Innovation is improving what we do and how we do it.
Innovation comes from thinking outside the box, making mistakes, challenging ideas and from incorporating creativity and being different.
Innovation is a quality improvement strategy (OECD 2014) that measures and encourages development.
In the VET (Vocational Education and Training) Sector, innovation is imperative. It is a process that identifies needs, encourages change, implements assessment of change and evaluates the improvements thus far to plan for further trials of changes and innovation. The sector needs to be flexible enough to embrace innovation, and wise enough to ascertain the multiple benefits gained from this process. The VET Sector collectively needs to establish a unified and flexible vision for the future of all providers committed to adult learning. The whole VET Sector needs to develop an innovative platform that encourages consultation, sharing and change.
Innovation in industry becomes training opportunities.
Innovatively, leaders can spark the interest of staff to develop relevant programs that cater for the learning needs of its workers. Partnerships and collaboration are important. To be leaders in education and innovation, organisations must collaborate. Professionals must not be fearful of sharing ideas, concepts and resources wisely.
Hence, I believe industry and learning innovators float between roles and responsibilities and are open to trying new things and listening to new ideas. A strong leader is an innovator who takes time to connect and listen to staff, to competition and users.
It is essential that an educator is innovative. He or she needs to be open to change and improvement.
If you are interested in more resources check out:
Innovation Unit (ND) 10 ideas for the 21st century education - http://www.innovationunit.org/sites/default/files/10%20Ideas%20for%2021st%20Century%20Education.pdf (PDF file)
OECD (2014) Measuring innovation in education: Australia Country Note - http://www.oecd.org/australia/Measuring-Innovation-in-Education-Australia.pdf (PDF file)
Robinson, L (2009) A summary of diffusion of innovations - http://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf
CHANGE AGENT, MORAL PURPOSE
A ‘GOOD’ teacher is a change agent with a moral purpose.
Although morals can be collective such as community or societal based, morals begin from the individual’s value system. It is these individual values or morals develop into ethics which are standards governing behaviour of the group. Hence a teacher’s moral purpose is imperative, as it will influence students’ perspectives. You may remember that one “special” teacher who impacted your life; they changed your life.
As change agents, teachers impact the lives of people who live in our community. Fullan (2007) describes a change agent as one who posses the four essential qualities of personal vision, inquiry, personal mastery and collaboration. These qualities work together to ensure the change agent lives life in a way that embraces continual learning. Change Agents plan, question, practice and talk about making the world better. They attempt to improve what they do and how they do it through transformation and development. Change and innovation is multidimensional (Fullan M. , Moral Purpose and Change Agentry, 1993) so therefore change agents are those who grasp change from a multidimensional perspective and can share their curiosity.
Change does not happen in isolation. It is dependent factors like the individual or group, skills and the culture in which they exist (Couros, 2013). A change agent poses a moral purpose. Fullan talks about the “moral ecology of the organisation” (p9, 1993) that includes a commitment to inquiry, knowledge, competence, caring and social justice that extends from the classroom and the curriculum. Hence a change agent needs the support of a change community to affect effective change in the student. A teacher must have a moral purpose in order to direct their vision, inquiry, mastery and collaboration and be a change agent.
The benefit of employing multidimensional change agents in a supportive change community is that the individual learner is enriched. Skilled change agents create more leaders, not followers; community members, who inquire, learn, share knowledge and skills, and develop their own vision and direction for the future. (Couros, 2013)
IF you are interested in more I would recommend these:Bass, C. (2012, feb 25). You tube. Retrieved Nov 15, 2015, from TEDxBerkely: The new rules of innovation: https://www.youtube.com/watch?v=YKV3rhzvaC8
Couros, G. (2013, January 23). The Principal of Change. Retrieved November 8, 2015, from Five Chararcteristics of a Change Agent: http://georgecouros.ca/blog/archives/3615
Einstein, A. (n.d.). Good Reads. Retrieved November 22, 2015, from Quotes: http://www.goodreads.com/quotes/1799-the-world-as-we-have-created-it-is-a-process
Fullan, M. (1993). Moral Purpose and Change Agentry. In M. Fullan, & M. Fullan (Ed.), Change Forces; probing the depths of educational reform (pp. 8-18). London, England: Falmer Press.
Fullan, M. (2007). The new meaning of educational change. In m. Fullan, The new meaning of educational change, 4th edn (pp. 30-46). Teachers College Press.
Fullan, M. (2015, March 25). Topic Series 11 - Push & Pull: The Role of Technology . Retrieved November 7, 2015, from https://www.youtube.com/watch?v=wEO9lmmamy8
Hargreaves, P. A. (2013, March 27). Improvement, Innovation and Inclusion; the future of educational change in Ontario and elsewhere . Retrieved Nov 7, 2015, from https://www.youtube.com/watch?v=8JlOXeCANRc
Kawasaki, G. (2014, feb 22). The Art of Innovation. Retrieved Nov 7, 2015, from TED Talk: https://www.youtube.com/watch?v=Mtjatz9r-Vc
Knight, B. (2012, Feb 20). Evolution of apprenticeships and traineeships in Australia: an unfinished history. (National Centre for Vocational Education Research (NCVER) ) Retrieved November 8, 2015, from NCVER: http://www.ncver.edu.au/publications/2444.html
Laufeberg, D. (2010, November). How to Learn? From Mistakes. Retrieved November 8, 2015, from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
Laufenberg, D. (2010, Nov). How to learn?From mistakes. Retrieved Nov 7, 2015, from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
Obama, B. (n.d.). good reads. Retrieved November 22, 2015, from goodreads: ttps://www.goodreads.com/author/quotes/6356.Barack_Obama
OECD. (2014). OECD Australia. (OECD, Producer) Retrieved November 7, 2015, from Measuring Innnovation in Education Australia: www.oecd.org/australia/Measuring-Innovation-in-Education-Australia.pdf
Robinson, L. (2009). Enabling Change. Retrieved November 13, 2015, from A summary of Diffusion of Innovations: http://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf
Sahlberg, P. (2014, April 29). Pasi Sahlberg - Finnish Lessons: What can the world learn from change in Finland. Retrieved Nov 15, 2015, from You Tube TED TALK : https://www.youtube.com/watch?v=__fPKinzHCg
Enabled Education: My Philosophy, My Story, My Approach.
Enabled Education is a collaborative partnership designed for all students – adult, child, male, female, ASD diagnosis or neuro-typical. Enabled education supports wellbeing. I have employed this philosophy in all educational sectors– preschool, primary, secondary, VET (Vocational Education) and tertiary. Enabled education is grounded in collaboration and partnership with teacher, student, and community. It is holistic in nature and empathic in approach.
I have struggled to cater for student’s individual needs in many classroom settings. I have experimented with philosophies and approaches and found the simplicity of what I call “Enabled Education with a person-centred approach” works for teachers and students.
This teaching and learning philosophy embraces enablement through welcoming the personal narrative. The educational goal is enablement with empathy. Enablement needs empathy.
The challenge is that empathy is not easy for the stressed teaching neuro-typical. For me, I had to remove the labels and develop an understanding of my student’s individual narrative. I could not do this on my own. I needed a community to help build meaningful and authentic education. My community includes the student, their family (siblings, carers, parents), friends, other students, other teachers, books and specialist. This journey for me, continues to grow and evolve.
In summarising my “Enabled Education” philosophy, there are four key aspects of the empathic approach. These are: