Hershey, Pennsylvania
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From Educational Innovation to Educational Design

From Educational Innovation to Educational Design

Mohamed Khaldi (ENS, Abdelmalek Essaâdi University, Morocco)
Copyright: © 2024 |Pages: 24
DOI: 10.4018/979-8-3693-3128-6.ch002
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Abstract

Teaching today in the digital age requires being able to adapt to the multiple upheavals affecting individuals and societies. The idea that education systems should equip learners with the skills and competencies to cope with an ever-changing landscape. We often refer to skills such as critical thinking, problem solving, collaborative skills, innovation, digital literacy, and adaptability. What is negotiable is how best to achieve the development of these skills, particularly which teaching and learning approaches are suitable to facilitate or enable the development of complex skills. However, educational innovation must be perceived as a proposed novelty, a change, a creation, a transformation, or even an invention in the fields of pedagogy and teaching. Note that the term “innovation” refers to the act of introducing something new in a particular field.
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Educational Innovation

Introduction

At first glance, innovation seems a simple concept meaning novelty and change. However, when we identify research writings or professional writings on social innovation and in particular on educational innovation, we are quickly confronted with its complexity. The first part which follows firstly presents the theoretical elements surrounding the notion of innovative practice. It addresses the notion of practice, then that of innovation by offering a chronological overview of the concept of educational innovation. Secondly, we will cite the characteristics of the innovation, the stages of its process and examples of educational innovation. Thirdly, the question of exemplary practices in connection with innovative practices is addressed after having cited the various types of innovative practices according to the roles of the actors. Finally, before concluding, we will deal with the challenges keys of innovation and limits of educational innovation.

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