1. Common characteristics of successful ICT-enabled learning innovations
Mainstreaming ICT-enabled innovation for learning in Europe Exploring conditions for scalability and sustained impact at system level
An overview of the study "Up-scaling Creative Classrooms in Europe" (SCALE CCR) conducted by the Joint Research Centre, Institute for Prospective Technological Studies on behalf of the DG Education and Culture (Dec Jun 2013) 1
The challenge 2
The approach
How to make ICT-enabled innovation for learning sustainable?
How to reach a significant scale and/or systemic impact?
Need for a systemic approach and changes at organisational, technological & pedagogical level for the sustainable implementation and progressive scaling up of Creative Classrooms. 'Creative' refers to innovative practices while the term 'classroom' includes all types of learning environments, in formal and informal settings. 3
The research cycle
7 case studies
Consultations
2 experts workshops
(Seville & Hong Kong)
7 interviews
Desk research
Focus on what is possible in today's practices with today's technologies!
300+ educational
stakeholders involved
ICT-enabled innovation for learning: profoundly new ways of using and creating information and knowledge made possible by the use of ICT
The multi-dimensional concept of Creative Classrooms: a systemic approach for mainstreaming ICT-enabled innovation for learning.
See more in the related JRC Scientific & Policy Report and journal paper 4
7 cases of ICT-enabled learning innovation from Europe & Asia* 5
Mapping & analysing the 7 cases
…through the five-dimensional framework of ICT-enabled innovation for learning (see the related JRC Scientific & Policy Report):
Diversity across and within the cases
Built on system level initiatives that started years ago
Multiple pathways to innovate and scale
Support from many stakeholders
Technological, pedagogical and organisational innovations
Significant scale and/or impact at system level
eTwinning – the fast-developing teacher network in Europe
Digital Textbook – the project for developing digital textbook contents in S. Korea
Hellerup School –a highly innovative public school in Denmark
CoREF – the project for reforming public education in Japan
e-Learning Pilot – the pilot scheme for developing e-Learning solutions for Hong Kong, SAR
1:1 Learning – 31 recent 1:1 initiatives in 19 European countries
Third Masterplan for ICT in Education – the system-wide initiative in Singapore
* In collaboration with the Centre of Information Technology in Education – University of Hong Kong (coordinator: Prof. Nancy Law). Case reports authors: P. Kampylis, N. Law, Y. Punie, S. Bocconi, B. Brečko, S. Han, C. K. Looi & N. Miyake (see the related JRC Scientific & Policy Report)
The framework provides a 'snapshot' of their current stage of development and insights for strategic planning at micro, meso and macro level. 6
Key findings
Common characteristics of successful
ICT-enabled learning innovations
They have been developed 'organically' over time (ecological model of change)
They follow top-down strategies for supporting bottom-up innovations
They provide architectures for self-organized learning across sites and levels
They facilitate shared ownership for continuous innovation and sustainable change at many levels
They enable leadership strategies for strategic alignment
They foster multilevel, system-wide connectivity and strategic partnerships
Conditions for ICT-enabled innovations to have significant impact on learning
Pedagogy first
Teacher support and teacher autonomy
Better definitions and assessment for 21st century skills
The more innovative practices are, the more difficult they are to scale up! 7
60 recommendations for policy actions 8
Dissemination
Based on the case studies and online consultation with ≈150 stakeholders - organized in 7 clusters.
Key recommendations
Ecological approach: room for flexibility & adaptation
Shared ownership of innovation
Equal and ubiquitous ICT access for all
School staff professional development and digital competences
Innovation agenda with shared, long-term vision & short-term goals
Open Educational Practices (including Open Educational Resources)
Reforming assessment practices
Changes in organizational structures and routines
JRC Scientific and Policy Reports
journal papers
conference papers
book chapters
invited keynote speeches
conference presentations
policy support activities 6 2 7 5
Find more at Contact: &
The views expressed here are purely those of the authors and should not be regarded as the official position of the European Commission