Learning2.0. The Impact of Web2.0 Innovation on Education and Training in Europe

This report presents the outcomes of the expert workshop held at the Institute for Prospective Technological Studies (IPTS) on 29 and 30 October 2008 to discuss the impact of the social computing on Education and Training (E&T) in Europe. The workshop aimed to validate the results of the Learning 2.0 study, launched by IPTS in collaboration with DG EAC. The study explored the impact of social computing on E&T in Europe (in terms of contribution to the innovation of educational practice, and to more inclusive learning opportunities for the knowledge society). It also assessed Europe¿s position in the take up of social computing in formal educational contexts and - by identifying opportunities and challenges - devised policy options for EU decision makers. The report offers a structured account of the debate that took place during the two day workshop. It reflects the discussion on the potential of social computing take up in organized educational contexts, focusing on innovation (from the pedagogical, organisational and technological standpoints), and on inclusion. It further discusses how, despite the recent emergence of the phenomenon mostly outside E&T institutions, its primarily experimental nature within formal E&T contexts, and the speed of its evolution, there are clear signs that it can transform educational practice and that a new schooling culture is called for. The report then presents the main risks that were identified by the experts and proposes a number of items for research and the policy agenda to respond to the educational needs of society as it is being transformed by the social computing wave. Finally, it summarizes the trends identified as likely to affect the future evolution of the learning landscape.JRC.J.4-Information Societ

Governance Framework for ICT Professionalism - Proposal

This research project was launched by the European Commission Directorate General for Enterprise and Industry as part of the European Commission’s on-going e-skills agenda. The specific objective of WP5 is to develop proposals for a pan-European institutional and governance framework for the ICT profession, and as such it is also part of an on-going initiative to mature ICT Professionalism in Europe. This work builds on earlier work undertaken in the 2012 IVI/CEPIS study on a European ICT Professionalism Framework (Mclaughlin et al., 2012) and will be followed by a research project which aims to identify a sustainable operating model for the promotion of ICT professionalism in Europe (European Commission, 2013). The current project aims to support the development of a European institutional and governance framework for ICT professionalism, with the goal of enhancing professionalism and mobility across Europe. The proposed framework has been developed iteratively in conjunction with stakeholder representatives. The research report also includes validated stakeholder value models and recommendations for next steps

Communicating, learning and the in-between: a study of the impact of open-access, informal online learning environments

1. The broad aim of this project has been to contribute understandings of the uses of computer-mediated communication in 'informal' (not leading to certification) yet institutionally-hosted online spaces. The project consisted of an investigation into engagement with communication and discussion tools provided by OpenLearn, the Open University's Open Content Initiative (http://www.open.ac.uk/openlearn). 2. The research focused on a selection of examples of asynchronous and synchronous communication situations within OpenLearn, including a selection of forums from the LearningSpace (http://openlearn.open.ac.uk) and various instances of synchronous communication using FM (FlashMeeting) that took place within the context of two pilot studies organised by the researcher in coordination with discipline-based colleagues. 3. Whilst the research was based on an action research orientation, the approach was predominantly exploratory and ethnographic methods (observation and participant observation) were used, complemented with semi-structured interviews, as appropriate. Thematic analysis was used within a grounded theory approach. 4. The study suggests 5 themes as core elements of engagement in CMC within an OER context: 'validation�; 'privacy�; 'trust�; 'purposefulness�; 'leadership'. The themes are mutually-dependent and each warrants more detailed investigation, and relevant topics are discussed. 5. In short, the study provides a contribution to enquiries on the impact of OERs in that it brings to light, from within a sample of learning situations across the 'informal�/�formal' space, a number of boundary issues concerning curriculum and, in particular, pedagogy. It suggests that a major aspect of the impact of OERs is that their availability is not only creating new challenges but also uncovering previously veiled tensions and questions regarding identity and boundaries. 6. A number of outputs have been generated, including two new projects that capitalise on understandings facilitated during the pilots carried out within the remit of this study

The future of Cybersecurity in Italy: Strategic focus area

This volume has been created as a continuation of the previous one, with the aim of outlining a set of focus areas and actions that the Italian Nation research community considers essential. The book touches many aspects of cyber security, ranging from the definition of the infrastructure and controls needed to organize cyberdefence to the actions and technologies to be developed to be better protected, from the identification of the main technologies to be defended to the proposal of a set of horizontal actions for training, awareness raising, and risk management

e-Skills: The International dimension and the Impact of Globalisation - Final Report 2014

In today’s increasingly knowledge-based economies, new information and communication technologies are a key engine for growth fuelled by the innovative ideas of highly - skilled workers. However, obtaining adequate quantities of employees with the necessary e-skills is a challenge. This is a growing international problem with many countries having an insufficient numbers of workers with the right e-Skills. For example: Australia: “Even though there’s 10,000 jobs a year created in IT, there are only 4500 students studying IT at university, and not all of them graduate” (Talevski and Osman, 2013). Brazil: “Brazil’s ICT sector requires about 78,000 [new] people by 2014. But, according to Brasscom, there are only 33,000 youths studying ICT related courses in the country” (Ammachchi, 2012). Canada: “It is widely acknowledged that it is becoming inc reasingly difficult to recruit for a variety of critical ICT occupations –from entry level to seasoned” (Ticoll and Nordicity, 2012). Europe: It is estimated that there will be an e-skills gap within Europe of up to 900,000 (main forecast scenario) ICT pr actitioners by 2020” (Empirica, 2014). Japan: It is reported that 80% of IT and user companies report an e-skills shortage (IPA, IT HR White Paper, 2013) United States: “Unlike the fiscal cliff where we are still peering over the edge, we careened over the “IT Skills Cliff” some years ago as our economy digitalized, mobilized and further “technologized”, and our IT skilled labour supply failed to keep up” (Miano, 2013)

A European research agenda for lifelong learning

It is a generally accepted truth that without a proper educational system no country will prosper, nor will its inhabitants. With the arrival of the post-industrial society, in Europe and elsewhere, it has become increasingly clear that people should continue learning over their entire life-spans lest they or their society suffer the dire consequences. But what does this future lifelong learning society exactly look like? And how then should education prepare for it? What should people learn and how should they do so? How can we afford to pay for all this, what are the socio-economic constraints of the move towards a lifelong-learning society? And, of course, what role can and should the educational establishment of schools and universities play? This are questions that demand serious research efforts, which is what this paper argues for

Latin American perspectives to internationalize undergraduate information technology education

The computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains

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The Future of Learning: Preparing for Change

This report aims to identify, understand and visualise major changes to learning in the future. It developed a descriptive vision of the future, based on existing trends and drivers, and a normative vision outlining how future learning opportunities should be developed to contribute to social cohesion, socio-economic inclusion and economic growth. The overall vision is that personalisation, collaboration and informalisation (informal learning) are at the core of learning in the future. These terms are not new in education and training but will have to become the central guiding principle for organising learning and teaching in the future. The central learning paradigm is thereby characterised by lifelong and life-wide learning, shaped by the ubiquity of Information and Communication Technologies (ICT). To reach the goals of personalised, collaborative and informalised learning, holistic changes need to be made (curricula, pedagogies, assessment, leadership, teacher training, etc.) and mechanisms need to be put in place which make flexible and targeted lifelong learning a reality and support the recognition of informally acquired skills.JRC.J.4-Information Societ