LudoScience

Informations

Support : Références scientifiques
Auteur(s) : Stefania Aceto, Spiros Borotis, Jim Devine, Thomas Fischer
Editeur : Panagiotis Kampylis & Yves Punie, European Commission: JRC Scientific and Policy Reports, Joint Research Centre
Date : 2014
Langue :

Description

The Europe 2020 strategy acknowledges that a fundamental transformation of education and training is needed to address the new skills and competences that will be required if Europe is to remain competitive, 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, in particular the Agenda for New Skills and Jobs, Youth on the Move, the Digital Agenda, and the Innovation Union Agenda. Accordingly, one of the five targets for measuring the success of the Europe 2020 strategy is the modernization of European Education and Training systems with the goals of reducing early school leaving and increasing tertiary education attainment. 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 and Training (E&T) and for learning in general. It is however also highlighted that the full potential of ICT is not being realised in formal education settings. Within this framework, JRC-IPTS1 commissioned MENON Network to conduct the study 'Mapping and analysing prospective technologies for learning' (MATEL) in the context of the broader JRC-IPTS research agenda on modernisation of Education and Training systems in Europe. In particular, this final report of the MATEL study brings evidence to the debate about the technologies that are expected to play a decisive role in shaping future learning strategies in the short to medium term (5-10 years from now) in three main learning domains: formal education and training; work-place and work-related learning; re-skilling and up-skilling strategies in a lifelong-learning continuum. The current and potential use of eight key technologies for teaching and learning purposes, the relevant market trends, and on-going policy initiatives are analysed. In addition, three roadmaps, one per learning domain, are presented suggesting the long-term goals and specific objectives for educational change, leading to the immediate strategies and actions to be undertaken by policyand decision-makers.

 

References (1):

 

Djaouti, D., Alvarez, J., Jessel, J.P., & Rampnoux, O. (2010). Origins of serious games. Retrieved July 20, 2012 from http://bit.ly/11Kxa5x 

Mots-clés : Learning, Serious Game, Game

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