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ICT supported learning as part of LLL in rural areas - A european perspective
 

ICT supported learning as part of LLL in rural areas - A european perspective

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    ICT supported learning as part of LLL in rural areas - A european perspective ICT supported learning as part of LLL in rural areas - A european perspective Presentation Transcript

    • ICT SUPPORTED LEARNING AS PART OF LLL IN RURAL AREAS A EUROPEAN PERSPECTIVE Dr. Fouli Papageorgiou Managing Director, PRISMA-Centre for Development Studies PRISMA- Vice- Vice-President, Euracademy Association “Technology and the creation of new opportunities in rural territories” International Workshop Covilhã, Portugal, 15 September 2010 Parkurbis Auditorium Covilhã Science and Technology Park
    • Content of presentation current policies of the European Union in the filed of lifelong learning (LLL) with emphasis in rural areas and the use of ICT in learning the vision and trends that are emerging for the future of ICT-supported learning in Europe some initial statistics that have been produced by the Euracademy Observatory / e-ruralnet research in 9 countries.
    • The policy context 1. LLL for business competitiveness, economic development, social cohesion 2. Lisbon Strategy: ICT has a prominent role to achieve its goals 3. Elearning Initiative 2000-2006: use ICT for learning, learn to use ICT 4. Education and Training 2010 Programme: new skills for new jobs, creativity and innovation, key competences 5. Lifelong learning Programme, 2006
    • Lifelong and lifewide learning? ICT-supported learning is a powerful tool for fostering learning in schools and universities and promoting equity of learning for individuals for accelerating learning and innovation within organisations. But,,, has not helped student mobility and professional development. as much as expected has limited effect on adult education, has only limited impact on business development, and no benefits for the small and medium sized enterprises Has not helped rural areas overcome the skills gap
    • The Future of ICT-supported learning Mapping Major Changes to Education and Training in 2025 (JRC –IPTS) Learning in informal networks and communities (JRC – IPTS) Learning, Innovation and ICT - the ICT Clusters
    • The Future of ICT-supported learning Goals 1. Increase the uptake of lifelong learning, especially in rural areas 2. Eliminate the digital divide 3. Change the teaching and learning methods in formal and informal learning: learner-centred approach, virtual group work, inquiry projects, interactive learning 4. Change the technological environment: make use of new mobile learning environments with phones, game consoles and MP3 players; simulations, gaming, virtual reality, immersive environments 5. Introduce organisational innovation, including e- assessment for certification
    • New learning culture a new learning culture places the individual learner at the centre of learning, integrating learning to everyday life, making it more relevant and attractive Drop the e in e-learning – it is about learning in a digital and networking society Individual learners take greater responsibility for their learning Providers embrace a more open and flexible learning environment Interaction among learners, building e-communities Learning becomes a social process – it is lifelong and lifewide
    • The e-learning market: Ongoing research by the Euracademy Observatory of e-learning in rural areas and the e-ruralnet project 1. E-learning providers: the main players 2. E-learners 3. Control group of individuals with no experience of e-learning
    • The providers of e-learning Targeting rural areas Proportion of providers per country offering special e-learning services to rural areas 70,0% 60,0% 50,0% 40,0% Yes 30,0% 20,0% 10,0% 0,0% GR DE HU PL UK PT FI ES IT
    • The providers of e-learning Specialisation of providers in e-learning : % e-learning staff in training providers' organisation 0,6 0,5 0,4 0,3 % e-learning staff 0,2 0,1 0 GR DE HU PL UK PT FI ES IT
    • The providers of e-learning Client targeting Priority targeting- to companies 5 4,5 4 3,5 3 Large companies (over 250 employees) Medium companies (50 - 250 employees) 2,5 Small companies (10 - 50 employees) Micro companies (less than 10 employees) Public sector organisations 2 1,5 1 0,5 0 GR DE HU PL UK PT FI ES IT
    • The providers of e-learning Client targeting ………………………………… Priority targeting - to individuals 5 4,5 4 3,5 3 Employees in companies Self- employed 2,5 Unemployed Students Other individuals 2 1,5 1 0,5 0 GR DE HU PL UK PT FI ES IT
    • The providers of e-learning Content of courses Subjects offered by e-learning providers 90 80 70 60 Business and management Technical subjects of the secondary sector 50 Technical subjects of the primary sector Tourism 40 ICT, communications etc. Other serivices Languages 30 20 10 0 GR DE HU PL UK PT FI ES IT
    • The providers of e-learning Enablers of e-learning What is expected from e-students to successfully complete e-learning courses 6 5 4 Self- discipline Willingness to learn 3 Critical thinking Perseverance Time availability 2 1 0 GR DE HU PL UK PT FI ES IT
    • The providers of e-learning Critical factors for providers Most important factors for the successful delivery of e-leaning 6 5 4 Connection to fast internet Training of staff Efficient administration 3 Planning ahead with new technologies Good marketing Suitable course subjects/topics available 2 1 0 GR DE HU PL UK PT FI ES IT
    • The providers of e-learning Funding of e-learning clients Method of funding e-learning courses 100 90 80 70 Privately paid by employers 60 Privately paid by trainees 50 Full subsidies provided to trainees by Government or EU 40 Partly subsidised / Partly privately paid 30 20 10 0 GR DE HU PL UK PT FI ES IT
    • The providers of e-learning Innovativeness E-learning providers' assessment of their own innovativeness 80 70 60 50 40 innovative e-learning courses 30 20 10 0 GR DE HU PL UK PT FI ES IT
    • Conclusions diversity of supply of e-learning across Europe, in terms of content and targeted individuals - companies importance placed on training of staff and planning for new technologies wish to be innovative in pedagogy and technology rural areas are specifically targeted by a fair proportion of providers level of specialisation of providers rather high in most countries e-learner most important enablers are willingness to learn, self discipline and perseverance, traits belonging to a new learning culture created within a digital and networking environment
    • Thank you for your patience www.e-ruralnet.eu