Infographic . Infografía . Mobile Learning in Europe e Informe "Learning on the Go – tips and trends in #mlearning "Docebo

Hoy traemos a este espacio esta infografía de Docebo , titulada "Mobile Learning in Europe", que nos explican así:
"Europe.. here are the stats. In 2013 there were 403 million unique mobile subscribers which is set to increase to 417 million by 2017. There are 24 countries in Europe with a mobile penetration rate above 100%, and in Eastern Europe an aggregate growth rate of 14.7%.
So in Europe when it comes to mobile we’re dealing with a mixed bag depending on which part of the continent we refer to. In the West, a more mature market on the one hand, and in the East, less mature but rapid growth.
In Europe we find a different buying behaviour for each country! Consumers buy educational apps, subscribe to mobile learning value added service (VAS) products, and purchase personal learning devices."

The following infographic is based on the just released report “Learning on the Go – tips and trends in m-learning” que puedes descargar libremente

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Fuente: [ DOCEBO ]

eLearning in Europe: A Growing Market

Republished from original post on Capterra blog by @rgogos

The European eLearning market looks to be in the midst of some big change.


Education technology company Edxus Group recently partnered with IBIS Capital, a specialist media investment and advisory firm, to publish an elearning industry report entitled: A European Perspective on Elearning. Despite showing the European market to be fragmented and characterized by limited invested capital to date, the evidence of an upsurge in activity combined with increased investment points to a market ‘on the turn.’

I recently had the pleasure of interviewing Thanos Papagelis, Co-founder and CTO at Epignosis, the company behind eFront and TalentLMS. He has years of experience in the elearning market in Europe and was the perfect person to share some insight on what’s happening in the region.

1. Please tell us a little about yourself and your organization.

I have been working in the eLearning field since 2001. We started with a small state grant and with the idea of offering a learning service for pupils between the ages of 15 and 17. The original idea was abandoned but the software remained and gradually we grew it to the full-scale learning management system known as eFront today. Through eFront I’ve had the opportunity to work with a number of large organizations and help them achieve their learning goals.

2. How would you describe the state of elearning in Europe today?

Elearning in Europe is not as widely accepted as it is in say the U.S. or Australia. It is of course a reality for many businesses and educational institutions, but I have the sense that Europeans genuinely do not like it. Culturally speaking, Europeans are notorious for preferring face-to-face methods of communication in all social activities and are used to travelling shorter distances, and this no doubt has effected how willing Europeans are to embrace elearning technologies.

3. Regarding elearning – what differentiates education and the workplace?

Businesses have vastly different priorities when it comes to elearning. A business for example must maximize immediate benefits from elearning rather than focus on long-term learning goals because time and money are at stake. They tend to be pragmatic with training, giving emphasis on day-to-day issues, whilst educational institutions emphasize a rather abstract form of learning. For example, the ROI of learning activities is a hot topic in a corporate environment while you rarely see it mentioned in an educational environment. That being said, ROI is difficult to calculate anyway.

4. What characterizes the European elearning market? Tell us how the European market is special/different compared with other elearning markets.

There is no real difference in the importance and use of elearning. However, as mentioned earlier, elearning is less readily embraced compared with the U.S. or Australia. That can be seen as either an inherent drawback of the European elearning market or an opportunity. Whilst companies need to be persuaded somewhat to invest time and money in elearning, there has been a recent upswing in investment, a growing interest, and the market is wide open since Europeans to-date haven’t endorsed elearning.

5. What do you think the future holds for elearning in Europe? What is the direction of elearning?

The European market will continue to increase in terms of investment and acceptance and will reach a level similar to the U.S. at some point. The market will need to grow faster than the U.S. and Australia to get there and that is inevitable. As we move towards a global culture elearning will become ubiquitous.

As for the direction of elearning, I believe that elearning will blend with our everyday activities. We will move away from a pull tactic towards a push tactic, which means that the learning material will be transmitted to end-users, possibly in smaller bits rather than, say, formal learning sessions. I have yet to see such ‘blending’ work in practice, mainly due to a focus from providers on more pressing issues.

As it stands today, elearning is a non-standardized project. Each case is different, however, generally you need a lot of customization together with custom content and that consumes a lot of resources from established providers. This makes them slower to adopt breakthrough strategies on new types of tools, and offers ample room for startups to fill the gap!

Together with microlearning, I see gamification and personalization playing crucial roles in shaping the new breed of learning tools.

Designing The Future classroom. iTEC

Hoy traemos a este espacio el
Designing the future classroom - Mainstreaming the results of the iTEC project
iTEC, a flagship four-year EC-funded project involving 14 Ministries of Education, has doubled its original target by now involving over 2000 classes across Europe in its future classroom pilots. The project evaluation is also showing an extremely positive impact on students’ knowledge, skills and understanding, and a beneficial effect on teachers, especially on their technology-supported pedagogy, digital competence, and motivation.

Learning Activities for innovative classrooms

The iTEC pilots, now in their fifth and final cycle, have developed Future Classroom Scenarios and Learning Stories and Activities to inspire teachers to change their pedagogical practices with the support of ICT. Learning Activities and Learning Stories have been developed through a participatory design process with teachers. Moreover, European Schoolnet has also delivered an international programme of online and face-to-face training, including courses at the Future Classroom Lab in Brussels on teaching and learning activities for the future classroom.

Supporting students’ knowledge, skills and understanding

The newly published meta-analysis of the evaluation data over the first three cycles shows that the project has had a positive impact on students’ knowledge, skills and understanding – in particular on their 21st century skills, motivation, engagement, attitudes, and learning practices. iTEC has also had a beneficial effect on teachers, having a positive impact on their technology-supported pedagogy, digital competence, and their motivation and attitudes. Almost 90% of teachers agreed that the iTEC process enabled students to become more deeply engaged in their work, and allowed them to undertake more collaborative activities. Teachers observed also a higher student attainment, an increase in student autonomy and independent learning, as well as more opportunities to learn beyond the boundaries of the classroom.

Mainstreaming the iTEC results

"Every Classroom a Future Classroom" conference, taking place on 10-11 October 2013 in Brussels for 150 invited delegates, will look at the challenges involved in up-scaling and mainstreaming innovative teaching and learning practice in order to make every classroom a future classroom. The conference will discuss on scalable processes for the adoption of advanced competencies by teachers, 21st century skills for learners and change management for schools.
iTEC has also published a magazine "Designing the future classroom" that summarises the project developments and outputs up to date. Read the magazine online here.

Read more
Tambien os dejamos una de las entrevistas, como ejemplo,  de la serie : en este caso Kristen Weatherby, Senior Analyst on the OECD's TALIS project (Teaching and Learning International Survey), speaks on emerging trends in teaching and learning, such as Bring Your Own Device and the use of social media in education. Her keynote presentation is available here: Challenging visions of the future classroom.

(leer más...) Fuente: [FCL]

Consultation on "Opening up Education – a proposal for a European Initiative to enhance education and skills development through new technologies. OER

Hoy traemos a este espacio la
Consultation on "Opening up Education – a proposal for a European Initiative to enhance education and skills development through new technologies"de la Directorate-General for Education and Culture de la European commission


Public Consultation on "Opening up Education – a proposal for a European Initiative to enhance education and skills development through new technologies"

Policy fields


Target groups

All stakeholders affected by education and training policies and systems, including school education, vocational education and training, higher education and adult education. Contributions are expected from public authorities, organisations and citizens.

Period of consultation

From 13 August 2012 to 13 November 2012

Objective of the consultation

The objective of the consultation is to explore the perceived need - mainly but not exclusively among education and training stakeholders – for EU action to promote the use of Open Educational Resources (OER) and of ICT in education.
New technologies, in particular the internet, together with globalisation and the emergence of new education providers, are radically changing the way people learn and teach. Open access to education resources offers an unprecedented opportunity to enhance both excellence and equity in education. The EU aims to help both individual learners and education and training institutions in Member States to benefit from these opportunities and to increase their contribution to society.
In the last quarter of 2012, the Commission will present a Communication on Rethinking Skills aiming to increase the quantity, quality and relevance of skills supply for higher economic and social outcomes. This will, among other actions, announce a new EU Initiative on "Opening up Education": a proposal to exploit the potential contribution of ICTs and Open Educational Resources (OER) to education and skills development. This new EU initiative on "Opening up Education" will be the topic of a subsequent Communication in mid-2013.

How to submit your contribution

We welcome contributions from citizens, organisations and public authorities:
If you are a Registered organisation, please indicate the name and address of your organisation and your Register ID number on the first page of your contribution. Your contribution will then be considered as representing the views of your organisation.
If your organisation is not registered, you have the opportunity to If your organisation is not registered, you have the opportunity to Register now.
Responses from organisations not registered will be published separately.
Received contributions will be published on the Internet. It is important to read the specific privacy statement pdf - 59 KB [59 KB] attached to this consultation for information on how your personal data and contribution will be dealt with.

View the consultation document pdf - 45 KB [45 KB]

View the questionnaire

Contact details

Responsible service: Directorate General for Education and Culture, Unit A2
Postal address: European Commission
Directorate-General Education and Culture
Unit A2 – Skills and Qualification
MADO 9/60
B- 1049 Brussels

View the contributions

In the interests of transparency, organisations have been invited to provide the public with relevant information about themselves by registering in the Interest Representative Register and subscribing to its Code of Conduct. If the organisation is not registered, the submission is published separately from the registered organisations.

Protection of personal data

Specific privacy statement

Specific privacy statement pdf - 59 KB [59 KB]

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Fuente: [Directorate-General for Education and Culture de la European commission