CREATING INNOVATIVE LEARNING ENVIRONMENTS TO IMPROVE LEARNING - - PowerPoint PPT Presentation

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CREATING INNOVATIVE LEARNING ENVIRONMENTS TO IMPROVE LEARNING - - PowerPoint PPT Presentation

Nov 16, 2023 13 likes •196 views

Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundaci Jaume Bofill, 2012 CREATING INNOVATIVE LEARNING ENVIRONMENTS TO IMPROVE LEARNING Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 David Istance

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CREATING INNOVATIVE LEARNING ENVIRONMENTS TO IMPROVE LEARNING David Istance

Centre for Educational Research and Innovation (CERI), OECD Barcelona, June 2012

Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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Education at OECD and CERI

  • OECD: inter-governmental, multi-sectoral
  • rganisation. Focused on education since the early

1960s (early days - planning, equity, economics of education, science)

  • CERI founded in 1968, aims to inform long-term

policy development

– generating forward-looking research analyses and syntheses; – identifying and stimulating educational innovation; – promoting international exchange of knowledge and experience

  • Schooling for Tomorrow (finished 2008), Innovative

Learning Environments (on-going)

Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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WHY LEARNING? WHY INNOVATION? WHY LEARNING ENVIRONMENTS?

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Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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Why learning?

  • Knowledge central to our societies -

therefore, learning also central. But what kind of learning?

  • Strong focus on measuring learning
  • utcomes but how to change outcomes?

Needs focus on learning environments

  • The difficulties of changing education

invites a fresh focus on learning itself

Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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Why innovation?

  • Systems and existing models are not

performing well enough - on PISA, nearly 20%

  • f 15-year-olds failed to reach level 2 in reading

in 2009 across OECD

  • Even more, if we aim to promote deep learning,

21st century competences, foundations for lifelong learning, vibrant culture

  • The evidence-based principles of learning we

have identified themselves call for a significant innovation drive

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Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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Why learning environments?

  • Learning is cumulative and contextualised

– from the learner’s perspective, need to consider the whole collective learning experience

  • Technology invites rethinking of learning

and teaching possibilities – in general the potential still not being fully realised

  • Not necessarily school, but a wide range
  • f settings and forms of learning

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Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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COMMON FRAMEWORK IMPLICIT IN MUCH RESEARCH AND DISCUSSION OF SCHOOLING AND LEARNING

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SYSTEM SCHOOL CLASS TEACHER LEARNER

Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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Why look beyond this framework when

  • ur focus is on learning?
  • Expressed in terms of institutional structures

not configurations of learning – not sufficiently learning-focused

  • Assumes existing institutions, discouraging

consideration of innovations, hybrid or non- formal learning – not innovation-focused

  • Single schools, single classes, single teachers

suggesting individualistic solutions – not holistic enough

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Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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ILE AND THE ‘PRINCIPLES’ OF LEARNING

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Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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OECD/CERI’s “Innovative Learning Environments” (ILE) Aims to inform practice, leadership and reform through analysis & exchange on configurations of learning for young people, by: 1.Understanding the lessons of “Learning Research” 2.Compiling & analysing inspiring “Innovative Cases”

  • 3. Analysing and exchanging strategies for growing and

sustaining innovative learning - “Implementation and Change” To date, around 125 cases, 40 in-depth case studies, 25 countries, states & organisations (and growing).

Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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“The Nature of Learning: Using Research to Inspire Practice” OECD Publications, Sept. 2010, 338pp.

Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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“The Nature of Learning: Using Research to Inspire Practice” - Contents

  • 7. Technology and Learning

8 . Cooperative Learning & Group-work

  • 9. Inquiry-based Learning

10 . The Com m unity and Academ ic Service Learning

  • 11. The Effects of Fam ily on Learning
  • 12. Im plem enting Innovation: from

visions to everyday practice

  • 13. Future Directions

1.Analysing & Designing Learning Environm ents for the 21st Century

  • 2. Historical Developm ents in the

Understanding of Learning

  • 3. The Cognitive Perspective on

Learning

  • 4. The Crucial Role of Em otions &

Motivation in Learning

  • 5. Developm ental & Biological

Bases of Learning

  • 6. Form ative Assessm ent

Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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Powerful learning environments should:

  • Make learning central, encourage engagement, and be 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 strong

emphasis on formative feedback

  • Promote horizontal connectedness across activities and

subjects, in-and out-of-school

Do all of these, not one or two – demanding agenda

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Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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Re-expressed in educational terms Learning environments should be:

  • Learner-centred: highly focused on learning but not as an

alternative to the key role for teachers

  • Structured and well-designed: needs careful design and

high professionalism alongside inquiry & autonomous learning

  • Profoundly personalised: acutely sensitive to individual

and group differences and offering tailored feedback

  • Inclusive: such sensitivity to individual and group

differences means they are fundamentally inclusive

  • Social: learning is effective in group settings, when learners

collaborate, and when there is a connection to community.

Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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LEARNING

Dynamic ‘Formative’ Learning Environments

Learning leadership ‘teachers’ resources learners content Learning activities & pedagogical mixes

Information‐rich about learning activities, learners, and outcomes – evaluation and self‐ evaluation

Learning Feedback

Powerful LEs apply the 7 principles Innovate by rethinking core components and processes

Constantly generate & use information about learning formatively through active ‘learning leadership’

Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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Learning environments embedded in a wider systemic framework

‘Atom ic’ lev el – individual classes & learning episodes

Micro lev el

Environm ents – learning & institutional

Meso lev el Networks

  • f environments &
  • f practice

Ma cro lev el -System & ed. authorities

Policy-setting & framing conditions Learning environment Institutional environment

Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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To sum up….

  • Rethink learning and be ready to innovate
  • Draw on research and practice to create & sustain

powerful learning environments (the ‘principles’) – put learning first

  • Ensure that the technical core (the learning

environment) is not at odds with the organisational environment

  • Go to scale by developing the ‘meso’ level: learning-

focused networks and communities of practice

  • System-level leadership to create favourable

conditions and capacities for micro and meso change

Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012

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Thank you! David.istance@oecd.org

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Creative Commons BY-NC-NDW 3.0 (Spain) David Istance, 2012 Creative Commons BY-NC-NDW 3.0 (Spain) Universitat Oberta de Catalunya and Fundació Jaume Bofill, 2012