![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](https://image.slidesharecdn.com/bett2010dskk-100119050353-phpapp01/85/Bett2010ds-Kk-12-320.jpg)
Bett2010ds&Kk
- 1. Supporting Innovation in SchoolsMap of InnovationsOvercoming the Barriers to InnovationDan Sutch and Kieron Kirkland
- 3. 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
- 6. Mobi MissionsAstroversityMoovlEnquiring MindsExploratreeMy-EFizzeesSpace SignpostEcolibrium
- 7. Supporting Innovation in SchoolsEducation Eyetinyurl.com/FLinnovation
- 9. Reasons for Innovation‘…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
- 10. The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value.
- 11. The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value.
- 12. 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
- 13. Putting the ideas into practice
- 14. Putting the ideas into practicePoor communication and access to information
- 15. Poor participation in teams
- 17. Poor alignment of actions to goals
- 18. Poor monitoring of results (standard and non-standard)O'Sullivan, 2002
- 19. Putting the ideas into practicePoor communication and access to information
- 21. Teachers independence and influence
- 22. Poor participation in teams
- 23. Teachers and peers
- 25. Support network
- 31. Poor alignment of actions to goals
- 32. Poor monitoring of results (standard and non-standard)
- 33. Teachers adapting to changeBates (2000)
- 34. Putting the ideas into practicePoor communication and access to information
- 37. Teachers independence and influence
- 38. Poor participation in teams
- 39. Confidence in new approach
- 40. Teachers and peers
- 41. Confidence in new approach
- 44. Support network
- 49. ITT and CPD
- 50. Time constraints
- 54. Poor alignment of actions to goals
- 55. Poor monitoring of results (standard and non-standard)
- 56. Teachers adapting to changePutting the ideas into practicePoor communication and access to information
- 61. Teachers independence and influence
- 62. Poor participation in teams
- 63. Confidence in new approach
- 64. Teachers and peers
- 65. Fear of unknown
- 69. Personal desire
- 70. Confidence in new approach
- 73. Support network
- 78. ITT and CPD
- 79. Time constraints
- 85. Poor alignment of actions to goals
- 86. Separation of new practice with personal beliefs
- 87. Poor monitoring of results (standard and non-standard)
- 88. Teachers adapting to changeReducing the resistances to changeSharing innovation and early ideas
- 91. Conversation
- 93. Sharing innovation and early ideas
- 94. Communication
- 95. Conversation
- 96. Risk management
- 97. Showcases
- 100. Conversation
- 103. Conversation
- 105. Communication
- 106. Showcases
- 107. Sharing innovation and early ideasLayers of Influence Tinyurl.com/futurelabinnovation
- 108. Distance and dependence Intertwining of practice and technology rather than ‘pedagogy before practice’Innovation Itself
- 109. Perceived and actual Different characteristics: Longevity, Fecundity, Copy Fidelity, Innovation Itself
- 110. Layers of Influence
- 111. Formal EnvironmentTechnical support Structures to share practice internally and externally across disciplines Encourage and officially value innovation Increase capacity through workloads Formal, appropriate training (DD model) Effective resourcing Policies and rules Formal communication structures like ‘translators’
- 112. LeadershipManagement style supporting individual creativity Responding to perceived direction in the world (PLNs – links)Distributed leadership, flexible structuresShared responsibility Comfortable with change, at ease with ambiguity, saw problems as opportunities. Clarity of direction, Thoroughness, Participative management style, persuasiveness , persistence, and discretion: http://www.futurelab.org.uk/resources/publications-reports-articles/handbooks/Handbook1155
- 113. Risk Aversion Accept risks as part of learning process and mitigate risk, e.g. through change management cycle Sometimes perceived risk Recognise risk of ‘doing nothing’ Risk management strategies, e.g. Pilots Involvement from stakeholders – sharing problem and reasons for innovation Ongoing evaluation
- 114. Informal Social SupportPeer encouragement Sharing practicePLNs can mitigate lack of social support Being ‘savvy’, with resource and people‘In it together’ (messo)Social capital (messo)
- 115. Shared Vision Reflective practice and self aware – DD Internal and external, national local Teacher’s included in shared vision Igniting purpose – moral purpose Sharing vision means sharing language
- 116. Education Eye (Map of Innovations)The aim is to provide an inspiring, easy-to-use online resource that gives access to useful, relevant and interesting innovations across educations varied communities. Audience: Policy makersEducation practitionersNon-innovative education practitionersEducation industryInnovative education practitioners
- 120. Education EyeAlpha siteEarly BETA siteOpen Invitation at BETT: to join the (online) development group to help create a really useful tool to support the sharing and implementation of innovations
- 122. www.futurelab.org.uk
Editor's Notes
- Welcome and thanksIntention is to share some research that overviews lots of work looking at how innovation happens in schools: for those working in schools I hope that you will recognise parts of these descriptions and as we go through the session; I hope you’ll be able to hear ways to support you implementing new approaches in your schools.
- Brief overview of FL for those of you who haven’t come across us – come and see us at J11
- Going to talk specifically about 2 pieces of work today. The first is a publication, called ‘Overcoming the barriers to educational Innovation’ – copies online, some on J11 – if you go to tinyurl/Flinnovation you’ll find the PDF. We’ll talk through the key principles of that as it outlines how innovation can be supported in schools.The second is a development project called Education Eye – early prototype being shown on J11 – it has been developed to support sharing and implementation of innovations within schools and colleges – there’s also an invitation for you all to be involved in shaping the project.
- One further project we’ve been running for the past 2.5 years has been the DCSF’s long term futures programme. Specifically it has been attempting to understand the changes in society and technology over the next 20 years so that we can consider how education needs to respond – both to respond to the changes going on in the wider world, but also how to act in order to help shape the world we want. Education is a future focused activity so we need to consider the futures we want to bring about and therefore what changes need to be made to education. Longer term challenges
- Shorter term challenges: whether adapting to new assessment approaches and curricula; seeking to take advantage of the affordances of new technologies; trying to find new ways to support specific learners, or adapting to the particular needs/requirements of a class ... Change as constant.
- Micro level influences: This concerns the influence directly relevant to the innovator themselves, such as their capacity and disposition to act as an innovator. This layer also relates to highly personal relationships, such as those with students and peers.Messo level influences: These factors can include local level influences such as school cultures, school management structures, and school infrastructure; and ‘local’ influences from the wider community and the local authority.Macro level influences: These include government-led initiatives, national policy
- Conversational space, how do you make sure those gaps are closed – innovation intermediaries
- creative partnerships EM example formalised a space to explore new approaches / SSAT ICT register ICT specialists share resources NCSL support for headteachers to recognise innovation – link to NESTA Formal leaders – space in time table Use of PPE time
- Supporting teacher’s passions and use their work across the school Structures - champions innovation / student feedback / hubs and working with outside practitioner / interface between parents /
- risk of failure, risk of wasting time, risk of expenditure that couldn’t be justified, and risk of criticism from parents, inspectors, governors or studentsAvert risk making it part of the learning process Brenda Bigland – “succeed on your own fail together” idea – ind teachers thinking through so if goes wrong headteacher hasn’t supported teacher, permission forms so processes in place to be flexible, engaging with outside agencies but with benefits to school e.g. come but keep equipment Involvement of stakeholders e.g. Giving reasons for inn, engagin with parents Visionmapper exercises on doing nothing Go to Visionmapper for exploring possible futures not about predicting coming up with possibilities
- Official seel stuff - Teach meet – teacher takeover – bars/coffee catch up = follow #BETT10
- Learning spaces cards – through visionmapper cards END – working accross different disciplines and discourses