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Actually for innovation improvement: it is not about learning process or techniques, you need an inspirational objective/goal to reinforce the innovation culture between teachers and students.
Innovations in Education? Hah!
You can hardly mention higher education today without hearing the word "innovation," or its understudies "change," "reinvention," "transformation." Last summer the National Governors Association opened its meeting with a plenary session on higher education, innovation, and economic growth. We have journals galore (Innovative Higher Education, Journal of the International Council for Innovation in Higher Education, etc.), more conferences on "innovation" and higher education than I can count, and reports about innovation (in teaching, research, university business models, technology, you name it). Even the U.S. Chamber of Commerce recently weighed in with "College2.0: Transforming Higher Education Through Greater Innovation."
It reminds me of the old joke.
Q. How many academics does it take to change a light bulb?
A. Change? Change? Who said anything about CHANGE?
But there is nothing funny about the need for innovation and the resistance to change. When I re-engaged with higher education after a20-year absence in the private sector, I felt like Rip Van Winkle: The generations were different, but the landscape remained the same. During my long self-exile, I worked primarily in media and technology businesses, including with Fathom, an interactive knowledge network in partnership with Columbia University and other institutions here and abroad. I thought then that the shift to a global, technology-based knowledge society, as well as competition from international and for-profit institutions, would force innovation.
That was10 years ago.
I was right that the shifts and competition would create a new playing field for higher education, but the pace of change is stuck somewhere between sluggish and glacial. Those are gross generalities, of course, as you can find hopeful signs everywhere, but when observed from the20,000-foot level, the basic building blocks of higher education—its priorities, governance, instructional design, and cost structure—have hardly budged.
Technologies that are now available in most Commonwealth countries increase the potential to support learners and educators, and can help remove the barriers of time and distance. New information and communications technologies (ICTs) do not replace all previous ones, nor do they replace the need for good educational design and delivery. However, appropriate technologies can provide additional possibilities for learner support, interactivity, and access to education.
Although technology should not drive our teaching, technology does drive change. Today, educators have the challenge of monitoring changes in technologies, determining if they apply to learners living in ‘the real world,’ and seeking ways to use technologies to complement and support instructional methodologies and practices.
Providing education in new and unconventional ways is only one of a number of solutions, but it is through innovation that we can meet the challenges of improved efficiencies, lower costs, increasing accessibility, and greater success in achieving development goals through education.
Innovation is something that is based on the idea to improve the existing status. Thus it is a prerequisite of educational system and can't be denied. But the question is about the nature of innovation.
I believe that innovation in education is not a universal phenomenon because every country has its own level of education and its own needs. Just like a learner of alphabets - abc, cannot jump to learn engineering or medical. He needs to go through proper phases of education which could lead him to the engineering or medical.
Same is true for innovation in education as a whole. Every country has a priority list and it can proceed further by keeping in mind its present status and future requirements.
I would like to suggest employment based education to be introduced in third world countries. It'll empower the youth to stand on their own feet economically in their early age. A few more benefits are being listed below:
- Economical prosperity of individual, family and country
- Avoiding aimless education
- Producing required number of skilled people in a specific field
- Phase wise education is more practical than a continuous education for a long period
- Learners have the opportunity to practice what they learn. It gives them more confidence about their knowledge.
I think " innovations in education" could be improved if only education is settled with the basic issues. The learning theories still have gaps in the implementation phase. Too much ado is raised about the merit of memorization, though memory is basic for creativity. If we extinguish creativity, how can we expect innovations?
If we agree that traditional methods are adequate for the early stages of learning, then we can improve the innovations to enrich and replace these methods, but as long as we still argue about the basics, innovations in education will be meaningless.
We live an era of chaos in education in spite the advancements that are taking place in educational research labs. The discoveries in the brain and the cognitive processes is a rich area for innovations; and the interactive is the climax, but things are mixed up, what can be done to improve the educational summit is applied to first stages: it is the educational dilemma of our age.
itional methods are adequate for the early stages of learning, then we can improve the innovations to enrich and replace these methods, but as long as we still argue about the basics, innovations in education will be meaningless.
We live an era of chaos in education in spite the advancements that are taking place in educational research labs.
Innovation could be achieved through looking at the three basic elements of education: Teachers, students and the curriculum. Teachers need to be trained every now and then especially that we have a fast changing world. They need to be trained on new technologies and methodologies. Students need to be trained and use new technologies with certain limits. But before that, our students need to have intrinsic motivation which can be sometimes affected from the surroundings and extrinsic motivation (motivation that is activated through external issues. Plus, the curriculum itself needs to be modern and copes up with life that we live. for example, today many of the kids own ipads, tabs and other tools which can be employed to make teaching easier. Written in a hurry just to give a simple answer.
Research, research & research can develop & innovate things around us.
Experimentation with various approaches of Teaching & learning
How low level of education and poor parents attitude toward education affect academic success in regions where parents do not have advanced college education to positively influence their children and give proper guidance and clear direction?
MUST BE DONE THE FOLLOWING
1.SET QUALITIVE QUALIFIED STAFF IN THE EDUCATION AND ENCOURAGEMENT AND THVIZA
2.INSERT ALL THE MODERN TECHNICAL MEANS IN EDUCATION
3.EXCHANGE THE STATE50%OF ITS BUDGET TO EDUCATION
