ORIENTE and Indicators of Change for Innovation in Education Friedrich Scheuermann

1. ORIENTE and Indicators of Change for Innovation in Education Friedrich Scheuermann Institute for Future Studies web:www.futurestudies.org mail: scheuermann@futurestudies.org And input from Dr. Mario Barajas University of Barcelona

2. Contents The ORIENTE network Example: DELPHI project Reflections ○●○○○○○○○○○○○○○○○○○○○○○

3. ORIENTE O bservatory of R esearch on I nnovation in E ducation: N ew T echnology E valuation European network of researchers specialised in monitoring and evaluation ongoing research tackling educational, institutional, organisational and symbolic aspects of new learning environments mediated by ICT. ○○●○○○○○○○○○○○○○○○○○○○○

4. Steering Committee Dr. Katherina Kikis Foundation for Research and Technology-Hellas (FORTH) Institute of Applied and Computational Mathematics Evaluation - Education and Training Division Heraklion, Crete (Greece) Dr. Mario Barajas University of Barcelona, Spain Department of Didactics and Educational Organisation Dr. Sofoklis Sotiriou Ellinogermaniki Agogi, Greece Department of Research and Development Friedrich Scheuermann Association for Flexible Learning (Austria) Institute for Future Studies ○○○●○○○○○○○○○○○○○○○○○○○

5. Basis of Work • Individual base • Evaluation activities on a national and European level • Own research • Institutional base • EU projects • Network base • Evaluation Research • EU projects • Publications, conferences ○○○○●○○○○○○○○○○○○○○○○○○

6. Common projects: Institutional base • Implementation of Virtual Environments in Training and Education. A Thematic Network (Ivette). Programme Targeted Socio-Economic Research. 1998-2000 • Implementation of Virtual Environments in Training and Education-Workshop (Ivette-W). Programme Improving the Human Potential and the Socio-Economic Knowledge Base, Accompanying Measures. 2000-2001 • Monitoring and Evaluation of Research in Learning Innovations (Merlin). Programme Improving the Human Potential and the Socio-Economic Knowledge Base, Accompanying Measures. 2000-2002. • Monitoring and Evaluation of Research in Learning Innovations (DELPHI). Elearning Action Plan. 2002-2004. ○○○○○●○○○○○○○○○○○○○○○○○

7. Methods of Investigation • The Network uses different approaches to evaluation, from cluster evaluation, case studies, using quantitative and qualitative methodologies, monitoring progress and appraising outcomes through both external assessment or participatory designs. ○○○○○○●○○○○○○○○○○○○○○○○

8. Example • DELPHIEuropean Observatory of e-Learning practicese-Learning , 2nd. Callhttp://www.ub.es/euelearning/delphi/ ○○○○○○○●○○○○○○○○○○○○○○○

9. Aims of DELPHI • The analysis focuses on the outcomes from EU projects of the 5th framework, programmes and actions IST, MINERVA and IHP. The overall objective of DELPHI is to capitalise on the results of a selection of projects in their different contexts, looking for approaches to innovation in projects where ICT play a key role in teaching and e-learning processes • A key goal of DELPHI is the implementation of an Internet-based Observatory on learning innovation, to present and disseminate research work of EU funded projects, and to • Establish a Laboratory as an active networking promoter of researches and as a disseminator of learning innovations. ○○○○○○○○●○○○○○○○○○○○○○○

10. Projects selected • 18 MINERVA projects • OpenTess, AgroWeb, Emile, Arte, Sett, Euro.Geo, Benvic, Client, Suessis, Aen, NetCampus, KidNet, I-Sea-U, ODL, Eurex, Vitalagell, Vimims, Galecia • 8 IST projects • Cuber, Trial Solutions, Weblab, Time2Learn, Mobilearn, K2, Itcole • 4 IHP cluster projects ○○○○○○○○○●○○○○○○○○○○○○○

11. Foci of Analysis The foci of analysis for the DELPHI project cases were on: • pedagogic innovation • institutional/organizational innovation • socio-cultural and socio-economic innovation Qualitative Indicators (QI) point to relevant changes of ICT-based learning that are present in the projects reviewed ○○○○○○○○○○●○○○○○○○○○○○○

12. Qualitative Indicators of Change • The study of emergent practices, given their not very well defined characteristics, require QI of change. • QI shape the innovations by investing them with characteristics that could be found in related innovations that occur in similar contexts ○○○○○○○○○○○●○○○○○○○○○○○

13. Pedagogical Dimension: Indicators • Teacher and student roles • Approaches and scenarios to e-Learning • Teaching and learning techniques, methods, and devices • Teacher/students interaction • Teacher workload • Teacher collaboration • Assessment ○○○○○○○○○○○○●○○○○○○○○○○

14. Institutional/organisational Dimensions: Key Indicators • Institutional changes resulted from the use of ICT into existing structures • The role of staff training • Raising the capacity of the teachers to use basic ICTs applications • Main actors, adopters and resisters to the adoption of the innovation as identified in the project • Organisational conditions that are (un)supportive to innovation • Flexibility • Accessibility ○○○○○○○○○○○○○●○○○○○○○○○

15. Other socio-Economic and cultural aspects of the innovations • E-learning standards • Globalisation • Other socio-cultural factors influencing learning processes • Funding & commercialisation • Implications for LLL ○○○○○○○○○○○○○○●○○○○○○○○

16. Final Questions • What was considered innovative? • What was the specific roles of ICT in the innovations? • Were the innovations studied sustainable/scalable/transferable? ○○○○○○○○○○○○○○○●○○○○○○○

17. Some reflections in the light of the conference topics An invitation for a common discussion… ○○○○○○○○○○○○○○○○○●○○○○○

18. Reflections “…knowledge is produced by children themselves.” Can we take it for granted that children learn and learn effectively (in the context of formal settings and pre-defined goals), even when the right • technological context (infrastructure) • “Content” (material) • Environment • is there? ○○○○○○○○○○○○○○○○○○●○○○○○

19. Claim Adequate pedagogical concepts are needed in order to support learning, adapted to the • Context of the learner • Context of the school environment and teachers • Socio-cultural context • Subject matter • Available technological infrastructure, which is not limited • to ICT components • The ICT integration encourages better pedagogical methods to be applied, however the rich variety of tools and possibilities make the pedagocial work even more complex. ○○○○○○○○○○○○○○○○○○○●○○○○

20. Some observations and Concerns • Despite given potentials we can sometimes observe increasing pedagogical poverty instead of richness supported by ICT. • The development and application of effective pedagogical concepts require intensive reflection. Do we have / get the time for it? • Are we (esp. teachers, learners) prepared for new student-centred approaches for active learning? ○○○○○○○○○○○○○○○○○○○●○○○

21. Teacher Training The new roles of teachers and students require new concepts for teaching and learning. Teacher training needs to better support teachers with their needs to learn about adequate pedagogical methodologies in their given context (ideas, scenarios, support, evaluation). ○○○○○○○○○○○○○○○○○○○○●○○

22. Conclusion • Projects (technologies, applications) presented provide a good potential for pedagogical improvements. More emphasis is needed in the future to the process of teaching and learning and support need for adequate implementation. • Better connection of different contexts of formal, non-formal and informal learning. • Flexible and individualised concepts are needed for the future. • Educational policy and financial investments must reflect that what we consider to be effective in education. ○○○○○○○○○○○○○○○○○○○○○●○

23. Future Plans • Open network for European Research and Evaluation activities • Become a member ! Free subscription... • Non-profit association • Web-Site with manyfold information and communication facilities: • http://www.oriente.info ○○○○○○○○○○○○○○○○○○○○○○●

24. Some DELPHI conclusions so far… Effectiveness of the methodological approaches to the ICT-based teaching/learning is dependent on the degree to which the activities implemented with ICT are consistent with the regular school practices and/or school mission The application of ICT in teaching/learning does not follow one particular methodological approach. HOWEVER, indications suggest that ICT facilitates a progressive shift from traditional paradigms to more collaborative and participative oriented ones Motivation appears to be increased as a result of the personal control of the learning process through the integration of ICT ●○○○○○○○○○○

25. Some DELPHI conclusions so far… g. the culture of collaboration. In online learning this entails close links being built between all actors including those involved from a distance. Attached to this is the issue of language and cultural sensitivity. h. flexibility in the curriculum: Curricular structures are aware of the notion of “alternative teaching and learning approaches”, different time schedules, interdisciplinarity, and different assessment approaches. i. the institutional approach to achieve its mission: institutions develop a positive view towards provisions of educational services for online learning and for the added value of ICT-based learning. ●○○○○○○○○○○

26. DELPHI conclusions Changes emerge as teachers come to understand of the roles they need to play in ICT-based learning settings. In other words, it is the interplay between the innovation and the perceived role that shapes the new support provisions required in ICT-based learning The role of the teachers is shifting from an agent for knowledge transmission and designer and leader of student activities to an agent for supporting learners In terms of the learners, they take a more active and self-reliant role. Students can also play roles traditionally executed by the teacher ●○○○○○○○○○○