HELIOS: Horizontal E-Learning Integrated Observation
System
The HELIOS contribution to the
eLearning policy agenda
Claudio Dondi
MENON Network
President of SCIENTER
Why HELIOS?
• To monitor e-Learning
• To assess its impact on EU policy
objectives
• To help forecast and influence
• To build a sustainable European
Observatory
Partners
FILTER
EPA
EC
OECD ESIB
EIFeL M ENON LRF
UNICE EENet
Scienter FIM UNESCO
EDEN Alphametrics IEA
EUN
ISFOL CEDEFOP
EURYDICE
EUROSTAT
eLIG EUROPACE
ETUC M soE
HELIOS double nature
STUDIES
AND
REPORTS
Helios
OBSERVATORY
BUILDING
The HELIOS vision of
e-Learning…
Development Change Innovation
LLL eLearning ICT
e-Learning territories
Informal learning
e-Learning as a side
effect in communities
Individual
development
throught e-learning
Virtual
Non Profession
e-L workplace professional al networks
learning
Intra- communities
Extended
muros learning
context
e-learning in Inter-organisational
Evolved
VET development through
distance
e-Learning
e-L in education
schools e-L in
tertiary TTT via e-L ICT for
education virtual
mobility
Formal Learning
Policy areas
10. 1.
E&T Innovation Access
2.
9. Social Inclusion
Internationalisation of
E&T
3.
Quality
8.
Organisational
Change
4.
Cost
7. Effectiveness
ICT & Content
Industry
6.
Personal 5.
Development & Employability
Citizenship
Which e-L for the future? (1/2)
e-L 2000… i-eL 2010…
distributes consolidated generates new
knowledge knowledge
is still e-Teaching is owned by the learner
may isolate the learner creates learning
is delivered by a single communities
provider/institution is the result of and a tool
ignores the learner’s to support partnership
context and previous builds on the learner’s
achievements contexts and previous
achievements
Which e-L for the future? (2/2)
e-L 2000… i-eL 2010…
depresses the learner’s stimulates the learner’s
creativity by transmissive creativity by enhancing the
logics ludic dimension of learning
squeezes the role of enriches the role of teachers
teachers and learning and learning facilitators
facilitators focuses on quality,
focuses on technology and processes and learning
contents context
substitutes classroom is embedded in
sessions organisational and social
privileges those who already processes of transformation
learn reaches and motivates those
who were not learning
Building the observatory:
complementarity and convergence
Forecast
Analysis and
recommendation
Reports
Information