Yves Punie

Copy the following link for free access to the first chapter of this title: http://www.springerlink.com/content/j23468h304310755/fulltext.pdf This book is a warning. It aims to warn policy-makers, industry, academia, civil society organisations, the media and the public about the threats and vulnerabilities facing our privacy, identity, trust, security and inclusion in the rapidly approaching world of ambient intelligence (AmI). In the near future, every manufactured product our clothes, money, appliances, the paint on our walls, the carpets on our floors, our cars, everything will be embedded with intelligence, networks of tiny sensors and actuators, which some have termed "smart dust". The AmI world is not far off. We already have surveillance systems, biometrics, personal communicators, machine learning and more. AmI will provide personalised services and know more about us on a scale dwarfing anything hitherto available. In the AmI vision, ubiquitous computing, communications and interfaces converge and adapt to the user. AmI promises greater user-friendliness in an environment capable of recognising and responding to the presence of different individuals in a seamless, unobtrusive and often invisible way. While most stakeholders paint the promise of AmI in sunny colours, there is a dark side to AmI. This book aims to illustrate the threats and vulnerabilities by means of four "dark scenarios". The authors set out a structured methodology for analysing the four scenarios, and then identify safeguards to counter the foreseen threats and vulnerabilities. They make recommendations to policy-makers and other stakeholders about what they can do to maximise the benefits from ambient intelligence and minimise the negative consequences.

Open Education is understood as “a mode of realising education, often enabled by digital technologies. It aims to widen access and participation to everyone by removing barriers and making learning accessible, abundant, and customisable for all. It offers multiple ways of teaching and learning, building and sharing knowledge, as well as a variety of access routes to formal and non-formal education, bridging them”

This report provides a brief overview of the theoretical foundations for creativity and innovation in the context of education, as a background for the other planned reports. It attempts to define creativity and innovation in the educational context and provide an overview of research on creativity and innovation, especially for creative learning and innovative teaching. This work aims to capture the fruitful interdisciplinary debate on the role of Creativity and Innovation in the knowledge society and different schools of thought contributing to this debate. The mission of the Joint Research Centre is to provide customer-driven scientific and technical support for the conception, development, implementation and monitoring of European Union policies. As a service of the European Commission, the Joint Research Centre functions as a reference centre of science and technology for the Union. Close to the policy-making process, it serves the common interest of the Member States, while being independent of special interests, whether private or national.

"Personal, Social and Learning to Learn" was set as a key competence in 2018 by the Council Recommendation on Key Competences for Lifelong Learning. The LifeComp framework regards "Personal, Social and Learning to Learn" as a set of competences applying to all spheres of life that can be acquired through formal informal and non-formal education, and can help citizens to thrive in the 21st Century. These competences have been established following a thorough literature research and several consultations with experts and stakeholders. LifeComp has nine competences with three descriptors each. The framework is conceptual and non-prescriptive. LifeComp can be used as a basis for the development of curricula and learning activities fostering personal, and social development, and learning to learn. The description of the competences can help in exploring its implementation and be contemplated as the embryo of a continuous discussion with teachers and educational policymakers.

The European Digital Competence Framework for Citizens, also known as DigComp, offers a tool to improve citizens’ digital competence. DigComp was first published in 2013 and has become a reference for many digital competence initiatives at both European and Member State levels. This document introduces DigComp 2.0. It constitutes phase 1 of the update of the framework which focuses on the conceptual reference model, new vocabulary and streamlined descriptors. The current document also gives examples of how DigComp is used at the European, national and regional levels.

DigComp 2.1 is a further development of the Digital Competence Framework for Citizens. Based on the reference conceptual model published in DigComp 2.0, we present now 8 proficiency levels and examples of use applied to the learning and employment field.

This study was run by the European Commission’s Joint Research Centre (JRC) in collaboration with the Research Institute for Innovation & Technology in Education (UNIR iTED) at the Universidad Internacional de la Rioja (UNIR). It is part of the OpenEdu Policies project and accompanies the JRC Science for Policy report Going Open – Policy Recommendations on Open Education in Europe (JRC 2017). This report covers the 28 Member States of the EU: Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Poland, Portugal, Slovenia, Spain, Romania, Slovakia, Sweden, and the United Kingdom. The study: a) Identifies and analyses, through desk research, national-level policies which focus on open education, or which contribute to opening up education by making a specific contribution to one or more of the 10 dimensions of open education from the OpenEdu framework...

... The study provides evidence, data, examples of good practices and policy options for developing creative capacity at schools, which ... Given the complex nature of studying how creativity and innovation are framed in education, a mixed methods approach was employed. ...

The mission of the IPTS is to provide customer-driven support to the EU policy-making process by researching science-based responses to policy challenges that have both a socio-economic and a scientific or technological dimension. ... European Commission Joint Research ...

This report provides a systematic empirical assessment of the creation, use and adoption of specific social computing applications and its impact on industry, personal identity, learning, social inclusion, healthcare and public health, and government services and public governance.

ABSTRACT This paper shares some of the findings of the OpenCred study, conducted by the Institute of Learning Innovation at the University of Leicester in collaboration with the European Commission’s Institute for Prospective Technological Studies (IPTS), and funded by the IPTS. It describes a range of initiatives by higher education and professional training institutions in Europe in which non-formal, open learning achievements are recognised. Recognition of learning is almost always conferred in consideration of the type of assessment used, and so a matrix has been developed to show the relationship between these two features. The vertical axis of the matrix comprises a five-level hierarchy of formality of recognition (from no recognition to full recognition in line with the European Credit Transfer and Accumulation System), while the horizontal axis represents a five-level hierarchy for robustness of assessment (from no assessment to formal examinations). Examples of European open education initiatives are discussed and plotted on the assessment-recognition matrix. The paper concludes with a summary of the tensions between the assessment procedures used and the recognition awarded, and offers recommendations for institutions wishing to evaluate the nature of recognition awarded to open learners. It also identifies further areas in which the framework could develop.

ABSTRACT Over the last few years, the Internet has had a profound effect on the private and professional lives of European citizens, offering them an increasing number and range of opportunities for accessing information, gaining and exchanging knowledge and realising personal learning goals. With the emergence of social media applications, which encourage a more active and interactive internet usage, this trend is developing further. Recent research conducted by the Institute for Prospective Technological Studies (IPTS) indicates that the high take up of social media applications outside formal educational settings provides new opportunities for innovating and modernising Education and Training institutions and for preparing learners for the 21st century. IPTS research suggests that social media can contribute to enhancing and innovating learning and teaching opportunities by supporting learning and professional development in a lifelong learning continuum; by contributing to equity and inclusion; and by improving the quality and availability of their learning material. Social media furthermore encourage more active and pro-active approaches to learning; open up new sources for information; and support collaboration between learners and teachers. The findings indicate that learning strategies that make use of social media can contribute to innovation in Education and Training in Europe by facilitating technological, pedagogical and organisational innovation. These learning strategies can also help address the four strategic challenges of European Education and Training policies in the years leading up to 2020, thus contributing to the modernisation of Education and Training in Europe.

ABSTRACT Se analiza el grado de adopción de las aplicaciones de computación social en el ámbito de la innovación en la Unión Europea (UE) y se comentan sus implicaciones principalmente en torno al papel de los usuarios en dicho proceso. También se hace balance en cuanto a la relevancia social y económica de la computación social y se exponen sus implicaciones en relación con la innovación y la competitividad. Además, el documento plantea cambios y oportunidades en los ámbitos de la investigación y de las políticas.

Summary As the share of older people increases, there is a need to improve their well-being and possibilities for integration in the knowledge society. In ageing societies, learning plays a key role in addressing challenges such as increasing social and health costs, re-skilling for employment and participation, and intergenerational sharing of experience and knowledge. It is important to recognize older people as a heterogeneous group, in terms of self-confidence for learning, learning skills and interests, health and social connections, among others. In general, older people's learning motivation is related to improving their everyday lives, to keeping themselves active, to sharing their knowledge with others and to connecting with other learners. ICT can help in providing new and flexible learning opportunities, which connect older people with each other and with younger generations. For older people, learning usually takes place in informal settings rather than in formal edu...

... needs to be looked into more closely, especially when trying to integrate forms of ... used but alsoonline media coverage of technology trends and specialised online technology watch ... the integration of physical and digital interaction, on addressing the technical, social and design ...

Con el incremento de la proporción de gente mayor, existe la necesidad de mejorar su bienestar y de facilitarles la integración en la sociedad del conocimiento. En las sociedades envejecidas, el aprendizaje desempeña un papel primordial a la hora de afrontar retos como el aumento del gasto social y sanitario, el reciclaje para el empleo y la participación, así como el intercambio intergeneracional de experiencias y conocimiento. Es importante identificar a la gente mayor como un grupo heterogéneo, en términos de autoconfianza hacia el aprendizaje, adquisición de habilidades e intereses, y relaciones sociales y de salud, entre otros. En general, la motivación de la gente mayor por aprender tiene que ver con mejorar su vida diaria, mantenerse activos, compartir sus conocimientos con los demás y contactar con otros alumnos. Las TIC pueden contribuir a proporcionar oportunidades nuevas y flexibles para poner en contacto a las personas mayores entre sí y con generaciones de gente más jov...

The rapid emergence of social computing applications is changing the ways people connect with each other, exchange and create knowledge in different spheres. In particular, young people entering higher education are integrating ICT seamlessly in their everyday life and call for educational institutions to support their digital learning styles. But also older people are increasingly taking up social computing applications in their work and leisure life. Social computing tools thus have a potential to support both, students in higher education institutions and workers updating their skills in new ways. However, research on the enabling and disabling factors for a successful deployment of social computing is scarce. IPTS is aiming to close this gap with this ongoing study on Learning 2.0 practices. Evidence indicates that social computing applications can support higher education institutions in their efforts to facilitate communication with and among students and staff and to improve ...

Lifelong learning strategies need to answer to the growing need for advanced digital competence for all jobs and for all learners. Learning digital skills not only needs to be addressed as a separate subject but also embedded within teaching in all subjects. Building digital competence by embedding and learning ICT should start as early as possible, i.e. in primary education, by learning to use digital tools critically, confidently and creatively, with attention paid to security, safety, and privacy. Teachers need to be equipped with the digital competence themselves, in order to support this process.

EU policies call for the strengthening of Europe’s innovative capacity and it is considered that the modernisation of Education and Training systems and technologies for learning will be a key enabler of educational innovation and change. This report brings evidence to the debate about the technologies that are expected to play a decisive role in shaping future learning strategies in the short to medium term (5-10 years from now) in three main learning domains: formal education and training; work-place and work-related learning; re-skilling and up-skilling strategies in a lifelong-learning continuum. This is the final report of the study ‘Mapping and analysing prospective technologies for learning (MATEL)' carried out by the MENON Network EEIG on behalf of the European Commission, Joint Research Centre, Institute for Prospective Technological Studies. The report synthesises the main messages gathered from the three phases of the study: online consultation, state-of-the-art analy...

ABSTRACT The NMC Horizon Project from the New Media Consortium is a long-term investigation launched in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe. The NMC Horizon Report Europe: 2014 Schools Edition, the first of its kind for Europe, examines six key trends, six significant challenges and six important developments in educational technology that are very likely to impact educational change processes in European schools over the next five years (2014-2018). The topics within each section were carefully selected by the Horizon Project Europe Expert Panel, a body of 53 experts in European education, technology, and other fields. They come from 22 European countries, as well as international organisations and European networks. Throughout the report, references and links are made to more than 150 European publications (reports, articles, policy documents, blog posts etc.), projects (both EU-funded and national initiatives) and various policy initiatives from all over Europe. The Creative Classrooms multidimensional framework, developed by European Commission?s JRC-IPTS on behalf of DG EAC, was used for analysing the trends, challenges and technologies impacting European schools over the next five years. The analysis reveals that a systemic approach is needed for integrating new technologies in European schools and impacting educational change over the next five years.