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Innovation in higher education: What is it all about?IRUAS ConferenceTomorrow classroomFriday January 2016
Nicole Rege Colet
Share my views on innovation in higher education
Explain my framework
Present actions carried out that support innovation in teaching and learning
My intentions
Why innovate ?
Inspiring students and empowering them to become authors of their life and education
Preventing boredom and falling into a rut
Responding to constraints or new provisions in HE
Rationalising expenditures or allocating resources
Some of the reasons put forward
Building up teaching and learning capacities in higher education
Reinventing 21st century higher education
Facilitating paradigm shifts
My work is about
Core questions and challenges
Action research
Framework to observe my experience and the system in which I am operating
What do I need in order to achieve my goals?
I never teach my pupils; I onlyattempt to provide the conditions in
which they can learn
Je n’enseigne jamais à mes étudiants; je m’efforce seulement de leur fournir les conditions dans lesquelles ils peuvent apprendre
Shifting teaching and learning paradigm
From focussing on single courses/programmes to seeing the big educational landscape and system
From self‐management to collegial co‐working
From addressing isolated issues to accountability & governance
From internal evaluation to external evaluation
From short‐term adjustments to long‐term decision‐making policy
A change of mind‐set that implies shifting
Going beyond the boundaries
Thinking out of the box
Stepping out of the comfort zone
Going through the eye of the needle
Metaphors related to transformational learning include …
More on innovation
Ceci n’est pas une innovation pédagogique
Innovating, a big leap forward?
Otto Scharmer & Theory U
2013
The transformational journey
Observe
Reflect
Act swiftly
MITx U.Lab, 2015
Downloading past patterns
Seeing with fresh eyes
Sensing from the field
PresencingConnecting to source
Crystallising vision & intention
Prototyping by linking head, heart, hand
Performing by operating from the whole
Letting go Letting come
Enacting
Embodying
Redirecting
Suspending
System thinking Help the system see itself
Ownership Taking responsibilities for our actions
and the consequences
Inner leadership Being the change that we want to see in
the world
Leading transformation: the social technology
Actionless mind
Balancing
Mindless action
Three conditions
for supporting innovative teaching and learning practices
1. Experimenting
3. Supporting generative conversations
2. Reflecting on experience
Experimenting
• Space and time
• To feel safe and allowed to take risks (and make mistakes)
• A core question, an assumption
• To let go of the results
• To accept whatever comes
• To go to the edge of the system and to step out of my comfort zone
• “ To fail early in order to learn quickly ”
In order to experiment I need …
Reflection
Image penseur de Rodin
Learning from experience
Kolb (1984)
Generative conversations
Looking at inputs from cognitive psychology
Conceptions Approaches
Ways of seeing things Ways of doing things
Beliefs & assumptionsImplicit theories Strategies and tactics
Engaging in action
Conceptions Approaches
Fields of conversations
Small talk
Debate
Dialogue
Generative conversations
Fields of conversation
1. Downloading Talking nice
Polite routinesConformingEmpty phrases
2. DebateTalking tough
Confronting ideasDivergent viewsSaying what you think
3. DialogueReflective inquiry
Inquiry into viewpointsConnecting to othersReflecting on my part
4. Collective creativityGenerative flow
Co‐creating: stillness and flowShifting identityAuthorship
1 Prototyping with numerous iterations Calls for proposals Funding innovations in teaching & learning
2 Fostering collective and collegial practice Coaching circles Communities of practice
3 Experimenting with appreciative inquiry tools World café Humble inquiry Sensing journeys
Empowering people to become creators and innovators
Berthiaume, D. & Rege Colet, N. (Eds) (2013). Pédagogie de l’enseignement supérieur : repères théoriques et applications pratiques. Tome 1. Enseigner au supérieur. Berne : Peter Lang.
Rege Colet, N. (à paraître 2016). L’institution face à l’innovation pédagogique: la conduite du changement entre repères théoriques et mesures administratives. Dans A. Dumont & D. Berthiaume, D. (Eds), Enseigner autrement dans le supérieur. Réflexions théoriques et pratiques autour du concept de classe inversée. Bruxelles : de Boeck.
Rege Colet, N. & Berthiaume, D. (Eds) (2015). Pédagogie de l’enseignement supérieur : repères théoriques et applications pratiques. Tome 2. Se développer au titre d’enseignant. Berne : Peter Lang.
Scharmer, C.O. (2015). Notes du cours en ligne. U.Lab: Transforming Business, Society, and Self. edX MITx: 15.671x
Scharmer, C.O. Theory U. Leading from the future as it emerges. The social technology of presencing. San Francisco (CA): Berret‐Koehler.
Scharmer, C.O. & Kaufer, K. (2013). Leading from the emerging future. From ego‐system to eco‐system economies. Applying theory U to transforming business, society, and self. San Francisco (CA): Berret‐Koehler.
Senge, P. M. (2006). The fifth discipline. The art and practice of the learning organisation. New York: Currency Doubleday.
Références bibliographiques
