Transcript of "M&L 2012 - Creative Classrooms: a systemic approach for mainstreaming ICT-enabled innovation - by Yves Punie"
Creative Classrooms: A systemic Approach for Mainstreaming ICT-enabled Innovation for Learning in Europe Yves Punie Panagiotis Kampylis European Commission, Joint Research Centre, Institute for Prospective Technological Studies Media & Learning, BXL, 14-15/11/12 Discussion Session on Creative Classrooms
European Commission JointResearch CentreInstitute for ProspectiveTechnological Studies (IPTS):Research Institute supportingEU policy-making on socio-economic, scientific and/ortechnological issues
Since 2005, evidence-based policy research on ICT for Learning and Skilling PAST projects: • Learning 2.0 • Innovation & Creativity in E&T • Future of Learning & Skilling • ICT for Assessment of Key Competences CURRENT projects: • Mapping Technologies for Learning (2012-2013) • Digital Competence Framework (2010-2012) • Teacher Networking (eTwinning – TELLNET) • Mainstreaming “Creative Classrooms” (2011-2013) • Open Educational Resources (2012-2012)In collaboration with DG EAC, linked to other EC policies (CONNECT,ENTR, EMPL)
Objectives of the SCALE CCR study To further define the concept of Creative Classrooms (CCR) and to provide a better understanding of ICT-enabled innovation for learning that can be brought to scale, in a cost-effective wayIn particular: To identify ICT-enabled innovation for learning across a range of settings and participants; To develop CCR concept and reference parameters; To analyse the implementation strategies of a number of highly effective ICT-enabled innovation for learning at system level; and To propose concrete policy recommendations for the further development and sustainable mainstreaming of CCR in Europe
Defining Creative Classrooms (CCR)• Creative Classrooms (CCR) are innovative learning environments that fully embed the potential of ICT to innovate and modernise learning and teaching practices• creative refers to innovative practices, such as collaboration, personalisation, active learning and entrepreneurship, fostering creative learning• classrooms is considered in its largest sense as including all types of learning environments, in formal and informal settings.
Defining ICT-enabled innovation for learningIt refers to profoundly new ways of doing things made possible by theuse of ICT Nature of innovation (incremental, radical, disruptive): level of change Implementation phase (pilot, scale, mainstreaming): stage of development Access level (local, regional/national, cross-boarder): geographical coverage of the innovation Impact area (process, service, organization): the extent of innovation Target (single actors, multiple actors, wide-range of actors): the actors addressed by the innovation
A mapping framework of ICT-enabled innovationfor learning…
Example 1: eTwinning ENGAGING THROUGH SOCIAL NETWORKS: social networks should be used in order to increase interaction opportunities within the school community, opening up and modernising learning processes. ICT specificity: social computing (blogs, Twitter, LinkedIn, etc.) supports the interaction and collaboration across borders, cultures, language barriers, and institutional walls Examples: Social computing is used to facilitate intercultural dialogue in formal and informal learning settings (e.g. http://www.absolutely-intercultural.com). CCR key dimensions: Connectedness | Teaching practices | Organization
Example 2: Vittra Independent State-fundedSchools
Example 2: Vittra Independent State-fundedSchools
Example 2: Vittra Independent State-fundedSchools REARRANGING PHYSICAL SPACE: The physical CCR space should take advantage of colours, lights, sounds, materials etc in order to provide a flexible, aesthetically appealing and inspiring environment for innovative teaching and creative learning. Moreover, the physical CCR space should cover as much as possible learners special needs. ICT specificity: ICT tools, such as video projectors, can be used for creating an inspiring and easily adaptive physical space. Example: Vittra free schools have adopted a new pedagogical approach, without any classes or traditional classrooms. CCR key dimensions: Infrastructure | Leadership and Values | Learning practices
Snapshot of results Progress is slow related tomainstreaming and up-scaling. Why? Need for a more systemic approach…
CCR reference parameters:Tool for practitioners, policymakers,researchers
CCR concept andreference parameters “complex organisms”, depending on the context and the culture – not an ‘one-fits-all approach’ encompassing, interconnected & interrelated key dimensions a significant number of these key dimensions -if not all- needs to be tackle
To summing up… Mapping framework CCR concept and RP Depicts the state of Depicts the systemic approach forICT-enabled innovation for learning up-taking of ICT-enabled innovative learning environments
Key questionHow to reach a significant scale and/or systemic impact?