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What Does Innovation Look Like in Education?
Educational institutions appear to be strongly and integrally conservative, particularly in regards with the high school and college level. The most significant and effectual reason of this conservatism concerns the fact that the educational system is dedicated to substantially conserving objective, meaning sustaining and transmitting the knowledge capital to the next generation. This type of knowledge is substantial for cultural literacy, helping to become an educated adult. Nevertheless, it is highly important to understand that knowledge is substantial for the capability to innovate as well. The current paper will demonstrate how the innovation looks like in regards with education through revealing as innovative educational effort. Innovative education should provide better education instead of more education and appropriate customized assessment of each individual in order to improve both, learning and teaching process.
Foundational information is required in order to understand and be capable of discerning what can and must be enhanced or altered. Nevertheless, the most essential problem with the traditional approach to education concerns the fact that academic content is frequently taught in impeding and stultifying manner, as it is too often a procedure of transmitting information via rote memorization with a limited number of possibilities for learners to ask questions or discover concepts on their own. The last is known to be the most substantial practices of innovation. This is a main reason why students inherent curiosity is frequently disrupted, or even schooled out. Moreover, the reality demonstrates that too many students graduate from even the most elite universities with little or no conceptual cognizance of the science. It means that they have learned the facts, but do not understand the ideas behind them. Moreover, the amount of information is solidly growing nowadays, while the curriculums attempting to cover all of it simple march through the majorly of topics, depriving learners of essentials. The twenty-first century shows that what a person knows is far less important than what exactly the person can do with this knowledge. The interest in and capability to create new knowledge in order to resolve innovative issues and problems is the sole most significant capability, which all students have to master today. Therefore, the innovative learning culture is typically organized around the values of collaboration, multidisciplinary learning, thoughtful risk-taking, trial and error, creating, and intrinsic motivation. The transformation of the classroom experience and practice at very level is significant for the development of the young peoples capabilities to become innovators.
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Carnegie Mellon utilizes an innovative educational effort in a form of Open Learning Initiative, which appears to be a specific type of transformational innovation. This innovative educational effort utilizes intelligent tutoring systems, virtual labs, simulations, and frequent opportunities for assessment and feedback in order to create dynamical, versatile, and reactive instruction, which helps in fostering robust learning. This educational approach should not be confused with the majority of online learning frameworks or open courseware repositories. There are three most significant and distinctive features of this innovative educational approach. Firstly, the university courses are evolved by teams of education scientists, faculty substance adepts, human-computer interplay adepts, and software engineers so as to most appropriately utilize multidisciplinary experience for designing efficient educational settings. Secondly, this OLI system gathers real-time, interplay-level information on what and how students are learning and utilizes this information to manage positive feedback for students, instructors, course design teams, institutions, and learning science researchers. Finally, this educational approach provides new knowledge to learning science, meaning an innovative academic discipline, which appears from a combination of disciplines.
In addition, Carnegie Mellon University innovative educational effort is featured as an effort, which demonstrates a specific approach to student learning outcomes assessment repulsing the institutions commitment to multidisciplinary and innovative learning and teaching. This institution is considered as a pioneer in the utilization of authentic and innovative methods of assessing student education and performance. For instance, numerous programs at the university require students to get engaged with real-world clients and projects at the same time when faculty in numerous departments utilize approaches, which are customized to their discipline and their local culture (for instance, capstone courses in engineering, or performances in drama). This innovative educational effort is characterized by three main features. The first one states that: one size does not fit all. Therefore, the institution provide individual coaches, teachers, departments, and colleges, which appear to be best appropriate for determining how to assess the programs and students at the most suiting manner. It practically means that individual courses and programs utilize discrepant approaches, which are adequate and respective in distinctive contexts for diverse purposes and aims. In the majority of cases, the institution believes that it is suitable to utilize more than one assessment kind, however the compromises of discrepant assessment implements diverge across campus. Secondly, the institution states that it assesses what we value, not what is easy. On a basis of the cognizance that the students will attempt to learn merely what is assessed, the university concentrates the assessments on what the institution actually values. It is important to mention that this particular institution values graduates who are resourceful, inventive and creative in free-flowing settings, appear to be leaders, and are capable of cooperating in team efforts in appropriate situations. Therefore, the Carnegie Mellon endeavors to utilize assessments, which appear to be virtuous for the above-mentioned traits. This is a main reason why the institution has evolved distinctly articulated performance criteria via recurrent revision and reflection, presented in a form of rubrics or other shareable formats, including a group project grading rubrics. Thirdly, the institution states that learning outcomes assessment should be situated within a broader educational context. This practically means that assessment information is utilized to support, direct, and evaluate educational actions and operations together with program design and student learning. The facts reveal that faculty constantly collects data on teaching and courses.
This innovative educational effort applied in the University can be demonstrated through several practical innovative learning assessments applied during various courses. Moreover, it helps the institution to constantly utilize learning assessment as an implement for continuous enhancement in the Carnegie Mellon University. The practice demonstrates that the assessment in arts courses is too frequently focused to the review of the artifact itself instead of reviewing and analyzing the learning process. Therefore, in order to address these issues, the institution evolved large-scale course project briefs in its School of Art, which stand for recapitulative model guides stipulating and defining assignment objectives, which outline particular conduct and reflection tasks that students are asked to undertake. This implement appears as specifically appropriate for the innovative addressing to arts courses due to the fact that they appear to be process-concentrated and are less prescriptive regarding the possible results on a contrary to traditional approaches. With the development of the project, the instructor creates interactive, visual types of enrolling student accomplishments of the results. The approach requires students and instructors to complete parts of the evaluation and judgment and to provide and exchange them systematically, which leads to the mutual common visualization of instructors and students perspectives and ideas and highlighting on the significance of both viewpoint. On the other hand, Carnegie Mellon is also famous for the innovative learning assessment in regards with Mathematical Sciences Department, in which student are assessed via a Problem Seminar. This particular framework has been evolved in order to assess how efficiently majors in Mathematical Sciences are capable of applying the abstract theories of metric spaces, algebra, and multi-dimensional calculation in the type of conjoined (team) problem-resolving necessary for the mathematical research. In fact, this course appears to be a meeting of two lecturing professors, who provide the students with the problems to solve and debate. Moreover, it is important to mention that students are not officially assessed in the process of the seminars, but rather are provided with the independence and possibility to explore mathematical arguments and evidence in a conjoined setting.
The current innovative educational effort vividly demonstrates that it is more appropriate to provide different education instead of more education. This is a main reason why the University decided to apply transformative innovation in a form of Open Learning Initiative in a combination with innovative learning assessment. The university attempts to create new and better educational theories, which inform both teaching experience and the educational technology design on a basis of data taken from students in highly different contexts. Moreover, assessment of learning outcomes is also highly important for the current educational system. The innovative educational effort vividly illustrates that the assessment should not address students only and it should not analyze the artifact itself, but the actual process of obtaining it. The case shows that student learning outcomes assessment is supposed to enhance the quality of both teaching and learning. Moreover, the 21st century world is more interested in how person can actually apply his/her knowledge and not in how much data he/she learned. The focus on learning process helps in supporting, guiding, and evaluating instructional practices, helping students in becoming process-focused and not concentrated on anticipated outcomes. This leads to resourcefulness, creativity, and ingenuity, which is highly required for the upbringing of 21st innovators.
Thus, the current paper vividly demonstrates how Carnegie Mellon University utilizes innovative educational effort in a form of a specific type of transformational innovation, known as Open Learning Initiative. In addition, the analyzed institution has a specific approach to student learning outcomes assessment, which vividly illustrates the universitys commitment to innovative and multidisciplinary learning and teaching. This approach is demonstrated through three important features, vividly depicting that assessment should be individualized, developed according specific values, and situated within a broader educational context. All of these features make the innovative educational effort committed to the provision of better education instead of more education, constantly improving learning and teaching procedures.
