OECD ILE Summary


Which were the changes those attempts made and how they succeeded in overcoming the flaws. How can my project favour from this idea, what idea can I take into my ship? In what structural ideas are those LE framed?
The idea of what is powerful, innovative is defined. The pumps of innovation no matter what sector it is, are interesting parameters for innovating in learning environments.

  1. Exploiting science, knowledge and R&D
  2. Technological advance
  3. Modular reorganization
  4. Networking and sharing knowledge
    Creating and sharing knowledge are critical as are new methodologies of evaluation appropriate for learning innovations.

The elements that are the pedagogical core in the learning ecosystem are:

  • The learner (There are innovatives ways to use technology to bring together pupils to one learning context. Maybe in my case bring together different group of  ‘young students at risk’)
  • The educator  (Can be many: peers, parents, experts or teachers)
  • The content (The content of a ILE is not just subjects that are traditionally in the curriculum, it can be developing 21st century skills or competences such as social learning, production of knowledge artifacts in new formats, the ability to work in different spaces -twitter, facebook, diigo, clouds, making connections among traditional subjects in an interdisciplinary approach and emphasising in subjects such as math, sustainability, learning how to become self-directed learner and a LLL is core for the 21th century work market)
  • The resources (Using different digital resources and the definition and use of learning spaces).

4 sources of change are:

  • Regrouping teachers and educators into teams
  • Regrouping learners beyond fixed age/grade classes,
  • Re-thinking the use of learning time (Very important for me)
  • Innovating pedagogy and assessment.

For a LE to be 21th century effective it needs to follow 7 innovative learning principles (OECD):

  1.  Make learning and engagement central (ME: a PLE is a personalised Learning environment that will give ownership to the students, which will then bring engagement to the learning process, also the idea of producing learning materials, journal club, history theaters or history comic strip, etc., students as prosumers not only consumers)
  2. Ensure the learning is social and collaborative (think of activities that need to be done by a group and then share with the rest: i.e: A Journal . Doing videos that refer or illustrates relevant history  passages.
  3. Highly attuned to learner motivations and the role of emotions in achievement (Fostering digital skills will motivate students because they are learning skills that are relevant for the future)
  4. Acutely sensitive to individual differences. Include their prior knowledge
  5. Demanding hard work and challenging but without overloading the student
  6. Clarity of expectations and using assessment consisting with learning aims
  7. Promote horizontal connectedness across activities and subjects, in and out of school

There is a need to RESHAPE the different components, relationships, partnerships and, principles that are integral to learning environments. [Dumont et al. (2010)].
School effectiveness: Research confirms the need to focus on proximal factors in influencing achievement, that is, in processes that touches directly on teaching and learning, in the classroom level. Findings in research indicates that teacher effects tend to be larger than school effects. 
PLE in the school environments is ideal for that.
Hopkins et al. (2011) : Identifies like phase 2 in “school improvement” implementing individual innovations from the bottom up and using action research for environments to be informed about directions and success. Dissatisfaction with celebrating isolated small-scale innovations without strategies to grow it further.
ME: Students being co-creator of their PLE as well as co-constructors of some of the learning materials, test, journal, book chapter, videos, lab ideas, etc.,  is a way of implement individual innovations from the bottom up. And as I am doing research in this experience, I will inform about redirections that has to be taken in order to fulfil the aims of the project.
ME: There is a door that I want to open with my project which is to extend the experience in other subject: RME-DS in students at risk in mathematics is an initial phase of something bigger, at a bigger scale, not just in math but in every subject.
The OECD prefers to use Learning Environments as a framing concept, as it reaches more nearly into concrete design. Context of learning matters and learning is situated (Engestrom, 2009). Situated theories emphasise the social collective and contextual nature of learning. The notion of a learning environment, as a broader setting than a classroom and as the immediate context for learning as gained currency (De Corte’s review in Dumont, et al., 2010). For Engestrom (2007) design research (as the research methodology)  shifts focus from isolated individuals to learning environments or LEARNING ECOLOGIES. Look for paper about this water learning or melting boundaries…
Bibliography to check:

  • Engestrom 2007 Putting Vygostsky to work: the change laboratory as an application of double stimulation in the Cabridge Compaion to Vygotsky.  Cambridge University Press.
  • Goodyear P (2001) Effective Networked learning in higher ed: notes and guidelines, lancaster university
  • Istance, D and H Dumont (2010) Future directions for learning environments in the 21th century in The Nature of Learning: Using research to inspire practices, OECD
  • The Cambridge Handbook of The Learning Sciences: Cognitive tutors: technology bringing science in to the classroom
  • Konings, K.D., S. Brand-Gruwel and J.J.G van Merrienboer (2005) Towards more powerful learning environments through combining the perspective of designers, teachers and students. British Journal of education psychology vol 75
  • OECD 2012, connected minds: Technology and todays learners. Educational Research and Innovation, OEDE Publishing
  • All the other publication from OECD in [ 32
  • Scardamalia 2002, collective cognitive responsibility for the advancement of knowledge P.40 look at the learning together Muray Bridge programme south Australia

This is regarding Learning Environments from the perspective of OECD. They present then 40 case studies that are spread along Europe, Australia, Central, South and North America and Canada. All of them taking place in schools. None of them are personalized learning environments as I and others (XYZ) conceive it. There are innovatives spaces to learn because of the use of time, the grouping of students, the freedom in the choice, the specialised of the teaching regarding i.e. math talent, and so on.
There is still a list of the main innovations of the schools

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