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14. There is potential for further research on: • The relationship between business strategies and learning, training and development as a basis for development. • The increased responsibility for line managers, team leaders and project leaders to create good learning environments and develop into educational leaders. • How culture and forms of co-operation at work forms a basis for learning. The impact of teamwork, innovative work and support on the success of a business and a personal level. The varying character of mentoring is a particularly interesting area of research. The full title of the project is: In-Company Training and Learning in Organisations (LATIO). The Final Report and results of this project are available through the electronic version of this report at: http://www.cordis.lu/citizens/publications.htm (under Reports) Key Publications Heraty & Morley, Learning and Training in Ireland: National Policy and Organisational Practice, 1998. Heraty & Morley (eds.), “Of Paradigms, Policies and Practices: The Changing Contours of Training and Development in Five European Economies”, Journal of European Industrial Training, 22, 4 & 5, p154-228, 1998. Heraty & Morley, “Training and Development in Ireland: Responding to the Competitiveness Agenda?”, Journal of European Industrial Training, 22, 4 & 5, p190-205, 1998 Heraty & Morley, “National Learning Environments in Perspective: Convergence or Divergence?”, Journal of European Industrial Training, 22, 4 & 5, p217-221, 1998 Kjellberg, Y. “Human Resource Development and Learning Conditions in a Swedish Context”, in Wickham, J. (ed): The Search for Competitiveness and its Implications for Employment, Oak Tree Press, Dublin, 1997, pp. 71-80. Kjellberg, Söderström & Svensson, “Training and Development in The Swedish Context: - Structural Change and a New Paradigm”, Journal of European Industrial Training, 22, 4 & 5, 1998, pp. 205-216. Tregaskis, Heraty & Morley, Multinationals and HRD: Evidence from the UK and Ireland, 1998. Tregaskis & Brewster, “Training and Development in the UK Context: An Emerging Polarisation?”, Journal of European Industrial Training, 22, 4 & 5, 1998, pp. 180-189. Tregaskis, Heraty & Morley, The Global / Local nature of MNC human resource development practice: evidence from Ireland and the UK, paper presented to the Irish Academy of Management Conference, University of Limerick, September, 1999. Svensson & Kjellberg, “Learning environments: What are they?” in Velde (ed.), International Perspectives on Competence in the Workplace: Research, Policy and Practice, Kluwer Academic Publishers, Dordrecht, 2001. Reports Heraty, N. (eds.), Delimiting Learning, Training and Development: An Institutional and Organisational level Analysis, Case reports presented to individual research sites and to the EC, 2000. Heraty, N. (eds.), Learning, Training and Development in Ireland: Organisational Level Evidence, Research Seminar, University of Limerick, 2000. Kjellberg, Y. (eds.), Learning environments and innovations, Confidential for case companies only, 2000. Tregaskis & Brewster (eds.), UK Learning Environment. Research Report, Cranfield School of Management. Tregaskis & Brewster (eds.), Employee Development. Company Specific Report. Confidential for case companies only. Tregaskis & Brewster (eds.), Employee learning and development: evidence for four case companies. Research report, Cranfield School of Management, 2000. 98
Briefing Paper 31 Research Institutions: Utrecht University, NL University of Wageningen, NL University of Amsterdam, NL University of Leuven BE University of Turku, FI University of Helsinki, FI University of Athens, GR University of Rome, IT University of Bari, IT Instituto di Psicologia CNR Rome, IT Contact address: Prof. Robert-Jan Simons Centre for ICT in education IVLOS Utrecht University Heidelberglaan 8 3584 CS Utrecht The Netherlands Tel: +31-30-253.40.99 r.simons@ivlos.uu.nl This research project has been funded by DG-Research under the Targeted Socio- Economic Research (TSER) Programme of FP4 Computer-Supported Collaborative Learning in Primary and Secondary Education Context of the Research Developments in information and communication technologies are starting to make it possible to use the tools for assisting the process of learning beyond the boundaries of the classroom. In addition, their use will start to prepare learners for participation in a networked, information society where knowledge is the most critical resource for personal, social and economical development. School children and students increasingly need to acquire the individual and the group learning skills for use in learning societies and learning organisations. They need to acquire the skills that enable them to cope with an abundance of information in order to build knowledge and thus learn from the knowledge acquired. This project has explored the effectiveness of Computer-supported Collaborative Learning Networks in creating a community of learners who use educational technology to build knowledge together through learning environments. Experimenting with different kinds of educational software, the project studied 25 teachers from 20 schools and almost 600 students from primary (10-12 yrs), secondary (13-16 yrs) and vocational (18-24 yrs) education in five countries (Belgium, Finland, Greece, Italy, and The Netherlands). Key Conclusions The following key conclusions were reached: 1. Computer-supported collaborative learning requires teachers and students to adopt an educational philosophy that focuses on “knowledge building” rather than “knowledge reproduction” as the main learning activity. 2. This requires both teachers and students to believe in and trust a learning style that involves active, self-regulated, constructive and contextualised learning by groups of students more or less independently. 3. However, not every student or teacher is used to this way of learning and for many it was not easy to learn together with other students. In addition, it is not easy to integrate this new educational philosophy with existing philosophies in schools. 4. Although other research has shown that co-operative learning is effective, if students have common goals and interests combined with individual accountability, in reality, it hardly occurs within existing school practice. 5. However, it was considered that computer support does add value by: • The easier organisation in the classroom of collaborative learning. • Better visibility of collaboration processes involving of all students. • Making communication patterns visible and structuring types of communication. • Making types of thinking visible and organising enquiry-based learning. • Learning to build knowledge and meaning collectively. • Building connections with practice; and opening new forms of collaboration with other classrooms, schools, nations, and other partners like museums and universities. 99
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2003 EUROPEAN COMMISSION European U
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Table of Contents Foreword ……
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Notes from the editor This report i
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Briefing Paper 1 Research Instituti
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4. Other incentives to improve mobi
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Key Publications Gornitzka, “Gove
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Briefing Paper 11 Research Institut
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• A greater understanding of the
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The Final Report and results of thi
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Adaptability and Entrepreneurship 6
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Key Recommendations 1. The focus of
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• Shaping European learning relat
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Forthcoming Publications: Arriaga,
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3. Concerning inequalities it has b
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Summaries of research project clust
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7. Policy should encourage long-ter
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questionnaire approaches to increas
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learning partnerships, 178 learning
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