David Istance, på DIUs seminarium Framtidens lärande, på Unesco i Paris 20 januari 2013.

1. SOME OECD WORK
ON EDUCATION,
LEARNING AND ICT
David Istance
Centre for Educational Research and Innovation (CERI),
OECD

2. Education at OECD and CERI
• OECD: inter-governmental, multi-sectoral;
focused on education since the early 1960s
• A separate Directorate for Education since
2002
• CERI founded in 1968 to inform long-term
policy development through research and
innovation
• New Millennium Learners & Innovative
Learning Environments have been at the
heart of this mission

3. INNOVATIVE LEARNING
ENVIRONMENTS

4. Why learning?
• Strong focus on measuring
learning outcomes but how to
change them?
• The difficulties of changing
education invites a fresh focus on
learning itself

5. Why innovation?
• Wider world is changing rapidly –
education has to be open to change
• Even more as ambitions increase -
promoting deep learning, 21st century
competences, foundations for lifelong
learning
5

6. Why learning environments?
• Learning is cumulative and
contextualised – calls for holistic
frameworks
• Technology invites the rethinking of
learning & teaching possibilities, in
connected ways
• Not necessarily school, but a range of
settings and forms of learning in
combination 6

7. OECD PROJECT - “INNOVATIVE
LEARNING ENVIRONMENTS” (ILE)
• Learning Research, research to
inspire practice
• Innovative Cases, practice to
inspire research & policy
• Implementation & Change
growing & sustaining new forms of
learning, including innovative
approaches to change

8. “The Nature of Learning: Using Research to
Inspire Practice”, OECD Publications, 2010
1.Analysing & Designing 7. Technology & Learning
Learning Environments for the
21st Century
8. Cooperative Learning & Group-work
2. Historical Developments in the
Understanding of Learning
9. Inquiry-based Learning
3. The Cognitive Perspective on
Learning 10. The Community & Service Learning
4. The Crucial Role of Emotions
& Motivation in Learning 11. The Effects of Family on Learning
5. Developmental & Biological
12. Implementing Innovation: from
Bases of Learning
visions to everyday practice
6. Formative Assessment 13. Future Directions

9. The ILE research-based ‘learning principles’
Learning environments should aim to do all of following:
• Make learning central, encourage engagement, where learners
come to understand themselves as learners
• Ensure that learning is social and often collaborative
• Be highly attuned to learners’ motivations and the importance of
emotions
• Be acutely sensitive to individual differences including in prior
knowledge
• Be demanding for each learner but without excessive overload
• Use assessments consistent with its aims, with emphasis on
formative feedback
• Promote horizontal connectedness across activities and
subjects, in-and out-of-school 9

10. 21st century learning environments should:
• Promote 21st century effectiveness
(apply the ILE learning principles)
• Innovate the “pedagogical core”
• Engage the “Design/Redesign”
formative cycle
• Extend their ‘capitals’ through
partnerships

11. The pedagogical core – elements &
dynamics

12. The formative design/redesign cycle
Feedback: Design to
Teacher learning innovate & make
Learning learning happen
leadership
Information
about
activities,
learners &
outcomes

13. Wider partnerships to enhance the human,
physical, decisional, & social capitals of LEs
Engaging families
Networking to engage learners
with other
Engaging the local
ILEs
community
Corporate,
higher
education and
cultural
partners

14. Technology everywhere
• Technology must now be an integral part of
learning and schooling
• Technology comes in in many ways, not a
single ‘technology effect’:
– innovating the ‘pedagogical core’
– supporting schools as ‘formative
organisations’
– extending their boundaries to other
partners and through networks

15. Towards wider change
• Enhancing coherence between organisational
structures and 21st century learning environments
• Leadership as design and redesign
• Give priority to the ‘meso’ level - learning-focused
networks and communities of practice
• Growing and sustaining rather than ‘scaling up’
• Policy leadership to create favourable climates,
conditions and capacities
• In sum, the Cs: coherence, creation, communities,
capacities, conditions & climates

16. ICT & EDUCATION AT OECD

17. Earlier work and recent OECD analyses
• A lot of earlier work on adult learning and technology;
some on HE, especially e-learning
• Also focus on schools, e.g. ‘Learning to Change - ICT in
Schools’, 2001
• E-learning in Tertiary Education: Where do we stand? 2005
• Giving Knowledge for Free: The Emergence of Open
Educational Resources, 2007
• Beyond Textbooks: Digital Learning Resources as Systemic
Innovation in the Nordic Countries, 2009
• Are New Millennium Learners Making the Grade? 2010
• Inspired by Technology, Driven by Pedagogy, 2010
• PISA Results 2009: Students On Line: Digital Technologies
and Performance, 2011
• Connected Minds, 2012

18. Some key findings and conclusions
• Frequency of computer use at home not matched by
use at school
• A stronger correlation between educational
performance and ICT use at home than at school
• Despite increasing investments in ICT infrastructure,
student-computer ratios still a handicap for school ICT
use
• All OECD countries surveyed except Korea have
significant numbers of students who perform poorly in
digital reading
• Many ‘digital natives’ cannot operate and navigate
effectively in a digital environment
18

19. ‘Connected Minds’ (2012) final report on New
Millennium Learners
• Compared competing ‘evangelist’ vs ‘sceptic’ theses about
the significance of digital media - mixed messages
• yes, technology is changing social and cultural
environments but…
• … Little evidence that young people want radically
different learning environments . But they do look for:
– Engagement
– Convenience – any time, any where
– Enhanced productivity
• Instrumental, conservative?
19

20. PISA 2015

21. Computer-based Assessment
• There has been an incremental move towards
computer-based assessment in previous PISA
cycles.
• In PISA 2012, computer-based elements were
optional assessments of digital reading and
maths, and a ‘core’ assessment of problem
solving.
• In PISA 2015, for the first time, the computer
will be the main mode of delivery for all tests
and questionnaires.

22. PISA 2015
• The computer is the main mode of
assessment
• All new assessment items will be computer-
only
• A paper-based option is available for
countries which are not able to implement
computer assessment
• The paper-based assessment will enable
comparisons with previous cycles, but limit
future trend measurement

23. PISA 2015 - Domains
• The major domain is science. All new science
items are computer-based, with no paper-
based versions.
• Reading and mathematics are minor domains
so have no new assessment items.
• Test questions from previous cycles are being
converted from paper to computer format, to
enable measurement of trends.
• There is a new assessment of collaborative
problem solving. Students will interact with
computer ‘agents’ in problem-solving tasks.

24. INNOVATION STRATEGY

25. Parallel work on broader innovation
• Grew out of OECD-wide Innovation Strategy
(2009-2011)
• Contributing to new Skills Strategy, launched
May 2012
• Dual focus:
– Innovation in education
– Education and skills for innovation

26. THANK YOU!
David.istance@oecd.org
www.oecd.org/edu/ceri/innovativelearningenvironments.htm