The New Millenium The New Millenium Learners Era: Concept, Learners Era: Concept,

Consequence and ChangeConsequence and Change

Øystein JohannessenØystein JohannessenCentre for Educational Research Centre for Educational Research

and Innovation, OECDand Innovation, OECD

Nordlet ForumNordlet ForumUmeå, 18 Sep 2009Umeå, 18 Sep 2009

TopicsTopics• Concept: The New Millenium Learners Concept: The New Millenium Learners

and Technology Impactand Technology Impact• Consequence: The OECD NML ProjectConsequence: The OECD NML Project• Change: Change:

– Revised models?Revised models?– Learner VoiceLearner Voice

• DocumentationDocumentation– http://www.slideshare.net/oysteinj/http://www.slideshare.net/oysteinj/ – http://oysteinj.typepad.com/http://oysteinj.typepad.com/

The life of the NMLsThe life of the NMLs

• Nafiza, 18 years old

Facts about New Millenium LearnersFacts about New Millenium Learners

• Almost everybody has access to PCs and the Almost everybody has access to PCs and the Internet Internet

• Early birds. Usage increases with age.Early birds. Usage increases with age.• Social media plays an important role. 7 of 10 Social media plays an important role. 7 of 10

use social media regularly. use social media regularly. • Social media: Socialisation, identity formation Social media: Socialisation, identity formation

and funand fun• Harassment an important challengeHarassment an important challenge

Technology Impact: What have we learnt from R&D?

• Search for causality and statistical significance• Output, outcome and impact (Impact 2, 2002)• Impact 2: ICT leads to statistically significant

improvements of educational attainment in some subjects.

• OECD: Interesting correlations regarding use of ICT and PISA scores

• eLearning Nordic 2006: All stakeholder groups state that ICT has a positive impact on pupils’ learning

• R&D on patterns of use and across the spectrum of learning technologies

• Perceived impact ------- Causality and stastistical significance

Becta says…..

• Overall there is a strong body of evidence linking the use of technology to improvements in learning and outcomes for learners. The relationship is not a simple one. Time taken to embed the use of technology, school-level planning and learner competency and focus of use, and link to models of learning are all important in mediating the impact of technology on outcomes– Source: Becta, Evidence on the impact of technology on

learning and educational outcomes, 2009

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21st Century Skills Assessement Project: Goals of the project Build a collaboration to leverage ongoing work. Identify and address issues in four areas:

– Connection of assessments to 21st century classroom practices and environments to increase scalability.

– Definition of 21st Century skills and competencies in measurable ways.

– Methodological issues that address rigor and validity.– Technological barriers related to networking, security, scale,

software applications.

Indicators of success– Acceptance, recognition, and participation by stakeholders – Problems identified, solutions developed, and widely available.– ICT-based assessment of 21st c skills incorporated into national

and international assessments.

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Cognitive skills development

Social values and lifestyles

Educational achievement

•Visual-spatial skills

•Non verbal intelligence

•Lack of evidence in other areas

•Media competition

•Socialisation in the third space

•Importance of videogames as threshold lowerers:

•Stereotypes

•Violence/agression/authority?

•No conclusive evidence

•Lack of appropriate methodologies:

•Large longitudinal studies

•Large-scale experiments

•Unexplained phenomena

Not all learners share the same Not all learners share the same relationship to digital mediarelationship to digital media

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A new digital divide emerges?A new digital divide emerges?

NMLs: A challenge for government

• Professor Henry Professor Henry JenkinsJenkins, USC, USC• Tony Tony RichardsonRichardson, , BectaBecta

Change• Education under pressure

– Formal vs informal learning– Education as social equalizer

• Revised models: Greather emphasis on incremental, coherent and iterative models?

• Benchmarks and indicators• Learner Voices

Hierarchy of benchmarks?

• First order benchmarks: Access• Second order benchmarks:

–Patterns of use–Amount of use

• Third order benchmarks: Effects, Impact

• Source: Johannessen, 2009

21st Century Skills – embedded or not? Policy triangleCurriculum

Competences amongTeachers and principals

Assessment

Learner Voices• Planned (not yet decided) activity in

the NML-project• Analytical strand: Research review• Empirical strand:

–Survey–Video library

• Policy strand: Implications

Because they deserve it Oystein.Johannessen@oecd.orgOystein.Johannessen@oecd.org http://slideshare.net/oysteinjhttp://slideshare.net/oysteinj// http://oysteinj.typepad.com/http://oysteinj.typepad.com/