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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.
1.Analysing & Designing Learning
Environments for the 21st Century
Hanna Dumont & David Istance
2. Historical Developments in the
Understanding of Learning
Erik De Corte
3. The Cognitive Perspective on
Learning
Elsbeth Stern & Michael Schneider
4. The Crucial Role of Emotions &
Motivation in Learning
Monique Boekaerts
5. Developmental & Biological
Bases of Learning
Cristina Hinton & Kurt Fischer
6. Formative Assessment
Dylan Wiliam
7. Technology and Learning
Richard Mayer
8. Cooperative Learning & Group-work
Robert 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 Learning
Barbara Schneider, Keesler & Morlock
12. Implementing Innovation: from
visions to everyday practice
Lauren Resnick, James Spillane, Goldman
& Rangel
13. Future Directions
OECD (Istance & Dumont)
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.
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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
SYSTEM
SCHOOL
CLASS
TEACHER
LEARNER
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Why look beyond this framework when
our focus is on learning?
• Expressed in terms of institutional structures
not configurations of learning – not learningfocused
• Assumes existing institutions, discouraging
consideration of innovations, hybrid or nonformal 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
How?
Leadership,
scheduling,
groupings,
pedagogies,
assessments
Who learns?
Profile of the
learner
Learners
Content
Organisation
With whom?
those engaged
in teaching and
orchestrating
learning
‘Teachers’
Resources
Learning what:
competences,
knowledge,
values; formal
and non-formal
Where? With
what?
facilities, space
and technology
Providing the framework to understand micro-level
innovations in the ILE study (for 2012 publication)
Innovative
approaches to
scheduling,
groupings,
pedagogies,
assessment,
guidance
Innovations in
the profile of
the learners
Learners
Content
Offering new
foci for content,
competences and
knowledge
Organisation
Innovations
regarding those
engaged in
teaching and
orchestrating
learning
‘Teachers’
Resources
Innovative
uses of
infrastructure,
space and
technology
Dynamics and Organisation of Learning
Environments
resources
Learning
leadership
content
Learning activities
learners
‘teachers’
Learning
Feedback
Evaluation and
assessment:
transforming learning
information into
usable knowledge
Information
about learning
activities,
learners, and
outcomes
LEARNING
Learning environments embedded in a wider systemic
framework
‘Atomic’ level –
individual classes &
learning episodes
Institutional
environment
Learning
environment
Micro level
Environments –
learning &
institutional
Meso level Networks
of environments &
of practice
Policy-setting & framing conditions
Macro level -System & ed.
authorities
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
Spain
Czech Rep?
South Africa?
Victoria, South Australia, ENSI (Environment and School
(Australia)
Initiatives)
Alberta, British
Cognition Institute (New Zealand)
Columbia (Canada)
Stupski and Nellie Mae
Thüringen (Germany)
Educational Foundations (US)
Nuevo Leon (Mexico)
Microsoft Partners in Learning
Berne & Ticino
Innovation Unit (England)
(Switzerland),
Jaume Bofill Foundation
Ohio (US)
(Catalonia, Spain)
Hong Kong, China
IMTEC (Norway)
Mass. US?
Microsoft Partners in Learning
BadenFondazione per la Scuola
Wurtembg(Germany)?
(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 & materials
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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!
[email protected]
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