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The OECD Handbook for Innovative Learning Environments

image of The OECD Handbook for Innovative Learning Environments

How might we know whether our schools or system are set up to optimise learning? How can we find out whether we are getting the most from technology? How can we evaluate our innovation or think through whether our change initiative will bring about its desired results? Teachers and educational leaders who grapple with such questions will find this handbook an invaluable resource. It draws on extensive reports and materials compiled over a decade by the OECD in its Innovative Learning Environments (ILE) project. Its four chapters – The learning principles; The innovative learning environment framework; Learning leadership and evaluative thinking; and Transformation and change - each contain a concise, non-technical overview introduction followed by a set of tools. The handbook makes good the ILE ambition not just to analyse change but to offer practical help to those around the world determined to innovate their schools and systems.

“If there has been one lesson learnt about innovating education, it is that teachers, schools and local administrators should not just be involved in the implementation of educational change but they should have a central role in its design.” Andreas Schleicher, OECD Director for Education and Skills.

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Learning leadership and evaluative

Centre for Educational Research and Innovation

The overview section is based on the 2013 ILE report on learning leadership and on an approach to evaluating innovations developed by Lorna Earl and Helen Timperley. Learning leadership is presented around responses to a set of interrogatives (why? what? who? when? where? and how?), and guiding orientations. The evaluation steps are: defining the innovation; multiple stakeholders, different contexts; identifying the purpose(s) of evaluation; getting on with it; framing evaluation questions; collecting fit-for-purpose evidence; organising and analysing the evidence; making sense of it all; interpretation as building knowledge; and capturing and mobilising the new knowledge. Tool 3.1 offers lenses for addressing how far the leadership is focused on learning and its strategies informed by learning evidence. Tool 3.2 allows schools or networks to: refine important issues and rationales; identify what the evaluation will address and the best means to address this; and gather, analyse and interpret the evidence.

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