Désolé, c'est en anglais.
Voir aussi : "Information day" le 10 janvier pour l'appel à projet "Technology-enhanced learning" (7ème Programme-cadre de R&D)
articles précédents :
- vendredi 13 février 2009 : Défrichez les pistes européennes pour les TICE du futur
- vendredi 14 septembre 2012 : E-formation dans les programmes de l’Union Européenne
Target Outcomes
Research under
this objective
- targets tailored, scaled and tested R&D for stimulating the take-up of learning technologies in different learning contexts,
- reinforces the evidence-base of effectiveness of learning technologies
- and encourages their innovative use.
a) ICT-enabled learning environments :
joint pre-commercial procurement (PCP) of innovative solutions for teaching national
curricular topic(s) in primary and/or secondary education, based on latest
advances in pedagogical, cognitive and other relevant scientific disciplines.
These solutions
should :
- combine, and operate across different digital media and devices and stretch the boundaries of place, time, type and styles of active learning in the digital age ;
- include rich and intuitive interfaces for teachers and students and simulations and representations for teaching, learning and communicating about the topic ;
- adapt to different teaching practices and learning methods (e.g. collaborative, inquiry-based and personalised learning and 1 :1 tutoring) and provide efficient support for the teacher in planning, monitoring, assessment and in the management of classroom activities.
The participatory
design of the systems should
- involve all key stakeholders in the value chain, e.g. public authorities, researchers, developers and end-users, through iterative processes
- and take into account contextual variables that affect learning in particular contexts (e.g. local, regional and/or national situations, learner and teacher profiles, types and styles of learning).
The proposed solutions should aim for wide adoption
at local, regional or national level and their relevance and effectiveness for learning
should be demonstrated by appropriate evaluation methods and benchmarking.
PCPs shall be
implemented according to the conditions outlined in objective 11.1 and Appendix
6 and cover the full PCP life-cycle encompassing solution design, prototyping,
and original development of a limited volume of products/services in the form
of a validated test series. They should seek to contribute to standards in
digital educational solutions.
b) Learning analytics, educational data mining :
tools and processes for collecting, storing, exploring and reasoning on
large-scale educational data to better understand learners' knowledge, assess
their progress and evaluate environments in which they learn.
These tools and processes should aim at improving learning and teaching (including
21st century skills) for students and instructors.
These tools
should be equipped with intuitive interfaces for visualizing and interacting
with the data in order to ease their integration into the practice of teaching
and learning.
Cognitive models of
learning styles should be provided and tested against actual data sets that
record inputs, behaviour and assessment outcomes. They should aim to use and
develop standardised nomenclature and categorization for effective comparison
of aggregate information from different sources.
c) Holistic learning solutions for managing, reaching and engaging learners in the public administrations
These systems
should :
- provide flexible and cost-effective solutions for adaptation to rapidly changing external/internal environment, changing task/competence requirements ;
- support the development of performance culture, engaging the entire organization at all levels, providing an efficient measuring method based on clearly defined performance metrics ;
- aim to develop critical skills, including transversal skills such as effective communication, collaborative building of knowledge resources, critical thinking, self-management.
The solutions
should be validated in public administrations. The use of open education
resources as well as open source learning and rapid application development
tools is encouraged.
d) Support for organising competitions for breakthroughs in the successful adoption and scaling-up of the use of innovative learning technologies in formal learning contexts for raising awareness at European level about effective methods and technologies for learning.
Expected Impact
- Broaden use of ICT in education in at least one curricular topic leading to wider take up by end-users ;
- Effective public-private partnerships for providing digital learning solutions in Europe ;
- Stronger growth of the European ICT-enabled learning markets ;
- More efficient use of ICT for learning through the exploitation of learning analytics tools ;
- More timely and effective acquisition of skills/competences through learning technologies, in public administrations, indicated a.o. through % of decrease in time to proven competency and in time to carry out the tasks, and % of savings in study time ;
- Increased awareness on the benefit of the adoption of learning technologies.
Funding Schemes
a) CP-CSA,
b) STREP, CSA,
c) IP/STREP
d) CSA (CA only).
Indicative budget distribution
· CP-CSA, IP/STREP : EUR 22 million, of which a minimum
of 25% allocated to CP-CSA (max 25% for the CSA part), a minimum of 40% to IPs
and 30% to ST
For outcome b) : 1-2 STREPS to be funded
·
CSA : EUR 3 million
Call : FP7-ICT-2013-11
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