Innovation Project Updates

On a transformative journey from a high school teacher to a community college instructional specialist to an instructional technology manager and instructional designer at a graduate school, my commitment to personalized and responsive teaching and learning delivery has been a guiding constant. As I reflect on past innovation plans, I can see universality in the outlined steps and processes, transcending environments and audiences; I realize now that the principles of an innovation plan are agnostic to organizational type or level. My subsequent organizational projects have seamlessly drawn upon the foundational steps outlined in my initial plans, reinforcing the enduring relevance of these principles across diverse settings. 

Successful innovation projects hinge on gaining support from everyone in the organization—leadership, faculty, and instructional staff. On the flip side, when projects don't go well, it's usually because the 'why' wasn't communicated enough, and the needs and processes of those doing the work were overlooked. These observations highlight the intricacies of organizational dynamics and emphasize the importance of a comprehensive approach to managing change.

Where I Started

When I outlined my first innovation plan for the secondary school level, I produced this graphic to illustrate and outline the implementation. I included the timeline, the tasks undertaken in each step, the parties involved, the desired outcomes, and a means of assessing them. I reviewed literature to find research and reports that helped me identify patterns and trends to reveal which innovations are truly disruptive and support my plan.

My Current Innovation Plan

My ongoing innovation project takes a comprehensive approach, focusing on integrating the six Cs—Collaboration, Communication, Critical Thinking, Creativity, Student Choice, and Caring— (Ruhl, 2015) into courses of all delivery formats instructional technology. Initiatives include the implementation of electronic grading for assignments to elevate the quality and timeliness of feedback. Simultaneously, the development of course homepage templates aims to standardize the presentation of course materials, ensuring a seamless learning experience for students across disciplines. 

Exploring the school's existing tools and licenses to their full potential is an integral part of my current efforts. Collaborating with vendors more closely has uncovered valuable resources, such as simulations and interactive modules designed for communications learning, with potential applicability in other disciplines. Leveraging additional services included in our current contracts, where the vendor's specialists match cases and resources to a course syllabus, has the potential to streamline the development of new courses or refresh existing ones. Enhancing our LMS integrations for these tools allows them to be more easily accessible to instructors and provides a smoother experience for all users, which will encourage their adoption and persistent usage. I am promoting emerging technologies that support peer-to-peer learning within the LMS, with the goal of creating dynamic learning environments where students actively contribute to their educational journey. 

Promoting the integration of COVA elements is essential in creating learning spaces that align with the evolving demands of the digital age. Understanding how our existing technology supports social constructivism and acknowledging the influence of diverse intelligence and cultural contexts has strengthened my commitment to culturally and generationally responsive learning. At the core of my mission is enabling learners to independently navigate their educational paths, nurturing a sense of confidence and ownership.

Knowing what I know now, a few key considerations come to the forefront when implementing an institutional plan. Lessons learned from navigating diverse environments highlight the importance of flexibility, adaptability, and acknowledging that you need an approach that is the most practical for the most significant number of stakeholders, as opposed to being the most perfect. A heightened awareness of organizational culture and a proactive strategy to address stakeholder needs are crucial. 

In the continuous cycle of innovation, where reflection is essential, the learning process itself becomes a valuable source of insight. Each phase of the project yields lessons—lessons in understanding the diverse instructional and technical proficiencies among faculty, staff, and students; lessons in the value of incremental changes over radical overhauls; and lessons in the intricacies of gaining buy-in, effective communication, and adaptation to organizational culture. 

Effectively promoting the innovation project demands a strategic approach: clear and transparent communication channels tailored to the audience are essential. Engaging leadership, faculty, and instructional staff through workshops, focus groups, and collaboration cultivates a sense of ownership and collective responsibility. The narrative should not only outline the 'what' and 'how' but also articulate the 'why' behind the innovation, emphasizing its positive impact on the educational experience and outcomes. 

Applying these insights to my current and future innovation projects involves a nuanced understanding of the unique challenges and opportunities within the particular educational setting. The ability to tailor innovation plans to the specific needs, culture, and aspirations of the organization is a guiding principle. Emphasizing the importance of trying new things and pushing boundaries, I recognize that, in our instant results and gratification-driven society, the principles of hard work, consistency, and patience are more important than ever. Embracing a growth mindset is instrumental in viewing challenges not as obstacles but as opportunities for learning and growth. The perspective of loving the process versus the outcome resonates deeply with me, underscoring the importance of embracing challenges as opportunities for growth in the evolving landscape of education and technology (Dweck, 2006).

My journey through diverse educational environments has shaped a holistic perspective on innovation and has enlightened me on the importance of meeting stakeholders where they are, understanding their needs, and effectively marketing ideas.  The ongoing project, with its focus on the six Cs, embodies a commitment to creating meaningful and dynamic learning experiences. Lessons learned in communication, buy-in, and adaptation to organizational dynamics will inform future endeavors, ensuring a strategic and impactful approach to innovation in my organizations.