Charles Leadbeater Leading authority on innovation

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Charles Leadbeater Leading authority on innovation. Learning from Extremes DEECD Innovation Showcase, Melbourne, May 2010. Charles Leadbeater. What kind of innovation do we need? Why do we need it? Who does it and how?. Your vantage point determines what you can see. - PowerPoint PPT Presentation

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  • Charles LeadbeaterLeading authority on innovation

  • Learning from ExtremesDEECD Innovation Showcase, Melbourne, May 2010Charles Leadbeater

  • What kind of innovation do we need?Why do we need it?Who does it and how?

  • Your vantage point determines what you can see

  • Which strategy you adopt depends on why you need to do it

  • Pushed to innovate by crisis, failure

  • Pulled to innovate by opportunity

  • Which strategy you adopt will shape how you innovate

  • Innovation is combination

  • The Inside/Outside dilemma

  • Innovate for scale

  • Question you ask determines the answer you get

  • Where can you see what education and learning might become ?

  • FormalInformal

    SustainingDisruptiveLocation Innovation TypeMapping education innovation

  • FormalInformal

    SustainingDisruptiveLocation Innovation TypeMapping education innovation

    Improve

  • Good people teaching, well trained, well motivated and supported in the right conditions

  • But in the developing world

    Poor teacher quality + motivationHigh rates of repetition and drop out

  • And in the developed world

    Main issues: community, culture and family

  • And in the developed world

    Danger : hitting the target, missing the point

  • Improve is essential but not enough

  • FormalInformal

    SustainingDisruptiveLocation Innovation TypeMapping education innovation

    Reinvent

  • Different kinds of learning in different kinds of institution

  • Personalised learning

  • Big colleges that feel smallTeachers as coaches Learners as self-reflective protagonists Problem/question oriented learning Collaborative and real world

  • But

    There are lots of obstacles and traps on the journey from improve to reform

  • And

    Even that may not get all you need because what happens outside schools and colleges matters so much to learning

  • FormalInformal

    SustainingDisruptiveLocation Innovation TypeMapping education innovation

    Supplement

  • Social and emotional conditions for learning

  • Culture of aspiration and ambitionCombined with economic change

  • ChallengesWhere do you invest?What skills do you need?Is school the right vehicle?

  • FormalInformal

    SustainingDisruptiveLocation Innovation TypeMapping education innovation

    Transform

  • Entirely new ways to enable learning

  • Technology: ubiquitous participation, connection, collaboration

  • Radical innovation comes from the margins: social entrepreneurs and the hardest to reach

  • Pull not push

  • Motivation is key: extrinsic and intrinsic

  • Learning through

  • Holistic (education with health, community and economic development)

  • High levels of tangible community commitment

  • Employ different people, technologies, places for learning

  • Learning as a making, doing, earning activity

  • Learning as with and by not for and to

  • FormalInformal

    SustainingDisruptiveLocation Innovation TypeHow much would you invest, where?

    Improve Supplement Reinvent Transform

  • FormalInformal

    SustainingDisruptiveLocation Innovation TypeWhere would you start?

    Improve Supplement Reinvent Transform

  • FormalInformal

    SustainingDisruptiveLocation Innovation TypeWhat order would you do things in?

    Improve Supplement Reinvent Transform

  • Where do resources go?

    ImproveReinventAlternativeSupplementDominantNot disruptive but marginalSupportiveDealing with what the mainstream cannot cope with

  • Where should resources go?

    ImproveReinventTransformSupplement

  • Where should resources go?

    ImproveReinventTransformSupplement

  • Where should resources go?

    ImproveReformTransformSupplement

  • Education needs entrepreneurs and innovators as much as managers

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