Digital Technologies and Adult Learning in Europe
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1 Digital Technologies and Adult Learning in Europe National Conference on Digital Learning Berlin, 2015 Dr Jan Hylén EDUCATIONANALYTICS.SE
2 Agenda Background Research on ICT in adult learning Examples on how to harness the potential of ICT in adult learning The (digital) future of learning
3 Background EDUCATIONANALYTICS.SE
4 The World is Changing Digital technologies are embedded in the way people interact, work and trade Capacity to manage information and solve problems using digital devices, app:s and networks is essential for life in the 21 st century
5 At the same time one in five EU adults (20 %) only have very basic literacy and numeracy skills one in four EU adults (25 %) cannot solve simple problems using ICT
6 The Policy Respons on EU level Bruges communiqué (2010): Use ICT to maximise access to training and to promote active learning Renewed European Agenda for Adult Learning (2011): ICT is motivating people to take up learning opportunities and can widening access Opening up Education (2013): Open technologies allow All individuals to learn, Anywhere, Anytime, through Any device, with the support of Anyone
7 Research on ICT in Adult Learning EDUCATIONANALYTICS.SE
8 Motivation and learning ICT can motivate learners Research mostly about younger learners, but also about teachers Echoed in many research briefings covering broad range of learners ICT can improve learning outcomes State of Maine 1:1 approach since 2002/03 Significant improvements in Math, Science, writing Need a holistic approach, a balanced view
9 Research on ICT in adult learning Most research is done on HE or schools Need for more resarch on adult learning and a better evidence base Research on use of SNS and mobile learning
10 Research on SNS in adult learning Social networking sites (SNS) makes learning a more participatory, life-long social process (LeNoue, 2012) SNS support interaction, communication, and collaboration (LeNoue, 2012) On SNS learners build and maintain communities of learning by engaging in many of the processes and behaviours associated with offline communities (LeNoue, 2012)
11 Mobile learning Smart phones and tablets create new pedagogical challenges and offer increased opportunities for learning anytime, anywhere High rate of mobile phone penetration (78%) in Europe High degree of personalization of mobile devices and high level of penetration in everyday life Projects like MyMobile offer advice and guidance
12 How to Harness the Potential of ICT in Adult Learning? EDUCATIONANALYTICS.SE
13 4 in Balance Infrastructure and hardware Content Knowledge and expertise Vision and leadership Source: Kennisnet, the Netherlands
14 4 in Balance Vision: Adult learning provider s objectives, the role of the teachers/trainers, learners, and administration, the curricula to be taught, and the ethos of the adult learning provider Digital learning materials: all digital educational content that is used by the adult learning provider Expertise: technical skills, and the ability to combine them with pedagogical/andragogical techniques in order to present subject matter effectively ICT infrastructure: the availability and quality of computers, networks, and internet connections
15 Four in Balance modified
16 Infrastructure Investments in networks and hardware Expensive but necessary Bring Your Own Device (BYOD) Learners bring their own devices Education providers need to complement Open network Supports informal learning and facilitates personalization and penetration of learning in everyday life
17 The concept of learning resources Learning resources Textbooks Digital textbooks OER Digital learning resources 17
18 Main differences print vs digital Multimodal text, sound, images, video Interactive Adaptive New interfaces Learning materials is more than books: microscope, music instruments, football The digital revolution takes this one step further
19 ICT in education like this
20 Or like this. (Wii or Kinect)
21 Or even like this!
22 Next generation interactive whiteboards
23 3D-printers makes physics tangible
24 Expertise Pre-service and in-service training for teachers and school managers Pedagogical use in focus Guidelines, tutorials and handbooks for teachers on the use of mobiles in classroom (DK) quality criteria for DLR:s (NO) for teachers, developers and purchasers of DLR:s
25 Vision and Leadership Lots of innovative MS initiatives MOOCs (AU, CH), TV series (IR), cooperation with NGOs (PL), use of vouchers (LT) Challenges Intended target group not as accessible as planned Teachers not prepared, not flexible enough Difficulties to reach out to new groups, support from printed media low More needs to be done!
26 What Will the Digital Future Bring to Adult Learning? EDUCATIONANALYTICS.SE
27 Horizon Report Europe, 2014
28 What is Learning Analytics? Learning Analytics is about collecting traces that learners leave behind and using those traces to improve learning. (Eric Duval, Cath Univ of Leuven)
29 What is Learning Analytics? From school bus same pace and same route for everyone
30 What is Learning Analytics? To personalised education
31 High expectations on Learning Analytics
32 Feedback to teachers
33 Feedback on multiple levels Individual level (the learner) Class level School level Local or regional level National level International level What works in teaching, planning instrument, feedback to developers of learning resources
34 Learning Analytics challenges Standards and interoperability Who owns the data and where is it stored? Personal integrity, ethical issues Ability to analyse data, visualisation Big potential, but not without serious issues
35 Learn more at
36 Take aways The future labour market is digital, but the EU work-force needs upgrading Research on ICT in adult learning is still underdeveloped but shows that ICT can motivate learners, increase access and improve results Although a lot of MS initiatives, more needs to be done in a balanced, holistic approach LA can help, big potential but not without issues
37 THANK YOU FOR YOUR ATTENTION
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