Nordlet Forum 18092009

The New Millenium Learners Era: Concept, Consequence and Change Øystein Johannessen Centre for Educational Research and Innovation, OECD Nordlet Forum Umeå, 18 Sep 2009

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/

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 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

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

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

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

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

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: Greather emphasis on incremental, coherent and iterative models? • Benchmarks and indicators • Learner Voices

Hierarchy of benchmarks? • First order benchmarks: Access • Second order benchmarks: – Patterns of use – Amount of use • Third order benchmarks: Effects, Impact • Source: Johannessen, 2009

21st Century Skills – embedded or not? Policy triangle Curriculum Assessment Competences among Teachers and principals

Learner Voices • Planned (not yet decided) activity in the NML-project • Analytical strand: Research review • Empirical strand: – Survey – Video library • Policy strand: Implications

Because they deserve it Oystein.Johannessen@oecd.org http://slideshare.net/oysteinj/ http://oysteinj.typepad.com/

Nordlet Forum 18092009

by Oystein Johannessen

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