Author: Walter Kugemann, Head of FIM New Learning , University Erlangen-Nuremberg
This article provides a cross-thematic analysis of the relationship between ICT, lifelong learning and innovation in the worlds of school education, vocational training and teacher training.
Technological devices as a new & improved teaching method is highlighted as the future of education. The document discusses key aspects of developing a knowledge society through embracing technology in education, including the pervasiveness of technology, goals of providing education for all, and national strategic objectives. It emphasizes the need to develop teacher competencies relating to ICT and professional development to effectively integrate technology into teaching.
How do we know if an Education Reform is Successful?CITE
A Public Forum - How do we know if an Education Reform is Successful? Insights from European and Asian Education Innovations
----------------------------------------------------------------
Date: 23 Jan 2013
Time: 5:30pm - 7:00pm
Venue: Rayson Huang Theatre, The University of Hong Kong
----------------------------------------------------------------
0:00:48 - 0:05:57
Opening:
Prof. Steve Andrews, Dean of Education, The University of Hong Kong
0:06:04 - 0:09:35
Introduction:
Prof. Kai Ming Cheng, Chair Professor of Education, Co-Convenor of the Strategic Research Theme on Science of Learning, The University of Hong Kong
0:10:11 - 0:29:23
Learning Innovations in Europe:
Dr. Yves Punie, Senior Scientist, European Commission Institute for Prospective Technological Studies (IPTS)
0:31:23 - 0:40:41
Learning Innovations in Malaysia:
Dr. Seng Thah Soon, Deputy Director of the Educational Technology Division, Ministry of Education, Malaysia
0:40:58 - 0:47:02
Learning Innovations in Japan:
Mr. Yu Kameoka, Chief Supervisor for Social Education, Ministry of Education, Culture, Sports, Science and Technology, Japan
0:47:17 - 0:56:23
Learning Innovations in Korea:
Prof. Dae Joon Hwang, Sungkyunkwan University, Korea, Secretary General of Korean Council for University Education
0:56:40 - 1:01:24
Learning Innovations in China:
Prof. Ronghuai Huang, Deputy Dean, Faculty of Education Beijing Normal University (BNU)
1:01:34 - 1:08:51
Learning Innovations in Singapore:
Dr. Horn Mun Cheah, Director for the Educational Technology Division, Ministry of Education (MOE), Singapore
1:09:13 - 1:18:58
Initial Round-up:
Prof. Nancy Law, Director, Centre for Information Technology in Education (CITE), Associate Dean, Faculty of Education, The University of Hong Kong
1:19:46 - 1:22:00
First question from the floor
1:22:25 - 1:23:28
Second question from the floor
1:24:11 - 1:27:16
Dr. Seng Thah Soon's response
1:27:20 - 1:29:25
Dr. Yves Punie's response
1:29:28 - 1:32:21
Dr. Horn Mun Cheah's response
1:32:30 - 1:35:26
Prof. Dae Joon Hwang's response
1:35:29 - 1:37:29
Prof. Nancy Law's response
1:37:49 - 1:43:28
Observations:
Dr. Catherine K K Chan, Deputy Secretary, Education Bureau, Hong Kong SAR
1:43:55 - 1:51:45
Observations:
Prof. Gwang-Jo Kim, Director, UNESCO Bangkok
1:51:49 - 1:54:44
Winding up:
Prof. Kai Ming Cheng
Professional studies powerpoint presentationTS.Makatwane
This document discusses national strategic imperatives for education, specifically focusing on Education for All goals, building a knowledge society, the pervasiveness of technology, and teacher competencies in the knowledge society. It outlines goals for early childhood education, primary education, adult education, and improving education quality. Barriers to achieving Education for All goals like uneven progress and lack of teacher training are also examined. The importance of integrating information and communication technologies (ICT) to build a knowledge society and support new teaching approaches is emphasized. Teachers must develop ICT skills and competencies to incorporate technology in their classrooms and instruction.
This document provides an agenda and overview for a professional learning session on the Learning and Technology Policy Framework (LTPF). The objectives are to understand the rationale, structure and research foundations of the LTPF, identify how it will affect schools, gain familiarity with toolkit components, clarify expected outcomes, and identify implementation resources. The agenda includes introductions, presentations on the LTPF overview and research, a toolkit overview, working with assessment tools, planning next steps which include completing a readiness assessment. Key questions are identified around outcomes, current status, challenges, opportunities and resources needed for implementation.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
Joan McGuire and Femke ten Bloemendal examine a new way of educating which aims to level the playing field in international higher education to ensure that no matter what the (dis)ability or background, every student has a fair chance to succeed. This is an extract from the 2012 summer 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.
With the hot topic of ICT-enabled innovations for learning, the Learning at Home and in the Hospital - LeHo project will be kicked-off in January 2014.
This document summarizes the key findings of a Wikistrat crowdsourced simulation on 21st century education. It identifies three major themes that arose: 1) The opportunities and challenges of technology in education, such as MOOCs, AI teachers, and digital textbooks reducing costs but traditional educators resisting changes. 2) The relationship between education and jobs, and debates around vocational vs. liberal education. 3) The impact of globalization on student mobility and education systems adjusting to the global economy. Over 50 analysts worldwide contributed scenarios on how economic, technological and social trends will change educational methods, programs and policies in the future.
Technological devices as a new & improved teaching method is highlighted as the future of education. The document discusses key aspects of developing a knowledge society through embracing technology in education, including the pervasiveness of technology, goals of providing education for all, and national strategic objectives. It emphasizes the need to develop teacher competencies relating to ICT and professional development to effectively integrate technology into teaching.
How do we know if an Education Reform is Successful?CITE
A Public Forum - How do we know if an Education Reform is Successful? Insights from European and Asian Education Innovations
----------------------------------------------------------------
Date: 23 Jan 2013
Time: 5:30pm - 7:00pm
Venue: Rayson Huang Theatre, The University of Hong Kong
----------------------------------------------------------------
0:00:48 - 0:05:57
Opening:
Prof. Steve Andrews, Dean of Education, The University of Hong Kong
0:06:04 - 0:09:35
Introduction:
Prof. Kai Ming Cheng, Chair Professor of Education, Co-Convenor of the Strategic Research Theme on Science of Learning, The University of Hong Kong
0:10:11 - 0:29:23
Learning Innovations in Europe:
Dr. Yves Punie, Senior Scientist, European Commission Institute for Prospective Technological Studies (IPTS)
0:31:23 - 0:40:41
Learning Innovations in Malaysia:
Dr. Seng Thah Soon, Deputy Director of the Educational Technology Division, Ministry of Education, Malaysia
0:40:58 - 0:47:02
Learning Innovations in Japan:
Mr. Yu Kameoka, Chief Supervisor for Social Education, Ministry of Education, Culture, Sports, Science and Technology, Japan
0:47:17 - 0:56:23
Learning Innovations in Korea:
Prof. Dae Joon Hwang, Sungkyunkwan University, Korea, Secretary General of Korean Council for University Education
0:56:40 - 1:01:24
Learning Innovations in China:
Prof. Ronghuai Huang, Deputy Dean, Faculty of Education Beijing Normal University (BNU)
1:01:34 - 1:08:51
Learning Innovations in Singapore:
Dr. Horn Mun Cheah, Director for the Educational Technology Division, Ministry of Education (MOE), Singapore
1:09:13 - 1:18:58
Initial Round-up:
Prof. Nancy Law, Director, Centre for Information Technology in Education (CITE), Associate Dean, Faculty of Education, The University of Hong Kong
1:19:46 - 1:22:00
First question from the floor
1:22:25 - 1:23:28
Second question from the floor
1:24:11 - 1:27:16
Dr. Seng Thah Soon's response
1:27:20 - 1:29:25
Dr. Yves Punie's response
1:29:28 - 1:32:21
Dr. Horn Mun Cheah's response
1:32:30 - 1:35:26
Prof. Dae Joon Hwang's response
1:35:29 - 1:37:29
Prof. Nancy Law's response
1:37:49 - 1:43:28
Observations:
Dr. Catherine K K Chan, Deputy Secretary, Education Bureau, Hong Kong SAR
1:43:55 - 1:51:45
Observations:
Prof. Gwang-Jo Kim, Director, UNESCO Bangkok
1:51:49 - 1:54:44
Winding up:
Prof. Kai Ming Cheng
Professional studies powerpoint presentationTS.Makatwane
This document discusses national strategic imperatives for education, specifically focusing on Education for All goals, building a knowledge society, the pervasiveness of technology, and teacher competencies in the knowledge society. It outlines goals for early childhood education, primary education, adult education, and improving education quality. Barriers to achieving Education for All goals like uneven progress and lack of teacher training are also examined. The importance of integrating information and communication technologies (ICT) to build a knowledge society and support new teaching approaches is emphasized. Teachers must develop ICT skills and competencies to incorporate technology in their classrooms and instruction.
This document provides an agenda and overview for a professional learning session on the Learning and Technology Policy Framework (LTPF). The objectives are to understand the rationale, structure and research foundations of the LTPF, identify how it will affect schools, gain familiarity with toolkit components, clarify expected outcomes, and identify implementation resources. The agenda includes introductions, presentations on the LTPF overview and research, a toolkit overview, working with assessment tools, planning next steps which include completing a readiness assessment. Key questions are identified around outcomes, current status, challenges, opportunities and resources needed for implementation.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
Joan McGuire and Femke ten Bloemendal examine a new way of educating which aims to level the playing field in international higher education to ensure that no matter what the (dis)ability or background, every student has a fair chance to succeed. This is an extract from the 2012 summer 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.
With the hot topic of ICT-enabled innovations for learning, the Learning at Home and in the Hospital - LeHo project will be kicked-off in January 2014.
This document summarizes the key findings of a Wikistrat crowdsourced simulation on 21st century education. It identifies three major themes that arose: 1) The opportunities and challenges of technology in education, such as MOOCs, AI teachers, and digital textbooks reducing costs but traditional educators resisting changes. 2) The relationship between education and jobs, and debates around vocational vs. liberal education. 3) The impact of globalization on student mobility and education systems adjusting to the global economy. Over 50 analysts worldwide contributed scenarios on how economic, technological and social trends will change educational methods, programs and policies in the future.
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, investments in training, and addressing issues around access and support. ICT alone will not transform higher education - it must be integrated into an educational system focused on knowledge production rather than knowledge adoption.
This document summarizes research on the impact of a blended learning approach that combines traditional face-to-face instruction with online learning. A study was conducted involving 128 undergraduate students in Kuwait, with some taking a course using a blended model and others a traditional model. Students in the blended model group significantly outperformed those in the traditional group on projects, exams, online course participation, and attendance. Other research discussed found blended learning improved standardized test scores, communication/collaboration skills, and student motivation in the US. Additional studies showed blended learning helped reduce achievement gaps between urban and rural schools, and had a positive impact on student achievement in science classes in Australia.
Trends and Emerging Issues as a result of tremendous growth in E & M LearningAdrian Amani
The document discusses trends in e-learning and m-learning across four areas:
1) Policymakers are promoting lifelong learning policies to increase employability and literacy.
2) Businesses demand online training to improve workforce performance as jobs require higher education. E-learning provides personalized, just-in-time learning.
3) Rapid advances in technology, especially mobile devices, are driving changes in the education industry. The mobile revolution will transform distance learning as students can learn anywhere.
4) Studies show education improves society through reduced crime and welfare and increased community involvement. E-learning may indirectly enhance these social benefits.
This document summarizes a presentation by Dr. Narimane Hadj-Hamou on defining excellence in online education. The presentation discusses how excellence is defined, challenges to defining excellence, and frameworks for assessing excellence such as the MeLQ framework developed jointly by HBMEU and scil. It also covers how online education is redefining concepts like learning, universities, and learners' roles. Challenges to defining excellence include lack of standards, research, and awareness. Defining excellence requires long-term strategy, community engagement, and collaborative research across institutions.
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...M I Santally
The 21st century education context is generally characterised by three elements that constitute what is called the 21st Century Learning Framework. As can be deduced the key-defining feature of 21st Century education is that it is learner-centred. The first element of such a framework is Content Knowledge, or Foundational Knowledge that regroups core content knowledge, ICT skills and inter-disciplinary knowledge acquisition and development. The second component is about Learning and Innovation skills, that can be referred to a meta knowledge. This is about the learner’s ability to demonstrate innovative and creative skills, problem solving abilities and critical thinking as well as soft skills (communication and collaboration). The third element concerns humanism or life skills and values. It enables learners to acquire necessary skills to deal with the complex life and work environment in the globalised and information-driven world.
The TYYNE project focused on working life as a future learning environment. It found that learning is transforming from an individual activity to a community-based one, where informal learning and networks will play a bigger role. Communities of practice and open sharing of learning resources are important. New technologies will make learning possible anywhere and anytime. Leadership must support shared, experimental learning in work communities. The project recommended supporting learning networks, communities of practice, competency-based qualifications, and new leadership models to promote versatile, lifelong learning in evolving work environments.
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...8th DisCo conference 2013
Francesco Pisanu is a research fellow in educational research at IPRASE (Provincial Institute of Educational Research and Experimentation ), in the Province of Trento, Italy. He studies, among other topics, psychosocial aspect related to the use of technology in education and training, special educational needs and inclusion, innovation in teaching practices and organizational issues in educational context. He has always been interested in research methodology, mostly in computer mediated environments. He has studied (work and organizational) Psychology and he got a Ph.D. in Information Systems and Organization at the University of Trento. He taught Social Psychology of groups and he is currently teaching Educational and Guidance Psychology at the Faculty of Cognitive Sciences, University of Trento.
Abstract of presentation: Educational innovation and technology: a need for integration
The presence of technology in learning environments (school, university, vocational education and training, professional development, etc.) does not necessarily entail a direct change in pedagogical vision or teaching practices. The mere placing of computers, video projectors and IWBs in classrooms does not mark the ultimate attainment of a teaching innovation. For this reason, I believe it is important to discuss the concept of technology-based pedagogical innovation, connect this concept to a learning theory, clarify the role of technology as far as teachers and learning results are concerned and, thus, reflect on the different levels of analyses in the study of the relationship between technologies and development of competences, digital competences included.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
This document presents a study on national strategic imperatives in South Africa that need to be met, with a focus on education goals. It discusses challenges like poor education standards, unemployment, and service delivery issues. National goals are outlined to address injustices, improve education quality, health, employment and service delivery. International initiatives for teacher development are also summarized, including the UNESCO ICT competency framework, guidelines for ICT teacher training, and ICT-enhanced Teacher Standards for Africa. The presentation provides insights into knowledge society goals and using technology and education to meet future national objectives in South Africa.
The document discusses the use of digital media and technology in language learning. It covers several key points:
1) The author analyzes Bernd Ruschoff's theory that digital media can help create meaningful and authentic learning experiences by allowing students to negotiate output and collaborate.
2) Web 2.0 platforms empower students to both learn and produce content, acting as "digital natives". This generation influences incorporating digital media into curricula.
3) Authentic learning requires not just exposure to real language, but tasks students relate to. Digital media allows sharing output and getting feedback to support learning.
4) Technology is now normalized in life and education. It changes how we learn and teach but
My presentation at the XII edition Societies before the
Digital Challenges 2019 European Lecture Series. The Institute of Education ay University del Norte, Catedra Europa, Barranquilla, Colombia 21-22 March 2019
This document summarizes Dr. Alan Bruce Eden's presentation on schooling and education reform given at the Open Classroom Conference in Athens. It discusses the need to question assumptions about education systems, investigate issues of power and control, and assert the transformative potential of technology. It also examines challenges like the changing nature of work due to globalization and emphasizes the importance of innovation, creativity, collaboration, and leadership in education reform.
This document discusses the changing nature of higher education and the need to blend formal and informal learning. It notes that students today grew up with constant digital stimulation and want autonomy, creativity, and real-time interaction. Higher education must remove barriers between informal and formal learning by using open educational resources, tools, and social networking tuned for learning. This involves personalized mobile learning through social networks and mentors selected by the learner, moving from institutionally defined paths to gentler, more open slopes accredited through demonstration of learning.
Governmental and Institutional strategies to support new ways of teaching and...EADTU
The presentation includes strategies at governmental and institutional level for the uptake of new modes of teaching and learning. It includes recommendations by the EU published Changing Pedagogical Landscape study and the EMPOWER programme by EADTU.
Based on contributions by Jeff Haywood (University of Edinburg, George Ubachs(EADTU) and Piet Henderikx (EADTU).
Invisible publics; higher education and digital exclusionSue Watling
Chapter 6 Invisible publics; higher education and digital exclusion from Towards Teaching in Public Reshaping the Modern University (2012) Edited by Mike Neary, Howard Stevenson, Les Bell.
Engage Project: Sharing Experience from Game Based Learning Dissemination Wor...eLearning Papers
Author(s): Jose Luis Soler, Gisela Vidal.
Engage Project: Sharing Experience from Game Based Learning Dissemination Workshops
With this contribution, rather than providing definitive solutions, we intend to share knowledge obtained from the cross sectoral implementation of more than 15 workshops carried out as part of ENGAGE portal activities.
Delve into the Deep: Learning Potential in Metaverses and 3D WorldseLearning Papers
Author(s): Mar Camacho, Vanessa Esteve, Mercè Gisbert.
Metaverses and 3D Virtual Worlds are increasingly being used in education and training to create learning experiences which are immersive, authentic and media rich. In particular, they provide opportunities to structure remote learning in engaging ways and are fast becoming part of the learning landscape in general.
Using innovative social networking tools to foster communities of practice eLearning Papers
Authors: Yvonne Diggins, Ann Marcus-Quinn, C Bruen
The National Digital Learning Resources Service (NDLR), funded by the HEA, is an open educational resource service, providing an open online repository and community portal, shared between the seven Universities and the fourteen Institutes of Technology in Ireland. The NDLR uses innovative technologies and social networking tools to foster over thirty active communities of practice.
Online students initiate informal learning practices using social toolseLearning Papers
Authors: Anna Rubio Carbó, NÚRIA SERRAT
Various informal learning processes were developed during a course at the IL3-UB, when participants engaged in numerous out-of-class communication and exchange activities. This study aims to determine students’ perceptions of what they learned and investigate their transference of Web 2.0 learning to the workplace. Preliminary conclusions are presented.
Lessons Learned from the Safer Internet Program in EstoniaeLearning Papers
Authors: Birgy Lorenz, Kaido Kikkas
Estonian children are a demographic that appear in the Top 5, in the EU, as Internet users who both take advantage of new ICT solutions as well as become susceptible to their downsides (various online threats). In this country, coordinated efforts in raising e-safety awareness are relatively recent. Earlier activities were poorly coordinated, lacked continuity and relied mostly on volunteers. During the last few years, the Safer Internet Program in Estonia has added a much-needed coordinating approach.
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, investments in training, and addressing issues around access and support. ICT alone will not transform higher education - it must be integrated into an educational system focused on knowledge production rather than knowledge adoption.
This document summarizes research on the impact of a blended learning approach that combines traditional face-to-face instruction with online learning. A study was conducted involving 128 undergraduate students in Kuwait, with some taking a course using a blended model and others a traditional model. Students in the blended model group significantly outperformed those in the traditional group on projects, exams, online course participation, and attendance. Other research discussed found blended learning improved standardized test scores, communication/collaboration skills, and student motivation in the US. Additional studies showed blended learning helped reduce achievement gaps between urban and rural schools, and had a positive impact on student achievement in science classes in Australia.
Trends and Emerging Issues as a result of tremendous growth in E & M LearningAdrian Amani
The document discusses trends in e-learning and m-learning across four areas:
1) Policymakers are promoting lifelong learning policies to increase employability and literacy.
2) Businesses demand online training to improve workforce performance as jobs require higher education. E-learning provides personalized, just-in-time learning.
3) Rapid advances in technology, especially mobile devices, are driving changes in the education industry. The mobile revolution will transform distance learning as students can learn anywhere.
4) Studies show education improves society through reduced crime and welfare and increased community involvement. E-learning may indirectly enhance these social benefits.
This document summarizes a presentation by Dr. Narimane Hadj-Hamou on defining excellence in online education. The presentation discusses how excellence is defined, challenges to defining excellence, and frameworks for assessing excellence such as the MeLQ framework developed jointly by HBMEU and scil. It also covers how online education is redefining concepts like learning, universities, and learners' roles. Challenges to defining excellence include lack of standards, research, and awareness. Defining excellence requires long-term strategy, community engagement, and collaborative research across institutions.
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...M I Santally
The 21st century education context is generally characterised by three elements that constitute what is called the 21st Century Learning Framework. As can be deduced the key-defining feature of 21st Century education is that it is learner-centred. The first element of such a framework is Content Knowledge, or Foundational Knowledge that regroups core content knowledge, ICT skills and inter-disciplinary knowledge acquisition and development. The second component is about Learning and Innovation skills, that can be referred to a meta knowledge. This is about the learner’s ability to demonstrate innovative and creative skills, problem solving abilities and critical thinking as well as soft skills (communication and collaboration). The third element concerns humanism or life skills and values. It enables learners to acquire necessary skills to deal with the complex life and work environment in the globalised and information-driven world.
The TYYNE project focused on working life as a future learning environment. It found that learning is transforming from an individual activity to a community-based one, where informal learning and networks will play a bigger role. Communities of practice and open sharing of learning resources are important. New technologies will make learning possible anywhere and anytime. Leadership must support shared, experimental learning in work communities. The project recommended supporting learning networks, communities of practice, competency-based qualifications, and new leadership models to promote versatile, lifelong learning in evolving work environments.
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...8th DisCo conference 2013
Francesco Pisanu is a research fellow in educational research at IPRASE (Provincial Institute of Educational Research and Experimentation ), in the Province of Trento, Italy. He studies, among other topics, psychosocial aspect related to the use of technology in education and training, special educational needs and inclusion, innovation in teaching practices and organizational issues in educational context. He has always been interested in research methodology, mostly in computer mediated environments. He has studied (work and organizational) Psychology and he got a Ph.D. in Information Systems and Organization at the University of Trento. He taught Social Psychology of groups and he is currently teaching Educational and Guidance Psychology at the Faculty of Cognitive Sciences, University of Trento.
Abstract of presentation: Educational innovation and technology: a need for integration
The presence of technology in learning environments (school, university, vocational education and training, professional development, etc.) does not necessarily entail a direct change in pedagogical vision or teaching practices. The mere placing of computers, video projectors and IWBs in classrooms does not mark the ultimate attainment of a teaching innovation. For this reason, I believe it is important to discuss the concept of technology-based pedagogical innovation, connect this concept to a learning theory, clarify the role of technology as far as teachers and learning results are concerned and, thus, reflect on the different levels of analyses in the study of the relationship between technologies and development of competences, digital competences included.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
This document presents a study on national strategic imperatives in South Africa that need to be met, with a focus on education goals. It discusses challenges like poor education standards, unemployment, and service delivery issues. National goals are outlined to address injustices, improve education quality, health, employment and service delivery. International initiatives for teacher development are also summarized, including the UNESCO ICT competency framework, guidelines for ICT teacher training, and ICT-enhanced Teacher Standards for Africa. The presentation provides insights into knowledge society goals and using technology and education to meet future national objectives in South Africa.
The document discusses the use of digital media and technology in language learning. It covers several key points:
1) The author analyzes Bernd Ruschoff's theory that digital media can help create meaningful and authentic learning experiences by allowing students to negotiate output and collaborate.
2) Web 2.0 platforms empower students to both learn and produce content, acting as "digital natives". This generation influences incorporating digital media into curricula.
3) Authentic learning requires not just exposure to real language, but tasks students relate to. Digital media allows sharing output and getting feedback to support learning.
4) Technology is now normalized in life and education. It changes how we learn and teach but
My presentation at the XII edition Societies before the
Digital Challenges 2019 European Lecture Series. The Institute of Education ay University del Norte, Catedra Europa, Barranquilla, Colombia 21-22 March 2019
This document summarizes Dr. Alan Bruce Eden's presentation on schooling and education reform given at the Open Classroom Conference in Athens. It discusses the need to question assumptions about education systems, investigate issues of power and control, and assert the transformative potential of technology. It also examines challenges like the changing nature of work due to globalization and emphasizes the importance of innovation, creativity, collaboration, and leadership in education reform.
This document discusses the changing nature of higher education and the need to blend formal and informal learning. It notes that students today grew up with constant digital stimulation and want autonomy, creativity, and real-time interaction. Higher education must remove barriers between informal and formal learning by using open educational resources, tools, and social networking tuned for learning. This involves personalized mobile learning through social networks and mentors selected by the learner, moving from institutionally defined paths to gentler, more open slopes accredited through demonstration of learning.
Governmental and Institutional strategies to support new ways of teaching and...EADTU
The presentation includes strategies at governmental and institutional level for the uptake of new modes of teaching and learning. It includes recommendations by the EU published Changing Pedagogical Landscape study and the EMPOWER programme by EADTU.
Based on contributions by Jeff Haywood (University of Edinburg, George Ubachs(EADTU) and Piet Henderikx (EADTU).
Invisible publics; higher education and digital exclusionSue Watling
Chapter 6 Invisible publics; higher education and digital exclusion from Towards Teaching in Public Reshaping the Modern University (2012) Edited by Mike Neary, Howard Stevenson, Les Bell.
Engage Project: Sharing Experience from Game Based Learning Dissemination Wor...eLearning Papers
Author(s): Jose Luis Soler, Gisela Vidal.
Engage Project: Sharing Experience from Game Based Learning Dissemination Workshops
With this contribution, rather than providing definitive solutions, we intend to share knowledge obtained from the cross sectoral implementation of more than 15 workshops carried out as part of ENGAGE portal activities.
Delve into the Deep: Learning Potential in Metaverses and 3D WorldseLearning Papers
Author(s): Mar Camacho, Vanessa Esteve, Mercè Gisbert.
Metaverses and 3D Virtual Worlds are increasingly being used in education and training to create learning experiences which are immersive, authentic and media rich. In particular, they provide opportunities to structure remote learning in engaging ways and are fast becoming part of the learning landscape in general.
Using innovative social networking tools to foster communities of practice eLearning Papers
Authors: Yvonne Diggins, Ann Marcus-Quinn, C Bruen
The National Digital Learning Resources Service (NDLR), funded by the HEA, is an open educational resource service, providing an open online repository and community portal, shared between the seven Universities and the fourteen Institutes of Technology in Ireland. The NDLR uses innovative technologies and social networking tools to foster over thirty active communities of practice.
Online students initiate informal learning practices using social toolseLearning Papers
Authors: Anna Rubio Carbó, NÚRIA SERRAT
Various informal learning processes were developed during a course at the IL3-UB, when participants engaged in numerous out-of-class communication and exchange activities. This study aims to determine students’ perceptions of what they learned and investigate their transference of Web 2.0 learning to the workplace. Preliminary conclusions are presented.
Lessons Learned from the Safer Internet Program in EstoniaeLearning Papers
Authors: Birgy Lorenz, Kaido Kikkas
Estonian children are a demographic that appear in the Top 5, in the EU, as Internet users who both take advantage of new ICT solutions as well as become susceptible to their downsides (various online threats). In this country, coordinated efforts in raising e-safety awareness are relatively recent. Earlier activities were poorly coordinated, lacked continuity and relied mostly on volunteers. During the last few years, the Safer Internet Program in Estonia has added a much-needed coordinating approach.
Envigame – Linking Environmental Education to ICT in Czech Primary Schools eLearning Papers
Author: Barbora Štollová.
The Envigame project was created to address Czech teachers' lack of methodological guidance and practical educational materials.
Fingers on the Screen: Game-Based Learning for Students with Intellectual Dis...eLearning Papers
Author(s): Maria Saridaki, Costas Mourlas.
Game-Based Learning in the special education classroom is still regarded with skepticism by educators, or has been used mainly as an extrinsic reinforcement.
Vision for learning in Europe in 2025Vision for learning in Europe in 2025eLearning Papers
Authors: Fabio Nascimbeni, Claudio Dondi and Stefania Aceto
The EU-funded Learnovation project worked between 2008-2009 to stimulate a consultation process aimed to lead to a collective and consensus-based new vision of eLearning in Europe.
Authors: Claudio Dondi, President , SCIENTER; EFQUEL
For about ten years, eLearning has been a key part of the innovations characterising education and training systems throughout the world. After a phase of excessive enthusiasm and spectacularly excessive resistance, more reasonable expectations and attitudes have emerged, more attention is being paid to the issue of quality of the learning experience
The document discusses how information and communication technologies (ICT) are impacting modern society and the notion of an educated person. ICT has led to the concept of the knowledge or learning society. Schools must change to address the implications of ICT but more consideration is needed regarding the extent of change required and advantages ICT can provide. The growth of the knowledge society through widespread technology presents both a major challenge and opportunity for education.
Learning spaces as accelerators of innovation ecosystem development 2013Kari Mikkelä
This article examines learning spaces as a broad concept, addressing them both as an abstraction and as venues and facilities supporting learning on individual, organisational and regional levels. Our two simultaneous perspectives are top-down (Europe 2020 strategy) and bottom-up (learning and innovativeness of individuals). As an abstract
concept, learning space refers especially to the mental dimension of the space emerging
when individual experts collaborate. It draws from the culture of modernising the Triple
Helix collaboration coloring the learning environment, and the quality of interaction between the classroom and industry agents, either hindering or supporting better synergy between research, education and innovation, as well as different initiatives focusing on creativity and entrepreneurial discovery.
Authors: Roni (Aharon) Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid.
This article reviews the development process of the pedagogical vision and model of iClass, a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results.
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, faculty training, and addressing issues around access and infrastructure. Overall ICT provides opportunities to make higher education more accessible, efficient and relevant if institutions are willing to embrace the changes needed.
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, investments in training, and addressing issues around access and support. ICT alone will not transform higher education - it must be integrated into educational systems and used to support new teaching and learning practices.
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, faculty training, and addressing issues around access and infrastructure. Overall ICT provides opportunities to make higher education more accessible and relevant if institutions are willing to adapt.
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, investments in training, and addressing issues around access and support. ICT alone will not transform higher education - it must be integrated into an educational system focused on knowledge production rather than knowledge adoption.
The document discusses trends that will shape the future quality agenda for education, including a focus on lifelong learning, skills development, personalization, inclusion, partnerships, and using data and technology. It emphasizes that lifelong learning will be important for addressing challenges like economic and social changes, health crises, and advancing sustainable development. Lifelong learning can promote well-being, equity, and help develop citizens who can adapt to new demands. The quality agenda may place more emphasis on outcomes like learner well-being, impact, and contributions to individual and societal growth.
This was presented in the "rapporteur session" of the international conference on Evaluation and accountability in education held in Rome, 3-5 October 2012.
Full papers of the conference are posted here: http://www.invalsi.it/invalsi/ri/improving_education/
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Over the past 20 years, higher education has undergone major transformations, brought about by: (i) increasing internationalisation and student mobility; (ii) an ever-growing demand for quality higher education and lifelong learning; (iii) changing student demographics; (iv) the rise of online and blended learning, (v) cross-border higher education and (vi) recognition and quality assurance of qualifications in a digital world without borders. At the same time, access to the Internet and broadband service has increased. According to the International Telecommunications Union, 43 per cent of the world’s population is now online, with some form of regular access to the Internet, and the number of Internet users globally has reached 3.2 billion, of whom 2 billion are from developing countries (ITU, 2015). The huge growth in mobile connectivity, particularly in the developing world, has also brought online content and interaction to a global audience.
Since 2012, known as “The Year of the MOOC,” massive open online courses (MOOCs) have expanded worldwide, shaking up the higher education landscape and potentially disrupting the model of brick-and-mortar universities. Whilst higher education institutions have long been engaged in the delivery of online content (via, for example open educational resources and virtual learning environments), the rapid advent of MOOCs is regarded by some experts as an education revolution — according to Class Central (Shah, 2015a), the total number of MOOCs reached 4,200 in 2015. However, most of the current MOOCs are delivered by top universities in the Global North, which many observers consider a one-way transfer of knowledge from the developed countries to the developing world.
The present UNESCO–COL Guide on MOOCs is designed to raise general awareness amongst policy-makers in developing countries as to how MOOCs might address their concerns and priorities, particularly in terms of access to affordable quality higher education and preparation of secondary school leavers for academic as well as vocational education and training. With very few exceptions, many of the reports on MOOCs already published do not refer to the interests and experiences of developing countries, although we are witnessing important initiatives in more and more countries around the world.
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The underground rivers of innovative e-Learning: a preview from the HELIOS Ye...eLearning Papers
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1) The document summarizes Henrik's opening address at a seminar on a project focused on enhancing social inclusion in vocational education and training (VET) systems.
2) He thanks the hosts and participants and emphasizes the importance of the project for giving young people a fair chance in life and strengthening cooperation between countries and actors.
3) Henrik stresses that the project demonstrated strengthened partnerships to improve VET inclusiveness and that its outcomes helped advance understanding of disadvantage and the need for systemic responses within inclusive VET systems.
The document discusses the role of information and communication technologies (ICT) in the Primary Years Programme (PYP). It believes ICT enhances learning opportunities through global collaboration, authentic learning, and empowering students. ICT should be integrated across the curriculum to investigate, create, communicate, collaborate, organize, and develop digital citizenship. The document provides guidance on the transdisciplinary role of ICT, essential ICT skills, good ICT practices, and how ICT practices are evolving to better support teaching and learning in the PYP.
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1. ICT and lifelong learning for a creative and innovative Europe
Findings, reflections and proposals from the Learnovation project
Learning in the life of digital natives
Walter Kugemann
ILI-FIM & MENON
Contributors: Nikitas Kastis (Lambrakis Foundation), Claudio Delrio (Scienter), Fabio Nascimbeni (MENON),
Roberto Carneiro and Josè Lagarto (Universidade Catolica Portuguesa)
1 Introduction: educating and training digital natives
This article provides a cross-thematic analysis of the relationship between ICT, lifelong learning and innovation
in the worlds of school education, vocational training and teacher training. These territories are analysed by
looking from different perspectives at the dynamics of coexistence in these fields of so-called “digital natives”
and “digital immigrants,” pointing out the relevant findings of the work carried out by Learnovation in these
fields, as far as these quite different processes of “technology socialisation” are concerned.
The starting point is that, when it comes to learning, the level of digital nativeness is key. An individual gaining
first learning experiences in a digital environment develops learning habits (including all decisions taken on
learning) that are quite different from those of individuals familiar to learning in “analogue” environments. This
dichotomy seems to have substantial value when analysing changes/innovative processes in learning,
particularly in territories that are characterised by long and intensive periods of life, where learning
(predominantly formal learning) plays a central or the central role in life.
The rapid and accelerating digital changes of the past few decades have led to changing first learning
experiences, which have a significant impact on the school-age and young-adult cohorts of today and
tomorrow. These learners characterise the learning territories constituting this cluster.
Based on this definition, different “tribes” of digital nativeness should be noted. We therefore propose an initial
typology draft:
“Mother tongue” digital natives. These are characterised by the description, i.e. individuals who have gained
basic experience in learning and learning tools/media in a “digital only” environment.
“Early educated” digital natives. This group has gained non-digital early experience in a rather informal setting.
Subsequently, initial targeted learning experiences, triggered from the outside in an organised way, were
gained in a digital environment. This might be the case, for example, when computers or computer games were
used in pre-school environments, or when reporting to other children at nursery school took place with the help
of a digital camera or a microphone, etc.
“School age” digital immigrants, “Secondary school” digital immigrants. This group was confronted with digital
means in a later school process, which means that respective tools and basic skills had already been
developed before in a non-digital environment. This late familiarisation with digital solutions requires a change
in behaviour, as other pre-digital solutions remain analogue metaphors structuring digital behaviour.
“Adult” digital immigrants. This group is characterised by a change (complete or partial) from pre-digital to
digital skills and media at an age where all relevant skills in learning are fully developed and automated in a
non-digital form. Adult car drivers switching to a navigation system, for example, usually have experience with
non-interactive printed maps only.
2 Features of the cluster
A number of key features seem important for this cluster, which may help to understand the commonalities
among school education, VET and teacher training.
Measurable economic/GNP share
The territories constituting this cluster are those that are most transparent and statistically measured in terms of
overall expenses, normally by a percentage of the GNP. We can easily benchmark different societies in relation
to the share of GNP that they allocate to schools, vocational education and training and the underlying training
of teachers and trainers.
1
2. ICT and lifelong learning for a creative and innovative Europe
Findings, reflections and proposals from the Learnovation project
Global (but young) benchmark tradition
Starting with the school sector, and closely linked to the training of teachers and trainers, this cluster has a
common (but young) tradition of international benchmarks. Over the past decade, this has been carried out
most visibly by the OECD, its most popular activity being the PISA benchmarking system. In this cluster, we can
demonstrate the role benchmarking can play in the innovation process in learning. This can serve as a model
for further development in this cluster as well as recommendations for the sustainable analysis of other clusters.
National/regional responsibility in the core of national/regional identities
Policies on the three territories making up this cluster normally play an important national or regional role
because, over the past decade, education has become one of the core policy areas in most countries. In
general, one can observe a certain highlighting of this policy area compared to the previous period, at least on
the level of policy rhetoric. However, it is clear that this national or, in the case of many bigger European
nations, regional responsibility (as is the case in Germany), as well as the educational policies and underlying
values shape and contribute to national (or regional) identity to a certain extent.
3 State of the art – and the way leading to it
What was expected?
If we look at the transversal impact of ICT in terms of innovation and creativity in school education, VET and
teacher training systems in Europe, expectations and hopes during the past decade seem to have taken two
core directions:
Cheaper learning results and/or broadening access to learning in general
Based on an “industrial” logic, this concept assumed that economy of scale could be introduced into traditional
learning institutions by technologies. This approach would make it possible to achieve the same goals with
constant quality and substantially lower resources and reduced costs. The concept could be used either to
reduce public spending or (and this method is predominant) to increase participation in learning, e.g. increasing
the percentage of students completing post-secondary school education, increasing the number of young
people successfully qualifying in VET, or increasing the percentage of people in a cohort with a higher
education degree, among others.
Structural changes, more learner-centred/more constructivist learning
Structural improvement beliefs focused mainly on the idea of speeding up and mainstreaming the process of a
switch from teaching/teacher-orientation towards learning/learner-orientation on a coherent basis by increasing
the level of individualisation. It was assumed that this would be achieved by granting the learner more control
over aspects of the learning framework (place, pace, motivation, approaches, content priorities, etc.).
Sometimes both hopes were been incorporated into a single policy agenda, resulting in terms such as
“better/longer learning for everybody.” Learning innovation was often seen as a way out of the trap of increasing
learning needs and restricted budgets. By creating a fashionable novelty, the aim was that technology would be
used as a lever to push forward structural innovation in educational systems or subsystems such as teacher
and trainer instruction in a bottom-up way, i.e. driven by a general fascination with technology among young
learners.
What happened?
When confronted with reality, some beliefs, which guided the expectations presented above, looked
overambitious or too naive, as a result of simplified assumptions on context development, processes and
mechanisms in societal change. A short explanation follows:
Beliefs in a shortcut from consensus to success
At the beginning of the e-learning action plan, there was an implicit strong belief that consensus processes
(when carefully carried out, including all actors on an European level and led by the power of synchronisation of
these actors´ aims and goals) would automatically lead to respective actions, suitable for achieving these goals.
This assumption failed, however, as it underestimated the policy rhetoric share within these processes, as well
as its potential to activate all types of resistance and counter-directed interests. Mostly driven by hidden
emotions and preoccupations, these interests alert and synchronise conservative forces that grow out of a fear
of losing influence within substantial change processes.
2
3. ICT and lifelong learning for a creative and innovative Europe
Findings, reflections and proposals from the Learnovation project
Beliefs in indicator-led consensus and policy definition
This belief is linked to the way in which the Lisbon goals were originally defined with a rather simplistic model of
interdependencies. This was based on the assumption that, if all citizens learn throughout their lives, the
European Union will become (almost automatically) the most competitive and most inclusive society worldwide.
These approaches, based on a certain historical amount of shared enthusiasm, turned out to be too simplistic to
work, particularly because they confused possible mainstream solutions with procedures that had proven their
functioning on a pilot level only and under certain, not mainstream, context conditions.
Beliefs in global benchmarks
The period was characterised by serious approaches to introduce benchmarking instruments, which obviously
work well in the global economic field (in the short term, as well as in the long term), into the field of educational
institutions. It was no coincidence that the OECD, with its experience in the benchmarking of economic
indicators, was the first institution transferring those models into the education sphere through its benchmarks
(e.g. for teacher indicators and teacher and trainer training) and the PISA studies for key competences
achieved at secondary school. Obviously, those comparative global benchmarks developed a high potential to
alert the public and thus triggered intensive societal discussions on education and its role in society, including
the national position in the international context.
Nevertheless, to a certain extent they failed to prepare decisions in a systematic and comparative manner and
to use effective processes to base innovation in education on the proper, professional analytical use of
benchmarking results. One of the many reasons for this was the lack of awareness about the need to move in a
methodologically ordered and organised way from the benchmarking phase to a subsequent phase of collective
bench-learning, i.e. a procedure on how to derive context-adequate tailored strategies for improvement from
benchmarking positioning in a stakeholder consensus process.
Beliefs in “buyable” policy aims and policy success
Over the past decade, some strategies from the economic sector were directly transferred into the educational
field, including the assumption that money and allocation of funds are the most successful and suitable policy
tools to achieve goals. Unfortunately, there is evidence of a negative correlation for such assumption, specifying
that, when an announced budget increase for education does not take place, it is very likely that an agenda of
substantial educational change will not succeed. This observation somewhat illogically converted into the belief
that innovation in the desired direction would happen almost automatically on the condition that sufficient
budgets were allocated and spent properly to achieve it. This assumption has limited success because,
consequently, all non-monetary policy measures necessary or suitable for successful innovation would no
longer be needed for proper educational policies. These include awareness-raising, changes in attitude in
society, different levels and considerations in relation to life priorities, etc.
Complete underestimation of institutional and structural inertia and its self-organisation and stabilisation
potential
Based on the dominating beliefs in consensus building, the contrasting processes of institutional inertia were
completely underestimated in terms of their impact, as the forces and mechanisms to keep this inertia high (to
avoid a weakening of the respective institutional “establishment” and instead reinforce the inertia “wall”) were
not fully understood. Initial approaches to address these dynamics of inertia in a methodologically consistent
way and to manage its change in parallel with the support of innovation began only some years ago in the
educational field and are still not widely accepted as a necessary support strand of policies on educational and
learning innovation.
Short-term success expectations
The perspective for successful changes in educational policy was being linked to the periodicity of election-led
policy-makers on a regional, national and European level. This led to short-term success expectations of, say
three, four and five years to achieve substantial changes in educational institutions. The perspective completely
underestimated the strong interdependencies with other subsystems of society, in which a certain rigidity
necessarily has the function of stabilising the processes of societal change. Using the metaphor of a semisolid
fluid, trying to increase the speed to pass through over proportionally increases viscosity, resistance and, thus,
the energy needed to pass through.
Underestimation of resources necessary for sustainable system change in educational institutions
Almost all non-financial resources to effect sustainable changes were underestimated in terms of amount. In
addition to money, time, pre-requisites for changing other elements or functional processes in education,
patience with the slow societal processes of attitude adjustment, etc. are necessary.
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Future needs
Based on the considerations and analytical approaches in relation to what happened in the past, assessing the
meaning of these findings for future needs is quite easy and straightforward. Several categories can be
described as follows:
More complex metaphors and process models
As a result of the experiences of the past decade, we see a clear need for dialogue amongst professionals on
appropriate, hence more complex, metaphors and process models, which include the societal, economic,
cultural and historic elements of the context and processes in education.
More patience
One of the messages seems to be that the election period cycles of policy goals guide us to excessively short-
term perspectives that are insufficient for sustainable measures and therefore sustainable changes in the field
of education. This demands more patience through mechanisms that allow more coherence in educational
policy and serious changes in policies following elections. How this can be achieved can be seen partially in
areas such as infrastructure policies or long-term areas of economic policies. These mechanisms evidently
overcome the segmentation into election periods and may also be used in educational policies. To a certain
extent, mid-term overall policy goal-setting, such as the Lisbon and Copenhagen processes, needs to be
translated more coherently into national and regional educational policies respectively, including clear
consensual policy targets derived from them. How and to what extent they will be achieved must be measurable
against socially relevant indicators defined from the outset.
Respecting the deep societal and societal value consensus embedding of education
As pointed out earlier, education is deeply embedded in societal values. Each innovation therefore has to
respect the existing values and beliefs on education as a constituent element of national, regional and
sometimes even local identity. Respecting the context for educational innovation, national and regional society
stakeholders need to be more included in a broad and prospective open dialogue, i.e. a dialogue that takes
place earlier, is broader and addresses public awareness through the media sufficiently in advance.
More professional processes to generate sustainable and favourable conditions for change
The awareness of a need for professional processes and professional management of these processes in
large-scale societal change is just emerging, having been initiated on the level of the European Union as a
result of critical discussion on the insufficient intermediate results of the Lisbon process and several
underestimated processes within the extension of the community. The present situation therefore seems to be
promising in terms of demanding a higher level of professional management of favourable conditions in
educational innovation for the next decade.
A better toolbox for innovation management and systemic support for societal learning processes
To achieve that big step forward towards more professional management it is necessary to install and develop
an adequate toolbox. Many of these tools already exist, but are on too small a scale, too restricted to particular
subfields in the educational sphere, or successful in other areas but their transferability to the educational world
has not yet been tested. A cooperative, broad process to gradually increase and assess these tools is therefore
an urgent need, in order to build up and enrich such a toolbox.
Present challenges
Through the commonalities among the territories, the core challenges become visible as a result of the
analytical comparison. For an initial round of discussion, the following are given without comprehensive
explanations as bullet points:
− Broadening participation in learning in a socially inclusive way (“nobody left behind”)
− Regaining life relevance for educational institutions in schooling and VET, including more life-relevant
competencies for teachers and trainers, particularly in the educational field beyond domain knowledge
(relevant key qualifications), strengthening permanent innovation and competence orientation in teacher
and trainer lifelong learning.
− Better synchronising non-formal and informal learning with formal learning led by educational institutions.
− Supporting early education using the powerful e-motivation of “advanced digital natives”.
− Bringing schools and VET from a selection logic to an empowerment and capacity-building logic for all.
− Helping true learner orientation (beyond mere rhetoric) to become mainstream reality.
− Marrying innovation in learning with intensified value education.
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4 Conclusions and recommendations
Following a detailed situation analysis, we now try to use the model of different “digital natives tribes” and the
dynamics of the development of “digital nativeness” to gain a more systematic view of one of the core dynamic
factors for institutional educational processes in schools, VET, and (depending on this) the territory of training of
teachers and trainers.
From selective top-down (as a long-standing educational institution/policy tradition) to general bottom-up
learner-driven initiatives
Policies and the development of our educational institutions are traditionally based on the assumption that
society at large and its representatives are better prepared than their clients, i.e. learners, to design and
implement educational institutions and to change these institutions to maximise benefits for the individuals as
well as for society in general. Such a model of a competence-hierarchies-governed democracy is contrasted by
the increasing potential of individual decisions and bottom-up consensus and/or co-acting processes open to all
citizens. Those processes are obviously facilitated and speeded up (among other factors) by technological
innovation.
The evidence of user-oriented social software, used within the frame we call “Web 2.0”, particularly
demonstrates the dynamic unleashed by these processes. If we compare statistical data on indicators for the
take-off of technology-triggered innovation in schools, VET, and teacher training over the past 10 or 20 years
(with its rather slow progress diffusion speed of typical Web 2.0 applications such as Amazon, eBay, Google,
Wikipedia, Facebook, YouTube and many others), we gain an impression of the quite different range of
dynamics. Therefore, that shift from top-down triggered innovation to bottom-up supported/demanded/prepared
innovation seems to be one of the key elements of the transition from the past decade to the coming one.
General joy-led digital behaviour “swapping” over to educational institutions
If the assumption above were to be proven, it would be useful to develop a hypothesis on how the “digital native
tribes” will demand innovation in educational institutions in a particular way. What we can state in general is that
joy-led behaviour, which is based on individual decisions among other alternatives, is more attractive by
definition for the target groups of educational institutions than prescribed, homogeneous activities. If we look at
the high dynamics of Web 2.0 applications, for example, and the similarly high dynamics of complex mobile
phones, developing quickly into multifunctional smart phones with ambient potential (like the quick replacement
of traditional geographic thinking and use of maps and signs by location services-based navigation), we can
estimate the power of these “swapping” processes.
How to identify and predict the “digital native potential” for educational innovation
In order to identify and predict developments, we would need to know more about the digital life history of an
individual learner, as well as of groups of learners or cohorts. At this moment, we can only make raw
assumptions based on actual behaviour. However, we normally cannot distinguish whether this behaviour is
based on a familiarity from the beginning or on a change process of the original habits of use. Therefore, a
more narrative, life-history approach in identifying the individual experiences and tool use of our learners seems
to be a core prerequisite. Based on this and a verified typology of different digital native tribes, we are able to
predict the future composition of aims, preferences and competences earlier and with more precision.
How to use the “digital native potentials” to drive educational innovation including structural, institutional
innovation and the “learning culture”
The easiest way to use the motivational and competence potential of learners is to allow the individual to
choose from among different alternatives of behaviour, not only identifying personal preferences but also testing
those preferences against their use in reality. Comparing different options in a sound self-awareness process
and diagnosing personal competences and wishes, learners in an interactive process come up with preferred
behaviours. These “rich choice situations” and the provision of reliable, valid feedback provide the best basis for
fostering educational innovation through bottom-up processes from single learners. It is, of course, not trivial to
introduce, create and cultivate a climate and culture of learner choices in institutional environments, in which
prescription of behaviour has such a long and strong tradition. Nevertheless, the priority of approaches to
change these traditions and habits seems to be to facilitate innovation.
How to use productively asynchronous “digital native potentials” and learner heterogeneities at large
First, it is necessary to identify, understand and assess the level and nature of heterogeneities to be found
among individual learners, groups of learners or populations of learners. It is necessary to detect which
elements of this heterogeneity under which conditions can lead to a fruitful exchange of knowledge, attitudes
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and values among peers, in order to broaden the perspective and therefore the opportunities for each
individual. Secondly it is necessary to ask to what extent such heterogeneity is complicating, avoiding or
blocking the necessary flow of communication and exchange of experiences and opinions. Again, this
balance/optimisation is not a trivial process. Identifying and reacting appropriately to the amount of
heterogeneity in groups of learners, focusing on the individual differences rather than on the homogeneities, is
an important element of systemic innovation in these three territories.
How to take advantage of the “digital native potential” for application to policy top-down decision processes
Usually, decision-makers and learners in school, VET and teacher training have quite a different “digital native
status” compared to educational beneficiaries. Taking as an example decision-makers in the three territories
over the past decade, we can see from the outset a dominance of policy-makers who had been “analogue
natives.” This experience of partially immigrating into the digital universe only in later life characterised
decisions, whereby digital means were mostly seen as a more effective, cheaper or more flexible means for
realising traditional metaphors (such as virtual classrooms, online courses, web tutorials, etc.). This gap was
bridged partly by those “analogue natives” who had the opportunity to gain access through family relations (in a
process of “backwards-heritage”) from their daughters, sons or nephews respectively, in order to become
“semi-digital natives.” Our current situation is characterised by a generation change of policy-makers, where
more and more decision-makers are joining the game, and they might be classified in our scheme as
“mainframe natives” or even “Amiga/Pacman-semi-natives.” They have more genuine digital experiences or at
least part of those genuine experiences. Therefore, the gap between them and current ten- to fifteen-year-old
natives is decreasing.
These considerations have two consequences: firstly, policy-makers should be encouraged to be more attentive
to the younger generations (particularly in relation to the media culture), observing them, asking them questions
and learning about their perspective on digital potentials. Secondly, an attempt should be made to attract more
young policy-makers to the field of education policy in order to gain their viewpoint, at least partially, using the
potential of “digital nativeness heterogeneity” as an analogy in the process of educational policy-making.
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