Panagiotis Kampylis

Towards a Mapping Framework of ICT-enabled Innovation for Learning

ICT is regarded as a key enabler of innovation and creativity in E&T and for learning at large. Based on desk research and on previous JRC-IPTS studies, this report provides a definition and classification of ICT-enabled innovation for learning that has significant scale and/or impact at system level, both within formal Education and Training and outside formal settings. A mapping framework is also proposed that can be used for an in-depth analysis of existing initiatives showing how ICT-enabled innovation is implemented on a large scale. Finally, the report provides a preliminary application of four diverse initiatives on the proposed mapping framework.

Promoting Effective Digital-Age Learning: A European Framework for Digitally-Competent Educational Organisations

Digital technologies are being incorporated in exciting and promising ways at all levels of education. To consolidate progress and to ensure scale and sustainability education institutions need to review their organisational strategies in order to enhance their capacity for innovation and to exploit the full potential of digital technologies and content. This report presents the European Framework for Digitally-Competent Educational Organisations (DigCompOrg). This framework can facilitate transparency and comparability between related initiatives throughout Europe and play a role in addressing fragmentation and uneven development across the Member States. The primary purposes of DigCompOrg framework are (i) to encourage self-reflection and self-assessment within educational organisations as they progressively deepen their engagement with digital learning and pedagogies (ii) to enable policy makers to design, implement and evaluate policy interventions for the integration and effective use of digital learning technologies.

ICT-enabled Innovation for Learning in Europe and Asia: Exploring Conditions for Sustainability, Scalability and Impact at System Level

This report presents three cases of ICT-enabled innovation for learning from Europe (eTwinning, 1:1 Learning in Europe and Hellerup School in Denmark) and four cases from Asia (e-Learning Pilot Scheme in Hong Kong SAR, Knowledge Construction with Technology (CoREF) in Japan, Third Masterplan for ICT in Education (mp3) in Singapore and Digital Textbook project in South Korea), covering aspects such as the context, scale and nature of innovation, the intended learning outcomes, the role of technology, and implementation strategies. Based on desk research, case reports, consultation with education stakeholders from Europe and Asia, and in-depth expert interviews, the necessary conditions for sustainability, scalability and impact at system level are analysed. Thus, the report brings evidence to the debate about the mainstreaming of ICT-enabled innovation for learning in Europe and beyond, contributing to the Europe 2020 Strategy to modernize Education and Training across Europe.

Pathways to Enhance Multilevel Learning for Scaling Up Systemic ICT-Enabled Learning Innovations: Lessons from 7 European and Asian Cases

This chapter presents a meta-study of the implementation strategies of seven cases of ICT-enabled learning innovations (ICT-ELIs), with a particular focus on lessons learnt about their sustainability, scalability and systemic impact. Three of the cases come from Europe (eTwinning, 1:1 Learning and Hellerup School) and four from Asian countries (e-Learning Pilot Scheme in Hong Kong SAR, Knowledge Construction with Technology (CoREF) in Japan, Third Masterplan for ICT in Education (mp3) in Singapore and Digital Textbook project in South Korea). Almost all the analysed cases have either been developed over a period of more than 10 years or have built on system-level initiatives that started years ago. The cases were analysed in terms of the context, scale and nature of the innovation, the intended learning outcomes, the role of technology and the leadership strategies. The synthesis of the case study findings reveals that the core dimensions of an innovation for learning—nature of the innovation, phase of implementation, access level, targeted stakeholders and impact area—interact and are interdependent. The contexts of the innovations are complex, and the starting points and pathways of change and scalability observed are extremely diverse. The observed characteristics are aligned with an ecological model of change and innovation rather than classical models where scaling up would involve the propagation of well-tested prototypes or solutions. Each of the seven ICT-ELIs is a dynamic system comprising hierarchically nested levels of actors and contextual factors, which interact and are hence interdependent. Analysis of the seven cases’ learning outcomes—seen as changes that have taken place over time at individual, school, project and system levels—reveals that alignment of learning across these different levels is critical to the impact and scalability of ICT-ELIs and that this alignment requires the design and implementation of appropriate structures and mechanisms to scaffold learning through horizontal and vertical interactions within and across levels. This model has important implications for policies and strategies for the further development and progressive mainstreaming of ICT-ELIs.

Scaling Up Teacher Networks Across and Within European Schools: The Case of eTwinning

The aim of this research is to look at the key elements that help sustain and scale up a European-wide teacher network called eTwinning. eTwinning, which has more than 250,000 European teachers as members in April 2014, has become an incubator for pedagogical innovation in the use of Information and Communication Technologies (ICT) for cross-border school collaboration and for formal and informal teacher professional development. The chapter synthesises a series of studies on eTwinning – some of which are more qualitative case studies and others are based on social network analysis (SNA) – focusing on factors that contribute to the further development and mainstreaming of eTwinning. In particular, we look at the growth of the network and its reach among teacher population in Europe. Then, we move to observe deeper level collaboration through pedagogical projects and show how the network can be studied to understand its underlying structures. Finally, through case studies on eTwinning school teams, we also look at micro-level mechanisms for teacher collaboration within an institution to spread pedagogical innovation at the local level.