Innovative Learning

From Idea to Production

Rolin Moe, EdDDirector of Academic InnovationSeattle Pacific University

Definition #1 – Innovation is the introduction of something new to a population.

Joseph Schumpeter, Economic Doctrine & Method: An Historical Sketch. 1912

Definition #2 – Innovation is an idea or application perceived as new by the receiving individual or group.

Everett Rogers, Diffusion of Innovations. 1962

Definition #3 – Innovation is a way of thinking resulting in new or better things.

George Couros, The Innovator’s Mindset. 2015

Example: BioCORE Scholars

Step 1 – Idea

What is the obstacle the innovation will address?

Ideas come from all stakeholders:*Students*Faculty*Staff*Administration

Step 2 – Incubation

Where is the best space to grow the innovation? How can a unique process be cultivated amidst day to day operations?

Three areas to house an academic innovation:*Existing Process*Sandbox*New Apparatus

Innovative learning is, by design, a broad definition, requiring flexibility for buy-in and process. An innovation can be small or large, and each requires different operational requirements. It recognizes the local environment, the distributed network of stakeholders, and the campus community. An academic innovation is typically Essential, Effective, & Efficient.

Step 3 – Development

What are the objectives of the innovation? Who and what must work together to realize objectives?

*Set common goals and realistic timelines

*Ensure operational congruence*Ensure buy-in and support from

directly and indirectly affected stakeholders

Step 4 – Implementation

What needs to happen so this innovation puts its best foot forward, and the results can be properly measured?

*Support innovation with staffing and needed funds*Support innovators with assistance, workflow necessities & shared vision

Step 5 - Assessment

What did agreed-upon measures indicate about the innovation? What unintended outcomes shaped the project and the perceptions of stakeholders?

Assessing an academic innovation must adhere to academic rigor while continuing to embrace nimble thinking.

*Action Research (qual, quant, mixed methods & the relationship of the innovator to the study)

*The indicators from initial development are a starting point for discussion, not the entirety

of the schema.

“BioCORE has allowed me to have a real relationship with people going through the same things…it is a reminder that we have people we can lean on and work together with. I am not the only person struggling, and I am not the only one who will succeed.”

- First Year BioCORE Scholar

Step 6 – Future Iterations

After the first iteration, what does the future hold for the innovation?

1) End of Service – decision that the innovation will not significantly and/or practically address the

obstacle. Wind up the project, supporting stakeholders through

the process. 2) Continued Testing – whether a sandbox or an apparatus, make a decision to invest more time in the research & development. Use design thinking to further shape the process.3) Production – Make a commitment to the

innovation as an operational process on campus.

How to do Production

*Build a coalition of new and existing stakeholders around a rationale for the innovation.*Develop an operational plan years 1-3: financing,

staffing, benchmarks, evidence metrics.*Organize staffing – evidence of benefit for existing

staff.*Herald the innovation and its uses