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David Istance's slides for the OECD session at our Annual Conference
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INSIGHTS FROM INTERNATIONAL
WORK ON INNOVATIVE
LEARNING ENVIRONMENTS
DAVID ISTANCE Centre for Educational Research and Innovation (CERI), OECD October 2014
RATIONALE AND APPROACH
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• In 21st C knowledge societies & economies, learning is central (NB: not learning instead of teaching)
• There are increasing demands for what learning should be: 21st competence, deep learning, lifelong learning
• Innovation essential in a world of change and to meet these demanding objectives
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Why learning? Why innovation?
• As alternatives to the “school” and “classroom” which are institutional units, not about learning per se….
• …. And so much learning now takes place outside schools and classrooms
• But schools are very important learning locations
• We think concepts of “learning environment” and innovation can help the search to make schools more “learning focused”
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Why the language of ‘learning environments’?
• “Learning Research” (The Nature of Learning: Using Research to Inspire Practice, 2010)
• “Innovative Cases” (Innovative Learning Environments, 2013)
• “Implementation and Change”
(Leadership for 21st century Learning, 2013, Final Reports, 2015)
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ILE: a project and a philosophy
THE NATURE OF LEARNING
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“The Nature of Learning: Using Research to Inspire
Practice” OECD Publications, Sept. 2010, 338pp.
Contents: reviews of learning literatures –
implications for design for education
7. Technology and Learning
8. Cooperative Learning & Group-work
9. Inquiry-based Learning
10. The Community and Academic Service Learning
11. The Effects of Family on Learning
12. Implementing Innovation: from visions to everyday practice
13. Future Directions
1.Analysing & Designing Learning Environments for the 21st Century 2. Historical Developments in the Understanding of Learning 3. The Cognitive Perspective on Learning 4. The Crucial Role of Emotions & Motivation in Learning 5. Developmental & Biological Bases of Learning 6. Formative Assessment
The ILE Principles – learning 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. 9
THE ILE ‘INNOVATIVE LEARNING ENVIRONMENTS’ FRAMEWORK
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‘Innovative Learning Environments’ 2013
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Based especially on 40 case studies from 20 countries, (plus 85 self-report notes) Develops and presents the ILE framework and the innovations themselves
Innovating the basic elements of the
‘pedagogical core’
Innovating learner profiles through
selection or outreach, including: • Distant learners • Parents as learners
Innovating the ‘teacher’ profile by
drawing on: • Community volunteers
and expertise; • Distant teachers • peer teaching
Innovating which resources used and how, including:
• Digital resources • Use of learning space
Innovating content including: • 21st c competences • Languages, culture • Sustainability • Interdisciplinarity
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Innovating the organisation and
dynamics of the ‘pedagogical core’
Flexible and collaborative teaching Rethinking how
learners grouped
Rethinking learning time Innovating pedagogical
options
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The guiding visions and strategies - designs
Does learning evidence feed back to leadership?
Evidence about what the learners learn: is it usable and accessible?
How well are the designs and strategies implemented?
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Who is leading decisions about teaching & learning?
Leadership and the “Design/Redesign”
formative cycle
Extending capacity through partnerships;
the learning principles permeating all
• Integrate and apply the 7 ILE learning principles
• Innovate the “pedagogical core”
• Engage the “Design/Redesign” formative cycle
• Extend capacity through partnerships.
The ILE framework suggests 21st
century learning environments should:
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THANK YOU!
www.oecd.org/edu/ceri/innovativelearningenvironments.htm
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