Mainstreaming ICT-enabled learning innovation in Europe: Challenges and

opportunities

Yves Punie

JRC Institute for Prospective Technological Studies

Keynote TIC@:Portugal'14, Faro, 4 July 2014

European Commission, Joint Research Centre

Institute for Prospective Technological Studies (IPTS): Research institute supporting EU policy-making on socio-economic, scientific and/or technological issues

ICT for Learning and Skills

http://essie.eun.org/

• >50 publications on IPTS eLearning website

• Principal client: DG Education & Culture

Policy

• 2013 COM on Opening up Education; E&T 2020; Digital Agenda; New skills and Jobs; EU Recommendation on Key Competences for LLL,…

What: • ICT for modernising and innovating E&T in Europe

• 21st century skills for digital economy and society

Why: • Europe is not a top performer in Education (E.g. PISA)

• ICT for learning and skills evolves fast

• Existing evidence is fragmented and not addressing EU

• Tackle MS differences in ICT use in E&T

Research strands

• Opening up Education, OER & Science 2.0

• Innovating Learning and Teaching

• Key Competences and 21st century skills

I. What's the problem?

II. Tackling the problem

III. Learning from seven case studies

IV. Digital Competence

V. Policy recommendations

Structure

I. What's the problem?

http://www.urbanghostsmedia.com/tag/abandoned-schools/

Ritaharju Model School, Oulu © Media Lab Helsinki

Time/Qualcomm Invention poll (2013):

http://www.qualcomm.com/sites/default/files/uploads/time-invention-poll-in-cooperation-with-qualcomm-full-

survey-data.pdf

2012 Year of the MOOC

« Educational change… now more than ever…? »

• 2013 Year of the anti-MOOC…

MOOC hype cycle

A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very-slow-tsunami/

Disruptive….

or sustaining innovation…? Bower & Christensen, 1995

And what about Creativity…?

You can see creativity everywhere…

but in the curricula...?

The creativity paradox…:-)

How many times you think the words creativity and innovation

(+ synonyms) appear in EU member states curricula for

obligatory schooling?

Question:

A) 50 times or more on 1000 curricula words

B) 10 and 49 times on 1000 curricula words

C) 1 and 9 times on 1000 curricula words

D) Less than 1 on 1000 curricula words

(EU average)

0.00

0.50

1.00

1.50

2.00

2.50

Au

str

ia

Be

lgiu

m -

Ge

rma

n s

pea

kin

g c

om

mun

ity

Be

lgiu

m -

Fla

nde

rs

Be

lgiu

m -

Wa

llonia

Bu

lgaria

Cze

ch

Rep

ub

lic

Ge

rma

ny -

Ba

va

ria

Ge

rma

ny -

Low

er

Sa

xo

ny

Ge

rma

ny -

Sa

xo

ny

De

nm

ark

Esto

nia

Gre

ece

Sp

ain

- A

nda

lucía

Sp

ain

- E

xtr

em

adu

ra

Sp

ain

- M

adrid

Sp

ain

- n

atio

na

l le

ve

l

Fin

land

Fra

nce

Hu

nga

ry

Ire

land

Italy

Lith

ua

nia

Luxe

mb

ou

rg

Latv

ia

Malta

Th

e N

eth

erlan

ds

Po

land

Po

rtu

gal

Ro

man

ia

Sw

ed

en

Slo

ve

nia

Slo

va

kia

Un

ited K

ingd

om

- E

ngla

nd

Un

ited K

ingd

om

- N

ort

hern

Ire

land

Un

ited K

ingd

om

- S

co

tland

Un

ited K

ingd

om

- W

ale

s

Creativity Innovation Synonyms EU-27

D) less than 1 word on 1000 curricula words is

on Creativity and/or Innovation (2009)

IPTS (2010) Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in EU Member States, EUR 24675.

Lots of small-scale, innovative projects but with little

systemic impact, often not continued beyond pilot or

funding schemes, without any scientific evaluation on

outcomes, effectiveness and efficiency.

In other words… Why scale ? Why sustainability?

II. Tackling the problem…

• NOT just about replication or duplication of successful initiatives

• NOT just about going from small numbers to big numbers

• NOT about imposing one (pedagogical) model that is fit for all

• NOT about providing devices to students and then business as usual

What do we mean with scale? Sustainability?

• IS about innovative practice that meets the requirement of digital society and economy

• IS about impact and systemic change (that is cost-effective)

• IS about what works and what does not work (implementation)

• IS about a flexible, dynamic, context-specific model with local autonomy and shared ownership

http://www.microsoft.com/education/demos/scale/index.html

Five key dimensions for scaling up educational innovation

Clarke and Dede (2009), building on the

model by Coburn (2003)

1. Depth — change in teaching and learning practices (quality of the innovation)

2. Sustainability — the extent to which the innovation is maintained in ongoing use

3. Spread — the extent to which greater numbers of people adopt the innovation (outwards and

inwards)

4. Shift — decentralization of ownership, knowledge and authority (from external actors to

internal ones)

5. Evolution — revise and adapt the innovation as an organic process, which is a product of

depth, spread and shift

http://bit.ly/DedeScalingUp

Need for an holistic approach and changes at system level. Innovative pedagogy at the centre.

Innovating Teaching and Learning Practices: Key Elements for Developing Creative Classrooms in Europe.

eLearning Papers, n.º 30 • September 2012

©www.techbrarian.com

Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).

Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).

Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).

Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).

Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).

Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).

A mapping framework of ICT-enabled innovation for learning

III. Learning from seven case studies

31 European 1:1 initiatives Hellerup School

3 cases from Europe

Case studies

Consortium for Renovating Education of the Future (with ICT) in Japan

Digital Textbooks in South Korea

e-Learning Pilot Scheme in Hong Kong

Singapore’s Master plan for ICT in Education

mp3

4 Cases from Asia

Case studies

• Nancy LAW, University of Hong Kong, Hong Kong • Seungyeon HAN, Hanyang Cyber University, South

Korea • Naomi MIYAKE, University of Tokyo, Japan • Chee-Kit LOOI, National Institute of Education, Nanyang

Technological University, Singapore

• Importance of vision, strategy, longer term planning, stakeholder involvement and shared ownership

• Links between research, policy and practitioners

• Teacher training and support

• Pedagogy first

• Clarify 21st century skills and their assessment

• Evolving over time – organic growth & combination of top-down and bottom-up, centralised and decentralised

• Monitoring and evaluation

Cross-cutting issues

40 17 July 2014

Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).

Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).

Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).

Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).

Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).

Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).

A mapping framework of ICT-enabled innovation for learning

Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).

Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).

Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).

Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).

Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).

Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).

1:1 Learning

Embracing diversity…

Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).

Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).

Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).

Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).

Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).

Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).

1:1 Learning

eTwinning

Embracing diversity…

Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).

Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).

Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).

Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).

Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).

Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).

1:1 Learning

eTwinning

Hellerup school

Embracing diversity…

Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).

Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).

Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).

Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).

Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).

Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).

eLearning Scheme HK 1:1 Learning

eTwinning

Hellerup school

Embracing diversity…

Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).

Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).

Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).

Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).

Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).

Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).

eLearning Scheme HK

Masterplan 3 SG 1:1 Learning

eTwinning

Hellerup school

Embracing diversity…

Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).

Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).

Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).

Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).

Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).

Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).

eLearning Scheme HK

Masterplan 3 SG

Digital Textbooks KR

1:1 Learning

eTwinning

Hellerup school

Embracing diversity…

Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).

Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).

Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).

Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).

Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).

Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).

1:1 Learning

eTwinning

Hellerup school

eLearning Scheme HK

Masterplan 3 SG

Digital Textbooks KR

CoREF JP

Embracing diversity…

• High scale – low participation threshold

• The more innovative – the more difficult to scale

IV. Digital Competence

A framework for developing and understanding Digital Competence in Europe

Estudio IPTS en la Competencia Digital

for DG EAC A3 (2010-2013)

Objetivo:

• Identificar y describir los componentes clave de la competencia digital (DC)

en términos de conocimiento, habilidades y actitudes.

¿Por qué?:

• Muchas iniciativas pero falta de un entendimiento común

• No existen directrices a nivel Europeo

¿Qué?:

• Metamarcos a los que iniciativas actuales puedan referirse (Cf. Nivel de

idioma)

Política:

• 2013 COM en la Educación Abierta

• Recomendación 2006 en Competencias clave para el Aprendizaje a lo largo

de la vida.

• Cuadro de mando de la Agenda Digital

Uso:

• Herramienta para la implementación, medición, desarrollo del currículo,

certificación y autoevaluación.

• Desarrollo de un marco para las competencias del profesorado por parte de

España, País Vasco, Andalucía, y Malta.

Mapeo conceptual

Análisis de casos de estudio

Workshop de expertos

Consulta online

Primera propuesta

Consulta Stakeholders

Propuesta validada

69 referencias 100+ (15 in-depth) 95 expertos 17 + 9 EC

40 consultants

Metodología

La competencia digital es el conjunto de conocimientos, habilidades, actitudes,

estrategias y concienciación

que el uso de las TIC y de los medios digitales requiere

Ámbitos de

aprendizaje

para realizar tareas, resolver problemas, comunicar, gestionar la

información colaborar, crear y compartir contenidos y generar

conocimiento

de forma efectiva, eficaz, adecuada, crítica, creativa, autónoma, flexible,

ética, reflexiva

para el trabajo, el ocio, la participación, el aprendizaje, la socialización, el consumo y el

empoderamiento

Herramientas

Áreas de

competencia

Modalidades

Objetivo

Una definición completa

Estructura del marco para la Competencia Digital

• Dimensión 1: Áreas de competencias (5)

• Dimensión 2: Competencias (21)

• Dimensión 3: Niveles de competencias (3)

• Dimensión 4: Ejemplos de conocimientos, habilidades y

actitudes

• Dimensión 5: Aplicabilidad según los distintos objetivos (ocio,

social, comprar y vender, aprendizaje, empleo, ciudadanía,

bienestar)

Source: Elaborated by IPTS, based on the structure of the eCompetence framework for ICT professionals

JRC IPTS study on

Digital Competence for DG EAC A3 (2010-2012)

Dimension 1 Competence areas (5)

Dimension 2 Competences (21)

1. Information

1.1 Browsing, searching, & filtering information 1.2 Evaluating Information 1.3 Storing and retrieving information

2. Communication 2.1 Interacting through technologies 2.2 Sharing information and content 2.3 Engaging in online citizenship 2.4 Collaborating through digital channels 2.5 Netiquette 2.6 Managing digital identity

3. Content creation

3.1 Developing content 3.2 Integrating and re-elaborating 3.3 Copyright and Licences 3.4 Programming

4. Safety

4.1 Protecting devices 4.2 Protecting data and digital identity 4.3 Protecting health 4.4 Protecting the environment

5. Problem solving

5.1 Solving technical problems 5.2 Expressing needs & identifying technological responses 5.3 Innovating, creating and solving using digital tools 5.4 Identifying digital competence gaps

http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html

1. Información

1.1 Navegación, búsqueda y filtrado de información

Buscar información en la red y acceder a ella, articular las necesidades de

información, encontrar información relevante, seleccionar recursos de

forma eficaz, gestionar distintas fuentes de información, crear

estrategias personales de información.

1.2 Evaluación de la información

Recabar, procesar, comprender y evaluar la información de forma crítica

1.3 Almacenamiento y recuperación de la información

Gestionar y almacenar información y contenidos para su fácil recuperación,

organizar información y datos.

2. Comunicación (1/3)

2.1 Interacción mediante nuevas tecnologías

Interaccionar por medio de diversos dispositivos y aplicaciones digitales,

entender cómo se distribuye, presenta y gestiona la comunicación digital,

comprender el uso adecuado de las distintas formas de comunicación a

través de medios digitales, contemplar diferentes formatos de comunicación,

adaptar estrategias y modos de comunicación a destinatarios específicos.

2.2 Compartir información y contenidos

Compartir la ubicación de la información y de los contenidos encontrados, estar

y ser capaz de compartir conocimiento, contenidos y recursos, actuar como

intermediario, ser proactivo en la difusión de noticias, contenidos y recursos,

conocer las prácticas de citación y referencias e integrar nueva información

en el conjunto de conocimientos existentes.

2. Comunicación (2/3)

2.3 Participación ciudadana en línea

Implicarse con la sociedad mediante la participación en línea, buscar oportunidades

tecnológicas para el empoderamiento y el desarrollo personal en cuanto a las

tecnologías y a los entornos digitales, ser consciente del potencial de a

tecnología para la participación ciudadana.

2.4 Colaboración mediante canales digitales

Utilizar tecnologías y medios para el trabajo en equipo, para los procesos

colaborativos y para la creación y construcción común de recursos,

conocimientos y contenidos.

2. Comunicación (3/3)

2.5 Netiqueta

Estar familiarizado con las normas de conducta en interacciones en línea o virtuales, estar concienciado en lo referente a la diversidad cultural, ser capaz de protegerse a sí mismo y a otros de posibles peligros en línea (por ejemplo, el cyberbullying), desarrollar estrategias activas para la identificación de las conductas inadecuadas.

2.6 Gestión de la identidad digital Crear, adaptar y gestionar una o varias identidades digitales, ser capaz

de proteger su reputación digital, gestionar los datos que uno produce

a través de varias cuentas y aplicaciones.

3. Creación de contenidos (1/2)

3.1 Desarrollo de contenidos

Crear contenidos en diferentes formatos, incluyendo contenidos

multimedia, editar y mejorar el contenido que uno mismo u otros han

creado, expresarse creativamente a través de los medios digitales y

de las tecnologías

3.2 Integración y reestructuración

Modificar, perfeccionar y combinar los recursos existentes para crear

contenido y conocimiento nuevo, original y relevante.

3.3 Derechos de autor y licencias

Entendercómo se aplican los derechis de autor y las licencias a la

información y al contenido.

3. Creacion de contenidos (2/2)

3.4 Programación

Realizar configuraciones, modificaciones, aplicaciones,

programas, dispositivos, entender los principios de la

programación, comprender qué hay detrás de un programa.

4. Seguridad

4.1 Protección de dispositivos

Proteger los dispositivos propios y comprender los riesgos y amenazas en

red, conocer medidas de protección y seguridad

4.2 Protección de datos personales

Entender los términos habituales de uso, proteger activamente los datos

personales, respetar la privacidad de los demás, protegerse a sí

mismo de amenazas, fraudes y cyberbullying.

4.3 Protección de la salud

Evitar riesgos para la salud relacionados con el uso de la tecnología en

cuanto a amenazas para la integridad física y el bienestar psicológico.

4.4 Protección del entorno

Tener en cuenta el impacto de las TIC sobe el medio ambiente.

5. Resolución de problemas (1/2)

5.1 Resolución de problemas técnicos

Identificar posibles problemas técnicos y resolverlos (desde la solución

de problemas básicos hasta la solución de problemas más

concretos)

5.2 Identificación de necesidades y respuestas tecnológicas

Analizar sus propias necesidades en términos tanto de uso de

recursos, herramientas como de desarrollo competencial, asignar

posibles soluciones a las necesidades detectadas, adaptar las

herramientas a las necesidades personales y evaluar de forma

crítica las posibles soluciones y las herramientas digitales.

5. Resolución de problemas (2/2)

5.3 Innovar y utilizar la tecnología de forma creativa

Innovar utilizando la tecnología, participar activamente en

producciones colaborativas multimedia y digitales, expresarse de

forma creativa a través de medios digitales y de tecnologías,

generar conocimiento y resolver problemas conceptuales con el

apoyo de herramientas digitales.

5.4 Identificación de lagunas en la competencia digital

Comprender las necesidades de mejora y actualización de la propia

competencia, apoyar a otros en el desarrollo de su propia

competencia digital, estar al corriente de los nuevos desarrollos.

Apuntes Finales

• Marco conceptual publicado y descargable de forma gratuita en la página web de IPTS: http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6359

• Aprobado por los representantes de los países miembros de la EU en el grupo de trabajo temático "TICs y Educación" de los Programas de grupos de Trabajo Temáticos de Educación y Entrenamiento (E&T 2020) en Mayo 2013.

• Tomado además por el nuevo grupo de trabajo temático DG EAC en "habilidades transversales" para el desarrollo en un marco de Referencia Europeo:

• Contribución a la futura "Área Europea de habilidades y calificaciones": un único punto de acceso para los diferentes marcos de referencia de las diferentes competencias

• Conexión con otras competencias clave como la del espirito empresarial (emprendedores)

• Desarrollo de un marco de competencias digitales para el profesorado

• Herramienta de auto evaluación

• Medición: Estudio Eurostat 2015 en habilidades digitales

V. Policy recommendations

Online consultation (March-April 2013) 149 educational stakeholders (mainly from Europe) evaluating and ranking 60 policy recommendations.

mean %

School staff professional development 5,98 61,1

Infrastructure 5,88 60,8

Assessment 5,71 56,1

Organisation and leadership 5,65 47,8

Connectedness 5,58 45,4

Content and curricula 5,52 39,2

Research 5,52 37,2

Ranked policy recommendation areas

Recommendation 1

Invest significantly in updating Continuous Professional Development provisions (including the education of teacher educators) to ensure that in-service teachers acquire the key competences required for fostering and orchestrating learning instead of transmitting knowledge.

Recommendation 2

Support and motivate teachers to develop and update their digital competence and ICT skills (e.g. through in-service training, peer-learning and informal and non-formal learning), as life-long learners themselves.

Recommendation 3

Ensure that all learners have equal and ubiquitous ICT access, in and out of school.

Recommendation 4

Enable teachers to develop their ability to adopt and adapt innovative pedagogical practices (e.g. formative assessment) for diverse learning settings and purposes.

Recommendation 5

Support knowledge exchange (e.g. participation in conferences and workshops) to gain a further understanding of how innovative practices are made possible by the use of ICT.

Recommendation 6 Create organisational structures (e.g. formal recognition and informal reputation mechanisms, technical support, pedagogical advice, etc.) to support and motivate teachers to participate in professional networks, disseminating pedagogical innovation.

Recommendation 7

Recognizing the role of teachers as agents of change (no objects of change) and encouraging them to take the ownership of innovation).

Recommendation 8

Update Initial Teacher Training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents of change.

Recommendation 9

Encourage the development of a "culture of innovation" at system level, removing the fear of change and supporting decision makers, teachers, and other stakeholders when taking sensible risks and trying new things.

Recommendation 10

Encourage research on the implementation process of ICT-enabled learning innovations, focusing on the possible learning gains.

http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html

Thank you

yves.punie@ec.europe.eu