The document discusses challenges and opportunities around digital learning in Europe. It summarizes research on MOOCs and their uptake by institutions and learners. MOOCs are being used more for lifelong learning and professional development by those with higher education. Evidence also shows their potential to help develop skills for migrants and refugees. The document outlines an open education framework for higher education institutions and recommends a holistic approach and strong evidence base to realize the full benefits of digital learning across Europe.
Presentation by Diana Andone, Director of the eLearning Center at the Politehnica University of Timisoara, Romania for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Presentation by Deirdre Hodson, Policy Officer, European Commission DG Education and Culture for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Presentation by Helga Dorner, Centre for Teaching and Learning at the Central European University, Hungary for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Presentation by Montse Guitert Catasús, Director, Digital Competencies Program (psychology and science education), Universitat Oberta de Catalunya, Spain for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
The Interoperability Academy Workshop by Viktoria Kalogirou, ISA2, European Commission - Miguel Alvarez Rodriguez, ISA2, European Commission - Katarina Manojlovic, Consultant, Trasys International - Dr Konstantina Kyriakopoulou, Consultant, Trasys International - Ludovic Mayot, Delivery Executive, Trasys International
Teachers' Digital Competence and Participation in teacher networks (ED-Medi...Riina Vuorikari
Presentation from the ED-Media symposium "Teachers’ Role in the SNS-Era". Abstract:
Teacher networks, i.e. communities to share and co-construct professional knowledge, are touted to be important for teachers’ continuous professional development. Especially social networks and online communities can offer opportunities anywhere, anytime and at a relatively low cost as compared to on-site training. In this paper we present a concept for comparing a set of teachers’ digital competence frameworks at international and national level with a specific focus on indicators for participation and activities in teacher networks. Furthermore, using data from Survey of Schools: ICT in education we present national differences regarding participation in teacher networks and reflect it through some national programmes focusing on teachers' digital competence building. The final aim of the paper is to reflect how teachers' participation and activities in teacher networks could better be studied as part of digital competence with a final aim to support the European level policy actions as outlined in the newly launched Communication on Opening Up Education by the European Union.
Presentation by Diana Andone, Director of the eLearning Center at the Politehnica University of Timisoara, Romania for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Presentation by Deirdre Hodson, Policy Officer, European Commission DG Education and Culture for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Presentation by Helga Dorner, Centre for Teaching and Learning at the Central European University, Hungary for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Presentation by Montse Guitert Catasús, Director, Digital Competencies Program (psychology and science education), Universitat Oberta de Catalunya, Spain for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
The Interoperability Academy Workshop by Viktoria Kalogirou, ISA2, European Commission - Miguel Alvarez Rodriguez, ISA2, European Commission - Katarina Manojlovic, Consultant, Trasys International - Dr Konstantina Kyriakopoulou, Consultant, Trasys International - Ludovic Mayot, Delivery Executive, Trasys International
Teachers' Digital Competence and Participation in teacher networks (ED-Medi...Riina Vuorikari
Presentation from the ED-Media symposium "Teachers’ Role in the SNS-Era". Abstract:
Teacher networks, i.e. communities to share and co-construct professional knowledge, are touted to be important for teachers’ continuous professional development. Especially social networks and online communities can offer opportunities anywhere, anytime and at a relatively low cost as compared to on-site training. In this paper we present a concept for comparing a set of teachers’ digital competence frameworks at international and national level with a specific focus on indicators for participation and activities in teacher networks. Furthermore, using data from Survey of Schools: ICT in education we present national differences regarding participation in teacher networks and reflect it through some national programmes focusing on teachers' digital competence building. The final aim of the paper is to reflect how teachers' participation and activities in teacher networks could better be studied as part of digital competence with a final aim to support the European level policy actions as outlined in the newly launched Communication on Opening Up Education by the European Union.
The Use of ICT for the Assessment of Key CompetencesDaniel Dufourt
Christine Redecker (2013)The Use of ICT for the Assessment of Key Competences . European Commission, Joint Research Centre, Institute for Prospective Technological Studies
ISSN 1831-9424 (online)
doi:10.2791/87007
Luxembourg: Publications Office of the European Union, 2013
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
Moderator: Dr. Andras Szucs, Secretary General, EDEN
Date: 9 November 2016
Recording of the webinar: https://eden-online.adobeconnect.com/p3t8iwfnwz9/
The goal of D-TRANSFORM (http://www.dtransform.eu/) is to implement a training program for leaders of European universities (presidents, vice-presidents) focusing on the major role played by digital technologies and Open Educational Resources (OER) in the necessary transformation of their institutions. The premise is that e-education (digital pedagogy and training) can become a strategic tool for European universities, enabling them to be pedagogically more effective, more cost-effective, more attractive and able to meet the needs of the professional world with regard to youth training and life-long learning.
This webinar focused on a comparative survey between Spain, France, Italy and the United Kingdom on public digital policies and Dr. Szucs presented an overview on the business models for opening up education – Sustainability of MOOCs, OER and related online education approaches in higher education in Europe. The presentation also aimed to answer the question of whether Open Educational Resources are a lever for digital transition of higher education.
Presentation by Margarita Teresevičienė, Lithuanian Distance and eLearning (LieDM) association for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Presentation by Andreia Inamorato Dos Santos, JRC Seville, European Commission for the European Distance Learning Week's fourth day webinar on "Validation and recognition of non-formal open learning" - 10 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p4zf2rzb8gr/
Digital Competence frameworks in Europe: an approaching to Spanish and Norweg...Universidad Nebrija
Is Spain doing a good job about the development of teacher´s digital competence?
We present a theoretical revision on the digital competence in Europe developed for citizens (DIGCOMP Project, 2011-2012) in order to focus on the Spanish model for teacher´s digital competence (an identical copy of the DIGCOMP Project, for citizens in general not for teachers), showing as example the norwegian model which was specifically developed for teacher´s digital competence.
The NMC Horizon Project from the New Media Consortium is a long-term investigation launched in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe. The NMC Horizon Report Europe: 2014 Schools Edition, the first of its kind for Europe, examines six key trends, six significant challenges and six important developments in educational technology that are very likely to impact educational change processes in European
schools over the next five years (2014-2018). The topics within each section were carefully selected by the Horizon Project Europe Expert Panel, a body of 53 experts in European education, technology, and other fields. They come from 22 European countries, as well as international organisations and European networks. Throughout the report, references and links are made to more than
150 European publications (reports, articles, policy documents, blog posts etc.), projects (both EU-funded and national initiatives) and various policy initiatives from all over Europe. The Creative Classrooms multidimensional framework, developed by European Commission’s JRC-IPTS on behalf of DG EAC, was used for analysing the trends, challenges and technologies impacting European schools over the next five years. The analysis reveals that a systemic approach is needed for integrating new technologies in European schools and impacting educational change over the next five years.
An European strategy in the Age of knowledge-based society: Building New knowledge network between Traditional and Distance Teaching Universities. New Content on Internet for the Global Job Market.
The Horizon Report Europe: 2014 Schools Edition was produced by the European Commission in cooperation with a team led by Inholland University of Applied Sciences (the Netherlands) and the New Media Consortium (NMC), a US-based non-profit group bringing together international experts in educational technology. I am honored to be a expert in this report https://twitter.com/lucianecurator
The Use of ICT for the Assessment of Key CompetencesDaniel Dufourt
Christine Redecker (2013)The Use of ICT for the Assessment of Key Competences . European Commission, Joint Research Centre, Institute for Prospective Technological Studies
ISSN 1831-9424 (online)
doi:10.2791/87007
Luxembourg: Publications Office of the European Union, 2013
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
Moderator: Dr. Andras Szucs, Secretary General, EDEN
Date: 9 November 2016
Recording of the webinar: https://eden-online.adobeconnect.com/p3t8iwfnwz9/
The goal of D-TRANSFORM (http://www.dtransform.eu/) is to implement a training program for leaders of European universities (presidents, vice-presidents) focusing on the major role played by digital technologies and Open Educational Resources (OER) in the necessary transformation of their institutions. The premise is that e-education (digital pedagogy and training) can become a strategic tool for European universities, enabling them to be pedagogically more effective, more cost-effective, more attractive and able to meet the needs of the professional world with regard to youth training and life-long learning.
This webinar focused on a comparative survey between Spain, France, Italy and the United Kingdom on public digital policies and Dr. Szucs presented an overview on the business models for opening up education – Sustainability of MOOCs, OER and related online education approaches in higher education in Europe. The presentation also aimed to answer the question of whether Open Educational Resources are a lever for digital transition of higher education.
Presentation by Margarita Teresevičienė, Lithuanian Distance and eLearning (LieDM) association for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Presentation by Andreia Inamorato Dos Santos, JRC Seville, European Commission for the European Distance Learning Week's fourth day webinar on "Validation and recognition of non-formal open learning" - 10 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p4zf2rzb8gr/
Digital Competence frameworks in Europe: an approaching to Spanish and Norweg...Universidad Nebrija
Is Spain doing a good job about the development of teacher´s digital competence?
We present a theoretical revision on the digital competence in Europe developed for citizens (DIGCOMP Project, 2011-2012) in order to focus on the Spanish model for teacher´s digital competence (an identical copy of the DIGCOMP Project, for citizens in general not for teachers), showing as example the norwegian model which was specifically developed for teacher´s digital competence.
The NMC Horizon Project from the New Media Consortium is a long-term investigation launched in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe. The NMC Horizon Report Europe: 2014 Schools Edition, the first of its kind for Europe, examines six key trends, six significant challenges and six important developments in educational technology that are very likely to impact educational change processes in European
schools over the next five years (2014-2018). The topics within each section were carefully selected by the Horizon Project Europe Expert Panel, a body of 53 experts in European education, technology, and other fields. They come from 22 European countries, as well as international organisations and European networks. Throughout the report, references and links are made to more than
150 European publications (reports, articles, policy documents, blog posts etc.), projects (both EU-funded and national initiatives) and various policy initiatives from all over Europe. The Creative Classrooms multidimensional framework, developed by European Commission’s JRC-IPTS on behalf of DG EAC, was used for analysing the trends, challenges and technologies impacting European schools over the next five years. The analysis reveals that a systemic approach is needed for integrating new technologies in European schools and impacting educational change over the next five years.
An European strategy in the Age of knowledge-based society: Building New knowledge network between Traditional and Distance Teaching Universities. New Content on Internet for the Global Job Market.
The Horizon Report Europe: 2014 Schools Edition was produced by the European Commission in cooperation with a team led by Inholland University of Applied Sciences (the Netherlands) and the New Media Consortium (NMC), a US-based non-profit group bringing together international experts in educational technology. I am honored to be a expert in this report https://twitter.com/lucianecurator
The Horizon Report Europe: 2014 Schools Edition Mario Verissimo
The Horizon Report Europe: 2014 Schools Edition examines trends, challenges, and technologies for their potential impact on and use in teaching, learning, and creative inquiry.
The NMC Horizon Report Europe: 2014 Schools Edition
is a joint publication of European Commission’s Directorate General for
Education and Culture; European Commission’s Joint Research Centre – Institute
for Prospective Technological Studies; and the New Media Consortium.
The NMC Horizon Report Europe: 2014 Schools Edition
is a joint publication of European Commission’s Directorate General for
Education and Culture; European Commission’s Joint Research Centre – Institute
for Prospective Technological Studies; and the New Media Consortium.
The Horizon Report Europe: 2014 (Schools Edition)Filipp Paster
The
Horizon Report Europe: 2014 Schools Edition
examines trends, challenges, and technologies for
their potential impact on and use in teaching, learning, and creative inquiry.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
European Framework for the Digital Competence of EducatorsDaniel Dufourt
Redecker, C. European Framework for the Digital Competence of Educators:
DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017,
ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Summer school keynote: A few insights aboutthe EU agenda for teaching and le...Riina Vuorikari
Through examples of the Joint Research Centre’s work to support the Member States in their implementation of digital competence in their agendas (e.g. DigComp framework, SELFIE), the presentation will illustrate how the so called “Open method of coordination” works in the field of education and training. On the other hand, the presentation will also evoke interesting research questions that will help European Union to reach its goals for the future (e.g. AI in Education, digital networks to support on-the-job-training). https://ea-tel.eu/jtelss/jtelss2019/futuretel-open-seminar/
Presentation of the upcoming European Commission's JRC report on blockchain in education focusing on digital accreditation of learning. Groningen, 5th September 2017
Edmundo Tovar Technical University of Madrid
Rosa Cabedo, Marco Kalz, Jaap Walhout, Karel Kreijns, Ge Niellisen, Jonatan Castaño-Muñoz, Teresa Guasch, Anna Espasa, Nikolaos Floratos
EDEN Webinar series 'Education in time of a new normal'
Webinar 'No. 6 - Digital Education Action Plan 2021-2027 Setting education and training for the digital age'
19 October 2020, Presenters: Georgi Dimitrov, Veronica Mobilio, Yves Punie, Moderator: Sandra Kucina Softic
Make the difference: ICDE Featured session at the Annual Online Learning Cons...icdeslides
While education is more popular than ever, huge gaps have to be tackled to achieve quality education for all, Trends and cases in different parts of the world will be highlighted. What is the impact of Open Education Resources, OER, and ODE? And how ICDE can contribute to a future oriented, collaborative platform for global educational achievements? MOOCs is discussed as a possible enabler for a new pedagogy.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
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/
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1.4 modern child centered education - mahatma gandhi-2.pptx
161020 eadtu keynote final
1. The European Commission’s
science and knowledge service
Joint Research Centre
Promoting Open and
Effective Digital-Age
Learning in Europe: Results
from research to support
policy
Y. Punie, J. Castaño & A. Inamorato dos
Santos
DG JRC – Directorate Innovation and Growth
Unit B4 Human Capital and Employment
2. 1. Grand challenges
2. MOOCs: institutional take-up
3. Evidence on MOOC learners
4. MOOCs and skills for migrants and refugees
5. Open Education framework for HEIs
6. Final remark
Content
4. 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
Youth unemployment rates remain high (EU: 19% - GR: 50%)
The refugee crisis and the European project
6. 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
7. Europe much more involved in MOOCs
António Teixeira & Darco Jansen
8. 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.
10. Significant differences within EU but also between
HEIs within a country, as well as within HEIs
themselves
Lots of experimentation / reflections, approaches /
aims
Many of the enablers and bottlenecks for wider and
deeper take-up of MOOCs at institutional level are
know
+ Widening access, reputation, visibility, education as
good, quality, pedagogy, cost reduction, financial
- Recognition, credits, business models, quality,
added value, staff reluctance, etc.
However, the digital transformation of HE is not only or
14. 18.72%
81.28%
Level of education
Less than HE Higher Education
NumberofMOOCs…
Source: MOOCKnowledge pilot. Data on MOOC learners. N=2412 Source: MOOCKnowledge pilot. Data on MOOC learners. N=1910
Profile of MOOC learners
Digital Competence
Interaction Skills >
Information skills for
participation in MOOCs
15. MOOCs are more likely to be followed as LLL/CPD
alternative for individuals with high educational level who
are:
unemployed (data from Spain)
do not have employer support for professional
development
Substitution effect: Workers with employer support for
CPD participated more in other non-digital professional
development activities – except for those with higher
digital skills, especially interaction skills: both more
traditional and online learning
Source: Castaño-Muñoz, J; Kreijns, K; Kalz, M; and Punie, Y. 2016
Literature review (Calonge & Shah, 2016, IRROD) on MOOCs
graduate skills and employability: Lots of potential, little
evidence
16. 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
https://ec.europa.eu/jrc/en/digcomp
18. MOOCs and free digital learning opportunities for
migrants and refugees
Tasks (1) Literature review;
(2) Map of inititatives (currently 64);
(3) 8 case studies (E.g. Kiron University, Jamiya, UNHCR learn lab);
(4) 4 focus groups with migrants and refugees (Nicosia,
Berlin, Trollhättan-Sweden, Brussels)
(5) Final report (January 2017)
How can these opportunites help to develop and recognise the
skills and competences of migrants and refugees for inclusion,
integration, re-engagement in formal or non-formal education,
employability and civic participation?
Team: E. Colucci, H. Smidt, A. Devaux (RAND Europe), Vrasidas, C. (CARDET) &
M. Safarjalani.
JRC team: Castaño, J, Carretero, S. and Punie, Y.
19. Differentiating target groups and their starting points
Importance of facilitated approaches
Tailored, culturally-sensitive pedagogical approaches
Digital skills and language skills
Digital infrastructure and device limitations
Scalability and sustainability
Awareness and coordination of initiatives
Lack of research (and evidence) on S-E impact of such
initiatives
EC SKILLS COM: Skills Tool Kit for Third Country Nationals
Literature review: Success (and failure) factors
20. - e.g 1st phase online +
2nd phase f2f HE
- MOOCs for refugees
- Information apps
- e.g. Online +f2f
language learning
- Apps for language
learning
- General MOOCs
-Videos
OnlineBlended
Non-targeted (33)
Targeted (31)
Focus
Formal (higher) education
Civic integration
(financial, health, values,
bureaucracy..)
Employment
Language learning
Mixed topics (e.g CLIL)
Mapping of initiatives (64)
23. JRC OpenEdu framework
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', on
behalf of DG EAC.
25. For each dimension of OE,
the framework contains:
√ Definition
√ Rationale
√ Components
Descriptors
In total, >150 descriptors
26. JRC study on "Policy Recommendations for opening up
education", on behalf of DG EAC
Research and analysis of open education polices at regional
and national levels covering all 28 Member States.
Carried out by JRC Seville (Inamorato dos Santos, Punie) in
collaboration with Universidad Internacional de La Rioja
(Burgos, Nascimbeni, Aceto, Bacsich, Atenas et al).
Final report with analysis and recommendatins by spring
2017
What's next?
28. • Digital learning is becoming more widespread and
having a deeper impact on learning and on HEIs
• But still need more progress on all levels (holistic)
to realise full potential for more inclusive and
relevant learning in Europe
• Addressing "grand challenges" is important
• Need for strong scientific evidence and multi-
stakeholder (longer term) commitment to
accompany the process of change