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Innovative Learning Environments – Insights from Recent OECD/CERI Analyses 
 

Innovative Learning Environments – Insights from Recent OECD/CERI Analyses 

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    Innovative Learning Environments – Insights from Recent OECD/CERI Analyses  Innovative Learning Environments – Insights from Recent OECD/CERI Analyses  Presentation Transcript

    • 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
    • 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
    • This presentation
      • 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
    • 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
    • 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,
    • 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
    • … 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
    • 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
    • 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
    • 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.
    • 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
    • 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)
    • 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
      • We’re interested in nominations of ‘innovative learning environments’
      • [email_address]
      • On DLR and New Millennium Learners
      • [email_address]
      • Thank you!