1. Contact: godelieve.van-den-brande@ec.europa.eu
The future of learning
Lieve Van den Brande, European Commission, DG Education and Culture
Contact:

2. ICT and education
Policy context E&T

3. The European Policy Framework
Key Competences for Lifelong Learning, 2006/962/EC
mother tongue; foreign languages; maths/science/technology; digital competence, learning to learn; social & civic competences; entrepreneurship; cultural awareness & expression
Strategic Framework for European Cooperation in E&T, COM(2008) 865
Lifelong learning and mobility
Quality & efficiency of E&T
Equity & active citizenship
Innovation, creativity, entrepreneurship
Education
Innovation
Research
Knowledge triangle
SWP: The Use of ICT to support innovation and lifelong learning for all, SEC(2008) 2629

4. ICT cluster under OMC – ET2010
Representatives of 18 Ministries of Education of 18 Member States compiled key recommendations
It is timely to move away from perceiving ICT diffusion and usage as a goal and instead see ICT as an enabler of teaching and learning. It is not about ICT but about transformation …”
“The ICT cluster has influenced the development of improved indicators for measuring ICT use and impact. This has led to the first European-wide comparative study on the use and impact of ICT in school education”.
“The cluster has contributed to a fundamental change in discourse from accessibility to innovative learning through the support of ICT”.

5. Digital competences as core life and employability skills
Lessons learned by the ICT cluster Final Report - Learning, Innovation and ICT
Digital competences as core life and employability skills
Leadership and institutional change for a renewed strategy on learning
VISION
future!
Towards a new learning paradigm
Allow more learner-centred approaches
Professional development – the teacher as learner at the centre

6. The future of learning... As our societies are changing…
we need to rethink E&T and to envision future learning that is more efficient, equitable, innovative and meaningful than it ever was in the past
Foresight is not about predicting the future but rather a tool for longer-term strategic thinking and priority setting based on collaboratively developed shared visions and scenarios

7. OK but what is changing?

8. Learning Spaces: a vision of future learning8
Teaching
Learning
2020
2006
Student
Learner
Individual
Social
Teacher
Guide
Hierarchical
Heterarchical
Rote Learning
Learning by doing
Institutional
certification/validation
Multiple ways
Formal
Informal and Lifelong

9. Key competences for lifelong learning (Cf. 2006 Council Recommendation)
Shift towards competence-based learning and transversal skills

10. Personalised learning91 92
ICT “can” favour personalisation and learner-centred learning

11. Lifelong learning
Increasing importance of self-regulated learning

12. Significant changes in
what we learn,
how we learn,
where we learn and
when we learn
Towards educational transformation in a digital world
But progress is slow!!!

13. The problem… ICT is embedded in a traditional learning paradigm
The real potential of ICT to make learning more innovative, creative, relevant and interesting is not being realised within formal E&T
While emerging in other areas, for example:
Mobiles for L2L of IEM
Digital games for excluded youth and early school drop outs (E.g. Notschool UK)
Telecentres for digital competence and entrepeneurship
Informal language learning via social media applications
Lots of innovative ICT projects in Europe but do not reach beyond “early adopter stage”:
“We need to scale-up, learn from each other, be clear on visions, goals and outcomes, and we need to act NOW…” (Digital Agenda Assembly, 16 June, BXL)

14. ICT and education
EU support

15. EU support ICT in education and training programmes
Minerva
Socrates
Promote European cooperation in the field of Open and Distance Learning (ODL) and Information and Communication Technology (ICT) in education
Improving the quality and accessibility of European education and training systems through the effective use of information and communication technologies (ICT)
Specific objectives include: to support the development of innovative ICT-based content, services, pedagogies and practice for lifelong learning

16. EU support Comenius: eTwinning for schools
Support for online partnerships between two or more European primary or secondary schools
Flexible, teacher friendly scheme to mainstream pedagogical use of ICT and support professional development
Mainly based on joint pedagogical projects
Increasing use of online Communities of Practice for teachers
Quality label for good practice examples

17. EU support The eLearning Portal
Supporting the exchange of ideas, good practice and resources in elearning across Europe and the world
Open to everyone, everywhere
Funded by the Lifelong Learning Programme
eLearning Papers n° 2 (2007)

18. Studies at DG EAC Learning 2.0 (IPTS, 2008)
New learning communities through ICT (IPTS, 2009)
Foresight - Future of learning (incl.ICT) (IPTS, 2011)
European-wide comparison of the use and impact of ICT on school education (STEPS -2009)
Development of methodologies for ICT indicators (2009)
Benchmarking study by DG INFSO (2012)
Key data on Learning and Innovation through the use of ICT in Europe 2011 (EURIDYCE)

19. ICT and education
And next …

20. EU Policy context Europe 2020 ET 2020
Lifelong Learning Programme (LLP) contributes to strategies and initiatives:
Europe 2020
ET 2020
Flagships initiatives
Youth on the move
(Sept.2010)
Digital Agenda
Agenda for new skills
and jobs (Nov.2010)
Early school leaving
Higher education attainment
Making LLL and mobility a reality
E&T quality and efficiency
Equity, social cohesion, active citizenship
Creativity and innovation

21. A new policy agenda: Europe 2020
Smart Growth
Sustainable Growth
Inclusive Growth
Innovation
« Innovation Union »
Climate, energy and mobility
« Resource efficient Europe »
Employment and skills
« An agenda for new skills and jobs »
Education
« Youth on the move »
Competitiveness
« An industrial policy for the globalisation era »
Fighting poverty
« European platform against poverty »
Digital society
« A digital agenda for Europe »

22. Europe 2020 targets related to E&T
Early School Leaving
Higher Education Attainment (Age 30-34)
2009
2020
14.4%
10% at most
2009
2020
32.3%
40% at least
Europe 2020 establishes headline targets to be achieved at EU level by 2020.
Each Member State fixes national targets to contribute to the overall EU goals.
The two headline targets in the field of education and training are:
1. To reduce the overall rate of Early School Leaving (Percentage of the population aged with at most lower secondary education and not in further education or training) to below 10% (from 14.4% in 2009)
2. To raise the proportion of year olds in the EU with a higher education or equivalent qualification to 40% (from 32.3% in 2009)

23. Lifelong learning + mobility
Europe 2020  ET Strategic challenges
Lifelong learning + mobility

24. Priorities under ET 2020
E&T have a unique role to play in enhancing the use of ICT for learning and should take up a leadership role. Actions are oriented around 3 objectives to be tackled simultaneously: 1. Increasing digital competences 2. ICT and an enhancer of innovation of E&T 3. improving the e-skills of professionals

25. 1. Increasing digital competences
Development of better descriptors for digital competence as a complement to the Key Competences FW
Development of an ICT skills supplement to European Skills passport
Development of better ‘measurements’ for the use and impact of ICT in education
Support to MS (see next)
 Communication 2012 – Rethinking skills

26. 2. ICT and an enhancer of innovation of E&T
Support to MS for mainstreaming ICT in education
New Thematic Working Group under ET 2020
On ‘ICT and education’ (24 MS involved)
Peer learning and sharing of practices
Policy handbook for policy makers
To design and support a European-wide initiative on ‘Creative Classrooms/ Creative Learning Environments’
Reinforcement of e-Twinning for other learning domains

27. 3. Improving the e-skills of professionals
Setting up of a multistakeholders platform-forum for ICT skills ( bridge worlds of education and work)
E-skills awareness week DG ENTR
(first week of March 2012)

28. for an innovative Europe
Creative Classrooms
for an innovative Europe

29. The reality – implementation gap
While ICT is well mainstreamed
outside schools, formal E&T
is only in its early adopter’s stage.
Education can not stay behind these changes in an increasing networked and digital society. 29 29

30. Shortages
Teachers lack pedagogical strategies and experiences to effectively use ICT
Professional development of teachers lacks the pedagogical, innovation and practical dimension
Assessment of digital literacy is not widespread
Major lack of systematic impact in practices
Innovations not enough supported by changes in pedagogy
Discrepancy between children’s under-use of ICT at school and frequent and sophisticated use at home 30

31. – + What is at stake? The infrastructure to promote ICT
No systemic integration and mainstreaming in formal education +
The infrastructure to promote ICT
Research base to guide the process
Bottom-up initiatives (pilots,research, policies, action plans, …)
but
Lack of systemic impact
Top-down policies not close to users & practitioners
Lack of brokerage mechanisms to policy makers
Lack of evidence-base for policy making
Small scale, grass roots initiatives
Short-term - lack of sustainability/scalability
No cross-sector dimension / no transferability
No whole systems integration & leadership 31

32. LACK OF SYTEMIC IMPACT
Top-down policies not close to users and practitioners
Lack of brokerage mechanisms to policy makers
Lack of evidence-base for policy making
Small scale, grass roots initiatives
Short-term - lack of sustainability/ scalability
No cross-sector dimensions
Whole systems integration and leadership 32 32

33. False assumption about implementation
There is a common assumption or conviction about the spread of best practices:
First step: Elaboration of a best practice
Second step: Implementation of the best practice
Third step: Demonstration of the results of the best practice (conferences, marketing, etc)
Fourth step: Automatic spread of the best practice

34. False assumption about implementation

35. The real model of the spread of best practices

36. The false assumption and the reality (B. Magyar, 2011)
New best practice
Success reports
Dedicated submission of the pilot
Prediction of spreading
The unreached last mile
Degree of saturation
Implementation of the pilot
Depreciation of the best practice
Time 36

37. EU Policy context Europe 2020 ET 2020
Lifelong Learning Programme (LLP) contributes to strategies and initiatives:
Europe 2020
ET 2020
Flagships initiatives
Youth on the move
(Sept.2010)
Digital Agenda
Agenda for new skills
and jobs (Nov.2010)
Early school leaving
Higher education attainment
Making LLL and mobility a reality
E&T quality and efficiency
Equity, social cohesion, active citizenship
Creativity and innovation 37 37

38. Objectives linked to Europe 2020 & ET2020
Increasing digital competence/ e-literacy
ICT enhancing innovation of E&T
 Support to Member States to mainstream ICT use in educational policies and practices
IDEA: Creative Classrooms 38

39. The term ‘Creative’ = innovation of learning and teaching process with the support of ICT
Creative Classrooms
Focus on what is possible in today’s practices with today’s technologies
The term ‘Classrooms’ = all types of learning environments

40. Policy makers / Decision makers
Creative classrooms
Policy makers / Decision makers
e.g. Thematic Working Group
Theme 1
Theme 2
Theme …
Case 1
Case 2
Case 3 …
Case 1
Case 2
Case 3 …
Case 1
Case 2
Case 3 …
Country 1
Country 1
Country 1 E V A L U T I O N
Case 1
Case 2
Case 3 …
Case 1
Case 2
Case 3 …
Case 1
Case 2
Case 3 …
Country 2
Country 2
Country 2
Transfer
Localise
Case 1
Case 2
Case 3 …
Case 1
Case 2
Case 3 …
Case 1
Case 2
Case 3 …
Country 3
Country 3
Country 3
Case 1
Case 2 …
Case 1
Case 2 …
Case 1
Case 2 …
Country …
Country …
Country …
Lessons learned 40

41. The Initiative on Creative Classrooms is innovative due to:
its experimental nature
its transversal scope
the upscaling of innovations
making changes systemic and sustainable
emphasis on European–wide policy development

42. What ? Creative Classrooms initiative
Experimentations which are linked up
Based on concrete problems
Whole-system oriented
Providing evidence-based responses
Real-life experimentations in local context
Carried by the users - innovation (bottom-up)
Upscaling of innovations
Leadership top-down (policy makers; key stakeholders)
Emphasis on European-wide cooperation in policy development 42 42

43. Providing guidance to policy makers and practitioners
What ?
Providing guidance to policy makers and practitioners
‘Learning what works and what does not’ as input to evidence-based policy making at all levels of E&T
Linking policy experimentations in real life settings
Upscaling across Europe
Increase impact on systemic level
Reaching a large number of learners, institutions, learning centres
Involving multiple stakeholders (informal, non-formal & formal) 43 43 43 43

44. Transversal issues Based on sound research methodologies
Monitoring and evaluation of the various experimentations
Deriving key lessons
Transferring these lessons to the policy makers as well as to practice
Reporting and brokering the lessons 44 44

45. Evaluate the potential impact of a policy measure
Testing innovation in real life settings = policy experimentation
Creative classrooms
Evaluate the potential impact of a policy measure
Theme 1 C R O S - U N T I E E V A L U T I O N
Country 2
Case 1
Case 2
Case 3 …
Country …
Country 1
Transfer
Localise
Lessons learned 45

46. Creative Classrooms ROADMAP
January 2012
Concept CC
Analysis of the progress and gaps
March 2012
Definition of the optimal conditions
Creative
Classrooms
ROADMAP
June 2012
Validation of the concept through DEBATE
Launch call for pilots
June 2012
Testing at a large scale through real life pilots
Developing a broad stakeholders partnership
2013/ 2014
2014
DEBATE with stakeholders
Drawing lessons from cases
2014
2014
DEBATE with stakeholders 46

47. Thank you ! DG Education and Culture: The Lifelong Learning Programme:
‘Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow. ’
William Pollard
DG Education and Culture:
The Lifelong Learning Programme:
Contact person: Lieve Van den Brande – DG EAC-A2

48. Thank you ! DG Education and Culture: The Lifelong Learning Programme:
‘Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow. ’
William Pollard
DG Education and Culture:
The Lifelong Learning Programme:
The Executive Agency: