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Designing Innovative Systems: is ‘moving to scale’ our challenge?
Valerie Hannon, Innovation Unit, UK
OECD/CERI - International Conference on Innovative Learning Environments Ban!, Alberta - October 2011
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Has the case for transformation yet been made with compelling force?
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Ben Levin……
cautious about embracing transformation and innovation as the requirements for schooling
Do we need more innovation in education? November 2010
focus instead on improving existing school systems, by focusing on better outcomes for more students within relatively traditional metrics
undue focus on innovation and transformation could distract from what is both possible and desirable
don’t pursue goals that may be desirable but unlikely to be possible.
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Fullan’s “wrong drivers”
1. accountability: using test results, and teacher appraisal, to reward or punish teachers and schools vs capacity building;
2. individual teacher and leadership quality:
promoting individual vs group solutions;
3. technology: investing in and assuming that the wonders of the digital world will carry the day vs instruction;
4. fragmented strategies vs integrated or systemic strategies.
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Fullan’s “right drivers”
1. The learning-instruction-assessment nexus
2. Social capital to build the profession
3. Pedagogy matches technology
4. Systemic synergy
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S-Curve: raised goals or di!erent goals?
Architecting the future
Scaling for growth
Operationalizing the results
Extracting E"ciencies
Closing / Transitioning
1
2
3
4
5
Jumping and Transforming
6
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The innovator’s (and the evaluator’s) dilemma
Adapted from Ready or Not? Taking Innova3on in the public sector seriously (NESTA 2007)
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we need to adopt a SPLIT SCREEN approach
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we need social, not merely professional or technical innovation…
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it’s an art ………..and a discipline
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“The most important characteristic of an innovative firm is that it has an explicit system of innovation which pervades the whole organisation, which is visible, known about, generates a stream of new ideas, and is seen as vital to creating new value” John Kao Jamming: The Art and Discipline of Corporate Creativity
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in the toolkit…. an heuris0c for iden0fying innova0on priori0es
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improving supplementing
reinventing new paradigm
Formal Learning Informal Learning
Existing Providers
New Entrants Entrepreneurs
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Cramlington Learning Village
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improving supplementing
reinventing new paradigm
Formal Learning Informal Learning
Existing Providers
New Entrants Entrepreneurs
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improving supplementing
reinventing new paradigm
Formal Learning
Informal Learning
Existing Providers
New Entrants Entrepreneurs
LEARNER OWNERSHIP
DIGITAL TECHNOLOGIES
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3 scenarios for schools at the cusp…. R. Elmore & E. City, May 2011
FIGHTING FOR SURVIVAL Schools look much the way they do today, but expand the use of laptops, interactive whiteboards, digital lessons, digital grading, and new ways to communicate with parents and schedule meetings, while teachers continue to control access to content and learning.
CONTROLLED ENGAGEMENT
Schools de#ne learning goals and map out the best pathways, then use technology to open portals for students to learn from a wider world. OPEN ACCESS LEARNING
Broad standards set for content and general guidance on how students and parents can get access to learning, but schools are on their own, competing with other types of service providers and learning modalities for the interest and loyalty of students and their parents.
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in conclusion… • mul0plying examples of ILEs is great work; but
insufficient • ‘school improvement’ is a con0nuing non-‐
nego0able • we can’t know to what degree transforma0on can
be planned – or will disrupt and overtake • planning it will entail a range of skills and
approaches: social, poli0cal, educa0onal • this is not down to governments alone – but they
can provide the right plaGorms to expedite it