131213 scale ccr m&l bxl_yp_final

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

yves.punie@ec.europe.eu