Институт образованияЛаборатория инноваций в образовании
Projects 2018 • Innovation in Education Competition (KIvO) • Research project "Educational Innovation Actors" • Research project "Study of innovators’ in education motives" • Research project "Value Orientations of Innovators on the example of the KIVO participants" • Applied project "Development of a tool for automated text applications processing submitted to the competition" • Research project "Changing the landscape of grass-roots innovation in the education system as predictors of emerging trends" Projects 2017 • Research project "Portrait of Russian Innovators" • Research project "Study of everyday life of modern adolescents: their presence in social networks as an integral part of communication" • Innovation in Education Competition (KIvO) • Research project "Educational Innovation Actors" • Research project "Study of educational innovators’ motives" • Research project "Landscape of educational innovations: content and structure" • Research project "Value orientations of innovators on the example of KIvO participants" • Research project "Perspectives for the mobile and network technologies use in teaching schoolchildren" Projects 2016 • Innovation in Education Competition (KIvO) • Research project "Innovative pedagogical movement in the late USSR and 90s Russia" • Research project "Success factors for educational innovation" • Research project "Paths to innovation in education" • Research project "Relationship between cognitive reframing and adoption of innovations by teachers" • The project in the framework of the Event 5.4 “Objectives 5 of the Federal Programme of Industrial Education and Labor 2016-2020 "Expert and analytical support for the identification and dissemination of the most promising innovations and developments in the field of education” • Research project "Portrait of an innovator in education". The work resulted in the publication of D.Koroleva and T. Havenson articles in the scientific journal “The issues of Education”. • Applied project "Foresight of MISiS Development" (the project leader A.M. Sidorkin) • Applied project "Foresight of socio-economic sciences" (the project leader A.M. Sidorkin) Demand The mission of the Institute of Education implies positioning itself as a leading center for the examination of applied projects in the field of education, which accumulates a high academic potential for the modernization of Russian education. The study of innovation will offer a deeper understanding of the main changes in the educational system and the influence on the stimulation of innovative processes in the country. Only in the last 4 years, approximately 14 thousand scientific articles on educational innovations have been published in the world. For all the previous time before 2010, there were published approximately 26 thousand. The field of research is not yet fully framed as a separate one, but in various areas of the science of education, there is a growing scientific interest in innovation issues. There is no analytics on innovations in Russian education; however, there is an urgent need for forecasting and assessing the potential of emerging innovation projects. Both state programs and competitions, regional education authorities, and individual educational institutions need such support. Special groups of potential consumers are non-profit funds and venture capital. Conceptual framework Our understanding of innovation in education is borrowed from the OECD study Measuring Innovations in Education (2014), which in turn draws on the definition of the Oslo Manual. This is the broadest approach that considers innovations to be any new products and services offered by educational organizations, new or improved pedagogical and organizational practices, new forms of external relations of educational organizations. Such an approach in a sense leaves out the analysis of the educational innovations effectiveness. However, the concepts of diffusion rate and sustainability of innovation are an indirect expression of their effectiveness. Ineffective innovations do not spread well and take root. One of our tasks is a more complete conceptual understanding of innovations in education, the creation of a pragmatic taxonomy of innovations. Therefore, the approach described here is not final. A cross-disciplinary approach to the study of innovation is being envisaged, which includes the use of philosophical, historical, and sociological research. We do not exclude the expansion of methods in the future. Preliminary hypotheses 1. From the point of view of economic anthropology, schools should offer more significant resistance to innovation than manufacturing firms and out-of-school institutions. This is due to the forced nature of student labor, which always causes passive resistance to an increase in the intensity of labor effort. 2. From the point of view of the theory of power relations of Bourdieu, “habitus of honor” prevails in schools, whereas in ordinary businesses there is a transition to “benefit habitus”. Teachers as the dominant class in school organizations are interested in preserving habitat and, therefore, will oppose any innovation that breaks taboos against the explicit description of students' work activities and their role in organizing this activity. Teachers are not interested in the measurability of their individual contributions, but on the contrary, they are directly interested in a leveling corporate approach based on the “altruistic” understanding of their work. 3. From the point of view of Everett Rogers’s classical sociological theory of diffusion of innovations, schools are bureaucratically controlled organizations in which decisions about the introduction of innovations are concentrated in the hands of very few people. This should lead to quick, but erroneous decision-making, which leads to low sustainability of innovation. 4. Several agents are involved in changing education. For example, reforming and innovation can be viewed as polar ways of influencing educational systems. The actions of different agents in different directions are highly likely to mutually exclude each other. Key research questions 1. Is the diffusion rate of innovation in schools really lower than in manufacturing businesses, on the one hand, and than in non-school educational institutions, on the other? If so, why? 2. What are the reasons for the success and failure of previous innovations? What are the signs of successful innovation? In particular, what is the relative role of the following potential factors: a. Social and personal characteristics of innovators, the degree of their skills and position in the structure of power b. How much the new practice fits into the existing system of relations (or vice versa, the degree of destructiveness of innovation) c. What is the level of relative efficiency (the ratio of labor costs, including the initial development and utility) of the new practice compared to the old one? d. The nature of the decision to adopt innovation 3. Are some educational ecosystems more open to innovation than others? If so, how do they differ from the common ones? Precedents Innovations in education are studied by leading research organizations and universities. · In the OECD, this is the Center for Educational Research and Innovation (CERI), with an extensive pool of projects, including a large-scale Open Educational Resources (OER). · In Harvard, this is The Office of Educational Innovation and Technology (OEIT), where the main focus is predictably technological and mainly software development is being conducted for teachers and researchers. · In Stanford, this is the H-STAR, the Human-Sciences and Technologies Advanced Research Institute · In MIT, this is The Education Innovation Laboratory, more focused on racial inequality · In Denmark, there is the cooperation of the Copenhagen Business School, the Copenhagen Technical University and the University of Copenhagen. They are working on the project for the development and implementation of educational innovations “Innovation Suit”.