Innovating to Learn, Learning to Innovate

image of Innovating to Learn, Learning to Innovate

OECD economies have experienced the transformation from their traditional industrial base to the knowledge era, in which learning and innovation are central. Yet, many of today’s schools have not caught up: they continue to operate as they did in the earlier decades of the 20 century. This book summarises and discusses key findings from the learning sciences, shedding light on the cognitive and social processes that can be used to redesign classrooms to make them highly effective learning environments. It explores concrete examples in OECD countries, from alternative schools to specific cases in Mexico, in which the actors are seeking to break the mould and realise the principles emerging from learning science research. The book also asks how these insights can inspire educational reform for the knowledge era, in which optimising learning is the driving aim and in which innovation is both the widespread catalyst of change and the defining result.


The Search for Innovative Learning Environments

Centre for Educational Research and Innovation

This chapter starts with the core competences and knowledge that OECD education systems aim to develop in their students for the 21st Century to argue that the current organisation of OECD education systems may well not provide the optimal environments to facilitate the acquisition of these skills. It analyses four sources to enrich the reform agenda: a) findings and principles derived from the learning sciences; b) research-based innovations; c) the experience and lessons of alternative schooling; and d) some highly innovative cases in the field. It concludes that these offer the basis of a new paradigm at the centre of the educational reform agenda.


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