Life in the e-lane: collaboration, communities and competencies
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Closing keynote at the eLene2learn final conference in Barcelona, Oct 11th 2014, reviewing over 10 years of work in European projects by the eLene group.
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Life in the e-lane: collaboration, communities and competencies
- 1. Life in the e-lane Collaboration, community and competencies Deborah Arnold, Deputy Director for Digital Pedagogy Centre for Information Systems and Digital Practice University of Burgundy, France (and eLene grandmother)
- 2. >10 years of collaboration www.elene-centre.net
- 3. 10 years… a long time in HE? Source: leaderonomics.com
- 4. >10 years of collaboration 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 … www.elene-centre.net CB/PD eLene-TT eLene-EE eLene-TLC CB / PD eLene2learn CB = community building PD = project development
- 5. eLene-EE (2006-2007) Economics of e-learning Coord: U. UMEA (SE) eLearning programme How much does it really cost to set up and run a virtual campus? What impact does eLearning have on student performance and what are the possible spill-over effects? What indicators do we have at our disposal to track the efficiency of eLearning? And can eLearning help to bridge the digital divide?
- 6. SR eLene-EE (2006-2007) Indicators of e-learning Balanced Score Card www.elene-ee.net
- 7. Coord: U.Nancy 2 (FR) eLene-TT (2005-2006) Teacher Training eLearning programme Improve the ability of HE teachers to make innovative pedagogical use of ICT
- 8. SR eLene-TT (2005- 2006) Teacher Training methodology and actions Innovative pedagogical uses of ICT 500 teachers trained across Europe Teacher training centre (online repository) www.elene-tt.net
- 9. Coord: U. Nancy 2 (FR) eLene-TLC (2007-2008) Teaching and Learning Centre eLearning programme Preparing universities for the ne(x)t generation of students
- 10. SR eLene-TLC (2007- 2008) • Research on students’ expectations • Policy recommendations for decision makers • TT-Centre -> Teaching and Learning Centre • Educational ICT competency framework for learners, teachers and learning technologists • www.elene-tlc.net
- 11. Other digital competence frameworks http://ftp.jrc.es/EURdoc/ JRC83167.pdf http://www.ecompetence s.eu/
- 12. eLene-TLC Student & decision maker learning cafe (Bremen Forum April 2008) MOST LIKELY: learning in augmented reality with special glasses TEACHING AND LEARNING WITH TECHNOLOGY IN 2023 MOST INSPIRING: less hierarchy FUNNIEST: Reality show evaluation of teachers NIGHTMARE: only multiple-choice exams JAW-DROPPING: universities replaced by think tanks & competence centres INNOVATIVE: microchips in students’ heads for contextual learning SR
- 13. eLene2learn (2011-2014) Lifelong learning transitions Learning to learn ICT & Social media Coord: Politecnico di Milano (IT) / U. Lorraine (FR)
- 14. Life in the e-lane… Community Collaboration Competencies
- 15. Thank you for… participating! Deborah Arnold Deputy Director for Digital Pedagogy, Centre for Information Systems and Digital Practice (PSIUN) University of Burgundy, France Deborah.Arnold@u-bourgogne.fr @DebJArnold http://www.eden-online.org/nap_elgg/pg/profile/deborah.arnold
Editor's Notes
- The last time… EDEN Synergy workshop in Budapest a year ago. An informal talk to celebrate 10 years of working together in different constellations, on different projects, but always the same spirit of community and collaboration. We celebrated with this cake, which was much more delicious than it looks!!!!
- So is 10 years a long time in higher education, or in education in general? The world has changed, technology and the way we use it in our daily lives has evolved, but have education institutions really changed… or changed in the way we wanted them to? And looking back over 10 years and 4 projects, what have we achieved? When I gave that talk in Budapest, I said that there were many eLene project results that deserved to be given a second look, in the light of what we know today. And that’s exactly what I invite all of us to do here today. Some of you here will have worked on these projects, or have joined institutions which were involved at the time. How many of these results do you remember? ÒHow many have you embedded into your daily practice? Have any actually changed things? And if the goal is still to be achieved, are these resources, recommendations and insights still relevant today?
- This timeline show the different periods in the life of the eLene network. I won’t tell you the whole story of how we met, I’ve told that one many times… What I’d like to point out here are what we call the specificities of the eLene spirit : an investment in community building, exchange of practice and our major success: collaborative proposal writing - building on individual institution’s strategic priorities, taking them up a level to address them from a European perspective, bringing overall coherence to the proposal and embedding project actions and results into everyday work to ensure motivation and engagement throughout each project. So here you see the four eLene projects, and the periods of community building and project development. The first period actually goes back to November 2003, with the first ever meeting of a group which gave birth to eLene. Between Nov 2003 and May 2004, the group met 3 times in Milan, Bremen and Nancy, with no EU funding, just the conviction that together we could do things better and try to make a difference. That spirit continued during the period between 2009 and 2011 where we weren’t working on any specific project. Looking back we all needed that break after 4 intense years on the previous projects. But we kept in touch, with a commitment to 6-monthly online meetings after the end of eLene-TLC. And eLene2learn was born out of a keen desire and need for us all to collaborate again, with that same gut feeling that when we work together, things happen, we see our own work in a new light, we believe we can make a difference… So let’s now look at each project in turn, what did we set out to do, and which of the outcomes are still relevant today? I’m not going to do this in chronological order, as 3 of the 4 projects belong to the same thematic ‘family’ and it’s better to deal with these together. So let’s start with eLene-EE… Economics of elearning…
- eLene-EE is sometimes seen as the black sheep of the family. It doesn’t fit thematically with the others, but then sometimes the black sheep is the most interesting! eLene-EE set out to answer these 4 questions. It was largely a research-based project, but also produced practical resources, such as the work on indicators. And in a world where many are trying to define business models for MOOCs, and where HE institutions are being held ever more accountable, maybe it’s worth taking a closer look…
- So what I’ve done is pick out from each project what I believe to be the significant results, SR on the slide. This is only my selection, and if you disagree, then go back to the project results and choose your own! In eLene-EE, the balanced scorecard which resulted from the work on Indicators of e-learning was one of those significant results, taking a business approach to analysing an institution’s e-learning activity. What we found at the time was that many organisations simply did not have the data to hand, or not in a way that could be exploited in the BSC. What’s the situation today? Would this still be useful? How could we revive it, improve it, apply it?
- Moving on now to the 3 sister projects dealing with issues of digital competency for teaching and learning, we start with eLene-TT, our very first project. The aim was clear : improve the ability of HE teachers to make innovative pedagogical use of ICT. 10 years ago, this was a pressing need. And today?
- eLene-TT produced a number of significant results – a flexible methodology for teacher training, the identification of exemplars of innovative pedagogy and the training of 500 teachers across Europe. This of course was before MOOCs hit centre stage! Nowadays we’d be looking to multiply that figure 100-fold, at least. eLene-TT also set up an open access online repository of resources for teachers and teacher trainers (lesson plans, examples, tools, publications…). The term OER wasn’t really in our vocabulary at the time, but this definitely was an OER repository by definition.
- eLene-TLC followed on directly from eLene-TT, as we identified a number of burning issues which, although closely related, were simply outside the scope of eLene-TT. Yet again, we set ourselves an ambitious goal, that of preparing universities for the ne(x)t generation of students.
- It’s difficult to pick out a single significant result here, as there were many, from the research on students’ expectations of ICT in education which more or less dispelled the digital native myth… to the policy recommendations for decision makers which probably don’t need much of a make-over to still be relevant. What we struggled with here was actually engaging with policy makers… as few partners actually had access to these. That’s something we might do differently today… One of the main outcomes of eLene-TLC, apart from the extension of the TT-centre repository, was the multi-stakeholder competency framework for educational ICT… Or teaching and learning with technology as we might say nowadays. The competency framework was linked to resources in the TLCentre, via a series of interactive scenarios. Yet again, worth a second look…
- And why not compare it with other high profile digital competence frameworks which have been published recently? We have DIGCOMP from JRC, and the European e-competence framework. While not specifically related to education, a comparison would be most useful… Ad so one last example from eLene-TLC before we fast forward to the present day…
- eLene-TLC ran a conference in Bremen, Germany, in April 2008. One of the innovative things we managed to do was bring together students and decision makers in the same room, for a learning café where they were asked to imagine what teaching and learning with technology would be like in 2023. That was 15 years in the future. We are nearly half-way there. Or are we? Take a look at the scenarios they imagined. And think whether these came from students or decision makers (=activity). And how many have come true? Or are likely to come true?
- And so we come to the present day, and eLene2learn, which you should all be familiar with by now!!! I would just like to imprint in our minds this triangle, which was the guiding principle throughout the project. As a member of the scientific committee, it was my task to ensure that the project kept these three factors in mind at all times. And as you have seen, the results are there, from the practice exchange to real implementation and the lessons learnt…
- So this is what it’s been like living life in the e-lane – a powerful experience of community, the extra-ordinary results which come through collaboration, and the guiding principle of developing competency, in the widest sense. As we hear criticism of competency-based learning, which is often reduced to employability skills, I would like us to reflect on what we mean by competency. As my colleague Divina Frau-Meigs, UNESCO chair at université Sorbonne Nouvelle says: competency goes way beyond knowledge and know-how… In French we already say ‘savoir’, ‘savoir-faire’, ‘savoir-être’… and we need to add ‘savoir devenir’ – to know how to become.