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Innovative teaching and learning: stepping beyond the boundariesGAIHE Peer learning activitiyEuropean research and reflections about innovation in FranceMonday 25 January 2016
Share my views on innovation in higher education
Explain my framework
Present actions carried out
My intentions
Actionless mind
Balancing
Mindless action
Building up teaching and learning capacities in higher education
Reinventing 21st century higher education
Facilitating paradigm shifts
My goals
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 only attempt 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
Student-centered focussing on learning
outcomes
Teacher-centered focussing on
transmission of contents
Single courses & programmes Educational system
Self-management Collegial management
Micro regulatory procedures Accountability & governance
Internal assessment External assessment
Short-term adjustments Long-term decision making
A change of mindset that implies shifts
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?
MITx U.Lab, 2015
Otto Scharmer & Theory U
2013
The transformational journey
Observe
Reflect
Act swiftly
MITx U.Lab, 2015
Downloading
Seeing with fresh eyes
Sensing
Presencing
Crystallising vision & intention
Prototyping
Performing from the whole
Letting go Letting come
Enacting
Embodying
Redirecting
Suspending
Voice of judgment
Voice of cynicism Compassion
Curiosity
Open mind
Open heart
Open will
Voice of fear
Who am I ?What is my work ?
Courage
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
Let no one enter who cannot see that the issues outside are a mirror of the
issues inside
Three conditions
for supporting innovative teaching and learning practices
1. Experimenting
2. Reflecting on experience
3. Support generative conversations
Prototyping with numerous iterations Calls for proposals Funding innovations in teaching & learning
Organising work groups Coaching circles Communities of practice
Experimenting with appreciative inquiry tools World café Humble inquiry Sensing journeys
Empowering people to become creators and innovators
Professional developement of academics
Three phases of professional development
1. The novice: phase of first steps (survival)
2. The experienced teacher : phase of developing professional identity as a teacher
3. The expert: phase of innovation and sharing of expertise
Leverage of professional development
Workshops and programmes
Individual or team
coaching/mentoring/supervision
Quality enhancement
Scholarship of teaching and
learning
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
