I’ve had an interesting few days out and about at meetings, the first with our South West healthcare science group, yesterday at the Jisc Student Experience event, and today have had an interesting conversation with a psychology colleague about innovation.
So I’m thinking innovating in educational practices today, and linking back to my OpenEd15 presentation in Vancouver. (Slides can be found on SlideShare). I reviewed interviews and data from a number of science open educational resource (OER) projects that I lead, and viewed them through the blurry lens of innovation. What were the innovative features of these projects? What structures were in place? What was vulnerable. Here is what I suggested:
- Innovation in education / digital practice relies on champions / early adopters
- Impetus from local partnerships can help gain momentum (colleges and hospitals)
- Global partnerships also drive processes (OER translations)
- Innovation can create conflicts – the digital tussle – staff wanting to be creative but constrained by institutions and infrastructure
- Open education innovation relies on the ‘spirit of OER’ and shared ethos. (Not a solid basis you might think, but that must be the one common thread in all of my work going back 10 years or more).
Innovation versus sustainability?
An innovation by definition has to have an inventive step or application. You can’t patent a thing, but you can patent a thing with a function. Innovation in education is a step-wise creative improvement in practice. When more people adopt this, it leads to change. In my research I then went on to think about how things can become sustainable within teams/departments/universities, and also how fragile and vulnerable they are.
So what about innovation this week?
Here are some further examples and ideas relating to education innovation that have emerged this week.
Enforced innovation and at any cost.
- Investment. Wholesale organisational innovation and change can be achieved quickly through investment and strong leadership.
- Innovation can obviously fail without adequate investment, such as the catastrophic ‘modernising scientific careers’ initiative that has left most of our healthcare science professions at high risk. Also due to lack of buy-in verging on actual conflict by key groups.
- Some people will achieve innovation and change at any cost. One project talked about staff working solidly for months on end, and those not complying were performance managed through appraisal processes.
- Lots of talk about enforcing innovation and change through monitoring virtual learning environments – monitoring staff compliance with the systems; making processes or life difficult for academic staff to achieve outcomes. Enforced innovation.
How to innovate beyond a mere foot shuffling pace?
- One of the most common problems raised always is how to bring people with you? How do you get at the ‘tail end’ of colleagues who do not wish to change their practice?
- How do you reach over stretched people who really do not have the time?
- The problems with champions is they set a precedent. How do you manage student expectations where they may have a small number of creative and innovative modules, and others that won’t comply?
- Do you go for horizontal innovation (cohort by cohort embedding of practice) or vertical (innovate through disciplines/subject themes across all years)?
These are just thoughts. Do share yours through comments or via Twitter.