My revelation or insight from one day at SXSWEDU:
What’s needed in education is better dissemination of good practice.
Based on the sessions I attended yesterday and the level they were pitched at that’s the only conclusion I can come to. But it supports my experience. At my own institution little is articulated by faculty staff about what good teaching practice is, what it looks like and how to do it. There is a disconnect from the practice required to do well and the profession itself.
Don’t get me wrong – there are many, many staff out there who don’t fit this generalisation. I’ve worked with them, listened to them speak and share, but they are not the majority.
Good practice in education seems to be nebulous – no one really knows what it is, what it looks like or how to describe it. They might be able to recognise it – but articulate it? No. That’s a big problem and may be why the education system seems to be in a quagmire at the moment and unable to truly move forward. If we can’t articulate what good practices are, then how can we move forward? How can we fight the colonisation from Silicon Valley? How can we petition against funding cuts and student debts? What are we fighting for?
I went to a session with members of the University Innovation Alliance which was interesting. What struck me though is their description of their work: Innovate – Scale – Diffuse. Nothing wrong with that at all, but given the climate my mind started to wonder – is that the right order of things?
If I was to make a change it would be to concentrate on the Diffusion of good practice first. Get it out there, get people discussing it, give people a vocabulary and shared language and provide rich examples that allow people to learn, share, adopt and adapt.
Then focus on scaling up. Once people know what it is you want them to do, they can get on with it. Show them how, provide them with the incentives, policy and structures to support their work. Scaling up what you know is easy, scaling up to early will only highlight issues and introduce an element of risk.
Finally, Innovate on top of a solid foundation. Innovating first leads to obvious issues and only entrenches the “pockets of innovation” that is the heart of our current problems. Get good practice embedded – diffused across teaching staff and scaled across the organisation – and then innovation becomes easier. Improve first, not fail first. The fact is that there’s 100 or so years of research and practice to draw on – we can do this without a whole lot of effort. I’m not advocating for a single form of good practice – far from it – education needs diversity and best practice should suit the organisation and student cohorts.
This Diffuse – Scale – Innovate pattern seems to match quite nicely with the work that I’m actually involved in at Charles Sturt University. We’ve developed a strategy and articulated a model that suits our institution. We’re working on the initial pilots to help us articulate and illustrate that model and we’re planning our scale up now. Once we’re there then we have a real solid foundation to innovate on and around.
There’s a lot of work to do – but the in the search for the newest shiniest innovation, we’ve forgotten the most obvious.