Margaret A. Powers

Ideas to Scale Innovation

After conducting a survey and doing research into the wicked problem of scaling innovation in schools, I created an infographic about exactly what makes this challenge so difficult to solve for (e.g., time, leadership, culture, and professional development).

Click Image to See Full Infographic

After further research and evaluation of what makes scaling innovation difficult, a colleague and I co-authored a white paper with some policy recommendations that could have an impact in schools. The paper works to address the issue strategically and distribute the workload, so that the recommendations could be implemented, even on a small scale, in schools right away.

Although these recommendations might not work in every school context, they are hopefully a place to start and can offer some insights and inspiration to educators who want to create sustainable models and positions for supporting innovation in schools and scaling that work to have a national reach.

Are you working to scale innovation in your classroom, in your school, your district, or state? Let’s connect and see if together, we can take action, and implement some of these ideas to test out a first iteration of scaling innovation in our contexts.

Breaking Out of the Echo Chamber

Eli Pariser, author of The Filter Bubble by Knight Foundation – CC BY-SA 2.0

This week I reflected on different networked affinity spaces I use to connect with people, learn new skills and ideas, and inform my thinking. As Gee (2013) asserts in The Anti-Education Era, people might actually be better suited to thinking with others and through the assistance of varied tools instead of thinking alone.

Using social networks and different online communities, I strive to participate in a range of networks to broaden my perspectives, participate in and contribute to communities, and build relationships with others (Jenkins, 2011). In fact, some of my networks, like Twitter, have gotten so large (i.e., following 3,500+ accounts) that I often only catch snippets from certain people or groups. To ensure that I stay up-to-date with my closest affinity groups, I create lists and specific hashtag streams in Hootsuite (e.g., #dtk12chat and #makered) but this means I see more of those discussions and less of other ones.

This is part of a larger concern that Pariser (2011) and Gee (2013) warn about in their work. Due to the flexible, personalized nature of technology and networks today, it is easy to consciously and unconsciously create an information bubble that echos the same ideas and perspectives back at you. Byrne (2016) wrote a great post recently discussing the dangers of these “echo chambers” and the power of social media, in particular, to “reinforce your existing point of view in order to give you more of what you like” creating filtered information bubbles.

With the concerns of an echo chamber on my mind, I tried finding new sources of information to add to my “information diet” this week to broaden the bubble I have created on Twitter. At first, I searched for accounts that might push my thinking around issues of testing and standards, school choice, and innovation. It was hard finding accounts that focused on one selective area and I realized a hashtag search might be a better way to broaden my perspectives. I chose three hashtags, #edpolitics, #educolor, and #unschooling and created a new tab with individual streams for them in Hootsuite. My hope was that these streams would bring to the forefront ideas and discussions that I might often miss in my Twitter network because while I follow people who discuss each of them, it is easy for them to get lost in my filtered bubble.

Following these streams for the past week helped push discussions and resources related to racism, testing, education funding, and unschooling to the forefront of my Twitter feeds. For example, I read tweets from accounts like Alanis Morissette supporting unschooling and Education Week discussing ESSA. I was excited to see a breakdown comparing unschooling and schooling, find a new resource on game design, and read about new education bills and the new Secretary of Education nomination. I was also concerned to read articles such as this one discussing teaching practices at Success Academy Charter schools, which came up in different ways on both my #edpolitics and #educolor streams (see image). There are clearly difficult discussions that need to be happening around these topics and I can only participate if I actively ensure they are not filtered from my feed.

I appreciated the opportunity to examine the information I take in each day more closely and take some control over the algorithms (which are about to increase on Twitter) that might be limiting which articles I am exposed to through my networks (Pariser, 2011). I hope to continue this practice of singling out specific hashtags, which are not part of my daily stream, to continue broadening my bubble on a more regular basis.

References

Byrne, D. (2016). The echo chamber. [Blog post]. Retrieved on February 11, 2016 from http://davidbyrne.com/the-echo-chamber

Gee, J. P. (2013). The anti-education era: Creating smarter students through digital learning. New York, NY: Palgrave Macmillan

Jenkins, H. (2011, August 4). Media Scholar Henry Jenkins on Participatory Culture and Civic Engagement. Retrieved on February 8, 2016 from https://www.youtube.com/watch?v=ZgZ4ph3dSmY&feature=youtu.be

Pariser, E. (2011, March). Beware online “filter bubbles”. Retrieved on February 8, 2016 from https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles?language=en