Creative Clasrooms Creative Clasrooms

for an innovative Europefor an innovative Europe

Lieve Van den Brande, European Commission, DG Education and Culture Contact: godelieve.van-den-brande@ec.europa.eu

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A changing context ... Different skills ?A changing context ... Different skills ?

• We are entering the age of the “Learning Society” – enabled by a rich, digital environment, characterised by advances in social networking.

– 21st century competencies are the main game and the central focus of learning

– …… and the broader promise of a learning society is emerging.

• We are entering the age of the “Learning Society” – enabled by a rich, digital environment, characterised by advances in social networking.

– 21st century competencies are the main game and the central focus of learning

– …… and the broader promise of a learning society is emerging.

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The new learning generationchanging context – other skills ?

The new learning generationchanging context – other skills ?

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Web 2.0Web 2.0Web 2.0Web 2.0

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The new learning generationThe new learning generation

• The 21st century digital learner is increasingly driving the agenda….. and demanding an 21st century skill set for life and work

• 21st century competencies are on the front page of educational reforms in Europe and worldwide:– OECD DeSeCo / PISA – Partnership for 21st century skills – Assessing and Testing 21st century skills– EU key competencies for LLL– Europe 2020 – ET 2020

• The 21st century digital learner is increasingly driving the agenda….. and demanding an 21st century skill set for life and work

• 21st century competencies are on the front page of educational reforms in Europe and worldwide:– OECD DeSeCo / PISA – Partnership for 21st century skills – Assessing and Testing 21st century skills– EU key competencies for LLL– Europe 2020 – ET 2020

Different media lead to…Different media lead to…

…different skills

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Core messageCore message

• Digital competences are core future 21st century skills

• The citizens and workforce of tomorrow are at this very moment already at school

• New millennium learners may be digital natives but are not by definition effective learners

• Education has a unique unique role to play to teaching/learning the confident, critical and creative use of ICT

• Digital competences are core future 21st century skills

• The citizens and workforce of tomorrow are at this very moment already at school

• New millennium learners may be digital natives but are not by definition effective learners

• Education has a unique unique role to play to teaching/learning the confident, critical and creative use of ICT

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The reality – the learnersThe reality – the learners

Technology use is connected to a significant increase in performance However, no matching evidence regarding use informal education

Not all pupils have the same approach to technology use A second and third digital divide are emerging

New millennium learners may be digital natives but are not by definition effective and critical learners

Would the results be different if we could raise school use?

Education has a uniqueunique role to play ICT – The case of e-maturity of schools

Technology use is connected to a significant increase in performance However, no matching evidence regarding use informal education

Not all pupils have the same approach to technology use A second and third digital divide are emerging

New millennium learners may be digital natives but are not by definition effective and critical learners

Would the results be different if we could raise school use?

Education has a uniqueunique role to play ICT – The case of e-maturity of schools

Eurydice, 2011

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PISA – Digital reading (2011)PISA – Digital reading (2011)

Addressing underperformance of boys• Gender gap narrows to two-thirds of a year of schooling based to

differences in navigation skills.

Learn form the informal use of ICT ( at home) – more than ICT skills• Methods for improving students’ navigation strategies can be

derived from analysing ICT use at home. • These skills include the ability to critically evaluate the quality and

credibility of available texts, integrate information from multiple texts, and – crucially – navigate effectively.ICT use at home is positively related to both navigation skills and self-confidence in completing high-level ICT tasks.

• Students’ use of ICT at home is usually self-directed and, as a result, students learn, by experimenting, how to navigate across and among various pages to achieve their objectives.

Addressing underperformance of boys• Gender gap narrows to two-thirds of a year of schooling based to

differences in navigation skills.

Learn form the informal use of ICT ( at home) – more than ICT skills• Methods for improving students’ navigation strategies can be

derived from analysing ICT use at home. • These skills include the ability to critically evaluate the quality and

credibility of available texts, integrate information from multiple texts, and – crucially – navigate effectively.ICT use at home is positively related to both navigation skills and self-confidence in completing high-level ICT tasks.

• Students’ use of ICT at home is usually self-directed and, as a result, students learn, by experimenting, how to navigate across and among various pages to achieve their objectives.

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PISA – Digital reading (2011)PISA – Digital reading (2011)

Not too intensive use neither ...• Intensive users do not perform better in digital reading – and often

perform worse – than moderat users. This is even more pronounced in mathematics, science and especially in print reading.

• Parents and teachers should both encourage students to use computers freely, so that they can improve their navigation skills, and also to provide guidance on balancing time spent using computers with time for other activities.

Enabling effective use of ICT in schools• Most puzzling finding : lack of a clear relationship between the

frequency of students’ ICT use at school and performance • Require a deeper analysis looking beyond the frequency towards

the quality of ICT use at school. Link with innovative methods.

Not too intensive use neither ...• Intensive users do not perform better in digital reading – and often

perform worse – than moderat users. This is even more pronounced in mathematics, science and especially in print reading.

• Parents and teachers should both encourage students to use computers freely, so that they can improve their navigation skills, and also to provide guidance on balancing time spent using computers with time for other activities.

Enabling effective use of ICT in schools• Most puzzling finding : lack of a clear relationship between the

frequency of students’ ICT use at school and performance • Require a deeper analysis looking beyond the frequency towards

the quality of ICT use at school. Link with innovative methods.

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The reality – teachers and trainersThe reality – teachers and trainers

Teachers are keykey intermediairs

Teachers have to be confident, digital competent and have the necessary ICT didactic skills

ICT is pedagogically under-used

crucial importance of teacher skills development

Teachers are keykey intermediairs

Teachers have to be confident, digital competent and have the necessary ICT didactic skills

ICT is pedagogically under-used

crucial importance of teacher skills development

Teachers are the best coaches ….Eurydice, 2011

OECD - TALIS, 2010

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The reality – institutionThe reality – institution

Whole school ICT integration and leadership matter

ICT integration = key to changing practices

Whole school ICT integration and leadership matter

ICT integration = key to changing practices

Education has a unique unique role to play in systemic use of ICT for learning

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• ICT ARE PLAYING A CENTRAL ROLE IN COOPERATION BETWEEN SCHOOLS AND THE COMMUNITY AND TO ENGAGE PARENTS IN THE LEARNING PROCESS

• ICT IS WIDELY PROMOTED BY CENTRAL AUTHORITIES AS A TOOL FOR TEACHING AND LEARNING BUT LARGE IMPLEMENTATION GAP REMAINS

• ICT IS OFTEN RECOMMENDED FOR ASSESSING COMPETENCES BUT STEERING DOCUMENTS RARELY INDICATE HOW IT SHOULD BE APPLIED

• TEACHERS USUALLY ACQUIRE ICT TEACHING SKILLS THROUGH THEIR INITIAL EDUCATION BUT FURTHER PROFESSIONAL DEVELOPMENT IS LESS COMMON

• ICT ARE PLAYING A CENTRAL ROLE IN COOPERATION BETWEEN SCHOOLS AND THE COMMUNITY AND TO ENGAGE PARENTS IN THE LEARNING PROCESS

• ICT IS WIDELY PROMOTED BY CENTRAL AUTHORITIES AS A TOOL FOR TEACHING AND LEARNING BUT LARGE IMPLEMENTATION GAP REMAINS

• ICT IS OFTEN RECOMMENDED FOR ASSESSING COMPETENCES BUT STEERING DOCUMENTS RARELY INDICATE HOW IT SHOULD BE APPLIED

• TEACHERS USUALLY ACQUIRE ICT TEACHING SKILLS THROUGH THEIR INITIAL EDUCATION BUT FURTHER PROFESSIONAL DEVELOPMENT IS LESS COMMON

Key data on learning and innovation through ICT at School in Europe

Key data on learning and innovation through ICT at School in Europe

Eurydice, 2011

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ICT and educationICT and educationICT and educationICT and education

Policy context E&TPolicy context E&T

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The European Policy FrameworkThe European Policy Framework

Key Competences for Lifelong Learning, 2006/962/ECmother tongue; foreign languages; maths/science/technology; digital competence, learning to learn; social & civic competences; entrepreneurship; cultural awareness & expression

Strategic Framework for European Cooperation in E&T, COM(2008) 865• Lifelong learning and mobility• Quality & efficiency of E&T• Equity & active citizenship• Innovation, creativity, entrepreneurship

SWP: The Use of ICT to support innovation and lifelong learning for all, SEC(2008) 2629

Education

Innova

tion

Rese

arch

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ICT cluster under OMC – ET2010ICT cluster under OMC – ET2010

Representatives of 18 Ministries of Education of 18 Member States compiled key recommendations

It is timely to move away from perceiving ICT diffusion and usage as a goal and

instead see ICT as an enabler of teaching and learning. It is not about ICT but about

transformation …”

“The cluster has contributed to a fundamental change in discourse from accessibility

to innovative learning through the support of ICT”.

“The ICT cluster has influenced the

development of improved indicators for measuring ICT use and impact. This

has led to the first European-wide

comparative study on the use and impact of ICT in

school education”.

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Towards a new learning paradigm

Allow more learner-centred approaches

Lessons learned by the ICT cluster Final Report - Learning, Innovation and ICT Lessons learned by the ICT cluster Final Report - Learning, Innovation and ICT

Digital competences as core life and employability skills

Leadership and institutional change for a renewed strategy on learning

VISION future!

Professional development – the teacher as learner at the centre

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ICT and educationICT and educationICT and educationICT and education

EU supportEU support

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EU support

ICT in education and training programmesEU support

ICT in education and training programmes

Improving the quality and accessibility of European education and training systems through the effective use of information and communication technologies (ICT)

2004-2006

Specific objectives include:to support the development of innovative ICT-based content, services, pedagogies and practice for lifelong learning2007-2013

MinervaSocrates

Promote European cooperation in the field of Open and Distance Learning (ODL) and Information and Communication Technology (ICT) in education 2000-2006

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EU support

Comenius: eTwinning for schoolsEU support

Comenius: eTwinning for schools

• Support for online partnerships between two or more European primary or secondary schools

• Flexible, teacher friendly scheme to mainstream pedagogical use of ICT and support professional development

• Mainly based on joint pedagogical projects

• Increasing use of online Communities of Practice for teachers

• Quality label for good practice examples

• Support for online partnerships between two or more European primary or secondary schools

• Flexible, teacher friendly scheme to mainstream pedagogical use of ICT and support professional development

• Mainly based on joint pedagogical projects

• Increasing use of online Communities of Practice for teachers

• Quality label for good practice examples

www.etwinning.net

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Studies at DG EACStudies at DG EAC

• Learning 2.0 (IPTS, 2008)• New learning communities through ICT (IPTS, 2009)• Foresight - Future of learning (incl.ICT) (IPTS, 2011)• European-wide comparison of the use and impact of ICT

on school education (STEPS -2009)• Development of methodologies for ICT indicators (2009)• Benchmarking study by DG INFSO (2012)• Key data on Learning and Innovation through the use of

ICT in Europe 2011 (EURIDYCE)

• Learning 2.0 (IPTS, 2008)• New learning communities through ICT (IPTS, 2009)• Foresight - Future of learning (incl.ICT) (IPTS, 2011)• European-wide comparison of the use and impact of ICT

on school education (STEPS -2009)• Development of methodologies for ICT indicators (2009)• Benchmarking study by DG INFSO (2012)• Key data on Learning and Innovation through the use of

ICT in Europe 2011 (EURIDYCE)

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EU support

The eLearning PortalEU support

The eLearning Portal

• Supporting the exchange of ideas, good practice and resources in elearning across Europe and the world

• Open to everyone, everywhere

• Funded by the Lifelong Learning Programme

• Supporting the exchange of ideas, good practice and resources in elearning across Europe and the world

• Open to everyone, everywhere

• Funded by the Lifelong Learning Programme

http://www.elearningeuropa.info

eLearning Papers n° 2 (2007)

http://www.elearningpapers.eu/index.php?page=home&vol=2

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ICT and educationICT and educationICT and educationICT and education

And next …And next …

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EU Policy context

Lifelong Learning Programme (LLP) contributes to strategies and initiatives:

Early school leavingHigher education attainment

Making LLL and mobility a reality E&T quality and efficiency Equity, social cohesion, active citizenshipCreativity and innovation

Europe 2020 ET 2020Flagships initiatives

Youth on the move (Sept.2010)

Agenda for new skills and jobs (Nov.2010)

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Priorities under ET 2020Priorities under ET 2020

E&T have a unique role to play in enhancing the use of ICT for learning and should take up a leadership role.

Actions are oriented around 3 objectives to be tackled simultaneously:1. Increasing digital competences2. ICT and an enhancer of innovation of E&T3. improving the e-skills of professionals

E&T have a unique role to play in enhancing the use of ICT for learning and should take up a leadership role.

Actions are oriented around 3 objectives to be tackled simultaneously:1. Increasing digital competences2. ICT and an enhancer of innovation of E&T3. improving the e-skills of professionals

Media and Learning conferenceLieve Van den Brande, DG Education and

Culture-A2Contact: Godelieve.van-den-brande@ec.europa.eu

Creative Classrooms for an innovative Europe

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The reality – implementation gap The reality – implementation gap

While ICT is well mainstreamed

outside schools, formal E&T

is only in its early adopter’s stage.

Education can not stay behind these changes in an increasing networked and digital society.

While ICT is well mainstreamed

outside schools, formal E&T

is only in its early adopter’s stage.

Education can not stay behind these changes in an increasing networked and digital society.

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What is at stake?

+• The infrastructure to

promote ICT• Research base to

guide the process• Bottom-up initiatives

(pilots,research, policies, action plans, …)

+• The infrastructure to

promote ICT• Research base to

guide the process• Bottom-up initiatives

(pilots,research, policies, action plans, …)

–

• No systemic integration and mainstreaming in formal education

–

• No systemic integration and mainstreaming in formal education

but

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LACK OF SYTEMIC IMPACT

– Top-down policies not close to users and practitioners– Lack of brokerage mechanisms to policy makers– Lack of evidence-base for policy making – Small scale, grass roots initiatives– Short-term - lack of sustainability/ scalability– No cross-sector dimensions– Whole systems integration and leadership

LACK OF SYTEMIC IMPACT

– Top-down policies not close to users and practitioners– Lack of brokerage mechanisms to policy makers– Lack of evidence-base for policy making – Small scale, grass roots initiatives– Short-term - lack of sustainability/ scalability– No cross-sector dimensions– Whole systems integration and leadership

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Objectives linked to Europe 2020 & ET2020

IDEA: Creative Classrooms

Increasing digital competence/ e-literacy

ICT enhancing innovation of E&T

Support to Member States to mainstream ICT use in educational policies and practices

Creative Classrooms

The term ‘Classrooms’ = all types of

learning environments

The term ‘Creative’ = innovation of learning and teaching process

with the support of ICT

Focus on what is possible in today’s practices with

today’s technologies

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Policy makers / Decision makers

e.g. Thematic Working Group

Theme 1 Theme 2 Theme …

Creative classrooms

Lessons learned

EVALUATION

Transfer Localise

Country 2Case 1Case 2Case 3

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Country 2Case 1Case 2Case 3

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Country 2Case 1Case 2Case 3

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Country 3Case 1Case 2Case 3

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Country 3Case 1Case 2Case 3

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Country 3Case 1Case 2Case 3

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Country 1Case 1Case 2Case 3

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Country 1Case 1Case 2Case 3

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Country 1Case 1Case 2Case 3

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Country …Case 1Case 2

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Country …Case 1Case 2

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Country …Case 1Case 2

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The Initiative on Creative Classrooms is innovative due to:

its experimental nature

its transversal scope

the upscaling of innovations

making changes systemic and sustainable

emphasis on European–wide policy

development

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What ? Creative Classrooms initiativeWhat ? Creative Classrooms initiative

• Experimentations which are linked up• Based on concrete problems • Whole-system oriented• Providing evidence-based responses• Real-life experimentations in local context • Carried by the users - innovation (bottom-up)• Upscaling of innovations • Leadership top-down (policy makers; key stakeholders)• Emphasis on European-wide cooperation in policy

development

• Experimentations which are linked up• Based on concrete problems • Whole-system oriented• Providing evidence-based responses• Real-life experimentations in local context • Carried by the users - innovation (bottom-up)• Upscaling of innovations • Leadership top-down (policy makers; key stakeholders)• Emphasis on European-wide cooperation in policy

development34

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What ? What ?

• Providing guidance to policy makers and practitioners• ‘Learning what works and what does not’ as input

to evidence-based policy making at all levels of E&T • Linking policy experimentations in real life settings • Upscaling across Europe • Increase impact on systemic level • Reaching a large number of learners, institutions,

learning centres• Involving multiple stakeholders (informal, non-formal

& formal)

• Providing guidance to policy makers and practitioners• ‘Learning what works and what does not’ as input

to evidence-based policy making at all levels of E&T • Linking policy experimentations in real life settings • Upscaling across Europe • Increase impact on systemic level • Reaching a large number of learners, institutions,

learning centres• Involving multiple stakeholders (informal, non-formal

& formal)

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Transversal issuesTransversal issues

• Based on sound research methodologies• Monitoring and evaluation of the various

experimentations• Deriving key lessons• Transferring these lessons to the policy makers

as well as to practice• Reporting and brokering the lessons

• Based on sound research methodologies• Monitoring and evaluation of the various

experimentations• Deriving key lessons• Transferring these lessons to the policy makers

as well as to practice• Reporting and brokering the lessons

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Concept CC

Definition of the optimal

conditions

Launch call for pilots

Testing at a large scale through real

life pilots

Validation of the concept through DEBATE

Drawing lessons from cases

January 2012

March 2012

June 2012

June 2012

2013/ 2014

2014

2014

2014

Analysis of the progress

and gaps

DEBATE with stakeholders

DEBATE with stakeholders

Developing a broad

stakeholders partnership

CreativeClassroomsROADMAP

Thank you !Thank you !

‘Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow. ’

William Pollard

http://eacea.ec.europa.eu/static/en/llp/index_en.htm The Lifelong Learning Programme:

DG Education and Culture:http://ec.europa.eu/dgs/education_culture/index_en.html

Contact person: Lieve Van den Brande – DG EAC-A2Godelieve.van-den-brande@ec.europa.eu

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Shortages• Teachers lack pedagogical strategies and

experiences to effectively use ICT

• Professional development of teachers lacks the pedagogical, innovation and practical dimension

• Assessment of digital literacy is not widespread

• Major lack of systematic impact in practices

• Innovations not enough supported by changes in pedagogy

• Discrepancy between children’s under-use of ICT at school and frequent and sophisticated use at

home