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if it facilitates communication between teachers and learners. The University of Reunion Island Living Lab for Teaching and Learning (UR.

and answering the questions of learners for a better education service. Multimedia annotations help to build the meaning of objects interpreted by subjects, for example,

and is designed to ensure access, transfer and progression for learners. Over time, as similar developments take hold in other Member States,

2015 ACTION PLAN FOR JOBS 11 National Talent Drive This reform will focus on strengthening employability of learners

enhanced employability of learners, and strong engagement between the education and training system and employers.

Strengthen the employability of learners and enhancing engagement between the education and training system and employers to deliver high quality skills;

analysis and reporting of large datasets relating to learners and their contexts. Current developments are focused on three areas:

and always has direct contextual relevance to the learner. It places responsibility on individual learners to find a path through sources of knowledge

and to manage the objectives of their learning. Crowd learning encourages people to be active in setting personal objectives, seeking resources

The challenge is to provide learners with ways to manage their learning and offer valuable contributions to others. d) Citizen inquiry-Citizen inquiry refers to mass participation of members of the public in structured investigations.

This may encourage learners to continue, however misses the power of digital games for engagement, reflection and self-regulation.

goals and practices in games also help build affinity groups gathering learners into productive and self-organising communities. f) Tangible Computing

In a Personalised Learning Environment, learning starts with the learner. According to the National Educational Technology Plan developed by the US Department of education,

and connecting to the learner's interests and experiences. Personalisation is broader than just individualisation

or differentiation in that it affords the learner a degree of choice about what is learned, when it is learned

parents and learners to work towards and attain a shared goal. 111 There are plenty of examples of such partnerships.

), for matching assets (students or learners and teachers) and for action on problems (new, innovative products for issues such as low engagement in education or gaps in education due to mobility, illness etc.

It engages learners by using games, exercises, video clips, and case studies to explain and break down complex business skills from learning how to research the market to developing an effective sales pitch

and with face-to-face instruction led by a classroom facilitator and hands-on activities conducted by the learners in their communities.

and teaching is done, creating new opportunities and challenges for teachers and learners alike. Teachers can take on the role of expert-facilitators of learning,

www. avu. org One appeal of the blended model for youth and lifelong learners is the flexibility it offers to combine work and study.

empower learners of any age to take learning into their own hands by providing them with good educational options,

The self-directed learner can earn some of these certificates online directly. NGOS and private institutes also rely heavily on the curricula and certificates from these companies to offer face-to-face instruction.

As depicted, the learner is at the centre of the system. The badge itself is an online representation of a skill that has been learned.

Learners collect badges in a backpack where they can be displayed online for potential employers and others to view.

The importance of badges rests on its premise that ICT skills need to be recognized regardless of the place where the learner has acquired them.

For self-directed learners and others badges offer a promising way to demonstrate, acquire and promote their skills.

Yet, as the earlier chapters show, the places where young people or lifelong learners can develop ICTS skills have transcended the walls of the classroom.

when the learner is not at a fixed location. Open educational resources (OER) Freely available documents and media for educational purposes.

Open universities Refers to a university that is open to all learners with no admissions requirements. Opencourseware (OCW) Courses offered by universities made available in digital format, at no cost,

learner-centred models involving personalised and interdisciplinary learning, soft-skills and platforms for knowledge, especially in ICT,

Moreover, the system allows teachers to choose and custom-tailor the types of stories and games according to their learners'needs.

and partly because they depend so much on co-production by the user, patient, or learner.

why some are slow learners, Res. Policy 31 (2)( 2002) 291 302.14 Y. Wang, N. Roijakkers, W. Vanhaverbeke, Linking open innovation to national systems of innovation:

It is an educational environment that puts increasing control in the hands of the learner. But it means educators must be willing to relinquish some of that control.

or summaries based on an AI analysis. In the future each learner could have access to a customized digital teacher via such an intelligent system.

Second, students can become lifelong learners...and teachers. The line between teacher and student can blur,

Yet, the promise of an engaged community of lifelong learners is within sight. To turn this vision into a reality will require the collective effort of a new generation of educational pioneers guided by ethics, a critical lens and the courage to exchange 20th century teaching for 21st century learning.

It has allowed the potential facilitation of learning content to a range of learning styles and learner needs.

Minds wander, attention wanes, learners muddle through, maybe. When learners are through, they want to escape as quickly as possible.

Little is retained. Needed behaviours have not been established. Rich associations do not exist for learners to remember key points.

Learning trough media will provide choices in how to learn. Media-based Training (MBT) is concerned with teaching

but learner can use them also on request. Moreover, given the socially constructed nature of knowledge

Learners progress through a lesson along paths determined by the designer or choices by the learner.

emotional subjects or subtle knowledge that requires rich interaction with the computer or other learners;

Learner-customized tutorials: is used to let learners customize training to their individual needs; especially suits learners with widely varying needs, interests and levels of knowledge;

Knowledge-paced tutorials: is used to let impatient learners skip over topics on which they are already knowledgeable;

Exploratory-tutorials: is used to teach learners to learn on their own by developing their skills of navigating complex electronic information sources;

Generated-lessons: is used to customize learning for those who have very specific needs and not much time or patience to complete topics they have learned already.

Metaphors and their support for innovation A metaphor is a consistent design that models the structure and the appearance of the MBT solution on something familiar to learners.

A metaphor can be extended an analogy, theme, motif, ongoing scenario or overall question. Metaphors are common in MBT.

These solutions take into account approaching the learners as whole persons, not only as intellects, the change with respect to knowledge in terms of approach, conception, attitudes and behaviour,

Young learners are able to use the potential of their brain power, although they cannot draw on as many experiences

and reflection as older learners can. Above all, older people are very often more motivated than younger learners.

The main motive for (language learning is the usefulness. An advantage of foreign language skills is that these skills are also useful in private life for meeting interesting people,

and open for learners from all countries. http://www. faz. com/IN/INTEMPLATES/efaz/default. asp Frankfurter Allgemeine Zeitung offers online The english FAZ Weekly.

but the links will be helpful also for learners from other countries. http://www. esl-lab. com/index. htm This one offers a great variety of listening exercises. http://www

Encourage a shift of ownership of assessment from teachers to learners; Revise examination systems in order to include also assessment of key competences and 21st century skills;

and be active lifelong learners. Policy should: Invest significantly in updating Continuous Professional Development provisions; Support and motivate teachers to develop

Connectedness Teachers and learners need to be empowered to connect with other people and ideas in order to open up

Ensure that all learners have equal and ubiquitous ICT access, in and out of school;

as lifelong learners themselves. Recommendation 3 Infrastructure area Ensure that all learners have equal and ubiquitous ICT access, in and out of school.

Recommendation 4-School staff professional development area Enable teachers to develop their ability to adopt

and participants, including groups of learners and teachers5 at system level, both within and outside formal education settings;

involving large and diverse groups of learners, teachers and other educational stakeholders, has different enablers

'and learners'workload without adding value. Hence, there is a need for flexible curricula that would lessen teachers'workloads

to encourage a shift of ownership of assessment from teachers to learners; and to promote a formative assessment paradigm where assessment is considered to be an integral part of the learning process.

and motivate teachers to shift the ownership of assessment to learners 68.8%).%)Assessment for learning (as opposed to the assessment of learning) is considered as a learning experience assessment is integral part of the learning process (Redecker, 2013.

In this way, self-assessment and reflection against learning goals allow learners to take ownership of their learning, in collaboration with their teachers and peers,

and become self-directed and selfregulated learners. Policy-and educational decision-makers should encourage and support not only the assessment of factual knowledge but also the assessment of 21st century skills and key competences.

integral and authentic part of the learning process, providing valuable formative information to the learner and the teacher to improve their practices.

and examination systems in order to allow innovative teaching and learning practices to flourish by N%9. Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment

to support and motivate teachers to be active lifelong learners and acquire the key competences and skills required in the context of ICT-ELI;

as lifelong learners themselves (80.1%).%)As one of the participants pointed out, such"ICT skills development programmes should be key element of Initial Teacher Training20 and Continuous Professional Development".

as lifelong learners themselves. 136 80.1 15. Enabling teachers to develop their ability to adopt

as lifelong learners themselves. Policy/decision-makers said the most important priority should be to update initial teacher training

as lifelong learners themselves.""21 3. 4 Area 4: Research In a snapshot: ICT-ELI constitute complex'ecosystems'that evolve over time and therefore,

Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc. 129 58.0 26.

and learners and values like equity and inclusion are taken into account. 122 63.1 42. Encouraging learning organisations to build on their strengths,

technological and organisational practices reach beyond the model of isolated learner/classroom/school. ICT opens up a whole new frontier in learning,

and learners to connect with ideas and people beyond the classroom walls-such as peers, experts and parents-giving the sense of being a part of something larger than oneself.

and learners with other educational stakeholders at local level and beyond in order to open up and broaden the learning experience and mainstream ICT-ELI.

Supporting research-based changes in organisational structures and routines, such as timetables and learner grouping, in order to meet local needs (self-organisation-grass roots innovation).

and learners to connect with people and ideas in order to open up and broaden the learning experience by:

%and context and ensure that all learners have equal and ambiguous ICT access in and out of school (80%).

Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 120 80.0 58.

policy/decision-makers and others believe that the most important recommendation is to ensure that all learners have equal and ubiquitous ICT access in and out of school,

as lifelong learners themselves. 80.1 136 57. Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 80.0 120 15.

Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings

fundamental infrastructure needs have to be fulfilled e g. it must be ensured that all learners to have equal and ubiquitous ICT access, in and out of school.

assessing key competences and giving learners an active role in their own assessment. Student assessment and evaluation are an integral part of the teaching

and learners with other educational stakeholders at local level and beyond in order to open up and broaden the learning experience and mainstream ICT-ELI. 32 10.

Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment (i e. self-assessment.*

as lifelong learners themselves. Promoting a blended approach to continuous professional learning and 38 1 2 3 4 5 6 7 development that combines online professional networks and self-organized

Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc.

Supporting research-based changes in organisational structures and routines, such as timetables and learner grouping, in order to meet local needs (self-organisation-grass roots innovation).

and learners and values like equity and inclusion are taken into account. Encouraging the development of a'culture of innovation'at system level,

and learners to connect with people and ideas in order to open up and broaden the learning experience by:

Ensuring that all learners have equal and ubiquitous ICT access, in and out of school.

Assessment policy recommendations-frequency distribution(%)1 2 3 4 5 6 7 Cumulative (6 and 7) Encouraging a shift of ownership of assessment from teachers to learners

as lifelong learners themselves..7 1. 5. 7 5. 1 11.8 23.5 56.6 80.1 Enabling teachers to develop their ability to adopt

, learners, parents, IT providers, educational content providers etc. 1. 5 2. 3 6. 1 9. 9 22.1 35.1 22.9 58.0 Encouraging the dissemination of findings from a variety of research

and learners and values like equity and inclusion are taken into account. 1. 6 4. 9 3. 3 7. 4 19.7 32.0 31.1 63.1 Encouraging learning

such as timetables and learner grouping, in order to meet local needs (selforganisation-grass roots innovation)..8 1. 7 5. 0 14.9 25.6 28.1 24.0 52.1 Following the Open Method of Coordination*for identifying common challenges and opportunities,

8 1. 7 2. 5 10.0 14.2 23.3 47.5 70.8 Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 2. 5 1

Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment (i e. self-assessment.

as lifelong learners themselves. 6. 27 (1. 2) 62 6. 34 (0. 9) 29 5. 96 (1. 11) 26 6. 26 (1

as lifelong learners themselves. 6. 27 62 6. 34 29 5. 96 26 6. 26 19 (1. 2)( 0. 9)( 1. 11

and learner grouping, in order to meet local needs (self-organisation-grass roots innovation). 5. 5 52 5. 59 27 5. 16 25 5. 35 17 (1. 45)( 1. 01)( 1. 31)( 1. 27

and learners and values like equity and inclusion are taken into account. 5. 89 53 5. 48 27 5. 04 25 5. 65 17 (1. 5)( 1. 42)( 1. 34)( 1

. 77 (1. 31) 26 6. 08 (0. 97) 24 5. 94 (1. 6) 17 Ensuring that all learners have equal and ubiquitous ICT access

and the country's more recent One Tablet per Child (OTPC) initiative has helped increase the learner-to-computer ratio in schools.

and infrastructure ensures that learners are engaged and motivated and that every pupil reaches their potential.

2) Constructivist theory-activities in which learners actively construct new ideas or concepts based on previous and current knowledge (e g.,

6) Learning and teaching support-activities that assist in the coordination of learners and resources for learning activities (e g.,

Providing choices for learners and learning, Proceedings ascilite Singapore 2007. http://www. ascilite. org. au/conferences/singapore07/procs/olney. pdf Palm Inc. 2005.

1) Successful learners are skilled in generic processes and activities such as core skills; appreciate the relevance of what they are learning;

Formal learning is intentional from the learner's point of view; it typically leads to validation and certification.

Informal learning is in most cases unintentional from the learner's perspective (CEDEFOP, 2008b. KISAS can be placed within the informal training category

or its transfer to stakeholders outside the higher education and research institutions (knowledge transfer) or to various groups of‘learners'(education).

education comprises all processes to transmit knowledge, skills and values to learners (colloquially: students). ) Education can be conceived as a process subdivided in enablers (inputs, 6 process7) and performance (outputs and outcomes8.

and can encourage reluctant members/learners to share their points of view and lets the participants to contribute

these virtual societies encourage self-learners to discuss and solve real-world problems/situations as well as focus on collaborative patterns of teamwork