eLearning in Europe Defining challenges - policies and instruments

1. eLearning in Europe Defining challenges - policies and instruments Global Utanningsmarked - Nordisk utfordring 23/24 September 2004 Reykjavik Jane Massy 2004

2. eLearning • Wide definition – technologies to support and within learning systems and processes – formal and in/non-formal (including ‘flexible and distance) learning • Integration – NOT separate • Slow adoption and integration • Technology adoption is within systems and processes as they are today • Even slower systems changes • Technologies as a lever in change process – not directly evident Jane Massy 2004

3. Education and training systems • Still not possible to speak about ‘European systems’ • Some changes in systems and their role in labour market changes (Germany/UK) • Lifelong learning demand growth • Pressure to reform supply side of systems • Attention to informal and non formal learning growing Jane Massy 2004

4. Policy context • Lisbon eEurope objectives • Concrete Objectives for Education and Training – Barcelona • ‘Education, training and research are the key to economic renewal… We need an integrated strategy for education and research based on networking and mobility giving priority to the technologies of the future’(Commission president Romano Prodi in an address to the European Parliament in January 2002) Jane Massy 2004

5. Learning and technology in the EU R&D programmes R&D – 2nd Framework (DELTA 1) to current 6th Framework - Changes in perspective and expectations • Early documentation calls for research proposals relating to Technologies for ‘flexible and distance learning’ • Mid 1990s, clear shift conceptually in perceptions of learning technologies. • By the 4th Framework, the terms ‘telematics for education and training’ and ‘Educational multimedia’ are used. • 5th framework programme, the term ‘eLearning’ appears • All but disappears in the 6th framework, where the term ‘Technology enhanced learning’ is the phrase used • ? 7th Framework – reference dropped and using only ‘ICTs’ Jane Massy 2004

6. Shift in calls • FP2 (1978-1991), development of technologies and understanding how they might be deployed. • FP 4 (1994-1998), high visibility through Telematics for Education and Training and ESPRIT ‘IT for learning and training in industries.’ Also calls for first time under TSER on socio-economic aspects. Jane Massy 2004

7. EMTF • Task force action plan ‘to make European research more effective, to strengthen the position of the European educational multimedia industry and to enable users - households, enterprises and educational institutions - to derive maximum benefit from the application of new technologies to education and training.' Jane Massy 2004

8. EMTF Joint Call for Educational Multimedia Proposals • 6 programmes managed by 4 Directorates General Telematic Applications and Ten- Telecom (DG XIII), Information Technology (DG III), Targeted Socio-Economic Research (DG XII), SOCRATES and Leonardo da Vinci (DG XXII). Joint Call generated a huge response, (over 800 proposals) of which 46 projects involving about 425 participants were supported with funding of €49M. The network of schools established in the EUN Schoolnet project is one of the most prominent results. Jane Massy 2004

9. FP5 (1998 - 2002), • KA2, New Methods of Work and& Electronic Commerce, research and piloting for the workplace, in communities, for particular target groups and in the home. • KA 3 - Multimedia Content and Tools of the IST (information Society Technologies) Programme (€120M) , research firmly concentrated on technology deployment in formal and mainstream education and training systems and in informal and non-formal learning across society. • Technologies for collaborative learning and teaching, • Personalised learning (largely within the mainstream systems) • Lifelong learning • Professional development • Conceptualisation and operation of virtual universities • Open source systems and interoperability • Consensus Building and Standardisation • All reflecting the expectation for mainstream integration. Jane Massy 2004

10. FP 6 • Far fewer projects • Much less emphasis as an R&D topic • FP4 really represents high point in R&D • Realistic – probably • Technologies far ahead of users • Focus should be on supporting take up and adoption (or if not, accepting this won’t happen – at least very soon!) • Recognises the shift which is given voice and visibility in the eLearning Initiative and programme Jane Massy 2004

11. Increased coordination of Education, Training and Technology Policies • Watershed – EMTF initiative – a move away from a dominant focus on developing technology into the wider issues of implementation and adoption. • Already present in Leonardo and Socrates 1 (and in predecessors) • Widely found in other programmes such as Social Funded programmes (ADAPT/EQUAL) Jane Massy 2004

12. 2002, Lisbon strategy & eEurope Action Plan A leap forward in wider policy regarding learning technologies. ICT technologies presented as a key driver in achieving the economic and social aims of the eEurope strategy. The dominant concerns are social cohesion and improving European competitiveness. In this context, there is explicit concern for the personal needs and circumstances of the learner and ensuring access and flexibility to meet the needs of all citizens. New emphasis on the communication technology part of ICTs as a means to support collaboration, reflecting the widely held view that learning is a social process and not something undertaken in isolation. Jane Massy 2004

13. eLearning Initiative & Programme Signalled the need for coordinated wholesale structural investment as well as initiatives to encourage take up and adoption. This new effort intended to 'coordinate Community actions concerned with eLearning mobilizing the educational and cultural communities, as well as the economic and social players in Europe', was labelled the eLearning Initiative (2002- 2004), later formalised into the eLearning Programme.  Jane Massy 2004

14. eLearning Programme 'The eLearning programme is a further step towards realising the vision of technology serving lifelong learning. It focuses on a set of actions in high priority areas, chosen for their strategic relevance to the modernisation of Europe’s education and training systems.’ Jane Massy 2004

15. Reflections • Slow adoption of technologies • Market stagnant? • Public investment huge but evidence of meeting policy aims of access, quality, increased LLL etc unclear? • Technology stimulating market growth in ‘educational products and services’ (esp HE)? - Jury is out. • Technologies for learning or for presentation and information? Jane Massy 2004

16. Reflections • Most activity is piloting or peripheral to mainstream • Some outstanding work and achievements • Sustainability remains an issue • Value in terms of either ROI or policy objective/target achievement not yet demonstrated Jane Massy 2004

17. Self learning – individual learning responsibility • Policy aim & market expectation • Is a switch in ‘technologies’ for existing self learning group • Not clear that availability of technologies is changing anything else? • Surprise? No - Building self efficacy and changing behaviour Linked to issues of expectations, motivation, return and reward to individuals as well as building self efficacy through early learning. Jane Massy 2004

18. Some policy success • eLearning Initiative and subsequent Programme - an initiative undertaken by the political leadership of Europe to align their investments in ICTs for education and training against the broader eEurope and eLearning strategies. • Investment / application of technologies should help drive Europe's general economic & social agenda. Jane Massy 2004

19. Some policy success • At Member State and EU level, making technologies available and providing policy support for their use in education and training has been perceived as a good thing in itself. • If the future is about technology, then everyone must have access to ICT technology applications and it serves to ensure that everyone is able to use them. • Helps to highlight need for reform and change Jane Massy 2004

20. Resistance and concerns • Concern for ‘instrumentalist’ dominance of education and training policy • Technology is seen as part of instrumentalist agenda • Anxieties that the agenda is about ‘efficiency’ in education and training systems • Commercial suppliers – concern that public instruments are not helping to develop a market but actually damaging and disrupting its natural evolution Jane Massy 2004

21. Policies, politics and change Frustration with the slow pace of change and reform in the education and training systems has pushed technology into the systems in the hope that absorption of technology will effect the desired changes. Expected changes are not occurring (at least not at the pace hoped for), and the absorption rates of the technologies are significantly less than expected. Jane Massy 2004

22. Policies, politics and change Players in the education and training systems have moved from position of generalized resistance and antipathy to technology to one of passive acceptance. But relatively little active endeavour to see where the technologies can really effect change and drive reform on the ground. Policy dilemma - how to push ‘open the envelope’ while recognising reality Ambitious political aims continue to be developed but recognising more realistically that the systems are not going to change just because the technology is there to do things differently Jane Massy 2004