Scaling-up ICT-enabled innovation for learning: Insights...

Scaling-up ICT-enabled innovation for

learning: Insights from European and Asian

Education innovations

Yves Punie Pan Kampylis

Barbara Brečko

JRC-IPTS

European Forum on Learning Futures and Innovation: The role of technologies, the challenges of scalability

and mainstreaming Brussels, 18-19 March 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

Learning 2.0 Innovation & Creativity in E&T Future of Learning & Skilling ICT for Assessment of Key Competences CURRENT projects: Mapping Technologies for Learning (2012-2013) Digital Competence Framework (2010-2012) Teacher Networking (eTwinning – TELLNET) Mainstreaming “Creative Classrooms” (2011-2013)

Open Educational Resources (2012-2012)

Since 2005, evidence-based policy research on ICT for Learning and Skilling

Past projects:

In collaboration with DG EAC, linked to other policies (CONNECT, ENTR, EMPL)

European Policy Context

http://www.eesc.europa.eu/?i=portal.en.europe-2020-flagship

Educational targets * Reducing Early School leaving * Increasing Higher Education Attainment Additional Aims * Making LLL and mobility a reality * E&T quality and efficiency * Equity, social cohesion, active citizenship * Creativity and innovation

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• Mainstreaming and Up-scaling ICT for innovating and modernising Education and Training in Europe (E&T)

• New Skills and Competences in a digital society

Educational transformation in a digital world

Up-Scaling Creative Classrooms in Europe (SCALE CCR, on behalf of DG EAC 2011-2013)

To provide a better understanding of ICT-enabled innovation for learning that can be brought to scale and/or having systemic impact. To provide recommendations for policymakers, educational stakeholders and practitioners

• 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.

• Policy response: Creative Classrooms initiative

Why scale? Why sustainability?

• NOT just about going from small numbers to big numbers

• NOT just about replication or duplication of successful initiatives

• NOT about imposing one (pedagogical) model that is fit for all

• NOT about proving tablets 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

Methodology

• Literature review, interviews (7), experts workshops (2)

• Case studies:

• 3 from Europe (eTwinning, 1:1 computing, Hellerup School)

• 4 from Asia (Hong Kong, Singapore, S-Korea, Japan)

Upcoming

• April 2013:

• Online consultation on policy recommendations

• Policy validation workshop

• May 2013:

• Case studies report

• June 2014:

• Policy brief

Progress is slow related to

mainstreaming and up-scaling.

Why?

Need for a more systemic approach…

Scale CCR Reference Parameters

Understanding ICT-enabled innovation for learning

Nature of innovation (incremental, radical, disruptive): level of change

Implementation phase (pilot, scale, mainstreaming): stage of

development

Access level (local, regional/national, cross-boarder): geographical

coverage of the innovation

Impact area (process, service, organization): the extent of innovation

Target (single actors, multiple actors, wide-range of actors): the actors

addressed by the innovation

Nature of innovation (incremental, radical, disruptive): it captures the level

of change with respect to the progressive introduction of some new elements

(incremental), to a relevant number of innovative elements (radical), till a

profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI,

2009).

Implementation phase (pilot, scale, mainstreaming): it describes the current

stage of development, ranging from a limited application (pilot), increasing to a

more consolidated up-take (scale), till reaching an established use

(mainstreaming) (e.g. OECD/CERI, 2010).

Access level (local, regional/national, cross-boarder): it captures the

geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al.,

2006).

Impact area (process, service, organization): it illustrates the extent of

innovation, from affecting practices (process), to introducing new means

(services), up to undertaking systemic reform (organization) (OECD & Eurostat,

2005; Robinson, 2001).

Target (single actors, multiple actors, wide-range of actors): it describes the

actors addressed by the innovation, from involving a specific target group (single

actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).

Several terms have been used, including sustaining , evolutionary , or continuous

innovation instead of incremental as well as discontinuous, breakthrough, and

revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis,

Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu,

Houssin, Caillaud, & Gardoni, 2011).

It refers to profoundly new ways of doing things made possible by the use of ICT

Nature of innovation (incremental, radical, disruptive): it captures the level of change with respect to the progressive introduction of some new elements (incremental), to a relevant number of innovative elements (radical), till a profound and comprehensive change (disruptive) (Cooper, 1998; Doig, 2005; Leadbeater & Wong, 2010; OECD/CERI, 2009).

Implementation phase (pilot, scale, mainstreaming): it describes the current stage of development, ranging from a limited application (pilot), increasing to a more consolidated up-take (scale), till reaching an established use (mainstreaming) (e.g. OECD/CERI, 2010).

Access level (local, regional/national, cross-boarder): it captures the geographical coverage of the innovation, from interesting a restricted area (local), to a broad realm (regional/national), up to international/world wide level (cross-boarder) (OECD/CERI, 2010; Punie, et al., 2006).

Impact area (process, service, organization): it illustrates the extent of innovation, from affecting practices (process), to introducing new means (services), up to undertaking systemic reform (organization) (OECD & Eurostat, 2005; Robinson, 2001).

Target (single actors, multiple actors, wide-range of actors): it describes the actors addressed by the innovation, from involving a specific target group (single actors), to diverse set of actors (multiple actors), up to a variety of stakeholders (wide-range of actors) (Cairney, 2000).

Several terms have been used, including sustaining , evolutionary , or continuous innovation instead of incremental as well as discontinuous, breakthrough, and revolutionary instead of disruptive (Ansari & Krop, in press; Carayannis, Gonzalez, & Wetter, 2003; Leadbeater & Wong, 2010; Shavinina, 2003; Xu, Houssin, Caillaud, & Gardoni, 2011).

Cases from Europe

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European Commission-funded initiative

www.etwinning.net

http://www.etwinning.net/

34 countries 1 CSS - 35 NSSs 25 languages 198,000+ registered users 100,000+ schools 27,000+ projects (~5,000 active)

Scale and geographical coverage

http://www.etwinning.net/en/pub/news/press_corner/statistics.cfm



Brief history #1

2005 2008 2014

Launched Jan 2005

Entering Phase 3

(Erasmus for all)

2009 2012

New portal – improved

usability

New motto: The community for

schools in Europe

Social Networking approach

2007

Lifelong Learning

Programme within Comenius

Phase 1 Phase 2 Phase 3

Policy goals (Barcelona European Council in March 2002): to promote school twinning as an opportunity for all students to learn and practice ICT skills and to promote awareness of the multicultural European model of society.

Brief history #2

Source: Vuorikari, 2010

http://desktop.etwinning.net/library/desktop/resources/5/55/955/43955/etwinning_report_teachers_professional_development_en.pdf

Cross-border collaboration and networking

Outcomes from eTwinning • A case of educational change and ICT-enabled innovation for learning across

Europe with significant scale and impact

• Contributes to teachers’ continuous professional development and lifelong

learning (Fostering of soft skills and pedagogical innovation)

• Sustainability guaranteed through stable EU funding (also for 2014-2020) for

structure and organisation but room for flexibility and (new) grass-roots, bottom-

up activities -> "multimodality and evolving over time"

3.3%

eTwinning reach (2012)

Challenges

• Opening up to other actors, countries

• Interoperability with other networks

• Wider take-up for impact at system level

Mapping eTwinning

The case of 1:1 Learning in Europe

• 1:1 Learning study launched by JRC -IPTS and carried out by

European Schoolnet (from Jan to Dec 2012)

• Building upon EUN study (Nov 2010) "Netbooks on the rise:

European overview of national laptop and netbook initiatives in schools"

• Identification of 29 recent initiatives in 19 EU countries, involving

circa 620.000 schools and almost 17 million students!

• Inclusion criteria:

launched within an educational framework (primary and secondary)

started not earlier than 2008 (*ongoing)

significant scale and/or impact

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Time line

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Different aims and orientations

Outcomes from 1:1 Learning

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• Improved participation levels and students’ motivation

• Extended learning opportunities outside the school

• Student ownership important (-> BYO device)

• Development of 1:1 pedagogies

• Mixed results on learning outcomes

• Teacher training and support are key

• Impact on school organizational practices

• Shift from initial 1to1 devices to 1to1 Learning

• Different funding models but sustainability is an issue

Mapping 1:1 learning

Hellerup School, Denmark

public primary and lower secondary school (6-16 years old), since 2002

750 pupils and 65 teachers and assistants

Keywords: flexibility, creativity, learning styles and systemic innovation

Implements a systemic approach to educational innovation that involves and impacts the whole school community.

Innovative physical space – Emphasis on stakeholder and user participation in the design process

Hellerup School, Denmark

Integrated flexibility for learning: no classrooms, personalized and self-regulated learning

Wi-fi everywhere, BYOD, mobile learning

Teachers work autonomously in small teams

Wide-ranging partnerships (e.g. European SchoolNet)

Distributed leadership







Hellerup school

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 Education

mp3

4 Cases from Asia

Collaboration with

• 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

Consortium for Renovating Education of the Future, Japan

• Bottom-up classroom activity reform by teachers, backed up with learning sciences (Univ. of Tokyo) and supported by local boards of education and industry

• Building upon tradition of 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

• Impact: better learning outcomes, 21st century skills, increased motivation to learn outside school & stronger sense of learning among students "and" teachers

• Conditions for scaling-up:

• Collaborative and flexible organisation, strong teacher involvement

• Networks of small networks of actors (5-10)

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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

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4th Master plan on ICT and Education: focus on digital textbooks

Digital Textbooks in South Korea

Digital Textbooks in South Korea Aims

• To create learning-centred learning anywhere and anytime

• Reduce digital divide & develop 21st century skills

• 5th 6th and 7th grade

• No. of pilots 2008 (20), 2009 (103), 2010 (132), 2011 (63)

• Monitoring and evaluation

Challenges

• Shift to interactive, flexible and open textbooks

• Costs for parents and schools

• Pedagogical foundation for ICT projects

• Teacher concerns







Digital Textbooks KR

e-Learning pilot scheme in Hong Kong

53

Aims

• Call for proposals: 21 pilot projects for 3 years (2011-2014)

• Similar aims (including digital divide) + development of learning resources

Challenges

• Lack of common pedagogical theory - not highly innovative

• Difficulties in higher level learning performance

• Learning outcomes greatly depend on teacher pedagogical designs – Most teachers are not ready

• Parental concern on ebooks – how to help children

• Unclear if and how pilots will be continued

• Importance of vision, strategy, 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

• Embrace diversity of approaches

• Monitoring and evaluation

Cross-cutting issues







1:1 Learning







1:1 Learning

eTwinning







1:1 Learning

eTwinning

Hellerup school







eLearning Scheme HK 1:1 Learning

eTwinning

Hellerup school







eLearning Scheme HK

Masterplan 3 SG 1:1 Learning

eTwinning

Hellerup school







eLearning Scheme HK

Masterplan 3 SG


1:1 Learning

eTwinning

Hellerup school







1:1 Learning

eTwinning

Hellerup school

eLearning Scheme HK

Masterplan 3 SG


CoREF JP

Co-development of flexible and

research-based curricula

Open Educational Resources

ICT tools to reform

assessment practices

Ownership of assessment

to learners

Initial Teacher Training

Proficiency in data handling and methods (E.g learning analytics)

Open research and free dissemination of data

Shared metrics

Innovation agenda with long

term vision and short term goals

Research-based changes in

organizational structures and routines

Diversity of ICT-enabled innovation

Small teacher networks

Bigger networks of networks

Partnerships for technological

innovations

Physical space/infrastructure

Initial recommendations for policy and decision makers

Online consultation on mainstreaming

• 60 recommendations

• Ranking in terms of relevance

• End of March – End of April

• Please contribute!!!!!!!!

Another consultation… Open Education and OER in Europe 2030 • Call for vision papers

• Lifelong Learning (31/03/13)

• Obligatory Schooling (28/04/13)

• Higher Education (7/5/13)

• Seville Foresight workshops

• Lifelong Learning (29-30/04/13)

• Obligatory Schooling (28-29/05/13)

• Higher Education (6-7/06/13)

http://blogs.ec.europa.eu/openeducation2030/

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Publications

Framing ICT-enabled Innovation for Learning: the

case of one-to-one learning initiatives in Europe.

(2013). European Journal of Education.

Fostering innovative pedagogical practices

through online networks: the case of eTwinning.

(2013). INSPIRE XVII - Education matters.

Innovating teaching and learning practices: Key

Elements for Developing Creative Classrooms

(2012). eLearning Papers (also in the 4th Special

Edition of eLearning Papers).

Towards a Mapping Framework of ICT-enabled

Innovation for Learning (2012). JRC Scientific and

Policy Reports

Innovating Learning: Key Elements for Developing

Creative Classrooms in Europe (2012). JRC

Scientific and Policy Reports

http://onlinelibrary.wiley.com/doi/10.1111/ejed.12021/abstract;jsessionid=58FE3D336288F2F56D37AE8D99ACD9B9.d03t01?systemMessage=Wiley+Online+Library+will+be+disrupted+on+23+February+from+10%3A00-12%3A00+BST+%2805%3A00-07%3A00+EDT%29+for+essential+maintenan








http://elearningeuropa.info/en/article/Innovating-Teaching-and-Learning-Practices%3A-Key-Elements-for-Developing-Creative-Classrooms-in-Europe?paper=120943

http://elearningeuropa.info/en/article/Innovating-Teaching-and-Learning-Practices%3A-Key-Elements-for-Developing-Creative-Classrooms-in-Europe?paper=120943

http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=5159






Thank you for your attention

Yves Punie, Phd

Action Leader ICT for Learning and Inclusion

[email protected]

http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html

http://is.jrc.ec.europa.eu/pages/EAP/eInclusion.html

http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html

http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html

http://is.jrc.ec.europa.eu/pages/EAP/eInclusion.html

http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html

Scaling-up ICT-enabled innovation for learning: Insights...

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