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Amplifying Innovation, Creativity and Intelligence with Technology

Mike Lloyd, Founder, CLWB.org, http://clwb.org, [email protected]

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Amplifying Innovation, Creativity and Intelligence with Technology A vision paper by CLWB.org



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AMPLIFYING INNOVATION, CREATIVITY AND INTELLIGENCE WITH TECHNOLOGY ............................................................................................ 3 Why this paper? .................................................................................... 3 Preparing Students For a VUCA World .................................................. 4 Changing Paradigms .............................................................................. 6 Building Blocks ....................................................................................... 7

NURTURING CREATIVITY ........................................................................... 9 Design Thinking ................................................................................... 10 Programming ....................................................................................... 11 Digital Making ...................................................................................... 13

AMPLIFYING INTELLIGENCE ..................................................................... 16 Governing Data .................................................................................... 17 Digital Leadership ................................................................................ 18 Harmonising Technologies .................................................................. 19

INCUBATING INNOVATION ...................................................................... 21 Innovative Schools ............................................................................... 21 Leadership ........................................................................................... 22 Exploiting Data .................................................................................... 22 Curriculum ........................................................................................... 23 Capacity Development ........................................................................ 23 Learning Environments ........................................................................ 24

NEXT STEPS .............................................................................................. 26 Ideation ............................................................................................... 26 Implementation ................................................................................... 27 Adoption .............................................................................................. 29 Working with CLWB ............................................................................. 30 Conclusion ........................................................................................... 37 Acknowledgements ............................................................................. 37



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AMPLIFYING INNOVATION, CREATIVITY AND INTELLIGENCE WITH TECHNOLOGY The effect of today’s technology on tomorrow’s jobs will be immense—and no country is ready for it. Schools need to be changed, to foster the creativity that humans will need to set them apart from computers1.

In the last 60 years we have witnessed a revolution equal in magnitude to the transition to the modern world from the Middle Ages. Technologies are disrupting sectors and even whole industries faster than ever, and our young people will need to be ready for volatile, uncertain, complex and ambiguous (VUCA) futures. Increasing volatility, uncertainty, complexity and ambiguity is making progressive educators around the world rethink how education services should be delivered.

Why this paper? This paper explains how educators can embrace the forces of change and help to prepare students for the VUCA world they will encounter. For students with the right mix of skills and knowledge, VUCA will represent exciting opportunities for satisfying careers and personal growth. For schooling systems that take full advantage of technology, VUCA will represent opportunities to add greater value, impact and effectiveness. The purpose of this paper is to propose not just a “what” but a “how”. In order to develop a citizenship able to thrive in a VUCA world, the entire education system needs to evolve, and innovative schools and a platform for innovative learning should underpin this evolution. The core proposition is that innovation – the skillset itself and its application in education – is key to dealing with VUCA, and the boundaries between formal learning and applied innovation should be blurred. VUCA isn’t something to be feared – it’s something to be embraced and prepared for. Journalist and author Clive Thompson, in his book “Smarter Than You Think”2, writes that in the future, we should not fear being ‘beaten’ by computers. Instead, humans will find themselves working in partnership with computers to become smarter. Human-‐computer

1 Coming to an Office Near You, Economist, January 2014 2 Smarter Than You Think, Clive Thompson, Penguin, Sept 2013

Schools'need'to'be'changed,'to'foster'the'crea2vity'that'humans'will'need'to#set#them#apart#from#computers.'(Economist)'



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symbiosis is already enhancing our intellect3 and the use of digital devices and social networks helps to facilitate collaborative creativity, irreversibly changing how we think, work and live. Some would argue that technology is eroding essential skills, but every generation has had its fears that new technology would have a detrimental effect. For example, Plato lamented that the invention of writing meant that we would lose the capacity for memory that characterized oral cultures, that by learning through reading alone rather than in conversation with a learned teacher we would lose the substance of wisdom4. Whether we like it or not, technology is changing the world around us and its continued evolution and us and disruptive effects are inevitable. Therefore, we need to learn to take advantage of it. This leads to two key questions. The first is how do we prepare students to thrive in a VUCA environment? The second is how can we “change paradigms” in education by exploiting technology.

Preparing Students For a VUCA World A recent study by Oxford University suggests that 47% of today’s jobs could be automated in the next two decades5. This includes lawyers according, to the Sydney Morning Herald6. However, it is perfectly possible to thrive in a volatile and unpredictable world -‐ we just need the right tools and skills to do it7. Many of the jobs most at risk from automation are lower down the skills ladder, whereas jobs with the skills that are least vulnerable (e.g. creativity and leadership) tend to be higher up the skills ladder. For those with job skills that can be automated, automation clearly is a threat. For those with the right skills, automation represents opportunities to innovate -‐ to design, program, and digitally-‐make new products and processes. There are already countless numbers of young people thriving on VUCA. We see people in their 20s making key breakthroughs, particularly in the technology world -‐ Facebook being a prime example. At YCombinator, Silicon Valley’s premier start-‐up incubator and the birthplace of many of today’s household names such as AirBnB, DropBox and Reddit, the average age of the entrepreneurs is 268. The documentary “Startup Kids”9 gives an insight to the innovation skillset demonstrated by a growing number of young web entrepreneurs such as the founders of Vimeo and Soundcloud. The ability to innovate is a core skillset demonstrated by those who are already thriving on VUCA, but the need for people to be innovative goes well beyond the tech sector. The extent of innovation that will be required to solve the world’s problems in the next half century is unprecedented. As Julia Gillard, the former Australian Prime Minister, has put it: ‘Innovation is absolutely pivotal … Australia has to be in the innovation and global integration business.’ Her words are generally applicable. Global leadership will depend on innovation, not just for the economic growth which will sustain it, but also to rise to the massive challenges ahead10.

3 Smarter Than You Think, Clive Thompson, Penguin, Sept 2013 4 Plato (Phaedrus, 274-‐5, C.J. Rowe translation) 5 Carl Benedikt Frey and Michael A. Osborne, September 17, 2013 6 Lawyers next for tech-‐driven outsourcing, Sydney Morning Herald, September 10, 2013 7 Antifragile: Things That Gain from Disorder, Nassim Taleb, January 28, 2014 8 Oceans of Innovation, Institute for Public Policy Research, 2012 9 http://thestartupkids.com 10 Oceans of Innovation, Institute for Public Policy Research, 2012



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The core innovation skillset – to be able to develop better ways of doing things -‐ requires the development of what Howard Gardener calls the “synthesizing mind11”. Whilst creativity is required to produce ideas and solve problems, broader intelligences are required to take ideas through to implementation and adoption. Technology gives us the opportunity to amplify intelligence and creativity, and the ways in which technology, intelligence and creativity combine to incubate innovation skills is a key focus of this paper. One key skill that needs to be learned is what we can call “Intelligence amplification” – the application of the principles behind a field of study called Augmented Cognition. Writing in the Wall Street Journal, Irving Wladawsky-‐Berger talks of the era of Cognitive Computing and reminds us that “…for the past several decades computers have been augmenting our intelligence and problem-‐solving capabilities12”. In the same way as early humankind learned to use mechanical tools to amplify strength, our current generation needs to know how to use digital tools to amplify their intelligence – and this goes beyond learning how to use productivity tools. Students also need to be equipped with the right attitudes, competencies, disciplines, knowledge, and 21st Century Skills – including basic skills; creativity; design; problem solving; critical thinking; communication and collaboration; media and information literacies; and learning to learn. As the technology-‐fuelled pace of change accelerates faster than ever before, the need for completely new skillsets is emerging. Mastery of technology now needs to extend beyond just PCs, phones and tablets and into the “physical computing” world. The Economist recently spoke about a ‘The Third Industrial Revolution” -‐ the convergence of clever software, novel materials, sophisticated robots, new processes (notably 3d printing) and new types of web-‐based services. “The digitisation of production will transform the way goods and services are produced — and change the politics of jobs”13. New DIY platforms such as Arduino and desktop manufacturing have allowed non-‐experts to become technically creative and build prototypes with low levels of capital outlay. At the same time, crowdsourcing platforms such as Enlace enable people to easily obtain the services, ideas, or content they need; and crowdfunding platforms enable people to easily raise production capital and sell in completely new ways. The production of goods and

11 Five Minds for the Future, Paperback, Harvard Business School Press, January 6, 2009 12 The Era of Augmented Cognition, Irving Wladawsky-‐Berger WSJ, CIO Journal, June 28th, 2013 13 The Third Industrial Revolution, The Economist, April 21st 2012



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services in the future will focus on mass customization, based on innovation enabled by new forms of collaboration, and people will need to continually engage with new types of collaboration and production tools regardless of the sectors they end up working in.

Changing Paradigms So how do we get from a schooling system that is still largely about preparing students for academic futures and jobs based on individual expertise, to one which is about preparing students to become innovative? One thing is certain – we can’t solve the problems of the future with the schooling systems of the past. The current dominant schooling paradigm is the consumption of information and this has reached the limits of its effectiveness14. Whether that consumption is book-‐based, tablet-‐based, or based on teachers talking, the mere consumption of information as a paradigm for learning is having ever diminishing value. So, the shift that needs to occur in schooling is moving it from a consumption to a creation-‐based paradigm -‐ one where students learn by creating their own content, artefacts and solutions to problems. Whilst the initial mass introduction of technology in schools was embedded in a “creation” paradigm, this didn’t last long. The advent of ready-‐made applications and graphical user interfaces in the 1980s saw a shift away from teaching computing as a mathematical and scientific tool, towards using computers for word-‐processing, spreadsheets and presentations. The result was that students left school with little idea of how computers work. The trend is now returning back the other way with the rapid rise in Digital Making, Programming and Computer Science. There is also a realisation that students learn more from creating technology than just consuming it. Harvard’s “Project Zero” suggests the need to develop “a sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or hacking15”. Formative learning experiences come through direct experience with the physical world. According to Ben Mardell, PhD, researcher with Project Zero at Harvard University -‐ “Kids learn through all their senses and they like to touch and manipulate things". A new emphasis on “invention based learning” is beginning to emerge, evident in the sharp increase in robotics, programming and 3d printers in schools16. This is being driven by three factors –

• The growing realisation of the value of “authentic learning” – where students learn better through solving real-‐life problems.

• ‘Internet of Things’ technologies (e.g. sensors and integrated circuits) and robotics falling within the budgetary reach of most schools.

• Programming being increasingly seen as an attractive career option, and educators realising the value of programming as a tool for students to develop and express thought.

There’s also a growing acceptance of the need for deepening learning experiences17. Project-‐based learning, problem-‐based learning, inquiry-‐based learning, challenge-‐based learning, and similar methods foster more active learning experiences, both inside and outside the

14 The Conceptual Age and the Revolution, Mark Treadwell, 1st Dec 2008 15 http://makingthinkinghappen.wordpress.com 16 http://www.bbc.com/news/business-‐26871084 17 NMC Horizon Report, K12, 2014,



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classroom. Researchers at Harvard’s Project Zero are contributing to the growing understanding that students are more engaged when learning is applied directly to the world they live in. If learners can connect learning content with their own lives and their surrounding communities, then they will become more excited to learn and immerse themselves in the subject matter. As technologies such as tablets and smartphones are more readily accepted in schools, teachers are leveraging these tools to connect the curriculum with real-‐life applications. These active learning approaches are more student-‐centered, allowing learners to take more responsibility for how they engage with a subject. While school traditionally separates art and science, theory and practice, such divisions are artificial. The real world just doesn’t work that way. Boundaries between subjects in real life are blurred. Video game developers rely on computer science. Engineering and industrial design are inseparable. The finest scientists are often accomplished musicians18. According to Howard Gardener -‐ “The tools from any one discipline are often insufficient for understanding and solving real world problems… highlighting the need for interdisciplinary expertise and problem-‐centred teams of people working on common goals”19. Technology offers a catalyst for interdisciplinary work in schools. For example, Computing has deep links with Mathematics, Science and Design and Technology, and provides insights into both natural and artificial systems. Digital Making not only blurs the artificial boundaries between subject areas, it erases distinctions between art and science while most importantly obliterating the crippling practice of “herding” students into academic pursuits or vocational training. Thanks to advances in technology, there are now “multiple pathways to learning that were unimaginable just a few years ago”20.

Building Blocks Innovation is a core competency for dealing with VUCA so students need to learn to be innovative – they need to become ‘innovative students’. They will need to learn to be highly creative and to amplify their intelligence with technology. They will need to learn in schools that are themselves innovative. So what building blocks need to be put in place to achieve this? The first building block needs to be about nurturing creativity. As Ken Robinson argues -‐ “we're all born with deep natural capacities for creativity and systems of mass education tend to suppress them… it is increasingly urgent to cultivate these capacities -‐ for personal, economic and cultural reasons”21 The second building block is about amplifying intelligence. Dealing with the forces of VUCA requires people to produce more intellectual output in less time, across a wider spectrum of media, using more data from more sources than ever before. This requires a redefinition of productivity. The final building block is about incubating innovation – nurturing innovative students to become innovative citizens. Nurturing innovation in schools that are not innovative

18 Invent to Learn, Martinez & Stager, 2013 19 Howard Gardener, 5 Minds for the Future 20 Invent to Learn, Martinez & Stager, 2013 21 How Schools Kill Creativity, Ken Robinson, TED, February Feb 2006



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themselves is contradictory, so this building block is about finding better ways deliver learning services, and helping students acquire innovation competencies.



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NURTURING CREATIVITY Across all sectors – from energy to healthcare, communications to consumer goods, finance to leisure -‐ the creative application of technology has driven practically all of the innovations that define, enable and disrupt the world we live in. For example, the creative industries have been completely transformed by technology, opening up complete new fields of work for people. Take video games, for example. Blockbuster games outperform blockbuster films. Game franchises like GTA and Call of Duty have pushed the boundaries of design, storytelling and interaction, and employ large teams of creatives and technologists from disciplines as diverse as Fine Art to Physics. Musicians and recording artists are expanding on traditional media formats to create integrated, experimental and unique experiences. For example, artists are exploiting motion sensing which allows full-‐body interactivity with new forms of art. Whilst the boundaries between technology and the arts are becoming increasingly blurred, so are the boundaries between artists and audiences. The boundaries between disciplines are starting to look increasingly blurred too, as hybrid roles that require equal creative and technical acumen are becoming the norm. One of the driving forces behind today’s revolution in digital creativity is a collaborative work process that operates across disciplines to produce new hybrid goods, services and even new industries. For example, the rise in use of computational design, 3d printing, low-‐cost sensors, and wearable technologies can be seen in the work of new hybrid fashion-‐technology groups such as CuteCircuit and Studio XO. New forms of products and services are increasingly the result of a marriage of imagination, design, programming, digital making – left-‐brain and right. Whilst commercial creative industries such as design, architecture, and engineering were amongst the first to be transformed by digital technology, today a design-‐forward approach to technological development that promotes interdisciplinary thinking and cross departmental collaboration is something every company across all industry sectors aspire to. This means that people will need to be creative in a multitude of different ways. To enable this, three categories of skills need to be developed:

• Designing • Programming • Digital Making

Designing'

Programming' Digital'Making''



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Design Thinking

Design improves lives and makes things better. It plays a critical role in the global paradigm shift from an industrial economy to an experience and knowledge-‐based economy. Design is a user-‐centered innovation process that can transform products, services and experiences to enhance business competitiveness22. Design thinking is a key part of the Victorian Curriculum in Australia, whilst the interdisciplinary stream of Design, Creativity and Technology is present in the Australian National Curriculum. So what design thinking skills should students learn? In response to the UK Government’s proposals for a new Design and Technology curriculum, the Design Council UK offered a useful set of recommendations that can be summarized as follows23 -‐ Through design thinking, students should build up a set of transferable skills that include being able to define a problem and know how to address it; critique and assess design; and understand economic, scientific, technological and sociocultural influences when designing solutions to problems. Students need to develop skills in research, observation, empathy, ethnography, co creation and usability testing; gain skills in convergent and divergent thinking processes; be an aware that design is an iterative process; understand the role of sustainability and ethics in user-‐centered design. Students need to develop technical skills that focus on visualization and realization of ideas and information, with a focus on drawing, digital design and prototyping. They need to develop knowledge and understanding of the current and emergent means of production, manufacturing and digital technologies. Professionals need to be bought into the classroom to teach using real briefs and processes (team working, project management, pitching). Students need to develop knowledge and insight of new genres in design (e.g. service design, behavioural economics and biomimicry). Design is the bridge between arts, science, technology and business – it brings together creativity, innovation and enterprise in an applied way. Design should not be taught as a specific discipline initially; the starting point should be the problem you are trying to address, you then decide what set of disciplines are most appropriate in addressing the problem. The design approach brings people from different disciplines together to tackle a problem from every angle, delivering better outcomes.

22 Singapore Design Council 23 Design Council UK, Opinion, 27/02/2103



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Programming

Progressive educators are increasingly seeing programming as a new form of literacy – a language for students to convey their ideas and develop intellectual capacity and problem-‐solving skills that are relevant to many other subjects and areas of life. At the same time, many parents and students are increasingly seeing programming as a great career option. "Companies are falling all over themselves to get the top talent," says Bruce Upbin, who manages the technology coverage for Forbes magazine. "I've seen signing bonuses at Twitter and Facebook being thrown around for $100m in restricted shares. That's more than sports stars make24 A global push for more computer science in classrooms is starting to bear fruit25 and many countries around the world are racing to include programming into their curriculum. For example, in September 2014, England will become the first country in the world to mandate computer programming in both primary and secondary schools. Children will start learning to write code when they enter school at the age of five, and will not stop until at least 16. The English National Curriculum for computing aims to ensure that all students can:

• Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

• Analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

• Evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

• Are responsible, competent, confident and creative users of information and communication technology

Vietnam has also made Programming compulsory as part of Information Technology at High School level26. In South Korea, the government has decided that programming lessons will start in middle schools in 2015, elementary and high schools by 201827. In Hong Kong, some 24 Summer Camps for Coding, BBC, 19th June 2014 25 Economist, April 26th 2014, 26 http://en.wikipedia.org/wiki/Education_in_Vietnam 27 http://www.koreaherald.com/view.php?ud=20140727000121



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efforts have begun to instil ‘code literacy’ with initiatives such as "We Can Code” and “Code Club HK”. Estonia, the birthplace of Skype, rolled out a countrywide programming-‐centric curriculum for students as young as six in 2012. New Zealand, Israel, Germany, Greece, and India all have Programming either embedded in the curriculum or available as electives. Finland28, Australia and Denmark are following suit. Where schools aren’t providing this, programming classes -‐ virtual and physical – around the world are growing exponentially. For example, more than 24m people worldwide have signed up to free tutorials from Codecademy, a coding website, and there are few countries without privately run programming clubs29. Learning how to write programs is quite hard to do initially. Many educators use Scratch to get students started. Scratch enables rudimentary programming and control of screen objects through snapping blocks of functions and variables together. Writing games is a great way to start because students can get quick an immediate results. Python is a great way to start with games programming, and Java – the second most widely used language -‐ is a natural follow-‐on enabling students to learn how to create their own models of the world. C is the most widely used language in the world, and is the logical follow-‐on from learning Java. C is the most widely used programming language in the world, the next logical language to learn after Java, and the basis of programming Arduino boards. The Internet of Things (IoT) represents a major shift in how IT is being used. Falling technology costs in areas such as sensors and integrated circuits are opening new opportunities on a vast scale. Cisco’s Internet Business Solutions Group (IBSG) predicts some 25 billion devices will be connected by 2015, and 50 billion by 2020, whilst IDC estimates machine-‐to-‐machine communication will grow to 41% of Internet communication by 2020. The Internet of Things (IoT) is changing the traditional focus of programming from screen-‐based activities – e.g. apps for phones, or software for PCs – to ‘machine to machine’ (M2M). According to the Economist Intelligence Unit, a lack of IoT related talent is considered the top obstacle to businesses using the IoT30. This view is echoed by the Washington Post31, “The (IoT) market could also create demand for a new kind of IT specialist — those who can both engineer new products and process the data they collect, analysts and industry experts say”. This is not surprising -‐ take, for example, the job of developing driverless cars – developers will be needed to design, make and deploy over 100 integrated circuits and a million lines of code. Some schools are responding to this. For example, eight schools in the UK are taking part in a $1.2m scheme to find out how “Internet of Things” can enhance learning in science, technology, and geography. Students and teachers will be taught to measure and share data – using new Internet of Things technology – in ways that help make learning fun, link directly to the curriculum, and ultimately inform the design of the next generation of schools32. A great place for students to start on the IoT programming pathway is Arduino. The Arduino development environment enables someone with little or no electronics background to build devices made up of components like sensors, lights, switches, displays, communications modules, motor controllers, and much more.

28 http://mashable.com/2013/11/16/finland-‐tech-‐education-‐schools/ 29 http://readwrite.com/2013/10/18/kids-‐learn-‐code-‐programming 30 EIU – The Internet of Things Business Index, 2013 31 Washington Post, Feb 2014 32 The Daily Telegraph, August 2013



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Digital Making

“As Maker technologies – 3d printers, sensors and Integrated Circuit Boards become ubiquitous; every student needs access to tools, knowledge and problem solving skills33.

Closely aligned to the Internet of Things revolution is the Maker Movement, accelerated by falling technology costs in desktop manufacturing tools such as 3d printers and laser cutters. Small-‐scale makers and sellers have typically produced the type of objects that factories don't. But now – thanks to cheap desktop manufacturing technologies -‐ small companies, or even individuals, can make objects that were previously only viable through mass-‐manufacture34. The Maker Movement has gathered enough momentum in the United States to get to the top of the agenda at the Whitehouse, where President Obama recently hosted the first ever Maker Faire, much of which was focussed on 3d printing.35 There have been dramatic headlines about the impact of 3D printing on industry, but it's also making an impact on education, with plans to put 3D printers into schools in the United Kingdom and the United States. These technologies hold massive potential for young people. An article in THE Journal36 claims that: “Digital fabrication, such as 3D printing and physical computing, including Arduino, MaKey MaKey, and Raspberry Pi, expands a child’s learning toolkit with new ways to make things and new things to make.” For example, students in Wales, UK, recently designed products that were set to student’s over 9,000KM away in Brazil where they were printed on a 3d printer. Student on both sides of the Atlantic got valuable lessons in collaboration, design, engineering and even key physics principles37. Robotics is rapidly gaining popularity in schools, and combines Programming and Digital Making. When building robots, students engage in complex, strategic problem-‐solving and higher-‐order thinking. Students usually work in small groups of 2 to 3 in Robotics projects which encourages the development of basic communication and inter-‐personal skills – essential 21st Century Skills. Like Design, Robotics can act as a bridge across a range of subjects, for example:

33 Invent to Learn, Martinez & Stager, 2013 34 Wired, July 2013 35 The Whitehouse, first ever Maker Fair, June 2014 36 THE Journal, “The Maker Movement Conquers The Classroom”, April 2014 37 http://CLWB.org, Learning Impacts



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• Mathematics -‐ spatial concepts and geometry • Scientific principles -‐ particularly Physics • Design & Technology – electronics and sensors • ICT -‐ computer programming

“Robotics is being used in primary and secondary schools as a new tool for teaching science and the humanities… robotics should be taught as an example of integration between mechanics, electronics, and computer science. The students stop being passive targets of teaching methods and become active learning subjects, showing initiative, independence, and a drastic reduction in their learning time38. A rapidly emerging area is ‘Wearables’. Industries such as sports equipment, fashion, eyewear & watch making are quickly taking advantage of the potential of technologies such as 3D printed garments, sensor-‐laden apparel, and embedded cameras and wireless capabilities. Producers will need to integrate technical functions such fitness monitoring into clothing and jewellery. New Wearables industries require a new generation of innovators able to combine ergonomic design skills with electronics, computing and robotics. Wearable technologies also open up a range of possibilities for managing the process of schooling better, for example student and staff interaction with Smart Buildings for energy conservation, access and security39.

Another key area of Digital Making is Media. It is about applying literacy and technical skills to produce content, and combines both technical and communication competencies, such as the ability to access, analyse, evaluate and communicate information in a variety of forms. Creating media products opens up new worlds of learning in technical and scientific areas, for example: digital imagery; digital video; web; social media; data and databases; digital audio; and e-‐books. At a deeper technical level, Signal Processing synthesises Systems Engineering, Electrical Engineering; Applied Mathematics; Data Transmission; and Telecommunications.

38 Institute of Electrical and Electronics Engineers (IEEE), Encouraging robotics to take root, 2005 39 http://edutechassociates.net/2013/08/21/internet-‐of-‐learning-‐things/



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An example Media project is a global initiative by Panasonic called Kid Witness News40 which enables students to create news reports with professional equipment in their school environments. They learn how to use professional grade technologies – cameras, mixing and editing desks, and a mini ‘broadcasting studio’ with ‘green screen’ for video creation, editing and streaming. Creating professional quality broadcast local news media, documentaries and movies enable students to acquire skills such as:

• Communication and Collaboration • Production and Presentation • Research and Journalism • Computer networks, networking and IP distribution • Electrics, electronics, power and transmission • Programming, computer graphics and databases • Audio and video signals and systems, processing and encoding

Constructive Social Gaming is another key area of Digital Making. Whilst many early video games require little cognitive effort on the part of the player, or worse still, glorified anti-‐social behaviour, a new generation of constructive social gaming is emerging. For example, Minecraft, which requires users to build shelters, is part of a new generation of games that requires users to develop creativity, problem solving and construction skills. According to SRI, digital games can improve students’ achievements in areas of Science Technology Engineering and Mathematics (STEM) 41. Gamification -‐ the use of game thinking and game mechanics in non-‐game contexts -‐ is also engaging millions of users around the world in problem solving activities. The idea is to integrate game-‐like elements, including quests, experience points, leader boards, milestones, and badging into non-‐game environments and learning content. A 2013 Accenture report that highlighted the impact gamification will inevitably have as a demographic that is enthusiastic about online and social gaming, comes of age and enters the workforce. Southeast Asia, in particular, has been identified as a region of the world that is especially promising for the impact of gamification because of online gaming trends42. In the last five years, games have converged with natural user interfaces to create an experience for players that mimic real life. Motion sensors and voice controls that offer kinaesthetic experiences have been harnessed for educational purposes. Engaging learner’s kinaesthetic learning styles is a powerful way to enable them to learn a range of basic skills -‐ for example, using your arms to tell the time or kicking a football onto a target with the right answer. Kinect is emerging as a powerful tool for engaging students of all ages in highly interactive learning activities such as Sesame Street TV for basic reading and writing skills, and working kinaesthetically with National Geographic content. Companies such as Kinems are also developing games based on Kinect to help children with disabilities improve their eye-‐hand coordination, short-‐term memory, attention span, ability to follow directions, and problem solving.

40 http://panasonic.net/kwn/ 41 SRI International -‐ http://www.sri.com/research-‐development/science-‐technology-‐engineering-‐mathematics-‐education 42 Cited in NMC Horrizon Report, 2014



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AMPLIFYING INTELLIGENCE Dealing with the forces of VUCA requires people to produce more intellectual output in less time, across a wider spectrum of media, and using more data from more sources than ever before. Thankfully, the Internet age has produced a radical new style of human intelligence. We learn more and retain it longer, write and think with global audiences. Modern technology is making us smarter in new ways43. A year after chess master Gary Kasparov was beaten by a computer, he learned to play in collaboration with computers (Advanced Chess)44. Reflecting on this, he said, it freed him to focus on the “creative texture” of the game. The processing power of a computer and the intuition of a human brain lead to human-‐machine chess teams -‐ even when they didn’t include the best grandmasters or most powerful computers, consistently beat teams composed solely of human grandmasters45. Accelerated by Artificial Intelligence, the ‘symbiotic smarts’ that occur when human cognition is augmented by a close interaction with computers has reached the point where we need to redefine productivity. Productivity used to be about word processing, spreadsheets and presentations. Not any more. Productivity now is about offloading the minutiae to computation to free up the brain for bigger questions and creativity. The computer serves as an external memory, finding connections, and accelerating communication and publishing.

Being productive now means taking advantage of ubiquitous technologies that span a range of devices and exhibit ambient intelligence. Billions of sensors, screens and devices – in

43 Smarter Than You Think, Clive Thompson, Penguin, Sept 2013 44 The Chess Master and the Computer, Garry Kasparov, February, 2010 45 Smarter Than You Think, Clive Thompson, Penguin, Sept 2013



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conference rooms, living rooms, cities, cars, phones and PCs – are forming a vast network and streams of data. Accelerated computing power will digitize nearly everything around us and will enable people to derive insights from the growing number of interactions among people and between people and machines. In this new world, there will soon be more than 3 billion people with Internet-‐connected devices – from a farmer in a remote part of the world with a smartphone, to a professional with multiple devices powered by cloud service-‐based apps. New paradigms of productivity need to be both used and taught. In education it’s about skilling students to exploit and develop new productivity technologies. To use technology to amplify intelligence, three key areas need to be developed:

• Governing Data • Digital Leadership • Harmonising Technologies

Governing Data

“The best bosses will be those who learn to swim amid all the information swirling around them” Carol Bartz, CEO of Yahoo! The world contains an unimaginably immense amount of digital information which is getting ever more immense ever more rapidly. The Internet of Things is rapidly adding more points and devices to networks, and producing rapidly increasing volumes of data. This makes it possible to do many things that previously could not be done and unlock new sources of economic value. However, the proliferation of data is making useful data increasingly

Governing)Data)

Digital)Leadership)

Harmonising)Technologies)

Governing)Data)

66,000 Miles

250,000 Miles

300 Miles

600 Miles

10,000 Miles

International Space Station

Space Shuttle Orbit Altitude

Moon

By 2020 IDC predicts we will create 35ZB of data annually That’s enough DVDs to stack to the moon and back three times!



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inaccessible. “How to make sense of all these data? People should be worried about how we train the next generation, not just of scientists, but people in government and industry,” says Alex Szalay, from Johns Hopkins University. A 2011 McKinsey report46 estimated that the United States faces a shortage of 140,000 to 190,000 people with deep data analytics skills, and 1.5 million managers and analysts to make business decisions based on their findings. As an example, according to the Washington Post, Industrial giant GE, will have a need for “more people who are a combination of data scientists and operation managers — people who have both an understanding of how to use data, how to use analytics, and also an understanding of their own business lines”47 To meet this kind of future demand, students will need to develop a broad set of statistical skills, and know how to apply statistical analysis to real situations. They will need to learn how to design processes that generate data, gain insights from a spectrum of data types, and make data driven predications and decisions.

Digital Leadership “The #1 job of the future will be that of online community organizer… The revolution of connection creates all sorts of new productivity and new opportunities... Most of the wealth created by this revolution doesn’t look like a job, not a full time one anyway. Instead of coming together physically, we have the ability to come together virtually, to earn attention, to connect labor and resources, and to deliver value.”48 Seth Godin Connecting peoples’ brainpower together, and leading people to act online, amplifies intelligence. The ability to use, customise, or develop online communities to harness the connection power of the web has already become an essential way to amplify one’s intelligence, and can only grow in significance. For example, in the gaming world the most popular games successfully develop big and active communities around them. These communities connect one another’s brainpower to collectively solve problems that individually would be too hard. The same is true for a vast spectrum of areas of professional interest and expertise. Buying and selling brainpower through “Talent exchanges” on the web is starting to transform the world of work. Virtual marketplaces for work such as Elance.com and oDesk.com, will handle $5 billion of trade by 201849. The ability to source ideas, talent, intellectual property, and funding are necessary digital leadership skills that people will need to increasingly possess. Digital leadership takes connecting with people digitally and harnessing their brainpower to the next level. It’s about leading people to act online, to connect people around powerful ideas and get them to do something.

46 Big data: The next frontier, McKinsey Global Institute, 2011 47 New skills are needed (for IoT), Washington Post, Feb 2014 48 Seth Godin blog -‐ http://sethgodin.typepad.com/seths_blog/2007/07/jobs-‐of-‐the-‐fut.html 49 The workforce in the cloud, The Economist, Jun 1st 2013



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Digital leadership is also about selling online. In, China, for example, TAOBAO, a large online retail platform, has become increasingly important to rural economies enabling millions to start selling goods. Alibaba, who owns the platform, says such activity is growing fast and one village in Guangdong has opened a “Taobao university” where people learn how to sell online50. Those who understand the power of synthesising other people’s intelligence with their own and can lead online need never fear automation or unemployment.

Harmonising Technologies In the same way as connecting peoples’ brainpower together, and leading people to act online, amplifies intelligence so does connecting technology systems together. Connecting computers together amplifies processing power, but adding sensors and control systems to a computer system greatly amplifies the usefulness of the system.

With each subsystem added to a technical solution, complexity increases exponentially, so it’s critical to have systems that enable technologies to be harmonized, and people skilled in making technologies work together. Increasingly, we're going to live in a world where the same data and applications are going to be distributed across multiple devices and multiple screen sizes – from phones, tablets and laptops to TVs and giant PPI (Perceptive Pixel) boards. One area of particular significance is Mobile. The mobile phone is embedded in every aspect of our lives. First thing in the morning, last thing at night, our mobile is with us.

50 Cash cow, Taobao, The Economist, March 2014

Digital'Leadership'

“The%#1%job%of%the%future%will%be%that%of%

online%community%organizer….%%come%together%virtually,%to%earn%a=en>on,%to%connect%labour%and%resources,%and%to%deliver%value.”'Seth'Godin'

Harmonising*Technologies*

Seamless'user'experiences'

Cloud* Mobile*Media*Data* Telecoms*Sensors*



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It’s our entertainment system, our social space, our shopping mall, and sometimes it’s even our phone. In 2013 annual smartphone shipments passed 1 billion units for the first time, creating fantastic opportunities for connection and collaboration. Smoothing the way to greater technology harmonization will be the development of identity and directory services, rich data storage and analytics services, machine learning services, media services, web and mobile services – with speech, pen and gesture input – all of which will require skilled software developers and system engineers to produce and implement. The need for consistent experiences, leads to the need for people who are skilled at making data, media, applications and hardware work together smoothly. Core to harmonizing technologies is ‘Systems Engineering’ which is about ensuring that all aspects of a technical project or system are considered, and integrated into a whole. Skills such as system integration, control engineering and project management are valuable in this domain. Everyone – whether they are harmonizing their home technologies or working on a major technology project – will need to have at least some skills in this area.



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INCUBATING INNOVATION So far, we have explored how people need to build creativity and intelligences, so now we turn our attention to how schooling needs to change to nurture or incubate these capabilities. We’ve seen how skills can be amplified with technology and through technology enhanced learning, and how technology is enabling ever-‐higher levels of creativity. However, teaching innovation in a standardised system through timetabled lessons based on information transmission is unlikely to have any positive impact. Therefore, to incubate innovation within them requires schools themselves to become innovative. Many attempts to innovate schooling have failed because they tend to collide with outdated practices51. Practices are determined by policy, so innovation won’t happen unless policy drives it. A key policy challenge is to reconcile the demand for high PISA test scores and examination results with innovation skills. That’s not to say that that good grades and innovation skills are mutually exclusive, of course, but thought needs to be given to producing policies that balance these different kinds of outcomes. In turn, policy needs to drive changes in how teachers and schools are measured so innovation and creativity are increasingly rewarded. Another key success factor is a strong pedagogical and curriculum framework that progressively develops the thinking, skills and knowledge that students need to become innovative. Like having a map to navigate, a curriculum framework ensures that teachers, students and all stakeholders don’t become lost and are able to navigate their ways forward. The word “innovation” means lots of different things. In this context, innovation can be defined as an ‘adopted improvement or change that brings value’. Innovation has three phases each requiring different sets of skills –

• Ideation – generating ideas, creativity, design, collaboration • Implementation -‐ solution development, project management and execution skills • Adoption – communication, persuasion and evaluation

Innovative Schools Given that innovation requires ideas, implementation and adoption to make it happen, simply adding technology alone won’t work. Innovative schooling requires a holistic approach, which in turn requires the following factors to be developed simultaneously:

• Leadership • Exploiting Data • Curriculum • Capacity Development • Learning Environment

51 Roschelle, Singleton, Sabelli, Pea & Bransford, 2008



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Leaders need to think-‐through each of these components, how technology can be used to nurture creativity and amplify intelligence, and how all these ‘moving parts’ interrelate.

Leadership Moving schooling systems to an innovation-‐based paradigm, like any other large-‐scale transformational change, is complex and potentially difficult to do, and requires strong and clear leadership. Harvard University professor, Dr John Kotter, in his book ‘Leading Change’, simplifies the leadership process by proposing “establishing a sense of urgency; developing a vision and strategy; and communicating the change vision”. Another authority on leadership, Jim Collins, found that in ‘great’ organizations there was a “commitment to confronting the brutal facts, and establishing a culture of disciplined inquiry”52. But how do we identify, quantify, and prioritise the facts that are needed to define and articulate a change vision? A key asset to any leader attempting to define and articulate a change vision is data. Without data, a leader is in danger of being just another person with an opinion. The data that has the most value for leading change is that which relates to learning – assessment data. Michael Fullan in Learning to Lead Change, says: “One of the highest yield strategies for educational change recently developed is ‘Assessment for Learning’. When school systems increase their collective capacity to engage in ongoing assessment for learning, major improvements are achieved”53 Key aspects of assessment for learning are: gathering data on student learning; analysing that data; and using data to discuss micro and macro level performance across all stakeholder groups.

Exploiting Data Whilst many sectors and industries – such as healthcare – have innovated through the use of data, schooling is still at very early stages in this area. To become innovative, schools need to understand the power of data and what it takes to harness it. One data-‐driven technology that could be used to great effect in innovative schooling is Artificial Intelligence (AI). Whilst “artificial intelligence” is not yet (and may never be) as powerful as combining computing and human intellect, it is becoming increasingly useful in the learning process. For example, Question and Answer (QA) systems classify questions and then apply Natural Language Processing to find answers. The implications of QA for

52 Good to Great, Jim Collins, 2002 53 Michael Fullan, Learning to Lead Change, 2004

Leadership*

Curriculum* Learning*Envirnoment*

Exploi7ng*Data*

Capacity*Development*



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schooling systems are profound, and will no doubt to continue to change the role of the teacher from experts to guides and mentors. Imagine students being given the task of recognising patterns on science laboratory slides and making classifications. By combining expert and pedagogic models we are able to exploit AI to “mash” both domain specific and more general learning principles into a rich learning experience. When classifying the slides, students will be not just presented with a “right or wrong” response, but their behaviour will be refined through “machine understanding” of why the student is making their decisions. Taking this a step further are Intelligent Tutors. These record their interactions with students to better understand how to teach them. Computerised “tutors” are capable of recording longitudinal data, as well as data such as mouse clicks and response times. Using these interactions as a source of data to be mined provides a new understandings of learning processes. Another key development is Cloud Computing. This is where IT services are “generated” remotely and delivered over the Internet, and it’s starting to change how data-‐driven schooling IT services are delivered. Everyday routines from communication & collaboration, to using web services, apps, and learning resources, to e-‐assessment are increasingly enabled by Cloud Computing.

Curriculum So far in this paper we’ve seen how the curriculum needs to be changed to enable students to become innovative. To summarise, in order to prepare students for a VUCA world, they need to learn how to design, program and make with digital tools; and learning how to use technology to amplify their intelligence; master data and digital leadership; and harmonize technologies. But innovative schooling is as much about how students learn as what they learn. Progressive educators currently promote several learning themes – personalized; authentic; brain-‐based; project-‐based; problem-‐based; inquiry-‐based; challenge-‐based; and more recently invention-‐based learning. Whilst all these have a role in innovative schooling there’s a growing sense of an “umbrella theme” -‐ the Scientific Method as learning. With the growing use of data, combined with the growth of more practical learning experiences, the Scientific Method has application way beyond the Science Department. On the one hand we have teachers as active researchers asking questions about what approaches to learning work best; and on the other hand we have students asking questions about how to improve the world around them, building and testing hypothesis, analysing results and publishing their findings. In this approach both teachers and students construct their own knowledge and meaning. Central to this approach is the application of technology to help deliver learning services, accelerate the learning process and provide teachers and learners with both physical and virtual tools.

Capacity Development A necessary condition for schools to become innovative is having high-‐quality, innovative teachers who can exploit technology. To effectively harness the power of technology in schools, teachers need development in the following areas:

• An appreciation of the potential of technology to add significant value in the learning process

• The ability to use technology tools and data to make decisions, create content and accelerate learning



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• The ability to be creative with technology – seek out and discover smart ways to improve learning and effectiveness, create technical solutions, and publish results of research-‐based practice

• Leadership – the ability to inspire others to take advantage of technology • Ethics – the ability to give students the capacity to make the right decisions about

using and producing technology

Learning Environments For schools to become innovative, learning environments have to change -‐ and quite significantly too. “We shape our buildings; thereafter they shape us”. Winston Churchill There is no doubt that the industrial era “box” classroom designed for a consumption-‐driven model shapes learning in schools. What other reason can there be for the perpetuation of the chronically out-‐dated “Carnegie Unit” approach to timetabling? The traditional classroom is completely at odds with the modern world, and long overdue for a re-‐design. Over the centuries, a vast array of different models of the physical environment of schools has been successfully used, each one reflecting the needs of their age. So what paradigm should govern the design of learning environments now? In the Internet Age, the paradigm that best guides the design of learning spaces is “connectedness”. The embodiment of connectedness in a schooling environment is Project Based Learning (PBL). As a design paradigm PBL offers teachers and learners the flexibility to both zoom-‐in deep into specific areas of learning, and connect wide ‘sweeps’ of learning across multiple disciplines. PBL has three distinct phases, each requiring different kinds of flexible spaces.

• Analyse—research the question; define the problem to be solved; define the approach to solving it

• Synthesise—acquire the data, information and knowledge needed to address the problem; and combine materials from different sources to address the problem

• Deliver—produce an artefact, presentation, or action that solves the problem, and demonstrates new knowledge and skills.

So where does the technology fit in this kind of environment? The answer is ‘everywhere’. Mobiles, tablets, laptops, desktops, server, cloud services, PCs, games consoles, sensors and integrated circuit boards are all key parts of the schooling technology ecosystem. There is innovative learning in sensors, smart environments, pervasive displays, multiple device form-‐factors, media devices, interactive large screens, augmented reality – everywhere. In the world outside school, technology is ubiquitous -‐ so why not the same for the world inside school? The idea of technology being located in discrete ‘lab’ locations, or being confined to interactive whiteboards and ‘tablet trolley’ misses the point of the new connected world live in. It’s no longer sufficient to have a “one size fits all” solution. The development of 21st Century Skills, particularly collaborative learning approaches, will increasingly involve students using note sharing; file transfer; and messaging within and beyond the classroom. Earlier limitations of using phones in schools were small screen sizes, but now voice recognition technologies and improvements to user interfaces are opening up a world of new learning opportunities. Bring Your Own Device (BYOD) – whilst not without its problems



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-‐ is gaining pace and going to further drive the need for “ecosystem control”. Ideally, a system would have a single architecture across device management, identity management and security across Windows, iOS and Android devices. In summary, innovative schools are connected, harmonized, learning communities, rich in data and learning tools. They are incubators for innovation.



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NEXT STEPS To thrive in a VUCA world, future citizens will need to be innovative. Therefore students will need to learn to be innovative – i.e. to become innovative students. They will need to be highly creative, and learn how to amplify their intelligence with technology and they will need to learn this in schools that are themselves innovative.

To achieve this, CLWB proposes = using the three key building blocks for innovation:

• Ideation • Implementation • Adoption

Ideation To generate ideas, schools need to have a clear idea of where they are now, and research to guide the ideation process to arrive at a vision of where they want to get to. The principal tool for developing ideas is an envisioning workshop -‐

“Preparing for VUCA” Workshop The ‘C’ in VUCA – complexity -‐ is potentially the biggest obstacle in achieving the vision of innovative learning. “The confused mind always says ‘no’”, and with more possibility permutations for the application of technology in education than there are stars in the universe, the most expedient way to make progress is through expert-‐lead face-‐to-‐face workshops that lead to concrete action. CLWB proposes a workshop focused on how to best prepare students for a VUCA world. We propose that the workshop deals with the following kinds of questions -‐

• What skills, knowledge, capabilities and attitudes will best prepare students for a VUCA future?

• How can we best enable students and teachers to engage collaboratively to solve real-‐world problems?

• What’s the best way to deliver cross-‐curricular learning projects – for example, using



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flipped classroom approaches? • How can data and Artificial Intelligence be exploited – for example to give students

personalised learning pathways? • What kind of physical and virtual environments need to be developed to enable a

wide spectrum of innovative learning activities? • How can the vast and widening spectrum of technologies needed in schools be

harmonized? • What kind of change management is needed?

Planning The workshop step is followed by planning, which includes:

• Development of use case scenarios • Outline architecture • Detailed technical blueprints • Technical implementation plans • Technical support plans

Implementation This phase is about putting ideas generated in the previous phase into practice, and CLWB offers a full set of services to support implementation. CLWB proposes 2 key building blocks for implementation:

• An Innovative Learning Platform • Innovative Learning Studios

Innovative Learning Platform “Leadership is the art of giving people a platform for spreading ideas that work”. 54 Schools and schooling systems need to be constantly testing new techniques to continuously invent best practices, with the system acting as a forum for sharing and scaling these best practices. Research groups of teachers in Shanghai are an example of moving towards this approach55. We invite you to work with Microsoft and our partners to build an Innovative Learning Platform. This will have three main functions –

1. Set learners real-‐world problems to solve, in a personalized learning environment and using data, multiple learning pathways, and AI to accelerate learning

2. Enable teachers and schooling stakeholders to collaborate on solving real learning problems – e.g. how best to teach an aspect of physics.

3. Provide a secure and scalable common Schooling Enterprise Architecture foundation, inclusive of a spectrum of technologies and platforms.

Learners and teachers alike will use the platform to engage in the creative problem solving process, applying learning from across the full breadth and depth of the taught curriculum. The core idea is to flip the common instructional approach with teacher and student produced content driven by research and accessed anytime anywhere. Class-‐time then becomes the place to work through problems, advance concepts, and engage in

54 Seth Godin, Tribes: We Need You to Lead Us 55 Oceans of Innovation, Institute for Public Policy Research, 2012



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collaborative learning, based on a platform which incorporates open-‐innovation and crowdsourcing technologies into the learning process. Student will develop a portfolio of interdisciplinary projects, whilst teachers will develop a research portfolio. Progress will be tracked and reported on. Whilst Azure offers the best in class foundation for an innovative learning platform; Office 365 and Skype enable the redefinition of productivity for innovative schooling. Enterprise Mobility Suite delivers the control needed to securely harmonise a range of devices across different platforms within the fabric of the Innovative Learning platform.

Innovative Learning Studios Project Based Learning spaces, learning kits and virtual environments need to be developed and equipped for a range of practical activities including:

• Electronics • Computer Science • Programming • Robotics • E-‐fashion • Desktop Manufacturing

• Flight • Construction • Wearables • Life Sciences • Media and Entertainment

Innova&ve(Learning(Pla/orm(

•  Real2life(problems(

•  Comms(&(Collab(

•  Design(tools(

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To incubate innovation, these studios need to be equipped with a wide range of technologies – from sensors to servers – to simulate Internet of Things scenarios, and enable students to develop highly creative solutions to real-‐life problems. A spectrum of hardware and software – including Computer Aided Design and desktop manufacturing devices -‐ offer a creative ‘palate’ for innovative students to learn with.

Adoption The final stage of Innovation is adoption, or ‘embedding’, and this requires a combination of teacher training, management processes and support. Teacher training can be delivered face to face or virtually and can cover every aspect of the implementation of new approaches. Training needs to start with clear learning goals and end with an assessment of acquired skills and knowledge and a plan for further learning. No amount of training will be effective without management. Setting expectations for new learning outcomes, and monitoring progress towards clear targets are essential aspects of adoption. Often, these kinds of modernisation changes need to be accompanied by cultural changes, and more often than not cultural change is better orchestrated from outside the organisation. Finally, a critical component for change is technical and pedagogic support – and this is made available face to face and virtually.

Electronics+

Computer+Science+

Programming+

Robo6cs+

E7fashion+

Desktop+Manufacturing+

Flight+

+

Construc6on+

Wearables+

Life+Sciences+

Media+&+Entertainment+



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Working with CLWB CLWB is a multidisciplinary organisation and can offer a wide range of services, including the following:

With partners based in different parts of the world, we can take on projects ranging from the simple to the complex, small or large. Our only requirement is that project outcomes need to lead to the greater enjoyment of learning. Our key capabilities can be summarised as follows:



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CLWB Portfolio



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Sample Curriculum Material Each module is designed so that students learn specific STEM and entrepreneurial skills, and is structured as follows:

• Learning Goals • Modules • Steps • Tasks • Assessments • Challenges

Each Step is designed to provide a knowledge & skill ‘building block’ and set students up for creative challenges.



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Working prototypes designed and built by Singapore based CLWB partner, Ian Myles, used by Intel CEO Paul Otellini, in his Consumer Electronics Show keynote address, at the Consumer Electronics Show, 2009



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Conclusion The forces of VUCA are largely driven by technology, and through embracing technology in deeper ways, schooling can help to prepare students for the VUCA world they will encounter. For students who are highly creative, able to amplify their intelligence with technology and innovate, VUCA will represent exciting opportunities for satisfying careers and personal growth. For schooling systems that are able to take full advantage of technology, VUCA will represent opportunities to add greater value, impact and effectiveness. The paradigm of schooling itself needs to evolve, and schools themselves need to become innovative. To become innovative, three components are needed – an innovative learning platform, innovative learning studio and an innovative schooling change management program. "You can't solve a problem on the same level that it was created. You have to rise above it to the next level." -‐ Albert Einstein

Acknowledgements Contributions and reviews from: Adrian Bertolini and Rachel Manneke-‐Jones, Intuyu Consulting, Melbourne, Australia Ian Myles, Technology Consultant, Singapore Janet Hayward OBE, Headteacher, Cadoxton Primary School, Wales, UK Joerg Muller, Principal, Schloss Neubeuern School, Germany Nick Thody, St Nicholas’ School, Sao Paulo, Brazil Karen Dymke, Applied Learning Association, Victoria, Australia

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CLWB Vision Paper - WordPress.com€¦ · AmplifyingInnovation,CreativityandIntelligencewithTechnology* Mike%Lloyd,Founder,*CLWB.org,,[email protected]** 3* AMPLIFYINGINNOVATION,%CREATIVITY%AND