Profiles in Innovation

HOW DO U of T INSTRUCTORS AND STAFF VIEW INNOVATION?

LAURIE HARRISON, DIRECTOR, ONLINE LEARNING
Q: WHEN THE WORD INNOVATION IS USED, PEOPLE OFTEN THINK OF TECHNOLOGY. DO YOU THINK THE TWO ARE LINKED?
A: While the two are linked, a more useful understanding of innovation is that is essentially depends on creating and developing new ideas. Some of those insights are based on new technologies or improvements to existing technologies. Some innovation, however, is based on insights and new approaches to curriculum design, teaching models and learning frameworks that don’t rely on technologists or engineers for insights.Q: ARE YOU AWARE OF TEACHING PROJECTS OR INITIATIVES EMPLOYING INNOVATIVE TEACHING TECHNIQUES THAT YOU FIND PARTICULARLY INTERESTING OR INSPIRING?
A: Most recently I’ve been interested in assessment strategies for group and team projects. Faculty “dropping in” to observe real time and asynchronous activities, student self assessment, and in some cases a a team audit or “competency matrix,” in which they respond to questions about the participation, contribution, or even attendance of the others on the team. I believe team learning experiences are valuable, but need to be assessed in a way that recognizes individual achievement and opportunity for growth.

Q: HOW DO YOU KNOW WHEN YOU’VE REACHED YOUR STUDENTS? HOW DO YOU MEASURE THE SUCCESS OF YOUR INNOVATIVE PRACTICE?
A: When students are excited about learning… that is a success.

Q: WHAT DO YOU THINK ARE IMPORTANT ASPECTS OF INNOVATION IN TEACHING?
A: A culture that supports taking risks in learning is very important. Students appreciate it when we try something new and can be quite tolerant if they see a commitment to teaching is the catalyst.

Q: HAVE YOU NOTICED A CHANGE IN HOW PEOPLE THINK OF INNOVATION IN TEACHING IN RECENT YEARS?
A: Discipline expertise in terms of subject content is becoming unbundled from learning. There is plenty of information, data, detailed explanations of theory and phenomena across all disciplines. Instructors are moving in a new direction toward teaching students “how to learn”, rather than only being masters of a body of knowledge.

Q: WHAT DOES AN INSTITUTION NEED TO DO TO ENCOURAGE INNOVATION IN TEACHING?
A: A supportive community of practice and recognition of achievement in this area.

ANDREW PETERSEN, LECTURER, MATHEMATICS AND COMPUTATIONAL SCIENCES, UTM
Q: WHEN THE WORD INNOVATION IS USED, PEOPLE OFTEN THINK OF TECHNOLOGY. DO YOU THINK THE TWO ARE LINKED?
A: Technology and innovation are both born of need: they are solutions to some perceived problem. A technological solution invents a new artifact, while an innovative one relies on a fresh use or perspective of an existing system. Technological progress can generate innovation, as new devices are integrated into existing processes in ways not imagined by their inventors, but I’m wary of calls to “innovate” that begin with a technology — a solution — instead of a problem.

Q: ARE YOU AWARE OF TEACHING PROJECTS OR INITIATIVES EMPLOYING INNOVATIVE TEACHING TECHNIQUES THAT YOU FIND PARTICULARLY INTERESTING OR INSPIRING?
A: At UTM, Lee Bailey has been experimenting with team tests in his very large, first year economics classes. He’s tried several variants, but in essence, his students take individual tests and then collaborate on a group component of the exam. When you step into one of his team tests, you can hear the buzz and feel the energy. The students aren’t just being evaluated — they’re thinking and learning together.

Q: HOW DO YOU KNOW WHEN YOU’VE REACHED YOUR STUDENTS? HOW DO YOU MEASURE THE SUCCESS OF YOUR INNOVATIVE PRACTICE?
A: I keep the students informed, and I rely on them to tell me about their experience in the classroom. When I do something new, I warn the students beforehand, and I try to explain the problem and how the new practice addresses it. Afterward, I ask for feedback, and if I don’t receive any, then I know to try something else!

Q: WHAT DO YOU THINK ARE IMPORTANT ASPECTS OF INNOVATION IN TEACHING?
A: Innovation can be risky, and taking risks when teaching means taking risks with student learning. We have to be aware of that and to avoid innovating just for the sake of trying something new. Instead, innovations should be derived from learning needs: the students are the ones at risk, so they should be the ones that benefit.

Q: HAVE YOU NOTICED A CHANGE IN HOW PEOPLE THINK OF INNOVATION IN TEACHING IN RECENT YEARS?
A: It feels like there is more agreement that we have a problem — that current practice is not sufficient — and that we should support innovation in teaching.

Q: WHAT DOES AN INSTITUTION NEED TO DO TO ENCOURAGE INNOVATION IN TEACHING?
A: In my experience, faculty are often eager to innovate, but we don’t often know what others have tried — either successfully or not. Institutions can support innovation by providing venues — both formal and informal — for celebrating successful innovations and for discussing and reworking flawed ones.