INNOVATIVE LEARNING ENVIRONMENTS Pedagogies for 21st Century

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INNOVATIVE LEARNING ENVIRONMENTSPedagogies for
21st Century Learning and Competence

• David Istance

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Interlocking ILE Component Parts

• The Bio-Chemistry of Learning Environments
  understanding the micro level, learners in
  context
• Effectiveness of Learning Environments
  international research reviews - evidence-based
  principles for policy practice
•  Innovations reconfiguring the Learning
  Environment the compilation of different types
  of innovative learning environment - some in
  schools, others non-formal
•  Innovative Learning Environments that Promote
  Effective Learning in-depth study of inspiring
  and effective innovations (the Observatory)
• Policy dialogue and dissemination promoting
  policy reflection and reform with participating
  systems

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Research Reviews on Effective Learning
Environments
1. OECD/CERI Introduction 2.The Historical
Developments in the Conception of Learning Erik
De Corte 3. The Cognitive Perspective on
Learning Elsbeth Stern Michael Schneider, 4.
Developmental and Biological Bases of Learning
Cristina Hinton Kurt Fischer 5. Emotional and
Motivational Aspects of Learning Monique
Boekaerts 6. Formative Assessment
Feedback Dylan Wiliam 7. Learning in Social
Groups cooperative learning Robert Slavin

• 8. Learning about Real-world Problems
• Brigid Barron Linda Darling-Hammond,
• 9. Technology and Learning
• Richard Mayer
• 10.The Role of the Family in Learning
• Barbara Schneider, Keesler Morlock
• 11. The Community as a Resource for Learning
• Andrew Furco
• 12. Making change happen transversal
  implications for organisation and practice
• Lauren Resnick
• 13. Conclusions and Principles
• OECD/ILE team

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Principles of effectiveness of learning
environments

• The learning environment
• Makes learning central, encourages engagement,
  and learners increasingly understand themselves
  as learners (regulation)
• Is acutely sensitive to the individual
  differences among the learners in it, including
  their prior knowledge, and demand hard work and
  challenge from all without excessive overload
• The learning professionals are highly attuned to
  the learners motivations and the key role of
  emotions in achievement

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The principles (continued)

• Operates with clarity of expectations, is
  information-rich, and uses assessments that are
  consistent with those goals and expectations.
  Strong emphasis on formative feedback.
• Is founded on the social nature of learning it
  organises active cooperation and effective
  collaboration
• Promotes horizontal connectedness across
  learning activities subjects, in-
  out-of-school
• Possibly familiar but in reality highly demanding
  as a really effective learning environment does
  them all

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in educational terms

• Learner-centred but key role of learning
  professionals (not learning vs. teaching)
• Structured and designed, mixes of activities,
  learner autonomy and pacing (not abandoning
  learners to their own devices)
• Demanding but not excessive
• Personalisation, but
• Social and Inclusive (not personalisation as
  individual compartmentalisation)
• Compatible with different models approaches