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INTRODUCING LARGE SCALE INNOVATION IN SCHOOLS
Sofoklis A. SotiriouEllinogermaniki Agogi
11th International Workshop on Semantic and Social Media
Adaptation and PersonalizationOctober 20-21, 2016, Thessaloniki,
Greece
Bureaucratic School Systems
CULTURAL / RELIGIOUS
GROUPS
ENTERPRISES
MEDIA / IT
EMPLOYERS ORGANISATIONS
,UNIONS
PARENTS
TERTIARY EDUCATION
LEARNERLEARNERLEARNERLEARNERLEARNERLEARNER
LEARNERLEARNERLEARNERLEARNERLEARNERLEARNER
LEARNERLEARNERLEARNERLEARNERLEARNERLEARNER
LEARNERLEARNERLEARNERLEARNERLEARNERLEARNER
SCHOOL
TEACHER TEACHER
TEACHER
FORCE
GOVERNMENTFUNDINGBODY
QAASSESSMENT
Schools as Focused Learning Organisations
CULTURAL /RELIGIOUS
GROUPS
ENTERPRISES
MEDIA / IT
TEACHERPROFESSION
,TRAINING
EMPLOYERS ORGANISATIONS,
UNIONS
SCHOOL
TERTIARYEDUCATIO
N
SCHOOL
GOVERNMENT
FUNDINGBODY
LEARNINGMATERIALS
QAASSESSMENT
INTERNATIONAL
AGENCIES
SCHOOL
PARENTS
LEARNER
TEACHER
LEARNINGCONSULTANT
LEARNINGCOMPANIE
S
Schools remain unchangedThe lack innovation in schools becomes even more troubling, due to the fact
thatfailing to “re-engineer” our educational systems, effects significantly all otherareas of social and economical development, jurpotising Europe’s position in
theglobal knowledge-based society.
Especially, schools appear to remain almost unchanged for the most part despitenumerous efforts and investments in technology, teachers’ training andinfrastructure. Yet, the way we organise schooling and provide educationremains basically the same.
To put it in another way: “we still educate our students based on anagricultural timetable, in an industrial setting, yet telling students and teachersthey live in a digital age”.
During the past years, several reasons have been identifiedseparately as possible distractions in aligning schoolsoperations and results to the ones anticipated by the 21st
Century Societies.
The most highlighted ones being: Not enough computers in the classroom, littleinterest from students and parents, out of date teachingpractices, poorly trained teachers, and even afundamentally flawed way to measure performance atschools.
Many national and European initiatives have beenundertaken to tackle these issues separately. Yet, theimprovement has been marginal, if any at all.
Different Cultures, Different settings, Different Needs
But we are educating our children by developing the same curricula
…the same books
…while we are following the same timetables
Educational Systems have to focus on the real educational needs.
Current approaches, although are promising “education for all”, seem to ignore the real situation in the local settings.
Characteristics of the (Western) Educational Systems
TOP DOWN APPROACH
CENTRALLY GUIDED
BINDING FOR THE TEACHER
RESTRICTIVE
Main challenge for an effective educational system
School Effectiveness
Very few topics command as much attention in the development field as school effectiveness. Schooling is a basic service that most citizens expect from their governments, but the quality available is quite variable, and the results too often disappointing. What will it take for schools to deliver good quality education?
Effective Educational SystemsThe success of the effective educational systems (e.g.
Finland) can be attributed to shift from controlling the resources and content of education towards a focus on better outcomes, while establishing universal high standards.
These systems have also abandoned uniformity in favour of embracing diversity and individualised learning and moved from a bureaucratic approach towards delegating responsibilities; from talking about equity to delivering equity.
• For a system’s improvement journey• to be sustained over the long term, the• improvements have to be integrated into• the very fabric of the system pedagogy.• We have identified three ways that• improving systems do this: by establishing• collaborative practices, by developing• a mediating layer between the schools• and the center, and by architecting• tomorrow’s leadership. Each of these• aspects of sustaining improvement is an• interconnected and integral part of the• system pedagogy.
• How the world’s most improved school systems keep getting better • November 2010 Mc Kinsey
The Reform Journey
August, 2011
downsize the central structures currently devoted toinput-, pre audit-oriented controls.
Complement the centrally-led approach toProfessional development with a more local, decentralised approach based on school needs. Theseneeds should be evaluated and examined at school level.
Accelerate the initiative on school selfevaluation with a view to designing andimplementing a comprehensive system ofassessment and evaluation based on resultsand outcomes
OECD POLICY ADVICE FOR GREECE
What is really needed:Flexibility and Diversity
School-based curriculum development, steering by information and support
The State only defines the framework.
More freedom of choice to the teacherFlexibility to the teacher to form his/her lesson
and apply innovative methods and tools
Trust through professionalismA culture of trust on teachers’ and headmasters’ professionalism in judging what is
best for students and in reporting of progress
PD programmes
Teaching Practices
PATHWAY: Large Scale Teachers Professional Development Initiative
5050 teachers took part to the study296 PD Sessions were organized
Open Discovery Space: Large Scale School Innovation Initiative
1806 schools currently involved5000 teachers registered
A large scale experiment to introduce innovation to European schools
2013-2016
• 8,000 schools involved
• 20,000 teachers supported
• 20,000 students participated
• 1,000,000 high quality educational resources offered
• 7,000 educational scenarios created
A meaningful and comprehensive set of tools to the actual school users
Content
Competence Profiles
School metrics
Training opportunities
School action plan
Collaborative Learning and Community Development
Supporting the role of change agents (innovative
teachers)
What is the mission of a change agent?
• A pioneering teacher who leads the team of the participating teachers from each school, and:• Takes initiative in order to implement innovative practices that aim to have long-
term effect on the development of the school as a whole. • Develops a strategy for involving and disseminating the results of innovative
practices to the whole school community • Develops a strategy for dealing with resistance to change• Reflects on the progress of organizational changes • Explains why innovation is important to ensure long-term success
School Innovation Model
How to become and ODS school- Step 1
Language URL English http://e-mature.ea.gr/Greek http://greece.e-mature.ea.gr/Dutch http://dutch.e-mature.ea.gr/Finnish http://finland.e-mature.ea.gr/French http://france.e-mature.ea.gr/German http://german.e-mature.ea.gr/Italian http://italy.e-mature.ea.gr/Portuguese http://portugal.e-mature.ea.gr/Estonian http://estonia.e-mature.ea.gr/Lithuanian http://lithuania.e-mature.ea.gr/Gaelic http://ireland.e-mature.ea.gr/Spanish http://spain.e-mature.ea.gr/Croatian http://croatia.e-mature.ea.gr/Bulgarian http://bulgaria.e-mature.ea.gr/
Greenlandic http://greenlandic.e-mature.ea.gr/
Romanian http://romania.e-mature.ea.gr/Serbian http://serbia.e-mature.ea.gr/
Based on the tool introduced by Digital
Schools, Ireland
Available in 17 languages
A meaningful and comprehensive set of tools to the actual school users
Content Competence Profiles
Aggregate targeted content from a variety of ODS-connected sources
Facilitate the creation of high-quality teacher-generated content
Allow each community / portal to customize the sources, the metadata schema, the look-n-feel and even the platform components that they will use to create, search for and curate content
Store a dynamic competence profile for each teacher with all the information required to monitor his development over time
Provide focused assistance to the teacher to identify competence gaps and draft a personal development plan
Customize and personalize content and recommendations based on competence profile and development targets
A meaningful and comprehensive set of tools to the actual school users
School metrics Training opportunities
Collect in a centralized place all the school metrics and questionnaires (e.g. e-maturity questionnaire)
Provide actionable analytics based on the historical data coming both from school data as well as from the analysis of individual teachers’ profiles
Monitor Key Performance Indicators (KPIs) for the school unit
Based on the competence profile and the development plan of each teacher, provide targeted recommendations for training opportunities
Integrate the completed teacher trainings with the competence profile in order to allow for the semi-automatic monitoring of the development plan at teacher and at school level
A meaningful and comprehensive set of tools to the actual school users
School action plan
Consolidate a holistic school action plan Provide a robust base for automating
and facilitating the task of the periodic school self-assessment based on objective criteria such as the teachers’ professional development plans and the school portfolios (interaction with the actual teacher-generated content)
3535
ODS Academies and Communities to support the introduction of innovation in schools
ODS public cloud infrastructure
(ODS users data, ed. Resources, social data)
-computing power- high availability
MyDiscoverySpace Portals(e.g. school, national, thematic communities)
External Educational Repositories & Aggregators(e.g. TES Connect)
User-generated educational content
School pages, Blogs & portals
School Action Plans and e-maturity Data
Teachers Competence Profiles
ODS Academies
External Educational Repositories & Aggregators(e.g. Organic.Edune)
ODS vs ISE communities Development
1
Open Discover Space Schools (e-maturity level)
Comparison Between Countries (Greece vs Finland)
ICT Culture vs Professional Development
Assessing the impact of the intervention at school level
March-April 2015
March-April 2016
Impact on ICT Culture
Impact on Professional Development
Sep 2013
Oct 2013
Nov 2013
Dec 2013
Jan 2014
Feb 2014
Mar 2014
Apr 2014
May 2014
Jun 2014
Jul 2014
Aug 2014
Sep 2014
Oct 2014
Nov 2014
Dec 2014
Jan 2015
Feb 2015
Mar 2015
Apr 2015
May 2015
Jun 2015
Jul 2015
Aug 2015
Sep 2015
Oct 2015
Nov 2015
Dec 2015
Jan 2016
Feb 2016
Mar 2016
Apr 2016
May 2016
Jun 2016
Jul 2016
0
100
200
300
400
500
600
700
800
Educational Objects Educational Scenarios Lesson Plans
ISE Community Portal - User Generated Content
Data from 1200 schools
35 40 45 50 55 60 65 70 75 80 85 9040
50
60
70
80
90
100
Austria
Belgium
Bulgaria
Croatia
Cyprus
Estonia
Finland
Greece
Ireland
Portugal
Romania
Serbia
UK
Fit line
e-maturity level (pre)
e-m
atur
ity le
vel (
post
)
Design Lessons/Scenarios by using existing resources and tools (such as online labs, AR/VR tools) and store them on the cloud
Deliver Lessons/Scenarios to students. Collect Educational Data for student assessment based on
PISA Framework
Authoring – Access – Deliver - Assess
PISA 2012: Problem-solving
<DATE>
• Relationship between questions and student performance:
(OECD 2014, p. 49)
Modeling „Problem solving competence“ in PISA
Structure model
• Problem solving process
1. understand the problem2. characterize the problem3. representation of the
problem4. solving the problem5. reflection of the solution6. communication of the
solution
Level model
• LevelsIII „reflective and
communicative problem solver “
II „advanced problem solver“I „beginning problem solver“< I “no problem solver”
Dashboard Tool: Full Overview of the Runs per country, per school and per demonstrator
Class ProfileProfile of competence for all demonstrators
•
O & A H & D P & I A & I0%
10%20%30%40%50%60%70%80%90%
100%
high (%)moderate (%)low (%)
10 %
45 %
45 %
Empirically for 15y old students
Time spent versus proposed/phase
Orienting &
Asking Q
uestions
Hypothesi
s Gen
eration & Desi
gn
Planning &
Inve
stigation
Analysis
& Inter
pretati
on
Conclusio
n & Evalu
ation
0:00:00
0:15:00
0:30:00
0:45:00
1:00:00
1:15:00
Phase Time
Actual Planned
Resource Based Inquiry Learning in real classroom settings
1 2 3 4 5 TOTAL0
10
20
30
40
50
60
10.8812.24
18.43
5.542.78
50.14
5.6 5.4 4.71.7
4.5
21.8
Time Spent Resources Used
Overall Time versus classroom size
Developing Open Schools
05/01/2023 56
e-Enabled (25-50%)
05/01/2023 57
e-Confident (51-75%)
e-Mature (76-100%)
We are developing a map of school innovation in Europe
Thank You! Ευχαριστώ Πολύ
Sofoklis A. [email protected]
11th International Workshop on Semantic and Social Media
Adaptation and PersonalizationOctober 20-21, 2016, Thessaloniki,
Greece