“Learning for Open Innovation”
…. Transformation and Change for Future Learning
5 – 7 September, Granada, Spain
How can we turn our traditional educational institutions into (r)evolutionary leading organisations? How can innovation be stimulated? The conference will observe and analyse how open innovation can be used to transform today’s educational institutions.
Educational institutions have mostly taken an evolutionary approach to respond to the challenges of the modern world. But the incremental innovation of our educational institutions is not sufficient to cope with the ongoing fundamental transformation of societies. Change in most education institutions has started too late and is executed too slowly to meet the challenges of the 21st century. Only open, disruptive innovation offers higher education institutions strategic choices to overcome long-standing and deeply-rooted orthodoxies and to make them fit for the future.
This conference will question why most educational institutions still educate tomorrow’s leaders, experts and workforce with yesterday’s tools. The contemporary education landscape is facing disruptive technological advancements and the promises of web 2.0 to foster a new mode of knowledge creation and collaborative learning among students around the world. We are always online, continuously updating and connecting to electronic information nodes in the globalised digital village of the web. A key issue to develop a balanced view on the topic from all perspectives: strategic, pedagogical, managerial as well as technological. We aim to bring in contributions from different domains and disciplines towards open innovation and thus quality.
However, the promises of modern Information and Communication Technologies (ICT) and e-learning have not effectively innovated universities. Little progress has been made and resources invested into ICT adoption are frequently spent without a clear definition of objectives and change strategies. The future of learning is taking place now – and yet educational activities are often stalled in a pedagogical model of transmitting knowledge rather than constructing solutions, following educational approaches which have been put into place centuries ago and still largely dominate teaching and learning in academia.