People don’t easily adapt to technology but the new ICT have the potential to adapt to people’s needs
However, during the last few years more and more good practices have emerged. These demonstrate how to use the new technologies as tools to support formal and informal learning and how to create a new learning environment. New learning models have been tested, new pedagogical approaches pioneered, and new “cocktails” of technology and traditional approaches have been mixed. IBM has been one of the pioneers in deploying a blended learning approach for its internal management development programs. Knowledge Management had its own hype-cycle and now we see areas of informal learning that have evolved as Knowledge Management programs merging into a broader stream of e-learning implementations.
We have gained a much better understanding for what purposes we can effectively use e-learning and where its limitations lie. So why isn’t e-learning taking off in a big way in our daily lives - in schools, universities and in companies ? Why are the numbers of people who report great experiences that they have had with e-learning still somewhat limited ? Why are the best practices that we have seen emerging in many places not spreading much faster?
There is a reason for this, we have thousands of exciting and interesting experiments, however they are not scalable, and in many cases they are incompatible. The best ideas and practices are not transferable and not reusable in environments other than those where they have been developped. We have created many little gardens with little houses often with walls around them, with nice individual arrangements of plants and flowers - but with little capabilities to walk around beyond one’s individual space and talk to our neighbors. Every door has a different system to ring the doorbell, a different way to enter and the furniture cannot be used in any other house.
Looking for the capability to broadly share and exchange e-learning content
It is quite clear that we are looking for something different, be it the capability to share and exchange e-learning content regardless of where it has been produced or access to the learning resources at a given moment from wherever we me may be with whatever access device we use. This can range from laptop computers to PDAs to mobile phones. We would want to identify the best learning resources for our individual skills needs and be able to identify the sources of this information. These resources should be high quality and provide us content in various formats ranging from simple text to advanced digital multimedia. We would also like to have someone to support us personally if we get lost in the maze of the network and we will want someone who can accompany our learning process and advise and council us which route to take and which traps to avoid.
Am I talking about Utopia or is this a realistic possibility ? It is a possibility, however to get there we must get the fundamentals right. So we need to create a common infrastructure and a set of common standards and rules that help us achieve scale and scope in e-learning. We like to think about a new pedagogy, of exciting new multimedia content, and virtual tutors and digital curricula. All these wonderful innovations will only come to fruition on a broad basis if we get the fundamentals in place that enable the broad based deployment of learning technologies. If we continue to work in our little gardens then we incur a tremendous waste of energy and resources. Infrastructure and content production based on open standards will provide a dramatic acceleration of e-learning development and deployment. This is vital in a market that is currently extremely fragmented and that lacks clear direction and guidance. See the related article on eLIG, the European eLearning Industry Group by Richard Straub.
A group of 15 companies joined forces in April 2002 to create the “eLearning Industry Group” (eLIG) in Europe - with the support and endorsement of Ms. Reding, the European Commissioner for Education and Culture.
A group of 15 companies joined forces in April 2002 to create the “eLearning Industry Group” (eLIG) in Europe - with the support and endorsement of Ms. Reding, the European Commissioner for Education and Culture. The objective of the group is to work in public private partnership with the European Commission, national governments and education institutions to accelerate the deployment of e-learning in Europe.The eLearning Industry Group has emerged from the European eLearning Summit, were over 300 representatives of academia, governments and industry met in May 2001 to issue a declaration with 10 recommendations to promote eLearning in Europe. The eLearning Industry Group has now launched projects to translate four of these recommendations into actions in the field of infrastructure, content standards, the development of a viable market for content in Europe and the professional development of educators. We believe that these projects are addressing key leverage points for successful and accelerated deployment of e-learning in Europe. They will contribute to create an environment that provides robustness, flexibility, compatibility, interoperability that is required to advance the e-learning agenda in Europe. It should be an environment where we do not need to worry too much about technological issues, rather we would be able to focus on what is really important. That is exciting learning content, engaging learning experiences, new pedagogy, roadmaps addressing individual skill needs, international peer-to-peer learning groups etc. Cultural diversity and new education models will thrive if the underlying environment is based on common standards and if a healthy market for content can evolve. There is a strong political will in Europe to leverage e-learning to achieve the Lisbon Summit’s goal for Europe “to become the most dynamic knowledge-economy in the world....”. This political will is reflected in the eEurope 2005 action plan, where the development of e-learning services is highlighted as one of the major modern online public services besides e-government and e-health services. The creation of an e-learning program is another strong signal from the Commission to bundle its efforts in this arena and to ensure appropriate funding for European e-learning projects. Public private partnerships are considered key success factors to progress the e-learning agenda in Europe. The eLearning Industry Group has the ambition to become a flagship public private partnership for e-learning. It is an open group and welcomes the participation of key stakeholders in the European e-learning market.See the related article Why isn't e-Learning taking off in a big way in our daily lives? by Richard Straub.
eLIG founding members: 3Com, Accenture, Apple, BT, Cisco, Digitalbrain, IBM, Intel, Line Communications, NIIT, Nokia, Online Courseware Factory, Sanoma WSOY, Sun Microsystems, Vivendi Universal Publishing.
Contact for eLIG: Ms. Hannah Murray, ICEL, e-mail: email@example.com
Participants will be: elected representatives, professionals, community leaders, adult educators, learners and others.
- To create a tool for implementing the project and a template for adult educators in order to identify their strengths and weaknesses within lifelong learning.
- To create a sophisticated and user-friendly web communication system for knowledge on lifelong learning and adult education
- To create expertise groups in the field and to run a European conference on the project results.
- to create a training pack, and European good practices in mental health education for parents
- to inspire interest in lifelong learning in order to help the parents and their mentally ill offspring in the best way
- to develop information, guidance and counselling services for parents with mentally ill offspring in line with broad European standards
- to create a ''forum'' to review and develop best practice materials in mental health education for parents
Main activities :
- working groups and training for staff working with parents with mentally ill offspring, including producing materials, booklets and training pack, testing and adapting materials to each local language through partners guidance
- parent's school for parents with mentally ill offspring
- support, counselling and self-help groups for parents
- information and guidance for parents with mentally ill offspring
- Training pack, booklets, CDs for mental health education for parents with mentally ill offspring
- 2 training sessions for trainers (parents, specialists, NGOs staff members)
- Local web pages
- trainer parents able to use their acquired knowledge to reduce their burden, to avoid losing control, to take best decision for themselves and help their offspring.
The changes in the recent years within economy, technology and social patterns will influence the methods for and organisation of adult learning in the future Europe. In different parts of Europe different approaches prevail. Technology has now made it possible to share these ideas to a much greater extent than before.
Therefore the project is aimed at establishing a network in order to expand and enrich the national and regional focus within adult learning to be able to share experiences, develop new ideas and investigate similarities and differences.
The main idea in this pedagogical approach is that the students on an independent, voluntary basis get the possibility to learn at their own speed and based on their individual qualifications and experiences. This will normally also lead to a change in the teacher's role, as this person will be obliged to step out of his or her traditional role and give advice and help based on the individual student's needs and wants, and become more of a partner than an authority speaking from above.
- facilitating the learning process and social inclusion of adult immigrants ;
- encouraging the host population to be involved positively in the process ;
- working towards a Europe-wide approach to ensuring equal access of immigrants to life long learning.
The project will have a wide target group, consisting of both teachers, social workers and other professions working in direct contact with adult immigrants. The consortium will gather information available in the different participating countries and make it available to the European public through the migranet Portal, an Internet homepage which will contain both information and a discussion forum open to all relevant European institutions, educators, social workers, etc.
- compiling information available in different countries;
- creation of migranet Portal for information, dissemination of results and further enlargement of the network;
- benchmarking through study visits;
- assessment of collected data through joint meetings;
- drawing of conclusions : proposals for further action.
- Improves the employability of adults by acquiring or updating their general skills, enhances their capacity to enter or re-enter formal education and increases their capacity to play a full and active role in society and develop their intercultural awareness in the circumstances of each Member State and its regions, and Accession Countries.
- Improves the supply of lifelong learning which will expand lifelong learning by encouraging and facilitating access to programmes of learning, developing a skilled workforce; increasing participation of non-traditional adults and the poorly qualified; validating and recognising skills, especially those developed in the workplace.
- Develops and tests a flexible accreditation and certification system based on the European Credit Transfer System (ECTS) for lifelong learning which will facilitate mobility between the formal and non-formal educational sectors, and provide effective and efficient means of recording reliable and valid information on individuals' achievements.
- This system will develop criteria to differentiate between the learning levels, defining quality criteria, defining the reasons for learning, and which assesses learning outcomes.
- Develops training resources, using on-line learning, to promote this framework among lifelong learning providers.
- Develop a learning package for disadvantaged adults who have dropped out of the education system, using sport as a medium for developing basic skills and promoting lifelong learning at European level
- Facilitate product accreditation by City & Guilds, thus ensuring widespread validation
- Attract adult sports spectators/players, using sport interest to re-invest in personal/social development
- Use innovative ICT methodology to attract learners and promote good practice.
- Adults lacking basic education/qualifications and those belonging to 'hard to reach' groups who do not take part in learning/educational activities.
- Confirming of research on European sports and structure of learning materials/ICT related concepts
- Analysis by partners to form basis of learning materials
- Production of paper based/on-line material
- Piloting, review and assessment of materials by target group
- Validation and translation of materials
- Evaluation and dissemination.
- Paper based/on-line learning materials in basic skills using sport as the programme theme
- European focused accredited modules
- Internet promotion of project and product
- Report on availability of European accredited basic skill and sport qualifications
- Synthesis of pedagogical methodology/training modules
- Summative report evaluating skills validation
- Increased skill levels among adult learners.
· testing national, regional and local ICT-networks for studies, meetings/discussions and information;
· testing the conditions for a European ICT/network for adult education.
An already functioning format for an ICT-co-operation network will be tested during this project in other countries incorporating the following principles:
· horizontal structure;
· a simple form, user-friendly, available and cost-efficient;
· used for studies, a meeting place and information message board;
· with the possibility of creating local, regional and national networks and facilitating cooperation between partners.
Besides this, the corresponding transnational applications will be tested by forming a study/discussion group on a common platform as part of testing the basis for a future European adult education ICT-network.
- organising exchange of information and experience between the existing SCS cities and emphasising need for other new cities to be involved
- assisting cities and collective bodies who wish to set up a SCS
- creating a sub-network of SCS, under the name of "Network Methodology Transfer".
The main aims of this sub-network are to co-ordinate pedagogic activities and stimulate the development of innovative methodological approaches by:
- creating a platform of various fields of expertise in the development of new methodologies
- organising an active exchange of good practices between the SCSs
- organising the debate on pedagogical and didactical questions between the teachers/trainers/tutors of the SCS by means of the forum on the website.
New technologies in particular are integral part of this project as training as well as a communication tool. In addition, special attention will be given to Simulation for New Opportunities for Work, a new approach in bridging the gap between schooling and work.