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.


Transformation and change

Centre for Educational Research and Innovation

The chapter overview draws especially on the 2015 publication Schooling Redesigned: Towards Innovative Learning Systems. It presents the case for re-thinking learning ecosystems, describes features of innovation strategies and initiatives, offers the means for depicting networked learning ecosystems, and presents a set of scenarios for the future of the teaching profession. Tool 4.1 gives a method for those with an innovation strategy/initiative to interrogate the theory of action behind it and how it is expected to lead to the desired innovation. Tool 4.2 offers a set of broad indicators to interrogate progress by an education system towards being innovative. Tool 4.3 gives stakeholders the means of mapping dynamic learning systems, bringing together vertical levels and horizontal relationships. Tool 4.4 uses four scenarios to invite users to think of who will be teaching in 2030, the desirability of different futures, and how to move towards preferred scenarios.


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