VIII Forum on Education (II). Seminar on innovation in education: making up a hypothetical case of educational innovation

Notes from the Forum on Education. Innovation and networking, organized by the Institute of Education Sciences (ICE-UAB) and the Institute of Government and Public Policies (IGOP), and held in Bellaterra (Barcelona), Spain, in January 10 and 11, 2014. More notes on this event: 9forumice.

Seminar on innovation in education: making up a hypothetical case of educational innovation
Chairs: Quim Brugué, UAB-IGOP.

In groups of 4-5 people make up a hypothetical case of educational innovation. This is what happened in my group.

Needs

  • Autonomy.
  • Collaboration.

Deficits, challenges

  • Compartmentalization of learning.
  • Compartmentalization of the curriculum.
  • No work for competences, focus on certification. Assessing content vs. skill-centred processes (not skills).
  • Teaching skills, professional identity. Specialization vs. pedagogical skills.
  • Excessive focus of the educational system towards the university. Academicist vision.
  • Lack of answers for diversity, for flexibility.
  • The system focuses on providing answers, not on putting good questions.
  • Censorship to critical thinking, servitude to the authority.
  • Passiveness, inertia, comfortability.

Conceptual turn

  • Lay out questions instead of providing answers.
  • Projects instead of subjects. Multidisciplinarity.
  • Work teams instead of class groups.
  • Oral exposition.
  • That the students prepare topics and share what they know. That students can bring in their own knowledge. Learning with a purpose.
  • Cotutoring.

Proposals for intervention

  • Importance of the role of student. Empowering the student.
  • Change of roles of teachers.
  • E.g. students leading their own assessment meetings with teaching staff and parents.

Operational turn, organizational changes.

  • Changes in the learning environments, that not everything “happens in presence of” the teacher.
  • Shift towards personal learning environments (PLEs).
  • Spark learning through questions (the teacher puts questions, instead of providing answers).
  • Be able to welcome questions (the teacher is able to manage the questions of the students).
  • Transform assessment centred in learning (of skills).
  • Change schedules to generate a reflective practice of the teaching staff upon what they are doing.

IX Fòrum Educació (2014)

If you need to cite this article in a formal way (i.e. for bibliographical purposes) I dare suggest:

Peña-López, I. (2014) “VIII Forum on Education (II). Seminar on innovation in education: making up a hypothetical case of educational innovation” In ICTlogy, #124, January 2014. Barcelona: ICTlogy.
Retrieved month dd, yyyy from http://ictlogy.net/review/?p=4154

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