Once all the experiences presented in this book have been studied, focusing on the analysis of the present state of e-learning and a glimpse of possible future tendencies, we would like to share with the readers some of the conclusions.

The existence of documented e-learning practices benefits the integration of the technology in systems, taking into the account the present models of distance learning. Therefore, the traditional training activities are enriched and they are developing towards educational models in accordance with the demands of citizens of our Information Society. The structural changes in the educative global scenario are a reality and the application of ICT allows performing new ways of management, training and research.

We are in front of a total metamorphosis of the traditional education systems where the moment of “change and progress” is unquestionable. The new pedagogical models derived from the application of the ICT and force the education institutions to see the traditional distance learning systems as obsolete. At the same time, nowadays we can affirm that a point of inflection exists at educational level, “the redefinition of the traditional educational models”, where the inclusion of the TIC for the development of learning activities in the classroom and/or from the Virtual Leaning Environments ( VLEs ) is an unquestionable reality. The present education system as we perceive it is in deep transformation. The educational system with ICT , are two concepts that no longer can be understood separately. The typology of the practices contributed to the present publication corroborates that the inclusion of the technology is a reality in almost all the education practices.

This type of experience makes clear the viability of ICT use in all types of training programs and educational models. Therefore, this scenario, allows us to affirm that” the teaching-learning process, technological integration and consolidation in all types of training contexts is possible”.

Another remarkable conclusion is the consolidation of the concept life long learning. The continuous training of the individual is unquestionable in the present society. From the European Union (EU) the permanent learning like “all activity of useful learning made continuously with the aim of improving qualifications, knowledge and skills”. In the Memorandum on the Permanent Learning of the EU we see several key messages. New basic qualifications for all, more investment in human resources, innovation in education and learning, to value learning, to redefine direction and to approach learning the home. Under this premise, we cannot either avoid the changes that emanate from the European Space for Higher Education ( ESHE ). The ESHE displays remarkable aspects that have began to be present in the strategic plans of many European education institutions. The implications are multiple and go from the change of the educational paper of the professor, the redefinition of objectives and methodology, the systems of evaluation of learning, attitudes and participation, the definition of tutoring models, information systems, etc. In all the cases, investigation and innovation appear like a constant in the business and academic activities directly related to e-learning. The ICT as useful tools used in education increase the opportunities of access to continuous learning and make possible the concepts of flexibility and interactivity. An indicator of the value of the ICT in education and learning is the important investment that the institutions are making at the moment. Virtual mobility is going to have a leading role in the future related to activities development of teachers and students. This book already gathers examples of good practices based on new learning methods which consist of the use of virtual components in electronic learning opting for intercultural, information and knowledge exchange. Virtual mobility is as important because it tries to complement the traditional programs of physical mobility, breaking the barriers related to time and space and representing at the same time opportunities that not only are going to depend on the geographic location of the students and the teaching staff of different regions and countries, but at the same time are going to help the democratization of education.

Opening knowledge routes between educational institutions and students of different nationalities without the necessity of physically moving since they will do it virtually, enriching social learning in multicultural surroundings, the acquisition of competitions in other languages and those skills associated to the ICT use. One of the objectives raised in the Declaration of Bologna is the promotion of European cooperation to assure a comparable quality level for development criteria and methodologies. In this sense, the present challenge of the institutions of Superior Education is the incorporation of the ICT , where it is required the development of strategic initiatives that which allow the creation of common work. The possible elaboration of standards that allow managing the inclusion and later evaluation of e-learning from the systems of traditional education with guarantees high levels of quality representing future work procedures. The definition of the practices of e-learning that are developed in any educative context will turn around a key subject “quality and standardization” in the use of the TIC.

We cannot ignore both the importance and the future impact that the use of collaborative tools will bring. Communication and interchanges based on the social spaces directly associated to Web 2.0. For this reason, we understand that future educational models will contain in their designs the existence of learning activities where interaction, collaborative work and self-learning will be very important elements. The way to use the educational potential of Web 2.0 is something that already deserves of a special consideration in the forums and academic congresses, and in the education community. There are several applications and techniques to take advantage of what the new Web generation offers. As there are good starting points to define future concepts associated to teaching and learning.

We must also emphasize the importance of the existence of alliances and networks of collaboration. The cooperation between different education institutions European and worldwide is already happening. Because of the need to establish agreements that favour the interchange of students and teaching staff in the scope of superior training, as well as collaboration based on common interests “tending bridges” which allow the interchange of ideas, experiences and participation in projects that help impel the inclusion of the ICT in all types of training contexts. Although, it is required to unite efforts through the elaboration of standards, procedures and practices in terms of ICT application with quality guarantees. Therefore, we understand that the “electronic twinning” is a movement that must secure and reinforce development. The connection in networks between the training centres and the cooperative vision of the ICT favours a faster and robust development of e-learning.  

The strategic planning is remarkable also from a perspective of the management of the change that has been in some practices of e-learning on the part of the collaborating institutions . In the integration of the ICT a series of initial barriers exists, difficulties, risks and threats that can be ignored, especially when an education institution confronts changes of this magnitude. The managers must adopt attitudes and decisions of great importance that are reflected in the objectives of the institution. Difficulties and threats we pinpoint are the associated changes and the new roll of the educational body and people's natural resistance to change. On the other hand, one of the most significant threats is the perpetuation of inequalities and the risk of making them greater, increasing the digital breach. In this case, the greater weaknesses are associated with the problems of Internet access in some places located in the countryside towns or isolated areas.

Arturo de las Heras Garca

ANCED Educational Technology Coordinador
CEF.- Business School Assistant Director
Madrid Open University ICT Managing Director