Results from expert consultations on the future of learning

Size: px

Start display at page:

Download "Results from expert consultations on the future of learning"

Karen McKenzie
6 years ago
Views:

SRL in TLE, Barcelona, 1 October 2010 1 Joint Research Centre (JRC) Results from expert consultations on the future of learning Yves Punie & Christine Redecker Conference on Self-regulated Learning

1 SRL in TLE, Barcelona, 1 October Joint Research Centre (JRC) Results from expert consultations on the future of learning Yves Punie & Christine Redecker Conference on Self-regulated Learning in Technology Enhanced Learning Environments: Problems and Promises, STELLAR NoE, 1 October 2010, University of Barcelona IPTS - Institute for Prospective Technological Studies Seville - Spain

Institute for Prospective Technological Studies EC-TEL 2010, Barcelona, 29 September 1 October 2010 2 Part of Joint Research

2 Institute for Prospective Technological Studies EC-TEL 2010, Barcelona, 29 September 1 October Part of Joint Research Centre of the EC IPTS: Research Institute supporting EU policy-making on socio-economic, scientific and/or technological issues

3 IPTS research on ICT for Learning EC-TEL 2010, Barcelona, 29 September 1 October Learning Spaces Future of Learning in knowledge-based society elearning Development of elearning in NMS (EU10) Ageing 2008 Active ageing and the potential of ICT for Learning Learning 2.0 Use and potential of social media in formal education to support innovation and inclusion Learning opportunities in online informal networks and communities Creativity & Innovation in obligatory schooling The Future of Learning New ways to learn new skills for future jobs LLL project Tellnet Teachers LLL Networks

4 Meeting future skills needs EC-TEL 2010, Barcelona, 29 September 1 October Low qualifications Medium qualifications High qualifications Million jobs ,6 million jobs In 2020, of all jobs 35% high qualifications ,7 million jobs 50% medium qualific million jobs 15% low qualifications Source: Cedefop, 2010 Source: Cedefop, 2010 Forecast According to European companies, 90% of jobs in 2015 will require some sort of ICT skills (IDC, Nov 2009)

5 The future of learning... EC-TEL 2010, Barcelona, 29 September 1 October 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

6 Key Questions EC-TEL 2010, Barcelona, 29 September 1 October How will E&T meet future learning needs? How can demand & supply of skills be matched?

7 IPTS project on the future of learning EC-TEL 2010, Barcelona, 29 September 1 October Teachers Experts & practitioners EC policies Targeted consultations Workshop at etwinning Conference, Seville, Feb 2010 GCM Vision Building Jan 2010 Online surveys, Apr- May 2010 Expert Workshop, May 2010 Scoping Workshop Sept 2009 Interim Workshop May 2010 Different approaches 4 working sessions 35 teachers 3 sessions 13 experts Via LinkedIn a.o. 4 rounds, experts 1,5 day of synchronous discussion 15 experts DG EAC, DG INFSO, DG EMPL a.o. 2x circa 15 participants Planned activities Online etwinning Learning Event Online Dissemination & Validation MS educational policymakers Student Competition

8 IPTS project on the future of learning EC-TEL 2010, Barcelona, 29 September 1 October Teachers Experts & practitioners EC policies Targeted consultations Workshop at etwinning Conference, Seville, Feb 2010 GCM Vision Building Jan 2010 Online surveys, Apr- May 2010 Expert Workshop, May 2010 Scoping Workshop Sept 2009 Interim Workshop May 2010 Different approaches 4 working sessions 35 teachers 3 sessions 13 experts Via LinkedIn a.o. 4 rounds, experts 1,5 day of synchronous discussion 15 experts DG EAC, DG INFSO, DG EMPL a.o. 2x circa 15 participants Planned activities Online etwinning Learning Event Online Dissemination & Validation MS educational policymakers Student Competition

9 Views from experts (GCM) EC-TEL 2010, Barcelona, 29 September 1 October Personalised, flexible, interactive learning 4.06 One important change of Education in 20 years will be... - Group Concept Mapping - 13 Educational experts generated 203 unique statements - Idea generation, clustering, ranking - Individual via - Clustering and rating of statements TNO-NL, Open University NL and Attic Media-UK Learner in control Stronger focus on job-related learning Formal education goes informal LLL: learning shifts to home, work, community Changing pedagogy: people learn differently Increased use of facilitators (tools and services) Recognise what people do and can Globalisation of education Institutions become enablers and connectors Teacher becomes also mentor, coach Open education and resources Use of technology for learning 3.21

A landscape of Future Learning EC-TEL 2010, Barcelona, 29 September 1 October 2010 10 Institutions become enablers and connectors Formal education goes informal Personalised, flexible, interactive

10 A landscape of Future Learning EC-TEL 2010, Barcelona, 29 September 1 October Institutions become enablers and connectors Formal education goes informal Personalised, flexible, interactive learning Learner in control Stronger focus on job-related learning Teacher becomes mentor, coach Globalisation of education LLL: learning shifts to home, work, community Open education and resources Use of facilitators (tools and services) Changing pedagogy: people learn differently Assess/validate what people do and can Use of technology for learning

11 Simplified landscape EC-TEL 2010, Barcelona, 29 September 1 October Institutions as enablers & connectors Formal education goes informal Personalised, flexible, interactive learning teachers as mentors Lerner control: job-related learning Lifelong Learning: learning shifts to home, work, community Changing pedagogy: people learn differently Globalisation of education Assess/validate what people do and can Open education and resources Use of facilitators (tools and services) Use of ICT for learning

Simplified landscape EC-TEL 2010, Barcelona, 29 September 1 October 2010 12 Changing roles of institutions, teachers and assessment Institutions Institutions as as enablers enablers connectors Formal

12 Simplified landscape EC-TEL 2010, Barcelona, 29 September 1 October Changing roles of institutions, teachers and assessment Institutions Institutions as as enablers enablers connectors Formal education goes informal & connectors More personalised and job-related learning Lerner control: Lifelong Learning: teachers as job-related learning shifts to home, work, mentors learning community Central Place of Lifelong Learning Personalised, flexible, interactive learning Changing pedagogy: people learn differently Globalisation of of education Assessment: Assessment: Recognise Recognise what what people people do do and and can can Open education and resources Use of facilitators (tools and services) Use of ICT for learning Importance of technology-enabled learning

EC-TEL 2010, Barcelona, 29 September 1 October 2010 13 TNO-NL,

13 EC-TEL 2010, Barcelona, 29 September 1 October TNO-NL, Open University NL and Attic Media-UK, in collaboration with IPTS

EC-TEL 2010, Barcelona, 29 September 1 October 2010 14 Open discussion on

Personalisation Emma is 16 and a good student who generally enjoys learning.

There are so many things she wants to know, to say and to do and no room to

14 EC-TEL 2010, Barcelona, 29 September 1 October Open discussion on LinkedIn Mini-survey 2. Personalisation Emma is 16 and a good student who generally enjoys learning. However, school bores her. There are so many things she wants to know, to say and to do and no room to express herself. She can t wait to get to university where she hopes to be finally treated like an adult. Please rate the following statements (1=strongly disagree - 5=strongly agree):

September 1 October 2010 15 Formal Learning

Quality & Efficiency Early School Leaving

challenges Bruno, 14, skips school Chanta,

enter a new job field Up skilling Slavi,

15 Learning profiles and individual needs Children & Youth EC-TEL 2010, Barcelona, 29 September 1 October Formal Learning Non Formal Learning Informal Learning Quality & Efficiency Early School Leaving Social Cohesion Emma, 16, needs new challenges Bruno, 14, skips school Chanta, 8, feels lost in a foreign country Qualifying for a job Skills development Workers with no/low qualifications Ingrid, 32, needs to enter a new job field Transition from Higher Education Joshua, 23, relevant degrees, but lack of key skills Re skilling Martina, 59, needs to enter a new job field Up skilling Slavi, 55, wants to improve his management skills Labour Market Reintegration Sven, 42, full-time father, looking for a job Teacher Training Frank, 75, wants to pass on his knowledge

16 Roles of institutions and of assessment practices EC-TEL 2010, Barcelona, 29 September 1 October % 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% N= 72% reject the statement that schools will disappear altogether and be replaced by learning opportunities that are integrated in life and society. 44% 28% 13% 11% 3% 97 40% think that the existing structures of formal education and training will remain intact; 35% disagree 8% 26% 25% 28% 12% % do not believe that standardised degrees and testing procedures will disappear. 23% 38% 24% 11% 3% 91 90% assert that schools have to increase their efforts to open up to society and integrate real life experiences into their teaching practices. 1% 2% 7% 38% 52% 92 strongly disagree disagree not inclined either way agree strongly agree No radical change for schools structures and standard assessment practices

17 Towards personalisation and competence based learning Directions for formal E&T EC-TEL 2010, Barcelona, 29 September 1 October % 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% N= 78% think that, by 2025, schools will have implemented 0% 5% personalised learning plans. 16% 51% 27% 92 88% argue that E&T institutions have to implement better monitoring and assessment mechanisms which detect individual learning needs. 2% 1% 9% 41% 47% 92 82% assert that curricula need to take into account students interests. 2% 3% 13% 45% 37% 92 67% believe that more attention should be paid to general competences and transversal skills. 3% 13% 17% 42% 24% 90 66% underline that learning needs to become competence based, rather than knowledge based. 3% 9% 22% 35% 31% 91 strongly disagree disagree not inclined either way agree strongly agree

The role of ICT EC-TEL 2010, Barcelona, 29 September 1 October 2010 18 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% N= 85% believe that technology will allow schools and educators to create

18 The role of ICT EC-TEL 2010, Barcelona, 29 September 1 October % 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% N= 85% believe that technology will allow schools and educators to create tailor-made learning experiences0% 4% 11% which increase learning outcomes. 52% 33% 91 76% think that a range of technological tools will help [students] to design [their] own learning trajectory, combining face-to-face tuition at school with online university courses and online learning communities. 1% 5% 17% 46% 30% 92 92% emphasize that the advantages of technologies need to be better exploited for personalising school 0% 8% education. 37% 55% 92 strongly disagree disagree not inclined either way agree strongly agree ICT enables personalisation and learner-centred learning

19 The role of Teachers and Trainers EC-TEL 2010, Barcelona, 29 September 1 October % 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% N= 71% believe that teachers will be guides, mentors, friends and partners in self-regulated, personalised and collaborative learning processes. 3% 10% 16% 48% 23% 93 86% oppose to the supposition that online resources and digital tools will be so powerful learning sources that teachers are no longer needed. 51% 35% 10% 4% 0% 92 58% doubt that teachers will be replaced by learning coordinators who are not directly involved in learning processes, but compile sets of learning tools. 16% 41% 27% 11% 4% 92 strongly disagree disagree not inclined either way agree strongly agree Changing not disappearing, emphasis on pedagogical guide

20 Professional development EC-TEL 2010, Barcelona, 29 September 1 October % 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 87% expect that it will be normal that people will need to supplement their official qualifications with extra on 0% 2% 11% the job training. 53% 33% N= 90 76% believe that it will be common for citizens to change their professional profiles completely, even repeatedly, over the course of their life. 4% 7% 13% 42% 34% % think that people will need to become increasingly self-responsible for their own qualifications. 1% 3% 10% 49% 37% 150 strongly disagree disagree not inclined either way agree strongly agree Lifelong learning; flexibility and change; self-responsibility

21 Future skilling strategies EC-TEL 2010, Barcelona, 29 September 1 October % 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 86% argue that skills and competences obtained in non-formal ways need to be better recognised and 1% 6% 8% accepted as formal qualification criteria. 31% 55% N= % think that, by 2025, informal learning experiences will have been recognised as a valuable asset for a new job. 6% 8% 31% 41% 15% 88 60% believe that people will be able to obtain official 1% 13% recognition of their skills by taking a standardised test. 26% 53% 7% 89 84% assert that people with low qualifications should aspire to follow a training course to formally upgrade 1% 3% 11% their qualifications to have more employment options. 61% 23% 87 strongly disagree disagree not inclined either way agree strongly agree - Validation of non-formal and informal learning but not only... - Formal qualifications remain important

22 Ranking on importance and feasibility EC-TEL 2010, Barcelona, 29 September 1 October Expert ratings on... Importance Personalised, flexible, interactive learning Learner in control Stronger focus on job-related learning Feasibility Open education and resources Use of facilitators (tools and services) Formal education goes informal LLL: learning shifts to home, work, community Changing pedagogy: people learn differently Use of facilitators (tools and services) Recognise what people do and can Globalisation of education Institutions become enablers and connectors Teacher becomes also mentor, coach Open education and resources Use of technology for learning Use of technology for learning Recognise what people do and can LLL: learning shifts to home, work, community Personalised, flexible, interactive learning Teacher becomes also mentor, coach Institutions become enablers and connectors Changing pedagogy: people learn differently Globalisation of education Learner in control Stronger focus on job-related learning Formal education goes informal

23 High priority areas but more difficult to realise EC-TEL 2010, Barcelona, 29 September 1 October Expert ratings on... Importance Feasibility Personalised, flexible, interactive learning Open education and resources Learner in control Stronger focus on job-related learning Use of facilitators (tools and services) Formal education goes informal Use of technology for learning LLL: learning shifts to home, work, community LLL: learning shifts to home, work, community Changing pedagogy: people learn differently Recognise what people do and can Use of facilitators (tools and services) Personalised, flexible, interactive learning Recognise what people do and can Teacher becomes also mentor, coach Globalisation of education Institutions become enablers and connectors Institutions become enablers and connectors Changing pedagogy: people learn differently Teacher becomes also mentor, coach Globalisation of education Open education and resources Use of technology for learning Learner in control Stronger focus on job-related learning Formal education goes informal

24 Confirmation of LLL as a key priority EC-TEL 2010, Barcelona, 29 September 1 October Expert ratings on... Importance Feasibility Individual & social nature of learning Open education and resources Learner in control Stronger focus on job-related learning Use of facilitators (tools and services) Formal education goes informal Use of technology for learning LLL: learning shifts to home, work, community LLL: learning shifts to home, work, community Changing pedagogy: people learn differently Recognise what people do and can Use of facilitators (tools and services) Individual and social nature of learning Recognise what people do and can Teacher becomes also mentor, coach Globalisation of education Institutions become enablers and connectors Institutions become enablers and connectors Changing pedagogy: people learn differently Teacher becomes also mentor, coach Globalisation of education Open education and resources Learner in control Stronger focus on job-related learning Use of technology for learning Formal education goes informal

25 ICT: feasible priority EC-TEL 2010, Barcelona, 29 September 1 October Expert ratings on... Importance Feasibility Personalised, flexible, interactive learning Open education and resources Learner in control Stronger focus on job-related learning Use of facilitators (tools and services) Formal education goes informal Use of technology for learning LLL: learning shifts to home, work, community LLL: learning shifts to home, work, community Changing pedagogy: people learn differently Recognise what people do and can Use of facilitators (tools and services) Personalised, flexible, interactive learning Recognise what people do and can Teacher becomes also mentor, coach Globalisation of education Institutions become enablers and connectors Institutions become enablers and connectors Changing pedagogy: people learn differently Teacher becomes also mentor, coach Globalisation of education Open education and resources Learner in control Stronger focus on job-related learning Use of technology for learning Formal education goes informal

26 On relative importance and feasibility EC-TEL 2010, Barcelona, 29 September 1 October Changes in learning & teaching processes (learnercentred, informal and job-related) are most important but more difficult to realise Lifelong Learning (Lifewide Learning) and personalisation important and difficult to realise Technology-oriented changes are most feasible

27 Emerging future landscape... EC-TEL 2010, Barcelona, 29 September 1 October Formal Education and Training No radical change for schools and its assessment practices Shift towards more personalisation, learner-centred learning, selfresponsibility and competence based learning Changing role of teacher, emphasis on pedagogical guide Skilling and workplace learning Lifelong learning and on the job training Flexibility, change and self-responsibility for learning & career paths Certification/validation of informally acquired skills All strongly enabled by various and versatile ICT

28 Emerging future landscape... EC-TEL 2010, Barcelona, 29 September 1 October How will E&T meet future learning needs? No radical change for schools and its assessment practices Shift towards more personalisation, learner-centred learning, selfresponsibility and competence based learning Changing role of teacher, emphasis on pedagogical guide How can demand & supply of skills be matched? Lifelong learning and on the job training Flexibility, change and self-responsibility for learning & career paths Certification/validation of informally acquired skills All strongly enabled by various and versatile ICT

29 Challenge for policy makers EC-TEL 2010, Barcelona, 29 September 1 October Multi-dimensional nature of educational change Different ways of learning and of teaching (pedagogical change) Changing roles of actors and institutions, shifting responsibilities (organisational change) Enabling role of technologies (technological change) Changing skills needs and competences (including digital competence) in society and economy (societal change) To make learning more efficient, equitable, innovative and meaningful than it ever was

30 EC-TEL 2010, Barcelona, 29 September 1 October Thank you yves.punie@ec.europa.eu

I set out below my response to the Report s individual recommendations.

I set out below my response to the Report s individual recommendations. Written Response to the Enterprise and Business Committee s Report on Science, Technology, Engineering and Maths (STEM) Skills by the Minister for Education and Skills November 2014 I would like to set