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Dan Sutch www.futurelab.org.uk [email protected]

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

Space Signpost

My-E

Mobi Missions

Ecolibrium

Exploratree

Astroversity Moovl

Enquiring Minds

Fizzees

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

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Expertise and innovation•Innovation takes place through complex process that link many different actors together

•The boundaries of organisations and industries are sites for innovation

•Problems and needs of users can be met with the potential solutions in creative processes

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The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value.

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• Dynamic, shifting– Social context– Education context – Economic context– Technological context

"The ubiquitous presence and utility of ICT in modern life are having a significant impact on the way we live, and even on the notion of an educated person. It has led to the concept of the knowledge society - sometimes also called the learning society or information society. There is a widespread awareness that these developments have profound implications for education, and that schools must change, but as yet little detailed consideration of the extent of the change needed and the advantages that ICT can bring. The growth of the knowledge society and the pervasiveness of the technology represent a major challenge and a major opportunity for education."

OECD, Learning to Change: ICT in Schools (2001), p.9

‘Uncertain futures’

Aims of the innovation07794 327171

• "The changes in society, among pupils' perceptions, and the evolution of new technologies are leading to a new

profession for teachers." B. Cornu, 'New technologies: integration into education' (in D. Watson & D. Tinsley (eds.),

Integrating Information Technology into Education; London, 1995), p.8 • ‘…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

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Universities Council for the Education of Teachers

http://www.ucet.ac.uk/

Paper provides an example of the innovations needed in

response to the Every Child Matters agenda

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Tomorrow’s teachers will therefore inhabit and expect to flourish in a very different educational world.

Universities Council for the Education of Teachers http://www.ucet.ac.uk/

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They will find themselves in schools in which the proportion of teaching support staff has markedly increased


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they will be professionally accountable for their contribution to improving the outcomes for children

they will require to display a deeper sensitivity and responsiveness to the well-being of learners


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they will work in schools which are designed to address a wider range of professional concerns than the school of yesteryear


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[they] will become gateways to a network of dispersed learning opportunities, and will draw on wider sources of expertise to support learning


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they will have a stronger involvement with parents and other community agencies than in the past


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they will be members of teams, in some cases in leadership roles, in others as partners, in addressing shared professional problems


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they will be expected to engage more frequently in discussions with others from different walks of professional life


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the effects of all these changes will be to reinforce the teachers’ fundamental and distinctive responsibility for exercising leadership in teaching and learning and maximising learning opportunities.


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Putting the ideas into practice07794 327171

Putting the ideas into practice

O'Sullivan, 2002

•Poor goal definition

•Poor monitoring of results (standard and non-standard)

•Poor participation in teams

•Poor alignment of actions to goals

•Poor communication and access to information

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Bates (2000)






• Teachers and peers

•Teachers adapting to change

•Teachers professional development

•Teachers independence and influence

•Time to understand•Time to personalise

•Support network•Time to understand•Time to personalise

•Enaction of innovation

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•Confidence in new approach

•ITT and CPD•Access to training

•Management of tools

•Time constraints

•Understanding new approach




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•ITT and CPD•Access to training

•Management of tools

•Time constraints



•Assessment constraints

•Curriculum constraints

•Curriculum constraints


•Personal desire

•Personal interests


•Imposed practices•Separation of new practice with personal beliefs

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•Inspection and review

•Fear of unknown•Challenge to ‘power’

Reducing the resistances to change07794 327171

Reducing the resistances to change

•Distributed leadership

•Champion of innovation

•Conversation

•Tools and resources

•Showcases

•Communication

•Networks of practice

•Sharing innovation and early ideas

•Risk management

•Reprofessionalisation of teachers

•Communication

•Conversation

•Conversation


•Showcases•Sharing innovation and early ideas

•Sharing innovation and early ideas•Distributed leadership

•Conversation


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•Conversation


•Showcases

•Communication



•Risk management


•Communication

•Conversation

•Conversation




•Conversation


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Early sharing of the innovation and the reasons for innovation

www.slideshare.net

• Problem identification• Linking innovation to organisational goal

•Connecting with new partners

•Risk management

•Reflection

•Sharing leadership

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•Conversation


•Showcases

•Communication



•Risk management


•Communication

•Conversation

•Conversation




•Conversation


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Teacher learning and empowering teachers

•Reprofessionalistation of teachers

(View of and view from teachers)

•Teacher learning and CPD

•Backing to take risks

•Responsibility to take risks

www.nextgenteachers.com

Affinity diagrams

www.yackpack.com

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•Conversation


•Showcases

•Communication



•Risk management


•Communication

•Conversation

•Conversation




•Conversation


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Discussions with stakeholders

•Tapping into cultural capital in, and out of schools

•Sharing innovations and reasons for innovations

•Connecting with new partners

www.grupthink.com

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•Conversation


•Showcases

•Communication



•Risk management


•Communication

•Conversation

•Conversation




•Conversation


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Sharing new approaches, showcasing tools and resources

•Time to explore

•Tools and approaches

•Better ways of sharing ideas, approaches and tools

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•Conversation


•Showcases

•Communication



•Risk management


•Communication

•Conversation

•Conversation




•Conversation


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Networks for conversations, challenges and partnerships

• Linking with other communities

• Sharing ideas and approaches

• Sharing barriers and solutions

• Creating new solutions

www.diigo.com

www.skrbl.com

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Dan Sutch www.futurelab.org.uk [email protected]