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

1. Athens 8 October 2011 ICT for learning: the experience of the Lifelong Learning ProgrammePeter BirchHead of Sector: ICT, Languages and RomaEducation Audiovisual and Culture Executive Agency

2. Opportunities and challenges Most knowledge is learning from the other across the border. Amartya Sen - Indian Economist Nobel-prize winner Blogs have given people a chance to stop yelling at their TV and have a say in the process. überblogger Glenn Reynolds 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. Vivek Kulkarni – Manager of B2K in Bangalore talking about the market opportunities of personal remote executive assistance 2

4. The programmes

5. Taking stock

6. What next?3

8. The programmes

9. Taking stock

10. What next?4

11. The Executive Agency (1) Comenius Erasmus Grundtvig Leonardo da Vinci Jean Monnet Key activities Eurydice Executive Agency for Education, Audiovisual and Culture http://eacea.ec.europa.eu/EACEA-INFO@ec.europa.eu € 131 million (2011) 5

12. Lifelong Learning Erasmus Mundus Tempus External cooperation Europe for Citizens Youth in Action Culture 2007 Media 2007 Our portfolio 2011 Total Budget: ~614 Million € 6

13. Agency’s mission:Turning policy into action and results Implementing programmes Managing the whole life cycle of the projects But also information and communication with beneficiaries: daily, seminars, conferences, infodays, etc In 2010, more than 11.000 project proposals were submitted, of which around 4000 were selected for funding. 7

15. The programmes

16. Taking stock

17. What next?8

19. The programmes

20. Taking stock

21. What next?9

22. Promote European cooperation in the field of Open and Distance Learning (ODL) and Information and Communication Technology (ICT) in education Minerva Socrates 2000-2006 Improving the quality and accessibility of European education and training systems through the effective use of information and communication technologies (ICT) 2004-2006 Specific objectives include the support and development of innovative ICT-based content, services, pedagogies and practice for lifelong learning 2007-2013 ICT in Education and training programmes 10

24. Deadlines 02/02/12 and 01/03/2012

25. http://eacea.ec.europa.eu/llp/funding/2012/index_en.phpGrundtvig Leonardo da Vinci Erasmus Comenius Grundtvig Leonardo da Vinci Erasmus Comenius Comenius Adult education Higher education & School education Adult education Higher education & School education School education Vocational education advanced training advanced training and training ICT ICT ICT ICT Transversal Programme Transversal Programme KA2 Languages; KA3 ICT KA1 Policy Cooperation; 4 key activities – 4 key activities – KA4 Dissemination results (valorisation) and exploitation of Jean Monnet Programme Jean Monnet Programme 3 key activities – Jean Monnet Action; European Institutions; European association s 3 key activities – Jean Monnet Action; European Institutions; European association s 11

26. http://ec.europa.eu/education/lifelong-learning-programme/doc1208_en.htm The Lifelong Learning Programme 2007-2013 (2) Type of projects (non-exhaustive list) http://eacea.ec.europa.eu/index_en.php 12

27. The Lifelong Learning Programme 2007-2013 (3) General and common features of projects Centralised actions Partnerships Transnational dimension Limited in time (between 1 and 3 years) Co-funding principle (limited grants) Ownership belongs to you (responsibility rests with you, too) Aim at: developing, piloting, evaluating, disseminating, extending, transforming (etc.) solutions creating, stimulating, expanding (etc.) networks 13

28. The Lifelong Learning Programme 2007-2013 (4)Success rate 2011 14

29. The Lifelong Learning Programme 2007-2013 (5)Success rate over time – KA3 ICT 15

30. KA3 quality: General remarks High quality projects selected, priorities well addressed by applicants but... ...Pedagogical dimensionto be further strengthened (better involve the world of education) ...Innovationto be improved through better awareness of the state of the art 16

31. KA3 proposals: basic elements 17

32. Priorities 2012 call (1)KA3 Multilateral projects Priority 1 Reinforcing transversal competences, such as digital competence, bridging the worlds of education and work Priority 2 Innovative pedagogy and assessment methods for diverse learning pathways 18

33. Priorities 2012 call (2)KA3 Networks Priority 1 European-wide stakeholders' communities promoting digital competence and other key transversal competences for life and employability Priority 2 European-wide stakeholders' communities tackling the socio-economic digital divide 19

34. Application quality – some advice… Clearly-defined (a proposal is not about solving the worlds' problems, but about solving a specific issue however complex this might be) Coherent (problems, solutions, target groups, activities, budget, ambitions/resources/competence) Simple and clear (identifying the need for such a proposal, the solutions, and the outputs) Evidence based (ex-ante needs analysis, state of art) Rigorous planning (which activities, when, for how long, and with what resources) Explicit (do not take for granted any information, if it is not in the application it cannot be taken into account) 20

36. The programmes

37. Taking stock

38. What next?21

40. The programmes

41. Taking stock

42. What next?22 22

43. Taking Stock 23

44. Examples from the LLPKA3 – ICT: Atlas@CERN 143719-LLP-1-2008-1-GR-KA3-KA3MP www.learningwithatlas-portal.eu http://www.learningwithatlas.eu/ Increasing interest in science by changing science teaching pedagogy from deductive to inquiry-based approach Repository of educational content and learning missions, now also going mobile 24

45. Examples from the LLPKA3 – ICT: EA Training - Revit Conjugating problem-based learning with Web 2.0 for architect professionals and students 143434-LLP-1-2008-1-GR-KA3-KA3MP http://eatraining.eu 143664-LLP-1-2008-1-GR-KA3-KA3MP http://revit.cti.gr/ Distance learning services built on user needs in hard to reach rural environments 25

46. Examples from the LLP KA 3 – ICT: Bridge To help older people to use ICT in daily life and to take advantage of the opportunities of the information society Develop educational materials in the main partner languages (English, Italian, German, Polish, Slovenian) for older people, for use in training courses and self-instruction 504867-LLP-1-2009-1-SI-KA3-KA3MP http://www.seniors-bridge.eu 26

47. Examples from the LLP Grundtvig – Migrant ICT 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 Products and results of interest to Adult Education Authorities and Providers, Tutors and Guidance Counsellors working in the education centres and in the community 134275-LLP-1-2007-1-IE-GRUNDTVIG-GMPhttp://migrantict.ning.com/ 27

48. Examples from the LLP Comenius - eTwinning 135.000 registeredteachers all around Europe comingfrom about 85.000 differentschools Schools of everyorderfromkindergarden to highschool 32 countries (27 MS + TR, CH, HR, NO, IS) www.etwinning.net For students: a natural way to use ICT with meaningful activities For teachers: a way to deliver the curriculum, enter into transnational cooperation and develop professional cooperation with other teachers 28

49. What Next ? 29

51. Improving the quality and efficiency of education and training;

52. Promoting equity, social cohesion and active citizenship;

54. Increase the digital skills of all EU citizens30

55. Skills & competences for the 21st Century OECD conference on New Millennium Learners 21st century skills to support creativity and innovation: Digital competence Ability to work in teams Autonomy Sensitivity to different cultures Ethics, etc From specialists to ‘versatilists’ http://www.nml-conference.be 31

56. Reinforcing Digital competence One of eight key competences (EU, 2004) More than basic ICT skills Combination of skills, knowledge, aptitudes and attitudes Confident and critical use of ICT for work, leisure and communication ‘To retrieve, assess, store, produce, present and exchange information, and to communicate and participate in networks via the Internet’ 32

57. Overcoming the digital divide Typical barriers and challenges Physical access Socio-economic background Physical and mental disabilities Digital competence Language skills Lack of guidance and pedagogical support Lack of self-confidence, self-esteem,motivation, inspiration .... 33

59. Learning will be more tailored to the needs of individuals

60. Learning will be more active and connected to real life

61. Technologies will be an integral part of learning and life

62. Teachers will become lifelong learners themselvesAla-Mutka (2010) 34

63. Fostering creativity and innovation Report on the place of creativity and innovation in EU27 education systems Curricula: too much content Pedagogy: chalk and talk! Assessment: the bastion of traditional learning Teacher training: the 21st century educators ICT and digital media: digital competence for all Educational culture and leadership: change the environment Cachia (2010) 35

64. Move on. From... Information Communication Technologies 36

65. ...to Innovation Change Transformation 37

66. The influence circle 38

67. Social, networked learning Flexible learning; any time, anyplace, anyone, any reason Personalised, networked and social Collaborative, with peers, in communities Creative, innovative, stimulating Formal, non-formal, informal Learning orchestrated by teachers,trainers, facilitators, ... 39

68. Challenges and opportunitiesahead As soon as one can no longer think things as one formerly thought them, transformation becomes both very urgent, very difficult and quite possible. Michel Foucault, Technologies of the self, 1988. 40

69. …and new experiences As soon as one can no longer think things as one formerly thought them, transformation becomes both very urgent, very difficult and quite possible. Michel Foucault, Technologies of the self, 1988. Thankyou ExecutiveAgency: http://eacea.ec.europa.eu/index_en.php Call for proposals: http://eacea.ec.europa.eu/llp/funding/2012/call_lifelong_learning_2012.php Infodays: http://eacea.ec.europa.eu/llp/events/infodays_2012/infoday_llp_2012_en.php CompendiaeLearning – Minerva – KA3 http://eacea.ec.europa.eu/llp/index_en.php Contact Eacea-ICT-LLP@ec.europa.eu 41