The slide presentation from the JRC-IPTS keynote at EC-TEL 2013 conference (20 September 2013, Paphos, Cyprus)

1. ICT-enabled innovation for learning
in Europe and Asia
Exploring conditions for scalability and
sustained impact at system level
Panagiotis Kampylis & Yves Punie
JRC-IPTS
European Conference on Technology
Enhanced Learning (EC-TEL)
Paphos, 20 September 2013

2. Outline
• Policy agenda
• The project 'Up-scaling Creative Classrooms in Europe'
• In-depth analysis of 3 European and 4 Asian cases of ICT-enabled innovation
for learning with significant scale and/or impact
• Lessons learnt and ecological model for sustained impact at system level

3. 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

4. IPTS, Information Society Unit. 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
Teacher Networking (eTwinning – TELLNET)
Mapping Technologies for Learning (2012-2013)
CURRENT projects:
Digital Competence Framework (2010-2013)
Mainstreaming “Creative Classrooms” (2011-2013)
Open Educational Resources (2012-2014)
Horizon Europe - Schools Sector (2013-2014)
In collaboration with
DG EAC,
linked to other policies
(CONNECT, ENTR,
EMPL)

5. European Policy Context
Educational targets
• Reducing Early School leaving
• Increasing Higher Education
Attainment
Additional Aims
• Making LLL and mobility a reality
• E&T quality and efficiency
• Equity, social cohesion, active
citizenship
• Creativity and innovation
http://www.eesc.europa.eu/?i=portal.en.europe-2020-flagship

6. Research & Policy agenda
– Towards educational transformation in a digital world
– But progress is slow!
•
Rethinking education: investing in skills for better socio-economic outcomes
•
“Opening up Education” and Open Educational Resources (OER) > 25/9/2013
•
Digital Competence for Education and Employability
•
Innovating E&T: mainstreaming and scaling-up ICT-enabled innovation for learning
Small-scale, innovative projects but with little systemic impact, often not continued beyond pilo
or funding schemes, without any scientific evaluation on outcomes, effectiveness and
efficiency
Policy response >>> Creative Classrooms initiative

7. Up-Scaling Creative Classrooms in Europe (SCALE CCR)
[on behalf of DG EAC, 2011-2013]
• To provide a better understanding of ICT-enabled innovation for learning that
can be brought to scale and/or having systemic & sustained impact.
• To provide recommendations for policymakers, educational stakeholders and
practitioners
Methodology
•
Literature review, interviews (7), experts workshops (2)
•
7 case studies
•
Online consultation on policy recommendations
•
Outomes: 1:1 initiatives, report on case studies, policy recommendations
http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html

8. What do we mean with scale? Sustainability?
• NOT just about going from small numbers to big numbers
• NOT just about replication or duplication of successful initiatives
• NOT about imposing one (pedagogical) model that is fit for all
• NOT about providing devices to students and then business as usual
• IS about innovative practice that meets the requirement of digital society and economy
• IS about impact and systemic change (that is cost-effective)
• IS about what works and what does not work (implementation)
• IS about a flexible, dynamic, context-specific model with local autonomy and shared
ownership

9. Five key dimensions for scaling up educational innovation
Clarke and Dede (2009), building on
the model by Coburn (2003)
http://bit.ly/DedeScalingUp
http://www.microsoft.com/education/demos/scale/index.html
1. Depth — change in teaching and learning practices (quality of the innovation)
2. Sustainability — the extent to which the innovation is maintained in ongoing use
3. Spread — the extent to which greater numbers of people adopt the innovation
(outwards and inwards)
4. Shift — decentralization of ownership, knowledge and authority (from external
actors to internal ones)
5. Evolution — revise and adapt the innovation as an organic process, which is a
product of depth, spread and shift

10. Progress is slow related to
mainstreaming and scaling-up
Why?
Need for a more systemic
approach and changes at
organizational, technological
and pedagogical level.

11. CCR multidimensional concept
Creative Classrooms (CCR) are innovative
learning environments that fully embed the
potential of ICT to modernise learning and
teaching practices
'creative' refers to innovative practices, such
as collaboration, personalisation, fostering
creative learning…
'classrooms' is considered in its largest sense as
including all types of learning environments,
in formal and informal settings.
Focus on what is possible in today's practices
with today's technologies!

12. Definition and mapping framework of ICT-enabled
innovation for learning
profoundly new ways of using and creating information and knowledge made possible
by the use of ICT, dealing with both formal and informal learning in school settings and
in adult education
level of change
the actors
current stage
addressed
of development
the extent
geographical
of innovation
coverage

13. Selection criteria
Desk research and consultations with stakeholders to identify a number of cases of
ICT-enabled innovation for learning in Europe and Asia. Selection criteria:





not only technological but also pedagogical and organizational
innovations
still ongoing; reliable and relevant data can be captured
genuine and unique ICT-enabled innovation for learning that has
reached significant scale and/or impact at system level
potential difficulty involved in writing up the case report as per the required
structure
initial mapping of the cases on the framework of ICT-enabled innovation in
order to reach the best-possible diversity

14. 7 cases from Europe and Asia...
• That have either developed over a period for more than 10 years or that have built on
system level initiatives that started years ago
• That have direct engagement with or are part of a goverment initiative at regional,
national and/or supranational level
• Diversity across and within the cases

15. The 3 cases from Europe
31 European 1:1 initiatives
Hellerup School

16. Case #1: eTwinning
www.etwinning.net
http://plus.etwinning.net
European Commission-funded initiative

17. Case #1: eTwinning
Scale and geographical coverage
•
•
•
•
•
•
•
33 countries (+)
1 CSS - 35 NSSs
25 languages
200,000+ registered users
100,000+ schools
27,000+ projects
(~5,000 active)
http://www.etwinning.net/en/pub/news/press_corner/statistics.cfm

18. Case #1: eTwinning
Policy goals (Barcelona European Council in March 2002): to promote school twinning
as an opportunity for all students to learn and practice ICT skills and to promote
awareness of the multicultural European model of society.

19. Case #1: eTwinning
Source: Vuorikari, 2010

20. Case #1: eTwinning
Mapping eTwinning

21. Case #1: eTwinning
Conditions for sustained
impact and scaling up
CSS & NSSs provide multiple levels
of top-down agency to support
bottom-up innovation. Stable
funding for 2014-2020 via
Erasmus+. Sustainability good at
system level.
eTwinning reach
(2012)
3.3%
Challenges/barriers
to sustainability
Low scalability at school level, mainly
because of limited (or no)
compensation and recognition. In many
countries still not integral part of the
curricula and teachers initial education
and in-service training. Teachers' ICT
skills and confidence still a barrier.
Project work is usually not part of the
formal assessment. No
interoperability with other networks

22. Case #2: 1:1 learning*
The 1:1 Learning study
JRC -IPTS in collaboration with European Schoolnet (Jan to Dec 2012)
Target: Primary and secondary schools
Focus: notion of 1:1 learning rather than 1:1 device
Inclusion criteria:
•
‘True’ 1:1 initiatives according to the definition: “equipping all students of a
given school, class or age group, with a portable computer device”
•
Launched within an educational framework
•
Recent 1:1 initiatives at local, regional, national or international level
•
Significant scale and/or impact
* in collaboration with Stefania Bocconi

23. Case #2: 1:1 learning
31 recent initiatives in 19 European countries, 47.000 schools, 17,5 million students
Laptops and netbooks in
most of the cases;
tablets in some cases;
smartphones in few
initiatives

24. Case #2: 1:1 learning
System-wide implementation
System-wide pilot
Local/regional pilot

25. Case #2: 1:1 learning
The financing models
• Full financing (e.g. by the state or local
authority)
• Co-financing involving the state, local
authorities and other stakeholders such as
parents
• Free provision of equipment by industry

26. Case #2: 1:1 learning
Pedagogical theory underpinning innovation

27. Case #2: 1:1 learning
Conditions for sustained
impact and scaling up
Challenges/barriers
to sustainability
Impact objectives if underpinned by
Learning Sciences principles—
teacher role, objectives, guidelines,
tools, knowledge matter (improved
participation levels and students’
motivation an extended learning
opportunities outside the
school). Impact beyond
technology: CPD, Training, School
organizational practices,
involvement of parents, etc.
Large scale implementations are
challenging due to the current
economic climate and new patterns
of ownership and deployment models
need to be adopted (e.g. BYOD) for
sustainable development and further
uptake. Need productive learning
scenarios and medium to long-term
plan.

28. Case #3: Hellerup
Hellerup School, Denmark
• public primary and lower secondary school (616 years old), since 2002
• 750 pupils and 65 teachers and assistants
• Keywords: flexibility, creativity, learning styles
and systemic innovation
• Implements a systemic approach to
educational innovation that involves and
impacts the whole school community.
• Innovative physical space – Emphasis on
stakeholder and user participation in the
design process

29. Case #3: Hellerup
Hellerup School, Denmark
• Integrated flexibility for learning: no classrooms,
personalized and self-regulated learning
• Wi-Fi everywhere, BYOD, mobile learning
• Teachers work autonomously in small teams
• Wide-ranging partnerships (e.g. European SchoolNet)
• Distributed leadership

30. Case #3: Hellerup
Conditions for sustained
impact and scaling up
Success in building coherent school
ecology, high teacher ownership,
strong parent & community support,
industry & academia partnership.
Challenges/barriers
to sustainability
Almost disruptive innovation, difficult to
scale up. Pressure from high-stake
national tests (where factual
knowledge is predominantly assessed),
and to maintain vitality as school of the
future today. This model of almost
disruptive innovation requires
readiness and long-term
engagement by all the stakeholders
involved and high investment in
school premises and infrastructure.

31. 4 Cases from Asia
• long innovation
histories in
education
• ongoing large-scale
initiatives of ICTenabled innovation
for learning
• high ranking in
international
benchmarking on
educational
performance (e.g.
OECD's PISA).
Seungyeon HAN
Hanyang Cyber University
Digital
Textbook
Naomi MIYAKE
University of Tokyo
Nancy LAW
University of Hong Kong
mp3
Chee-Kit LOOI
Nanyang Technological University

32. Case #4: e-Learning Pilot
e-Learning pilot scheme in Hong Kong

33. Case #4: e-Learning Pilot
•Call for proposals: 21 pilot projects for 3 years (2011-2014)
•Similar aims (including digital divide) + development of learning resources
Challenges
•Lack of common pedagogical theory - not highly innovative
•Difficulties in higher level learning performance
•Learning outcomes greatly depend on teacher pedagogical designs – Most
teachers are not ready
•Parental concern on ebooks – how to help children
•Unclear if and how pilots will be continued
42

34. Case #4: e-Learning Pilot
Conditions for sustained
impact and scaling up
Top-down strategies (i.e.
continuation of the funding, provision
of TPD opportunities, monitoring of
project implementation) contribute to
the sustainability of the Pilot Scheme
until August 2014. Pilot Scheme is
expected to raise the baseline
conditions for effective eLearning pedagogy to achieve the
targeted 21st century learning
outcomes.
Challenges/barriers
to sustainability
Currently there are no plans on
sustaining the Pilot Scheme beyond
the pilot phase. Continued funding
for ICT infrastructure, extra staff for
pedagogical development and technical
support, and continued engagement
and support from various partners
are challenges for scalability. Teachers
still lack pedagogical readiness for
e-learning and schools have not yet
developed effective leadership
structures after the initiation stage.

35. Case #5: CoREF
Consortium for Renovating Education of the
Future, Japan
•
Bottom-up classroom activity reform by teachers, backed up with learning sciences
(Univ. of Tokyo) and supported by local boards of education and industry
•
Building upon tradition of learner-centered practices: collaborative "knowledgeconstructive jigsaw model" based on "understanding"
•
Started in 2010, 300 high schools, 80 elementary schools, 600 teachers, all subject
areas and all school types
•
Impact: better learning outcomes, 21st century skills, increased motivation to learn
outside school & stronger sense of learning among students "and" teachers
•
Conditions for scaling-up:
•
Collaborative and flexible organisation, strong teacher involvement
•
Networks of small networks of actors (5-10)

36. Case #5: CoREF
Conditions for sustained
impact and scaling up
MEXT awarded University of Tokyo to
continue CoREF from 2013 to 2017.
In the coming 2-3 years the project
participants are expected to expand
by 20 to 30% each year. Reform
movements in entrance exams of
colleges and universities are in place
providing CoREF with chances to
expand its reform efforts.
Challenges/barriers
to sustainability
Raising standards of learning up to
globally competitive levels and shifting
teachers' education and training are
critical issues for the sustainability and
scalability of CoREF. The strategy of
networking small teachers' networks
appears effective but other
possibilities for further uptake
should also be explored.

37. Case #6: mp3
Singapore’s Third Masterplan for ICT in Education
•
Circa 5 million people – 362 schools in total
•
Central, longer term planning: Innovation (& PISA)
•
Emphasis on Self-directed and Collaborative Learning
•
Strong link research and practitioner's
•
Impact: "Cultural change"
towards embracing ICT by
school leaders, teachers
and students
(mp3)

38. Case #6: mp3
Conditions for sustained
impact and scaling up
The top-down support, the existing
ICT-infrastructure and the
professional sharing about the
educational use of ICT have raised
the floor for the integration of ICT
into the curriculum. The availability
of funds (by the MoE), the early
successes and the increased
teachers' capacity to innovate on
their own (e.g. school- based
curricula), are albo conditions for
sustainability and scalability.
Challenges/barriers
to sustainability
The general resistance to change and
the preference to the status quo
challenge the scalability of mp3. The
top-down pressures for change and
adoption of innovation may lead to
superficial scalability if schools lack
readiness for the innovative use of ICT
for fostering Self-Directed Learning and
Collaborative Learning. Need for
alternative (formative) assessments
(for SDL and CoL).

39. Case #7: Digital textbook
Digital Textbooks in South Korea
4th Master plan on ICT and Education: focus on digital textbooks

40. Case #7: Digital textbook
Digital Textbooks in South Korea
Aims
•To create learning-centred learning
anywhere and anytime
•Reduce digital divide & develop 21st
century skills
•5th 6th and 7th grade
•No. of pilots 2008 (20), 2009 (103),
2010 (132), 2011 (63)
•Monitoring and evaluation

41. Case #7: Digital textbook
Conditions for sustained
impact and scaling up
The technological rich
environment (e.g. good Internet
infrastructure in terms of penetration
and bandwidth) both in and out of
school contributes to the
sustainability of the project.
Moreover, the convergence of
multimedia and e-learning
resources can enhance the ways
and effectiveness of use of digital
textbooks in classrooms
Challenges/barriers
to sustainability
Cost-effectiveness of the digital
textbooks and the cost of mobile
devices are key challenges for the
sustainability of the project. There are
also concerns about students' and
teachers' health with regard to their
exposure to electronic devices in the
classroom. Teachers' actual adoption
and comprehensive support are
necessary to sustain and scale the
innovation. Shift to interactive, flexible
and open textbooks.

42. The 7 cases mapped on the five-dimensional
framework of ICT-enabled innovation for learning

44. Initiatives that have bigger scales generally have lower participation thresholds.
The more innovative practices are more difficult to scale!

46. Common characteristics of successful change
• Started as incremental efforts - progressively moved towards more radical forms of
innovation > they have developed organically over time
• Dynamic adaptations and adjustments - an integral part of the monitoring,
evaluation and feedback cycles (ecological model of change)
• Started as top-down initiatives - they also have mechanisms in place to encourage
and support bottom-up approaches to the innovation
• Initiated even at the classroom level - supported by multiple levels of stakeholders
above the classroom level
• Provide architectures (i.e. structures and mechanisms) for learning across sites and
levels.
• Technology as an integrated infrastructure for learning at multiple levels
• Encourage learning that is experiential, generative and self-organizing

47. Conditions for ICT-enabled innovations to have significant
impact on learning
1.
2.
3.
Pedagogy first: Focus on the use of ICT to empower student learning and
supporting learner-centric pedagogy that leverage learner interest and
encourage self-directed learning and collaborative knowledge creation;
Teacher support and teacher autonomy: Changing pedagogical practice,
even if the changes are simply incremental, requires teacher learning, in
particular learning through practice and reflection;
Better definitions and assessment for 21st century skills: While the
term 21st century skills has become a buzz word, there is a lack of specificity
or consensus on what these skills are, and how they can be assessed.

48. Ecological framework for mainstreaming ICT-enabled
innovations for learning
1.
2.
3.
4.
Multiple pathways to innovate and scale - there is no single or best route to
innovation and scaling up
Ecological diversity of innovations foster scalability - strategies that cater for
innovation diversity encourage wider participation in the learning process associated
with engagement in innovations.
Leadership for strategic alignment as a necessary condition for scalability mechanism for deep learning (at the system level) from previous innovations
Foster multilevel, system-wide connectivity and strategic partnership decentralized bottom-up strategies coming from various partners outside of the school
and the central agency

49. http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html

50. Thank you for your attention!
Panagiotis Kampylis, Ph.D.
panagiotis.kampylis@ec.europa.eu
http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html
http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html