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Creative Classrooms: A systemic Approach
 for Mainstreaming ICT-enabled Innovation
           for Learning in Europe

                               Yves Punie
                               Panagiotis Kampylis


                               European Commission,
                               Joint Research Centre,
                               Institute for Prospective
                               Technological Studies


                           Media & Learning, BXL, 14-15/11/12
                            Discussion Session on Creative
                                      Classrooms
European Commission Joint
Research Centre

Institute for Prospective
Technological Studies (IPTS):

Research Institute supporting
EU policy-making on socio-
economic, scientific and/or
technological issues
Since 2005, evidence-based policy research on ICT for Learning and
 Skilling
                                PAST projects:
         •   Learning 2.0
         •   Innovation & Creativity in E&T
         •   Future of Learning & Skilling
         •   ICT for Assessment of Key Competences

         CURRENT projects:
         • Mapping Technologies for Learning (2012-2013)
         • Digital Competence Framework (2010-2012)
         • Teacher Networking (eTwinning – TELLNET)
         • Mainstreaming “Creative Classrooms” (2011-2013)
         • Open Educational Resources (2012-2012)



In collaboration with DG EAC, linked to other EC policies (CONNECT,
ENTR, EMPL)
Objectives of the SCALE CCR study

  To further define the concept of 'Creative Classrooms' (CCR) and to
  provide a better understanding of ICT-enabled innovation for learning
  that can be brought to scale, in a cost-effective way

In particular:
     To identify ICT-enabled innovation for learning across a range of
       settings and participants;
     To develop CCR concept and reference parameters;
     To analyse the implementation strategies of a number of highly
       effective ICT-enabled innovation for learning at system level; and
     To propose concrete policy recommendations for the further
       development and sustainable mainstreaming of CCR in Europe
Desk research and analysis of existing cases
Defining Creative Classrooms (CCR)
• Creative Classrooms (CCR) are innovative learning environments that
  fully embed the potential of ICT to innovate and modernise learning
  and teaching practices
• 'creative' refers to innovative practices, such as collaboration,
  personalisation, active learning and entrepreneurship, fostering
  creative learning
• 'classrooms' is considered in its largest sense as including all types
  of learning environments, in formal and informal settings.
Defining ICT-enabled innovation for learning
It refers to profoundly new ways of doing things made possible by the
use of ICT

 Nature of innovation (incremental, radical, disruptive): level of
  change
 Implementation phase (pilot, scale, mainstreaming): stage of
  development
 Access level (local, regional/national, cross-boarder): geographical
  coverage of the innovation
 Impact area (process, service, organization): the extent of innovation
 Target (single actors, multiple actors, wide-range of actors): the actors
  addressed by the innovation
A mapping framework of ICT-enabled innovation
for learning…
Example 1: eTwinning
       ENGAGING THROUGH SOCIAL NETWORKS: social
       networks should be used in order to increase interaction
       opportunities within the school community, opening up and
       modernising
       learning processes.

       ICT specificity: social computing (blogs, Twitter, LinkedIn,
       etc.) supports the interaction and collaboration across
       borders, cultures, language barriers, and institutional walls

       Examples: Social computing is used to facilitate intercultural
       dialogue in formal and informal learning settings (e.g.
       http://www.absolutely-intercultural.com).

       CCR key dimensions: Connectedness | Teaching practices |
       Organization
_ eTwinning
Example 2: Vittra Independent State-funded
Schools
Example 2: Vittra Independent State-funded
Schools
Example 2: Vittra Independent State-funded
Schools
         REARRANGING PHYSICAL SPACE: The physical CCR
         space should take advantage of colours, lights, sounds,
         materials etc in order to provide a flexible, aesthetically
         appealing and inspiring environment for innovative teaching
         and creative learning. Moreover, the physical CCR space
         should cover as much as possible learners' special needs.

         ICT specificity: ICT tools, such as video projectors, can be
         used for creating an inspiring and easily adaptive physical
         space.

         Example: Vittra free schools have adopted a new pedagogical
         approach, without any classes or traditional classrooms.

         CCR key dimensions: Infrastructure | Leadership and Values |
         Learning practices
… various cases




                  eTwinning
                  Vittra
                  Victoria's Gov. Educ. Innov.
                  Stanford's Free Online Courses
Snapshot of results



 Progress is slow
    related to
mainstreaming and
   up-scaling.

      Why?


  Need for a more
     systemic
    approach…
CCR reference parameters:
Tool for practitioners, policymakers,
researchers
CCR concept and
reference parameters



                 “complex organisms”, depending on the context and
                 the culture – not an ‘one-fits-all approach’


                       encompassing, interconnected & interrelated
                       key dimensions


                            a significant number of these key
                            dimensions -if not all- needs to be tackle
To summing up…


   Mapping framework                    CCR concept and RP




       Depicts the state of           Depicts the systemic approach for
ICT-enabled innovation for learning   up-taking of ICT-enabled innovative
                                             learning environments
Key question



How to reach a significant scale and/or systemic impact?
Thank you!

              yves.punie@ec.europa.eu




• http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html

• http://is.jrc.ec.europa.eu/pages/EAP/eInclusion.html

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M&L 2012 - Creative Classrooms: a systemic approach for mainstreaming ICT-enabled innovation - by Yves Punie

  • 1. Creative Classrooms: A systemic Approach for Mainstreaming ICT-enabled Innovation for Learning in Europe Yves Punie Panagiotis Kampylis European Commission, Joint Research Centre, Institute for Prospective Technological Studies Media & Learning, BXL, 14-15/11/12 Discussion Session on Creative Classrooms
  • 2. European Commission Joint Research Centre Institute for Prospective Technological Studies (IPTS): Research Institute supporting EU policy-making on socio- economic, scientific and/or technological issues
  • 3. Since 2005, evidence-based policy research on ICT for Learning and Skilling PAST projects: • Learning 2.0 • Innovation & Creativity in E&T • Future of Learning & Skilling • ICT for Assessment of Key Competences CURRENT projects: • Mapping Technologies for Learning (2012-2013) • Digital Competence Framework (2010-2012) • Teacher Networking (eTwinning – TELLNET) • Mainstreaming “Creative Classrooms” (2011-2013) • Open Educational Resources (2012-2012) In collaboration with DG EAC, linked to other EC policies (CONNECT, ENTR, EMPL)
  • 4. Objectives of the SCALE CCR study To further define the concept of 'Creative Classrooms' (CCR) and to provide a better understanding of ICT-enabled innovation for learning that can be brought to scale, in a cost-effective way In particular:  To identify ICT-enabled innovation for learning across a range of settings and participants;  To develop CCR concept and reference parameters;  To analyse the implementation strategies of a number of highly effective ICT-enabled innovation for learning at system level; and  To propose concrete policy recommendations for the further development and sustainable mainstreaming of CCR in Europe
  • 5. Desk research and analysis of existing cases
  • 6. Defining Creative Classrooms (CCR) • Creative Classrooms (CCR) are innovative learning environments that fully embed the potential of ICT to innovate and modernise learning and teaching practices • 'creative' refers to innovative practices, such as collaboration, personalisation, active learning and entrepreneurship, fostering creative learning • 'classrooms' is considered in its largest sense as including all types of learning environments, in formal and informal settings.
  • 7. Defining ICT-enabled innovation for learning It refers to profoundly new ways of doing things made possible by the use of ICT  Nature of innovation (incremental, radical, disruptive): level of change  Implementation phase (pilot, scale, mainstreaming): stage of development  Access level (local, regional/national, cross-boarder): geographical coverage of the innovation  Impact area (process, service, organization): the extent of innovation  Target (single actors, multiple actors, wide-range of actors): the actors addressed by the innovation
  • 8. A mapping framework of ICT-enabled innovation for learning…
  • 9. Example 1: eTwinning ENGAGING THROUGH SOCIAL NETWORKS: social networks should be used in order to increase interaction opportunities within the school community, opening up and modernising learning processes. ICT specificity: social computing (blogs, Twitter, LinkedIn, etc.) supports the interaction and collaboration across borders, cultures, language barriers, and institutional walls Examples: Social computing is used to facilitate intercultural dialogue in formal and informal learning settings (e.g. http://www.absolutely-intercultural.com). CCR key dimensions: Connectedness | Teaching practices | Organization
  • 11. Example 2: Vittra Independent State-funded Schools
  • 12. Example 2: Vittra Independent State-funded Schools
  • 13. Example 2: Vittra Independent State-funded Schools REARRANGING PHYSICAL SPACE: The physical CCR space should take advantage of colours, lights, sounds, materials etc in order to provide a flexible, aesthetically appealing and inspiring environment for innovative teaching and creative learning. Moreover, the physical CCR space should cover as much as possible learners' special needs. ICT specificity: ICT tools, such as video projectors, can be used for creating an inspiring and easily adaptive physical space. Example: Vittra free schools have adopted a new pedagogical approach, without any classes or traditional classrooms. CCR key dimensions: Infrastructure | Leadership and Values | Learning practices
  • 14. … various cases eTwinning Vittra Victoria's Gov. Educ. Innov. Stanford's Free Online Courses
  • 15. Snapshot of results Progress is slow related to mainstreaming and up-scaling. Why? Need for a more systemic approach…
  • 16. CCR reference parameters: Tool for practitioners, policymakers, researchers
  • 17. CCR concept and reference parameters “complex organisms”, depending on the context and the culture – not an ‘one-fits-all approach’ encompassing, interconnected & interrelated key dimensions a significant number of these key dimensions -if not all- needs to be tackle
  • 18. To summing up… Mapping framework CCR concept and RP Depicts the state of Depicts the systemic approach for ICT-enabled innovation for learning up-taking of ICT-enabled innovative learning environments
  • 19. Key question How to reach a significant scale and/or systemic impact?
  • 20. Thank you! yves.punie@ec.europa.eu • http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html • http://is.jrc.ec.europa.eu/pages/EAP/eInclusion.html