Centre for Educational Research and Innovation (CERI)

INNOVATIVE LEARNING ENVIRONMENTS

Pedagogies for 21st 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 ProblemsBrigid Barron & Linda Darling-Hammond,

9. Technology and LearningRichard Mayer

10.The Role of the Family in LearningBarbara 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 PrinciplesOECD/ILE team

1. OECD/CERI Introduction2.The Historical Developments in the Conception of Learning Erik De Corte3. The Cognitive Perspective on Learning

Elsbeth Stern & Michael Schneider, 4. Developmental and Biological Bases of Learning

Cristina Hinton & Kurt Fischer5. Emotional and Motivational Aspects of Learning

Monique Boekaerts6. Formative Assessment & Feedback

Dylan Wiliam7. 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