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Journal ArticleDOI

Innovation in education: what works, what doesn’t, and what to do about it?

27 Mar 2017-Vol. 10, Iss: 1, pp 4-33
TL;DR: In this article, the authors present an analytical review of the educational innovation field in the USA and propose ways to increase the scale and rate of innovation-based transformations in the education system.
Abstract: Purpose The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. Design/methodology/approach The paper is based on a literature survey and author research. Findings US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning. Practical implications Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education. Social implications Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society. Originality/value Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.

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Citations
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Journal ArticleDOI
TL;DR: The findings indicate that technology innovation influences firm performance positively and recommends that entrepreneurs should develop innovative strategies to actualize firm performance.
Abstract: Information communication technology (ICT) is driving modern employment creation with networking sites enabling people to interact through innovation. However, ICT uptake and implementation differ ...

129 citations


Cites background from "Innovation in education: what works..."

  • ...Innovation plays an important role not only in business but also in a country’s economic development and a firm’s competitive advantage (Saunila, 2014; Serdyukov, 2017)....

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Proceedings ArticleDOI
03 Oct 2019
TL;DR: A systematic review of 68 peer-reviewed studies published in scientific journals and conference proceedings between 2009 and 2019 is presented in this paper, which considers aspects such as fields of education, target audience, game type and location, time limit, team size, and study results.
Abstract: Following the recent shift from traditional didactic classroom models to the adoption of active learning approaches, escape rooms and breakout games are increasingly being used in academia as a method for experiential, peer-group, game-based learning. Although they have the potential to enable new forms of teaching and transform the learning experience, escape rooms are a relatively new concept and there is not a substantial amount of work exploring their tendencies, affordances, and challenges on education. This paper addresses the lack of empirical evidence on the impact of escape rooms on educational settings by presenting a systematic review of 68 peer-reviewed studies published in scientific journals and conference proceedings between 2009 and April 2019. To analyse and critically appraise the current state of knowledge and practice in educational escape rooms, it considers aspects such as fields of education, target audience, game type and location, time limit, team size, and study results. The systematic review also highlights the advantages and challenges of these new learning activities, as well as their positive impact on student motivation and soft skills development. The analysis indicates that educational escape rooms can provide an enjoyable experience that immerses students as active participants in the learning environment. Additionally, they give learners the opportunity to engage in an activity that rewards teamwork, creativity, decision-making, leadership, communication, and critical thinking. Although instructional design for educational escape rooms is complex and time consuming, once the game has been developed it can be further applied in successive years. The results of this work aim to lay the groundwork for educators and other stakeholders by offering new insights with effective advice and recommendations for the successful incorporation of escape rooms into their teaching strategies.

59 citations


Cites background from "Innovation in education: what works..."

  • ...There is an acute need for educational innovations and ideas to make a meaningful impact on the students’ educational experience (Serdyukov, 2017)....

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Journal ArticleDOI
TL;DR: In this article, the authors measured and assessed 5th grade student creativity, from 24 educational institutions, and compared whether results show significant differences in certain variables such as type of school, gender, socioeconomic status and participation in extracurricular activities.

59 citations

Journal ArticleDOI
TL;DR: The authors argue that more written corrective feedback is not better, but instead less is more, and they argue for a focused approach to corrective feedback and examine its benefits for teachers and students.
Abstract: In different parts of the world second language (L2) teachers devote a massive amount of time to giving feedback on grammatical errors in student writing. Such written corrective feedback, which is unfocused and comprehensive, is fraught with problems for both teachers and students. Nonetheless, it remains a prevalent practice in many L2 contexts. In this position paper, I argue that more written corrective feedback is not better, but instead less is more. After presenting the problems emanating from comprehensive written corrective feedback, I argue for a focused approach to written corrective feedback and examine its benefits for teachers and students. Through discussing five impediments to the implementation of focused written corrective feedback, I scrutinize and refute the counter-claims, and bolster my overall argument in support of focused written corrective feedback. I conclude the position paper with recommendations for action for teachers, teacher educators and researchers.

57 citations


Cites background from "Innovation in education: what works..."

  • ...Without innovation, however, educational practice will ‘stagnate and produce mediocre outcomes’ (Serdyukov, 2017, p. 17), which is happening in the area of WCF. FWCF has strong theoretical support from the research literature (e.g. SLA and sociocultural perspectives), and hopefully with positive…...

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References
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Book
01 Jan 1991
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Abstract: In this important theoretical treatist, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning - that learning is fundamentally a social process. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation (LPP). Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. LPP provides a way to speak about crucial relations between newcomers and old-timers and about their activities, identities, artefacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalised to other social groups.

43,846 citations


"Innovation in education: what works..." refers background in this paper

  • ...• situated learning (Lave and Wenger, 1991) that uses real-life situations as the basis of...

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  • ...…and gaining practical outcomes of the course; • iterative process of knowledge construction and skill development (Serdyukov and Ryan, 2008); • situated learning (Lave and Wenger, 1991) that uses real-life situations as the basis of learning activities and, especially, in developing professional…...

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Book
01 Jun 1996
TL;DR: Csikszentmihalyi as mentioned in this paper used 100 interviews with exceptional people, from biologists and physicists to politicians and business leaders, poets and artists, as well as his 30 years of research on the subject to explore the creative process.
Abstract: Creativity is about capturing those moments that make life worth living. The author's objective is to offer an understanding of what leads to these moments, be it the excitement of the artist at the easel or the scientist in the lab, so that knowledge can be used to enrich people's lives. Drawing on 100 interviews with exceptional people, from biologists and physicists to politicians and business leaders, poets and artists, as well as his 30 years of research on the subject, Csikszentmihalyi uses his famous theory to explore the creative process. He discusses such ideas as why creative individuals are often seen as selfish and arrogant, and why the tortured genius is largely a myth. Most important, he clearly explains why creativity needs to be cultivated and is necessary for the future of our country, if not the world."Accessible and enjoyable reading." "--Washington Times" "Although the benefits of this study to scholars are obvious, this thought-provoking mixture of scholarly and colloquial will enlighten inquisitive general readers, too." "--Library Journal (starred review)"

5,589 citations

Book
01 Jan 1996
TL;DR: The Complexity of Educational Aims Teaching the Present, Past, and Possible Understanding and Explaining Other Minds Narratives of Science The Narrative Construal of Reality Knowing as Doing Psychology's Next Chapter Notes Credits Index as mentioned in this paper
Abstract: Preface Culture, Mind, and Education Folk Pedagogy The Complexity of Educational Aims Teaching the Present, Past, and Possible Understanding and Explaining Other Minds Narratives of Science The Narrative Construal of Reality Knowing as Doing Psychology's Next Chapter Notes Credits Index

4,460 citations

Book
01 Jan 2001
TL;DR: In this article, the Hare and the Tortoise are used to describe a remarkable convergence between the two types of relationships, i.e., relationships, relations, relationships, relationships and relationships.
Abstract: Preface. 1. A Remarkable Convergence. 2. Moral Purpose. 3. Understanding Change. 4. Relationships, Relationships, Relationships. 5. Knowledge Building. 6. Coherence-Making. 7. The Hare and the Tortoise. References. Index. About the Author.

3,960 citations


"Innovation in education: what works..." refers background in this paper

  • ...Excellent books have been written by outstanding innovators such as Andy Hargreaves (2003), Hargreaves and Shirley (2009), Hargreaves et al. (2010), Michael Fullan (2007, 2010), Yong Zhao (2012), Pasi Sahlberg (2011), Tony Wagner (2012), Mihaliy Csikszentmihalyi (2013), and Ken Robinson (2015)....

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  • ...As Michael Fullan writes in the Foreword to an exciting book, Good to Great to Innovate: Recalculating the Route to Career Readiness, K012+, “[…] there is a good deal of reform going on in the education world, but much of it misses the point, or approaches it superficially” (Sharratt and Harild, 2015, p. xiii)....

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Book
01 Jan 2005
TL;DR: In this paper, the authors examine the circumstances that allowed Western civilizations to dominate much of the world and what can we learn from their fates using a vast historical and geographical perspective ranging from Easter Island and the Maya to Viking Greenland and modern Montana.
Abstract: In his runaway bestseller Guns, Germs, and Steel, Jared Diamond brilliantly examined the circumstances that allowed Western civilizations to dominate much of the world. Now he probes the other side of the equation: What caused some of the great civilizations of the past to fall into ruin, and what can we learn from their fates? Using a vast historical and geographical perspective ranging from Easter Island and the Maya to Viking Greenland and modern Montana, Diamond traces a fundamental pattern of environmental catastrophe - one whose warning signs can be seen in our modern world and that we ignore at our peril. Blending the most recent scientific advances into a narrative that is impossible to put down, Collapse exposes the deepest mysteries of the past even as it offers hope for the future.

3,454 citations


"Innovation in education: what works..." refers background in this paper

  • ...“New technologies, whether or not they succeed in solving the problem that they were designed to solve, regularly create unanticipated new problems” (Diamond, 2005, p. 505)....

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  • ...Society’s failure to anticipate the problems and their outcomes may have unpredictable consequences, as Pulitzer Prize winner and Professor Jared Diamond, University of California, Los Angeles, writes in his book, Collapse: How Societies Choose to Fail or Succeed (Diamond, 2005)....

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