ICT, Learning and Creativity and Innovation

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ICT, Learning and Creativity and Innovation Lieve Van den Brande, European Commission, DG Education and Culture Contact: godelieve.van-den-brande@ec.europa.eu. Policy context. Lisbon Objectives Education and Training 2010 ICT cluster - PowerPoint PPT Presentation

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  • ICT, Learning andCreativity and Innovation

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

    Reijo Aholainen, ICT Forum 2008

  • Policy context Lisbon Objectives Education and Training 2010 ICT cluster

    Commission Staff Working Paper: The use of ICT for innovation and lifelong learning for all. A report on progress (November 2008)

    2009 - The European Year on Creativity and Innovation Innovative learning through the use of ICT

    Lifelong Learning Programme various ongoing projects on ICT for learning

    eLearning programme and Minerva projects are completing their projects (success stories)

    Ongoing STUDIES providing evidence as well as foresight

    Reijo Aholainen, ICT Forum 2008

  • Updated Strategy for Education and Training 2010 and beyond emerging proritiesLifelong learning and mobilityEfficiency and qualityEquityCreativity and Innovation

    ICT for learning is transversal and plays a role at all levels of LLL .... and thus in each emerging priority

    Reijo Aholainen, ICT Forum 2008

  • COMMISSION STAFF WORKING DOCUMENT The use of ICT to support innovation and lifelong learning for all A report on progress

    http://ec.europa.eu/education/lifelong-learning-programme/doc/sec2629.pdf

    Reijo Aholainen, ICT Forum 2008

  • Where does the EU fit in context?

    Reijo Aholainen, ICT Forum 2008

  • Asia UNESCO study of ICT use in education in nearly 30 countries:The integration of ICT in the teaching of subjects has been weak. UNESCO report of the South-East ICT Advocacy & Planning Workshop, Dec. 2003

    AsiaEuropeMost schools in most countries, however, are in the early phase of ICT adoption, characterised by patchy uncoordinated provision and use, some enhancement of the learning process, some development of e-learning, but no profound improvements in learning and teaching.The ICT Impact Report: A Review of Studies of ICT Impact on Schools in Europe, Dec. 2006

    Reijo Aholainen, ICT Forum 2008

  • Nordic CountriesICT has a positive impact on the schools overall target improving the pupils learning. But the study also indicates that the potential of ICT is not being fully realised in all schools. The use of ICT as a tool for pedagogical development is not in focus and the impact of ICT on knowledge-sharing, communication and home/school cooperation is only moderate.E-learning Nordic 2006http://www.skolutveckling.se/digitalAssets/106585_English_eLearning_Nordic_Print.pdf

    Reijo Aholainen, ICT Forum 2008

  • Four-year study by Becta concludes:

    Personalized learning through technology is key route to educational improvement

    Having a high level of technology will dramatically improve performance, so long as there is the right support and enthusiasm to embrace it

    http://www.evaluation.icttestbed.org.uk/reports-- June 2007

    United Kingdom

    Reijo Aholainen, ICT Forum 2008

  • United States HALF FULL? TeachersCDW-G Teachers Talk Tech Survey 2006

    63% of teachers say their technology skills are somewhat advanced or advancedYet most using technology for e-mail & Internet research, not to change teaching

    HALF EMPTY? StudentsFind the typical classroom doesnt reflect the rich technology they enjoy outside of schoolExpress growing frustration that schools are irrelevanthttp://www.tomorrow.org/speakup/speakup_reports.html

    Reijo Aholainen, ICT Forum 2008

  • United StatesKeith R. Krueger, CEO of CoSN

    In most classrooms, technology/ICT is not integral to the overall educational missionIt has been used at the margins to improve education rather than do something profoundly different/better

    BUTCompetitiveness is a global concern. Developing 21st century skills is essential. We need to focus on how ICT enables critical thinking, creativity, collaborationVision by leaders matters. ICT in education can be powerful toolbut it not an end in and of itself.Rethinking pedagogy is essential. Focus on what ICT uniquely enables us to do around learning.

    Reijo Aholainen, ICT Forum 2008

  • Staff Working PaperOverall strong progress on access, use and quality of use of ICT

    Efficiency / Impact

    Equity - Adressing the digital divide

    ICT enhancing innovation and change

    Reijo Aholainen, ICT Forum 2008

  • Staff Working Paper BUT Three main findings:

    Transformation of business and public services through ICT has not yet reached teaching and learning processesEmbedding ICT in E&T systems require further changesFurther work is needed on the potential of ICT to develop a learning continuum supporting LLL

    Reijo Aholainen, ICT Forum 2008

  • Staff Working Paper A Key Challenge: ICT for Innovation

    Pedagogical innovation:

    Technological innovation

    Organisational innovation

    Reijo Aholainen, ICT Forum 2008

  • A Key Challenge: ICT for Innovation

    1.Pedagogical innovation: Innovate the teaching & learning approaches Improve competencies for innovation by e-learning Bridge the distinction between learning, work and leisure via new LLL opportunities and modelsBring organised learning approaches closer to the everyday practices of future generationsSupport personalisation / learners are also knowledge builders and creators

    Reijo Aholainen, ICT Forum 2008

  • A Key Challenge: ICT for Innovation

    2.Technological innovation: New opportunities through emerging technologies with enhanced networking capabilities and personalizationDigital media will enable the use of pod-casts, digital TV and radio and interoperability across platforms for learningNew creative approaches, such as simulations, gaming, offer learning toolsSharing digital learning resources provide scope for new business models for E&TDevelopment of e-learning quality standards

    Reijo Aholainen, ICT Forum 2008

  • A Key Challenge: ICT for Innovation

    Organisational innovation: Schools evolve towards open learning centres, universities towards learning service providers, companies towards learning organisations and cities and regions towards learning support environments e-Assessment can help the management and the practical aspects LLL requires updating and recognition of knowledge, skills and competences at all educational levels

    Reijo Aholainen, ICT Forum 2008

  • Three emerging priorities:

    Consolidate and generalise the use of ICT as a basic education and training tool

    Facilitate the potential of ICT as a lifelong learning enabler

    Enhance the potential of ICT as a key driver for innovation and creativity

    Reijo Aholainen, ICT Forum 2008

  • 1. Consolidation of ICT as a basic learning tool

    Step up efforts to ensure general take-up and full pedagogical integration

    Invest on proven value tools and resources: interactive whiteboards, game-based approaches, personalisation, e-quality, e-portfolios, e-assessment and social software are six promising areas

    Focus on pedagogy, not on technology

    Reijo Aholainen, ICT Forum 2008

  • 2. Facilitate the use of ICT as a lifelong learning enabler

    Focus on providing access and support across time, space and social barriers

    Focus on areas less well covered so far, yet with the highest potential for efficiency and equity:Special education needsContinuing professional development Access to learning resources anytime anywhereSupport to geographical, job-related and social mobility

    Reijo Aholainen, ICT Forum 2008

  • 3. Enhance ICT as a key driver for innovation and creativity

    An increasing part of learning occurs informally and through ICTUser involvement has proven to be a factor for successful innovation (open innovation)Communication and collaboration technologies support the development of personal competences such as creativityThe pervasion of ICT (Web 2.0, broadband and mobile) reveals a wide potential for fostering creativity and innovation in education and training

    Reijo Aholainen, ICT Forum 2008

  • Staff Working paper A final conclusion

    Pedagogical, technological and organisational innovations demand a renewed and more comprehensive approach towards the role of ICT in E&T.

    XXX

    The Report feeds into the discussions on 'An updated strategic framework for European cooperation in education and training' and the MS' policies integrating ICT for LLL and innovation.

    Reijo Aholainen, ICT Forum 2008

  • Next steps

    Reijo Aholainen, ICT Forum 2008

  • And next

    Efficiency / Impact

    Equity - Adressing the digital divide

    ICT enhancing innovation and change

    Reijo Aholainen, ICT Forum 2008

  • And next Efficiency / ImpactOngoing STUDIES related to :

    Learning 2.0 (completed 2008)New learning communities through ICT (June 2009)Foresight study on ICT, learning and innovation (Dec.2009)European-wide comparison of the impact of ICT on school education (STEPS) - analysis of surveys of teachers in 27 MS (June 2009)Development of methodologies for ICT indicators (Dec. 2009)

    Reijo Aholainen, ICT Forum 2008

  • New data on use and impact of ICT in primary schools (STEPS - 2008)*Broad consensus about positive impact of ICT (87%) However some countries more optimistic than others: Malta, Poland, Cyprus, UK, Pt (+) versus Iceland, Fr, Lux., Sweden and B (-)Participative use of computers in class is widespread (75%)Computers in the classromm is a reality in some countries (66%), others still rely on computer labsTeaching computer science versus integrating ICT in all subjects? If computer science is taught as a seperate subject alos more embedding of ICT in all the subjects. ICTis significant in teaching foreign languages (52%) and in basic skills/traditional subjects classes (80%)Little to no correlation between impact optimism and level of school equipment or sophistication of use, and even teachers skills.Why not use ICT? Lack of PCs; lack of skills; and ...unclear benefits* Sample of 12379 teachers and 6449 head teachers interviews in 27 MS

    Reijo Aholainen, ICT Forum 2008

  • And next Equity Close cooperation with the digital literacy work (DG INFSO) and the e-skills communication (DG ENTR)Digital Literacy work based on the definition of Digital Competences as defined under the Key Competences for Education and Traininginvolves the confident and critical use of Information Society Technology (IST) for work, leisure and communication underpinned by basic skills in ICT: the use of computers, exchange information (e-skills)E&T2010 cluster on ICT provided feedback on Digital Literacy Review as well as to the e-skills conference

    Reijo Aholainen, ICT Forum 2008

  • Reijo Aholainen, ICT Forum 2008

  • Reijo Aholainen, ICT Forum 2008

  • Reijo Aholainen, ICT Forum 2008

  • Reijo Aholainen, ICT Forum 2008

  • Reijo Aholainen, ICT Forum 2008

  • Extracts from the e-inclusion" Ministerial conference conclusions by the Presidency by the Council of the EU -2.12.08 Digital competences have become an essential element in the education of individuals, and this in a context of lifelong learning. The education systems must integrate ICT in pupils' courses, teachers' training and teaching methods.

    It is equally important that digital competences are promoted through vocational and continuous training. Social intermediaries who are in regular contact with the target groups have an essential role to play in this regard, and have to be trained and supported by the public authorities. Community centers are an important instrument in the work of social intermediaries of the target groups, in particular those suffering from poverty, social isolation or who otherwise are at risk of social exclusion.

    Reijo Aholainen, ICT Forum 2008

  • Extracts from the e-inclusion" Ministerial conference conclusions by the Presidency by the Council of the EU -2.12.08 Employers, both public and private, also must contribute to ICT training of their employees, and should be encouraged in this sense, including possibly through taxation incentives.

    In addition, the new generation of digital literacy programmes should prevent the emergence of new digital divides in access to and use ofinformation by increasing trust and confidence and in new forms of participation through social networks.

    Reijo Aholainen, ICT Forum 2008

  • And next ICT enhancing creativity and innovation

    Reijo Aholainen, ICT Forum 2008

  • Basic concepts Creativity and InnovationINNOVATION = A new or significantly improved product (good or service), or process, a new marketing method, or a new organizational method, business practice, workplace organization or external relations (Oslo Manual, OECD 2006)INVENTION= Occurrence of a new idea.CREATIVITY= Imaginative activity fashioned so as to produce outcomes that are both original and of value (NACCCE, 1999)

    Reijo Aholainen, ICT Forum 2008

  • a) Creativity is the infinite source of innovationCreativity is about thinking and behaviourImaginative, original and purposeful work with value Combined with knowledge, skills and attitudeAll children have creative capacitiesCreativity concerns all fieldsArts, Culture, Design, Science, Technology, Business... Creativity requires open environment Can be encouraged, supported and improved, but not imposed

    Reijo Aholainen, ICT Forum 2008

  • b) Innovation is putting ideas to practice, to the marketHuman competences - knowledge, skills and creativity - are the major source of innovation All fields are concerned High tech and Non-techPrivate and publicOpen innovation is complementing R&DGrowing role of cities and regions Economic growth and competitivenessHuman and social capital Talent, Technology and Tolerance

    Reijo Aholainen, ICT Forum 2008

  • The Knowledge Triangle: Innovation, Education and ResearchKnowledgetriangleEducationResearchInnovation

    Reijo Aholainen, ICT Forum 2008

  • Education and training for promoting creativity and innovation

    Education provides knowledge, skills and competences for innovationEducation and research produce new knowledge Education and training can foster creativity which is the ultimate source of innovationPartnerships and networks support innovation in education and training

    Reijo Aholainen, ICT Forum 2008

  • Human Capital and Innovation SkillsNo one-size-fits-for-all in innovationSkills needs vary and changeSoft skills important for all innovation Learning to learn, problem solving, decision-taking, critical thinkingCommunication skills, social skills, cultural competencesEntrepreneurial skills, sense of initiative, risk assessment, Learning and knowledge-creation skills crucialAbsorptive capacity, a key to performanceRecognizing the value of new information, assimilating and to applying Digital competenceKey to employment, social services and active citizenship

    Reijo Aholainen, ICT Forum 2008

  • All levels of education can promote creativity and innovationLearner-centred approaches respect different learners equityCultivation of all forms of intellect qualityLinguistic, mathematical, spatial, kinesthetic, interpersonalSoft skills support creativity and innovationExploitation of ICT for learning Supportive learning environmentPartnerships and Networks

    Reijo Aholainen, ICT Forum 2008

  • EU Recommendation on Key Competencies for Lifelong Learning Communication in the mother tongue;Communication in foreign languages;Mathematical competence and basic competences in science and technology;Digital competence;L...

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