FROM ELEARNING TO LEARNOVATION PERSPECTIVES, STRATEGIES AND REALITIES

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FROM E-LEARNING TO LEARNOVATION PERSPECTIVES,
STRATEGIES AND REALITIES

• Dr. András Szucs
• Secretary General, EDEN
• European Distance and E-Learning
  Network
• Director, Centre for Learning Innovation
  and Adult Learning
• Budapest University of Technology and
  Economics
• www.eden-online.org
• Delegate of the European Economic
  and Social Committee
• Consultative Council on Industrial
  Change (CCMI)
• www.eesc.eu.int

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E-learning and the world of waters

• Stormy waters and fair winds (2004)
• The underground waters
• of e-learning (2007)

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New metaphor Rhizomatic learning
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Wood Wide Web
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E-learning - State of the art

• Supporting factors emergence of lifelong
  learning, development of ICTs
• eLearning opens new opportunities for creative
  and innovative teaching, potentially increases
  transparency
• eLearning helped education to enter the first row
  of policies - but it has been subject of quick
  and sometimes superficial incorporation in policy
  programmes
• Prognoses overestimated the power of free market
  and speed of developments, particularly in Europe
• Climate of discontinuity and uncertainity present
  - is eLearning a consolidated phenomenon?
• There is a general acceptance of online learning
  today that is different from the acceptance of
  distance learning in the past
• Activities are mosaic-like, critical mass or
  coherent functioning mostly missing
• Most universities work at small scale, on pilot
  level, experimenting with web based
  platforms,supporting their campus based students

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European eLearning The policy approach

• Avoiding social exlusion - Equal access, fighting
  against digital and age gap
• Stressing the importance of pedagogy, educational
  methodology, instructional design
• Critical and responsible application of
  technology
• There isnt a real European eLearning industry
  reasons language, cultural differences
• Remarkable differences in maturity across member
  states

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ICT as innovation enabler

• ICT have a potential for inducing change, they
  provide a reason and a time for change
• ICT for collaborative learning and teaching, for
  connecting learning communities
• ICT for creativity, for designing new contents,
  methods, tools and spaces for learning
• ICT for supporting institutional innovation in
  education

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The HELIOS research findings

• There is a huge potential of ICT to multiply the
  opportunities of learning informally. Most of the
  technology enhanced learning concentrates on
  reproducing formal teaching environments in a
  technology supported way.
• The ideal place for new e-Learning is not where
  consolidated knowledge has to be spread (cf. the
  vision of first generation e-Learning) but where
  new knowledge is developed, where innovation
  objectives can be shared in a participative way.

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The right place for e-learning
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HELIOS E-Learning Territories Differentiation as
key word
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Learnovation

• The Learnovation Stakeholders Round Table,
  launched in October 2007 at the EU eLearning
  Conference under the Portuguese Presidency,
  intends to propose itself as a new interlocutor
  to help European policy makers to strengthen the
  impact of innovation policies in education,
  training, lifelong learning, according to the
  renewed Lisbon strategy
• www.learnovation.eu

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Recommendations

• To dos Open self-examination what is
  e-learning good for, in which environments/condit
  ions and what not?
• Eliminate credibility deficit
• Strenghten professional basics and development in
  the field
• Consolidate professional knowledge
• Need for conscious, credible communication and
  guidance about e-learning
• Promote educational innovation and its
  coordination at EU and national level
• Increase the relevance of educational research in
  Europe, evaluate and systematically utilize
  research results

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Keep in touch!

• www.eden-online.org