Innovating Education And Educating For Innovation - OECD
Education Innovation and ResearchInnovating Educationand Educating for InnovationTHE POWER OF DIGITAL TECHNOLOGIES ANDSKILLSCentre for Educational Research and Innovation
Educational Research and InnovationInnovating Educationand Educatingfor InnovationTHE POWER OF DIGITALTECHNOLOGIES AND SKILLS
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ForewordForewordDigital technologies have a profound impact on economies and societies and are changing the waywe work, communicate, engage in social activities and enjoy ourselves. They also drive innovation inmany different spheres of life. The innovative capacity of technology is very much conditioned by thelevel of digital skills of the population. No wonder there is a very strong correlation between educationand skills and the uptake and use of digital technologies in various spheres of life. The role of educationand skills in promoting innovation is critical.Yet, despite the huge potential of digitalisation for fostering and enhancing learning, the impactof digital technologies on education itself has been shallow. Massive investments in ICT (Informationand Communication Technology) in schools have not yet resulted in the hoped for transformation ofeducational practices, probably because the overriding focus on hardware and connectivity has keptback equally powerful strategies for increasing teachers’ ICT skills, improving teachers’ professionaldevelopment, reforming pedagogies and producing appropriate software and courseware.Discussions about the potential of digital technologies in education today increasingly place theissue as part of a more comprehensive approach to innovation in education. Education systems andinstitutions are not averse to change in themselves, but there seem to be very powerful barriers inplace that prevent digital technologies from reaching their potential in educational institutions andteaching and learning practices.Innovation doesn’t happen in a vacuum, but requires openness and interactions between systemsand their environments. This is also very much the case for education. Schools cannot be left aloneto make the difficult process of transformation, but need support not only through policies, but alsofrom other actors and stakeholders. In recent years the emergent education industry has taken on avery important role. This role is not simply defined by commercial corporate interests selling productsand services to schools, but is increasingly framed into a much wider concern for genuine innovation.In order to foster a dialogue aiming to identify the best policies and practices to foster innovationin education, the Global Education Industry Summits brings together governments and leaders fromthe global education industry. The success of these summits very much depends on the evidence thatcan feed into the dialogue. That is why the OECD, as a global leader in internationally comparativedata and analysis, has produced this synthesis of the available evidence, generated through its surveysand analytical work. It serves as a background document for the second Global Education IndustrySummit in Jerusalem on 26-27 September 2016.The report was prepared by Dirk Van Damme, head of the OECD Centre for Educational Researchand Innovation (CERI), compiling analyses from recent OECD publications on innovation, innovationin education and technology-based innovation. In particular, the report offers a synthesis of theoutcomes of different recent CERI projects, notably CERI’s “Innovation Strategy for Education andTraining”, “Innovative Learning Environments”, and “Open Education Resources”. It also drawson recent publications of other programmes of the Directorate for Education and Skills (notablythe OECD Programme on International Student Assessment (PISA), the OECD Programme for theInternational Assessment of Adult Competencies (PIAAC), the Teaching and Learning InternationalInnovating Education and Educating for Innovation: The power of digital technologies and skills OECD 20163
ForewordSurvey (TALIS) and from some other OECD reports. Particular acknowledgment should be given to aforthcoming CERI publication on business-driven innovation in education, in particular to the analysesof markets and innovation in the education industry by Vincent-Lancrin, Atkinson and Kärkkäinen(Chapter 5) and business-driven innovation in education by Foray and Raffo (Chapter 6).Other sources for the report are the following OECD publications: OECD Skills Outlook 2013:First Results from the Survey of Adult Skills (2013); Sparking Innovation in STEM Education withTechnology and Collaboration: A Case Study of the HP Catalyst Initiative, OECD Education WorkingPapers, No. 91 (2013); Measuring Innovation in Education. A New Perspective (2014); Innovation,governance and reform in education. CERI Conference background paper (2014); Measuring the DigitalEconomy: A New Perspective (2014); Digital Economy Outlook (2015); The Innovation Imperative:Contributing to Productivity, Growth and Well-being (2015); E-Learning in Higher Education in LatinAmerica (2015); Adults, Computers and Problem Solving: What’s the Problem? (2015); Students,Computers and Learning. Making the Connection (2015); Education at a Glance 2015: OECD Indicators(2015); Open Educational Resources: A Catalyst for Innovation (2015); Schooling Redesigned. TowardsInnovative Learning Systems (2015); Skills Matter: Further Results from the Survey of Adult Skills(2016); Getting Skills Right: Assessing and Anticipating Changing Skill Needs (2016); and Skills fora Digital World (2016).Use has also been made of various issues of the Education Indicators in Focus (http://dx.doi.org/10.1787/22267077), PISA in Focus (http://dx.doi.org/10.1787/22260919), and Teaching in Focus(http://dx.doi.org/10.1787/23039280) series, as well as OECD Education Today blog posts (http://oecdeducationtoday.blogspot.fr/), OECD Education Working Papers rking-papers 19939019) and unpublished documents. Other sources have beenreferred to in the text.Rachel Linden co-ordinated production of the report.4Innovating Education and Educating for Innovation: The power of digital technologies and skills OECD 2016
Table of contentsTable of contentsExecutive summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9The innovation imperative in education . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Innovation in education: why and what . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Measures of innovation in education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The education and skills dimension of innovation . . . . . . . . . . . . . . . . . . . . . . . . . . .121722Innovation strategies in education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Key messages for innovation policies in education . . . . . . . . . . . . . . . . . . . . . . . . . .2731References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33Digitalisation, digital practices and digital skills . . . . . . . . . . . . . . . . . . . . .35Digitalisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Digital skills in the adult population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Digital skills among 15-year-old students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Key messages for innovation policies in education . . . . . . . . . . . . . . . . . . . . . . . . . .36486165References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66Digital technologies in education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67Integrating ICT in teaching and learning in schools . . . . . . . . . . . . . . . . . . . . . . . . . .Teachers and ICT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The effects of ICT on students’ learning outcomes in PISA . . . . . . . . . . . . . . . . . . . .Key messages for innovation policies in education . . . . . . . . . . . . . . . . . . . . . . . . . .68737785References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86The potential of technology-supported learning . . . . . . . . . . . . . . . . . . . . .87Chapter 1Chapter 2Chapter 3Chapter 4Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Examples of technology-supported pedagogical models . . . . . . . . . . . . . . . . . . . . . . 91Online resources for schools and self-directed learning . . . . . . . . . . . . . . . . . . . . . . 101Key messages for innovation policies in education . . . . . . . . . . . . . . . . . . . . . . . . . . 109References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Chapter 5Markets and innovation in the education industry . . . . . . . . . . . . . . . . . . . 115Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Size and structure of the education resource industry . . . . . . . . . . . . . . . . . . . . . . . .The innovation role of market leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Improving the knowledge base . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Implications for policy makers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Key messages for innovation policies in education . . . . . . . . . . . . . . . . . . . . . . . . . .116116118120121123Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Innovating Education and Educating for Innovation: The power of digital technologies and skills OECD 20165
Table of contentsChapter 6Business-driven innovation in education . . . . . . . . . . . . . . . . . . . . . . . . . . . 125A first look at innovation in education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Patents in educational and instructional technologies . . . . . . . . . . . . . . . . . . . . . . . 129Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139ANNEX A. Report from the 2015 Global Education Industry Summit,held in Helsinki on 19-20 October 2015 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Figures1.1. Comparing innovation, reform and change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1.2. Professionals in highly innovative workplaces, by sectorand innovation type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1.3. Professionals in highly innovative workplaces, by sector and country . . . . . . .1.4. Education professionals working in highly innovative workplaces,by education level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1.5. Overall composite education innovation index, 2000-11 . . . . . . . . . . . . . . . . . . .1.6. Critical skills for the most innovative jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2.1. The diffusion of selected online activities among Internet users, 2013-14 . . . .2.2. Internet users by age, 16-24 year-olds and 65-74 year-olds, 2014 . . . . . . . . . . . .2.3. Change in Internet access at home, 2009-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2.4. Internet use among 15 year-old students at school and outside school, 2012. .2.5. Percentage of students who reported engaging in each Internet activityat least once a week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2.6. Access to computers at home and students’ socio-economic status . . . . . . . . .2.7. Common computer leisure activities outside of school, by students’socio-economic status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2.8. Problem-solving proficiency in technology-rich environments among adults .2.9. Problem-solving proficiency, by educational attainment . . . . . . . . . . . . . . . . . . .2.10. Problem-solving proficiency among younger and older adults . . . . . . . . . . . . . .2.11. Labour force participation, by problem-solving proficiency using ICT . . . . . . . .2.12. Percentage of workers who use a computer at work . . . . . . . . . . . . . . . . . . . . . . .2.13. Percentage of individuals who judge their computer skills would be sufficientif they were to apply for a new job within a year, 2013 . . . . . . . . . . . . . . . . . . . . .2.14. Proficiency in digital reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2.15. Task-oriented browsing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.1. Change in the index of quality of schools’ educational resources,2003 and 2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.2. Use of ICT at school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.3. Index of ICT use at school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.4. ICT and teachers: teaching practices, teachers’ need for professionaldevelopment and participation in professional development activities(TALIS 2013) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.5. Percentage of teachers with good ICT problem-solving skills, comparedwith selected industries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7476Innovating Education and Educating for Innovation: The power of digital technologies and skills OECD 2016
Table of contents3.6. ICT skills among primary and secondary teachers, other tertiary-educatedadults and the overall adult population, 2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.7. Trends in students’ mathematics performance and number of computersat school (2012) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.8. Students’ skills in reading, by ICT use at school . . . . . . . . . . . . . . . . . . . . . . . . . .3.9. Frequency of computer use at school and digital reading skills . . . . . . . . . . . . .3.10. Performance in mathematics, by index of computer use in mathematicslessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.11. Students’ skills in reading, by ICT use outside school for schoolwork . . . . . . . .3.12. Students’ skills in reading, by ICT use outside school for leisure . . . . . . . . . . . .4.1. Individuals participating in an online course . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5.1. Concentration of the education publishing industry, 2010 . . . . . . . . . . . . . . . . . .6.1. Evolution of the world’s education-related patents by priority year, 2000-14 . .6.2. Firms filing education-related patents, entry and technologicalconcentration, 1990-2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6.3. World share of education-related patent filings by first applicant country,2000-14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6.4. Education-related patent filings by priority year and inventor’scountry, 2002-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6.5. Number of top 50 companies with a specialised education patent portfolioin specific markets, 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.2.6.3.1.3.2.4.1.4.2.Policy messages from the OECD’s Innovation Imperative . . . . . . . . . . . . . . . . . . .OECD definitions of innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Example of innovation in instructional practices . . . . . . . . . . . . . . . . . . . . . . . . .How human capital shapes innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Fostering and assessing creative and critical thinking skills . . . . . . . . . . . . . . . .Eembedding entrepreneurship into the curriculum learning in highereducation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Hungarian National Education Sector Innovation System (NESIS) . . . . . . .Manifesto of the European Year of Creativity and Innovation, 2009 . . . . . . . . . .Conditions for education system redesign in the OECD/CERI ILE InnovativeLearning Environments project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .World Economic Forum: Nine “plays” to spark innovation in education . . . . . .Key pillars of national digital economy strategies . . . . . . . . . . . . . . . . . . . . . . . . .Seizing the benefits of digitalisation for growth and well-being: New horizontalOECD work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .How information on students’ familiarity with ICT was collected in the PISA2012 survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .About the OECD Survey of Adult Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The National Programme for Digital Inclusion in Norway . . . . . . . . . . . . . . . . . .Testing students’ digital reading skills and navigation behaviour in PISA 2012What is TALIS? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Promoting teachers’ digital skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Digitalising schools in Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Design of the HP Catalyst Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Innovating Education and Educating for Innovation: The power of digital technologies and skills OECD 201614152123242728293030373842516061737588897
4.3. The six HP Catalyst consortia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.4. The Game Design Methodologies (GDM) of National University,the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.5. Eco-Virtual Environment (EVE) of City Academy Norwich,the United Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.6. OLabs Online laboratories and the Collaborative Assessment Platformfor Practical Skills (CAPPS) of Amrita University, India . . . . . . . . . . . . . . . . . . . . .4.7. Collaborative online learning platform of Renmin University, China . . . . . . . . .4.8. The MoPS collaborative problem-solving model of National Research IrkutskState Technical University, Russia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.9. Real-time formative assessment in the InkSurvey of Colorado School of Mines,(United States) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.10. Support systems for 21st century skills in Universidad de las Américas Puebla,Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.11. Defining open educational resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.12. Open educational resources as a catalyst for innovation . . . . . . . . . . . . . . . . . . .4.13. The MOOC programme in the Israeli education system . . . . . . . . . . . . . . . . . . . .4.14. Online private tutoring project in Israel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5.1. Policy-relevant research questions on the innovation role of the educationindustry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6.1. Examples of education-related patents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Follow OECD Publications on:http://twitter.com/OECD //www.oecd.org/oecddirect/This book has.StatLinks2A service that delivers Excel files from the printed page!Look for the StatLinks2at the bottom of the tables or graphs in this book.To download the matching Excel spreadsheet, just type the link into yourInternet browser, starting with the http://dx.doi.org prefix, or click on the link fromthe e-book edition.90939495979798100104105107109122130
Innovating Education and Educating for InnovationThe Power of Digital Technologies and Skills OECD 2016Executive summaryThis background report to the second Global Education Industry Summit, held in Jerusalemon 26-27 September 2016, covers the available evidence on innovation in education, theimpact of digital technologies on teaching and learning, and the role of digital skills andthe education industries in the process of innovation, using data from OECD surveys. Theoverall aim of the summit was to bring together ministers of education and industry leadersto start a dialogue on policies and strategies to foster innovation in education.As in all sectors, innovation will be essential to bring about qualitative changes in education,as opposed to the quantitative expansion seen so far. These changes are needed to increaseefficiency and improve the quality and equity of learning opportunities. Although education isnot a change-averse sector, with improvements already taking place in classrooms, it has notmanaged to harness technology to raise productivity, improve efficiency, increase quality andfoster equity in the way other public sectors have. At the same time education can also fosterinnovation in society at large by developing the right skills to nurture it. These skills, includingcritical thinking, creativity and imagination, can be fostered through appropriate teaching, andpractices such as entrepreneurship education. Governments should develop smart innovationstrategies for education with the right policy mix to give meaning and purpose to innovation,including creating an innovation-friendly culture.The steep increase in the use of digital devices and the Internet with increasing levels ofeducation shows that education matters in the uptake of digital technologies. This has hugeimplications for the role of education systems in equipping individuals with the skills theyneed to benefit from new technology. The “digital divide” has become a skills gap betweenthe haves and have-nots. Digital skills generate a significant return in terms of employment,income and other social outcomes for those who have them, but set up barriers to betterlife opportunities for those without.In recent years governments have invested heavily in information and communicationstechnology (ICT) in schools. The quality of schools’ educational resources, including ICT andconnectivity, has increased greatly in recent years. However, international surveys have foundthat digital technologies have not yet been fully integrated in teaching and learning. Teachers donot feel sufficiently skilled to use ICT effectively, at best using digital technologies to complementprevailing teaching practices. As tertiary-educated professionals, teachers have relatively goodICT skills, but these fall off sharply with age, especially among the large cohort of older teachers.Analysis of the Programme for International Student Assessment (PISA) data on theeffects of ICT on students’ outcomes adds to the sobering picture. The introduction of digitaltechnologies in schools has not yet delivered the promised improvements of better resultsat lower cost. There is only a weak, and sometimes negative, association between the useof ICT in education and performance in mathematics and reading, even after accountingfor differences in national income and socio-economic status.Innovating Education and Educating for Innovation: The power of digital technologies and skills OECD 20169
Executive summaryPart of the explanation for this limited success lies in the focus on technology andconnectivity among both suppliers and policy makers. Schools and education systems arenot yet ready to realise technology’s potential. Gaps in the digital skills of both teachersand students, difficulties in locating high-quality digital learning resources and software,a lack of clarity over learning goals, and insufficient pedagogical preparation on how toblend technology meaningfully into teaching, have driven a wedge between expectationsand reality. Schools and governments must address these challenges or technology may domore harm than good.Although they cannot transform education by themselves, digital technologies do havehuge potential to transform teaching and learning practices in schools and open up newhorizons. The challenge of achieving this transformation is more about integrating newtypes of instruction than overcoming technological barriers. Digital technology can facilitate: Innovative pedagogic models, for example based on gaming, online laboratories andreal-time assessment, which have been shown to improve higher-order thinking skillsand conceptual understanding and in many cases have enhanced students’ creativity,imagination and problem-solving skills. Simulations such as remote or virtual online laboratories, providing relatively low-costflexible access to experiential learning. International collaborations, overcoming barriers of geography and formal classroomhours. These give students insight into other cultures and experience multiculturalcommunication, and closely emulate the collaborative nature of today’s professionalenvironments. Real-time formative assessment and skills-based assessments, allowing teachers tomonitor student learning as it happens and adjust their teaching accordingly. It may alsoenable the active participation of more students in classroom discussions. Technologysupported assessment enables skill development to be monitored in a more comprehensiveway than is possible without technology. E-learning, open educational resources and massive open online courses, mainly aimedat autonomous l
(Chapter 5) and business-driven innovation in education by Foray and Raffo (Chapter 6). Other sources for the report are the following OECD publications: OECD Skills Outlook 2013: First Results from the Survey of Adult
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