Skills

eLearning emerged a couple of years ago when the term e-Business described the transformation of business processes with the application of ICT. In this sense eLearning was describing the transformation of learning processes and approaches using ICT and digital media. Yet, in the early days eLearning was mainly focused on traditional formal education and training processes, leveraging technology to implement incremental steps in existing processes, in most cases without transformation.

Fast forwarding to today’s situation – this perspective has changed. eLearning is no longer confined to formal education and training. It has widened its scope in the realm of informal learning. Technology has helped to permeate and dissolve the border lines between learning and doing and is giving us new means to enhance our learning every day – without taking a formal course. Most of the learning we do is actually informal – as we work in our professional roles, in teams, in groups of students, on projects, when accessing experts or searching for essential information on the Web.

Today the term “convergence” describes well what is happening on various levels – convergence of different disciplines – such as online learning, knowledge management and collaboration. This convergence is driven and enabled by the digital convergence of media and information services, networks and devices. From a user’s perspective this means that we can increasingly access information, learning resources and people from a single user interface, leveraging converged technologies. eLearning has the potential to deliver dramatic benefits for society by increasing the speed and degree of dissemination of knowledge, by facilitating knowledge and skills acquisition, by providing flexible learning opportunities for students and citizens, personalising learning and by creating new collaborative learning opportunities. eLearning is an efficient and cost effective tool for fostering workforce development, it can lead to cost savings through better utilisation of a user’s time, efficiencies in personnel resources in institutions providing education and training as well as reductions in physical requirements. In this sense eLearning is becoming the underlying enabler of our Knowledge society and a key lever for European competitiveness.

Taking into account this broad definition of eLearning the European eLearning Industry Group (eLIG) has clear recommendations about what should be done to support the progression of Europe to become the most competitive knowledge economy in the world.

Infrastructure
All too often we hear that infrastructure is not an issue any more. Here again – the definition may get in our way. Infrastructure is a broad set of capabilities to enable the users to leverage the technology for what they want to achieve. It ranges from networks, to portals and learning environments with search, collaboration and various content technologies included. As an example – the roll-out of broadband has been going well and is accelerating. However, thinking about rich content, we are far from having reached the penetration levels required to make rich media based learning available to large parts of the population. The European Commission and the national Governments cannot become complacent in this field and needs to keep the pressure up– the next generation broadband will bring the full benefits required for rich media based, highly interactive learning. In a recent survey on e-readiness conducted by the Economist Intelligence Unit it was clearly demonstrated that countries where broadband has become a national development priority (in particular the Scandinavian Countries) are becoming convergence leaders. ICT infrastructure is sparking a virtuous circle – increased usage shifts more actors towards building technologies and businesses to exploit the capabilities of the Internet.

To ensure that technology serves the best interests of the community and gives room to ever increasing innovation additional infrastructure related elements have to be kept in mind which eLIG strongly recommends should be supported by policy measures and action programs.

The proper implementation of open ICT and eLearning Standards is essential to foster the wide deployment of eLearning solutions. In order to create an interactive, interoperable learning environment for all, eLearning tools and services should be based upon open standards. Too often eLearning solutions ‘’lock-in’’ users to single vendor solutions. Deployment of an interoperable eLearning technology architecture based on open standards and proper implementation of open standards need to be high on the eLearning strategy and need to be reflected in the public procurement standards within the European Community and benchmarked accordingly.

Security is becoming a major concern with systems pervading our work and our lives. A quality infrastructure must also take into account – such as focus on secure web servers.

Content
Increasing focus must be placed on the development of high quality, cross-media and cross platform digital content. The European content industry faces a particular challenge, given the multi-lingualism and the fragmentation of the European content market. However, on the other hand the cultural diversity and richness is one of Europe’s core strengths.
The eLIG has developed 10 recommendations, that were handed over to Commissioner Reding in a recent meeting. This manifesto of 10 Golden Rules to develop the European Digital Content Industry is being published at this conference and available at the eLIG stand.

I would like to focus on 3 specific items from this manifesto.

First – the current investment levels to jump-start the European digital content industries and in particular the education publishers are insufficient, given the complexities of the transition from traditional publishing into online publishing. Moreover, digital publishing itself is currently facing disruptive technological changes in its design and production processes with multilingual and multiformat content management technologies publishers need to learn how to adapt and implement.

Second - clear public sector policies should be established to enable the content industry to deploy adequate business models to provide high quality educational content in a sustainable manner. These include appropriate funding and licensing conditions and incentives to invest in digital resources. We are concerned that in the area of digital rights management (DRM) and intellectual property rights (IPR) there are currently grey areas left open exposing the investment of the content industries. The content market will potentially bifurcate – into a low-value low-cost segment with content designed by qualified amateurs and a high-quality segment with high standard editorial content. The establishment of quality standards and quality assurance across Europe for high quality pedagogical content will be essential.

Third – there is a unique opportunity to leverage eLearning to further the idea of a European Community - that is to create a core of a common European content for education institutions. Personal skills areas which are currently not widely covered might be selected for this. Understanding the differences and the commonalities of European country cultures could be a compelling subject, helping to reinforce the European cultural cohesion. This development of a common core European content should be examined based on a broad public private partnership with the publishing industry in Europe.

Services
After the initial hype surrounding eLearning we see things moving in a much more pragmatic and “down-to-earth” manner. However, it is still early days – we have not yet been able to leverage the transformational power of eLearning on a broad scale. The innovation challenge in eLearning is moving from technology to the application side i.e. how we can use technologies to better acquire, create, and distribute relevant knowledge. The complexity of today’s environment does not allow us to predict user behavior with regard to new technologies, it needs to be explored in practice. Launching experiments and learning from those is a way to address this challenge. Hence research focus and investment must increasingly be pointed to innovation in the application of knowledge and content technologies.

Targeted measures have to be taken which prepare the ground for future broad based deployment. We see the investment in large scale demonstrator projects and test beds as a promising way to achieve this and would like to see this as a priority in the future research and innovation framework programs. These projects could not only provide real time validation and verification on advanced knowledge and learning services, but would also be a living labs where new services could be developed and enhanced in a real life environment.

Let me close with the following observation:

A competitive knowledge society needs mobility, flexibility and adaptability with regard to skills of its citizens. Changing market conditions require changes in skills as knowledge workers move through different careers throughout their lifetime. eLearning has the potential to provide the underlying capabilities to make lifelong learning a reality.
In support of increased workforce flexibility and adaptability the European Union and national Governments should support new ways of enabling and facilitating the individual in the skills process. It needs a culture change and new alignment of key participants and stakeholders.
Technology should ultimately become an underlying “utility” that anybody can tap into. Once we are less preoccupied with technology, we have more room to deal with the real challenges – i.e. transformation and change management challenges must be actively addressed by all stakeholders – be it schools, Universities, vocational learning bodies, SMEs, corporations and Governments. The networking paradigm applies to the physical infrastructure as well as to intellectual infrastructure. Connecting the minds and connecting with content will support a dramatic progress in productivity of knowledge and help Europe to reach the Lisbon targets.

For further information about the European eLearning Industry Group and for a copy of our recommendations please consult our elig website or contact the Secretariat at +322 5030419.

Notes:

1. MAKING LISBON A REALITY
Contribution by the eLearning Industry Group to the mid-term review of the Lisbon Agenda

2. The 2005 e-readiness rankings
A white paper from the Economist Intelligence Unit

3. i2010: Fostering European eLearning Content to Make Lisbon Target a Reality

The concept of lifelong learning is not so new in trade unions. Neither is the use of what we now call information and communications technologies (ICT) to support new ways of learning. Since the Danish Landsorganisationen i Danmark, the Swedish Landsorganisationen i Sverige and the British Trades Union Congress started experimenting with computer conferencing to support distance learning in 1990, there has been a rapid growth in trade union involvement with ICT to support both vocational learning/workforce development and trade union education. Most European confederations and many individual unions now have some level of involvement with technology and learning, and we can start to learn from each others’ approaches and experiences.

Published in 2005, the report “Trade Union use of ICT in support of Learning” was commissioned by the British Trade Union Congress’ Building Opportunities Through Workplace Learning Project, to draw an accurate picture of the scale and types of use of ICT by trade unions in support of learning, either in workforce development or trade union education. The term learning here is understood broadly, to include informal learning as well as more formally organised courses, and whether the learning takes place in workplaces, learning centres or homes. Similarly, the range of ways in which technology might be used is understood broadly, as for example in ‘pure’ e-learning, blended learning and m-learning (mobile learning).

Case Studies: from blended learning to online communities

Six case studies were conducted between June and October 2004 along with an online survey. There are five national case studies from Italy (Confederazione Italiana Sindicati Lavoratori), Germany (Deutscher Gewerkschaftsbund (DGB) Bildungswerk), the Netherlands (Federatie Nederlandse Vakbewegingen), Sweden (Landsorganisationen i Sverige) and the British (Trades Union Congress) and one transnational case study from the European Trade Union College (ETUCO). These cases illustrate some of the diverse ways in which trade unions are approaching the use of ICT to support formal and informal learning, vocational and trade union training, blended learning, organisational and self-paced learning; and national and transnational learning.

The national activities described are varied. CISL in Italy, whose target audience consists mainly of trade union trainers and officers at local and national level, has adopted a blended learning approach which has allowed extended, more in-depth courses to be developed. Blended learning is also the preferred method for DGB-Bildungswerk in Germany where online conferences are being used to extend the learning experience for participants in residential seminars and to support online communities. In the Netherlands, the focus for FNV is on developing the ICT skills of the organisation’s employees and to enhance their capacity to source timely and relevant information and resources.

Lifelong learning and the digital divide are also being addressed in different ways. The LOS in Sweden for example, has a leasing scheme which provides members with PCs, software and internet access to enable easier access to information and learning. The TUC in the UK has developed an extensive workplace learning network through the Trade Union Hub project and is explicitly targeting the widening access agenda by encouraging members with low qualification levels to acquire the basic ICT skills which will allow them access to other flexible learning opportunities.

At the transnational level the range of linguistic and cultural backgrounds renders the situation more complex. ETUCO has attempted to overcome these barriers by developing blended approaches to training which incorporate several languages and different national perspectives on European trade union issues, with varying degrees of success. The emergence of online communities or ‘networks’ as a means of enhancing trade union political influence in Europe and supporting more informal, situated learning is also highlighted in the report.

Key Themes

The case studies reveal a range of approaches towards the use of ICT in trade union learning which reflect a variety of organisational priorities and responses in particular national contexts. Differing industrial relations environments, union cultures, national government policies and initial experiences with ICT in learning are among the factors contributing to this diversity. Despite this however, we have identified eight themes running through the cases:

1. Acquisition of basic ICT skills: Recognition that the acquisition of basic ICT skills is an essential first step towards empowering trade union members to access a broader range of both trade union training and vocational learning opportunities. Where unions have taken responsibility for engaging members in ICT skills courses, demand for e-learning appears to be growing. Union ‘branding’ appears to encourage involvement and reach groups and individuals who may not otherwise have had the confidence or inclination to learn, particularly when these opportunities can be accessed directly from the workplace.
   
   
2. Pedagogies implied: There is a range of pedagogies being applied in the context of ICT, though this generally appears to combine elements of face-to-face and online learning often in ways that enhance rather than replace conventional learning. These include:
   
   
   
   
   • Course-based e-learning where ICT is used to support learning as part of a conventionally conceived time-delimited course. There appears to be a growing conviction that blended learning which combines face-to-face and online phases is more effective.
     
   • Self-paced learning where ICT is used to support the individual learner progressing at their own pace. Here, the emphasis is on multimedia learning resources which may be distributed either online or via CD-ROM
     
   • Situated/organisational learning where ICT is used to support learning-related organisational processes. This approach is frequently, though not exclusively, associated with the concept of community of practice.
   
   
3. Organisational innovation: e-learning is becoming closely involved in organisational innovation in trade unions, and particularly in networked organisational structures. Different types of ‘networks’ are emerging, e.g.
   
   
   
   • Course learning networks established during the life of an online or blended mode course. These networks are typically organised around tasks or discussions planned and facilitated by a tutor usually with the aim of achieving one or more specified learning outcomes.
     
   • Online communities of practice in which participants are concerned with doing similar things or which hold similar political mandates. Key elements of communities of practice are that they are self-sustaining and the peer-learning is largely problem-based and informal.
     
   • Virtual teams in which participants with different skills, specialisms or responsibilities are brought together. Virtual teams are often more explicitly task-based than communities of practice.
     
   • Co-ordination networks which aim to collect information as the basis for co-ordinating future actions, for example in European Works Councils.
   
   
4. New roles: Some new roles are evolving in relation to learning and technology, which itself creates a new demand for training in a range of pedagogic, organisational and technical skills, e.g.
   
   
   
   • The union learning representative (ULR) in the UK: the focus of the ULR is to raise awareness of educational opportunities and engage workers locally, and then to provide continuing support and motivation as they proceed with their learning.
     
   • The ‘bare-foot pedagogue’ in Sweden, where union officers who are not education specialists will be trained to identify and support opportunities for learning interventions in unions at the local/workplace level.
     
   • The ‘network animateur’ identified by a transnational ETUCO project, where a member of a network is trained in a range of techniques to support the work of an online community.
   
   
5. Tutors’ needs: Despite these new roles, the role of the tutor remains central and many educators require training in new pedagogies and technologies for learning. As collaboration expands at European level, demand for culturally aware trainers and online facilitators is likely to increase.
   
   
6. Learners support: the need to prepare and support participants in all forms of e-learning which may require both new technical and study skills. The establishment of learning resource areas within workplaces is one approach highlighted as a longer-term strategy for engaging and supporting learners and encouraging higher participation rates, although negotiating with employers for paid time off for learning is still an important issue.
   
   
7. Technologies implied: The choice of technologies being used by trade unions in support of learning is pragmatic, and has centred on facilitating text-based communications through conferencing or email. We found no evidence, for example, of use of mobile technologies explicitly built in to learning activities and limited evidence of experiments with, or use of technologies such as videoconferencing. There remains a great potential for exploration of new technologies to support alternative modes of work and learning.
   
   
8. Sustainability: Financial sustainability of e-learning is an issue for some, particularly where developments have been project based and reliant on external funding, or where new forms of learning intervention might benefit from a more open-ended support from specialist educators. Actively seeking national and European sources of funding may therefore become a more widespread and important area of activity and one which may benefit from a greater collaboration among organisations at both national and European level.

Challenges and Recommendations

This survey has identified three distinct types of training using ICT: a focus on trade union-related education with a target audience of trade union officers and representatives; training related to organisational change, again with an internal audience; and vocational and skills training which primarily targets individual members. Generally, there appears to be a shift away from content-driven to communication-driven learning.

Four groups of challenges are identified:

Training: new methods of learning demand training for tutors, learners and those taking on new roles. This involves increased awareness of the wide range of e-learning methodologies which have been developed. Transnational e-learning will become increasingly important and both tutors and learners need to develop the necessary skills.

Learning, technology & organisational change: learning and technology are increasingly involved in new combinations with organisational change in trade unions. This has wide ranging implications for models of learning and training; appropriate technologies; sustainability of training and the relationship of education departments to other elements of trade union organisation.

Technologies: the use of new technologies has stabilised. New technologies, broader spread of existing technologies and some of the emerging roles of learning and education have led to new possibilities for applying technologies. Fresh evaluations of the potential of novel technologies in new contexts, informed primarily by organisational pedagogic concerns, needs to be reprioritised

Sustainability: in order to sustain innovative types of learning which blur some traditional boundaries, methods need to be developed which can evaluate and demonstrate the value of novel types of e-learning to stakeholders.

Perhaps the most significant finding is the emergence of a range of educational approaches alongside continued training in the use of ICT both for trade union and vocational purposes, and the increasingly close relationship of some of these approaches to the changing needs of trade union organisation.

It is not our aim to merge this set of ICT competencies into a new curriculum or new subject area in primary education. We view ICT competencies as a support to achieve the developmental objectives and attainment targets. Nevertheless, society also asks for what is called sometimes ICT literacy. The background idea is that all basic ICT-competencies are acquired at the end of primary education.

Therefore we want to commit ourselves simultaneously to both goals. On the one hand, we face the challenge to work on the educational objectives in an efficient and child-centred way. On the other hand, we want to respond adequately to the expectations of society and continuing education with regard to ICT competencies. That is why we are looking for instructive activities that reinforce our education sector in the first place and strengthen this ICT competency at the same time.

Competencies focusing on the learning process

As a consequence, the core of the ICT competencies is embedded in the skills that are inherent in the vision of attainment targets and developmental objectives. They are competencies focusing on the learning process. They enable pupils to use the possibilities of ICT in a functional way so that their own learning process is backed and reinforced. Indeed it is all about ICT as a means for co-operation, independent learning, making differentiated exercises, exchanging information…

For that reason they are explained by or concretised in sub-competencies and classified in a manner that fits in the learning process in the classroom : respectively planning, implementing, monitoring and evaluating. Where they are specific to the core competency, also operating subskills or attitudes are mentioned. These subcompetencies are only important in relation to the core competency to which they belong.

The competencies focusing on the learning process are the core of the ICT competencies in primary education. In this brochure we distinguish two other competency levels apart from those focusing on the learning process.

Technical and operating skills

A second category of ICT competencies encompasses technical and operating skills. Being able to use the computer, the peripheral equipment, the operating system, the software also requires specific knowledge and attitudes. And yet we consistently use the concept of skills. In doing so we want to emphasise that these competencies are different from those focusing on the learning process.

These technical/operating skills are not an objective in themselves in primary education. That is why they are called operating or supportive skills. They are best learned when a practical and constructive application comes up within classroom practice. Thus technical skills are never an aim in themselves. Indeed practice teaches us that many children find it easy to master the procedures to work skilfully with ICT or to explain them to each other. Some children will already have acquired a lot of skills outside the classroom. Therefore, it is not at all our intention to develop a curriculum with technical/operating skills that has to be systematically mastered by all children. We do not opt for an ICT curriculum, but for a vertical integration of ICT across the school.

This integration does not have to start at the same time for all competencies. It is possible that schools only start with the “communication” aspect in the upper years of primary education, while ICT are already used for independent learning and practising in nursery education.

Social and ethical competencies

A third category of ICT competencies contains the social and ethical dimension of the application of ICT. These social and ethical competencies refer to the development of attitudes : to cope in a justified and responsible manner with the new technology. They are about complying with agreements, approaching ICT in a critical way, helping each other in case problems occur… They directly anticipate the impact ICT can have on the development of (learning) children and that is why they are very important. Obviously, these competencies are interwoven with what children do with ICT and are gradually acquired thanks to the permanent effort the teacher engages himself in to draw the children’s attention to them.

These competencies are to be read against the background of primary education, taking into account the potentialities and the limitations related to the age of the children and the material equipment of the average primary school.

It should be stressed that it is not the individual teacher who is accountable for the degree to which ICT is integrated at school. The teaching team draws upon a relational approach to determine how fast the school integrates ICT. This varies from school to school. A high-quality use of ICT stands or falls with a well-considered vision of the impact of ICT as a supportive means to reinforce learning. This is teamwork.

The competency diagram and the core competencies




Competencies focusing on the learning process
1. The pupils can co-operate in a functional way in order to perform a straightforward search assignment by means of ICT.
2. The pupils can represent information multimedially with the aid of ICT.
3. The pupils can learn independently in a ICT supported learning environment.
4. The pupils can collect, process and save information by means of ICT.
5. The pupils can send their own messages and receive messages for their attention with the aid of electronic communication resources.
6. The pupils can practise independently with the support of ICT.
7. The pupils can engage independently in an assignment by using ICT.

Operating skills
8. The pupils have the requisite operating knowledge and skills to be able to use the ICT equipment in relevant contexts.

Social and ethical competencies
9. The pupils use ICT adequately and in a responsible manner.

Competencies focusing on the learning process
1. Co-operating

When I pass by, the children are sitting in front of a computer screen in small groups of four or five. On closer inspection, they are dividing the tasks of an assignment with regard to environmental studies. Some of them propose to look for information in the library. Others suggest that they will find something on the Internet…

Computers in primary education ? Many teachers are afraid of the image of pupils sitting on their own in front of a computer to study, process, practise subject matters independently. Indeed, the computer is an adequate resource for children to set to work individually, at their own pace and level. But children also learn in group, with each other and from each other.

It is all about learning processes that allow pupils to decide jointly how to comply with an assignment. They finish together this assignment, respecting the contribution and the personality of their fellow pupils. From the diagram of ICT competencies it appears that “working together on an assignment” takes a special place in relation to other competencies. They are supportive to and interwoven with other competencies. We have in mind situations in which children consult each other in view of a talk, retrieve or pass on information as a result of a partnership with another school, work on a project in small groups, practise educational software in twos, etc.

The attention paid to co-operation has still another advantage as children have a largely differing starting position with regard to computer use. A lot of children are already very successful in using the computer and their expertise may be very rich and wide-ranging. It would be very regrettable if this expertise were not used. The children – as well as the teachers – can learn from and with each other to use this tool efficiently.

Core competency 1: The pupils can work together in a functional way on a straightforward search assignment with the support of ICT.

Subcompetencies :
Planning
1.1. The pupils are able to jointly decide for which parts of the assignment it would be helpful to use ICT as a tool.
1.2. The pupils can discuss with each other how they will use ICT for working on the assignment and who will take on which tasks.

Implementing
1.3. The pupils can gather and compare information, insights and opinions in a targeted way and process these data into group results.

Monitoring and evaluating
1.4. The pupils can make a provisional assessment of the group’s progress, thereby exchanging and using constructive feedback.
1.5. The pupils can assess the specific benefits of the use of ICT for their co-operation.

Specific attitudes
1.6. The pupils respect each other’s contributions and opinions.
1.7. The pupils respect agreements and timetables.
1.8. The pupils are willing to help each other taking the differences in ICT competencies into account.

2. Proposals of information

After an educational walk to a piece of wet meadow each group has further elaborated another aspect : birds, insects, other animals, flowering plants, trees. They collected more information, summarised the main issues, typed them in on the computer and linked them to the material they brought with them (they made labels) and to the photos and drawings they found (text + photo on one sheet)… With this material they presented their small project to the whole class.

By presenting the information we mean that the pupils, alone or in co-operation with others, are able to communicate or show information to others with the support of multimedia. This does not mean that the whole presentation must be done with ICT. Here we have in mind simple things such as making the class listen to a music fragment, supporting their text with a photomontage composed via ICT, showing a number of (parts of) web pages to the whole class. A simple presentation, made, if possible, by means of a specific presentation programme is also an option.

Core competency 2: The pupils are able to represent information multimedially with the aid of ICT.

Subcompetencies :
Planning
2.1. The pupils can decide in which order and in which form the information will be presented.
2.2. The pupils can decide which ICT applications are most suitable to present (parts of) the information.

Implementing
2.3. The pupils can present information (text, images and sound) in a targeted way to their target audience with the help of ICT. Monitoring and evaluating
2.4. The pupils can reflect upon the procedure followed and draw their conclusions from it.
* Each work session within the biotope project starts with a brief lookback: what have we done already, what do we have to do next ? The group that focuses on insects finds that each of them has done overlapping work for the greater part. Therefore they decide to make better arrangements about who engages in which task.”
2.5. The pupils can judge and give feedback about the quality of their own or other people’s presentation.


Specific attitudes
2.6. The pupils’ presentations take the characteristics and expectations of their target audience into account.

3. Independent learning with the support of ICT
In small groups of three the children work on a number of assignments related to mammals. For each question they can click on one or more web sites where information can be found. This makes them read texts, interpret tables, follow further links… In this way children learn what a wealth of information they can find on the web.

By independent learning we mean that the pupils acquire and process new educational contents and that the computer takes over, so to speak, the role of the teacher.

An example of this is the ‘Webquest’ teaching method, which leads the pupil step by step to sites where information can be found and makes him process this information by targeted assignments. Also the ICT support developed by publishers for their teaching materials can offer alternative learning methods that teach pupils how to acquire knowledge in an autonomous way.

If the computer is equipped with good software it can adapt the level of the educational content to the pupil on the basis of the response of pupil (for example by offering additional information), give feedback, save a report for the teacher, etc.

It is evident that this type of learning can also take place in (small) groups.

Core competency 3: The pupils are able to learn independently in a ICT supported learning environment.

Subcompetencies :
Implementing

3.1. The pupils are able to plan an individual learning pathway by means of an electronically controlled step-by-step procedure.
“When searching the web within the proposed sites, the pupils use a checklist to examine whether they have sufficient information to finish their assignment before they click on the next site.”
3.2. The pupils can learn independently using a familiar educational programme.
3.3 The pupils can implement a simulation with the support of a suitable educational programme and draw their conclusions from their activity.
*The children play with a programme in which a little chap finds all sorts of food in a maze. When they make the little chap eat too much or unhealthy food the little chap falls ill. After the game, they draw conclusions in the classroom on healthy and balanced food.”

Monitoring and evaluating
3.4. The pupils can reflect on the procedure followed and on what they have learned in combination with the objectives set.
*At the end of the project the pupils check whether the things they have learned correspond with the objective set at the start. That is why they verify whether all questions or assignments are sufficiently dealt with.”

4. Collecting and processing of information For the transport theme the teacher has developed a word field together with the children. In addition he has written a list of words that are unfamiliar to the children on the blackboard (karos, velocipede…). On the basis of these key words the children look for images of various ancient means of transport.

They have to arrange them (cutting and pasting) on a time line. They choose between searching the Internet or searching (printed and electronic) reference books and encyclopaedias they have at their disposal. They experience that it is possible but also time-consuming to use the photos from a reference book.
The search for information happens partially in the ‘electronic library’ that is available on CD- ROMS, the school server or the Internet. We have in mind here electronic encyclopaedias, translation dictionaries, educational CD-ROMS with text, image, sound, animation … and of course web pages. In the same way children find the books to suit their taste in the section of a real library that is dedicated to them, the teacher can delineate here a ‘platform’ that only provides the information that is appropriate or targeted to them. He can make the children work with search engines specially designed for them.

By processing information we mean that among other things the children decide what is interesting in the framework of their objective or assignment; that they use information to offer solutions for a question or an assignment; that they arrange this information in order to present it later to others…

Core competency 4: The pupils can retrieve, process and save information by means of ICT.

Subcompetencies :

Planning
4.1. The pupils can choose in an adequate way the most suitable sources of information to assemble specific information.
*The pupils decide to look up the explanations of words in a dictionary, the maps on a CD-ROM and illustrations on the Internet.”
4.2. The pupils can decide in which way they will save the information found in order to consult it again later on.
*They will print their work immediately or save it.”

Implementing
4.3. With the support of ICT, the pupils can formulate and implement a search assignment.
4.4. Under supervision the pupils can judge which information is relevant and interesting for the search assignment.
4.5. Under supervision, the pupils can arrange and save the useful information.

Monitoring and evaluating
4.6. The pupils can adapt their own search process in the light of the provisional findings.
4.7. The pupils can indicate why their own approach was successful or not.

Specific attitudes
4.8. The pupils adopt a critical attitude towards the available information.
4.9. The pupils aim for precision and a systematic approach when consulting arranging and saving information.
*They keep printed information in cardboard folders on which is labelled the name of the project as well as the correct name of the electronic folder in which they can find the related files.”
4.10. The pupils mention spontaneously the sources they have used.
4.11. The pupils show their commitment and perseverance when searching for information.

Specific operating skills
4.12 The pupils are able to carry out search tasks by means of simple procedures such as : entering a web site address, searching by means of a search engine, navigating through a series of hyperlinks, applying relevant menu options.

5. Communicating information

With a view to an excursion the children collect information about the city to be visited. That is why they contact, under the guidance of a teacher, the tourist board (they search themselves the address or e-mail), another school, the museum and the playground.

By communicating we mean that children are able to use the facilities offered by ICT to give information or to ask for information from a third party. We have in mind here the facilities that can contribute to the learning process, such as: making appointments via e-email, attaching electronic documents to an e-mail message, chatting live to pupils of another school, etc.

It is of importance that when communicating by electronic means the pupils learn to observe a number of prevailing rules and conventions.

Core competency 5: The pupils are able to send their own messages and receive messages for their attention with the support of electronic communication resources.

Subcompetencies :
Planning
5.1. The pupils make a targeted choice between the different means of communication taking the possibilities and limitations of these tools into account.
*The pupils choose e-mail as a means of communication because their message is not urgent and they do not want to disturb the person their message is sent to.”
5.2. The pupils can indicate in advance the essentials of their message.

Implementing
5.3. The pupils can communicate efficiently in the framework of an assignment using the current means of communication.

Monitoring and evaluating
5.4. The pupils can assess whether the communication was efficient and whether adjustments are required.

Specific attitudes
5.5. The pupils take the cost price of electronic communication into account.
5.6. The pupils respect the general code of conduct when communicating by electronic means (also called ‘netiquette’).
5.7. The pupils react in an alert and self-assured way to unusual messages.
*As was agreed in the classroom, the pupils do not open themselves the attachments of unknown or unexpected senders.”
5.8. The pupils do not disseminate confidential information by electronic means.

Specific operating skills
5.9. The pupils are able to use the current means of communication.


6. Independent practising with the support of ICT

In the computer room or the own classroom (activities in different classroom
corners or self-directed tasks) children work independently on an exercise that makes them estimate the outcome of a number of multiplications by placing a comma in each product. The programme adapts the level of difficulty to the educational performance and offers help when the children give wrong answers.

After the children have acquired new educational contents, it is of importance that they can practise them sufficiently. For that purpose, the computer can be a useful tool. We have in mind for example the widespread tutorials for practising the basic arithmetic operations (such as drilling multiplication tables), for clock reading, for spelling…

The added value of this ICT integration strategy lies among other things in:
variation (in exercises, in responding to different learning methods), differentiation (of pace and level), individualised feedback, gain in time when evaluating.

Core competency 6: The pupils can practise independently with the support of ICT.
Subcompetencies :
Implementing
6.1. The pupils can independently learn to use an educational software program they are familiar with.

*In the computer corner the pre-schoolers can learn autonomously how to use a familiar programme that was made available by the teacher.”

Monitoring and evaluating
6.2. The pupils can assess whether they have brought their assignments to a successful conclusion.

Specific attitudes
6.3. The pupils use spontaneously the help functions intended for them.

7. Creating with the support of ICT
The children work in small groups to make a number of carefully designed invitations for the school party with the support of various programmes. The ICT co-ordinator and the class teacher offer their help. Most children soon master the basic facilities of various software packages. Moreover they give their imagination free rein.

ICT can also facilitate creation. We have in mind for example the creation of a poster, the illustration of a self-written text, the use of different fonts and character sizes, the careful preparation of a contribution to the school newspaper. The children can use the elementary possibilities offered by a variety of text, image and drawing programmes to create, manipulate and combine texts and images in a creative way.

Core competency 7: The pupils can create independently an assigned project using ICT.

Subcompetencies :
Planning
7.1. The pupils can judge which ICT tools can help them to create an assignment.

Implementing
7.2. With the use of ICT, the pupils are able to engage creatively in the process of shaping and communicating their ideas by means of text and image.
*Within the theme ‘rich and poor’ they make an electronic photomontage and enhance the effect by using respectively shades of colour and grey. They print it in two different sizes but save it also in an electronic folder named after the project theme.”

Monitoring and evaluating
7.3. The pupils can assess whether they have brought their assignments to a successful conclusion and reflect upon their approach.
7.4. The pupils can give feedback on the work of their fellow pupils and indicate how they would tackle the assignment themselves.
“When discussing each other’s creative assignments, the pupils tell which parts they consider successful and why. They make suggestions to each other about how they could improve their approach.”




Operating skills
8. Using the equipment

As soon as the children have found an interesting image, they ask themselves how they can print it and paste it into another document. A fellow pupil shows spontaneously how they can do this by means of ‘copying and pasting’.

In order to be able to make maximum use of the facilities offered by ICT integration, a minimum of operating skills is essential. These supporting ICT skills are also useful for further education, independent learning (for example in the context of hobbies and areas of interest), the development of social self-reliance (for example finding a book in a library), etc.

However, these skills are learned functionally in primary education, this means that these skills are acquired while the children are working on some assignment or other. For instance they learn how to copy and paste when they want to rearrange or illustrate a self-written text.

As a consequence these ICT skills are not necessarily learned at the same time by all children. Children can also learn from each other and are also allowed to use skills acquired elsewhere. Indeed practice teaches us that many children find it easy to master the procedures to work skilfully with ICT or to explain them to each other. Some children will already have acquired a lot of skills outside the classroom. It is not at all our intention to develop a curriculum with technical/operating skills that has to be systematically mastered by all children.

Core competency 8: The pupils have the requisite operating
knowledge and skills to be able to use the ICT equipment in relevant contexts.

Subcompetencies:
8.1. The pupils are able to make a functional use of the correct basic terminology.
*The pupils know what is meant by ‘saving on hard disk’.”
8.2. The pupils are able to use the elementary features of a computer and the peripheral equipment available to them.
*The pupils know how to obtain a capital letter or how to type an ë or an ê.”
8.3. The pupils are able to save their own data digitally in a structured way.
8.4. The pupils are able to apply the basic procedures of a familiar operating system.
8.5. The pupils are able to apply the basic procedures of straightforward writing, drawing and presentation programmes, of search and communication programmes.
8.6. The pupils are able to observe the elementary operational and safety provisions.
*The pupils are able to close themselves the programme they are working with as well as the computer.”

Social and ethical competencies

9. Using ICT in a responsible way

Two pupils are looking in vain for information. Rather than wasting time endlessly or surfing aimlessly, they turn to the teacher for advice after some time.

ICT integration also contains a social and ethical factor. Social skills, self-reliance, self-direction are closely linked with co-operation, communication, presenting, independent learning and practising, but also with tackling information from others.

There are conventions, rules, the so-called netiquette to be observed. That is why each school should make clear arrangements about downloading, printing and copying.

Core competency 9: The pupils use ICT adequately and in a responsible manner.

Subcompetencies :
9.1. The pupils adopt a discerning-appreciative approach to ICT as a social phenomenon.
*The pupils understand the many opportunities offered by ICT, but they are aware that ICT is not the only means and not always the best means to achieve a goal.”
9.2. The pupils work in an accurate and careful manner and check their work for errors.
*The pupils know that when retyping a mail address of the name of an internet page the link will not work whenever even the slightest error is made. That is why that they use ‘copy and paste’ whenever possible.”
9.3. The pupils handle the equipment and software with care.
9.4. The pupils inform a trustworthy adult about any harmful or discriminating contents.
9.5. The pupils operate the computer in an ergonomical way.
9.6. The pupils try to estimate and monitor the duration of an ICT assignment in a realistic way.
*The pupils agree that they will not type everything but only the titles so that they do not lose too much time.”
9.7. The pupils spontaneously give assistance or ask for help in case of computer problems.
9.8. The pupils have respect for the intellectual property of others when using information and software.
9.9. The pupils take the financial and ecological aspects of the use of ICT resources into account.
*The children do not print at random each tryout.”
9.10. The pupils are aware of the existence of viruses, spam, pop-ups,… and spontaneously report unusual messages.