eLearning Papers n° 6
eInclusion and eLearning
Following the Riga Ministerial Declaration of June 2006, an important ministerial event is scheduled to be held in Lisbon the 2 and 3 of December 2007 exclusively dedicated to analyze eInclusion signals and the intensification of political and policy actions (like the “2008 eInclusion initiative” and “i2010”) aimed at promoting the Knowledge Society.
eLearning has an important role to play in these agendas, for example through promoting digital literacy and fostering eSkills. Furthermore, eLearning should play a decisive role in broadening access of otherwise excluded groups to lifelong learning. It goes without saying that eLearning faces significant challenges in contributing to the “new skills for new jobs” renovated Lisbon Agenda (Lisbon 3.0). Against this background, this edition of the eLearning Papers presents four articles that link together the themes of eLearning and eInclusion. Collectively, the articles provide an illuminating snapshot of the current landscape, covering a spectrum that bridges what is happening at the EU trans-national level and the member states policies, and what is happening at the ‘chalk-face’.
Two of the papers reflect summative perspectives. The paper by Kerstin Junge and Kari Hadjivassiliou provides a comprehensive mapping of the most recent initiatives undertaken by the European Commission and by member states in pursuit of the ambitious goal set to half the digital literacy gaps between “at risk groups” and the average population by 2010.
This perspective is complemented by David Casacuberta’s resume of best practices gleaned from EL4EI, a European Union project funded by the eLearning Programme. They conclude that more recent eLearning strategies are moving towards a new paradigm, based on more informal teaching environments.
The remaining articles focus on specific eInclusion scenarios. The paper by Kirsti Ala-Mutka and Yves Punie considers how new models and methods in lifelong learning can help to meet the challenges facing Europe’s ageing society.
The paper by Vincenza Benigno, Stefania Bocconi and Michela Ott is pitched at the other end of the learning spectrum, and looks at the issue of Universal Access to Education. It focuses on the strong potential that ICTs offer for reducing discrimination among students.
In the concluding article of this edition of the eLearning Papers Per Arne Godejord outlines how blended eLearning approaches can be used to develop ethical awareness in students.
eLearning has an important role to play in these agendas, for example through promoting digital literacy and fostering eSkills. Furthermore, eLearning should play a decisive role in broadening access of otherwise excluded groups to lifelong learning. It goes without saying that eLearning faces significant challenges in contributing to the “new skills for new jobs” renovated Lisbon Agenda (Lisbon 3.0). Against this background, this edition of the eLearning Papers presents four articles that link together the themes of eLearning and eInclusion. Collectively, the articles provide an illuminating snapshot of the current landscape, covering a spectrum that bridges what is happening at the EU trans-national level and the member states policies, and what is happening at the ‘chalk-face’.
Two of the papers reflect summative perspectives. The paper by Kerstin Junge and Kari Hadjivassiliou provides a comprehensive mapping of the most recent initiatives undertaken by the European Commission and by member states in pursuit of the ambitious goal set to half the digital literacy gaps between “at risk groups” and the average population by 2010.
This perspective is complemented by David Casacuberta’s resume of best practices gleaned from EL4EI, a European Union project funded by the eLearning Programme. They conclude that more recent eLearning strategies are moving towards a new paradigm, based on more informal teaching environments.
The remaining articles focus on specific eInclusion scenarios. The paper by Kirsti Ala-Mutka and Yves Punie considers how new models and methods in lifelong learning can help to meet the challenges facing Europe’s ageing society.
The paper by Vincenza Benigno, Stefania Bocconi and Michela Ott is pitched at the other end of the learning spectrum, and looks at the issue of Universal Access to Education. It focuses on the strong potential that ICTs offer for reducing discrimination among students.
In the concluding article of this edition of the eLearning Papers Per Arne Godejord outlines how blended eLearning approaches can be used to develop ethical awareness in students.