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.
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