Develop external peripheral vision: A look beyond traditional learning

Author: Ms Samone Wear

In the wake of the global pandemic students, their families, school employees, and society at large are expecting more from schools than ever. To build trust and deliver value to multiple stakeholders, it is timely to reflect and look to the future to better understand how we can demonstrate social responsibility and contribute to an impact driven and sustainable future.

Develop external peripheral vision: A look beyond traditional learning – Reimagine the future of curriculum, one that places the learner at the centre of the open innovation journey.

Making sense of a big pool of ideas and developing the most promising ones is only the tip of the iceberg. As we know, ideas alone aren’t worth much if not executed properly.

.. Be bold and develop the ability to envision new ways of operating will be crucial to weathering the crisis..

Open innovation is a great way to access diverse sources of new perspectives and ways of thinking. By working with external partners, you’ll increase your chances to improve your innovation efforts.

In the wake of the global pandemic students, their families, school employees, and society at large are expecting more from schools than ever. To build trust and deliver value to multiple stakeholders, it is timely to reflect and look to the future to better understand how we can demonstrate social responsibility and contribute to an impact driven and sustainable future.

The ability of learners to successfully exercise agency depends on four key elements: positive relationships, self-confidence, self-management, and program design. Psychological safety and unconditional positive regard are the bedrock of the positive relationships that enable learners to progressively take more agency. Self-confidence paired with self-management skills enable learners to feel competent drivers of their own learning.

Challenges to learner agency surface such as the defaulting to control models instead of empowerment-based ones, low self-efficacy, choice paralysis, and lack of trust. Through this experience, we have learned that learner agency is buttressed by four elements: positive relationships, self-confidence, self-management skills, and program design.

According to the Future of Jobs 2020 report by the World Economic Forum, 85 million jobs may be displaced by a shift in the division of labour between humans and machines by 2025.

The foreseen “Up-skilling Economy” is within our 2030 timeline, sadly our education system is in danger of being left behind by the fast pace of change, therefore a cross pollinated learning co-working space will spark innovation, create social learning practices that will develop higher levels of learner engagement whilst preparing the students for 21st century workforce competencies and mindsets.

Results and Implications 

To address these essentials, the need for a goal-based approach in a continuing journey – equipping education to reconfigure the future. This will demand fundamental shifts from control to engagement, from rigidity to agility, and from power to partnership:

  1. Learners: Experience open innovation learning frameworks to build micro circular economies with their school environment and wider community.
    1. We understand students, this means we can build incredible rapport efficiently, creating a bigger and more impactful experience for each student
    2. ‍From reengaging students within their school and communities as leaders to giving them the skills to set and achieve their goals 
  2. Teachers – Mode of professional learning through communities of practices and contemporary professional development designed to increase teacher capabilities:
    1. AITSL Survey and TRBSA project found communities of practice are ranked second on their perceived impact on teaching. However, it is more difficult to take in than other modes of learning. Embedding strong support for this form of professional learning in schools could see more teachers taking part, with the resulting positive impacts on practice. Reference: AITSL – Uncovering the current state of professional learning for teachers: summary findings report (2017)
  3. Encourage open innovation, through a shared community enterprise and co working environment.

Although open innovation has become a popular way for different sized organisations to innovate, there are also some challenges organisations face when implementing open innovation. LikeaBoss.EducationTM has set out to create a student led school model of the future – Leadership in Circular Transition (LCT).

We believe that learner agency was a matter of giving learners the freedom to choose what, when, and how they learned. Of course, lofty visions rarely withstand the stress test of real-life learners.

Program design, based on voice, choice and self-determination, further creates the opportunities for learners to practice agency.

Be bold and develop the ability to envision new ways of operating will be crucial to weathering the crisis. Those that succeed will set the tone for the next normal that will follow and define the subsequent generation of paradigms for student and school behaviour. These will become the operating structure for the next decade.

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Author: Ms Samone Wear, Founder/MD | Date: 23rd September 2021

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