innovation

Thanks to Dries’s slideshow (http://driespalmaers.wordpress.com/2012/03/27/second-life/#jp-carousel-75) I managed to find the SHU-spot on Second Life. I was surprised by the possibilities. Because of posters, links etc, it’s really possible to share, present and enhance social learning and collaboration. Three-dimensional (3-D) virtual worlds like Second Life can be considered as 3-D social networks, where people can collaboratively create and edit objects in the virtual world (Boulos et al, 2007).

The first module, TEL1, was really my kind of thing. I was already writing about presentation, publication and annotation tools and using them during my lessons, but in a non-acadamical style. I didn’t really know what to expect during IC1. The first session about innovation managed to excite me. I now realize life is full of innovation and we’re living in a very innovative time. It’s a challenge to find educational applications for all these new things.

But how about change? The third session was an eye opener. “Why is assessment needed?” If we are questioning assessment, why not rethinking every aspect of education? Change seems to be a thing I’m less confronted with than innovation. It’s the result of innovation.

I think this module stimulated me to be more innovative and think more about change.

During this module I tried to be innovative and achieve change:

• The use of the whiteboard during my lessons and the search to interesting application with a pedagogical success.
• Make sure 100% distance learning is possible for students.
• Writing a course (Dutch) about web 2.0 tools and spreading them freely to Belgian and Dutch teachers
• The search to new trends like MOOCs, Connectivism, Flipped classroom, using the tablet in education.
• Trying to renew my teaching skills by implementing connectivism during my lessons.
• Using Google scholar instead of the regular version of Google
• Testing the impact of my Twitter network, by asking specific questions and engaging in dialogue.

During the module I noticed that the TELIC course uses connectivism and I tried to reflect on its influence on me. I listed the pros and cons:

• the impact of a curriculum is much greater when you discover it yourself
• the creation of a personal learning network is fascinating, although feedback is needed to point the right direction
• Getting feedback from strangers (unknown nodes) is intriguing
• The question raises whether this learning theory is appropriate for every purpose and  course. At this moment I consider it as a paradigm in which the teacher has the role of a pedagogical engineer who chooses the right instructional approaches (Hung, 2001).
• I think the tutor has to offer some resources which form the base of the course. The student has to complement with own nodes.

Unfortunately I haven’t been able to attend every session. I tried to catch up by watching the recorded sessions and write on a regular base (2, 3 times a week).

The fact we are in a small group, isn’t always easy. When 2 people aren’t able to attend a session, the amount of teachers is double of the students. And as a teacher I can say that the students influence the quality of a lesson. Something to put on the list of “things to improve”: any interim feedback would be nice. It changes the student’s attitude and motivation and also gives a good confirmation. It would be nice if the Critical Commentary could have been reviewed earlier as I finised it 3 weeks before deadline, because of a very hectic May (had to do much overtime). Although I had to wait for this review, the feedback was very constructive.

Last but not least, I hope I can say I managed to improve my English by doing lot of reading, writing and some speaking.

Jobs, Picasso, Lennon, Branson, Da Vinci, Luther King, etc. These were innovative men. But am I?

I think I am innovative in a way I understand there are needs for new functions, but I’m not always the person who can actually invent them. Of course there is a difference between using and inventing innovations. Eg, many years ago I was irritated about the fact you had to use different devices to phone, take pictures and use GPS. I realized once there would be one single device what would bundle these functionalities. But, I really couldn’t predict how this device would function or look like.

What makes innovators different? Dyer et al. (2009) suggest 5 skills which innovators have in common. Let’s take a look and reflect to these skills:

• Associating
  The ability to successfully connect seemingly unrelated questions, problems, or ideas from different fields, is central to the innovator’s DNA.  I think I’m good in finding structures and also in connecting seemingly unrelated questions, problems or ideas from different field.
• Questioning
  Why? What? Why not? Asking question with existing structures, isn’t inborn, although I started to learn this during this module. A real innovator likes to challenge assumptions, while a regular person likely tries to  make existing processes work a little better. At this stage I’m still that regular person, trying to catch up with the innovators. I experience difficulties in abandoning certainties and current structures.
• Observing
  I believe observing is one of my strengths. I feel more like an observer than a talker. I enjoy observing situations, conversations and current structures and make my own conclusions. It’s my favorite way of problem solving.
• Experimenting
  I like to experiment with my own site. Studying the impact of sending news letters to the amount of members. Trying to collect experiences and publishing them on my website. I like to try out new things, but often hesitate to change the current structures which have proven to be successful. I’m not as experimental as Edison, who said

“I haven’t failed. I’ve simply found 10,000 ways that do not work.”

• Networking
  I haven’t been networking for a long time, but at this moment I’m wedded to it. Not only the building of a network, but especially the interaction with it is very intriguing. Every question that is answered or maybe even solved is fantastic. A very nice way of extending my own knowledge domains.

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Earlier I wrote an article about the cons of the use of tablets in education. Somehow I feel bad about only mentioning the cons. On the other side, criticism is needed. But wait a minute, isn’t the potential also important? My conclusion must be revised. In my workplace, the tablet doesn’t seem to be interesting to use, because my students have to create and design stuff. But in other circumstances, the tablet might be interesting, no wait… very interesting!

Of course a tablet has also benefits. It is a compact to the internet connected device which combines a built-in camera, gps textbook, agenda with unlimited educational apps. Students can search for information and teach by digital course material. They can take and collect photographs and use apps which are specialized to several subjects: Biology, Chemistry, Math, Geography, languages and many more. In any case a tablet is very easy to use. My own nearly two years old son can use an iPad (unlock, swipe, start and use apps).  Continue Reading →

How about the recent innovations in learning and teaching in my area? Let’s talk about my old schools and make a distinction between high school, college and CVO, the school I teach at.  Continue Reading →