GrowinG Future innovators - ARC Centre of Excellence for Creative ...

101 Rudd et al. (2006)
Figure 4: Schooling—
past and future (from
Leadbeater 2007:69)
in the sixth form (17-19 years old), who
were from twelve specialist arts, science or
technology schools based in both city and
rural settings in the UK. Focus groups and
a review of relevant policy and academic
research supported this case study work.
Creating the tool required refining the
aforementioned key innovation competencies
in order to know what to track. Its design
also required embedding a personal and
developmental emphasis so that, when used
with appropriate and meaningful feedback, it
could cultivate and monitor core dispositions
of the individual over time, as opposed to
an exam or ‘test’ that crudely distinguished
innovators from non-innovators. Regardless
of the student’s stated intention to pursue
an innovation pathway, the questionnaire
was nuanced in order to discern tendencies
towards the various innovator types and
those who are perhaps ‘nascent innovators’.
The tool is currently being developed even
further, yet it is still only one of many others
that could be created by research and
education partnerships.
Learning feature Past Future
Where learning
takes place
2.3 The creative ecology of
21st century schools
The capacity to educate for innovation
depends on the range of people and
practices that forge the health and
creative ecology of the school itself and its
adaptability to a 21st century landscape.
In a 2008 study, What’s next? 21 ideas for
21st century learning, Charles Leadbeater
argues that an education framework for our
time differs considerably from 19th and 20th
century models and assumptions. Given such
rapid and radical social and technological
change, it has become necessary to revise not
just who we are learning from but also how,
where and when we are learning, the way
achievement is assessed or benchmarked,
and even the ways in which learning is funded
(see Figure 4). Proactive schools are starting
to revise and lead these new approaches, and
reports like Futurelab’s What if… Re-imaging
learning spaces, 101 are dreaming up creative
scenarios for what education and schools of
the future might look like.
Mainly in schools In schools (including Studio schools, learning
villages and open campuses), cultural
centres, businesses, homes, virtual centres
and other places across the city
Who learn from Teachers Teachers, parents, other skilled adults, peers
and social networks
Learning mode Instruction Interaction, collaboration
When In school terms
and hours
Assessment End of the line
Focus on cognitive
skills
How In classrooms, from
books, whiteboards
Funding To schools and
school boards
More learning by doing and discovery
All the time, in different periods that more
suit people’s individual learning
During learning for better learning
More peer-to-peer evaluation and selfevaluation
against learning plans
More focus on non-cognitive skills
More real world learning
Schools as productive units
More to pupils, learning and networks
Standards / measures Top down More bottom up targets and self-evaluation
Growing future Innovators: a scoping study 25