The European Commission launched in 2002 the analysis of the ICT features of 150 relevant Projects funded under the Leonardo da Vinci programme. The objective was to identify the characteristics, strengths and weaknesses of e-Learning in the field of vocational training. The results are available at the document “e-Learning in Europe – Results and Recommendations”.

Throughout the following lines we present an edited version of this study, where some recommendations for action were stablished. These recommendations draw up some useful guidelines to undertake e-learning projects, since they summarize the ‘lessons learnt’ through real projects. Although these recommendations were focused on Leonardo da Vinci projects, they can be really helpful to assess e-learning initiatives in a broad sense.

Some of the strategic recommendations are identified as follows:

Agree on a clear understanding of what is e-learning

A clear understanding of e-learning itself and the different issues around e-learning is needed to avoid misunderstandings which often arise.

The “hype” around e-Learning has led many project promoters to designate as eLearning any project using ICT connected to education and training – however lose the connection! Very few projects explore all the possible aspects of eLearning.

Base the project on the learner

The recommendation of adopting a clear learner orientation also includes the necessity to postulate in a clear way that the needs of the learners have to be determined in a concrete manner before starting the project (even before applying for a project). This includes awareness of the learning biography, of individual learning styles and of social needs. This also includes the need to develop a clear and transparent learning philosophy behind the project.

Some projects adopt a constructivist approach: the learning programmes invite the learner to choose a topic of interest, conduct experiments, draw conclusions and compare existing (archived) information with their current findings. In science and technology education, ICT is used in so-called virtual laboratories (computer simulations, animations, etc.) as well as in “real” laboratories (computer supported measurement, computer controlled devices). There are examples of this approach in a number of different subjects and areas including mechatronics, laser technology and medicine.

Adopt a clear and transparent learning philosophy

This includes the necessity to discuss the different learning philosophies between the transnational partners at an early stage of project development. Otherwise, because of the different learning cultures in different countries, problems can arise in the future dissemination and implementation and it can affect project sustainability.

To develop a learning philosophy implies a clear decision on learning categories, including the general learning objectives (is learning just a process of acquiring information or is it more?) or the formal framework and context for learning (formal learning, informal learning or both?).

Train the teachers and trainers

Support for teachers has to include the use of new technologies as well as the pedagogical aspects of teaching, training, coaching, moderating etc. Teaching science, technology, economics, medicine etc. needs a teaching and learning approach that is as close to the “real world” as possible. This can only be achieved with appropriately trained teachers competent in their own subject area, trained in the use of modern learning technology and also trained in methodological and didactical processes.

Teachers’ training is needed because even at the highest level, university and college staff members are inexperienced in adult education. University professors with decades of teaching and research experience turn out to be unsuccessful and frustrated when teaching on-the-job courses. Course design for distance education is a set of skills that should be mastered even for highly qualified staff. Even those with a natural talent for educating adults will face technical problems when cutting-edge technology must be used. For example, video conferencing requires totally different presentation methods than normal lecturing. Special training is required to develop illustrations and devise a suitable structure for such sessions. Technology develops rapidly, so trainers need ongoing updating. National Agencies should organise informal training events for teachers participating in the Leonardo projects, but the projects themselves also must cater for their own special training needs.

Include a focus on pedagogy and communications in the project

The postulation that design and development of programmes aiming on e-Learning should be pedagogically oriented, means, for example, that in creating development strategies the following questions need to be taken into account:
· If and how will the learners’ needs be established?
· Is it our main objective to make the learner learn or to motivate the learner?
· How will the learning biographies of the learners be taken into consideration within the development process?
· Will there be attention to the social aspects of learning?

e-Learning development is mostly determined by technical developers. Development strategies have to be based at on a basic knowledge of pedagogy. Pedagogical innovation will help more to make eLearning more successful for the learners than the use of the latest technology. To help overcome this problem, it is important that different groups of participants take part in the design and development process. These groups should include learners, teachers (pedagogues), designers, ICT specialists.

As there is a need for these groups to work together, communication is important in the design and development process. ICT developers need to explore pedagogical innovation and those who do not wish to do so should not take part in such projects. That could help in that new project applications will emphasize educational innovation and reward pedagogic practice.

Regard evaluation as one of the most important tasks

It is important that evaluation has a central role in the project. Interim results can be heplful in developing and determining future activities and influencing postively the project results. To fullfil this work, projects have to consider:
· what to evaluate (the social and cultural needs, the learning process, the learning environment, the management);
· how to evaluate (learning circles, effect evaluations, self assessment), and
· the perspective of evaluations (global and European perspective, SME, educational institutions and the learners).

Moreover:
· evaluation has to start from the first day of the project;
· the responsability for evaluation has to be clearly defined, not forgetting that the project coordinator has a special responisbilty which cannot be delegated;
· one part of this special responsability is to lead the steering process and to take care that evalution is not accidental.

Reflect the possibilities of Open Source software and standards

There are a number of standards and standard groups. The IEEE Learning Objects Metadata Standard and the US derived SCORM standard have made some impression in the last two years. Yet there remains grave doubts about the validity and applicability of these standards. Essentially they are technical standards and fail to take account of learners or content, let alone the different national and regional cultures. Research into localisation of e-Learning programmes and materials (Blandin, forthcoming), suggest these are some of the most important factors in developing e-Learning to meet learners needs.

It may well be that the European Commission should undertake an initiative to encourage and facilitate the development and implementation of standards which meet the needs of learners, developers as well as learning and teaching providers in Europe. If the legal questions of using and developing Open Software Source will be clarified at an international level – especially in the EU – reducing risks for users and the developers the promotion of Open Source could dramatically change the face of eLearning in Europe.