The document summarizes the results of the 3rd consultation of the VISIR network. It found that 326 participants from across Europe identified several barriers to innovation in education, including lack of teacher training and competencies with technology, rigid curriculums, and lack of evidence on the impact of ICT. However, many participants saw themselves as innovators. The consultation identified several enablers of innovation, such as increased funding for technology and grassroots projects, more flexible schedules, and recognition of innovators. Examples of incentives included awards, partnerships, and career advancements for innovative teachers. Overall, it emphasizes the need for teacher support, research, and institutional policies that encourage openness to innovation.
Lifelong Learning Programme - Key Activity 3 - ICT; Multilateral projects
By carrying out research to understand how governments can stimulate the uptake of OER by policy means (and not just funding), POERUP aims to contribute to the implementation of LLL. Simultaneously POERUP aims to foster the potential of new media for enhancing innovation by researching policies designed to foster a “lifelong learner” mindset in learners: leading to curiosity, creativity and a willingness to “consume” OER. To do so the project team will investigate the “end-user – producer communities” behind OER initiatives and what (or who) it is that actually provides the energy that make OER work or not.
Lifelong Learning Programme - Key Activity 3 - ICT; Multilateral projects
By carrying out research to understand how governments can stimulate the uptake of OER by policy means (and not just funding), POERUP aims to contribute to the implementation of LLL. Simultaneously POERUP aims to foster the potential of new media for enhancing innovation by researching policies designed to foster a “lifelong learner” mindset in learners: leading to curiosity, creativity and a willingness to “consume” OER. To do so the project team will investigate the “end-user – producer communities” behind OER initiatives and what (or who) it is that actually provides the energy that make OER work or not.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Un diálogo por la calidad: de la inspección a la inspiración, por Ingeborg Bo, miembro del Consejo de Dirección de la Fundación Europea para la Calidad en E-learning (EFQUEL).
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
VIsion, Scenarios, Insights and Recommendations on how ICT may help making lifelong learning a reality for all (VISIR)
The aim of the VISIR network is to contribute to the full exploitation of the potential of ICT to transform and innovate European lifelong learning and to equip European citizens with digital competencies and other key transversal competencies for life and employability in Europe.The project will analyse the existing trends on ICT for learning in Europe and draft a long term vision on the contribution of ICT for transforming education and training systems and catalogue successful ICT-for-learning micro-innovation practices. It will facilitate exchange of ideas and concerns around these practices through the organisation of six transnational seminars connected to major conferences focusing on specific “sectors in change” of ICT-for-learning and through a web2.0 “online showcase”. The project also aims to facilitate the mainstreaming of these practices both towards E&T policy makers and towards learning communities and provide research-grounded recommendations for policy making and for innovative practices large scale scalability and transferability.
Exploratory study:Is eTwinning a PD programmethat proves successful for sc...Riina Vuorikari
This presentation proposes ideas for exploratory digital trace data on eTwinning, focusing on better eTwinning Analytics; understanding the power of interventions (e.g. nudging; training workshops) and focusing on the causal link between eTwining and learning outcomes. The purpose of the slides is if for discussion.
The characteristics of an open education, the reason to open up, the innovations having impact towards opening up and the case studies of integration of TEL in education for opening up.
Does technology enhance learning rentonLucy Renton
slides and notes from a presentation at the Institute of Contemporary Arts in March 2014 as part of a one day seminar (http://adri.mdx.ac.uk.contentcurator.net/middlesex-ica-symposium-march2014 ) responding to a concurrent exhibition of the Artist Richard Hamilton, and his involvement with the Independent group and Art and Design Pedagogy
I was an invited speaker on the Technology and Innovation panel
Jeff Haywood is the Vice-principal, Knowledge Management at University of Edinburgh, United Kingdom
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Un diálogo por la calidad: de la inspección a la inspiración, por Ingeborg Bo, miembro del Consejo de Dirección de la Fundación Europea para la Calidad en E-learning (EFQUEL).
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
VIsion, Scenarios, Insights and Recommendations on how ICT may help making lifelong learning a reality for all (VISIR)
The aim of the VISIR network is to contribute to the full exploitation of the potential of ICT to transform and innovate European lifelong learning and to equip European citizens with digital competencies and other key transversal competencies for life and employability in Europe.The project will analyse the existing trends on ICT for learning in Europe and draft a long term vision on the contribution of ICT for transforming education and training systems and catalogue successful ICT-for-learning micro-innovation practices. It will facilitate exchange of ideas and concerns around these practices through the organisation of six transnational seminars connected to major conferences focusing on specific “sectors in change” of ICT-for-learning and through a web2.0 “online showcase”. The project also aims to facilitate the mainstreaming of these practices both towards E&T policy makers and towards learning communities and provide research-grounded recommendations for policy making and for innovative practices large scale scalability and transferability.
Exploratory study:Is eTwinning a PD programmethat proves successful for sc...Riina Vuorikari
This presentation proposes ideas for exploratory digital trace data on eTwinning, focusing on better eTwinning Analytics; understanding the power of interventions (e.g. nudging; training workshops) and focusing on the causal link between eTwining and learning outcomes. The purpose of the slides is if for discussion.
The characteristics of an open education, the reason to open up, the innovations having impact towards opening up and the case studies of integration of TEL in education for opening up.
Does technology enhance learning rentonLucy Renton
slides and notes from a presentation at the Institute of Contemporary Arts in March 2014 as part of a one day seminar (http://adri.mdx.ac.uk.contentcurator.net/middlesex-ica-symposium-march2014 ) responding to a concurrent exhibition of the Artist Richard Hamilton, and his involvement with the Independent group and Art and Design Pedagogy
I was an invited speaker on the Technology and Innovation panel
Jeff Haywood is the Vice-principal, Knowledge Management at University of Edinburgh, United Kingdom
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
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
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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
JRC-IPTS presentation at VISIR Seminar - 25-26 March 2014, Committee of Regio...Panagiotis Kampylis
This is the JRC-IPTS invited presentation on policy recommendations for mainstreaming ICT-enabled learning innovations at VISIR International Seminar (25-26 March, Committee of Regions, Brussels). Short description: Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being realised in formal education settings and major questions are being asked about the sustainability, systemic impact and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This presentations focuses on recommendations for immediate strategies and actions to be undertaken by policy-makers at local, regional, national, and EU level to further develop and mainstream ICT-ELI with systemic impact, contributing to the modernisation of Education and Training systems in Europe. The recommendations were developed in the context of the 'Up scaling Creative Classrooms in Europe (SCALE CCR) project, carried out by JRC-IPTS on behalf of the European Commission, DG Education and Culture, based on desk research; case reports from Europe and Asia; continuous stakeholders consultations; and in-depth expert interviews. The final set of recommendations was further validated and prioritised through an online consultation with 149 educational stakeholders. The recommendations were clustered into seven areas presenting a holistic agenda to guide the further development and mainstreaming of ICT-ELI: Content and Curricula; Assessment; School Staff Professional Development; Research; Organisation and Leadership; Connectedness; and Infrastructure. The number and variety of the recommendations provided depict the complexity of ICT-ELI and the systemic approach needed for their mainstreaming across Education and Training systems in Europe.
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).
Evolution of DE at UoM....and Future PerspectivesM I Santally
This PPT highlights the experience of the UoM in terms of DEOL and how the concept evolved throughout the years. It was presented at the UOM Research Week.
Presentation of Grainne Conole, Dublin City University, Ireland, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
Inclusiveness has become a strategic question for many higher education institutions across Europe, impacting learning, teaching, research and institutional cultures. This EUA presentation showcases the results of the INVITED project survey including data from 159 higher education institutions in 36 European systems about institutional strategies and measures, success factors, challenges and needs for support. It is of interest to university leaders and managers developing their institutional strategy, staff charged with implementation, researchers and students interested in the topic, as well as policy makers and administrators at European and national levels as they develop new policies for higher education and research.
Universal Access to Knowledge through Quality Learningicdeslides
Plenary presentation at ICT in Education Conference, Qingdao, China 23 - 25 May 2015. Follow up of the Incheon Declaration. Education 2030: Equitable and inclusive quality education and lifelong learning for all by 2030.
Transforming lives through education.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
1. Project supported by the Lifelong Learning Programme of the European Commission.
http://www.risc-project.eu
http://www.visir-network.eu
1
Results of the 3rd VISIR Consultation
“What may promote or discourage changes
towards innovation friendly learning systems
recognising grassroot innovations?”
András Szűcs
Livia Turzó
European Distance and E-Learning Network
2. Project supported by the Lifelong Learning Programme of the European Commission.
http://www.risc-project.eu
http://www.visir-network.eu
Consultations completed
Consultation No. 1:
What are the most relevant factors of change
and how do they affect LLL?
„LLL in the XXI Century: dimensions of change"
June –July 2012
Consultation No. 2:
What concretely should change and what is the role of ICT?
“Reacting to change and transforming European LLL:
the contribution of ICT "
March - April 2013
Consultation no. 3:
What may influence the change in the desired direction?
“ What may promote or discourage changes towards
innovation friendly learning systems recognising grassroot
innovations?”
December 2013 - January 2014
See reports: http://visir-network.eu/
Consultations run in five languages (EN, FR, DE, ES, IT)
Votes and participants
Participants
1st 2nd 3rd
EN 160 154 242
DE 20 23 19
IT 10 23 29
ES 15 10 25
FR 7 19 11
SUM
212 229 326
3. Project supported by the Lifelong Learning Programme of the European Commission.
Results of the 3rd VISIR Consultation
3
Participants
EN 242
DE 19
IT 29
ES 25
FR 11
SUM 326
Who are you?
0% 20% 40% 60% 80%
Teacher/trainer
Manager/Decision
Maker
Researcher
Student
4. Project supported by the Lifelong Learning Programme of the European Commission.
Where do you work? In which education sector are you mostly active?
0%
10%
20%
30%
40%
50%
60%
70%
80%
School Vocational
education
and training
Higher
Education
Other post-
secondary
education
Continuing
professional
education
and training
Adult
learning
Non-formal
education
5. Project supported by the Lifelong Learning Programme of the European Commission.
Do you consider yourself
as innovator in education?
Do you consider yourself an innovator
in education?
Yes
87%
No
13%
177 comments (50%+)received !
• The consultation reached a community with good
understanding, effective practice, experience
and strong commitment
• Attitude and personal motivation is amongst the most
significant reasons to become innovative actors
• Service oriented culture in the institutions
• Combination of grassroot work with scientific activity
• Innovation is often understood as a process:
• Not only using new methods but also do research
• analyzing results of non-conventional teaching :
experimenting – implementing – evaluating
• Innovation is important to motivate the students, develop
their full potential, enhance learning experience
• Sharing, promoting innovation, practices in social media
• „no‟ answers: lack of time, no influence on processes in
the institution, valuing traditional methods
6. Project supported by the Lifelong Learning Programme of the European Commission.
In your experience, what are the main barriers to (ICT-
fostered) innovation in learning?
0% 10% 20% 30% 40% 50% 60% 70%
Lack of understanding by parents (in schools)
Privacy and security -related issues
Copyright, IPR
Innovation is considered as something “dangerous” or “risky”
Lack of supporting network infrastructure
Still low rates of ICT penetration across EU
Rigidity of curriculum
Lack of funds for content development
Lack of time by teachers/trainers
Lack of methodological support
Lack of teachers’/trainers’ competences
7. Project supported by the Lifelong Learning Programme of the European Commission.
Institutional governance, organisational culture:
• natural conservatism, resistance to change and to new technologies by management, to
enhance institutional policy frameworks
• unwillingness to take risks as there is a 'blame culture‘ – risk avoidance
•lack of timely ICT support – teachers always lagging behind students
• added values by teaching excellence, professional development not recognised in career,
• insufficient education-specialized ICT support personnel
• incorporation of pseudo-professionals for training and so wasting of time of the teachers and
wasting of funds
Lack of evidence:
• for the usefulness of ICT
• lack of understanding of how technology can support learning, impact of ICT on curriculum.
• lack of convincing cases for innovative practices
Lack of funds:
• motivation: no rewards for doing something different
• IT development, maintenance,
• instructional design, tutoring, coordination
What are the main barriers to (ICT-fostered) innovation
in learning? - Remarks
8. Project supported by the Lifelong Learning Programme of the European Commission.
What could be in your view the main enablers to (ICT-
fostered) innovation in education?
0% 10% 20% 30% 40% 50% 60%
Higher investments on mobile devices/PCs to learners
Support grassroot innovation
Support to the BYOD (Bring Your Own Device) trend
Higher investments on ICT infrastructure
Allocation of funds to support grassroot innovation
Training on support of innovation for decision makers
More flexible curricula and timetables
More evidence of effectiveness on ICT in education
More funds for piloting innovative projects
Training on recognition and implementation of innovation
9. Project supported by the Lifelong Learning Programme of the European Commission.
Main enablers to (ICT-fostered) innovation in education
- remarks
Training:
• training of decision-makers on selection of professionals for teacher training and development
• better quality of teacher training (both in- and pre-service)
Management, leadership:
• a solid pedagogical vision needed
• more organised flexibility in the educational institutions (The Positive Quality Spiral)
• opening up regulations to allow more competition in educational provision
• open-minded managers and teachers
Recognition, motivation:
• innovation/creativity as criterion for professional development and recognition of faculty
• Recognition of importance of teaching in higher education
• only when teachers see the value, they use ICT in teaching
Research and sharing of results:
• sound and rigorous academic research on the effectiveness of ICT
• more structural information efforts towards parents
• Creating community currencies for co-creative learning
Funding:
• piloting and maintaining the 'innovation' phase
• support to Information society skills and digital literacy
10. Project supported by the Lifelong Learning Programme of the European Commission.
What are in your experience good examples of concrete
incentives to (ICT-fostered) innovation in learning?
0% 10% 20% 30% 40% 50% 60% 70%
Awards recognising the innovation performance of
institutions or individuals
Public/private partnerships for exchange of knowledge
Public/private partnership to allow more investments on
innovation in learning
Paying respect to innovation performance during
assessment of institutions
Career advancements for innovators
Support networking among innovators
More development resources for innovative
teachers/trainers
11. Project supported by the Lifelong Learning Programme of the European Commission.
Attitude, culture, motivation, recognition:
• workload balance and time provision to learn, apply, evaluate and disseminate innovative practices
• recognition and value of innovation in learning when in a tenure-track position
• rewarding successful innovation to become common practice
• allow poorly functioning institutions to fail - promote competition
Sharing and networking:
• innovators should have enough resources for networking
• Public - Commons partnerships, or Public-Common-Private partnerships.
• sharing of concrete practices, find innovation accelerators
Management:
• funding practice-based research
• ICT enhancement should be part of educational institutions' strategies
• everything depends on the management
Training:
• support digital literacy training for users
• compulsory use of e-learning & new media in classrooms & Initial Teacher Training Institutes
Good examples of concrete incentives to (ICT-fostered) innovation
in learning - remarks
12. Project supported by the Lifelong Learning Programme of the European Commission.
Highlights from the consultation
Develop teachers competences, enhance their training, provide
methodological support
Research needed to provide more evidence on the value of ICTs
innovation
Support the networking of innovators
Inform, develop and encourage institutional management:
pedagogical vision, openness, ICTs in the strategy
Innovation as a process: combination of grassroot teaching work
with scientific activity
Help innovations in their pilote phase
Allow competition in educational provision
Educational IT specialists, timely ICT support needed
12
13. Project supported by the Lifelong Learning Programme of the European Commission.
13
See full report: http://visir-network.eu/
Results of the 3rd VISIR Consultation