Mainstreaming ICT-enabled learning innovations

in Europe Policy actions for sustainability, scalability and impact at system level

Panagiotis Kampylis, Yves Punie & Barbara Brečko

JRC-IPTS

VISIR International Seminar Brussels, 25-26 March 2014

European Commission, Joint Research Centre

Institute for Prospective Technological Studies (IPTS): Research institute supporting EU policy-making on socio-economic, scientific and/or technological issues

IPTS > Information Society Unit > ICT for Learning, Skills and Open Education

Research on "educational transformation in a digital world", in support of (mainly) DG Education and Culture

Research strands:

1. Open Education and OER: OEREU; OpenEdu, Science 2.0…

2. Key Competences and 21st century skills: ICEAC; COMPASS; DIGCOMP; …

3. Future of Learning: FutLearn; eLFut; MATEL; The Horizon Report Europe…

4. Innovating Learning and Teaching: LEARNCOM, Learning 2.0; 1:1 Learning; TeLLNet, SCALE CCR…

Here, results from 'Up-scaling Creative Classrooms in Europe' (SCALE CCR)

JRC-IPTS project (2011-2013) on behalf of DG EAC

Objective: How to mainstream ICT-enabled learning innovations with systemic impact

European Policy Context

http://www.eesc.europa.eu/?i=portal.en.europe-2020-flagship

Educational targets • Reducing Early School leaving • Increasing Higher Education Attainment

Additional Aims • Making LLL and mobility a reality • E&T quality and efficiency • Equity, social cohesion, active citizenship • Creativity and innovation

Opening up Education (Sept. 2013)

Lots of small-scale innovations but scattered and disconnected ('islands of innovation')

With little systemic impact – usually introduce new tools but 'business as usual'

Mainly without scientific evaluation on outcomes, effectiveness and efficiency

Rarely continue beyond pilot or funding schemes

Why do we need policy actions for sustainable and scalable learning innovations with systemic impact?

Five key dimensions for scaling up educational innovation

Clarke and Dede (2009), building on the model by Coburn (2003) http://bit.ly/DedeScalingUp

1. Depth — change in teaching and learning practices (quality of the innovation)

2. Sustainability — the extent to which the innovation is maintained in ongoing use

3. Spread — the extent to which greater numbers of people adopt the innovation (outwards

and inwards)

4. Shift — decentralization of ownership, knowledge and authority (from external actors to

internal ones)

5. Evolution — revise and adapt the innovation as an organic process, which is a product of

depth, spread and shift

Need for an holistic approach and changes at system level.

Innovative pedagogy at the center.

Scaling up

•Is about innovative practice that meets the requirement of a digital society and economy

• Is about impact and systemic change (that is cost-effective)

• Is about what works and what does not work (implementation)

• Is about a flexible, dynamic, context-specific model with local autonomy and shared ownership

Scaling up ICT-enabled learning innovation

Multi-dimensional concept of Creative Classrooms

Research approach

Teachers (42.3%), researchers (21.5%), policy- & decision-makers (18.8%), & others

from 22 European countries and beyond.

Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).

Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).

Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).

Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).

Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).

Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).

Creative Classrooms multi-dimensional concept

60 policy recommendation

clustered in 7 areas

8

4

8

8

22

6

4

N=149 Mean* %

School staff professional development

5,98 61,1

Infrastructure 5,88 60,8

Assessment 5,71 56,1

Organisation and leadership 5,65 47,8

Connectedness 5,58 45,4

Content and curricula 5,52 39,2

Research 5,52 37,2

Ranked policy recommendation areas

* scale from 1 (not relevant) at all to 7 (very relevant)

Recommendation 1 | School Staff Professional Development area |

Invest significantly in updating Continuous Professional Development provisions

Recommendation 2 | School Staff Professional Development area |

Support and motivate teachers to develop and update their digital

competence and ICT skills

Recommendation 3 | Infrastructure area |

Ensure that all learners have equal and ubiquitous ICT access, in and out of school.

Top-ten recommendations

Recommendation 4 | School Staff Professional Development area |

Enable teachers to develop their ability to adopt and adapt innovative pedagogical practices

Recommendation 5 | Organisation & Leadership area |

Support knowledge exchange on how innovative practices are made possible by the use of ICT

Recommendation 6 | Organisation & Leadership area |

Create organisational structures to support and motivate teachers to participate in professional networks, disseminating pedagogical innovation

Top-ten recommendations

Recommendation 7 | School Staff Professional Development area |

Recognize the role of teachers as agents of change

Recommendation 8 | School Staff Professional Development area |

Update Initial Teacher Training to ensure that prospective teachers acquire the key competences required for their role as agents of change.

Recommendation 9 | Organisation and leadership area |

Encourage the development of a "culture of innovation" at system level.

Recommendation 10 | Research area |

Encourage research on the implementation process of ICT-enabled learning innovations, focusing on the possible learning gains.

Top-ten recommendations

Take-Aways

Culture of innovation at system level

Networks of networks

(Re)design physical space

Various research methods

Autonomous teams of teachers

Teachers Digital Competence & ICT skills

Revising examination systems

Updating Teachers Professional Development

Supporting knowledge exchange

Equal and ubiquitous ICT access Innovative pedagogical practices

Ownership of assessment to learners

Portability and interoperability

Many pathways to innovate

and scale up in 'organic' ways

Top-down strategies for supporting

bottom-up innovations

Systemic approach –

changes in all areas Research evidence on learning

outcomes

Research on learning gains

http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR3publications.html

Thank you for your attention!

Panagiotis Kampylis, Ph.D.

panagiotis.kampylis@ec.europa.eu

http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html

http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html