Abstract
The 12 Grand Challenges notified in this book provide a wealth of information and ideas to guide current policy makers to shape long-term policies and actions. These Grand Challenges are being formulated at a time when more and more of us are recognising the increasing importance of ICT in and for education and the necessity to find solutions to overcome the enormous gap between education and all other sectors of life and work. Three imminent trends identified along the 12 Grand Challenges note a fundamental paradigm shift in the role of new technologies supporting educational change. But this is not enough. The focus should be no longer on ICT tools and infrastructures but on open and flexible learning and teaching with the learner (and the educator) at the centre. This shows that the step from an early adoption of ICT use in education towards mainstreaming has started. It is all about the core business of education: Learning.
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Notes
- 1.
The term ‘ICT’ in this paper is often used instead of ‘technology-enabled’, as it is best understood and most used by policy makers. However ICT, digital or technology-enabled can be considered as synonyms.
- 2.
A new report from the European Commission (2014) has underlined the importance of tackling the digital skills gap.
- 3.
Learning outcomes are statements of what a learner knows, understands and is able to do on completion of a learning process, defined in terms of knowledge, skills and competences (European Centre for the Development of Vocational Training (Cedefop) 2009).
- 4.
See ‘OpenEducationEuropa’ portal website: http://openeducationeuropa.eu.
- 5.
See www.ecompetences.eu.
- 6.
The European Digital Competence Framework was developed through an intensive 2-year process of collaboration and validation involving more than 120 experts and stakeholders from many different countries. The research was developed by the European Commission Institute for Prospective Technological Studies (JRC IPTS) on behalf of the Directorate General for Education and Culture and Directorate General for Employment, Social Affairs and Inclusion. It has been endorsed by EU Member States’ representatives in the E&T2020 Thematic Working Group on ‘ICT and Education’. For details on the development see Punie et al. (2013).
- 7.
- 8.
Special needs, remote learners, early school leavers, migrant children, adult learners, unemployed, etc.
- 9.
- 10.
Following the Opening up Education, the Institute for Prospective Technological Studies (IPTS) worked on a participative extensive foresight study to develop different scenarios for Open Education in 2030, which illustrate how opening up education can improve learning opportunities for different learning situations and learning needs.
- 11.
- 12.
See also the Staff Working Document accompanying the ‘Opening up Education’ Communication (European Union and European Commission 2013).
- 13.
Connectedness refers to the social and emotional factors that profoundly affect the relationships among members of a learning institution and that have a significant impact on their level of engagement and motivation (see Bocconi et al. 2012).
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van den Brande, L. (2016). What Do Policy Makers Learn from Foresights Around ICT-Enabled Learning—A Comment from a Policy Maker Perspective. In: Eberle, J., Lund, K., Tchounikine, P., Fischer, F. (eds) Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-12562-6_18
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