leading for innovation by simon breakspear 2013

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

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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

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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

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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

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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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