LLinE Lifelong Learning in Europe

Orientation - E-learning

E-LEARNING – PROMISES AND DOUBTS

Eila Heikkilä
TRENDS IN EUROPEAN ICT-SUPPORTED E-LEARNING. CEDEFOP survey

Cedefop, the European Centre for the Development of Vocational Training has in 2000 – 2004 conducted on-line surveys on e-learning to collect data on the use of e-learning in training and professional development in the EU. The surveys aim at sufficient quantitative information to provide some insight into ICT-supported e-learning development in Europe.
There seems to be an increasing trend in ICT-supported learning, teaching and training as well as in the anticipated growth of ICT-supported learning and teaching for the coming 12 months.


Gunnar Grepperud, Wenche M. Rønning and Anne Marie Støkken
ADULT STUDENT LIFE AND LEARNING

We do not know enough of the adult students living and learning context. Yet the student should be in the focus when designing any kind of education, and perhaps especially for a flexible adult student with an array of obligations. The research project takes a closer look at the contexts of a group of adult students and comes up with a petition for “less standardisation, more contextualisation”.

Rob Koper, Ellen Rusman and Peter Sloep
EFFECTIVE LEARNING NETWORK

The provision of lifelong learning opportunities needs to be based on well-thought-through integrated models. These models should merge pedagogical, organisational and technological perspectives and meet requirements for the provision of lifelong learning opportunities. Instead of existing educational models and tools, the Learning Networks model is offered as an alternative, feasible model for ICT-network supported lifelong learning. A Learning Network is an ensemble of actors, institutions and learning resources which are mutually connected through and supported by information and communication technologies in a way that the network self-organises and gives rise to effective lifelong learning.


Frank Achtenhagen
E-LEARNING – SLOGAN OR DIDACTICALLY SENSE-MAKING CONCEPT

The article demonstrates a tool successful e-learning: thorough modelling of reality in the given curricular context. It deals with two major topics: How can curriculum theory be used to develop curricular goals and content units for commercial apprenticeships at vocational schools and training firms? And which theoretically based means for the development and implementation of e-learning and correspondingly instructional design might help to solve practical curriculum problems?
The article gives a good picture of how a virtual enterprise can be used in learning.


E-LEARNING AND CO-OPERATION

András Szücs
A SNAPSHOT OF THE NEW EU MEMBER COUNTRIES. DISTANCE EDUCATION AND E-LEARNING

In the transition of East-Central European countries high hopes were invested on e-learning. There were formidable challenges, e.g. accessibility particularly in higher and post-secondary education and training, as well as the limited ability of systems to adapt to the needs the rapid changes posed. The results of the changes in the development of ODL are somewhat patchy: in the majority of cases, the attempts remained at the pilot level, structurally fragmented, lacking convincing results and sustainable operation.


Aune Valk
ESTONIAN E-UNIVERSITY: COOPERATION IN THE COMPETITIVE WORLD

Some of the many Estonian universities decided to join forces to create an e-University. The past few years have seen an intensive growth. Last year about 10 000 students participated in the courses. The e-University has won a central place in developing curricula and enhancing learning possibilities for students in higher education.


Maria Amata Garito
TOWARDS EURO-MEDITERRANEAN DISTANCE UNIVERSITY

There is a new Mediterranean Virtual University in the making, based on an older cooperation and training project among countries and universities around the Mediterranean. Taking careful notice of and respecting the technical, cultural and religious differences in the various countries, the “Med Net’U” (Mediterranean Network of Universities) project has developed a concrete system for a Euro-Mediterranean Distance University.


E-LEARNING AND CITIZENSHIP

Jarmo Viteli
eTAMPERE BUILDS A SUSTAINABLE HUMAN KNOWLEDGE SOCIETY

Internet bus Netti-Nysse

Anne Sofie Nielsen
eCITIZEN – AN IMPORTANT MATTER FOR FINNMARK

Susanna Gardemeister
HOW TO MAKE LEARNING MORE ATTRACTIVE TO ADULTS? Case: the study pilot portal (www.opintoluotsi.fi)

E-learning can be a goal and a tool for citizens in an attempt to navigate in the modern world of e-services and information. The descriptions of these projects show ways of making it easier for common people to access both learning and the devices of e-society.


Talvi Märja
LEARNER-CENTRED LIFELONG LEARNING POLICIES. Comment on Peter Jarvis’s article in LLinE 4/2004

Professor Jarvis is right when he says that a big part of the education market today is oriented towards developing human resources and lifelong learning policies aimed at reaching goals set by the labour market, but at the same time people as the main asset have not been lost. Human values, personal fulfilment, supporting a good life in peace with other people, communities and/or nations have a high priority in lifelong learning policies in Europe, argues the writer.


Francesco Florenzano
MUCH ADO ABOUT NOTHING! WORDS NOT DEEDS IN ITALY

The statistics show that Italy is not at the top of the education achievement in Europe. Some of the old adult education institutions stick to their old ways without seeing the change in society, some more recent ones do not appreciate the vast dimensions of lifelong learning, some are not recognised for their valuable work. In devising a new law for adult education, there is a danger of making it to restrictively serve employment orientation. What is lacking is the recognition of the role played by the so-called active citizenry.