leading for innovation by simon breakspear 2013
DESCRIPTION
Simon Breakspear presentation to WRPPA schools 18 and 19 February, 2013.TRANSCRIPT
Leadingthe Future of Learning
Sunday, 14 April 13
Innovation for Learning
Applying human ingenuity to the relentless pursuit of better
Better by being different.
Let’s take on the messy, complex problems together
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INNOVATE‘Recipe Maker’
CreativityDesign
IMPLEMENT‘Cake Maker’Compliance
Delivery
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Be curious & Playful “Think Lifelong Kindergarten”
> Think by doing> Take risks + Be curious“I’ll tell you what it is when it’s finished.”
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ReimagineRedesignReinvent
Models, Organisations and Systems of Learning
Better by being DIFFERENT
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WHY?
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Global Demands on Learning
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The FUTURE is not what it used to be
--> Accelerating WorldSunday, 14 April 13
21st Century Competencies
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“Skills have become the currency of 21st century economies” Andreas Schleicher
But what knowledge and skills have value?
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CognitiveInterpersonalIntrapersonal
21st Century Skills: 3 Domains
National Research Council (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century
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Angela Duckworth, U PENN
“I’m convinced that about half of what separates the successful entrepreneurs from the non-successful ones is pure perseverance.”Steve Jobs
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‘What’s required now is an entrepreneurial mindset. Whether you work for a ten-person company, a giant multinational corporation, a not-for-profit, a government agency, or any type of organisation in between – if you want to seize the new opportunities and meet the challenges of today’s fractured career landscapes, you need to think and act like you’re running a start-up: your career”
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The Equity Imperative
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We need everybody to become powerful
& resilient learners
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You can’t deliver learning
(Dis) Engagement
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“If you have a body you are an
athlete.”
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“If you have a brain you are a
learner.”
A moral imperative to
innovate
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The Disruptive Potential of New Digital Technologies
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Powerful new technologies
> Cloud
> Mobile
> Social
Game-changing opportunities for learning
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This is just the beginning... not the end.
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Moving beyond the limits of top-down reform
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Limits of top-down reform menu.... beyond the flat-line
McKinsey & Co 2010
Poor to Fair! ! - Basics of literacy & numeracy
Fair to Good! ! - Getting foundations in place
Good to Great! ! - Shaping the professional
Great to Excellent - Improving through peers ! ! ! ! ! and innovation
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“Great to excellent: the interventions of this stage move the locus of improvement from the centre to the schools themselves; the focus is on introducing peer-based learning through school-based and system-wide interaction, as well as supporting system-sponsored innovation and experimentation”. (p20)
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The problem solving potential
of frontline innovation
Local solutions to local challenges.. taken to scale.
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How do we solve the problem of variability within and between schools?
How do we overcome the influence of SES background on learning?
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Pushed to Innovation by failure...
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Pulled to Innovation by opportunity
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S0 What?
School Improvement + Systemic Innovation
Step Reform
Leap Transform
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RE-imagine LEARNING
We need a radical new vision for learning and teaching
1. Physical Learning Spaces2. Assessment3. Technology & pedagogy 4. Roles, identities, capabilities of the teacher5. Lesson time & sequence
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Frontier agenda How might we design, prove and scale new models that ensure deep, personalised and effective learning for all?
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Leading Learning Innovation
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7 Strategies for leading
learning innovation
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LEARN the ART and DISCIPLINE
of INNOVATION
> Leadership MINDSETS> Organisational PROCESSES> PEOPLE and CULTURE
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How might we.....?
Provocatively Question the Status Quo1
Set the innovationagenda
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Embrace Pedagogy for Deep learning2
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Harness Human-centred Design3
Embrace human-centred designDriven by Empathy
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Give Permission through Conditions4
Culture Matters
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Launch, learn, reiterate .... then scale5
Deploy Rapid prototyping
“A propensity towards action”Reid Hoffman
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Build a network of lab schools6
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Unashamedly Seek out Disruptive Innovations7
Quality + Equity + Cheap
Pace and scale of change
Harness game-
changing ideas
Sunday, 14 April 13
How might we.....?
Provocatively Question the Status Quo1
Set the innovationagenda
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Stuck in same...
Tinkering towards Utopia
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Be bold. Think big. Be unreasonable.
Become relentless and insistent on changing the status quo
“The reasonable man adapts himself to the world. The unreasonable one persists in trying to adapt the world to himself. Therefore, all progress depends on the unreasonable man [and woman].” -George Bernard Shaw
10x’s Sunday, 14 April 13
What is the overarching story and the specific problems of focus?
Set the Innovation Ambition &
Agenda
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SkypeNiklas Zennstrom “Our goal is to be disruptive, but in the case of making the world a better place.”
Unite around a disruptive mission
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Southwest Airlines“Democratise the Skies”
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What is your compelling mission?
We exist to .....
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Borders Blockbuster
HMV
Amazon NetflixiTunes
Good to Great to ..... Obsolete
Nothing fails like success
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When we are doing well... we often ask delivery questions... rather than disruption questions.
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problem solving potential of innovation
Local solutions to local challenges. Solve for x (x=learning)
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> How could we design the school term for teacher sustainability?> How can we make high school a better experience that costs less?> How could we deliver education with minimal environmental impact?> How could we engage the disengaged without the use of technology?> How might our parents help us innovate assessment?> How can our CPD equip our staff to become more creative and divergent thinkers?
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What is your learning design question?
How might we......?
Disrupt the status quo
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Embrace Pedagogy for Deep learning2
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Current paradigm of Learning +
Technology
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Current paradigm of Learning +
TechnologyXSunday, 14 April 13
“What is clear is that no technology has an impact on learning in its own right; rather its impact depends upon
the way in which it is used.”
NESTA, 2012 “Decoding learning: The proof promise and potential of digital education.” p9
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Learning from ExpertLearning with OthersLearning through MakingLearning through ExploringLearning through InquiryLearning through PractisingLearning from AssessmentLearning in and across Settings
8 Effective Learning Themes
NESTA, 2012 “Decoding learning: The proof promise and potential of digital education.” p9
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30 years of school effectiveness research and 10 years of system
reform research. One major conclusion on what matters...
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“An unrelenting focus on learning and teaching.”
(and the relationship between them)
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Describe one of your most powerful and meaningful learning
experiences...
Capture 5 of the key elements
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BIG 5 for Learning
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sequenced
6. APPLY
5. CONNECT
4. EMBED
3. UNDERSTAND
2. STRUCTURE
1. COLLECT
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Engaging + Active
Pull rather than push students into learning.
“One-click”Learning
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Collaborative
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Deep + Challenging + Stretching
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Mihaly Csikszentmihalyi
Finding flow
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1. Find and leverage unique genius2. Treat diversity as a resource3. Provide coice and coaching4. Assets-based approach5. Encourage agency, responsibility and identify as a learner6. Regular, meaningful Feedback
Personalised
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> Enlist students as co-creators and designers of learning.
> Student Ownership of their learning
co-created
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‘to put it simply, the core of this consensus is that people learn most effectively when they are mainly learning WITH others, and sometimes BY themselves, and less frequently when the are having things explained FOR them or knowledge delivered TO them.
Increasingly, to make learning effective we need to design it as a WITH and BY activity, rather than something that’s about doing FOR and TO us.’
Charles LeadbeaterRethinking innovation in education: opening up the debate. (2011, CSE).
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Applied + Authentic
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Teacher as ActivatorMichael Fullan
The New Pedagogy
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RE-imagine LEARNING
We need a radical new vision for learning and teaching
1. Physical Learning Spaces2. Assessment3. Technology & pedagogy 4. Roles, identities, capabilities of the teacher5. Lesson time & sequence
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Kunskappskolan (Sweden)
> Personalisation> Responsibility
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HIGH TECH HIGH
* Project-based learning> Public Exhibition
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1. Who owns the learning? Who has agency? Who is responsible?2. What types of learning relationships and roles are present? 3. What type of motivation for learning?4. What is the role of teachers and technology?5. What is the role of new spaces for learning?
Big questions to ask:
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Embrace Pedagogy for Deep learning2
Embrace human-centred design
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Harness Human-centred Design3
Embrace human-centred designDriven by Empathy
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Marc Koska K1 Auto-disposable Syringe
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Listen
user NEEDS, motivations, aspirationsSunday, 14 April 13
Capture
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DESIGNER ???
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Human-centred design-led innovation
(aka Design Thinking, & HCD)
Is so hot right now..
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in ACTION
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Process1. Inspiration 2. Ideation 3. Experimentation 4. Implementation
How to set up a team for innovation?
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www.designthinkingforeducators.com
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Harness Human-centred Design3
Embrace human-centred designDriven by Empathy
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Give Permission through Conditions4
Culture Matters
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ZAPPOSTony Hsiech “Delivering Happiness”
Give Permission Through Conditions
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The Zappos Core Values are:
1. Deliver Wow Through Service2. Embrace and Drive Change3. Create Fun and a Little Weirdness4. Be Adventurous, Creative and Open-Minded5. Pursue Growth and Learning6. Build Open and Honest Relationships with Communication7. Build a Positive Team and Family Spirit8. Do More with Less9. Be Passionate and Determined10. Be Humble
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Medici effect:Breakthrough insights come at the intersection of ideas, disciplines, perspectives, concepts and cultures.
Bring diversity to your greatest challenges
Multi-Generational Multi-disciplinaryMulti-role
Purposefully employ diversity.
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Blow up the Silos
Curate productive collisionsSunday, 14 April 13
Give Permission through Conditions4
Culture Matters
Sunday, 14 April 13
Launch, learn, reiterate .... then scale5
Deploy Rapid prototyping
“A propensity towards action”Reid Hoffman
Sunday, 14 April 13
THE OLD PROCESS - Waterfall
Inspired at conference
Start a committee
Write a detailed plan
Get a budget
Large-scale Implementation: )
: (
Sunday, 14 April 13
THE OLD PROCESS - Waterfall
Inspired at conference
Start a committee
Write a detailed plan
Get a budget
Large-scale Implementation: )
: (
UNCERTAINTY!“we didn’t know that
would happen”
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Clover food Lab
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INNOVATING for LEARNING =
LIVE LEARNING EXPERIMENT(In learning design
& Institutional Design)
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Likelihood of successfully impacting student learning
Waste of change resources ($ + Time + People)
The HOW of leading innovation for learning
A model for practical R & D in Schools? Sunday, 14 April 13
MVP = Minimal viable product
“What is the minimum set of features that you need in order to begin the process of
feedback and discovery?”
It is smaller than you think
Rapid prototyping cycles Luis Gomez & Tony Bryk
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What could be your MVP?
Make it as specific as possible
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Reframe Failure
Fail fast! Fail forward! Accelerate
learning.
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Success and failure are not polar opposites: you often need to endure the second to enjoy the first
J-Curves
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5,127
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“In Germany bankruptcy can end your business career ....in Silicon Valley it is almost a badge of honour.”
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Simple challenges XSchools as....Complex
SMART FAILURE = LEARNING
“We learn much more from failure than we do from success.” A.G. Lafley, ex-boss of Procter & Gamble
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Pivot
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My first three actions would be...1. 2. 3.
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1. How do we understand the problem(s) we seek to solve?
2. How do we understand the system(s) in which the problems are embedded? (All successful solutions must consider how they integrate within the larger social system).
3. What specifically are you trying to accomplish? This involves identifying specific measurable targets that will unite all efforts of the diverse participants.
4. What changes might we introduce, and what is the rationale for each? This refers to your overarching theory of change - what is the logic of your proposed solutions?
5. How will we know if the changes we introduced are actually an improvement?
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Launch, learn, reiterate .... then scale5
Deploy Rapid prototyping
“A propensity towards action”Reid Hoffman
Sunday, 14 April 13
Build a network of lab schools6
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Social Networks
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Crowd Sourcing
Wikipedia
Linux Crowd funding
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Cooking Relationships
Core Activity
Co-designing Fusion Recipes
Teaching others how to cook
Sharing your recipes/resources
Know what other people are cooking
Want to be cooking better than others
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Education Network Growth Trajectory
Level Name Core Activity
4 Creating Co-designing Innovation
3 Committed Capacity Building
2 OpenIdea
Sharing
1 SocialPersonal
Awareness
0 ClosedStagnant
CompetitivenessSunday, 14 April 13
Stagnant Competitiveness
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Personal Awareness
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Idea sharing
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Capacity Building
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Co-designing Innovation
Improvement & Innovation Learning Labs
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Learning Futures Model
5
* See, for example the Whole Education Campaign (www.wholeeducation.org)
Fig. 1 THE FOUR APPROACHES TO DESIGNING LEARNING FOR SCHOOL ENGAGEMENT
SCHOOL AS BASECAMP
ENQUIRY-BASED LEARNING
EXTENDED LEARNING
RELATIONSHIPS
SCHOOL AS LEARNING COMMONS
PLACED
PERVASIVE PURPOSEFUL
PRINCIPLED
student engagement took place in schools which integrated all of the Learning Futures themes into their pedagogy’, and that ‘There is evidence of a positive relationship between these engagement outcome measures and student learning outcomes, as measured by National Curriculum attainment scores’.This finding has had a significant impact upon Learning Futures schools, inspiring them to revise structures and curricula to accommodate a more holistic plan for the next stage of the Learning Futures programme. Moreover, the Learning Futures programme has found that ‘engagement’ is not just something that
students experience. In 21st century conditions, it arises when schools themselves are engaged with their communities, with parents/carers, with the wider world, and with their own growth as learning organisations. Like learning itself, engagement is not something which is done to students but something done with them.The following four sections offer an in-depth look at each approach to school engagement, with examples from the work taking place at Learning Futures Schools (summarised on pages 38–40) and the voices of teachers and learners involved in the work.
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Education Network Growth Trajectory
Level Name Core Activity Description Next step
4 CreatingCo-designing Innovation
3 CommittedCapacity Building
2 OpenIdea
Sharing
1 SocialPersonal
Awareness
0 ClosedStagnant
CompetitivenessSunday, 14 April 13
NYC iZone
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Build a network of lab schools6
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Unashamedly Seek out Disruptive Innovations7
Quality + Equity + Cheap
Pace and scale of change
Harness game-
changing ideas
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Disrupting travel
TURNING SPARE ROOMS INTO THE WORLD’S HOTTEST HOTEL CHAIN FastCompany
Sunday, 14 April 13
Game-changing Opportunities for Learning
Data & Learning Analytics
Social(platform enabled)
Data & Learning Analytics
Mobile (cheap)
LearningPlatforms
Free content
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NEIL D’SOUZABring blended learning to the last mile
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Our systems of learning should always be in
‘beta’ mode
embrace permanent beta mode
Zig-zig path to impact
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“I used to think..” “Now I think..”
How has your thinking changed as a consequence of the work we have done together?
Visible thinking. Project Zero
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"Simply by sailing in a new directionYou could enlarge the world." A. Curnow.
Push on the edge of educational change
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Commit yourself
you need to lead it. Networked
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