OECD School User Survey: Improving learning spaces by … · 2018. 11. 7. · OECD School User Survey: a tool for understanding how space is used in practice Presentation: Layouts

Physical Learning Environment ConferenceNorwegian Directorate for Education and Training31 October 2018

OECD School User Survey:Improving learning spaces by empowering school users

Joanne CaddySenior AnalystOECD Directorate for Education and Skills

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Organisation for Economic Co-operation and

Development (OECD): quick facts

Paris based, staff of 3 000

around 200 in Directorate for Education and Skills

Better policies for better lives

250 publications/year, PISA test, Economic Outlook, OECD.Stat, etc.

36 member countries

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OECD Directorate for Education and Skills

Measuring outcomes• conduct international assessments of learning outcomes (like PISA,

PIAAC, TALIS)

Teaching and learning • understanding of how students learn and teachers teach is at the core

of education policy

Policy development and implementation• review education and skills systems in countries, and assist in

developing and implementing policies to improve those systems

Innovation and the future of education• provide policy makers with a deeper understanding of innovation and

implications for education and training policies

Why does the design of learning spaces matter?

The kind of things

that are easy to teach

are now easy to

automate,

digitize or

outsource

…and will continue in an age of acceleration

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Cloud computing

Blockchain

Artificial

intelligence

3D printing

Big data

Internet of Things

RoboticsMixed reality

Synthetic biology

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Creativity Critical Thinking Problem Solving

Innovation Collaboration Data Gathering

Communication

Building the skills needed to thrive in the 21st century…

Character qualities

Empathy Resilience Mindfulness

Inclusion Curiosity Ethics

Courage Leadership

…and the ability to apply them successfully together

So learning spaces must evolve too

Users are also experts on school buildings

By the time they are 15 years old, the average student in OECD countries will

have spent

7,538 hours inside school buildings

Source: OECD (2017), “Table D1.1. Instruction time in compulsory general education1 (2017)?”, in Education at a Glance 2017: OECD Indicators, OECD Publishing

How do we improve learning spaces?

By listening to school users

STUDENTS

TEACHERS

SCHOOL

LEADERS

OECD School User SurveyA

reas

of

focu

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OECD School User Survey: a tool for schools

OECD School User Survey: a tool for

understanding how space is used in practice

Presentation:Layouts that support explicit instruction/ presentation to the whole group.

Group:Layouts that support approaches where students are required to collaborate and work in small groups to share ideas and help each other.

Individual:Layouts that support approaches where students work independently to write, read, research, think and reflect.

Team teaching:Layouts that support approaches where two or more teachers work collaboratively with groups of students sharing the same space.

OECD Survey contains 3 questions related to the Sustainable Development Goals (SDGs):

SDG 4.a ”Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all”

KPI 4.a.1: Proportion of schools with access to: (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities

OECD School User Survey: specific questions related to the monitoring of SDG 4.a [KPI 4.a.1] were added to the school leader questionnaire

OECD School User Survey: a tool for

governments to monitor SDGs

Pilot field trial in Norway: key facts

The OECD School User Survey went to 6 schools and was completed by: • 217 students• 24 teachers• 9 school principals/leaders

Pilot field trial: main insights

The main insights from this limited sample are that:

▪ Students are more satisfied with the school facilities than their teachers.

▪ Girls feel less safe than the boys by almost 15%.

▪ Teachers mostly use more than one classroom, but very rarely change the layout – citing a lack of time.

▪ Teachers prefer layouts that support explicit instruction/presentation and students working in small groups.

▪ School principals believe that the buildings and facilities of the school do have a moderate effect on teacher retention and recruitment.

How can countries use this OECD survey?

OECD School User Survey: a cyclical approach

OECD School User Survey:

delivers unique value to schools

The OECD School User Survey is designed to:

▪ Triangulate teacher, student and school leaders’ perspectives on the physical learning environment

▪ Provide evidence for the continuous improvement and intelligent use of learning spaces in schools to support better learning outcomes

▪ Put the learner at the centre of the cycle of continuous improvement

▪ Empower students, teachers and school leaders by giving them a voice in how the design of their school building meets their needs

The OECD School User Survey is not designed to:

▪ Assess the learning outcomes of students

▪ Evaluate teacher performance

OECD School User Survey:

exploring potential applications

• Planning for a multilingual online platform to deliver OECD School User Survey to schools in countries around the world

• Objectives:

– Provide an easy to use self-assessment tool for schools and education authorities which produces standardized data & analysis

– OECD analysis of anonymized data on the use of learning environments around the globe

– Continuous improvement of the OECD School User Survey instruments through user feedback

OECD School User Survey: towards digital delivery

• How can you get involved? The OECD is looking for partners!

1. Translate the Survey into your national language

2. Help raise awareness among relevant audiences (e.g. school principals, teacher unions, local government authorities, universities)

3. Establish local coordinators to plan and administer the Survey in schools (e.g. before and after refurbishment)

4. Help customize the international digital delivery platform (e.g. adaptation to local language, additional questions)

5. Develop post-assessment support:

• workshops in schools to discuss their survey results

• regional/national/international peer-learning workshops among schools who have used the survey

6. Share feedback for continuous improvement of the OECD School User Survey instruments

OECD School User Survey: next steps

1. How do you collect data on the effective use of

learning environments in schools in Norway?

2. What challenges do you face when including

user perspectives in your evaluations?

3. How could the OECD School User Survey be

applied in your work?

Questions for discussion

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joanne.caddy@oecd.org

http://www.oecd.org/education/effective-learning-environments

Thank you! Tusen takk!

Our team at the OECD Effective Learning Environments project works with school leaders, researchers and policy makers to explore how investments in the learning

environment, including the physical learning environment and technologies, translate into improved education, health, social and well-being outcomes.