e-Learning

In a world increasingly based on knowledge and information, education and training are put at the core of the European agenda.
e-Learning: People and Technology
European Targets and Initiatives
Additional Links, Further Reading
eLearning Conference 2005
Europe's future economy and society are being formed in the classrooms of today. Students need to be both well educated in their chosen field and digitally literate if they are to to take part effectively in tomorrow's knowledge society. e-Learning - the integration of advanced information and communication technologies (ICT) into the education system - achieves both aims.
Europe also needs to make learning a lifelong endeavour, with people of all ages continuously developing their skills. Here too, e-Learning can make a significant contribution, with both workers and organisations transforming the way they learn, interact and work. Moreover, e-Learning can promote social integration and inclusion, opening access to learning for people with special needs and those living in difficult circumstances (marginalised groups, migrants, single parents, etc. ). See Skills for the Information Society.
Only about 27% of the EU workforce has received job-related computer training. Key skills include digital literacy and higher-order skills such as teamwork, problem solving and project management.
eLearning: People and Technology
Early attempts at computer-based training, however, were not successful, which is why e-Learning is about much more than just advanced technology. But what, exactly, is it?
"e-Learning: the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration."
The eLearning Action Plan: Designing tomorrow's education,
2001 Modern e-learning solutions recognise the importance of learning as a social process, offering possibilities for collaboration with other learners, for interaction with the content and for guidance from teachers, trainers and tutors.
These learner-centred approaches put the learners back in command, with a wealth of learning resources at their fingertips, customised to their individual needs. Teachers and trainers, however, continue to play a central role, using virtual and traditional face-to-face interactions with their students in a 'blended' approach.


European Targets and Initiatives
Several EU initiatives aim to create a 'critical mass' of resources to leverage e-Learning development and use.
e-Learning was a priority within the original eEurope 2002 Action Plan. The eEurope 2002 Benchmarking Report
showed that the initial eEurope target of connecting all schools to Internet had been all but achieved by 2002, and that attention must therefore shift to better connections and wider educational use.
The eEurope 2005 Action Plan therefore set the following targets:
From e-Learning Initiative to Programme:
the eLearning Initiative has been supporting the co-ordination of European e-learning efforts at both European and national level since 2001. Under eEurope 2005, the Commission will:
Launch the e-Learning Programme (2004-2006) to continue this work and support priority areas, including the deployment of virtual campuses (below). The programme was proposed on December 2002, to be adopted in the Education Council of November 2003.
Analyse the European market for e-learning, including the private sector, to identify obstacles and propose remedies;
Virtual campuses for all students. All universities should offer on-line access for students and researchers to maximise the quality and efficiency of learning processes and activities by end 2005.
The e-Learning Initiative has already launched several pilot projects, which it will soon begin clustering together, and is publishing a study on virtual campus deployment. The e-Learning programme will continue this work in 2004;
Broadband connections: All schools and universities, as well as other institutions that play a key role in e-learning (museums, libraries, archives), should have broadband Internet access for educational and research purposes by end 2005 (see eEurope 2005/Broadband);
Grids for e-Learning: the Commission should launch, by end 2003, research and pilot projects in using advanced distributed computing systems ("GRIDs") and broadband networks to provide high quality learning facilities.
e-learning is also among the objectives of the Information Society Technologies (IST) programme, which is part of the EU Research Framework Programme. The focus of research in this area is on applications of technologies for user-centred learning, building on the concept of ubiquitous computing and on sound pedagogical principles. More:
Learning and Cultural Heritage.
Re-skilling for the knowledge society: while over 70% of the EU workforce think computer skills are important for employment, only about 27% has received job-related computer training. By end 2003, the Member States, where appropriate using Structural Funds and with Commission support, should launch actions to provide adults the key skills they need.
Reskilling is therefore be an important topic within the e-Learning Initiative's preparatory actions and will be picked up by the e-Learning Programme under the heading of Promoting Digital Literacy.


Additional Links, Further Reading
From the IST Research Programme:
Preparatory work in the field to prepare for the new research priority, and links to relevant initiatives in the previous programme:
Workshop, October 2003, between national experts and the Commission on building links to the Member States' e-learning research programmes;
Publications list:
From the e-Learning Initiative and Programme:
e-Learning Action Plan
e-Learning Programme proposal
The European e-Learning Portal
Education and Training
Other key policy documents:
Making a European Area of Lifelong Learning a Reality
The Concrete Future Objectives of Education and Training Systems
Key Organisations
PROMETEUS (Promoting Multimedia Access to Education and Training in European Society), a partnership involving over 400 organisations;
ISTC: Read the Final Report of the ISTC's Working Party on Education and Training;
ESDIS (the High level Group on the Employment and Social Dimension of the Information Society): supports the European Commission in analysing the impact of the information society on employment and social cohesion, identifying and disseminating best practices on issues such as e-Inclusion and on training for the knowledge society.
For further information on e-Learning, see here and here.