European CommissionDG Education and Culture Lifelong Learning, eLearning and Access to learning EDEN Conference Helsinki, June 20-23 2005 Maruja Gutierrez.

European Commission DG Education and Culture

Lifelong Learning, eLearning and Access to learning

EDEN Conference Helsinki, June 20-23 2005

Maruja Gutierrez Diaz

Lifelong Learning: Innovation and transversal policies

DG Education and Culture


e-learning and access to learning

1. About access

2. Some thought-provoking views

3. eLearning facts, myths and perspectives

4. The roles of governments


Is this access to learning?

Share of the population aged 18-24 with only lower secondaryeducation and not in education or training (2004)

E&T 2010 progress report 2004, DG EAC


Is this access to lifelong learning?

Percentage of population aged 25-64 participating in education and training in 4 weeks prior to the survey (2004)

E&T 2010 progress report 2004, DG EAC


Is this access to e-learning ?

Ratio of pupils to computers in schools attended by pupils aged 15,

2000 and 2003

PISA, DG EAC 2005


How to measure access to learning ?

Access to learning is a complex concept, depending on:

• Technological issues (IT networks, devices…)• Social issues (attitudes, motivation, costs…) • Cultural issues (suitability, pedagogy…)• Personal issues (learning styles, disabilities…)• Content issues (quality, usability, design…)• Geographical issues (remote, non connected…)

How to define access to learning?


Access as equity

Assumed Admitted Criticised Recommended

B – Equality of access or opportunities The existence of talents, of potential or natural aptitudes These define the level or threshold that the individual may hope to achieve

Unequal results, provided that they are proportional to aptitudes at the start.

Existence of courses of study of unequal value.

Inequality of treatment

The fact that merit is not the only criterion for access to the most highly-regarded courses.

Socio-cultural bias affecting guidance tests.

Imperfections in the evaluations responsible for the fact that despite equal competence, one pupil succeeds and

another fails.

Objective and scientific detection of talents, and scientific methods of orientation.

Equality of access to long courses of study, for children of equal aptitude from advantaged and disadvantaged social backgrounds.

A made to measure school, adapted to the ability of pupils.

Aid to gifted pupils from disadvantaged backgrounds

EGREES 2003


• ICT helps us to go deeper, but so far not to go wider• Still need to increase number of learners and range

of content• Focus on jobs; little focus on personal growth, self-

esteem and society• Attitudes are important: ‘the joy of learning’• Need to support individualised learning, in a learning

society

Policy Observatory for Lifelong Learning and Employability: Access as a personal issue


Leonie: access as a core tension forEuropean learning systems

• Globalisation vs. Contextualisation• Convergence vs. Divergence• Access vs. Excellence (quality vs. quantity) • Marketisation vs. Public good• Generalisation vs. Specialisation• Information vs. Knowledge• Individualisation vs. Socialisation of learning• Status quo E&T providers vs. New actors• Investment vs. Cost-effectiveness • Young vs. Adult education


Excellence

Globalisation

Access

Contextualisation

“Knowledge valley”: global networked centres of excellences. Centres of Excellence become major instruments of innovation and learning initiatives, they set research agendas, they act as knowledge brokers for governments, companies and individuals

“Mc-learn”: the learning supermarket. The world become a global network of learning occasions/spaces available any time any where. Learning will be as natural and easy to do as eating.

“Civitas”: learning citizenship. All citizens have a lifelong learning right and duty. Local communities are the primary actors that enforce this right. Equal opportunities matter most than quality of provisions

“Ask the wizard”: professional learning communities. Entire groups of high-level professionals gather together via the web for learning purpose within a supportive, self-created community.

Excellence

Globalisation

Access

Contextualisation





Globalisation

Access

Contextualisation





Leonie, final conference 2004


Access seen by users: Consultation for the Unified eLearning Strategy

116

113

79

75

66

45

45

41

0 20 40 60 80 100 120 140

Funding was the primary concern expressed

Concerned about the digital divide

Teachers would not have enough time to develop IT skills

Many teachers would not have the necessary IT skills.

Stated that teachers needed to be given incentives to takethe strategy forward

Respondents agreed that Broadband access was a majorbarrier

Believed that techno fear was a barrier

Cited the personal cost of e-Learning as a barrier

Responses out of 402

UK DfES, 2004


Some relevant e-learning facts / 1

• We are at a crucial stage, past the hype stage - both positive and negative hype

• We have lost a number of unrealistic expectations,

but we have also lost a number of fears and doubts

• There is a general acceptance of online learning today that is different from the acceptance of distance learning in the past



• There is a great opportunity to support learners with disabilities through the use of technology

• e-learning presents an opportunity to increase the interaction between learners and teachers

• The knowledge society means a huge growth in demand for continuing professional development. e-learning is the only viable way to meet this demand

• Learners, in particular young ones, are driving the e-learning process, in a bottom-up process of change.



• e-learning policy is not about promoting e-learning. It is to address the learning needs of individuals, groups, disciplines and subjects, and to find the best possible way to do that

• e-learning is part of a long-term evolution of learning and learning technologies

• e-learning will be part of every learning experience ...and learning will be the better for it

The future of e-Learning: realities, myths, challenges and opportunities Canada, Education Forum 2004


Nine e-learning myths

• e-learning will save money• e-learning is a replacement for classroom teaching• e-learning is inherently superior or inferior to other

alternatives.• Anyone can go on-line and do successful e-learning

with no training• e-learning is one kind of delivery mode• e-learning is not a profit-generating venture• e-learning replaces teachers• e-learning is impersonal• Distance education will disappear

OECD/CERI E-Learning Case Studies in Post-secondary Education & Training, 2005


Nine rationales for adopting an e-learning strategy

• Flexibility of learning/student centred learning • Meet students’ expectation to use IT in learning• Enhance quality of teaching and learning• Increase access to knowledge• Increase cost effectiveness and exploit investment• Increase competitive advantage• Enhance integration within the institution • Enhance cooperation between institutions • Address external requirements (policy and practice)



Main Government roles/strategiesfor e-learning

• provision of special funding for e-learning projects and research

• advocate for “non-traditional” learning and for lifelong learning

• broker and funder of partnerships, collaboration and creation of new e-learning entities and services

• investor in technology infrastructure and regulator of telecommunication services

• initiator and funder of faculty and curriculum development for e-learning



Other government roles/strategies relevant for e-learning

• deregulation and streamlining of planning and oversight processes

• stimulation of “best practices” and “choice” • creation of “utilities” or technology networks • information and protection of consumers • strategic investment on behalf of the state and its

under-served “customers”

in other words: fostering access



eLearning Conferenceconclusions

Despite the considerable efforts undertaken, the eLearning sector is still fragmented and there are many open questions surrounding the use of ICT and the skills needed to participate in the information society.

A broad partnership between the various stakeholders of industry, education and training, public sector and civil society and social partners is needed to reap the full benefits of ICT and learning in the Knowledge Society.


eLearning in the futureIntegrated Lifelong Learning Programme

Integrated Programme

ComeniusSchool

education

ErasmusHigher

education & advanced training

Leonardo da VinciInitial and

continuing VET

GrundtvigAdult

education

Transversal programme4 key activities – Policy development; Language learning; ICT;

Dissemination

Jean Monnet programme3 key activities – Jean Monnet Action; European Institutions;

European Associations


e-mail : [email protected]

Our discourse needs to be one of uncertainty and complexity. We haven’t yet learned to think of a permanently ongoing experiment as a statement of success.

John Ralston Saul

European CommissionDG Education and Culture Lifelong Learning, eLearning and Access to learning EDEN Conference Helsinki, June 20-23 2005 Maruja Gutierrez.

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