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Tues innovative learning environments 2pm_bb1
 

Tues innovative learning environments 2pm_bb1

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    Tues innovative learning environments 2pm_bb1 Tues innovative learning environments 2pm_bb1 Presentation Transcript

    • INNOVATIVE LEARNING ENVIRONMENTS: A LONG-TERM OECD PROJECT DAVID ISTANCE Centre for Educational Research and Innovation (CERI), OECD November 2013
    • THE ILE PROJECT 2
    • Why learning? Why innovation? • Knowledge central to our economies and societies - therefore, learning also central • The difficulties of changing education systems invites a fresh focus on learning itself • So much learning takes place outside classrooms • Innovation needed as the learning bar continues to be raised - promoting deep learning, 21st century competences, foundations for lifelong learning
    • Common framework, inadequate to address learning environments & systems SYSTEM SCHOOL CLASS TEACHER LEARNER 4
    • ILE understanding of ‘learning environment’ • Based in the organisation and terminology of learning (not starting with institutions, schools, classrooms and subjects). • A holistic eco-system that includes the activity and outcomes of the learning. • Context and time essential to understanding learning – interaction take time as does learning itself. • ‘Environments’ assume mix – of learning approaches, experiences, and settings – not fragmented “treatments”. 5
    • Building ILE from fundamentals 1.Understanding the lessons of “Learning Research” (The Nature of Learning: Using research to Inspire Practice, 2010) 2. Conceptualising environments & compiling inspiring “Innovative Cases” (Innovative Learning Environments, 2013) 3. Growing and sustaining innovative learning “Implementation and Change” (Learning Leadership, 2013 (in press) Final Reports, 2014) 6
    • THE NATURE OF LEARNING 7
    • “The Nature of Learning: Using Research to Inspire Practice” OECD Publications, Sept. 2010, 338pp.
    • The Learning Principles – environments should: • Make learning central, encourage engagement, and be where learners come to understand themselves as learners • Ensure that learning is social and often collaborative • Be highly attuned to learners’ motivations and the importance of emotions • Be acutely sensitive to individual differences including in prior knowledge • Be demanding for each learner but without excessive overload • Use assessments consistent with its aims, with strong emphasis on formative feedback • Promote horizontal connectedness across activities and subjects, inand out-of-school Moreover, all should be present not one or two. 9
    • THE ILE FRAMEWORK 10
    • ‘Innovative Learning Environments’ 2013 Based especially but not exclusively on 40 case studies from 20 systems (plus 85 self-report notes submitted by diverse sources) Develops and presents the ILE framework 11
    • 21st century learning environments should: • Integrate and apply the ILE learning principles • Innovate the “pedagogical core” • Engage the “Design/Redesign” formative cycle • Extend capacity through partnerships. 12
    • Innovating the basic elements of the ‘pedagogical core’ Profile of ‘teachers’ may be innovated by adding: • Volunteers • learning professionals • experts; • Distant teachers • peer teaching Knowledge, competences & values. Innovations include: • 21st c competences • Languages, culture • Sustainability • Interdisciplinarity Innovation through which resources used and how used. • Digital resources • Use of learning space Selection or outreach can alter learner profiles Innovations include: • Distant learners • Parents as learners 13
    • Innovating the organisation and dynamics of the ‘pedagogical core’ Teacher grouping Team teaching to expand pedagogical possibilities Team teaching to target specific learners Varying team and individual teaching Learner grouping Varying size & profile of learner groups Smaller groups in larger groups Mixed age groups Rescheduling learning time Flexibility in timetabling Personalised timetabling Rituals Incorporating distant & nonformal learning elements Innovating pedagogical options Options include: Inquiry-based methods Tech-rich possibilities Strong formative feedback Remixing pedagogies 14
    • Learning Leadership and the Formative Learning Environment -Vision of learning - Change strategies, including partnerships - Distributed: Managers, teachers, learners, partners - Formative feedback to learners & teachers - Formative evidence to the learning leadership It’s the learners who learn – the diverse learning that results from the work of the learning environment - Learning logs, portfolios - Visibility of teacher work - Research & evaluation by the LE on the LE - Information systems, 15 data management
    • Partnerships enriching innovative learning environments within… -Inside the pedagogical core. -Influencing the learning leadership. 16
    • Extending boundaries and capacity through partnerships 17
    • All informed by the ILE learning principles ILE Learning Principles for 21st Century Effectiveness 1) Make learning and learner engagement central 2) Ensure that learning is social and often collaborative 3) Be highly attuned to learners’ motivations & emotions 4) Be acutely sensitive to individual differences 5) Be demanding for each learner, without overload 6) Assessment coherent with learning aims & strong emphasis on formative feedback 7) Promote ‘horizontal connectedness’ across activities & subjects, in- & out-of-school 18
    • THANK YOU! david.istance@oecd.org www.oecd.org/edu/ceri/innovativelearningenvironments.htm 19