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Title: The Open Classroom 2005: Learning Equity, Innovation


1
The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCarl Holmberg and Nikitas Kastis
  • Open Classroom Conference V
  • Teachers Professional Development eLearning,
    Innovation Quality in Schooling
  • CNED, Poitiers, October 2005

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Alexander born June 2, 2005
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The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Open Classroom
  • Open to differences between students
  • Open to innovations
  • Open to society

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The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Open to
  • differences between students
  • flexible learning, organisational changes
  • innovations
  • evolving theories on learning, technology
    enhanced learning
  • society
  • societal relevant learning, European dimensions,
    world of work

7
The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Learning at school - evolutionary trends
  • Shift in emphasis from learning as a process of
    reproduction to one of transformative learning
  • Linking education with other key policy agendas
    like employment, health and the environment -
    joined-up government

8
The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Impressive increase of school education since
    1950s, secondary education graduation rates
    jumped from 50 to 72-97 (those born in 1950
    1972, OECD, Education at a Glance, 2005).
  • Primary education admission at the age of 5-6
    yrs, compulsory education lasts 9-10 yrs and
    average school expectancy is 17 yrs.
  • Apart from foreign languages, ICT religion,
    Primary Education curriculum present strong
    similarities, the same holds for Secondary
    Education, with an even stronger structure of
    teaching time allocation between subjects.

9
The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Financial Human Resources in School Education
  • Spending on Education increases reaching 6.1
    of GDP, OECD average -, with expenditure on staff
    corresponding to biggest budget heading. Thus,
    expenditure per student is largely influenced by
    teachers salaries!
  • Increase of expenditure per student of more than
    20 between 1995 and 2002, in non-tertiary
    education (tertiary education prevailing pattern
    of change differs, due to relative expansion).
  • Expenditure per student rises with the education
    level, with secondary 1.3 times primary
    expenditure and tertiary reaching over 4.5 times
    primary, representative of the established
    life-cycle (long) learning paradigm.

10
The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Financial Human Resources in School Education
  • OECD countries average 92 of total spending
    (in non-tertiary education) on current
    expenditure (only 8 on capital).
  • On average, only 5 of total spending on the same
    education level goes to subsidies for ancillary
    services (services to students, procurement of
    materials and other types of outsourcing).
  • Teaching Staff in general, the higher the
    education level the longer and more specialized
    teachers education (professional training
    accounts for a rather small proportion of total
    teacher education). Teaching profession with
    women in its majority, with most of teachers
    over 40 yrs old.

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The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Financial Human Resources in School Education
  • Teachers in-service training considered
    compulsory/necessary for career advancement
    and/or salary increase, but no relationship
    established between compulsory or optional type
    and teacher participation (de-)motivation?.
    Special support for new teachers not a prevailed
    practice yet!
  • In only 12 countries, school heads have to take
    special courses on teaching, administration,
    financial and HR management.
  • Trend towards increasing schools autonomy, with
    decisions about timetable, curriculum and
    teaching methods, textbooks other learning
    resources, even recruiting taken by schools
    themselves.

12
The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Measuring Results Assessing Impact
  • Some (OECD) countries considered laggards
    15-year-olds mathematical proficiency (over 25
    below threshold) problem-solving proficiency
    (60 incapable of reaching threshold, only 30
    for the protagonists).
  • The group of protagonists (Finland, Korea,
    Canada, Japan, Sweden,) present an interesting
    school cohesion factor, with school-results
    differences accountable to 5-17 of students
    mathematics performance variation (for laggards
    over 30).
  • Not any relationship established between
    expenditure per student and learning performance.
    Results suggest that spending on education is a
    prerequisite of high-quality learning, but not
    sufficient to achieve high level outcomes.
    Education systems processes play a strong part
    in learning effectiveness.

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The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Measuring Results Assessing Impact
  • In most OECD countries, males employability is
    affected by the lack of upper secondary education
    (factor for social cohesion).
  • Sound evidence relating economic output (GDP
    growth) to yrs spent in education (3-6 increase
    corresponding to one-year increase in education).
    Impact on health and social cohesion remain
    anecdotal without reliable assessment.
  • Finally, learning outside classroom is (a)
    increasing (from 2000 to 2003) and (b) varying in
    both time allocated and type quality yet not
    measurable impact on learning outcomes.

14
The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Expansion of education/learning borders sharing
    cost and benefits equitably!
  • Relation between educational provision,
    performance and social inclusion is extremely
    complex.
  • Learning outcomes are associated with variables
    like motivation, self-belief and learning
    strategies, therefore likely to be linked to
    levels of social cohesion, quality and relevance
    of learning environment, the relationship with
    life chances!
  • Seems that cognitive cultural factors shape how
    poverty and exclusion relate to identity and
    learning some thinkers talking about chronic,
    inherited poverty and exclusion inheritance,
    passed over to generations, through education!

15
The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Expansion of education/learning borders sharing
    cost and benefits equitably!
  • These considerations give rise to ideas about
    emerging knowledge building patterns, with
    exclusion being defined as lack of access to
    opportunities to realise creativity and
    potential the process of knowledge formation
    using weblogs and other forms of digital
    communications - to some extent re-directing
    control of knowledge from experts and more
    towards ordinary people
  • The dominant learning paradigm resembles to a
    clockwork model, with school curriculum shaped
    by notions of time-bounded chunks of learning
    (St. Marshall). Learning in the post-modern
    society should respond to calls for alternative
    societal pedagogic models that can accommodate
    the reflexivity of the Knowledge Society.

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The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Expansion of education/learning borders sharing
    cost and benefits equitably!
  • It follows that Lifelong(-cycle) Learning and by
    extension e-learning seen as the learning in
    the 21st century - should be conceived of as an
    adaptive system rather than a clockwork
    mechanism.
  • Facing the prevailing differences between ethnic,
    linguistic/cultural groups and regions as well as
    the increasing new type of exclusion risk, we
    need to pose the question as to which extent the
    emerging technical infrastructure is about to
    facilitate a positive impact on education
    outcomes, as measured in terms of both growth and
    social cohesion or, perhaps, increase
    differences!

17
The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Borderless inclusive learning and Technical
    Coding
  • What are the typical aspects of technical
    coding in the beginning of the century
  • A limitless potential of on-line applications
    serving content creation, sharing, reusability
    and thus knowledge formation (from weblogging to
    web tagging/mashing etc.)
  • Set of maturing communication protocols, that
    could cater with interoperabilities between
    communication networks and seamless global
    coverage of regions.
  • Is this technical coding leading to equitable
    development of education offer knowledge or
    they can increase risks of exclusion and
    fragmentation?

18
The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Challenges in order to facilitate the evolution
    of the Open Classroom?
  • How can we
  • change learning at school?
  • change school organization?
  • support the School Teacher?

19
  • What our children need to learn in order to
    aspire to these emerging societal paradigms?

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The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Dare to give some answers
  • Start with Primary Ed, decentralize, establish
    new Literacy paradigms, sharing of learning
    resources and knowledge formation mechanism
  • Provide with adequate initial training,
    competence development and career planning for
    teachers
  • Build collaborative European Teacher
  • Occupation Profiles

21
The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • The School Teacher of the 21st Century
  • Digitally literate assimilated in the digital
    word
  • Collaborative worker
  • Adaptive to varying learning profiles/patterns
  • Knowledge builder communicator
  • Animator School-based researcher
  • Motivated with career perspectives

22
The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
All times Classic!
Harnessing our Foresight to Education
23
The Open Classroom 2005 Learning Equity,
Innovation Quality for the 21st century
SchoolCNED, Poitiers, October 2005
  • Quality Equity served by Innovation the Open
    Classroom Agenda
  • Research piloting towards
  • New Literacies not only digital literacy but
    life skills are more significant
  • Flexible competency-based skills classification
    systems, linked to learning supply and teachers
    training policies
  • First Chance schools making the school system
    less reactive and more pro-active in providing
    education for all
  • Development of affordable technologies for
    Learning
  • New forms of Knowledge building and sharing
  • Learning patrimonies and their effects on the
    production of cultural and scientific knowledge
  • Strengthening Education Research Innovation, in
    order to harness our Foresight to Education
    Systems Changes
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