This collection of papers (edited by Kevin Donovan) has been produced by the Association for Lear... more This collection of papers (edited by Kevin Donovan) has been produced by the Association for Learning Technology (ALT) for LSIS. They are based on the summaries used by presenters during workshops at the 2009 launch of the eCPD Programme. Other material from the conference can be accessed from How the Excellence Gateway and e-learning leadership programmes and toolkits can support CPD Inspiring tutors in adult community learning It's mobile and it's glossy Maximising value through peer support: sharing the journey to e-confidence through the Technology Exemplar Network Podcasting in science teaching: useful intervention or worthless interruption? Putting the e into eCPD: managing your CPD online with the LSIS programme Shaping My Future Quality e-learning for the masses REfLECT Stimulating active learning with mobile and web 2.0 technologies What can we learn from learners? A staff development toolkit for individuals and institutions
Thanks are owed to LSIS for funding this scoping study, and to all those who have supported this ... more Thanks are owed to LSIS for funding this scoping study, and to all those who have supported this project including colleagues at LSIS and IfL and the project steering group (Appendix E), and especially those who gave so generously of their time to complete the on-line survey, take part in interviews, and attend the consultation workshop.
"the dynamics of innovation in teaching and learning in the learning and skills sector".. [or - w... more "the dynamics of innovation in teaching and learning in the learning and skills sector".. [or - with 2015 hindsight - those were the days] This small-scale LSDA research project began in early 2004 and was concluded in autumn 2005. It looked at issues relating to innovation in teaching and learning. Its concern was not the collection of examples of good practice but rather the factors that underlie or hinder innovative approaches at any level. The project used mainly desk research, but also benefited from an active advisory group. There were also productive discussions with sector staff at a small number of regionalseminars, one national workshop, and a national consultation event with experts drawn from a range of agencies and organisations. The report has been used by the LSDA as it prepares for the transition to becoming the basis for new sector bodies the Quality Improvement Agency (QIA) and the Learning and Skills Network (LSN). A website was developed and maintained as part of the project; this has been used as a prototype for the QIA’s proposed web-based ‘learning exchange’. The research distinguishes between mere novelty and valid innovation: the latter will produce an improvement in teaching or learning or the supporting context in which these take place. The research uses Mulgan and Albury’s definition of innovation as ‘the creation and implementation of new processes, products, services and methods of delivery which result in significant improvements in outcomes efficiency, effectiveness or quality’. Thus technology may be innovative, but only if it changes for the better the ‘delivery of learning’ or enhances what would have happened otherwise. The view of many of those consulted was that much potential improvement has been lost over time because people enjoy novelty (they won’t espouse anything ‘not invented here’) or, more often, because the mechanisms are not in place to collect, store, disseminate and use valid innovation. Much that is innovative in teaching and learning depends on human memory, contact and communication. A constant preoccupation in project meetings was how to create a ‘collective memory’ of innovation so that succeeding generations of teachers and learners should not have to start from scratch.
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Papers by Kevin Donovan
This small-scale LSDA research project began in early 2004 and was concluded in autumn 2005. It looked at issues relating to innovation in teaching and learning. Its concern was not
the collection of examples of good practice but rather the factors that underlie or hinder innovative approaches at any level.
The project used mainly desk research, but also benefited from an active advisory group.
There were also productive discussions with sector staff at a small number of regionalseminars, one national workshop, and a national consultation event with experts drawn from
a range of agencies and organisations.
The report has been used by the LSDA as it prepares for the transition to becoming the basis for new sector bodies the Quality Improvement Agency (QIA) and the Learning and Skills
Network (LSN). A website was developed and maintained as part of the project; this has been used as a prototype for the QIA’s proposed web-based ‘learning exchange’.
The research distinguishes between mere novelty and valid innovation: the latter will produce an improvement in teaching or learning or the supporting context in which these take place.
The research uses Mulgan and Albury’s definition of innovation as ‘the creation and implementation of new processes, products, services and methods of delivery which result in
significant improvements in outcomes efficiency, effectiveness or quality’. Thus technology may be innovative, but only if it changes for the better the ‘delivery of learning’ or enhances
what would have happened otherwise. The view of many of those consulted was that much potential improvement has been lost over time because people enjoy novelty (they won’t
espouse anything ‘not invented here’) or, more often, because the mechanisms are not in place to collect, store, disseminate and use valid innovation. Much that is innovative in
teaching and learning depends on human memory, contact and communication. A constant preoccupation in project meetings was how to create a ‘collective memory’ of innovation so that succeeding generations of teachers and learners should not have to start from scratch.