Technology-enhanced Learning in FP7
The Work Programme 2011-12
In the third ICT Work Programme under FP7, which defines the research priorities for 2011-12, technology-enhanced learning research is Objective 1 of Challenge 8: ICT for Learning and Access to Cultural Resources.
This page provides a summary. The full text is available as PDF file.
The Commission organised on 5 October 2011 an Information Day in Luxembourg. The presentations are now available for download.
Target outcomes for Objective 8.1, 'Technology-enhanced Learning'
a) Technology-enhanced Learning systems endowed with the capabilities of human tutors. Research should advance systems’ capabilities to react to learners’ abilities and difficulties, and provide systematic feedback based on innovative ways of interpreting the user's responses. The systems shall improve learners’ metacognitive skills, understand and exploit the underlying drivers of their learning behaviours.
b) Educational technologies for science, technology and maths: (b1) Supporting students to understand and construct their personal conceptual knowledge and meaning of scientific, technological and/or mathematical subjects; activating curiosity and reasoning, and creative applications of the theory. (b2) Supporting European wide federation and use of remote laboratories and virtual experimentations for learning and teaching purposes. Research shall include work on user interfaces for specific pedagogical contexts that mediate the complexities of creation and usability of experiments.
c) Advanced solutions for fast and flexible deployment of learning opportunities at the workplace (targeting, in particular, SMEs): enable faster, situated, just-in-time up-/reskilling, and lower the costs/efforts of developing and maintaining quality instructional material in training processes. Proposals must include research on novel business training models, and on how to overcome organisational, inter-organisational and individual barriers to widespread adoption of the developed technologies. SMEs shall be the final users of the solutions, and be actively involved in clearly justified, representative and sizeable pilots.
d) Computational tools fostering creativity in learning processes: innovative tools encouraging nonlinear, non-standard thinking and problem-solving, as well as the exploration and generation of new knowledge, ideas and concepts, or new associations between existing ideas or concepts.
e) Exploratory activities for fundamentally new forms of learning through ICT; establishment of a pan-European network of living schools for validations, demonstrations and showcases.
- Unlock the potential of the individual by a stronger and smarter adaptation and personalization of educational technologies.
- Significantly higher level of effective, personalised, ICT-based tutoring, leading to its wide-spread penetration in schools and at home.
- Higher level of engagement of youngsters in science, technology and maths, through novel educational software and opening up opportunities to access and use of laboratory equipments and virtual experiments.
- Faster, more timely and more cost-effective up/re-skilling through learning technologies and their sustained adoption by SMEs.
- Emergence of new learning models, including models invoking creativity
The Work Programme 2009-10
In the ICT Work Programme 2009-2010, technology-enhanced learning research is Objective 2 of Challenge 4: Digital Libraries and Content.
Target outcomes for Objective 4.2, 'Technology-enhanced Learning'
- Learning in the 21st Century: large-scale pilots for the design of the future classroom;
- Reinforce the links between individual and organisational learning, and creativity: embedding learning experiences in organisational processes and practices, through innovative systems embracing talent, knowledge, workflows, collaborative innovation and competency management;
- Innovative adaptive and intuitive systems featuring affective and emotional approaches, including new forms of assessing learning outcomes as well as feedback/guidance mechanisms to the learner and the teacher;
- Revolutionary learning appliances (including toys) and advanced cognitive tutors, able to promote specific cognitive processing or abilities;
- Focused interdisciplinary networks on emerging trends (e.g. serious games/mobility and learning), linking established excellences and learning labs, and including mechanisms for cross-fertilisation between disciplines.
- Awareness building and knowledge management on the results of EU projects in the field; exploratory/roadmapping activities for fundamentally new forms of learning; identification of Grand Challenges; socio-economic evaluations; establishment of a pan-European network of living schools for validation, demonstrations and showcases.
The full text of the Work Programme can be downloaded as PDF file. Please consult also the presentations given at the information day on 24 March 2009 for more detailed information on technology-enhanced learning research.
The Work Programme 2007-08
In the first ICT Work Programme under FP7, technology-enhanced learning was part of Challenge 4, Digital Libraries and Content.
Target outcomes for technology-enhanced learning
- Responsive environments for technology-enhanced learning should be pedagogically sound and compatible with business processes and human resources management systems of organisations. They should exploit, where relevant, interactivity and collaboration of learners. In particular, they should be able to: motivate, engage and inspire learners; accommodate personalisation to respond to specific learning needs and contexts (mass-individualisation); support the transformation of learning outcomes into permanent and valuable knowledge assets, both for individuals and for organisations; enhance competence, skills and performance.
- Adaptive and intuitive learning systems, resulting from longer-term research efforts, should be able to configure themselves according to their understanding and experience of learners' behaviour. These systems should identify learner's requirements from monitoring progress in an intelligent way; make best use of the individual learning and cognitive abilities of the learner; give meaningful advice to both learners and teachers.
The full text of the Work Programme can be downloaded as PDF file.
This page is maintained by the European Commission, unit 'Cultural Heritage and Technology Enhanced Learning'.