Technology

Forward looking activities (FLA) are used for the preparation and the formulation of EU policies.
Foresight and Forecasting allow to elaborate long term visions and to assess economic, social and environmental impacts of policies. Between 2007 and 2010 around twenty research FLA initiatives have been launched by the Seventh Research Framework Programme under the theme “Socioeconomic Sciences and Humanities” in the following fields: Globalisation, Europe and neighbouring countries; ERA (European Research Area), science, technology and innovation; Evaluation of policies and modelling of post-carbon society; Mapping, preferences, visions and wild cards.

This publication aims to give an overview of the methods and results concerning the future challenges in energy. Using various tools for energy foresight – quantitative models, Delphi survey and back-casting approach – Energy futures analyses Europe in a world context. It also highlights the importance of research in the energy field. Finally, it presents EU projects in this field at the cross roads of technology and socio-economy.

The study focused on the development of an approach for the ‘design of a European foresight process that contributes to a European challenge-driven R&I strategy process’. The involvement of Member States (MS) in forward looking activities (FLA) at EU-level is considered important and beneficial, and is proposed to be facilitated at an early stage through the Council High Level Group on Joint Programming (GPC), the most relevant MS-led group in this context. The process of involving MS is in particular relevant ahead of the planning of the next framework programme after Horizon 2020 (Horizon II).

The study takes a model of Horizon Scanning approaches defined by the SESTI consortium (Scanning for Emerging Science and Technology Issues), then reviews five approaches to Horizon Scanning from Singapore, Australia, Mateafore, iKnow and Sigmascan against this model, and finally makes suggestions about the implications for an EC Horizon Scanning framework. The key recommendations to EFFLA on HS tools and databases in the EC DG R&I context are:
a) Hub – characteristics and location
There is a tension between the “quality” of the scanning – in the sense of originality, depth etc – and its integration with the policy agenda. Horizon Scanning should be the responsibility of a “Node” of dedicated staff within DG Research & Innovation. These staff would be required both to access a wide range of sources in a neutral manner, and remain sufficiently connected to the sense-making and other stages of the Foresight process to be influential.
Although there will a formalised structure of information gathering, it is important that the “Node” also engages with experts and policy-makers informally and frequently. The node must not become an organisational silo.
b) Relation to Strategic Foresight Processes
Careful consideration should be given to what communication “products” are produced. There is a need to balance information overload with pertinent and timely inputs. “Products” should range from very brief daily email news feeds that people can sign up for, through to major set-piece conferences.
c) Role and characteristics of HUMINT
We can expect an increasing use of semi-automated tools within the HS process, as they permit a wider scope of information search and a degree of avoidance of expert bias. But throughout the study, interviewees have been consistent that deciding what signals will emerge from the noise has to come through debate and conflict. Ideally, the overall HS process should include both manual and semi-autom

This report uses a rigorous imagining approach to develop an alternative way of organizing learning in Europe whereby the traditional school system no longer plays a significant role. This study shows that, on the basis of phenomena already present in Europe today, it is possible to invent a discontinuous model of how people learn and how what they learn is used in everyday life. At the core of this model is a carefully elaborated idea of learning spaces that encompass new ways of ensuring that people have the capacity to control, direct, share and deepen their knowledge throughout their lives. These multi-dimensional learning spaces are imagined as operating in a systemically different economic and social context. One where non-technocratic, non-hierarchical learning is central to the production of local well-being and community based identity. “School’s Over” is meant to challenge both the functional and organizational assumptions that currently dominate, often implicitly, the choices being made today.

In spring 2013 the Institute for Prospective Technological Studies (IPTS) called upon experts and practitioners to come up with visionary papers and imaginative scenarios on how Open Education in 2030 in Europe might look like in 2030, with a major focus on Open Educational Resources and Practices. Three calls for vision papers were launched, one in each of the areas Lifelong Learning, School Education and Higher Education. This publication presents all papers submitted to the Higher Education call. Each paper is different in form, focus, content and style, but all of them raise important issues when thinking about "opening up" education.

In spring 2013 the Institute for Prospective Technological Studies (IPTS) called upon experts and practitioners to come up with visionary papers and imaginative scenarios on how Open Education in 2030 in Europe might look like in 2030, with a major focus on Open Educational Resources and Practices. Three calls for vision papers were launched, one in each of the areas Lifelong Learning, School Education and Higher Education. This publication presents all papers submitted to the School Education call. Each paper is different in form, focus, content and style, but all of them raise important issues when thinking about "opening up" education.

In spring 2013 the Institute for Prospective Technological Studies (IPTS) called upon experts and practitioners to come up with visionary papers and imaginative scenarios on how Open Education in 2030 in Europe might look like in 2030, with a major focus on Open Educational Resources and Practices. Three calls for vision papers were launched, one in each of the areas Lifelong Learning, School Education and Higher Education. This publication presents all papers submitted to the Lifelong Learning call. Each paper is different in form, focus, content and style, but all of them raise important issues when thinking about "opening up" education.

The world faces unprecedented global challenges related to depleting natural resources, pollution, climate change, clean water, and poverty. These problems are directly linked to the physical characteristics of our current technology base for producing energy and material products. Deep and pervasive changes in this technology base can address these global problems at their most fundamental, physical level, by changing both the products and the means of production used by 21st century civilization. The key development is advanced, atomically precise manufacturing (APM). This report examines the potential for nanotechnology to enable deeply transformative production technologies that can be developed through a series of advances that build on current nanotechnology research.