B 361041
Centre for Educational Research and Innovation
Table of Contents
Executive Summary 11 Chapter 1. The Search for Innovative Learning Environments
by Francisco Benavides, Hanna Dumont and David Istance (OECD Secretariat) 21 1.1. Introduction 21 1.2. Why looking for new learning approaches and environments? 22
Competences and PISA - the argument for more successful learning
of wider competence sets 24 Learning sciences and contemporary societies and economies - the arguments for change 25 Schools as organisations - weak knowledge management and innovative capacity.... 27 1.3. Different approaches to re-designing learning environments 28 Building on learning science research 29 Comparing learning models and approaches 30 The lessons provided by "alternative schooling" 31 The inspiration of practice 33 Concrete innovative examples 34 1.4. Is reform for far-reaching change possible? 38 Flexibility as resilience 39 From education-focused to learning and innovation-driven reform 40 References 42 Chapter 2. Optimising Learning: Implications of Learning Sciences Research by R. Keith Sawyer 45
2.1. Introduction 45 2.2. The standard model of schooling 46 2.3. The shift to the innovation economy 47 2.4. Key learning sciences findings : 50 The importance of deeper conceptual understanding 50 Focusing on learning in addition to teaching 52 Building on prior knowledge 52 Reflection 53 Scaffolding learning 53 2.5. Design principles from the learning sciences 54 Customised learning 54
INNOVATING TO LEARN, LEARNING TO INNOVATE - ISBN-978-92-64-04797-6 C OECD 2008
The role of the teacher 57 Assessment 57 2.6. The learning sciences and alternative models of learning 58 2.7 Conclusion 60 References 62
Chapter 3. Toward Research-based Innovation
by Carl Bereiter and Marlene Scardamalia 67 3.1. Dimensions of difference 70 Amount of direction: from instruction to epistemic agency 71 Emphasis on ideas versus activities 73 Individual versus community emphasis 76
"Design.mode" versus "belief mode" 78 Accommodation to external constraints 79 3.2. Comparing learning models and approaches 80 Annex 3.A.1: Educational Models and Approaches to Learning 84 References 88
Chapter 4. The Contribution of Alternative Education
by Anne Sliwka .'. 93 4.1. Alternative education: a fragmented landscape 93 4.2. Global networks of alternative schools 95 4.3. Understanding the culture of learning in alternative forms of education 98 The conception of the learner 98 The learning environment 100 The role of teachers 102 Curricula and the content of learning 104 The function and culture of assessment 106 4.4. Alternative education in light of recent research in the learning sciences 107 References 109
Chapter 5. Situated Pedagogies, Curricular Justice and Democratic Teaching by Mar Rodriguez-Romero 113
5.1. Situated pedagogies and situated learning : 115 5.2. Curricular justice 121 5.3. Democratic teaching and learning 126 5.4. Community construction and the educational professional 130 5.5. Conclusion 132 References 134
INNOVATING TO LEARN, LEARNING TO INNOVATE - ISBN-978-92-64-04797-6 © OECD 2008
Chapter 6. The Construction of Learning Environments: Lessons from the Mexico Exploratory Phase
by Juan Cassassus, Maria de Ibarrola, Lilia Perez-Franco, Juana M. Sancho-Gil, Marcela Tovar-Gomez, Margarita Zorrilla 137
6.1. Building appropriate education: an unachieved task 139 6.2. Needs and emotions as driving forces 142 6.3. Building a meaningful learning model 147 6.4. Finding routes for change 149 6.5. Looking for pertinent education responses 151 6.6. Reforms built from the field .• 155 References 157
Chapter 7. What Makes Innovations Work on the Ground?
by Maria Cecilia Fierro-Evans 161 7.1. Innovation as a managerial process 161 7.2. Features of innovation: building the intervention model 163 Design and growth path 163 The agent and the change process 164 Types of intervention 165 7.3. Strengths found in the cases' origins and operations 165 7.4. Innovation targets and their action spaces: agents and the political processes 167 Rationale and legitimacy of the proposal 167 Political conditions: willingness and reality 167 7.5. Real room for conflict management and for different actors to make decisions 168 Consistency between aims and contents and decision making 169 7.6. Attitudes that foster innovations 170 References 172
Chapter 8. The Dynamics of Innovation: Why Does it Survive and What Makes it Function
by Ines Aguerrondo 175 8.1. Existing pressures 177 8.2. Gaps requiring innovation (or "the window of opportunity") 178 Conditions of the structure 178 Conditions of the current situation 179 8.3. Development of the proposal, preparation and participation 180 8.4. The politico-cultural feasibility 182 8.5. The feasibility of knowledge 183 The scientific-professional dimension 183 The organisational-administrative dimension 183 8.6. Concrete feasibility and resources available 184 8.7. The role of general context and background 186
INNOVATING TO LEARN, LEARNING TO INNOVATE - 1SBN-978-92-64-04797-6 © OECD 2008
Flexibility in the development of innovation 190 8.10. Functionality of the innovation 192 8.11. The open roads (sustainability) 194 Responding to changes in context and avoiding the onset of routine 194 Reacting to the pressure of institutionalisation 195 The challenge of expansion 196 8.12. A new paradigm: under construction? 197 8.13. Organisation of the administration 199 8.14. Transition towards generalisation (or the vicious circle of the "two sets of logic") 200 References 202
Chapter 9. Open Learning: A Systems-driven Model of Innovation for Education Ay Tom Bentley 205
9.1. Introduction 205 9.2. Multiple dimensions 207 9.3. Creating human capital: anew global narrative for schooling? 209 9.4. The dominance of the bureaucratic paradigm 213 9.5. Why are bureaucratic models so resilient? 214 9.6. Liberalisation and specialisation: responses to rising demand 219 9.7. Innovation through collaboration: learning from open systems 222 References 229
Annex A. Summaries of the Four Mexican Case Studies 231 Case Study 1: The Cerro del Judio Friendship Centre 234 Case Study 2: Regular Education Support Services Unit- USAER 8 240 Case Study 3: Intelligent Classroom for Migrants 245 Case Study 4: Ayuujk Polyvalent Integral Community High School - BICAP.. 252
INNOVATING TO LEARN, LEARNING TO INNOVATE - ISBN-978-92-64-04797-6 O OECD 2008
