Centre for Educational Research and Innovation (CERI) INNOVATIVE LEARNING ENVIRONMENTS Pedagogies for 21 st Century Learning and Competence David Istance

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

Research Reviews on Effective Learning Environments 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 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

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

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

…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