131213 scale ccr m&l bxl_yp_final
DESCRIPTION
Closing keynote Media & Learning 2013 on scaling up ICT innovation in E&T.TRANSCRIPT
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
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
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
I. What's the problem?
II. Tackling the problem
III. Learning from seven case studies
IV. Policy recommendations
Structure
I. What's the problem?
http://www.urbanghostsmedia.com/tag/abandoned-schools/
Ritaharju Model School, Oulu© Media Lab Helsinki
Time/Qualcomm Invention poll (2013):
http://www.qualcomm.com/sites/default/files/uploads/time-invention-poll-in-cooperation-with-qualcomm-full-survey-data.pdf
2012 Year of the MOOC
« Educational change… now more than ever…? »
• 2013 Year of the anti-MOOC…
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/moocs-and-the-gartner-hype-cycle-a-very-slow-tsunami/
Disruptive….
or sustaining innovation…?
Bower & Christensen, 1995
And what about Creativity…?
You can see creativity everywhere…
but in the curricula...?
The creativity paradox…:-)
How many times you think the words creativity
and innovation (+ synonyms) appear in EU
member states curricula for obligatory schooling?
Question:
A) 50 times or more on 1000 curricula wordsB) 10 and 49 times on 1000 curricula wordsC) 1 and 9 times on 1000 curricula wordsD) Less than 1 on 1000 curricula words
(EU average)
0.00
0.50
1.00
1.50
2.00
2.50
Aust
ria
Belg
ium
- G
erm
an s
peaki
ng c
om
munity
Belg
ium
- F
landers
Belg
ium
- W
allo
nia
Bulg
aria
Cze
ch R
epublic
Germ
any
- B
ava
ria
Germ
any
- Low
er
Saxo
ny
Germ
any
- S
axo
ny
Denm
ark
Est
onia
Gre
ece
Spain
- A
ndalu
cía
Spain
- E
xtre
madura
Spain
- M
adrid
Spain
- n
atio
nal l
eve
l
Fin
land
Fra
nce
Hungary
Irela
nd
Italy
Lith
uania
Luxe
mbourg
Latv
ia
Malta
The N
eth
erlands
Pola
nd
Port
ugal
Rom
ania
Sw
eden
Slo
venia
Slo
vaki
a
Unite
d K
ingdom
- E
ngla
nd
Unite
d K
ingdom
- N
ort
hern
Ire
land
Unite
d K
ingdom
- S
cotla
nd
Unite
d K
ingdom
- W
ale
s
Creativity Innovation Synonyms EU-27
D) less than 1 word on 1000 curricula words is on Creativity and/or Innovation (2009)
IPTS (2010) Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in EU Member States, EUR 24675.
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.
In other words… Why scale ? Why sustainability?
II. Tackling the problem…
• 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
What do we mean with scale? Sustainability?
• 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
http://www.microsoft.com/education/demos/scale/index.html
Five key dimensions for scaling up educational
innovationClarke and Dede (2009), building
on the model by Coburn (2003)
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
http://bit.ly/DedeScalingUp
Need for an holistic approach and changes at system level.
Innovative pedagogy at the centre.
A mapping framework of ICT-enabled innovation for learning
• Creative Classrooms initiative (2011-)
• COM on Opening up Education (Sept. 2013)
EU Policy responses
III. Learning from seven case studies
31 European 1:1 initiatives
Hellerup School
3 cases from Europe
Case studies
•Consortium for Renovating Education of the Future (with ICT) in Japan
• Digital Textbooks in South Korea
• e-Learning Pilot Scheme in Hong Kong
• Singapore’s Master plan for ICT in Educationmp3
4 Cases from Asia
Case studies
• 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
• 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
Shared Aims / impacts
• Started in 2005• > 33 countries
(+)• > 25 languages• > 200,000
registered users
• > 100,000 schools
• > 27,000 projects
• (~5,000 active)
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-CNR)
• Public school (6-16 years old), since 2002
• 750 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
Hellerup School (DK)
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)
Japan
37April 10, 2023
Singapore’s Master plan for ICT in Education mp3• 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
40April 10, 2023
mp3
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
• 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
Cross-cutting issues
1:1 Learning
Embracing diversity…
1:1 Learning
eTwinning
Embracing diversity…
1:1 Learning
eTwinning
Hellerup school
Embracing diversity…
eLearning Scheme HK 1:1 Learning
eTwinning
Hellerup school
Embracing diversity…
eLearning Scheme HKMasterplan 3 SG
1:1 Learning
eTwinning
Hellerup school
Embracing diversity…
eLearning Scheme HKMasterplan 3 SG
Digital Textbooks KR
1:1 Learning
eTwinning
Hellerup school
Embracing diversity…
1:1 Learning
eTwinning
Hellerup school
eLearning Scheme HKMasterplan 3 SG
Digital Textbooks KR
CoREF JP
Embracing diversity…
• High scale – low participation treshold
• The more innovative – the more difficult
to scale
IV. Policy recommendations
Online consultation (March-April 2013)
149 educational stakeholders (mainly from Europe) evaluating and ranking 60 policy recommendations.
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
Recommendation 1Invest 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 2Support 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 3Ensure that all learners have equal and ubiquitous ICT access, in and out of school.
Recommendation 4Enable teachers to develop their ability to adopt and adapt innovative pedagogical practices (e.g. formative assessment) for diverse learning settings and purposes. Recommendation 5Support 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 6Create 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.
Recommendation 7Recognizing the role of teachers as agents of change (no objects of change) and encouraging them to take the ownership of innovation). Recommendation 8Update 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 9Encourage 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 10Encourage research on the implementation process of ICT-enabled learning innovations, focusing on the possible learning gains.
http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html
Thank you