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Innovative Learning Environments – Insights from Recent OECD/CERI Analyses 

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  • 1. Innovative Learning Environments – Insights from Recent OECD/CERI Analyses   David Istance EDEN Conference, Porto October 2009
  • 2. CERI at OECD
    • OECD has worked on education since founded in early 1960s
    • A separate Education Directorate since 2002 with different sections
    • One of these, the Centre for Educational Research and Innovation (CERI), aims to inform long-term policy development by :
      • generating forward-looking research analyses and syntheses;
      • identifying and stimulating educational innovation;
      • promoting international exchange of knowledge and experience
  • 3. CERI work – strong focus on learning and innovation
    • Innovative Learning Environments (ILE)
    • Innovation Strategy/Systemic Innovation (including Digital Learning Resources)
    • New Millennium Learners (NML)
    • Teacher Education and Cultural Diversity (TED)
    • Social Outcomes of Learning
    • Globalisation and Linguistic Competence
    • R&D and indicators
    • Market Mechanisms & Decision-Making
    • The Future of Universities
    • Trends Shaping Education
    • Education Today: the OECD Perspective
  • 4. This presentation
    • The context – learning moving centre stage
    • Present our ‘Innovative Learning Environments’ project
    • Some conclusions from ‘Beyond Textbooks’ (in press)
  • 5. Learning moving centre stage – the context
    • Knowledge society and economy – strong ‘21 st century’ agenda, global drivers
    • Strong focus on learning outcomes (including PISA) – but which outcomes and how to change them?
    • ICT and non-formal learning – resets parameters
    • The limits of conventional educational reform
    • We understand learning better and better but…
      • Too many school practices don’t match lessons of burgeoning learning sciences, and
      • Research too often disconnected from policy & practice
  • 6. THE INNOVATIVE LEARNING ENVIRONMENTS PROJECT
  • 7. Innovative Learning Environments Project
    • The “Chemistry” of Learning Environments – understanding the ‘micro’ level, learners in context
    • Effectiveness of Learning Environments – international research reviews - evidence-based principles for policy & practice
    •   Innovations reconfiguring the Learning Environment – the compilation of different types of innovative learning environment - some in schools, others non-formal
    •   Innovative Learning Environments that Promote Effective Learning –in-depth study of inspiring and effective innovations (the ‘Observatory’)
    • Policy dialogue and dissemination – promoting policy reflection and reform with participating systems
  • 8. Research Reviews on Effective Learning Environments
    • 7. Technology and Learning
    • Richard Mayer
    • 8. Learning about Real-world Problems
    • Brigid Barron & Linda Darling-Hammond,
    • 9. Learning in Social Groups
    • Robert Slavin
    • 10. The Community as a Resource for Learning
    • Andrew Furco
    • 11. Assessment for Learning
    • Dylan Wiliam
    • 12. Making change happen – transversal implications for practice
    • Lauren Resnick
    • 13. Conclusions and Principles
    • OECD/ILE team
    • 1. OECD/CERI Introduction
    • 2.The Historical Developments in the Conception of Learning Erik De Corte
    • 3. The Cognitive Perspective on Learning
    • Elsbeth Stern & Michael Schneider ,
    • 4. Emotional and Motivational Aspects of Learning
    • Monique Boekaerts
    • 5. Developmental and Biological Bases of Learning
    • Cristina Hinton & Kurt Fischer
    • 6.The Role of the Family in Learning
      • Barbara Schneider, Keesler & Morlock,
  • 9. Emerging ‘principles’ of effectiveness – the learning environment:
    • Makes learning central, and learners increasingly understand themselves as learners (‘regulation’)
    • Promotes vertical and horizontal connectedness – building on prior learning, across activities & subjects, in- & out-of-school
    • Is where learning is social, engages most all, and is often collaborative
    • Highly sensitive to emotions and motivations, as an integral part of the cognitive
    • Assesses intensively to promote learning, giving formative feedback and engaging learners
    • Perhaps familiar but in reality highly demanding
    • To be sustained across the board over time, and
    • A really effective learning environment does them all
  • 10. … in educational terms
    • Learner-centred but key role of learning professionals (not learning vs. teaching)
    • Structured and designed , mixes of activities, learner autonomy and pacing (not abandoning learners to their own devices)
    • Demanding but not excessive
    • Personalisation , but…
    • Social and Inclusive (not personalisation as individual compartmentalisation)
    • Compatible with different models & approaches
  • 11. The ‘micro’ level – elements and compounds
    • Contextualised
    • Through time
    • Mixes of learning activities by…
    • … Aggregated ‘classes’ of learners
    Learners –who? How many? Content – the ‘curriculum’ Organisation of learning, pedagogy, learner grouping, feedback, guidance Learning professionals Resources & technology
  • 12. Innovative Learning Environments
    • Focused on reconfigured learning arrangements at the micro level
    • In educational, physical, social, & geographical contexts – environments
    • Departures from the traditional approach of most general or vocational education – they are innovative
    • Serve the learning needs of children and/or adolescents (3-19 years, or age bands within)
    • Fulfil a full set of learning and educational needs , not very part-time
    • Formal or non-formal , or both, maybe in schools, maybe not
  • 13. Finding and Studying ILEs
    • A Universe of ILEs from as many countries as possible (200+ cases), all meeting ILE project criteria – being built 2009 and 2010 (first incomplete compilation available)
    • An Inventory 35-50 cases f rom those submitted by participating systems to ‘universe’ – more detailed reporting and analysis
    • Observatory with 10-12 cases - some from Inventory, others from other routes - “thick” in-depth case studies on learning processes, contexts, and outcomes.
  • 14. Already substantial interest and participation
    • Joining the project - active engagement - open to countries and regions, and some other organisations
    • 20 countries/regions/organisations have joined so far and we expect this list to grow longer
      • Austria, Chile, Czech Republic, Denmark, Finland, Hungary, Mexico, Norway, Portugal, Sweden, Slovenia…
      • … Victoria (AUS), Alberta (CAN), Thüringen (DEU), Nuevo Leon (MEX), Bern & Ticino (SWI), Scotland (UK), Ohio (US); ENSI (Environment and School Initiatives)
    • Means to engage in international network and analysis, and lever change in one’s own system
  • 15. TOWARDS SYSTEMIC INNOVATION – DIGITAL LEARNING RESOURCE USE
  • 16. The CERI DLR Project
    • Developments towards more systemic innovation regarding digital learning resources
    • School level, Nordic countries
    • Followed on from earlier CERI study on open educational resources (‘ Giving Knowledge for Free’ , 2007), at higher education level
    • To be published imminently (‘ Beyond Textbooks’, in press)
  • 17. Key policy recommendations
    • Establish a coherent vision on digital competence
    • Make publicly-funded information freely available for commercial and other use
    • Join up innovation initiatives making researchers and entrepreneurs visible
    • Establish a forum for dialogue between innovators and stakeholders
    • Support the building up of a formal knowledge base for DLR development
  • 18.
    • We’re interested in nominations of ‘innovative learning environments’
    • [email_address]
    • On DLR and New Millennium Learners
    • [email_address]
    • Thank you!