, transformation becomes both very urgent, very difficult and quite possible. <br />Michel Foucault, Technologies of the self, 1988.<br />40<br />
  69. 69. …and new experiences<br />As soon as one can no longer think things as one formerly thought them, transformation becomes both very urgent, very difficult and quite possible. <br />Michel Foucault, Technologies of the self, 1988.<br />Thankyou<br />ExecutiveAgency: http://eacea.ec.europa.eu/index_en.php<br />Call for proposals: http://eacea.ec.europa.eu/llp/funding/2012/call_lifelong_learning_2012.php<br />Infodays: http://eacea.ec.europa.eu/llp/events/infodays_2012/infoday_llp_2012_en.php<br />CompendiaeLearning – Minerva – KA3 http://eacea.ec.europa.eu/llp/index_en.php<br />Contact Eacea-ICT-LLP@ec.europa.eu<br />41<br />