Educational Innovation and Social Entrepreneurship in Comparative Perspective Spring 2015

Educational Innovation and Social Entrepreneurship in Comparative Perspective

Spring 2015

Teaching Team

• Fernando Reimers• Uche Amaechi (Teaching Fellow-Extension)• Barbara Hou (Teaching Fellow)• Ashley Ley (Teaching Fellow)• Kristin Foster (Faculty Assistant)• Sheryl Reilly (i-Lab Contact)• Contacting us:

– Email– Office hours

Learning Environments

• Friday Class at Harvard Innovation Lab• Discussion Sections• Course Canvass Site• Work at Innovation Lab

In Work Stations

• Introduce yourself to others in your station:– What’s your name?– Share a story of entrepreneurship or innovation

that has impacted you?

In Work Stations, round 2

• What’s your story?• Why are you interested in educational

innovation?

Course Expectations

• Participation in Lecture and Section• Active Entrepreneurship (5 and record)

– Attend a conference, workshop, seminar– Submit your business plan to a competition– Attend legal office hours at iLab– Interview an Entrepreneur in Residence at iLab

• Problem Statement• Video Pitch• Business Analysis• Social Enterprise Plan

• Amin Amin, Ask-Arabia • Imran Sarwar, Rabtt Pakistan • Paula Cruzat, Fundacion Crecer con Todos Chile • Debra Gittler, Contextos (El Salvador) • Anustup Nayak, XSEED• Noor Masood, Teach for Pakistan• Tomas Ricart, Ensena por Chile• Aditya Natraj, Gandhi Fellows (India) • Neelam Pol, Khel Planet (India) • Mariali Cardenas, Via Educacion (Mexico) • Manjula Dissanayake, Educate Lanka (Sri Lanka)• Seth Leighton, Envoys (US) • Mark Feinberg, KIPP (US) • John Swope, SJ, Cristo Rey Schools (US)

The Power of Story

The Danger of the Single Pen

The Power of a Cool Pen

http://build-it-yourself.com/index.php

Does the story change the pen?

Definitions

• In your workstation discuss whether Blake Mycoskie is an entrepreneur, a social entrepreneur, a social activist or a social service provider, and why?

• In the meantime, we will distribute some cool pens

Introduction to the I-Lab

• Gordon Jones• Neal Doyle• Sheryl Reilly

Blake Sims

• Innovation in Action

• As Blake Presents, think about• What is the Mission of Innovation in Action• Is she a Social Entrepreneur, an Activist or a

Social Service Provider?• How is she different to Blake MyCoskie?

Small Groups

• How is what Blake is advancing Innovative?• What is the scale of her work?• Is it disruptive?

Conversation w Shelly London

•Understood• As Shelly Presents, think about• What is the Mission of Understood• Is she a Social Entrepreneur, an Activist

or a Social Service Provider?• How is she different to Blake MyCoskie?

Discuss Start Something that Matters

• Core themes• What does the story illustrate about Social

Innovation?

What is social entrepreneurship?

Unicef SOTWC Summary

• What’s the role of innovation addressing the needs in the report?

Innovation Challenge

If education is to prepare the young to INVENT the future it needs to be RELEVANT

The world is increasingly interdependent, GLOBAL EDUCATION is about preparing youth to function in such a world

Yet many schools fail to advance GLOBAL EDUCATION

How do we disrupt this equilibrium?

Agency to Change the World

• Soap Factories in Mexico

• Selling children’s books in Oman

Soap Factories in Mexico

Injaz Al-Arab Selling

children’s books in Oman

50%55%60%65%70%75%80%85%90%95%

100%

Before After

Control Participant

I trust that in the Future I will Achieve my Goals

50%55%60%65%70%75%80%85%90%

Before After

Control Participant

I see challenges as opportunities

50%55%60%65%70%75%80%85%90%95%

Before After

Control Participant

I believe that achieving my goals requires negotiating with others

I can see myself in a Leadership Position in the Future

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Before After

Control Participant

Why do we like these examples?

• Students are engaged

• Students demonstrate agency

• We know the alternative…

Why do students get bored?

Because they don’t see

the .(the point)

the . ofGlobalizationor the art of living dangerously…

Living in an Age of Globalization

• Living in the Space of Flows

• The art of living Dangerously

• Finding a Voice

Economic Risks

• Food price volatility• Oil price spikes• Major Fall in the US$• Slowing Chinese economy (<6%)• Fiscal crises• Asset price collapse• Retrenchment from globalization (developed)• Retrenchment from globalization (emerging)• Burden of regulation• Underinvestment in Infrastructure

Geopolitical Risks

• International terrorism• Nuclear proliferation• Iran• North Korea• Afghanistan Instability• Transnational crime and corruption• Israel-Palestine• Iraq• Global governance gaps

Environmental Risks

• Extreme weather• Drought and Desertification• Water Scarcity• National Catastrophes (cyclone)• National Catastrophes (earthquakes)• National Catastrophes (island flooding)• National Catastrophes (coastal flooding)• Air pollution• Biodiversity loss

Societal Risks• Pandemic• Infectious disease• Chronic Diseases• Liability Regimes• Migration

Technological Risks• Critical information infrastructure

breakdown• Nanoparticle toxicity• Data fraud/loss

Watson & Telecoms

“Education for Sustainable Development (ESD)” is a concept that goes far beyond environmental education. It is the educational process of achieving human development (“the three pillars of human development” proposed by UNDP: economic growth, social development, and environmental protection) in an inclusive, equitable and secure manner. It thus includes education for poverty alleviation, human rights, gender equality, cultural diversity, international understanding, peace and many more.

Beyond Knowledge…

• 1.1. Cognitive Skills• 1.2. Inter-personal Skills• 1.3. Intra-Personal Skills

1.1. Cognitive Skills

1.1.1. Processing and cognitive strategies

1.1.2. Knowledge1.1.3. Creativity

1.1. Cognitive Skills

1.1.1. Processing and cognitive strategies– Critical Thinking– Problem Solving– Analysis– Logical Reasoning– Interpretation– Decision Making– Executive Functioning

1.1.2. Knowledge1.1.3. Creativity

1.1. Cognitive Skills

1.1.1. Processing and cognitive strategies1.1.2. Knowledge

– Literacy and communication skills– Active listening skills– Knowledge of the disciplines– Ability to use evidence and assess biases in

information– Digital Literacy

1.1.3. Creativity

1.1. Cognitive Skills

1.1.1. Processing and cognitive strategies

1.1.2. Knowledge

1.1.3. Creativity – Creativity– Innovation

1.2. Inter-personal Skills

1.2.1. Collaborative group skills

1.2.2. Leadership

1.2. Inter-personal Skills1.2.1. Collaborative group skills• Comunication• Collaboration• Team Work• Cooperation• Coordination• Interpersonal Skills

• Empathy, Perspective Taking• Trust• Service Orientation• Conflict Resolution• Negotiation

1.2.2. Leadership

1.2. Inter-personal Skills

1.2.1. Collaborative group skills

1.2.2. Leadership– Leadership– Responsibility– Assertive Communication– Self-Presentation– Social Influence

1.3. Intra-Personal Skills

1.3.1. Intellectual Openness

1.3.2. Work Ethic. Responsibility

1.3.3. Self-efficacy

1.3. Intra-Personal Skills1.3.1. Intellectual Openness• Flexibility• Adaptability• Artistic and Cultural

Appreciation• Personal and Social

Responsibility• Intercultural competency

• Appreciation for diversity• Adaptability• Capacity for lifelong

learning• Intellectual interest and

curiosity

1.3.2. Work Ethic. Responsibility

1.3.3. Self-efficacy

1.3. Intra-Personal Skills1.3.1. Intellectual Openness1.3.2. Work Ethic.

Responsibility• Initiative• Self-direction• Responsibility• Perseverance• Productivity• Persistence

• Self-Regulation• Meta-cognitive skills,

anticipate future, reflexive skills

• Professionalistm• Ethics• Integrity• Citizenship• Work Orientation1.3.3. Self-efficacy

1.3. Intra-Personal Skills

1.3.1. Intellectual Openness

1.3.2. Work Ethic. Responsibility

1.3.3. Self-efficacy• Self-regulation (self monitoring and self

assessment)• Physical and mental health

Challenges of Relevant Education

• Design

• Implementation

• Scalability

Design• What does good student performance look like?• What should be the content of global education? • What is an adequate sequence, progression? • How should we teach global education? • Should we infuse it or do we need to carve out a separate space in the

curriculum? • Is there a critical age to begin? • How do we assess performance? • What are the most effective pedagogies? • Direct instruction? • Project based learning or service learning? • Study abroad? • Exchanges with peers in other countries? • How should we use technology?

Implementation• How do we get parent’s buy in? • How do we negotiate global education amidst

the many other demands of our schools?• Amidst the demands of standards and

assessments? • How do we build teacher capacity? • What priority do we give it in a context of

budget cuts?

Scalability• How do we ensure wide access to the

opportunity to develop global competency?• How do we ensure consistency in high quality

experiences?• How do we ensure coherence and integration

with overall instructional experience?• How do we provide support with high quality

instructional materials and professional development?

In Work Groups address the Innovation ChallengeWhat would you INVENT?

If education is to prepare the young to INVENT the future it needs to be RELEVANT

The world is increasingly interdependent, GLOBAL EDUCATION is about preparing youth to function in such a world

Yet many schools fail to advance GLOBAL EDUCATION

How do we disrupt this equilibrium?

Never doubt that a small group of thoughtful, committed

citizens can change the world; indeed, it's the only thing that

ever has.Margaret Mead