This document discusses innovation in higher education teaching and learning. It outlines the speaker's goals of building teaching and learning capacities, reinventing 21st century higher education, and facilitating paradigm shifts. The speaker explains their framework and actions taken. They discuss shifting from a single course/program paradigm to an educational system approach. The document also covers concepts like experimenting, reflecting on experiences, and supporting generative conversations to foster innovative practices. It emphasizes empowering people as creators and innovators through professional development.

1. Innovative teaching and learning:
stepping beyond the boundaries
GAIHE Peer learning activitiy
European research and reflections about
innovation in France
Monday 25 January 2016

2.  Share my views on innovation in
higher education
 Explain my framework
 Present actions carried out
My intentions

3. Actionless mind
Balancing
Mindless action

4.  Building up teaching and learning
capacities in higher education
 Reinventing 21st century higher
education
 Facilitating paradigm shifts
My goals

5.  Core questions and challenges
 Action research
 Framework to observe my experience
and the system in which I am
operating
What do I need in order to achieve my
goals?

7. I never teach my pupils; I only
attempt to provide the conditions in
which they can learn
Je n’enseigne jamais à mes étudiants; je
m’efforce seulement de leur fournir les
conditions dans lesquelles ils peuvent
apprendre

8. Shifting teaching and learning paradigm

9. Single courses & programmes  Educational system
Self-management  Collegial management
Micro regulatory procedures  Accountability &
governance
Internal assessment  External assessment
Short-term adjustments  Long-term decision
making
A change of mindset that implies shifts

10.  Going beyond the boundaries
 Thinking out of the box
 Stepping out of the comfort zone
 Going through the eye of the needle
Metaphors related to transformational
learning include …

12. More on innovation

13. Ceci n’est pas une innovation pédagogique

14. Innovating, a big leap forward?

15. MITx U.Lab, 2015

17. Otto Scharmer & Theory U
2013

18. The transformational journey
Observe
Reflect
Act swiftly

19. MITx U.Lab, 2015
Downloading
Seeing with fresh eyes
Sensing
Presencing
Crystallising vision &
intention
Prototyping
Performing from
the whole
Letting go Letting come
Enacting
Embodying
Redirecting
Suspending

20. Voice of judgment
Voice of cynicism Compassion
Curiosity
Open mind
Open heart
Open will
Voice of fear
Who am I ?
What is my work ?
Courage

21.  System thinking
 Help the system see itself
 Ownership
 Taking responsibilities for our actions
and the consequences
 Inner leadership
 Being the change that we want to see in
the world
Leading transformation: the social technology

22. Let no one enter who cannot see that
the issues outside are a mirror of the
issues inside

23. Three conditions
for supporting innovative teaching and
learning practices

24. 1. Experimenting
2. Reflecting on experience
3. Support generative conversations

25.  Prototyping with numerous iterations
 Calls for proposals
 Funding innovations in teaching & learning
 Organising work groups
 Coaching circles
 Communities of practice
 Experimenting with appreciative inquiry tools
 World café
 Humble inquiry
 Sensing journeys

26. Empowering people to become
creators and innovators

27. Professional developement of
academics

28. Three phases of professional development
1. The novice: phase of first steps (survival)
2. The experienced teacher : phase of
developing professional identity as a teacher
3. The expert: phase of innovation and sharing
of expertise

29. Leverage of professional development

30. Berthiaume, D. & Rege Colet, N. (Eds) (2013). Pédagogie de l’enseignement supérieur :
repères théoriques et applications pratiques. Tome 1. Enseigner au supérieur. Berne : Peter
Lang.
Rege Colet, N. (à paraître 2016). L’institution face à l’innovation pédagogique: la conduite
du changement entre repères théoriques et mesures administratives. Dans A. Dumont & D.
Berthiaume, D. (Eds), Enseigner autrement dans le supérieur. Réflexions théoriques et
pratiques autour du concept de classe inversée. Bruxelles : de Boeck.
Rege Colet, N. & Berthiaume, D. (Eds) (2015). Pédagogie de l’enseignement supérieur :
repères théoriques et applications pratiques. Tome 2. Se développer au titre d’enseignant.
Berne : Peter Lang.
Scharmer, C.O. (2015). Notes du cours en ligne. U.Lab: Transforming Business, Society, and
Self. edX MITx: 15.671x
Scharmer, C.O. Theory U. Leading from the future as it emerges. The social technology of
presencing. San Francisco (CA): Berret-Koehler.
Scharmer, C.O. & Kaufer, K. (2013). Leading from the emerging future. From ego-system to
eco-system economies. Applying theory U to transforming business, society, and self. San
Francisco (CA): Berret-Koehler.
Senge, P. M. (2006). The fifth discipline. The art and practice of the learning organisation.
New York: Currency Doubleday.
Références bibliographiques

31. Titre
regecolet@unistra.fr
https://idip.unistra.fr/
Thank you