The document discusses innovation in education and how to develop creativity and innovation in schools. It argues that incremental innovations often fail in education systems due to inertia, while disruptive innovations that start small and grow quietly have more success. It proposes that lasting partnerships between researchers and teachers conducting action-research projects can help drive meaningful and sustained innovation in educational practices and systems through reflective practice, assessment of results, and knowledge sharing.
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
Leading Innovation in Education
A technique that combines different leadership styles to influence to produce creative ideas, innovative products, and services.
In recent years, schools have charted new approaches in leading Innovation by transforming :
Yourself, your Students and your School to cultivate the habits and mindsets of innovators, to open the floodgates of creativity and generate ideas that you can take with confidence.
Introduction: Leadership, Innovation and why Leading Innovation?
Course Outline
Becoming a 21st Century School/
District
Leading Innovation in Education
Project Based Learning: Leading
Edges of Innovation in Schools
Learning by Doing: Six Teacher’s Transitions Into PBL
Pedagogy and innovative approaches in Teaching and learning.pptxjagannath Dange
All children are born and raised in different situations. The schools in need to implement a curriculum which not only promotes development in cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the students. so, Pedagogy must be ideal to the needs of the learners. hence different approaches must be adopted to train the different faculties of children.
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
Leading Innovation in Education
A technique that combines different leadership styles to influence to produce creative ideas, innovative products, and services.
In recent years, schools have charted new approaches in leading Innovation by transforming :
Yourself, your Students and your School to cultivate the habits and mindsets of innovators, to open the floodgates of creativity and generate ideas that you can take with confidence.
Introduction: Leadership, Innovation and why Leading Innovation?
Course Outline
Becoming a 21st Century School/
District
Leading Innovation in Education
Project Based Learning: Leading
Edges of Innovation in Schools
Learning by Doing: Six Teacher’s Transitions Into PBL
Pedagogy and innovative approaches in Teaching and learning.pptxjagannath Dange
All children are born and raised in different situations. The schools in need to implement a curriculum which not only promotes development in cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the students. so, Pedagogy must be ideal to the needs of the learners. hence different approaches must be adopted to train the different faculties of children.
Global School Management Methodologies (Philippine Setting)Timothy Wooi
These practical guide is for first-time and recently appointed principals to have an insight of global school management system methodologies, aligned to Department of Education in the Philippines to adopt and apply it in school leadership across school systems on a day-to-day basis.
Every school need to have systems that help create the conditions for staff and students to work effectively together. School systems provide simple, clear goals and effective processes to effectively communicate the ground rules for everyone.
They ensure a measure of consistency in approach and action across the school".
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
The Rennie Center for Education Research & Policy will present findings from their recent research report, A New Era of School Reform: Preparing All Students for Success in College, Career and Life, that highlights the strategies Massachusetts superintendents, charter school leaders, principals and teachers are using to incorporate 21st century skills into teaching and learning in order to better prepare their students for postsecondary success. Presenters will provide examples that illustrate what the integration of 21st century skills looks like at the district, school and classroom levels.
Global School Management Methodologies (Philippine Setting)Timothy Wooi
These practical guide is for first-time and recently appointed principals to have an insight of global school management system methodologies, aligned to Department of Education in the Philippines to adopt and apply it in school leadership across school systems on a day-to-day basis.
Every school need to have systems that help create the conditions for staff and students to work effectively together. School systems provide simple, clear goals and effective processes to effectively communicate the ground rules for everyone.
They ensure a measure of consistency in approach and action across the school".
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
The Rennie Center for Education Research & Policy will present findings from their recent research report, A New Era of School Reform: Preparing All Students for Success in College, Career and Life, that highlights the strategies Massachusetts superintendents, charter school leaders, principals and teachers are using to incorporate 21st century skills into teaching and learning in order to better prepare their students for postsecondary success. Presenters will provide examples that illustrate what the integration of 21st century skills looks like at the district, school and classroom levels.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Keynote: Spurring Open Educational Innovation for the Sustainable Advancement of Learning and Teaching
Toru Iiyoshi
Vision for learning in Europe in 2025Vision for learning in Europe in 2025eLearning Papers
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Students Voice: Continuum of Choice for the future of educationAlana James
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How can we learn to blend live, in-class learning between physical and digital spaces? And how can teaching pedagogies adapt to new opportunities? This session will examine how digital advances in classroom learning are creating ‘coalescent spaces’ (White, 2016) in which students are empowered to collaborate through activities, discussion and feedback during class. Teachers also benefit from greater engagement through disrupting passive teaching approaches and being better informed of learner interaction and behaviours. Not only can this establish more engaged communities of learning in class, but it also encourages greater sequencing of learning before, during and after class based on the non-linear affordances of digital spaces.
JRC-IPTS presentation at VISIR Seminar - 25-26 March 2014, Committee of Regio...Panagiotis Kampylis
This is the JRC-IPTS invited presentation on policy recommendations for mainstreaming ICT-enabled learning innovations at VISIR International Seminar (25-26 March, Committee of Regions, Brussels). Short description: Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being realised in formal education settings and major questions are being asked about the sustainability, systemic impact and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This presentations focuses on recommendations for immediate strategies and actions to be undertaken by policy-makers at local, regional, national, and EU level to further develop and mainstream ICT-ELI with systemic impact, contributing to the modernisation of Education and Training systems in Europe. The recommendations were developed in the context of the 'Up scaling Creative Classrooms in Europe (SCALE CCR) project, carried out by JRC-IPTS on behalf of the European Commission, DG Education and Culture, based on desk research; case reports from Europe and Asia; continuous stakeholders consultations; and in-depth expert interviews. The final set of recommendations was further validated and prioritised through an online consultation with 149 educational stakeholders. The recommendations were clustered into seven areas presenting a holistic agenda to guide the further development and mainstreaming of ICT-ELI: Content and Curricula; Assessment; School Staff Professional Development; Research; Organisation and Leadership; Connectedness; and Infrastructure. The number and variety of the recommendations provided depict the complexity of ICT-ELI and the systemic approach needed for their mainstreaming across Education and Training systems in Europe.
These are the slides for EDEN Conference in Dublin, 22th June 2011. Presentation about Creanova European Project, the theoretical framework and the Basque experiment (on brief).
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
Presentation for Futurelab conference looking at resistances to innovations in education and a thematic approach to reducing the resistances to change.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Presentation of Professor Mark Brown, EDEN Executive Committee, Director of the National Institute for Digital Learning, Ireland at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Similar to Innovating in Education, Educating for Innovation (20)
Presentation of Igor Balaban, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Presentation of Gustavo Alves, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Presentation of Daina Gudoniene, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Presentation of Diana Andone, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Presentation of Sandra Lovrenčić, for EDEN's European Online and Distance Learning Week on 'Student Voice on the Opportunities and Benefits of Online and Distance Education during the Pandemic' - Thursday, November 4, 2021, 13:00-14:00
More info:
https://www.eden-online.org/eden_conference/student-voice-on-the-opportunities-and-benefits-of-online-and-distance-education-during-the-pandemic/
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1. Innovating in Education, Educating for Innovation OCTOBER 15, 2009 The European School 2.0 – The seventh EDEN Open Classroom Conference EDEN – European Distance and E-Leaning Network
2. How can we incubate creativity? How can we develop in our children the capacity for innovation?
3. After more than 25 years of experience in the use of technologies in education why have we progressed so little in developing creativity and innovation in our schools?
4. 1. TYPES OF INNOVATION 2. INNOVATING IN EDUCATION 3. EDUCATING FOR INNOVATION 5. CONCLUSIONS 4. A SOLUTION
5. 1. TYPES OF INNOVATION 2. INNOVATING IN EDUCATION 3. EDUCATING FOR INNOVATION 5. CONCLUSIONS 4. A SOLUTION
6. 1. TYPES OF INNOVATION If we mix them up, innovation doesn’t happen Two radically different types of innovation: incremental innovation disruptive innovation
7. Incremental innovations build on existing thinking, products, processes, organizations, or social systems INCREMENTAL INNOVATION They can be routine improvements or they can be dramatic breakthroughs but they address the very core of what already exists 1. TYPES OF INNOVATION
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9. Disruptive innovations are addressed to people who do not have any solutions DISRUPTIVE INNOVATION They take root in simple, undemanding applications that are not breakthrough People are happy to use them, in spite of their limitations , because no other solutions exist They do not compete with anything 1. TYPES OF INNOVATION
10. But as they gain strength in the realm of non-competition DISRUPTIVE INNOVATION they evolve very fast and end up replacing the traditional solutions 1. TYPES OF INNOVATION
11. DISRUPTIVE INNOVATION The personal computer is an example of a disruptive innovation The first personal computers (like the Spectrum and the Apple II) were ridiculously limited, and completely out of that market. An example of disruptive innovation: In the 1970s the professional computer market was occupied by 100,000 € minicomputers produced by Digital Equipment Corporation (DEC), Data General and HP. 1. TYPES OF INNOVATION
12. DISRUPTIVE INNOVATION But they quickly grew up, in this unexplored market Ten years later, in the 1980s, they were much more powerful, and starting to erode the minicomputer market Twenty years later, in the 1990s, the minicomputer market collapsed in favour of the PC market They were supposed to be used mainly as toys by children and their parents. DEC and Data General don’t exist any more 1. TYPES OF INNOVATION
13. 1. TYPES OF INNOVATION 2. INNOVATING IN EDUCATION 3. EDUCATING FOR INNOVATION 5. CONCLUSIONS 4. A SOLUTION
14. 3. INNOVATING IN EDUCATION educational systems are networks of actors that reinforce each other into stable configurations From the point of view of the sociology of innovation These stable configurations tend to prevent change
16. 2. INNOVATING IN EDUCATION it is impossible to produce innovations with lasting effects the inertia of the system dilutes or distorts the innovations Some experts in innovation claim that in such conservative echo-systems and converts them to the reigning uniformity It is like pouring water in the desert
17. 2. INNOVATING IN EDUCATION Incremental innovation in educational systems has a high failure rate but it can be explored I don’t share this radical view if sound innovation strategies are crafted and managed relying on dependable social theories , Oxford University Press, Oxford, 2005 such as Actor-Network-Theory
18. 2. INNOVATING IN EDUCATION The promising path to innovation in the educational systems is through disruptive innovation that quietly grows in the margins of the system , unobtrusively until it starts changing it, irreversibly McGraw-Hill, New York, 2008 Clayton M. Christensen is an inspiring author on this topic
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21. 2. INNOVATING IN EDUCATION These are examples of opportunities for disruptive innovation that don’t clash against the mainstream educational echo-system In this way, innovation can incubate at leisure until it matures up to a level where it can be transposed to the mainstream system
22. 1. TYPES OF INNOVATION 2. INNOVATING IN EDUCATION 3. EDUCATING FOR INNOVATION 5. CONCLUSIONS 4. A SOLUTION
23. 3. EDUCATING FOR INNOVATION Educating a creative and innovative generation requires other concerns besides those related to language, maths and science Ten years ago , in the early days of the Blair government, a commission led by Sir Ken Robinson produced
24. 3. EDUCATING FOR INNOVATION Educating a creative and innovative generation requires other concerns besides those related to language, maths and science Ten years ago , in the early days of the Blair government, a commission led by Sir Ken Robinson produced NACCCE, UK, 1999 a 240-page report on how to make progress in the creative and cultural development of young people
25. 3. EDUCATING FOR INNOVATION Unfortunately, the report has been ignored since then Last May, the BBC celebrated the 10 th anniversary of its neglect Studies and research reports keep being produced all over the world insisting, for instance, on the importance of the epistemologies of Design and of the Visual Arts Arts Council England, UK, December 2008
26. 3. EDUCATING FOR INNOVATION The formative role of the engineering paradigms are also being stressed The distinct epistemologies of science and engineering “ science explains what exists ” “ engineering creates what never existed ” and their complementary roles in education have been stressed National Academy of Science, USA, 2009 namely in the United States
27. 3. EDUCATING FOR INNOVATION Very innovative experiments , engaging thousands of teachers, are under way But they all have one thing in common : Yale University Press, 2008 such as those conducted by Kieran Egan ’s Imaginative Education Research Group (IERG)
28. 3. EDUCATING FOR INNOVATION If they remain at the margins of the conventional educational echo-system they succeed following a disruptive path or if they are based on very cautious, strategically managed, incremental innovation and produce lasting effects
29. 3. EDUCATING FOR INNOVATION Otherwise they fail and that’s what we witness most of the time and leave no lasting effects HOW CAN WE IMPROVE THIS SCENARIO?
30. 1. TYPES OF INNOVATION 2. INNOVATING IN EDUCATION 3. EDUCATING FOR INNOVATION 5. CONCLUSIONS 4. A SOLUTION
31. 4. A SOLUTION How can we set up an organic , reflective follow-up process , Who teaches who? that analyses difficulties , assesses consequences , and clarifies how to progress ? STILL ONE PROBLEM: In a world that keeps changing , who knows how to progress ?
32. 4. A SOLUTION MY ANSWER: By establishing lasting partnerships between research units and school communities in a reflection about how school curricula and pedagogical practices can evolve in this changing world around action-research and design-research projects conducted by mixed teams of academic researchers and school teachers
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36. 1. TYPES OF INNOVATION 2. INNOVATING IN EDUCATION 3. EDUCATING FOR INNOVATION 5. CONCLUSIONS 4. A SOLUTION
37. 6. CONCLUSIONS If we want lasting innovation in the educational systems and our children to be more creative and innovative we need to reinforce our emphasis on disruptive innovation projects These should be action-research and design-based research projects conducted by mixed teams of school teachers and academic researchers 2 1
38. Innovating in Education, Educating for Innovation OCTOBER 15, 2009 The European School 2.0 – The seventh EDEN Open Classroom Conference EDEN – European Distance and E-Leaning Network THE END The slides will be available at: http://www.slideshare.net/adfigueiredo My Webpage: adfig.com