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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

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interlocking ile component parts
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
Research Reviews on Effective Learning Environments
  • 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

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

principles of effectiveness of learning environments
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
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
…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