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Capacity building for the Digital Transformation of E&T in Europe: Results from research to support policy - Yves Punie #eden16

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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/

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Capacity building for the Digital Transformation of E&T in Europe: Results from research to support policy - Yves Punie #eden16

  1. 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. 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. 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. 4. 1. Policy priorities at European level Content
  5. 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. 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. 7. PRIORITY 1: IMPROVING THE QUALITY AND RELEVANCE OF SKILLS FORMATION
  8. 8. PRIORITY 2: MAKING SKILLS AND QUALIFICATIONS VISIBLE AND COMPARABLE
  9. 9. PRIORITY 3: IMPROVING SKILLS INTELLIGENCE AND INFORMATION FOR BETTER CAREER CHOICES
  10. 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. 11. Action 10: Graduate tracking 2nd Quarter 2017
  12. 12. 6 new priorities for European cooperation in E&T 2016-2020 (Adopted Nov 2015)
  13. 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.
  14. 14. How can the digital transformation of E&T help to address these challenges? Some results from JRC IPTS research to support policy
  15. 15. 2. Addressing digital skills / digital competence Defining, measuring, delivering
  16. 16. 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
  17. 17. 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?
  18. 18. 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
  19. 19. Use of DigComp
  20. 20. 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
  21. 21. What does this mean for "re-inventing new learning environments"? Learners digital competence!
  22. 22. 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
  23. 23. 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…
  24. 24. 3. Digital competence and teaching
  25. 25. 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.
  26. 26. 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.
  27. 27.  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
  28. 28. 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)
  29. 29. 2012 Year of the MOOC • 2013 Year of the anti-MOOC…
  30. 30. 4. From citizens, learners, teachers to institutional capacity building for digital and open learning…
  31. 31. 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
  32. 32. 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.
  33. 33.  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
  34. 34. 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'.
  35. 35. Source: JRC IPTS report (2016, forthcoming):' Opening up education in Europe – a support framework for higher education institutions (OpenEdu)' Opening up education framework
  36. 36. Lack of transparency, and common terminology to describe MOOCs offerings (for all actors involved)
  37. 37. 40 OpenCred’s traffic light model Source: OpenCred, 2016
  38. 38. Source: http://www.huffingtonpost.co.uk/2016/01/07/ernst-and-young-removes-degree-classification-entry-criteria_n_7932590.html
  39. 39. 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?
  40. 40. 5. Final remarks
  41. 41. 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
  42. 42. Thank you yves.punie@ec.europa.eu
  43. 43. 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

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