Dan Sutch   www.futurelab.org.uk   [email_address]
The challenge… <ul><li>“ We need the combined expertise of industry, academia, practitioners and policy to design and impl...
 
 
Space Signpost My-E Mobi Missions Ecolibrium Exploratree Astroversity Moovl Enquiring Minds Fizzees
 
End-user innovation <ul><li>…  a source of innovation, only now becoming widely recognized, is  end-user innovation . This...
Expertise and innovation <ul><li>Innovation takes place through complex process that link many different actors together <...
<ul><li>The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the cr...
<ul><li>The  successful exploitation  of ideas generated at the intersection of invention and insight, which leads to the ...
<ul><li>The  successful exploitation  of ideas generated at the  intersection of invention and insight , which leads to th...
<ul><li>The  successful exploitation  of ideas generated at the  intersection of invention and insight , which leads to th...
<ul><li>Dynamic, shifting </li></ul><ul><ul><li>Social context </li></ul></ul><ul><ul><li>Education context  </li></ul></u...
<ul><li>&quot;The changes in society, among pupils' perceptions, and the evolution of new technologies are leading to a ne...
<ul><li>Universities Council for the Education of Teachers </li></ul><ul><li>http://www.ucet.ac.uk/ </li></ul><ul><li>Pape...
<ul><li>Tomorrow’s teachers will therefore inhabit and expect to flourish in a very different educational world. </li></ul...
<ul><li>They will find themselves in schools in which the proportion of teaching support staff has markedly increased </li...
<ul><li>they will be professionally accountable for their contribution to improving the outcomes for children   </li></ul>...
<ul><li>they will work in schools which are designed to address a wider range of professional concerns than the school of ...
<ul><li>[they] will become gateways to a network of dispersed learning opportunities, and will draw on wider sources of ex...
<ul><li>they will have a stronger involvement with parents and other community agencies than in the past </li></ul>Univers...
<ul><li>they will be members of teams, in some cases in leadership roles, in others as partners, in addressing shared prof...
<ul><li>they will be expected to engage more frequently in discussions with others from different walks of professional li...
<ul><li>the effects of all these changes will be to reinforce the teachers’ fundamental and distinctive responsibility for...
Putting the ideas into practice 07794 327171
Putting the ideas into practice O'Sullivan, 2002 <ul><li>Poor goal definition </li></ul><ul><li>Poor monitoring of results...
Putting the ideas into practice Bates (2000)   <ul><li>Poor goal definition </li></ul><ul><li>Poor monitoring of results (...
Putting the ideas into practice <ul><li>Poor goal definition </li></ul><ul><li>Poor monitoring of results (standard and no...
Putting the ideas into practice <ul><li>Poor goal definition </li></ul><ul><li>Poor monitoring of results (standard and no...
Reducing the resistances to change 07794 327171
Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><...
Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><...
www.slideshare.net   <ul><li>Problem identification </li></ul><ul><li>Linking innovation to organisational goal </li></ul>...
Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><...
<ul><li>Reprofessionalistation of teachers </li></ul><ul><ul><li>(View of and view from teachers) </li></ul></ul><ul><li>T...
Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><...
<ul><li>Tapping into cultural capital in, and out of schools </li></ul><ul><li>Sharing innovations and  reasons  for innov...
Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><...
<ul><li>Time to explore </li></ul><ul><li>Tools and approaches </li></ul><ul><li>Better ways of sharing ideas, approaches ...
Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><...
<ul><li>Linking with other communities </li></ul><ul><li>Sharing ideas and approaches </li></ul><ul><li>Sharing barriers a...
Dan Sutch   www.futurelab.org.uk   [email_address]
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  • DS ICET presentation

    1. 1. Dan Sutch www.futurelab.org.uk [email_address]
    2. 2. The challenge… <ul><li>“ 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 </li></ul>
    3. 5. Space Signpost My-E Mobi Missions Ecolibrium Exploratree Astroversity Moovl Enquiring Minds Fizzees
    4. 7. End-user innovation <ul><li>… 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 </li></ul><ul><li>“ end-user innovation [is], by far, the most important and critical” </li></ul><ul><li>Eric Von Hippell Sources of Innovation </li></ul>07794 327171
    5. 8. Expertise and innovation <ul><li>Innovation takes place through complex process that link many different actors together </li></ul><ul><li>The boundaries of organisations and industries are sites for innovation </li></ul><ul><li>Problems and needs of users can be met with the potential solutions in creative processes </li></ul>07794 327171
    6. 9. <ul><li>The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value. </li></ul>07794 327171
    7. 10. <ul><li>The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value. </li></ul>07794 327171
    8. 11. <ul><li>The successful exploitation of ideas generated at the intersection of invention and insight , which leads to the creation of social or economic value. </li></ul>07794 327171
    9. 12. <ul><li>The successful exploitation of ideas generated at the intersection of invention and insight , which leads to the creation of social or economic value . </li></ul>07794 327171
    10. 13. <ul><li>Dynamic, shifting </li></ul><ul><ul><li>Social context </li></ul></ul><ul><ul><li>Education context </li></ul></ul><ul><ul><li>Economic context </li></ul></ul><ul><ul><li>Technological context </li></ul></ul>Aims of the innovation &quot;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.&quot; OECD, Learning to Change: ICT in Schools (2001), p.9 <ul><ul><li>‘ Uncertain futures’ </li></ul></ul>07794 327171
    11. 14. <ul><li>&quot;The changes in society, among pupils' perceptions, and the evolution of new technologies are leading to a new profession for teachers.&quot; </li></ul><ul><li>B. Cornu, 'New technologies: integration into education' (in D. Watson & D. Tinsley (eds.), Integrating Information Technology into Education ; London, 1995), p.8 </li></ul><ul><li>‘… change in education may now be thought of as a constant condition, rather than an event’ </li></ul><ul><li>Futurelab Literature review: Teachers Learning with Digital Technologies: A review of research and projects, p.5 </li></ul>07794 327171
    12. 15. <ul><li>Universities Council for the Education of Teachers </li></ul><ul><li>http://www.ucet.ac.uk/ </li></ul><ul><li>Paper provides an example of the innovations needed in response to the Every Child Matters agenda </li></ul>07794 327171
    13. 16. <ul><li>Tomorrow’s teachers will therefore inhabit and expect to flourish in a very different educational world. </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/ 07794 327171
    14. 17. <ul><li>They will find themselves in schools in which the proportion of teaching support staff has markedly increased </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/ 07794 327171
    15. 18. <ul><li>they will be professionally accountable for their contribution to improving the outcomes for children </li></ul><ul><li>they will require to display a deeper sensitivity and responsiveness to the well-being of learners </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/ 07794 327171
    16. 19. <ul><li>they will work in schools which are designed to address a wider range of professional concerns than the school of yesteryear </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/ 07794 327171
    17. 20. <ul><li>[they] will become gateways to a network of dispersed learning opportunities, and will draw on wider sources of expertise to support learning </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/ 07794 327171
    18. 21. <ul><li>they will have a stronger involvement with parents and other community agencies than in the past </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/ 07794 327171
    19. 22. <ul><li>they will be members of teams, in some cases in leadership roles, in others as partners, in addressing shared professional problems </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/ 07794 327171
    20. 23. <ul><li>they will be expected to engage more frequently in discussions with others from different walks of professional life </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/ 07794 327171
    21. 24. <ul><li>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. </li></ul>Universities Council for the Education of Teachers http://www.ucet.ac.uk/ 07794 327171
    22. 25. Putting the ideas into practice 07794 327171
    23. 26. Putting the ideas into practice O'Sullivan, 2002 <ul><li>Poor goal definition </li></ul><ul><li>Poor monitoring of results (standard and non-standard) </li></ul><ul><li>Poor participation in teams </li></ul><ul><li>Poor alignment of actions to goals </li></ul><ul><li>Poor communication and access to information </li></ul>07794 327171
    24. 27. Putting the ideas into practice Bates (2000) <ul><li>Poor goal definition </li></ul><ul><li>Poor monitoring of results (standard and non-standard) </li></ul><ul><li>Poor participation in teams </li></ul><ul><li>Poor alignment of actions to goals </li></ul><ul><li>Poor communication and access to information </li></ul><ul><li>Teachers and peers </li></ul><ul><li>Teachers adapting to change </li></ul><ul><li>Teachers professional development </li></ul><ul><li>Teachers independence and influence </li></ul><ul><li>Time to understand </li></ul><ul><li>Time to personalise </li></ul><ul><li>Support network </li></ul><ul><li>Time to understand </li></ul><ul><li>Time to personalise </li></ul><ul><li>Enaction of innovation </li></ul>07794 327171
    25. 28. Putting the ideas into practice <ul><li>Poor goal definition </li></ul><ul><li>Poor monitoring of results (standard and non-standard) </li></ul><ul><li>Poor participation in teams </li></ul><ul><li>Poor alignment of actions to goals </li></ul><ul><li>Poor communication and access to information </li></ul><ul><li>Teachers and peers </li></ul><ul><li>Teachers professional development </li></ul><ul><li>Teachers independence and influence </li></ul><ul><li>Time to understand </li></ul><ul><li>Time to personalise </li></ul><ul><li>Support network </li></ul><ul><li>Time to understand </li></ul><ul><li>Time to personalise </li></ul><ul><li>Enaction of innovation </li></ul><ul><li>Confidence in new approach </li></ul><ul><li>ITT and CPD </li></ul><ul><li>Access to training </li></ul><ul><li>Management of tools </li></ul><ul><li>Time constraints </li></ul><ul><li>Understanding new approach </li></ul><ul><li>Understanding new approach </li></ul><ul><li>Confidence in new approach </li></ul><ul><li>Teachers adapting to change </li></ul>07794 327171
    26. 29. Putting the ideas into practice <ul><li>Poor goal definition </li></ul><ul><li>Poor monitoring of results (standard and non-standard) </li></ul><ul><li>Poor participation in teams </li></ul><ul><li>Poor alignment of actions to goals </li></ul><ul><li>Poor communication and access to information </li></ul><ul><li>Teachers and peers </li></ul><ul><li>Teachers professional development </li></ul><ul><li>Teachers independence and influence </li></ul><ul><li>Time to understand </li></ul><ul><li>Time to personalise </li></ul><ul><li>Support network </li></ul><ul><li>Time to understand </li></ul><ul><li>Time to personalise </li></ul><ul><li>Enaction of innovation </li></ul><ul><li>Confidence in new approach </li></ul><ul><li>ITT and CPD </li></ul><ul><li>Access to training </li></ul><ul><li>Management of tools </li></ul><ul><li>Time constraints </li></ul><ul><li>Understanding new approach </li></ul><ul><li>Understanding new approach </li></ul><ul><li>Assessment constraints </li></ul><ul><li>Curriculum constraints </li></ul><ul><li>Curriculum constraints </li></ul><ul><li>Confidence in new approach </li></ul><ul><li>Personal desire </li></ul><ul><li>Personal interests </li></ul><ul><li>Teachers adapting to change </li></ul><ul><li>Imposed practices </li></ul><ul><li>Separation of new practice with personal beliefs </li></ul>07794 327171 <ul><li>Inspection and review </li></ul><ul><li>Fear of unknown </li></ul><ul><li>Challenge to ‘power’ </li></ul>
    27. 30. Reducing the resistances to change 07794 327171
    28. 31. Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><li>Conversation </li></ul><ul><li>Tools and resources </li></ul><ul><li>Showcases </li></ul><ul><li>Communication </li></ul><ul><li>Networks of practice </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Risk management </li></ul><ul><li>Reprofessionalisation of teachers </li></ul><ul><li>Communication </li></ul><ul><li>Conversation </li></ul><ul><li>Conversation </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Showcases </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Conversation </li></ul><ul><li>Networks of practice </li></ul>07794 327171
    29. 32. Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><li>Conversation </li></ul><ul><li>Tools and resources </li></ul><ul><li>Showcases </li></ul><ul><li>Communication </li></ul><ul><li>Networks of practice </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Risk management </li></ul><ul><li>Reprofessionalisation of teachers </li></ul><ul><li>Communication </li></ul><ul><li>Conversation </li></ul><ul><li>Conversation </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Showcases </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Conversation </li></ul><ul><li>Networks of practice </li></ul>07794 327171 Early sharing of the innovation and the reasons for innovation
    30. 33. www.slideshare.net <ul><li>Problem identification </li></ul><ul><li>Linking innovation to organisational goal </li></ul><ul><li>Connecting with new partners </li></ul><ul><li>Risk management </li></ul><ul><li>Reflection </li></ul><ul><li>Sharing leadership </li></ul>07794 327171
    31. 34. Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><li>Conversation </li></ul><ul><li>Tools and resources </li></ul><ul><li>Showcases </li></ul><ul><li>Communication </li></ul><ul><li>Networks of practice </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Risk management </li></ul><ul><li>Reprofessionalisation of teachers </li></ul><ul><li>Communication </li></ul><ul><li>Conversation </li></ul><ul><li>Conversation </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Showcases </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Conversation </li></ul><ul><li>Networks of practice </li></ul>07794 327171 Teacher learning and empowering teachers
    32. 35. <ul><li>Reprofessionalistation of teachers </li></ul><ul><ul><li>(View of and view from teachers) </li></ul></ul><ul><li>Teacher learning and CPD </li></ul><ul><li>Backing to take risks </li></ul><ul><li>Responsibility to take risks </li></ul>www.nextgenteachers.com Affinity diagrams www.yackpack.com 07794 327171
    33. 36. Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><li>Conversation </li></ul><ul><li>Tools and resources </li></ul><ul><li>Showcases </li></ul><ul><li>Communication </li></ul><ul><li>Networks of practice </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Risk management </li></ul><ul><li>Reprofessionalisation of teachers </li></ul><ul><li>Communication </li></ul><ul><li>Conversation </li></ul><ul><li>Conversation </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Showcases </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Conversation </li></ul><ul><li>Networks of practice </li></ul>07794 327171 Discussions with stakeholders
    34. 37. <ul><li>Tapping into cultural capital in, and out of schools </li></ul><ul><li>Sharing innovations and reasons for innovations </li></ul><ul><li>Connecting with new partners </li></ul>www.grupthink.com 07794 327171
    35. 38. Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><li>Conversation </li></ul><ul><li>Tools and resources </li></ul><ul><li>Showcases </li></ul><ul><li>Communication </li></ul><ul><li>Networks of practice </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Risk management </li></ul><ul><li>Reprofessionalisation of teachers </li></ul><ul><li>Communication </li></ul><ul><li>Conversation </li></ul><ul><li>Conversation </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Showcases </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Conversation </li></ul><ul><li>Networks of practice </li></ul>07794 327171 Sharing new approaches, showcasing tools and resources
    36. 39. <ul><li>Time to explore </li></ul><ul><li>Tools and approaches </li></ul><ul><li>Better ways of sharing ideas, approaches and tools </li></ul>07794 327171
    37. 40. Reducing the resistances to change <ul><li>Distributed leadership </li></ul><ul><li>Champion of innovation </li></ul><ul><li>Conversation </li></ul><ul><li>Tools and resources </li></ul><ul><li>Showcases </li></ul><ul><li>Communication </li></ul><ul><li>Networks of practice </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Risk management </li></ul><ul><li>Reprofessionalisation of teachers </li></ul><ul><li>Communication </li></ul><ul><li>Conversatio n </li></ul><ul><li>Conversation </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Showcases </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Sharing innovation and early ideas </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Conversation </li></ul><ul><li>Networks of practice </li></ul>07794 327171 Networks for conversations, challenges and partnerships
    38. 41. <ul><li>Linking with other communities </li></ul><ul><li>Sharing ideas and approaches </li></ul><ul><li>Sharing barriers and solutions </li></ul><ul><li>Creating new solutions </li></ul>www.diigo.com www.skrbl.com 07794 327171
    39. 42. Dan Sutch www.futurelab.org.uk [email_address]

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