The New Millenium
 Learners Era: Concept,
Consequence and Change

     Øystein Johannessen
Centre for Educational Research...
Topics
• Concept: The New Millenium Learners
  and Technology Impact
• Consequence: The OECD NML Project
• Change:
  – Rev...
The life of the NMLs
• Nafiza, 18 years old
Facts about New Millenium Learners
• Almost everybody has access to PCs and the
  Internet
• Early birds. Usage increases ...
Technology Impact: What have we
        learnt from R&D?
   • Search for causality and statistical significance
   • Outpu...
Becta says…..
• Overall there is a strong body of evidence linking
  the use of technology to improvements in
  learning a...
21st Century Skills Assessement Project:
Goals of the project
 Build a collaboration to leverage ongoing work.
 Identify...
Cognitive skills                                        Social values and
development                                     ...
Not all learners share the same
 relationship to digital media




                            10
A new digital divide emerges?
NMLs: A challenge for
         government

• Professor Henry Jenkins, USC
• Tony Richardson, Becta
Change
• Education under pressure
  – Formal vs informal learning
  – Education as social equalizer
• Revised models: Grea...
Hierarchy of benchmarks?
• First order benchmarks: Access
• Second order benchmarks:
  – Patterns of use
  – Amount of use...
21st Century Skills – embedded or not?
            Policy triangle
              Curriculum




 Assessment               ...
Learner Voices
• Planned (not yet decided) activity in
  the NML-project
• Analytical strand: Research review
• Empirical ...
Because they deserve it
Oystein.Johannessen@oecd.org
http://slideshare.net/oysteinj/
http://oysteinj.typepad.com/
Nordlet Forum 18092009
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Nordlet Forum 18092009

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Opening Keynote
Nordlet Forum 18 Sep 2009
Title: The New Millenium Learners Era: Concept, Consequences and Change
Venue: University of Ume

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Nordlet Forum 18092009

  1. 1. The New Millenium Learners Era: Concept, Consequence and Change Øystein Johannessen Centre for Educational Research and Innovation, OECD Nordlet Forum Umeå, 18 Sep 2009
  2. 2. Topics • Concept: The New Millenium Learners and Technology Impact • Consequence: The OECD NML Project • Change: – Revised models? – Learner Voice • Documentation – http://www.slideshare.net/oysteinj/ – http://oysteinj.typepad.com/
  3. 3. The life of the NMLs • Nafiza, 18 years old
  4. 4. Facts about New Millenium Learners • Almost everybody has access to PCs and the Internet • Early birds. Usage increases with age. • Social media plays an important role. 7 of 10 use social media regularly. • Social media: Socialisation, identity formation and fun • Harassment an important challenge
  5. 5. Technology Impact: What have we learnt from R&D? • Search for causality and statistical significance • Output, outcome and impact (Impact 2, 2002) • Impact 2: ICT leads to statistically significant improvements of educational attainment in some subjects. • OECD: Interesting correlations regarding use of ICT and PISA scores • eLearning Nordic 2006: All stakeholder groups state that ICT has a positive impact on pupils’ learning • R&D on patterns of use and across the spectrum of learning technologies • Perceived impact ------- Causality and stastistical significance
  6. 6. Becta says….. • Overall there is a strong body of evidence linking the use of technology to improvements in learning and outcomes for learners. The relationship is not a simple one. Time taken to embed the use of technology, school-level planning and learner competency and focus of use, and link to models of learning are all important in mediating the impact of technology on outcomes – Source: Becta, Evidence on the impact of technology on learning and educational outcomes, 2009
  7. 7. 21st Century Skills Assessement Project: Goals of the project  Build a collaboration to leverage ongoing work.  Identify and address issues in four areas: – Connection of assessments to 21st century classroom practices and environments to increase scalability. – Definition of 21st Century skills and competencies in measurable ways. – Methodological issues that address rigor and validity. – Technological barriers related to networking, security, scale, software applications.  Indicators of success – Acceptance, recognition, and participation by stakeholders – Problems identified, solutions developed, and widely available. – ICT-based assessment of 21st c skills incorporated into national and international assessments. 8
  8. 8. Cognitive skills Social values and development lifestyles •Visual-spatial skills •Media competition •Non verbal intelligence •Socialisation in the third space •Lack of evidence in other areas •Importance of videogames as threshold lowerers: •Stereotypes •Violence/agression/authority? Educational achievement •No conclusive evidence •Lack of appropriate methodologies: •Large longitudinal studies •Large-scale experiments 9 •Unexplained phenomena
  9. 9. Not all learners share the same relationship to digital media 10
  10. 10. A new digital divide emerges?
  11. 11. NMLs: A challenge for government • Professor Henry Jenkins, USC • Tony Richardson, Becta
  12. 12. Change • Education under pressure – Formal vs informal learning – Education as social equalizer • Revised models: Greather emphasis on incremental, coherent and iterative models? • Benchmarks and indicators • Learner Voices
  13. 13. Hierarchy of benchmarks? • First order benchmarks: Access • Second order benchmarks: – Patterns of use – Amount of use • Third order benchmarks: Effects, Impact • Source: Johannessen, 2009
  14. 14. 21st Century Skills – embedded or not? Policy triangle Curriculum Assessment Competences among Teachers and principals
  15. 15. Learner Voices • Planned (not yet decided) activity in the NML-project • Analytical strand: Research review • Empirical strand: – Survey – Video library • Policy strand: Implications
  16. 16. Because they deserve it Oystein.Johannessen@oecd.org http://slideshare.net/oysteinj/ http://oysteinj.typepad.com/

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