Yves Punie

Yves Punie
European Commission | ec · Joint Research Centre (JRC)

PhD

About

115
Publications
245,775
Reads
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7,621
Citations
Citations since 2016
33 Research Items
5986 Citations
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Introduction
Yves Punie is Deputy Head of Unit and senior scientist at the European Commission Joint Research Centre in Seville. Currently, he is leading JRC research and policy activities on "Digital Age Learning and Skills". Before joining the JRC 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).
Additional affiliations
October 1992 - April 2001
Vrije Universiteit Brussel
Position
  • Researcher

Publications

Publications (115)
Technical Report
Full-text available
“Personal, Social and Learning to Learn” was set as a key competence in 2018 by the Council Recommendation on Key Competences for Lifelong Learning. The LifeComp framework regards “Personal, Social and Learning to Learn” as a set of competences applying to all spheres of life that can be acquired through formal informal and non-formal education, an...
Article
Full-text available
Participants in massive open online courses show a wide variety of motivations. This has been studied with the elaboration of classifications of the users according to their behavior throughout the course. In this study, we aimed to classify the participants in the MOOCs according to the initial motivations and intentions, before long interaction w...
Technical Report
Full-text available
Will today’s emerging technologies impact the teaching profession in the future? Which parts of the teaching tasks or learning processes could be substituted, enhanced and transformed through automatisation, algorithms and machines? To help educational stakeholders with strategic reflection and anticipatory thinking, eight future-oriented scenari...
Technical Report
Full-text available
Digital competence has become crucial for employability. A key challenge is for employees and job-seekers, who may not have experience or confidence with their digital skills yet the nature of their jobs, the sectors they work in and their lives are increasingly influenced by digitalisation. This report aims to provide some light to the question o...
Chapter
Full-text available
Reference frameworks for digital competence create an agreed vision of what is needed in terms of competences to overcome the challenges that arise from digitization in almost all aspects of our lives. Examples at the global level are the Digital Competence Framework for Citizens1 by the European Commission and the United Nations Educational, Scien...
Book
Full-text available
This report aims to shed light on some of the key drivers which are worth taking into account when assessing the effect of new technologies on the future of work and skills. It combines a synthesis of the most recent and robust scientific evidence available with original JRC research on issues which have been often overlooked by existing studies. I...
Article
Full-text available
Research on the use of Massive Open Online Courses (MOOCs) for teacher professional development (TPD) and the characteristics of their participants is scarce. This article presents a case of a MOOC initiative supported by the Spanish Ministry of Education aiming at teachers’ professional development on the use of ICT for teaching and learning. The...
Technical Report
Full-text available
This Guide supports stakeholders in the implementation of the European Digital Competence Framework (DigComp) through sharing of 38 existing inspiring practices of DigComp implementations. These are illustrated by 50 content items consisting of Case studies and Tools.The list of examples provided in the Guide’s annex is not exhaustive and aims to i...
Technical Report
Full-text available
This study provides the first-ever EU-wide overview of the state of play with policies on open education involving all the 28 Member States. For each Member State, a full account of their understanding of open education and strategic policy approach is given.
Book
Full-text available
This report offers policy-makers in digital education evidence on how, at the national or regional level, policies can be designed and implemented to foster digital-age learning. The presented findings are the result of a mixed methodological design comprising four parts: desk-research on digital education policy, the identification of national and...
Conference Paper
Implementation intentions have been proven to be effective to help individuals reaching their goals in medical interventions. The current study investigated whether this is true as well for individuals who enrolled in MOOCs. Implementation intentions are concerned with planning where, when, and how learning will take place as well as planning how m...
Technical Report
Full-text available
DigComp 2.1 is a further development of the Digital Competence Framework for Citizens. Based on the reference conceptual model published in DigComp 2.0, we present now 8 proficiency levels and examples of use applied to the learning and employment field.
Book
Full-text available
This report responds to the anger and frustration felt by too many EU citizens. It asks whether a rising sense of unfairness may be fuelling it. It defines and measures fairness in a multi-dimensional context and spells out what data can tell us about fairness in Europe today. The report is divided into three sections: First, it examines long and...
Book
Full-text available
OpenCases is a study which is part of the OpenEdu Project. It is a qualitative study consisting of a review of literature on open education and nine in-depth case studies of higher education institutions, a consortium of universities, a private organisation and a national initiative. It analysed the rationale and enabling conditions for involvement...
Article
Full-text available
In the past decade, Computational Thinking (CT) and related concepts (e.g. coding, programing, algorithmic thinking) have received increasing attention in the educational field. This has given rise to a large amount of academic and grey literature, and also numerous public and private implementation initiatives. Despite this widespread interest, su...
Conference Paper
Full-text available
This paper summarises the first phase of the development of an evidence-based self-assessment tool (SAT) for the integration and effective use of digital technologies in schools across Europe, based on the European Framework for Digitally-Competent Educational Organisations (DigCompOrg, http://europa.eu/!dV98uF). In particular, the paper presents a...
Article
Full-text available
While MOOCs are recognized nowadays as a potential format for professional development and lifelong learning, little research has been conducted on the factors that influence MOOC participation of professionals and unemployed in MOOCs. Based on a framework developed earlier, we conducted a study, which focused on the influence of background variabl...
Technical Report
Full-text available
This report presents a support framework for higher education institutions (HEIs) to open up education. This framework proposes a wide definition of the term ‘open education’, which accommodates different uses, in order to promote transparency and a holistic approach to practice. It goes beyond OER, MOOCs and open access to embrace 10 dimensions of...
Conference Paper
Full-text available
Computational Thinking, which entails using analytic and algorithmic approaches to formulate, analyse and solve problems, has increasingly gained attention in the educational field in the past decade, giving rise to a large amount of academic and grey literature, as well as to numerous public and private initiatives to implement it. Despite such wi...
Conference Paper
Full-text available
This paper reports on initial findings of a study on developing computational thinking (CT) as a 21st Century skill. Extensive desktop research collecting evidences from the (academic and grey) literature has been complemented with a survey on policy documents and several semi-structured interviews with policy makers, researchers and practitioners...
Book
Full-text available
The development of the entrepreneurial capacity of European citizens and organisations is one of the key policy objectives for the EU and Member States. Ten years ago, the European Commission identified sense of initiative and entrepreneurship as one of the 8 key competences necessary for a knowledge-based society. The EntreComp framework presented...
Technical Report
Full-text available
The development of the entrepreneurial capacity of European citizens and organisations is one of the key policy objectives for the EU and Member States. Ten years ago, the European Commission identified sense of initiative and entrepreneurship as one of the 8 key competences necessary for a knowledge-based society. The EntreComp framework presented...
Technical Report
Full-text available
DigComp 2.0: The Digital Competence Framework for Citizens. The European Digital Competence Framework for Citizens, also known as DigComp, offers a tool to improve citizens’ digital competence. DigComp was first published in 2013 and has become a reference for many digital competence initiatives at both European and Member State levels. This docume...
Technical Report
Full-text available
The European Digital Competence Framework for Citizens, also known as DigComp, offers a tool to improve citizens’ digital competence. DigComp was first published in 2013 and has become a reference for many digital competence initiatives at both European and Member State levels. This document introduces DigComp 2.0. It constitutes phase 1 of the up...
Chapter
Full-text available
This chapter presents intermediate results from the OpenEdu study. It is argued that open education goes beyond MOOCs (massive open online courses) and OER. This is demonstrated by proposing dimensions that are key to understanding open education and for the further development of open education by higher education institutions (HEIs) in Europe. In...
Technical Report
Full-text available
This report presents the outcomes of research, conducted between May 2014 and November 2015, into emerging practices in assessment, credentialisation and recognition in Massive Open Online Courses (MOOCs). Following extensive research on MOOCs in European Member States, it provides a snapshot of how European Higher Education Institutions (HEIs) rec...
Technical Report
Full-text available
Open Education is on the agenda of half of the surveyed Higher Education Institutions (HEIs) in France, Germany, Poland, Spain and the United Kingdom. For the other half of HEIs, Open Education does not seem to be an issue, at least at the time of the data collection of the survey (spring 2015) . This report presents results of a representative a s...
Technical Report
Full-text available
Digital technologies are being incorporated in exciting and promising ways at all levels of education. To consolidate progress and to ensure scale and sustainability education institutions need to review their organisational strategies in order to enhance their capacity for innovation and to exploit the full potential of digital technologies and c...
Article
Full-text available
This paper shares some of the findings of the OpenCred study, conducted by the Institute of Learning Innovation at the University of Leicester in collaboration with the European Commission’s Institute for Prospective Technological Studies (IPTS), and funded by the IPTS. It describes a range of initiatives by higher education and professional traini...
Chapter
Full-text available
The aim of this research is to look at the key elements that help sustain and scale up a European-wide teacher network called eTwinning. eTwinning, which has more than 250,000 European teachers as members in April 2014, has become an incubator for pedagogical innovation in the use of Information and Communication Technologies (ICT) for cross-border...
Chapter
Full-text available
This chapter presents a meta-study of the implementation strategies of seven cases of ICT-enabled learning innovations (ICT-ELIs), with a particular focus on lessons learnt about their sustainability, scalability and systemic impact. Three of the cases come from Europe ( eTwinning , 1:1 Learning and Hellerup School ) and four from Asian countries (...
Technical Report
Full-text available
This report covers the outcomes of two studies funded by JRC IPTS to explore emerging drivers for Open Science 2.0. In general, Open Science 2.0 is associated with themes such as open access to scientific outputs, open data, citizen science and open peer evaluation systems. This study, however, focused on less explored themes, namely on alternative...
Technical Report
Full-text available
The NMC Horizon Project from the New Media Consortium is a long-term investigation launched in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe. The NMC Horizon Report Europe: 2014 Schools Edition, the first of its kind for Europe, examines six key trends...
Book
Full-text available
Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being realised in formal education settings and major questions are being asked about the sustainability, systemic impact and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This report presents 60 recommen...
Article
Full-text available
Digital competence is one of the eight key competences for lifelong learning and is essential for participation in our increasingly digitalised society. It is therefore necessary to understand and define what digital competence is and consists of. The paper discusses various aspects of digital competence firstly differentiating it from other simila...
Article
Full-text available
Adult learning and open education have become key elements on the European Agenda. This paper presents the first results of a foresight activity that aims to contribute to an understanding of how ‘Opening up Education’ can improve adult learning in Europe in the future. It argues that to open up adult learning two main challenges must be overcome:...
Article
Full-text available
The potential benefits of OER have led many European governments to implement policies supporting their creation and use. This chapter aims to put these OER policies in context, discussing their focus and scope and highlighting challenges and bottlenecks. On the basis of the analysis of the current state of the art, it is argued that one of main ba...
Book
Full-text available
EU policies call for the strengthening of Europe’s innovative capacity and it is considered that the modernisation of Education and Training systems and technologies for learning will be a key enabler of educational innovation and change. This report brings evidence to the debate about the technologies that are expected to play a decisive role in s...
Book
Full-text available
This report presents three cases of ICT-enabled innovation for learning from Europe (eTwinning, 1:1 Learning in Europe and Hellerup School in Denmark) and four cases from Asia (e-Learning Pilot Scheme in Hong Kong SAR, Knowledge Construction with Technology (CoREF) in Japan, Third Masterplan for ICT in Education (mp3) in Singapore and Digital Textb...
Article
Full-text available
This paper presents key findings from a foresight study on the "Future of Learning", which employed a series of structured stakeholder consultations, in different formats, involving experts, policy makers and teachers, to envisage how and what European citizens will learn in 2020-2030. The overall vision is that personalisation, collaboration and i...
Article
Following earlier studies aimed at gaining a deeper understanding of digital competence through a review of literature and current digital competence frameworks, this paper focuses on experts’ views on digital competence. It describes the results of a Delphi study investigating experts’ ideas on what it means to be digitally competent today. The st...
Book
Full-text available
This report presents the analysis of 31 recent 1:1 learning initiatives, which equip students of a given school, class or age group with a portable computer device. Overall, the analysed initiatives involve approximately 47,000 schools and 17,480,000 students in primary and secondary education across 19 European countries. Based on desk research (a...
Article
Full-text available
This article discusses 1:1 learning initiatives in Europe in the context of a mapping framework of ICT-enabled innovation for learning. The aim of the framework, visualised as a spider's web, is two-fold: (i) to provide a further understanding of the nature of ICT-enabled innovation for learning; and (ii) to depict the impact of existing and emergi...
Article
Full-text available
The project “Overview and analysis of one-to-one computing initiatives for Education and Training in Europe” (1to1Learning) aimed to provide an overview of recent 1:1 learning initiatives in primary and secondary schools across European countries, and to identify major bottlenecks and barriers to the implementation of 1:1 learning in schools.
Article
Many scholars have contributed efforts to improve education in schools. A major motivation for learning scientists to develop design research as a methodology is to contribute to theory and educational practice through rigorous research without avoiding the complexities and messiness in authentic educational settings. There are many examples of suc...
Conference Paper
Full-text available
‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings. The proposed multi-dimensional concept for CCR consists of eight encom- passing and interconnected key dimensions. In order to support exper...