e-Learning for Lifelong Learning in Denmark

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Lars Birch Andreasen Lars Birch Andreasen Associate Professor in ICT and Education, at the Department of Curriculum Research, Danish School of Education (DPU), Aarhus University, Denmark. He is MA in Cultural Sociology from the University of Copenhagen and PhD in Educational Studies (dissertation on ““Collaboration in Virtual Learning Environments””, 2004) from the Danish University of Education. Contact: lba@dpu.dk Lars Birch Andreasen is member of DPU’s Research Programme on Media and ICT in a Learning Perspective, and co-coordinator of the Master’s Programme in ICT-based Educational Design at DPU. He has co-edited books (in Danish) on digital media andeducational design, and on development of students’ information literacy, and he was keynote speaker at the 6th European Conference on e-Learning, ECEL 07, on "Challenges in Implementing e-Learning at Universities". His research interests include net-based collaboration, educational design, creation of dialogic spaces in education through social media, and development of e-Learning at universities. He is involved in projects on network building and storytelling, educational practice at museums, and students’ development of information literacy. In the e-ASEM research network he will contribute to the collaboration between researchers in e-Learning and lifelong learning. Lars Birch Andreasen is currently on a research stay in Hanoi, Vietnam, exploring developments and use of ICT in Vietnamese education. Mie Buhl Mie Buhl is Associate Professor at the School of Education, Aarhus university. From 2005- 2008 Mie Buhl was Head of Department of Educational Anthropology and led the development programme of the Department of Educational Anthropology as ICT-pedagogic frontrunner. Mie Buhl has been a member of the Research Programme on Media and ICT in a Learning Perspective at the Danish University of Education since 2001. She has actively taken part in establishing the Unit of Visual Culture in Education at the Danish University of Education, and has been co-coordinator of the Unit since 2002. Her research is related to the implications of digital technology and media in an aesthetic and educational perspective. Currently cooperating with Siegen University, Germany: http://www.mediengeschichte.uni-siegen.de 30 e-ASEM White Paper : e-Learning for Lifelong Learning
Introduction This white paper on e-Learning for lifelong learning in Denmark is one among a number of white papers dealing with e-Learning and lifelong learning in specific countries in Asia and Europe. The production of these white papers is an Asian-European initiative, with offspring in the e-ASEM network ― the research network on Development of ICT skills, e-Learning and the culture of e-Learning in Lifelong Learning ― under the ASEM Education and Research Hub for Lifelong Learning. The objective of the white papers are to focus on the areas of e-Learning and lifelong learning, and create a shared knowledge across the different participating countries of the organisation, the characteristics, and the innovations in the use of ICT and e-Learning in relation to the development of lifelong learning. This may act as a foundation for further collaboration between Asia and Europe. The white paper on Denmark has been produced by Associate Professor, PhD, Mie Buhl and Associate Professor, PhD, Lars Birch Andreasen, the Danish School of Education (DPU), Aarhus University. Both are members of the University’s Research Programme on Media and ICT in a Learning Perspective, and employed at the Department of Curriculum Research. Generally the white paper covers the period of 2005-2009, but also earlier resources have been used where relevant. In the work with the white paper we have employed a general understanding of as well the concept of e-Learning, which may cover broadly the various kinds of integration of ICT in teaching, learning, and education, as the concept of lifelong learning, which may cover all parts of the ordinary educational system as well as activities outside the established educational system. We will however make the reservation that even we have strived to include what was available as relevant sources of information and research in relation to the white paper’s topic, there will most probably be other relevant sources that could or should have been included. Mie Buhl and Lars Birch Andreasen, DPU, AU, Denmark, October 2010 01. e-Learning for Lifelong Learning in Denmark 31
Page 2 and 3: e-ASEM White Paper: e-Learning for
Page 4 and 5: hanced this large volume and made i
Page 6 and 7: 02❚Japan❘Tsuneo Yamada ∙ 105
Page 8 and 9: Part I A Cross Analysis of e-Learni
Page 10 and 11: Introduction This cross analysis re
Page 12 and 13: tion system discussed above. Depend
Page 14 and 15: secondary school leavers to further
Page 16 and 17: The other four countries namely, Ma
Page 18 and 19: contents effectively or virtual lea
Page 20 and 21: the other hand, the policies of Den
Page 22 and 23: certification system for adult educ
Page 24 and 25: Collectively, the country reports i
Page 26 and 27: students represent an area identifi
Page 28 and 29: ships are with Microsoft (Partners
Page 30 and 31: to overcome that are openly acknowl
Page 32 and 33: Part II White Papers of Six Asia-Eu
Page 36 and 37: Chapter 1 The Danish educational sy
Page 38 and 39: Youth education The youth education
Page 40 and 41: 2010). Short-cycle higher education
Page 42 and 43: Vocationally oriented education and
Page 44 and 45: A comparison of the two parallel Da
Page 46 and 47: education at folk high schools, pri
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Page 50 and 51: The traditions of thought behind th
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Page 54 and 55: Chapter 3 Government policy, fundin
Page 56 and 57: in both public and private enterpri
Page 58 and 59: They shall support good job opportu
Page 60 and 61: The aim of the strategy is to incre
Page 62 and 63: that had clear common pedagogical g
Page 64 and 65: Readiness Index, Denmark was ranked
Page 66 and 67: Table 4-2 shows that the European U
Page 68 and 69: 4.1 The basic school education and
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Page 72 and 73: The latest governmental initiative
Page 74 and 75: ● The definition of assignments i
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Page 80 and 81: From the beginning of the e-Learnin
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courses that qualify people in the
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educational materials are uploaded
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5.1 The Master’s Programme in ICT
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to the virtual conditions of the st
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modules the students work in groups
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― was established. 36 museums and
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Fig. 5-b The website of the Annex T
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In 2005-07 a project was launched o
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as an independent homepage at www.u
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as in the delivery processes (cf. p
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References Aceto S, Koskinen T, Wer
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Fibiger B et al (2004) Master in IC
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e-Learning for Lifelong Learning in
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Executive Summary 1) In Japan, “l
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Chapter 1 Educational Systems in Ja
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education and upper secondary gener
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専門士 8) Specialized Training
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1.2 Japanese Education Characterist
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The percentage of students who go o
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Figure 1-7 The transition of the nu
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Figure 1-10 The transition of educa
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The chart (Chart B4.1, In OECD, “
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(2) The Lifelong Learning Policy Bu
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ICT in the classroom was 58.5%; tha
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4) Lifelong Learning Indicators (1)
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1.3 Figure 1-19 Comparison of lifet
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Chapter 2 Lifelong Learning and e-L
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War II. For example, there was scho
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sense, it is asynchronous and onlin
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universities, promoting the Open Un
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it is necessary to fulfill the educ
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3.3 The of lifelong learning and th
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i) Support for learning throughout
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that promote lifelong learning. Fur
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are capable of meeting the ever sop
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White Paper on Education, Culture,
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Fig. 3-5 Numbers of Museums (from T
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ects that correspond with the senio
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Science, Cultural and Information S
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practical vocational training and s
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Table 3-1 The main systems for the
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transition phase to two-way learnin
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The lifelong learning platform mean
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the technology field of ‘Technolo
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hou/1286417.htm). Fig. 4-1 Teachers
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The goal of the Contest on Good Pra
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onment plans and teacher support is
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high school students exchanged idea
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OUJ research and support division.
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to radio programs to graduate is in
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tate communication between teachers
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1) Introduction OCW is a free and a
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For such a case a university must b
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can be matched with user needs. Act
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nomical measure for evaluation. Cur
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5.3 NPO CCC-TIES consortium: A coll
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TIES has all the basic e-Learning f
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Figure 5-3-5 A cell phone used with
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Figure 5-3-7 TIES Live to a cell ph
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A digital pen with a built-in camer
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ination, and application of knowled
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2) Framework of quality assurance i
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Private Enterprises (recruiting div
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Table 5-4-1 Numbers of Skill Items
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Entry Level Intermediate Level Adva
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that aim at realize these; ● Sinc
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living standard. In this way, we be
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Registration Everyone who wants to
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Approximately five questions are in
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● WLP is a successful project in
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OUJ manages a common metadata datab
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egisters the original metadata, it
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in EU, a GLOBE partner, by harvesti
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i) Metadata GLOBE members adopt IEE
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Chapter 6 Recommendations and Prosp
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ecognition of the concept of lifelo
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e-Learning For Lifelong Learning in
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Executive Summary Lifelong learning
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Chapter 1 The Malaysian Education S
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ing age group of 15 to 64 years (re
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the entire Malaysian education syst
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1-3 Lifelong Learning and e-Learnin
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1.4 Post-secondary Education Post-s
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(2) Community Colleges Malaysian co
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MYS MECD MAAI National Youth Traini
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universities, i.e. Multimedia Unive
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The Plan also notes that lifelong l
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in Malaysia to implement RPL polici
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life, takes place at all ages and a
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1) e-Learning in Schools e-Learning
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introduced their own LMS, even if t
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concern for the creation of a knowl
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esponsible for overseeing the prepa
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The following is the diagram of the
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(3) NHEF The PTPTN is a semi-autono
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Schools, upgrading of ICT infrastru
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eferences for the conferment of awa
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Chapter 4 Status and Characteristic
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◦ Providing better management, gu
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W O U iRadio is OUM’s internet ra
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courseware, online or e-Learning te
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The USM, is a prime example of a tr
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appropriate field of study at the u
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(Government of Malaysia, 2008) conf
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post offices around the country; ta
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Government-linked agencies, private
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delivering short courses and traini
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Malaysia is: “Learning engaged by
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as gross enrolment ratios and publi
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References Ahmad Rafee Che Kassim,
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Does Prior Learning Really Matter?
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Study Malaysia Online (n.d.) Offici
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Chapter 6: Table Ⅰ:Four Strategie
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QA : Quality assurance RPL : Recogn
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Alena Pistovčákova Alena Pistovč
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Chapter 1 Educational systems in th
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The system includes the following c
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is the completion of the system of
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learning and study programs; 3. Mut
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ing the approximation of education
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and letter games), arts (creative t
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324 e-ASEM White Paper : e-Learning
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Government Resolution No.1193/ 2001
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of the Economy of the Slovak Republ
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for continuing education, the terms
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lates the upbringing and education
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could also be used for financing of
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Chapter 4 Status and Characteristic
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Table 3 Achievments and Shortcoming
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The most active business companies
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of curricula that take into account
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In the Field of Education 1. Blende
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(IT skills, practical economy cours
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In Slovakia there have been only re
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committee should consist of nationa
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(a) Central e-Learning database for
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in ICT development. Besides more fi
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Tomas Sabol, Faculty of Electrical
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■ Min-Seung Jung is an associate
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Fig. I-1 Education System in South
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arts in Korea, however, this bias i
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II 2.1 Definition of lifelong learn
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learning is already used as the gen
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This study defines e-Learning as a
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III 2.1 III-1 Status A. General Ove
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B. Areas of e-Learning Use e-Learni
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through LMS by private institutions
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In addition, e-Learning market for
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since 1999 and it was called Intern
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The domestic e-Learning market in 2
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around KRW 350,000 or about 1/12 th
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○The Lifelong Education Center al
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Internet; subjects that offered dis
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ooks include special lectures in th
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70 60 50 40 30 20 10 0 57 32 8 3 25
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the supervision of the instructor,
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Adaptation (Socialization) Stage Le
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IV-2 Cyber University A. Definition
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Associate Degree Course Educational
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D. Teaching and Learning Methods Mo
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can be established in Cyber Univers
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Name of University Korea National O
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IV-4 e-Learning for Enhancing Vocat
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Table Ⅳ-4-2 Status of Central Off
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2) Status of Distance Education Ins
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Fig. Ⅳ-4-3 The percentage of each
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struction, electricity/gas/steam an
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the system and infrastructure, coop
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tion through courses provided via b
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Fig. Ⅳ-8 Status of Classes in Cor
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in 2007 due to the social tendency
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10 2007 Study on the Establishment
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the ratio increased to 96% in 2007,
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age number of accesses each month w
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clusive vocational schools, and pri
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Table Ⅳ-32 Status of Distance Edu
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- The Regional University e-Learnin
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Table Ⅳ-36 Status of Military e-L
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C) Status of Contents Development a
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Table Ⅳ-41 Status of Credits Obta
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Table Ⅳ-43 Annual IT Training Pla
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○The IT training for illiterate p
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Table Ⅳ-48 Institutes Participati
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○Three hundred and ninety thousan
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addition to accessibility improveme
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in South Korea should address the f
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Thapanee Thammetar Thapanee Thammet
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level. Differentiation or equivalen
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) Upper Secondary Education aims to
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Chapter 2 Concepts of lifelong lear
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Term Plan for Higher Education (200
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4.2 e-Learning usages in educationa
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all, both high school graduates and
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Chapter 5 Figure 3 ONIE’s e-Learn
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Strategy 2 Providing distance educa
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The majority age group of students
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Figure 6 Model of TCU’s function
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TCU has been operating for four yea
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