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.


The OECD “7+3” framework for Innovative learning environments

Centre for Educational Research and Innovation

This chapter overview presents the framework first published in the 2013 report Innovative Learning Environments. It is called “7+3” because it combines the 7 Learning Principles with 3 fundamental arenas of innovation: the pedagogical core, learning leadership and partnerships. The chapter uses the framework to understand different aspects of technology. Tool 2.1 allows a rapid overview by schools of arrangements in answer to the question “how innovative and powerfully learningfocused are we?” Tool 2.2 is for those learning environments ready to ask searching questions of both the elements and the dynamics of their pedagogical core. Tool 2.3 invites a learning environment, cluster or district to scrutinise its relationship with different partners and to consider how best to build future relationships. Tool 2.4 pushes users to chart how they currently use technology and invites them to identify a technology strategy in the service of innovating learning.


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