1. L ARGE S CALE S CHOOL - BASED T ECHNOLOGY S UPPORTED E DUCATION I NNOVATION Sofoklis A. Sotiriou Ellinogermaniki Agogi

2. Bureaucratic School Systems CULTURAL / RELIGIOUS RELIGIOUSGROUPS ENTERPRISES MEDIA / IT EMPLOYERS ORGANISATIONS, UNIONS PARENTS TERTIARY EDUCATION LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER LEARNER SCHOOL TEACHERTEACHER TEACHER FORCE GOVERNMENT FUNDING BODY QA ASSESSMENT

3. Schools as Focused Learning Organisations CULTURAL / RELIGIOUSGROUPS ENTERPRISES MEDIA / IT TEACHERPROFESSION,TRAINING EMPLOYERS ORGANISATIONS, UNIONS SCHOOL TERTIARYEDUCATION SCHOOLGOVERNMENTFUNDINGBODYLEARNINGMATERIALSQAASSESSMENT INTERNATIONALAGENCIES SCHOOL PARENTS LEARNER TEACHER LEARNINGCONSULTANT LEARNINGCOMPANIES

5. “I am not a teacher of “things”, I am an “orchestrator” of ideas. My educational institution is not a physical plant with classrooms and trees, but a “hub” of resources no longer constrained by time and place. My students are no longer “my” students, but we are all students together”. Dillon and Granger (1998)

6. Schools remain unchanged The lack innovation in schools becomes even more troubling, due to the fact that failing to “re-engineer” our educational systems, effects significantly all other areas of social and economical development, jurpotising Europe’s position in the global knowledge-based society. Especially, schools appear to remain almost unchanged for the most part despite numerous efforts and investments in technology, teachers’ training and infrastructure. Yet, the way we organise schooling and provide education remains basically the same. To put it in another way: “we still educate our students based on an agricultural timetable, in an industrial setting, yet telling students and teachers they live in a digital age”.

7. During the past years, several reasons have been identified separately as possible distractions in aligning schools operations and results to the ones anticipated by the 21 st Century Societies. The most highlighted ones being: Not enough computers in the classroom, little interest from students and parents, out of date teaching practices, poorly trained teachers, and even a fundamentally flawed way to measure performance at schools. Many national and European initiatives have been undertaken to tackle these issues separately. Yet, the improvement has been marginal, if any at all.

8. Different Cultures, Different settings, Different Needs

11. But we are educating our children by developing the same curricula

12. …the same books

13. …while we are following the same timetables

14. Educational Systems have to focus on the real educational needs. Current approaches, although are promising “education for all”, seem to ignore the real situation in the local settings.

15. Characteristics of the (Western) Educational Systems TOP DOWN APPROACH CENTRALLY GUIDED BINDING FOR THE TEACHER RESTRICTIVE

17. Main challenge for an effective educational system

18. School Effectiveness Very few topics command as much attention in the development field as school effectiveness. Schooling is a basic service that most citizens expect from their governments, but the quality available is quite variable, and the results too often disappointing. What will it take for schools to deliver good quality education?

19. Effective Educational Systems The success of the effective educational systems (e.g. Finland) can be attributed to shift from controlling the resources and content of education towards a focus on better outcomes, while establishing universal high standards. These systems have also abandoned uniformity in favour of embracing diversity and individualised learning and moved from a bureaucratic approach towards delegating responsibilities; from talking about equity to delivering equity.

20. For a system’s improvement journey to be sustained over the long term, the improvements have to be integrated into the very fabric of the system pedagogy. We have identified three ways that improving systems do this: by establishing collaborative practices, by developing a mediating layer between the schools and the center, and by architecting tomorrow’s leadership. Each of these aspects of sustaining improvement is an interconnected and integral part of the system pedagogy. H ow the world’s most improved school systems keep getting better November 2010 Mc Kinsey The Reform Journey

21. August, 2011 downsize the central structures currently devoted to input-, pre audit-oriented controls. Complement the centrally-led approach to Professional development with a more local, decentralised approach based on school needs. These needs should be evaluated and examined at school level. Accelerate the initiative on school self evaluation with a view to designing and implementing a comprehensive system of assessment and evaluation based on results and outcomes OECD POLICY ADVICE FOR GREECE

22. What is really needed: Flexibility and Diversity School-based curriculum development, steering by information and support The State only defines the framework. More freedom of choice to the teacher Flexibility to the teacher to form his/her lesson and apply innovative methods and tools Trust through professionalism A culture of trust on teachers’ and headmasters’ professionalism in judging what is best for students and in reporting of progress

23. Access and Participation (TALIS 2013)

24. PD programmes

25. Teaching Practices

26. PATHWAY: Large Scale Teachers Professional Development Initiative 5050 teachers took part to the study 296 PD Sessions were organized

27. Impact

28. Comparison between Training approaches PD Sessions in Research Centers PD Sessions in Science Centers and Museums PD Sessions in teachers training centers

29. Open Discovery Space: Large Scale School Innovation Initiative 1806 schools currently involved 5000 teachers registered

30. A large scale experiment to introduce innovation to European schools

31. 2013-2016 8,000 schools 20,000 teachers 1,000,000 high quality educational resources

32. Collaborative Learning and Community Development Supporting the role of change agents (innovative teachers) What is the mission of a change agent? A pioneering teacher who leads the team of the participating teachers from each school, and: Takes initiative in order to implement innovative practices that aim to have long- term effect on the development of the school as a whole. Develops a strategy for involving and disseminating the results of innovative practices to the whole school community Develops a strategy for dealing with resistance to change Reflects on the progress of organizational changes Explains why innovation is important to ensure long-term success

33. How to become and ODS school- Step 1 LanguageURL Englishhttp://e-mature.ea.gr/ Greekhttp://greece.e-mature.ea.gr/ Dutchhttp://dutch.e-mature.ea.gr/ Finnishhttp://finland.e-mature.ea.gr/ Frenchhttp://france.e-mature.ea.gr/ Germanhttp://german.e-mature.ea.gr/ Italianhttp://italy.e-mature.ea.gr/ Portuguesehttp://portugal.e-mature.ea.gr/ Estonianhttp://estonia.e-mature.ea.gr/ Lithuanianhttp://lithuania.e-mature.ea.gr/ Gaelichttp://ireland.e-mature.ea.gr/ Spanishhttp://spain.e-mature.ea.gr/ Croatianhttp://croatia.e-mature.ea.gr/ Bulgarianhttp://bulgaria.e-mature.ea.gr/ Greenlandic http://greenlandic.e-mature.ea.gr/ Romanianhttp://romania.e-mature.ea.gr/ Serbianhttp://serbia.e-mature.ea.gr/ Based on the tool introduced by Digital Schools, Ireland Available in 17 languages

34. Open Discover Space Schools (e-maturity level)

36. Comparison Between Countries (Greece vs Finland)

37. ICT Culture vs Professional Development

38. School Innovation Model

39. 39 ODS Academies and Communities to support the introduction of innovation in schools ODS public cloud infrastructure (ODS users data, ed. Resources, social data) -computing power - high availability MyDiscoverySpace Portals (e.g. school, national, thematic communities) External Educational Repositories & Aggregators (e.g. TES Connect) User-generated educational content School pages, Blogs & portals School Action Plans and e- maturity Data Teachers Competence Profiles ODS Academies External Educational Repositories & Aggregators (e.g. Organic.Edune)

40. A meaningful and comprehensive set of tools to the actual school users Content Competence Profiles School metrics Training opportunities School action plan

41. A meaningful and comprehensive set of tools to the actual school users ContentCompetence Profiles  Aggregate targeted content from a variety of ODS-connected sources  Facilitate the creation of high-quality teacher-generated content  Allow each community / portal to customize the sources, the metadata schema, the look-n-feel and even the platform components that they will use to create, search for and curate content  Store a dynamic competence profile for each teacher with all the information required to monitor his development over time  Provide focused assistance to the teacher to identify competence gaps and draft a personal development plan  Customize and personalize content and recommendations based on competence profile and development targets

42. A meaningful and comprehensive set of tools to the actual school users School metricsTraining opportunities  Collect in a centralized place all the school metrics and questionnaires (e.g. e-maturity questionnaire)  Provide actionable analytics based on the historical data coming both from school data as well as from the analysis of individual teachers’ profiles  Monitor Key Performance Indicators (KPIs) for the school unit  Based on the competence profile and the development plan of each teacher, provide targeted recommendations for training opportunities  Integrate the completed teacher trainings with the competence profile in order to allow for the semi-automatic monitoring of the development plan at teacher and at school level

43. A meaningful and comprehensive set of tools to the actual school users School action plan  Consolidate a holistic school action plan  Provide a robust base for automating and facilitating the task of the periodic school self-assessment based on objective criteria such as the teachers’ professional development plans and the school portfolios (interaction with the actual teacher-generated content)

44. Assessing the impact of the intervention at school level March-April 2013 March-April 2014

45. Impact on ICT Culture

46. Impact on Professional Development

47.  Design Lessons/Scenarios by using existing resources and tools (such as online labs, AR/VR tools) and store them on the cloud  Deliver Lessons/Scenarios to students.  Collect Educational Data for student assessment based on PISA Framework Authoring – Access – Deliver - Assess

48. PISA 2012: Problem-solving Relationship between questions and student performance: (OECD 2014, p. 49)

49. Thank You! Ευχαριστώ Πολύ Sofoklis A. Sotiriou sotiriou@ea.gr