INNOVATIVE LEARNING ENVIRONMENTS Pedagogies for 21 st Century Learning and Competence

1. INNOVATIVE LEARNING ENVIRONMENTSPedagogies for 21st Century Learning and Competence David Istance

2. Interlocking ILE Component Parts • The “Bio-Chemistry” of Learning Environments – understanding the ‘micro’ level, learners in context • Effectiveness of Learning Environments – international research reviews - evidence-based principles for policy & practice • Innovations reconfiguring the Learning Environment – the compilation of different types of innovative learning environment - some in schools, others non-formal • Innovative Learning Environments that Promote Effective Learning –in-depth study of inspiring and effective innovations (the ‘Observatory’) • Policy dialogue and dissemination – promoting policy reflection and reform with participating systems

3. Research Reviews on Effective Learning Environments • 1. OECD/CERI Introduction • 2.The Historical Developments in the Conception of Learning Erik De Corte • 3. The Cognitive Perspective on Learning • Elsbeth Stern & Michael Schneider, • 4. Developmental and Biological Bases of Learning • Cristina Hinton & Kurt Fischer • 5. Emotional and Motivational Aspects of Learning • Monique Boekaerts • 6. Formative Assessment & Feedback • Dylan Wiliam • 7. Learning in Social Groups – cooperative learning • Robert Slavin 8. Learning about Real-world Problems Brigid Barron & Linda Darling-Hammond, 9. Technology and Learning Richard Mayer 10.The Role of the Family in Learning Barbara Schneider, Keesler & Morlock 11. The Community as a Resource for Learning Andrew Furco 12. Making change happen – transversal implications for organisation and practice Lauren Resnick 13. Conclusions and Principles OECD/ILE team

4. Principles of effectiveness of learning environments The learning environment: • Makes learning central, encourages engagement, and learners increasingly understand themselves as learners (‘regulation’) • Is acutely sensitive to the individual differences among the learners in it, including their prior knowledge, and demand hard work and challenge from all without excessive overload • The learning professionals are highly attuned to the learners’ motivations and the key role of emotions in achievement

5. The principles (continued) • Operates with clarity of expectations, is information-rich, and uses assessments that are consistent with those goals and expectations. Strong emphasis on formative feedback. • Is founded on the social nature of learning; it organises active cooperation and effective collaboration • Promotes ‘horizontal connectedness’ – across learning activities & subjects, in- & out-of-school Possibly familiar but in reality highly demanding as a really effective learning environment does them all

6. …in educational terms • Learner-centred but key role of learning professionals (not learning vs. teaching) • Structured and designed, mixes of activities, learner autonomy and pacing (not abandoning learners to their own devices) • Demanding but not excessive • Personalisation, but… • Social and Inclusive (not personalisation as individual compartmentalisation) Compatible with different models & approaches