Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

0907 Vienna Lll

431 views

Published on

ePortfolio Conference 2009

  • Be the first to comment

  • Be the first to like this

0907 Vienna Lll

  1. 1. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 1European approaches on theuse of ICT in Higher EducationImplications of Lifelong Learning on Higher Education - A European Policy Perspective - Friedrich Scheuermann Centre for Research on Lifelong Learning (CRELL) Ispra, Italy
  2. 2. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 2CRELL at theJoint Research Centre• CRELL is hosted by the Unit of Applied Statistics and Econometrics, JRC Ispra.• As a Directorate General of the European Commission, the JRC provides scientific and technical support to Community policy-making.• 7 Institutes in 5 Member States (total staff: 2,700).• CRELL was established 2005 by Directorate General Education and Culture and the Joint Research Centre of the European Commission• CRELL combines research in education, social sciences, economy, econometrics and statistics in an interdisciplinary approach• 12 staff members
  3. 3. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 3The Treaty of Maastricht (Treaty of the European Union) (1992)Education, vocational training and youth ARTICLE 126 1. The Community shall contribute to thedevelopment of quality education by encouraging co-operation between Member States and, if necessary,by supporting and supplementing their action, while fully respecting the responsibility of the MemberStates for the content of teaching and the organization of education systems and their cultural andlinguistic diversity. 2. Community action shall be aimed at:-developing the European dimension in education, particularly through the teaching and dissemination of thelanguages of the Member States;-encouraging mobility of students and teachers, inter alia by encouraging the academic recognition ofdiplomas and periods of study;-promoting cooperation between educational establishments;-developing exchanges of information and experience on issues common to the systems of the MemberStates;-encouraging the development of youth exchanges and of exchanges of socio-educational instructors;-encouraging the development of distance education.
  4. 4. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 4Emergence of European policy on Lifelong Learning Pre-2000: Separate sectoral policy initiatives Lisbon European Council March 2000: Making Europe the most competitive knowledge based economy by 2010, with better jobs and greater social cohesion. Open method of coordination : Guidelines for the Member States Indicators and benchmarks Exchange of good practice Peer reviews and mutual learning processes Integrated + sectoral policy initiatives Common objectives of education and training systems European Quality Framework Efficiency and Equity
  5. 5. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 5Lifelong learning: …“all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within a personal, civic, social and/or employment-related perspective”. Communication for the Commission: Making a European Area of Lifelong Learning a Reality, 2001
  6. 6. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 6Key Competences for LLL - Reference FrameworkThe Reference Framework sets out eight key competences:1) Communication in the mother tongue;2) Communication in foreign languages;3) Mathematical competence and basic competences in science and technology;4) Digital competence;5) Learning to learn;6) Social and civic competences;7) Sense of initiative and entrepreneurship; and8) Cultural awareness and expression.(RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCILof 18 December 2006 on key competences for lifelong learning)
  7. 7. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 7The Knowledge Triangle:Innovation, Education and Research Innovation Knowledge triangle Education Research
  8. 8. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 8Detailed Work programme of 20023 strategic objectives 13 detailed objectives5 benchmarks (Reference Levels of Average Performance In EU Member States)29 indicators for monitoring progressStanding Group on Indicators and Benchmarks(27 EU countries, 2 EEA countries, Commission, OECD, Cedefop,Eurydice, CRELL)Progress Reports
  9. 9. KERIS, Seoul, Korea on 19 June 2008 91. Objectives: Strategic and detailed objectives 1. Improving the quality and effectiveness of education an training systems in the EU – Improving education and training for teachers and trainers – Developing skills for the knowledge society – Ensuring access to ICT for everyone – Increasing recruitment to scientific and technical studies – Making best use of resources 2. Facilitating the access of all to education and training systems 1. Open learning environment 2. Making learning more attractive 3. Supporting active citizenship, equal opportunities and social cohesion 3. Opening up education and training systems to the wider world 1. Strengthening the links with working life and research and society at large 2. Developing the spirit of enterprise 3. Improving foreign language learning 4. Increasing mobility and exchange 5. Strengthening the European co-operation
  10. 10. 102. Benchmarks: 5 EU European Reference Levelsof Average Performance to be reached by 2010• Reduce the share of 15 years old low achievers in reading (PISA, level 1) by 20% compared to 2000• No more than 10% of young people (aged 18-24) should be early school leavers*• At least 85% of young people (aged 22) should have completed at least upper secondary education• Increase the number of MST graduates by 15%• At least 12,5% of adults (aged 25-64) should participate in lifelong learning. *Early school leavers: percentage of the population aged 18-24 with at most lower secondary education and not in further education or training.
  11. 11. 11Progress in the 5 benchmarksBased on data 2000-2007Benchmark already achieved: Mathematics, science and technology graduatesConstant, but not sufficient progress: Early school leavers Upper secondary attainment Lifelong learning participationNo progress yet: Low achievers in PISA
  12. 12. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 12 3. Indicators: Coherent framework of indicators and benchmarks 16 core indicators• Participation in pre-school education 1) Upper secondary completion rates of young• Special needs education people• Early school leavers 2) Professional development of teachers and• Literacy in reading, mathematics and trainers science 3) Higher education graduates• Language skills 4) Cross-national mobility of students in higher• ICT skills education• Civic skills 5) Participation of adults in lifelong learning• Learning to learn skills 6) Adults’ skills 7) Educational attainment of the population 8) Investment in education and training (+ Creativity and Innovation)
  13. 13. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 13Data sources LFS Participation ESS UOE Mobility, financing CVTS Vocational education and training AES Self reported adult skills SICTU ICT PISA survey Maths, reading, science skills PISA-Vet Vocational education and training TALIS survey Teacher education (CRELL) PIAAC survey Adult skills AHELO Learning outcomes in Higher education ICCS survey Civic skills (CRELL) ICILS Computer and information literacy Language survey Language skills (CRELL) L2L survey Learning to learn skills (CRELL)
  14. 14. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 14 The context of LLL in Higher EducationRef. Trends V: UNIVERS ITIES SHAPING THE EUROPEAN HIGHER EDUCATION AREA, EUA , 2007
  15. 15. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 15LLL Programme priorities reflecting policy goals Lifelong Learning Programme Example Higher Education: 2007 - 2013 – LLP : 11 overarching objectives, also applicable to Higher School Higher Vocational AdultEducation Education Education Education Education (Art.3) – Erasmus: 2 specific programmeCOMENIUS ERASMUS LEONARDO GRUNDTVIG DA VINCI objectives (Art.21.1) – Erasmus: 6 operational objectives (Art.21.2) Transversal Programmes
  16. 16. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 16LLP – overarching programme objectives• Quality, performance, innovation, European dimension in LLL• Promoting the emergence of a European area of LLL• Quality, attractiveness and accessibility of LLL• LLL contribution to cohesion, citizenship, inter-cultural dialogue, gender equality, personal fulfilment• Creativity, competitiveness, employability, entrepreneurial spirit• Increased participation for all ages and irrespective of special needs, disadvantage, socio economic background• Promotion of language-learning and linguistic diversity• Developing & exploiting the innovative potential of IT for LLL• European citizenship, human rights, democracy, tolerance• Quality assurance• Optimal utilisation of results and sharing of good practice
  17. 17. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 17Policy priorities in Higher Educationthe modernisation agenda for universities new skills for new jobs ….. to support the Lisbon Strategy and the Bologna process • ERASMUS • studies
  18. 18. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 18LLP – Erasmus-specific objectivesErasmus: specific programme objectives• Support achievement of a European Area of HE• Reinforce Higher Education and advanced Vocational Education and Training (VET) contribution to innovationErasmus operational objectives• Student and staff mobility (quality + volume)• Multilateral cooperation (quality + volume)• Qualifications: Improve transparency and make HE – advanced VET qualifications more compatible• HE-enterprise cooperation (quality + volume)• Development and transfer of innovation• ICT
  19. 19. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 19 LLP – Erasmus Actions Students StaffMobility – Students OLD NEW OLD NEW NEW – Staff Teaching in – Intensive programmes Teaching Training in H.E.I. and H.E.I.(2008-) Standard Mobility Placements Assign- Enterprises Training ments (2007)Centralised actions – Modernisation – Curriculum development – HE-enterprise cooperation – Virtual campus – Thematic networks
  20. 20. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 20Erasmus − Virtual Campus Virtual campus projects aim for a better integration of the virtual dimension in higher education and supporting the development of content, services, pedagogies and practices based on ICT tools. Priorities •developing and disseminating at European level replicable approaches for establishing and sustaining virtual campuses •providing open educational resources •developing or revising integrated programmes in which ICT tools and services are used, to allow the virtual mobility of students and staff •promoting cooperation and exchange of strategic experience between decision makers
  21. 21. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 21Erasmus − Example Virtual Campus
  22. 22. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 22Higher education in the LLP programme Lifelong Learning Programme 2007 - 2013 Budget: 6.97 billion EUR (Proposal: 13.620 billion EUR) Min. 13 % Min. 40 % Min. 25% Min. 4% School Higher Vocational Adult Education Education Education EducationCOMENIUS ERASMUS LEONARDO GRUNDTVIG DA VINCI Erasmus: - Policy development Transversal Programmes - Languages 3.1 billion € Jean Monnet - ICT for 7 years - Dissemination
  23. 23. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 23Higher education in other LLP programmes Lifelong Learning Programme 2007 - 2013 Budget: 6.97 billion EUR (Proposal: 13.620 billion EUR) Min. 13 % Min. 40 % Min. 25% Min. 4% School Higher Vocational Adult Education Education Education EducationCOMENIUS ERASMUS LEONARDO GRUNDTVIG DA VINCI Transversal Programmes
  24. 24. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 24Other programmes– International cooperation programmes in Higher Education – Erasmus Mundus (ambitious proposal for next phase) – Global Promotion Project (funded by Erasmus Mundus) – Tempus (plans for next phase) – Industrialised countries (US-Atlantis, Canada, new integrated instrument for cooperation – Ongoing programmes with Asia, Latin America – Development cooperation (EduLink, Nyerere)– Structural Funds– Analytical work relating to all other EU policy areas– European Institute of Technology
  25. 25. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 25Achievements • Better understanding of educational systems • Common understanding of educational goals • Variety of activities undertaken with increasing success relating to – Promotion of innovation – Transparency – Exchange of Good Practice – Modernisation – Harmonisation – European mobility • Increasing attractiveness of European programmes
  26. 26. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 26 Erasmus Success Factors and impact Erasmus student mobility 1987/88-2006/07 160.000 159.324• Charters: Universities/HEI + Students (rights and 140.000 EUR31: duties) 120.000 ~160,000 100.000• HEI: Bilateral inter-institutional agreements outgoing students Number of students 80.000 in 2006/07• Students: learning/training agreements 60.000 40.000• Erasmus grants (study: on average € 200/month) 20.000 3.244 0 1987/88 1988/89 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07• No fees for tuition or use of facilities at host Total number 3.244 9.914 19.456 27.906 36.314 51.694 62.362 73.407 84.642 79.874 85.999 97.601 107.652 111.082 115.429 123.957 135.586 144.032 154.421 159.324 EUR31: Erasmus teacher mobility 1997/98-2006/07 university ~ 26.000 teachers 30.000• Recognition: ECTS & Diploma Supplement in 2006/07 25.000 Total EUR31 20.000 Number of teachers• Preparation of mobility period (language courses 15.000 etc.) 10.000 5.000• Flexible system for distribution funds/grants Total EUR31 0 1997/98 7.797 1998/99 10.628 1999/00 12.465 2000/01 14.356 2001/02 15.872 2002/03 16.932 2003/04 18.496 2004/05 20.877 2005/06 23.449 2006/07 25.809
  27. 27. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 27Role of ICT • STAFF WORKING PAPER: « The use of ICT for innovation and lifelong learning for all. A report on progress » (November 2008) • ICT CLUSTER of 18 Member States • 2009 - The European Year on Creativity and Innovation  Innovative learning through the use of ICT • Ongoing STUDIES related to : • Learning 2.0 • New learning communities through ICT • European-wide comparison of the impact of ICT on school education • Development of methodologies for ICT indicators
  28. 28. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 28ICT to support innovative & lifelong learning• ICT generally has a positive impact on learning – On quality and on equity – The digital divide risk has to be addressed• E-Learning has potential for more!• More effective learning with new technologies – Collaborative learning – Learning communities – New contents, methods, tools and spaces• Time to take ICT into full use as an efficient learning tool
  29. 29. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 29 A Key Challenge: ICT for Innovation1. 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
  30. 30. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 30A Key Challenge: ICT for Innovation1. 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 • The use of e-Portfolio tools has a strong positive impact on learning and teaching • Sharing digital learning resources provide scope for new business models for E&T • Development of e-learning quality standards
  31. 31. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 31A Key Challenge: ICT for Innovation• 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
  32. 32. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 32Three emerging priorities:2. Consolidate and generalise the use of ICT as a basic education and training tool4. Facilitate the potential of ICT as a lifelong learning enabler6. Enhance the potential of ICT as a key driver for innovation and creativity
  33. 33. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 33LLP - ICT Key Activity 3Objectives:• To support the development of innovative ICT based content, services, pedagogies and practice for lifelong learning.• To complement ICT enhanced learning activities and projects under the 4 sectoral programmesMultilateral projects:• Priority 1: Identifying and implementing innovative uses of ICT for lifelong learning, in particular for groups at risk of exclusion.• Priority 2: ICT as a catalyst for innovation and creativity in lifelong learning.ICT networks:• Priority 1: Addressing transversal issues for linking up and connecting learning communities through ICT in an innovative way• Priority 2: Reinforcing the links between ICT, creativity and innovation skills.
  34. 34. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 34Need for regular studies on ICT impact New technologies (e.g. ePortfolios) Changing contextual conditions New teaching practices New ways of learningIncreasing policy interest in understanding phenomena,effects and interrelations NEED TO BE FREQUENTLY UPDATED ABOUT TRENDS AND ICT Impact
  35. 35. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 35Situation• Most studies do not provide a clear information about the real effects of ICT on learner and learning for policy-making• Lack of comprehensive studies of the complex interactions between various types of ICT implementation and the effects of other factors such as institution-based interventions, socio- economic status and institutional expenditures• No large-scale longitudinal studies of ICTs impact in education “Need for a thorough, rigorous, and multifaceted approach to analysing the impact of ICT on education and students learning” (Cox & Marshall, 2007, also Kikis & Kolias 2005; Aviram & Talmi 2004 etc.)
  36. 36. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 36Questions posed to the Assessment of ICT effects• …what to assess • What do we want to assess? • Why do we want to assess (purpose)? • What “can” we assess, what not? • Terminology• …how to assess effects • What do we have to look at when assessing the effects? • Is that what we assess that what we intended to assess? • What are the interrelations (e.g. to “innovation, creativity etc.”)• …how to monitor effects? • How can we ensure regular monitoring? • How can we monitor progress made?• ...how to come to comparable results? • What data sources are available and what do we have to collect? • How can existing data feed existing indicators (e.g. on ICT skills) across countries?• …how can we report data (e.g. visualisation)• …how to analyse data (analytical methodology)
  37. 37. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 37 What can we learn from surveys? Example PISA: Availability and Use % of respondents that use a computers, everyday or almost everyday Netherlands Iceland Norw ay Sw eden Denmark Canada Liechtenstein Finland Belgium Slovenia Sw itzerland Australia Portugal Lithuania Germany Macao-China Czech Republic Poland At home Croatia Spain Austria At school Bulgaria Qatar Other places Serbia Hungary Latvia Italy Slovak Republic New Zealand Korea JordanRussian Federation Greece Chile Ireland Uruguay Turkey Thailand Colombia Japan 0,00 20,00 40,00 60,00 80,00 100,00 120,00 Source: PISA 2006
  38. 38. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 38 What can we learn from surveys? Example PISA: PROFILES and PRACTICES Percentage of students that reported use of computers for the following “Almost everyday” Browse internet 40 Females Emails or chat rooms Play games 30 Males 20 Write programs Write documents 10 0Download music Collaborate on Internet Educational Software Use Spreadsheets Graphics programs Download software Source: PISA 2006, CRELL calculations Series represent % of all the students that answered the questions in PISA 2006, weighted by Final Student weight
  39. 39. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 39 What can we learn from surveys? Example PISA: TRENDSSource: PISA 2006, CRELL calculations: Percentage of students that reported use of computers “Almost everyday” at schoolSeries represent % of all the students that answered the questions Q3b, PISA 2006 and Q4b in PISA 2003 weighted by Final Student weight
  40. 40. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 40What can we learn from surveys?Example EMPIRICA: Classroom Practices (subject areas)
  41. 41. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 41 What can we learn from surveys? Relationships 600 Finland 550 Canada Japan New Zealand Australia Netherlands Liechtenstein Korea Slovenia Germany Ireland Macao-China Czech Republic Switzerland Belgium Austria Hungary Sweden 500 Poland Denmark Croatia Iceland Slovak Republic Lithuania Spain Latvia Norway Russian FederationScience scores Italy Greece Portugal 450 Serbia Chile Bulgaria Uruguay Jordan Turkey Thailand 400 Colombia 350 Qatar 300 -1.50 -1.00 -0.50 0.00 0.50 1.00 ICT internet self-confidence Source: PISA 2006, CRELL calculations Series represent average country scores in the total Science scores (as reported in PISA 2006) and the ICT internet self-confidence scale (INTCONF weighted by final student weight)
  42. 42. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 42Limitations • Skills are mainly assessed in terms of ICT literacy and attitudes, not by pedagogical (teaching/learning) practices and mental effects on learner and learning • Little indications about actual instructional use of ICT and its effects • If we want to learn about the impact of e-portfolios in education there is little we can conclude from existing studies.
  43. 43. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 43Challenges to be met • Despite expected benefits for policy stakeholders at a general level current indicators and data do not provide sufficient information about ICT impact on learner and learning • Studying ICT effects on learner and learning requires analysis at a more detailed and complex level. • A systematic approach is needed distinguishing between perspectives, domains, indicators of ICT implementation which need to be matched to specific objectives
  44. 44. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 44Monitoring ICT Effects in Education for Policy-making Resources Population Context Rationale Learning Culture Socio-Economic Factors Conceptual Framework Model Analysis Reporting Policy Goals, Domains Priorities Instruments Methodology Indicators Data Stages Sources
  45. 45. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 45 Conceptual Framework for Studying ICT EffectsDomains Indicators Policy Areas Macro Meso Micro e.g. European Union: Examples 4.Improving equity in education and training Implementation National policies for eLearning Intentions of ICT 5.Promoting efficiency inPolicies strategies ICT-implementation strategies in school uses in courses education and training ICT-penetration Availability of LANs Private access 6.Making lifelong learning aResources ICT-availability in education in school/class to ICT reality 7.Key competences among Extent of curricula ICT-related Level of required for young peopleCurriculum ICT-related courses adaptation courses offered teaching/learning 8.Modernising school ICT-related services for ICT in schools for Use of CMS for Internet-delivered educationOrganisation teachers, students etc. orgain. purposes class management Assignments 9.Modernising VET ICT-implementation Pedagogical use of Teacher’ use of 10.Modernising HigherTeaching Extent of ICT-use ICT in classroom ICT for teaching Education in school education 11.Employability Extent of ICT-related Students’ ICT-enhanced ICT-related learningLearning activities ICT-use learning in class activities at home Innovation, creativity etc.
  46. 46. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 46 10 challenges1. Sustainable implementation of successful innovations „effective developments and methodologies2. Pedagogical innovation with realistic perspectives3. Different speeds of innovation and educational implementation4. Cultural diversity: need for flexible approaches5. Quality of eLearning6. Assessment: new approaches to assessment going beyond traditional ways7. Impact assessment: Effects of ICT implementation and its impact8. Terminology: Common understanding of what we talk about („Jingle Jangle Fallacy“)9. Teacher Training10. Any successful implementation needs a vision Pedagogical, technological and organisational innovations demand arenewed and more comprehensive approach towards the role of ICT in E&T.
  47. 47. 47
  48. 48. KERIS, Seoul, Korea on 19 June 2008 48Strategic framework (“ET 2020”)4 strategic objectives 5 EU Reference Levels of Average Performance to be reached by 20203. Making lifelong learning and mobility a reality •Share of low achieving 15-years olds in4. Improving the quality reading, mathematics and science less and efficiency of than 15 % education and training •Less then 10 % early school leavers5. Promoting equity, social cohesion and active •Minimum 95 % of children participating I citizenship primary education6. Enhancing creativity •Minimum 40 % of 30-34 year olds with and innovation, tertiary educational attainment including •At least 15% of adults participating in LLL entrepreneurship, at all levels of education and + Mobility, Employability, Language training Learning
  49. 49. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 49 Staff Working Paper:« The use of ICT to support innovation and lifelong learning for all” A report on progress » (November 2008) ec.europa.eu/education/lifelong-learning-programme/doc/sec2629.pdfThree main findings:Overall strong progress on access, use and quality of use of ICT•BUT transformation of business and public services through ICThas not yet reached teaching and learning processes•BUT embedding ICT in E&T systems require further changes•BUT further work is needed on the potential of ICT to develop a“learning continuum” supporting LLL
  50. 50. International Conference on the Potential of ePortfolios in Higher Education, University of Economics and Business, Vienna, on 2 July 2009 50ICT Key Activity 3: Increasing participation Overview of results of the call 2008 Received Selected MLP 132 17 (15+2) 13% NW 12 5 42% 144 22 Year 2009: 213 applications, less than 20 to be accepted

×