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OECD und CERI Oystein Johannessen OECD – CERI Regionalseminar Graz, November 2009.

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Präsentation zum Thema: "OECD und CERI Oystein Johannessen OECD – CERI Regionalseminar Graz, November 2009."—  Präsentation transkript:

1 OECD und CERI Oystein Johannessen OECD – CERI Regionalseminar Graz, November 2009

2 Inhalt OECD und CERI Beispiele aus CERI –Innovative Learning Environments (ILE) –New Millenium Learners (NML) –Globalisation and Linguistic Competence (GLC)

3 Centre for Educational Research and Innovation (CERI) CERI wurde 1968 in Paris gegründet Separates Budget und freiwillige Beträge aus unterschiedlichen Quellen Zielt auf langfristige Politikentwicklung durch –Vorwarts gerichtete Analysen –Identifizierung und Stimulanz von Innovation –Förderung von internationalem Austausch von Wissen und Erfahrungen Ca 20 Angestellte in Paris Das Programm wird vom Lenkungsausschuss (Governing Board) übersehen

4 Aktuelle CERI Projekte The Future of Universities Social Outcomes of Learning Innovative Learning Environments New Millenium Learners Teacher Education and Cultural Diversity Innovation Strategy/Systemic Innovation Globalisation and Linguistic Competence

5 Aktuelle Themen der Zukunf Market Mechanisms & Decision Making R&D and indicators Trends Shaping Education Education Today: The OECD Perspective Involvement in Education at a Glance, follow- up to TALIS, new lighthouse Growing up n 21 st century societies Lifelong learning

6 Innovative Learning Environments Die Biochemie des Lernmilieus: Kenntnis zur Mikro- Ebene. Der Lernende im Kontext Effektivität des Lernmilieus: Internationale Forschungsübersicht – evidenzbasierte Prinzipien für Politik und Praxis Innovationen, die das Lernmilieu rekonfigurieren Innovative Lernmilieus, die effektives Lernen fördern – Tiefstudien von Innovationen (Observatorium) Politikdialog und Dissemination

7 Innovative Learning Environments Analyse: Reviews zum Wissen über Lernen und Implikationen für Politik und Praxis Empirie: Identifizierung, Zusammenstellung and Analyse von konkreten ILEs Politik: Implikationen für Reformen und dauerhafte innovative Praxis

8 Analytical Review Reader: chapters written by leading researchers 6. Learning about Real-world Problems Brigid Barron & Linda Darling-Hammond, Stanford University 7. Assessment for Learning Dylan Wiliam, University of London 8. Learning in Social Groups Robert Slavin, Johns Hopkins University 9. The Role of the Family in Learning Barbara Schneider & Vanessa Keesler, Michigan State University 10. The Community as a Resource for Learning Andrew Furco, University of Minnesota 11. Making change happen – transversal implications for practice Lauren Resnick, University of Pittsburgh 1. The Historical Developments in the Conception of Learning Erik De Corte, Leuven University 2. Developmental and Biological Bases of Learning Kurt Fischer & Cristina Hinton, Harvard University 3. The Cognitive Perspective on Learning Elsbeth Stern & Michael Schneider, University of Zurich 4. Emotional and Motivational Aspects of Learning Monique Boekaerts, Leiden University 5. Technology and Learning Richard Mayer, University of California

9 Studien von ILEs Ein Universum von ILEs wird eingerichtet mit Beispielen, die die Kriterien des Projects erfüllen. Ein Inventorium mit Beispielen, von den Beispielen im Universum erwählt. Detaillierte Analyse Ein Observatorium mit Beispielen. Tiefstudien der Lernprozesse, Kontext und Ergebnis

10 Teilnahme am ILE Projekt 20 Länder/Systeme –Chile, Dänemark, Finland, Mexico, Norwegien, Portugal, Schweden, Slovenien, Tschechoslowakei, Ungarn, Österreich –Victoria (AUS), Alberta (CAN), Thüringen (DEU), Nuevo Leon (MEX), Bern und Ticino (SWI), Scotland (UK), Ohio (US), ENSI (Environment and School Initiatives)

11 New Millenium Learners (NML)

12 12 Cognitive skills development Social values and lifestyles Educational achievement Visual-spatial skills Non verbal intelligence Collecting evidence in other areas Media competition Effects of video-games Socialisation in the third space: Growing importance of informal learning Unexpected new evidence The threshold phenomenon

13 New Millennium Learners (NML) Expert meetings and seminars have covered: - the definition of NML (Italy, 2007) - videogames and education (Chile, 2007) - gender, technology and education (Norway, 2008) - technology use in initial teacher training (France, 2009) Publications in preparation, (first two imminent): - Beyond Textbooks: digital learning resources in the Nordic countries - Are New Millennium Learners getting their Grades? Technology use and educational performance in PISA Connected Minds: The effects of digital media on learners minds (early 2010).

14 A. Does Linguistic Competencies Matter? International migration Linguistic competencies earnings (Source: Bonikowska, et. a )

15 A. Does Linguistic Competencies Matter? State of linguistic competencies (NNL) Level 2: Basic reading tasks: locating straightforward information, making low-level inferences, and using some outside knowledge to understand it.

16 B. Objectives To identify the key factors shaping successful language learning. To analyze the effects of linguistic competencies on labour market and social outcomes. To investigate how different systems have responded to the challenges of learning and teaching languages.

17 Focus and Methodology Before and around learning –Intrinsic motivation –Extrinsic motivation (e.g. Economic incentives) –Intrinsic and extrinsic intertwined During learning: Individual and social level After learning (e.g. Labour market proficiency

18 D. Focus and methodology Motivation -Intrinsic motivation curiosity, internal needs -Extrinsic motivation financial incentives, reward and punishment Learning Environment -Formal and informal learning -Immersion and bilingual education -Medium (e.g., media and ICT based) -Socio-economic environment Applied linguistics -Theory with evidence based on school settings with a small sample size. Neuroscience -Hypotheses tested based on lab experiments –brain imaging technology. Economics -Theory with evidence based on large scale micro-data. Education -Effectiveness assessed based on quantitative and qualitative evidence.

19 D. Focus and methodology Trans-disciplinary approach -Applied linguistics -Economics -Education -Neuroscience Trans-disciplinary roundtable (Harvard; June, 2009) Economic incentives to invest in LP (UNDP; Feb, 2009) Economic/social outcomes of LP (TBD; Autumn, 2009) Neuroscience and NNLL (Yale; June, 2009)

20 Vielen Dank!


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