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The current Conference time is: 17th Aug 2022, 12:13:11am CEST

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Overall view of the program
Parallel session - H.2 Scaling Up Innovation: From Educational Practices to Systemic Change
Wednesday, 02/June/2021:
5:45pm - 8:00pm

Session Chair: Valentina Toci
Location: Room 7

Session Panels:
H.2. Scaling Up Innovation: From Educational Practices to Systemic Change

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Elena Mosa, Francesca Rossi, Silvia Panzavolta, Elettra Morini

Indire, Italy

The governance of innovation processes is a complex phenomenon, especially when confronted with a large number of schools. The Movement of “Avanguardie Educative” (AE), founded in 2014 by Indire, at present consists of 1,228 Italian schools. Since the rationale of the Movement is based on the transferability of the innovation processes as described in the model of social innovation (Murray et al. 2010), it is necessary to understand it according to a criterion of maturity that takes into account the different phases of change and the corresponding innovation frameworks (AE Manifesto, 2014; Kampylis et al. 2015).
Such a system, designed as the "Selfie of innovation" was conceived with the twofold objective of providing schools with a tool they can use to reflect on their own change, self-evaluate it with a view to continuous improvement (“micro” and “meso” levels) and of allowing Indire to monitor the impact of the AE Movement at a “macro” level.
The system is also based on the contribution of other research activities of the Institute. The first is the research "Evaluation of innovation processes" which focuses on the investigation of innovation taking place in schools as for impact on students, teachers and headteachers, and observing the changes in the educational and organizational dimensions.The research involved school stakeholders both at the class level - to innovate teaching/learning practices -, and at the school level, to improve the ability to account for what has been done (Scheerens, 2018). In this perspective, the evaluation activity becomes both an internal resource for the Institute, enhancing the possibility of analyzing the actions carried out, and a resource for schools for the possibility of reflecting on further improvement and innovation choices.
The second contribution, “INDIRE schools”, aims at drawing, through the analysis of the projects carried out by schools, a map of the intervention strategies for the transformation of the education model that occur when schools are engaged in research, training and experimentation activities promoted by or co-conducted with Indire.

Some patterns are partly the result of bottom-up processes, others are promoted through top-down initiatives, as a result of ministerial proposals. Some processes originate from the initiative of an individual or a group of teachers, others from a choice that involves the entire school community.

This piece of research - documenting and analyzing school innovation experiences - contributes to the design of the "Selfie of Innovation" both by identifying those variables that characterize change and by detecting the “incubators” of transformation and their transferability to similar contexts.

A certainly ambitious research work that is also based on previous and current European research projects, such as "Piloting the European Framework for Digitally-Competent Schools” and the Horizon project "Mensi".

Murray R., Caulier-Grice J., Mulgan G. (2010). The Open Book of social innovation. The Young Foundation, London.

Kampylis P. et al. (2015). Promoting Effective Digital-Age Learning - A European Framework for Digitally-Competent Educational Organisations, JRC Working Papers JRC98209, Joint Research Centre (Seville).

Scheerens, J. (2018). Efficacia e inefficacia educativa: esame critico della knowledge base. Springer.


Emaya Kannamma

Tata Institute of Social Sciences, India

Education of Adivasis/ tribes in India have been formulated in terms of assimilation (Gupta & Padel, 2018) into mainstream society and they receive the poorest quality of education (NIAS, 2012). It is important in such given contemporary conditions to understand education from the perspectives of Adivasis with diverse realities, distinct histories, geographical spaces and hence diverse needs (Bodhi & Jojo, 2019) in a particular context. The study explores the conceptualisation of education and schooling for Adivasis by analysing the annual policy note by the government department responsible for welfare of Adivasis/ Tribes in the state and using a case study of a model school for Adivasis run by themselves to identify if there are any gaps and possible areas of change. In-depth, semi structured interviews were used to understand the needs and aspirations for education and the perceived benefits and concerns regarding school as an institution, schooling experiences, and educational policies and schemes by the state. Eight team members who work with the school in different capacities were interviewed. It explores the strategies that have been tried to negotiate curriculum, pedagogy, instructional language and educational bureaucracy in the process of balancing culture, identity and coping with the needs of contemporary socio-economic situations. Using the ‘Adaptation-Negotiation-Freedom spectrum’ as frame of reference (Bodhi & Jojo, 2019) thematic content analysis of educational policy was done to compare it with the needs of Adivasis and identify areas of possible change and further research. The annual policy notes released by the Department of Adi Dravidar and Tribal Welfare Board of Tamil Nadu from 2001-19 were analysed thematically for identifying the perspectives of the government about Adivasis and the developmental approach of the government towards education of Adivasis. The educational objectives, purpose of government run residential schools for Adivasis, the policy decision, educational schemes and the rationale stated for them are analysed over the period. The themes are compared with the perspectives of the team of teachers and school leaders who run a model for school for Adivasis on the government policies, the innovations they have tried, possibilities and strategies for scaling up such a model and adaptation in government policies and schools.


Patricia Wastiau

European Schoolnet, Belgium

If educational innovation is a product or practice and a social process, making it sustainable and scalable leads to address two key questions: how can the (new) practice be acquired and meaningful for large groups of practitioners (teachers, school leaders), users and beneficiaries (students, parents and the community)? And which type of mechanism can enhance in practice the development of such sustainable and scalable process?

Building on an inter disciplinary approach combining the socio-constructivist theory of Vygotsky, the Bakhtinian view of dialogue as a social process of meaning, and recent developments of the use of design thinking as a way to support human-centered governance, we discuss the potential of using Dialogue Labs as an operational mechanism to scale-up innovation in multilevel governance educational systems.

To which extent can Dialogue Labs ensure knowledge building, i.e. the mental activity of re-organising one's thought system and existing knowledge through social interactions for such construction activity to take place? How can Dialogue Labs provide the arena for all stakeholders to explicitly discuss practitioners’ and stakeholders’ own assumptions, beliefs, cultural norms and values with those behind those innovations, so that social languages of practitioners and stakeholders interact with one another and become a common reference at systemic level? Under which conditions Dialogue Labs integrate the design dimension of ‘exploring the problem space, generating alternative scenarios, and enacting new practices’ (Bason, 2017) and the processes involved in such pathways, so that it leads to public action innovation?

Dialogue Labs have been designed as opportunities for people to come together to share their views and expertise through focused and structured dialogue to co-create new possibilities for their practice. They have been implemented by European Schoolnet in different types of European projects directly involving all together teachers, students, school leaders, as well as public agencies/authorities in education and other stakeholders concerned, in innovative practice. In particular, we discuss the scaling-up potential of Dialogue Labs in the TeachUP and Assess@Learning policy experimentations, and in the design of induction framework for beginning teachers, and draw first conclusions about their potential and limitations to play such role and support practitioners and stakeholders to develop their respective theory of change.


Nikoleta Giannoutsou

Joint Research Centre - European Commission, Spain

SELFIE (Self-reflection on Effective Learning by fostering the use of Innovative Educational Technologies) is, customizable self-reflection tool designed to help schools to embed digital technologies into teaching and learning. SELFIE, consists of a set of questions aiming to support schools to take a snapshot of where they stands in the use of digital technologies, taking on board views of teachers, students and school leaders. The views of the school community are captured in a report with aggregated data, which can help to start a dialogue within the school on potential areas for improvement. SELFIE is designed to focus not on scores and benchmarking but on progress by supporting schools to take informed decisions on how to develop their digital capacity and monitor their progress over time.

But how SELFIE relates to systemic change? Anderson (1993) identifies three types of activities supporting systemic change: a) development of a common language b) development of a strategic plan and c) an ongoing self-assessment process. Looking at SELFIE from the point of view of the tool, we can see that integrates all three characteristics in its design: the questions of SELFIE offer to the schools and all relevant stakeholders –including policy makers- a common language to discuss about how technologies are used to support teaching and learning. The school report with aggregated data, supports strategic planning around eight key areas, critical for the development of the digital capacity of educational organizations. Finally, the possibility for schools to compare results between different SELFIE exercises, aims at facilitating a continuous process of self- assessment and quality checking.

Building on the above characteristics, SELFIE can mediate systemic change through interventions that support the involvement of the school community not only in providing their opinion but also in designing and implementing the plans for the digital development of the school. This way the change of the school becomes situated in a culture of participation, collective responsibility, ownership and mutual learning where schools can develop into learning organizations (Joseph & Reigeluth, 2010). Finally, SELFIE being customizable in the sense that it allows schools to add their own questions and set their priorities for development in relation to their needs and profile allows for a “personalized” approach in the implementation of digital education policies.


Anderson, B. L. (1993). The Stages of Systemic Change. Educational Leadership, 51(1), 14–17.

Joseph, R., & Reigeluth, C. M. (2010). The Systemic Change Process in Education: A Conceptual Framework. Contemporary Educational Technology, 1(2).


Erik Gadotti1, Tiziana Faitini2

1Istituto Pavoniano Artigianelli per le Arti Grafiche, Italy; 2Dipartimento di Lettere e Filosofia, Trento

This paper describes some aspects of the integrated model for research, education, innovation and development devised and experienced at the Artigianelli Institute in Trento (IT), in cooperation with the University of Trento (IT). The model, which draws on systems thinking and complexity theory, sets out to build a learning ecosystem which includes different actors and partners, and transcends the dualism of school/business, education/innovation, learning/development. The model grew out of a research project which was initially designed to explore new modes of integrating students (14-18 years old) with disabilities into Italian high schools. It has proven to work, both in terms of helping all the students to develop their cognitive, emotional and relational potential, and also as a resource for partner enterprises, in their endeavours to innovate and generate new business opportunities. The elimination of the division of knowledge into subjects and students into age determined classes is key to this innovation, which opens the way to new teaching methods capable of promoting active citizenship and better valorizing the different potentials of every student. The diversity of the students’ capacities and interests thus effectively becomes a value.

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