Innovative Learning Environments – Insights from Recent OECD/CERI Analyses 


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Innovative Learning Environments – Insights from Recent OECD/CERI Analyses 

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