introducing large scale innovation in schools

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




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The most highlighted ones being: Not enough computers in the classroom, littleinterest from students and parents, out of date teachingpractices, poorly trained teachers, and even afundamentally flawed way to measure performance atschools.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

http://i0.wp.com/mfeldstein.com/wp-content/uploads/2011/08/DI_LMS_Predictions729screen.jpg

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


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


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


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