2015 10-14 research seminar 1

1. Schools’ Transition to Innovative
Learning Ecosystem
Supervisor: Kai Pata
Eka Jeladze
PhD student

2. Goal:
To establish a holistic longitudinal understanding of the factors affecting
schools' transition to innovation-led learning ecosystems.
keywords:
 learning ecosystem (evolvement and development, actors/elements
interaction, the change in the ecosystem)
 Innovation transition (socio-technical regime framework)
 holistic approach (change on personal, school and system level)
 longitudinal study approach (to examine the change in the timeline).

3. Specific goals
 Understand the complex dynamics of socio-technological regime
change by studying the school as a service-based learning
ecosystem;
 Develop the understanding of the factors affecting innovation
diffusion at school level;
 Examine the impact of the teacher trainings on the socio-technic
regime change (design research).

4. Approach
 Case study analysis using qualitative and quantitate
data collections;
 longitudinal approach of data analysis to understand
different level phenomena in the holistic setting;
 Interviews with stakeholders;
 intervention study (design research).

5. A dynamic multi-level perspectives on Technology
Transition

6. I year
Aim: develop theoretical construct of innovative
learning ecosystem development and innovation
transition over the time period,
Method: literature review, document analysis, meta-
analysis of specific innovation ecosystem factors,
national data from Georgia and Estonia, teachers’
personal development narratives
Outcome: theoretical journal paper on literature
review about Educational socio-technical regime, A
conference paper on Georgia case
II year
Aim: Initiate intervention study in Georgia to observe
innovation diffusion in schools
Methods: intervention study, teachers' narratives,
interviews with stakeholders, constant comparative
method, document analysis of the strategic
documents,
Outcome: a journal paper on the longitudinal study
of the socio-technical regime changes in Estonia and
Georgia
III year
Aim: identify innovation ecosystem in relation to the
case studies and validate initiated model of the
innovative learning ecosystem components
highlighting the factors that influence the transfer to
new innovation-led ecosystems
Methods: intervention study, data analysis, constant
comparative method,
Outcome: 2 conference papers on the intervention
study in Georgia and Estonia,
IV year
Aim: to summarize findings in the research paper. I
will propose the factors that influence the successful
transfer to new innovation led learning ecosystems.
Methods: mixed methods approach
Outcome: research paper
To establish a holistic longitudinal
understanding of the factors
affecting schools' transition to
innovation-led learning ecosystems

7. Service-based ecosystem concept by Moore
 Company is a part of business ecosystem not a member of single industry;
 Company produces goods and services;
 Customers function in an ecosystem together with different social groups. They are
organisms of the ecosystem;
 Organisms coevolve capabilities and roles to be in line with the directions set by the
central companies;
 Leader position change over time; Leader’s function is valued as to move members
toward shared vision;
 Competition is among the ecosystem and not among the individual companies, this
fuels transformation;
 Ecosystem develops in 4 stages: birth, expansion, leadership, self-renewal.

8. Schools as service-based ecosystem
In business ecosystem the services are specimen, so:
 Can we imagine that schools also develop services?
 How such services are created at school? Produced by the interaction of
individual organisms (humans and technologies)?
 What is the purpose of such an ecosystem?
 If the teacher trainings are considered to be niches (an abstract
conceptualization what species would need for fitness), were these niches
(training) able to enter socio-technic regime? do they transform
innovation ecosystem?

9. School-service groups
Infrastructure Services
 Internet connection services
 Digital device services
 E-services
Learning and teaching services
 Learning goals management services
 Learning process management services
 Learning tools/resources management services
 Learning organization management services
Change management services
 Strategic planning service
 Involvement and partnership services
 Monitoring and analysis services
 Exchange of experiences services
 Leadership and support services
 Teacher professional development services

10. Next steps/thoughts
 While studying schools as service-based systems, what are the
interactions between human agency, social structures and
organizations that allows socio-technical regime to be established
and function?
 Are there particular patterns and mechanisms in school transition
process. What kind of configuration “work together” to fulfill the
service/function?

11. Thank You