Major research trends in ICT

It appears that research priorities are technologies for collaborative and experiential learning, as well as personalised access to learning content over broadband networks. Novel applications for creating and delivering e-learning content in different contexts (school, university, work place, lifelong learning) are sought. They encompass innovative strategies, including organisational changes and new business models, and e-learning across the extended value chain of e-business. Building and sharing competencies for the knowledge society, facing the ICT skills gap and fostering social inclusion are also major drivers.

Major research trends can be clustered in:

Advanced technologies and infrastructures for access to learning:
broadband and GRID technologies, mobile learning, learning appliances, avatars and intelligent agents, virtual reality and mixed-augmented reality, simulators, interfaces, computer supported collaborative learning, intelligent ambient learning environments;

Knowledge and learning:
integration of knowledge management or learning management systems and enterprise resource planning, learner modelling, metadata for learning objects, virtual knowledge sharing spaces;

Learning resources management:
new forms of content modelling, authoring and distribution, standards, learning content management systems, certification;

Virtual learning communities:
learning regions, social learning, collaborative knowledge producing, communities of practice, virtual campuses.

Many researchers are preoccupied with interconnections between technological, pedagogical, social and organisational aspects.

The wide range of specific research subjects includes e-learning for all (marginalised people, unemployed, people with learning difficulties, people living in rural areas), ICT skills, telerobotic, health education, on-line labs, environment, evaluation and assessment, architectural design, construction.
More information:
EoI Analysis in CORDIS FP6 website

Some publications and presentations on Key Action 3 made by the representatives of the Education and Training Applications Unit