ICT-enabled innovation for Learning in Europe and Asia: Exploring conditions for sustainability, scalability and impact at system level

Transcription

1 ICT-enabled innovation for Learning in Europe and Asia: Exploring conditions for sustainability, scalability and impact at system level Yves Punie Pan Kampylis Barbara Brečko JRC Institute for Prospective Technological Studies Keynote Media & Learning 2013, Brussels, December 2013

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3 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

4 ICT for Learning and Skills Research on "educational transformation in a digital world", in support of (mainly) DG Education and Culture Themes: Mainstreaming and scaling-up ICT-enabled innovation for learning Digital Competence for Education and Employability Opening up Education, support and follow-up COM 2013 (654 final), 25 Sept 2013

5 Structure I. What's the problem? II. Tackling the problem III. Learning from seven case studies IV. Policy recommendations

6 I. What's the problem?

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9 Ritaharju Model School, Oulu Media Lab Helsinki

10 Time/Qualcomm Invention poll (2013):

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14 «Educational change now more than ever?» 2012 Year of the MOOC 2013 Year of the anti-mooc

15 MOOC hype cycle A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney

16 Disruptive. or sustaining innovation? Bower & Christensen, 1995

17 And what about Creativity? You can see creativity everywhere but in the curricula...? The creativity paradox :-)

18 Question: How many times you think the words creativity and innovation (+ synonyms) appear in EU member states curricula for obligatory schooling? A) 50 times or more on 1000 curricula words B) 10 and 49 times on 1000 curricula words C) 1 and 9 times on 1000 curricula words D) Less than 1 on 1000 curricula words (EU average)

19 Austria Belgium - German speaking community Belgium - Flanders Belgium - Wallonia Bulgaria Czech Republic Germany - Bavaria Germany - Lower Saxony Germany - Saxony Denmark Estonia Greece IPTS (2010) Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in EU Member States, EUR Spain - Andalucía Spain - Extremadura Spain - Madrid Spain - national level Finland France Hungary Ireland Italy Lithuania Luxembourg Latvia Malta The Netherlands Poland Portugal Romania Sweden Slovenia Slovakia United Kingdom - England United Kingdom - Northern Ireland United Kingdom - Scotland United Kingdom - Wales D) less than 1 word on 1000 curricula words is on Creativity and/or Innovation (2009) Creativity Innovation Synonyms EU-27

20 In other words Why scale? Why sustainability? Lots of small-scale, innovative projects but with little systemic impact, often not continued beyond pilot or funding schemes, without any scientific evaluation on outcomes, effectiveness and efficiency.

21 II. Tackling the problem

22 What do we mean with scale? Sustainability? NOT just about replication or duplication of successful initiatives NOT just about going from small numbers to big numbers NOT about imposing one (pedagogical) model that is fit for all NOT about providing devices to students and then business as usual IS about innovative practice that meets the requirement of 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

23 Five key dimensions for scaling up educational innovation Clarke and Dede (2009), building on the model by Coburn (2003) 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

24 Need for an holistic approach and changes at system level. Innovative pedagogy at the centre.

25 A mapping framework of ICT-enabled innovation for learning

26 EU Policy responses Creative Classrooms initiative (2011-) COM on Opening up Education (Sept. 2013)

27 III. Learning from seven case studies

28 Case studies 3 cases from Europe 31 European 1:1 initiatives Hellerup School

29 Case studies 4 Cases from Asia Consortium for Renovating Education of the Future (with ICT) in Japan Digital Textbooks in South Korea e-learning Pilot Scheme in Hong Kong mp3 Singapore s Master plan for ICT in Education Nancy LAW, University of Hong Kong, Hong Kong Seungyeon HAN, Hanyang Cyber University, South Korea Naomi MIYAKE, University of Tokyo, Japan Chee-Kit LOOI, National Institute of Education, Nanyang Technological University, Singapore

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31 Shared Aims / impacts Improving learning outcomes 21 st century skills Widening access and reducing digital divides Teacher competences and professional development Increase learner motivations (also outside school) Develop stronger sense of learning among students "and" teachers Involve wider communities and stakeholders

32 Started in 2005 > 33 countries (+) > 25 languages > 200,000 registered users > 100,000 schools > 27,000 projects (~5,000 active)

33 31 recent 1:1 initiatives ( ) in 19 European countries, schools, 17,5 million students Laptops and netbooks in most of the cases; tablets in some cases; smartphones in few initiatives IPTS in collaboration with European Schoolnet (Jan to Dec 2012) and Stefania Bocconi (ITD-CNR)

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35 Hellerup School (DK) Public school (6-16 years old), since pupils and 65 teachers and assistants flexibility, creativity, learning styles and systemic innovation Systemic approach involving whole school community. Innovative physical space Emphasis on stakeholder and user participation in the design process

36 Japan Consortium for Renovating Education of the Future Bottom-up classroom activity reform by teachers, backed up with learning sciences (Univ. of Tokyo) and supported by local boards of education and industry Learner-centered practices: collaborative "knowledge-constructive jigsaw model" based on "understanding" Started in 2010, 300 high schools, 80 elementary schools, 600 teachers, all subject areas and all school types Conditions for scaling-up: Networking small networks of teachers / actors (5-10)

37 12 February

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39 Singapore s Master plan for ICT in Education Circa 5 million people 362 schools in total Central, longer term planning: Innovation (& PISA) Emphasis on SDL and Collaborative Learning Strong link research and practitioner's mp3 Impact: "Cultural change" towards embracing ICT by school leaders, teachers and students

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41 South Korea 4 th Master plan on ICT and Education focusing on digital textbooks (First one started in 1996) e-learning pilot scheme in Hong Kong

42 Cross-cutting issues Importance of vision, strategy, longer term planning, stakeholder involvement and shared ownership Links between research, policy and practitioners Teacher training and support Pedagogy first Clarify 21 st century skills and their assessment Evolving over time organic growth & combination of topdown and bottom-up, centralised and decentralised Monitoring and evaluation

43 Embracing diversity 1:1 Learning

44 Embracing diversity 1:1 Learning etwinning

45 Embracing diversity 1:1 Learning etwinning Hellerup school

46 Embracing diversity elearning Scheme HK 1:1 Learning etwinning Hellerup school

47 Embracing diversity elearning Scheme HK Masterplan 3 SG 1:1 Learning etwinning Hellerup school

48 Embracing diversity elearning Scheme HK Masterplan 3 SG Digital Textbooks KR 1:1 Learning etwinning Hellerup school

49 Embracing diversity elearning Scheme HK Masterplan 3 SG Digital Textbooks KR CoREF JP 1:1 Learning etwinning Hellerup school

50 High scale low participation treshold The more innovative the more difficult to scale

51 IV. Policy recommendations Online consultation (March-April 2013) 149 educational stakeholders (mainly from Europe) evaluating and ranking 60 policy recommendations.

52 Ranked policy recommendation areas 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

53 Recommendation 1 Invest significantly in updating Continuous Professional Development provisions (including the education of teacher educators) to ensure that in-service teachers acquire the key competences required for fostering and orchestrating learning instead of transmitting knowledge. Recommendation 2 Support and motivate teachers to develop and update their digital competence and ICT skills (e.g. through in-service training, peer-learning and informal and non-formal learning), as life-long learners themselves. Recommendation 3 Ensure that all learners have equal and ubiquitous ICT access, in and out of school.

54 Recommendation 4 Enable teachers to develop their ability to adopt and adapt innovative pedagogical practices (e.g. formative assessment) for diverse learning settings and purposes. Recommendation 5 Support knowledge exchange (e.g. participation in conferences and workshops) to gain a further understanding of how innovative practices are made possible by the use of ICT. Recommendation 6 Create organisational structures (e.g. formal recognition and informal reputation mechanisms, technical support, pedagogical advice, etc.) to support and motivate teachers to participate in professional networks, disseminating pedagogical innovation.

55 Recommendation 7 Recognizing the role of teachers as agents of change (no objects of change) and encouraging them to take the ownership of innovation). Recommendation 8 Update Initial Teacher Training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents of change. Recommendation 9 Encourage the development of a "culture of innovation" at system level, removing the fear of change and supporting decision makers, teachers, and other stakeholders when taking sensible risks and trying new things. Recommendation 10 Encourage research on the implementation process of ICT-enabled learning innovations, focusing on the possible learning gains.

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57 Thank you