Recently two new papers were published on learning analytics. JRC reviewed five case studies and an inventory of tools, policies and practices. It also provides an Action List for policymakers, practitioners, researchers and industry members to guide work in Europe. But this field is developing fast. For example this article advocates the use of learning analytics to guide students toward more effective self-regulated learning and promote motivation.

Link JRC and AJET publication

This fifth report, produced in collaboration with the Learning Sciences Lab at the National Institute of Education, Singapore, proposes ten innovations that are already in currency but have not yet had a profound influence on education.

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SURFnet presents the latest trend report, which focuses on the theme of customised education. 44 Dutch experts in the field of education and ICT have sought out technological trends that enable customised education. This trend report describes 13 technological trends that may affect the content and design of education.

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Trends Shaping Education examines major trends affecting the future of education and sets the background on upcoming challenges for policy makers and education providers alike. This work does not give conclusive answers: it is not an analytical report nor is it a statistical compendium, and it is certainly not a statement of OECD policy on these different developments. It is instead a stimulus for thinking about major tendencies that have the potential to influence education, and conversely, the potential of education to influence these trends.

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Final report of the FUTURA (Future of University Teaching: Update and a Roadmap for Advancement) project.

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Overall view of publication: we have a duty to act to achieve better learning for a better world!

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A consensus is emerging that blended learning, a term that embraces various combinations of classroom presence and online study, will become the most common approach to teaching and learning in higher education. Does this consensus simply aim to safeguard the tradition of face-to-face teaching against an invasion of fully online learning - or can blended learning raise higher education to new levels of effectiveness and quality?

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This report posited the need for a renewed vision of learning to address new skills and competences required for Europe to achieve smart, sustainable and inclusive growth.

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The publication marks a quarter of a century of EU youth programmes accompanied by EU youth policy. It brings together some of the thinking that inspires – and is inspired by – EU actions for youth to encourage debate about what youth work and non-formal learning can contribute to European education. It reviews EU cooperation in the field from different perspectives, points to successes and sets out possible future scenarios, particularly in the context of the Erasmus+ programme.

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This is the second edition of the European guidelines to ‘validation’ of learning taking place outside formal education and training systems. This describes a more systematic approach to ‘validation’ such that all citizens by 2017 have their non-formal or informal learning identified and documented, and if they so wish, assessed and certified.

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