Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary. Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/

1. Capacity building for the Digital Transformation
of E&T in Europe: Results from research to
support policy
Yves Punie
Joint Research Centre – Institute for Prospective Technological Studies
(JRC-IPTS), Seville
Keynote, 25th Annual EDEN conference, Budapest, 14-17 June 2016
@yves998

2. 2
The JRC is the in-house scientific
service of the European
Commission. It provides the
scientific advice and technical know-
how to support EU policies
ICT for Learning and
Skills Team - IPTS
> 80 publicaciones
Mainly for DG EAC & DG EMPL

3. 1. Policy priorities at European level
2. Addressing digital skills / digital competence
3. Digital competence and teaching
4. Institutional capacity building
5. Final remarks
Content

4. 1. Policy priorities at European level
Content

5. • A new Skills Agenda for Europe
• Working together to strengthen human capital,
employability and competitiveness
• Adopted by the European Commission on 10 June
2016
5

6.  About 70 million Europeans lack sufficient reading, writing
and numeracy skills
 24% of EU population has no upper secondary education
diploma
 45% of EU population and 37% of UE labour force have
unsufficient digital skills
 40% of European employers report they cannot find people
with the right skills for growth and innovation
 A large number of high-qualified young people work in jobs
that do not match their talents
Main challenges

7. PRIORITY 1: IMPROVING THE QUALITY AND
RELEVANCE OF SKILLS FORMATION

8. PRIORITY 2: MAKING SKILLS AND
QUALIFICATIONS VISIBLE AND COMPARABLE

9. PRIORITY 3: IMPROVING SKILLS INTELLIGENCE
AND INFORMATION FOR BETTER CAREER CHOICES

10. 1. Council Recommendation on "Skills Guarantee" (June 2016)
2. Revision of the Key Competences Framework (2017)
3. VET as a pathway to excellence (2017)
4. Launch Digital Skills and Jobs Coalition (end 2016)
5. Revision of the EQF (June 2016)
6. Skills Tool Kit for Third Country Nationals (June 2016)
7. Revision of Europass (late 2016)
8. Sharing best practices on addressing brain drain (2017)
9. Blueprint for Sectorial Cooperation on Skills (June 2016)
10 Actions

11. Action 10: Graduate tracking
2nd Quarter 2017

12. 6 new priorities for European cooperation
in E&T 2016-2020 (Adopted Nov 2015)

13.  Relevant and high-quality skills and competences for employability,
innovation, active citizenship and well-being;
 Inclusive education, equality, non-discrimination and civic competences;
 Open and innovative education and training, fully embracing the digital
era;
 Strong support for educators;
 Transparency and recognition of skills and qualifications to facilitate
learning and labour mobility;
 Sustainable investment, performance and efficiency of education and
training systems.

15. How can the digital
transformation of E&T help to
address these challenges?
Some results from JRC IPTS
research to support policy

16. 2. Addressing digital skills /
digital competence
Defining, measuring, delivering

17. Europe's Digital Progress Report 2016 – Digital inclusion and skills 17
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Digital skills in the EU, NO, MK and TR, 2015
(% individuals with above basic, basic and low digital skills and no internet use)
No Use Low Basic Above basic
Source: Commission services based on Eurostat data

18. https://ec.europa.eu/jrc/en/digcomp
What?
• Define and describe what are the
key digital competences that
citizens need to participate in
society (not for ICT professionals)
• Provide a common understanding
and reference (Cf. CEFR)
Method:
• Strong scientific underpinning
(Identifying – Analysing –
Mapping – Piloting/Testing)
• Consensus building with multiple
stakeholders
• Updating and revising (DigComp
2.0)
Digital Skills?

19. Competence areas Competences
1. Information and data
literacy
1.1 Browsing, searching and filtering data, information and digital content
1.2 Evaluating data, information and digital content
1.3 Managing data, information and digital content
2. Communication and
collaboration
2.1 Interacting through digital technologies
2.2 Sharing through digital technologies
2.3 Engaging in citizenship through digital technologies
2.4 Collaborating through digital technologies
2.5 Netiquette
2.6 Managing digital identity
3. Digital content creation 3.1 Developing digital content
3.2 Integrating and re-elaborating digital content
3.3 Copyright and licences
3.4 Programming
4. Safety 4.1 Protecting devices
4.2 Protecting personal data and privacy
4.3 Protecting health and well-being
4.4 Protecting the environment
5. Problem solving 5.1 Solving technical problems
5.2 Identifying needs and technological responses
5.3 Creatively using digital technologies
5.4 Identifying digital competence gaps

20. Use of DigComp

22. TEACHER
PROFESSIONAL
DEVELOPMENT
E & T CONTENT
/STUDENT
ASSESSMENT
ASSESMENT FOR
EMPLOYABILITY
POLICY SUPPORT,
FRAMEWORK
IMPLEMENTATION
SPAIN
The Ministry of Education, INTEF created
Common Framework for Teacher Digital
Competence based on DigComp. Use
agreed between State and Regional
governments
LITHUANIA
Translation of the DigComp framework
by the Education Development Centre.
Used for Teacher PD
UNITED KINGDOM
GO ON UK definition of Basic
Digital Skills aligns with DigComp
(close to Cabinet Office and the
Governments Digital Service)
SLOVENIA
Translated by National Education
Institute. DigComp used for the
students assessment in the subject
of ICT
NAVARRA, SPAIN
Navarra Department of Education uses
DigComp as a key reference for
strategic planning
MALTA
Use of DigComp framework by the
Ministry for Education and Employment
in "Green Paper: Digital Literacy"
CROATIA
e-Schools project by Croatian Academic
and Research Network will use DigComp
to support teachers
EXTREMADURA, SPAIN
Extremadura implements Teachers
Digital Competence Portfolio based
on DigComp
Member State
implementations
ANDALUCIA, SPAIN
The portal "Andalucia
digital" offers a free self-
assessment for job-
seekers based on
DigComp
ESTONIA
Translation by the Ministry of
Education and Research. From
2017 on, all 9th graders evaluated
using DigComp
BASQUE COUNTRY, SPAIN
Ikanos project
Developed by the Basque Government to
deploy the Digital Agenda. Free DigComp
self-assessment tool
POLAND
The Operational Programme Digital
Poland 2014-2020 refers to DigComp as
framework for e-integration projects (III
Digital competences of the society, in
PL)
Polish translation of DigComp:
http://www.digcomp.pl/
ECCC Foundation provides a digital
competence validation standard
FLANDERS, BELGIUM
Dept. of Education use
DigComp for a curricula
review and development of
adult education courses
EMILIA-ROMAGNA
REGION, IT
Uses DigComp to re-design
courses/materials in Pane e
internet, an e-inclusion
initiative
ITALY
Italian Digital Agenda
will translate and implement
DigComp as part of its
strategy

23. What does this mean for
"re-inventing new learning
environments"?
Learners digital competence!

24. 18.72%
81.28%
Level of education
Less than HE Higher Education
NumberofMOOCs…
Digital skills
Source: MOOCKnowledge pilot. Data on MOOC learners. N=2412 Source: MOOCKnowledge pilot. Data on MOOC learners. N=1910
Profile of MOOC learners

25. Unemployed and part-time workers also use MOOCs
Source: Instituto Nacional de Estadística (INE, December
2014) & MOOCKnowledge (date: 1st quarter 2015)
1.70%
13.28%
20.20%
0%
5%
10%
15%
20%
25%
30%
Spain Full time
(2013)
Spain All (2013) MOOCKnowledge
(2014)
Less than 9,000€/year*
Less than 9,000€/year
*Data refers only to workers.
Source: Instituto Nacional de Estadística (EES, 2013) &
MOOCKnowledge (1st quarter 2015).
14%
28%
0%
5%
10%
15%
20%
25%
30%
Spain Spanish MOOC participants
Unemployment rate
individuals with HE
Unemployment rate individuals with HE
However…

26. 3. Digital competence and teaching

28. Barriers against Open Education
7.7
7.1
8.1
16.9
18.9
22.8
39.1
21.4
22.3
47.7
59
58
55.1
53.3
14.6
27.5
20.5
17.6
13.2
17.1
4.7
48.1
32.3
19.3
6.2
9.2
3.8
2.8
8.2
10.8
4.4
0.2
0.6
1.3
0.2
0 10 20 30 40 50 60 70 80 90 100
Open Education is not in line with our pedagogical approach
There is a risk that Open Education affects negatively the quality of
our institution’s educational provision
We do not see financial benefit for our institution to so it
Open Education requires more financial resources than anticipated
Lecturers are used to traditional pedagogies that don’t include Open
Education
Formal recognition of Open Education is still an unresolved issue at
the institutional level
Open Education requires teacher training before becoming effective
Strongly agree Rather agree/Agree Partly agree/Partly disagree Disagree/rather disagree Strongly disagree
%
Number of valid responses after weighting : From 108 to 115 depending on the question - Data from OpenSurvey study. JRC-IPTS 2015.

29. Use of own OER
86.6%
82.8%
50.7%
37.1%
13.7%
0
10
20
30
40
50
60
70
80
90
100
recommended as
complementary materials
for blended learning
courses
recommended as
complementary materials
for face-to-face courses
used by the lecturers in
face-to-face courses
used in free of charge (no
fee) MOOCs
used in paid (against a
fee) online courses
%
Number of valid responses after weighting : 34 (Only respondents who promote the development and offer of OER) –Data from OpenSurvey study. JRC-IPTS 2015.

30.  Scepticism towards OE by academics
 Lack of time and expertise of academics
and administrators to get involved in OE
initiatives
 Limited support to staff and few
institutional incentives
 Pedagogical uncertainties and curricula
requirements
Staff concerns
with Open Education

31. What do learners think about online interaction?
4.75
6.01
5.66
3.61
5.83
3.59
1
2
3
4
5
6
7
LLI LCI LTI
Importance Realisation
Source: MOOCKnowledge N=1759 for importance and 431 for realised interactions (from post survey)
Importance of interactions vs realised interactions
• According to MOOC learners Learner-content interaction (LCI) is the most important type of interaction
• Learners give also importance to Learner-learner interaction (LLI) and Learner-teacher interaction (LTI), but these
types of interaction are not highly realised during the courses
(pre) (post)

32. 2012 Year of the MOOC
• 2013 Year of the anti-MOOC…

33. 4. From citizens, learners, teachers to
institutional capacity building for
digital and open learning…

34. Number of MOOCs continues to grow
Source: online course report State of the MOOC 2016: A Year of
Massive Landscape Change For Massive Open Online Courses
Source: MOOC Scoreboard

35. Offer of MOOCs differs in EU countries
21.8%
36%
10.1% 8.4%
33.8% 35.1%
19%
26.2%
13%
23.7%
14.5% 12.3%
59.2%
37.8%
76.9%
67.9%
51.7% 52.6%
0
10
20
30
40
50
60
70
80
90
100
OVERALL France Germany Poland Spain United Kingdom
MOOCs offered MOOCs planned No plans or don't know
%
Number of valid responses after weighting :117 (for overall) and 144 (for country comparison) –Data from OpenSurvey study. JRC-IPTS 2015.

36.  However, it is not only (or not just) about MOOCs
 Open Education (OE) is about modernising and innovating our HE
systems in Europe through the use of digital technologies
 There is no shared understanding what OE means (at all levels)
 Most universities do not seem to have an OE strategy
 If there is a strategy, it is usually not embedded within overall
institutional strategy
 As a result:
 Ad-hoc, arbitrary and experimental activities
 Little collaboration and sharing of experiences

37. JRC-IPTS OpenEdu framework on behalf of
DG EAC
The framework was designed to support HEIs in Europe to make
strategic decisions on open education.
It defines and describes what OE is, highlighting the specific
relevance of each element for HEIs.
It is a hands-on tool created by the OpenEdu Project as a response
to the 2013 EC COM on 'Opening up Education'.

38. Source: JRC IPTS report (2016, forthcoming):' Opening up education in
Europe – a support framework for higher education institutions (OpenEdu)'
Opening up education framework

39. Lack of transparency,
and common
terminology to
describe MOOCs
offerings (for all actors
involved)

40. 40
OpenCred’s traffic light model
Source: OpenCred, 2016

41. Source: http://www.huffingtonpost.co.uk/2016/01/07/ernst-and-young-removes-degree-classification-entry-criteria_n_7932590.html

42. Intention – behaviour gap !
• Are you offering or planning to
offer MOOCs?
• Are you willing to contribute a
European dataset (anonymised)
and cross-provider / cross-MOOC
analysis?

43. 5. Final remarks

44. Citizens Teachers
Organisations
Societies /
Policies
Capacity building for the
digital transformation
Digital learning is
becoming more
widespread and
having a deeper
impact on learning
but still need more
progress on all levels
(holistic) to realise full
potential for more
inclusive and relevant
learning in Europe
Need for strong
scientific evidence to
accompany the
process of change

45. Thank you
yves.punie@ec.europa.eu

46. https://ec.europa.eu/jrc/en/digcomp
https://ec.europa.eu/jrc/en/entrecomp
https://ec.europa.eu/jrc/en/digcompconsumers
https://ec.europa.eu/jrc/en/digcomporg
https://ec.europa.eu/jrc/en/computational-thinking
https://ec.europa.eu/jrc/en/open-education
https://ec.europa.eu/jrc/en/digital-education-policies
https://ec.europa.eu/jrc/en/research-topic/learning-and-skills