THE FUTURE OF LEARNING:

THE INNOVATION CHALLENGEStéphan Vincent-LancrinAnalyste principal et chef de projet

Media and Learning, Brussels, 21 November 2014

Critical skills for the most innovative jobs (according to tertiary-educated workers)

assert your authoritynegociate

knowledge of other fieldsperform under pressure

write reports or documentswork productively with others

mobilize capacities of othersuse time efficiently

make your meaning clearuse computers and internet

write and speak a foreign languagecoordinate activities

master of your own fieldanalytical thinking

present ideas in audiencealertness to opportunities

willingness to question ideasacquire new knowledge

come with news ideas/solutions

0.80

1.56

1.76

1.76

1.81

1.94

1.95

1.97

1.98

1.99

2.00

2.02

2.05

2.11

2.15

2.18

2.24

2.34

2.44

2.97

Likelihood (odds ratios) of reporting the following skills: people in the most innovative jobs vs. least innovative jobs

Source: Avvisati, Jacotin and Vincent-Lancrin (2013), based on REFLEX and HEGESCO data

What individual skills should education systems foster?

Technical skills (know-what and know-

how)

Skills in thinking and

creativity(Critical thinking,

observation, curiosity, ability to make connections,

imagination,...)

Behavioural and social skills (character)(Self-confidence,

energy, perseverance, passion, leadership,

collaboration, communication)

5 ICT-enhanced pedagogic models

• Based on HP Catalyst Initiative

• 5 models:– Virtual and remote

laboratories– Educational games– Technology-enhanced

cooperative learning– Real-time formative

assessment– Skills-based

assessment

Virtual and remote labs

• iLab Central at Northwestern University, USA:– Students use real lab equipment via a web browser and

do lab assignments from any location with internet access– Impact on content understanding and on science enquiry

skills (better quality experiment designs and resarch question formulation) (effect size: 0.8)

Gaming and Game-Design Methodology (GDM)

• University of Norwich – Eco Virtual Environment project: island with growing energy demands require students to specialize and collaborate to design an energy network, while geting real-time feedback on their decisions in terms of power, finance and environment

• GDM: Even more learning

Real-time formative assessment

• Colorado School of Mines, USA

• Use of tablet PCs and « InkSurvey » software allowing interactions in the style of clickers for hand-written and drawn feedback

• Positive impact on creativity (as measured by Torrance Creativity Test) and critical thinking – and new possibilities of collaborative problem solving

International collaborative learning

• Chinese and US schools analyse together the challenge of water quality

• Technology is used to track and analyse water (pH, salinity, dissolved oxygen, etc.)

• With the help of scientists, discuss and understand water challenges through remote discussions

• Fosters skills in science, deeper understanding, multicultural communication, and awareness of global environmental challenges

• Experiential learning (e.g. remote and virtual labs, project-based and enquiry-based pedagogies)

• Hands-on pedagogies (e.g. game development)

• Cooperative learning (e.g. local and global collaboration)

• Interactive and metacognitive pedagogies (e.g. real-time assessment)

ICT just fosters good pedagogic models

Metacognition in maths education

• Metacognitive pedagogies boost achievement and foster other skills for innovation, especially for complex, unfamiliar, non-routine (CUN) problems

• Media learning can easily be integrated in CUN tasks

• Metacognitive prompts work with IT, but in some cases it reduces their

Media learning as part of arts education

• Evidence of impact of education in some arts forms on selected skills for innovation (even though evidence is limited)

• What are the skills developed when making a video – beyond the technical skills to do so?

– Empathy and perspective taking, like in theatre education?

– Communication and collaboration skills?

– Creativity?– Observation?

The next challenge: creative and critical thinking skills

• Better understanding how to develop creative and critical thinking skills

• Better understanding how to assess them and what we mean in practice

• New CERI project on this will start in 2015

Stephan.Vincent-Lancrin@oecd.org

www.oecd.org/edu/innovation

MERCI