An International Study of “Innovative Learning Environments”

David Istance

Centre for Educational Research and Innovation (CERI), OECD

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?

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:

1. Understanding Research for Redesigning Learning Environments (“Learning Research” Strand) – 2008-2010

2. 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

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

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

7. Technology and LearningRichard Mayer

8. Cooperative Learning & Group-workRobert 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 LearningBarbara Schneider, Keesler & Morlock

12. Implementing Innovation: from visions to everyday practice

Lauren Resnick, James Spillane, Goldman & Rangel

13. Future DirectionsOECD (Istance & Dumont)

1.Analysing & Designing Learning Environments for the 21st Century Hanna Dumont & David Istance2. Historical Developments in the Understanding of Learning Erik De Corte3. The Cognitive Perspective on Learning Elsbeth Stern & Michael Schneider4. The Crucial Role of Emotions & Motivation in Learning Monique Boekaerts5. Developmental & Biological Bases of Learning Cristina Hinton & Kurt Fischer6. Formative Assessment Dylan Wiliam

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.6

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.

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

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SYSTEM

SCHOOL

CLASS

TEACHER

LEARNER

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

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CERI/ILE understanding of the ‘micro’ environment level

Learners

‘Teachers’

Content

Resources

Organisation

Who learns? Profile of the

learner

With whom? those engaged in teaching and orchestrating

learning

Learning what: competences,

knowledge, values; formal and non-formal

Where? With what?

facilities, space and technology

How?Leadership,scheduling, groupings,

pedagogies, assessments

Providing the framework to understand micro-level innovations in the ILE study (for 2012 publication)

Learners

‘Teachers’

Content

Resources

Organisation

Innovations in the profile of the learners

Innovations regarding those

engaged in teaching and orchestrating

learning

Offering new foci for content, competences and

knowledge

Innovative uses of

infrastructure, space and

technology

Innovative approaches to

scheduling, groupings, pedagogies, assessment,

guidance

LEARNING

Dynamics and Organisation of Learning Environments

Learning leadershi

p

‘teachers’

resources

learners

content

Learning activities

Evaluation and assessment: transforming

learning information into

usable knowledge

Information about learning

activities, learners, and

outcomes

Learning Feedback

Learning environments embedded in a wider systemic framework

‘Atomic’ level – individual classes & learning episodes

Micro levelEnvironments –

learning & institutional

Meso level Networks of environments & of practice

Macro level -System & ed. authorities

Policy-setting & framing conditions

Learning environment

Institutional environment

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

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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

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

Austria Chile

Finland Hungary

Israel Korea

Mexico Norway Portugal Sweden Slovenia

SpainCzech Rep?

South Africa?

Victoria, South Australia, (Australia)

Alberta, British Columbia (Canada)

Thüringen (Germany) Nuevo Leon (Mexico)

Berne & Ticino (Switzerland),

Ohio (US) Hong Kong, China

Mass. US?Baden-

Wurtembg(Germany)?

ENSI (Environment and School Initiatives)

Cognition Institute (New Zealand)

Stupski and Nellie Mae Educational Foundations (US)Microsoft Partners in Learning

Innovation Unit (England) Jaume Bofill Foundation

(Catalonia, Spain)IMTEC (Norway)

Microsoft Partners in LearningFondazione per la Scuola

(Italy)?

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 &

materials17

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’

Thank you!

David.istance@oecd.org

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