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That Innovation Thing Everyone's Talking About
The document discusses the topic of innovation in education. It explores what innovation means, where it is seen, and how it can be encouraged. Some key points made include that innovation involves introducing new methods and ideas to change the status quo. Innovation is seen in examples from individual teachers experimenting with new approaches. It also notes that play, questioning, collaboration and allowing failure can help encourage innovation. Challenges discussed include innovation feeling lonely and increasing divides in approaches within education.
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That Innovation Thing Everyone's Talking About
- 1. Innovation Thing That Everyone’s TalkingAbout Dean Shareski ERAC Vancouver, BC November 14, 2013
- 2. WHO AM I? INCASE YOU WERE INTERESTED
- 3. WHO AM I? INCASE YOU WERE INTERESTED
- 4. WHO AM I? INCASE YOU WERE INTERESTED
- 5. IN CASE YOUFORGOT
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- 7. WHY do we needinnovation?
- 8. WHAT do we meanby innovation?
- 9. WHERE do we seeinnovation?
- 10. HOW do we getinnovation?
- 11. The Dark Side ofinnovation
- 12. WHY do we needinnovation?
- 13. Why Do WeWant it? Or Do We?
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- 18. “When a 14year old kid can blow up your business in his spare time, not because he hates you but because he loves you, then you got a problem.” http://www.flickr.com/photos/scaar/4284117075/
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- 20. CHRIS AVENIR Ryerson Universitysites 3 reasons for the case against him. 1.Learning should be hard. 2.There is no structure of regulation for online behavior and that makes it incompatible with academic work. 3.It is our job to protect academic integrity from any threat. i.e. Unless learning is hard and is directed by others, it fails to meet the standard for academic rigor.
- 21. CHRIS AVENIR Ryerson Universitysites 3 reasons for the case against him. 1.Learning should be hard. 2.There is no structure of regulation for online behavior and that makes it incompatible with academic work. 3.It is our job to protect academic integrity from any threat. i.e. Unless learning is hard and is directed by others, it fails to meet the standard for academic rigor. Facebook is like Facebook
- 22. Do we wantto make our schools better or different?
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- 27. “MEASURABLE OUTCOMES MAY BETHE LEAST SIGNIFICANT RESULT OF LEARNING” AN 748 32765 I72/30 OM / HTTP: .C LICKR .F /WWW S/D HOTO /P DR. LINDA MCNEIL
- 28. INNOVATION HAS VERY LITTLETO DO WITH “BEST PRACTICE”
- 29. WHY EVIDENCE-BASED TEACHINGMETHODS ARE A BAD IDEA. HTTP://SHARESKI.CA/Y/3E4
- 30. “My argument isnot with educational research but with the imperative of evidence-based education policy. At its best, educational research can provide important insights into the relationship between various social and cultural variables and pedagogic outcomes.” WHY EVIDENCE-BASED TEACHING METHODS ARE A BAD IDEA. HTTP://SHARESKI.CA/Y/3E4
- 31. But the principalproblem educators face today is not the dearth of educational research or a lack of evidence about ‘what works’, but the increasing absence of any opportunity for them to exercise professional judgment and to learn the value of rather what Aristotle call phronesis – the virtue of judgment. Experimentation in education should be part of a teacher’s everyday life. WHY EVIDENCE-BASED TEACHING METHODS ARE A BAD IDEA. HTTP://SHARESKI.CA/Y/3E4
- 32. WHAT do we meanby innovation?
- 33. “...make changes insomething established, especially by introducing new methods, ideas, or products.”
- 34. “...make changes insomething established, especially by introducing new methods, ideas, or products.” “...something that changes the status quo”
- 35. What is itwe can do with technology we couldn’t do before?
- 36. 25 YEARS OFINNOVATION 1970-1995
- 37. 25 YEARS OFINNOVATION 1970-1995
- 38. 25 YEARS OFINNOVATION 1970-1995
- 39. 25 YEARS OFINNOVATION 1970-1995
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- 41. I WANTED TOINNOVATE SHOW AND TELL
- 42. I WANTED TOINNOVATE SHOW AND TELL
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- 45. “ They are, ofcourse, creative and imaginative and effective. Now for the kicker: ten years ago, not one student in a hundred, nay, one in a thousand, could have produced videos like this. It's a whole new skill, a vital and important skill, and one utterly necessary not simply from the perspective of creating but also of comprehending video communication today, ” STEPHEN DOWNES
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- 47. WHERE do we seeinnovation?
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- 52. CLARENCE FISHER ANDHEATHER DURNIN IDEAHIVE.ORG
- 53. When Things Aren’tWorking
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- 60. By Asking Questionsand Listening and Collaborating
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- 70. Instead of PsuedoProblems...
- 71. Instead of PsuedoProblems... Learning That Matters
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- 73. HOW do we getinnovation?
- 74. How Do WeGet More?
- 75. “INNOVATION IS NOTAN IDEA PROBLEM... HTTP://WWW.FLICKR.COM/PHOTOS/MIKEHEDGE/8062149534/ IT’S A RECOGNITION PROBLEM” DAVID BURKUS
- 76. HTTP://WWW.FLICKR.COM/PHOTOS/LIQUIDNIGHT/5686485176/ “WE DON’T NEEDBUY IN, WE NEED OWNERSHIP” TONY WAGNER
- 77. HTTP://WWW.FLICKR.COM/PHOTOS/DIGIYESICA/503032870 “Is your toiletpaper budget is bigger than your R & D budget?”
- 78. Start using theword “play”
- 80. “...the pattern hasbeen that as children grow up and become more proficient at making sense of the environment in which they live, their world seems to become more stable. Thus, as a child grows and becomes accustomed to the world, the perceived need for play.”
- 81. “...the pattern hasbeen that as children grow up and become more proficient at making sense of the environment in which they live, their world seems to become more stable. Thus, as a child grows and becomes accustomed to the world, the perceived need for play.” “As we watch the world move to a state of near-constant change and flux, we believe that connecting play and imagination may be the single most important step in unleashing the new culture of learning.”
- 83. Don’t be afraidof “silly”
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- 90. CHRIS KENNEDY SUPERINTENDENT WESTVANCOUVER
- 91. “ As a principal,the ‘tension’ was in wanting to be encouraging of innovation, but also wanting to ensure, as a school, we were moving in a common direction. As a district leader, the ‘tension’ is more in trying to set direction for the district but giving the freedom and flexibility to schools to each have their own “signature” one that is informed but rarely prescribed by the District. ” CHRIS KENNEDY SUPERINTENDENT WEST VANCOUVER
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- 94. “THEY SAID THESAME THING” RANDY PAUSCH THE LAST LECTURE
- 95. “THEY SAID THESAME THING” RANDY PAUSCH THE LAST LECTURE
- 96. The Dark Side ofinnovation
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- 98. It’s a lotof PR HTTP://WWW.FLICKR.COM/PHOTOS/VIGGUM/2418269540
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