An International Study of “Innovative Learning Environments”

1. An International Study of “Innovative Learning Environments” David Istance Centre for Educational Research and Innovation (CERI), OECD

2. Why such interest in learning? And innovation? • Our societies and economies have transformed with knowledge central. Therefore, learning is also central. • Strong focus and advance in measuring learning outcome. But how to change outcomes? What learning environments? • The sense of reaching the limits of educational reform invites a fresh focus on learning itself • Technology has re-set the boundaries of educational possibilities but how far reshaping learning environments? • The research base on learning grows but so far a “great disconnect” to policy and practice. If traditional schooling not delivering 21st century agendas or research-based criteria for effective learning, what new – innovative - learning models promise more success?

3. OECD/CERI project “Innovative Learning Environments” ILE aims to inform practice, leadership and reform through analysis of innovative configurations of learning for children and young people, by: • Understanding Research for Redesigning Learning Environments (“Learning Research” Strand) – 2008-2010 • Innovative Configurations of Learning (“Innovative Cases” Strand) (120-150 cases + 35 case studies) 2009 - 2012 3. Analysing & exchanging change strategies (“Implementation and Change” Strand) – starting now We chose to focus on young peopIe - for reasons of focus

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

5. “The Nature of Learning: Using Research to Inspire Practice” OECD Publications, Sept. 2010, 338pp. • Analysing & Designing Learning Environments for the 21st Century • Hanna Dumont & David Istance • 2. Historical Developments in the Understanding of Learning • Erik De Corte • 3. The Cognitive Perspective on Learning • Elsbeth Stern & Michael Schneider • 4. The Crucial Role of Emotions & Motivation in Learning • Monique Boekaerts • 5. Developmental & Biological Bases of Learning • Cristina Hinton & Kurt Fischer • 6. Formative Assessment • Dylan Wiliam 7. Technology and Learning Richard Mayer 8. Cooperative Learning & Group-work Robert Slavin 9. Inquiry-based Learning Brigid Barron & Linda Darling-Hammond, 10. The Community and Academic Service Learning Andrew Furco 11. The Effects of Family on Learning Barbara Schneider, Keesler & Morlock 12. Implementing Innovation: from visions to everyday practice Lauren Resnick, James Spillane, Goldman & Rangel 13. Future Directions OECD (Istance & Dumont)

6. Learning conclusions – 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 Moreover, all should be present not one or two.

7. 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.

8. COMMON FRAMEWORK IMPLICIT IN MUCH RESEARCH AND DISCUSSION OF SCHOOLING AND LEARNING SYSTEM SCHOOL CLASS TEACHER LEARNER

9. Why look beyond this framework when our focus is on learning? • Expressed in terms of institutional structures not configurations of learning – not 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, not about environments

10. CERI/ILE understanding of the ‘micro’ environment level How? Leadership, scheduling, groupings, pedagogies, assessments Learners Content Learning what: competences, knowledge, values; formal and non-formal Who learns? Profile of the learner Organisation ‘Teachers’ Resources With whom? those engaged in teaching and orchestrating learning Where? With what? facilities, space and technology

11. Providing the framework to understand micro-level innovations in the ILE study (for 2012 publication) Innovative approaches to scheduling, groupings, pedagogies, assessment, guidance Learners Content Offering new foci for content, competences and knowledge Innovations in the profile of the learners Organisation ‘Teachers’ Resources Innovations regarding those engaged in teaching and orchestrating learning Innovative uses of infrastructure, space and technology

12. Dynamics and Organisation of Learning Environments content resources LEARNING Learning leadership Learning activities learners ‘teachers’ Learning Feedback Evaluation and assessment: transforming learning information into usable knowledge Information about learning activities, learners, and outcomes

13. Learning environments embedded in a wider systemic framework ‘Atomic’ level – individual classes & learning episodes Micro level Environments – learning & institutional Meso level Networks of environments & of practice Macro level -System & ed. authorities Institutional environment Learning environment Policy-setting & framing conditions

14. Giving a 4-way Framework - analysis & exchange of innovative practices to… • 1. Create and sustain holistic learning environments applying TNOL ‘principles’ • 2. Create synergies between the learning core and the wider organisation in which located • 3. Develop learning-focused networks & communities of practice (the ‘meso level’) • 4. Develop macro-level support and leadership to promote innovative learning at the micro & meso levels

15. Next steps for analysis and country inputs Set up small expert groups (funding permitting) on analysis, possible themes: • learning leadership • micro-level learning change routines • Hybrid learning involving mixes of formal & non-formal • networking and communities of practice focused on learning change • outcomes and evaluation of innovative learning environments Depending on interest and resources, EITHER • Short report on initiatives aimed at changing learning - OR • Monitoring of on-going initiative(s) - a ‘case study’ in implementing innovative learning, OR • “Laboratory of innovative learning change” – a small number of systems using ILE to promote transformation Detailed protocols will be the next step early 2012

16. Substantial international interest and participation Many countries/regions/organisations have “joined” - taking an active role in the ‘Innovation’ and ‘Implementation’ strands and anchoring them in real-world systems

17. Potential system-based or ‘regional’ events/initiatives on how to grow innovative learning - from 2012 onwards Based on: • System-based players and initiatives • Country notes and research • Using others in the ILE ‘network’ • The next ILE publication (2012) as well as The Nature of Learning • New ILE analytical results as available (small expert groups) • User-friendly materials based on these outputs • Knowledge bank of cases, approaches & materials

18. Still to come… • Publication on innovative learning environments from around the world (2012) • Knowledge base and user-friendly materials • Establish small expert networks • Analyses of change strategies from participating systems • Seminars and events in different ILE jurisdictions • Main international conferences, after Banff, October 10-12 2011, Chile in Jan 2013, beyond? • Diverse outputs from ‘Implementation and Change’

19. Thank you! David.istance@oecd.org