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National application of eLearning initiatives from the EU

Dr. Bálint Magyar Minister of Education

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eLearning components

network – the wider the better, computers – the more the better, authentication and authorization – the more

reliable the better, intention to learn – the harder the better, something to learn – the digitalised the better.

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Accelerating time

5% of the existing professions change in every five years,

5% decrease in the professions not based on knowledge of info-communication technology in every two years,

Existential perspectives of professions not based on ICT knowledge move around the average minimal wage,

learnt professional skills become out of date within 10 years.

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Employee of our time

Very flexible Possessing up to date knowledge and skills Ready to learn again and again Fluent in ICT skills

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Objective of the EU

The EU intends to have the most dynamic and most competitive economy in the world by 2010.

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EU Initiatives, Programmes,

Socrates and Leonardo da Vinci programmes Lisbon objectives Initiative “eLearning: designing tomorrow's education” ‘eLearning Action Plan’ The Bologna Declaration eEurope eEurope 2002 eEurope 2005: An information society for all eContent Programme

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Results of eEurope 2002

Major success on the field of infrastructure Internet connectivity has grown rapidly

I nternet in EuropeI nternet penetration since the Lisbon Council

18,3%

28,4%

36,1%

40,4%42,6%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

March 2000 October 2000 June 2001 June 2002 Nov 2002

Source: European Commission (Eurobarometer)

Chart 1

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Results of eEurope 2002

More than 90% of schools are connected to the Internet

Europe has the fastest backbone research network in the World (GEANT)

All large enterprises and 80% of SMEs are connected.

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„As the date of 2010 is getting closer and closer a wake-up call is therefore essential at all levels if there is still to be a chance of making the Lisbon strategy a success.”

"EDUCATION & TRAINING 2010” report

Communication from the Commission

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Why eLearning?

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Paradigm change

Industrial society Knowledge-based society

Facts, data, rules Skills and Competences

Transfer of closed, final, textbook-knowledge in one occasion

Lifelong learning knowledge-networks

Fixed, homogeneous team- studying method

Flexible, heterogeneous team- studying method (individual-centred education)

Frontal pedagogy „Constructivist” education

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eLearning has the potential

to help the Union respond to the challenges of the knowledge society,

to improve the quality of learning, to facilitate access to learning resources, to address special needs, and to bring about more effective and efficient

learning and training at the workplace.

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eLearning components

network – the wider the better, computers – the more the better, authentication and authorization – the more reliable

the better, intention to learn – the harder the better, something to learn – the digitalised the

better.

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Hungary in educational numbers

10 000 000 citizens 1 400 000 pupils in primary and secondary

education 160 000 teachers 5 500 primary and secondary institutions 400 000 students in higher education

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eLearning Initiative

to provide all schools with access to the Internet and multimedia resources by the end of 2001,

EU average 93% of schools are connected by the end of

2002

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eLearning Initiative

to provide all schools with access to the Internet and multimedia resources by the end of 2001,

Hungarian results: all higher educational institutions are

connected through broadband fibre optic cable broadband (ADSL) Internet access to all

(5500) primary and secondary schools until 2005. (3200 already connected)

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Public Utility Network Hungary

More than 7000 broadband access points, This huge network capacity opens the possibility

for: Voice Over IP solutions, for central authentication and authorization, for streaming, for video conferencing, for GRID computing and first of all: for eLearning

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eLearning Initiative

to equip all classrooms with a fast Internet connection by the end of 2002,

Hungarian results 60% of existing PC labs are connected 300 wireless network has been given out to

secondary schools this spring as a trial for a wide range of program which aims to cover all schools with broadband wireless access by the end of 2006.

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eLearning Initiative

to connect all schools to research networks by the end of 2002,

Hungarian results All higher educational institutions’ network are

also part of the GEANT, the European research network.

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eLearning Initiative

to achieve a ratio of 5-15 pupils per multimedia computer by 2004,

EU average 10 pupils per off‑line computer compared with.

The number of pupils per online computer has fallen from 25 to 17, although there are wide variations around these averages across Member States.

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eLearning Initiative

to achieve a ratio of 5-15 pupils per multimedia computer by 2004,

Hungarian results The ratio of pupil/online computer was 20 last

year. By the end of 2005 it will fall to 12 by connecting the schools, and decrease further down with opening new computer labs.

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ICT in frontal teaching

Mobile, digital presentation equipment („digital trolley”)

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ICT in frontal teaching

1100 mobile, digital presentation tool („digital trolley”) for all secondary schools

Contents: 1 laptop 1 projector Amplifier, speaker, microphone VHS, DVD Keeping box

Responsible for this project: Ministry of Informatics and Communications.

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Tax deduction from ICT equipment

Schoolnet Express Program Anyone who buys a PC, can deduct 50% of the

price up to 240 euros each year as part of a direct tax deduction program.

35 000 new computers, 50 000 upgraded computers in 2003. More than 150 000 new computers needed

yearly to bridge the gap between EU average and Hungarian average in home computers.

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ICT equipment in schools

The Ministry of Education plans to start a normative financing program in 2005 for educational institutions to make them able to develop and to maintain ICT infrastructure.

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eLearning Initiative

to ensure the availability of support services and educational resources on the Internet, together with on-line learning platforms for teachers, pupils and parents, by the end of 2002,

Hungarian results: Sulinet Portal Sulinet Digital Knowledge Base Sulinet curriculum

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Digitalized teaching materials for K 7-12. Examples, animations, demonstration films, Supplementary data bases, background

information, Methodological assistance, lecture drafts, Opportunity for individual editing and content

forming Forum, chat, collaborative opportunities.

Sulinet Digital Knowledge Base

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Sulinet Digital Knowledge Base

Instructor Utilization of prepared, team or individually developed

output, Consultation, restructuring of the subject, Cooperative work in class or project task.

Student Individual learning, Background for preparation (home essay,

presentations etc.), Collaborative, cooperative learning, Content development individually or in cooperation.

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eLearning Initiative

to support the evolution of school curricula with integrating new learning methods based on ICT by the end of 2002,

Hungarian approach: Human Resource Operative Programme is

responsible for building up the skills of Life Long Learning in the pedagogical methodology reform in primary and secondary education on a competency based way until 2006.

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Lifelong learning

Skills, competences backing continuous studying process should be the focus of education: Intelligent learning Digital literacy Problem solving skills Communication skills Social and career building competencies

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eLearning Initiative

to start training at all levels, especially by promoting digital literacy and the general availability of appropriate training for teachers,

EU results: 50% teachers officially trained in the use of PCs 40% in how to use the Internet, 90% teachers use a computer at home, 80% have an Internet connection at home.

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eLearning Initiative

to start training at all levels, especially by promoting digital literacy and the general availability of appropriate training for teachers,

Hungarian results: Most of the teachers don’t have computers at home, Only 10% of the teachers use computers regularly in the

classroom, Less then 1% use computers daily, Teacher training program modules are ready on the field

of basic ICT knowledge and using ICT in education, Mass training has started in 2004.

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eLearning Initiative

Creating appropriate conditions for the development of content, services and learning environments.

Opening the market

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Other relevant issues

Administration Authentication, authorization Access control Unified Educational Identification Number

Foreign language teaching Year of Language Learning

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Four pillars of ICT in education

Internet access – fast, inexpensive, and readily available connectivity,

Hardware and Software – provision of suitable infrastructure,

Skills and competencies, necessary for making full use of technology and finally,

Content provision, to communicate current and authentic knowledge.

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Learning in 2010

Interactive process, Knowledge building communities, Learn and share at the same time, Increase equity and understanding, Altering the whole infrastructure of teaching.

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Barriers of digital content

Overwhelming majority of English content and lack of content in other national languages, especially those of minorities,

Lack of response to teachers’ needs, Missing standards about how to define educational

content in a pedagogical way, Lack of pedagogical methodology for using ICT in the

classroom, Missing appropriate standards about how to define

content in a technical way,

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Barriers of digital content

Missing international accreditation system for educational content,

Few standardised Content Management Systems, Lack of experience and practice in educational

publishing companies, Limited government subsidy for the publication of digital

educational content, Unregulated property- and copyright management.

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Possible solutions

Making common market requires more than open coordination.

Standardization, legal clearing, and identifying common needs.

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Clearinghouses

monitor and evaluate products, publicise best practice and catalyse further development in the field.

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All digital databases and digital content developed within the framework of EU-co-funded projects should be made available free of charge for all citizens for non-commercial and educational purposes.

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The solution in the long run not the sharing of centrally developed content for free, but a healthy, self determining content market.

However such a market can not evolve without the help of central regulations and demand creating investments.

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Proposal

The establishment of National Clearinghouses for Educational Content, that will

collect, catalogue, clear for copyright, evaluate, and eventually translate best examples of digital

teaching aids into different languages.

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Proposal

European Centre for Exchange of Digital Educational Content

This Centre should provide the EU member states with recommendations: on defining and classifying educational content, on suggested technical standards on suggested meta data system on managing property right issues

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Proposal

European Centre for Exchange of Digital Educational Content

This Centre should provide the EU member states with recommendations: on international accreditation of digital educational

content on sharing best practices about learning content

management systems and content on unified applying for eContent tenders on establishing national clearinghouses.

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Proposal

European Centre for Exchange of Digital Educational Content

The Centre should provide the Committees of the Council with: recommendations on eContent tenders recommendations on eLearning tenders

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We would like to invite governments and major commercial software and content producers in Europe to consider supporting these proposals to take some steps forward to the foundations of a sustainable and developing market for eLearning services.

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Thank you for your attention!