Innovative Learning Environments – Insights from Recent OECD/CERI Analyses David Istance EDEN Conference, Porto October 2009

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

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

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

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

This presentation The context – learning moving centre stage Present our ‘Innovative Learning Environments’ project Some conclusions from ‘Beyond Textbooks’ (in press)

The context – learning moving centre stage

Present our ‘Innovative Learning Environments’ project

Some conclusions from ‘Beyond Textbooks’ (in press)

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

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

THE INNOVATIVE LEARNING ENVIRONMENTS PROJECT

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

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

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,

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,

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

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

… 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

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

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

Contextualised

Through time

Mixes of learning activities by…

… Aggregated ‘classes’ of learners

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

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

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.

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.

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

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

TOWARDS SYSTEMIC INNOVATION – DIGITAL LEARNING RESOURCE USE

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)

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)

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

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

We’re interested in nominations of ‘innovative learning environments’ [email_address] On DLR and New Millennium Learners [email_address] Thank you!

We’re interested in nominations of ‘innovative learning environments’

[email_address]

On DLR and New Millennium Learners

[email_address]

Thank you!