EC-TEL 2013

Eighth European Conference on Technology Enhanced Learning

Scaling up learning for sustained impact

Paphos (Cyprus), 17 - 21 September 2013

Keynote Talks

Making Sense of MOOCs: The Evolution of Online Learning in Higher Education


Sir John Daniel and Ms Stamenka Uvalic-Trumbic

(download the presentation here)


Sir John Daniel is one of the world’s most eminent practitioners and thinkers in open, distance and technology mediated learning. He has helped to progress the international development agenda in education globally and has been a distinguished leader of universities and intergovernmental organisations in Canada, France and the United Kingdom. He obtained his full-time university education in Metallurgy at the Universities of Oxford and Paris and later demonstrated his commitment to lifelong learning by taking 25 years to complete a part-time Master’s degree in Educational Technology at Concordia University. The internship for this programme, which took him to infant UK Open University in 1972, was a life-changing experience. This quest took him on an international odyssey with appointments at the Télé-université, Québec (Directeur des Études, 1973-77); Athabasca University, Alberta (Vice-President for Learning Services, 1978-80); Concordia University, Montreal (Vice-Rector, Academic, 1980-84); Laurentian University, Ontario (President, 1984-90); the UK Open University (Vice-Chancellor, 1990-2001); UNESCO, Paris (Assistant Director-General for Education, 2001-04); and the Commonwealth of Learning, Vancouver (President and CEO, 2004-2012). His non-executive appointments have included the presidencies of the International Council for Open and Distance Education, the Canadian Association for Distance Education and the Canadian Society for the Study of Higher Education. He also served as Vice-President of the International Baccalaureate Organisation and is currently Education Master with the Beijing DeTao Masters Academy, China. From 2013 he chairs the International Board of the United World Colleges (UWC). Among Sir John’s 330 publications are his books Mega-Universities and Knowledge Media: Technology Strategies for Higher Education (Kogan Page, 1996) and Mega-Schools, Technology and Teachers: Achieving Education for All (Routledge, 2010).

Ms Stamenka Uvalic-Trumbic is Former Chief of the Higher Education Section of the United Nations Organization for Education, Science and Culture (UNESCO), She is an international leader in education reform, innovation, quality assurance and accreditation with more than 20 years of higher education experience. Ms. Uvalić-Trumbić’s first senior role in higher education was as Secretary-General of the Association of Universities in Yugoslavia. In the early 1990s, she joined UNESCO’s European Centre for Higher Education in Bucharest with the goal of enhancing the quality of higher education throughout a more integrated Europe. Ms. Uvalić-Trumbić was quickly promoted to lead the unit managing higher education at the UNESCO headquarters in Paris. Her major achievements include developing the 2005 UNESCO-OECD Guidelines for Quality Provision in Cross-Border Higher Education, launching the Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications and initiating the UNESCO-World Bank partnership for capacity-building in quality assurance for developing countries. Inspired by her work with innovative providers of higher education, Ms. Uvalić-Trumbić collaborated on the A Tectonic Shift in Higher Education paper with Sir John Daniel and Asha Kanwar. Ms. Uvalić-Trumbić was voted International Higher Education Professional of the Year 2009 by her peers in the International Community of Higher Education. That same year she was centrally involved in the organization of the World Conference on Higher Education, with over 2,000 ministers, officials and institutions from countries all over the world. Ms. Uvalić-Trumbić continues to be a consultant to UNESCO on issues related to the Recognition of Degrees and Qualifications in Higher Education. In the past year, she was a Senior Consultant to the Commonwealth of Learning in a project that resulted in the 2012 UNESCO Paris Declaration on Open Educational Resources adopted by acclamation. She is the Education Master with the DeTao Masters Academy in China and was recently named Senior Consultant to the U.S. Council for Higher Education Accreditation (CHEA) for the creation of its International quality group. She joined Academic Partnerships as a senior advisor in February 2013.










































Beyond Horizon: learning and technology in EC policies and programming

Liina Munari

(download the presentation here)


Liina Munari is a senior research project officer at the European Commission, DG Connect, Unit G4 "Youth, Skills and Inclusion", based in Luxembourg. The unit is responsible for strategic planning, selection and monitoring of research and innovation projects in technology-enhanced learning and inclusion, funded by the 7th Framework Programme for Research (FP7) and the Competitiveness and Innovation Programme (CIP) of the European Commission. It also provides strategic policy guidance on learning and technology issues at the DG CONNECT, including Better Internet for Kids (BIK – formerly Safer Internet). Ms Munari is involved in all unit's research, innovation and policy work on technology-enhanced learning.

Ms Munari has been working as an EU civil servant for her entire career since 1997. She has held various positions in different EU institutions, including the European Parliament and the EU Committee of the Regions. She joined the European Commission and the DG CONNECT (formerly DG INFSO) in 2006. Her first portfolio was on digital libraries, ICT for cultural heritage and digital preservation, and over the last years she has taken over the portfolio on learning. She holds a M.Soc.Sc in International Politics from the University of Helsinki, Finland, and a MA in European Political and Administrative Studies from the College of Europe, Bruges, Belgium.



ICT-enabled innovation for learning in Europe and Asia - Exploring conditions for scalability and sustained impact at system level

Panagiotis Kampylis and Yves Punie

Abstract: Educational stakeholders recognise the role of ICT as a key enabler of innovation and creativity in E&T and for learning in general. Throughout Europe there are diverse national policies for ICT in education and many activities are undertaken to promote the use of ICT in education and training in Europe. Innovating in Education and Training (E&T) is also a key priority in several flagships 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.

However, it is also highlighted that the full potential of ICT is not being realised in formal education settings and major questions are arising on the sustainability, impact, costs and mainstreaming of initiatives of ICT-enabled innovation for learning in Europe and beyond.

The project "Up-scaling Creative Classrooms in Europe" (SCALE CCR), launched by the Information Society Unit at JRC-IPTS [1] in December 2011 on behalf of the Directorate-General Education and Culture (DG EAC),  aims to provide a better understanding of ICT-enabled innovation for learning that has significant scale and/or systemic impact, to further define the concept of Creative Classrooms (CCR) and to develop a set of policy recommendations for policy and decision makers for mainstreaming of ICT-enabled innovation in Education and Training across Europe.

In the context of SCALE CCR project, three cases of ICT-enabled innovation for learning from Europe (eTwinning; 1:1 Learning in Europe; and Hellerup School, Denmark) and four cases from Asia (e-Learning Pilot Scheme, Hong Kong SAR; Knowledge Construction with Technology (CoREF), Japan; Third Masterplan for ICT in Education (mp3), Singapore; and Digital Textbook project, South Korea), were analysed covering aspects such as scale and nature of innovation, learning outcomes targeted, the role of technology in the innovation, and the implementation strategies. The lessons learnt about the necessary conditions for sustainability, scalability and impact at the system level are going to be discussed bringing evidence to the debate about the mainstreaming of ICT-enabled innovation for learning in Europe and beyond.

[1] The Institute for Prospective Technological Studies (IPTS) is one of the seven scientific institutes of the European Commission's Joint Research Centre (JRC). IPTS consists of five research units, one of which is the Information Society Unit.



Panagiotis Kampylis is a life-long learner, primary teacher, teacher trainer and researcher. He joined the European Commission, Joint Research Centre, Institute for Prospective Technological Studies (Information Society Unit) in January 2012 as research fellow. He contributes mainly to projects on ICT for Creativity and Innovation in Life Long Learning such as the study 'Up-Scaling Creative Classrooms in Europe'. Panagiotis holds a Ph.D. in Cognitive Sciences from the University of Jyväskylä (Finland) thanks to a scholarship from the Greek State Scholarships Foundation. The title of his Ph.D. dissertation is “Fostering creative thinking - the role of primary teachers”. He has authored and co-authored several scientific publications in the fields of creativity and innovation in E&T, arts education, and ICT-enhanced learning.

Yves Punie is senior scientist at the EC Institute for Prospective Technological Studies (IPTS) ( based in Seville. Currently, he is leading the IPTS research and policy activities on "ICT for Learning and Inclusion". Before joining the IPTS in 2001, he was interim Assistant Professor at the Free University of Brussels (VUB) and senior researcher at SMIT (Studies on Media, Information and Telecommunications). He holds a Ph.D. in Social Sciences. During the last years his main research work is on the use and potential of ICT (including OER) for innovating and modernising education and training, as well as addressing digital competence and 21st century skills.

Recent highlights:

-Guest editor and contributor to Special Issue of European Journal of Education, March 2013, Issue 1, on ICT and Education: taking stock of progress and looking at the future.

IPTS work on ICT and Learning:
EC-TEL 2013

Supporting Organizations

University of Cyprus
Tallinn University
Universitat Pompeu Fabra
Catholic University Eichstätt-Ingolstadt
Jozef Stefan Institute, Slovenia