- The 6 dimensions points out the importance on the scalability, sustainability and transferability for the innovative practices. It is useful to analysis the innovative cases by using the dimensional model.
- Learning within other classmate's real experience and sharing is a practical way to learn on each other by the peer-to-peer learning mechanism.
- Understanding different innovation types and the innovative practices in student role, teacher role, curriculum, policy and school context. Learning how to build up the professional learning community (PLC) as well
- SITEM2 cases analysis is good learning on IPPUT collection. In the M2 database, a lot of examples and the latest IPPUT cases can let us got a clear picture on the real life by these IPPUT case observation.
Tuesday, December 6, 2011
Monday, December 5, 2011
Wednesday, November 30, 2011
First of all, what is the PLC, LC means?
How to create a PLC?
The 7 Signs of Creative and Innovative PLC in educational innovation:
Scalability of innovation:
It can rate it by using the Diffusion of Innovation to put a value on the specific innovation. It can make it measurable on the innovation. Also, it makes the policy based on the method about 'Diffusion of Innovation' can let the innovation become scalability.
Sustainability and transferability of innovation:
From wiki: In contrast to disruptive innovation, a sustaining innovation does not create new markets or value networks but rather only evolves existing ones with better value, allowing the firms within to compete against each other's sustaining improvements. Sustaining innovations may be either "discontinuous" (i.e. "transformational" or "revolutionary") or "continuous" (i.e. "evolutionary").
Above means sustaining innovation has maintained its original market value. But it can put add-on on the technological part innovation rather than the market part. Then the policy should put emphasis on the technology to let it become transformational innovation (transferability). This new product should be the transferability of innovation from the original sustaining innovation (sustainability). The innovation move from sustaining to transformating one!
From the above 'Sustaining Innovation' process diagram, it transfers from Scalable Startup (scalability) -> Transition (transferability) -> Sustaining Innovation (sustainability).
The case detail link are the following:
The 'PBL laptop' case, there has one in SITEM2 database, the case "US003: Making Learning Meaningful through Project-Based Learning Using Wireless Laptops in a K-5 Math, Science, and Technology Magnet School"
Our case is a similar case to this US003.
The reflection and comment are emphasis on the THREE types curriculum focus:
- Single subject focus
- Thematic focus
- School-wide focus
The detail are included in the following work:
In the innovative classroom, for example, like RM101, each students are provided with a new iMac for learning. Students are cooperation and join into grouping with the movable chairs. Also, the new design of the classroom is not only innovative, also elegant!
From the S1 to S17 student roles, I found that students have at least fit on the following roles:
S3: Search for information - we can use iMac to look for information from the web.
S6: Data gathering and processing - we can process the suitable data after information retrieval.
Then, on the classroom, the new interactive whiteboard (IWB) occurs, it can assist the student to present their idea, concept and work:
S4: Presentation on our own learning
S9: Reflect on our own learning by presentation
S10: Electronic presentation on own learning
S14: Peer tutoring by the presentation work
In addition, from the innovative classroom, the innovated movable chair can assit students role are:
S11: Engage in collaborative tasks with other students
S12: Engage in enquiry
S13: Collaborating with remote peers
I can see there are many roles that students have in innovative classroom. However, I just explore our new innovative classroom for example!
Our analysis for innovative cases, please refer:
Tuesday, November 15, 2011
Sunday, November 13, 2011
As a wrap up, how about if we try to analysis the case of “iBand” example (http://mitesuperstars.blogspot.com/2011/09/innovation-or-just-shiny-gadgets.html) based on the analysis framework?
Just a recap of the case: students where taught music in a music lesson, by playing mobile tablet devices installed with music software. Students follow instructions by teachers to play the note, yet collaboration exists among students.
In the previous discussion, our group suggested that the case is innovative. Clive has pointed out previously that in the technological aspect, the case is innovative that latest ICT products (touchscreen devices) are used.
Let’s try to have a deeper analysis on this case. While the teachers’ role in the case has been discussed before, here I would like to point out the analysis with respect to (1) students’ role, (2) the ICT used, and (3) Connectedness.
(1) Students’ role
Cooperation and collaboration
- Certainly cooperation is found among students. They play the devices together aiming at attaining the same goal – to produce a song together
- Collaboration may be found as well – there may be discussion on the role played by each student before the actual performance. This requires the setting up a common language and meaning in the task
- Follow task instruction
- Presentation of own learning
- Electronic presentation of own learning (using the iPad to produce musical note)
- Engage in collaborative task with other students
My opinion is that, if there are more follow-up tasks among students regarding the music lesson, e.g., self-reflection or peer evaluation, then the case would be more innovative.
(2) School context – ICT structure
Based on the video, certainly there is a sufficient support of the ICT infrastructure – there are iPads for each student. Additionally, as we can see from the video, there are many computers along the walls in the classroom (just like our classroom’s setting). Musical instruments like digital piano, drums, etc. are all available. The iPads are also specialized, designed for the digital orchestra.
The connectedness in the case may score low. There is little connection of teaching outside the classroom. However, from the video, we may find certain “hidden connection” to the public throughout the students’ learning because their music performance was recorded and put onto YouTube. Students may have learnt something outside apart from just playing music – they may learn the way to prepare for a performance, the importance of rehearsal, how to cooperate in an orchestra performance, etc.. At the end, a student girl was interviewed, she may have learned the communication skills which is outside the music lesson curriculum too.
In MITE 6310， innovation in education is mainly discussed from several aspects：innovation
actions，role of teacher，role of students，curriculum，school context，policy and professional community.
Our group work is mainly focused on the following Maine case:
Some links of the case and our discussions are as follows:
On the other hand, lot of examples of our own experiences, outside resources and evaluation of our courses and program are introduced to our blog work.
Case study based on our own experience:
Resources found online and analyzed in group activities and recent events such as the passing away of Jobs:
Evaluation of our courses and program:
I really appreciate my group-mates hard work and contribution to our group activity. Although we may not post the most passages on the blog, we do make comments and give feedback to each other, from which we benefit a lot. As Clive said in last session, the main value of learning is getting feedback and reflection from each other and we have achieved the value, I think. It is a good opportunity to rethink of innovative practices in education, as well as in our lives. Lively discussion always occurs when we try to follow up what happens around us, such as the unfortunate passing away and great achievements of Jobs and our new classroom. Finally, I suggest we try to make more comments on other group’s blog and share our opinions during the process.
Any reflection and comments are warmly welcome.
Tuesday, November 8, 2011
Monday, November 7, 2011
Sunday, November 6, 2011
I am teaching in a post-secondary institution (community college) in Hong Kong. Perhaps the ICT facilities available is richer when compared with secondary schools. One of the reasons is that, the mode of teaching in my school is closer to that in university - students do not have fixed times of lesson, students' self-learning (using ICT?) is highly promoted. Hence there are WiFi networks around, sufficient computers in the computer centre / library, and technical I.T. support team.
Nevertheless, the use of ICT in teaching is still not yet popular in my school. The most advanced one is the use of specific language software in teaching language / translation subject. However, in other subjects, use of ICT in teaching is not common. Probably there is lack of funds to support the installation of ICT hardware devices in normal classroom. In addition, "initiation" is another factor - there is not anyone who acts as the initiator for such activities.
My feeling is that, after taking this course, I hope I can initiate some innovative learning practices in my classroom, and see if it can be promoted further within my school.
Tuesday, October 25, 2011
- Single subject focus
- Thematic focus
- School-wide focus
We may study the IPPUT cases that have the above subject focus, and understand more about each type of focus first.
I suggest to use, again the Maine's "Laptop Program" case, and analyse it in terms of its curriculum focus.
Monday, October 24, 2011
Tuesday, October 11, 2011
Project Fun Way: When Project Learning and Technology Meet
A Computer for Every Lap: The Maine Learning Technology Initiative
An Entire State Commits to Laptops on Every Middle School Desktop
Laptops on Expedition: Embracing Expeditionary Learning
Perhaps we can identify the roles of students in this activity - do they have the roles S1 to S17 in the activity?
On the above 13 teacher's pedagogical roles, it realizes that some are internal role who performs it inside the classroom-based. Some roles are external role that the teacher or the instructor performs outside the class. The external roles include the curriculum development, educational administration and school counselling work. But the class is a e-class, online learning and e-learning approach, there has only virtual campus. The teaching role (internal role above) become redundant and maybe vanished! Moreover, classroom usage and teacher's classroom duties can reduce. The teacher's role is completely changed. Their role maybe Q&A online to answer the student's question and give feedback on chat room, email or SMS/MMS. The advantage of innovative ICT can assist teacher to reduce their workload and can save much spare time when the online learning or e-class can fully occupy the class role of the them. However, the drawback is if this virtual learning can fully occupy for the teacher's role. The teacher's role may become a 'phase out' job title! This is a weakness or disadvantage for the teacher's role. Moreover, when this technology become mature. That something like 'virtual teacher' this technology come out, the student just 'input their question on the system' and 'can get the answer/ feedback immediately'. Furthermore, the student just ask the question to a 'Robot' teacher in front of them and this machine teacher can answer them, coach them and lead them. The 'real' teacher become useless. The 'robot' teacher or answering teaching machine, they are innovation and creative, they are fully used the AI (artificial intelligence). When innovative educational technology become sophisticated, it remains only the document work and administration work for the teacher. In the future, the innovative ICT on education maybe a bonus to teacher's role but is also a nightmare to teacher!
Exploring success in innovations
Then, on the 'Ownership', it explores me to think the intellectual property problem to affect the personal idea has stolen. Because nowadays, Hong Kong people are still weak on the copyright concept. The idea stealing are series barrier to affect the creative idea. People are still easy to get the software, books and other resources by using peep-to-peer sharing software such as BT and other 'download accelerator' software. It affects the intention of creativity about song composer, screenwriter, software developer and designer since their intellectual property has become public-sharing! The creative workers are lose confidence to the social culture when this 'free-downloading' activity occurs.
Moreover, this is a money-oriented world. Money-driven is the main purpose to the company, organization and enterprise. The boss always want get 'instant-money'. They need the revenue immediately. However, they want to cut the budget, cut the research and development (R&D) time for their product life-cycle. This can affect the quality of innovation also! Because the innovated product and invention need time, idea and capital. Reduce time and money can direct influence the innovation. I think this should be Joyce Wycoff's 'Resource' not enough problem to affect the 'Strategy', 'Process' and 'Idea management'.
Eventually, the staff 'Training' and product 'Diversify' are needed. Not enough training will let not enough knowledge and experience to generate a new idea. The product diversified is important, it cannot concentrate on one product's success. Such like Apple, their products are not sticking on one product, it covers a wide-range product line includes music player, tablet, laptop and mobile!
Monday, October 10, 2011
I do not choose the grey apple, instead, the colorful one may well represent the contribution made by Steve since our world becomes more colorful owing to his great innovative practices.
However, it should be pointed out that innovation does not simply equal to educational innovation. One of the obvious reason is clearly stated by Clive in his "What if Steve ran your school?": examination. In other words, it is the assessment system that exert negative influence on innovative practice in education.
Looking back to what is discussed in class last week, we can see there are traditonal and emergent roles of teachers. Although the emergent role seems more attractive especially we are trying to introduce something new, the traditional roles of teachers should also be reconsidered carefully. To manage the whole class, to provide useful and selected resources, to assess students' assignment are all teachers' task. More importantly, the traditional role is the basic of other roles. If there is no well mananged class and satisfactory resources, the innovation is meaningless.
Finally, innovation is a kind of personal practice and the greatest advantage of Steve's products is that countless of possibilities are offered. While special personalities and abilities are expected to be developed in school, as a class, students may be well organized to do something together. So it is the teachers responsibility to explore to what extent should we introduce innovative practices in today's complex situation and assessment system which seems hard to change.
Innovative Teaching on the deaf students with ipad. Making the teaching and learning more fun.
The innovative teaching can apply to the disabled student such as the deaf or the blind students. They are needed the ICT technology to help them. There has many new ICT technologies developed to assist the disabled student. In the above video, we can see the deaf students can learn the Science subject by using the ipad. Special education with hand-sign to the deaf students to help them to easy to understand the subject. Images, graphics and hand-sign are important to the deaf student because they can only learn by their vision and feeling without sound. Another technology I know, for example, the Voice-over technology, which developed by Apple Inc to help the blind student for target. When they listen to the song or some voice-clips, they just press the button and then the device can speak out the detail of the song or that voice-clips such like the song's name, performer and other information as well.
Would it impact upon your role as a teacher? Could you be more innovative? Would there be an expectation for you to be an innovative educator?
A few thoughts from me.
Yes, Apple under Jobs designed amazing products that have seriously impacted upon people's lives. So much so that in using them one can take the view that Don Ihde's philosophy on the negative impacts of all technology inventions is complete twaddle. After all, whilst using my iPhone I can take a photograph of my son and send it to his grandparents instantly. I can't see the negative in that, Don!
But for Apple, and Apple shareholders there was always a bottom line. It's no good coming up with innovative designs and products if they don't sell (see the Lisa, Mac Cube, Pippin, Apple Quick Take camera, which my school had!). Apple's success has been built upon great, intuitive designs which sell well.
Sunday, October 9, 2011
Among the 13 pedagogical roles of the teachers, some are more traditional while some are more innovative. Group as five clusters, two of them: "facilitating exploratory learning" and "guiding collaborative inquiry" are more emergent in supporting students' learning.
In my opinion, whether the teacher's role in classroom is innovative not only depends on the teacher himself/herself. I think it is natural that teachers who are enthusiastic in teaching would take more innovative roles. However, I think the subject taught will also affect the role of teachers in classrooms.
Some subjects focus on individual logical thinking while some focus more on discussion and presentation. Just a comparison: Maths vs. Social science. When teaching Maths, teachers seldom "facilitate exploratory learning" or "guide collaborative inquiry" - there are few things to explore and few chances for collaboration among students. Pedagogies are limited to traditional type - present, instruct and assess students. However, for social science subjects, discussion and collaboration on social issues are common classroom practices. Teachers can play innovative roles during lessons.
It is also discussed that some pedagogical practices like "project work" are conducive to emergent pedagogical roles by teachers. I have an experience in teaching an I.T. subject which requires students to work as group to complete a group project. In this project, collaboration is achieved among students who are within the same group, or who are in other groups. During their presentation session, there is a Q and A session, and I assess my students through their participation in the Q and A. Students need to raise question to score some participation marks. I observe students did well and participated quite actively in their learning.
Looking back and while I try to relate the innovative pedagogical roles of teachers with my teaching, I think that to make the whole thing more innovative, I may also try to use ICT tools during students' project work or presentation, or put more emphasis on guiding students to inquire on the project matters.
Tuesday, October 4, 2011
Diffusion of innovation theory (below wordings and images from wikis): Diffusion of Innovations is a theory that seeks to explain how, why, and at what rate new ideas and technology spread through cultures.Everett Rogers, a professor of rural sociology, popularized the theory in his 1962 book Diffusion of Innovations. He said diffusion is the process by which an innovation is communicated through certain channels over time among the members of a social system. The origins of the diffusion of innovations theory are varied and span across multiple disciplines.......