A. "Learning Innovation Is Evolving Into an Academic Discipline: An Unconference Elevator Pitch" (post) outlines the "central question[s]" of learning innovation and goals for learning science across the academy:
1. Central Questions
- "[H]ow do universities learn?"
- "[H]ow to college and universities change so that they are aligned with the science of learning?"
- "[H]ow and why universities are evolving to becoming learner-centric organizations?"
- "[W]here [are] institutions ... not set-up in accordance with the science of learning, and why [does] this mismatch continu[e]?"
2. Goals for Learning Science and Innovation
- "[T]o carve out the organizational and intellectual space to study how and why learning innovation occurs, how effective this work is, and how it can be improved going forward"
- To bring "rigorous and critical study" to this work
- To examine how "universities are at an inflection point when it comes to learning"
- To explore how "the dominant narrative of disruptive innovation is wrong"
- "[T]o understand how universities move towards alignment with learning science through a lens that accounts for the cultures and history of higher education"
- "[T]o train the next generation of academics to replace" learning specialists, so all instructors are adequately equipped to innovate productively
- "[T]o extend the conversation around learning innovation out of social media and unconferences to seminar rooms, peer-reviewed journals, and scholarly books"
- "[T]o discover how to build a scholarship of learning innovation [w]ith professors able to focus their time and energies on studying how universities learn"