Pathways to Enhance Multilevel Learning for Scaling Up Systemic ICT-Enabled Learning Innovations: Lessons from 7 European and Asian Cases
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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.
KeywordsLearning Outcome Continuous Professional Development Lesson Study Educational Change Teacher Learning
The authors would like to thank the other (co-)authors of the seven case reports (appeared in Kampylis et al. 2013) in which this meta-study was based: Stefania Bocconi, Barbara Brečko, Seungyeon Han, Chee-Kit Looi and Naomi Miyake. Thanks also go to the European Commission, Directorate General Education and Culture, for the funding of the SCALE CCR project. Last but not least, we would like to thank the Information Society Unit of JRC-IPTS and the Centre for Information Technology in Education of the Faculty of Education, University of Hong Kong, for their research support.
The views expressed in this article are purely those of the authors and should not be regarded as the official position of the European Commission.
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