Driving the process of innovation발음듣기
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Driving the process of innovation
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When you're in a situation where there's just a ton of certainty, it's actually pretty easy to do strategic thinking.발음듣기
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It's like if want to cook a dish you know how to cook, get the recipe, buy the ingredients, cook it, you're out.발음듣기
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That chef might start by getting inspiration from what other chefs have done and then using their expertise to assemble a bunch of interesting ingredients that might work well together.발음듣기
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And then, essentially, iterating their way to a successfully brand new dish that they didn't even have a conception of before they started.발음듣기
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And so redesigning whole classrooms and schools for this new blended-learning world is a lot more like that chef creating that brand new dish than you or I just simply following directions and roasting a chicken.발음듣기
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But this does not mean you can just be wildly experimental and throw it up to saying, "Oh, Michael and Brian told me to iterate." Right?발음듣기
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You create a thoughtful hypothesis and then you figure out a way to test it in the quickest and easiest way possible.발음듣기
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And then based on that data, you pursue one of two paths: either more of what you've been doing or less.발음듣기
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It's a rigorous thinking process. [Michael] There's several bodies of thought around how to test, learn, and adjust as you build a solution to a problem: design thinking, lean startup methodology, and discovery-driven planning.발음듣기
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But here, just for time sake, we basically combine then into a survey of these ideas to help give you a process for how you're going to innovate in your own context.발음듣기
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When you're doing something new in education but that's relatively similar to what you've done before, the process is actually pretty straight forward.발음듣기
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You get a group of people together, you evaluate your options, then you pick the textbook, and then you roll it out in the classroom like you've always done.발음듣기
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If they had taken the playbook from Sony on launching the Walkman cassette player, they would have missed huge opportunities that this new model allowed for them.발음듣기
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Things like the iTunes Store or even the phenomenon of streaming music or the marketing idea of 40,000 songs in your pocket.발음듣기
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Exactly. And Summit Public Schools, one of our protagonists, is a lot closer to Apple than the textbook.발음듣기
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When they were implementing a model with playlists, that's something that really had not been done before in education.발음듣기
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So, what a change in iteration usually looks like in most schools, and certainly the schools that I worked in, is that every year in August, we would launch something new.발음듣기
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Some time in the spring, as we were thinking about the next fall and staffing and budget, we'd be like, "Should we keep doing that?발음듣기
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Yes, no, maybe? You know, whoever was at the table, it was sort of arbitrary how it'd be decided.발음듣기
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So, we knew we needed a different process, so we found and adopted "The Lean Startup" by Eric Ries as an iterative process for what he calls the build, measure, learn cycle.발음듣기
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And then you actually intentionally gather that data, measure it, learn from it, and then you don't just go do it again or not.발음듣기
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So when you're implementing something in education that's totally new and unfamiliar, we suggest a framework that has six key steps.발음듣기
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The learning happens by doing. [Brian] So you create mini-tests that allow you to figure out what is or is not working.발음듣기
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[Brian] And lastly, you keep iterating your way to success by doing more of what's working and tweaking what's not.발음듣기
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Being clear on your objectives is essential so you're not floundering your way through this process.발음듣기
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You're not just saying, "My goal is "to have iPads in the classroom." Because that's self-referential.발음듣기
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It's always about the learning you're trying to create and the way that you think technology will help you get there.발음듣기
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In step two, figure out how you're going to measure your results, and figure out what your data that you're actually going to use so that you know if you're being successful or not.발음듣기
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You can use those, but you can also use things like student engagement, how much time are they spending with teachers.발음듣기
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It's like a chef when they get their ingredients together, at some point they have to put it in the pan and see what happens when you introduce heat and how the flavors meld together.발음듣기
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You have to be willing to get your hands dirty and try these ideas, otherwise it's just all an exercise of thinking on paper.발음듣기
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The important thing though is that as you try out these ideas, you're not doing so in these big, high-stakes rollouts that have just huge risk if you get it wrong out of the gate.발음듣기
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Instead, you want to really create mini-tests in step four that are just really cheap, low-cost ways to test out ideas and prototype really rapidly.발음듣기
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Basically a way that allows you to test really quickly whether something's going to work so that you have time to iterate.발음듣기
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You might start by taking your phone and just sticking a post-it note on it and drawing the sort of experiences that you want the users to have.발음듣기
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And then you can tear through post-it notes Before you even write a line of code, you can learn a huge amount.발음듣기
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One example of how we learned that prototyping is so important to the innovation process is when we didn't do it, actually.발음듣기
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It's when we decided to go through every single step and get ready to release a new tool for our students without going through and examining what it would look like for one student.발음듣기
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And halfway through Thanksgiving break, 30 hours into the project, two people are on the phone and we're like, "It doesn't show up "on the student's computer and I don't know why.발음듣기
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So then we had to stop; we had already created something for two hundred students at that point and we had to go back every single step and see where we went wrong, and in those hours of re-correction, it was a lesson over and over again.발음듣기
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This is why you have to prototype right away because you are able to get a tool into the hands of users as fast as possible.발음듣기
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And then you can iterate from there on out, instead of having to spend any time fixing what doesn't make sense.발음듣기
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Typically in education, when we try something new, it's a multi-year process with huge planning teams.발음듣기
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And we spend a ton of money and do all these things and then finally give it to students to see if it even is a good idea or not.발음듣기
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And in comparison, there's a school that we support at Silicon Schools called Caliber Schools and they took a much more MVP approach.발음듣기
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They decided to start a summer prototype to try out their ideas before they even opened their school.발음듣기
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Caliber wanted to test out what kinds of support students would need to be successful in their model.발음듣기
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Or whether students without much computer experience could be taught to code, or what kind of teachers could be most successful in their model.발음듣기
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By building a real laboratory, they could test all these ideas out in-person versus just a hypothetical argument on paper.발음듣기
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And just think about how much easier this is to do when you're doing it in a summer school outside of the normal school environment.발음듣기
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Just as the theory proves true or doesn't prove true, you can make adjustments much more easily.발음듣기
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And after school is actually a very similar space for you to be able to try these sorts of ideas out and have that freedom to iterate.발음듣기
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And when you're in this prototyping stage and you're coming up with new ideas, remember how important it is to get lots of different people as part of this process, so you can actually think outside of the box.발음듣기
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And so really, the way we started prototyping is we took butcher paper and we just threw up slabs of butcher paper on our wall and we said, "Identify the problem.발음듣기
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Let's be a team. And then, as we saw the problems formulating, then we just made mini teams."발음듣기
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And we thought through different problems, came up with different proposals, brought it back to the team, and enacted it within a week.발음듣기
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So, that was a really powerful way for us to ensure that the teachers were the drivers of innovation.발음듣기
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The teachers were a part of the design process because they were the ones who best able to identify the problems right off the bat.발음듣기
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Once you're at the stage of trying these things out, this is where you need to collect data.발음듣기
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And of course, this can be test scores or quantitative feedback, but I also think it's incredibly important to just dedicate the resources to observe what is happening in these classrooms.발음듣기
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It's literally about getting another teacher or a principal or even a video camera if you have no other choice, to really monitor and watch what happens.발음듣기
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Because you can learn a huge amount if you study it closely, but typically in education, we just throw a bunch of stuff on the wall and then later try to remember what we thought worked or didn't work.발음듣기
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So, my best advice is to just commit to having an observer there who can really watch and process with you, because you can learn a huge amount from every one of these trials.발음듣기
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Summit Public Schools does a great job of this where they use focus groups and regular surveys to collect feedback from students about what is and is not working.발음듣기
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Understanding student voice and understanding student experience, it's not just to kickstart a design process.발음듣기
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You get what students say, then you prototype, and you create an idea, and you put it out there.발음듣기
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Then you have to hear what they have to say again and what they think about it, and that is what you use to then continue to iterate forward.발음듣기
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The student voice is really the engine of the design process, and for people who are nervous about taking a leap into the unknown and are nervous that this might be...발음듣기
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It's nerve-wracking to maybe perhaps straw away from what you're used to and to hurt students is what some people think.발음듣기
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But really at the end of the day, when you put students at the engine of the design process, you can't go wrong because you're always coming back to them and they will hold you accountable at the end of the day, to a higher standard than you ever could hold for yourself.발음듣기
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And you need to de-risk this for yourself and allow some failure, but that concept of build, measure, learn will let you keep the sort of virtuous cycle of innovation going and you will get to better results.발음듣기
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When we started and launched the idea of a playlist for students who are self-directing their learning, they would go to a playlist and be able to select how they would learn before they would then move on to show what they know.발음듣기
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And so, we had data that said they weren't learning from the playlists, and, so, that's not what we wanted to accomplish, and we had some ideas about how to improve it.발음듣기
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And said, well, you know what, if we take the playlist and we actually divide it into groups and group the resources around a header that says, here's an objective that you want to learn, and here are some resources around it.발음듣기
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But we learned and then we went through the cycle again and again and again, and each time got better and better.발음듣기
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They have ways where kids can mark what they've already done and keep track of their progress.발음듣기
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So, that's an example of going through the cycle multiple times using the measurement, the learning, to continuously iterate and improve to a place where we feel really good now.발음듣기
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Sometimes you have a great theory or a perfectly constructed idea, but when it hits the reality of real schools and real students, it all falls apart.발음듣기
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Maybe a student had something traumatic happen at home and they come in and they ruin the lesson for others.발음듣기
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And it's really easy to throw the baby out with the bath water, but sometimes, you just need to do a different iteration or actually stick with something through the difficult stage while you're learning how to do it even more strongly. So, implementation really matters.발음듣기
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And this is where Brian and I would say you really have to trust the gut of actual educators on the ground about when it's worth doubling down on something or when you actually have to step away from something because it's not working.발음듣기
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I have a friend who ran a network of schools here in California, and they tried a really thoughtful pilot of a new piece of software and he did it right.발음듣기
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And they rolled it out and like happens, he turned his attention to all of the other parts of the job, and a couple months went by, and they got the data back, and it actually hadn't had very great results.발음듣기
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So the first thing all the other people involved said was, "See, it's not a good piece of software.발음듣기
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It doesn't work. And his response was like, "No, it does work! It didn't work the way we just did it."발음듣기
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