ICT, Learning and Creativity and Innovation Lieve Van den Brande, European Commission, DG Education...

ICT, Learning andCreativity and Innovation

Lieve Van den Brande, European Commission, DG Education and Culture Contact: [email protected]

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Policy contextPolicy context

• Lisbon Objectives – Education and Training 2010 – ICT cluster

• Commission Staff Working Paper: « The use of ICT for innovation and lifelong learning for all. A report on progress » (November 2008)

• 2009 - The European Year on Creativity and Innovation Innovative learning through the use of ICT

• Lifelong Learning Programme – various ongoing projects on ICT for learning

• eLearning programme and Minerva projects are completing their projects (success stories)

• Ongoing STUDIES providing evidence as well as foresight

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Updated Strategy for Education and Training 2010 and beyond – emerging prorities

Updated Strategy for Education and Training 2010 and beyond – emerging prorities

Lifelong learning and mobility• Efficiency and quality• Equity• Creativity and Innovation

“ICT for learning” is transversal and plays a role at all levels of LLL .... and thus in each emerging priority

Lifelong learning and mobility• Efficiency and quality• Equity• Creativity and Innovation

“ICT for learning” is transversal and plays a role at all levels of LLL .... and thus in each emerging priority

COMMISSION

STAFF WORKING DOCUMENT

The use of ICT to support innovation and lifelong learning for all A report on progress

http://ec.europa.eu/education/lifelong-learning-programme/doc/sec2629.pdf

COMMISSION

STAFF WORKING DOCUMENT

The use of ICT to support innovation and lifelong learning for all A report on progress

http://ec.europa.eu/education/lifelong-learning-programme/doc/sec2629.pdf

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Where does the EU fit in context?Where does the EU fit in context?

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Asia UNESCO study of ICT use in education in nearly 30 countries:“The integration of ICT in the teaching of subjects has been weak.”

UNESCO report of the South-East ICT Advocacy & Planning Workshop, Dec. 2003

AsiaAsia

Europe“Most schools in most countries, however, are in the early phase of ICT adoption, characterised by patchy uncoordinated provision and use, some enhancement of the learning process, some development of e-learning, but no profound improvements in learning and teaching.”

The ICT Impact Report: A Review of Studies of ICT Impact on Schools in Europe, Dec. 2006

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Nordic CountriesNordic Countries

ICT has a positive impact on the schools’ overall target – improving the pupils’ learning. But the study also indicates that the potential of ICT is not being fully realised in all schools. The use of ICT as a tool for pedagogical development is not in focus and the impact of ICT on knowledge-sharing, communication and home/school cooperation is only moderate.

E-learning Nordic 2006http://www.skolutveckling.se/digitalAssets/106585_English_eLearning_Nordic_Print.pdf

ICT has a positive impact on the schools’ overall target – improving the pupils’ learning. But the study also indicates that the potential of ICT is not being fully realised in all schools. The use of ICT as a tool for pedagogical development is not in focus and the impact of ICT on knowledge-sharing, communication and home/school cooperation is only moderate.

E-learning Nordic 2006http://www.skolutveckling.se/digitalAssets/106585_English_eLearning_Nordic_Print.pdf

http://www.skolutveckling.se/digitalAssets/106585_English_eLearning_Nordic_Print.pdf

http://www.skolutveckling.se/digitalAssets/106585_English_eLearning_Nordic_Print.pdf

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Four-year study by Becta concludes: Personalized learning through technology is key

route to educational improvement

Having a high level of technology will dramatically improve performance, so long as there is the right support and enthusiasm to embrace it

http://www.evaluation.icttestbed.org.uk/reports-- June 2007

United KingdomUnited Kingdom

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United States

HALF FULL? TeachersUnited States

HALF FULL? Teachers

CDW-G Teachers Talk Tech Survey 2006

• 63% of teachers say their technology skills are “somewhat advanced” or “advanced”

• Yet most using technology for e-mail & Internet research, not to change teaching

HALF EMPTY? Students• Find the typical classroom doesn’t

reflect the rich technology they

enjoy outside of school

• Express growing frustration that

schools are “irrelevant”http://www.tomorrow.org/speakup/speakup_reports.html

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United StatesKeith R. Krueger, CEO of CoSN

• In most classrooms, technology/ICT is not integral to the overall educational mission

• It has been used at the margins to improve education rather than do something profoundly different/better

BUT

1) Competitiveness is a global concern. Developing 21st century skills is essential. We need to focus on how ICT enables critical thinking, creativity, collaboration

2) Vision by leaders matters. ICT in education can be powerful tool…but it not an end in and of itself.

3) Rethinking pedagogy is essential. Focus on what ICT uniquely enables us to do around learning.

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Staff Working Paper

Overall strong progress on access, use and quality of use of ICT

Staff Working Paper

Overall strong progress on access, use and quality of use of ICT

• Efficiency / Impact

• Equity - Adressing the digital divide

• ICT enhancing innovation and change




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Staff Working Paper BUT …Three main findings:

Staff Working Paper BUT …Three main findings:

1. Transformation of business and public services through ICT has not yet reached teaching and learning processes

2. Embedding ICT in E&T systems require further changes

3. Further work is needed on the potential of ICT to develop a “learning continuum” supporting LLL

1. Transformation of business and public services through ICT has not yet reached teaching and learning processes

2. Embedding ICT in E&T systems require further changes

3. Further work is needed on the potential of ICT to develop a “learning continuum” supporting LLL

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Staff Working Paper A Key Challenge: ICT for InnovationStaff Working Paper A Key Challenge: ICT for Innovation

1. Pedagogical innovation:

1. Technological innovation

1. Organisational innovation

1. Pedagogical innovation:

1. Technological innovation

1. Organisational innovation

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A Key Challenge: ICT for InnovationA Key Challenge: ICT for Innovation

1. Pedagogical innovation: • Innovate the teaching & learning approaches

• Improve competencies for innovation by e-learning

• Bridge the distinction between learning, work and leisure via new LLL opportunities and models

• Bring organised learning approaches closer to the everyday practices of future generations

• Support personalisation / learners are also knowledge builders and creators

1. Pedagogical innovation: • Innovate the teaching & learning approaches

• Improve competencies for innovation by e-learning

• Bridge the distinction between learning, work and leisure via new LLL opportunities and models

• Bring organised learning approaches closer to the everyday practices of future generations

• Support personalisation / learners are also knowledge builders and creators

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2. Technological innovation: • New opportunities through emerging technologies

with enhanced networking capabilities and personalization

• Digital media will enable the use of pod-casts, digital TV and radio and interoperability across platforms for learning

• New creative approaches, such as simulations, gaming,… offer learning tools

• Sharing digital learning resources provide scope for new business models for E&T

• Development of e-learning quality standards

2. Technological innovation: • New opportunities through emerging technologies

with enhanced networking capabilities and personalization

• Digital media will enable the use of pod-casts, digital TV and radio and interoperability across platforms for learning

• New creative approaches, such as simulations, gaming,… offer learning tools

• Sharing digital learning resources provide scope for new business models for E&T

• Development of e-learning quality standards

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3. Organisational innovation: • Schools evolve towards open learning centres,

universities towards learning service providers, companies towards learning organisations and cities and regions towards learning support environments

• e-Assessment can help the management and the practical aspects

• LLL requires updating and recognition of knowledge, skills and competences at all educational levels

3. Organisational innovation: • Schools evolve towards open learning centres,

universities towards learning service providers, companies towards learning organisations and cities and regions towards learning support environments

• e-Assessment can help the management and the practical aspects

• LLL requires updating and recognition of knowledge, skills and competences at all educational levels

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Three emerging priorities:Three emerging priorities:

1. Consolidate and generalise the use of ICT as a basic education and training tool

2. Facilitate the potential of ICT as a lifelong learning enabler

3. Enhance the potential of ICT as a key driver for innovation and creativity

1. Consolidate and generalise the use of ICT as a basic education and training tool

2. Facilitate the potential of ICT as a lifelong learning enabler

3. Enhance the potential of ICT as a key driver for innovation and creativity

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1. Consolidation of ICT as a basic learning tool

1. Consolidation of ICT as a basic learning tool

– Step up efforts to ensure general take-up and full pedagogical integration

– Invest on proven value tools and resources:interactive whiteboards, game-based approaches, personalisation, e-quality, e-portfolios, e-assessment and social software are six promising areas

– Focus on pedagogy, not on technology

– Step up efforts to ensure general take-up and full pedagogical integration

– Invest on proven value tools and resources:interactive whiteboards, game-based approaches, personalisation, e-quality, e-portfolios, e-assessment and social software are six promising areas

– Focus on pedagogy, not on technology

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2. Facilitate the use of ICT as a lifelong

learning enabler

2. Facilitate the use of ICT as a lifelong

learning enabler – Focus on providing access and support across time,

space and social barriers

– Focus on areas less well covered so far, yet with the highest potential for efficiency and equity:

• Special education needs• Continuing professional development • Access to learning resources anytime anywhere• Support to geographical, job-related and social mobility

– Focus on providing access and support across time, space and social barriers

– Focus on areas less well covered so far, yet with the highest potential for efficiency and equity:

• Special education needs• Continuing professional development • Access to learning resources anytime anywhere• Support to geographical, job-related and social mobility

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3. Enhance ICT as a key driver for innovation and creativity

3. Enhance ICT as a key driver for innovation and creativity

– An increasing part of learning occurs informally and through ICT

– User involvement has proven to be a factor for successful innovation (open innovation)

– Communication and collaboration technologies support the development of personal competences such as creativity

– The pervasion of ICT (Web 2.0, broadband and mobile) reveals a wide potential for fostering creativity and innovation in education and training

– An increasing part of learning occurs informally and through ICT

– User involvement has proven to be a factor for successful innovation (open innovation)

– Communication and collaboration technologies support the development of personal competences such as creativity

– The pervasion of ICT (Web 2.0, broadband and mobile) reveals a wide potential for fostering creativity and innovation in education and training

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Staff Working paper A final conclusion

Staff Working paper A final conclusion

Pedagogical, technological and organisational innovations

demand a renewed and more comprehensive approach towards the role of ICT in E&T.

XXX

The Report feeds into the discussions on 'An updated strategic framework for European cooperation in

education and training' and the MS' policies integrating ICT for LLL and innovation.

Pedagogical, technological and organisational innovations

demand a renewed and more comprehensive approach towards the role of ICT in E&T.

XXX

The Report feeds into the discussions on 'An updated strategic framework for European cooperation in

education and training' and the MS' policies integrating ICT for LLL and innovation.

Next steps …

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And next …And next …







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And next … Efficiency / ImpactAnd next … Efficiency / Impact

Ongoing STUDIES related to :

• Learning 2.0 (completed 2008)• New learning communities through ICT (June 2009)• Foresight study on ICT, learning and innovation (Dec.2009)• European-wide comparison of the impact of ICT on school

education (STEPS) - analysis of surveys of teachers in 27 MS (June 2009)

• Development of methodologies for ICT indicators (Dec. 2009)

Ongoing STUDIES related to :

• Learning 2.0 (completed 2008)• New learning communities through ICT (June 2009)• Foresight study on ICT, learning and innovation (Dec.2009)• European-wide comparison of the impact of ICT on school

education (STEPS) - analysis of surveys of teachers in 27 MS (June 2009)

• Development of methodologies for ICT indicators (Dec. 2009)

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New data on use and impact of ICT in primary schools (STEPS - 2008)*

New data on use and impact of ICT in primary schools (STEPS - 2008)*

• Broad consensus about positive impact of ICT (87%) • However some countries more optimistic than others: Malta, Poland,

Cyprus, UK, Pt (+) versus Iceland, Fr, Lux., Sweden and B (-)• Participative use of computers in class is widespread (75%)• Computers in the classromm is a reality in some countries (66%), others still

rely on computer labs• Teaching computer science versus integrating ICT in all subjects? If

computer science is taught as a seperate subject alos more embedding of ICT in all the subjects.

• ICTis significant in teaching foreign languages (52%) and in basic skills/traditional subjects classes (80%)

• Little to no correlation between impact optimism and level of school equipment or sophistication of use, and even teachers skills.

• Why not use ICT? Lack of PCs; lack of skills; and ...unclear benefits* Sample of 12379 teachers and 6449 head teachers interviews in 27 MS

• Broad consensus about positive impact of ICT (87%) • However some countries more optimistic than others: Malta, Poland,

Cyprus, UK, Pt (+) versus Iceland, Fr, Lux., Sweden and B (-)• Participative use of computers in class is widespread (75%)• Computers in the classromm is a reality in some countries (66%), others still

rely on computer labs• Teaching computer science versus integrating ICT in all subjects? If

computer science is taught as a seperate subject alos more embedding of ICT in all the subjects.

• ICTis significant in teaching foreign languages (52%) and in basic skills/traditional subjects classes (80%)

• Little to no correlation between impact optimism and level of school equipment or sophistication of use, and even teachers skills.

• Why not use ICT? Lack of PCs; lack of skills; and ...unclear benefits* Sample of 12379 teachers and 6449 head teachers interviews in 27 MS

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And next … Equity And next … Equity

• Close cooperation with the digital literacy work (DG INFSO) and the e-skills communication (DG ENTR)

• Digital Literacy work based on the definition of Digital Competences as defined under the Key Competences for Education and Training

involves the involves the confidentconfident and and criticalcritical use of Information Society use of Information Society

Technology (IST) for work, leisure and communication Technology (IST) for work, leisure and communication

underpinned by basic skills in ICT: the use of computers, underpinned by basic skills in ICT: the use of computers,

exchange information (e-skills)exchange information (e-skills)

• E&T2010 cluster on ICT provided feedback on Digital Literacy Review as well as to the e-skills conference

• Close cooperation with the digital literacy work (DG INFSO) and the e-skills communication (DG ENTR)

• Digital Literacy work based on the definition of Digital Competences as defined under the Key Competences for Education and Training

involves the involves the confidentconfident and and criticalcritical use of Information Society use of Information Society

Technology (IST) for work, leisure and communication Technology (IST) for work, leisure and communication

underpinned by basic skills in ICT: the use of computers, underpinned by basic skills in ICT: the use of computers,

exchange information (e-skills)exchange information (e-skills)

• E&T2010 cluster on ICT provided feedback on Digital Literacy Review as well as to the e-skills conference

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Good Progress, but far to go

0 20 40 60 80 100

economically inactive/retired

unemployed

living in rural areas

low education

Women

55-64 years old

65-74 years old

internet use index

2007 2005

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Barriers to Home Access

0%5%

10%15%20%25%30%35%40%45%

acce

ss e

lsew

here

Don

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ant

Don

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ed

Equi

pmen

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ts

Acc

ess

cost

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Lack

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lls

Phys

ical

dis

abili

ty

Priv

acy

or s

ecur

ityco

ncer

ns

Oth

er re

ason

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No internet skills

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

manual

retried or inactive

unemployed

high

education: medium

low

men

women

65-74

55-64

All

% population

30

0

20

40

60

80

100

% in

tern

et u

sers

All 16-24 25-54 55-74

Secondary Divide by age

who have sent an email withattached files

who have used a searchengine to find information

who have used peer-to-peerfile sharing for exchangingmovies, music, etc.who have used the Internetto make phone calls

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0%10%20%30%40%50%60%70%80%

% in

tern

et u

sers

health searches internet banking e-government e-commerce

Secondary Divide by education

low medium high

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Extracts from the “e-inclusion" Ministerial conference conclusions by the Presidency by the Council of the EU -2.12.08


• Digital competences have become an essential element in the education of individuals, and this in a context of lifelong learning. The education systems must integrate ICT in pupils' courses, teachers' training and teaching methods.

• It is equally important that digital competences are promoted through vocational and continuous training. Social intermediaries who are in regular contact with the target groups have an essential role to play in this regard, and have to be trained and supported by the public authorities. Community centers are an important instrument in the work of social intermediaries of the target groups, in particular those suffering from poverty, social isolation or who otherwise are at risk of social exclusion.

• Digital competences have become an essential element in the education of individuals, and this in a context of lifelong learning. The education systems must integrate ICT in pupils' courses, teachers' training and teaching methods.

• It is equally important that digital competences are promoted through vocational and continuous training. Social intermediaries who are in regular contact with the target groups have an essential role to play in this regard, and have to be trained and supported by the public authorities. Community centers are an important instrument in the work of social intermediaries of the target groups, in particular those suffering from poverty, social isolation or who otherwise are at risk of social exclusion.

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• Employers, both public and private, also must contribute to ICT training of their employees, and should be encouraged in this sense, including possibly through taxation incentives.

• In addition, the new generation of digital literacy programmes should prevent the emergence of new digital divides in access to and use ofinformation by increasing trust and confidence and in new forms of participation through social networks.

• Employers, both public and private, also must contribute to ICT training of their employees, and should be encouraged in this sense, including possibly through taxation incentives.

• In addition, the new generation of digital literacy programmes should prevent the emergence of new digital divides in access to and use ofinformation by increasing trust and confidence and in new forms of participation through social networks.

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And next … ICT enhancing creativity and innovation

And next … ICT enhancing creativity and innovation

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Basic concepts – Creativity and Innovation

Basic concepts – Creativity and Innovation

• INNOVATION = A new or significantly improved product (good or service), or process, a new marketing method, or a new organizational method, business practice, workplace organization or external relations” (Oslo Manual, OECD 2006)

• INNOVATION = A new or significantly improved product (good or service), or process, a new marketing method, or a new organizational method, business practice, workplace organization or external relations” (Oslo Manual, OECD 2006)

• INVENTION= Occurrence of a new idea.

• INVENTION= Occurrence of a new idea.

• CREATIVITY= Imaginative activity fashioned so as to produce outcomes that are both original and of value (NACCCE, 1999)

• CREATIVITY= Imaginative activity fashioned so as to produce outcomes that are both original and of value (NACCCE, 1999)

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a) Creativity is the infinite source of innovation

a) Creativity is the infinite source of innovation

• Creativity is about thinking and behaviour– Imaginative, original and purposeful work with value – Combined with knowledge, skills and attitude

• All children have creative capacities• Creativity concerns all fields

– Arts, Culture, Design, Science, Technology, Business... • Creativity requires open environment • Can be encouraged, supported and improved, but

not imposed

• Creativity is about thinking and behaviour– Imaginative, original and purposeful work with value – Combined with knowledge, skills and attitude

• All children have creative capacities• Creativity concerns all fields

– Arts, Culture, Design, Science, Technology, Business... • Creativity requires open environment • Can be encouraged, supported and improved, but

not imposed

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b) Innovation is putting ideas to practice, to the market

b) Innovation is putting ideas to practice, to the market• Human competences - knowledge, skills and creativity -

are the major source of innovation • All fields are concerned

– High tech and Non-tech– Private and public

• Open innovation is complementing R&D• Growing role of cities and regions

– Economic growth and competitiveness– Human and social capital – Talent, Technology and Tolerance

• Human competences - knowledge, skills and creativity - are the major source of innovation

• All fields are concerned – High tech and Non-tech– Private and public

• Open innovation is complementing R&D• Growing role of cities and regions

– Economic growth and competitiveness– Human and social capital – Talent, Technology and Tolerance

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The Knowledge Triangle: Innovation, Education and Research

The Knowledge Triangle: Innovation, Education and Research

Knowledgetriangle

Education Research

Innovation

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Education and training for promoting creativity and innovation

Education and training for promoting creativity and innovation• Education provides knowledge, skills and

competences for innovation• Education and research produce new

knowledge • Education and training can foster creativity

which is the ultimate source of innovation• Partnerships and networks support

innovation in education and training

• Education provides knowledge, skills and competences for innovation

• Education and research produce new knowledge

• Education and training can foster creativity which is the ultimate source of innovation

• Partnerships and networks support innovation in education and training

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Human Capital and Innovation SkillsHuman Capital and Innovation Skills

• No one-size-fits-for-all in innovation– Skills needs vary and change

• Soft skills important for all innovation – Learning to learn, problem solving, decision-taking, critical thinking– Communication skills, social skills, cultural competences– Entrepreneurial skills, sense of initiative, risk assessment,

• Learning and knowledge-creation skills crucial• ‘Absorptive capacity’, a key to performance

– Recognizing the value of new information, assimilating and to applying

• Digital competence– Key to employment, social services and active citizenship

• No one-size-fits-for-all in innovation– Skills needs vary and change

• Soft skills important for all innovation – Learning to learn, problem solving, decision-taking, critical thinking– Communication skills, social skills, cultural competences– Entrepreneurial skills, sense of initiative, risk assessment,

• Learning and knowledge-creation skills crucial• ‘Absorptive capacity’, a key to performance

– Recognizing the value of new information, assimilating and to applying

• Digital competence– Key to employment, social services and active citizenship

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All levels of education can promote creativity and innovation

All levels of education can promote creativity and innovation• Learner-centred approaches respect different

learners equity• Cultivation of all forms of intellect quality

– Linguistic, mathematical, spatial, kinesthetic, interpersonal…

• Soft skills support creativity and innovation• Exploitation of ICT for learning • Supportive learning environment• Partnerships and Networks

• Learner-centred approaches respect different learners equity

• Cultivation of all forms of intellect quality– Linguistic, mathematical, spatial, kinesthetic,

interpersonal…

• Soft skills support creativity and innovation• Exploitation of ICT for learning • Supportive learning environment• Partnerships and Networks

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EU Recommendation on Key Competencies for Lifelong Learning

EU Recommendation on Key Competencies for Lifelong Learning 1. Communication in the mother tongue;2. Communication in foreign languages;3. Mathematical competence and basic competences in

science and technology;4. Digital competence;5. Learning to learn;6. Social and civic competences;7. Sense of initiative and entrepreneurship; and8. Cultural awareness and expression.

Recommendation of the European Parliament and of the Council on Key competences for lifelong learning, 18 December 2006

1. Communication in the mother tongue;2. Communication in foreign languages;3. Mathematical competence and basic competences in

science and technology;4. Digital competence;5. Learning to learn;6. Social and civic competences;7. Sense of initiative and entrepreneurship; and8. Cultural awareness and expression.

Recommendation of the European Parliament and of the Council on Key competences for lifelong learning, 18 December 2006

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The Education Triangle: Knowledge, Skills and Attitudes

The Education Triangle: Knowledge, Skills and Attitudes

Educationtriangle

Knowledge Skills

Attitudes

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Innovation and creativity for improving lifelong learningInnovation and creativity for improving lifelong learning

• Learning requires motivation and confidence• Learning as a cognitive process

– motivating curiosity– utilising various learning approaches and methods– learning is social

• Modern learning uses the ICT potential • Partnerships and networks as learning tools• Encouraging learning environment

• Learning requires motivation and confidence• Learning as a cognitive process

– motivating curiosity– utilising various learning approaches and methods– learning is social

• Modern learning uses the ICT potential • Partnerships and networks as learning tools• Encouraging learning environment

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Re-think education, curricula and learning methods Re-think education, curricula and learning methods

• Curricula: clear objectives and flexible implementation

• Teacher cooperation and continuing training • Student assessment • School as a learning organisation • Promoting learning culture• Wider school autonomy with accountability

• Curricula: clear objectives and flexible implementation

• Teacher cooperation and continuing training • Student assessment • School as a learning organisation • Promoting learning culture• Wider school autonomy with accountability

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ICT to support lifelong learning

ICT to support lifelong learning • ICT generally has a positive impact on

learning – On quality and on equity – The digital divide risk has to be addressed

• E-Learning has potential for more!• Innovative learning with new technologies

– Collaborative learning– Learning communities– New contents, methods, tools and spaces

• Time to take ICT into full use as an efficient learning tool

• ICT generally has a positive impact on learning – On quality and on equity – The digital divide risk has to be addressed

• E-Learning has potential for more!• Innovative learning with new technologies

– Collaborative learning– Learning communities– New contents, methods, tools and spaces

• Time to take ICT into full use as an efficient learning tool

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European Year of Creativity and Innovation European Year of Creativity and Innovation

• The overall objective is to promote creativity and innovation in society and economy– in particular in and through learning

• Awareness raising – events, information and initiatives

• Promote policy debate – At European, national, regional and local levels

• The overall objective is to promote creativity and innovation in society and economy– in particular in and through learning

• Awareness raising – events, information and initiatives

• Promote policy debate – At European, national, regional and local levels

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European Year of Creativity and InnovationEuropean Year of Creativity and Innovation

• Covers all creative and innovative sectors of society – Including arts and culture, design, fashion, science, business,

enterprise, regions, industries, services, technologies, etc.

• Decentralized structure and networking– At European, national, regional and local level

• Invites all interested to participate, organize and act– Networking and partnerships

• Excellent opportunities to associate with – No specific funding– But there are resources when there is will

• Covers all creative and innovative sectors of society – Including arts and culture, design, fashion, science, business,

enterprise, regions, industries, services, technologies, etc.

• Decentralized structure and networking– At European, national, regional and local level

• Invites all interested to participate, organize and act– Networking and partnerships

• Excellent opportunities to associate with – No specific funding– But there are resources when there is will

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Creativity connects the education and knowledge trianglesto enhance innovation in society

Creativity connects the education and knowledge trianglesto enhance innovation in society

Education triangle

Knowledgetriangle

Innovation

ResearchCreativity

Attitudes

Skills

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Taking stock of Minerva and eLearningTaking stock of Minerva and eLearning

The programmes:

http://eacea.ec.europa.eu/static/en/elearning/index.htm

MinervaSocrateshttp://eacea.ec.europa.eu/static/en/overview/

minerva_overview.htm

Results of ICT in Lifelong Learning in Europe:

http://elearningeuropa.info

http://eacea.ec.europa.eu/static/Bots/docbots/TCP/Compendia/Compendia2006.htm

http://ec.europa.eu/education/programmes/socrates/minerva/education_en.html

Thank you for your attention!Thank you for your attention!

ICT, Learning and Creativity and Innovation Lieve Van den Brande, European Commission, DG Education...

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