scalability and impact at system level Mainstreaming ICT-enabled Innovation in Education and Training in Europe
overcome the current economic crisis and grasp new opportunities. Innovating in education and training is a key priority in several flagship initiatives of the Europe 2020 strategy
and also in the latest EC Communication on'Opening up education'.'Accordingly, one of the five targets for measuring the success of the Europe 2020 strategy is the modernisation of
Policy-makers and educational stakeholders recognise the contribution of ICT to achieving these targets, and more broadly, the role of ICT as a key enabler of innovation and creativity in Education
approach involving around 300 educational stakeholders. These recommendations could guide different trajectories of scaling up and progressively mainstreaming ICT-ELI in different contexts
We are especially grateful to the 149 educational stakeholders who participated in the online consultation to validate
Policy actions for sustainability, scalability and impact at system level. JRC Scientific and Policy Reports.
-life environments have been conducted in the E&t context in many countries in Europe and other world regions to speed up the transfer of innovation research into educational practice.
variety of educational stakeholders. In particular, 149 educational stakeholders evaluated a set of 60 policy recommendations
This set of 60 recommendations was developed during the'Up-Scaling Creative Classrooms in Europe'(SCALE CCR) project and based on several consultations (two expert workshops and seven
x Increase efforts and investment in ICT infrastructure of appropriate performance and interoperability x (Re) design and/or (re) arrange physical space
and other stakeholders when taking sensible risks and trying new things Recommendation 10 †Research area
Educational stakeholders recognize ICTS as key enablers of innovation and creativity in Education and Training (E&t) systems and for learning in general.
emphasised to the European commission's recent Communication on'Opening up education'and its supporting documents (European commission, 2013a
in real-life environments have been conducted in the E&t context in many countries in Europe and other world regions to speed up the transfer of innovation research into educational practice
consultation with educational stakeholders who are involved in a wide diversity of contexts, scales and levels of educational innovation in Europe and beyond
x support DG EAC in establishing an extensive dialogue on CCR with multiple key stakeholders
and on findings from the online stakeholder consultation, this report presents a comprehensive set of recommendations for policy actions to further develop and mainstream ICT-ELI in Europe and
6 Creative Classrooms can be defined as innovative learning environments that fully embed the potential of
including all types of learning environments, in formal and informal settings 9 2. Research approach
with educational stakeholders (Figure 1 Figure 1: The three phases of the development of ICT-ELI policy recommendations
In parallel, a number of consultation rounds with key educational stakeholders (policy-and decision -makers, teachers, researchers, IT developers etc.
Last but not least, there was continuous consultation with stakeholders in DG EAC and the members of the DG EAC Thematic Working group on ICT and Education, who provided valuable insights and
stakeholders emphasised how monitoring and constant evaluation is important for implementing learning innovations and scaling them up.
In this final phase, an online stakeholder consultation to validate and prioritise the proposed set of
In the following section, the online stakeholder consultation is discussed in more detail 2. 3. 1 The online stakeholder consultation
The online survey built on the findings of previous research activities by further exploring the
stakeholders'perspectives with respect to x the relevance of the proposed recommendations for mainstreaming ICT-ELI x their suggestions for further developing and mainstreaming ICT-ELI
participants the opportunity to comment, explain or propose missing policy recommendations In order to avoid an order effect,
the following stakeholders in the field of ICT in Education: policy-and educational decision-makers experts;
One hundred and forty-nine (N=149) educational stakeholders with diverse backgrounds took part in the online consultation.
disseminated to stakeholders in two ways x A personal invitation was sent to a list of identified stakeholders with qualifications and
expertise in the field of ICT in education x Additionally, the survey was promoted through the Open education Europa portal;
teachers and other educational stakeholders, has different enablers and barriers compared to small-scale projects and initiatives (Kampylis, Law, et al.
learning environment is, the more challenging it is to scale up and a great individual and collective
effort from all the stakeholders involved is required (ibid.;Law, Yuen, & Fox, 2011 Policy-makers recognise the role of ICT as a key enabler of innovation and creativity in E&t and for
of stakeholders. Top-down strategies are needed for supporting bottom-up innovations at pedagogical, technological and organisational levels
policy-and decision-makers should support the involvement of educational stakeholders (i e teachers, researchers, parents etc.
Besides teachers, a variety of other educational stakeholders such as curriculum developers researchers, parents, publishers, IT developers etc.
exchanges between these stakeholders to encourage wider collaboration and innovation in this area The co-development of content and curricula requires more solid and systematic empirical evidence
6. Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)) in the co-development of flexible and research-based curricula. 149 56.4
There is a consensus among educational stakeholders that what is assessed and examined determine what is valued and what is taught in real settings.
There was a consensus among the stakeholders involved in the development and validation of the recommendations that teachers are key agents for any sustainable implementation and further up
the key role of teachers, among other stakeholders, in guiding and implementing ICT-ELI and invest
changes in their practices by all the stakeholders involved (Kampylis, Law, et al. 2013). ) As teachers are the main actors in this continuous process of innovation
and other stakeholders through online and/or offline networks (71.1%).%)Establishing and participating in teacher networks
more explicit and visible to peers and other stakeholders, such as parents, community and businesses 135 71.1
reveal weaknesses, strengths, opportunities and challenges and increase the knowledge base for the scaling up and progressive mainstreaming of ICT-ELI
stakeholders with proven practical models that support the take up of innovative tools Policy-and decision-makers should also promote research that happens at micro-level (e g
Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers, learners, parents, IT providers, educational content
neuroscience) to stakeholders, in order to help them to further the evolution of ICT-ELI. 130 57.7 27.
stakeholders involved to meet local circumstances and needs. Monitoring mechanisms should evaluate progress and effectively refocus organisational practices.
Policies should encourage learning organisations to embrace the technological opportunities available for opening up their learning materials (e g. open educational resources) and practices and
networking with other organisations and stakeholders across sites and also within the same organisation, in order to encourage the emergence and scaling up of learning innovations.
financial investment,(ii) a complex array of different types of support and strategies (targeted at
teacher trainers, parents and other stakeholders In conclusion, policy actions should initiate and facilitate the profound changes in organisation and
and other stakeholders when taking sensible risks and trying new things 120 73.3 32. Developing long-term strategies to advance the capacity of school leaders to adopt and
Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all of them understand the added value of innovation. 122 59.8
-management abilities of stakeholders (i e. education decision-makers, school leaders etc..120 59.2 45. Revising performance appraisal strategies for teachers and schools to allow more
Setting evaluation, communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of different
indicators and benchmarks for ICT-ELI 122 55.7 48. Taking the initiative (e g. forming cross-sector working groups and/or partnerships) to
promote communication between stakeholders from policy (e g. Ministries of Education industry (e g. IT providers) research (e g. research centres), educational practice (e g
and other stakeholders when taking sensible risks and trying new thingsâ€, while for policy/decision makers and others it is:
collaboration between stakeholders from policy (e g. Ministries of Education and local authorities business (e g. IT providers), research (e g. research centres), higher education (e g. teachers trainers
ICT offers unprecedented opportunities for educational stakeholders to connect with others beyond the constraints of time and space in order to open up
teachers and learners with other educational stakeholders at local level and beyond in order to open up
learning opportunities that are linked (i) directly to the experiences of teachers and (ii) enhanced by
horizontal communication with peers who are already successful in practising these technologies This requires the creation
and maintenance of †learning networks†that provide opportunities for professional peer exchanges (65.8%)(e g.
opportunities, in order to support peer learning and exchange of effective policies and practices among the Member States
opportunities and knowledge exchange on a large scale. Cross-border professional networks, such as etwinning (e g.
aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge
Developing long-term sustainability and scalability strategies for cross-border professional networks, such as etwinning, for disseminating pedagogical innovation. 119 61.3
networks) that offer a wider range of opportunities for peer learning and collaboration than the smaller networks
and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g learning resources for teachers'professional development) and exchange knowledge
investment in infrastructure developments (e g. broadband, cloud computing, creative learning spaces etc. to support effective implementation and progressive mainstreaming of ICT-ELI
participating stakeholders pointed out"†efforts to increase infrastructure and access are needed in some countries more than others.
support structures (e g. helpdesk services) needed to implement smoothly all the necessary learning technologies. Infrastructure is a key enabler of educational innovations
high investment in school infrastructure to support the longstanding innovation history of the school Kampylis, Breä ko, et al.
In conclusion, policy should increase efforts and investment in infrastructure developments e g. broadband, cloud computing, creative learning spaces etc.
Increasing efforts and investment in ICT infrastructure (e g. broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any
while for teachers/trainers increased efforts and investments in ICT infrastructure to support effective implementation and evolution of innovation for learning is more
the fear of change and supporting decision-makers, teachers, and other stakeholders when taking sensible risks and trying new things
it is recommended highly that more investment be made into teachers'Continuous Professional Development and Initial Training and that
Change in one area demands change in others, too. For instance there is strong relationship between Assessment and Content and Curricula.
stakeholders, especially teachers. They also affect teachers†continuous professional development Changing curricula requires not only changing content,
through an online consultation with educational stakeholders involved in a wide diversity of contexts, scales and levels of educational innovation in Europe and beyond
stakeholders in ICT-ELI and develop well-articulated top-down strategies for supporting bottom-up innovations 3. Significant effort should be made by policy
stakeholders, in guiding and implementing ICT-ELI and invest significantly in updating their continuous professional development to ensure that they acquire the key competences
educational stakeholders at local level and beyond in order to open up and broaden the learning experience and mainstream ICT-ELI
Policy should increase efforts and investment in infrastructure developments (e g broadband, cloud computing, creative learning spaces etc.
Exploring conditions for sustainability, scalability and impact at system level (pp. 36-51. EUR 26199 EN.
conditions for sustainability, scalability and impact at system level (pp. 52-62. EUR 26199 EN.
scalability and impact at system level. EUR 26199 EN. Luxembourg: Publications Office of the European union
Exploring conditions for sustainability, scalability and impact at system level (pp. 21-35 EUR 26199 EN.
Exploring conditions for sustainability, scalability and impact at system level (pp. 78-90. EUR 26199 EN.
Creating Effective Teaching and Learning Environments. First Results from TALIS Retrieved 10 november 2013, from OECD Publishing
Innovative Learning Environments, Educational research and Innovation. Retrieved 10 november 2013, from OECD Publishing, http://dx. doi. org/10.1787/9789264203488-en
networks-Today†s and tomorrow†s challenges and opportunities for the teaching profession. Brussels: European Schoolnet
extensive consultation with stakeholders, semi-structured interviews with education experts and practitioners and a number of case reports of ongoing ICT-ELI in Europe
Promoting the involvement of education stakeholders (e g. teachers, parents researchers etc. in the co-development of flexible and research-based curricula
more explicit and visible to peers and other stakeholders, such as parents community and businesses 7a.
Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers, learners, parents, IT providers, educational
neuroscience) to stakeholders, in order to help them to further the evolution of ICT -ELI 8a. If you have additional policy recommendations concerning research,
Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all of them understand the added value of innovation
stakeholders when taking sensible risks and trying new things Promoting diversity in ICT-ELI by funding a number of pilots in different
Setting evaluation, communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of
-develop indicators and benchmarks for ICT-ELI Following the Open Method of Coordination*for identifying common challenges
and opportunities, in order to support peer learning and exchange of effective policies and practices among the Member States
innovation-management abilities of stakeholders (i e. education decision-makers school leaders etc Promoting mixed approaches for scaling up ICT-ELI,
partnerships) to promote communication between stakeholders from policy (e g Ministries of Education), industry (e g. IT providers) research (e g. research
networks) that offer a wider range of opportunities for peer learning and collaboration than the smaller networks
Developing long-term sustainability and scalability strategies for cross-border professional networks, such as etwinning, for disseminating pedagogical innovation
aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge and'success stories'of
Increasing efforts and investment in ICT infrastructure (e g. broadband, cloud computing) of appropriate performance and interoperability (any device
Promoting the involvement of education stakeholders e g. teachers, parents, researchers etc. in the co -development of flexible and research-based curricula
stakeholders, such as parents, community and businesses 7 2. 2 3. 0 8. 1 14.8 31.1 40.0 71.1
various actors and stakeholders such as policy-makers, school leaders, teachers learners, parents, IT providers, educational content providers etc
neuroscience) to stakeholders, in order to help them to further the evolution of ICT -ELI 8 3. 1 3. 1 11.5 23.8 26.9 30.8 57.7
other stakeholders when taking sensible risks and trying new things 8. 8 5. 0 5. 8 14.2 24.2 49 49.2 73.3
Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all
of stakeholders (i e. education decision-makers school leaders etc 1. 7. 8 3. 3 15.8 19.2 42.5 16.7 59.2
Setting evaluation, communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of
Encouraging collaboration and communication channels between supranational agencies (i e European commission, OECD, UNESCO etc. in order to co-develop indicators and benchmarks for
ICT-ELI 3. 3 4. 1 8. 2 5. 7 23.0 32.0 23.8 55.7 Taking the initiative (e g. forming cross-sector
communication between stakeholders from policy e g. Ministries of Education), industry (e g. IT providers) research (e g. research centres), educational
identifying common challenges and opportunities, in order to support peer learning and exchange of effective policies and practices among the Member
learning opportunities on a large scale (e g learning resources for teachers professional development) and exchange knowledge
Developing long-term sustainability and scalability strategies for cross-border professional networks such as etwinning, for disseminating pedagogical
that offer a wider range of opportunities for peer learning and collaboration than the smaller
Increasing efforts and investment in ICT infrastructure e g.,, broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere
stakeholders (e g. teachers, parents, researchers etc in the co-development of flexible and research -based curricula
stakeholders, such as parents, community and businesses 6. 02 1. 24 61 6. 07 1. 1
stakeholders, such as parents, community and businesses 6. 02 61 6. 07 29 5. 46 26 5. 68 19
Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all of them understand the
teachers, and other stakeholders when taking sensible risks and trying new things 6. 12 52 6. 19 27 5. 67 24 5. 88 17
Setting evaluation, communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning
-develop indicators and benchmarks for ICT -ELI *5. 57 53 5. 52 27 5. 4 25 4. 12 17
opportunities, in order to support peer learning and exchange of effective policies and practices among the Member States
-management abilities of stakeholders (i e education decision-makers, school leaders etc 5. 42 52 5. 52 27 5. 32 25 5. 56 16
promote communication between stakeholders from policy (e g. Ministries of Education), industry (e g. IT providers research (e g. research centres), educational
practice (e g. teacher associations) and the wider public (e g. parents associations) to build trust, assure mutual objectives,
offer a wider range of opportunities for peer learning and collaboration than the smaller networks
Developing long-term sustainability and scalability strategies for cross-border professional networks such as etwinning, for disseminating pedagogical
learning opportunities on a large scale (e g.,, learning resources for teachers professional development and exchange knowledge
Increasing efforts and investment in ICT infrastructure e g.,, broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere
Policy actions for sustainability, scalability and impact at system level Authors: Barbara N. Breä ko, Panagiotis Kampylis & Yves Punie
continuous stakeholders consultations; and in depth expert interviews. The final set of recommendations was further validated and prioritised through an online consultation with 149 educational stakeholders.
The recommendations were clustered into seven areas presenting a holistic agenda to guide the further development and mainstreaming of ICT-ELI:
environment and climate change; energy and transport; agriculture and food security; health and consumer protection;
Enterprise Architecture 14 Australian National ehealth Interoperability Maturity Model 14 Interoperability Maturity Model levels 14
Information and communication technologies (ICTS) have great potential to improve health in both developed and developing countries by enhancing access to health information and making health
services more efficient; they can also contribute to improving the quality of services and reducing their
cost. Patient information systems, for example, have the ability to track individual health problems and treatment over time, giving insight into optimal diagnosis and treatment of the individual as well
as improving the delivery of services. This is particularly useful for chronic diseases, such as diabetes and cardiovascular diseases,
and for maternal and child health services where a record of health and treatment over a period of time is required.
in higher-income countries, emerging economies such as Brazil, China and India, for instance, are also beginning to introduce electronic medical records (EMRS) into their health systems
these require significant investments for their successful implementation. In fact, these systems require abundant resources including skilled labour
technology where the communication is electronic but the origin and destination are paper The use of electronic systems is aggregated higher for (summary) data than individual patient data.
services from separate facilities and care providers, some form of electronic record system could compile
communication. In addition, most countries have taken steps to establish legal frameworks for the protection of patient data
As part of its ongoing objective to the improvement of health through information and communication technology (ICT), the Global Observatory for ehealth (GOE) of the World health organization (WHO
These are useful benchmarks when looking at patient information systems Capability Maturity Model The Capability Maturity Model (CMM)( 4) was defined originally for software development by Carnegie
Enterprise Architecture An alternative method is the Enterprise Architecture (EA) approach. 1 An early description of this
methodology was described by Spewak and Hill (5). which is adopted best at the highest level, †enterpriseâ€
In order to implement the Enterprise Architecture process, the organization must first establish the preliminary framework and principles, a requirements management process, and governance.
technology architecture, opportunities and solutions, migration planning, implementation governance and architecture change management. This continuous cycle is the key to successful information system
Individual health information must follow the patient as s/he receive services from various providers
services or internal processes as well as initial governance established to ensure repetition of earlier successes •Defined:
for data, services and processes, according to the lessons learnt from previous maturity levels Communication standards for interaction with internal and external partners are established
facilitating a shared understanding across technical and semantic issues 1 See for more information, http://enterprise-architecture. info/and http://www5. opengroup. org/togaf
Patient inform ation system s in the literature 15 •Measured: An organization has established processes for appraising
environment, some of the steps may not be appropriate for outpatient care models •Stage 0:
The closed loop medication administration environment is implemented fully in at least one patient care service area
The hospital has a paperless EMR environment. Clinical information can be readily shared via electronic transactions or exchange of electronic records with all entities
design a communication strategy with the ICT project to ensure that everyone understands what is being
an ongoing resource for stakeholders. 4 Although the lessons discovered from the work of the Gates Foundation
satisfaction with services, improved communication, quality of care, access to data, reduced medical errors, and more efficient use of staff time.
enterprise and also in the form of free open source software systems which are supported by nonprofit -making organizations and private enterprises.
Open source systems have advantages of local sustainable community development and support and lower cost by building on a proven software foundation (19
communication with providers (20 Pa tie nt in fo rm at io n sy st
Another area of demonstrated improvement is increased in the coverage of preventive care services such as influenza vaccination, pneumococcal vaccinations and faecal occult blood testing (24
i e. to measure quality of services and outcomes and use this to introduce changes 2 4 mhealth
The use of mobile technologies for data collection about individuals and interactive information services are a part of a growing area of ehealth called mhealth.
communication. Distributed health data networks have been proposed to improve the ability to collect and analyse data across institutions leading to improved effectiveness, safety,
There are now compelling arguments for the adoption of information and communication technology in health care due to its potential for improving the efficiency of health care delivery and quality of care
EMR/EHR systems require substantial resources including electricity, a controlled environment, training maintenance and support
patient information systems and communication of data. Figure 2 shows that high-income countries report â€oemedium†to â€oevery high†use of electronic information systems in over 50%in these categories
countries report â€oemedium†adoption of electronic patient information systems and communication of health data and none report higher levels of adoption
the communication is electronic but the original is in paper format. It could also be the case that data are
in the delivery of services suggested. Timely, accurate, and representative data from local facilities is
electronic information formats and communication. Often there is some significant distance between the regional or district office and local care facilities,
communications  Industrialized countries have a small but significant use of electronic formats and electronic
communication 0 %20 %40 %60 %80 %100 %Very high High Medium Low None No answer
health services to adopt electronic patient records Figure 13. Individual patient data collected at the national level, globally
adopted at higher rates than others are health call centres and emergency call services. In addition mobile telemedicine shows a high proportion of informal and pilot implementations.
improve monitoring and evaluation of health services. It provides a framework which presents a selection
communication that is often in evidence between the professionals who develop digital information systems and those who develop the standards,
characteristics, and environment of data. The purpose of defining metadata is to improve interoperability of data through standardization, that is, giving the collector and receiver of information as much
Open Systems Interconnection OSI Communication Reference Model, developed by the International Organization for Standardization ISO.
range of interoperability issues for patient information and device communication as well as privacy and security issues related to patient data
a national standard requires broad consensus among the stakeholders who will be using it. This process
In health they can also refer to procedures for collecting information, providing services, or working with development partners.
For clear communication it is vitally important to have given each health term precisely defined so that it will not lead to confusion
definitions or environment of the data. The message itself is in a precisely defined format
services including patient information systems. It calls on governments to form national ehealth bodies to provide guidance in policy and strategy, data security, legal and
detailed elements of strategy development and ehealth services planning including advice on patient information systems It is worth noting that WHO
Both the survey and literature reveal the pressing need for investment in human resources and ICT
communication of health information. Standards are crucial to ensuring that both the sender and receiver of data have the same definition and understanding of them.
the quality and efficiency of health services. They provide better information on which to make decisions
leverage the investment in developing such systems. Free open source software is particularly a boon to
This can lessen the demand for expensive external resources and enable the development of sustainable health information systems.
leverage the investment in trained human resources for maximum benefit A major and well recognized obstacle to the adoption of patient information systems, particularly
Enterprise Architecture planning-developing a blueprint for data applications and technology. Hoboken, NJ, John Wiley and Sons, 1993
Effect of the implementation of an enterprise-wide electronic health record on productivity in the Veterans Health Administration.
Health Economics, Policy, and Law 2006; 1 (Pt 2: 163†169 15. Garrido T et al.
Gross National income is the total value of all that is produced within a country plus the net income from
Information and communication technology (ICT Includes the computers, software, data-capture devices, wireless communication devices, and local
and administration of data whereby the communication and use of those data are improved 65 Purpose
The GOE€ s first objective was to undertake a global survey on ehealth to determine a series of benchmarks
The aim was to provide governments with data that could be used as benchmarks for their own development as well as a way to compare their own progress with that of other Member States
and multilingual communications elearning Analyse the extent of use and effectiveness of elearning for the
States differ with respect to size, economy, and health care challenges. Nevertheless, it is still important to present high-level ehealth analyses at the regional level as this reflects the organizational structure
The World bank classifies all economies with a population greater than 30 000 into four income groups based
on gross national income (GNI) per capita. 15 The classification is as follows: low income (US$ 975 or less
economies and high-income countries as †developedâ€, for convenience Table A4 shows the survey response rate by World bank income group.
Enterprise Architecture Australian National ehealth Interoperability Maturity Model Interoperability Maturity Model levels The HIMSS EMR Adoption Model
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