Dan Sutch www.futurelab.org.uk [email_address]

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

“ 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

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

… 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

Expertise and innovation Innovation takes place through complex process that link many different actors together The boundaries of organisations and industries are sites for innovation Problems and needs of users can be met with the potential solutions in creative processes

Innovation takes place through complex process that link many different actors together

The boundaries of organisations and industries are sites for innovation

Problems and needs of users can be met with the potential solutions in creative processes

The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value.

The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value.

The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value.

The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value.

The successful exploitation of ideas generated at the intersection of invention and insight , which leads to the creation of social or economic value.

The successful exploitation of ideas generated at the intersection of invention and insight , which leads to the creation of social or economic value.

The successful exploitation of ideas generated at the intersection of invention and insight , which leads to the creation of social or economic value .

The successful exploitation of ideas generated at the intersection of invention and insight , which leads to the creation of social or economic value .

Dynamic, shifting Social context Education context Economic context Technological context Aims of the innovation "The ubiquitous presence and utility of ICT in modern life are having a significant impact on the way we live, and even on the notion of an educated person. It has led to the concept of the knowledge society - sometimes also called the learning society or information society. There is a widespread awareness that these developments have profound implications for education, and that schools must change, but as yet little detailed consideration of the extent of the change needed and the advantages that ICT can bring. The growth of the knowledge society and the pervasiveness of the technology represent a major challenge and a major opportunity for education." OECD, Learning to Change: ICT in Schools (2001), p.9 ‘ Uncertain futures’

Dynamic, shifting

Social context

Education context

Economic context

Technological context

‘ Uncertain futures’

"The changes in society, among pupils' perceptions, and the evolution of new technologies are leading to a new profession for teachers." B. Cornu, 'New technologies: integration into education' (in D. Watson & D. Tinsley (eds.), Integrating Information Technology into Education ; London, 1995), p.8 ‘… 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 changes in society, among pupils' perceptions, and the evolution of new technologies are leading to a new profession for teachers."

B. Cornu, 'New technologies: integration into education' (in D. Watson & D. Tinsley (eds.), Integrating Information Technology into Education ; London, 1995), p.8

‘… 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

Universities Council for the Education of Teachers http://www.ucet.ac.uk/ Paper provides an example of the innovations needed in response to the Every Child Matters agenda

Universities Council for the Education of Teachers

http://www.ucet.ac.uk/

Paper provides an example of the innovations needed in response to the Every Child Matters agenda

Tomorrow’s teachers will therefore inhabit and expect to flourish in a very different educational world. Universities Council for the Education of Teachers http://www.ucet.ac.uk/

Tomorrow’s teachers will therefore inhabit and expect to flourish in a very different educational world.

They will find themselves in schools in which the proportion of teaching support staff has markedly increased Universities Council for the Education of Teachers http://www.ucet.ac.uk/

They will find themselves in schools in which the proportion of teaching support staff has markedly increased

they will be professionally accountable for their contribution to improving the outcomes for children they will require to display a deeper sensitivity and responsiveness to the well-being of learners Universities Council for the Education of Teachers http://www.ucet.ac.uk/

they will be professionally accountable for their contribution to improving the outcomes for children

they will require to display a deeper sensitivity and responsiveness to the well-being of learners

they will work in schools which are designed to address a wider range of professional concerns than the school of yesteryear Universities Council for the Education of Teachers http://www.ucet.ac.uk/

they will work in schools which are designed to address a wider range of professional concerns than the school of yesteryear

[they] will become gateways to a network of dispersed learning opportunities, and will draw on wider sources of expertise to support learning Universities Council for the Education of Teachers http://www.ucet.ac.uk/

[they] will become gateways to a network of dispersed learning opportunities, and will draw on wider sources of expertise to support learning

they will have a stronger involvement with parents and other community agencies than in the past Universities Council for the Education of Teachers http://www.ucet.ac.uk/

they will have a stronger involvement with parents and other community agencies than in the past

they will be members of teams, in some cases in leadership roles, in others as partners, in addressing shared professional problems Universities Council for the Education of Teachers http://www.ucet.ac.uk/

they will be members of teams, in some cases in leadership roles, in others as partners, in addressing shared professional problems

they will be expected to engage more frequently in discussions with others from different walks of professional life Universities Council for the Education of Teachers http://www.ucet.ac.uk/

they will be expected to engage more frequently in discussions with others from different walks of professional life

the effects of all these changes will be to reinforce the teachers’ fundamental and distinctive responsibility for exercising leadership in teaching and learning and maximising learning opportunities. Universities Council for the Education of Teachers http://www.ucet.ac.uk/

the effects of all these changes will be to reinforce the teachers’ fundamental and distinctive responsibility for exercising leadership in teaching and learning and maximising learning opportunities.

Putting the ideas into practice

Putting the ideas into practice O'Sullivan, 2002 Poor goal definition Poor monitoring of results (standard and non-standard) Poor participation in teams Poor alignment of actions to goals Poor communication and access to information

Poor goal definition

Poor monitoring of results (standard and non-standard)

Poor participation in teams

Poor alignment of actions to goals

Poor communication and access to information

Putting the ideas into practice Bates (2000) Poor goal definition Poor monitoring of results (standard and non-standard) Poor participation in teams Poor alignment of actions to goals Poor communication and access to information 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 monitoring of results (standard and non-standard)

Poor participation in teams

Poor alignment of actions to goals

Poor communication and access to information

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

Putting the ideas into practice Poor goal definition Poor monitoring of results (standard and non-standard) Poor participation in teams Poor alignment of actions to goals Poor communication and access to information 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 Confidence in new approach ITT and CPD Access to training Management of tools Time constraints Understanding new approach Understanding new approach Confidence in new approach Teachers adapting to change

Poor goal definition

Poor monitoring of results (standard and non-standard)

Poor participation in teams

Poor alignment of actions to goals

Poor communication and access to information

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

Confidence in new approach

ITT and CPD

Access to training

Management of tools

Time constraints

Understanding new approach

Understanding new approach

Confidence in new approach

Teachers adapting to change

Putting the ideas into practice Poor goal definition Poor monitoring of results (standard and non-standard) Poor participation in teams Poor alignment of actions to goals Poor communication and access to information 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 Confidence in new approach ITT and CPD Access to training Management of tools Time constraints Understanding new approach Understanding new approach Assessment constraints Curriculum constraints Curriculum constraints Confidence in new approach Personal desire Personal interests Teachers adapting to change Imposed practices Separation of new practice with personal beliefs Inspection and review Fear of unknown Challenge to ‘power’

Poor goal definition

Poor monitoring of results (standard and non-standard)

Poor participation in teams

Poor alignment of actions to goals

Poor communication and access to information

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

Confidence in new approach

ITT and CPD

Access to training

Management of tools

Time constraints

Understanding new approach

Understanding new approach

Assessment constraints

Curriculum constraints

Curriculum constraints

Confidence in new approach

Personal desire

Personal interests

Teachers adapting to change

Imposed practices

Separation of new practice with personal beliefs

Inspection and review

Fear of unknown

Challenge to ‘power’

Reducing the resistances to change

Reducing the resistances to change Distributed leadership Champion of innovation Conversation Tools and resources Showcases Communication Networks of practice Sharing innovation and early ideas Risk management Reprofessionalisation of teachers Communication Conversation Conversation Distributed leadership Showcases Sharing innovation and early ideas Sharing innovation and early ideas Distributed leadership Conversation Networks of practice

Distributed leadership

Champion of innovation

Conversation

Tools and resources

Showcases

Communication

Networks of practice

Sharing innovation and early ideas

Risk management

Reprofessionalisation of teachers

Communication

Conversation

Conversation

Distributed leadership

Showcases

Sharing innovation and early ideas

Sharing innovation and early ideas

Distributed leadership

Conversation

Networks of practice

Reducing the resistances to change Distributed leadership Champion of innovation Conversation Tools and resources Showcases Communication Networks of practice Sharing innovation and early ideas Risk management Reprofessionalisation of teachers Communication Conversation Conversation Distributed leadership Showcases Sharing innovation and early ideas Sharing innovation and early ideas Distributed leadership Conversation Networks of practice Early sharing of the innovation and the reasons for innovation – distributed leadership

Distributed leadership

Champion of innovation

Conversation

Tools and resources

Showcases

Communication

Networks of practice

Sharing innovation and early ideas

Risk management

Reprofessionalisation of teachers

Communication

Conversation

Conversation

Distributed leadership

Showcases

Sharing innovation and early ideas

Sharing innovation and early ideas

Distributed leadership

Conversation

Networks of practice

www.slideshare.net Problem identification Linking innovation to organisational goal Connecting with new partners Risk management Reflection Sharing leadership

Problem identification

Linking innovation to organisational goal

Connecting with new partners

Risk management

Reflection

Sharing leadership

Reducing the resistances to change Distributed leadership Champion of innovation Conversation Tools and resources Showcases Communication Networks of practice Sharing innovation and early ideas Risk management Reprofessionalisation of teachers Communication Conversation Conversation Distributed leadership Showcases Sharing innovation and early ideas Sharing innovation and early ideas Distributed leadership Conversation Networks of practice Teacher learning and empowering teachers - reprofessionalisation

Distributed leadership

Champion of innovation

Conversation

Tools and resources

Showcases

Communication

Networks of practice

Sharing innovation and early ideas

Risk management

Reprofessionalisation of teachers

Communication

Conversation

Conversation

Distributed leadership

Showcases

Sharing innovation and early ideas

Sharing innovation and early ideas

Distributed leadership

Conversation

Networks of practice

Reprofessionalistation of teachers (View of and view from teachers) Teacher learning and CPD Backing to take risks Responsibility to take risks www.nextgenteachers.com Affinity diagrams www.yackpack.com

Reprofessionalistation of teachers

(View of and view from teachers)

Teacher learning and CPD

Backing to take risks

Responsibility to take risks

Reducing the resistances to change Distributed leadership Champion of innovation Conversation Tools and resources Showcases Communication Networks of practice Sharing innovation and early ideas Risk management Reprofessionalisation of teachers Communication Conversation Conversation Distributed leadership Showcases Sharing innovation and early ideas Sharing innovation and early ideas Distributed leadership Conversation Networks of practice Discussions with stakeholders – wide engagement programmes

Distributed leadership

Champion of innovation

Conversation

Tools and resources

Showcases

Communication

Networks of practice

Sharing innovation and early ideas

Risk management

Reprofessionalisation of teachers

Communication

Conversation

Conversation

Distributed leadership

Showcases

Sharing innovation and early ideas

Sharing innovation and early ideas

Distributed leadership

Conversation

Networks of practice

Tapping into cultural capital in, and out of schools Sharing innovations and reasons for innovations Connecting with new partners www.grupthink.com

Tapping into cultural capital in, and out of schools

Sharing innovations and reasons for innovations

Connecting with new partners

Reducing the resistances to change Distributed leadership Champion of innovation Conversation Tools and resources Showcases Communication Networks of practice Sharing innovation and early ideas Risk management Reprofessionalisation of teachers Communication Conversation Conversation Distributed leadership Showcases Sharing innovation and early ideas Sharing innovation and early ideas Distributed leadership Conversation Networks of practice Sharing new approaches, showcasing tools and resources

Distributed leadership

Champion of innovation

Conversation

Tools and resources

Showcases

Communication

Networks of practice

Sharing innovation and early ideas

Risk management

Reprofessionalisation of teachers

Communication

Conversation

Conversation

Distributed leadership

Showcases

Sharing innovation and early ideas

Sharing innovation and early ideas

Distributed leadership

Conversation

Networks of practice

Time to explore Tools and approaches Better ways of sharing ideas, approaches and tools

Time to explore

Tools and approaches

Better ways of sharing ideas, approaches and tools

Reducing the resistances to change Distributed leadership Champion of innovation Conversation Tools and resources Showcases Communication Networks of practice Sharing innovation and early ideas Risk management Reprofessionalisation of teachers Communication Conversatio n Conversation Distributed leadership Showcases Sharing innovation and early ideas Sharing innovation and early ideas Distributed leadership Conversation Networks of practice Networks for conversations, challenges and partnerships

Distributed leadership

Champion of innovation

Conversation

Tools and resources

Showcases

Communication

Networks of practice

Sharing innovation and early ideas

Risk management

Reprofessionalisation of teachers

Communication

Conversatio n

Conversation

Distributed leadership

Showcases

Sharing innovation and early ideas

Sharing innovation and early ideas

Distributed leadership

Conversation

Networks of practice

Linking with other communities Sharing ideas and approaches Sharing barriers and solutions Creating new solutions www.diigo.com www.skrbl.com

Linking with other communities

Sharing ideas and approaches

Sharing barriers and solutions

Creating new solutions