Being an innovator
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The many meanings of innovation were explored in this workshop by looking at innovators in higher education and elsewhere. We considered why it was important for higher education, its staff and students, and beyond this presentation, we worked through a strategy to develop our innovation identity.
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Being an innovator
- 1. Innovating Teaching Practice Being an Innovator Andrew Middleton Head of Academic Practice & Learning Innovation Learning Engagement & Academic Development
- 3. Aims and intended outcomes Explore, • what innovation means • why it is important to us as teachers • strategies for developing good innovative practice Outcomes • Understanding of why academic innovation is important to the University, its faculties, staff and students • Know how to develop your academic practice and professional profile
- 4. “When knowledge is a free commodity, we need to innovate" - Tony Wagner (0:52 - 3:43)
- 5. The Innovator’s Dilemma (0:35 – 1:52)
- 6. (58:00 - 1:00:12)Dave Cormier & Jesse Stommel - from ‘Our Revels Now are Ended: a Conversation about MOOC Pedagogy’
- 7. What does innovation mean to you?
- 8. Diffusion of innovation - Everett Rogers, 1962 Innovation as enhancement: • the evolution or “reinvention” of products and behaviours so they become better fits for the needs of individuals and groups.
- 9. Diffusion of innovation - Everett Rogers, 1962 Be curious and lead on what drives you Be happy because you took it upon yourself to be the leader on this occasion
- 10. Being innovative - creating an innovator identity Leading the way - making a difference • Improving your practice by doing something new to you • Doing something that nobody here has done before • Being creative and inventing something new • Explore the boundaries • Responding to opportunities • Take risks • Evaluate • Fail and learn • Iterate and improve Where are the boundaries in your world?
- 11. Innovator ground rules • One conversation at a time • Stay focused • Encourage wild ideas • Defer judgement • Build on the ideas of others • Focused chaos • Enlightened trial and error succeeds over the planning of the loan genius • Try stuff and ask forgiveness (not permission) • Fail often in order to succeed sooner IDEO’s Deep Dive
- 12. (1:30 - 2:15) (4:24 - 5:13) Anya Smith - Thinking Like a Designer
- 13. Innovators… • Associate: explore it by mindmapping, drawing or brainstorming possibilities • Question: critique, refine and redefine your problem statement • Observe: see how your problem looks in different contexts. Does it grow or dissipate. Why? • Network: Find some people just like you (somewhere else in the world?) • Experiment: Take risks, fail early and fail often and learn Take your problem and turn it into an opportunity.
- 14. Anya Smith’s Recipe for Success • Community involvement • Purpose • Mentor • Mindshift from problem to opportunity • A bias towards action
- 15. Your personal strategy for being the innovator
Editor's Notes
- Barr and Tagg1995, p. 25) note however, One early sign of a paradigm shift is an attempt to use the tools and ideas of a new paradigm within the framework provided by the old, or to convey information intelligible in the new paradigm through the channels of the old Barr, R. & Tagg, J. (1995) ‘From teaching to learning: a new paradigm for undergraduate education’, Change, vol. 27, no. 6, pp. 1325.
- Barr, R. & Tagg, J. (1995) ‘From teaching to learning: a new paradigm for undergraduate education’, Change, vol. 27, no. 6, pp. 1325.
- 0:52 - 3:43 "...seat time" Why innovation is important “When knowledge is a free commodity, we need to innovate" - Tony Wagner (0:52 - 3:43) [Book: Tony Wagner (2015) Creating Innovators: The Making of Young People Who Will Change The World. New York: Scribner] Culture of schooling at odds with developing innovation: (8:36 - 12:29) Five fundamental challenges to a culture of learning: We celebrate and measure individual achievement - no innovation without deep collaboration e.g. team teaching Compartmentalising knowledge and favouring specialisation - yet, innovation happens at the boundaries e.g. interdisciplinary courses Passivity, consumption and infantalisation - coaches empower students to solve real problems and create, not merely consume Fear of failure - innovation demands risk taking and mistakes as the basis for learning (‘fail early and fail often’ - IDEO). Iteration - apply what you’ve learnt to your next effort Reliance on extrinsic motivation - innovators want to make a difference and are therefore intrinsically motivated.
- 0:35 – 1:52 "...can be the future of the company" Focus on being Disruptive and Transformative - that is where you'll find innovation It doesn't have to be a big thing though!
- 58:00 - 1:00:12 Find innovative practice through intrinsic motivation – what drives you? Dave Cormier & Jesse Stommel - from ‘Our Revels Now are Ended: a Conversation about MOOC Pedagogy’ Innovators talking about their intrinsic motivation and the importance of finding people you can engage with (58:00 - 1:00:12) This is about job satisfaction. Being excited, beginning conversations
- survey results (Or, if nobody responds to the survey, ask the question again in the session)
- Rogers talks about reinvention "What needs to be reinvented in your world?"
- Dream! Find your ego! Indulge yourself! Picture yourself as the person who makes the difference, who wins the medal, who is happy in retirement, who gave up waiting.... Because you innovated and led others “For any given innovation” i.e. think about what is relevant and important to you and look to lead its development as an innovator. Be curious Rogers talks about reinvention "What needs to be reinvented in your world?" Dream
- Where are the boundaries in your world?
- IDEO’s Deep Dive
- "...something has to come to life" Anya Smith - Thinking Like a Designer (1:30 - 2:15) and Using a Bug List: Problems to Opportunities (4:44 - 5:30) In design thinking innovators: Associate Question Observe Network Experiment