Transcript A New View on the European Knowledge Society

Vision for future learning with
ICT and Social Computing
by
Kirsti Ala-Mutka, Marcelino Cabrera and Yves Punie
IPTS, DG JRC, European Commission
EDEN Conference, Naples, 13-16 June 2007
The views expressed by the authors are not necessarily those of the EC
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Outline
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JRC IPTS, e-Applications
Learning Spaces vision for future learning
Emerging technologies
Social computing supporting future learning
Challenges
Conclusion
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JRC – Institute for Prospective Technological Studies
IPTS: Part of DG JRC of the EC:
7 Research Institutes across
Europe
Mission: “to provide customerdriven support to the EU policymaking process by researching
science-based responses to
policy challenges that have both
a socio-economic as well as a
scientific/technological
dimension”
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e-Applications 2007
E-Government
ICTs for Inclusion
and Quality of Life
ICT for Health
The future of
eServices
E-learning
E-Inclusion
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Lisbon & i2010
Policy goals
Inclusive IS
Quality of life
Better public services
Innovation and R&D
Learning spaces vision
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Trends and drivers challenge existing learning and institutional models
Lisbon and E&T 2010: need for modernisation and fundamental transformation of E&T in Europe
Need for a new vision of Learning in the Knowledge-based Society
ICTs have a particular role to play in realizing these changes
=> A joint DG JRC/IPTS – DG EAC Workshop held in Seville, 2021 October 2005
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An overview of trends and drivers shaping the future of
learning in Europe
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The defining elements of the “learning spaces vision”
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A discussion of the impacts for inclusion and of the
realization of the vision
The “learning spaces” vision is a holistic attempt to envisage and
anticipate future learning needs and requirements in the KBS:
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It puts learners at the centre of learning;
It conceives learning as a social process;
It sees learners as co-producers in the learning process
It recognises that guidance and interaction continue to be very important.
It is acknowledges that thinking about the future of learning is not just
about instrumental changes but also about fundamental/normative
visions on the meaning of learning and knowledge in the society
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Dimensions of ICT supported future learning space
Physical and virtual, connecting all the actors involved in learning
and social networks
Connecting and social space
Personal digital space
Allowing access to materials, going back and forth without losing
track, personal organization
Trusted space
Trust, confidence and reliability, knowledge of human experiences
Pleasant and emotional space
Enhancing and improving the experience, inviting to learn
Learning space
Helping to differentiate between time to learn or to do other things
Creative/flexible space
Combining learning modes and styles according to the situation
Open and reflexive space
Giving space for thinking, enabling to plug-in again whenever
Certified space
Facilitating evaluations and assessments, accreditations for
achievements
Knowledge management system
Sharing and managing knowledge and resources
Inclusive space
Supporting access to learning equally for everyone, compensating
possible disadvantages and handicaps
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ICT potential for learning spaces
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Connecting and social – Wifi, VOIP, P2P, Videoconferencing, MySpace, Orkut,
Facebook, Flickr, Twitter, Bebo…
Personal – RSS, ATOM, Newsreaders, Google interfaces, future PLEs?
Trusted – peer rating and accreditation, bookmark sharing, collaborative content
(Wikipedia, Wikiversity, Amazon, Ohmynews, Rate-my-Teacher …)
Pleasant and emotional – Second Life, Habbo hotel, gaming, allowing choice!
Dedicated for learning – mLearning, simulations, pedagogical design is important!
Creative and flexible – Podcasts, Vodcasts, 43Things, YouTube, modularity of curricula!
Open and reflexive – Server based tools and platforms, wiki tools, discussion boards,
open resources, blogging…
Certifying the learning results – ePortfolios, LMSs, competence definitions, references
to blogs in news and scientific works …
Managing knowledge resources – Searches, metadata, tagging (specialized searches,
del.icio.us, CiteULike, page/topic suggestions collected from user behaviour, … )
Inclusive – eAccessability approaches, different delivery and presentation media,
interest-based communities (ConnectViaBooks), accommodating different learning
styles!
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Emerging Social Computing Applications
• Connectivity:
• 180 million Skype users
• P2P represents 60% of all Internet traffic
• Increasing number of wifi hotspots, wifi sharing…
• 45% of total web users visit “social networking” sites
+/- 1.8 billion web pages viewed/month in EU sites = >57 million every day!
YouTube: 120million clips viewed daily
MySpace: 116 million users in 3 years, More page views/day than any site on the web
• 57 Million blogs already exist, 100.000 blogs created per day (+/- 1 each sec).
• 12% internet users contribute to blogs, 10% of blogs updated weekly
• Top blogs are amongs most referred news sites
• Wikipedia available in 112 langs with at least 1000 articles (229 overall)
• 300 000 authors, 1.4 million articles in english, 15th most visited site worldwide.
• Collaboration platforms and tools:
• Wikis and blogs increasingly utilized also inhouse
• Free server-based applications for emailing, chatting, calendar, discussion, office applications,
personalized searches and interfaces…
• Users participate in producing services, ratings, taste: eBay, Ohmynews, Amazon, patent reviewing,
monitoring bikelane offenders…
→ Increased role of the user in supplying content, services and innovations
→ New models for businesses, work, leisure time
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Social computing provides new potential for
learning related tasks, such as…
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Searching for information (wikipedia, tagging)
Following topics of interest (personalized selection of RSS feeds coming from
news, blogs, bookmarks, topic sites...)
• Producing content (open source projects)
• Building new knowledge in collaboration (wiki/discussion tools)
• Personal reflection and getting feedback (blogging)
• Reaching experts and fellows for discussions, advice (topic specific sites)
• Showing tacit knowledge (“people who read this article, also chose…”)
 All of these are relevant both for learners and teachers
 Provide new possibilities also for collaboration between them, and for people to act
as both learners and teachers
 Opening new connections between educational institutions and outside world
 Can be used for both organized and informal learning
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Challenges
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Question of trust
– Shift from trusting the teacher to trusting communities
– Question of information quality
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Need for new skills
– Skills for learning to use the tools and to use them for learning (both for learners and
teachers!)
– Importance of digital information literacy!
– Attitude for lifelong and lifewide learning
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Implementation of the promises
– Interoperability of tools, resources, databases, education providers
– Pedagogical models to utilise the opportunities of technologies
– Relevant and available resources for learning and developing it
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Use of social computing in the ageing society
Acknowledging learning outside formal education
eInclusion
– Digital, social (language, education, money…), regional divides
– Addressing exclusion (immigrants, marginalised youth, …)
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Conclusion
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The unexpected and massive take-up of SC tools cannot by ignored by research and
policy and has important implications for learning
Moreover, ICT and social computing for learning has a strong potential to contribute to EU
social challenges and the renewed Lisbon objectives, such as:
– Innovative and participative learning approaches can improve the learning results, and contribute
to wider participation of people in society (social cohesion)
– Improved access to learning and updating skills in all phases of life and by communicating with
experts improves workers’ skills, contributing to more and better employment
– New collaboration models in learning inspired by SC models fits stronger with the interactive
model of innovation and could lead to more innovation skills in Europe
– Networked communities provide new possibilities for participation, taking up learning again for
e.g. ageing people, unemployed, immigrants (social inclusion)
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Future learning needs to be considered more holistically
– Learner-centred view of combining different resources, situations and types of learning, also
from the viewpoints of different policies
– Need for skills and access for tools and for using them for lifelong and lifewide learning!
Social computing in education has a strong potential for addressing EU social
challenges and to improve learning and skills in the KBS
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Thank you!
[email protected]
http://www.jrc.es
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