Transcript INNOVATIVE LEARNING ENVIRONMENTS Pedagogies for 21st Century Learning and Competence David Istance Centre for Educational Research and Innovation (CERI)

INNOVATIVE LEARNING
ENVIRONMENTS
Pedagogies for 21st
Century Learning and
Competence
David Istance
Centre for Educational Research and Innovation (CERI)
Interlocking ILE Component Parts
• The “Bio-Chemistry” of Learning Environments –
understanding the ‘micro’ level, learners in context
• Effectiveness of Learning Environments – international
research reviews - evidence-based principles for policy & practice
•
Innovations reconfiguring the Learning Environment –
the compilation of different types of innovative learning
environment - some in schools, others non-formal
•
Innovative Learning Environments that Promote
Effective Learning –in-depth study of inspiring and effective
innovations (the ‘Observatory’)
• Policy dialogue and dissemination – promoting policy
reflection and reform with participating systems
Research Reviews on Effective Learning
Environments
1. OECD/CERI Introduction
2.The Historical Developments in
the Conception of Learning
Erik De Corte
3. The Cognitive Perspective on
Learning
Elsbeth Stern & Michael Schneider,
4. Developmental and Biological
Bases of Learning
Cristina Hinton & Kurt Fischer
5. Emotional and Motivational
Aspects of Learning
Monique Boekaerts
6. Formative Assessment &
Feedback
Dylan Wiliam
7. Learning in Social Groups –
cooperative learning
Robert Slavin
8. Learning about Real-world Problems
Brigid Barron & Linda Darling-Hammond,
9. Technology and Learning
Richard Mayer
10.The Role of the Family in Learning
Barbara Schneider, Keesler & Morlock
11. The Community as a Resource for
Learning
Andrew Furco
12. Making change happen – transversal
implications for organisation and
practice
Lauren Resnick
13. Conclusions and Principles
OECD/ILE team
Principles of effectiveness of learning environments
The learning environment:
• Makes learning central, encourages engagement, and learners
increasingly understand themselves as learners (‘regulation’)
• Is acutely sensitive to the individual differences among the
learners in it, including their prior knowledge, and demand
hard work and challenge from all without excessive overload
• The learning professionals are highly attuned to the learners’
motivations and the key role of emotions in achievement
The principles (continued)
• Operates with clarity of expectations, is information-rich,
and uses assessments that are consistent with those goals
and expectations. Strong emphasis on formative feedback.
• Is founded on the social nature of learning; it organises
active cooperation and effective collaboration
• Promotes ‘horizontal connectedness’ – across learning
activities & subjects, in- & out-of-school
Possibly familiar but in reality highly demanding as a really
effective learning environment does them all
…in educational terms
• Learner-centred but key role of learning
professionals (not learning vs. teaching)
• Structured and designed, mixes of activities,
learner autonomy and pacing (not abandoning
learners to their own devices)
• Demanding but not excessive
• Personalisation, but…
• Social and Inclusive (not personalisation as
individual compartmentalisation)
Compatible with different models & approaches