Key recommendations
Ecological approach: room
for flexibility & adaptation
Shared ownership of
innovationEqual and ubiquitous ICT
access for all
School staff professional
development and digital
competences
Mainstreaming ICT-enabled innovation for learning in Europe
Exploring conditions for scalability and sustained impact at system level
Mainstreaming ICT-enabled innovation for learning in Europe
Exploring conditions for scalability and sustained impact at system levelAn overview of the study "Up-scaling Creative Classrooms in Europe" (SCALE CCR) conducted by
the Joint Research Centre, Institute for Prospective Technological Studies on behalf of the DG Education and Culture (Dec 2011 - Jun 2013)
An overview of the study "Up-scaling Creative Classrooms in Europe" (SCALE CCR) conducted by the Joint Research Centre, Institute for Prospective Technological Studies on behalf of the DG Education
and Culture (Dec 2011 - Jun 2013)
Need for a systemic approach and changes at organisational, technological & pedagogical level for the sustainable implementation and progressive scaling up of Creative Classrooms. 'Creative' refers to innovative practices while the term 'classroom' includes all types of learning environments, in formal and informal settings.
11 The challenge
77 60 recommendations for policy actions
44 7 cases of ICT-enabled learning innovation from Europe & Asia*
22 The approach
55 Mapping & analysing the 7 cases
88 Dissemination
66 Key findingsCommon characteristics of successful
ICT-enabled learning innovations
They have been developed 'organically' over time (ecological model of change)They follow top-down strategies for supporting bottom-up innovationsThey provide architectures for self-organized learning across sites and levelsThey facilitate shared ownership for continuous innovation and sustainable change at many levels They enable leadership strategies for strategic alignment They foster multilevel, system-wide connectivity and strategic partnerships
The more innovative practices are, the more difficult they are to scale up!
33 The research cycle
* In collaboration with the Centre of Information Technology in Education – University of Hong Kong (coordinator: Prof. Nancy Law). Case reports authors: P. Kampylis, N. Law, Y. Punie, S. Bocconi, B. Brečko, S. Han, C. K. Looi & N. Miyake (see the related JRC Scientific & Policy Report)
JRC Scientific and Policy JRC Scientific and Policy Reports
journal papers papers
conference papers papers
book book chapters
invited keynote invited keynote speeches
conference presentationsconference presentations
policy support activitiespolicy support activities
How to make ICT-enabled innovation for learning
sustainable?
How to reach a significant scale and/or systemic
impact?
Hellerup School –a highly innovative public
school in Denmark
eTwinning – the fast-developing teacher network in Europe
CoREF – the project for reforming public
education in Japan
CoREF – the project for reforming public
education in Japan
Third Masterplan for ICT in Education – the system-wide initiative in
Singapore
Conditions for ICT-enabled
innovations to have significant
impact on learningPedagogy firstTeacher support and teacher
autonomyBetter definitions and assessment
for 21st century skills
The multi-dimensional concept of Creative Classrooms: a systemic approach for mainstreaming ICT-enabled
innovation for learning. See more in the related JRC Scientific & Policy Report and
journal paper
…through the five-dimensional framework of ICT-enabled innovation for learning (see the related JRC
Scientific & Policy Report):Diversity across and within the casesBuilt on system level initiatives that started years agoMultiple pathways to innovate and scale Support from many stakeholders Technological, pedagogical and organisational innovationsSignificant scale and/or impact at system level
The framework provides a 'snapshot' of their current stage of development and insights for strategic planning at micro, meso and macro level.
The framework provides a 'snapshot' of their current stage of development and insights for strategic planning at micro, meso and macro level.
Digital Textbook – the project for developing
digital textbook contents in S. Korea
e-Learning Pilot – the pilot scheme for developing
e-Learning solutions for Hong Kong, SAR
Innovation agenda with
shared, long-term vision &
short-term goals
Open Educational Practices
(including Open Educational
Resources)Reforming assessment
practices Changes in organizational
structures and routines
Find more at http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html Contact: [email protected], [email protected] & [email protected] The views expressed here are purely those of the authors and should not be regarded as the official position of the European Commission
Find more at http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR.html Contact: [email protected], [email protected] & [email protected] The views expressed here are purely those of the authors and should not be regarded as the official position of the European Commission
Based on the case studies and online consultation with ≈150 stakeholders - organized in 7 clusters.
300+ educational stakeholders involved
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