A Great Disconnect


creative commons licensed ( BY-NC-SA ) flickr photo shared by Joe Dsilva

I love to read about the ways that people are pushing boundaries and I do not limit that reading to the education realm. I believe so much can be learned from every other domain, be it business, the arts, etc. that we shouldn’t limit ourselves to focusing our learning from education minds alone.

My brilliant friend Paul Genge (follow him on twitter, he is doing amazing work in curriculum redesign) turned me on to the book Open by David Price which I am finding really quite interesting, as it talks about all the changes our new open knowledge culture will have on our global community in all realms – education, business, culture. While his commentary on the changes education will have to undertake to align itself with this new culture are fascinating, it was in a section on the changing world of business that I found inspiration:

If a business is simply buying in knowledge, as and when it’s needed, how is it going to grow its own bank of knowledge and expertise?  (Price, 2013)

Addressing just how easy it is becoming to outsource work, and to access freelance workers all over the planet, Price addresses the idea that by doing so, a business builds less and less intellectual capital within their company and amongst their own talented workers.

Immediately my mind went to the topic of research and development in education, a topic I have written about before, including my last post. In that post, I put forth this quote from research I had read in my recent masters coursework:

Advances in educational know-how are likely to remain slow and uncertain until educational institutions follow suit and devote funds to supporting their role in the production of educational PPK (Principled Practical Knowledge). (Bereiter, 2014)

Bereiter advocates innovation from within, and I have imagined this as our own funded and supported R&D departments, most likely at a divisional level, pushing practice and driving systemic change. When I honestly look at what that would mean, logistically and financially, I see the minimum commitment being no less than three professionals, and when including research, professional development and a working space, the cost would probably end up being close to half a million dollars. Working in a relatively small school division, the chances of this happening are probably very small. So what is the answer?

In a study done for Strategy & Business magazine entitled Making Ideas Work, Jaruzelski, Loehr and Holman looked at the research and development budgets of some of the world’s most innovative companies and measured that up against the success each company had, and the feedback the company itself gave about their own level of innovation. While their study presented companies with R&D budgets in the billions, and names like Apple, Google and Toyota, I found this finding the most interesting:

As our study has consistently shown over the past eight years, there is no long-term correlation between the amount of money a company spends on its innovation efforts and its overall financial performance; instead, what matters is how companies use that money and other resources, as well as the quality of their talent, processes, and decision making. Those are the things that determine their ability to execute their innovation agendas. (Jaruzelski, Loehr & Holman, 2012)

The “quality of their talent”, I would imagine this is a key indicator of success in any industry. So you need talented people. Of course. And you need to spend your money effectively. Yep. Nothing earth shattering in that, but when you think of the talent your educational organization has, and you think about what David Price talks about when he illustrated a key pitfall that occurs when businesses look outside their walls with freelance work and outsourcing, I find myself forced to reflect on our current practices. How much money is spent in an educational organization to bring in talent to guide us on our way? What would happen to the intellectual capital and level of talent/ability in an educational organization if that money was directed towards individuals within the organization to develop knowledge and guide the way from within?

So we probably aren’t ready to shell out half a million to set up an R&D department in most school divisions, but there has to be another way to develop ideas from within while developing ability within our organization at the same time. What about R&D teams? What about an R&D team of educators who come together periodically to work on an idea? Let’s say 4-6 educators, meeting 8 days of each school year and doing so for a 2 year cycle? The division provides a space to meet, sub coverage for the educators and support in the way of required materials and/or PD. The whole thing could probably be done for under $30,000 over a two year cycle. Hmmmm, now we are getting closer to numbers that are pretty reasonable.

Hypothetically, we put together a pilot group to tackle the idea of mindfulness in schools. We bring in 4- 6 educators, they review research and publications, they attend a conference or two, they use their time together to plan ways to bring the research to life in buildings, and at the end of two years they present the findings to the division, and hopefully to the rest of the educators so that the seed can spread, the practice take root and systemic change can occur.

The two-year cycle idea came from this great article that I read today about Google’s Advanced Technology and Projects (ATAP) team, and how Google pushes the team by creating a firm two year delivery date for their team projects and reminding them that every week they are 1% closer to the deadline. I think the constraint of a two year deadline is a key factor in the innovation, if you don’t put a delivery date on it, there is always a chance the work could keep spiralling without ever finishing – Seth Godin has a great video on the “Shipping” of innovative ideas. Since the teams would be on two-year cycles, this would by no means be a career change, there would be no need for permanent positions to be set up. It could be a lot like the way Regina Dugan, Google ATAP leader, puts it in this quote:

There is a sense of urgency, you don’t come to build a career. You come to do a project, to do something epic, and then you go.

A great disconnect I see is that we talk about innovation and building the capacity within our organizations but then we spend money to bring in outside experts to show us the way and to be the innovators. A lot of times, the topics  or areas covered are not beyond us, but out of convenience we pay them to come and lead sessions. If we looked within our organizations I am sure we often have the talent to lead in this area, or at the very least, a small group of passionate educators willing to learn more about it. If a goal for the professional learning of our organizations started first with a goal of building the knowledge and abilities of our educators we would be purposeful in the way we directed resources to ensure that we weren’t simply adopting someone else’s “best practices” but instead developing our own. The question should not be “Who should we bring in to be the expert?” it should be “who can become our expert?”.

Education R & D – The Need To Move Forward


creative commons licensed ( BY-SA ) flickr photo shared by Gustavo da Cunha Pimenta

(This is part of the work I am doing for my Masters course “Conceptualizing the Learning Sciences” at the University of Calgary as part of my Design Learning program. I am planning on posting my work here, as well as on the site that my course is based on. This may not interest anyone beyond me, but when it comes to reflections, I like to post mine on my blog regardless of whether they are simply for me, for my PLN, or for another purpose like my Masters coursework.)

Advances in educational know-how are likely to remain slow and uncertain until educational institutions follow suit and devote funds to supporting their role in the production of educational PPK (Principled Practical Knowledge).” (Bereiter, 2014)

16 months ago, I was lucky to take part in a trip down to Cupertino, California with my school division to meet with Apple at their headquarters. One of the presenters was a key individual from their financial department, and a key point of his presentation that stuck out for me was when he mentioned the immense amount of their budget dedicated to Research and Development (R&D). I leaned over and asked a member of our division’s senior executive and asked her what portion of our budget was dedicated to R&D?

This quote above from Carl Bereiter suggests to me the need for our field to have research and development happening. At what level? People will point to universities and say that it is these institutions that should be handling that. My thought was that this should occur at the division level, and whatever departments we currently have should include one that is either renamed or created as “Research and Development”. My professor Dr. Sharon Friesen suggested that in fact this should be happening in the schools. I think maybe a hybrid of the two might be the answer.

I think too often we spend our time thinking about how we can apply what others have applied, or bring canned programs in from other people and places, but what do we do to foster new ideas in our organizations? Doesn’t the idea of “Best Practice” in itself strictly refer to what has been done? And what better way to ensure we bring research in to our practice then to have a department that focuses on what research is telling us?

I also think there is power in the title itself – “Research and Development”. If I was working in a department that was called something like “Learning Services” or even “Curriculum”, and suddenly we changed to something along the lines of R&D, it would change the way I thought about the work I did, and the goals I had for myself and my work. Maybe changing existing departments is too much to ask, and maybe a division could start with a small R&D department or even a person who’s job it was to bring that type of thinking to the division or schools. I would love that job.

We are in a time of change for education, no doubt, so if we are changing how we teach, how we assess and how we learn, maybe we should also look to change how we move our profession and our practice forward. What do you think? Does your division or school have some way to bring this type of thinking and ideation into the organization?

Resources:

Bereiter, C. (2014).  Principled practical knowledge: Not a bridge but a ladder.  The Journal of the Learning Sciences, 23(1), 4-17.