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Systemic Innovation in Education and Innovative Learning Environments

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Title: Systemic Innovation in Education and Innovative Learning Environments


1
Systemic Innovation in EducationandInnovative
Learning Environments
  • Tracey Burns and David Istance
  • 18 November 2008
  • Bonn, Germany

2
Systemic Innovation in VET
  • Project objectives
  • Conceptualize innovation in education
  • Focus on processes and dynamics of innovation in
    education (KM perspective)
  • Factors influencing innovation
  • A model of innovation
  • Innovation strategies
  • Role of evidence
  • Monitoring and evaluating innovation
  • Measuring innovation

3
Innovation
  • the implementation of a new or significantly
    improved product (good or service), or process, a
    new marketing method, or a new organisational
    method in business practices, workplace
    organisation or external relations
  • Oslo manual (2005, OECD/Eurostat)

4
Systemic Innovation in VET
  • Systemic innovation in VET is change that is
    introduced with the aim of improving the
    operation of VET systems, their performance, the
    perceived satisfaction of the main stakeholders,
    or all of them at the same time.

5
Focus of the analysis
  • profile of innovation
  • use of an evidence base to support innovation
  • process and dynamics of innovation
  • role of evaluation in innovation

6
  • Identification of needs
  • ? What are the drivers of change?
  • Which stakeholders are involved?
  • Development of the innovation
  • top-down vs. bottom-up approach
  • which stakeholders are involved?
  • Evaluation
  • judgement of outcomes
  • How and when is evaluation conducted?
  • What criteria are used?
  • What are the findings?

Identification of needs
  • Knowledge base
  • Central role interaction with different stages
  • What types of knowledge?
  • Tacit knowledge
  • Explicit knowledge
  • What knowledge sources?
  • Output of the innovation
  • Product
  • Process
  • Marketing method
  • Organisational method

Development of innovation
Evaluation
  • Monitoring
  • continuous surveillance of progress
  • How is monitoring conducted?
  • What criteria are used?
  • Summative or formative purpose?
  • What are the findings?

Knowledge base
Output
  • Implementation process
  • Without piloting large-scale implementation
  • With piloting
  • Small-scale implementation
  • Monitoring/evaluation
  • Scaling-up

Monitoring
Outcomes impacts or consequences of the
innovation Is there an implementation gap?
Implementation
Outcomes
7
Case studies
  • Australia Increasing the status of VET FLAG
    Evidence base for VET
  • Denmark Globalisation Council Practical
    training
  • Hungary Modular National Qualification Register
    Step one forward
  • Germany Innovation Circle SKOLA
  • Mexico Tech Bac Reform Linking public and
    private resources
  • Switzerland Case Management Leading Houses,
    Basic Commercial Training

8
Preliminary findings
  • Drivers
  • Economic (e.g. Need to improve competitiveness,
    increase efficiency of public funding,
    globalisation and rise of new skill needs, etc)
  • Social (e.g. provide a solution for school
    leavers, drop-outs, students not taken care
    within the previous VET system)
  • Political (e.g. Need for a political
    move/success)
  • Technological (e.g. new technology, etc)

9
Preliminary findings
  • Barriers
  • Accountability mechanisms that radically restrict
    risk
  • Competing policy agendas
  • Horizontal and vertical cooperation
  • Timing
  • Lack of consensus among stakeholders
  • Ownership
  • Uptake and implementation
  • Resistance to change/fatigue
  • Lack of research evidence and consistent
    evaluation
  • Timing/policy cycles
  • Blue sky research

10
Publication (mid 2009)
  • A framework report on systemic innovation in
    education (concepts, mechanisms, influencing
    factors).
  • A typology of systemic innovation in VET (case
    studies).
  • A benchmarking report on good practice (emphasis
    on use of evidence for innovation policies).
  • Lessons learned and recommendations from
    inter-country comparisons.

11
OECD-CERI Innovative Learning Environments
  • David Istance
  • Bad Honnef
  • 18th November 2008

12
Where does it come from?
  • Grown out of long-running CERI reflections on
    Schooling for Tomorrow
  • A strong focus on the organisation of learning,
    rather than the institutional variables of
    educational reform
  • Focus on research and on concrete innovations
    (and less on futures thinking)
  • Examples must be relevant for school-age learners
    not the whole lifelong learning range

13
Innovative Learning Environments Project
  • Exploratory Phase with Mexico
  • Innovating to Learn, Learning to Innovate
    report (November 2008), another in pipeline
  • Three strands i) Analytical, ii) Empirical , and
    iii) Policy
  • Open to countries, regions other partners
    (foundations, business communities, cultural
    groups), including individual ILEs

14

Analytical Strand new publication Syntheses
of research findings from leading experts
  • Each chapter will address
  • How do students learn optimally?
  • How can teachers provide a favourable learning
    environment for learning?
  • 1 The Historical Developments in the Conception
    of Learning
  • Eric De Corte, Leuven University
  • 2 Developmental and Biological Bases of Learning
  • Kurt Fischer, Harvard University
  • 3 The Cognitive Perspective on Learning
  • Lauren Resnick (to be confirmed)
  • 4

15
Analytical Strand Publication (cont.)
  • 4. Emotional and Motivational Aspects of Learning
    Monique Boekaerts, Leiden University
  • 5 Technology and Learning
  • Richard Mayer, University of California
  • 6 Learning about real-world Problems
  • Brigid Barron, Stanford University
  • 7 Assessment for Learning
  • Dylan Wiliam, University of London
  • 8 Learning in Social Groups
  • Robert Slavin, John Hopkins University
  • 9 The Role of the Family in Learning
  • Barbara Schneider, Michigan State University
  • 10 The Community as a Resource for Learning
  • Andrew Furco, University of Minnesota

16
Learning Environments
  • Micro-level teaching and learning in context
    not schools per se (collections of learning
    environments)
  • May be found in schools or in other settings
  • Multi-site (not single classes or individuals)
  • Concrete examples, not just theoretical (but may
    be underpinned by formalised approaches to
    teaching and learning)

17
Innovative Learning Environments (for OECD/CERI
project) are
  • Departures from the traditional approach of most
    general or vocational education to respond better
    to learning needs they are innovative
  • They serve the learning needs of children and/or
    adolescents (3-19 years), exclusively or with
    others
  • Seek to provide optimal learning and development
    in cognitive, meta-cognitive and socio-emotional
    terms, whatever the curriculum focus
  • Aim at a broad set of learning and educational
    needs, not very specific types of knowledge and
    capabilities

18
Empirical Strand
  • A universe of ILEs from as many countries as
    possible (200-400), recorded to standard format
  • An Inventory 40-50 cases, looking at the
    conditions under which ILEs get started, develop,
    are made sustainable (2009)
  • Observatory with 10 -12 cases representing
    different types of ILE, thick in-depth case
    studies on learning process in context (2009-
    2010)

19
One important avenue is research-based
innovation
  • There are innovations in education, but neither
    the profession nor the public at large looks to
    research to produce them. Instead, they are
    expected to come from imaginative practitioners
    and from outside sources such as technology
    companies
  • Research-based innovation is research aimed at
    creating innovation. The criterion is
    fruitfulness does the idea have potential? Is
    it worth developing further? It depends crucially
    on understanding the nature of the problem.
  • Carl Bereiter and Marlene Scardamalia in
    Innovating to Learn, Learning to Innovate,
    OECD/CERI, 2008

20
while protecting the public dimension of
educational knowledge and application
  • A possible outcome would be the emergence of
    educational tool companies at the interface
    between public educational research and schools.
    These companies would heavily rely on patenting
    educational methods in order to generate income
    by granting licenses to schools.
  • (Innovation in the Knowledge Economy
    Implications for Education and Learning,
    OECD/CERI 2004 89)
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