{"id":3466,"date":"2021-04-17T16:11:49","date_gmt":"2021-04-17T20:11:49","guid":{"rendered":"https:\/\/fulltiltahead.com\/?p=3466"},"modified":"2021-04-17T16:11:49","modified_gmt":"2021-04-17T20:11:49","slug":"learning-innovation-and-the-future-of-higher-education-by-joshua-kim","status":"publish","type":"post","link":"https:\/\/fulltiltahead.com\/sotl\/learning-innovation-and-the-future-of-higher-education-by-joshua-kim\/","title":{"rendered":"Learning Innovation and the Future of Higher Education by Joshua Kim"},"content":{"rendered":"

\"Learning<\/a>Learning Innovation and the Future of Higher Education<\/a> by Joshua Kim<\/a>
\nMy rating: 3 of 5 stars<\/a><\/p>\n

This book offers useful insights but they could have been shared in a much shorter format. I have encountered and observed many of the barriers to learning innovation that these authors detail, but I disagree with the authors’ call for a separate academic discipline for learning innovation as a potential solution to these challenges. I think there are much better ways to demonstrate the value and stabilize the roles of learning innovation and learning innovation professionals within higher ed. I’d rather not get caught up in splitting hairs within the already robust learning sciences disciplines.<\/p>\n

Here are my takeaways and pull quotes:<\/p>\n

Describes learning innovation movement in higher education <\/b><\/p>\n

– \u201cLearning innovation must become Provost independent to survive the next funding crisis.\u201d
\n– \u201cTeaching methods are best thought of as disciplined experiments\u201d
\n– Cites Aoun\u2019s Robot-Proof: Higher Education in the Age of Artificial Intelligence to emphasize \u201cthe recentering from traditional information transfer to activities that support the literacies (data, technological, human) and capacities (systems thinking, entrepreneurship, cultural agility, critical thinking) necessary for students to adapt to new economic and professional realities
\n-Distinction between cMOOCs and xMOOCs:
\n-cMOOCs \u201ccollaboratively developed between facilitator and learner\u201d
\n-xMOOCs developed by faculty<\/p>\n

Contextualizes learning innovation in organizational systems and rejects disruption theory as model for higher education <\/b><\/p>\n

– Cites Kristen Eshleman\u2019s adaptation of McKinsey\u2019s Three Horizons model as an approach to where learning innovation fits in
\n-Horizon 1: Execution
\n-Horizon 2: Continuous Improvement
\n-Horizon 3: R & D
\n-\u201cIt\u2019s become critical to frame the activities of learning organizations within the language of experimentation and research\u201d
\n-\u201call new learning initiatives are undertaken with a keen awareness of the career progression gates that faculty must navigate\u201d
\n-\u201cpart of the role of learning innovation is to transfer the risk of engaging in education R & D efforts from the faculty to the learning organization\u201d
\n-\u201cchallenge long-standing structural elements that limit momentum for change\u201d
\n-Case studies from Boston University, California State University Channel Islands and Davidson College demonstrate different approaches to catalyzing disciplined learning experiments, humanizing educational technologies and structures for incubating leaning innovation
\n-Rejects disruption theory as a model for learning innovation because learners are not products
\n-\u201cno longer passive consumers, students now expect to be partners in learning in ways that challenge long-standing assumptions about higher education\u201d
\n-\u201cThe focus of innovation should move towards enabling educators to develop individual and personal relationships with learners.\u201d<\/p>\n

Advocates for separate disciplinary field<\/b><\/p>\n

-\u201cLack of comparative data about similar initiatives across schools makes it difficult to assess the lasting impact of any particular learning innovation\u201d
\n-\u201csocial networks are important in how we receive information at all levels- even academically\u201d
\n-\u201cAchieving a deep understanding of the drivers and inhibitors of a postsecondary turn to learning requires space to develop and explore ideas, share outcomes and data and analyze meaning.\u201d
\n-\u201cConclusions about the efficacy of learning innovation efforts from practitioners, consultants and bloggers risk being ahistorical, noncomparative and decontextualized\u201d
\n-\u201cThe modern conception of an academic discipline, one tied to the development of university departments in the US offering specialized programs of study did not emerge until 1825\u201d
\n-Could offer more academic freedom \u201cleaders for learning innovation often do not have tenure protection\u201d \u201ca scholar of learning innovation is potentially at odds with the messaging of their employers\u201d<\/p>\n

Counter arguments to establishing a separate field
\n-Discipline already exists
\n-Amplifies academic caste system<\/p>\n

Where learning innovation is happening<\/b>
\n-\u201cin the introduction of data-driven teaching decisions that professors are increasingly able to make because of greater access to analytics about how their students are learning\u201d
\n-\u201cin the collaborative partnerships that instructional designers, faculty developers and faculty [and TAs] are building as they design and teach courses\u201d<\/p>\n

Challenges and gaps to address in learning innovation<\/b>
\n-In addition to understanding learning theories and effective pedagogical practices, today\u2019s learning professionals need to understand
\n-History of Higher Education
\n-Postsecondary financing and budgets
\n-Higher education leadership
\n-Higher education ecosystem of demographics, economics and competitive forces
\n-\u201clearning innovators rarely get the opportunity to engage with the campus leaders they most need to collaborate with to develop sustainable institution-wide initiatives to advance learning\u201d
\n-\u201cfaculty feel their roles are being undercut by overspending on administrative functions\u201d
\n-\u201cnon-faculty roles considered \u2018support\u2019 and left out of governance and decision-making\u201d
\n-Need for sustainable sources of funding
\n-This work is often invisible within schools and universities, much less visible across<\/p>\n

View all my reviews<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Learning Innovation and the Future of Higher Education by Joshua Kim My rating: 3 of 5 stars This book offers useful insights but they could have been shared in a much shorter format. 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