OECD und CERI

Oystein JohannessenOECD – CERI RegionalseminarGraz, November 2009

Inhalt

• OECD und CERI• Beispiele aus CERI

– Innovative Learning Environments (ILE)– New Millenium Learners (NML)– Globalisation and Linguistic

Competence (GLC)

Centre for Educational Research and Innovation (CERI)

• CERI wurde 1968 in Paris gegründet• Separates Budget und freiwillige Beträge aus

unterschiedlichen Quellen• Zielt auf langfristige Politikentwicklung durch

– Vorwarts gerichtete Analysen– Identifizierung und Stimulanz von Innovation– Förderung von internationalem Austausch von Wissen

und Erfahrungen

• Ca 20 Angestellte in Paris• Das Programm wird vom Lenkungsausschuss

(Governing Board) übersehen

Aktuelle CERI Projekte

• The Future of Universities• Social Outcomes of Learning• Innovative Learning Environments• New Millenium Learners• Teacher Education and Cultural Diversity• Innovation Strategy/Systemic Innovation• Globalisation and Linguistic Competence

Aktuelle Themen der Zukunf

• Market Mechanisms & Decision Making• R&D and indicators• Trends Shaping Education• Education Today: The OECD Perspective• Involvement in “Education at a Glance”,

follow-up to TALIS, new ‘lighthouse’• Growing up n 21st century societies• Lifelong learning

Innovative Learning Environments

• Die Biochemie des Lernmilieus: Kenntnis zur Mikro-Ebene. Der Lernende im Kontext

• Effektivität des Lernmilieus: Internationale Forschungsübersicht – evidenzbasierte Prinzipien für Politik und Praxis

• Innovationen, die das Lernmilieu rekonfigurieren• Innovative Lernmilieus, die effektives Lernen

fördern – Tiefstudien von Innovationen (Observatorium)

• Politikdialog und Dissemination

Innovative Learning Environments

• Analyse: Reviews zum Wissen über Lernen und Implikationen für Politik und Praxis

• Empirie: Identifizierung, Zusammenstellung and Analyse von konkreten ILE’s

• Politik: Implikationen für Reformen und dauerhafte innovative Praxis

Analytical Review Reader: chapters written by leading researchers

6. Learning about Real-world ProblemsBrigid Barron & Linda Darling-Hammond, Stanford University

7. Assessment for LearningDylan Wiliam, University of London

8. Learning in Social GroupsRobert Slavin, Johns Hopkins University

9. The Role of the Family in LearningBarbara Schneider & Vanessa Keesler, Michigan State University

10. The Community as a Resource for Learning Andrew Furco, University of Minnesota

11. Making change happen – transversal implications for practiceLauren Resnick, University of Pittsburgh

1. The Historical Developments in the Conception of Learning Erik De Corte, Leuven University2. Developmental and Biological Bases of Learning

Kurt Fischer & Cristina Hinton, Harvard University3. The Cognitive Perspective on Learning

Elsbeth Stern & Michael Schneider, University of Zurich 4. Emotional and Motivational Aspects of Learning

Monique Boekaerts, Leiden University 5. Technology and Learning

Richard Mayer, University of California

Studien von ILE’s

• Ein Universum von ILE’s wird eingerichtet mit 200 + Beispielen, die die Kriterien des Projects erfüllen.

• Ein Inventorium mit 35-50 Beispielen, von den Beispielen im Universum erwählt. Detaillierte Analyse

• Ein Observatorium mit 10-12 Beispielen. Tiefstudien der Lernprozesse, Kontext und Ergebnis

Teilnahme am ILE Projekt

• 20 Länder/Systeme– Chile, Dänemark, Finland, Mexico,

Norwegien, Portugal, Schweden, Slovenien, Tschechoslowakei, Ungarn, Österreich

– Victoria (AUS), Alberta (CAN), Thüringen (DEU), Nuevo Leon (MEX), Bern und Ticino (SWI), Scotland (UK), Ohio (US), ENSI (Environment and School Initiatives)

New Millenium Learners (NML)

12

Cognitive skills development

Social values and lifestyles

Educational achievement

• Visual-spatial skills

• Non verbal intelligence

• Collecting evidence in other areas

• Media competition

• Effects of video-games

• Socialisation in the third space:

• Growing importance of informal learning

• Unexpected new evidence

• The threshold phenomenon

New Millennium Learners (NML)• Expert meetings and seminars have covered:

 - the definition of NML (Italy, 2007)

 - videogames and education (Chile, 2007)

 - gender, technology and education (Norway, 2008)

 - technology use in initial teacher training (France, 2009)

 • Publications in preparation, (first two imminent): •  - Beyond Textbooks: digital learning resources in the

Nordic countries•  - Are New Millennium Learners getting their Grades?

Technology use and educational performance in PISA 2006•  - Connected Minds: The effects of digital media on

learners minds (early 2010).

A. Does Linguistic Competencies Matter?

• International migrationLinguistic competencies earnings

(Source: Bonikowska, et. a.. 2008)

A. Does Linguistic Competencies Matter?

• State of linguistic competencies (NNL) Level 2: Basic reading tasks: locating straightforward information, making

low-level inferences, and using some outside knowledge to understand it.

B. Objectives

To identify the key factors shaping successful language learning.

To analyze the effects of linguistic competencies on labour market and social outcomes.

To investigate how different systems have responded to the challenges of learning and teaching languages.

Focus and Methodology

• Before and around learning– Intrinsic motivation– Extrinsic motivation (e.g. Economic

incentives)– Intrinsic and extrinsic intertwined

• During learning: Individual and social level

• After learning (e.g. Labour market proficiency

D. Focus and methodology

• Motivation- Intrinsic motivation curiosity, internal needs- Extrinsic motivation financial incentives, reward

and punishment

• Learning Environment- Formal and informal learning- Immersion and bilingual education- Medium (e.g., media and ICT based)- Socio-economic environment

Applied linguistics-Theory with evidence based on school settings with a small sample size.

Neuroscience-Hypotheses tested based on lab experiments –brain imaging technology.

Economics-Theory with evidence based on large scale micro-data.

Education-Effectiveness assessed based on quantitative and qualitative evidence.

D. Focus and methodology

• Trans-disciplinary approach- Applied linguistics- Economics- Education- Neuroscience

• Trans-disciplinary roundtable

(Harvard; June, 2009)

• Economic incentives to invest in LP (UNDP; Feb, 2009)• Economic/social outcomes of LP (TBD; Autumn, 2009)

• Neuroscience and NNLL (Yale; June, 2009)

Vielen Dank!

• Oystein.Johannessen@oecd.org• http://www.oecd.org/edu/nml