Embed Size (px)
DESCRIPTION
Presentation given by Kieron Kirkland that overviews resistances to educational change, and some models to help achieve innovative change. For more see www.futurelab.org.uk tinyurl.com/flinnovation or email [email protected]
Citation preview
The challenge…
“We need the combined expertise of industry, academia, practitioners and policy to design and implement the tools, the technologies and practices that will revolutionise the way we learn”
Lord Puttnam
Space Signpost
My-E
Mobi Missions
Ecolibrium
Exploratree
Astroversity Moovl
Enquiring Minds
Fizzees
Why You’re Here?
Aims for coming?
Why is innovation in important?
Reasons for Innovation
•‘…change in education may now be thought of as a constant condition, rather than an event’
Futurelab Literature review: Teachers Learning with Digital Technologies: A review of research and projects, p.5
The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the
creation of social or economic value.
What is Innovation?
The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the
creation of social or economic value.
Examples of positive innovations (doesn't have to be educational)
End-user innovation
… a source of innovation, only now becoming widely recognized, is end-user innovation. This is where an agent (person or company) develops an innovation for their own (personal or in-house) use because existing products do not meet their needs
“end-user innovation [is], by far, the most important and critical”
Eric Von Hippell Sources of Innovation
Resistances to innovation
O'Sullivan, 2002
• Poor goal definition
• Poor alignment of actions to goals
• Poor monitoring of results (standard and non-standard)
• Poor communication and access to information
• Poor participation in teams
Bates (2000)
• Teachers and peers
• Teachers adapting to change
• Teachers professional development
• Teachers independence and influence
• Time to understand• Time to personalise
• Support network• Time to understand• Time to personalise
• Enaction of innovation
• Poor goal definition
• Poor alignment of actions to goals
• Poor monitoring of results (standard and non-standard)
• Poor communication and access to information
• Poor participation in teams
• Teachers and peers
• Teachers professional development
• Teachers independence and influence
• Time to understand• Support network
• Enaction of innovation
• Confidence in new approach
• ITT and CPD
• Access to training
• Understanding new approach
• Management of tools
• Time constraints
• Understanding new approach
• Teachers adapting to change
• Poor communication and access to information
• Poor participation in teams
• Poor goal definition
• Poor alignment of actions to goals
• Poor monitoring of results (standard and non-standard)
• Confidence in new approach
• Teachers and peers
• Teachers professional development
• Teachers independence and influence
• Time to understand• Time to personalise
• Support network• Time to understand• Time to personalise
• Enaction of innovation
• Curriculum constraints
• Imposed practices
• Separation of new practice with personal beliefs
• Personal interests
• Personal desire
• Teachers adapting to change
• Inspection and review
• Assessment constraints
• Fear of unknown
• Challenge to ‘power’
• Curriculum constraints
• ITT and CPD
• Access to training
• Understanding new approach
• Poor goal definition
• Poor alignment of actions to goals
• Poor monitoring of results (standard and non-standard)
• Confidence in new approach
• Confidence in new approach
• Poor communication and access to information
• Poor participation in teams
• Understanding new approach
• Management of tools
• Time constraints
•Prioritise / note down key resistances
Levels of Influence
Tinyurl.com/flinnovation
Micro
• At Level of Innovator
• E.g. The innovator’s capacity and disposition to act as an innovator
• Can also be personal relationships e.g. With students and peers
Messo
• Local level influences, e.g. school culture, school management structures, and school infrastructure
• Local influences from the wider community and local authority be personal relationships e.g. With students and peers
Macro
• Macro level influences
• E.g. Macro level influences: These include government-led initiatives, national policy and national curricula, and wider research.
Layers of Influence
•Briefly map out the ones that affect you...
Formal Environment
• Technical support
• Structures to share practice internally and externally across disciplines
• Encourage and officially value innovation
• Increase capacity through workloads
• Formal, appropriate training (DD model)
• Effective resourcing
• Policies and rules
• Formal communication structures like ‘translators’
Innovation Itself• Distance and dependence
• Intertwining of practice and technology rather than ‘pedagogy before practice’
Have a go!
Could be any new thing your trying, whether set up of desks, new scheme of work, curriculum, use of technology...
Informal Social Support
• Peer encouragement
• Sharing practice
• PLNs can mitigate lack of social support
• Being ‘savvy’, with resource and people
• ‘In it together’ (messo)
• Social capital (messo)
Personal Learning Networks
Picture: Dr Alec Couros,http://pwoessner.com/2008/12/15/21st-century-literacy-network-literacy/
Picture: Dr Alec Couros,http://pwoessner.com/2008/12/15/21st-century-literacy-network-literacy/
•What’s in your PLN?
•What tools do you use? (and why?)
www.twitter.com
Mediate your web (you’re doing it already)
http://www.teachertube.com/
Digital (video) resources
Be a magpie
http://jdorman.wikispaces.com/Social+Learning
Shoulders of giants? Or at least get a leg up....
http://www.boxoftricks.net/?page_id=29
http://www.c4lpt.co.uk/recommended/top100-2010.html
http://www.delicious.com/tbarrett
Theft Mediated search
Risk Aversion
• Accept risks as part of learning process and mitigate risk, e.g. through change management cycle
• Sometimes perceived risk
• Recognise risk of ‘doing nothing’
• Risk management strategies, e.g. Pilots
• Involvement from stakeholders – sharing problem and reasons for innovation
• Ongoing evaluation
Shared Vision
• Reflective practice and self aware – DD
• Internal and external, national local
• Teacher’s included in shared vision
• Igniting purpose – moral purpose
• Sharing vision means sharing language
• Perceived and actual
• Different characteristics: Longevity, Fecundity, Copy Fidelity,
Innovation Itself
http://www.visionmapper.org.uk/
Stimulus to get thought going, use visual as well as words...
Leadership
• Management style supporting individual creativity
• Responding to perceived direction in the world (PLNs – links)
• Distributed leadership, flexible structures
• Shared responsibility
• Champions of innovation
• Comfortable with change, at ease with ambiguity, saw problems as opportunities. Clarity of direction, Thoroughness, Participative management style, persuasiveness , persistence, and discretion:
• http://www.futurelab.org.uk/resources/publications-reports-articles/handbooks/Handbook1155
Education Eye
To provide an inspiring, easy-to-use online resource that gives access to useful, relevant and interesting innovations
across educations varied communities.
Audience: policy makers, ed. practitioners/leaders, education industry, research communities.
Education Eye (Map of Innovations)The aim is to provide an inspiring, easy-to-use online resource that gives access to useful, relevant and interesting innovations across educations varied communities.
Audience:
Policy makers
Education industry
Education practitioners
Non-innovative education
practitioners
Innovative education practitioners
www.educationeye.org.uk
www.futurelab.org.uk
