jrc-ipts keynote at ec-tel 2013

ICT-enabled innovation for learning

in Europe and Asia Exploring conditions for scalability and

sustained impact at system level

Panagiotis Kampylis & Yves Punie

JRC-IPTS

European Conference on Technology Enhanced Learning (EC-TEL)

Paphos, 20 September 2013

Outline

• Policy agenda

• The project 'Up-scaling Creative Classrooms in Europe'

• In-depth analysis of 3 European and 4 Asian cases of ICT-enabled innovation for learning with significant scale and/or impact

• Lessons learnt and ecological model for sustained impact at system level

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

PAST projects: Learning 2.0

Innovation & Creativity in E&T Future of Learning & Skilling

ICT for Assessment of Key Competences Teacher Networking (eTwinning – TELLNET)

Mapping Technologies for Learning (2012-2013)

CURRENT projects: Digital Competence Framework (2010-2013)

Mainstreaming “Creative Classrooms” (2011-2013) Open Educational Resources (2012-2014) Horizon Europe - Schools Sector (2013-2014)

IPTS, Information Society Unit. Since 2005, evidence-based policy research on ICT for Learning and Skilling

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

• “Opening up Education” and Open Educational Resources (OER) > 25/9/2013

Research & Policy agenda

• Innovating E&T: mainstreaming and scaling-up ICT-enabled innovation for learning

• Digital Competence for Education and Employability

– Towards educational transformation in a digital world

– But progress is slow!

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

• Rethinking education: investing in skills for better socio-economic outcomes

Up-Scaling Creative Classrooms in Europe (SCALE CCR)

• To provide a better understanding of ICT-enabled innovation for learning that

can be brought to scale and/or having systemic & sustained impact.

• To provide recommendations for policymakers, educational stakeholders and practitioners

[on behalf of DG EAC, 2011-2013]

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

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

• 7 case studies

• Online consultation on policy recommendations

• Outomes: 1:1 initiatives, report on case studies, policy recommendations

Methodology


• 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 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 innovation

Clarke 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



http://bit.ly/DedeScalingUp

Progress is slow related to mainstreaming and scaling-up

Why?

Need for a more systemic approach and changes at organizational, technological and pedagogical level.

CCR multidimensional concept

Creative Classrooms (CCR) are innovative

learning environments that fully embed the

potential of ICT to modernise learning and

teaching practices

'creative' refers to innovative practices, such

as collaboration, personalisation, fostering

creative learning…

'classrooms' is considered in its largest sense as

including all types of learning environments,

in formal and informal settings.

Focus on what is possible in today's practices

with today's technologies!

Definition and mapping framework of ICT-enabled innovation for learning

level of change

profoundly new ways of using and creating information and knowledge made possible by the use of ICT, dealing with both formal and informal learning in school settings and in adult education

current stage

of development

geographical

coverage

the extent

of innovation

the actors

addressed

Selection criteria

Desk research and consultations with stakeholders to identify a number of cases of

ICT-enabled innovation for learning in Europe and Asia. Selection criteria:

not only technological but also pedagogical and organizational innovations

still ongoing; reliable and relevant data can be captured

genuine and unique ICT-enabled innovation for learning that has reached significant scale and/or impact at system level

potential difficulty involved in writing up the case report as per the required structure

initial mapping of the cases on the framework of ICT-enabled innovation in order to reach the best-possible diversity

7 cases from Europe and Asia...

• That have either developed over a period for more than 10 years or that have built on

system level initiatives that started years ago

• That have direct engagement with or are part of a goverment initiative at regional,

national and/or supranational level

• Diversity across and within the cases

The 3 cases from Europe

31 European 1:1 initiatives Hellerup School

European Commission-funded initiative

www.etwinning.net http://plus.etwinning.net

Case #1: eTwinning

http://www.etwinning.net/

http://plus.etwinning.net/

• 33 countries (+) • 1 CSS - 35 NSSs • 25 languages • 200,000+ 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

Case #1: eTwinning

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

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.

Case #1: eTwinning

Source: Vuorikari, 2010

Case #1: eTwinning

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

Mapping eTwinning

Case #1: eTwinning

Conditions for sustained impact and scaling up

Challenges/barriers to sustainability

CSS & NSSs provide multiple levels of top-down agency to support bottom-up innovation. Stable funding for 2014-2020 via Erasmus+. Sustainability good at system level.

Low scalability at school level, mainly because of limited (or no) compensation and recognition. In many countries still not integral part of the curricula and teachers initial education and in-service training. Teachers' ICT skills and confidence still a barrier. Project work is usually not part of the formal assessment. No interoperability with other networks

3.3%

eTwinning reach (2012)

Case #1: eTwinning

JRC -IPTS in collaboration with European Schoolnet (Jan to Dec 2012)

Target: Primary and secondary schools

Focus: notion of 1:1 learning rather than 1:1 device

Inclusion criteria:

• ‘True’ 1:1 initiatives according to the definition: “equipping all students of a given school, class or age group, with a portable computer device”

• Launched within an educational framework

• Recent 1:1 initiatives at local, regional, national or international level

• Significant scale and/or impact

The 1:1 Learning study

Case #2: 1:1 learning*

* in collaboration with Stefania Bocconi

31 recent initiatives 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

Case #2: 1:1 learning

Local/regional pilot

System-wide pilot

System-wide implementation


• Full financing (e.g. by the state or local authority)

• Co-financing involving the state, local authorities and other stakeholders such as parents

• Free provision of equipment by industry

The financing models


Pedagogical theory underpinning innovation




Impact objectives if underpinned by Learning Sciences principles—teacher role, objectives, guidelines, tools, knowledge matter (improved participation levels and students’ motivation an extended learning opportunities outside the school). Impact beyond technology: CPD, Training, School organizational practices, involvement of parents, etc.

Large scale implementations are challenging due to the current economic climate and new patterns of ownership and deployment models need to be adopted (e.g. BYOD) for sustainable development and further uptake. Need productive learning scenarios and medium to long-term plan.


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

Case #3: Hellerup

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

Case #3: Hellerup



Success in building coherent school ecology, high teacher ownership, strong parent & community support, industry & academia partnership.

Almost disruptive innovation, difficult to scale up. Pressure from high-stake national tests (where factual knowledge is predominantly assessed), and to maintain vitality as school of the future today. This model of almost disruptive innovation requires readiness and long-term engagement by all the stakeholders involved and high investment in school premises and infrastructure.

Case #3: Hellerup

4 Cases from Asia

mp3

Nancy LAW

University of Hong Kong

Seungyeon HAN

Hanyang Cyber University

Digital Textbook

Naomi MIYAKE

University of Tokyo

Chee-Kit LOOI

Nanyang Technological University

• long innovation histories in education

• ongoing large-scale initiatives of ICT-enabled innovation for learning

• high ranking in international benchmarking on educational performance (e.g. OECD's PISA).

e-Learning pilot scheme in Hong Kong

Case #4: e-Learning Pilot

42

•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




Top-down strategies (i.e. continuation of the funding, provision of TPD opportunities, monitoring of project implementation) contribute to the sustainability of the Pilot Scheme until August 2014. Pilot Scheme is expected to raise the baseline conditions for effective e-Learning pedagogy to achieve the targeted 21st century learning outcomes.

Currently there are no plans on sustaining the Pilot Scheme beyond the pilot phase. Continued funding for ICT infrastructure, extra staff for pedagogical development and technical support, and continued engagement and support from various partners are challenges for scalability. Teachers still lack pedagogical readiness for e-learning and schools have not yet developed effective leadership structures after the initiation stage.


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)

Case #5: CoREF



MEXT awarded University of Tokyo to continue CoREF from 2013 to 2017. In the coming 2-3 years the project participants are expected to expand by 20 to 30% each year. Reform movements in entrance exams of colleges and universities are in place providing CoREF with chances to expand its reform efforts.

Raising standards of learning up to globally competitive levels and shifting teachers' education and training are critical issues for the sustainability and scalability of CoREF. The strategy of networking small teachers' networks appears effective but other possibilities for further uptake should also be explored.

Case #5: CoREF

Singapore’s Third Masterplan for ICT in Education

(mp3)

• Circa 5 million people – 362 schools in total

• Central, longer term planning: Innovation (& PISA)

• Emphasis on Self-directed and Collaborative Learning

• Strong link research and practitioner's

• Impact: "Cultural change"

towards embracing ICT by

school leaders, teachers

and students

Case #6: mp3



The top-down support, the existing ICT-infrastructure and the professional sharing about the educational use of ICT have raised the floor for the integration of ICT into the curriculum. The availability of funds (by the MoE), the early successes and the increased teachers' capacity to innovate on their own (e.g. school- based curricula), are albo conditions for sustainability and scalability.

The general resistance to change and the preference to the status quo challenge the scalability of mp3. The top-down pressures for change and adoption of innovation may lead to superficial scalability if schools lack readiness for the innovative use of ICT for fostering Self-Directed Learning and Collaborative Learning. Need for alternative (formative) assessments (for SDL and CoL).

Case #6: mp3

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

Digital Textbooks in South Korea

Case #7: Digital textbook

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




The technological rich environment (e.g. good Internet infrastructure in terms of penetration and bandwidth) both in and out of school contributes to the sustainability of the project. Moreover, the convergence of multimedia and e-learning resources can enhance the ways and effectiveness of use of digital textbooks in classrooms

Cost-effectiveness of the digital textbooks and the cost of mobile devices are key challenges for the sustainability of the project. There are also concerns about students' and teachers' health with regard to their exposure to electronic devices in the classroom. Teachers' actual adoption and comprehensive support are necessary to sustain and scale the innovation. Shift to interactive, flexible and open textbooks.


The 7 cases mapped on the five-dimensional framework of ICT-enabled innovation for learning

Initiatives that have bigger scales generally have lower participation thresholds.

The more innovative practices are more difficult to scale!

• Started as incremental efforts - progressively moved towards more radical forms of innovation > they have developed organically over time

• Dynamic adaptations and adjustments - an integral part of the monitoring, evaluation and feedback cycles (ecological model of change)

• Started as top-down initiatives - they also have mechanisms in place to encourage and support bottom-up approaches to the innovation

• Initiated even at the classroom level - supported by multiple levels of stakeholders above the classroom level

• Provide architectures (i.e. structures and mechanisms) for learning across sites and levels.

• Technology as an integrated infrastructure for learning at multiple levels

• Encourage learning that is experiential, generative and self-organizing

Common characteristics of successful change

1. Pedagogy first: Focus on the use of ICT to empower student learning and supporting learner-centric pedagogy that leverage learner interest and encourage self-directed learning and collaborative knowledge creation;

2. Teacher support and teacher autonomy: Changing pedagogical practice, even if the changes are simply incremental, requires teacher learning, in particular learning through practice and reflection;

3. Better definitions and assessment for 21st century skills: While the term 21st century skills has become a buzz word, there is a lack of specificity or consensus on what these skills are, and how they can be assessed.

Conditions for ICT-enabled innovations to have significant impact on learning

1. Multiple pathways to innovate and scale - there is no single or best route to innovation and scaling up

2. Ecological diversity of innovations foster scalability - strategies that cater for innovation diversity encourage wider participation in the learning process associated with engagement in innovations.

3. Leadership for strategic alignment as a necessary condition for scalability - mechanism for deep learning (at the system level) from previous innovations

4. Foster multilevel, system-wide connectivity and strategic partnership - decentralized bottom-up strategies coming from various partners outside of the school and the central agency

Ecological framework for mainstreaming ICT-enabled innovations for learning

Thank you for your attention!

Panagiotis Kampylis, Ph.D.

[email protected]

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


mailto:[email protected]

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


jrc-ipts keynote at ec-tel 2013

Education

creative learning classrooms

informal learning

ictenabled innovation

learning practices quality

innovation creativity

educational innovation

types of learning environments

research policy agenda