131213 scale ccr m&l bxl_yp_final
•Download as PPTX, PDF•
2 likes•974 views
Closing keynote Media & Learning 2013 on scaling up ICT innovation in E&T.
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Similar to 131213 scale ccr m&l bxl_yp_final
Similar to 131213 scale ccr m&l bxl_yp_final (20)
Recently uploaded
Recently uploaded (20)
131213 scale ccr m&l bxl_yp_final
- 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, 12-13 December 2013
- 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
- 9. Ritaharju Model School, Oulu © Media Lab Helsinki
- 10. Time/Qualcomm Invention poll (2013): http://www.qualcomm.com/sites/default/files/uploads/time-invention-poll-in-cooperation-with-qualcomm-fullsurvey-data.pdf
- 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 http://pandodaily.com/2013/09/13/moocsand-the-gartner-hype-cycle-a-very-slow-tsunami/
- 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. Creativity Innovation Synonyms EU-27 IPTS (2010) Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in EU Member States, EUR 24675. United Kingdom - England United Kingdom - Wales United Kingdom - Scotland United Kingdom - Northern Ireland D) less than 1 word on 1000 curricula words is on Creativity and/or Innovation (2009) Slovakia Slovenia Sweden Romania Portugal Poland The Netherlands Malta Latvia Luxembourg Lithuania Italy Ireland Hungary France Finland Spain - national level Spain - Madrid Spain - Extremadura Spain - Andalucía Greece Estonia Denmark Germany - Saxony Germany - Lower Saxony Germany - Bavaria Czech Republic Bulgaria Belgium - Wallonia Belgium - Flanders Belgium - German speaking community Austria 2.50 2.00 1.50 1.00 0.50 0.00
- 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.
- 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) http://bit.ly/DedeScalingUp http://www.microsoft.com/education/demos/scale/index.html 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
- 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
- 31. Shared Aims / impacts Improving learning outcomes 21st 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 (2008-2013) in 19 European countries, 47.000 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-
- 35. Hellerup School (DK) • Public school (6-16 years old), since 2002 • 750 pupils and 65 teachers and assistants • flexibility, creativity, l earning 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)
- 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 • Impact: "Cultural change" towards embracing ICT by school leaders, teachers and students mp3
- 41. South Korea 4th 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 21st century skills and their assessment • Evolving over time – organic growth & combination of top-down and bottom-up, centralised and decentralised • Monitoring and evaluation
- 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, peerlearning and informal and non-formal learning), as life-long learners themselves. Recommendation 3 Ensure that all learners have equal and ubiquitous ICT access, in
- 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
Editor's Notes
- Was science campus of ULG for 75 years, but abandoned since 2005, now at SartTilman. Area is being re-designed by 2015. Standing abandoned on the banks of the Meuse river in Liege, Université du Val Benoît - See more at: http://www.urbanghostsmedia.com/2013/08/urbex-abandoned-liege-university-du-val-benoit/#sthash.VTP47Yjj.dpuf
- Encourage many ideas from many sources.Don't interfere with promising developments in their early stages.OriginLet a thousand flowers bloom is a common misquotation of Chairman Mao Zedong's "Let a hundred flowers blossom". This slogan was used during the period of approximately six weeks in the summer of 1957 when the Chinese intelligentsia were invited to criticize the political system then obtaining in Communist China.The full quotation, taken from a speech of Mao's in Peking in February 1957, is:"Letting a hundred flowers blossom and a hundred schools of thought contend is the policy for promoting progress in the arts and the sciences and a flourishing socialist culture in our land." It is sometimes suggested that the initiative was a deliberate attempt to flush out dissidents by encouraging them to show themselves as critical of the regime. Whether or not it was a deliberate trap isn't clear but it is the case that many of those who put forward views that were unwelcome to Mao were executed.
- OECD: 125 cases from 20 countries, and 40 in-depthVISIR 125 cases with high impact, bottum-up micro-innovations from SE, informal and work-based learning; with a selection of 22 for presentation purposes.
- These are all top performers in PISA and other international exercises
- The application of the IPTS mapping framework to the case of 1:1 learning in Europe (implemented in multi-faceted educational settings) showed the current state of development and the emerging trends regarding the nature, the reach, the target groups and the impact of 1:1 innovation in learning. As the case of 1:1 learning initiatives in Europe consists of several existing undertakings rather than a single action, the mean reach and impact of all initia- tives are illustrated in Figure 3 and discussed below. Regarding the nature of innovation, 1:1 learning strategies in Europe can be considered as mostly incremental. There is a need to progressively move the focus away from the devices and infrastructure to the learners and to 1:1 pedagogies. As to the implementation, about half of the 1:1 initiatives reach a significant scale, involving a large number of students (e.g. 180,000 in Norway and 113,226 in Greece) and moving towards mainstreaming (e.g. 600,000 students in Por- tugal, 634,549 in Spain and 15,000,000 in Turkey). The access level reflects as well this emerging trend, with more than half of the initiatives embedded in national strategies. Main impact area of such 1:1 initiatives is at service level, addressing key aspects related to the provision of equipment to schools and the development of infrastructures both inside and outside schools. The main ben- eficiaries (target) of 1:1 initiatives are the students and teachers, who received laptops and netbooks in most cases, and in some cases, tablets. In order to make the mainstreaming of initiatives both sustainable and effective a more active involvement of key stakeholders, such as parents, researchers and industry, is required.
- This report presents a set of policy recommendations developed through a mixed-research approach involving around 300 educational stakeholders.Almost 150 educational stakeholders from 22 European countries and from some of non-EU countries evaluated 60 policy recommendations for further developing and mainstreaming ICT enabled innovation for learning in Europe