Academic literature on the topic 'Oecd learning communities'

This paper examines the Organization for Economic Cooperation and Development’s (OECD) PISA for Schools, a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I focus here on a professional learning community – the Global Learning Network (GLN) – of U.S. schools and districts that have voluntarily participated in PISA for Schools, and how this, arguably, helps to normatively determine ‘what works’ in education. Drawing suggestively across diverse thinking around contemporary modes of governance, and emerging topological spaces and relations associated with globalization, and informed by interviews with 33 policy actors across the PISA for Schools policy cycle, my analyses suggest that GLN allows the OECD to discursively and normatively constrain how ‘world-class’ schools and systems, and their policies and practices, are defined. However, and in light of the productive capacities of power relations, I also argue that GLN provides opportunities for local educators and leaders to undertake meaningful collaboration and sharing, and to find policy spaces outside of those defined by more performative discursive framings of school accountability. To this end, I explore how GLN may help to foster alternative policy spaces from which educators can ‘talk back’ to national and state authorities, and potentially promote more ‘authentic’ understandings of, and possibilities for, schooling accountability.

The concept of the Future of Learning Initiative (FLI) is about supporting everyday pedagogical practice with digital tools and collaborative learning for teachers. In this space, teachers collaborate with other teachers, learn from one another and reflect on their own practices together, and for this process, our organisation provides a thoroughly planned collaborative environment, methodology and know-how. We, at the Tempus Public Foundation (TPF) believe that pedagogy will become even more effective not by digital tools but by educators' thinking, the key to change is always the educators themselves and this is confirmed by all major international research as well as policy recommendations (EU, OECD, etc.). Approaching the FLI that has online services, we can say that the open online courses and online services have brought both the democratisation of adult education and the expansion of knowledge sharing opportunities. In addition to the many criticism of the open online content, it can certainly be said that online courses such as The Future of Learning MOOC have made a significant and remarkable contribution to the democratisation of adult education by sharing achievable learning outcomes with the wider public, with the key element of accessibility. With the Future of Learning Initiative, we have been able to raise knowledge management principles as well as practices that have been accumulated for more than a decade to a European level, and also set the goal of further internationalising the Future of Learning Initiative. In this summarising article we are going to introduce the FLI initiative and the FLI MOOC to the audience with details of the MOOC, the concept and methodology. The results of the different questionnaires, the theoretical background, and the measurements of the efficiency of the different tasks and assignments will be published in several different articles in the upcoming months and years.

Purpose Professional learning communities that merge under the same goal in schools where social relationship networks are strong can contribute to creating an atmosphere which provides a basis for innovativeness. In this study the relationships between social capital, innovativeness climate and professional learning communities were examined through the views of teachers working at public schools. The paper aims to discuss this issue. Design/methodology/approach The data of this study, which utilised correlational survey model, were collected from 734 teachers who work in the Umraniye district of Istanbul, Turkey. Findings The findings revealed that there is a positive and statistically significant correlation between social capital, innovativeness climate and professional learning communities. The results demonstrated that teachers’ perceptions of social capital in schools affected their perceptions of innovativeness climate and that professional learning communities had an intermediary role in this relationship. These findings showed that the richness in social relationship networks provided a basis for the development of innovative teaching practices in schools and the professional learning environments created in schools contributed to this process. Research limitations/implications In this study, the intermediary role of professional learning communities on the effect of social capital on innovativeness climate was analysed via teachers’ views. In the literature no study studying the relationship between social capital, innovativeness climate and professional learning communities was found. Practical implications It can be put forward that there is a need for studies that analyse the effect of the roots of social capital on innovativeness culture to identify other variables that may potentially be relevant. In addition, this study may be a contribution to the literature by providing a study on the concepts of social capital and innovativeness climate, which were studied in the fields of social sciences extensively, in educational settings and this supports the field through theoretical and empirical studies. Originality/value This study demonstrated the effects of the concept of social capital on innovativeness climate which provides a basis for innovativeness in educational institutions. This topic is currently on the agenda of the OECD and World Bank. Moreover, this study aims to show the intermediary role of professional learning communities in the relationship between social capital and innovativeness climate.

Retaining the quality of teachers and improving teacher education and professional development through professional learning communities (PLCs) has long been on the policy agenda of, among others, the United Nations Educational, Scientific and Cultural Organization (UNESCO), Organisation for Economic Co-operation and Development (OECD), and the Framework for 21st Century Skills. This study explores and compares student-teachers’ use of PLCs in Danish teacher education institutions and how PLCs are shaped by institutional, organising themes. An ‘organising theme’ is conceptualised as a fundamental ‘idea’ of how – for instance institutional – everyday practices become organised; exploring how institutional organising themes are translated into educational practice in students’ PLCs makes it possible to understand how local moral worlds in teacher education institutions shape students’ communal work and professional development. Drawing on situated learning, social anthropology of institutions and the literature about PLCs, the professional narratives of three Danish student-teachers are compared. The findings suggest that professional development in PLCs takes place in the intersection between personal stories, situated learning in PLCs and institutional themes.

Purpose Entrepreneurship education has moved from an elitist view focussing on a start-up and picking-the-winners philosophy towards a broader enterprising behaviour approach; recognising entrepreneurship as an activity of relevance for everybody. The purpose of this paper is to extend this development and identify how university entrepreneurial ecosystems can be expanded to support communities that are under-represented in entrepreneurship. Design/methodology/approach Based on an integrative literature review (Torraco, 2005), this paper draws together and synthesises literature from the field of entrepreneurship, higher education studies and under-represented communities in an integrated fashion, leading to the development of a new conceptual model. Findings This paper challenges the traditional role of universities in supporting entrepreneurship as focussing mainly on economic growth and new venture creation, and identifies how universities are also positioned to provide greater civic support to entrepreneurial learning amongst under-represented communities. Through a critical analysis of the literature, the conceptual model proposed identifies six key considerations in the expansion of university entrepreneurial ecosystems for under-represented communities. Practical implications There are currently 96.6m people at risk of poverty and social exclusion in the EU (OECD, 2017) and an estimated 43.1m Americans (US Census Bureau, 2017). This paper explores how university entrepreneurial ecosystems can be expanded to support minority and disadvantaged communities who are under-represented in terms of entrepreneurial activity. Originality/value Given that there is little research regarding how universities might activate inclusive entrepreneurship initiatives amongst under-represented communities, this paper expands existing knowledge as it identifies the key considerations encompassing university-led community collaborative enterprise support.

Mathematical literacy is very important. This is because mathematical literacy emphasizes the ability of students to analyze, argue about ideas effectively in solving mathematical problems they encounter (OECD, 2009, p.19). Judging from various things, the ministry of education and culture has actually anticipated it by making several curriculum changes. However, in the period 2000 until now there have been three types of curriculum that have been implemented, namely the 2004 curriculum, 2006 curriculum and 2013 curriculum. And by mastering students' mathematical literacy, individuals will be able to reflect on mathematical logic to play a role in their lives, communities, and society. Mathematical literacy makes individuals able to make decisions based on a constructive mathematical mindset. Realistic mathematics learning presents a contextual problem that can be related to local excellence-based educational games. The main goal is that students have high mathematical communication skills towards mathematics. Selin, the introduction of local excellence in educational games to students through learning that can be used as a way to grow the character of students to the local culture of the nation of Indonesia. Advances in technology and information that are not balanced with strong filters will affect the lifestyle of a foreign country. In this development using procedural development model. The development model in this study led to the development model of Sugiyono (2015). However, in this study not all steps are applied, this is because the research conducted is still on a limited scale with no cover into the wider research. Therefore it stages of development begins by doing 1. Planning with identification of potential problems, 2. Create a new design, 3. Validate the design, 4. Design revision, 5. Validate the design and the last 6. Product trials.

As the number of international students pursuing higher education abroad continues to increase globally (OECD, 2017), college and university campuses have the potential to serve as key spaces of cross-cultural learning and the cultivation of international friendships. Yet spatial proximity and intercultural contact do not always result in meaningful interactions between different social groups (Wessel, 2009). Various studies have shown that interactions between domestic and international students rarely result in cross-cultural friendships within higher educational settings (Trice, 2004; Gareis, 2012; Rose-Redwood & Rose-Redwood, 2013). This disconnect between international students and host communities is often attributed to the failure of the former to “adjust” to the latter. However, as Ryan (2011) argues, international students are not simply “problems” in need of a solution by university administrators but rather “provide an opportunity for the co-construction of new knowledge and more collaborative ways of working and thinking” (p. 631 and 642). While much attention has been devoted to the challenges that international students face, there is also a need for scholars to consider innovative pathways toward building meaningful relationships between domestic and international students.

This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry practices and processes in relation to learning and educational contexts: empowerment of individuals and communities of practice through technology, and a broader consideration of industrial approaches to the concept of learning and teaching enhanced within a digital environment. More precisely, this presentation will feature some of the key theoretical frameworks used in three different settings of learning and teaching in France with regards to the life-long learning approach thanks to Social and Emotional Learning (SEL) (WEF, 2016). It will also discuss the positive effect of the Internet and its affordances (Southerton & Taylor, 2020) on reducing the differences between theoretical and applied knowledge via professional-focused communities (Danvers, 2003). Thus, it will briefly explain that spatial and cognitive learning proximities (Lave & Wenger 1991; Fruchter, 2001) can be reduced by virtue of technology (Anders, 2016; Antonczak, 2019; Glazewski & Hmelo-Silver, 2019) and that ‘computer-supported collaborative learning’ methods can facilitate social and shared problem-solving (Sawyer, 2005; Levallet & Chan, 2018; Presicce et al., 2020) without the ‘restriction of time and place’ (Cheng et al., 2019, 489). Additionally, it will point out some aspects of problem-solving through ‘emancipatory learning and social action’ (Merriam, 2001, 9) through the use of ‘actual’ content and ‘actionable feedback’ (Woods & Hennessy, 2019) enhanced by digital tools and tactics. Next, it will focus on three case studies by concisely presenting key specifics for each of the courses, including the various digital tools used and followed by some quick interim reflections. Then it will summarise the challenges and the barriers encountered across the different practices such as virtual delivery, the size of the students' groups and some connectivity considerations. It will be followed by the principal advantages and opportunities, like the professionalisation dimension through interactive and authentic learning enhanced by affordances. And it will conclude with some managerial recommendations as experiential and practical methods (knowledge codification) thanks to industry-based teaching supported by digital technologies. The presentation will close with the overall conclusion in relation to digital technology and some of the key 21st-century career skills. In general, the findings will be of interest to academics, practitioners and policymakers. The added value of this transdisciplinary investigation is that it improves research on collaborative innovation and collective knowledge by creating a bridge between the fields of Education and Business. 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In Australian Capability Network Conference, Sydney, 1-14. Cheng, E. W., Chu, S. K., & Ma, C. S. (2019). Students’ intentions to use PBWorks: a factor-based PLS-SEM approach. Information and Learning Sciences, 120(7/8), 489-504. Cochrane, T., Antonczak, L., Guinibert, M., Mulrennan, D., Rive, V., & Withell, A. (2017). A framework for designing transformative mobile learning. In Mobile Learning in Higher Education in the Asia-Pacific Region ( 25-43). Springer, Singapore. Danvers, J. (2003). Towards a radical pedagogy: Provisional notes on learning and teaching in art & design. International Journal of Art & Design Education, 22(1), 47-57. Dewey, J. (1991). Logic: The theory of inquiry. In J. A. Boydston (Ed.), John Dewey: The Later Works, 1925–1953, Vol. 12 (1-5). Carbondale, IL: SIU Press. [Originally published in 1938] Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. 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SummaryThere is no denying that fact that migration is a sensitive economic, political and social issue, which European institutions together with researchers and policy makers have been working on trying to create the cohesion between migrant and host communities. It has been widely recognized that attitudes towards migrants tend to be more positive when migrants have an opportunity to reveal their linguistic and cultural diversity to non-migrants. Researchers claim that local governments and municipalities “must be part of a framework of multi-level governance” for migrants’ integration (OECD, 2017). The 2030 Agenda for Sustainable Development highly recognizes the positive contribution of migrants, who deserve to live in a “just, equitable, tolerant, open and socially inclusive world” (2030 Agenda, 2015). Existing research has acknowledged that migrants make low use of local services, such as police, hospitals, educational institutions or leisure facilities due to language barriers and uncertainty on rules of engagement (Sime & Fox, 2014), cultural barriers and issues of trust in services (Alpers, 2016) or social exclusion (Arai, 2006). In order to develop insight into the realities of integration and social cohesion between migrant and host communities in Great Britain, in 2019 this study used a survey to explore how trust and meaningful interaction between all sections of the community could be created by providing social and educational activities for migrant and host communities in Boston, the UK. Furthermore, the research aimed to answer the question whether learning about another culture could increase understanding of how one’s own culture shapes the perceptions of oneself, of the world and of our relationship with others. The research sample was a group of 18 adults of non-migrant / British communities and a group of 15 adults of migrant communities / ESOL students who were attending the language and culture sessions with professional bilingual teachers. The first research sample, for which Lithuanian, Polish and Russian language and culture workshops were delivered, was carefully chosen to represent the native residents dealing with new arrival communities in their daily lives. The interactive workshops on the English language and British culture were delivered to the second focus group, ESOL students. All members of the focus groups expressed their primary wish to learn basic skills in the target language and improve their communication within the local area avoiding social tensions, cultural and linguistic misunderstandings. To explore the needs, experiences and attitudes of both migrant and host communities, a quantitative research methodology was applied, and short semi-structured interviews were conducted.

In Canada, researchers, policy-makers and non-governmental organisations have re-conceptualized the school setting as being an ecological entity, linked to parallel ecologies of the homes and the community it serves. The school, public health and other systems that seek to deliver programs in that setting are open, loosely coupled and bureaucratic. This reconceived view of the school as a setting for health promotion leads to an emphasis on building organizational, system, professional and community capacity. One of the most effective ways of building such capacities when resources are scarce is to invest in a variety of formal and informal networks that can sustain themselves with little or no external resources. A number of recognised researchers from the health and education sectors have emphasized this systems-based approach and the need to build supportive, small-scale networks or learning communities. In recent health promotion research, networking at various levels, across sectors and within communities is viewed as a key strategy within new, more effective health promotion strategies. In education, the notion of networking for educational change has been described as "learning communities" for continuous school improvement. The authors suggest that this strategy of networking be used at the international level to address several global challenges: • There is no single, convenient way to obtain basic information about the status and nature of national and state/provincial school health programs around the world. • There is no global research agenda in school health promotion, despite the obvious value of sharing such research and knowledge. • There is no global mechanism to facilitate the development of common or shared tools for surveillance of child/youth health and monitoring of school health policies and programs, despite the excellent work being done in individual countries and by the European Network of Health Promoting Schools. • There is no international mechanism with a focus on school health that brings together the following stakeholders: educational organisations with public health organisations; researchers with government officials and practitioners; those who work in Spanish, English, French and other languages; issue-specific networks with health generalists. An invitation is given to government officials, researchers and national school health associations to join an informal International School Health Network (ISHN} (soon available at: www.internationalschoolhealt.org}. Discussions about the formation of the ISHN have been held with a number of participants at several international meetings and have culminated in a fledgling network that will focus on electronic and web-based exchanges of information, developing a global school health research agenda, exchanging effective materials and tools, informing policy-makers about effective practices, policies and programs. This network would build on and not duplicate the work of existing networks and include participation from WHO, OECD, UNESCO, the IUHPE and the World Bank. The next large meeting of the ISHN will occur at the IUHPE 2007 Conference in Vancouver, Canada (www.iuhpe conference.org). Before then the ISHN will organise several on-line projects and teleconferences. For more information, contact dmccall@jcsh-cces.ca

This research project investigates the implementation of a learning community approach in two rural Australian communities with a particular focus on the initiatives of a primary school in each community. Case study research describes and analyses the developments in each community and a cross case analysis examines similarities and differences in approach and outcomes.

This research project investigates the implementation of a learning community approach in two rural Australian communities with a particular focus on the initiatives of a primary school in each community. Case study research describes and analyses the developments in each community and a cross case analysis examines similarities and differences in approach and outcomes.