Review of available evidence regarding the impact of ICT in education at different levels. Presented at École Centrale Paris with the support of Programme Action Marie Curie, FMSH.
This presentation is regarded as a good introduction about using ICTs in education. It explains the advantages of implementing them during the process of teaching in the classroom. It shows also some objectives and evaluation of technology during teaching.
Need and importance of information technology in educationAshvini gupta
It's a education
NEED
Education is a life long process therefore anytime anywhere access to it is the need
Information explosion is an ever increasing phenomena therefore there is need to get access to this information
Education should meet the needs of variety of learners and therefore IT is important in meeting this need
It is a requirement of the society that the individuals should posses technological literacy
We need to increase access and bring down the cost of education to meet the challenges of illiteracy and poverty-IT is the answer
IMPORTANCE
Access to variety of learning resources
Immediacy to information
Anytime learning
Anywhere learning
Collaborative learning
Multimedia approach to education
Authentic and up to date information
Access to online libraries
Teaching of different subjects made interesting
Educational data storage
Distance education
Access to the source of information
Multiple communication channels-e-mail,chat,forum,blogs,etc.
Access to open courseware
Better accesses to children with disabilities
Reduces time on many routine tasks
Information Technology In Education
Information Technology in Education, effects of the continuing developments in information technology (IT) on education.
The pace of change brought about by new technologies has had a significant effect on the way people live, work, and play worldwide. New and emerging technologies challenge the traditional process of teaching and learning, and the way education is managed. Information technology, while an important area of study in its own right, is having a major impact across all curriculum areas. Easy worldwide communication provides instant access to a vast array of data, challenging assimilation and assessment skills. Rapid communication, plus increased access to IT in the home, at work, and in educational establishments, could mean that learning becomes a truly lifelong activity—an activity in which the pace of technological change forces constant evaluation of the learning process itself.
ENTREPRENEURIAL OPPORTUNITIES THROUGH INFORMATION TECHNOLOGY IN VOCATIONAL ED...IAEME Publication
Development on the Internet has led to the formation of Information Technology (IT) and IT has created various solutions for different sectors one among those is education. The educational sector has opened opportunities for entrepreneurship. Online learning has become a new trend in the constantly changing world and IT solutions have provided ways for it. Many such promising companies and startups have started coming up and a sector known as EdTech (a combination of education and technology which was made possible with the help of IT solutions) started growing up with billions invested in it around the globe. It is thus one of the fastest-growing sectors as it aims to make education feasible and accessible from any corner of the world. Vocational education as such is gaining more attendance in today’s world as there is a high demand for skilled and specialized people. Governments around the world are hugely investing in the skill development of their citizens. The purpose of this paper is to review the newly formed sector known as EdTech and analyze the role of Information Technology (IT) in creating opportunities for entrepreneurship. Further going on how in return entrepreneurship is transforming education (Sambamurthy, Bharadwaj, & Grover, 2003). A sample of 335 respondents has been surveyed to know the role and significance of information technology in creating Entrepreneurial opportunities in vocational education. Survey method and factor analysis are used to get the results. The study concludes that there are so many significant roles of information technology in creating Entrepreneurial opportunities in vocational education.
This paper describes briefly the Purpose & Aims of ICT in Education, in which not only the concept of ICT has been discussed but also its influence on education has explained.
This presentation is regarded as a good introduction about using ICTs in education. It explains the advantages of implementing them during the process of teaching in the classroom. It shows also some objectives and evaluation of technology during teaching.
Need and importance of information technology in educationAshvini gupta
It's a education
NEED
Education is a life long process therefore anytime anywhere access to it is the need
Information explosion is an ever increasing phenomena therefore there is need to get access to this information
Education should meet the needs of variety of learners and therefore IT is important in meeting this need
It is a requirement of the society that the individuals should posses technological literacy
We need to increase access and bring down the cost of education to meet the challenges of illiteracy and poverty-IT is the answer
IMPORTANCE
Access to variety of learning resources
Immediacy to information
Anytime learning
Anywhere learning
Collaborative learning
Multimedia approach to education
Authentic and up to date information
Access to online libraries
Teaching of different subjects made interesting
Educational data storage
Distance education
Access to the source of information
Multiple communication channels-e-mail,chat,forum,blogs,etc.
Access to open courseware
Better accesses to children with disabilities
Reduces time on many routine tasks
Information Technology In Education
Information Technology in Education, effects of the continuing developments in information technology (IT) on education.
The pace of change brought about by new technologies has had a significant effect on the way people live, work, and play worldwide. New and emerging technologies challenge the traditional process of teaching and learning, and the way education is managed. Information technology, while an important area of study in its own right, is having a major impact across all curriculum areas. Easy worldwide communication provides instant access to a vast array of data, challenging assimilation and assessment skills. Rapid communication, plus increased access to IT in the home, at work, and in educational establishments, could mean that learning becomes a truly lifelong activity—an activity in which the pace of technological change forces constant evaluation of the learning process itself.
ENTREPRENEURIAL OPPORTUNITIES THROUGH INFORMATION TECHNOLOGY IN VOCATIONAL ED...IAEME Publication
Development on the Internet has led to the formation of Information Technology (IT) and IT has created various solutions for different sectors one among those is education. The educational sector has opened opportunities for entrepreneurship. Online learning has become a new trend in the constantly changing world and IT solutions have provided ways for it. Many such promising companies and startups have started coming up and a sector known as EdTech (a combination of education and technology which was made possible with the help of IT solutions) started growing up with billions invested in it around the globe. It is thus one of the fastest-growing sectors as it aims to make education feasible and accessible from any corner of the world. Vocational education as such is gaining more attendance in today’s world as there is a high demand for skilled and specialized people. Governments around the world are hugely investing in the skill development of their citizens. The purpose of this paper is to review the newly formed sector known as EdTech and analyze the role of Information Technology (IT) in creating opportunities for entrepreneurship. Further going on how in return entrepreneurship is transforming education (Sambamurthy, Bharadwaj, & Grover, 2003). A sample of 335 respondents has been surveyed to know the role and significance of information technology in creating Entrepreneurial opportunities in vocational education. Survey method and factor analysis are used to get the results. The study concludes that there are so many significant roles of information technology in creating Entrepreneurial opportunities in vocational education.
This paper describes briefly the Purpose & Aims of ICT in Education, in which not only the concept of ICT has been discussed but also its influence on education has explained.
Information and communication technologies (ICT) are simply technologies arising fromscientific and technological progress in computer sciences, electronics andtelecommunications. They enable us to process, store, retrieve and disseminate valuableinformation in text, sound and video form. In an increasing interconnected world, brought about by the application of technological advances to all sectors of society, quality education necessitates active and innovative exploration to maximize the benefits of ICT and developand maintain the partnerships that use of ICT in education requires. This calls for re-conceptualising and restructuring the educational enterprise, so as to confront thetechnological challenges of this millennium. With rapid changes within society and radical transformations in the way people acquire knowledge, new teaching paradigms arerequired, ones that tune educational systems to modern times and ensure quality trainingfor large numbers of persons.
Information & Communication technologies are “technological tools and resources that are used to communicate, and to create, disseminate, store & manage information”
- C. Blurton
They “include hardware, software & netware, as well as institutional, financial, cultural & application- related parameters that determine how ICTs will be shaped and developed by society at large”
–The Research Council of Norway
Guest lecture given at SciencesPO (Paris School of International Affairs) to a Masters course on Trends in Comparative Education Policy (26 April 2017)
Inclusive education: helping teachers to choose ICT resources and to use them...eLearning Papers
Authors: Vincenza Benigno, Stefania Bocconi, Michela Ott.
This paper looks at the issue of school inclusion by referring to the concept of Universal Access to Education. It focuses on the strong potential Information and Communication Technologies (ICT) provide to avoid any kind of discrimination among students. The paper also argues that teachers play a fundamental role in capitalising the opportunities offered by new technologies to support the full inclusion of all students in mainstream education systems.
Year 1
ICT LECTURE 1: WHY TEACH ICT?
• What is ICT?
• Structure of the Roehampton ICT course
• Getting started with Blogfolio
• ICT audit
• Learning styles
• Rationales for ICT in primary education
Recognizing that ICTs can, if applied and used appropriately, be development enablers is critical to countries that are moving towards information or knowledge-based societies, and is central to the IDI’s conceptual framework.
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher- centered to student- centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks.
Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
ICT Reflective Practice Essay - Seminar 1Miles Berry
We begin by considering rationales for teaching ICT. I discuss social constructivism and some other constructivist views of learning. We consider a number of current issues in ICT education, and I brief you on the assignment and the directed task.
Information and communication technologies (ICT) are simply technologies arising fromscientific and technological progress in computer sciences, electronics andtelecommunications. They enable us to process, store, retrieve and disseminate valuableinformation in text, sound and video form. In an increasing interconnected world, brought about by the application of technological advances to all sectors of society, quality education necessitates active and innovative exploration to maximize the benefits of ICT and developand maintain the partnerships that use of ICT in education requires. This calls for re-conceptualising and restructuring the educational enterprise, so as to confront thetechnological challenges of this millennium. With rapid changes within society and radical transformations in the way people acquire knowledge, new teaching paradigms arerequired, ones that tune educational systems to modern times and ensure quality trainingfor large numbers of persons.
Information & Communication technologies are “technological tools and resources that are used to communicate, and to create, disseminate, store & manage information”
- C. Blurton
They “include hardware, software & netware, as well as institutional, financial, cultural & application- related parameters that determine how ICTs will be shaped and developed by society at large”
–The Research Council of Norway
Guest lecture given at SciencesPO (Paris School of International Affairs) to a Masters course on Trends in Comparative Education Policy (26 April 2017)
Inclusive education: helping teachers to choose ICT resources and to use them...eLearning Papers
Authors: Vincenza Benigno, Stefania Bocconi, Michela Ott.
This paper looks at the issue of school inclusion by referring to the concept of Universal Access to Education. It focuses on the strong potential Information and Communication Technologies (ICT) provide to avoid any kind of discrimination among students. The paper also argues that teachers play a fundamental role in capitalising the opportunities offered by new technologies to support the full inclusion of all students in mainstream education systems.
Year 1
ICT LECTURE 1: WHY TEACH ICT?
• What is ICT?
• Structure of the Roehampton ICT course
• Getting started with Blogfolio
• ICT audit
• Learning styles
• Rationales for ICT in primary education
Recognizing that ICTs can, if applied and used appropriately, be development enablers is critical to countries that are moving towards information or knowledge-based societies, and is central to the IDI’s conceptual framework.
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher- centered to student- centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks.
Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
ICT Reflective Practice Essay - Seminar 1Miles Berry
We begin by considering rationales for teaching ICT. I discuss social constructivism and some other constructivist views of learning. We consider a number of current issues in ICT education, and I brief you on the assignment and the directed task.
ICT literacy basically involves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society.
Information and communication technology:a class presentationSelim Reza Bappy
its a powerpoint presentation of the student of hon's 2nd year (2012-13)of the department of Information Science and Library Management of the University of dhaka. It will be helpfull for the junior.
HOW THE INFORMATION SOCIETY IS CHANGING THE WAY OF LEARNINGIngrid Noguera
Presentation at the FMSH (Paris) about how the information society and the Net Generation are promoting changes in education related to the use of ICT.
Digital Pedagogies: Technology and the Australian Curriculum Daniel M Groenewald
This is an updated version of my presentation on Digital Pedagogies and the Australian Curriculum. Many of us have the sense that technology has arrived but something is missing in its execution. The purpose of the presentation is to explore methods for integrating ICT more effectively in curriculum and classroom settings
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
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
Póster presentado en el congreso ECTEL 2012 sobre el proyecto"Just-in-time and just-for-me: hacia la autogestión del aprendizaje en un entorno personal ubicuo" (http://just4me.blogs.uoc.edu)
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
The impact of ICT in education
1. The Impact of ICT in education.
A Commented Summary of Available Evidence
(2002-2012)
ImmaTubella and Ingrid Noguera
Collège d'Études Mondiales/École Centrale
Paris, June 2013
2. Our hypothesis is that it exists a lot of evidence
about technological equipment but very few about
the consequences of the use of technology in
education.
Transformation is the center of our interest.
Objective
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
How Millenials are
and what they expect?
ICT has had
impact at the
workplace?
How is
the context?
ICT has had
impact in HE?
How to implement
e-learning effectively?
How will be the
education of the
future?
3. Methodology
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Method
Desk-based research
Years
2002-2012
Source
Reports: all education levels and from all around the world
Institutions: Pew Internet, New Media Consortium, BECTA,
IEA, Fundación Telefónica, JISC, European Schoolnet,
Eurydice, European Commission, Institute for Prospective,
OECD and Sloan Consortium
Quantity
Selected: 179
Discarded: 90
Deeply reviewed: 89
4. Context
What are we talking about?
How
people is
equipped in
the
Information
society?
+ mobile
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
8. USA
Europe
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
What are
they
doing online?
9. USA
Europe
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
What are
they
doing online?
+ social, audiovisual, news
- blogging (young)
Young people intensive use
10. Millenials
Born after 1980, and known as Net Generation, IM Generation, Gamer
Generation, Digital Natives , Digital residents or Homo Zappiens
➡Confident, self-expressive, liberal, optimistic and open to change
➡Less religious
➡Late entry into careers and first jobs
➡Optimistic about their own economic futures
➡Place parenthood and marriage far above career and financial success
➡Get along well with their parents
➡Respect their elders
➡Strong sense of identity
➡Autonomy and independence in their learning styles
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
➡Always connected
➡Steeped in digital technology and social media
➡Embrace multiple modes of self-expression
➡Adept with computers, creative with technology and highly skilled
at multitasking
➡Immediate communication (instant messenger, cellular
conversations or text messaging)
➡Spending more time using home digital media (computer, games,
the Internet) rather than watching TV
Social
characteristics
Technological
characteristics
Pew Research Center (2010), Pedró (2006)
Who are we
talking about?
11. Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which are the
competences
to function
in a digital
environment?
12. information
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which are the
competences
to function
in a digital
environment?
13. information
collaboration
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which are the
competences
to function
in a digital
environment?
14. information
communication
collaboration
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which are the
competences
to function
in a digital
environment?
15. information
creation
communication
collaboration
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which are the
competences
to function
in a digital
environment?
16. information
ethics creation
communication
collaboration
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which are the
competences
to function
in a digital
environment?
17. information
ethics creation
communication
collaboration
solve & assess
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which are the
competences
to function
in a digital
environment?
18. information
ethics creation
communication
collaboration
solve & assess
technics
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which are the
competences
to function
in a digital
environment?
21. What they
expect now?
➡The kind of ICT devices and services available at educational institutions,
➡The frequency of their use,
➡The range of possible activities,
➡The opportunities for collaborative work and networking,
➡The communication skills involved (including a reinterpretation of written language),
➡The degree of learning personalization,
➡The standards of digital quality, in terms of interactivity and use of multimedia resources.
Source: Pedró (2006)
How
students
work?
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
22. What they
expect now?
➡The kind of ICT devices and services available at educational institutions,
➡The frequency of their use,
➡The range of possible activities,
➡The opportunities for collaborative work and networking,
➡The communication skills involved (including a reinterpretation of written language),
➡The degree of learning personalization,
➡The standards of digital quality, in terms of interactivity and use of multimedia resources.
Source: Pedró (2006)
How
students
work?
intensive use of technologies
different activities
multimedia & interactive resources
collaborative & social
personalization
skills
working patterns
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
23. (+)
➡E-learning is growing.
➡Feel that e-learning has positive effect on the quality of teaching and learning.
➡ICT is changing the learning experience of students regarding time, space and
access to information.
(-)
➡More studies in USA than in Europe.
➡Face-to-face remains central, e-learning is supplementary.
➡E-learning has not revolutionized learning and teaching because ICT still being used
as operational tools.
➡More focus on technologies instead of knowledge access and building.
➡ICT has more impact on administrative service than on teaching and learning.
➡Resistance among the faculty members is still one of the key barriers.
➡E-learning don’t make programmes less costly (high cost of software
development, face-to-face tutorial support, and infrastructure costs).
➡State or national governments play a significant role in the strategic direction and
funding of e-learning.
➡The priority now is to find a way to mainstream e-learning and maximize its
impact in the classroom.
OECD (2005)
Which use and
acceptance of e-
learning in
OECD
countries?
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
ICT impact in higher education
24. Which use
and
acceptance
of e-learning
in Europe?
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
(+)
➡Use of ICT for learning is most widespread in tertiary education.
➡Informal and nonformal e-learning activities could be dramatically increasing.
➡Countries that are well advanced in e-learning also have well developed broader education,
research and innovation policies.
➡ICT implementation in education changes the role of teachers and students, promote the
improvement of teaching methods and the motivation of students, and fosters the
internationalization of higher education through virtual mobility.
➡Some online programs are being offered online implementing collaborative, problem-based
and project-based learning methods.
(-)
➡Few adults and students have participated in e-learning courses.
➡The skilled people in using computers, but not in using Internet, are not interested in
participating in online courses.
➡50% of people prefer guided learning than autodidactic one.
➡From those who have taken an online course, more 50% are satisfied with online learning and most of
them prefer to participate in online courses than in face-to-face courses.
➡Face-to-face teaching remains central, e-learning as supplementary tool.
➡E-learning has not really revolutionized learning and teaching, is being more used for
administrative purposes.
➡ICT is used to support existing (traditional) teaching structures.
➡Little reliable and comparative data available on the diffusion of e-learning.
➡The digital generation is making use of weblogs, social networking sites, podcasting, and
other bottom-up ICT tools outside the formal learning environments.
Future
➡Trends: to obtain and create knowledge at the right time, in the right place, in the right
way, on the right device and available for everyone.
➡The prominent tools are adapted to learning styles.
➡Future skills: ICT and social competence, critical thinking, knowledge sharing and cooperation
techniques.
➡Learning with mobile game technologies can make learning more pleasant and more effective
➡Empowering teachers and trainers is fundamental.
Punie et al. (2006), European Commission (2008)
25. (+)
➡Students use their devices at university and are satisfied with the level of Internet access
and ICT support.
➡Use standard packages for learning assignments,
➡Use the web to find information in a sophisticated way,
➡Use different tools to communicate with peers and tutors (e-mail, chat, Skype, etc.),
➡Use technologies to meet their own personal needs.
➡Students see clearly the usefulness of some technologies to learn (i.e. WebCT, online
administration, course specific information online, emailing tutors)
➡50% students like to look for new technologies to help their learning and most of
them access to online materials weekly.
(-)
➡Students do not understand the use of social technology in education and react
negatively if teacher promote it.
➡Students do not see how wikis and collaborative learning help them to learn.
➡They consider being more digital literate than their teachers and prefer that teachers
do not use technologies than they used it in a wrong way.
➡They can feel uncomfortable when teachers relate to them in non-hierarchical
structure or less formal methods. ICT implementation is not systematic and is bottom up
(from staff).
➡ICT is more used for administrative purposes.
➡Face-to-face interaction is still seen as the best form of teaching.
Conole et al. (2006), Ipsos MORI (2008),The Committee of Inquiry into the Changing Learner Experience (2009).
Which use
of ICT
in UK?
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
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education
Conclusions Conferences Journals Experts Cases References
26. (+)
➡The number of students enrolled in online courses is growing (increased
by over 570,000 to a new total of 6.7 million).
➡Most of college presidents state that their institutions offer online courses.
➡30% college graduates have taken a class online.
➡50% college presidents predict that 10 years from now most of their students will
take classes online.
➡50% college graduated state that they have used a laptop, smartphone or
tablet computer in class sometimes.
➡30% of people consider online courses as valuable as face-to-face, while
50% of college presidents consider it equally valuable.
➡Academic leaders consider that learning outcomes of students in online
learning are the same or superior to those in face-to-face.
➡Academic leaders are progressively including online learning to their long-term
strategies although they believe that teaching online takes more faculty time.
(-)
➡Barriers for academic leaders to adopt online learning: online students’ discipline, lower
retention rates, and lack of acceptance of online degrees.
Taylor et al. (2011),Allen & Seaman(2013)
Which use
and
acceptance
of e-learning
in USA?
.
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
27. ➡Students in online conditions perform better,
especially, if they are guided, offering them media to control their
interactions and prompting reflection.
➡Blended learning is better than face-to-face
learning if include a variation in terms of curriculum materials
and instructional approach.
Means et al. (2010)
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
➡Technology has had and will have significant impact on higher
education
➡Online learning is gaining a firm foothold in universities
around the world
➡University respondents view technology as having a largely positive
impact on their campuses
Glenn (2008). International
Has technology
had impact on HE in
the world?
Is e-learning better
than face-to-face?
29. Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Technologies are becoming more ubiquitous, social, personal, open and
based on cloud computing. Also game-based learning, augmented
reality and semantic applications are having a great impact. However, the
main emerging technology for learning seems to be the mobile phone.
Which are the
emerging
technologies in HE?
30. Knight, S. (2004)
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which tools
for
what approaches?
Collaborate and discuss
through mobiles (real time)
31. •Learners become co-producers in the learning process
•Flexibility, user friendliness (for both teachers and
learners) and different “digital” learning styles
•Learning becomes a social process
•Assure that everyone is able to acquire the necessary
digital competences for participation in society.
•Experience-based learning via immersive virtual worlds
•Experimental learning via computer-generated simulations
•Cognitive support for people with special needs
•Podcasting, blogging, social proximity and synchronous
learning
•Learning Content Management Systems (LMCS)
Punie & Cabrera (2005)
Technological Pedagogical
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
How to innovate
with ICT?
32. •Learners become co-producers in the learning process
•Flexibility, user friendliness (for both teachers and
learners) and different “digital” learning styles
•Learning becomes a social process
•Assure that everyone is able to acquire the necessary
digital competences for participation in society.
•Experience-based learning via immersive virtual worlds
•Experimental learning via computer-generated simulations
•Cognitive support for people with special needs
•Podcasting, blogging, social proximity and synchronous
learning
•Learning Content Management Systems (LMCS)
Punie & Cabrera (2005)
Technological Pedagogical
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
How to innovate
with ICT?
33. •Learners become co-producers in the learning process
•Flexibility, user friendliness (for both teachers and
learners) and different “digital” learning styles
•Learning becomes a social process
•Assure that everyone is able to acquire the necessary
digital competences for participation in society.
•Experience-based learning via immersive virtual worlds
•Experimental learning via computer-generated simulations
•Cognitive support for people with special needs
•Podcasting, blogging, social proximity and synchronous
learning
•Learning Content Management Systems (LMCS)
Punie & Cabrera (2005)
Technological Pedagogical
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
How to innovate
with ICT?
34. •Learners become co-producers in the learning process
•Flexibility, user friendliness (for both teachers and
learners) and different “digital” learning styles
•Learning becomes a social process
•Assure that everyone is able to acquire the necessary
digital competences for participation in society.
•Experience-based learning via immersive virtual worlds
•Experimental learning via computer-generated simulations
•Cognitive support for people with special needs
•Podcasting, blogging, social proximity and synchronous
learning
•Learning Content Management Systems (LMCS)
Punie & Cabrera (2005)
Technological Pedagogical
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
How to innovate
with ICT?
35. •Learners become co-producers in the learning process
•Flexibility, user friendliness (for both teachers and
learners) and different “digital” learning styles
•Learning becomes a social process
•Assure that everyone is able to acquire the necessary
digital competences for participation in society.
•Experience-based learning via immersive virtual worlds
•Experimental learning via computer-generated simulations
•Cognitive support for people with special needs
•Podcasting, blogging, social proximity and synchronous
learning
•Learning Content Management Systems (LMCS)
Punie & Cabrera (2005)
Technological Pedagogical
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
How to innovate
with ICT?
36. •Learners become co-producers in the learning process
•Flexibility, user friendliness (for both teachers and
learners) and different “digital” learning styles
•Learning becomes a social process
•Assure that everyone is able to acquire the necessary
digital competences for participation in society.
•Experience-based learning via immersive virtual worlds
•Experimental learning via computer-generated simulations
•Cognitive support for people with special needs
•Podcasting, blogging, social proximity and synchronous
learning
•Learning Content Management Systems (LMCS)
Punie & Cabrera (2005)
Technological Pedagogical
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
How to innovate
with ICT?
37. ➡Pedagogical innovations:
- Promote collaboration and networking
- Responding better to the changed cognitive processes and learning patterns
- Facilitating and improving teaching methods that put the learner at the centre of the learning
process
- Recognizing the diversity of users and contribute to the personalization of educational
experiences
- Promoting independent, autonomous and self-directed learners
- Increasing motivation, participation and the development of new cultural forms of
expressions
- Promoting reflection and meta-cognition, enabling learners to take care of their own learning
processes
- Facilitating inclusion and lifelong learning
➡Factors influencing learning 2.0 take-up:
- The availability and accessibility of social computing tools by teachers and learners
- The functionalities of the tools employed, their suitability for the chosen task and the learners'
familiarity with and acceptance of these tools;
- The students’ attitudes towards the respective social computing tools and the extent to which
they are able to appropriate them for their personal needs;
- The participants’ background of knowledge and skills, the group structure, and the form of
interaction and communication among peers;
- The ‘scaffolding’ (technological and pedagogical guidance and support);
- A structured approach is critical for the success of Learning 2.0.
- The role of the teacher remains vital for the success of the learning activities
Redecker (2009)
How to
innovate
with 2.0 tools?
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
38. ➡Same criteria than effective practice in learning: engage learners in the learning
process, encourage independent learning skills,develop learners’ skills
and knowledge and motivate further learning.
➡Must have: right resources, right mode (or blend of modes) of delivery, right
context, right learners and right level of support.
!
How to use
e-learning
effectively?
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Knight (2004)
Model of
learning activity
design
39. ➡Same criteria than effective practice in learning: engage learners in the learning
process, encourage independent learning skills,develop learners’ skills
and knowledge and motivate further learning.
➡Must have: right resources, right mode (or blend of modes) of delivery, right
context, right learners and right level of support.
!
How to use
e-learning
effectively?
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Knight (2004)
Model of
learning activity
design
40. ➡Same criteria than effective practice in learning: engage learners in the learning
process, encourage independent learning skills,develop learners’ skills
and knowledge and motivate further learning.
➡Must have: right resources, right mode (or blend of modes) of delivery, right
context, right learners and right level of support.
!
How to use
e-learning
effectively?
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Knight (2004)
Model of
learning activity
design
41. ➡Same criteria than effective practice in learning: engage learners in the learning
process, encourage independent learning skills,develop learners’ skills
and knowledge and motivate further learning.
➡Must have: right resources, right mode (or blend of modes) of delivery, right
context, right learners and right level of support.
!
How to use
e-learning
effectively?
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Knight (2004)
Model of
learning activity
design
42. ➡Same criteria than effective practice in learning: engage learners in the learning
process, encourage independent learning skills,develop learners’ skills
and knowledge and motivate further learning.
➡Must have: right resources, right mode (or blend of modes) of delivery, right
context, right learners and right level of support.
!
How to use
e-learning
effectively?
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Knight (2004)
Model of
learning activity
design
43. ➡Same criteria than effective practice in learning: engage learners in the learning
process, encourage independent learning skills,develop learners’ skills
and knowledge and motivate further learning.
➡Must have: right resources, right mode (or blend of modes) of delivery, right
context, right learners and right level of support.
!
How to use
e-learning
effectively?
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Knight (2004)
Model of
learning activity
design
48. Problem
➡How to transform the transition from education to work due to the
increased labour market dynamics, and job competition.
Solution
➡Anticipation and closer collaboration between education and
industry, and individual flexibility and self-responsibility should be
improved.
➡ICT uses: Networks fostering dialogue and collaboration between education
and industry, context-aware simulation, virtual reality and interactive games,
autodidactic training courses, and online learning communities.
➡Trend towards short-term, targeted and flexible learning
modules, to taping the tacit knowledge of a team and supporting
intergenerational learning, and towards mechanisms to validate and
recognize informally acquired skills.
➡By 2025, 31.5% of all jobs will need tertiary-level qualifications.
➡The number of people aged 60 or above will increase to 25% of the population by 2013
and to 30% by 2027, while the overall working population will diminish.
➡Knowledge based economy and a demographical problem, thus, we have to give to
students an adequate education in their field of study, and also to arm them with the
skills and knowledge required to perform effectively at the workplace.
Redecker et al. (2011)
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
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education
Conclusions Conferences Journals Experts Cases References
ICT impact at the workplace
What is the
context?
What is the
problem and
how to solve it?
49. Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
➡Many large organizations are now using web applications to
support their business development by enabling informal learning
and knowledge sharing.
➡Small and Medium enterprises (99% of enterprises in Europe) have
not followed this pattern of ICT use.
➡Yet e-learning could help them organize training with reduced
costs and less time off work.
European Commission (2008)
➡Employers expect technology skilled graduates when joining their
organizations, 30% of private sector respondents say that they assume some
on-the-job training for new employees.
➡40% of all survey respondents believe that current graduates are able to
compete successfully in today’s global marketplace.
➡The challenge faced by educational institutions and companies is to work
together in renewing curricula and methodologies and definitely
increase lifelong learning strategies and efforts.
➡Making lifelong learning a reality and tapping into the tacit knowledge of senior
workers, enterprises will have increased responsibility for
providing training, and formalizing lifelong learning.
Redecker at al. (2011)
What do
employers
think?
What are
companies
doing?
50. ➡Entering the labour market: gap between formally acquired skills and competences and
labour market needs will. Thus, a dialogue between education and training
institutions and industry to adapt curricula is necessary.
➡Re-entering the labour market: many people will enter job fields without possessing
relevant formal qualifications.Thus, informally acquired skills and non-professional
experiences will have to be recognized. Formal qualifications will remain important but
practical skills training will become more important to prepare people for a entering into
a new job field.
➡Re-skilling later in life: all European citizens will have to accept that their expertise
could become obsolete and that they might have to rethink their professional lives
and careers. However, the increased flexibility of industry and labour market, will offer a
set of opportunities for re-skilling and changing professional profiles.
➡Career development and professional relationships: professional relationships will
change: hierarchies, relation among generations, and training needs will be openly and
collaboratively addressed. Competences will become a more important
criterion for promotion than seniority (Redecker et al., 2010:5).
Redecker et al. (2010)
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
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education
Conclusions Conferences Journals Experts Cases References
Which are the
future training
strategies?
51. Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Methodology Technologies
Personalization (targeted and flexible)
People will have to assume responsibility for their
qualifications and take initiative in developing their
professional careers and industry will have to be
more involved in training and encouraging workers to
participate in lifelong learning.
Effectively and efficiently (re) qualify
people for jobs of their choosing, addressing
their training needs and offering learning
strategies tailored to their level of
competence, their future job requirements,
their time constraints, and their learning styles
and objectives.
Collaboration (peer learning)
Professional relationships will promote open
knowledge exchange. ICT-based peer learning
networks and communities will become an important
tool for lifelong learning.
Providing environments that scaffold,
document, and archive the learning process
and convert knowledge exchange into an
accessible learning resource available anywhere
and anytime.
Informalization (recognition of skills)
Informal acquired skills will have to be formally
recognized. Accreditation mechanisms are needed to
make individuals’ learning portfolios relevant and
valuable for their career development. Central policy
issue: setting up the rules and institutions that allow
for the practical exercise of ownership over a
personal record of competence or accumulated
knowledge.
T e c h n o l o g i e s w i l l s u p p o r t
informalization during the process of
accreditation of informal skills.
Which are the
new
methodologies
in continuing
professional
development?
52. Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
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education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which are the
approaches of
learning at the
workplace?
(work-based
learning)
Drysdale (2012)
53. ➡Improved access to up-to-date institution and course information.
➡Faster response to initial enquiries and streamlined online application processes.
➡Access to institutional services from mobile devices, from any location.
➡Easier engagement with employers in curriculum design and delivery.
➡Responsive programmes that meet learners’ and employers’ needs.
➡Learner choice in the timing and location of study.
➡Flexible ways of delivering the curriculum and assessment and providing learner
support.
➡Opportunities to extend higher education to new markets by distance and online
learning.
➡Increased opportunities for learners to demonstrate a range of achievements
and prior attainment.
➡Efficient assignment-handling processes.
➡Rapid and timely feedback that prompts reflection.
➡Improved data collection and transfer across processes.
➡Online integrated points of access to institutional services for practitioners,
learners and employers.
➡Tools: e-portfolios, blogs, wikis, podcasting, social networking, web conferencing,
online assessment tools and virtual learning environments (VLEs).
Drysdale (2012)
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Benefits
of technology in
HE for lifelong
learning
54. ➡Improved access to up-to-date institution and course information.
➡Faster response to initial enquiries and streamlined online application processes.
➡Access to institutional services from mobile devices, from any location.
➡Easier engagement with employers in curriculum design and delivery.
➡Responsive programmes that meet learners’ and employers’ needs.
➡Learner choice in the timing and location of study.
➡Flexible ways of delivering the curriculum and assessment and providing learner
support.
➡Opportunities to extend higher education to new markets by distance and online
learning.
➡Increased opportunities for learners to demonstrate a range of achievements
and prior attainment.
➡Efficient assignment-handling processes.
➡Rapid and timely feedback that prompts reflection.
➡Improved data collection and transfer across processes.
➡Online integrated points of access to institutional services for practitioners,
learners and employers.
➡Tools: e-portfolios, blogs, wikis, podcasting, social networking, web conferencing,
online assessment tools and virtual learning environments (VLEs).
Drysdale (2012)
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Benefits
of technology in
HE for lifelong
learning
!
55. ➡Self-learning, horizontal structures, collectivity, a de-
centered pedagogy, networked learning, open source education,
learning as connectivity and interactivity, lifelong learning, learning
institutions as mobilizing network, and flexible scalability and
simulation.
➡Participatory learning as a key element related to interaction to co-
create with myriad people who are strangers and who can remain
anonymous. With participatory learning, the play between technology,
composer, and audience is no longer passive and the modes of authority
break down.
Future education
Davidson & Goldberg 2010
Objective Methodology Context Millenials
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education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
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education
Conclusions Conferences Journals Experts Cases References
➡Collaborative in nature;
➡Social networks arise around common (learning) interests and aims and facilitate
the learning process by providing social and cognitive guidance and support.
➡The learner plays a central role in the learning process as an active author, co-
creator, evaluator and critical commentator, but always evaluated by his or her peers.
➡Education has to respond to the new working styles emphasizing certain skills
and attitudes: creativity, collaboration, critical capacity and communication.
➡Tools: social networking services; syndication and notification technologies; blogs;
wikis; tagging, social bookmarking and folksonomies; media-sharing services, podcasts
and vodcasts; virtual worlds and immersive environments; and online office
applications.
Redecker (2009)
Which are the
principles to rethink
future
learning institutions?
What means to
learn in the
digital era?
56. ➡Trend towards:
- Self-generated personalization
- Widespread do-it-yourself attitude
- Breakdown of the professional/amateur distinction
- Emergence of Web 2.0 technologies that give rise to social networking,
collaborative content creation and democratized innovation.
- marginalization of institutionalized learning.
- open learning will be at the core of what everyone does all the time,
everywhere.
➡Future vision of learning called “learning spaces” that have eight attributes:
- connecting and social spaces,
- personal digital spaces,
- trusted spaces,
- pleasant and emotional spaces,
- learning spaces (allow to differentiate between learning moments and other moments),
- creative/flexible spaces,
- open and reflexive spaces,
- certified spaces,
- knowledge management systems.
Miller, Shapiro, & Hilding-Hamann
(2008)
Which learning
spaces for a 21st
Century
Learning-intensive
Society?
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
57. ➡will be focused on competences,
➡based on the needs of individuals,
➡more active and connected to real life,
➡technologies will be an integral part of learning,
➡teachers will become lifelong learners,
➡education needs to change to respond to the needs of economy and society,
➡it is needed more knowledge regarding the impact of ICT in education,
➡teachers have to be encouraged to change education,
➡organizational change is required,
➡policies should be better linked with developing practices.
➡Future of education with ICT support:
- to learn more (using technologies to be more efficient in introducing
new methodological approaches),
- to learn better (using technologies to personalize learning)
- to learn in a different way (using technologies to facilitate the
acquisition of 21 century skills).
➡To this aim it is necessary a modernization of educational institutions
(organizationally and pedagogically), policies to improve and promote an
efficient use of technologies in education, and to evaluate the impact of
ICT.
eTwinning Project.Ala-Mutka et al. (2010)
Pedró (2011)
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
How will be the
future of learning
in 10-20 years?
(teachers’ views)
How ICT will support
the education
of the future?
58. ➡Staff should take profit of students’ practical skills with ICT.
➡Students should have access to appropriate technology and promote
the development of their technical skills.
➡Information literacies should be a priority area (identify, search,
locate, retrieve, critically evaluate information, and organize and use it
effectively).
➡Web awareness should be a priority area.
➡Staff should have support to reflect on research into learning (teaching
and assessment methods) to become proficient users of an appropriate
range of technologies and skilled practitioners of e-pedagogy.
➡New ways of tutor/student relationship might be developed
based on the Web 2.0 (skills and attitudes).
➡Funding for investment in physical infrastructure and research at the
national level to enabling and embedding the flexible use of
technology and supporting the research and development programs.
CLEX (2009 -UK)
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
➡Open and inclusive policies enhancing ICT integration in education,
➡Digital competences acquisition by all,
➡Allow more learner-centred approaches,
➡Adapt teacher education and training to embrace more open and
flexible learning environments,
➡Holistic approaches in research,
ICT cluster (2010)
How to integrate
2.0 tools in HE?
How to integrate
ICT in education?
59. Allen & Seaman (2013)
Sharples et al. (2012)
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which tools
will we use?
60. Allen & Seaman (2013)
Sharples et al. (2012)
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which tools
will we use? In general, the future of education seems to be in technologies
more adapted to users, more visual, collaborative
and ubiquitous.
61. Allen & Seaman (2013)
Sharples et al. (2012)
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which tools
will we use? In general, the future of education seems to be in technologies
more adapted to users, more visual, collaborative
and ubiquitous.
MOOCs
are the
future?
62. ➡In North America MOOCs have never been cited as an emerging technology (Horizon
Reports)
➡Just in Australia seem to be present in the future of education in the horizon 2016-2017.
➡The data about the implementation of MOOCs in US in higher education give us a clear view about
the low integration of MOOCs (only 2.6% of higher education institutions currently have a
MOOC). Allen & Seaman (2013)
Sharples et al. (2012)
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which tools
will we use? In general, the future of education seems to be in technologies
more adapted to users, more visual, collaborative
and ubiquitous.
MOOCs
are the
future?
63. ➡In North America MOOCs have never been cited as an emerging technology (Horizon
Reports)
➡Just in Australia seem to be present in the future of education in the horizon 2016-2017.
➡The data about the implementation of MOOCs in US in higher education give us a clear view about
the low integration of MOOCs (only 2.6% of higher education institutions currently have a
MOOC).
➡In UK, MOOCs are seen as a good technology to increase the enrollment of students and as
a place to experiment with new pedagogies.
➡However, the way of introduce and supports these MOOCs can damage the reputation of
the institutions, reducing the students recruitment, and frustrate students.
➡The accreditation remains as a main issue in implementing MOOCs.
Allen & Seaman (2013)
Sharples et al. (2012)
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Which tools
will we use? In general, the future of education seems to be in technologies
more adapted to users, more visual, collaborative
and ubiquitous.
MOOCs
are the
future?
64. Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
+ Devices (mobile, tablets, laptops)
+ Internet (broadband)
+ Social
+ Multimedial
How is
the context?
How
Millenials are
and what
they expect?
Are: + connected, communicative, technological,
social, multitasking, visual, autonomous
Expect: + technologies, different activities,
multimedia, interactive resources, collaboration,
personalization, more skills and working patterns
65. Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
(+)
➡Significant impact
➡Students are using their devices in class
➡E-learning is seen as supplementary tool but positive
➡Students in online conditions perform better
➡Changes roles
➡Increase motivation
➡Internationalize
(-)
➡No revolutionized teaching and learning
➡More focused on technology than knowledge
➡E-learning is not less costly
➡Support existing traditional teaching methods
➡Bottom-up (teachers)
ICT has had
impact in HE?
How to implement
e-learning effectively?
➡ Engage & motivate learners
➡ Promote independent learning
➡ Develop learners skills & knowledge
➡ Appropriated resources (materials & tools), approaches,
context and support
➡ Learner is the center
➡ Flexible
➡ Learning as social process
66. Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
➡ Need: prepare student to workplace, dialogue education &
enterprises, accredit informal skills, lifelong learning and change
professional relationships
➡ Methodologies: personalization, collaboration, informalization
➡ How technologies help: access, administration, adapt needs, time and
location, feedback
ICT has had
impact at the
workplace?
How will be
the education
of the future?
➡ Open, social, collaborative, ubiquitous, personalized, participatory,
lifelong, flexible, multimodal, pleasant, de-centered, learner-centered.
➡ Recommendations: take profit students ICT skills, access, support
teachers, new ways relation tutors/students, flexible use of
technologies, open policies, real life.
➡ To learn more (ICT: efficiency), to learn better (ICT: personalize),
to learn in a different way (ICT: 21 century skills)
67. Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
➡Education needs to change to respond to the needs of the economy and knowledge
society
➡Teachers need to be encouraged to use ICT more effectively (to change)
➡Organizational change is required to allow and encourage innovation in education
➡Policies (and research) should be better linked with developing practices
➡ICT are creating and impacting change in learning, but more knowledge is needed
➡Research and studies need to look for holistic, international and qualitative approaches to
analyze the effective use of ICT and its impact on learning processes and outcomes.
It is about transformation and about important cultural changes in the students.
It is about transformation of the whole educational system.
It is not about using ICT to do the same.
It is about the change of structures, curricula and methodologies with ICT
support.
It is about the new learning culture to change libraries, classrooms, study plans
and accreditation systems.
Concluding
remarks
68. −
The ICDE World Conference on Open and Distance Education. Organized
by: ICDE
- World Innovation Summit for Education. Organized by: WISE
-
The eLearning Africa. Organized by: The Republic of Namibia
−
The Networked Learning Conference. Organized by: Open University of
the Netherlands, Lancaster University, Aalborg University i Open
University UK
−
International Conference on Mobile, Hybrid, and On-line Learning .
Organized by: IARIA
−
EDEN Conference. Organized by: (European Distance Education Network)
−
Media & Learning Conference. Organized by: Flemish Ministry of
Education and the European Commission Directorate-General for
Education and Culture
−
International Conference of Education, Research and Innovation.
Organized by:International Association of Technology, Education and
Development
−
Worldviews Conference on Media and Higher Education. Organized by:
University of Toronto
−
International Conference on Internet Studies. Organized by: ATISR
academic
−
EDULEARN International Conference on Education and New Learning
Technologies. Organized by:International Association of Technology,
Education and Development
−
International Conference on Information Society. Organized by: i-society
and IEEE
−
IEEE International Conference on Advanced Learning Technologies.
Organized by: ICALT
−
European Conference on Technology Enhanced Learning: Towards
Ubiquitous Learning. Organized by: cooperation among different
universities
−
European Conference on e-Learning. Organized by: ACI (Academic
Conferences International)
−
Annual Conference on Distance Teaching & Learning. Organized by:
Distance Education Professional Development (DEPD)
− Annual Emerging Technologies for Online Learning International
Symposium. Organized by: Sloan Consortium
−
Annual TCC Worldwide Online Conference. Organized by: TCC
−
ED-MEDIA. World Conference on Educational Multimedia, Hypermedia
& Telecommunications. Organized by: Association for the Advancement
of Computing in Education (AACE).
−
International Technology, Education and Development Conference.
Organized by:International Association of Technology, Education and
Development
−
International Conference on E-Learning in the Workplace. Organized by:
International E-Learning Association (IELA)
−
EDUCAUSE Annual Conference. Organized by: EDUCAUSE
−
Society for Information, Technology and Teacher Education International
Conference. Organized by: SITE
−
Annual Sloan Consortium International Conference on Online Learning.
Organized by: Sloan Consortium
−
International Conference on Technology Supported Learning & Training
(ONLINE EDUCA BERLIN). Organized by: Federal Ministry of
Education and Research
−
Mobile Learning. Organized by: IADIS
Conferences
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
69. Journals
Computers & Education
Journal of Computer Assisted Learning
Australasian Journal of Educational Technology
British Journal of Educational Technology (BJET)
ETD&R - Educational Technology Research and Development
Interactive Learning Environments
Turkish Online Journal of Educational Technology
Learning Media & Technology
International Journal of Emerging Technologies in Learning (iJET)
Journal of Technology, Learning and Assessment
Educational research review
Research in Learning and Technology
International Journal of Technology Enhanced Learning
EDUCAUSE Review online
International Review of Research in Open and Distance Learning
International Journal on E-Learning
E-Learning and Digital Media
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
70. Experts
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Academics
Michael Graham Moore (Professor of education at University of Wisconsin-Madison-USA). Research interest:Transactional distance between teacher and students, independent
learning, learner autonomy in higher education,.
Yong Zhao (Professor at the College of Education, Michigan State University-USA). Research interest: effectiveness of distance education, diffusion and evolution of technology in
educational contexts, second language acquisition, and globalization and education. More information: http://zhaolearning.com/
Terry Anderson (Professor in Distance Education.Athabasca University-Canada). Research interest: social software use in distance education.
Insung Jung (Professor of Education, Media and Society at the International Christian University (ICU) inTokyo, Japan). Research interest: Quality assurance in distance education
Stella Porto (University of Maryland University College-USA). Research interest: Leadership, management, administration, delivery and development of distance education programs,
with extensive experience in e-learning systems and methodologies.
Tian Belawati (ICDE President and former President at UniversitasTerbukas, Indonesia). Rector of UT interested in open distance learning.
Som Naidu (Charles Sturt University,Australia). Research interest: learning environments and architectures, Instructional Management Systems.
Martha Stone Wiske (Harvard University, USA).Research interest: Integration of new technologies and the incorporation of learner-centered teaching for understanding into
educational settings, including schools, universities, and other settings.
Richard Noss (London Knowledge Lab, UK). Co-director of the London Knowledge Lab, co-founder of Kaleidoscope, and director of the UK'sTechnology Enhanced Learning
Vijay Kumar (Senior Associate Dean and Director, Office of Education Innovation andTechnology MIT-USA). Research interest: sustainable technology-enabled educational innovation.
Sonia Livingstone (London School of Economics and Political Science). Research interest: young people and the internet in social, domestic and educational contexts.
Guy Haug (Expert Advisor, Higher Education Europe, Brussels, Belgium). Research interest: quality assurance/accreditation, higher education, Bologna process.
Martin Carnoy (Professor Graduate School of Education-Stanford-USA). Research interest: Economics of education.
Francesc Pedró (Senior analyst at the OECD Centre for Educational Research and Innovation (CERI)-France). Research interest: New Millenium learners, ICT integration in education.
Morten Flate Poulsen (Professor of Online Education at the Norwegian School of Information and Director of Development at NKI Distance Education in Norway). Research
interest: online education, LMS, computer-mediated communication, cooperative online education. More information: http://revica.europace.org/Morten.html
Albert Sangrà (Director eLearn Center Open university of Catalonia). Research interest: the use of ICT in education and training and quality in e-learning
Begoña Gros (Professor University of Barcelona) Research interest: the use of ICT to improve learning with special attention in ICT in higher education, learning design and the use of
digital games.
71. Experts
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts ReferencesObjective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
Consultants
Frank Mayadas:(Co-Chair Sloan Foundation-USA)
Research interest: e-learning impact in higher education, forms of on-line learning, industry and educational programs, quality in online education.
More information: http://www.acm.org/globalizationreport/biographies.htm#m21
Bruce Chaloux: (Executive Director and Chief Executive Officer, Sloan Consortium-USA)
Research interest: e-learning transformation of higher education, policy barriers in distance learning, adult access to e-learning,quality, authorization.
More information: http://www.magnapubs.com/bio/297/
Tony Bates: (President and CEO ofTony Bates Associates Ltd-Canada )
Research interest: Specialized in consultancy and training in the planning and management of e-learning and distance education.
Betty Collis (Collis & Moonen,The Netherlands)
Research interest:Application of technology for strategy, learning and change in
educational institutions and corporate training.
Indy Johar (Co-founder | Executive Director & Strategic Counsel, HUB Westminster-UK)
Research interest: design needs to meets policy and a new economics.
Diana Oblinger (President and CEO of EDUCAUSE-USA)
Research interest:: advance higher education through the use of information technology, next Generation Learning Challenges.
Marco Antonio R. Días (Consultor de la Universidad de las Naciones Unidas, Ex-director de la División de Educación superior de la UNESCO)
Research interest: Higher educatio, knowledge society.
Fabrice Henard (UNESCO, analyst at the OECD, for the programme Institutional Management for Higher Education (IMHE)-France)
Research interest: Strategy consultant - education, skills and quality policies; evaluation, capacity building and expertise.
More information: http://learningavenue.fr/.
Asha Kanwar (President & Chief Executive Officer of the Commonwealth of Learning (COL)-Vancouver, Canada). Consultant in open and distance learni
UNESCO's Regional Office for Education in Africa (BREDA) in Dakar, Senegal.
72. Cases
➡Effective practices of online education in USA (Sloan)
➡Effective practices in the digital age (UK)
➡Effective practice with e-learning (UK, different education levels)
➡Good Practices for Learning 2.0 (Europe)
➡Innovative Practice with e-Learning, mobile and wireless technologies
(UK)
➡Lifelong learning in digital age and workplace (UK)
➡Learning 2.0 innovations (Europe)
Objective Methodology Context Millenials
ICT impact
education
ICT impact
workplace
Future
education
Conclusions Conferences Journals Experts Cases References
73. References
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ICT impact
education
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workplace
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education
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education
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education
Conclusions Conferences Journals Experts Cases References
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