How can innovative learning environments promote the diffusion of innovation?

Abstract

Schools implementing innovative learning environments (ILEs) face many challenges, including the need to discard previously cherished practices and behaviours, adjust mindsets, and invent successful new ways of operating. Leaders can support these processes by implementing structures that: i) support ongoing, distributed, participatory innovation; and ii) promote the widespread diffusion of these innovations. This article will argue that innovative learning environments provide unique opportunities to accelerate the generation and diffusion of innovation, particularly through high levels of observability and trialability of ideas; effective communication channels; and supportive social systems. In short, successful open, collaborative learning environments require serial innovation and rapid diffusion of innovation, but they also provide the conditions to support both of these processes. Change leadership; innovation; knowledge building In his book Leading Change, John Kotter (1996) describes the different kinds of decision-making structures required for organisations operating in slow-moving worlds and fast-moving worlds. He argues that a networked structure, as opposed to a pyramid-style organisational structure, enables an organisation to cope more effectively with the continuous, ongoing change that accompanies the modern world. His argument holds that the traditional 'lone ranger' boss who processes information and communicates decisions in a sequential and orderly fashion can't keep up with rapid changes in context, because rarely in these situations does any one person have all the information needed, or the time and credibility to convince lots of people to implement these decisions. Kotter (1996) also makes the observation that organisations experiencing times of considerable change need to rapidly innovate and equally rapidly diffuse these innovations throughout their organisations in order to successfully respond to the speed of these changes. This article will outline the case that i) serial innovation is essential when transitioning to innovative learning environments, but also that ii) innovative learning environments can, in turn, accelerate the widespread adoption of these innovations. Throughout, reference will be made to Everett Rogers' (2010) theories of the diffusion of innovation, and in particular, the notion that the rate of change in adoption of innovation often follows a sigmoid-curve (see Cowie & Hipkins, this edition) Many schools and kura (Māori immersion schools) in New Zealand are exploring innovative learning environments (ILEs). These spaces are different from the traditional 'assembly-line' architecture that was common during the height of the industrial age of education. For most schools and kura, this move represents a significant new paradigm. Many of the practices that worked very well in a traditional 'one teacher, one classroom, one class' approach need to be revisited and (in many cases) discarded or replaced. For instance, how does one plan a lesson or learning sequence when there will be more than one educator involved in its delivery? Or, how does pastoral care look when there are 90 learners and three educators in a learning environment? In order to learn to operate successfully in these new learning environments, educators need to innovate: "to move beyond existing routines,