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
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
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
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
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